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IELTS Exam Format

The International English Language Testing System (IELTS) is a test that
measures the language proficiency of people who want to study or work in
environments where English is used as a language of communication. An easy-to-use
9-band scale clearly identifies proficiency level, from non-user (band score 1)
through to expert (band score 9).
Tab. 1. English exams on the CEFR (Common European Framework of
Reference for Languages).

What is the CEFR? The Common European Framework of Reference for

Languages (CEFR) is an international system that describes learners’ abilities in a
foreign language using six levels, from A1 (the lowest) to C2 (the highest). All
Cambridge English exams are developed in accordance with the principles and
approach of the CEFR.

Academic or General Training

IELTS is available in two test formats – Academic or General Training – and

provides a valid and accurate assessment of the four language skills: listening,
reading, writing and speaking. IELTS treats all candidates with the utmost fairness
and respect by actively avoiding cultural bias and by accepting all standard varieties
of native-speaker English, including North American, British, Australian and New
Zealand English.

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Test format

The IELTS test assesses your abilities in listening, reading, writing and
speaking – in less than three hours. There are two types of the IELTS test: IELTS
Academic and IELTS General Training. Listening and Speaking are the same for
both tests, but the subject matter of the Reading and Writing components differs
depending on which test you take. The Listening, Reading and Writing components
of all IELTS tests are completed on the same day, with no breaks in between them.
The Speaking component, however, can be completed up to a week before or after
the other tests. Your test centre will advise. The total test time is 2 hours and 45
minutes.

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 As it has already been mentioned above, besides the overall score you will also
be given a Cambridge English Scale score for each of the four skills (Reading,
Writing, Listening and Speaking) and Overall Score, as well as CEFR Level. With
these individual scores it is easy for you to see how you performed across the exam
and if you need to improve in any of the skills.

IELTS Test Report Form

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 How is IELTS scored?
IELTS provides a profile of your ability to use English. In other words your IELTS
result will consist of a score in each of the four skills (listening, reading, writing,
speaking) which is then averaged to give the Overall Band Score or final mark.
Performance is rated in each skill on a scale of 9 to 1. The nine overall Bands and
their descriptive statements are as follows:
9 Expert user Has fully operational command of the language: appropriate,
accurate and fluent with complete understanding.
8 Very good user Has fully operational command of the language with only
occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may
occur in unfamiliar situations. Handles complex detailed argumentation well.
7 Good user Has operational command of the language, though with occasional
inaccuracies, inappropriacies and misunderstandings in some situations. Generally
handles complex language well and understands detailed reasoning.
6 Competent user Has generally effective command of the language despite
inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly
complex language, particularly in familiar situations.
5 Modest user Has partial command of the language, coping with overall
meaning in most situations, though is likely to make many mistakes. Should be able
to handle basic communication in own field.
4 Limited user Basic competence is limited to familiar situations. Has frequent
problems in understanding and expression. Is not able to use complex language.
3 Extremely limited user Conveys and understands only general meaning in
very familiar situations. Frequent breakdowns in communication occur.
2 Intermittent user No real communication is possible except for the most
basic information using isolated words or short formulae in familiar situations and to
meet immediate needs. Has great difficulty understanding spoken and written
English.
1 Non user Essentially has no ability to use the language beyond possibly a few
isolated words.
0 Did not attempt the test No assessable information provided.

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 TOP KEY STRATEGIES TO SUCCEED IN IELTS
1. IMPROVE LANGUAGE SKILLS:
a) enriching vocabulary;
b) learning grammar.
2. IMPROVE COMMUNICATION SKILLS:
a) comprehension;
b) producing clearly structured information (coherence)

4 KEY STRATEGIES
TO IMPROVE COMMUNICATION SKILLS
1) DEVELOP ANALYTICAL THINKING:
→ break down the problem (either instructions or a task itself) into different parts;
→ analyze each part in a step-by-step systematic way;
→ find out the interrelationships between the parts.
2) DEVELOP CRITICAL THINKING by asking yourself:
→ if the solution you've just developed is actually the most effective and efficient;
→ how you could do it differently;
→ if there is anything you have overlooked;

NB! Ask all the questions you need, but remember that if it is a reading or listening
section – the answer must clearly be in the text, do not fantasize!
3) PARAPHRASE: say the same idea using different words.
Why is paraphrasing important?
→ to make sure everyone understands clearly;
→to show your ability to understand;
→to emphasize information.

4) VISUALIZE: translate information into pictures.

Why MUST we visualize?
→ to understand the information clearly;
→to remember the information longer and more accurately;
→ to recall the information longer and more accurately;

VISION IS THE MOST POWERFUL HUMAN SENSE

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 PAPER 1. LISTENING
You will be given time to read through the questions before you listen. You
will hear each recording of the Listening test only once.
As you listen, write your answers on the question paper. At the end of the test,
you will have 10 minutes to transfer your answers to the answer sheet in pencil. You
may write your answers in lower case or capital letters.
It is essential that you transfer your answers to the answer sheet. Nothing you
write on the question paper will be marked.

Time allowed: Approximately 30 minutes (plus 10 minutes transfer

time).

Number of questions: 40

Marks: Each question is worth 1 mark.

Recordings may be Monologues: answer phone messages, radio broadcasts

from: and features, news, public announcements, stories and
anecdotes, lectures and talks; or interacting speakers:
conversations, interviews, discussions, radio plays.

Test Format There are four sections with ten questions each. The
questions are designed so that the answers appear in the
order they are heard in the audio.

The first two sections deal with situations set in

everyday social contexts. In Section 1, there is a
conversation between two speakers (for example, a
conversation about travel arrangements), and in Section
2, there is a monologue in (for example, a speech about
local facilities). The final two sections deal with
situations set in educational and training contexts. In
Section 3, there is a conversation between two main
speakers (for example, two university students in
discussion, perhaps guided by a tutor), and in Section 4,
there is a monologue on an academic subject.

The recordings are heard only once. They include a

range of accents, including British, Australian, New
Zealand, American and Canadian.

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Focus on listening: Table Completion

Before we consider the types of listening tasks complete the table:

1. Address: 19, ____________________________________Street

2. Street: _________________________________________Drive

3. E-mail: _____________________________________________

4. Address:____________________________________________

5. Name: ____________________________________ Jones

6. Company address: ____________________________________

7. Name:______________________________________________

8. Cost: $______________________________________________

9. Tel: ________________________________________________

10. Arrival date: Tuesday_________________________________

In the actual test you will be given the following instructions:

✓ do not open this question paper until you are told to do so;
✓ write your name and candidate number in the spaces at the top of this page;
✓ listen to the instructions for each part of the paper carefully;
✓ answer all the questions;
✓ while you are listening, write your answers on the question paper;
✓ you will have 10 minutes at the end of the test to copy your answers onto the
separate answer sheet; use a pencil.

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Task type 1 – Note completion

You have to read a set of sentences, summarise key information and fill
a gap in each sentence using information from the listening text. A
Task type word limit is given, for example, ‘NO MORE THAN ONE WORD
and AND/OR A NUMBER’.
format You are penalised for writing more than the stated number of words.
Contracted words will not be tested. Hyphenated words count as single
words.

Task You have to understand functional relationships such as cause and

focus effect and identify the key information in a listening text.

Questions 1 -10. Complete the notes below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

White Water Sports Centre

Example Answer
Manager’s name __Steve Thompson__

Job available: 1 ___________________ (part-time)

Job responsibilities: - supervising swimmers
- care of 2 ___________________ for beginners’ classes
- carrying out 3 ___________________ regularly
Days: Two per week (4 ________________and_________________ )
Working hours: 5 ___________________ to ___________________
Maximum pay: 6 ___________________ per hour
Interview: Friday at 2 pm
Address of Sports 7 23 – 27 ___________________St., East Gate
Centre:
Steve’s direct line: 8 ___________________
Remember to bring: 9 ___________________ and 10__________________

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Task type 2 – Multiple choice (ONE ANSWER)

In multiple choice tasks, there is a question followed by three

possible answers, or the beginning of a sentence followed by three
possible ways to complete the sentence. You are required to choose
Task type the one correct answer - A, B or C.
and format
NB! Sometimes you are given a longer list of possible answers and
told that you have to choose more than one. In this case, you should
read the question carefully to check how many answers are required.

Multiple choice questions are used to test a wide range of skills. You
Task focus may be required to have a detailed understanding of specific points
or an overall understanding of the main points of the listening text.

No. of
It is variable in each task
questions

Questions 1-5. Choose the correct letter A, B or C.

1. Cranley Hill Primary School first 4. The head teacher believes that
opened in primary pupils should study problems
A 1830. B 1899. C 1983. which
A are regional rather than global.
2. There are fewer pupils in the school
now than in the past because B can be solved locally.
A there are not enough teachers.
C may have no clear answer.
B students have transport problems

C the local population has declined

5. The children’s meals at school are
3. The head teacher is proud that the unusual because
school is provided with energy from A they include food grown by the
A wind power from their own turbine. children.

B coal from the local mines. B they are provided by local people

C electricity supplied by nearby C the children are involved in

villages. cooking the food

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Task type 3 – Plan/map/diagram labelling

Task type You are required to complete labels on a plan, map or diagram (e.g. of
and a piece of equipment). The answers are usually selected from a list on
format the question paper.

This type of task assesses the ability to understand, for example, a

Task description of a place, and to relate this to a visual representation. This
focus may include being able to follow language expressing spatial
relationships and directions (e.g. straight on/through the far door).

Questions 6-10. Label the map.

Choose five answers from the box and write the letters A-H next to Questions 6-10
A bird cages
B football field
C play equipment
D pond
E recycling center
F sports field
G storyteller’s chair
H tree house

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Task type 4 – Form, note, table, flow-chart, summary
completion

You are required to fill in the gaps in an outline of part or of all of the
listening text. The outline will focus on the main ideas/facts, like:
1. a form: often used to record factual details such as names;
2. a set of notes: used to summarise any type of information using the
layout to show how different items relate to one another
3. a table: used as a way of summarising information which relates to
clear categories – e.g. place/time/price,
4. a flow-chart: used to summarise a process which has clear stages,
with the direction of the process shown by arrows.

You may have to:

Task type
and ✓ select your answers from a list on the question paper or
format ✓ identify the missing words from the recording,

keeping to the word limit stated in the instructions. You do NOT have
to change the words from the recording in any way.

You should read the instructions very carefully as the number of words
or numbers to fill in the gaps will vary. A word limit is given, for
example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’.
You are penalised for writing more than the stated number of words, so
check this word limit carefully for each task.

Contracted words will not be tested. Hyphenated words count as single

words.

Task This focuses on the main points which a listener would naturally record
focus in this type of situation.

No. of
Variable
questions

NB! You should remember that one task of Listening paper may contain several task
types. So, you must be prepared for that and carry it out efficiently.
As an example of this you have the following task, which combines task type 3 and
task type 4.

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Questions 21- 28. Complete the flow-chart below.
Write NO MORE THAN TWO WORDS for each answer.

To Submit a Paper for the Architecture

Conference

Multiple choice (MORE THAN ONE ANSWER)

Questions 29-30.

Choose TWO letters, A-E.

Which TWO things does Kirsten plan to do to prepare her conference paper?

A read another student’s thesis

B collect more data
C talk to some postgraduates
D contact a Professor at another university
E inspect a building site

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Task type 5 – Matching

Task type You are required to match a numbered list of items from the listening
and text to a set of options on the question paper.
format The set of options may be criteria of some kind.

Matching assesses the skill of listening for detail and whether you can
understand information given in a conversation on an everyday topic,
Task such as the different types of hotel or guest house accommodation.
focus It also assesses the ability to follow a conversation between two people.
It may also be used to assess your ability to recognize relationships and
connections between facts in the listening text.

Listen to two students giving a presentation and answer Questions 1-10

Questions 1 and 2. Label the two bars identified on the graphs below.
Choose your answers from the box.
List of
Cities:
Calcutta

Los Angeles

Mexico City

New York

Tokyo

Questions 3 - 7. Complete the table

Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.
Material Time to biodegrade Notes
Food (bread) 3……………………………..
Paper 3-12 months Needs 4 ………………………..
conditions
Metal 1-10 years Excluding aluminium
(used in 5……………………..
% of soft-drink cans)
6……………………… 100 years (estimated)
Glass 7 …………………………

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Questions 8 - 10.
List three factors which affect the speed of decay.
Write NO MORE THAN ONE WORD for each answer.
8 …………………………………………………….
9 …………………………………………………….
10 …………………………………………………….

IELTS Listening – how it's marked

The Listening test is marked by certificated markers, who are regularly monitored to
ensure their reliability. All answer sheets, after being marked, are further analysed by
Cambridge English Language Assessment.

Band score conversion

• A Band Score conversion table is produced for each version of the Listening
test which translates scores out of 40 into the IELTS 9-band scale.

• Scores are reported in whole bands and half bands.

• One mark is awarded for each correct answer in the 40-item test.

• Care should be taken when writing answers on the answer sheet as poor
spelling and grammar are penalized.

• The approximate band scores can be calculated using the table below.

Want extra listening practice? – JUST SCAN!

https://www.esl-lab.com/ http://www.manythings.org

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 Make the most of your Listening test:

✓ if you cannot hear the audio clearly, let a member of staff know straightaway

✓ follow the instructions carefully; they may be different to practice or previous

tests

✓ listen for the specific information you want

✓ try and anticipate what the speaker will say; this will require concentration

✓ do not worry if there is a word you do not understand; you may not need to use
it

✓ if you do not know the answer to a question, attempt it but do not waste time;
move quickly onto the next one

✓ be careful with your spelling and grammar

✓ do not panic if you think the topic is too difficult or the speaker is too fast;
relax and tune in

✓ read, write and listen at the same time

✓ focus precisely on what you are asked to do in completion type questions

✓ pay attention to the word limit; for example, if you are asked to complete a
sentence using no more than two words, if the correct answer is ‘leather coat’,
the answer ‘coat made of leather’ would be incorrect

✓ if the question asks you to complete the note ‘in the…’ and the correct answer
is ‘morning’, note that ‘in the morning’ would be incorrect; the correct answer
is 'morning'

✓ attempt all questions; there are no penalties for incorrect answers

✓ check your answers.

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 PAPER 2. READING
Module General Training Academic

There are three sections. Section

1 may contain two or three short
Paper Three reading passages with a variety of
texts or several shorter texts.
format questions using a number of task types.
Section 2 comprises two texts. In
Section 3, there is one long text.

Timing 60 minutes

No. of
40
questions

A variety of question types are used, chosen from the following: multiple choice,
identifying information, identifying writer’s views/claims, matching information,
Task
matching headings, matching features, matching sentence endings, sentence
types
completion, summary completion, note completion, table completion, flow-chart
completion, diagram label completion, short-answer questions.

The first section, ‘social survival’,

contains texts relevant to basic
Texts are taken from books, journals,
linguistic survival in English with
magazines and newspapers and have
tasks mainly about retrieving and
been written for a non-specialist audience.
providing general factual information,
All the topics are of general interest. They
for example, notices, advertisements
deal with issues which are interesting,
and timetables.
recognisably appropriate and accessible
The second section, ‘Workplace
to test takers entering undergraduate or
survival’, focuses on the workplace
postgraduate courses or seeking
context, for example, job
professional registration. The passages
descriptions, contracts and staff
Sources may be written in a variety of styles, for
development and training materials.
example narrative, descriptive or
The third section, ‘general reading’,
discursive/argumentative. At least one text
involves reading more extended
contains detailed logical argument. Texts
prose with a more complex structure.
may contain non-verbal materials such as
Here, the emphasis is on descriptive
diagrams, graphs or illustrations. If texts
and instructive rather than
contain technical terms then a simple
argumentative texts, in a general
glossary is provided.
context relevant to the wide range of
test takers involved, for example,
Each question is worth 1 mark.
newspapers, magazines and fictional
and non-fictional book extracts.

You are required to transfer your answers to an answer sheet during the time
Answering allowed for the test. No extra time is allowed for transfer. Poor spelling and
grammar are penalised.

Band 9.0 8.5 8.0 7.5 7.0 6.5 6.0 5.5 5.0 4.5 4.0 3.5 3.0 2.5
score
Academic 39- 37- 35- 33- 30- 27- 23- 20- 16- 13- 10- 7-9 4-6 3
Marks 40 38 36 34 32 29 26 22 19 15 12
General 40 39 38 36- 34- 32- 30- 27- 23- 19- 15- 12- 8- 5-7
37 35 33 31 29 26 22 18 14 11

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 TOP TIPS FOR TACKLING THE IELTS READING PAPER
Always read the instructions!
Make sure you know what to do – always start by reading the instructions first!
Don’t pay too much time for 1 task!
If you are struggling to find an answer, move on to the next question and go back to
the question later.
Keep an Eye on the Clock!
Don’t run out of time! Stick to your timetable! Bear in mind that you don’t have extra
time to transfer your answers into answer sheets!
Don’t be afraid of unknown words!!
Use key words and phrases that appear before and after unknown words to help you
guess their meaning. Read the sentence or even the whole paragraph in order to work
out the meaning. Here are some ideas for how key words and phrases might help you
to understand the meaning of the word. The unknown word is underlined.

Guessing the meaning of unknown words

Ideas Key words Examples
and phrases
Pay attention to examples Such as… The students have different
near the unknown word. If Including… excuses for not doing their
you understand the This homework, such as “My dog
examples, you can use them includes…. ate it” or “My mom washed it
to guess the meaning of the Like…. in the washing machine.”
unknown word. For example….
For instance….
Look for the key words that But… There is going to be a heat
might show that the writer is While… wave all this week. However,
contrasting two ideas. The Unlike… the weather will be much
unknown word might have On the other colder next week.
the opposite meaning to the hand….
idea expressed in the However…
sentence before or after it. Though…

✓ Prefixes (e.g. un-, dis-, pre-, co-, under-, etc.) and suffixes (-ful, -less, -hood, -
ment, etc.) can also help you to guess the meaning of unknown words. If you learn
the meaning and uses of them you will be able to recognize and guess the meaning
of many unknown words.
✓ Strict word order of English sentences can also help you with choosing the correct
word of part of speech: e.g. Mr. Ding generally bkocns his nlesh before
comtlenang. In this sentence you have 3 unrecognized words, but word order

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 implies that the first one must be a Verb and the word “generally” shows that it is
either the Present Simple or the Past Simple (depending on the whole paragraph),
after the Possessive Pronoun “his” we must put a Noun, and after the Preposition
“before” we must put either a Noun or a Gerund, so it helps you make the right
choice.
✓ Use skimming and scanning techniques.

Skim - read only main ideas within a Scan – read quickly to find a specific
passage to get an overall impression of piece of information.
the content of a readingselection.
How? How?
* Read the title. * have a question in your mind and you
* Read the introduction or the first read a passage only to find the answer,
paragraph. ignoring unrelated information.
* Read the first sentence of every other
* Try to anticipate how the answer will
paragraph. appear and what clues you might use to
* Read any headings and sub-headings. help you locate the answer, e.g. if you
* Notice any pictures, charts, or graphs.
were looking for a certain date, you
* Notice any italicized or boldface would quickly read the paragraph
words or phrases. looking only for numbers.
* Read the summary or last paragraph. * Use headings and any other aids that
will help you identify which sections
might contain the information you are
looking for.
What for? What for?
If you are previewing a piece of text; When you have a specific question to be
If you are rereading and trying to answered.
connect ideas.

Words similar to: “KIND”

Benevolent Congenial Kindhearted Compassionate
She is a benevolent She has a congenial My mother is a She is a compassionate
leader. smile. kindhearted mother.
person.
Considerate Caring
It is considerate of She’s a caring mom.
you to share your
umbrella.
Friendly Thoughtful
Judy is a friendly She is a thoughtful friend.
teacher.

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 GENERAL ADVICE
To make the most of your Reading test you should:

• look out for the title, headings and any special features such as capital letters,
underlining, italics, figures, graphs and tables
• do not try and read every word; remember, you are reading for a purpose
• if you do not know the answer to a question, attempt it but do not waste time;
move quickly onto the next one
• do not panic if you do not know anything about the subject of the text; all
the answers can be found in the text
• the word(s) you use must be taken from the Reading text; you must not change
the form of the word(s) in the text
• be careful to use singular and plural correctly
• focus precisely on what you are asked to do in ‘completion’ type questions
• if the question asks you to complete the note ‘in the…’ and the correct answer
is ‘evening’, just use ‘evening’ as your answer; note that ‘in the evening’ would be
incorrect
• pay attention to the word limit; for example, if you are asked to complete a
sentence using no more than two words, if the correct answer is ‘silk shirt’, and not
‘shirt made of silk’.
• attempt all questions; there are no penalties for incorrect answers, so you have
nothing to lose
• check your answers and check your spelling.
To do this, make sure:
✓ You don’t focus on single words, but read the whole sentence carefully. The first
part of a sentence might look correct but the second half of it might change the
meaning. Words like but and however can change the meaning of a whole sentence.
Examiners know you are trying to get the answers as quickly as possible and will try to
trick you in this way.
✓ When you find the same words in the option as there are in the text, it DOES
NOT already mean that’s the correct answer. Usually you have to look for synonyms,
but NOT the same words.
✓ Some of the ‘correct’ answers will appear to ‘jump out’ at you. If you don’t read
the text carefully, you will choose the incorrect answer. Take some time to really
understand the meaning of each sentence.
✓ You do not make up your own story; every single word from the question must
be strictly supported in the text. For example, if in the text appears the phrase that “they
lived happily ever after” it does NOT mean that they were “married”, maybe they
simply were “friends”???
✓ You do not use your general impression, find the words in the text that say the
answer and underline them.

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 Task type 1

1.1 You are going to read about a traveller and Patrick Malone
explorer called Patrick Malone. Look at the flow- (Part 1)
chart. What type of information do you think you need for Patrick Malone is a
each gap? traveller, writer and
1 2 3 broadcaster. He was
born in 1968 in Basel,
4 5 6
Switzerland, where his
_________________________________ British parents were working for a pharmaceutical
Patrick Malone company. His family left Switzerland when he was
Born in Switzerland in 1968. twelve, and returned to their home in Britain. For the
next 6 years, Malone attended the local secondary
Moved to 1………………………. When he was school. He then went to Leeds University to do a
twelve. coarse in Human Geography. He wanted to become
Studied 2……………………. at university. a town planner. However, the only work he could find
was as a teacher at a local school.
Got a job as a 3………………………… . During his holidays and free time, he went walking,
often covering very long distances very quickly. On
one occasion he walked the entire length of Britain, a
Once travelled more than 4……………… on foot distance of over 1,400 kilometres, in less a month.
on a single trip. He enjoyed the experience and the challenge so
much that he started walking in different parts of the
Often went walking in places that were quite 5 world, usually in fairly remote areas away from major
………………………… . population centers. The people he met and the
experiences he had on these trips provided him with
Joined an 6 …………………….. to the Amazon. some excellent material for his classes.
It was during one trip that he met his old university
tutor, Don Perkins. At the time, Perkins was putting
1.2 Use the words in the box to complete the flow
together a team of geographers and biologists for a
chart above and then check your answers by research trip to the Amazon, and he asked Malone if
reading the passage. he would like to join them. The expedition was for a
whole year, and so he had to give up his job at the
Britain expedition Human Geography school, but Malone did not hesitate to accept Perkin’s
1,400 kilometres remote teacher offer. He sold his car to make some money, bought
an airline ticket for Brazil and set off.
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 Patrick Malone (Part 2)
The Amazon expedition, which took 6 months and covered a distance of almost 2,500
kilometres, was a great success. The group discovered some new plant and insect species, as
well as a forest tribe which people had never heard of. Malone enjoyed the trip so much that he
decided to become a full-time explorer. He earned money by writing travel articles for magazines
and newspapers, which he illustrated with own photographs.
In 1996, he married Margaret Logan, an American doctor he had met while travelling around
Africa. In 1998 they had Adam, the first of three children (twins Amelia and Jennifer were born a
year later). Many families at this stage would settle down, but Margaret and Patrick decided to
keep travelling, spending two years walking around India and another twelve months exploring
the islands of Indonesia.
When they returned home, they wrote a magazine article about travelling with small children. It
was so popular that they were asked to write several more articles on the same subject. This
was followed by an offer from a television company to present a TV series about travelling with
children. The series ran for 12 years, and won several television awards. Today they still make
the most of every opportunity to travel, and have recently returned from the South Pacific.

1.3 Read the next part of the passage, and complete the gaps 7-12. Choose NO
MORE THAN TWO WORDS AND/OR A NUMBER for each one.
Travelled 2,500 kilometres through the Amazon.

7……………………… a tribe that nobody knew existed.

8………………… someone he met on a trip.

They had 9………….……………: Adam, Amelia and Jeniffer.

Explored the Indonesian islands for 10 ……………………………. .

Made a successful 11………….………………. .

Still likes to 12………………. ………………………. whenever possible.

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1.4 You are going to read a passage about an airliner. Answer the question below.

Read the title and subtitle and look at the picture. What do you think the passage will be
about?
a an airliner that is not the same as other airliners
b reasons why a new airliner has been so successful
c the problems that a new type of airliner has been having

1.5 Read the passage carefully. Complete the labels (1-7) on the diagram. Choose
NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each
answer.

The Boeing 787

The Boeing 787 'Dreamliner' has been described as the airliner of the future. We look at the technology
that makes it different
Until now, airliner fuselages have been made of aluminium sheets. Large aircraft can have 1,500 of
these sheets with between 40,000 and 50,000 metal fasteners. The 787 is the first airliner to be built with
a one-piece fuselage made from a special material called 'composite'. Not only does this make the
airliner quicker and easier to build, but it also makes it a lot lighter.
The advantage of this weight reduction is that the 787 uses 20 percent less fuel than other airliners of a
similar size, which makes it much more environmentally friendly. The reduced weight also means that the
Boeing 787 can fly further than many other airliners of a similar size, carrying 210 passengers or more up
to 15,200 kilometres before refuelling.
Sometimes an airliner needs to change from one type of engine to another. This is a difficult and time-
consuming process. The 787 has a revolutionary engine attachment on the wing which means that the
engines can be changed in a much shorter time. The case containing the engine is also different from
those on other airliners. It has been designed to cut down the noise from the engine, making it less noisy
for passengers in the cabin as well as for people on the ground.
In addition to a quieter cabin, passengers will also benefit from windows which are 65 percent larger than
those on other
airliners, giving them a much better view of the world passing by below them. The windows also have a
unique facility which allows passengers or cabin crew to control the amount of
light that enters them. This is thanks to a liquid in the window which reacts to an electric current. When a
passenger or cabin crew member presses a button, the current causes a chemical reaction in the
window which darkens the liquid.

23
 Task type 2

2.1 Look at the picture and answer the

questions.
• What do you think the person does?
__________________________
• What are the dangers involved in a
job like this?

2.2 You are going to read a passage about a woman called Sylvia Earle. Before you
read the passage, look at the title and the subheading. What do you think the passage
will talk about?
A a woman who has an interesting hobby
B a scientist who wants to know more about the sea
C a student who wants to become an underwater explorer

24
Sylvia Earle, underwater hero
She spent her working life studying the world’s oceans
Sylvia Earle is an underwater explorer and marine biologist who was born in the USA in 1935.
She became interested in the world’s oceans from an early age. As a child, she liked to stand on
the beach for hours and look at the sea, wondering what it must be like under the surface.
When she was 16, she finally got a chance to make her first dive. It was this dive that inspired
her to become an underwater explorer. Since then, she has spent more than 6,500 hours under
water, and has led more than seventy expeditions worldwide. She has also made the deepest
dive ever, reaching a record-breaking depth of 381 metres.
In 1970, she became famous around the world when she became the captain of the first all-
female team to live under water. The team spent two weeks in an underwater ‘house’. The
research they carried out showed the damage that pollution was causing to marine life, and
especially to coral reefs. Her team also studied the problem of over-fishing. Fishing methods
meant that people were catching too many fish, Earle warned, and many species were in danger
of becoming extinct.
Since then she has written several books and magazine articles in which she suggests ways of
reducing the damage that is being done to the world’s oceans. One way, she believes, is to rely
on fish farms for seafood, and reduce the amount of fishing that is done out at sea. Although
she no longer eats seafood herself, she realizes the importance it plays in our diets. It would be
wrong to tell people they should stop eating fish from the sea, she says. However, they need to
reduce the impact they are having on the ocean’s supplies.

2.3 Read the passage. Choose NO MORE THAN TWO WORDS AND/OR A
NUMBER FROM THE PASSAGE to answer each question.
1 What career did Sylvia decide to follow after her first dive?
_______________________________________________
2 How far under water did she go in order to break a world record?
_______________________________________________
3 What was causing harm to everything living in the sea?
_______________________________________________
4 Where does Sylvia think we should get our fish from?
________________________________________________

25
 Task type 3

3.4 Now decide if the following agree with the information given in the reading
passage.
Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this.
1. Sylvia Earle lives in the USA.
2. Until 1970, nobody had lived underwater before.
3. Sylvia Earle was worried about the amount of fish that were being
caught.
4. Her books offer some solutions to marine problems.
5. She thinks people should avoid eating seafood.

26
 Task type 4

4.1 You are going to read a passage about bad habits. Read the title and subheading
first. What do you think the writer is going to say about bad habits?
a Most people have bad habits that they'd like to break.
b It can be extremely hard to break a bad habit.
c People pick up most of their bad habits while they are growing up.
d People are not always aware that they have bad habits.

4.2 Read Questions 1-7 below and underline the words that you think will help you
find the right place in the passage.

Questions 1-7
Do the following statements agree with the claims of the writer in the Reading
passage?

27
 Write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

1. We usually develop bad habits when we are very young.

2. We can only break bad habits if people tell us to do so.
3. Bad habits may return when we are under pressure.
4. Researchers were surprised by the answers that the volunteers gave in the first test.
5. The volunteers found the test more difficult when they did it the second time.
6. People find it more difficult to remember things they learnt when they were young.
7. If we develop bad habits early in life, they are harder to get rid of.

Breaking the habit

We all think we can break our bad habits — but they can stay with us
for life

What is a bad habit? The most common definition is that it is

something that we do regularly, almost without thinking about it, and
which has some sort of negative consequence. This consequence
could affect those around us, or it could affect us personally. Those
who deny having bad habits are probably lying. Bad habits are part of
what makes us human.
Many early habits, like sucking our thumb, are broken when we are very young. We are
either told to stop doing it by our parents, or we consciously or subconsciously observe that others
do not have the same habit, and we gradually grow out of it. It is when we intentionally or
unintentionally pick up new habits in our later childhood or early adulthood that it becomes a
problem. Unless we can break that habit early on, it becomes a part of our life, and becomes
'programmed' into our brain.
A recent study of human memory suggests that no matter how hard we try to change our
habits, it is the old ways that tend to win, especially in situations where we are rushed, stressed or
overworked. Habits that we thought we had got rid of can suddenly come back. During the study
programme, the researchers showed a group of volunteers several pictures, and gave them words
to associate with them (for example, see a picture of tea, and associate it with 'breakfast'). They
then showed the volunteers the same pictures again, and gave them new words to associate with
them (see a picture of tea, and say 'afternoon').
A few days later, the volunteers were given a test. The researchers showed them the
pictures, and told them to respond with one of the words they had been given for each one. It came
as no surprise that their answers were split between the first set of words and the second. Two
weeks later, they were given the same test again. This time, most of them only gave the first set of
words. They appeared to have completely forgotten the second set. The study confirms that the
responses we learn first are those that remain strongest over time. We may try to change our
ways, but after a while, the response that comes to mind first is usually the first one we learned.
The more that response is used, the more automatic it becomes and the harder it becomes to
respond in any other way.
The study therefore suggests that over time, our bad habits also become automatic,
learned behaviour. This is not good news for people who picked up bad habits early in life and now
want to change or break them. Even when we try to put new, good intentions into practice, those
previously learned habits remain stronger in more automatic, unconscious forms of memory.
28
 Task type 5

5.1 You are going to read a passage

about city streets. Before you begin, look
at the two pictures and answer the
question.
What do you think the passage will
be about?

a the difference between towns

and cities now, and towns and
cities in the past
b how towns and cities are
planned and built
c removing cars and other
vehicles from streets in towns and
cities
5.2 Read the passage quickly and underline words 1-8. Then match them with their
definitions, a—h.
1 pedestrians A trying something in order to discover what it is like
2 exhaust fumes B the work that is done to keep something in good condition
3 experimenting C people who own or manage shops
4 resistance D when people disagree with change, idea, etc., and refuse to
accept it
5 shopkeepers E the outer area of a city, town or village
6 construction F the work of building houses, offices, bridges, etc.
7 maintenance G people who are walking and not in a vehicle
8 outskirts H strong, unpleasant and often dangerous gases from vehicles

29
 Pedestrians only
How traffic-free shopping streets developed

A. The concept of traffic-free shopping areas goes back a long time. During the Middle Ages,
traffic-free shopping areas known as souks were built in Middle Eastern countries to allow
people to shop in comfort and, more importantly, safety. As far back as 2,000 years ago, road
traffic was banned from central Rome during the day to allow for the free movement of
pedestrians, and was only allowed in at night when shops and markets had closed for the day.
In most other cities, however, pedestrians were forced to share the streets with horses,
coaches and, later, with cars and other motorised vehicles.

B. The modern, traffic-free shopping street was born in Europe in the 1960s, when both city
populations and car ownership increased rapidly. Dirty exhaust fumes from cars and the risks
involved in crossing the road were beginning to make shopping an unpleasant and dangerous
experience. Many believed the time was right for experimenting with car-free streets, and
shopping areas seemed the best place to start.

C At first, there was resistance from shopkeepers. They believed that such a move would be
bad for business. They argued that people would avoid streets if they were unable to get to
them in their cars. When the first streets in Europe were closed to traffic, there were even noisy
demonstrations, as many shopkeepers predicted they would lose customers.
D. However, research carried out afterwards in several European cities revealed some
unexpected statistics. In Munich, Cologne and Hamburg, visitors to shopping areas increased
by 50 percent. On Copenhagen's main shopping street, shopkeepers reported sales increases
of 25-40 percent. Shopkeepers in Minneapolis, USA, were so impressed when they learnt this
that they even offered to pay for the construction and maintenance costs of their own traffic-free
streets.
E. With the arrival of the traffic-free shopping street, many shops, especially those selling
things like clothes, food and smaller luxury items, prospered. Unfortunately, it wasn't good news
for everyone, as shops selling furniture and larger electrical appliances actually saw their sales
drop. Many of these were forced to move elsewhere, away from the city centre. Today they are
a common feature on the outskirts of towns and cities, often situated in out-of-town retail zones
with their own car parks and other local facilities.

5.3 Now match the headings i-vii below with paragraphs A-E in the passage. There
are two headings that you do not need.

List of Headings
I Facing local opposition - C

II Some reasons for success

III Winners and losers

IV A need for change

V An experiment that went wrong

VI An idea from ancient history

VII North America learns from Europe

30
 Task type 6

Matching information Questions

What do they test?
In this kind of question, you are asked to match statements to
paragraphs in the reading text. Just like matching headings, this kind of task
tests your understanding of main ideas, and your ability to distinguish between
main ideas and details.

What do you need to do?

1. Read the questions first.

2. Quickly skim the text to try to understand the general meaning of the
text.
3. Read the question statements again and predict where the answer is.
4. Scan the text paragraphs you think might contain the answer for
synonyms. If you find a possible answer underline it.
5. Check back with the question statement and mark the answer if correct.
If not, move on to other paragraphs.

NB! The answers do not appear in the same order as the questions.

6.1 You are going to read an article about graphic novels. Look at the title and the
subheading. Which of these sentences summarises what the passage will say?
a Graphic novels are generally a good thing.
b Graphic novels are generally a bad thing.

Now quickly read through the passage to check your answer.

6.2 Now look at the questions, and underline the key words.
Answer Questions 1-7.
The Reading passage has eight paragraphs, A-H.
Which paragraph contains the following information?
Write the correct letter, A-H.
NB You may use any letter more than once.

1 people with negative attitudes towards graphic novels ……………

2 a variety of school subjects where graphic novels can play an important role
……………
3 why a graphic novel's visual element speeds up learning ……………
4 a modern definition of graphic novels ……………
5 graphic novels are as good as any other method of telling a story ……………
6 graphic novels sometimes use advanced words ……………
7 the historical use of pictures as a method of storytelling ……………

31
Graphic novels
People who think graphic novels are just comics with a different name should think
again

A. Graphic novels, as the name suggests, are books written and illustrated in the style of
a comic book. The term graphic novel was first used in 1978 by author and artist Will
Eisner to distinguish a comic novel he had written and illustrated from newspaper comic
strips. He described graphic novels as consisting of 'sequential art' — a series of
illustrations which, when viewed in order, tell a story.

B. Although today's graphic novels are a recent phenomenon, this basic way of telling
stories has been used in various forms for centuries. Early cave drawings, hieroglyphics
and medieval tapestries are examples of this. The term graphic novel is now generally
used to describe any book in a comic format that resembles a novel in length and
narrative development.

C. Many adults feel that graphic novels are not the type of reading material that will help
young people become good readers. They believe that graphic novels are somehow a
bad influence that prevent 'real' reading. In other words, they think that they are not 'real'
books.

D. However, many quality graphic novels are now being seen as a method of storytelling
on the same level as novels, films or audio books. From originally appealing to a small
following of enthusiasts, they are now being accepted by librarians and teachers as
proper literature for children and young adults. The main advantages are that they
promote literacy, and attract and motivate young people to read.

E. How do we know this? In the last few years, teachers and school libraries have
reported outstanding success getting children to read with graphic novels. Many have
mentioned the motivational factor of the graphic novel. This has been especially true
with children who are usually reluctant to read, especially boys. The colourful pictures
attract them, and then encourage them to find out what the story is about. Providing
young people of all abilities with a wide range of reading materials, including graphic
novels, can help them become lifelong readers.

F. Furthermore, one of the main benefits of a graphic novel is that it can help students
who are learning a foreign language, and who are having problems improving their
reading skills. This is because the pictures provide clues to the meaning of the words.
Language learners are therefore more motivated by graphic novels, and will acquire new
vocabulary more quickly.

G. Many teachers have reported great success when they have used graphic novels
with their students, especially in the areas of English, social studies and art. They have
discovered that, just like traditional forms of literature, they can be useful tools for
helping students examine aspects of history, science, literature and art.

H. The idea that graphic novels are too simple to be regarded as serious reading is no
longer valid. The excellent graphic novels available today demand many of the same
skills that are needed to understand traditional works of fiction. Often they actually
contain more sophisticated vocabulary than traditional books. Reading them can help
students develop the skills that are necessary to read more challenging works.
32
 Task type 7

7.3. Questions 7-13.

Complete the table below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.
Before you start – answer the following questions:
1. What is the maximum number of words you can write in each gap?
……………
2. Can you answer using your own words? ……………
The advantages of graphic novels
Advantages Who benefits? How it works
They provide motivation 7 …………… readers They are attracted
to read by 8 …………… This encourages
them to find out what happens in
the 9 …………….
They help improve a 11 …………… learners The pictures act as
student's 10……………. visual 12 ……………. The
student develops a
larger 13……………

33
 Task type 8

8.1 Read the passage about an invention quickly. Match the names of the people (1-5)
with what they did (a—e).

1 John Loud a sold the first ballpoint pens in North America.

2 Ladislas Biro b wanted to make his job easier.

3 Augustine Justo with his c achieved international success with his pen
pen.

4 Milton Reynolds rolling ball. d invented the first pen with a rolling ball

5 Patrick Frawley business in e asked someone to start a business in his country

his country.

34
8.2 Read Questions 1-5. Do not read the options yet. Then find where each question
is answered in the passage.
8.3 Now read each part carefully and choose the correct option - A, B, C or D.
1 People went to Gimbels to buy a ballpoint pen because

A they couldn't get them anywhere else.

B they had been told how good the pens were.
C they had never seen a ballpoint pen before.
D they thought the price was good.

2 Why were early ballpoint pens not produced commercially?

A Nobody wanted to buy one.

B It cost too much to produce them.
C They used too much ink.
D They didn't work properly.

3 Why was Ladislas Biro's pen better than earlier models?

A It didn't need to be filled with ink as often.

B It was designed by a chemist.
C The ink stayed in the pen until it was needed.
D It was easier to use.

4 Biro's first commercially-produced pen

A was produced in a factory owned by the Argentinian president.

B only worked if used in a certain way.
C was a major success.
D went on sale in 1944.

5 Patrick Frawley's pen

A was a better version of an earlier model.

B took time to become successful.
C was the USA's first commercially successful ballpoint pen.
D was only successful in the USA.

35
 The ballpoint pen
Most of us have at least one, but how did this popular item evolve?

One morning in 1945, a crowd of 5,000 people jammed the entrance of

Gimbels Department Store in New York. The day before, Gimbels had
placed a full-page advertisement in the New York Times for a great new
invention, the ballpoint pen. The advertisement described the pen as
'fantastic' and 'miraculous'. Although they were expensive, $12.50 each, all 10,000 pens in stock
were sold on the first day.

In fact, this 'new' pen was not new at all. In 1888, John Loud, a leather manufacturer, had
invented a pen with a reservoir of ink and a rolling ball. However, his pen was never produced,
and efforts by other people to produce a commercially successful one failed too. The main
problem was with the ink. If it was too thin, the ink leaked out of the pen. If it was too thick, it didn't
come out of the pen at all.

Almost fifty years later, in 1935, a newspaper editor in Hungary thought he spent too much time
filling his pens with ink. He decided to invent a better kind of pen. With the help of his brother, who
was a chemist, he produced a ballpoint pen that didn't leak when the pen wasn't being used. The
editor was called Ladislas Biro, and it was his name that people would associate more than any
other with the ballpoint pen.

By chance, Biro met Augustine Justo, the Argentinian president. Justo was so impressed with
Biro's invention that he invited him to set up a factory in Argentina. In 1943, the first Biro pens
were produced.

Unfortunately, they were not popular, since the pen needed to be held in a vertical position for the
ink to come out. Biro redesigned the pen with a better ball, and in 1944 the new product was on
sale throughout Argentina.

It was a North American, Milton Reynolds, who introduced the ballpoint pen to the USA. Copying
Biro's design, he produced the version that sold so well at Gimbels. Another American, Patrick
Frawley, improved the design and in 1950 began producing a pen he called the Papermate. It
was an immediate success, and within a few years, Papermates were selling in their millions
around the world.

Words similar to: “GREAT”

Wonderful Magnificent Terrific Exceptional
You’re a wonderful That’s a magnificent She is a terrific She is an exceptional
cook. painting. daughter. athlete.
Awesome Marvelous
We had an awesome Our vacation was marvelous.
day.
Amazing Phenomenal
The scenery is This is a phenomenal book.
amazing

Extraordinary Incredible Spectacular

The movie was The view is spectacular
He is an extraordinary student.
incredible
36
 Task type 9

9.1 Quickly read the passage below, which is about a man called Marcel Bich.
1. What did Marcel Bich do?……………………………………
2. How successful was he?……………………………………

MARCEL BICH
The man who turned a luxury item into an everyday object

Marcel Bich, a French manufacturer of traditional ink pens, was the man who turned the ballpoint pen
into an item that today almost anyone can afford. Bich was appalled at the poor quality of the ballpoint
pens that were available, and was also shocked at their high cost. However, he recognised that the
ballpoint was a firmly established invention, and he decided to design a cheap pen that worked well
and would be commercially successful.

Bich went to the Biro brothers and asked them if he could use the design of their original invention in
one of his own pens. In return, he offered to pay them every time he sold a pen. Then, for two years,
Bich studied the detailed construction of every ballpoint pen that was being sold, often working with a
microscope.

By 1950, he was ready to introduce his new wonder: a plastic pen with a clear barrel that wrote
smoothly, did not leak and only cost a few cents. He called it the 'Bic Cristal'. The ballpoint pen had
finally become a practical writing instrument. The public liked it immediately, and today it is as
common as the pencil. In Britain, they are still called Biros, and many Bic models also say 'Biro' on
the side of the pen, to remind people of their original inventors.

Bich became extremely wealthy thanks to his invention, which had worldwide appeal. Over the next
60 years his company, Societe Bic, opened factories all over the world and expanded its range of
inexpensive products. Today, Bic is as famous for its lighters and razors as it is for its pens, and you
can even buy a Bic mobile phone.

37
9.2 Look at the summary of the passage in task 9.3.

1. What type of word do you need in each gap?

2. Find the underlined words and numbers in the passage about Bich. Now complete
the summary.

9.3 Choose NO MORE THAN TWO WORDS from the passage for each answer.
It is thanks to Marcel Bich that most people today are able to 1 …………a ballpoint
pen. It was the bad quality and 2 …………of the pens which were available at the time
that inspired him to design a 3 …………ballpoint pen that would be both inexpensive
and reliable. After getting permission from the Biro brothers to base his pen on
their 4 …………, he carefully 5 …………other ballpoints that were sold in the shops,
and in 1950 introduced his own version, the 'Bic Cristal'. It was popular with
the 6 …………, and Bich became very rich. His company, Bic, now makes a variety of
cheap 7 …………, such as lighters and razors.

Words similar to:

“INTERESTING”
Absorbing Compelling
He gave an absorbing Her eyes are very
account of his childhood. compelling.

Intriguing Enthralling
Trevor is an intriguing man. She told an enthralling story
about her life in rural Alaska.

Fascinating Captivating
This is a fascinating book. I His speech was captivating.
can’t put it down!

Engaging Engrossing
This class is extremely Her story was so engrossing
engaging. that I lost track of time.

Gripping Riveting
That thriller was gripping. This action movie is riveting.

38
 Task type 10
Summary Completion With a Box Questions

What do they test?

This task type does not almost differ from the previous one. The only
thing you have to pay attention to is that the words you need to insert are given
in the box.
NB! You have to find the answer in the text, though the words from the
box will usually be different from those in the text, they will be either synonyms
or in a different form. In addition, there will be more options than spaces in the
summary.

10.1 Before you look at the exam task type, find the underlined words in bold in the
passage “Fighting fear using virtual reality” and match them to the following
definitions.

1. to do or make something which behaves or looks like something real, but which is
not real
2. the work of treating mental or physical illness without surgery
3. using computer images and sounds that make you think an imagined situation or
object is real
4. to make someone experience something or be affected by it
5. an extreme fear of something
6. someone whose job is to treat a particular type of mental or physical illness

10.2 Now, find the part of the passage that deals with Sara Considine's VRET
treatment course and answer Questions 1-5.
Questions 1-5
Complete the summary using the list of words and phrases, A-J, below.
Treating a phobia using VRET
Sara Considine's programme of treatments lasted for 1……………. months. At first, the
sessions did not move very 2……………., as she just 3 ……………. the virtual spider
through her headset. It only took two sessions for her to stop being 4 …………….the
spiders in her dreams. After a while, she could hold the virtual spider in her virtual hand,
and the next stage involved making physical 5……………. with a toy spider.

A afraid of B amused by C contact

D held E observed F quickly
G slowly H touch I three J twelve
39
 Fighting fear using
virtual reality
Computers are not just for
entertainment, shopping or
research purposes - as one
woman found out when she
tried to cure her fears
Most people have at least one thing they are afraid of. A fear of things like snakes, spiders, dogs,
heights or open spaces affects over 90% of the population. In extreme cases, a fear can develop
into a phobia, where the fear of something is so powerful it can affect the way the sufferer lives
their life. About 10% of people suffer from a phobia. Most sufferers never seek treatment, because
the most common type of cure - 'exposure therapy' - involves them being exposed to the object of
their fear, and this is the last thing many of them are prepared to do.

There is now a new cure for phobias, using something called virtual reality
exposure therapy (VRET). The concept is simple. The person with the phobia wears a virtual
reality headset. A computer, controlled by a therapist, then simulates a variety of situations in
which the sufferer is gradually exposed to the object of their fear, which they view on the headset's
screen. At the same time, the therapist explains why they should not be afraid of it. The technique
is surprisingly successful, as this case demonstrates.
Sara Considine had a serious spider phobia, and had developed several spider-related behaviour
patterns. Before going to bed, for example, she would check her room for spiders, then seal the
windows with tape so none could get in. She had frightening dreams about spiders every night.
Eventually, she decided to get treatment.

During twelve one-hour virtual reality sessions over a three-month period, Ms Considine started
very slowly. First, she stood a long way from the virtual spider and just looked at it. Slowly, she
moved a little closer. The therapist controlling the computer programme then made the virtual
spider move. After just two sessions, Ms Considine reported that although she still saw spiders in
her dreams, they were no longer frightening, and she had even managed to have an amusing
`conversation' with one of them. A few sessions later, the therapist encouraged her to hold the
virtual spider in her virtual hand, and put it in places where the presence of a real spider would
cause her fear. The next stage was to introduce touch. A large toy spider was placed next to her.
Ms Considine then reached out to touch the virtual spider she could see on the screen, and at the
same time her real hand touched the toy spider.

After her sessions were over, Sara Considine was able to stop her spider-related behaviour. She
even took up camping, something she would never have considered before therapy. More recently
she has appeared on a television nature programme, where for the first time she was able to hold
a real spider in her hands.

40
 Task type 11

11.1 Quickly read the passage about honey badgers and answer the questions.
1 Where do honey badgers live?
…………………………………………………………………
2 What do they look like?
…………………………………………………………………
3 Why is 'honey badger' not a good name for this animal?
…………………………………………………………………

11.2 Read Questions 1-8 below.

1 Underline the key words.
2 Decide what type of information you need for each gap.

11.3 Now complete Questions 1-8. Write NO MORE THAN TWO WORDS from the
passage for each answer.

1. Although they are not big animals, honey badgers are fearless, ………… and tough.
2. Honey badgers will attack …………if they need to protect themselves.
3. The pattern and colours on the honey badger's back make it …………
4. The food they eat is meat-based and …………
5. ………… form the biggest part of a honey badger's diet.
6. Honey badgers find the creatures they eat by their …………
7. ………… are often used to catch honey badgers which attack beehives.
8. For one particular type of food, the honey badger has a …………with another
creature.
41
 The honey badger
It looks cute, harmless and vulnerable. But the honey badger is
afraid of nothing... and will attack and eat almost anything

The honey badger (Melivora capensis), is an African and

south-Asian mammal that has a reputation for being one of the
world's most fearless animals, despite its small size. And in
spite of its gentle-sounding name, it is also one of its most aggressive. Honey badgers have been
known to attack lions, buffalo, and snakes three times their size. Even humans are not safe from a
honey badger if it thinks the human will attack or harm it. They are also extremely tough creatures,
and can recover quickly from injuries that would kill most other animals.
At first glance, honey badgers look like the common European badger. They are usually
between 75cm and 1 metre long, although males are about twice the size of females. They are
instantly recognisable by grey and white stripes that extend from the top of the head to the tail.
Closer inspection, which is probably not a wise thing to do, reveals pointed teeth, and sharp front
claws which can be four centimetres in length.
Honey badgers are meat-eating animals with an extremely varied diet. They mainly eat a range
of small creatures like beetles, lizards and birds, but will also catch larger reptiles like snakes and
small crocodiles. Some mammals, such as foxes, antelope and wild cats also form part of their diet.
The badgers locate their prey mainly using their excellent sense of smell, and catch most of
their prey through digging. During a 24-hour period, they may dig as many as fifty holes, and travel
more than 40 kilometres. They are also good climbers, and can easily climb very tall trees to steal
eggs from birds' nests, or catch other tree-dwelling creatures.
As their name suggests, honey badgers have always been associated with honey, although
they do not actually eat it. It is the highly nutritious bee eggs (called 'brood') that they prefer, and
they will do anything to find it. They usually cause a lot of damage to the hive in the process, and for
this reason, humans are one of their main predators. Bee-keepers will often set special traps for
honey badgers, to protect their hives.
One of the most fascinating aspects of the honey badger is its working relationship with a bird
called the greater honeyguide (Indicator indicator). This bird deliberately guides the badger to
beehives, then waits while the badger breaks into the hive and extracts the brood. The two
creatures, bird and mammal, then share the brood between them.

Words similar to:

“CUTE”
Beautiful Pretty Lovely Stunning
She has beautiful eyes. Your paintings are very That is a lovely Her necklace is
*Not used to describe pretty. dress. stunning.
men *Not used to describe men.
Handsome Attractive
He is an extremely She was wearing an
handsome man. attractive dress.
*Used to describe men,
not women.
Good-looking Gorgeous
She is really good- They live in a gorgeous
looking. house.

42
 Task type 12
Multiple choice questions with MORE THAN 1 ANSWER.

12.1 You are going to read more about the honey badger. Before you do this, look at
the exam question 1 in the box where you have to choose two correct letters (in any
order)
1. Why did the wildlife experts visit the Kalahari desert? Choose two letters.
A To find where honey badgers live.
B To observe how honey badgers behave.
C To try to change the way honey badgers behave.
D To temporarily catch some honey badgers.
E To find out why honey badgers have such a bad reputation.
and answer the questions1-4.
1. Underline the key words in the question.
2. Find the paragraph in the passage where the question is dealt with.
3. Now look at these five options for the question above. Look for the answers in the
text. Delete three answers which are NOT possible.
4. Which two options are you left with? ………… and …………

On the trail of the honey badger

Researchers learn more about this fearless African predator
On a recent field trip to the Kalahari Desert, a team of researchers learnt a lot more about honey
badgers. They were rewarded with a detailed insight into how these fascinating creatures live and
hunt.
The team employed a local wildlife expert, Kitso Khama, to help them locate and follow the
badgers across the desert. Their main aim was to study the badgers' movements and behaviour as
discreetly as possible, without frightening them away or causing them to change their natural
behaviour. They also planned to trap a few and study them close up before releasing them. In view
of the animal's reputation, this was something that even Khama was reluctant to do.

'The problem with honey badgers is they are naturally curious animals, especially when they see
something new,' he says. 'That, combined with their unpredictable nature, can be a dangerous
mixture. If they sense you have food, for example, they won't be shy about coming right up to you
for something to eat. They're actually quite sociable creatures around humans, but as soon as they

43
feel they might be in danger, they can become extremely vicious. Fortunately this is rare, but it
does happen.

The research confirmed many things that were already known. As expected, honey badgers ate
any creatures they could catch and kill. Even poisonous snakes, feared and avoided by most other
animals,, were not safe from them. The researchers were surprised, however, by the animal's
fondness for local melons, probably because of their high water content. Previously researchers
thought that the animal got all of its liquid requirements from its prey. The team also learnt that,
contrary to previous research findings, the badgers occasionally formed loose family groups. They
were also able to confirm certain results from previous research, including the fact that female
badgers never socialised with each other.

Following some of the male badgers was a challenge, since they can cover large distances in a
short space of time. Some hunting territories cover more than 500 square kilometres. Although
they seem happy to share these territories with other males, there are occasional fights over an
important food source, and male badgers can be as aggressive towards each other as they are
towards other species.
As the badgers became accustomed to the presence of people, it gave the team the chance to get
up close to them without being the subject of the animals' curiosity - or their sudden aggression.
The badgers' eating patterns, which had been disrupted, returned to normal. It also allowed the
team to observe more closely some of the other creatures that form working associations with the
honey badger, as these seemed to adopt the badgers' relaxed attitude when near humans.

12.2 Read the rest of the passage and choose TWO letters, A—E, for Questions 2-5.
2. What two things does Kitso Khama say about honey badgers?
A. They show interest in things they are not familiar with.
B. It's hard to tell how they will behave.
C. They are always looking for food.
D. They do not enjoy human company.
E. It is common for them to attack people.

3. What two things did the team find out about honey badgers?
A. There are some creatures they will not eat.
B. They were afraid of poisonous creatures.
C. They may get some of the water they need from fruit.
D. They do not always live alone.
E. Female badgers do not mix with male badgers.

4. According to the passage, which of these two features are typical of male badgers?
A. They don't run very quickly.
B. They hunt over a very large area.
C. They defend their territory from other badgers.
D. They sometimes fight each other.
E. They are more aggressive than females.

5 What two things happened when the honey badgers got used to humans being
around them?
A. The badgers lost interest in people.
B. The badgers became less aggressive towards other creatures.
C. The badgers started eating more.
D. Other animals started working with the badgers.
E. Other animals near them became more relaxed.

44
13.1 You are going to read a passage about tribal tourism. Look at the title and
subheading. What do you think the passage will say about tribal tourism? Tick (✓)
any of these sentences that you think apply.
a Tribal tourism holidays are not the same as other types of holiday. ❑
b Tribal tourism involves meeting local people. ❑
c Tribal tourism is dangerous. ❑
d More and more people are going on tribal holidays. ❑
e Tribal tourism has its disadvantages for some people. ❑
f Tribal holidays are very expensive. ❑

13.2 Read the passage quickly, and check your answers to Task 1.

Holidays with a difference

Tribal tourism is. becoming more popular.

But at what cost to the locals?
Tribal tourism is a relatively new type of
tourism. It involves travellers going to remote
destinations, staying with local people and
learning about their culture and way of life.
They stay in local accommodation, share
facilities with local people, and join in with meals and celebrations. At the moment, less
than one percent of holidays are tribal tourism holidays, but this is set to change.

Tribal tourism is often compared with foreign exchange visits. However, a foreign
exchange involves staying with people who often share the same values. Tribal tourism
takes visitors to places where the lifestyle is very different from that in their home location.
Those who have been on a tribal holiday explain that experiencing this lifestyle is the main
attraction. They say that it offers them the chance to live in a way they never have before.

Not everyone is convinced that tribal tourism is a good thing, and opinions are divided. The
argument is about whether or not it hell the local population, or whether it exploits them.
The main problem is that, because tribal tourism is relatively new, the long-term effects on
local populations have not been studied in much detail. Where studies have been carried
out, the effects have been found to be negative.

Travel writer Ian Coleman recalls a recent trip to Guatemala, where he saw an example of
this. 'There is a village with a statue of a man called Maximon, who has a special spiritual
meaning for the local tribe,' he explains. 'The statue is kept indoors, and once a year the
locals bring him out and carry him around the village. However, visitors now pay money for
them to bring the statue out and carry it around, while they take photographs. As a result,
Maximon has lost his original meaning, and is now just another tourist attraction'

So, is it possible to experience an exotic culture without harming it in some way? 'With a
45
bit of thought, we can maximise the positive impacts and minimise the negative,' says
travel company director Hilary Waterhouse. 'Remember that you are there not only to
experience a different culture, but to help it in some way. Tourists bring money to the
community, which the community can invest in local projects. However, this does not
mean you can act the way you might do back home. The most important thing is to show
respect, learn about, and be aware of, local customs and traditions. Always remember
you're a guest.'

Dawn Baker, manager of travel company Footprints, runs tours to tribal areas in Peru.
'Good companies specialising in tribal tours are very careful about who they allow on their
tours,' she says. 'They won't take anyone they feel is unsuitable' Baker offers reading
recommendations so that visitors can read about the country and its cultures. 'The rewards
of a trip to this country are priceless, and the more you know in advance, the more
priceless they are.'

Tribal tourism travellers are often surprised at how basic their facilities are when they get
there. 'It's not for everyone, but for me was all part of the experience,' says Jamie White,
who has recently returned from a trip to Borneo. 'We stayed in the same huts that
everyone was living in, with no running water and no electricity. It was basic, but it was an
ethical way to travel. Being comfortable means you use more local resources and so have
more of an environmental impact'.

13.3 Read the summary in Task 13.4 and:

1 Decide what type of information you need for each gap.
2 Find the paragraphs in the passage where you will find the information you need.

13.4 Now answer Questions 1-8.

Questions 1-8
Complete the summary below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage
for each answer.

Tribal tourism
People who take a tribal tourism holiday visit places that are 1 …………… When they
are there, they find out about the local 2 ……………and how people live. Currently, tribal
tourism accounts for less than 3 ……………of the tourism industry. Tribal tourism
holidays are different from foreign exchange visits because the travellers and the people
they meet have different 4 …………… Tribal tourism travellers experience
a 5 …………… that they are not familiar with. For them, this is its 6 ……………
However, some people argue that 7……………do not benefit from this kind of
tourism. 8 ……………show that the effects of tribal tourism are not good.

46
 Task type 13

13.5 Underline the key words in statements 9-13 in Task 13.6.

13.6 Answer the questions by reading around each name in the passage carefully and
then read the list of statements to find the ones that match. Write the correct letter A-
D after each statement.
Questions 9-13
Look at the following statements and the list of people below.
Match each statement with the correct person, A-D.
NB You may use any letter more than once.

9 Travellers may need to change the way they behave. ……………

10 Some travellers would not enjoy living the way that the local people do. ……………
11 Tribal tourism can have benefits for local people. ……………
12 Some travellers make local people do things that they would not normally do.
……………
13 Learning about a place before you go there makes your trip much more satisfying.
……………
List of People
A Ian Coleman
B Hilary Waterhouse
C Dawn Baker
D Jamie White

47
 The man who tried to destroy Paris
Le Corbusier was one of the most
influential architects of the 20th
century. But many may wish he had
never built anything

Born Charles-Edouard Jeanneret in

Switzerland in 1887, the architect Le
Corbusier used his grandfather's name
when he went to Paris at the age of 29. As Jeanneret, he had been a fairly successful
small-town architect; as Le Corbusier, he had bigger ideas. He disliked the architectural
styles that were popular at the time, and considered them to be out of date in an industrial
age. He believed that the 20th century deserved a brand-new style of architecture. "We
must start again from zero," he said.
The new style of architecture was called the International Style, and it attracted
many followers in the architectural world. However, nobody was as enthusiastic about it
as Le Corbusier at the beginning. He worked hard to promote his ideas at exhibitions, at
talks, in books and in his own magazine. He loved machines, and believed that, like a
machine, a building should have a function. He is famous for saying: "A house is a
machine for living in."
The machines he admired the most were ships, and his early buildings tried to capture
the spirit of the sea with their white walls, exposed rooms, shining glass and flat roofs. He
called this style of architecture 'purism'. The first building to embrace this style was the
Villa Savoye in France. Le Corbusier believed that it was one of the best, most functional
houses ever built. Unfortunately, this turned out to be an exaggeration. The flat roof was a
particular problem, as water poured in every time it rained, and it needed constant repairs.
Nevertheless, its design was revolutionary, and it should be considered
a significant piece of early 20th-century architecture.
In 1935, Le Corbusier visited New York City. He loved the city, and especially its tall
buildings. He had only one reservation, which he explained to a journalist for the Herald
Tribune newspaper. American skyscrapers were the biggest, tallest buildings in the world
at that time, but Le Corbusier was a man who always thought big, and as far as he was
concerned, they were "just too small". Le Corbusier had always admired tall buildings.
Now, inspired by his visit, he abandoned purism. It is doubtful that he could have created
anything as grand as the skyscrapers he had seen in the city, but from now on Le
Corbusier started designing buildings that sent out a more powerful message.
He first started using bright colours, and then experimented with concrete. Le
Corbusier loved the look and flexibility of concrete, and found it hard to hide it behind brick
or paint, preferring to leave it on full view. At a time when concrete was seen as modern
and exciting, his designs made him world famous, and he was asked to design several
important buildings around the world. Altogether, he designed about 60 major buildings
worldwide, in a style that became known as 'modernism'.
However, while many admired and copied his new style of architecture, many more
hated it. They turned against him, and tried to block his plans. Buildings should inspire
people and make them feel good, they said, and Le Corbusier's ugly, depressing buildings
often had the opposite effect. In this respect, the people of Paris had a lucky escape. Early
in his career, Le Corbusier had wanted to knock down the centre of Paris and replace the
old buildings with huge towers. Fortunately, his plan was rejected. Justifiably, in view of his
plans to transform one of the world's most beautiful cities into a hideous concrete jungle,
Le Corbusier is still known as 'the man who tried to destroy Paris'.
Despite the criticism, he had an enormous effect on the world of architecture, and
attracted a large number of followers. As a result, many places were subjected to his

48
style. In the Paris suburbs of Bobigny, for example, huge towers were built to house some
of the city's poorer inhabitants. Other European cities such as London, Berlin and Dublin
also felt his influence.
Apart from the buildings that were directly influenced by Le Corbusier, something else
happened that the architect never planned: there was a return to older styles of
architecture. Today, many people live in modern houses that look like they are much older.
This look may represent a return to traditional tastes and values. More likely, however, it
represents a reaction against modernist architecture.
14.1 You are going to read a passage about a famous architect called Le Corbusier.
Before you practice exam task type read the passage quickly then match the words
(1-10), in bold in the passage, with their correct definition (A-J).
1 brand-new A completely different from what was done before
2 followers B to be made to experience something (often something unpleasant)
3 enthusiastic C uncovered or unprotected, and able to be seen by people
4 exposed D stopped following a plan, idea, etc.
5 exaggeration E very ugly
6 revolutionary F showing a lot of interest in something
7 significant G important because it is a reason why changes happened
8 abandoned H completely new
9 hideous I people who believe in a particular person or set of ideas
10 subjected to J when you describe something as larger, better, worse, etc., than it actually is

14.2 Underline the key ideas in Questions 1-4.

Questions 1-4. Choose the correct letter, A, B, C or D.
1. What does the writer say about Le Corbusier in the first paragraph?
A He had a relative who was also an architect.
B He became successful when he went to Paris.
C He thought that there were too many industrial buildings.
D He wanted to do something different from everyone else.
2. What does the writer say about the International Style in the second paragraph?
A A lot of other architects liked it.
B At first, people did not like it very much.
C It took a lot of hard work to get people to accept it.
D The buildings looked like machines.
3. Why does the writer describe the Villa Savoye as 'revolutionary' in the third paragraph?
A It looked more like a ship than a building.
B Nobody had built anything like it before.
C It looked nice, but had too many faults.
D It was more functional than any other building of the time.
4. What is the writer's main purpose in the fourth paragraph?
A to explain why Le Corbusier visited New York
B to show that Le Corbusier was not impressed by New York's skyscrapers
C to describe Le Corbusier's reaction to New York
D to explain why Le Corbusier changed his style of architecture

49
 Task type 14

14.3 Read Questions 5-8 and the endings A—F.

1. Underline the key words in the questions and use these to find the right place in the
passage.
2. Read that part of the passage carefully and match the information to the key words
in the endings.

14.4 Questions 5-8. Complete each sentence with the correct ending, A—F, below.
5 Le Corbusier's Villa Savoye…
6 The concrete in Le Corbusier's later buildings…
7 Le Corbusier's style of architecture…
8 Le Corbusier had a large following which…

A copied the style that he had invented.

B is a classic example of modernist architecture.
C made him friends and enemies.
D was not as good as he claimed.
E was covered in bright colours.
F was left exposed so that people could see it.

50
 PAPER 3. WRITING
Paper
There are 2 Writing tasks and BOTH must be completed.
format

Timing 60 minutes

No. of
2
questions

General Training Academic

In Task 1 of Academic
module you will be
presented with a graph,
In Task 1 of General Training
table, chart, diagram or
module you will be presented
map and asked to describe,
with a situation and asked to
Task 1

summarise or explain the

write a letter requesting
information in your own
information, or explaining the
words. You may be asked to
situation. The letter may be
describe and explain data,
personal, semi-formal or
describe the stages of a
formal in style.
process, how something
Task types works or describe an object
or event.

150 words in about 20 minutes in this part of both modules.

In Task 2 of both Academic and General Training modules

you will be asked to write an essay in response to a point of
view, argument or problem.
Task 2

You need to write 250 words in about 40 minutes.

However, in Academic module responses to both tasks must

be in a formal style but in General Training module the essay
can be fairly personal in style.

Answers must be given on the answer sheet and must be written in full.
Notes or bullet points are not acceptable as answers. Test takers may
Answering
write on the question paper but this cannot be taken from the
examination room and will not be seen by the examiner.

51
 IELTS Academic Writing - How it's marked

The examiner assesses your IELTS Academic Writing & General Training Writing
Test on the below listed criteria. Each criterion contributes 25% of your total
marks for Task 1 and Task 2.

Task Achievement (for Task 1) Task Response (for Task 2)

This criterion examines the overview and In this criterion, the type of response that you write for
information that you provide, details of your the essay type question is determined. It assesses the
content and the accuracy with which you have main ideas of your essay, the way of their
mentioned key features/illustrations. development, use of relative examples/evidence and
You are supposed to write 150 words for Task conclusion.
1. Else there will be penalty for under word You are supposed to write 250 words for Task 2.
count. Otherwise you will be penalized for under word count..

Coherence & Cohesion Lexical Resource Grammatical Range &

Your information organisation, The use of sufficient range of Accuracy
paragraphing skills and use of vocabulary, proper spellings, To score this criterion, things
proper lexical devices (for correct implementation of taken into consideration include
example, connectors, conjunctions) collocations and word sentence structures, proper
is determined. formation are taken care of use of tenses, putting right
Number of paragraphs are also while scoring this criterion. You punctuations, use of simple as
taken into consideration. Dividing must avoid using wrong words well as complex statements with
your essay into more or less and informal language (in the clear idea and control over
paragraphs might lower your score. Academic module). grammar.

When an IELTS examiner assesses your essays, they will give you a band score for
IELTS writing task 1 and a separate band score for IELTS writing task.2. Writing
task 2 is worth more marks than task 1. In effect, task 2 is worth double the
marks of task 1. (Your final band score is not the average of the two band scores.)

52
 Paraphrasing
In IELTS it is sometimes essential to repeat some information so as to put
emphasis on the particular details. Though, you can not use the same words
repetitively to highlight the details, you should paraphrase the information. But, take
care that the meaning of the information you want to convey remains the same as that
of the original one.
Remember These Quick Tips that will Help
You to PARAPHRASE like a PRO!

✓ Read the given text properly

✓ Identify the Independent Clause of the sentence
✓ Isolate the main idea of the text from the independent clause
✓ Change as many words as possible. Nouns, Verbs, Adverbs, etc.
✓ Change the structure of the sentence
✓ Convert Complex sentences to Simple sentences
✓ Change Phrases to Clauses and vice versa
✓ Always start a new sentence with Capital Letter
✓ Maintain relationships, order and sequence of the information as given in the
original text. For example, the sentence is describing two events – ‘A’ and
‘B’. ‘A’ happened before ‘B’. So, even if you change the structure of the
sentence, the order in which events occurred will remain the same i.e. first
‘A’ and then ‘B’
Some Ways to Paraphrase with Examples
1. Parts of speech 2.Synonyms 3. Synonymic phrases
➢ Competition ➢ Think ➢ To cooperate
➢ To compete ➢ Believe ➢ To have team skills
➢ Competing ➢ Consider ➢ To work in a team
➢ Competitors ➢ Feel
4. Active/Passive Voice 5.Modal words: 6. Clauses
Some people believe ➢ Must=have to, Original Sentence: Jenny lives
that... – It is sometimes it is necessary in Ottawa. Ottawa is the capital
believed that … ➢ Can = be able of Canada.
➢ Should = ought Paraphrased Sentence: Jenny
to, it is better lives in Ottawa, which is the
capital of Canada.
7. Changing order of information, using linking words
Original Sentence: Some people think that the best way to reduce crime is to give
longer prison sentences. Others, however, believe there are better alternative ways
of reducing crime.
Paraphrased Sentence: Although some people believe that there good alternative
ways of reducing crime, other people think that the best way to reduce crime is to
give longer prison sentences.
53
 Practice Paraphrasing
Task 1
Here are 2 essay questions. Choose words from the box below them and try
paraphrasing them. (Remember: you don’t need to paraphrase everything)
1. People who live in big cities face a number of problems in their
daily life.
What are the main issues people face in cities, how can these be tackled?
Choose some words from the box below to help you.
Be careful, some of them do not fit well.
You don’t have to paraphrase the instruction words.
citizens/ people/ living/ residing/ big/ large/ huge/

deal with/ cope with/ face up to/ a few/ a number of/ a lot of/

issues/ problems/ daily life/ day to day lives/ everyday life/

life by the day/towns/ urban areas/ metropolis/ cities/ suburbs

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

54
 2. The internet is a great sourse of information and has opened up
opportunities for people to learn all around the world.
Is all information reliable on the internet? What could be done to
control the information online?

the internet/ the World Wide Web/ the net/

big/ massive/ large/ huge/ information/ knowledge/ data/

know-how/ created/ opened doors/ opened/ given/

chances/ opportunities/ ability/ people/ folks/ humankind/

study/ learn/ get to know/

worldwide/ all over the world/ global/ around the world

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

55
Task 2 Paraphrase the paragraph. Choose some words from the box below to help
you. Be careful, some of them do not fit well.
“…Another problem that needs to be considered is that lack of exercise
contributes to obesity. As a result of leading a busy life and pressures at
work, many people are just too tired to go to the gym or join a sports
club. For example after a hard day at work many people prefer to just
come home and sit in front of the TV and on weekends go out with
friends. When people do have time off or a vacation they tend to relax
and recover.”
Here are the words you can use, but you don’t need to use every word.
being overweight / laze / hectic / an additional / free time / holiday

take it easy / due to / issue / activity / fat / thought about / adds to

should be / tough / as opposed to / citizens /

taken into consideration / recreation club/ non stop /

would rather / not enough / exhausted / take part in / responsibilities

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

56
 Task 2. ESSAY
As, Task 2 is double the marks of Task 1. Therefore, you must make sure you do a
great Task 2. You have one hour to do both writing tasks and you can do them in the
order you want. Therefore, it is advisable to do Task 2 first because it is better to run
out of time while writing Task 1 than Task 2.
In classification of IELTS, essay is something very specific. This is where you have
to argue a point of view. You have to look at the evidence and make an argument
based on the evidence. And usually you have to answer a very specific question that
you will be given.
These are some of the types of IELTS essay we will look at:
Opinion Non-opinion
“Or”1 “Discussion”(“Both”)3
“Agree/Disagree” 2 “Advantages/Disadvantages”5
4
“Problem/Solution”7
6

Not every essay will fit one of these patterns, but many do.

SAMPLE ESSAY QUESTIONS

1
Online, people write product reviews and opinions about services. Is it a good thing
or a bad thing?
2
Government investment in the arts, such as music and theatre, is a waste of
money. Governments must invest this money in public services instead.
To what extent do you agree with this statement?
3
Some people believe the aim of university education is to help graduates get
better jobs. Others believe there are much wider benefits of university education
for both individuals and society.
Discuss both views.
4
Some people think that the best way to reduce crime is to give longer prison
sentences. Others, however, believe there are better alternative ways of reducing
crime.
Discuss both views and give your opinion.
5
In order to solve traffic problems, governments should tax private car owners
heavily and use the money to improve public transportation.
What are the advantages and disadvantages of such a solution?
6
Do the dangers derived from the use of chemicals in food production and
preservation outweigh the advantages?
7
Global warming is one of the most serious issues that the world is facing today.
What are the causes of global warming and what measures can governments and
individuals take to tackle the issue?
57
The golden rule is to ALWAYS read the question very carefully to see exactly
what you are being asked to do.
Once you have identified the topic for your essay, you need to identify the task.
The ‘task’ is the part of the question that tells you what you have to do to answer it.
This is one of the most important things you will have to do when you analyze the
essay question because 25% of your grade for the essay is based on ‘Task Response’
- how you have responded to the task.
How do I identify the task?
In order to grade your task response, the examiner will be looking
to see if you have answered the question. If you have only
partially answered the question, this will decrease your grade for
this criteria. Let’s look at the essay question:

The crime rate among teenagers has increased dramatically in many countries.
Discuss some possible reasons for this increase and suggest solutions.
The task - or ‘what you have to do’ - is usually at the end of the prompt.
As you can see, you are being told to ‘Discuss some possible reasons for this
increase and suggest solutions’.

You are asked to discuss two things, and you must write roughly
equal amounts about each part.

1. Why teenage crime has increased

2. Ways to solve this problem

Doing any of the following things will reduce your score for task response, and hence
may reduce your overall score:
1. Only writing about reasons or only solutions
2. Writing most of your essay about reasons and only a small
part on solutions (or visa versa)
3. Writing about the reasons and solutions for crime in general,
and not referring to teenage crime (the topic)
4. Writing about neither reasons nor solutions
5. Describing your personal feeling about the problem or
solutions
This is why it is so important to spend some time at the beginning making sure
you identify the task so that you know what you have to write about.

58
 OPINION ESSAY
This kind of essay is based around your opinion on a particular topic. The
examples of essay instructions could be as follows:
− To what extent do you agree with this view?
− Do you agree or disagree with this statement?
− Is this positive or negative development?
− Is it a good thing or a bad thing?
− What do you think about this?
− Etc.

CHECK LIST
✓ you identify the main issue of the topic and state your opinion;
✓ you spend some time on brainstorming arguments to support your opinion and
ways to illustrate them;
✓ you maintain the proper structure;
✓ your writing is clear and understandable;
✓ you organize information in a logical manner, linking various bits using proper
lexical tools;
✓ you employ correct grammar;
✓ you write about 270-280 words,but never under 250 words.

STRUCTURE
Every essay must consist of three essential parts:
- Introduction
- Body
- Conclusion
INTRODUCTION 1. Background sentence
1st paragraph
2. Your opinion
2nd paragraph 1 Topic sentence
+2-3 supporting sentences
3rd paragraph 1 Topic sentence
BODY

+2-3 supporting sentences

4th paragraph 1 Topic sentence
+2-3 supporting sentences
CONCLUSION 1. Summary sentence
5th paragraph 2. Your opinion

59
 In order to study at university students are required to pay expensive tuition fees. Not all students
can afford them so some people think that university education should be free for everyone.

To what extent do you agree?

Introduction is the part of an essay that introduces the

topic and presents our opinion. Most optimal version of Fees for higher education are expensive and
introduction ought to consist of only 2 sentences: not affordable for everyone so according to some
− background sentence (this is, basically, a universities should be free for all people regardless
paraphrased part of the topic that demonstrates a of their background. In my opinion, I agree that
problem or a subject you should provide your university education ought to be free as it will greatly
opinion about.) benefit both individuals and society.
− opinion sentence.
The key to writing a successful introduction lies in
effective paraphrasing and in writing clear and
sufficiently complex opinion sentence.
A good reason to abolish university fees is that
Body is the part of essay in which you provide the it gives people whether they are rich or poor equal
arguments to support your opinion. In other words, your rights. At present, students from a poor background
introduction answers the question “What I think?”, are prevented from entering university because they
whereas the body answers the question “Why I think are unable to afford the fees. This excludes a large
so?”. Body of the essay consists of 2-4 separate proportion of society and is discriminatory which can
paragraphs. Each paragraph must contain a topic be avoided by getting rid of tuition fees.
sentence, which is the first sentence in the paragraph, and Another point to consider is that having no
some supporting sentences. fees at university means that students will no longer
have to work at the same time as studying to cover
their costs. For example, around three quarters of
all students in the UK have to work either full-time or
It is extremely important to remember that you part-time while studying at university to pay their
should not begin to write your body before you fees. Free higher education should, therefore,
brainstorm and plan both topic and supporting sentences. produce better results as students will be able to
Topic sentence must give a single clear argument that afford to apply themselves to their studies
proves the validity of your opinion. Remember: one exclusively.
paragraph – one argument – one topic sentence.
Finally, free university education will benefit
society in the long run, for the simple reason that it
will open up higher education to a wider section of
Take a look at supporting sentences, there are the population. This will result in increasing the
three of those per each paragraph. Note the use of linking number of educated people. In other words, having
devices. Another important issue to consider is referring, a greater resource of skilled and knowledgeable
professionals will bring greater rewards to society as
when the last supporting sentence refers back to the topic
a whole. Moreover, it can bring more economic
sentence.
advantages to a country that shows itself to be
prosperous and leading in various fields.
Conclusion sums up your essay and restates your In conclusion, free university education is a must
opinion. There must be 2 sentences: for any country that values equal rights and one that
wishes to advance. The cost of free education will be
− summary sentence (which could be a paraphrased
recoupled many times over by the benefit it brings.
background sentence from your introduction);
− opinion sentence ( a paraphrased opinion sentence
from your introduction).
Bear in mind that opinion, expressed in conclusion,
should be the same as the on in the introduction.
303 words

60
 LINKING WORDS
To express Firstly Firstly, sufficient physical activity enables children to grow faster.
the position secondly Secondly, regular exercise improves brain blood supply.
in a list of … Lastly, schoolchildren who participate in sport competition show better
things lastly
academic results.
In addition In addition, careful planning is essential to successful writing.
furthermore This house is on the best street in the neighborhood; furthermore, it
To provide moreover has easy access to the highway.
extra also
Small amount of alcohol has negative effect on clarity of sight,
information as well as
moreover it slows reaction time.
The news, as well as other media content, is chosen based on viewer's
preferences.
For example City buses offer great advantages, for example great fuel economy.
To give for instance There are various ways to practice pronunciation: talking to native
examples to illustrate speakers, for instance.
as a clear
To illustrate this, we should turn to European experience.
evidence
Changes of sea levels serve as a clear evidence of global warming.
As the result As the result of these changes, rapid growth of production followed.
consequently Consequently, their vocabulary became richer.
To express therefore The government had to make a decision, therefore new committee was
the result thus
created.
hence
These cars are the most expensive and thus the most reliable.
The company is managed by a group of individuals and hence
demonstrates flexibility.
Obviously Obviously they did not realize the consequences of their decisions.
To specifically There was no reason to feel so overwhelmed with emotion –
emphasize particularly specifically fear.
clearly
After all, the sales were consistent throughout recent years,
particularly in 2015.
Despite the fact that they lag behind the competition, Microsoft clearly
still sees the voice assistant as an important component.
Admittedly The treatment brought positive changes and rehabilitation continued,
however but at admittedly slower pace.
nevertheless Modern houses, however, go way beyond our modest expectations.
To express in spite of
Nevertheless, resistance to equal opportunities and fair pay for female
contrast despite
on the one athletes remained strong.
hand...on the But in spite of successful integration, they continued to work on
other hand further ideas.
by contrast Today, despite being fifty years old, this plane can still transport
monstrous cargo.
On the one hand I would like a job that pays more, but on the other
hand I enjoy the work I am doing at the moment.
The private sector, by contrast, has plenty of money to spend.

61
 PRACTICE TASKS
Some people think that when a person travels into a different country they should
adapt to local customs and practices. To what extent do you agree?
Task 1. In order to identify your opinion, brainstorm main points. Come up
with at least 5 arguments to support it:
1.___________________________________________________________________________
2.___________________________________________________________________________
3.___________________________________________________________________________
4.___________________________________________________________________________
5.___________________________________________________________________________

Task 2. Paraphrase the topic and write a complete introduction:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Task 3. Write a body paragraph.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
62
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Task 4. Write a conclusion.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Practice writing essays on the following topics:
You should spend about 40 minutes on each essay.

Give reasons for your answer and include any relevant examples from your own
experience or knowledge.

Write at least 250 words.

Write about the following topics:

1. Some people argue that technological inventions, such as mobile phones, are
making people socially less interactive. Do you agree or disagree.

2. Some people think that sport involving violence, such as boxing and martial arts,
should be banned from TV as well as from international sport competitions. Do
you agree or disagree?

3. Most societies has its homeless people. Some people think that the best way to
help them is to give them money. To what extent do you agree?

4. Online, people write product reviews and opinions about services. Is it a good
thing or a bad thing?

63
 DISCUSSION (BOTH) ESSAY
Discussion essays are sometimes called “Both” essays.
The structure of your essay of this type may vary a little depending on whether your
opinion should be included or not. Therefore, first you must read the instructions
carefully and find this out.
Here are some ways in which IELTS can phrase the discussion essay instructions:

NON-opinion Opinion
Discuss both sides. Discuss both sides and give your
opinion.
Discuss both views. Discuss both views and state your
opinion.
Etc. Discuss both sides and state your view
on this issue.
Discuss the main arguments for this
statement and give your own opinion.

Useful language to express other people’s opinions

Followed by “that…” Followed by the infinitive
✓ Some people think that completing university ✓ Completing university
education is the best way to get a good job. education is often thought to
✓ It is often thought that completing university be the best way to get a good
education is the best way to get a good job. job.
✓ Many people believe that the best way to reduce ✓ To give longer prison
crime is to give longer prison sentences sentences is commonly
✓ It is commonly believed that the best way to believed to be the best way to
reduce crime is to give longer prison sentences reduce crime.
✓ Some people consider that animals should not be ✓ Exploiting animals is
exploited by people considered by some to be cruel
✓ It is considered by some that animals should not
be exploited by people
✓ Some people argue that schools should teach ✓ Schools are argued by some to
children not only academic subjects but also be responsible not only for
important life skills teaching subjects but also
✓ It is often argued that schools should teach important life skills
children not only academic subjects but also
important life skills
✓ Many people are convinced that…
✓ It is maintained by some that…
✓ Some people are of the opinion that…
✓ It may be claimed by some that…
✓ Some people support the opinion that…

64
 Structure of a NON-Opinion DISCUSSION ESSAY
Introduction
Sentence 1- Give the background
Sentence 2- State Both Points of View
Main Body Paragraph 1 (~95 words)
Sentence 1- State first viewpoint (“Some people think…”)
Sentence 2- Explain it
Sentence 3- Example/Reason why this viewpoint must be considered
Sentence 4- Supporting sentence
Main Body Paragraph 2 (~95 words)
Sentence 1- State contrasting viewpoint (“Other people think…”)
Sentence 2- Explain it
Sentence 3- Example/Reason why this viewpoint must be considered
Sentence 4- Supporting sentence
Conclusion
Sentence 1- Paraphrase the introduction

Check list for a NON-Opinion DISCUSSION ESSAY

1. Identify the issue or issues in the essay question.

2. Brainstorm supporting ideas for your essay.
3. Plan paraphrasing (mind accuracy!).
4. Introduce the essay question (both sides) in the introduction.
5. Write topic sentences fully.
6. Make sure your supporting points are presented as other people’s views rather
than just advantages.
7. Don’t change your discussion essay into an advantage/disadvantage essay.
8. Use appropriate linking devices.
9. In the conclusion, refer to people having different views.
10.Make sure your conclusion is shorter than your introduction. You can have just
one sentence or two if you wish.
11.Start your conclusion with the appropriate linking devices.
12.Never write under 250 words.

65
 Model NON-Opinion DISCUSSION ESSAY
Some people think that children should be taught to be competitive at school.
Other, however, say that cooperation and team working skills are more
important. Discuss both sides.
People have different perspectives on whether schools ought to focus on
teaching children to compete or work together as a team. While some people think
that competition is more important, others consider that it is better for children to
learn to cooperate with each other.
Children who learn to compete against each other often do better in school,
according to some. In other words, the competition between students motivates them
to excel in their studies or tasks which consequently produces better academic
performance and results. For example, students generally apply themselves and work
harder when they are in direct competition with their classmates. Furthermore, it is
commonly believed that being driven to achieve the best is vital in order to succeed
later in life when, as adults, the must compete against others in the job market.
On the other hand, it is often thought that it is better if the emphasis at school is
on cooperating with others in a team. People do not live, work and socialize apart
from others, so learning how to work alongside others ought to be taught from
childhood. Without these skills, children would lack the ability to communicate with
each other or know how to deal with confrontations and conflicts in a constructive
way. Another reason why team skills are useful for children is that they can learn
how to negotiate with others to compete a task which are useful skills to have for
their future.
In conclusion, many people think that children need to become more
competitive, whereas others think that it is best for a child to focus on working
together.
267 words

Words to express
contrasting points
✓ On the one hand/ On ✓ Otherwise ✓ On the contrary
the other hand…
✓ Although ✓ However ✓ Nevertheless
/Nonetheless
✓ Despite/In spite of ✓ In contrast to ✓ Unlike b

66
 Structure of an Opinion DISCUSSION ESSAY
Introduction
Sentence 1- Give the background - State Both Points of View
Sentence 2- State your opinion
Main Body Paragraph 1 (~95 words)
Sentence 1- State first viewpoint (“Some people think…”)
Sentence 2- Explain it (and state that you agree, if necessary e.g. “and I agree…”)
Sentence 3- Example/Reason why this viewpoint must be considered
Sentence 4- Supporting sentence
Main Body Paragraph 2 (~95 words)
Sentence 1- State contrasting viewpoint (“Other people think…”)
Sentence 2- Explain it
Sentence 3- Example/Reason why this viewpoint must be considered
Sentence 4- Supporting sentence
Conclusion
Sentence 1- Refer to other people’s opinion ( Paraphrase the introduction)
Sentence 2 (or still the 1st)- Restate your opinion, if necessary
Check list for an Opinion DISCUSSION ESSAY

1. Identify the issue or issues in the essay question.

2. Decide your opinion.
3. Brainstorm supporting ideas for your essay.
4. Plan paraphrasing (mind accuracy!).
5. Introduce the essay question (both sides) and your opinion in the introduction.
6. Write topic sentences fully.
7. Make sure your supporting points are presented as other people’s views rather
than just advantages.
8. Don’t change your discussion essay into an advantage/disadvantage essay.
9. Use appropriate linking devices.
10. In the conclusion, refer to people having different views and re-state your
opinion.
11. Make sure your conclusion is shorter than your introduction. You can have just
one sentence or two if you wish.
12.Start your conclusion with the appropriate linking devices.
13. Never write under 250 words.

67
 Model Opinion DISCUSSION ESSAY
Some people think that children should be taught to be competitive at school.
Other, however, say that cooperation and team working skills are more
important. Discuss both sides and give your opinion.
Although it is sometimes thought that schools ought to teach children to
compete, other people believe that the focus should be on cooperation. In my opinion,
I consider that competition helps children learn the most important skills for their
future life.
On the one hand, some people think that children who learn to complete
against each other often do better in school and I agree. In other words, the
competition between students motivates them to excel in their studies or tasks which
consequently produces better academic performance and results. For example,
students generally apply themselves and work harder when they are in direct
competition with their classmates. Furthermore, being driven to achieve the best is
vital in order to succeed in life when, as adults, they must compete against others in
the job market.
On the other hand, it is often believed that it is better if the emphasis at school
is on cooperating with others. As people do not live, work and socialize apart from
others, so learning how to work alongside others ought to be taught from childhood.
Without these skills, children would lack the ability to communicate with each other
or know how to deal with confrontations and conflicts in a constructive way. Another
reason why team skills are useful for children is that they can learn how to negotiate
with others to compete a task. This is an essential skill to learn for their future life.
In conclusion, while people may vary in their opinions, I think that children
stand a better chance to succeed both in school and later in life if they are encouraged
to compete against each other.
275 words
Task 1. Write out what examples/arguments were used to support each side
For competition For cooperation

Task 2. Underline all the cohesive devises in both essays and write them out.

68
 PRACTICE TASKS
Some people believe that school children should not be given homework by their
teachers, whereas others argue that homework plays an important role in the
education of children. Discuss both views and give your own opinion.
Task 3. Brainstorm your ideas to support either side.
For homework Against homework

Task 4. Write the introduction to this essay.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Task 3. Write topic sentences for the body paragraphs.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_________________________________________________________They believe
this because it helps pupils understand the topic better, which then helps them
get higher grades. For example, if a pupil regularly does mathematics exercise
at home they will definitely expand on their knowledge, which could not be
gained from solely studying at school. It improves youngsters chances of getting
into college or tertiary education, thus benefiting their job prospects.
____________________________________________________________________
____________________________________________________________________

69
____________________________________________________________________
______________________________________________________________ This is
because pupils spend their whole day studying at school and they feel tired after
returning home, then they have the added stress of finishing their homework. To
illustrate this, in Japan the majority of 12 to 15-year-olds are under huge
pressure to complete lots of homework. If they fail to finish their home
assignments they will not be able to pass their high school entrance exams. As a
result they have too little time to refresh their mind and stay in constant
pressure.
Task 4. Write a conclusion.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

OTHER WAYS
TO SAY FOR “VERY”
Very accurate Exact Very large Huge Very glad Overjoyed
Very afraid Fearful Very little Tiny Very great Terrific
Very bad Awful Very loose slack Very heavy Leaden
Very big Massive Very mean Cruel Very hungry Starving
Very busy Swamped Very noisy Deafening Very important Crucial
Very angry Furious Very nice Kind Very intelligent Brilliant
Very calm Serene Very old ancient Very kind Compassionate
Very clear Obvious Very open Transparent Very thin Slender
Very cute Adorable Vary pale Ashen Very ugly Hideous
Very deep Profound Very poor Destitute Very unhappy Miserable
Very dirty Filthy Very rich Wealthy Very upset Distraught
Very empty Desolate Very rude Vulgar Very valuable Precious
Very evil Wicked Very serious Grave Very weak Frail
Very fancy Lavish Very shy Timid Very wide Expansive
Very funny Hilarious Very talented Gifted Very cold Freezing

70
Practice writing essays on the following topics:
You should spend about 40 minutes on each essay.

Give reasons for your answer and include any relevant examples from your own
experience or knowledge.

Write at least 250 words.

Write about the following topics:

1. All parents want the best opportunities for their children. There are some
people who think that schools should teach children skills but others think
having a range of subjects is better for a children’s future.

Discuss both sides and give your opinion.

2. There seems to be an increasing number of serious crimes committed each

year. While some think the best way is to use the death penalty as a deterrent,
many people believe that other measures will be needed.
Discuss both sides.

3. Some people think that exercise is the key to health while others feel that
having a balanced diet is more important.
Discuss both sides.

4. Genetic engineering is an important issue in modern society. Some people

think that it will improve people's lives in many ways. Others feel that it may
be a threat to life on earth.

Discuss both opinions and give your opinion.

5. It is thought by some that it is better to live in a city while others believe that
life is better in the countryside.

Discuss both sides and give your opinion.

6. Some people think that the internet has brought people closer together while
others think that people and communities are becoming more isolated.

Discuss both sides and give your opinion.

71
 ADVANTAGE-DISADVANTAGE ESSAY
Advantage-disadvantage essays vary but can normally be classified into two
major groups: where your opinion is not asked and where your opinion is crucial to
accomplish the task. Therefore, the instructions follow two typical patterns:

INSTRUCTION TYPES

1. Non-Opinion 2. Opinion
ADVANTAGES ADVANTAGES
+ >?<
DISADVANTAGES DISADVANTAGES
• What are the advantages and • Do the advantages outweigh the
disadvantages? disadvantages?
• Explain the advantages and • Do you think the advantages are more
disadvantages of this issue. serious than the disadvantages?
• Discuss the advantages and • To what extend do the advantages
disadvantages. outweigh the disadvantages?
• What are the positive and negative • Etc.
aspects of this issue?
• Etc.

OTHER WORDS FOR:

An advantage A disadvantage

It is advantageous A drawback
A benefit An obstacle
It is beneficial A difficulty
X can gain An issue
A positive aspect A negative aspect
An upside A downside

Useful adjectives: minor, major, serious, obvious, significant, main, etc.

NOTE: Do NOT use “pros and cons”!

72
 Advantage-Disadvantage NON-OPINION Essay
STRUCTURE
2-3 Paraphrased essay question; the advantages
sentences with reference to disadvantages
INTRODUCTION § 1

§ 2 ~95 words* Advantages (2-3)

BODY § 3 ~95 words* Disadvantages (2-3)

1-2 The disadvantages with a reference only to

sentences advantages
CONCLUSION §4

*If there are 3 BODY paragraphs, aim at ~65 words and one adv/disadv for each
CHECK LIST:
1. Identify the issue or issues in the essay question. Spend time analyzing the exact
meaning of the vocabulary given.
2. Brainstorm advantages and disadvantages. Choose the best ones (two advantages and
two disadvantages on average).
3. Plan your supporting points. Each idea should have one supporting sentence on the
whole.
4. Make a note to use your adv/disadv paraphrases.
5. Think about your linking methods and topic sentences for each body paragraph
BEFORE writing the body. The topic sentence must: a) have a linking device to
start, b) state if this paragraph refers to the adv or disadv and c) state the issue
involved which is from the essay question. Write it fully and carefully!
6. Body paragraphs should be more or less balanced in length.
7. Start your conclusion with the appropriate linking devices: “In conclusion, To
conclude, To sum up, To reiterate”. State the disadv only with reference to adv.
Keep your conclusion shorter than the introduction (1-2 sentences). Don’t add
unnecessary information!
8. There is no opinion in this essay. So, don’t use “I” or “my”.
9. Three body paragraphs are possible if you have only one adv, so stick to not more
than two disadv in that case.

73
 Model Advantage-Disadvantage NON-OPINION Essay

Some people think that it is beneficial for children to do paid work, while others
think that it can be harmful for children.
What are the advantages and disadvantages of children doing paid work?

Although paid work is thought by some to be a useful experience for children, other
people consider that it can be detrimental. Children can learn about earning money
and gain independence from doing paid work but there are also drawbacks to be
taken into account.
Firstly, one benefit of children doing paid work is that they understand the value of
money. This also teaches them not to waste money as they realize the work needed to
earn it. Secondly, having a paid job is advantageous because children take their first
steps in learning how to manage and save money. Many older children, for instance,
have a part-time job in order to save up for something they would otherwise be
unable to afford. Thirdly, working teaches children responsibility and independence.
These skills help children to develop into self-supporting adults ready to enter society
and the work force.
On the other hand, one problem when children have a job is that it potentially
exposes them to exploitation through slave labour. For example, in some developing
countries children are made to work full time but due to their age are not protected by
law. As a result, they are paid negligible wages for work that can be tough, manual
work. Having a good education is the key to a successful future so being employed as
a child can result in a poor academic performance which can be harmful in the long
run.
In conclusion, while children can benefit from some work experience, it can also
lead to exploitation or lower grades at school.
279 words

Task 1

Find and underline the words and expressions that are used as paraphrases of
‘advantage’ and ‘disadvantage’ or just refer to them.

74
 Advantage-Disadvantage OPINION Essay
STRUCTURE

2-3 Paraphrased essay question; clear opinion on

INTRODUCTION
§1 sentences what outweighs

§2 ~95 words Advantages (2-3)

BODY
§ 3 ~95 words Disadvantages (2-3)
1-2
CONCLUSION §4 Restated opinion
sentences
*If there are 3 BODY paragraphs, aim at ~65 words for each
CHECK LIST
1. Identify the issue or issues in the essay question. Spend time analyzing the exact
meaning of the vocabulary given.
2. Decide your view, which are more important – the adv or disadv?
3. Brainstorm advantages and disadvantages. Choose the best ones (two adv and two
disadv on average).
4. Plan your supporting points. On the whole, each idea should have one supporting
sentence which should follow your viewpoint. Think about the language you might
use to express your view (minor, crucial, serious etc.).
5. Make a note to use your adv/disadv paraphrases.
6. In the introduction, having paraphrased the essay question, state clearly your opinion.
You will need to use “In my opinion” or “I think” or both.
7. Think about your linking methods and topic sentences for each body paragraph
BEFORE writing the body. The topic sentence must: a) have a linking device to start,
b) state if this paragraph refers to the adv or disadv and c) state the issue involved
which is from the essay question. Write it fully and carefully!
8. Keep your body paragraphs balanced in length.
9. Start your conclusion with the appropriate linking devices: “In conclusion, To
conclude, To sum up, To reiterate”. Restate your opinion!
10. Three body paragraphs are possible if you have only one adv, so stick to not more
than two disadv in that case.
75
 Model Advantage-Disadvantage OPINION Essay
Some people think that it is beneficial for children to do paid work, while others
think that it can be harmful for children.
Do you think the advantages outweigh the disadvantages?

____________ paid work is thought by some to be a good experience for children,

other people think it can be detrimental. ____________, I think that paid work can
bring about more problems for children compared to any advantages it might bring.
__________, there are some basic benefits of children working for money.________,
children can develop an understanding of the value of money. This teaches them that
money does not grow on trees and helps them appreciate the hard work needed to
earn it.__________, they take the first steps in learning how to manage money. Many
older children, ____________, have a part-time job in order to save for something
they would otherwise be unable to afford. Understanding money management,
______________, is useful when, as adults, they will need to balance their finances.
___________, _________ the advantages above, I believe children could face serious
drawbacks from aid work. _______ potentially dangerous problem is that it exposes
them to exploitation, through slave labour. In some countries that do not enforce
children employment laws, they may end up working under extreme conditions or
even in life threatening situations for negligible wages. Starting life in this way
makes it almost impossible for them to escape poverty as an adult. __________
obvious issue is that working may affect a child’s ability to focus on their school
work. This is a concern __________ only with a strong academic performance can a
child hope to advance as an adult.
_____________, being exploited or struggling with academic grades far outweighs
any of the minor benefits that could result from being involved in work experience.
273 words

Task 2
Fill in the blanks in the essay with the following linking devices:

Secondly for instance Nevertheless As

Firstly One furthermore In my opinion despite
In conclusion Admittedly Another Although

76
 MODEL ALTERNATIVE ESSAY
Some people think that it is beneficial for children to do paid work, while others
think that it can be harmful for children.
Do you think the advantages outweigh the disadvantages?

Although paid work is thought by some to be a good experience for children, other
people think that it can be detrimental. In my opinion, I consider that paid work can
bring about more advantages for children compared to any problems it might bring.
Despite the drawbacks below, I believe the benefits gained by children doing work
experience are extremely useful for their future. Firstly, children can develop an
understanding of the value of money. This is a crucial lesson to learn as it teaches
them not to waste money by realising the amount of work needed to earn it.
Secondly, children take their first steps in learning how to save and manage money.
Take many older children, for instance, who have a part-time job in order to save up
for something they would otherwise be unable to afford. Learning money
management is an essential skill later in life when they earn salaries and have bills to
pay.
Admittedly, there are some issues involved when children do paid work. One
problem is that it might expose them to exploitation through slave labour. For
example, in some developing countries children are made to work full time but due to
their age are not protected by law. However, this situation is rare, only happening in
certain countries. Another negative aspect is that the time children spend working
could prevent them from focusing on their school work. Having a good education is
the key to a successful future so if work interferes with their academic performance
this can be a problem.
In conclusion, the critical lessons that children can learn when they work for money
will stand them in good stead when they are adults and clearly outweigh any
disadvantages.
288 Words
Task 3
Read the essay carefully at home and analyze the use of linkers and paraphrases.
Make personal notes if necessary.

77
 Practice writing essays on the following topics:
You should spend about 40 minutes on each essay.

Give reasons for your answer and include any relevant examples from your own
experience or knowledge.

Write at least 250 words.

Write about the following topics:

1. The development of tourism contributed to English becoming the most
prominent language in the world. Some people think this will lead to English
becoming the only language to be spoken globally.
What are the advantages and disadvantages to having one language in the world?

2. Space exploration costs tax payers an exorbitant amount of money each year.
What are the advantages and disadvantages of spending money on space
exploration?

3. It is becoming increasingly popular to have a year off between finishing school

and going to university.
Do you think the advantages outweigh the disadvantages?

4. People now have the freedom to work and live anywhere in the world due to the
development of communication technology and transportation.
Do the advantages of this development outweigh the disadvantages?

5. As a country develops, people tend to buy more cars.

Do the advantages for the individual outweigh the disadvantages for the
environment?

6. Some people think that to reduce traffic and pollution, the government should
increase tax on petrol.
Do the advantages outweigh the disadvantages?

78
 PROBLEM/SOLUTION ESSAY
Problem/Solution essays vary but can normally be classified into two major
groups: where you are asked to provide both problems and solutions according to the
given issue, and those which already have the problems stated and you are to provide
possible solutions to them.
NB In some cases, instead of problems and solutions, candidates are asked to
provide causes and effects of the given problem. In this case you are to follow a
similar pattern of the essay structure as you would for the problem/solution essay, but
using useful language appropriate for the cause/effect essay.
Therefore, the instructions follow two typical patterns:
Problems and Solutions Solutions only
1. What are the problems to this and 1. What measures could be taken
how can it be solved? to prevent the problem?
2. What problems are caused by this? 2. What solutions can you
What solutions would you suggest to deal with this
recommend? problem?
3. What problems arise from this 3. How can this problem be
situation? What measures can be solved?
taken to deal with it? 4. How could this situation be
4. What problems does this cause? What improved?
can be done to deal with this 5. Etc.
situation? Etc.

OTHER WORDS FOR:

Problem Solution

Answer X may resolve/tackle

Matter Complication
Resolution the problem…
Issue Trouble
Measures A way to solve/combat
Obstacle Difficulty
X can deal with… the problem is…

79
 Problem/Solution Essay Structure

Paraphrased essay question hinting the reader what

INTRODUCTION §1 2-3 sentences
problems and solutions will be provided.

§2 ~95 words* Problems (2-3)

BODY
§3 ~95 words* Solutions (2-3)

CONCLUSION §4 1-2 sentences • summarize your subtopics.

CHECK LIST

1. Identify the issue or issues in the essay question. Spend time analyzing the exact
meaning of the vocabulary given.
2. Read the instructions – Do you need to give only solution or both causes and
solutions?
3. Brainstorm problems and solutions. Choose the best ones (two problems and two
solutions on average).
4. Plan your supporting points. Each idea should have 1-3 supporting sentences on
the whole.
5. Make a note to use your appropriate problem/solution useful language.
6. Think about your linking methods and topic sentences for each body paragraph
BEFORE writing the body. The topic sentence must: a) have a linking device to
start, b) show the sequence of problems/solutions c) state the issue involved which
is from the essay question. Write it fully and carefully!
7. Body paragraphs should be more or less balanced in length.
8. Start your conclusion with the appropriate linking devices: “In conclusion, To
conclude, To sum up, To reiterate”. Keep your conclusion shorter than the
introduction (1-2 sentences). Don’t add unnecessary information!
9. There is no opinion in this essay. So, don’t use “I” or “my”.

80
 MODEL PROBLEM/SOLUTION ESSAY

As increasing number of professionals, such as doctors and teachers, are leaving

their own poorer countries to work in developed countries. What problems does this
cause? What can be done to deal with this situation?

More and more professionals from developing or underdeveloped countries are

choosing to live and work in richer countries. As a result, poorer countries will
struggle to develop but this problem can be tackled by offering more incentives to
stay and better living conditions.
The main problem faced by poorer countries due to brain-drain, in fields such
as medicine and education, is that they will struggle to develop and find it difficult to
improve their economy as well as living conditions. One of the main ways that a
developing country can improve themselves is through the skills and dedication of
the professionals which is negated so they choose to take their skills to benefit
another country. Consequently, less developed countries will not be able to offer their
citizens high levels of education or health care, and this in turn will hinder their
ability to compete on a global scale, to entice investors and ultimately to stop the
poverty cycle.
One effective solution to deal with professionals leaving their country is for
their government to encourage them to stay by offering better work conditions. This
can be done by increasing wages and investing in state-of-the-art equipment and
training to temp doctors and teachers to continue working there. Another possible
answer is for poorer countries to offer better standards of living, more tolerance and a
positive future as a way to entice their professionals back to their own country after
they have completed their training abroad. However, these solutions are financially
demanding which means poorer governments may have to look to developed
countries for aid in order to implement these changes.
In conclusion, poorer countries are unable to develop due to the brain-drain
which can be tackled by enticing professionals to remain in their country of origin
through better conditions.

297 words

81
 Solution Essay Structure
2-3 Paraphrased essay question; hint the reader about the
INTRODUCTION §1
sentences solutions that will be explained in body paragraphs.

§2 ~95 words Solution #1 + Explanation.

BODY
§3 ~95 words Solution #2 + Explanation.

1-2 • summarize your subtopics.

CONCLUSION §4
sentences • paraphrase your thesis.

Model Solution Essay

In many countries, the age of criminals is getting lower.

What can be the solutions to this problem?
Different nations are now facing the problem of ever-increasing numbers of
juvenile criminals. However, this problem can be tackled by proper upbringing and
the government.
To begin with, youth crime ought sometimes to be blamed on the family with
poor parenting, lack of discipline and family breakdown. Therefore, the first and the
most effective way to combat this problem is to create conditions at home that will
predispose children to criminal activities. Parents should control, supervise and
monitor their children’s habits. A family may even be complete, but failure of parents
to direct their children in the right paths results in misguided children that can be
easily lured into vices such as crime and prostitution. It is necessary that parents
dedicate themselves to guiding their children by providing a good example of
themselves and paying enough attention to them.
Secondly, in order to solve this problem the government and the community
should cooperate. They should help the parents by offering benefits that would
support and provide for their families. First of all, by giving free education to
children they can create employment prospects for them when they grow up and they
will less likely commit illegal acts. Furthermore, a study by the Philippine National
Police in 2016 stated that 95 % of young offenders came from poor families with
more than 8 family members. It means that governments should also address the
problem of overpopulation by allocating a budget for family planning because having
a larger family means that one will have higher living costs.
In conclusion, the issue that crimes are more often committed by adolescents
would be less disturbing if children were subjected to love and care by their families
and the society.

285 words
82
 PRACTICE TASKS
Task 1
Choose the essay structure which would be more appropriate to answer the following
essay question:
In many countries parents worry about the amount of time their children spend
watching TV and using the Internet.
What do you think are the causes of this and what measures can be taken to resolve
this issue?
1 2
• Short introduction to the problem • Short introduction to the problem
• Description of how it affects my • Description of main causes with
life details
• Explanation of who is to blame for • Proposed solutions with
the problem explanations
• Proposed solutions • Short conclusion and summary
• Short conclusion and summary

Task 2

Read the paragraph from an essay written by an IELTS candidate in response to the
exam question in Task 1. Complete the paragraph using the words from the box.

brought cause consequently due result

A major ………….of the problem is that parents do not set reasonable limits for their
children. This situation is …………….about by the demands of modern life, which
means that parents are often too busy to supervise their children properly. The
problem is also ………..to the actions of the media, which encourage children to
watch TV and use the Internet as much as possible. As a………of this pressure,
children spend a large amount of their free time on their computer or in front of their
TV, and…………their parents become concerned about the effects on their education
and their health.
Task 3
Choose three solutions based on Task 2 and your own ideas. For each solution, make
notes explaining what the results of that solution will be.
SOLUTION RESULT
1
2
3

83
 Practice writing essays on the following topics:
You should spend about 40 minutes on each essay.

Give reasons for your answer and include any relevant examples from your own
experience or knowledge.

Write at least 250 words.

Write about the following topics:

1. Since the beginning of the 20th century, the number of endangered species has
increased significantly and we have witnessed more mass extinctions in this period
than in any other period of time.

State some reasons for this and provide possible solutions.

2. The number of cars has increased significantly in major cities.

What problems does this cause and what are some solutions to these problems?

3. Television programs and movies have become saturated with violent content.

What are some resulting social problems and how can we deal with them?

4. More and more families are choosing fast food over home-cooked meals.

What are the reasons for this and how can they be addressed?

5. With the advent of the internet, increasing numbers of people are shopping
online.

What issues arise from this and how can they be tackled?

6. As countries become more industrialised, more people move from the countryside
into urban areas.

What are some problems caused by this and how can we solve them?

84
 In some cases, instead of problems and solutions, IELTS
candidates are asked to provide causes and effects of the given problem
and the difference between these two types is only in using the
appropriate language. Here is an example of a Cause/Effect Essay:
Model Cause/Effect Essay
It is observed that in many countries not enough students are choosing to
study science subject.

What are the causes? And what will be the effects on society?

In several parts of the world, there is currently a lack of students choosing to

study science in universities and colleges. This problem happens due to some
reasons, and it can have some adverse impacts on society.
There are several reasons why fewer university students are choosing science
as their major. Firstly, these subjects are usually more difficult and demanding, which
requires students to put much effort into their study. For example, my friend who is
doing a course in Biology said that he had to conduct too many experiments and
complete numerous projects, which prevented him from having any free time. As a
result, science subjects seem to be less attractive to students compared to economics
or business-related subjects. Secondly, as there are currently fewer employment
opportunities available for graduates in science fields, learners are less likely to
decide to select these majors. Instead, they tend to choose other subjects which allow
them to find jobs more easily.
A shortage of learners in science fields can result in some negative effects. The
first impact is that when fewer students decide to learn about science, there awould be
a serious shortage of employees working in these fields. This would lead to fewer
technological developments, which would also prevent improvements in people’s life
quality. For instance, it would be difficult for humans to produce newer smart phones
with better functions. Additionally, while a significantly increasing number of
students are choosing economics and business to study, the number of job vacancies
in these areas is limited. Therefore, many university graduates would have to face
unemployment, which increases burden on society.
In conclusion, the shortage of students choosing science subjects is caused by
several factors, and this problem might bring about serious impacts.
290 words

85
 Useful Language for Problem/Solution
and Cause/Effect Essays

since/because, Bison nearly became extinct due

in view of/because of to/because of loss of habitat and
owing to/ due to (the fact that)…, overhunting.
To express cause The reason that …/why …/for… is One reason behind this is the
that…, negligence of individuals who are
to result from…, to be the result of…, already suffering from minor
as the consequence of… health-related issues.
thus/therefore/so/consequently, The bison's near extinction
as a result/consequence, resulted from/was the result of
the result/outcome of … would be …, loss of habitat and overhunting.
… would result in … As a result, people will not
In this way … struggle so much to lead a
To express effect
thus…, healthy and secure life.
hence…, Thus making local residents able
to have an effect on…, to find more job opportunities y
If …, the result would be …; and have a better socio-economic
status.
so that…, So that consumers can enjoy
so as/in order (not) to …, unblemished fruit and
To express purpose
with the purpose of/intention of (+ing) vegetables, farmers also spray
their fields.
It can/could/may/might…, Poorer governments may have to
It is possible/probable/certain that…, look to developed countries for
It is (un)likely/foreseeable that…, aid in order to implement
To express
X is (un) likely to/bound to/certain to/ changes.
possibility/probability
possible/probable…, It is quite likely to be selected.
The likelihood/possibility/probability
of (-ing/noun) is…
It would help if(be a good idea) if …; Another useful suggestion to
Another useful suggestion would be to solve this problem is cooperation
…; of the government and the
To make suggestions The situation could be improved if / by community.
…; The concrete measures should
Steps / Measures should be taken in be taken in order to deal with
order to solve / dealt with … negligent driving.

86
 DIRECT QUESTION ESSAY
TIP >> The structure may differ depending on the question. Most questions will ask
as two questions but other questions may ask further questions. You will have to
adjust the structure, to make sure you are answering all parts of the question. This
means adding an extra paragraph to answer another question.

2-3 Paraphrased essay question;

INTRODUCTION sentence Introduce the specific topics that will be
§1 s discussed in the main body paragraphs
~95 Introduce the topic
words
(i.e. answer the 1st question)
§2
Explain/give detail
Example
BODY
~95 Introduce the topic
words
(i.e. answer the 2nd question)
§3
Explain/give detail
Example
1-2 Summary of the main points
CONCLUSION §4 sentence
s Recommendation

*If there are 3 BODY paragraphs, aim at ~65 words for each
CHECK LIST
1. Identify the issues in the essay question. Spend time analyzing the exact meaning
of the vocabulary given.
2. Plan the answers to the questions.
3. Plan paraphrasing (mind accuracy!).
4. Introduce both issues in the introduction.
5. Use appropriate linking devices.
6. Make sure your conclusion is shorter than your introduction. You can have just
one sentence or two if you wish.
7. Start your conclusion with the appropriate linking devices.
8. Never write under 250 words.

87
 Model Direct Question Essay
Art, music and theatre are considered to be important in society. Do you think the
arts still have a place amongst our modern lifestyles? Should the arts be included
in school programs?
Creative pleasures such as viewing fine arts, listening to music and watching a
play are treated by many as enjoyable and essential as part of their everyday living.
Firstly this essay will discuss how the arts are a crucial element in most people's lives
and secondly will discuss how it is vital that creative subjects are included in the
school's curriculum.
Firstly, the creative arts, such as paintings, sculptures, music and theatre have a
long and ardent history throughout the ages. They have grown and evolved with the
times, appealing to new generations every year, in order to keep being a part of
everyday life. People enjoy the arts, often as an escape from their lives, listening to
music they enjoy, going to see a play with friends or visiting galleries and museums
to see paintings, photography or sculptures. For example, a study from the New York
Times in 2017 showed that over 75% of New Yorkers said that they regularly visited
the cities art galleries, museums and theatres. A further 35% said that they donated
money regularly to art societies, for the preservation of the collections, so they can
continue for many years to come.
Secondly, many people develop a love for the arts early in life, when they are at
school. In my opinion, I think that a range of arts subjects should be included in the
school curriculum, as not all students are 'left brained' enjoying logical, core subjects
like mathematics. Others are more 'right brained' where they enjoy being creative,
whether that is in writing, painting or making music. Children should be encouraged
to find their talents at school and develop them for their own enjoyment and
advancement. For instance, St. Cuthberts school in the north of England dedicated
40% of the curriculum of creative subjects, including fine art, pottery, music, drama
and dance. Those subjects proved to enhance school results by over 25% in 2017.
In conclusion, there are clear benefits to individuals who are passionate about
the arts and find enjoyment in them regularly. If more people tried to become
involved in the arts, then perhaps they would find a way to allow themselves time to
become creative or to relax, while learning something new.
(371 words / Band Score 9)

88
 Task 1. ACADEMIC WRITING
The Writing Task 1 of the IELTS Academic test requires you to write a clear
description of information provided in the task.
✓ When required, this description must be accompanied by comparisons.
✓ This description should contain at least 150 words.
✓ You should not spend more than 20 minutes on this task.
Generally speaking, such tasks fall into three broad categories:
Your job will be to give first general description
Questions concerning graphs, charts and of main features and, after that, making more
detailed depiction of changes and providing
tables, comparisons between various groups of data.
You job will be to describe main features on a
Questions concerning maps, map. In some cases, you will have to compare two
maps and describe changes that happened or will
happen.
Questions concerning diagrams depicting You job will be give clear and coherent overview
certain processes. of a process, described by a diagram, explaining
the beginning, each particular stage and the end.

Your final mark will depend on:

• whether you stayed on topic and completed everything you were asked to do in a
task sheet;
• whether your writing was clear, understandable and logical;
• whether you used proper grammatical constructions;
• whether you employed correct and versatile vocabulary.

To increase your score you should:

Task Achievement Coherence and Lexical Resource Grammatical Range
Cohesion and Accuracy
• Analyse the chart and • Plan where to • Use a range of • Use a range of
identify key features; put your vocabulary; sentence
• Highlight your key information; • Use vocabulary for structures;
features in an overview; • Have 4 body presenting accurate • Use the right tense
• Supporting your body paragraphs; data (use the list) for the chart given
paragraph with data • Use a range of • Use collocations to you;
(numbers and dates if linking (matching verbs • Use the right word
possible); devices; with nouns); order (adjective
• Avoid putting in • Avoid • Avoid spelling noun/verb adverb);
information which is mistakes with mistakes; • Avoid mistakes
wrong; linking words; • Don’t use the • Use right
• Avoid an opinion; • Use wrong words and punctuation.
• Write a factual report; referencing informal language
• Write over 150 words (It, this, etc.)
(penalty under count);

89
 During IELTS writing, it is essential to remember, that nothing is written
without preliminary analysis and planning. You WILL NOT BE ABLE to describe
any features, plans or details without identifying them first.
In order to ANALYSE we should:

Read the heading of the graph/chart;

Identify axes and unit of measurement;
Identify groups of data and possible ways to
compare them;
For questions concerning graphs, charts Identify general trends;
and tables Identify maximum/minimum points, areas of
substantial growth/decline, points where patterns
are changed etc.
Read the heading of the map;
Identify main features;
For questions concerning maps, If the map contains changes, identify what
changes took place and where;
Read the heading of the diagram:
For questions concerning diagrams Identify the beginning point of the diagram;
depicting certain processes. Clearly identify all the stages of the diagram;
Identify what happens at the end of the process.

The STRUCTURE of your writing Part 1 should be approximately as follows:

Paragraph 1: Introduce the data (paraphrase the task);
Paragraph 2: Give general overview.
Paragraph 3: Give details and make comparisons of the first data category
Paragraph 4 : Give details and make comparisons of the second data category (if
needed)
It is essential to use correct GRAMMAR in IELTS writing. Use sufficiently
complex sentences. Limit yourself to using present, past and future simple tenses:
✓ use past when describing events that have already happened,
✓ use future when describing planned events or events the hes not happened yet,
and
✓ when there is no particular time reference – use present tense.
✓ it is also advisable to employ Passive Voice widely in this kind of writing.
Proper VOCABULARY is important as well. Since your writing must be
coherent, it is essential to use various linking devices. Some of them may be distinct
to certain task types, others may be used in all of them.

Connecting ideas Sequencing and

Comparison Contrasting
Listing
• however • likewise • unlike • first, second,
• although • like • nevertheless third
• while • similarly • but/though • then
• whereas • in the same • in contrast to • next
• in spite of way • on the other • following this
• despite/ in spite • just as hand • at this point
of • in comparison • even though
90
 GRAPHS, CHARTS AND TABLES
LINE GRAPH PIE CHART

BAR CHART TABLE

City Date Kilometres Passengers

opened of route per year
(in
millions)
London 1863 394 775
Paris 1900 199 1191
Tokyo 1927 155 1927
Washington 1976 126 144
Kyoto 1981 11 45
Los Angeles 2001 28 50

DO DON’T
1. Read the instructions 1. Don’t use the same words for percentages
carefully and numbers.
2. Paraphrase the question 2. Don’t give your opinion or speculate.
3. Plan your answer 3. Don’t use bullet points, notes or
4. Consider which tense to use abbreviations.
5. Use accurate data 4. Don’t write every number or process you
see.
5. Don’t copy the words from the question.
6. Don’t overuse linking words.
7. Don’t use informal language.

91
 MODEL LINE GRAPH DESCRIPTION

1 - Introduce the Graph The line graph compares the fast food
consumption of teenagers in Australia
1 or 2 sentences that state what the IELTS writing
between 1975 and 2000, a period of 25 years.
task 1 shows. To do this, paraphrase the title of
the graph, making sure you put in a time frame if Overall, the consumption of fish and
there is one. chips declined over the period, whereas the
amount of pizza and hamburgers that were
2 - Give an Overview
eaten increased.
State what the main trend or trends in the graph
are. Don’t give detail such as data here. In 1975, the most popular fast food with
Australian teenagers was fish and chips,
3 - Give the Detail (in 2 paragraphs) being eaten 100 times a year. This was far
higher than Pizza and hamburgers, which
Give more specific detail in the body paragraphs were consumed approximately 5 times a year.
and make reference to the data. However, apart from a brief rise again from
1980 to 1985, the consumption of fish and
Group data together where there are patterns.
chips gradually declined over the 25 year
To do this you need to identify
timescale to finish at just under 40.
any similarities and differences.
So the 1st body paragraph focuses on similarities. In sharp contrast to this, teenagers ate
the other two fast foods at much higher levels.
The 2nd body paragraph then focuses on different Pizza consumption increased gradually until
side. it overtook the consumption of fish and chips
in 1990. It then levelled off from 1995 to
Put numbers or % to support your body
2000. The biggest rise was seen in
paragraphs.
hamburgers as the occasions they were eaten
Use a range of vocabulary. increased sharply throughout the 1970’s and
1980’s, exceeding that of fish and chips in
1985. It finished at the same level that fish
and chips began, with consumption at 100
times a year.

194 words

92
 VOCABULARY FOR THE INTRODUCTION:
Starting Presentation Type Verb Description
The/ the given / the diagram / table / figure / shows / represents / the comparison of…
supplied / the presented illustration / graph / depicts / enumerates / the differences…
/ the shown / the chart / flow chart / illustrates / presents/ the changes...
provided picture/ presentation/ gives / provides / the number of…
pie chart / bar graph/ delineates/ outlines/ information on…
column graph / line describes / delineates/ data on…
graph / table data/ data / expresses/ denotes/ the proportion of…
information / pictorial/ compares/ shows the amount of…
process diagram/ map/ contrast / indicates / information on...
pie chart and table/ bar figures / gives data on / data about...
graph and pie chart ... gives information on/ comparative data...
presents information the trend of...
about/ shows data about/ the percentages of...
demonstrates/ sketch the ratio of...
out/ summarises how the...

VOCABULARY TO DEPICT CHANGES:

Trends Verb form Noun form
rise / increase / go up / uplift / a rise / an increase / an upward
rocket(ed) / climb / upsurge / trend / a growth / a leap / a jump
Increase
soar/ shot up/ improve/ jump/ / an improvement/ a climb.
leap/ move upward/ skyrocket/
soar/ surge.
fall / decrease / decline / a fall / a decrease / a reduction /
plummet / plunge / drop / reduce a downward trends /a downward
Decrease
/ collapse / deterioriate/ dip / tendency / a decline/ a drop / a
dive / go down / take a nosedive slide / a collapse / a downfall.
/ slum / slide / go into free-fall.
unchanged / level out / remain a steadiness/ a plateau / a
constant (steady, the same, static, stability/ a static
Steadiness
stable)
an upward trend / an upward
------------------------------ tendency / a ceiling trend
Gradual Increase
Gradual Decrease a downward trend / a downward
------------------------------ tendency / a descending trend
level(ed) off / remain(ed) No change, a flat, a plateau.
constant / remain(ed) unchanged
/ remain(ed) stable / prevail(ed)
Standability consistency / plateaued /
reach(ed) a plateau / stay(ed)
uniform /immutable / level(ed)
out/ stabilise/ remain(ed) the
same.

93
 VOCABULARY TO REPRESENT CHANGES:
Type of change How it looks Adverb form Adjective form
Rapid change dramatically / rapidly / dramatic / rapid / sharp / quick /
sharply / quickly / hurried / speedy / swift.
hurriedly / speedily /
swiftly.
Noticeable change significantly/ considerably significant / considerable /
/ substantially / substantial / noticeable.
noticeably.
Moderate change moderately / gradually / moderate / gradual / progressive
progressively / / sequential.
sequentially.
Steady change steadily/ ceaselessly. steady/ ceaseless.

Light change slightly / slowly / mildly / slight / slow / mild / tedious.

tediously.

VOCABULARY for:
Percentages: Fractions: Proportions:
10% increase, 4% = A tiny fraction. 2% = A tiny portion, a very
25 percent decrease, 24% = Almost a quarter. small proportion.
increased by 15%, 25% Exactly a quarter. 4% = An insignificant minority,
dropped by 10 per cent, 26% = Roughly one quarter. an insignificant proportion.
fall at 50%, 32% Nearly one-third, nearly a 16% = A small minority, a small
reached to 75%, third. portion.
tripled, 49% = Around a half, just under 70% = A large proportion.
doubled, a half. 72% = A significant majority, A
one-fourth, 50% Exactly a half. significant proportion.89% = A
three-quarters, 51% = Just over a half. very large proportion.
half, 73% = Nearly three quarters. 89% = A very large proportion.
double fold, 77% = Approximately three
treble, quarter, more than three-quarter.
5 times higher, 79% = Well over three quarters.
3 timers lower,
declined to about 49%,
stood exactly at 43%.
PREPOSITIONS
Dates Numbers
In December / In 2005,
Experienced an Increase of 25%. Dropped from 200
From 2001 to 2010,
Decreased by 10%. units to 120 units within a
By 1998,
Fell from 200 in July to 150 in August. period of 6 months.
Between 1965 and 1969
Started at one third and peaked at three Rose sharply over a
Over a ten year period
thirds period of 5 years.
On the 3rd of May.
Fell from 30% to just over 20%

94
 PRACTICE TASKS

*Notice: It is uncommon to be given only one line as a task unless it is combined with
another chart or table. The above graph is for practicing vocabulary.
Task 1. Fill in the gaps using the vocabulary above. Make sure you adapt the words
to make the sentences grammatically correct. The completed paragraph below is an
example of a body paragraph for a line graph.

The number of reported cases of influenza began at 40 in

1985 after which the figure 1)…………………………….
steadily to reach about 55 in 1987. In 1988, there was a
2)……………………………… in the number to below 50
before 3) ……………………………. To reach a 4)
……………………………….. 5)…………….. approximately
75 in 1991. After that date, the figure dropped to about 55 in
the final year.

95
Task 2. Complete the answer to the Writing task below by choosing the correct
linking words from the box and adding the relevant figures from the table.

The table below gives information about the daily cost of water per person in
five different countries. (Figures are based on the minimum daily requirement
per person of 11.5 litre.)

Write a report for a university lecturer describing the information below.

Cost of minimum daily water requirement by country

while for instance both respectively however

overall first of all whereas also despite

The table compares the amount people have to pay for their minimum
daily water in five countries. It .................... shows the percentage of the
average daily wage this represents in each place.
...................., the table shows that there are huge differences between
the cost of water in the developing countries and the industrialised west.
...................., it is obvious that Tanzania and Uganda have the highest
daily water costs .................... the UK and US have the lowest. This
means, ...................., that Tanzanians
pay ...................., .................... Americans pay a mere .................... for the
same amount of water. These differences are even greater when the
percentage of the average daily wage spent on water is considered.
In .................... Tanzania and Uganda, the cost is significant, representing
.................... and .................... ..................... In the UK and
US, ...................., the cost is only a tiny fraction of the daily wage
at ....................and ..................... And, .................... the daily cost of water in
Pakistan being similar to that in the UK, it represents as much
as .................... of the daily wage.

96
The chart below shows the results of a survey of people who visited four types of
tourist attraction in Britain in the year 1999.

Task 3. Write a complete introduction and an overview for the pie chart description.
Afterwards, insert all the missing numbers into the description.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________
Looking at the information in more detail, we can see that ___% of the surveyed
visitors went to a theme park, and ___% of them went to a museum or gallery. By contrast,
historic houses and monuments were visited by only ___% of the sample, while wildlife
parks and zoos were the least popular of the four types of tourist attraction, with only ___%
of visitors.
In the theme park sector, almost half of the people surveyed (___%) had been to
Blackpool Pleasure Beach. Alton Towers was the second most popular amusement park,
with ___% of the sample, followed by Pleasureland in Southport, with ___%. Finally,
Chessington World of Adventures and Legoland Windsor had each welcomed ___% of the
surveyed visitors.

97
Extra Practice Questions

98
 MAPS
Maps sometimes show up in IELTS academic writing task 1. There are different
types of maps and the most common is the past and present (this task below) or
sometimes both maps may be in the past, there are also maps which show proposals for
the future such as a redevelopment scheme.
The maps below show the centre of a small town called Islip as it is now, and plans
for its development.

1 - Introduction The maps illustrate some proposed changes to the central area of
the town of Islip.
Paraphrase the
question It is clear that the principal change to the town will be the
construction of a ring road around the centre. Various other
2 - Overview
developments with regard to shops and housing will accompany the
Write general building of this road.
overview of the main
Looking at the map of Islip as it is now, we can see that a main road
features
runs through its centre from east to west. The second map shows
3 - Give the Detail of the planned pedestrianisation of this road. Traffic will be diverted on
the Feature 1 to a dual carriageway that will form a ring around the town centre.

Describe the map Currently there is a row of shops along either side of the main road.
using proper grammar However, it appears that the shops along the north side of the new
and collocations. pedestrian street will be demolished to make way for a bus station,
shopping centre, car park and new housing area. The shops along
4 - Give the Detail of the south side of the street will remain, but it seems that the town’s
the Feature 2 park will be reduced in size so that more new houses can be built
within the ring road.

99
 Key vocabulary to use for describing maps

Vocabulary to describe changes

Change into
Expanding Removing Additions
something
• Enlarge • Demolish • Construct • Convert
• Expand • Knock down • Build • Redevelop
• Extend • Pull down • Erect • Replace
• Make bigger • Remove • Introduce • Make into
• Develop • Tear down • Add • Modernize
• Cut down • Plant • Renovate
• Open up

Task 1. Practice using some of the words above by putting them into the correct form
(use the passive voice where possible).
1. The offices __________________(demolish) and the surrounding
area _______________________ (redevelope) with a new leisure
centre ____________________ (open up).
2. The shopping centre __________________ (extend) and the parking
area __________________ (enlarge) to accommodate more cars.
3. The trees __________________ (cut down) and a new office
block __________________ (erect).
4. A railway __________________ (construct) with
the __________________ (introduce) of a new train station.
5. The industrial area __________________
(modernise) and __________________ (make bigger) with lots of
new factories being __________________ (build).
6. The local government had the sports facilities __________________
(renovate) and the small park __________________ (make into) a
children’s playground.
7. The park __________________ (replace) with a new housing complex.

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 Vocabulary for showing location
When describing the location of something on a map you should use phrases like:

• to the north of • To the right • Parallel to

• to the east of • To the left • Perpendicular to
• in the west • On the right-hand side • Midpoint
• to the south of • On the left-hand side • Halfway
• north west of • In the middle

Prepositions Adjectives
• Across • Round
• Across from • Square
• Under • Edge
• Over • Rectangular
• Inside • Horizontal
• Beside • Vertical
• On top of • Northern
• Opposite • Southern
• Next to • Eastern
• Along • Western
• As far as, etc. • Parallel
• Adjacent

Example sentences:

• The trees to the north of the river were cut down and a new office block was built.
• A railway was constructed to the east of the housing estate with the introduction of
a new train station.
• The forest to the west of the park was cut down and a new housing complex was
constructed.
• The industrial area to the south west of the station was expanded.

Prepositions:
• Houses were constructed next to the primary school.
• The forest near the river was cut down.
• A new railway running from north to south was built.
• The footpath by the river was expanded.
• Parking facilities were added in the city centre.
• The school across from the park was extended and new sports facilities were built.

101
‘The two maps below show the changes in the town of Denham from 1986 to the
present day. Summarise the information by selecting and reporting the main
features and make comparisons where relevant.’

Task 2. Look at the maps and answer the following questions:

1. Is there more than one map being compared?
2. What are the time periods shown? (past, present, future). Are they in different
maps or the same map?
3. What are the most noticeable differences between the multiple maps or time
periods?
4. What parts of the map are the same in both maps/time periods?
5. Can the maps be easily broken into two parts? How? (e.g. buildings vs roads)
Task 3. Write a complete introduction and an overview for the pie chart description.
Afterwards, insert all the missing numbers into the description.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________
Task 4. Write a complete description of the maps on answer sheets.

102
 PROCESS

TYPE 1

TYPE 2

TYPE 3
(Full
description
provided)

103
 MODEL TYPE 3 PROCESS DESCRIPTION
You should spend about 20 minutes on this task.
The diagram illustrates the process that is used to manufacture bricks for the building
industry.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
Write at least 150 words.

USEFUL VOCABULARY MODEL PROCESS DESCRIPTION

INTRODUCTION The diagram explains the way in which bricks are

The diagram/ picture/ flow chart depicts/ made for the building industry.
illustrates/ describes the process of/
how....
OVERVIEW:
Overall, there are eight stages in the process,
Start with the word “Overall”
beginning with the digging up of clay and
culminating in delivery.

Sequence your language and make the

To begin, the clay used to make the bricks is dug
DETAILS easier to read by using
language like: up from the ground by a large digger. This clay
A) First/ Firstly, Second/ Secondly, is then placed onto a metal grid, which is used to
Third/Thirdly ...... Next/ After that/ Then, break up the clay into smaller pieces. A roller
Following that/Followed by, assists in this process. Following this, sand and
Subsequently/ Subsequent to that, Finally/ water are added to the clay, and this mixture is
Lastly... turned into bricks by either placing it into a mould
B) Where/ From where/ After which/ or using a wire cutter. Next, these bricks are
After that/ Afterward... placed in an oven to dry for 24 – 48 hours. In the
C) When/ As soon as/ Immediately, Just subsequent stage, the bricks go through a
after that... heating and cooling process. They are heated in
D) At the beginning, In the end, Just after a kiln at a moderate and then a high temperature
the beginning, Just before the end...
(ranging from 200c to 1300c), followed by a
To denote the end of a step: cooling process in a chamber for 2 – 3
A) After this step/ stage/ process... days. Finally, the bricks are packed and delivered
B) Once this stage/ step is completed... to their destinations.

To donate what a Step involves: 175 words

A) The phase/ step/ stage involved...

To denote the repetition of a cycle/

process:
A) The cycle/process then repeats itself.
B) The cycle/process is then repeated
*Make sure you know the meaning and grammar of the words and phrases above before you use
them. Do not use them if you are not 100% sure about how they should be used in a sentence.

104
 5 STEP PLAN
To understand the task and quickly make a plan to answer process questions you should follow the
steps below:
1. Understand the process. Find the start and the end of the process. Count how many stages
there are and understand what each stage does and the relationship it has with the stage before
and after it.
2. Paraphrase the question.
3. Describe what is happening generally in 2 sentences. This is your overview paragraph and it
be will shown how to write this in more detail below.
4. Divide the process in two (if possible) and write two separate paragraphs detailing each stage
of the process.
5. Check your work.
Step Plan in Detail

1- Understand the Process

You can quickly understand any process by asking yourself these questions:
• Where does the process start and where does it end?
• How many stages are there?
• Is it a man-made process or natural process?
• Is it a cyclical (in a circle) or linear (one start point and one end point) process?
• Are there any materials that need to be added to the process?
• What is produced?
• What does each stage of the process do?
• What are the relationships between each stage?

Task 1. Look at the diagrams type 1 and type 2 above and answer the questions
above.
2- Paraphrase the Question (p.53)
Task 2. Paraphrase the following questions:
Question 1: The diagram below shows the process of photosynthesis.

Paraphrased:
________________________________________________________________________.

Question 2: The diagram below shows how electricity is produced in a nuclear power station.

Paraphrased:
________________________________________________________________________.

3- Overview of Process
The overview is probably the most important paragraph in the whole part 1. If you do not write an
overview it is extremely difficult to get a high mark in IELTS Task 1, however, if you learn how to
write a good one, you are far more likely to get the score you deserve.
Overviews for process questions can be done quite easily by asking yourself a few questions. The
answers to these questions will allow you to form 2 overview sentences.
4. Where does it start and where does it
1. Is it a man-made or natural process?
end?
2. How many stages are there?
5. Is it cyclical or linear?
3. What is produced?
6. Are any materials added?

105
You might not be able to answer all of these for each process question, but you will always be able
to answer enough of them to be able to write a good overview.
Task 3. Write an overview for the diagrams type 1 and type 2 above.
TYPE 1:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________
TYPE 2:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________
4- Detail Each Stage of the Process
Now that we have paraphrased the question and provided an overview we need to tell the examiner
about each stage in more detail.
You can:
• Say what each stage does
• What it produces
• If any materials are added
• and/or discuss the relationship with the previous or subsequent stages
• Sequence the process using linking words (provided in the table above)
• Use the Passive Voice where necessary

Task 4. Underline all linking words and expressions in the Model Description
Process.
Task 5. Circle all the phrases used in the Passive Voice in the Model Description
Process.
5- Check Your Description
You should try to leave 3-4 minutes at the end to check and improve your work. Many students do
not do this because they feel they do not have enough time, however, it is better to try and get
everything done in 15 minutes and then check and refine your work, than do everything in 20
minutes.
Things that you should check are:
• Are there any spelling or punctuation mistakes?
• Are the verbs in the correct tense?
• Does the process I describe make sense? Does it match the diagram?
• Is there any vocabulary repetition we could remove with synonyms?
• Do I have 3-4 clear paragraphs?
• Did I write over 150 words? How many words exactly were used?
• Have I included things only obvious from the diagram?
• Have I included the main features in the overview?
Task 6. Write full descriptions of the diagrams type 1 and type 2 on answer sheets.
Answer the questions above.

106
Practice describing process on the following task:

You should spend about 20 minutes on this task.

The illustrations show how chocolate is produced.
Summarize the information by selecting and reporting the main features
and make comparisons where relevant.

Write at least 150 words.

107
 Task 1. LETTER (GT WRITING)
In Task 1 of the IELTS General Writing section, you must write a letter about a
given situation.
✓ Spend 20 minutes on the letter:
(3-5 mins planning+12-15mins writing+2mins checking);
✓ Write over 150 words (aim for between 160 and 180 to be safe);
✓ The letter is worth 33% of your final writing score;
✓ Do NOT write an address on the letter;
✓ You may decide the names of the people in your letter, depending on a letter
type.
This letter will be one of the following types:

Style Characteristics Opening Ending

To someone you have not met, Dear Sir / Yours

Formal
whose name you don't know Madam faithfully

Dear Mr
To someone you may or may not have Brown, Yours
Semi-formal
met, whose last name you know & use Dear Ms sincerely
Stone

To someone you know well, whose Warm wishes

Informal Dear John
first See you soon
(Personal) Dear Anita
name you know and use Take care

The structure of a letter:

1. Beginning (Dear…)

2 – Purpose (I’m writing …)

3 – Body Paragraph 1: describe the situation

4 - Body Paragraph 2: express main content

5 – Body Paragraph 3(optional): additional content of the letter

6. – Closing (I look forward to…)

7. – Ending (Yours…)

8. – Signing your name.

INFORMAL LETTER SAMPLE
108
 INFORMAL LETTER SAMPLE
Write a letter to a friend. You have borrowed something from your friend and got
it damaged.
• Apologize for damaging the product
• Explain what happened
• Say how are you going to fix the issue
Dear Emily,
Sorry it’s taken me so long to write to you but at last I put pen to paper to
explain why I haven’t returned that DIY book I borrowed from you.
To be honest, I’ve been feeling so guilty that I delayed writing to you. I
have to own up that I damaged the book accidentally. I’m so very sorry. I
know how important that book is to you as it was passed down from your late
father.
What happened is that I had been reading up on the chapter about DIY
plumbing when I knocked over my cup of coffee which splashed all over the
book. Most of the stain is on the pages that were open at the time.
I’ve sent the book away to be repaired. I didn’t realize that was even
possible until I researched it. Anyway, it should be as good as new when I get
it back next week and then I’ll sent it to you.
Again, I’m sorry for the delay in telling you. I hope you can forgive me.
Best wishes,
Sarah
Informal Letter Check list
✓ Read the instructions
✓ Identify the style
✓ Read through the points you must include in your letter
✓ Think about the number of paragraphs and where to put each point
✓ Plan what information you will add to each point
✓ Decide how to open a letter – personal letter we generally open with e.g.
“Dear Mary”
✓ Think about the language you will use:
1. Include different grammatical structures, use contractions;
2. Include interesting vocabulary, i.e. idioms, collocations, words to demonstrate
informal style;
3. Use linking devices, but don’t overuse them.
✓ Decide how to close a letter
✓ Start writing
109
 Structure of an informal letter in details

1 – Beginning - Salutation or Greeting

- Start with Dear followed by the first name of the person to whom you are writing.
In informal emails, you can also start with Hi (and the person's name).
- If the person’s name isn’t given, invent it. Don’t write Dear friend
- Informal letters sometimes have a comma after the person's name, and the letter
starts on the line below. The important thing is to be consistent with the style that
you choose to use (so if you use a comma after the person's name at the start of the
letter, use a comma after the closing statement at the end).
2 – Purpose
✓ Introduce the reason why you are writing
✓ start with a fixed phrase showing the situation with the reader
✓ mention an email or letter you have received from the person you’re writing to or
refer to a shared experience or add a general comment
✓ say what you’ve been doing recently
Phrases you can use in the introduction
- Many thanks for your letter ✓ I thought I’d drop you a
- It was really nice to hear from you again line…
- I thought I’d better write (and give you some ✓ How are you and your
more details about) family?
- It’s been such a long time since we wrote to ✓ How are things with you?
each other ✓ How was (your holiday)?

3 – Body Paragraph 1
o describe a situation in general
o ask a question directly
o use some exclamation marks (but not too many) to express emotions.
o use contractions
Introducing the topic Referring to news
✓ I know you’re longing to hear all ✓ Great news about …
about (my holiday) ✓ Glad to hear that …
✓ You remember I told you in my last ✓ Sorry to hear about …
letter (that I was going to…)
Apologies Giving news
- I’m writing to apologise for ✓ Listen, did I tell you about …?
missing your party but I’m afraid I You’ll never believe what …
was with flu. ✓ Oh, and another thing … This is just
- I’m really sorry that I forgot to to let you know that …
send you a birthday card but I was ✓ I thought you might be interested to
busy with my new job. hear about / know that …
✓ By the way, have you heard about /
did you know that …?

110
 Invitations Thank you / Congratulations / Good
Luck
- I’m / We’re having a party on - I’m writing to thank you for your
Friday 19th and I / we hope you’ll hospitality / the wonderful present.
be able to come. - It was so kind of you to invite me to
- Would you like to come / go to see stay with you.
‘Room With a View’ with me at - I really appreciated all your help /
the weekend? advice.
- I was wondering if you’d like to go - Congratulations on passing your
to the theatre / come on holiday exams / your excellent exam
with us. results!
- Could you let me / us know if you - I wish you good luck / Good luck in
can come / you’d like to join us? / with your exams / your driving test
- Thank you very much for your / your interview.
invitation. I’d love to come. - Don’t worry, I’m sure you’ll do
- Thank you for asking / inviting me well / pass.
to … but I’m afraid I won’t be able - Do be on time, won’t you, and don’t
to … forget to …

4 - Body Paragraph 2: express main content

- add some specific details to include in each paragraph – this will make your
letter more interesting.
- use informal linking expressions:
Anyway But Apparently Unfortunately
Maybe By the way In fact
Clearly Naturally All the same
To be honest Before I forget etc.
Even so Incidentally

5 – Body Paragraph 3(optional): additional content

- you may slightly change the topic.
Requests Making suggestions and
recommendations
✓ I hope you will be able to do me a - Why don’t you …? / Maybe you could
favour. …? / How about …?
✓ I wonder if / I was wondering if - You can’t leave New York without
you could help me / do me a (...doing sth)
favour. - I’m sure you will enjoy (...doing sth).
✓ I hope you don’t mind me asking If you like, we can …
but could you (possibly) …? - Do visit ... / Don’t forget to ...
✓ I’ll be very / really / grateful if you
…
111
6. – Closing
- can use short sentences
- when you close you can make an excuse to finish and/or refer to the current
situation with the reader again
- make sure you finish with an informal phrase
- mention the next time you will see the person you are writing to
- Give a reason why you're ending the letter: e.g. Anyway, I must go and get
on with my work! / I guess it's time I got on with that studying I've been
avoiding.
- Send greetings and/or make reference for future contact: Give my love /
regards to... / Say hello to... / Anyway, don't forget to let me know the dates of
the party.
Phrases you can use to end the email/ letter
- Once again, (thanks very much for all ✓ I'll try and phone you at the
your help) weekend to check the
- Give my love/ regards to (your family) times.
- Please write/ drop me a line soon. ✓ We must try and meet up
- I look forward to (meeting up again soon.
soon) ✓ I can't wait to hear from
- Don’t write Yours sincerely, but rather you.
write: Love. All the best, Best wishes ✓ Look forward to seeing you
again.
✓ Hope to hear from you soon.
✓ See you soon. /Write soon

7. – Ending
• Closing statement such as Love, Lots of love, All the best, Take care, Best
wishes, should be written on a new line. If you used a comma after the
opening greeting, use a comma here too.

8. – Signing your name

• Signing off: Your first name follows on another new line.

SOME INFORMAL IDIOMS:

around the clock once in a blue moon
meaning: all day and all night meaning: very, very rarely
use: I worked around the clock to use: Once in a blue moon, I really feel like
make a living. watching a musical, but generally I prefer action
day in the sun thrillers.
meaning: a time when you get time on your hands
attention and are appreciated meaning: a period when you have nothing to do
use: If she keeps working so hard, use: Grandma has a lot of time on her hands
she will have her day in the sun and now she’s retired.
be promoted.
112
 SEMI-FORMAL LETTER SAMPLE
Write a letter to your boss apologizing for the recent meeting you missed at work.
1. Apologize for missing the meeting.
2. Explain what happened.
3. Say what you will do to compensate.
Dear Mr Jackson,
I am writing to apologize for the meeting I missed on October 20th about
development plans for the company.
I am sincerely sorry for not being able to attend this meeting. I am aware of the
importance of the meeting but, unfortunately, my absence was unavoidable.
The reason for not attending this meeting was that I had a car accident on my way
to work that day. Although the accident was not serious, I was taken to hospital for
a check up and not allowed to leave until I had been given the all clear from a
doctor.
I understand how crucial this meeting was and, therefore, I have asked one of my
colleagues, Sandra Brown, to review the meeting with me after work today. We will
go over all development plans and also people’s roles and responsibilities. By the
end of today, I will be up to speed with all plans.
I hope you will forgive my absence and be assured of my commitment to this
company and its future.
Yours sincerely,
Richard Brollend
Formal Letter Check list
✓ Read the instructions
✓ Identify the style (Formal/Semi-formal)
✓ If it is semi-formal, make up a name (e.g. Mr Duncan, Ms Smith etc)
✓ Read through the points you must include in your letter
✓ Think about the number of paragraphs and where to put each point
✓ Plan what information you will add to each point
✓ Think about the language you will use:
▪ Use a variety of grammatical structures, choosing more complex ones, as the
letter is supposed to be formal;
▪ Use a range of vocabulary, but remember that your language must be
appropriate for the type of writing, so include formal vocabulary and NO
phrasal verbs (e.g. “tolerate” instead of “put up with”) and NO contractions,
NO colloquial language, NO direct questions, NO informal punctuation such as
exclamation marks!;
▪ Use linking devices.
✓ Decide how to close a letter

113
 Formal letters may be written to an individual or to an organisation. The purpose
may be, for example:
- to apply for part-time or vacation work (application letter)
- to apply for study or scholarship opportunity (application letter)
- to complain about something (complaint letter)
- to make suggestions about something
- to request information (enquiry letter)
- to make arrangements etc.

Structure of a formal/informal letter in details

1 - Beginning - Salutation or Greeting

✓ If you know the name of the person you are writing to use the title (Mr, Mrs,
Miss or Ms) and the surname only. If you are writing to a woman and do not
know if she uses Mrs or Miss, you can use Ms, which is for married and
unmarried women, e.g. "Dear Mr Simpson," / "Dear Mrs Flanders," / "Dear
Miss Skinner," / "Dear Ms Van Houten,"
✓ If you do not know the name of the recipient of the letter, but the letter should
be semi-formal, then invent it. It would be weird to write to your boss without
using the name. E.g. “Dear Mr Potter”
✓ If it if a formal letter and you do not know the name, then start it with "Dear
Sir," / "Dear Madam," (if you know you are writing to a man or a woman) or
"Dear Sir or Madam," (if you do not know the sex of the person you are
writing to).

2 – Purpose
✓ say why you are writing
✓ don’t begin by saying who you are
Phrases you can use in the introduction:
- I am writing to you about ..
- I am writing … with reference to…/ in response to …
- I am writing to complain about / to say that I am not happy
with…

3 – Body Paragraph 1:
- try to include majority of the problems with the service/ product
- make a clear connection between your letter and the task – DON’T repeat
the exact words that were used in the topic.
- state the complaints/requests clearly
- use linking words to connect your complaint with the details
- if it a letter of complaint, you mention the relevant notes of the areas in the
advertisement

114
 Phrases you can use in the 2nd paragraph:
- I am writing to you about (several ✓ Even worse,… / Even more
problems worryingly,…. /
- related to…) ✓ When it comes to the
- I have been waiting for (10 days for a question of…
reply to my letter) ✓ You/ They promised that
- To make matter worse… ✓ I have to disagree with…
- The advert claimed/ stated that…… In ✓ It is simply not true that…
fact, …. ✓ To my surprise/ horror/
- My first/ second complaint it that… disappointment
- My problems do/did not stop there.
* Use linkers e.g. Moreover / Furthermore / In addition / …but it fact / …whereas
actually…

NB! Remember Furthermore is used to add another point or list item whereas
moreover, on the other hand, must be used while describing the same point.
e.g. George is very good at different kinds of sport - he likes football, he is good at
tennis and he plays hokey well. Furthermore, George takes classes in
mathematics.
George is very good at different kinds of sport - he likes football, he is good at
tennis. Moreover George plays hokey well.

4 - Body Paragraph 2:

- explain/describe the situation in detail;

5 – Body Paragraph 3 (optional): additional content

- mention the other relevant notes (suggestions, recommendations, solutions etc.)

Phrases you can use in the 3rd paragraph: Use similar phrases as in BP1, or
- We have to accept that.. ✓ It would be worth if…
- I must insist that/ you…. ✓ I hope that…
- I must ask you to… ✓ In my experience…
* Use linkers

6. – Closing
The end of your letter is as important as the beginning. You usually state what you
would like the recipient to do, make a reference to a future event, offer to help...

115
 Phrases you can use in Closing
▪ I look forward to hearing from ▪ I would like to thank you in
you soon / I look forward to advance for this information (in a
receiving your reply enquiry letter -requesting
▪ I look forward to receiving a full information)
refund (in a complaint letter) ▪ If you require…
▪ I would like to know what you ▪ Should you need further
are going to do about this information, please do not hesitate
situation (in a complaint letter) to contact me/feel free to contact
me.

7. – Ending
*Depending on how you started your letter , i.e.

- If you USED the name a recipient then conclude with “Yours sincerely”,

- If you DIDN’T use the name a recipient then conclude with “Yours
faithfully”,

8. – Signing your name

• Sign your name and surname clearly underneath on another new line

Words similar to: “ASK”

Inquire Demand Quiz
To ask for To ask for something in a very To ask someone questions
information forceful way about something
I inquired about bus In addition to a refund, I demand an We quizzed him on his
schedule. apology knowledge on pop music.
Question Interrogate
To ask questions To ask (smb) a lot of questions in
about something an aggressive, forceful way.
Police officers The suspect was interrogated for
question suspects. hours.
Query Beseech
To ask (smb) a To ask or beg someone, in a
question serious and emotional way, to do
“Who are you?” he something.
queried. I beseech you to let us live our lives
peacefully!!!

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 Practice writing letters using answer sheets:
You should spend about 20 minutes on each task.
Write at least 150 words.
You do NOT need to write any address!
Begin your letter as follows:
Dear __________,

Last month you had an overseas holiday with some friends where you stayed at
their house. They have just sent you some holiday photos.
Write a letter to your friends. In your letter:
• Thank them for the holiday and the photos
• Explain why you didn’t write earlier
• Invite them to come and stay with you

You are applying for a job and need a letter of reference.

Write a letter to a former teacher. In your letter:
✓ give details of the job
✓ explain why it is important to you
✓ suggest what information your teacher could put in the reference

You have received a letter from your bank, asking you to acknowledge the receipt
of a new bank card. However, the card was missing from the envelope.

Write a letter to the bank's head office. In your letter:

• explain why you are writing

• express concern about the missing card
• ask them what they intend to do

You have just spent a week with a friend on holiday. When you got home, you
realized you had left your wallet there.
Write a letter to your friend. In your letter:
• thank your friend for the holiday
• explain that you left your wallet in their house
• give them instructions on how to send it back to you

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 PAPER 4. SPEAKING
IELTS Speaking description

Paper The Speaking test consists of an oral interview between the test takers'
format and an examiner. All Speaking tests are recorded.

Timing 11–14 minutes

Task There are three parts to the test and each part fulfils a specific function
types in terms of interaction pattern, task input and test takers output.

General tricks for success in this paper:

• Smile and behave naturally. Be yourself and not too serious.

• Ask for clarification in case of misunderstanding. It's called a 'repair strategy'
and it's a sign of good communication skills.
• Don’t use the same words and constructions as given in a question, but
paraphrase them!
• Be interesting and use every opportunity to demonstrate your well-developed
speaking skill.
• Don’t give short answers, as the examiner is interested not in “what” is said but
“how” it is said.

Tricks to help you feel confident:

• While you're waiting to go in, speak English to the people waiting with you.
• Forget about grammar and vocabulary. Concentrate on answering the
questions, listening to the instructions.
• If you make a mistake, correct it and move on. Don't let it interfere with your
fluency. If it’s a minor mistake never correct it! You get marked down for
hesitation and long pauses.
• Use your body language and make an eye contact
• Be yourself, make jokes and smile
• Speak naturally and clearly, not too quickly

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 • IELTS Speaking - How it's marked
• Fluency and coherence
This refers to the ability to talk with normal levels of continuity, rate and effort
and to link ideas and language together to form coherent, connected speech.
The key indicators of fluency are speech rate and speech continuity. The key
indicators of coherence are logical sequencing of sentences, clear marking of
stages in a discussion, narration or argument, and the use of cohesive devices
(e.g. connectors, pronouns and conjunctions) within and between sentences.
• Lexical resource
This criterion refers to the range of vocabulary used and the precision with
which meanings and attitudes can be expressed. The key indicators are the
variety of words used, the adequacy and appropriacy of the words used and the
ability to circumlocute (get round a vocabulary gap by using other words) with
or without noticeable hesitation.
• Grammatical range and accuracy
This refers to the range and the accurate and appropriate use of the test takers'
grammatical resource. The key indicators of grammatical range are the length
and complexity of the spoken sentences, the appropriate use of subordinate
clauses, and the range of sentence structures, especially to move elements
around for information focus. The key indicators of grammatical accuracy are
the number of grammatical errors in a given amount of speech and the
communicative effect of error.
• Pronunciation
This criterion refers to the ability to produce comprehensible speech to fulfil
the Speaking test requirements. The key indicators will be the amount of strain
caused to the listener, the amount of the speech which is unintelligible and the
noticeability of L1 influence.

• Your Check List for Speaking

Fluency and Avoid silence or hesitation?
Coherence Speak at length on each topic?
Use words to connect ideas?
Lexical Resource Use a wide range of vocabulary?
Use idioms and collocations?
Paraphrase?
Grammatical Range Speak in complex sentences?
and Accuracy Use a variety of grammatical forms?
Avoid grammatical mistakes?
Pronunciation Pronounce words accurately?
Join sounds together?
Vary intonation?

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 IELTS Speaking in detail

Part 1 – Introduction and interview

In this part, the examiner introduces him/herself and checks the test
takers' identity. They then ask the test takers general questions on
Task type some familiar topics such as home, family, work, studies and
and format interests. To ensure consistency, questions are taken from a script.

Part 1 lasts for 4–5 minutes.

This part of the test focuses on the ability to communicate opinions

Task focus and information on everyday topics and common experiences or
situations by answering a range of questions.

No. of
Variable
questions

DOs DON’Ts

✓ Know what to expect ✓ Give Yes/No Answers

✓ Create a Good First Impression ✓ Go Off Topic
✓ Pretend You’re Interested in the ✓ Give No Answer
Questions
✓ Speak Very Quietly
✓ Extend Your Answers (1 sentence is
not enogh) ✓ Be a Perfectionist
✓ Practice

IELTS Speaking Part 1 Sample

1. What’s your favourite food?

• I would have to say that it’s definitely steak. It’s quite expensive, so it’s a real
treat when I get the chance to have steak and I love all the things that come
with it like pepper sauce, chips, mushrooms, and onions.
2. Have you always liked steak?
• I didn’t really like meat when I was younger. My mum said that I only liked to
eat sweet things or breakfast cereal when I was a child. Naturally, Coco Pops
were my absolute favourite.
3. Are there any foods you dislike?
• I like most foods, but if I had to pick some I don’t like, it would have to be
vegetables, especially green ones like broccoli or cabbage. They either taste of
nothing at all or really bitter. Although, I try to force them down when I have to
because they are very healthy.

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 Main Topics for Part 1

Work Study
What is your job? What do you study?
Where do you work? Where do you study that?
Why did you choose that job? Why did you choose that subject?
Is it a popular job in your country? Is it a popular subject in your country?
Do you like your job? Do you like that subject?
Do you get on well with your colleagues? Do you get on with your colleagues?
What was your first day like? What was your first day like?
What responsibilities do you have at work? What are the main aspects of your
If you had the chance, would you change subject?
your job? If you had the chance, would you change
Do you plan to continue with your job in the subject?
future? Do you plan to get a job in the same field
as your subject?

Hometown Home
Where is your hometown? Where is your home?
Do you like your hometown? Do you live in a house or a flat?
Do you often visit your hometown? Who do you live with?
What is your hometown like? Are there many rooms in your home?
What is the oldest place in your What is your favourite room?
hometown? How are the walls decorated?
What is there for a foreigner to do or see What would you change about your home?
in your hometown? Do you plan to live there in the future?
How could your hometown be improved? What facilities are there near your home?
Has your hometown changed much since What is your neighbourhood like?
you were a child? Do most people live in houses in your
Is there good public transportation in your country?
hometown?
Do you think your hometown is a good
place to bring up children?

Art Birthdays
Are you good at art? Do you enjoy your birthdays?
Did you learn art at school when you were Do you usually celebrate your birthday?
a child? What did you do on your last birthday?
What kind of art do you like? Can you remember a birthday you enjoyed
Is art popular in your country? as a child?
Have you ever been to an art gallery? Do most people celebrate their birthdays
Do you think children can benefit from with a party in your country?
going to art galleries? Which birthdays are considered important
in your country?

Clothes Daily Routine

Are clothes important to you? When do you usually get up in the
What kind of clothes do you usually wear? morning?
Do you ever wear the traditional clothes of Do you usually have the same routine
your country? every day?
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Where do you usually buy your clothes? What is your daily routine?
Have you ever worn a uniform? Do you ever change your routine?
Do most people in your country follow Is your routine the same today as it was
fashion? when you were a child?
Do you think it is important to have a daily
routine?

Dictionaries Evenings
Do you often use a dictionary? What do you often do in the evenings?
What do you use dictionaries for? Do you do the same thing ever evening?
What kinds of dictionaries do you think are Do you prefer to spend your evenings with
most useful? family or friends?
Do you think dictionaries are useful for Do you ever work or study in the
learning a language? evenings?
What kind of information can you find in a What is a popular activity for young people
dictionary? in your country in the evenings?
Do you do the same thing in the evenings
as you did when you were a child?

Family & Friends Food

Do you spend much time with your family? What’s your favourite food?
Who are you closest to in your family? Have you always liked the same food?
Do you prefer spending time with your Is there any food you dislike?
family or friends? What is a common meal in your country?
Who is your best friend? Do you have a healthy diet?
Are you still friends with people from your What do you think of fast food?
childhood?
Is family important in your country?

Hobbies Internet
Do you have a hobby? How often do you go online?
What equipment do you need for it? What do you use the internet for?
Do you think hobbies should be shared How do you get online?
with other people? Do you have your own computer?
Did you have a hobby as a child? What’s your favourite website?
What hobbies are popular in your country? Do you think children should be allowed
Why do you think people have hobbies? unsupervised access to the internet?

Leisure Time Music

What is your favourite leisure activity? Do you like music?
What did you enjoy doing in your free time What’s your favourite type of music?
as a child? Can you sing?
Do you prefer to spend your free time with Did you learn music at school?
other people or alone? If you could learn a musical instrument,
What is a common leisure activity in your what would it be?
country? Do you think music is important?
Do most people in your country get two
days off a week?
Do you think leisure time is important?

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 Neighbours & Neighbourhood Newspapers
Do you like your neighbours? How do you usually get your news?
Are neighbours usually close to each Do you often read the newspapers?
other in your country? What kind of news do you usually follow?
What is your neighbourhood like? How do most people get the news in your
Do you think your neighbourhood is a good country?
place for children? Do you think international news is
How could your neighbourhood be important?
improved?
Do you think it is important to have a good
relationship with your neighbours?

Pets Reading
Do you have a pet? Do you often read books or magazines?
Do you like animals? What is your favourite kind of book to
What’s your favourite animal? read?
What is a popular pet to have in your Do you often read newspapers?
country? Do you have any e-books?
Did you have a pet as a child? What books did you read as a child?
Why do people have pets? Do you think it is important to encourage
children to read?

Shopping Sport
Do you like shopping? Do you like sport?
What’s your favourite shop? What’s your favourite sport?
Do you prefer shopping alone or with Do you often watch sport on TV?
others? Did you play sport as a child?
What kinds of shops are there where you What is the most popular sport in your
live? country?
Have you ever bought anything online? How do most people in your country keep
Do you think men and women have fit?
different opinions about shopping?

TV Transport
Do you often watch TV? How did you get here today?
What sorts of things do you watch on TV? What is your favourite mode of transport?
What is your favourite TV program? Do you ever use public transport?
Do you ever watch foreign programs or Do you like the transport system in your
films? country?
What did you watch on TV when you were What is the difference between taking a
a child? bus and taking a train?
Do you think children should watch TV?

Weather
What’s the weather like today? Does the weather ever affect the way you
What’s your favourite weather? feel?
Do you like the weather in your country? Does the weather in your country ever
affect transportation?

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 Part 2 – Long turn

Part 2 is the individual long turn. The examiner gives the test takers a
task card which asks the test takers to talk about a particular topic,
includes points to cover in their talk and instructs the test takers to
explain one aspect of the topic. Test takers are given 1 minute to
prepare their talk, and are given a pencil and paper to make notes.
The examiner asks the test takers to talk for 1 to 2 minutes, stops the
Task type test takers after 2 minutes, and asks one or two questions on the same
and format topic.

Using the points on the task card effectively, and making notes during
the preparation time, will help the test takers think of appropriate
things to say, structure their talk, and keep talking for 2 minutes.

Part 2 lasts 3–4 minutes, including the preparation time.

This part of the test focuses on the ability to speak at length on a

given topic (without further prompts from the examiner), using
Task focus appropriate language and organising ideas coherently. It is likely that
the test takers will need to draw on their own experience to complete
the long turn.

No. of
1 cue card
questions

Speaking Part 2 Tips

✓ Have a strategy, for example:
1. Introduction (‘I’d like to tell you about …’)
2. Past
Used to + infinitive to talk about past habits or states that are now finished.
Would + infinitive to describe past habits.
Past simple to talk about things you did in the past.
Past continuous to talk about the background of a story or how you felt at a particular time.
Past perfect to say something happened before something else in the past.
3. Description (‘So let me tell you about (X) in a little more detail.’)
4. Opinion
For the most common
I strongly believe that…
Part 2 topics check here:
As far as I’m concerned…
I’m strongly against…
I’m skeptical of the idea that…
I must admit, I think….
5. Future/Supposition

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 ✓ Use 1 Minute Wisely (just short notes and keywords)
✓ Personal Experiences Are Best (but telling a lie is OK too)
✓ Expand Your Ideas (Who, what, why, where, how?)
✓ Mistakes are OK (Correct yourself, don’t panic and continue!).
✓ Look at the example, analyse it and prepare:

▪ Don’t memorise answers.

▪ Focus on fluency and pronunciation. Record yourself and listen to
yourself.
▪ Learn functional language used to describe common grammar functions,
such as talking about the past, present or future, giving your opinion,
evaluating someone’s opinion and talking hypothetically.
▪ Time yourself so you know how much you have to speak in 1-2 minutes.

IELTS Speaking Part 2 Sample

Describe a building you like. Please say

– What is it?
– Where and when did you see it?
– Why do you like it?

Answer:

I love exploring the world and have visited more than ten countries in the last
decade. (General Statement) During this (reference – cohesion) phase, I’ve
seen numerous buildings (collocation) and I admire the Eiffel tower the
most. (What is it?) In 2014, I organized a trip to France with my friends and
visited Paris, the capital of this country. It is here that I saw this iconic
building (collocation).

It is a world heritage site and I love it for two reasons (helps the examiner
understand that the answer has a proper structure). Firstly (cohesion), unlike
other famous buildings which are made of bricks or concrete, it is made up of
iron (cohesion – Unlike X, Y). This is unique since iron rusts really
fast (collocation) and during construction, a special coat was applied to
increase the life of the metal. Secondly (cohesion), while buildings such as
the Taj Mahal, White House were constructed for residential purposes, this
building represents the culture of Paris (cohesion – While X, Y). There is a
famous museum (collocation) in the building and a few excellent
restaurants (collocation) that serve exquisite French food (collocation).

Use the following table to get prepared for the Part 2 topics:

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TOPIC YOUR IDEA USEFUL WORDS

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 Part 3 – Discussion

In Part 3, the examiner and the test takers discuss issues related to
the topic in Part 2 in a more general and abstract way and, where
Task type
appropriate, in greater depth.
and format
Part 3 lasts 4–5 minutes.

This part of the test focuses on the ability to express and justify
Task focus
opinions and to analyse, discuss and speculate about issues.

No. of
Variable
questions

Speaking Part 3 Tips

1. Attempt every question.

2. Don’t be afraid to ask questions:
Could you repeat it please?
What does the word X mean?
3. Don’t be afraid to think for a moment:
That a difficult question, just give me a second to think about that.
That’s a very interesting question, let me think.
It’s very difficult to know exactly, but I think/but I believe/perhaps….
It’s difficult to say, I think….
Check here for the most
I don’t really know for sure, but I would say….
common Part 3 questions
4. Extend your answer. How?
✓ Paraphrase a Question
✓ Explain why.
✓ Give Examples.
✓ Make Concessions.

7 Common Question Types

1. Opinion– What do you think about ‘this’? Remember to say why you think
that way and give examples.
2. Evaluate– What do you think about someone else’s opinion?
3. Future– What do you think will happen in the future?
4. Cause and Effect– What caused ‘this’ and/or what effects has ‘it’ had?
5. Hypothetical– Talk about imaginary or unreal situations.
6. Compare and Contrast– Talk about the difference and/or similarities between
two things.
7. Past– How were things different in the past and how have they changed?
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 Grammatical Structures
Opinion

• As I see it, • I’m convinced • I guess that…

• Personally, that…. • I suppose that….
• For me, • I’m certain that…. • I’d say that…..
• I’m sure that….

Evaluate

For agreement For disagreement

• I couldn’t agree with you more. • I don’t think so.
• That’s so true. • I’m afraid I disagree.
• That’s for sure. • I totally disagree.
• That’s exactly how I feel. • I beg to differ.
• No doubt about it. • I’d say the exact opposite.
• I suppose so./I guess so. • Not necessarily.
• You/they have a point there. • That’s not always true.
• That’s not always the case.

Future

• X plans to….. • Conditionals- If X + verb…..

• It is predicted that…. • It is likely that…
• X intends to…. • It is probable that….
• I foresee….. • It is unforeseeable that….
• It is foreseeable…. • I envisage….

Cause and Effect

• …because… • …due to….

• …as a result…. • …caused…
• …resulted in… • …led to….
• …as a consequence… • …means that….

Hypothetical

In the present/future In the past

If+past simple+would do If+past perfect+would have done

If I could live in any country, I would If the president hadn’t resigned, people
probably choose Australia. would have started a riot.

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 IELTS Speaking Part 3 Sample

– What is the building used for?

➢ Well, the building primarily attracts a large number of tourists and it
serves as an important source of revenue for the local government. As I
said earlier, it houses a few restaurants as well.
– Have you been inside this building?
➢ Of course, I’ve taken a tour of the building and really enjoyed the
experience.
– Do you like to visit it often?
➢ Well, since I’m not a native of France and live in Ukraine, it is practically
impossible to visit it often.
– Should the government be responsible for maintaining such
buildings?
➢ I guess the government is the only agency which has the resources –
both financial and human – to meet the maintenance requirements of
such a huge structure.
– What essentials are to be kept in mind when constructing a building?
➢ Well, I’m not an engineer. So, other than technical points such as
foundations, I guess the most important element is the purpose of the
building. A building for attracting tourists is built differently from the one
meant for residential purpose. Similarly, the design of a commercial
building is different.
– Should money be spent on the exterior design of a building?
➢ Well, I think the appearance of a building is as important as the
functionality. So, money should be spent on the exterior of the building.
– Are people influenced by buildings surrounding them?
➢ Indeed they are deeply influenced. Beautiful buildings often make us
happy and motivate us to achieve more. Dilapidated ones, on the other
hand, make us unhappy.
– What types of buildings are the most popular today?
➢ Well, I’m not sure. But I guess people prefer to live in tall buildings due
to compulsions of space.

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 SIMPLE CONTINUOUS PERFECT PERFECT
to be + V-ing to have + V3 CONTINUOUS
to have + been + V-ing

S+V S + am/ is/ are +V-ing S + have/has + V3 S + have/has + been+ +V-ing

P S (he, she, it)+ Vs I am working right now. I have finished the work. He has been working here for 5 years.
R I go to work every day. at the moment, now, right I have worked here for 5 years. I’m tired. I’ve been working all day.
E He seldom goes to a shop. now, while, as, still just, already, ever, never, yet, how long…?, since, for, the whole
S every day, always, on Mondays, since, for, so far, always, this week, all day, lately, recently
usually, sometimes, seldom, month, lately, recently
E rarely, never, at weekends.
N
T

S+V2 S + was/were +V-ing S + had + V3 S + had + been+ +V-ing

P I worked there last year. I was working and could not I had finished the work before I I had been working there for years
A yesterday, last month, 2 days ago, answer. went on vacation. before they offered me a raise.
S in 1990, then, last winter, in the at this time yesterday, while, before, after, by the time, by, how long…?, since, for, the whole
T morning, when I was…. How as, 2 hours ago, when sth for, since, when, already, just, week, all day… before.
long ago is it since….? happened, as long as, last never.
morning
F
S + am/is/are+ going to + V S + will +be + V-ing S + will + have+ V3 S + will + have+ been+ +V-ing
U I will work next month. I will be working at this time I will have finished the work by I will have been working all day long
T Shall we go for a walk? tomorrow. next Friday. next Friday.
U He is going to leave tomorrow. in one hour, tonight, (in the before, by the time, till/until, by for…. by…., for…. by the time, all
R tomorrow, tonight, next week, in planned future) then day long
a month, soon
E

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BLOCK CAPITAL LETTERS

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 PROGRESS CHART
TEST 1 TEST 2 TEST 3 TEST 4 TEST 5 TEST 6 TEST 7 TEST 8 TEST 9

Part /Date→

Listening
Reading
Writing
Speaking
Overall

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 BIBLIOGRAPHY
✓ FOCUS ON IELTS, Sue O’Connell, new edition, Pearson, 2010.

✓ READING FOR IELTS, Sam McCarter, Norman Whitby, MACMILLAN,

2014

✓ IELTS PREPERATION AND PRACTICE, Bridget Aucoin etc, OXFORD

University Press, 2013 COMPLETE IELTS BAND 4.0-5.0, Rawdon Wyatt,
Cambridge University Press,

✓ BARRON’S IELTS PRACTICE EXAMS, 2014

✓ CAMBRIDGE PRACTICE TESTS FOR IELTS, 1-12 series, Cambridge

University Press.

✓ https://www.ielts.org/about-the-test/test-format-in-detail

✓ https://ielts.britishcouncil.org/CandidateLogin.aspx#

✓ http://takeielts.britishcouncil.org/find-out-about-results/understand-your-
ielts-scores

✓ http://ieltsliz.com/common-essay-topics-for-ielts

✓ http://www.ieltsbuddy.com
✓ https://ieltsfocus.com

✓ https://ielts-simon.com

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