~

NTV

NHA XUAT BAN TONG HOP

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THANH PHO HO CHI MINH
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CongtyTNHH

Nhan Tri Vi~t

'

Copyright 2010 Garnet Publishing Ltd.

Published in Vietnam , 2010
This edition is published in Vietnam under a license Agreement between Garnet Publishing Ltd.,
UK and Nhan Tri Viet Co., Ltd.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted , in any form or by any means, electronic, mechanical , photocopying , recording ,
or otherwise, without the prior written permission of the copyright owners.

Contents
Bookn~a

Introduction

General Training
Section 1
Unit 1
Life
Unit 2
Learning
Unit 3
Work
Unit 4
Achievements
----------------Unit 5
Thoughts

46
58

Review 1

70

Section 2
Unit 6
Place
Unit 7
Movement
Unit 8
Time
Unit 9
Money
Unit 10 Feelings

10
22
34

74
86
----------

-----------------

134

Review2
Section
3
--Unit 11 Health - Unit 12 Nature
Unit 13 Construction
Unit 14 Technology
Unit 15 Society- Review3
-------

98
110
122

138

150
162
174
186

_ _ _ _ _ 200

204
He exan1 vocabular
--~----------------------------Acaden~ic

Section
Introduction

208

Unit 1
Unit2
Unit3
Unit4
UnitS

212
222
232
242
252

Work
Technolog_y
Health
Society
Movement

He exan1 vocabulary

------

264
266

Answer _k _e_,y,_____

277
Workbook Answers
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---------------

325

Bookn:aap
General Training

Unit 1
Speaking
Vocabulary
Listening
Reading
Writing
Uni t2
Speaking
Vocabulary
Listening
Reading
Writing
Unit3
Speaking
Vocabulary
Listening
Reading
Writing
Unit4
Speaking
Vocabulary
Listening
Reading
Writing
UnitS
Speaking
Vocabulary
Listening
Reading

Life
personal information
family I stages of life
listening for specific information
skimming
organizing I types of letter I beginnings and endings I a personal letter

Learning
looking back I answering questions about the past
subjects at school I expressing preferences
listening for numbers and dates
scanning I short answers
structuring a letter I stating your purpose I closing a letter

Work
talking about work and jobs I introduction to exam task 2
work I jobs I liking and disliking a job
listening for gist
scanning for paraphrased language
register I a letter of application

Achievements
talking about success I answering exam task 3 type questions I two-way discussion
success and achievements
predicting content I listening for paraphrased language
making sure that information is given in the text I recognizing distracters
understanding the task I deciding what to say I organizing your points

Thoughts

Writing

how people think I expressing opinions I using the right expression

ways of thinking
understanding and labelling diagrams
guessing unknown words and phrases I understanding new words and phrases from
words you already know
understanding instructions I presenting a balanced argument

Unit 6
Speaking
Vocabulary
Listening
Reading
Writing

describing where you live I talking about towns and cities I comparing places
places I describing places
maps and plans I noticing how information is repeated
paragraphs I topic sentences
paragraphs and topic sentences I supporting sentences

Unit7
Speaking
Vocabulary
Listening
Reading
Writing

saying how often you do something I answering questions about travel I expressing opinions
methods of transport I ways of travelling
completing a summary I making sure answers fit
recognizing facts and opinions
linking words

Place

Movement

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UnitS
Speaking
Vocabulary
Listening
Reading
Writing

Time
talking about time I questions and answers I answering the question
time or no time I time expressions
completing a table
completing a summary with a choice of words I making sure answers fit
making a request

Unit9

Money
talking about money I shopping habits and preferences I expressing opinions I
follow-up comments
Vocabulary comparing time and money I words with opposite meaning
Listening
identifying key words that you don't know
understanding references
Reading
elements of a good composition I introducing opinions
Writing
Speaking

Unit 10
Speaking
Vocabulary
Listening
Reading
Writing

Feelings
saying how you feel I disagreeing politely
situations and feelings I extreme adjectives
classifying
using topic sentences to predict
complaining and requesting I linking words

Unit 11

Health
lifestyle I talking about health problems I telling stories
Vocabulary typical health problems I accidents
flow charts
Listening
sentence completion
Reading
writing a discursive composition I nouns that add cohesion
Writing
Speaking

Unit 12
Speaking
Vocabulary
Listening
Reading
Writing

Nature
talking about climate, weather and temperature I answering the question properly
climate I weather conditions
recognizing register I understanding formal and informal language
recognizing different text types
deciding what to say I writing the main part of a composition

Unit 13

Construction
talking about home and neighbourhood I contrasting ideas
Vocabulary describing your home I neighbourhood
spelling answers correctly
Listening
coping with longer texts
Reading
a letter of complaint I spelling and punctuation
Writing
Speaking

Unit 14
Speaking
Vocabulary
Listening
Reading
Writing

Technology
talking about technology I giving examples
machines, appliances, devices and gadgets I effect verbs
understanding different accents
timing yourself I improving your reading speed
having enough to say I making sure you write enough

Society
discussing social issues I fitting a punishment to a crime I explaining what you mean
when you can 't remember a word
Vocabulary social issues I crime and punishment
Listening
transferring answers to the answer sheet
checking your answers on the answer sheet
Reading
choosing what to say and how to say it
Writing

Unit 15

Speaking

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Book :n1.ap
Academic Section

Unit 1

Work

Reading
Writing

applying your reading ski lls to an academic text

interpreting and describing bar charts

Unit 2

Technology

Read ing
Writing

reading for gist I reading for detail I dealing w ith unknown vocabulary
interpreting and describing pie charts

Unit3
Reading
Writing

Health
recognizing paraphrased language I dealing with statistics
interpreting and describing line graphs I linking a description together

Unit4

Society

Reading
Writing

understanding references and linking

describing a flow chart I using the passive to describe a process I linking a description
of a process together

UnitS

Movement
timing yourself I checking answers
composition content (difference between General Training and Academic writing task 2) I
improving compositions for the Academic exam

Reading
Writing

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lnt:roduction
Ho'W this c::ou ..se 'Wo ..ks
IELTS Target 5.0 is aimed at students who want to take the IELTS exam while studying
at a pre-intermediate level. The aim is to prepare you for the General Training exam rather
than the Academic exam , though some additional Academic exam practice is provided
at the end of the course.
Scoring 5.0 in the General Training exam is more realistic than doing so in the Academic
exam. The length and academic content of the reading passages in the Academic exam ,
together with the more challenging writing tasks, makes the Academic course far more
demanding.
This book consists of 15 units (with an additional five units for the Academic section) and
develops in terms of challenge, to take you from a strong elementary to intermediate level.
The earlier units focus on basic skills and basic language, including sentence structure and
spelling . The texts and recordings are short and simplified to guide you and give you
confidence. By the end of the course, you will be tackling texts and working with language
that is close to the level of what you will deal with in the exam.
Each unit consists of five modules, which are briefly summarized below.

Speaking and Vocabulary

The focus is on speaking exam practice and preparing you for the type of interaction you
can expect with the examiner. There is frequent practice in understanding and answering
appropriately the type of questions that the examiner is likely to ask. The vocabulary
selected is the vocabulary that you are most likely to need during the speaking exam. You are
also encouraged to record and revise vocabulary that is particular to your interests, and that
you will need to remember in order to talk fluently about your life. There are frequent reflective
tasks that allow you to assess your progress and talk about concerns you may have.
IELTS Target 5.0 doesn't have a grammar syllabus. Grammar is dealt with mainly as
revision, as it is assumed that you will be studying grammar on a general English course at
the same time you work through this course. Some major grammar points are dealt with a
little more thoroughly, but generally the aim is to develop your ability to use the grammar to
communicate or to recognize it when you are reading.
The grammar checks in each unit focus attention on key grammar points as they arise. If
you feel that you need further practice with a particular grammar point, you should use an
appropriate grammar resource in your own time or ask your teacher to help you in the lesson.
The speaking section in each unit focuses attention on a key pronunciation point. Sometimes
this involves practising difficult individual phonemes, and sometimes it involves working
with stress and intonation. These points are there to help improve your pronunciation in
the Speaking Module of the exam.

Listening
The Listening Module is roughly divided into two parts. The first part aims to engage you
in a topic, pre-teach key vocabulary and then focus on a key skill or particular IELTS exam
technique. The second part aims to practise the skill or technique, and then encourage

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you to reflect and develop . Each unit focuses on a different skill or technique, but those
skills and techniques are revised as the course progresses. All listening tasks are just like
the ones you will tackle in the exam .

Reading
The Reading Module is designed like the Listening Module. Earlier units focus on a number
of short texts and general reading skills, while later units deal with longer texts and provide
practice with specific exam techniques.
Both the Listening and Reading Modules end with a focus on key vocabulary in context.
The aim here is to focus on the semi-formal vocabulary that you are likely to meet in the
recordings and texts which make up the IELTS exam. Sometimes you are encouraged to
select vocabulary from a text that you think will be particularly useful to you and that you
should record and revise .

Writing
The Writing Module focuses equally on the two parts of the writing exam. Earlier units
focus more on correspondence tasks - letter and e-mail writing - while later units focus
on the more challenging discursive compositions. Each unit provides analysis of and
practice with a particular writing skill or writing technique that is required for the exam.
There is a focus on step-by-step guided writing , and there are model compositions for
all of the writing tasks .

Consolidation and Exam Practice

This is divided into two parts . The first part revises the speaking focus and vocabulary
presented in the first module. Occasionally, a speaking skill will be developed and there
might be a new focus . The second part practises listening, reading or writing skills under
something closer to exam conditions. The units in the first section of the book practise
two skills with short tasks that students are able to manage. The units in the second two
sections focus on one skill and provide fuller exam practice.

Exam Tips and Question-type Tips

These tips occur all the way through the course. They are there to help you know how to
approach the various tasks that make up the exam, and to provide advice on how to go
about getting the highest score possible in the exam. They also give advice that will help
you to improve your all-round level of general English .

Reviews
There is a review at the end of each of the three sections. The aim is not simply to revise
language that has been learnt, but to reflect on what has been achieved and what needs
most work. There are tasks that encourage you to revise the vocabu lary you have learnt
independently and to reflect on which of it is most useful to you .

Mock Tests
There are three mock tests provided as pamphlets in the book. The first two tests are
designed to be slightly more challenging than the content of the course, but not quite
as challenging as the actual exam. The third mock test is at the level you can expect from
the exam. You should do the tests when you have completed the relevant section of the
Course Book, i.e., test 1 when you have completed the first section and so on.

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Workbook
There are Workbook tasks for each of the first four modules in the Course Book units.
You might complete these tasks in class if your teacher feels that you need further practice
with a point, or complete them for homework. In the Course Book Reading Modules,
direct reference is made to these Workbook tasks, as the tasks specifically focus on the
content of the Reading Module.
As you work through the course, you will learn more about the exam and what you have
to do in each module. By the end of the course, you will know everything about every part
of the exam and what is expected of you. When you have finished the General Training
course, you will be ready to either sit the General Training exam or take a short course that
will prepare you for the Academic exam.

IELTS Target 5.0 Academic

Some students are studying at a pre-intermediate or intermediate level, but need to pass
the Academic IELTS exam in order to enter university or apply for a job . At the end of
IELTS Target 5.0 General Training, there is a short course that provides practice specifically
for the Academic exam.
IELTS Target 5.0 Academic focuses on the reading and writing skills that you need to
progress toward the Academic exam, and will prepare you to sit the exam within a few
weeks. There is a longer introduction to IELTS Target 5.0 Academic and some introductory
tasks for you to complete at the beginning of that section.

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Life
Speaking 1: talking about personal information
Match the pictures a-f with the questions 1--6.

1. Are you studying or are you working? _

3. Where are you living at the moment? _
5. Do you enjoy travelling?_

2. Do you have brothers and sisters? _

4. What do you do in your free time? _
6. What do you hope to do in the future? _

Ask and answer questions 1-6 with a partner.

Grammar check
In American English, 'Do you have ... ?' is frequently used.
In British English, 'Have you got ... ?' is frequently used .
Answer these questions.
1. Which two questions are in present continuous?
2. Why is a continuous form used in the two questions?

Speaking 2 : exchanging personal information

Match the following questions 1-8 about people 's lives with the answers a-h.

10

1.
2.
3.
4.
5.
6.
7.
8.

Where are you from?

What 's your city like?
How old are you?
What do you do for a living?
Do you have a big family?
Are you married?
Do you have any children?
What are your hobbies and interests?

Listen and check your answers.

IIHNfJfU.tJil

a.
b.
c.
d.
e.
f.
g.
h.

It's very big and very busy.

I read a lot and sometimes play chess.
No, I'm single.
From Riyadh. It's the capital city.
Yes, one son . His name's Sam .
Yes, I have five brothers and two sisters .
I'm an accountant.
I'm twenty-four.

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Pronunciation check

Listen to these questions again. Notice the contraction of is and the pronunciation
of are and do.
1 . What's your city like?
2. Where are you from?
3. Do you have a big family?
Practise asking the questions using the weak forms.
Ask and answer questions 1-8 in Exercise A with a partner.

Vocabulal"y 1: members of your family

Listen and write the words. Focus on your spelling.

1.
6.

2.
7.

3.
8.

4.
9.

5.
10.

Pronunciation check
gListen again and notice that in mother, brother and son the letter 'o' is pronounced !tJ
The sound IAI is very common in family words.
Practise saying the words.

Vocabulal"y 2: stages of life

Label the pictures w ith the correct words.

Cover Exerc ise A and write the stages in the order that they come in life.

1.
4.

b;rJ-J,

2.
5.

3.
6.

Vocabulal"y 3: using key words and phrases to speak

Check the highlighted words and then answer t he questions with a partner.
1.
2.
3.
4.
5.
6.

Were you born in the same place as your parents?

Do any of your other relatives live in the same place?
Are your grandparents retired?
Are any of your friends teenagersf?
Do you know somebody who has more than five childre!J[?
When does somebody become an adult in your country?

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Watch out!
My brother has three childs. )(
He is teenager. )(
Where did you born? )(

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11

Listening 1: listening for specific information

Read sentences 1- 10 and look at the gaps. What ki nd of informat ion is missing?
Match each of the ideas a-j with a sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

I'm staying at the Ocean Inn on Tenth Avenue. _g._

She died in
, a year after her husband.
You can contact us on _ _ _ _ _ __
The best person to talk to is Tom _ _ _ _ _ __
The whole package costs $ _ _ _ _ __
The host family address is 56 _ _ _ _ _ _ _ Lane.
He started playing the violin at just _ _ _ _ _ _ years old.
Simon and Rebecca have known each other for _ _ _ _ _ __
The tour ends in
on the fifteenth of July.
The next meeting will be on _ _ _ _ _ __

a. the name of a city

c. somebody's age
e. a phone number
g. the name of a hotel
i. the name of a street

b.
d.
f.
h.
j.

a person's surname
a date
a period of time
a year
the price of something

In which answers do you need to use capital letters? In which answers can you
write figures as the answer?

Now listen and check your ideas.

Listen again and fill in the missing information.

Listening 2: practising listening for specific information

Exam tip: In section 1 of the Listening Module, you often need to fill in missing
information. In other parts of the exam, you also need to listen for information
such as names and dates.

Listen and complete the notes about two people who work at Esco
Engineering. Write no more than three words or a number for each answer.

12

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ESCOEngineering
Name:
Address:
Tel. no.

Staff Data
Peter (1) - - - - - -(2)
Argyle Street
Tunbridge Wells, Kent TN3 5RQ
'
07984 645792

Age:

(3) _ _ _ _ __

Marital status:

Married
(has (4) - - - - - - - two boys and a girl)

Date of joining company:

ESCOEngineering

08 I (5) - - - - - -

Staff Data
Jane (6) _ _ _ _ _ __

Name:
Address:

Road ,
72 (7)
Crowborough , Kent CR3 5RO

Tel. no.

07984 (8) - - - - - (9) _ _ _ _ __

Age:
Marital status:
Date of joining company:

(10) _ _ _ _ __

02 I 2005

Check the key on page 266. How many questions did you answer correctly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.

I read the instructions carefully.

I read the questions and predicted the type of answer I needed to write.
I used capital letters when necessary.
I understood all the words on the answer sheet.
I spelt all my answers correctly.

\'JW? Question-type tip: In the Listening and Reading Modules, the instructions will
l,? often tell you to write two or three words as your answer.
Key vocabula .. v in context
Fill each space with one word from the staff data file.
1. Your
is where you live.
2. Your
is how old you are.
3. When you fill in a form,
'Are you married?'

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is more formal than saying

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13

Reading 1 : skimming
Exam tip: It is important to know the source of a text, for example if it comes
from a newspaper, a magazine or a journal.
Read the sources 1-6 below. Skim the texts A-F and match each with a
source 1-6.
1 . information from a box or packet

3. an advertisement
5. part of an article from
a science journal _

2. an e-mail to a friend
4. a letter about a job interview
6. part of a letter written to
a newspaper
1

..../"
0

Do vou want to lose

weight last:-

To: grah~

Cc:
Subjtct: - - - - - - - - - - - - - - :

It's easier than ever before!

Try our new product for a slimmer,

Hi Graham ,
Sorry, I won't be ab le to play golf on Saturday as
planned. Some of my wife's relatives are coming for
the weekend so I'll have to be here. I should be free
one day next week - I'll call you .

happier future.

Phone Trixie on 01256 987742

Sorry again,
Dave

------------~------~

D
he birth of triplets is
becoming more and more
common. Technology which
assists reproduction is the main
cause. The use of fertility drugs
and the placing of three or four
embryos in the uterus can result
in multiple births. Another cause
may be the number of older women having children . Women
over the age of thirty are more likely to have twins or triplets .

Dear Sir,
I am writing to say how shocked I
am by the behaviour of many
teenagers in the city centre. They
congregate in large groups, they
are aggressive and they use very
bad language. Young people don't
seem to understand that older
people like me

~----------------~

Care & Use

Each cartridge will filter 150 litres
of water and should be replaced
every month.

Dear Miss Sulaiman,

.
for our letter applying for a place on our part-time
Thank you
y
W would like to invite you for an
English for Work course. e
interview on 12"' March at 2 p.m.

Fits most leading brands.

Yours sincerely,

Before first use, wash with hot

soapy water and dry.

Mr J Sullivan
(Director of St udies)

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14

1135ibJfU.tfj(l

Talk with a partner. Discuss how you completed the task. Did pictures help? Did you
identify key words? Did the design of each text help you to identify its source? Did
you use any other techniques?

Exam tip: It is also important that you know the purpose or function of a text
(why the text has been written).
Skim the texts again and answer these questions. You might be able to answer
some questions without reading again.
1.
2.
3.
4.
5.
6.

In which text does somebody complain?

Which text is an apology?
Which text makes an appointment?
Which text wants people to buy something?
Which text explains why something happens?
Which text tells you how to do something?

Read this short text about reading skills. Circle the correct option from each pair.
Skimming is looking slowly I quickly through a text to get a general I detailed
picture of what it is about. You might skim through a magazine to see wh ich stories
are interesting or skim the first few pages of a book to see if you want to read it. You
often skim before I after you read a text more carefully. In the IELTS exam, you skim a
text in order to identify which parts you need to read again more quickly I slowly.

Reading 2: practise skimming

Exam tip : In various parts of the Reading Module, you will need to skim read.

Read the sources 1-6 below. Skim the texts A-F and match each with a source
1-6.
1. part of an e-mail to a friend

2. a formal invitation
3. an advertisement
4. an extract from a biography (a book about the life of a person)

5 . part of a web page that gives advice

6. a story from a newspaper

B
To: 1

PERSPECTIVES OF WORK
AND JOB SATISFACTION
eople often see work from one of three
perspectives. All three pe rspective~ are
important for job satisfaction , but one 1s usually
the most important.

... and I must say that I'm really enjoying life

here in New York. My job's great and my new
apartment is just fantastic. So I hope you can
come and visit me soon. I can 't wa it to show
you all the sights ...

Mohandas Karamchand Gandhi

was born in Porbander, a coastal town in western India, on 2 October, 1869.
His father, Karamchand Gandhi, was an important figure in the state of
Porbander. His mother, Putlibai, was Karamchand's fourth wife, the first
three wives having died in childbirth.

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1s

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,':/oa a ;re

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to celebrate the weddin.,. of

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At 2 p.m. on Saturday 17" March

St Anne's Church, Brighton

R.S.VP.

Enjoy later life with Makethemost.com .

This site is designed for people
ove r 60 who want to continue making
the most of later life and who want to
plan and enjoy retirement.
I

Check out Makethemost.com now.

F

Train Driver Loses

Fight for Life
Terry James, the train driver who was
injured in last week's tragic train crash in
Luton , has lost his fight for life. He died
early yesterday evening at King's Hospital.

Check the key on page 266. How many questions did you answer correctly?
Tick the sentences about the reading task that are true for you and think about
how you can answer more questions correctly next time.
1. I read the instructions carefully.
2. I skimmed the text quickly to do the task.
3. I looked for key words and phrases to help me match .
4. I didn't worry about all the words that I don't know.
5. I'm pleased with how quickly I did the task.

Key vocabulal'y in context

Look at these sentences and then look again at t he key words in the texts.
Circle the correct option from each pair.

1. If something improves, it gets better I is not so good.

2. An increase means that something goes up I goes down.
3. Your perspective is what you do at work I how you see things.
4. An important figure is an important person I building.
5. When there is a wedding , somebody dies I gets married.
6. If you are injured , you die I are hurt.

16

For focus on reading skills, go to Workbook page 5.

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II

W~riting

1: organizing your writing

Exam tip: To write well, you need to plan and organize. When you do the
Writing Module, you won't spend all the time you have actually writing.

Put these stages of the writing process into a logical order.

a.
b.
c.
d.
e.
f.

Quickly note down lots of ideas.

Read your work and check for errors.
Read the question and the instructions very carefully.
Write your letter or composition.
Decide which ideas you are going to include in the composition.
Make a rough plan with paragraph headings.

\J Talk w ith a partner. You have 20 minutes to write a letter of about 150 words.
How long should you spend on each of the stages in Exercise A?
W~riting

2: types of letter I starting and ending letters

1J These are the types of letter that you might need to write in the first section of
the IELTS Writing Module. Match each type with one of the opening lines A-F.

1 . a personal letter
3. a formal business letter
5. a letter of complaint

2. a job application
4. a letter requesting information
6. a formal letter of apology

Dear Sir/Madam,
I would like to know more about the Sports Science cou rse that you run at your college.

=--J

Dear Sir/Madam,
I am writing to express my dissatisfaction at the service I received at one of your
restaurants last weekend.

Dear Mr Jones,
I am writing to inform you that I will not be ab le to attend the conference in January.
I really a m very sorry.

--==-----"-

Hi Louis,
Thanks for the photos -I got them this morning. I love the picture of Greg with that snake!

Dear Mrs Cole,

I am a colleague of Martin White and I am writing as one of his referees to support
his application for ...

~--~==~------~
Dear Mr Lucas,
I am writing to apply for the job advertised in yesterday's Daily Argus.

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17

Highlight the useful phrases that are used to open a letter. Then choose one of the
opening lines, look at it for 30 seconds, close your book and write it in your notebook.
Now decide which of these endings are appropriate for each letter A-F.
I look forward to hearing from you soon.
Yours faithfully,
Mark King

Anyway - must get on now. See you at

Jake's party next week. Love to Claire.
Best,
Tom

Once again, I would like to apologize.

Best wishes,
Lucy Hayes
I look forward to receiving your reply.
Yours faithfully,
Graham Downs

I fully recommend him for the position.

Yours sincerely,
Simon Fox

Talk w ith a partner. Answer these quest ions.

1 . When do you close a letter with Yours faithfully and when with Yours sincerely?
2. When is it acceptable to use Best wishes or Regards?
3. What are some other ways of ending an informal personal letter?

w ..iting 3 : organizing points in a personal letter

You are going to stay with a family in Britain and you want to write a letter to
introduce yourself. Which of the information in the box below would you include?
your appearance
why you're learning English
your age
your family
your studies or job
your favourite music
your friends
where you live
your favourite food
your name
your hobbies and interests
your personality
Read the letter below and put the ideas in Exercise A into the order in which they
appear. Does Bruno include the same points that you wanted to include?

_ _ _ _ Mr and Mrs Gray,

I'h'l Bruno and I'h'l 22. I live in Valencia, which is a big cil-y on 1-he easl- coasl- of Spain
I live wil-h h'IY h'IUh'l and dad and h'IY sisl-er, Lola, bul- I hope 1-o go 1-o universil-y in Barcelona nexlyear and I wan/- 1-o gel- a flal- wil-h soh'!e friends. My dad is a lawyer and h'IY h'IUh'l works parl--l-ih'le
al- a nursery school I've gol- a brol-her called Carlos.
In h'IY free 1-ih'le I play fool-ball and /-ennis, and I soh'!el-ih'!es go rock clih'!bing. I really enjoy
h'IOSI- sporl-s and wan/- 1-o sl-udy sporl-s psychology nexl- year. I love going oul- 1-o discos, 1-oo,
and I especially love rap h'IUSic.
People say I'h'l very friendly and oul-going, and I like 1-o 1-hink I'h'l generous. I know I can be a bilsl-ubborn soh'!el-ih'!es - I like 1-o do 1-hings h'IY own way. I need 1-o ih'lprove h'IY English for h'IY sl-udies,
bul- I also love /-ravelling, and 1-he besl- way 1-o h'!eel- people is 1-o speak good English.
I ah'l looking forward 1-o h'!eel-ing you bol-h very soon.

Bruno

Start and end the letter in an appropriate way.

-

18

Go to Workbook page 6 for the writing task.

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~;---- - --------- -- -- - -------------- - --------- ---- - -- ------------------------~,

Speaking
A Talk with a partner. Answer these questions about the first part
of the Speaking Module.

1. How long does the first part of the Speaking Module take?
2. Is it about a third or about half of the total Speaking Module?
3. What kind of questions will the examiner ask?
B

----------------, '

Look at these possible questions. Tick them if you think they are easy to answer and
cross them if they are difficult to answer. Then compare your thoughts with a partner.

1 . What do you like doing in your free time?

2. Which part of the world would you most like to visit?
3. Why are you learning English?
4. How long have you lived there? (your hometown)
5. Who was your favourite teacher at school?
6. Tell me about a famous person that you admire?

C Walk around the class. Practise asking and answering the questions with other students.

Vocabulal"y
A Write one word to complete each sentence below.
1. Your mother and father are your _ _ _ _ _ _ _ __

2. Your father's father is your _ _ _ _ _ _ _ __

3. Your mother or father's brother is your _ _ _ _ _ _ _ __
4. Your mother or father's sister is your _ _ _ _ _ _ _ __
5. Your son's sister is your _ _ _ _ _ _ _ __
6 . The children of your uncles and aunts are your _ _ _ _ _ _ _ __
7. All of the people in your family are your _ _ _ _ _ _ _ __
B

Fill the gaps with words made from the root words in the box.

1. What do you do for a

living ?
One of my uncles has got ten _ _ __
I didn't have any brothers and sisters, but I had a very happy _ _ __
I want to be happily
before I'm thirty.
My father seems to be very happy in his _ _ __

2.
3.
4.
5.

live
child
child
marry
retire

Mark the main stress on these key words from the unit. Then listen and check.
Practise saying the words.
1. interests

2. family

3. relatives

4 . teenager

5. retirement

6. adolescence

7. improve

EI"I"OI"S

A There are errors in all of these sentences (sometimes more than one). Correct them.
1.
3.
5.
7.

He's from new york.

Have you brothers and sisters?
His name's alan murray.
Where was you born?

2.
4.
6.
8.

My father's engineer.
I have 22 years.
I work for a company called friendly products.
I write to apply for job in yesterday's newspaper.

'' ~------------------------------------ - ---------- - --------------------------------------------'

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19

Listening

For questions 1-4, listen and complete the notes. Write no

more than three words or a number for each answer.

Name of guest:

Charles (1) _ __

Number of nights:

(2) _ __

Home address:

25 North Road,
(3) _ __

MAl 4-CP
Room:

(4) _ _ __

For questions 5-7, listen and choose the correct answer.

5. Why is the guest travelling?

a. on holiday
b. on business
c. for a football match

6. What was the guest's meal on the plane like?

a. big and very good
b. small but very good
c. small and not very good

7. Where is the guest going to eat?

a. in the hotel restaurant
b. in a restaurant outside the hotel
c. in his room
For questions 8 and 9, label the map. Write the correct letter A-F next
to the places below.

8. Mamma Mia's
9. the bank

zo II 3Ni'J i' q.t Ji<l

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NVh

l,7

Question-type tip: In the Listening and Reading Modules, you often have to
choose answers from options.

Reading
Look at this extract from a web page for one minute and decide which subject
1 , 2 or 3 it is about.
1 . how to get a good job
2. why most people are unhappy at work
3. different ways of thinking about a job

Perspectives of work and job satisfaction

A. People often see work from one of three perspectives. All three perspectives are
important for job satisfaction , but one is usually the most important.

B. It's a job. If you see work as a job and no more, you focus mainly on the financial
rewards. In fact, you might have very little interest in the work you do. If a job with
more pay comes along , you'll probably take it.

C. It's a career. If you see work as a career, you want to advance. You want to climb
the career ladder as far as possible or be among the top professionals in your
field. You're motivated by the status and power that go with the job.

D. It's a calling. If you see your job as a calling , you focus on the work itself. You
work for the satisfaction and fulfilment the work brings rather than for financial gain
or career advancement.

E. Do you recognize yourself? One perspective isn 't necessarily better than the
others. But it's helpful to think about why you work if you're unsatisfied with your
job and it's making you unhappy. Think about why you took your current job in the
first place and whether that is a factor in your lack of job satisfaction.

The text has five parts, A-E. Skim the text again and match each part with one
of these sentences.

1.
2.
3.
4.
5.

Some people want to be important.

People see work in different ways. _
People should think about why they do their job.
For some people, money is not important.
Some people work only for money. _

Question-type tip: In the Reading Module, you often need to match

sentences or questions with parts of a text.

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21

Lea.. ning
Vocabula .. y 1: subjects at school
Correct the spelling for the school subjects.

1. mathmatics _ _ __
4. siense
7. biolagy

2. histery
5. kemistry
8. economiks

3. geografy _ _ __
6. fisics

Check that you understand the meaning of each subject. Tick the ones that
you studied at school.

Speaking 1: looking back

Match the pictures a-f with the sentences 1-6.

1.
2.
3.
4.
5.
6.

My favourite subject at school was Chemistry. _

I really enjoyed sports at school._
I wasn 't very good at Maths. _
The teachers at school were very strict. _
We had to wear a school uniform.
I had to do homework every night. _

Pronunciation check
Listen to the pronunciation of these subjects.
Practise saying the ending Ilks/, as in 'Physics', 'Mathematics', 'Economics'.

Talk with a partner. Use the pictures to talk about what you remember about school.

22

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Grammar check
We use the past simple to talk about finished time. Regular verbs end
in -ed, but there are some spelling rules that you need to remember.

Watch out!

Write the past form of these verbs into the sentences.

How went you to school in

the morning? )(

learn

1.
2.
3.
4.

stop

decide

study

I don't liked school when I was little. )(

I must did homework every night. )(

_ __ ___ to swim when I was five years old .

______ Medicine at university.
______ to leave university and find a job.
______ learning guitar because I was too busy.

Remember to use did in negative and question forms .

Where did you learn .. . ?

I didn't like school much.

There are a lot of irregular verbs, and some of them are used very frequently. You
need to learn them .
Write the past form of these verbs.
1. know

2. read

3. think

4. teach

5. choose

There is no past form of must, so we use had to . Had to is followed by the base verb.

We had to wear a uniform to school.

Pronunciation check
Listen to the pronunciation of the regular verbs in the sentences. Note the
difference between /t/ and /d/ and /Id/ at the end of verbs .
1. I finished my homework late last night.
2 I played football after school.
3 I hated Physics at school.

Speaking 2: answering questions about the past

Look at these questions about being at school. Then listen to some

students answering them. Tick the speaker who gives a better answer.

1 . Did you enjoy being at school?

2. What was your favourite subject at school?
3. Who was your favourite teacher at school?

Speaker 1 _
Speaker 1 _
Speaker 1 _

Speaker 2
Speaker 2
Speaker 2

Walk around the classroom . Ask and answer questions 1-3 in Exercise A.

Vocabula .. y 2: likes and preferences

,

Look at how the highlighted words and phrases are used in these sentences.
Write (P) if the speaker is positive or (N) if the speaker is negative.
1. I really liked learning Mathematics at school.
2. I didn't like History very much.
3. I liked Physics, but I preferred Chemistry.

4.
5.
6.
7.
8.

My favourite subject was Economics.

I really hated learning History.

I loved learning on computers.

I always enjoyed my English classes.
I was very keen on sports when I was at school.
9. I thought Geography was really boring .
1 0. The most interesting subject was Science.
Talk with a partner. Talk about the subjects you studied at school using the words
and phrases above. Say why you liked or didn't like some subjects.

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23

Listening 1 : listening for numbers and dates

Work with a partner. Practise saying these numbers.
60

16

g
g

100

166

600

606

616

660

666

Listen and check. Then practise saying the numbers again.

Listen and write the numbers that you hear.

1.

2.

5.

6.

160

4.
8.

3.
7.

Listen and practise saying these bigger numbers.

1,000

10,000

100,000

1 '1 00

1,500

1 ,550

1 ,555

Unjumble the letters to write the twelve months of the year in the spaces.
yanurja

arybruef

amrhc

prail

yam

neuj

austgu

bersetepm

oberoct

vemnoerb

mdeecerb

January
ujyl

Cover Exercise E and write the twelve months of t he year in the spaces.
Be careful with your spelling.

January

Listen to the pronunciation of the months. Then practise saying them.

Write the ordinal numbers in the spaces below.

1. (1)
2. (2)
3. (3)
4. (4)
5. (5), _ __
7. (7)
8. (8)
9. (9)
10. (10)_ __
6. (6)
11 . (12) _ _ _ _ 12. (15) _ _ _ 13. (20) _ _ _ _ 14. (25)_ _ _ _ 15. (30)_ _ __

g Listen to the pronunciation of the ordinal numbers. Then practise saying them.
g

Listen to someone saying the date below in t w o different ways.

I Dec:;er 15

Practise saying these dates in two ways.

January 10

g
1.
3.

March 20

April 25

September 30

Listen and write the dates that you hear.

2.
4.

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Talk with a partner. Answer these questions with a date.

1. What date is your birthday?
2. What date is your mother's birthday?
3. What date is your father's birthday? 4. What date is Christmas Day?
5. What date is New Year's Eve?
6. What date is American Independence Day?

Listening 2: practise listening for numbers and dates

II

Question-type t ip : You will need to listen for numbers and dates in various
parts of the Listening Module. The information will always be in the same order
as the questions.

A man is telephoning his local college about a course. For questions 1 and 2,
listen and choose the correct answer.
1. Graham wants to do a course in .. .
a.
b.
c.
d.

Physics
Geography
Photography
Philosophy

2. Graham wants to know about ...

a. the beginner's course
b. the intermediate course
c. the advanced course

For questions 3-8, complete the man's notes. Write no more than three words
or a number for each answer.

Course s+arl-s - (3) _ _ _ __

There are (4)
lessons over fJ,;rl-een weeks.
Course finishes (5) _ _ _ __
Course costs (6)
paid in advance. No refund.
Between (7) _ _ and 10 students in fJ,e class. (8) _ _ people on las+ course.
For questions 9-12, complete the booking form that the receptionist fills in.
Name: (9) _ __ _ _ __
Address: Flat (1 0) _ _ _ _ _ _ _ , (11) _ _ _ _ _ _ _ Chelsea Court.
Age: (12) _ _ _ _ __

Check the key on page 266. How many questions did you answer correctly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.
6.

I read the instructions carefully.

I read the questions and predicted the type of answer I needed to write.
I used capital letters when necessary.
I spelt all my answers correctly.
I know why I got some answers wrong .
I am pleased with how many questions I answered correctly.

Key vocabula .. y in context

Cross out any wrong words in these sentences.
1. My History course I class I lesson begins at 9.00 a.m.
2. The course I class I lesson lasts for 13 weeks.
3. It is a small course I class I lesson . There are only six students.

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Reading 1: scanning
These five extracts are from the same web page. Skim them
quickly and say what they are all about.
In Britain, you have to be 17 before you can start
learning to drive. You need a provisional driving
licence, which costs 38 . You can apply for the
licence before your seventeenth birthday but
must wait until you are 17 before you take any
lessons. All learner drivers must display
T plates on the vehicle they are driving .

Some people learn to drive more quickly than

others, but on average it takes about 40 hours
of lessons and about 20 hours of further
practi ce. Most people have one two-hour
driving lesson per week, but it is possible to do
a more intensive course. You should only take
your test when you feel that you are ready.

It is best to learn with an approved driving

instructor. You can practise driving with another
qualified driver, but that driver must be over 21
and must have had a full driving licence for at
least three years.

The main purpose of the practical driving test is

to ensure that you can drive safely. The test lasts
about 40 minutes and is designed to test a range
of driving skills . More people fail the test than
pass it.

More people fail their practical driving test than pa ss it, probably because not enough people
are really prepared for the test when they take it. The most common fault during the driving
test is not observing carefully before moving onto a main road from a smaller road.

Talk with a partner and answer the questions.

1.
2.
3.
4.

Can you drive?

When did you get your licence?
How many driving lessons did you have?
Did you pass your test the first time you took it?

Exam tip: In the Reading Module, you will save a lot of time if you can find
the answers to specific questions quickly without reading all of a text again.
Scan the extracts and answer these questions as quickly as possible.
1.
2.
3.
4.
5.

How long is the average driving lesson?

How old must you be before you can help somebody learn to drive?
How much does a provisional driving licence cost?
How long does the practical driving test last?
What must a learner driver have on his or her veh icle?

,.

Question-type tip : In the Reading and Listening Modules, you sometimes need
to write short answers to questions. The instructions will say how many words
you can use.

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Scan again and decide if these statements are (T) true or (F) false.
1.
2.
3.
4.

You must be 17 before you can apply for a provisional driving licence.
You can help other people learn to drive as soon as you have your licence.
Most people pass their driving test the first time they take it.
A lot of people take their test before they are ready for it.

Choose the correct definition below.

1. Scanning is reading a text quickly to get a general idea of what it's about.
2. Scanning is reading a text very carefully to understand every part of it.
3. Scanning is looking for specific information in a text.

Reading 2: practise scanning

Exam tip: In various parts of the Reading Module, you need to scan a text for
specific information. You should practise scaruring exercises and try to do them
more quickly as your English improves.
Read the web page about swimming lessons. Match each part of the page with
a picture.
C)

Swimming - safe and fun!

There is no special age at which children should learn to swim, but it is an advantage to learn early.
Learning to swim can frighten small children, and getting a professional to do the teaching is usually
the best option. However, parents can do a lot to make sure that learning to swim is safe and fun .

A Prepare well
> Ask family and friends if they know a good teacher.
> Find out if your local swimming pool has lessons.
> Make sure that the teacher is qualified and ask to see a teaching certificate.

B Have the right clothes and equipment

Buy comfortable swimwear.
Buy goggles to keep water out of your child's eyes.
Buy a swim cap to keep long hair out of the way.
Buy plastic sandals so that your child does not walk in dirty water with bare feet.

>
>
>
>

C Safety comes first

> Check how deep the water is before your child enters the pool.
> Remember that armbands will not always keep your child above the water.
> Stay with your child if he or she is in deep water.

Swimming is easier for some children than others, and your child needs support. Tell your child
that he or she is doing well. Do not push your child to do anything before he or she is ready.

D
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27

Answer these questions about learning to swim using no more than three words.
1. Who is the best person to teach your child to swim?

2. Who can help you to find a good teacher?

3. What should you ask the teacher to show you?

4. What can keep water out of your child's eyes?

5. What should your child wear on his or her feet?

6. What do all children need from their parents?

Check the key on page 266. How many questions did you answer correctly?

Exam tip: Sometimes you can answer a short-answer question by taking a word
from the text even if you don't know it. Be careful, though- it isn't usually so easy!
Tick the sentences about the reading task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.
6.
7.

I read the introduction and the title and looked at the pictures before I read the text.
I skimmed the text to complete task A.
I am pleased with how quickly I did task A.
I read more carefully to do task B.
I knew which part of the text to look at again to find each answer.
I knew what to write for each answer.
I was pleased with how many answers were correct for task B.

Key vocabula .. y in context

Look at these nouns from the text. Use them to complete the sentences below.

I safety
1.
2.
3.
4.

support

professional

advantage

If you play basketball, being tall is a big _ _ __

When children do something difficult, they need
from people around them.
A
is a person who does something for money.
Most parents worry about the
of their children .

Cover the text and match the adjectives 1-4 with the nouns a-d. Then check
your answers in the text.
1.
2.
3.
4.

28

comfortable
deep I dirty
long
bare

a.
b.
c.
d.

hair
swimwear
feet
water

For focus on reading skills, go to Workbook page 8.

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w ..iting

1: structuring a letter

Exam tip: In the first part of the Writing Module, you have to write a letter. It
might be a letter to a friend or to somebody that you do not know. Sometimes you
will need to ask for information or apply for a position. Often you will need
to explain a situation and say what you want somebody to do.
You are writing a letter to somebody explaining a problem that you have. Put
these stages of the letter into the correct order.

Explain the situation and how it affects you (in what way it is good or bad for you).
Say what you want the other person to do.
State the purpose of your letter.
Answer these questions with a partner.

1. How many sentences should you write to say why you are writing?
2. How long should the main part of your letter be?
3. How many sentences should you write to close your letter?

w ..iting 2: stating your purpose

Exam tip: Each paragraph of your letter must have a purpose (it must be clear
why you have written it). The first paragraph should state the purpose of the
whole letter (why you are writing the letter).
Look back at Writing 2 in the Writing section in Unit 1. Look at how the purpose
of the letter is stated in each of the opening lines.
Look at the advertisement and the notes that a student has made on it. What is
the advertisement for and why is the student unhappy?

Two-week and four-week intensive courses in business Eng1ish

Small groups

lb s-tudents ,n class!

Highly qualified teachers

3 different teocl-.ers - and not

very good!

Free Course Book and Workbook Got Course Book after I week - no

wo~book

Modem school in city centre old buildir'9 - Skm from centre!

A student is writing to a language school about a business English course.

Which opening line is best? What is wrong with the other three?

1. I am really angry with you because my business English course was so bad.
2. I am writing about a business English course I recently took at your school.
3. I am writing to tell you that my English has not improved at all because I learnt
nothing on the course I did with you.
4. I want some money back from your school because I am not happy with the
course I did at your school.

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29

Write the opening line for each of these situations.

1. You write to a tour operator to complain about a hotel that you stayed in .
2. You write to tell a friend that you cannot go to his wedding.

3. You write to a telephone company to say that your line is not working.

w ..iting 3: organizing the main part of a letter

Here is the main part of the Jetter to the language school. Put the Jines 1-4 into
the correct place at the beginning of each section.

1.

During my stay, there were three different teachers.

2.

Your advertisement promises that the Course Book and Workbook are provided,

3.

You claim that your school is modern and in a central location.

4.

Your advertisement says that the business English classes are small.

I am writing about a business English course I recently took at your school.

I studied on an intensive two-week course, but I learnt very little.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I expected to study in a group of
between six and eight students, but I was in a large class of 16. It was difficult for the
teacher to give time to everyone.
- - - - - - - - - - - - - - - - - - N o b ody explained why, and none of
the teachers seemed to have experience in teaching business.
- - - - - - - - - - - - - - - - - - but this was not true. I received
my Course Book on the Monday of the second week so could only use it for a week.
I never got the Workbook.
- - - - - - - - - - - - - - - - - - In fact , the building is old and the
classrooms are not suitable. The technology is out of date. The building is 5km from
the city centre, and I needed to catch a bus to get there from where I was staying.
Read the completed letter on page 266.

w ..iting 4: closing a letter

Talk with a partner. What do you think the student wants the language school to do?
Here is the final part of the Jetter to the language school. Delete five
unnecessary words. Then check on page 266.
1 hope

you to understand why I am unhappy with the service your school was
provided . In total I paid the 1 ,200 euros for the course and I would like that you to
refund 50% of that. I am look forward to hearing from you .
Look at the exam practice section on page 33 for the writing task.

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l Speaking
A

Complete each of these questions with the correct question word.

1 . ___ was your favourite subject at school?

2. ___ was your best friend at primary school?
3. ___ did you get to school in the morning - did you walk or take a bus?
4. ___ did you go to college instead of staying at school?
5. Do you remember any school trips? _ _ did you go?
6. In some countries, children learn languages from an early age. ___ did you start learning English?

----------------, '

C
D

g
g

Listen and check.

Listen again and notice how the second speaker answers each question.

Write five questions about being at school or learning something. Then walk around the
class and practise asking and answering the questions.

Vocabula .. y
A

Write eight school subjects on the diagram without looking back. Focus on your spelling.

Complete the sentences with the correct form of the verbs below.

I have

fail

pass

apply

do

Watch out!
____ my homework before I went to bed .
y ic
ol'
2. You can ___ for a driving licence before your seventeenth
I made my homework. X
birthday, but you can't ___ lessons until you are seventeen.
I made my driving test. X
3. I
my driving test the first time I took it. I was very pleased.
4. Many people ___ their driving test because they are not ready to take it.
1.

Mark the main stress on these words. Then listen and check. Practise saying the words.

1. favourite

2. advantage

3. professional

4. safety

5. licence

6. certificate

7. support

E ....o ..s
A

Correct the mistakes highlighted below.

1. Did you make your homework last night?
3 . My father teached me to swim .
5. I was very keen in Geography.

I
I
I
\

'

2. I didn't like school. I must do tests every week.

4 . I didn't like very much Maths at school.
6. I missed my driving test the first time I took it.

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31

Reading
Exam tip: In the Reading Module, there are three sections: social survival,
training survival and general reading. Each section can have more than one
passage, so there will be between four and six passages to read. There are
40 questions in total. You have one hour to read the passages and to write
answers on a separate answer sheet. The passages gradually become more
difficult. The text below is written at your level and there are 12 questions.
You should try to complete the task in about 20 minutes.
Read the passage and answer the questions that follow.

Are A Levels Just Too Easy?

Te A
Students all over Britain are getting very good A level* results . They should be happy and their
parents should be proud . However, that is not so easy when everyone is telling you that the exam
is too easy and that your results do not mean anything .

e
The number of passes has increased every year for 21 years, and now more than 20% of students are
getting an A grade** in the exam . In the 1970s, only 10% got an A grade, while 20% failed the exam
with an E grade. Now those percentages are reversed. Important people in education and business say
that A level results have no value. They are worried that the exam does not show which students should
be going to the top universities.
T

Other people say that the number of passes is increasing because students are improving and studying harder. They say that teaching has improved and that teachers know how to train students to
pass the exam . Most students study five A level subjects but then only take the exam in the three
subjects they are best at. Experts have studied exam questions and exam results, and they say that
recent exams are not easier than the exams of twenty years ago.

It seems that the situation is like that in some sports events. Every year, a record is broken because
athletes are becoming faster and stronger. In the long jump***, for example, the sand pit was made
longer because athletes were jumping out the end of it. Some people in education believe that it is
time to make questions in the A level exam more difficult so that the questions really test the strongest
students . This would provide better information to universities about who should get onto courses
and better information to businesses about who should get the best jobs.
* A levels are advanced exams. Students stay on at school or go to college to study for A levels.
Students take between two and five A levels, usually when they are 17 or 18 years old .
** An A grade is the highest grade you can get.
*** A sports event where athletes try to jump as far as possible.

32

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Questions 1-7
The passage has four parts. In which part do you find the following information?
Write the letter in the space. Use some letters more than once.

1.
2.
3.
4.
5.
6.
7.

Why people are worried about A levels becoming too easy.

What can be done about the problem.
How students should feel when they pass exams.
Some reasons why more students are getting better grades.
Numbers of students who pass or fail the exam .
Comparing exams with sport.
Both students and teachers are doing better.

Questions 8-1 2
Answer these questions using no more than three words.

8. What percentage of students got an A level A grade in 1970?

9. What percentage of students get an A level A grade now?
10. How many A level subjects do most students study?
11 . How many A level exams do most students take?
12. Which sporting event are A level exams compared with?

w .. iting
Talk with a partner. Decide if these sentences about the first part of the IELTS
Writing Module are (T) true or (F) false.
1. The examiner will look at how your letter is organized .

2.
3.
4.
5.
6.
7.
8.

You can use the same words and phrases in a formal and informal letter. _
You need to write at least eight paragraphs.
You should start by saying why you are writing .
The examiner is not interested in the vocabulary that you use.
You should try to link ideas together into longer sentences if possible.
You can use as many words as you like in your letter.
It does not matter how you end your letter.

You recently took six one-hour driving lessons at the Learn Fast Driving School.
You are not happy for these reasons.

You
The
The
The

had three different instructors.

instructors were late and the lessons were under one hour.
instructors explained too much and didn 't let you practise enough.
cars were older than you expected and not clean inside.

Write a letter to Learn Fast Driving School. Use at least 150 words.
Remember to ...

state the purpose.

explain the situation .
say what you want the driving school to do.

Exam tip: Remember that you have 20 minutes, but you should spend
some time thinking about what to include and then organizing your ideas.
Leave about three minutes for checking for errors when you have finished.

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33

Wo:a-k
Speaking 1: talking about work
Look at the four photos and think about the kind of work that the people are doing.
Think for one minute about what you want to say about each photo.

Work in pairs. Take turns to choose a photo and tal k about it. Try to talk for
about one minute about each. Use phrases from the box.

This picture shows people .. . ing.

These people work in I on I for .. .
This is a good job because ...
I would I wouldn 't like to do this job because ...
This job is easy I difficult I interesting I boring because ...

Voc:abula .. y 1: jobs and saying what you do

Listen and write the job names. Be careful with your spelling.

1. accountant
5.

2.
6.

3.
7.

4.
8.

Listen again and mark the main stress on each w ord.

Circle the correct preposition in each sentence.

1.
2.
3.
4.
5.

I work
I work
I work
I work
I work

for ! @ an architect.
for I as an oil company.
at I in the fashion industry.
in I on an office.
with I by computers.

Talk about your job or the job you want to do using t he structures in Exercise C.
Exam tip: The examiner wlll probably ask you about work. Practise saying in

different ways what you do or would like to do. Use a dictionary to find specialist
words, but check with somebody that you are using the words properly.

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Check the highlighted words and mark each sentence (P) positive
or (N) negative.

1.
2.
3.
4.

I think my job is very interesting .

_E_
It's a very boring job. It's too easy and I don 't meet anyone.
It's very rewarding . I can go home knowing I've really helped somebody.
My job is challenging . I have to think quickly sometimes. Not everyone
could do it.
5. My job is a bit repetitive. Every day is the same as the day before.
6. It's too stressful. My doctor told me to find another job soon .

Watch out!
0

I'm engineer.

X
X

I have a good work.

Work is uncountable -job is countable.

Cover Exercise E and write the six adjectives in your notebook. Check your spelling.

Speaking 2: talking about jobs

Answer these questions with a partner.

1. What jobs do the people in your family do?

2. Do any of your friends or family have a job you would really like?
3. Is there a job you would like to do more than any other?

Watch out!

Grammar check
We use would and could when a situation is not real.
What job would you most like? (the person will not really have this job)
Do you think you could do his job? (the person will not really try to do the job)

Pronunciation check
gListen and notice the pronunciation of would you / wud3u:/ and could you
/k ud3u:/. Practise saying the sentences.
1 . What job would you most like?
2. Do you think you could do his job?

Do you like to work in another

country?

Do you think you can be the

president of your country
one day?

Exam tip: In the second part of the Speaking Module, you have to talk about a topic
for about two minutes. The examiner will give you a card with the topic and some
points to think about. You have a minute to prepare and write notes. You can ask the
examiner about anything that you don't understand.
Here are two typical cards for part 2 of the Speaking Module. Work with a
partner - one of you is A, the other is B. Th ink about the topic for a minute
and make notes.

Describe a job you think is

really difficult.
Say ...
what the job is .
why it is difficult.
why some people do it.
.
why you wouldn't like to do lt .

What is the best job in the world?

Say ...

what the job is.

why it is such a good job .
what type of person does it.
if you think you could do it.

Take turns to speak about what's on your card for about two minutes.

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113 5i'J f !#. t J"ll

as

Listening 1: listening for gist

Look at the pictures. Talk to a partner about what is happening in each.

Listen to t he four extracts and match them w it h the pictures. Write the
number of the extract in the box.

With a partner, discuss how you completed the task. Answer these questions.
1. Did you use the pictures to get ideas to listen for?
2. Did the speakers' voices (stress and intonation) help?
3. Did you hear any key words or phrases that helped?
Read this short text about listening skills and fill the gaps with the words below.

I word

details

topic

skimming

When you listen for gist, you listen to understand the general (1) _ _ _ _ _ of the
dialogue or conversation (the situation and what the people are talking about).
You are not listening for specific (2)
and you don't need to understand
every (3)
. If you understand the gist of a conversation, it will be easier
to understand the details if necessary. Listening for gist is similar to (4) _ _ _ __
a text when you read.
Exarn tip: When you listen for gist, predicting what you will hear is very important. In
the exam, you will not have photos, but a map, a diagram or a table will help you predict.
You can also predict by looking at the questions and noticing key words and phrases.

Look at the four images below. You will hear a short extract for each. What can
you predict about each extract?

--

8000
7000

6000
!5000

l'leefl1'1q .,

lL

Ih'!it

4000

3000
2000

1000

.........

J FMAMJJASOND

Listen to the fou r extracts and match them wit h the images in Exercise E.

1.

36

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2.

3.

4.

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Listening 2 : practise listening for gist

Exam tip: Sometimes you will need to listen for gist rather than for specific information.
But remember - understanding gist will help you un derstand details, too.

Listen to the four extracts. For questions 1-4, match the extracts with the pictures.
Write the number of the extract in the box.

Read through the questions. Then listen to the extracts again. For questions 5-12,
choose the correct answer a, b or c.
Extract 1
5 . Toby has come to the office ...
a. for an interview.
b. to start work.
c. to prepare for a new job.

6. It is Toby's ...
a. first visit.
b. second visit.
c. third or fourth visit.

Extract 2
8. The man is talking about ...
a. a new building.
b. his garden .
c. a design for a car.

9. The man speaking knows that ...

a. everyone will drive to work.
b. everyone will cycle to work.
c. some people will drive and others cycle.

Extract 3
1 0. Debbie is phoning Robert to ...
a. give him good news.
b. tell him there is a problem.
c. arrange a meeting.

Extract 4
11 . The man is selling ...
a. products for the home.
b. books.
c. new kitchens.

7. Keith is ...
a. Julie's boss.
b. Julie's assistant.
c. an important customer.

12. The woman ...

a. is very interested .
b. is not at all interested.
c. doesn't understand
what the man wants.

Check the key on page 266. How many questions did you answer correctly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.

The pictures helped me to make predictions about each topic.

It was quite easy to match the pictures to the extracts.
I didn't understand all the words in the questions.
Understanding the gist helped me to understand details.
5. I am pleased with how many of questions 5-12 I answered correctly.

Key vocabulal'y in context

Match the words 1-4 from the listening task with the definitions a-d.

1. design
2. staff
3. customer
4. product

vww.nhantriviet.com

a.
b.
c.
d.

what a company makes to sell

a person who buys something
all the people who work for a company
a drawing that shows what something will look like

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37

Reading 1: scanning for paraphrased language

Exam tip: In the second part of the Reading Module, the texts will always be related to work. You
might read a job application or a page of staff rules, for example.
Look at the photos. Answer these questions with a partner.
1. What is each job?
3. Would you like to do any of the jobs?

2. What is good and not so good about each job?

Use a dictionary to check these words and then match each with one of the photos.
a. farms

b. flights_

c. pitch_

d. tips_

Read the title of the passage on the next page. Will each person say good
things or bad things about the job?

Exam tip: Always read the heading or title of a passage. It will help you predict
what it 1s about.
Read the four short texts and circle the job in each as quickly as possible.
Scan the four texts and use the highlighted parts to answer these questions.
Write the letter of the text in the space. In which text does the writer say that ...
1.
2.
3.
4.

he
he
he
he

or
or
or
or

she
she
she
she

was very tired?

got a lot of money from the job?
got no money for doing the job?
had free time to enjoy?

Exam tip: In some scanning exercises, you need to look quickly for parts of the
text that mean the same as the words and phrases in the question. You will not
find the exact words and phrases from the question in the text.
Scan the text again to answer these questions in the same way. Highlight the
parts of the text that provide the answer. In which text does the writer say that ...
1.
2.
3.
4.

3s

he or she enjoyed working outside?

he or she met famous people?
he or she doesn 't do the job now?
people don't think the job is interesting?

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The Best Job I Ever Had

Text A
I had the best job in the world for three years and I didn't even get paid for it. From when 1was 12
until when I was 15, I was a ball boy at Old Trafford . Thars where Manchester United play their
home matches . When the ball went off the pitch, I had to get it and give it back to one of the
players as quickly as I could . I saw some great football matches and met footballers and football
coaches from all round the world .
Text B
People think that being a waitress is boring and repetitive, but irs the best job I ever had. I worked in
a very nice restaurant where all the customers had plenty of money. The restaurant didn't pay me
very much, but I made a fortune from the huge tips that the customers gave me. 1always did my job
well because I knew that if the customers weren't happy, they wouldn't give me a tip.
Text c
The job I'm doing now pays very well, but irs quite boring and very stressful. I think 1was happiest
when I was picking fruit in France. My friends and I were students, and we travelled around France
working on farms. We picked grapes and strawberries. We worked very long hours, and at the end of
the day I was exhausted, but I was in the sunshine all day and I was working with the people 1knew best.
Text D
These days, I stay at home and look after my two children, but for ten years I had the best job in the
world. I was an air hostess working on international flights . I flew to Australia and South America .
During the flights, I was very busy and the passengers were sometimes quite difficult, but I got three
days off before the journey back. The airline put me in the best hotels and I had a great time. I saw
some wonderful places in those ten years.

Reading 2: practise scanning for paraphrased language

Look at the job titles in the advertisements on the next page and check that you
understand them.
Read the job advertisements and answer the questions. For questions 1-3,
match each job advertisement w ith a description a-d. Write the letter of the
description in the space. There is one description t hat you do not need.
1. advert A

a.
b.
c.
d.

You
You
You
You

will
will
will
will

2. advert B

3. advert C

deal with people who want to buy or who have already bought a product.
sell something .
design something.
work with money.

For questions 4-9, write the letter of the advertisement in the space.
Which advertisement says that ...

4.
5.
6.
7.
8.
9.

you must know how to use a computer? _

you will work closely with someone in a high position? _
you will learn how to do the job when you start?_
people are happy with the service provided by the company?_
you will often talk to people directly? _
you need to apply before a certain date?_

Exam tip: When you are doing a reading exercise quickly, you might want to guess
answers, and sometimes that's possible. However, you will feel more confident if you
find the part of the text that provides the answer.

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ACCOUNTS DIRECTOR I
FINANCIAL MANAGER

Up to 70,000 a year + company car.

A posit ion managing our financial ser vices
and wor king directly with the chief
executive. You should be a qualified
accountant w ith experi ence in management.

Our market is growing and we are looking lor a :

SALES EXECUTIVE
As part of our busy sales team, you will be a mbitio us.
You will deal face-to-face with people regularly and must
have excellent communication skills. You will be quick to
understand new ideas a nd put them into p ractice.

Closing date for application: I I March 09

Inter views: A pril 09

You will receive full training and a good salary.

For more information, please call 01456 554 796.

Customer Service Administrator

Lewes, East Sussex
Good salary + benefi ts
We have more than a million satisfied customers in the UK, and we provide the highest quality
service. To continue our success, we are looking for a fu ll-time customer service administrator.

'

The successful applicant must have previous experience and be computer-literate.

He or she will need a friendly, professional telephone manner.
To apply, please send your CV to Sonya_Groves@Sureguard.co.uk

----~--~

~==~------~

Highlight the parts of the adverts that give the answers to questions 4-9. Then
compare your ideas with a partner.
Check t he key on pages 266 and 267. How many quest ions did you answer correctly?
Tick the sentences about the reading task that are true for you and think about
how you can answer more questions correctly next time.

1.
2.
3.
4.
5.
6.

I read the instructions for the questions carefully.

I skimmed the advertisements to answer questions 1-3.
I answered questions 1-3 quickly.
I read more carefully to answer questions 4-9.
It was quite easy to find the information I needed for questions 4-9.
I am happy with how many questions I answered correctly.

Key vocabula .. v in context

Circle the correct word from the three options. You can find the correct
options in the job adverts.

1.
2.
3.
4.
5.

A more formal word for job is position I protection I preparation.

If you do a job for a long time, you have experiment I experience I expression .
If you want to do well in a job, you are ambitious I amazing I absent.
Another way to say 'give' a service is prove I produce I provide.
If a company is doing well, it has surprise I success I support.

Highlight words and phrases in the adverts that you th ink are useful.

Exam tip: It is not possible to learn all the new vocabulary from a text that you
read, and usually it is not very helpful to try. Focus on words and phrases that
are useful to you.
-

40

For more focus on reading skills, go to Workbook page 1 0.

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w ..iting 1: register
Discuss with a partner. Which definition of register is correct?
1.
2.
3.
4.

Register is planning and organizing your writing.

Register is spelling words correctly and using punctuation.
Register is making sure that what you write is grammatically correct.
Register is using the right words and phrases for the situation - using words
and phrases that are formal or informal.

Mark the following types of letter (VF) very formal , (QF) quite formal
or (INF) informal.
1.
2.
3.
4.
5.
6.
7.

an e-mail to a friend tel ling him about a party you are having
a letter to a tour operator complaining about a holiday
a letter to a family in Britain that you are going to stay with
a letter to a college asking for information about a course
a letter to your cousin thanking him for a present
a letter to a friend apologizing because you cannot go to his wedd ing
a letter that you send with your CV when applying for a job

Exam tip: The leuer that you write for the first part of the Writing Module will
probably be formal. You might have to wr1te a more personal letter, but it will
not be very informal
Match the formal expressions 1-8 with the informal expressions A-H.
1

3
4

5
6
7

Exam tip: Almost anything can be expressed formally or informally. You need
to learn the most common words and expressions that are used in certain types
of composition.

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41

w..iting 2: a letter of application

Talk to a partner. Look again at advert B on page 40.
What type of person is the company looking for?
Read the cover letter that Ahmed sent with his CV.
Do you think he would be suitable for the position ?

Dear Mr Lucas,

I am writing to ~ the position of sales

executive that I saw advertised in yesterday's Daily Argus. I want a job
in sales, and I am interested in working for your company.
I recently finished a Business Studies degree at York University. I did very
well in Economics and Marketing. Part of my degree course was about
designing and developing new ideas. I learn quickly and work well with
other people.

' I'

My father runs an import and export company, and from the age of 1
I have helped him in his office. I have learnt a lot about business and
communicated with clients both on the telephone and face-to-face .
I am outgoing and confident and I enjoy a challenge. I think I would be the
right person for a position in your company. I can attend an interview at any
time and really want to hear from you.
Yours sincerely,
Ahmed Khatani

Below are some tips on how to organize an applicat ion letter. Write the number
of each tip in the boxes on the letter.

1.
2.
3.
4.
5.
1

Say that you are qualified for the job - mention education and experience.
Say where you saw the job advertised .
Say something about your personal qualities.
State your purpose for writing.
Close the letter in a polite, positive way.

~ome words and phrases in the letter are underlined because they are too
Informal. Replace them with the words and phrases below.

involved
hope to work
look forward to hearing
apply for
achieved very high grades
many useful business skills

Read ~he complete model letter on page 267 and c heck your answers.
Does 1t sound better than Ahmed's first letter?
-

42

Go to Workbook page 11 for the writing task.

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,,,--------------------------------------------------------------------------~,

Speaking

:
I

A Work with a partner. Discuss this advice about the second part of the
IELTS Speaking Module. Tick the correct advice A or B.

1. A The examiner will give you some pictures to talk about.

B The examiner will give you a card to read.

2. A Don't worry if you don't understand words or phrases on the card .

3.

4.
5.
6.

B
A
B
A
B
A
B
A
B

You can ask the examiner about words and phrases that you don 't know.
You should try to talk about each of the points on the card .
You can talk about whatever you like.
You should try to use a range of words and phrases.
You must use advanced vocabulary.
The examiner will listen for grammatical mistakes.
It doesn't matter if you make grammatical mistakes.
You will score a higher grade if your pronunciation is clear.
Your pronunciation must be perfect.

Look at this card for part 2 of the Speaking Module.

Are there any words you don't know?

What is the ideal job in the world?

Say ...
what the job is.
what personal qualities you need.
what is so appealing about the job.

Listen to a student doing the exam. Which

words does he check? Highlight them on the card.

Look at the tapescript and listen again.

Notice how the student asked questions
and how the examiner answered.

Practise answering the question. Try to talk for about a minute.

----------------, '

Vocabula .. y
A Match a word on the left with a word on the right to make six common two-part expressions.
past
computer
long
personal
successful
chief

applicant
qualities
executive
hours
experience
literate

1.
2.
3.
4.
5.
6.

Listen and write these words from the unit in your notebook. Check your spelling.
Then mark the main stress on each word.

A There are errors in all of these sentences (sometimes there is more than one). Correct them.
1.
3.
5.
7.

I work at an engineer.
2.
I think I have a really good work.
4.
Do you like work in another country one day? 6.
I saw advertisement in the evening star.
8.

I work with the food industry.

I get good salary.
I will meet the other staffs tomorrow.
I might apply to this job. It looks interesting .

'~------------------------------------------------ - -------------------------------------------''

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43

Listening
You will hear three people talking about working from home.
Before you listen, talk to a partner. What are some of the good
things and bad things about working from home?

Exam tip: In the L1s enmg Module, you will not have
a c
e an you will not be able to talk about the situation
before you listen. But you will have time to look at the
questions and should predict as much as you can.

Look through the questions carefully. Then listen and

answer the questions.
For questions 1 and 2, choose the correct answer a, b or c.
1 . Simon started working from home because ...
a. he wanted to.
b . his company wanted him to.
c . his family wanted him to .

2. Why are Simon 's company happy for him to work from home?
a. They can pay less money.
b . Now they can move to a smaller office.
c. The main office is too small .

Question-type tip: Sometimes you need to choose a number of answers

fr m larger n mber of options.
For questions 3-8, choose six answers from A-J. Which of these points do the
speakers mention when they talk about working from home?
A

People in the office sometimes stop you working.

You always do more work when you are at home.

At home, you sometimes start work later than you planned .
It's easy to waste time watching TV.
Your family don't always let you do your work.
Most people wear a suit when they work from home.
You don 't need to look smart when you work from home.
There are more technical problems w ith computers.

C
D

E
F
G
H

3.

44

Not seeing other people all day can be difficult.

You get a lot of phone calls when you work from home.
4.

5.

1135lJfOtJii!*

6.

7.

8.

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Reading
Read the passage and answer the questions. For questions 1-8, write the letter
of the text in the space. In which text does the writer say that ...

1.
2.
3.
4.
5.
6.
7.
8.

it was very hot?

it was sometimes very cold?
he or she worked with somebody he or she didn't like?
he or she started work very early?
he or she did not get much money for doing the job?
he or she left the job suddenly?
time went very slowly?
some parts of the job were worse than others?

For questions 9-12, complete the notes with words from the passage.
Write no more than two words or a number for each answer.

Question-type tip: In the Reading and Listening Modules, you will

om mes need to complete notes with words from the text. The
instructions will tell you how many words you can use.
9.
10.
11.
12.

In text A, the writer bought a bicycle with the money that he or she _ _ _ _
In text B, the writer spent all day looking forward to going _ __ _
In text C, the writer says that the restaurant _ _ _ _ as the evening went on.
In text D, the writer says that if he or she _ _ _ _ , his or her boss complained .

The Worst Job I Ever Had

I think the worst job I ever had was when I was about 14. I had to deliver newspapers before I went
to school. I had to be at the shop by about 6.30 a.m . and then, when the round was finished , I
went home for breakfast. I remember icy winter mornings when all I wanted to do was stay in bed.
At the beginning of the round, when the bag was full of newspapers, it was really heavy. I did it for
about two years and I saved enough money to buy a bicycle.
When I was at school taking my A levels, I worked all day Saturday on the checkout at the local supermarket. It was really boring and really repetitive, and when I think about it now, not very
well paid at all . I remember looking at the clock on the wall and thinking that the hands weren't moving . The customers were mostly friendly, but all I wanted was to finish and go home.
When I was a student, I washed up in the kitchen of a big restaurant. The heat in the kitchen was
terrible, and it was always so noisy. It was definitely the most horrible job I have ever done. At the
beginning of the evening, it wasn't too bad , but as the restaurant became busier the work started to
pile up. Washing plates and dishes was quite easy, but cleaning the pots and pans that were used
to cook in was impossible.
I was really unhappy when I worked as a secretary for a company in Liverpool. The job itself wasn't
so bad, but my boss was really unfriendly and he seemed to enjoy making life difficult for me. He
complained if I was two or three minutes late, but always gave me something to do just before it
was time to go home. One day, I decided that I had had enough, and I just walked out of the office
and never went back.

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Achieve~nents
Speaking 1: talking about achievements
Look at the photos and think about achievement and success. Think for one
minute about what you want to say about each photo.

Sheikh Khalifa bin Zayed AI Nayhan

Tanni Grey-Thompson

Norman Foster

Margaret Thatcher

Ainan Celeste Cawley

Work in pairs. Take it in turns to choose a photo to talk about.

g
1.

Listen to some people talking. Match each extract with one of the photos in Exercise A.

2.

3.

4.

5.

6.

Voc::abula..y 1: achievement and success

Look at these words and phrases. Then listen again and write the letter of the
photo when you hear them.

1 . powerful _
4. courage_
7. overcome a difficulty_

2. mental and physical strength_

5. creating something _
8. had a big influence _

3. child prodigy_
6. wealth

Look at the tapescript on page 283. Look at how t he words and phrases in
Exercise A are used.

Watch out!

Grammar check
le
We use the present perfect to talk about achievement if the person is still
I don't achieve what I want yet.
alive or still achieving.
I don't have achieved what
He is only 30 but he has achieved a lot. I I haven't really achieved what I
I want yet. )(
want yet.
We use the past simple if the person is dead or has stopped achieving.
Ghandi achieved great things in his life. I Pete achieved a great deal during his career.

)(

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Vocabula .. y 2: words that go together

In each list of collocations, one option is wrong. Use a dictionary and cross it out.
an achievement I success I an influence on something I a few difficulties
1. have
an ambition I a lot in life I a great deal I a difficulty
2. achieve
3. overcome a difficulty I an obstacle I an ambition I a disability
There are nine possible expressions in Exercise A. Close the book and write five
of them in your notebook. Think about sentences that use them.

Pronunciation check
Listen to the contractions in these sentences.
1 I've achieved a lot this year. 2. He's overcome many difficulties.
Now listen to how the negative forms haven't /hcevnt/ and hasn't /haznt/ are
pronounced in natural speech.
I haven't achieved what I wanted to.
She hasn 't done everything yet.
Now listen to how have you /hcev ju:/, has he /hcez i:/ and has she /hcez Ji:/ are
pronounced in these questions.
1
Has he done what he wanted to do?
Have you achieved all that you hoped?
Has she been successful?
Practise saying all the sentences.

Speaking 2: saying who you think is successful

Look at the card for part 2 of the Speaking Module. You have a minute to think
about what you want to say and make notes.

Who do you know has achieved

something special?
Say
.
who the person IS .
what they have achieved.
.
why the achievement is special.
how the achievement has influenced
other people.

Walk around and talk with other students. Compare your answers to the question.

Speaking 3: having a two-way discussion

Exam tip: In the third part of the Speaking Module, the examiner will expand the
topic in part 2. He or she will ask you to express your opinion on related topics. The
topics will be more abstract -less personal than in part 2.
Mark these questions (E) easy to answer or (D) difficult to answer.
1.
2.
3.
4.

Are people born to achieve or do they learn to achieve?

Why are some people better achievers than others?
Is it easier for people to achieve if they have a good education?
Do you have to make money to be successful?

Talk with a partner. Answer the questions.

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47

Listening 1: predicting content

Look at the first line of some instructions for a listening task and answer the
questions that follow.
Listen to somebody giving a talk about why some chi ldren achieve more at school
than others.
1. Does it help you to listen to a talk if you are told what the talk is about first?

2. What sort of predictions can you make about the talk before you listen?
Look at the instructions for the listening task in Exercise A again.

1. Predict some of the reasons that the speaker will give.

2. Predict some key words and phrases that you wil l hear.
Exam tip: In the second part of the Listening Module, you will hear a speaker
giving a talk. Before you listen, you are told the topic of the talk. This should
make the tasks easier, and you should try to make predictions about
content and key vocabulary.
Look at these first lines from a Listening Module.

1. Listen to somebody giving a talk about the life of a brilliant scientist.

2. Listen to somebody giving a talk about how to start your own business.
3. Listen to somebody giving a talk about how older people can continue to learn.
Now look at this typical question from the Listening Module. Which topic above
does it refer to?
The speaker says that you need to ...
a. find out about competition in the local area.
b. only provide a service that nobody else is providing.
c. charge less than other companies that provide a similar service.
Can you guess which answer in Exercise D is correct without listening to anything?
Exam tip: It is sometimes possible to guess answers from what you know about a
topic, but it is better if you actually hear the speaker provide the answer.

Listening 2: listening for paraphrased language

Tick the advice below that is correct.
1 . Multiple choice is easy. You look at the words in the questions and then listen for them.

2. Multiple choice is not so easy, because the words in the questions are not the
same as the words that you hear.

Exam tip: In some parts of the Listening Module, you listen for specific
information, like names and numbers, but in other parts you need to listen for
clues. You need to hear words and phrases that mean the same as those in the
question and understand when ideas are expressed in different words.

4a

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Listen to this extract that provides an answer to the question in Listening 1 D.

Choose a, b or c.

Listen again and identify the words and phrases that provide the answer and
tell you that the other options are wrong. Then check the tapescript on page 284.

Listening 3: practise predicting and paraphrasing

Look up 'set goals' in a dictionary and make sure you understand its meaning.

II

Listen to somebody giving a talk about how setting goals can help you
achieve more.
For questions 1-4, choose the correct letter a, b or c.
1 . The speaker says that achievement means ...
a. making money.

b. the same thing to everyone.

c. getting what you want.

2. The speaker says that to achieve something, you must ...

a. really want it.

b. believe that getting it is possible.
3. The speaker says that setting goals will ...

c. talk about it a lot.

a. help you understand what is really important to you.

b. stop you worrying about the future.

c.

help you to do well in business or to become an athlete.

4. The 'big picture ' means ...

b. planning a long way ahead.

c. one important area of your life.
a. setting short-term goals.

For questions 5-9, choose five answers from A-H . When the speaker talks
about different areas of life, which of these does he mention?
A the job you do

C being very well-educated

E having a family
G not doing things that are bad for your health

5.

6.

7.

8.

B money
D marrying the right person
F playing different sports
H leisure time
9.

For question 10, choose the correct letter a, b or c .

1 0. The speaker says that ...

a. making other people happy is very important.

b. you must forget about other people completely.

c. you

must think about yourself first.

Check the key on page 267. How many questions did you answer correctly?

Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.

1.
2.
3.
4.
5.

It helped to know the topic of the talk before I listened.

I looked through the questions and made predictions.
I guessed some answers correctly before I listened.
I listened for paraphrased language.
I am happy with how many questions I answered correctly.

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49

Reading 1: making sure that information is given in the text

Look at the picture of Ainan Celeste Cawley. You t alked about
him earlier in this unit. Answer these questions with a partner.
1 . What do you remember about Ainan from the short listening extract?
2. What else would you like to know about him?
Look at these sentences about Ainan and guess w hether
they are (T) true or (F) false.
1. He is a very unusual child.

2 . His parents want him to go to university.

3 . He is the cleverest chi ld in Singapore.
4. He has already passed Chemistry A level.
Everyone thinks he is ready for university.
Even as a baby, he was very advanced.

5.
6.
7.
8.

He watches a lot of TV.

His father taught him all about Chemistry.

Read the article below and check your answers. Then mark the sentences in
Exercise B (T) true, (F) false or (NG) not given.

Prodigy Ready for University?

Seven-year-old Ainan Celeste Cawley is a child prodigy, and his parents are searching for a
university that will take him at such a young age. His father says that a brilliant mind could
be lost if he is not given a place.
Ainan 's mother is from Singapore and his father from Britain. He has already passed his

0 level* Chemistry, and he is studying to take his A level**, but some experts believe that
not having a normal childhood can do long-lasting damage and do not believe he should
go to university just yet.
Ainan's father says that Ainan was always a special child. He could walk when he was only six
months and talk in long sentences when he was one. As a very small child, he enjoyed reading
science books and could understand difficult scientific texts. His parents think that he is like
other children in many ways. He draws and paints and he loves watching Mr Bean on TV.
His father first realized that Ainan was very interested in chemistry when, at six years old,
he picked up a Chemistry 0 level paper and answered all the questions. It was then
discovered that he had learnt all about the subject by surfing the Internet.
* An exam that school students in some countries take when they are 16.
** An exam that school or college students in some countries take when they are 18.

E x arn tip: You have already practised true/false questions in this book, but in the
Reading Module the task is a little more difficult.You can also answer (NG), which
stands for Not Given, so you have three options. When you do this kind of task, do not
use your own knowledge of the topic or assume that an answer is obvious.You must
find the answer in the text.

so

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Look at these comments that a student has made about the questions in
Exercise B. Which questions does the student answer correctly?
1 . 'The text says that Ainan is a prodigy and later that he is special, so the answer is true.'
2. 'His parents are searching for a university, so again the answer is true.'
3. 'He is only six and he is going to university, so nobody in Singapore is cleverer
than him . The answer is true again. '
4. 'He has passed his 0 level, but he is studying now for his A level, so this one is false. '
5. 'The text only says what his mother and father think. It doesn't say what everyone
thinks. The answer is not given. '
6. 'This is easy. He could walk when he was six months, so the answer is true.'
7. 'The text only mentions one programme, Mr Bean , so the answer is false .'
8. 'No, this one is false. The text says he learnt by surfing the Internet, so his father
didn 't teach him .'
Check the real answers on page 267. Did you make any of the same mistakes?

Reading 2: recognizing distracters

Exam tip: The questions will sometimes try to trick you. For example, the question
will include words from the text that make you think an answer is true when it is not.
Look at this question from Reading 1 8 again. Why could you make a mistake if
you read too quickly?
4. He has already passed Chemistry A level. _

Reading 3: practise finding the right information

Look only at the four names in the text below. What is each person famous for?
The text is about successful business people who don 't have a degree. Read it
and answer the questions.
For questions 1-4, match the headings below with the names. There is one
more heading than you need . Write the letter into t he space.
a.
b.
c.
d.
e.

Not what others wanted

Changing a whole industry
Regrets about leaving university
So many different ideas
A difficult early life

1. Richard Branson

2. Coco Chanel

3. Henry Ford _

4. Bill Gates

Who Needs a Degr ee to

Succeed in Business?
Most people assume that working hard in high school and going to the right college or university is
the best way to end up with a successful career. Parents and teachers spend much of their time
emphasizing the need for a good education and warning the young about what will happen if they
don 't get the best grades.
But is a degree really so important? There are many graduates who never find the well-paid job they
think they deserve. On the other hand, there are plenty of entrepreneurs and high-fliers who dropped
out of school and became millionaires. Here are just a few.
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C)

Richard Branson is best known for his sense of adventure. He dropped out of school at the age of
16 and started his first successful business venture, a magazine called Student. He is the owner of
the Virgin brand that has 360 companies, ranging from record labels and music stores to airlines,
banking and Internet services.
When Coco Chanel was 12 years old, her mother died and her father ran away. She spent six years
in an orphanage. At 18, she started work as an assistant to a tailor. Later she became one of the
world 's best-loved fashion designers. The perfume that carries her name, Chanel No. 5, ensures that
she is still famous today.
At 16, Henry Ford left home to become an apprentice to a machinist. He soon became an engineer and
later started the Ford Motor Company. His first major success, the Model T, allowed him to open a large
factory and start the assembly-line production that revolutionized the way cars were manufactured.
Between 1995-2006, Bill Gates was the world's richest person but he was a college dropout. His
parents hoped he would be a lawyer, but he left Harvard College in 1975 to set up his own computer
software company and become a pioneer of technological advance.
Of course, just because these people are or were hugely successful doesn't mean that everyone can
get to the top in business without a college or university degree. However, if you really do have an
entrepreneurial spirit, a degree may just be an extra!

..

Related Articles: Inspiration at work

For questions 5-12, decide if the information given below agrees with the
information given in the passage. Write (T) true, (F) false or (NG) not given.

5.
6.
7.
8.
9.
10.
11.
12.

Parents and teachers tell young people that they should study hard.
Most people who go to college don't get the job they really want.
All the most successful people in the world have been to university.
Richard Branson started producing a magazine while he was a student.
Coco Chanelliked making perfume more than designing clothes.
Henry Ford always wanted to make cars.
Bill Gates left college to go into business.
Most people can be successful without a good education .

Highlight the parts of the text that provide the answers.

Check the key on page 267. How many questions did you answer correctly?
Tick the sentences about the reading task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.

I skimmed the passage to answer questions 1-4.

I was happy with the time it took to answer questions 1-4.
I read more slowly and carefully to answer questions 5-12.
I found the information that provided answers and I didn't need to guess.
I am happy with the time it took to answer questions 5-12.

Key vocabula .. y in context

Mark these words and phrases (L) if they are more related to learning and

(W) if they are more related to work.

1. degree
4. best grades
7. business venture

s2

2. career
5. graduates
8. apprentice

3. education
6. entrepreneur
9. college dropout

For focus on reading skills, go to Workbook page 13.

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Wl'iting 1: understanding the task

Look at the photos and answer the questions below with a partner.

1. What do the images have in common?

2. What different ideas of success and achievement do the photos show?
Look at the inst ructions for a typical writing task.
In today's world , success and achievement are too often measured by
wealth and the material possessions that a person has acquired.
Do you agree with the statement?

Now tick the comment in each pair below that is true for you.
1. a.
b.
2. a.
b.

I understand all the words in the statement.

I don't know some words in the statement.
I understand the statement and I can answer the question.
I don't understand the statement, so I can't answer the question.

Look at the instructions below again and the notes that a student has made on them.
tJ..irgs people have, like big houses ard cars

hovv rruc.h mo'Ty sorrebody haS

\ In today's world, success and achievement are too often measured by wealth and the
material possessions that a person has acqlired.

managed to get

If you rreasure sorretJ..irg, you say how big it is.

Do you agree with the statement?

Wl'iting 2: deciding what to say

Make sure you understand the writing task above and tick the comments below
that are true for you.
1. I don't know what to say about this topic. I could not write about it even in my
own language.
2. 1 know what I want to say, but it's very difficult to say in English.
3. I can say what I want to say about this topic quite easily in English.

Exam tip: In the second part of the Writing Module, you need to express your
views on a topic like this one. You do not need to be an expert on the topic, but
you must have something to say. Think about how you would answer the question
in your own language first.
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Work in small groups. Brainstorm some points that you could make.

Two British students are brainstorming ideas before they do this writing
task. Listen and note down the points they make.

Now look at the composition that one of the students has written. Does it
include all the points that he and his partner discussed?

Listen to the students in Exercise C again. Highlight the points in the

composition as you hear them.
Choose one option below about the answer the student has given.

1. He has agreed with the statement and given evidence to say why.
2. He has disagreed with the statement and given examples of why he thinks
it is not true.
3. He has balanced his arguments and has neither agreed nor disagreed with
the statement.

w ..iting 3: organizing your points

Put the stages into the order in which they appear in the composition.

Give plenty of evidence that shows why you agree with the statement.
Begin the summarizing paragraph with a strongly expressed opinion .
Repeat the main idea of the statement and say again that you agree with it.
Say that you agree with the statement.
Show that you understand the statement - define key words in the statement.
Give an example of why some people might not agree with the statement.

Exam tip : However you answer the question, you must organize points
logically. The examiner must be able to read your composition easily.
Look at the exam practice section on page 57 for the writing task.

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,,----------------------------------------------------- ----- -- --- ----------

Speaking

'

'

A In the third part of the Speaking Module, you need to express your
opinions. Mark these sentences (T) true or (F) false.
1. If you don't know what to say, you can ask for another question.
2.
3.
4.
5.
6.
7.
8.
B

You must try to answer the questions that the examiner asks.
You must show that you know a lot about the topic.
You should think for a moment before you answer the questions.
You can ask the examiner to explain a word that you don't understand.
You must say something that the examiner wi ll agree with .
You should speak clearly and fairly slowly.
Your language must always be grammatically correct.

----------------

'

Look again at this question from the unit. Can you remember how you answered it?

Are people born to achieve or do they learn to achieve?

Listen to some students answering the question. Mark each speaker (G) a good answer
or (NG) not a good answer.

Speaker 1 _
D

Speaker 2 _

Speaker 3 _

Speaker 4 _

Which speaker in Exercise C ...

a.
b.
c.
d.

makes grammatical mistakes and uses simple vocabu lary but gives a good answer?
understands the question but doesn't give a full answer?
doesn't understand the question and should ask to hear it again?
uses grammatically correct language and a range of vocabulary to give a very full answer?

E Answer these two questions with a partner.

1. Does being successful mean doing better than other people?
2. Can you only enjoy success if other people know about it?

Vocabula .. v
A Fill the gaps with words made from the root words in the box.
career.
1. I think Mustafa will have a very
2. She had to overcome a number of early
3 . My brother works hard, but he isn't very
to be a real achiever.
4. You need great mental
man.
5. Martin's father is a very
is very important.
6. Most people think that a good
B

success
difficult
ambition
strong
power
educate

Which one phrase in the list does not collocate with have? Cross it out.
Then write sentences using all the other phrases in the list in your notebook.

b. have a dream
a. have ambition
e. have difficulties
d. have problems
g. have an influence h. have failure

c. have an idea
f. have an effect
i. have success

E ....o ..s
A There are errors in all of these sentences (sometimes more than one). Correct them.
1. James has made a lot of success in business.
3. He was teached Chemistry at school.

2. I don't have achieved what I want yet.

4. My father had an influence in my decision .

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55

Reading
Read the advertisement on the opposite page for an exhibition in London.
For questions 1-3, match the pictures below to t he appropriate section
of the text. Write the letter in the space.

2.

1.

3.

For questions 4-7, identify which section contai ns the following information.
Write the letter of the section in the space.
4. People have not seen some of the film ever before.
5. Many different types of achievement are included in the exhibition.
6. The exhibition uses both very old and very modern technology.
7. People can see things from all over the world.

For questions 8-14, decide if the information given below agrees with
the information given in the advertisement. Write (T) true, (F) false or (NG)
not given.

8.
9.
10.
11 .
12.
13.
14.

56

You can relive both positive and negative experiences.

Some famous world leaders have been to the exhibition.
You can experience walking on the Moon.
The World Cup goals have all been fi lmed recently.
You can beat a famous boxer and a famous ten nis player.
There is nothing for people who like painting and books.
There is no need to pay for small chi ldren.

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July 29th - September 5th

London History Museum

Special Exhibition
Human Achievement on Film
A

Man Ac evemen on FilM is an exhibition you cannot miss. See photographs and film of
Man's greatest achievements. From the earliest film of the nineteenth century to the wonders
of digital photography, satellite TV and virtual rea lity - you will be taken on a tour of the
events that have changed our world. You can experience for yourself amazing and terrifying
moments of success and failure. You will be part of history.

o d leade
See thousands of the best-loved photographs of the people who have steered us through
history. Relive the events that have put us where we are now. Watch previously unseen film of
Queen Victoria , Martin Luther King and Lenin , and learn about the techniques that great
speakers use to inspire us. Then step into a virtua l world and make a speech to an audience
of millions!

Sc1ence a d nve on
Enjoy a journey through 120 years of scientific achievement. See photographic collections
from Alaska to Australia! Enjoy some wonderful moments captured on film. Watch the earliest
clips of Man's attempts to fly, and then experience failure for yourself as you crash one of
the first gliders! Then take those first legendary steps on the Moon in your very own spacesuit!

o
See the photographs and film that inspire every hopeful athlete. Wonder at the earliest
Olympic images and celebrate the goals from the World Cups of yesterday. Experience the joy
of winning and the heartbreak of losing. Climb into the ring and fight a round with Muhammed
Ali or grab a racket and try to return a few of Roger Federer's serves!
more
Enjoy images and exhibits celebrating every area of human achievement. Exploration,
discovery, architecture, engineering , medicine, art and literature and much moreit's all here.

'An unmissable experience!'

'A unique journey'

The Tim es

The Daily Mail

Museum open daily from 9 a .m. to 6 p .m. Adults 6.50 Children 3 .00 Under-fives free

w ..iting
Look carefully at the instructions for this writing task. Highlight the key words,
check them in a dictionary and make sure you understand what you have to do.
You cannot achieve great things with talent alone. You must work hard
and have the support of people around you.
Do you agree with the statement?

Work with a partner. Brainstorm points that you could include in the
composition. Make notes in your own language if you want to.
Write the composition. Try to use about 200 words. Look again at the
composition in the Writing section and follow the stages in Writing 3A.

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Thoughts
Vocabulal'y 1: thought processes
The pictures show people thinking in different ways. Complete the captions with
verbs below.

predict

concentrate

imagine

consider

decide

calcu late

'This is very difficult to _ _ _ _ '

'I _ _ _ _ a fall in the price

'Can you be quiet? I can't

'Can you
living
somewhere like that?'

'Mm, I can't _ _ _ _ which

'I'll
your offer
and call you in a few days.'

one I want.'

Listen and check your answers.

Put the words below in the spaces to make common expressions.

I a decision
1. have
2. make
3. use

your brain

an idea

a thought

your imagination

a prediction

_________ ! _________
_________ ! _________
_ _ _ _ _ _ ! _ _ _ _ __

Grammar check
Many of the verbs in this lesson are state verbs, and so they are not used
in a continuous form.
I think his new film is very good . ./
NOT I'm thinking his new film is very good . )<
We say I don't think+ affirmative verb clause.
NOT I think + negative verb clause.
I don 't think he's listening . ./
NOT I think he isn 't listening.

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Watch out!
t

I'm thinking it will rain. )(

Sorry, I'm not understanding. )(
I think Peter will not come
to the party. )(

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Pronunciation check

Listen and notice how /t/ at the end of don't and can't is not pronounced clearly in
fast natural speech, especially when the following verb begins with a consonant sound.
1. I don't think so.
2. I can't concentrate.
3. I don't know.
4. I can't decide.
Practise saying all the sentences.

Speaking 1: how people think

Look at the pictures. With a partner, talk about how each person has to think.

doctor

clothes designer

surveyor

businessmen

Example: 'The businessmen have to calculate, consider options and make decisions. '

Answer these questions with a partner.

1. Are you good at making decisions?

3. Are you good at calculating figures?
5. Do you have a good imagination?

2. Are you good at making predictions?

4. When do you find it difficult to concentrate?

Speaking 2: expressing opinions

Exam tip: In the first part of the Speaking Module, the examiner will ask
about your life. He or she will expect you to express an opinion.
Look at these questions and think about how you could express an opinion in
your answer.
1 . So, are you going to university next year?
2. Tell me something about your job.
3. Do you work hard?
4. Tell me about your hometown.
5. What do you do in your free time?

Listen to some students answering the questions. For each question, tick the
speaker who gives the better answer.

1. Speaker A _ 2. Speaker A _ 3. Speaker A_ 4. Speaker A _ 5. Speaker A_

Speaker 8 _
Speaker 8 _
Speaker 8 _
Speaker 8 _
Speaker 8 _

'

Listen again and complete the phrases below.

1.
2.
3.
4.

I'm really looking

to it.
Yes, but I don't _ _ _ _ _ __
I really _ _ _ __ __ living there.
I'm very
on basketball.

Ask and answer the questions in Exercise A with a partner.

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59

Listening 1: understanding diagrams

Look at the diagrams below and answer the questions with a partner.
1. What does each diagram show?
2. What can you predict about what you will hear?

PARIETAL
LOBES

D
FRONTAL
LOBES

~
0

::!

,:r:
:z:

aJ
FAMilY TREE OF MARGARET CLIFTON

MARGARET

:xJ

MICHAEL

,c

:z:

DAVID

~2

0~
;::z
C'l

RACHEL DOUGLAS

I I

I
PATRJCK

ISOBEL

Listen to these extracts from five listening tasks. Match each with one of the
diagrams in Exercise A.

1.

2.

3.

4.

5.

Listen again and fill in the missing information on each diagram. Use no
more than two words for each.
Mark these statements about completing diagrams (T) true or (F) false.
1. You can only complete the diagram if you know a lot about the topic.
2. The labels that you have to complete are in the same order as the
information that you hear.
3. You should look at the diagram carefully before you listen.
4. You don't need to look at the diagram while you are listening .
5. The answers are always the exact words that you hear.
6. You need to think about using an article (a I an I the) with your answers.
Excun tip: You might need to label a diagram for some questions in the Listening
Module. The fourth part is often an academic lecture given by one speaker, and
labelling diagrams is common. Sometimes you will need to write words onto a
diagram and sometimes you will need to match labels to parts of a diagram.

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Listening 2: practice with a diagram

Q Listen to the continuation of the lecture about t he human brain. Look at the
diagram before you listen . For questions 1-6, match the parts of the brain 1-6
with the parts a-f in the diagram. Write the letter in t he space after each number.
1. spinal cord
c
2. cerebellum
a
3. pituitary gland
4. brain stem
d
b
5. cerebrum
e
6. thalamus

For questions 7- 14, complete the descriptions. Use one word only for each answer.

7. The cerebrum has

hemispheres.
8. The cerebrum controls voluntary _ _ __
9. The cerebellum helps us with balance and our understanding of _ _ __
The thalamus processes information that our body senses.
10. The hypothalamus tells us when we are hungry or thirsty or when we need
to _ _ __
11.
12.
13.
14.

The midbrain sends

from the brain to other parts of the nervous system.
The medulla oblongata regulates how quickly or slowly our
beats.
The spinal cord _ _ _ _ the brain to the rest of our body.
Hormones from the pituitary gland regu late how quickly we _ _ _ _ and how
quickly we age.

Check the key on page 267. How many questions did you answer correctly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.

1. Looking at the diagram and reading through the questions helped me to

2.
3.
4.
5.
6.

predict content.
The task was difficult because I didn't know anything about the topic .
The specialist vocabulary made the task more difficult.
I didn't worry about specialist vocabulary because I didn 't use those words
in the answers.
Most of my spelling was correct.
I am happy with how many questions I answered correctly.

Exam tip: Don't worry if you don't know a word you need to label a diagram. You
will hear it explained on the recording. Sometimes you need to copy them onto
your answer sheet, but usually you will only need to match them with a letter.

Key vocabula .. v in context

Use the correct form of these verbs from the listening extract to complete
these sentences.

I function

control

balance

process

1. The liver _ _ __ __ the food and liquid that goes through our system.
2. An engine doesn 't
3. This switch
4. It is difficult to

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without petrol.
the temperature in the room.
on one leg if you close your eyes.

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s1

Reading 1: guessing unknown words and phrases in context

Look only at the highlighted word and phrase in the extract below. Do you
know either of them?

Having a good memory is certainly an advantage. My brother seems to have a brain

with a huge capacity for new information . He remembers everything he sees or hears
and has a very successful career. My brain seems to work differently - in fact, I have
a memory like a sieve. Information goes straight in and straight back out.
Read the whole extract and then talk with a partner. Try to explain the
highlighted words.
Answer the questions about the highlighted word and phrase.

1 . Tick the correct definition for capacity.

b. how much something can hold _
a. how long something is _
c. how fast something travels _
2. Tick the correct picture of a sieve.

Exam tip: When you are reading, you don't want to worry about the meaning of
every word. However, some words are vital to understand the text or to answer a
question correctly. You will not have a dictionary in the exam, so it is important
that you learn to guess the meanings of words in context - from the other words
around the word that you don't know.
Look only at the highlighted words in these extracts. Then read the extracts
and tick the correct definition of the highlighted word that follows.

1 . It is difficult to understand even the gist of a conversation or talk if you have no idea
of the topic before you listen. Knowing what the topic is helps you to tune in . You
can then listen for key words and make more sense of the information you hear.
Tune in means ...
a. start to understand.
b. be an expert on a subject.
c. do something better than other people.
2. As people grow older, they need to exercise both their bodies and their minds.
Jogging or playing golf can keep people physically healthy, whi le reading and
playing games can help them to stay alert.
Alert means ...
a. quick and ready to react.
b. slower than usual.
c. big and strong .

s2

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3. It was very late and I had been driving for several hours. The fact that I was so
tired affected my judgement. I didn't slow down and hit the back of another car
that was waiting at the traffic lights.
Judgement is ...
a. the need to drive carefully.
b. a lot of cars in the same place.
c. the ability to understand a situation .

Reading 2: understanding new words and phrases

Exam tip: You will read more quickly if you can guess new words from words that
you already know. The word you know can be part of a new word or part of a new
phrase or expression.
Look at these words and phrases and guess what they mean. Compare with a partner.

I brainy

brainless

daydream

over my head

in two minds

Now look at the highlighted words and phrases in c ontext and circle the correct
option in the definition that follows.
1. James is the brainy one in the class. If you need help with a question, ask him.
Brainy means not busy I very clever.
2. When I went on holiday last year, I left the bathroom window open . Somebody
climbed in and stole my TV and DVD recorder. I can't believe I did something
so brainless .
Brainless means very stupid I unkind .
3. I was daydreaming and I walked right past my office. I had to turn round and
walk back.
Daydreaming means not concentrating I thinking about important things.
4. Tariq was sick and missed a few lectures. When his friends were talki ng and
comparing notes, it all went over Tariq's head .
If something goes over your heaa you listen very carefully I don't understand it at all.
5. I'm in two minds about taking this job. It's very well paid, but it 's very challenging.
I'd have lots of money, but I'd have to work around sixty hours a week.
If you are in two minds about something, you can 't make a decision I really want it.
Complete these sentences so that they are true for you. Then compare with a partner.

1. _ _ _ _ _ _ is the brainy one in my fam ily.

2. I was in two minds about _ _ _ _ _ _ _ __ _ _ _ __ _ __ _ __
3. Once I was daydreaming and I _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _
4.
is the one in my fam ily with a memory like a sieve.

Reading 3: practice with unknown words and phrases

Look at the highlighted words and phrases on the next page but do not check them
in a dictionary. You will need to guess their meanings to answer the questions.
Read this advertisement for a course that improves your memory. For questions
1-6, decide if the information given below agrees with the information given in
the advertisement. Write (T) true, (F) false or (NG) not given.
1.
2.
3.
4.
5.
6.

The course will show you new ways to remember names and faces.
Most successful people have met a world leader.
People who are very successful in business have a good memory.
None of the Memory Enhancer techniques have been tested.
Doing the course will make you more like other people.
Claire and David did the course in order to get better jobs.

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For questions 7-12, complete the sentences below with words taken from the
passage. Write no more than three words for each answer.
7.
8.
9.
10.

The Memory Enhancer course consists of

lessons.
You can achieve a number of
by reg istering for the course.
Even if people
you, you will remember them.
Phone numbers and addresses will be stored in your memory and you will be
able to easily _ _ _ _ them.
11. You will be able to concentrate more clearly and
for longer.
12.
, you can learn how to memorize long talks and become more confident.

Me

ry Enhancer

A course you'll never forget!

Learn the techniques that will help you memorize n ames, faces and so much more.
Successful people have very good memories! If you don't believe us, ask anyone who's met a world
leader o r a business tycoon . The people who really make things happen don't forget. Now you, too,
can recal names and numbers in seconds - using scientifica lly proven techniques, Memory
Enhancer is a course that will put you ahead of the rest .

'Memory Enhancer changed my life!' Claire Brown

'I've said goodbye to my diary!' David Stone
These a re just two of the satisfied customers who signed up for Memory Enhancer
and, in ten easy lessons, improved their lives forever.
Here are just a few of the gains you can achieve when you register right now :
Memorize the names and faces of everyone you meet and never forget them.
Impress people you've recently met by remembering them when they've forgotten you.
Easily retrieve essential data . Have phone numbers, add resses, pin num bers
and other bank details stored in your memory.
Store dates and figures for tests and exams. Never fail another test in your life.
Develop clearer concentration and extend the time you ca n focus on detail.
Be more alert when you drive or operate machines.
Memorize long speeches and presentations in minutes. Feel your confidence grow.
Ach ieve more at work, make more money and be happier!
Enter your name and e-mai' address here to register nov. - free of charge
Name :

t:J
\:l

Check the key on pages 267 and 268. How many questions did you answer
correctly?
Tick the sentences about the reading task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.

I could guess the meaning of most highlighted words and phrases in context.
Guessing unknown words and phrases helped me to answer the questions.
I was happy with how quickly I found the information that I needed.
I am happy with how many questions I answered correctly.

Key vocabula .. v in context

Complete the sentences below.

I remember

recall

memorize

1. I met an interesting man at the meeting , but I can 't ____ I ____ his name.
2. Now, you must ____ to lock the door when you leave.
3. The best way to learn irregular verbs is to write them down and _ _ __ them.
-

64

For focus on reading skills, go to Workbook page 15.

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Wl'iting 1: understanding instructions

Look at the pictures and answer the questions below with a partner.
1. What do the photos have in common?

2. What is the difference between the two types of lesson?

3. What are the advantages of learning a language in a group?
4. What are the advantages of having a one-to-one lesson?
Look at the instructions for a typical writing task. Answer the
question that follows with a partner.
As part of a class assignment, you have been asked to write about
the following topic:
Do you think it is better to learn a language in a group with other
students, or is it better to have private one-to-one lessons?
Give reasons for your answer and include any relevant examples
from your experience. Write at least 250 words .

Do you understand what you have to do, or are there words in the instructions
that you don 't know?
Look at the notes a student has made on the instructions. Is the task clearer now?

50rrethirg you write for your teacherAs part of a class assidnment you have been asked to write about the following topic:
Do you think it is better to learn a language in a group with other students, or is it better to have
private one-to-one lessons?
Give reasons for your answer and include any relevant examples from your experience.

Writelat least 250 words.

mention t~rgs that I know from what
I rrtA.St say wf..y I thirJ< somethirg. f..as f..appened in my life

~
~

'Relevari means
wrrf.. tf..e top;c.

say only thirgs cornected

Exam tip: In the second part of the Writing Module, the instructions will be like this

or very similar. Make sure you lmow what the highlighted words and phrases mean.

Wl'iting 2: presenting a balanced argument

Look at this page from a student's notebook. Notice how he has organized
points to help him plan his composition.

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113 5{j fi :. t Ji!l

65

Copy the table into your notebook. Then add these points to the correct column .

1.
2.
3.
4.
5.
6.
7.

The teacher can deal immediately with any difficulties you have.
You have to listen to other students making a lot of mistakes.
You only have one other person's opinion in a discussion.
You meet new people and make new friends - sometimes from other cu ltures .
One-to-one lessons are very expensive.
If you talk in pairs, the teacher can't always hear what you are saying .
The teacher can go through your written work with you and explain the things
you don't understand.
8. You feel nervous because the teacher watches you when you read or do an exercise.

Exam tip: If you do not have a strong opinion about a topic or you see both
sides of an argument, you should write a balanced composition. Brainstorm
points that support both sides of an argument and th en organize them.
Look at these two compositions. Which one do you prefer?

People wan+ to leam one-to-one because tJ...e teacher- can give tJ...em all his attention. In a grrup, tJ...e
teacher- IY'I..ASt give his attention to all tJ...e students, and it takes too lorg. If yru have a one-to- one
lesson, yru can tell tJ...e teacher- what yru wan+ to study, but if yru s-tudy in a grrup, yru IY'I..ASt do what
other- students choose to do. In a grrup, yru IY'I..ASt also listen to mistakes otJ..er students make, and in a
one-to-one, yru don't have to. If yru have a one-to-one class, tJ...e teacJ..er can listen to everyfhirg yru
say and correct yrur proronciafion and tJ...e mistakes yru make. In a bigger class, tJ...e teacher- cannot
lis+en to everyf"hirg that everyone says and so does not hear mistakes. If yru study in a grrup, yru can
meet lots of people and make new friends, but in a one-to-one yru will not meet anyone but tJ...e
teacher. In a bigger class, yru can play games and lessons are more fun, but in a one-to-one class,
lessons are borirg and intensive. Leamirg in a grrup is better for some students and leamirg in a oneto-one class is better for other-s.

Th.E';SE'; days, if is a hig advan+agf'; +o spf';ak ano+h.u languagE';, and [ nglish. is prohably +h.(';
mos+ usf';ful. S+udMf s a+ univusify arE'; IE';arning [ ngli.sh., and ch.ddrf';n arE'; IE';arning [ nglish.
E';arliu a+ sch.ool. Companif';S wan+ pf';opl('; wh.o work for +h.E';m fo spf';ak good [ nglish..
Jv1os+ sfudMfs IE';arn [ ngksh. in a group. Th.(';r('; is onE'; +E';ach.E';r and anyfh.ing from hn +o
+lu'rfy sfudf';n+s. Howf';VU, SOmE'; pwpl('; flu'nk you IE';arn mor('; quickly and mah hdhr progr(';sS
tf you havE'; a onf';-+o-onf'; class and +h.('; hach.u giv(';s you all of Ius or h.u a+hn+ion.
(Jf courSE';, if +h.uf'; is only you and +h.('; hach.u, you will g(';+ all +h.('; afhnHon, and +h.(';
hach.E';r can df';al wifh. your diffiwiHE';s immf';diahly. Th.E'; hach.u can ltshn +o E';VE';rytlu'ng
you say and corr(';c+ +h.('; misfahs you mah. HE'; or sh.('; can look a+ your wrifhn work wifh.
you and E';xplain wh.a+ you do no+ undf';rsfand. Jv1os+ imporfan+ly, you can hll +h.('; hach.E';r
1
wh.a+ you wan+ +o IE';arn in +h.('; IE'; sson and ask +o r(';Visf'; somf';flu'ng. You don f haVE'; +o do
1
wh.a+ o+h.u sfudMfs chooSE';, and you don h.avf'; +o lisfM +o +h.E';ir mtsfahs.
(Jn +h.('; o+h.u h.and, I(';Qrning On(';-+O-On('; is infMsiVE';, and in a dt'scussion you only havE'; +h.(';
opinion of On('; o+h.E';r puson. 1n a group, +h.(';r('; ar('; mor('; pwpl('; +o Shar('; td(';Qs wtfh.. You can
play gam(';S and havE'; fun in class. VI h.M 1 was sfudyrng t'n London, 1 m(';+ tn+E';r(';Sftng pwpl(';
from many o+h.E';r counfn'e-s. 1 I(';Qrn+ ahou+ o+h.u cu!+ur(';S and madE'; n(';W fn'e-nds.
1f you h.avf'; plf';n+y of Hmf'; fo IE';arn a languagE';, if migh.+ bE'; morE'; u!joyab!E'; in a group.
1f, h.owf';VE';r, you nf';E';d +o IE';arn quickly, onf';-+o-onf'; IE';ssons migh.+ bE'; bf';s+. RE';mf';mbf';r,

+hough., +h.a+ onf';-+o-onf'; IE';ssons arE'; vuy E';xpM sivf';/- .........- - - - - -.........,...,.,.,.,.....~

66

Discuss with a partner what you like and don't like about the two compositions.
Then look at the examiner's comments on page 268.
Go to Workbook page 15 for the writ ing task.

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,,------------------------------------------------------------- --- -- -- ------,

: Speaking

'

'

A Look at this advice about the IELTS Speaking Module. Tick the advice that
you th ink is best.

1. You must use advanced vocabulary to impress the examiner.

2. You shouldn't try to use vocabu lary that you don't know properly, but you
should try to use the right words and phrases for the situation.
- - -- - ----- -- ----,
''
3. The examiner doesn't listen to the vocabulary you use, so you can say whatever you like.

Look at these questions and think about how you could answer them.
1. Is your job ever challengi ng?

2. Do you have to think creatively in your work or studies?

3. Do you have any hobbies that involve a lot of thinking?
C

Look at the answers that some students give to the questions in Exercise B. For each, tick
the answer that you think is better.
1. Is your job ever challenging?
Student A: Yes, I must think very much about what to do.
Student B: Yes, I have to make important decisions every day.
2. Do you have to think creatively in your work or studies?
Student A: Yes, I must think hard to make thi ngs in my mind . _
Student B: Yes, I have to use my imagination all the time. _
3. Do you have any hobbies that involve a lot of thinking?
Student A: Well, I play golf, and to play well you really have to concentrate.
Student B: Well , I play golf, and I must think very hard all the time. _

Ask and answer the questions in Exercise B with a partner. Choose your vocabulary carefully.

Vocabula .. y
A Correct the spelling mistakes in these words.
1. concider _ _ _ _ _ _ _ __
3 . immagination _ _ _ _ _ _ _ __

5. disision
B

2. pridiction _ _ _ _ _ _ _ __
4. consentrate _ _ _ _ _ _ _ __
6. memary _ _ _ _ _ _ _ __

Listen and mark the main stress on the words in Exercise A above.

C Fill the gaps with words made from the root words in the box.
1. All this noise is affecting my _ _ _ _ _ _ __

2.
3.
4.
5.

Come on - use your _ _ _ _ _ _ __

I don't really know enough to make a _ _ _ _ _ _ __
I need to be very ________ in my job.
Mind-mapping helps you to think _ _ _ _ _ _ __

concentrate
imagine
judge
create
create

A There are errors in all of these sentences (sometimes more than one). Correct them.
1. I'm sorry. I haven 't done a decision yet. 2 . Sorry, I'm not remembering your name.

3. I think I won't pass this test.

5. I'm looking forward at the weekend.

4. Are you sure you recalled to close all the windows?

' '~----------------------------------------------------------------------------- -- -- - ----- -- -- - - '

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&7

Listening

You will hear someone giving a talk about how mind-mapping can help you
think more clearly.
For questions 1- 6 , listen and complete the notes. Write no more than three
words or a number for each answer.
1.
2.
3.
4.
5.

You can think

if you use mind maps.
Mind-mapping helps you to solve
in a creative way.
Drawing a mind map will help you see how parts of a topic or subject _ _ _ __
Mind-mapping is quite different from conventional _ _ __ _
By seeing the 'shape' of a topic, you will know which individual points within it
are _ _ _ __

6. Mind maps are compact, so it is easier to _ _ _ _ _ what you have written down.
For questions 7-14, label the time management mind map below. Write no more
than three words or a number for each answer.

7. getting _ _ _ _ _ to do
more at the office

delegating

assessing time

""

8. _ _ _ __

9. keeping _ _ _ __

having more time

planning

'
'

11. using time more _ _ _ __

12. _ _ _ __

13. deciding what is

prioritizing

14. _ _ _ __

Reading
Exam tip: In this exam practice task, the text is authentic (real and not
made easier for students) and so quite challenging. The questions, however,
are a little easier. You should identify the key words and phrases that
provide answers and guess their meanings from the context.
Read this information page about an organization called Mensa.
For questions 1 and 2, choose the correct letter a, b or c.
1 . You can only be a member of Mensa if you are ...
a. a scientist or a doctor. b. very intel ligent. c. very tall.

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2. Mensa .. .
a. is a political organization. b. only accepts people from some countries and religions.
c. is not concerned with where its members are from or what they believe.

For questions 3-5 , choose three letters a-f.

What are Mensa's objectives?

a. to know who is very intelligent and to help those people use their intelligence well
b. for people with high intelligence to get better jobs
c. for people to understand more about intelligence
d. to help people who are not intelligent to learn
e. to make the world a safer place for people to live
f . for members to enjoy being part of the organization
4.

3.

5.

For questions 6-1 0, decide if the information given below agrees with the
information given on the information page. Write (T) true, (F) false or (NG)
not given , if you think the answer is not in the text.
6.
7.
8.
9.
10.

Most members of Mensa know each other.

Members of Mensa all work in similar professions.
Mensa has some very young and some very old members .
Intelligent people enjoy communicating with other intelligent people.
Mensa is a very serious organization for very serious people.

What is Mensa?
Mensa was founded in England in 1946 by Roland Berrill, a barrister, and Dr Lance Ware, a scientist
and lawyer. They had the idea of forming a society for bright people, the only qualification for
membership of which was a high IQ. The original aims were, as they are today, to create a society
that is non-political and free from all racial or religious distinctions.
The society's official objectives are:
to identify and foster human intelligence for the benefit of humanity
to encourage research in the nature, characteristics and uses of intelligence
to provide a stimulating intellectual and social environment for its members
The society welcomes people from every walk of life whose IQ is in the top two per cent of the
population, with the objective of enjoying each other's company and participating in a wide range
of social and cultural activities.
Mensa members come from all walks of life and almost every job and profession. Every age group
is represented, from pre-school children to members in their eighties, nineties and beyond!
What almost all Mensans have in common is the desi re to make contact with other lively mindsin person, in print or online - and enjoy being both entertained and informed.
The essence of Mensa membership is fun and stimulation for the individual. Mensa members read
voraciously and enjoy the widest range of interests, leisure pursuits and hobbies.
The atmosphere at all Mensa meetings is welcoming and convivial. Most Mensans are friendly and
sensitive people who welcome the chance to make new friends and expand their horizons.
Click here to view our Frequently Asked Questions.

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Revie-w 1
Speaking and Vocabula .. v
Talk with a partner. Answer these questions about the Speaking Module of the
IELTS exam .
1. How many parts are there in the Speaking Module?
2. How long does each part last?
3. What happens in each part? How are the parts different from one another?

Look at some comments made by students who are studying for the IELTS
exam. Tick the ones that you most agree with .

'I think the first part of the speaking exam, when the examiner asks about your life, is
quite easy. It's more difficult to think about what to say when you have to read a card.'

'I prefer the second part of the speaking exam because reading the card gives you
ideas and you have time to plan what to say.'

'I don't like the third part of the speaking exam. You have to think quickly and you
don't always have the words to express your opinion.

'The third part of the Speaking Module is the most challenging but the most
interesting. I can tell the examiner what I think- not just give him facts.

'I try to learn as much vocabulary as I can- especially very common expressions. I think
having the words is more important than being perfectly accurate in the speaking exam. '

'When I learn new words, I make sure I can pronounce them correctly. If the examiner
can't understand what I say, he will get bored and give me a low grade.'

'It's important that you keep it simple. You should only say what you know you can say.
If you don't know how to use the present perfect continuous, you shouldn't try to .'
Write two comments of your own. Then compare with a partner.

Write important words and phrases that you have learnt so far under each heading.
family and friends

expressing a preference

stages of life

(my

work and jobs

words and phrases)

achievement and success

70

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learning

thinking

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Listening
Answer these questions with a partner.

1.
2.
3.
4.
5.

How many parts are there in the Listening Module of the IELTS exam?
How many questions do you think there are in total?
How are the various parts of the Listening Module different from one another?
Does the Listening Module gradually become more challenging?
What type of tasks have you practised so far?

Tick the statement about listening in each pair that is true for you.
1. A I often understand the gist of a talk or conversation but not the details.

B I can often hear details, but don 't really understand what the people are
talking about.
2. A It's easier to listen to just one person giving a talk.
B I prefer listening to a conversation between two or more people. The context
is clearer.
3. A I don't like writing when I'm trying to listen. I prefer it when I need to circle
a letter or tick a box.
B I don't mind writing when I'm listening if it's just a number or a name that
is spelt for me.
4. A It's difficult to catch the words when I have to listen and complete notes.
B I can usually catch the words I need, but then I don't have time to write them.
5. A I don 't like looking at maps or diagrams when I'm trying to listen .
B I like tasks with a map or diagram because the context is clearer.
6. A My listening has improved, and now I answer more questions correctly.
B My listening is not really improving . I still answer a lot of questions incorrectly.

Reading
Answer these questions with a partner.
1. How many sections are there in the Reading Module?

2.
3.
4.
5.
6.

How many passages will you have to read?

How many questions are there in total?
How long do you have to answer all the questions?
How are the texts in the Reading Module different from one another?
Do the texts gradually become more challenging?

Answer these questions with the same partner.

1. What is the difference between skimming and scanning? Give an example of each.

2.
3.
4.
5.

What
What
What
What

is the source of a text? Give an example.

is the function of a text? Give an example.
is paraphrasing? How could you paraphrase 'this question isn't so easy'?
do we mean when we say 'understand a new word or phrase in context'?

Give yourself a score out of five for the progress you are making with each of
these reading skills.

skimming I reading for gist

scanning I reading for specific information
general reading speed
understanding new words and phrases in context
recognizing paraphrased language

Tick the statement below that is true for you.

A I am happy that my reading has improved since I started this course.

B I don't think my reading has improved since I started this course.

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~ Task-type tip : There are some listening and reading tasks that you haven't
practised yet.

L!/

w ..iting
Circle the correct option in these statements about the Writing Module
of the IELTS exam.

1. You will have to write one I two I three compositions .

2. You have 30 minutes I one hour I two hours to write the compositions .
3. In the first part of the Writing Module, you will have to describe charts and graphs I
write a story I write a letter.
4. For the first part of the Writing Module, you must write 100 I 150 I 200 words.
5. In the second part of the Writing Module, you will have to present an argument or
express an opinion I describe a person or place I write a report.
6. For the second part of the Writing Module, you must write 150 I 200 I 250 words.
When you write, you must consider all of the points below. For now, which two
points are most important? Tick them.
1. You must answer the question and make points that are relevant to the question .
2. You must make sure that what you write is grammatically correct.
3. You must use a range of vocabu lary and choose the right words and phrases.
4. You must organize your composition so that the examiner can read it easily and
understand what you want to say.
5. You must use the right number of paragraphs and the right linking words and phrases.
6. You must use the right register - your writing must be appropriately formal
or informal.
7. You must make sure that all your spelling is correct.
8. You must make sure that all your punctuation is correct.

Answer these questions with a partner.

1.
2.
3.
4.
5.
6.

Which of the two compositions is easier for you to write?

How long will you spend writing the first composition?
How long will you spend writing the second composition?
Do you write too much or not enough for the first composition? Why?
Do you write too much or not enough for the second composition? Why?
Is your writing improving? Tick the aspects of your writing that have improved recently.

0
0
0
0
0

0
0
0

understanding the question and knowing what to write

planning and noting down ideas
organizing ideas
using paragraphs
linking ideas together
using the right register
using a wider range of vocabulary
spelling
punctuation

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What next?
You 've only completed a third of the course, so don 't worry if you haven't improved all
aspects of your English. There is plenty of time to learn more and practise the skills and
tasks that you find difficult. Here are some things that you should do now. Decide which
ones you'd like to do first. Number them.

Find as many opportunities to speak English as you can. If you

have friends or relatives who speak good English, practise with
them once or twice a week. Practise with other students in your
class when you have a break or after the lesson. Practise talking
about the topics that you will have to talk about in the exam.

If listening is difficult , ask to borrow COs and listen at home or

on the bus or train . Listen to English that is at your level to
give you confidence, and listen to English that is a little more
challenging so that you know what to expect in the exam .
Listen to extracts which have a tapescript so that, after you
listen, you can read and check what you didn 't understand
and why you didn't understand it.

Read as much as you can. Borrow books from a library and

read articles in magazines and newspapers. Try to read any
letters or documents in English that are related to your job.
Read texts that are at your level to give you confidence, and
read texts that are a little more challenging so that you know
what to expect in the exam. When you read, notice how the
text is organized . Look at how paragraphs and topic sentences
are used and how words and phrases are used to introduce
ideas. Practise reading without a dictionary so that you can
guess the meaning of new words and phrases in context.

Note down new vocabulary and make sure you revise it. Note
down words and phrases that will help you talk about what
is important to you . Note down words and phrases that will
help you in the reading and listening modules and words and
phrases that you can use when you write. Check the word
and phrase list for each of the units you have studied in the
Course Book.

Practise writing sentences and short paragraphs to improve

your grammatical accuracy, spelling and punctuation . Write
complete compositions to practise organizing and linking.
Do the writing tasks in the Course Book and Workbook, and
ask your teacher to give you more writing tasks if you need
more practice. Look at model answers to exam questions
and notice how students answer questions. When you learn
important new words and phrases, make sure you remember
how to spell them.

Go on to the next section of the Course Book. Make sure you

practise all aspects of your English, but focus on what you
are having problems with. Don't worry if you don 't make
progress in all areas at the same time. It is much easier to
learn English if you enjoy it!

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Place
Vocabula .. y 1: places
Look at the map and the photos and answer these questions with a partner.

1. Do you know any of the places shown?

2. What do you think each person will say about where he or she lives?

Check the following words and phrases and predict which person will use them.

huge city
tiny village
large port
island
seaside resort
rural
capital

small town
tourist destination
economic centre
fishing village

Listen and tick the words and phrases as you hear them.

Grammar check
Remember, the present perfect is used to talk about your life until now. Here are
four ways to say the same thing. Complete each with a word below.

I whole

since

always

all

1. I've lived in Cairo

my life. 2. I've lived in Cairo my ____ life.
3. I've
lived in Cairo.
4. I've lived in Cairo
I was born.
Practise saying the sentences.

Speaking 1: describing where you live

Exam tip: In the first part of the Spe aking Module, the examiner might ask
you about where you live. You should describe it and express an opinion.
Think about words and phrases you would use to describe the place where you
live. Talk with a partner about where you live.

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Vocabulal"y 2: describing places

Match the adjectives 1- 5 with their opposites a- e.

1.
2.
3.
4.
5.

big

a. modern

busy

b . boring

old

c. small
d. quiet
e. ugly

beautiful
exciting

Mat ch the adjectives 1- 5 w ith their meanings a-e.

1. It's a very impressive sight.
2. The centre is very crowded .

3. The city centre is quite historic .

4. The city centre is so congested .
5. The air in the city centre is polluted .

a. too dirty
b. very nice to look at
c. too many people
d. very old

e. too much traffic

Grammar check
We use superlative adjectives to compare one thing with all the other things of its type .
The biggest city in the world.

Watch out!

What are the rules for forming superlative adjectives?

yp

Write the superlative form of these adjectives.

1. old
4. modern _ _ __

I e .. o ..

It is the most big city in my country. )(

3. ugly _ __

2 . hot _ __
5. exciting _ _ __

It is the bigger city in my country. )(

It is biggest city in my country. )(

We use very before an adjective to make it more extreme. It's a very nice city.

My city is too beautiful. )(

We use too when we don't like somet hing or t here is a problem . It 's too dirty.

There are too much people. )(

We use much before an uncountable noun . There's too much traffic.

We use many before a countable noun . There are too many people.

Pronunciation check
The -est at the end of superlatives is pronounced /Ist/. The /t/ is not pronounced clearly
in fast natural speech, especially when the following noun begins with a consonant.
Listen and practise these phrases.
1. the biggest city
2. the tallest building
3. the busiest street
The /t/ at the end of most is not pronounced clearly in fast natural speech, especially
when the following adjective begins with a consonant.
Listen and practise these phrases.
1. most beautiful
2. most congested

Speaking 2: talking about towns and cities

Here are two typical cards for part 2 of the Speaking Module. Work with a partnerone of you is A, the other is B. You have a minute to think about it and make notes.

B
Describe a town or city that you
really like.
Say...
. .
which town or city It IS.
where it is.
when you went there .
why you like it so much.

Describe a town or city that you

don't like.
Say ...
which town or city it is.
where it is .
when you went there.
what you don 't like about it.

Take it in turns to speak about what's on your card for about two minutes.

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75

Listening 1: maps and plans

Listen and match the extracts with the maps.

Listen to the first extract and match the letters on the map with the places below.

1. Hastings

2. Isle of Wight

3. Brighton

4. Bournemouth

5. Tunbridge Wells

6. Eastbourne

Listen to the second extract and complete eac h space with one word.

1 . The Alhambra
is in the city of Granada.
2. The town of Ronda has a famou s
bridge.
3. The Sierra Nevada is a
range and popular ski resort .
4. Much of the north of Andalusia is a National Park and _ _ __
There are some large _ __ _ in the area.

Listen to the third extract and circle Leo 's apartment on the map.

Listening 2: listening for specific information

Exam tip: When you are listening for specific information, the speaker
will often repeat information you need to answer a question. If you don't catch
something, listen carefully to see if the speaker repeats the word or phrase
you need.

Listen again. Notice examples of a speaker repeating information.

Look at the tapescript on page 289 and highlight examples of a speaker

repeating information.

76

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Listening 3: listening for specific information

Listen to a man talking to a group of people at a weekend work conference in a hotel.

For questions 1-4, choose four correct statements from A- H.

In the hotel ...

[6] there are three bars .
[Q] the main restaurant is for guests only.

[g)
[Q]

[] there is a roof terrace .

[Q]

guests can have coffee and

snacks on the third floor.
there are nice views from all the rooms . [] there is a 24-hour gym and health club.
there is a swimming pool .
[8] guests must pay to use the sauna.

2.

1.

3.

4.

For questions 5- 1 0, match the places with the letters on the map. You do not
need to use all the letters on the map.

5. swimming pool
7. cinema
9. Leonardo's- Spanish and Mexican restaurant

6. boating lake
8. The White Orchid - Chinese restau rant
1 0. The Pink Coconut - jazz bar

Car
Park

s
Check the key on page 268. How many questions did you answer correctly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.

1.
2.
3.
4.

Looking at the map and reading through the questions helped me to predict the content.
I looked at the map while I was listening to questions 5-10.
I heard the speaker repeat some of the information I needed.
I am happy with how many questions I answered correctly.

Key vocabula .. y in context

Fill each space with the correct preposition.

Watch out!
t pi

.....o ..s

It's opposite to I of I from the park. )(

1.
the north I south I east I west
3. an island
the coast of ...
5. next __ the car park
7. __ the middle of the park I
the high street

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2. a town
the coast
Opposite is a preposition so there's
no need for another one!
4. the first __ the right I left
6.
the corner
8. __ the end I the top I the bottom of the street

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77

Reading 1 : understanding the function of paragraphs

Have you visited any of these European cities? What do you know about them?

Barcelona

Paris

London

Prague

Venice

Rome

Athens

Istanbul

Which of the cities in Exercise A would you most like to visit? Why?
You will read a text about Barcelona. What do you t hink the text will mention?
Read th is text and check.

Barcelona is the second largest city

in Spain and the country's main
industrial centre. The city is the
capital of Catalonia, a large region
in the north-east which borders
with France. It is an important
Mediterranean port.
At 100 sq km, Barcelona is quite
small, but the industrial area around
the city adds another 500 sq km to
the metropolitan area. The city is
divided into two parts. The Old City
faces the sea and is where the
historical buildings, such as the
cathedral, are located. A modern

area, the Eixample, surrounds the

Old City. Located here are more
famous buildings, such as the
church of La Sagrada Familia.

important theatre, El Gran Teatre del

Liceu. Barcelona is also the home of
one of the world's most famous
football teams.

Barcelona is one of the most

important cultural cent res in
Europe. There are six universities
and a number of other colleges.
There are several museums,
including the El Museu Picasso (The
Picasso Museum), and Spain's most

Today, Barcelona is one of the most

visited cities in the world. Tourists
come to see the architecture and
enjoy the city's busy lifestyle. The
people of Catalonia hope that
Barcelona will continue to be
successful into the 21 " century.

Answer t hese questions with a partner.

1. How many paragraphs does the text have?

2. Why do writers use paragraphs to break up a text?
Circle the correct option in these statements about using paragraphs.

1.
2.
3.
4.

People write in paragraphs to make a text look nice I give a text logical structure.
Paragraphs break a long text into chunks so that it is easier I more difficult to read.
Each paragraph should deal with one subject I three or four subjects.
You should start a new paragraph when you change the subject or make a
new point I think the paragraph you are writing is too long.
5. Paragraphs in a text must all be the same length I can be different lengths.
6. The first sentence of a paragraph is usually not vefY imp ortant I the most important.
Read the text about Barcelona again. Look at how the paragraphs give the
text structure.

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Reading 2: understanding topic sentences

Read the text and decide where the first line of each paragraph fits.

1.
2.
3.
4.
5.

Modern Venice is trying to overcome many problems.

Venice is a city and large port in the north east of Italy.
There are no cars or trucks on the islands of Venice.
Tourism is very important to the economy of Venice.
Around 400 bridges connect the islands that make up Venice.

Venice - Qyeen

of tfie ~driatic

_ It is the capital of the province, also called Venice.

_The city is considered one of the most beautiful in

Venice is built on over 100 islands created by

the world, and tourists come in their millions to see the

around 150 canals in the lagoon at

the top of Adriatic Sea.

canals, the squares, the architecture and the art

museums. There is a popular film festival every
year. The islands of Murano and Burano are

i_ A single road and rail link

famous for glass products and Venetian

connect the city to the mainland.

This link is protected from the sea

lace.

by man-made sandbanks. One

_ Because the ground is soft, the city is

large canal , the Grand Canal, runs

sinking and buildings need to be made

from north-west to south-east and

stronger. The area has flooded a number

divides the city into two halves.

of times, and the sea has caused huge

damage. The population is slowly leaving the

_ The bridges are for pedestrians

only. For hundreds of years, the most
common method of transport was the

city as jobs become more difficult to find. Some

people are afraid that Venice will be a city where

gondola, a traditional boat that is controlled by a single oar.

nobody lives - a place only for tourists to come and

Today, these boats are mainly for tourists. Small motor

photograph.

boats transport local people and produce.

Look at the first sentence of each paragraph again. Tick the statement below
that is true.

1 . The first sentence of a paragraph should tell the reader what the rest of the
paragraph will be about.
2. The first sentence of a paragraph does not need to be related to what is in the rest
of the paragraph .
Exam tip: The first sentence of a paragraph is usually the topic sentence. This
means that it tells the reader what the rest of the paragraph will be about. Sentences in
the rest of the paragraph should support the topic sentence. If a sentence is not
related to the topi c sentence, the writer should start a new paragraph.

Reading 3: practice with paragraphs and topic sentences

Exam tip: Reading and understanding the topic sentence will help you to read
more quickly. When you read for gist, you can sometimes skip the rest of the
paragraph if the topic sentence is clear. When you are doing the Reading Module,
understanding the topic sentence will help you to know where to look back to
find answers.
Read only the topic sentence of each paragraph in the text on the next page,
and get an idea of what the text is about.
Read questions 1-5 and guess which paragraph t he information will be found in.

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79

Read the text and answer all the questions.

For questions 1-5, say in which paragraph the following information is found.
Write the letter in the space.
1. A lot of people come to buy things. _

3. There are some very nice things to look at. _

5. There are a lot of interesting things to do. _

2. People go to Dubai for different reasons. _

4. Dubai has grown in size._

There's Something for Everyone in Dubai

[AJ

Dubai is the second largest of the emirates which make up the United Arab Emirates. In the 1950s,
it was a tiny coastal village. Now it is a huge modern city with a population of over 700,000. It offers
an excellent modern lifestyle and is known around the world as a top tourist destination.

ffil Dubai has something for everyone. Holidaymakers can enjoy a relaxing break, and people looking
for adventure can find something new and exciting . The excellent hotels and facilities make it a popular
place for business conferences and exhibitions.

[9

Dubai offers many unusual holiday experiences. Visitors can go on a desert safari or drive in the
sand dunes in a four-wheel drive. They can try sand skiing, watch camel racing or learn how to hunt
with falcons. More relaxing is a cruise in a wooden dhow in the Gulf or a visit to the old city markets.

[Q] There are many opportunities to take photographs. The traditional architecture is amazing , and
there are many magnificent palaces and mosques. Visitors can visit a Bedouin village and see camels
and herds of goats. There are beautiful desert oases and the best sunsets in the world.

~ Many people come to Dubai for the shopping . Visitors enjoy everything from modern malls to
traditional markets. Low customs duties mean that many products are less expensive than products
bought in other countries. While Dubai's official language is Arabic, many shopkeepers
speak English. Bur Juman Centre and AI Ghurair Centre are places that every shopper should try.

For questions 6-11 , complete the sentences below with words taken from the
passage. Write no more than three words or a number for each answer.

6. More than ________ people now live in Dubai.

7. Some visitors come to Dubai to relax, while others come for ________
8. International companies arrange their
in Dubai because it has
such good facilities.
9. Cruising in a wooden dhow is
than activities like sand skiing .
10. Visitors like to
of the many beautiful sights during their trip .
11 . Many products are less expensive in Dubai because of the _______
Check the key on page 268. How many questions did you answer correctly?
Tick the sentences about the reading task that are true for you and think about
how you can answer more questions correctly next time.
1. Reading the topic sentence at the start of each paragraph helped me to read

more quickly.
2. Reading the topic sentences helped me to guess where information would be.
3. I was happy with how quickly I answered questions 1-5.
4. I knew where to find the information to answer questions 6-11 .
-

For focus on reading skills, go to Workbook page 18.

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Wl'iting 1: preparing for the task

Look at the pictures. What do they say about city life and country life?

In the first column , mark the comments (CL) if the person is talking about city
life and (CO) if they are talking about country life. Look up any new words.

1.
2.
3.
4.
5.
6.
7.
8.

'There are museums and galleries and more choice of bars and restaurants.' __
'It's so nice to see trees and fields instead of concrete buildings.'
'Travelling around on public transport can be very stressful. '
'It's much too quiet. There's nothing to do.'
'There are more jobs and they are better paid.'
'The air is much fresher.'
'I don't always feel safe walking around, especially at night.'
'You always see the same people. You don't meet anyone new.'

In the second column, mark each comment (P) if it is positive and (N) if it is negative.

Which of the comments in Exercise 8 can you use to talk about your life? Compare with
a partner.
Look at the instructions for a typical writing task. Then answer the questions
with a partner.
Do you think life is more enjoyable if you live in a big city, or is country life the better option?
Give reasons for your answer and include any relevant examples from your experience.
Write at least 250 words.

1. Is it an easy topic to write about? Do you have something to say about it?

2. Would it be better to express a strong opinion or write a balanced argument?

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81

Wl'iting 2 : paragraphs and topic sentences

You have decided to write a balanced argument. Here are some ideas for what
should go in each paragraph. Put them into a logical order. There is not one
correct order.
Say what is bad about living in the country.
Say what is bad about living in a big city.
Say what is good about living in a big city.
Express your own opinion and say which option you prefer.
Show that you understand the question and say that different people
like different lifestyles .
Say what is good about living in the country.
Read a student's composition. Is the order the same as yours?

In today 's world, more and more people are living in citieS. Most people move to cities to find work or
to do a job that is better paid. Some people really enjoy city life, but many people would prefer to live in
the country if they could .
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ There are museums and galleries and more
places to enjoy your leisure time and do sports. There is more choice of bars and restaurants and
generally more nightlife. Most people prefer shopping in a city.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Travelling on public transport is difficult and
the roads are usually very busy. Because of the traffic, the air is polluted and the streets are not so
clean. In my experience, city centres are not always safe, and people feel nervous walking around
at night.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ because there are trees and fields and they
don't have to look at concrete buildings all the time. Life is generally slower and there is more time to
relax. The air is much fresher and people feel that their lifestyle is healthier.
On the other hand, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ People get bored
of seeing the same people every day and not meeting any new people. As I said, it is difficult to find a
well paid job and most people do not want to travel to and from a city every day.
Personally, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ There is more to do and I
can meet more interesting people. I can have a better job and make more money. When I am older and
have chi ldren, I might want to live in the country and enjoy a quieter life.

Write the topic sentences in the correct spaces.

1.
2.
3.
4.
5.
6.

People like living in the country

Everyone would agree that there is more to do in a big city.
In today's world , more and more people are living in cities.
while I am young, I want to live in a big city.
However, city life is stressful.
country life can be too quiet, and sometimes there is nothing to do.

Exam. tip: Notice that a topic sentence doesn't have to be a complete sentence
and that short phrases can introduce a topic sentence. You will learn more about
introducing your opinions later.
The sentences that come after the topic sentence in a paragraph are supporting
sentences. They should explain the topic sentence or give examples.

82

Look at the supporting sentences in the composition above.

Go to Workbook page 19 for the w riting task.

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,,------------------------------------------------ - -------------------------~,
I

Speaking
A Look again at Speaking 2 from this unit. Remember how you answered
the question on your card.
B

Now look at these follow-up questions. Mark them (E) easy to answer
or (D) difficult to answer.

.. ___ -----------.-- ...

1. Which city in the world would you most like to visit?

2. So, why do so many people live in cities?

3. Are some cities becoming too big?
4. Do you enjoy city life or would you like to live somewhere quieter?

g
g

Listen to some students giving good answers to the questions.

Read the answers below. Then listen again and fill in the missing words.

1. I'd really like to go to Beijing and see the Forbidden City. I

China is a very
exciting place to visit.
2. I think they have to live in cities because of their job. In Thailand, people _ _ _ _ _ _ __
to find work.
and come to Bangkok because it is the
3. Yes, I think so. I don't know the biggest city, but Mexico City and Shanghai are huge. There are
a lot of _ _ _ _ _ _ _ _ and pollution is a problem. The capital of my country is Istanbul. It
is very crowded, and it is very expensive to
an apartment.
4. I really enjoy living in Tehran. The university is the best in Iran, and I meet people from all over the
country. There is much more to do in Tehran than there is in _ _ _ _ _ _ __

E Ask and answer the questions in Exercise 8 with a partner.

Vocabula.. v
A

Answer these questions with words from the unit. Focus on your spelling.

1.
2.
3.
4.
5.
6.
B

the _ __
What is the most important city of a country called?
What is smaller, a town or a village?
a _ _ _ __
What do we call a country or part of a country that is surrounded by water? an _ _ __
What do we call a town or village that a lot of people visit for a holiday?
a _ _ _ __
What is the opposite of pretty or beautiful?
Which verb means to go under water?

Fill the gaps w ith words made from the root words in the box.

1. The old city centre is very _ _ __

2.
is a problem in most big cities these days.
3. There are some
buildings in the city centre.
4. More and more
are coming to Dubai.
5.
is important to the economy of many countries .

history
pollute
impress
tour
tour

E ....o ..s
A

There are errors in all of these sentences. Correct them.

1. I live in this city all my life.

3. Venice is most beautiful city in Italy.
5. There is too many traffic in my city.

2. London is the more big city in England.

4. There is too much people in most cities.
6. The college is opposite to the park.

~---------------------------------------------- - ----------------------------------------------

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83

Listening

You will hear an estate agent (a person who sells houses) showing a man
and woman a house.
For questions 1-5, listen and complete the notes in the estate agent's diary.
Name(s) of client(s):

Mr and Mrs (1) _ __

Time of appointment:

(2) _ __

Property address:

(3) _ _ _ _ Pa~

(4)
(5)

Avenue
l-1avelock Road
Whitely Road

For questions 6-8, write the letter of t he three houses the estate agent shows
the couple. The first house is number 6, the second one is number 7 and the
th ird one is number 8.

6.

84

7.

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8.

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For questions 9- 12, write the rooms into the

spaces below.

GARDEN

9.
10. downstairs - - - - - - 11.
12.

PATIO

12

10

Listen to a lecturer talking to a group of students

about what makes a good city. For questions 13-20,
choose t he correct answer a, b or c.

11

HALL

13. The speaker says that when people arrive in a city

for the first time, they ...
a. want to see big buildings.
b. expect to see mountains and rivers.
c . soon know what they like and do not like.
14. The speaker says that people in cities ...
a. want different options when they move around.
b. want to move around the city by car.
c. think that public transport is slow.
15. The speaker says that a lot of people ...
a. like their job.
b. live in nice houses.
c. become richer because they own a house.
16. The speaker says that people choose to live ...
a. in a place they really like.
b. somewhere that is not too expensive for them .
c. where there are a lot of other people.
17. The speaker says that people are not happy if ...
a. they feel unsafe in their homes.
b. the area they live in is unsafe.
c. they spend too much time at home.
18. The speaker says that ...
a. people want different things from the place they live.
b. everyone wants to know their neighbours.
c. everyone wants to meet new people.

19. The speaker ...

a. says that Zurich is the best place to live because it is small .
b. says that Zurich is the best place to live because people are rich.
c. does not say why Zurich is the best place to live.
20. The speaker ...
a. says that everyone would like to live in Switzerland.
b. thinks that what works in Switzerland can work in other parts of the world.
c. suggests that it will be difficult to make very big cities nice places to live.

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85

Moven,ent
Vocabula .. y 1: methods of transport
Label the pictures with the correct words or phrases.
drive

travel by bus

travel by train

take a taxi

ride a bicycle

travel by boat

fly

Speaking 1: saying how frequently you do something

Match the expressions 1-6 with the explanations a-f.
1. I always drive to work.

a. I do not do this at all.

2.
3.
4.
5.
6.

I usually go to work by bus.

b. I do this a lot.

I (very) often travel by train .

c. I sometimes do this but not a lot.

I occasionally take a taxi.

d. I do it this way more than any other way.

I rarely I don't very often travel by boat.

I never ride a bike.

e. I do not do this any other way.

f. I do not do this a lot.

Match these phrases w ith some of the words or phrases 1-6 in Exercise A. There is
more than one correct answer.

I three times a week

once a month

every day

twice a year

Grammar check
Adverbs of frequency come before the main verb .
I sometimes walk to work. I I never travel by boat.
Time expressions like every day I once a week I twice a month usually come at the end
of the sentence.
I go to the gym twice a week.
When we use a/ways and usually, we have to give more information for it to have meaning.
I always I usually play football on Tuesday. ./
NOT I always I usually play football. )(

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Pronunciation check
Notice that usually has three syllables. It is pronounced /'ju:3u;)h/.
Occasionally has four syllables. It is pronounced /;)'ke13n;)h /.
1. usually 2. occasionally
Listen and practise.

Talk to a partner about how often you travel by the methods of transport in
Vocabulary 1A.
Do you ever use any methods of transport that have not been mentioned?

Vocabula .. y 2: ways of travelling

Use a dictionary and match these words and phrases with the pictures on the
previous page. Some of them can go w ith more than one picture.
journey

wait in a queue

motorway

get seasick

take off

land

economical

Speaking 2: answering questions

Look at these questions and think about how you would answer them.

1.
2.
3.
4.
5.

Do you enjoy driving?

Do you like flying?
Do you often use public transport?

Watch out!
typical e

Oa"

Do you enjoy to drive? )(

Do many people in your country ride bicycles?

Have you ever made a long journey by boat?

Listen to some students answering the questions. Match each speaker with
a question.
Ask and answer the questions in Exercise A with a partner.

Speaking 3: expressing opinions

Look at these questions that an examiner might ask during the third part
of the speaking exam. In the first column, mark each one (E) easy to answer
or (D) difficult to answer.
1 . Is there a good public transport system in your country?
2 . How can we make people use cars less?
3. Is it a good idea to ban cars from city centres?
4. Are too many people flying these days?
5. How will people travel around in the future?

Listen to some students answering the questions. In the second column,

match each speaker with a question.
~ Exam tip: The examiner doesn't expect you to say something really clever to
~

answer a question. He doesn't expect you to have a solution to a problem. You

can use quite simple language and still give a good answer.
Look at the tapescript on page 292. Notice how each speaker expresses an
opinion using quite simple language.

Walk around the class. Ask and answer the questions in Exercise A.

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Listening 1: completing a summary

Talk with a partner. Answer the questions.
1. Do you drive your own car?

2. Add up how much it costs to keep a car on the road . Check the meaning of
these words and phrases.
insurance

road tax

annual service

repairs

fall in value

Look at the picture and guess the answers to the questions

with a partner.
1 . What is special about the car?

2. Who uses the car?

3. Why do people choose to use a car like this?

Listen to the first part of a talk about belonging to a car club.

Answer the questions in Exercise B.
Question-type tip: You have practised completing sentences or notes as you
listen. Sometimes you will complete a summary of a talk or part of a talk.

Listen again and complete the summary of the talk below. Use no more
than three words or a number in each space.
If you live in a city, belonging to a car club is very economical. Using a club car costs
much less each year than running your {1)
. It costs a lot of money to
keep a car on the road , but you may only use it at (2)
. Insurance ,
road tax, servicing and repairs are all expensive, and many people have to pay for
(3)
on top. The average car is worth (4)
less at the
end of each year. Anyone can join a car club and use a car whenever they like. They
can collect a car from close to where they live and , at the end of their journey, leave it
in (5) _ _ _ _ __

Exam tip: As you know, you will not always hear the exact words and phrases
that you see in the summary. You need to look at the words before and after the
space to make sure that the words you write fit logically and grammatically.

Listening 2: making sure answers fit

Look at the correct answers to Listening 1 D on page 269 and read the
tapescript on page 293.

88

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Now answer these questions about the changes t hat you needed to make.
1.
2.
3.
4.

The speaker uses the words you need but what changes?
Why is the correct answer the weekend and not once a week?
How does the preposition before the space help you predict the answer?
Which words are used in the summary that are not used in the talk? Was this a
difficult space to fill?
5. How does the word end change in the summary?

Exam tip: There are tasks which ask you to fill spaces in notes and summaries
in both the Listening and Reading Modules of the exam. These tasks test your
ability to listen and read but also test your spelling and grammar.

Listening 3: practise completing a summary

With a partner, write three questions about belonging to a car club. Then
listen to the rest of the speech and check if your questions are answered.
Read t he summary below. Think about the type of word or phrase that goes
into each space.

Listen again and complete the summary. Remember, you may not hear the
exact words t hat appear in the summary. Use no more than three words for
each answer.
It is very easy to use a club car. You can borrow a car for an hour if you only need to
make a (1)
, or much longer if you want to. The minimum time you can
borrow a car from large car hire companies is (2)
, which is longer
than most people need. There are several cars in each area, all parked in private
spaces, which other drivers are (3)
to use.
It is very easy to (4) _ _ _ _ _ _ a car. This can be done online or by telephone.
If somebody else (5)
the car you want, there will be another one.
You can make a booking just before you use a car or make a booking a long way
(6)
. If you decide that you need a car (7)
, you can
change the booking time from inside the car. You use your membership card to
(8)
the car and then key in your ID number.
The annual (9) _ _ _ _ _ _ fee is 60 and there is an hourly rate for car use.
(1 0)
costs 15p a mile. You receive a monthly bill which explains
all charges.

Check the key on page 269. How many questions did you answer correctly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.

I read through the summary carefully before I listened.

I could predict the type of word or phrase that I needed for most spaces.
I understood the speaker and knew which words to write in the spaces.
I spelt most of my answers correctly and used capital letters when necessary.
I am pleased with how many questions I answered correctly.

Exam tip : If you understand what the speaker says but don't know how
to make your answer fit the space, write what you hear. Always write
something in a space.

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89

Reading 1: recognizing facts and opinions

Answer these questions with a partner.
1. Do many people travel by train in your country?

2. Is the railway system good in your country?

3. How often do you travel by train?
4. What do you like I not like about travelling by train?
Look at the picture of a train. Check the words below and then use them to talk
about the picture and predict what is in the newspaper story below.

speed

motors

locomotive engine

carriage

passengers

airlines

Read the text to check your ideas.

AGV Is the Future of Trains, The Scientist, 2008

A new high-speed train will soon be operating in Europe. The AGV

(Automotrice Grande Vitesse) can travel at 360 km per hour. It will
travel 1 ,000 km in just three hours. The previous highest speed for
a European train was 320 km per hour.
The huge French engineering company, Alstom, has built the train.
Motors are located under each carriage so there is no need for a
locomotive engine to drive the train . This means the train will be able
to carry more passengers.
Alstom's chief executive says that the new train is the equal of any German or Japanese train and that
railway companies will now be able to compete with airlines. He compares the AGV to the world 's
largest passenger plane, the Airbus A380. A spokesman for Air France admits that airlines are concerned
about the number of passengers who might switch to using trains for journeys within France.
An engineer who was part of the team that built the AGV says that the day the train was tested was the most
exciting day of his life. He thinks that almost every engineer in the world would like to be in his shoes at the moment.
The French president says that it is great news for France. He recognizes that Alstom has invested money
in research and development, and he believes the company has shown courage in developing such a
futuristic train .

Exam tip: Texts often contain both facts (statements that are certainly true) and
opinions (what somebody believes). You will find a text easier to read if you can
recognize what is fact and what is opinion.

Mark these ideas from the story about the AGV (F) fact or (0) opinion.
1.
2.
3.
4.
5.
6.

A new high-speed train wi ll soon be operating in Europe.

Motors are located under each carriage.
The new train is the equal of any German or Japanese train .
Railway companies wi ll now be able to compete with airlines.
It is great news for France.
Alstom has invested money in research and development.

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Question-type tip: Sometimes you need to match a person mentioned in the

text with something he or she says. Often this will be an opinion. The words and
phrases in the task will not be exactly the same as those in the text.
Mark each of the opinions below with one of the following abbreviations.
ACE
SAF
E
FP
1.
2.
3.
4.

Alstom 's chief executive

spokesman for Air France
engineer who helped to build the train
The French president

It is very brave of Alstom to build a train like this.

The AGV is like a huge aeroplane.
Other people would like to be doing what I am doing.
More people will probably want to use trains now.

Highlight the lines in the text that provide the answers. Then compare with a partner.

Reading 2: practise identifying facts and opinions

Talk with a partner. What is and where is Heathrow?
Look at these three headings. Check any words you don't know and decide
what each story could be about. Compare with a partner.

Heathrow to GrowJ

Everyone Wants Third Runway

J ,;obs Lost at Heathrow J

Now skim-read the text about Heathrow Airport on the next page and choose
the correct heading. Write it in the space at the top of the text.

Read the text more carefully and answer the questions.

For questions 1-6, mark each of the opinions below with one of the following
abbreviations.
TS
SAG
BAAE
STS
1.
2.
3.
4.
5.
6.

transport secretary
spokesman for the action group
BAA executive
shadow transport secretary

Newer planes do not make so much noise.

An expansion of Heathrow will bring money into Britain.
It would be better to get more people travelling by train.
The government will pull down buildings to expand the airport.
Heathrow will become less important if it does not grow.
Heathrow has been too busy for a long time.

For questions 7-10, decide if the information given below agrees with the
information given in the passage. Write (T) true, (F) false or (NG) not given.
7. The transport secretary says that some people could be out of work.
8. The transport secretary and the spokesman for NoTRAG agree about noise levels.
9. The BAA executive says that Heathrow has been the busiest airport
in the world for 15 years.
10. The spokesman for NoTRAG says that flying is not the only way to travel.

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There has been a strong reaction to plans to expand Heathrow, already one of the biggest and busiest airports in
the world. The plans mean building athird runway and a sixth terminal building, and people are very unhappy.
The government would like the third runway to be operating by 2020. The transport secretary* says that Britain
depends on Heathrow as a link to the world economy. She believes that Heathrow will lose some of its reputation
asaworld airport if it is not expanded, and she warnsthat some of the 170,000 jobs at the airport could be lost.
People opposed to the expansion have set up an action group and called it NoTRAG (No Third Runway Action Group).
Aspokesman says that noise from planes on a new runway will affect more than fifty towns. He adds that building
asixth terminal will mean destroying around 700 homes, including one whole village. However, the transport
secretary says that modern planes are becoming cleaner and less noisy and that the problem would not be so great.
The company that runs Heathrow Airport is BAA. Their chief executive says that the airport has been running at full
capacity for more than 15 years and that it must expand. He believes that athird runway could be worth around
10 billion ayear to the economy.
The spokesman for NoTRAG says that athird runway would mean around 900 flights more each day, and that other
methods of transport should be developed instead. Theshadow transport secretary** agrees. She believes that a
third runway will mean more noise and pollution and feels that high-speed rail links are a much better option.
* Transport secretary - the person in the government who is responsible for transport.

** Shadow transport secretary- the person in the opposition party (the party not in power) who isresponsible for transport.

Check the key on page 269. How many questions did you answer correctly?
Tick the sentences about the reading task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.
6.

Skimming the text first helped to get an idea of what it was about.
I tried to read the topic sentences and then skim the rest of each paragraph.
I knew what was a fact and what was an opinion .
I was happy with how quickly I answered the questions.
I am getting better at guessing the meaning of new words and phrases in context.
I am happy with the number of questions I answered correctly.

Key vocabulal"y in context

Use words from the text to complete these sentences. The paragraph in which
you can find the word is given.
1. I'm going to tell my boss that I'm leaving my job. I don't know what his
_ _ _ _ will be. (1)
2. We had no electricity for an hour, but the machines are
again now. (2)
3. The restaurant is expensive, but it has a very good
. (2)
4. Of course, most smokers are
to a smoking ban. (3)
5. The fire destroyed the
building. There was nothing left. (3)
6. I'm afraid the room's
is 45 people. I can't let anybody else in. (4)

92

For focus on read ing skills, go to Workbook page 20.

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w ..iting

1: linking words

Look at the picture. What is the problem?

Have you ever been in this situation?
A woman is writing to an airline to complain about a delayed flight.
Look at the notes she made before she wrote the letter.

Fli(dhl lo Greece - delay_ed 9 hours

Fli(dhl due lo leave 12.45 - le(j 21.45
se.oke lo one mana(j_er - very_ unhele.{_ul
Lon(j_ wail very_ di[(icu/1 - wilh lwo small children
Very_ lon(j_ delay_ - only_ sandwiches and one drink
arrived in Greece - loo /ale lo catch bus - lake laxi very_ exe.ensive
arrived hole/ 2 a.m. - could nol une.ack ba(ds
nol in bed unli/ 2.45 a.m.

...

--=-

.......

Talk with a partner. How could you use the words below to link some of the
notes together?

I and

but

which

when

because

so

who

although

Example: a flight to Greece which was delayed for nine hours

Read the letter and delete the wrong option in each pair of linking words.

I am writing about a flight to Greece (I) which I when was delayed for nine hours. It was Flight FK254. It was due
to leave Gatwick at 12.45 p.m. (2) but I and finally left at 21 .45.
We asked the staff at the airport why there was such a long delay, (3) so I but they could not tell us anything.
I spoke to the senior check-in manager; (4) who I which was very unhelpful. He clearly did not have time to
answer my questions.
Having to wait for so long was especially difficult (5) because I so I was with my two small children. They were
very tired (6) and I but did not understand why there was a problem. (7) Because I Although it was such a long
delay. your airline provided only sandwiches and one drink fo r each person.
(8) When I So we arrived in Greece, it was too late to catch the bus to our hotel (9) but I so we had to pay for
a taxi, ( I0) and I which was very expensive. We did not arrive at our hotel until 2 a.m. ( I) When I Although the
hotel staff were very friendly, it made us feel uncomfortable. We finally got to bed at 2.45 a.m. ( 12) and I but
could not unpack our bags until the next morning.
I hope you understand why I am dissatisfied with the service your airline provided. I would like you to pay for
the cost of the taxi, which was 75 euros, and compensation for the delay. I look forward to hearing from you.

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93

 Check the answers. Is it clear how all the linking words are used?
Grammar check
In relative clauses , we use which for things.
a flight which was delayed

We use who for people.

the manager, who was very unhelpful
We use When for time.
When we arrived in Greece, it was ...
We do not need to use a comma when we define something .
I am writing about a flight which was delayed. ./ 0/Ve are defining the flight.)
NOT I am writing about a flight. ~
We can use that instead of which.

a flight that was delayed

We use a comma when we add more information.
We had to pay for a taxi, which was very expensive.
We had to pay for a taxi, and that was very expensive.
So is a linking word, but it can also be an adverb.
We had to wait for so long.
Such is also an adverb.
It was such a long delay.
When do we use so and when do we use such?
Complete these sentences with so or such.
1 . The queue was _ _ long that I decided to go back later.
2. It was _ _ nice weather that we decided to go to the beach .
3. There was _ _ much noise. I couldn't sleep.
4. I didn 't know you lived in _ _ a big house.

w ..iting 2: practice with linking words

Write each of the following as one sentence. Use the linking words in brackets
and use a comma when necessary.
1. I was late. There was a delay at the airport. (because)

2. It was raining . We decided not to play football. (so)

3. It was raining. We played football. (although)

4. There's the man . He works in the local shop. (who)

5. I worked until 9 p.m. It made me very tired . (which)

6. I arrived at the airport. Al l the taxis had gone. (when)

94

Go to Workbook page 21 for the writing task.

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,~------------------------------------------------ - --------------------------,

'

Speaking
ll Complete each sentence about your free-time activities.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

I always _ _ _ _ _ _ _ _ _ _ before I go to bed .

I usually _ _ _ _ _ _ _ _ _ _ at the weekend.
I very often
I occasionally
I don 't very often
I rarely
I never
_ _ _ _ _ _ _ _ _ _ _ three or four times a week.
_ _ _ _ _ _ _ _ _ _ _ once a month.
_ _ _ _ _ _ _ _ _ _ every day.

----------------, '

'

B Here are two typical cards for part 2 of the Speaking Module. Work with a partner - one of you
is A, the other is B. You have a minute to think and make notes.
B

Describe the method of transport

that you use most often.
Say...
.
what the method of transport IS.
what you use it for and how often.
why it is better than other methods
of transport.
what the disadvantages are.

Describe a method of transport that

you do not like using.
Say ...
what the method of transport is.
what you use it for and how often.
what you don't like about it.
how it could improve.

C Take turns to speak about what's on your card for about two minutes.

Vocabulal'y
.ll Fill the gaps with words made from the root w ords in the box.
1 . People often ride a bicycle because it is _ _ __

2. If you are a young driver,

will cost more.
3. The
of Heathrow is not popular with everyone.
4. There is a

charge of 300.

5. I was quite surprised by Paul's _ __

6. A lot of our profit goes into research and _ _ __

economy
insure
expand
year
react
develop

EI'I'OI'S

.ll Correct the spelling mistakes.

1. ocasionaly _ _ _ _ __
4. kue _ _ _ _ __

2. usally _ _ _ _ __
5. pasingers _ _ _ _ __

3. jurney _ _ _ _ __
6. engin _ _ _ _ _ __

B There are errors in all of these sentences. Correct them.

1.
3.
5.
7.

'

I ride often my bicycle .

Have you ever done a long journey by boat?
That's the man which told me.
Who's going to pay the tickets?

2. I go every week to the gym .

4 . I didn't know that Manchester was so big city.
6. There was a delay on the train which made me late.
8. Do you belong for any clubs?

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II 35f) I !2 t Ji<l s s

Reading
Exam tip: This is a checklist for this reading practice task .
.I Use the instructions and the pictures to help you predict what the text is about .
.I Skim the text to get a general idea of what it i about .
.I Notice how paragraphs give the text structure and how topic sentences
tell you what a paragraph is going to be about .
.I Understand what is fact and what is opinion .
.I Scan to find the information you need to answer questions .
.I Recognize language that is paraphrased in the questions .
.I Check that your answers are grammatically correct and spelt correctly.

Read a web page which gives advice about how to travel around in India.
Match the paragraphs A-E with the pictures 1-5.

How to get around India

India is a huge country, and there are lots of different ways to travel around.
However, we should warn you that although travelling in India is exciting, it is
not always easy. Airlines cancel flights and trains are delayed. Buses often do
not arrive at all. You must always allow plenty of time and assume that you
will arrive late!

A. Because India is so big, flying is often the best option. Prices have
fallen recently, even to remote mountain regions and islands. Although
flying is now more popular, airports cannot always deal with the
amount of air traffic. Most airports have only one runway and a few
boarding gates. The queues to check in are very long and move very
slowly. Not all airports have air conditioning.
B. The railway system in India is the biggest in the world. Trains are not
always on time, but the system works. Travellers can choose from a
number of classes, ranging from regular to luxury. It is the best way
to see the real India and to enjoy its natural beauty. Local travellers
are usually happy to talk with tourists, so you will make friends, too.
There are also three tourist trains which operate in the most popular
parts of the country and visit the best-loved sights. They are really
moving five-star hotels and, if you can afford it, travelling on one is an
amazing experience.
C. Taking a bus is the most popular way of making a short journey, and the
only cheap way to get to villages that are not on the railway system. Each
area has its own bus service, which usually has a number of classes.
Ordinary class buses are cheap but very crowded, and you will not usually
get a seat. Express buses are more comfortable and have air conditioning,
but you will be lucky if you find one with a toilet. Whatever class the bus, a
journey by road can be slow and uncomfortable.

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D. You can drive in India with an international licence, but it is not an enjoyable
experience. Most city streets are narrow and in a very bad condition. The
highways that link cities are better, but traffic either moves very slowly or
very fast. Drivers do not follow rules and there are often accidents. We
advise hiring a car with a local driver. Salaries in India are low, and hiring
a driver adds little to the cost of hiring the car. Hiring a driver is safer, and
he will probably know something about the local area.

E. Travelling by motorbike is popular among travellers in India. You wi ll not

experience the same delays as you will if you drive a car, and it is an
exciting option. You must still be aware of how dangerous driving in
India can be. We advise travellers to buy a second-hand bike rather
than a new one. Small bikes with engines from 1OOcc to 150cc can be
bought very cheaply.
Question-type tip: For some matching tasks, you must read the
instructions very carefully. There may be numbers or letters that
you do not need to use.
For questions 1-5, match the methods of transport (1-5 below) with the
statements A-G. There are two statements that you do not need to use.
Write the correct letters in the spaces 1-5 below.

~~~L

2. travelling by train
4. travelling by car

1. flying
3. travelling by bus
5. travelling by motorbike

A It's a good way of meeting people as you travel.

8 You can either do this yourself or pay for somebody to do it for you.
C Tourists can only travel first class.
D You will probably have to stand during your journey.
E It is quicker and more enjoyable than driving a car.
F More people are doing it, and the cost is now less than it was.
G This method of transport only exists in India.
2.

1.

3.

4.

5.

For questions 6-10 , decide if the information given below agrees with the
opinions expressed in the passage. Write (T) true, (F) false or (NG) not given.

6.
7.
8.
9.
10.

If you fly, you wi ll have to wait a long time and wil l probably get hot.
Tourist trains are expensive but of very good quality.
You have to pay to use a toilet on most buses.
Hiring a driver to drive you around is an expensive option.
You should not buy a motorbike that somebody else has used.

For questions 11-15, complete the summary below with words from the text.
Use no more than two words in each space.

Travelling in India is always interesting, but there are often problems and, wherever you
go, you will probably be (11)
. Flying is a popular option, but airports are
small and it takes a long time to (12)
. If you travel by train, you will see
the (13)
of India and meet people. Buses are not very comfortable, but they
are cheap and you can (14)
to places that trains do not run to. Roads are
not very good in India and drivers do not follow rules. Travelling by car or motorbike can
be (15)
and you must be careful.

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97

Tin1.e
Speaking 1 : time
Talk with a partner. Look at the people in the two pictures.
How do they see time differently?

Vocabula .. y 1: time or no time

Check the highlighted phrases in these questions a bout the
two pictures. Then answer them with a partner.

1.
2.
3.
4.
5.

Who
Who
Who
Who
Who

has plenty of timef?

is short of time?
is always in a hurry?
likes to take time to do things?
doesn 't want to waste timg.

Vocabula .. y 2: time expressions

Complete the sentences with the correct form of the verbs below.

spend

pass

save

have

waste

take

1. Sorry, I don 't

2.
3.
4.
5.
6.

time to help you now. I'll try to do it later.

If you
your time to do it, you'll do a much better job .
time with my family.
At the weekend, I like to
I think every minute is important. I don't like to
time.
When I'm on the train, I often play computer games on my laptop to _ _ _ the time.
Booking flight tickets online instead of going to a travel agent really
time.

Match the words and phrases 1-5 w ith the words and phrases a-e that have the
same meaning.
1. in the future
2 . for a long time
3 . immediately
4 . a long time ago
5. at first

a.
b.
c.
d.

for ages
straightaway
ages ago
from now on
e. to begin with

Use the pairs of words and phrases in Exercise 8 to complete these sentences.
1. James is my oldest friend . I met him _ _ _ _ _ _ I _ _ _ _ __

2. I've known Peter

I
. We went to the same university.
3. I didn 't really like Lucy _ _ _ _ _ _ I _ _ _ _ __ , but now she's a good friend.
4. I want you to deal with the problem _ _ _ _ _ _ I _ __ _ _ _ . Not tomorrow
or next week.
5. You were lucky there wasn 't an accident. You must be more careful _ _ _ _ _ _ I

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Grammar check
Time can be uncountable.
I don 't have time.
Or it can be countable and mean the same as occasion .
I remember the time /lost my passport. I How many times have you been there?

Watch out!
ic
How much time have you met him? )(
How long time have you been here? )(

When we ask questions with how long, we don't need to use time .
How long did you spend in Europe? ./
NOT How long time did you spend in Europe? X

Pronunciation check
When one word ends in a sound that is similar to the sound at the beginning of the
following word, the two sounds merge together.
Usten to these examples from the unit.
1. waste time
2. spend time
Now listen to these new examples.
1. take care
2. big gun
3. time machine
Practise saying all the phrases.

Speaking 2: questions and answers

Talk with a partner. Answer these questions.

1.
2.
3.
4.

How
How
How
How

long
long
long
long

have you known your best friend?

does it take to get from your hometown to the capital of your country?
does it take you to get ready in the morning?
did you spend at college or university?

Ask and answer these questions with t he same partner.

1.
2.
3.
4.

Do you have much free time? How do you like to spend it?
Are you usually in a hurry or do you like to take your time?
How do you pass the time during a long flight or train journey?
Do you ever feel that you are wasting time?

Speaking 3: answering questions

Look at these questions from the third part of the Speaking Module. Think
about how you would answer them.

1. Does modern technology really save us time, or is it just one more thing
to worry about?
2. Does modern technology mean that some people have too much free time?
3. Do people spend too long thinking about the future instead of enjoying now?
4. What is more important - time or money?

~
~

Exam tip: You must answer the questions that the examiner asks. You can't just say
something that you have practised. If you don't understand the question, ask the
examiner to repeat it or explain what he or she means.

Listen to some students answering the questions in Exercise A. Mark each

sentence (Y) if the student answers the question and (N) if the student doesn't.

Listen again as you read the tapescript. Notice that answers do not have
to be grammatically perfect to be good answers.

Walk around the class. Ask and answer the questions in Exercise A with
different classmates.

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Listening 1: completing a table

Y~u will hear_ a talk to a class of students. Look at the pictures. What do you
thrnk the top1c of the talk will be?

Question-type tip: In both the Listening and Reading Modules of the exam,
you will sometimes need to complete information in a table.
Look at the table below. Answer these questions with a partner.

1. How does a table help you predict what you will listen to?
2. How does the table help you know what you need to listen for?
3. Match parts of the table to the pictures in Exercise A.
Exam tip: A table helps you because you can predict how a talk will be
organized and divided into parts. You know when the speaker is going to go
from one topic to another because you can follow the squares on the table.

Listen to the first part of the talk and complete the table. Write no more
than two words or a number for each answer.
Date

Method of
recording history

Notes

150,000 - 200,000

Storytelling

Not reliable - (1)

forgotten and elements added .

32,000 years ago

Cave (2)

Images of large (3)

so
perhaps to bring luck when hunting .

(4)

Egyptian hieroglyphics

years ago

BC

Beliefs and events recorded on walls

and on monuments.

(5)

(6)

10 0

BC

Written word

Ancient Greeks recorded events for

(7)
generations.
lived in Greece.
First (8)

Compare answers with a partner. Did the table format make the task easier?

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Listening 2 : practise completing a table

Listen to the second part of the talk and answer the questions.

For questions 1-12, complete the table. Write no more than two words or a
number for each answer.
Date

Method of
recording history

Notes

8'h century AD

Paper and woodblock

(1)

More books - so more people

learnt (2)

(3)
century AD

Printing press

(4)
more quickly

1605

First (5)

People knew about events

more quickly.

Mid-19'h century

(6)

People saw reality of war. People

wanted to know the (7)

End of nineteenth
cent ury

Motion picture camera

First (8)

1930s

Television

History brought into people's

(9)

Today

(1 0)
TV I Internet

is recorded.
Every (11)
People watch as it happens.

Video camera I
mobile phone

People can record (12)

history.

produced

images

Check the key on page 269. How many questions did you answer correctly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.

I looked at the table carefu lly before I listened.

The table helped me predict the type of word or phrase that I needed for most spaces.
I understood the speaker and knew which words to write in the spaces.
I spelt most of my answers correctly and used capital letters when necessary.
I am pleased with how many questions I answered correctly.

Key vocabula .. v in context

Circle the correct option in these sentences.
1. A century is a hundred I a thousand years.
2. A generation of people is a group of people who live in the same place I
at the same time .
3. A tradition is something that people have done for a long time I just
started doing.
4. Historians are people who study the past I can look into the future .

Pronunciation check
Century is pronounced /'sentf;:m /.
Listen to these phrases and then practise saying them .
1. eighteenth century
2. nineteenth century
3. twentieth century

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10 1

Reading 1: understanding the general idea

Talk in small groups. Look at the picture and answer the questions.

1. Do you know the movie?

2. Who are the two characters in the picture?
3. What are they trying to do?
4. What happens in the rest of the movie?
5. Do you believe that time travel is possible?
Read the text and put these key words into the correct space.

I physics

stories

moments

scientists

Time Travel - Fantasy or Reality?

Time travel is the idea of moving between
different (1)
in time in the same way
that it is now possible to move between different
points in space. Time travel would involve
sending objects backwards in time to a moment
before the present, or forwards from the present to
the future, without the need to experience the
period in between.

Some (3)
, however, believe that travelling
back in time might take the traveller to a parallel
universe. This means that the moment the traveller
arrived in the past, his history would begin to change
from the history he has already experienced.

Based on theories of time dilation, gravity and

relativity, one-way time travel into the future
might be possible, but it seems that the laws of
2)
would not allow time travel
backwards into the past. People argue that if you
travelled back in time, you could change events.

Many books and films have told (4) _ _ __ of

time travel, but the well-known scientist, Stephen
Hawking, suggests that time travel is not possible
because nobody from the future has visited Earth.
He believes that if generations from the future
could travel in time, they would be visiting us.

Changing events would probably lead to a chain

of other events that would mean that you would
not be born and so would not exist.

Reading 2: completing a summary

Complete this summary of the first two paragraphs of the text using words
from the box. You do not need to use all the words.
moments
time
existence
history

past
objects

people
points
possibility
space

Time travel would mean moving between points in time in the same way that we
. That means travelling backwards into the
now move between points in (1)
(2)
or forwards into the future without living through the (3)
in
between . It seems that forward travel is a (4)
but that travelling back in time
is probably not. If a person could travel back in time, they might change something in
a way that would threaten their (5)
. Stories about time travel are very popular,
but if time travel is possible, why are (6)
from the future not visiting us?

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Compare your answers with a partner. Why do some words not fit in some spaces?

Question-type tip: Sometimes when you complete a summary, you will choose
words from the text. Sometimes you will choose words from a box.
Talk w ith a partner. Mark these statements about the task you have just done
(T) true or (F) false.
1 . The words in the box will always be words from the text.
2. Choosing words from a box is easier than choosing words from the text.
3 . It is clear which words in the box I should use and which I should not.
4. When I use a word , I should cross it out so that I don 't use it again.

Exam tip: Choosing words from the box is not easi er than choosing words from
the text. The words in the box are not always the same as the words in the text.
The words in the box that you don't need are usually similar in meaning to the
words that you need. Once you have used a word from the box, cross it out.

Complete the summary below with words from this box.

different
living
future
believe
visiting
unlikely
coming back
future
change
popular
similar
history
Time travel would mean travelling between points in time in a way that is (1) _ _ __
to how we now move between points in space. That means travelling backwards into
without (3)
through the time in
the past or forwards into the (2)
between . It seems that forward travel is a possibility, but that being able to travel back
in time is (4)
. If a person could travel back in time, they might (5) _ __
something in a way that would threaten their existence. Books and movies tell stories
of time travel, but if time travel is possible, why are people from the future not
(6)
to visit us?
Check your answers and then answer these questions with a partner.
1. How is the second summary task different from the first?

2. How do the two task types test different aspects of your English?
Exam tip: Sometimes the words in the box are all the same part of speech
(usually nouns) and the task checks overall comprehension. Sometimes the
words in the box are different parts of speech and the task tests your grammar,
too. Always read the summary carefully and look at what comes before and after
a space so you know what part of speech to use.
The summary will not always be a summary of the whole text. Often it will
summarize part of the text and you will need to first identify which part.

Reading 3: practising completing a summary

Do you remember the highlighted words in these questions?
Check and answer the questions with a partner.
1 . At what age do people retire in your country?

2. How do most people spend their retiremen .

Read the web page, which gives advice about different ways of
spending retirement.
For questions 1-4, match the headings a-e with the sections. Write the
letters in the spaces. There is one heading that you do not need to use.
a. Carry on working
d. Give somebody a hand

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b. Go back to school
e. Get out more

c. Travel the world

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103

C)

.( (

Retirement Opportunities
Retir!ng might m_ean having ~ore time to do the things you have always wanted to. Or it might mean
look1ng for new Ideas to do th1ngs you never thought you would enjoy. Either way, there is a whole range
of opportunities that you c an enjoy in retirement.

1
Learning can be fun and a great way to relax and meet people. It doesn't need to be formal study, and
you don't need to study for a qualification. Irs easy to find free courses and, if you're learning for fun, you can
choose anything you find interesting -whether irs something new or a subject you already know about.
Look at our education and learning section for more advice and links to local colleges.
2
When you retire, you'll probably have more time to enjoy your favourite leisure activities, and you will probably
be keen to take up a new interest or activity to fill your spare time. Our sports, leisure and tourism section has
information about what you can do in and around the local area.

3
Doing voluntary work allows you to work in a way that suits your timetable. Irs a very good way to put into use
your skills and experience to help others, and at the same time learn something new. There are all sorts of
organizations that need volunteers. Think about what you can offer and what you want to get from it.
4
Reaching the age that you are entitled to a pension doesn't mean that you have to stop working. You can
either continue to work and claim your pension entitlement, or delay your claim and get paid more later.
Related Information: Further and Higher Education OVer 60s Reduced costs of travel

For questions 5-12, complete the summary below with words from the box. You do
not need to use all the words.
voluntary work
work
stop

fun
retirement
study
different
wait
leisure
first time
hobby
experience

When you retire, you will have time and there are many (5)
ways to enjoy it.
You can do what you have always wanted to do or try new things for the (6) _ __
A lot of people go back to college and learn something. They have (7)
and
meet people. Other people want to enjoy their favourite leisure activities, and many
. Helping others by doing (9)
is a popular way of
begin a new (8)
using skills and experience. You should remember, though, that being of (10) _ __
age doesn't mean that you can't (11)
. Many retired people claim a pension
until later to start claiming .
and have a job, or (12)
Check the key on page 269. How many questions d id you answer correctly?

Tick the sentences about the reading task that are t rue for you and think about
how you can answer more questions correctly next time.

1.

read the summary and looked at the words in the box carefully before I started

the second task.

2. 1 found it challenging to read the text and the summary at the same time.
3. 1 thought about both the meaning of words and if they fitted grammatically into
the summary.
4. 1 was happy with how quickly I answered the questions and the number I
answered correctly.
-

10 4

For focus on reading skills, go to Workbook page 23.

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w ..iting: making a request

MONDAY
9 .00

Answer these questions with a partner.

10.00

1. Do you have enough time to do

12 .00

everything you need to do?

2. Do you ever feel that you have too much
to do in too little time?
3. Do you sometimes need to delay things you
have to do because you don't have time?

11 .00

S--1-\Jd~
...,ee--1-i"~

S\J]>e\viso\

13 .00

LIJAJC-\\-

14 .00
15 .00

w\i--1-e \eyo\--1-\\-is--1-o\\;A C.lo.ss

1 6 .00

\eview -fo\ --1-es--\-

17 .00
18 .00

Look at the instructions for a writing task below. Highlight the key words
and check that you understand what you have to do.

You chose to study four subjects at college, but you also need to do a part-ti me job
to support yourself. You are find ing it impossible to do everything properly.
Write a letter to your college explaining why you need to give up one of your courses.
Ask if it is possible to have a refund .
Write at least 150 words. You should spend about 20 minutes on this task.

Answer these questions with a partner.

1. Is it an easy or difficult letter to write?

2. Do you know what to say?
3. Should the letter be formal or informal?
4. Write the opening line, stating why you are writing .

The letter should be formal. Tick the option in each pair below that is right
for the letter.
1. A I'm writing because I can 't do one of my courses anymore.
B I am writing to ask if it is possible for me to give up one of the courses I am studying.

2. A Now I do four subjects and I've got a part-time job.

B I am currently studying four subjects and doing a part-time job.

3. A There 's too much work and it's all too much for me.
B I am finding it impossible to cope with so much work.

4. A When the academic year began , I was confident that I had the time.
B At the start, I thought I could do everything .

5. A I now realize that that is not possible.

B I was wrong!

6. A I do not want to give up History of Art , but I am afraid I have no other option .
8 I don 't want to give up History of Art but I have to.
7. A I want my money back.
B I would like to know if it is possible to claim a refund .

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10s

8. A I apologize for any inconvenience that I will cause.

B Sorry if I've made some problems for you .
9. A Thanks for everything.
B Thank you for your kind consideration .
Read the model letter and check your answers in Exercise D.

Dear Professor Cameron,

I am writing to ask if it is possible for me to give up one of the courses I am studying.
The course I want to give up is 1-Jistory of Art, which is on Tuesday and Thursday
momings. I am currently studying four su~ects and doing a part-time job. I am
finding it impossible to cope with so rruch work.
When the academic year began, I was confident that I had the time to study four
su~ects and continue to work. I now realize that that is not possible. I erjoy 1-Jistory
of Art and I do not want to give it up, but I am afraid I have no other op+ion. I rrust
continue working while I study in order to support myself.
I would like to know if it is possible to claim a r efund for the 1-Jistory of Art course as
I have only been to two of the lessons. I apologize for any inconvenience that I will
cause. I am sure that with the extra time I have, I can focus better on my studies.
Thank you for your kind consideration.
Yours sincerely,
Brian 1-Joward

Exam tip: Try to learn some typical fixed expressions for each type of letter.
Even if your vocabulary is limited and you make grammatical mistakes, you will
gain marks if you use the right expressions in the right place.
Highlight expressions that you want to remember and use when you write a
request letter.
Cover the letter. Seven words are spelt incorrectly in these typical expressions.
Correct them.

1.
2.
3.
4.
5.
6.

I am writing to ask if it is posible for me to ...

I am curantly studying ...
I am finding it in possible to cope with ...
I do not want to .. . but I am afraid I have no other opsion .
I apolagize for any inconviniance ...
Thank you for your kind considarasion.

Look at the exam practice section on page 108 for the writing task.

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,,------------------------------------ - -------------------------------------~,
I

Speaking
II. Complete t hese sentences so that they are true for you.
1. I like to take my time when I _ _ _ _ _ _ _ _ _ _ _ __
2. I'm often in a hurry when I _ _ _ _ _ _ _ _ _ _ _ __
3. If _ _ _ _ _ _ _ _ _ _ _ _ , I think it's best to _ _ _ _ _ __
straightaway I immediately.
4. I would like to have more time to _ _ _ _ _ _ _ _ _ _ _ __
5. I spend too much of my time _ _ _ __ _ _ _ _ _ _ __

----------------, '

Granunar check
If the phrase spend time is followed by a verb, the verb is in the -ing form.
I spend a lot of my time travelling to meetings.

B Look again at the questions from the third part of the Speaking Module on page 99.
C

g
g

Listen to some students answering the questions. How do they give themselves time to think?
Listen again and fill the gaps below.

1. Mm , that's

2.

question.

3. Mm, I haven't really _ _ _ _ _ _ _ _ before.

4. Oh, I don't know if

that in only a minute. It's _ _ _ _ _ _ _ _ question.

E xain tip : If the examiner asks you a difficult question and you need time to think, there are

several expressions you can use before you give an answer.

Work with a partner. Ask difficult questions and practise giving yourself time to think.

Vocabulal"y
II. Fill the gaps in these sentences with key words from the unit. Some letters are given to help you.
1.
2.
3.
4.
5.
6.
7.
8.

People don't want more lies. They want the t ___ h.

I apologize if my decision has caused any inc __ v _______ .
Do you believe that life ex ____ on other planets?
America was discovered in the fifteenth c _____ _
I'm finding it difficult to c ___ with so much work and so little time.
It is very unl ____ y that people will be able to travel in time soon.
I hope the next gen _______ will look after the planet better than we do.
Do you know where the tr ______ n of shaking hands started?

EI"I"OI"S

II. There are errors in all of these sentences. Correct them.

1.
3.
5.
7.

'

How much time have you been to Europe?

How long do you know your best friend?
In future I hope to study in the USA
I spend a lot of my free time to play golf.

2.
4.
6.
8.

How long time will you stay in Paris?

It's not good to waste the time.
First I didn't like Tony, but now I think he's really nice.
I passed two weeks in Greece last year.

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10 7

Wl'iting
Look carefully at the instructions for this writing task. Highlight the key words
and make sure you understand what you have to do.

You are currently studying on a full-time course at a university. Something has

happened and you need to take two weeks off.
Write a letter to the principal of the university requesting the time off and explaining
why you need it.
Write at least 150 words.
Exam tip: Sometimes you will need to invent some of the information that
you write in your letter- what course you are studying, when you need to
take time off and why you need to take time off, for example.
Look at these pictures and answer the questions with a partner.

1. Why does the student want to take time off from his studies in each case?
2. Do you think they are all good reasons for taking time off from a course you
are studying?

Answer these questions with a partner. You will need to invent answers.

What course are you studying?

When do you need the time off?
What has happened? Why do you need the time off?
Are you going to apologize?
Are you going to request that your lecturers tell you in advance what they
will do in the lectures that you miss?
6. Are you going to request that your lecturers give copies of any materials
to one of your classmates?
7. How are you going to close your letter?

1.
2.
3.
4.
5.

10 8

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Write the letter. For now, you should take 30-40 minutes to write your letter,
but remember that in the exam that w ill mean less time for the more difficult
second composition.

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109

Money
Vocabulal:'y 1: time and money
Look at this expression. Do you say t he same thing in your language?
What does it mean?
"Time is ~oney.J
<--

Look at these phrases from the last unit. If it is possible to say money in place
of time, write money. If not, put a c ross.

1.
2.
3.
4.
5.
6.
7.

He's got plenty of time I _ __

How do you like to spend your time I
?
I like to take my time I
to do things well.
I'm a bit short of time I _ __
It'll save time I _ __
It's a good way to pass the time I _ __
It's a waste of time I _ __

Speaking 1: talking about money

Walk around the class. Ask and answer these questions.

1.
2.
3.
4.

Do you know somebody who has plenty of money?

Do you have any friends who are a bit short of money?
Do you enjoy spending money or do you prefer to save money?
What do you think is a waste of money?

Speaking 2: shopping habits and preferences

Look at the pictures and talk about how each type of shopping is different.

Circle the option in each statement about shopping that is true for you.

1.
2.
3.
4.
5.

I quite like I don't mind I really hate shopping in supermarkets.

I rarely I sometimes I often shop in small local shops.
I rarely I sometimes I quite often go shopping at a market.
I don 't like I quite like I love shopping for clothes.
I don't like I quite like I love shopping for books, COs and DVDs.

Compare your ideas in small groups.

11 0

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Check the highlighted words and phrases and tick t he sentences below that are true for you.
1.
2.
3.
4.
5.

I still pay for most things in cash.

I use my debit card to pay for most things now.
I use my credit card to pay for expensive things.
I pay my bills online.
I never pay anything by cheque these days.

Compare your answers with a partner.

Grammar check
Notice the different ways that pay is used.
pay+ direct object or amount pay a bill I pay $20
pay for + what you buy
pay for a meal
pay by + how you pay
pay by cheque I pay by debit card BUT pay in cash

Pronunciation check
Listen to how of / av/ and for /fa/ are pronounced weakly in these phrases.
1. plenty of money
2. short of time
3. pay for the meal
4. save for the futu re
Practise saying the phrases.

Vocabulawy 2: opposites
Use t hese opposite word pairs to complete the sentences.

I wealth I poverty

cheap I expensive

overpaid I underpaid

borrow I lend

1. Personally, I think designer clothes and accessories are much too _ __

A pair of sunglasses just can't be worth $500. People I know buy _ __
clothes at the market.
2. I think it 's wrong that a small number of people have huge _ _ _ while people
all over the developing world live in _ _ _ . Many people can't afford food and
clothes for their children .
3. The banks
people too much money. People _ _ _ more than they
should and get into debt. They end up losing everything.
4. I think film stars and footballers are _ _ _ . They earn crazy amounts of money wh ile
other people earn very little. Nurses and schoolteachers are _ _ _ , in my opinion .

Listen and check your answers.

Cover Exercise A and write the opposite word pairs in your notebook.

Speaking 3: expressing opinions

Here are two typical cards for part 2 of the Speaking Module. Work with a
partner- one of you is A, the other is B. Talk about your card.

Describe a job that you think is overpaid.

Say ...
what the job is.
why you think it is overpaid.
who does a more important job.

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Describe a job you think is underpaid.

Say ...
what the job is.
why you think it is underpaid.
what a fairer salary would be.

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11 1

Listening 1: practise identifying key words that you don't know

Work with a partner. Say what you think is happening in each of these pictures.

Listen to four short extracts. Match each with a picture from Exercise A.

1.

2.

3.

4.

Exam tip: When you are listening, there will sometimes be one key word that
you don't know. Sometimes, you will need to guess the meaning in context so that
you can answer a queshon.

Listen again and mark these statements (T) true or (F) false.

Extract
Extract
Extract
Extract

1: The woman is happy with the price she paid for the jeans.
2: The customer knows the name of the money used in Russia.
3: The school has enough computers for all the children.
4: Somebody stole money from the woman .

What was the key word in each extract? Compare with a partner. Pronounce it.

Exam tip: In the Listening Module, the words you need to write as answers will
usually be quite simple words. Sometimes, you might need to write a word that you
don't know as an answer. You will need to listen carefully and guess the spelling.

Listen again and write the words you hear into the spaces. You will need to guess
the spelling.

1.
2.
3.
4.

I think I got a _ _ _ _ , don't you?

I don 't know what the
in Russia is.
We're trying to
money to buy computers ...
Somebody's just taken my
. I was taking it out of my handbag ...

Listening 2: practise identifying key words

Some students are conducting a survey about people's spending habits. Look at
the questions on the survey.
Listen and match each extract to a question on the survey. Write the question number
in the space. You will not hear all the questions on the survey answered.

Extract 1: question _
Extract 3: question _

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Extract 2: question_
Extract 4: question _

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Class SC

Spending Habits Survey I 0/09/2008

Which income band are you in?

Low

Average

Person I : man about 40

High

2 How much money do you feel you have to spend?

Less than you need
Enough to live on
More than you need

3 What do you spend most of your money on?

4 How do you usually pay for what you buy?

5
6
7
8

What do you think is good value for money?

What do you think is a waste of money?
Do you ever buy things that you can't really afford?
Are you a spender or a saver?

Listen to the whole survey in the correct order and answer the questions.

For questions 1-4, choose the correct letter a, b or c.

1 . Wh ich income band is the man in?
a. Low b. Average c. High
2. The man feels that he has .. .
a. less money than he needs. b. enough money to live on. c. more money than he needs.
3. The man spends most of his money on ...
a. things he really likes. b. what he has to. c. eating out in restaurants.
4. The man uses cash to pay ...
a. for most things. b. his bills. c. for things which are not planned.
For questions 5-9, complete the notes. Use no more than two words for each
answer.
5.
6.
7.
8.
9.

The man's telephone and Internet broadband _ _ _ _ _ is good value for money.
22 a month for the man's telephone and Internet is a good _ _ __
When you drive a new car out of the
, it is immediately worth less money.
The man says that he likes to
himself occasionally.
The man thinks that it is important to save for a _ _ _ __

Check the key on pages 269 and 270. How many questions did you answer
correct ly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.

Reading the questions on the survey helped me to predict the content.

I identified key words that I didn't know.
I could answer questions 1-4 by guessing the meaning of the new words in context.
I could guess the meaning of some new words and phrases from words
I already knew.
5. I spelt most of the words correctly to answer questions 5-9.
6. I am happy with how many questions I answered correctly.

Key vocabula .. y in context

Complete these sentences with words from this module.
1.
2.
3.
4.
5.

Some organizations
money to help feed the poorest people.
If you
yourself, you buy something nice for yourself.
A bargain and a good
mean more or less the same thing .
The
in Japan is yen .
Men usually keep money in a wallet , whi le women carry a _ _ __

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113

Reading 1: understanding references

Answer these questions with a partner.
1. When do people normally open their first bank account?
2. How many different accounts do people normally have?
3. What 's the difference between a debit and a credit card?
4. How are people paid their salaries in different countries?
Match the four texts to the sources below.

1. an e-mail to an online advice service

2. a forma/letter to a bank
3. an e-mail to a friend
4. information on a web page

... and I really want a car, but I just can 't afford one at the moment. I'm sure my
dad would lend me the money if I asked him but I don't want to do that. You know
my dad -I'd have to tell him exactly what I want it for and then answer hundreds
of questions.

B Different banks have different rules about allowing customers credit facilities. Some
banks like to know that customers can manage their account correctly before they
offer them an account with credit facilities. They might say that the customer should
open a 'basic bank account' first. This is an account which allows the customer to
have his or her salary paid into it and to set up direct debits so that he or she can
pay bills directly.
C

I'm going to live in the USA for a year, and I want to know if I can open a bank
account before I get there. People have told me that opening an account without an
address can be difficult, and that some banks won't even discuss it if they don't
meet the customer face-to-face. Can you help?

D .. . while I was conducting business at your ATM located in Norfolk Road, my debit
card was not returned from the machine. Because the bank was closed at the time,
I could not report this and nobody could help me. Please ensure that my card is
returned to me at once or that a new one is issued immediately.
Read the texts again. Write what each highlighted word refers to.
Text A

Text B
Text C

Text D

114

one
him
that
it
This
his or her I he or she
there
it
they
this
one

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a car

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Exam tip: When you read, it is important to understand how words and phrases

relate to each other. You will understand how a text is organized and read more
quickly if you can see how one word or phrase refers back or forwards to another.
Delete the wrong option in each pair of reference words.
A

There are three main types of bank account: a basic account, a current
account and a savings account. Customers might choose any of their I these
at different times in their I they life.

These days, most parents like to open a bank account for their children. They I
Them try to pay money into that I it regularly so that when the child is older, he
or she will have some savings. I opened an account for my daughter when she
was six years old and it I one for my son when he was only four.

Watch out!
C

Temples and palaces were used like banks thousands of years ago
before there was money. People left valuable possessions their I there
because they knew they I them would be safe.
ATMs started to appear in the late 1960s and you now see they I them
everywhere. The first mechanical cash dispenser was actually in operation
in New York in 1939. It was not popular that I then, however, and it was soon
removed from the bank where it was located.

typical e:r:ro:rs
My brother wants a dog
but I don't like they. )(
I'm going to buy an ice cream.
Do you want it? )(

Reading 2: practise understanding references

Skim the web page on the next page and tick the sentence below that
summarizes it.
1 . Most managers know how to save money.
2. Most businesses could do more to save money.
Read the web page again and highlight any reference words. Is it clear what
each refers to?
Read the web page carefully and answer the questions.
For questions 1-5, decide if the information given below agrees with the
information given in the text. Write (T) true, (F) fal se or (NG) not given.
1.
2.
3.
4.
5.

Most businesses lose money because of the waste they produce.

Many managers frequently change the way they run their office.
People usually read the marketing mail they receive in the post.
Office workers don't care about wasting paper.
Staff throw things away because it is the easy option .

For questions 6-11 , complete the summary with words from the text. Use no
more than three words for each answer.
Most managers do not realize that the amount of waste their business creates means
than they could be. It is not difficult
they are making less (6)
(7)
the amount that is thrown away and to make savings.
Computers can be used effectively to cut costs, but they should not be
(8)
overnight. Savings can also be made by using
(9)
that use less energy and last longer, and by wasting far less
paper. Thinner, recycled paper is cheaper and (1 0)
of a sheet
should be printed on. Printing (11) _ _ _ _ _ ___ wastes money if a document
is not going to be seen by customers.

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11 5

e oe

How to Save Money in the Workplace

Businesses everywhere create an enormous amount of unnecessary waste. This not only has an impact
on the environment it also has a hugely damaging effect on the profit that companies make. By making
a few changes to the way the office is run, managers can reduce waste and make considerable savings
to their business.
Technology Use modem technology to your advantage. Why send out promotion material in the post when
it can be done more effectively by e-mail? Your marketing mail is more likely to reach the person you want it
to instead of the waste-paper basket and you will also save money on paper, envelopes and postage.
Energy Ensure that everyone switches off their computers at night. Computers left on standby use 50% of
the electricity they use when they are actually in operation.

Use energy-efficient light bulbs -they are more expensive than ordinary ones but last eight times longer, use a
quarter of the energy and give the same brightness. This could save around 100 during the bulb's lifetime.

Paper Paper is probably the biggest sourc e of waste in a ny office, with the average office worker using up
to 50 sheets of A4 every day.
Set printers and photocopiers to print on both sides of the paper. This can reduce the amount of paper
used in your office by 50% immediately.
Use recycled paper. Producing recycled paper uses between 28- 70% less energy and it is cheaper to buy.
Use BOg paper sheets instead of thicker paper. Thicker paper is more expensive and the thicker the paper
you use, the more paper you waste.
Printing Ask whether it is really necessary to print in colour for internal documents, as it is nearly 50%
cheaper to print a document in black and white.
Think about how you are going to dispose of the print cartridge. It might be more convenient to put it in
the bin but it is far more resource efficient to recycle.
There are all sorts of other ways savings can be made. Remember - saving the environment can mean
saving yourself money, too.

I
.

Now check the key on page 270. How many questions did you answer correctly?
Tick the sentences about the reading t ask that are t rue for you and think about
how you can answer more questions correctly next time.

1.
2.
3.
4.
5.

1 could

quickly see what reference words referred to.

Understanding references helped me to answer some questions.
I find T/F/NG tasks easier than I did a few weeks ago.
1 find summary completion tasks easier than I did a few weeks ago.
1 was happy with the number of questions I answered correctly.

Key vocabula .. y in context

Circle the correct o ption in each sentence.
1.
2.
3.
4.
5.
-

Waste is what you want to keep I throw away.

Profit is money made I lost.
If you reduce something, you make it more I less .
If something is efficient , it works well I doesn 't work well.
The source of something is where it comes from I ends up .

For focus on reading skills, go to Workbook page 25.

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'

w ..iting 1 : elements of a good composition

Look at the instructions for a typical writing task.
Is it a topic you want to write about?

It is not right that film stars, singers and footballers are paid
more money than they can spend while people all over the
world do not have enough money to feed their children.
Do you agree with this statement?
Give reasons for your answer and include any relevant
examples from your experience. Write at least 250 words.

Read the composition a student wrote and make notes about

what you like and don't like. Then compare with a partner.

It\ ~b~oltAte.ly te.rrible. tM.t ~oMe. f>e.~le. like. f ilM ~ur~ M.d foot~lle.r~
~re. ~id ~o MIACh MOt\e.y whe." the.re. ~re. Millio~ of ve.ry f>DDr ~le. i" the.

world . lhe.y c~" 't ~fford to fe.e.d the.ir childre." ~"d do" 't e.ve." M.ve. elM"
~te.r to drit\k.
~le. ~~y tM.t fil~ ~ur~ ~t\d foot~lle.r~ e.d e.rui" ~ Md crMte. job~

for othe.r ~le. blAt tM.t '~ mbbi~h . It'~ di~1 ~ti"1 tM.t the.y CM ~ke.
MOre. MOt\e.y i" o"e. d~y or o"e. e.ve."i"1 tM." MO~t ~le. c~" ~ke. i" ~
yMr . ~Me. ~le. dot\ 't e.Ve.t\ ~ke. tM_t MIACh MOt\e.y it\ ~ life.tiMe..
~le. ~hotAid be. ~id ~ceordi"1 to how ~e.ftAI t he.ir job i~ - t\Ot how MIACh
MD"e.y the.y ~ke. for othe.r ~le.. If the.re. ~" 't ~"Y tMche.r~ or "tAr~~,
~oci e.ty cotAid" 't co"ti"tAe. ~t\d ~o the.y ~hotAid ~ke. ~ MIACh ~ ~ rock ~ur.

FilM ~ur~, ~i"1e.r~ ~t\d .foot~lle.r~ do ~" iMf>DrU"t job ~"d we. "e.e.d to
M.ve. the."" i" the. world, blAt it i~ COMf>le.te.ly cr~t.y tM.t the.y c~" be. ~o
rich ~o t:jtAickly .
A teacher has read the composition and made some comments. Mark five
comments below (Y) yes, this is true and five comments (N) no, this is not true.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

The composition is difficult to read. I don't know what you are trying to say.
The composition is too short. You need an introduction and a longer conclusion.
You don't answer the question . A lot of what you say is not relevant.
The composition is badly organized and there are no paragraphs.
You express your opinions too strongly using very informal expressions.
There should be more linking words and phrases to introduce ideas and opinions.
There are a lot of spelling mistakes- sometimes with very simple words.
There are a lot of basic grammatical mistakes.
Sometimes it is not clear what reference words refer to.
You shouldn 't use contractions in a composition like this.

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117

Find at least one example of each t rue comment in the composition.

Compare with a partner.

Wl"iting 2: introducing opinions

Read the student's second composition. Highlight parts that make it better than
t he first.

Famous people like film stars, singers and footballers are paid huge amounts

of money. It seems that every year they can demand more and more
money for what they do. They are paid so much, in fact, that they
probably do not know what to spend it on.
In my opinion, it is wrong that these people have so much money to spend
when many people in developing countries all over the world cannot afford
to feed their children. In the5e countries, some people do not even have
clean water to drink or a proper place to live. of course, film stars and
ltJ
footballers entertain people, generate money and create jobs for other
t
people, but I do not believe that they Should eam more in one day or in one
evening than most people can eam in a year or perhcips even in a lifetime.
I think that people sh<Juld be paid according to ho.v useful their job is rather
than ho.v much money they can generate. If teacherS and nurses stopped ,
doing their jobs, socie~ could not function properly. These key workers
Should be paid properly for the jobs they do.
To sum up, I would say that although entertainers have an important role
to play in socidy, it is unfair that t hey are paid so much compared with so
many other people in the world.
Perhcips there could be a limit on how much people can eam, or perhaps
people who eam huge amounts of money Should pay more tax.. .

Which word or phrase below can replace each underlined word or phrase in the
composition? Use one of the words or phrases below twice.
Clearly

1.
2.
3.
4.
5.
6.

I think it is wrong

In conclusion

I wonder if

To my mind

In my opinion
Of course
I do not believe
I think that
To sum up
Perhaps

Exam tip: You will need to express your opinion in the second composition in
the Writing Module, but you shouldn't express it too aggressively. Introduce
opinions and try to make them softer.
-

Go to Workbook page 25 for the writing task.

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,,--------------------------------------------------------------------------~,

Speaking
A Match each statement 1-5 with a follow- up comment a-e.
1. I don't mind shopping in supermarkets.
2. I prefer shopping in small local shops.
3. I don't really like shopping for clothes.
4. I really enjoy shopping for DVDs.
5. I don't enjoy shopping in markets.

~----------------,

a. I always want a pair of shoes or a jacket that I can't afford .

b. It's not much fun, but everyone has to do it.
c. I usually find something I want to see.
d. They're too busy, and a lot of what they sell there isn 't very good .
e. The shopkeepers are so much more friendly.
B

"

Listen and check your answers.

C Practise saying the complete sentences as you heard them on the recording .
D

Talk about each situation so that it's true for you.

Example: I don 't like shopping in supermarkets. I usually let my mother do it.

Vocabula .. y
A Look at this vocabulary web. Add the words and phrases below to the correct column.
debt

borrow

cheap
verb + money )
spend
waste
save

value for money

pay a bill

pay + phrase

adjectives
rich
poor
expensive

pay in cash
pay by debit card

- - - - MONEY /
( __n_o_u-ns......) - - - -

"'---c

wealth
poverty

useful expressions )
It isn't worth .. .
I can 't afford .. .

Work with a partner. Look back at the unit and add more words and phrases to each column.

A There are errors in all of these sentences. Correct them.

1.
3.
5.
7.
\

2. I spend a lot of money in clothes.

Who's going to pay for the bill?
My brother borrowed me some money.
4. Can I lend your dictionary a minute?
I'm interested in the USA but I've never been that. 6. My parents have never travelled in his life.
My sister wants a new bicycle but my dad
8. To my opinion , people should try to
won't buy her it.
save money.

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11 9

Listening

You will hear a man giving a tal k to some Economics students about
managing money.
For questions 1- 6, choose the correct letter a, b or c.

1. The speaker ...

a. thinks that the students are too young to worry about money.
b. thinks that the students should start thinking about money now.
c. is surprised that the students do not have any money.

2. The speaker thinks that most people ...

a. do not have time to manage their money.
b. start thinking about money too early in life.
c. do not have as much money as they need.

3. The speaker says that anyone who wants to manage their money well ...

a. must decide what they want from life and when they want it.
b. needs a lot of money to be happy.
c. must take risks with their money.

4. The speaker says that most people .. .

a. have more than one house.

b. will not buy anything that costs as much as a house.
c. spend too much on the house they buy.

5. The speaker says that ...

a. people who have expensive holidays do not manage money well.

b. travelling round the world is a waste of money.

c. money spent on a holiday is money that cannot be spent on something else.

6. The speaker says that ...
a. most of the students will retire when they are 50 .
b. people have to plan carefully if they want to retire early.
c. people can only retire early if they are very rich .
For questions 7-13, complete this summary of the final part of the talk. Use no
more than two words in each space.

Too many people think that the (7) _ _ _ _ _ they have is what is left after they
pay all their expenses. People should think more about their assets and what they are
(8)
. They should also remember that they might have more surplus
cash if they reduce their (9) _ _ _ __
Somebody might decide that selling their house and buying a (1 0) _ _ _ _ _ one
is unnecessary. People
makes financial sense or that running (11)
must then decide how to invest their money and whether they want to take the
(12)
of losing it. Not everyone knows the best way to invest money,
and it is a good idea to (13)
from somebody who does.

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"

You will hear the owner of a taxi firm talking to his accountant.

II

For questions 14-19, complete the information in the table. Use no more than
two words or a number for each answer.
Now

Before

Number of taxis operating at airport

(14) _

10

Number of taxis operating in city centre

16

(15) _

Reasons for reduction of drivers

at airport

15% fewer (16)

arriving at airport
Fewer evening arrivals so more people
use the (17)

Reasons for increase of city-centre

drivers

More people to use taxis in the central

(18)
More people to book taxis
(19)

For questions 20- 23, complete the notes. Use no more than two words or a
number for each answer.
20. James thinks that Mehmet made a decision without thinking _ _ _ _ _ _ __
enough .
21. Mehmet looked at the ________ and not at the separate sides
of his business.
22. James thinks that Mehmet now has too many _ _ _ _____ working
for him .
23. Mehmet says that people could find a job _ _ _ _ _ _ _ and might not
come back to him .

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113NifJfhtJi<l

12 1

Feelings

Speaking 1: your feelings

Answer these questions with a partner.
1. Are you an emotional person?
2. Do you show your feelings or do you hide your feelings?

Vocabula .. y 1: situations and feelings

Talk with a partner. Use these adjectives to talk about how the people in the
pictures are feeling.

happy sad angry disappointed

frightened relaxed confused

bored
worried

nervous excited upset proud

surprised annoyed scared

Listen to some students and check the pronunciation. Then practise saying
the words.
How do you feel right now? Ask your partner how he or she is feeling.

Grammar check
When we talk about how we feel at a particular moment , we can use be+ adjective.
I'm sad. I He's nervous. I She was very disappointed.
We use adjectives when we talk about how things make us feel.
Subject + get + adjective
I get angry when .. . I He gets upset if ...
Subject + verb + object
It worries me. I It frightens me. You're confusing me. I She really annoyed me.
Subject + make + object + adjective
It makes me happy I sad I nervous. It made me so angry. I He made her very proud.
Remember that the -ed adjective describes how the person feels .
The -ing adjective describes the thing .
I'm bored today I This book is really boring.
I was disappointed with the movie. I The movie was disappointing.

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Pronunciation check
Words like frightened and frightening are difficult for students to say. Most native
speakers produce a sound that you cannot find on the phonetic chart. The sound is
made in the top of the nose.
Usten to these words that have the sound. Then practise saying them.
1. frightened
2. frightening
3. certainly
4. curtains
5. important

Speaking 2: saying how you feel about things

Look at these questions and think about how you would answer them.

2. When were you last excited about something?

1. What makes you happy?
4. What do you worry about?
3. What makes you really angry?
5. When did you last get nervous about something? 6. What do you do to relax?

Listen to some students answering the questions. Make notes.

Walk around the class. Ask and answer each question in Exercise A with a
different classmate. Then ask some similar questions with more of the adjectives
from Vocabulary 1A.

Voc:abula.. y 2: extreme adjectives

Match the adjectives 1-6 with the more extreme adjectives a-f.

1. good_
3. happy_
5. angry_

2. bad
4. surprised _
6. frightened _

a. furious
c. fantastic
e. terrible

b. terrified
d. amazed
f. delighted

\J g

Listen to some students using extreme adjectives to

answer questions.

Watch out!
typ cal e .. o ..
I'm very furious. )(

Listen again and complete these sentences.

I'm absolutely happy. )(

1. I get absolutely furious when people are

1was amazing to see her again.
2. I
last year. I was absolutely terrified before I
_ _ _ _ _ _ , but then when I
, it was absolutely fantastic.
3. When

)(

, I was absolutely delighted.

Exam tip: If you're telling the examiner how you feel about something, try to use
vocabulary and stress and intonation that make the examiner want to listen.

Here are two typical cards for part 2 of the Speaking Module. Work with a
partner- one of you is A, the other is B. You have a minute to think about it
and make notes.

Describe something exciting that

happened to you recently.
Say ...
what happened.
where you were .
who you were with.
how you felt.

Describe a surprise that you have had

recently.
Say ...
what happened.
where it happened .
who you were with or if you were alone.
why you were so surprised.

Take it in turns to speak about what's on your card for about two minutes.

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Listening 1: preparing to listen

Look at these questions about phobias. How many can you answer?

2. How many people have phobias?

1. What is a phobia?
3. What examples of phobias are given? 4. What may cause phobias?
g Listen to the introduction to a radio programme about phobias. Answer the
questions in Exercise A.
Look at the pictures. What phobia does each show?

g Listen to the rest of the programme. In what order does the speaker
mention the phobias in Exercise C?

Listening 2: classifying
g

Read the questions carefully. Then listen again and answer them.

What does the speaker say about each of the phobias 1-5?

Write:

[H]

ITJ

[g
1.
2.
3.
4.
5.

if the person with the phobia does not like being with other people
if the person with the phobia stays away from parts of his or her house
if thinking about it can make it worse
if it can be cured easily

arachnophobia
social phobia
aerophobia
agoraphobia
claustrophobia

Read these statements about the task you have just done. Mark them (T) true
or (F) false.
1. There was quite a lot to read in the instructions.

2. It was easy to know what you had to do.

3. You needed to read and listen at the same time.
4. The speaker made the points P, H, T and C in that order.

5. You needed to use some letters more than once.

12 4

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Question-type tip: Some listening and reading tasks ask you to classify. There
are usually more instructions to read, and you need to be sure about what you
have to do. The speaker will answer the questions in the correct order but, of
course, he or she won't mention each point in the same order. You need to read
carefully before you listen and continue to read as you listen.

Listening 3: practise classifying

Listen to the same speaker talking about three more phobias. Match the
pictures with the extracts. There are two pictures t hat you do not need.

'

""
~ ~

..

Question-type tip: In this task, the extracts are in the correct order but the
statements that you have to listen for are not. You must read the statements
carefully first so that you know what to listen for.

Listen again and answer the quest ions.

For questions 1-6, write:
A If the statement refers to the first extract.

B If the statement refers to the second extract.

C If the statement refers to the third extract.
1. This phobia affects people at a particular time of the year.
2. People with this phobia will not go to some public places .
3. This phobia may cause people to hurt themselves.
4. This phobia mostly affects very young people.
5. People might think this phobia is a normal condition.
6. People with this phobia will not watch something on the television .
Check the key on page 270. How many questions did you answer correctly?

Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.

I understood the overall gist and matched the pictures easily.

I understood the instructions for the classifying task quite easily.
I needed time to read all the points before I was ready to listen.
I am happy with how many questions I answered correctly.
I would find this task more difficult if I only heard the recording once.

Key vocabula .. y in context

Circle the correct option in each sentence.

1. If you suffer from something, you enjoy it I it is a problem for you .

2. If you panic , you behave normally I do things without thinking .
3. If you avoid something , you don 't go near it I try to find it whenever you can.
4. If something is approaching , it is coming towards you I going away from you.

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Reading 1: preparing to read

Tick the correct definition of stress below.
A Stress is a feeling of worry because of problems in your life.
B Stress is a feeling of excitement because something good is going to happen.
C Stress is a feeling of happiness because everything in your life is as you planned it.
Talk in small groups. What are the most common causes of stress?

Reading 2: using topic sentences to predict

What do you remember about topic sentences? Complete each statement with
one word only.
1. The topic sentence should tell the reader what the rest of the _ _ _ _ is about.
2. Other information in the paragraph should
the topic sentence.
3. If information is not related to the topic sentence, the writer should start
a
paragraph.
Here are the topic sentences from seven paragraphs in a text about stress.
Read them and then answer the questions that follow with a partner.
Paragrqph
Paragraph
Paragraph
Paragraph
Paragraph
Paragraph
Paragraph

1: Stress is worry and anxiety in your life.

2: The most common cause of stress is having financial problems.
3: Pressure and worry at work is another cause of stress.
4: There is a lot of stress in people's personal relationships.
5: Many people suffer stress because of their health.
6: People become very anxious about the little problems they face every day.
7: People have found ways to deal with stress.

1. Do you get a clear idea of what the text will be about from reading only
the topic sentences?
2. Can you see how the text will be organized from looking only at the topic sentences?
3. Can you predict what supporting information will be in each paragraph?
4. In which of the paragraphs will each of these supporting ideas be?

the car breaking down _

between 50 and 60 possible causes of stress
an elderly relative moving into the family home
the cost of living is rising _
yoga or other forms of relaxation exercise
their boss does not understand them
losing eyesight or hearing _

Now read the text and check your answers.

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Life Can Be Stressful

Stress is worry and anxiety in your life. Stress stops you relaxing, it is the most
common cause of heart disease and it can lead to cancer. Stress can cause poor
concentration, can affect judgement and can result in accidents. Stress can be the
cause of family break-ups, violence and even suicide. So what are the main causes
of stress in a typical modern lifestyle? A study has identified between 50 and 60
possible causes of stress, and here are the five most frequent.
The most common cause of stress is having financial problems. People cannot do the things they want to do
because they lack money. Debts are growing because mortgage repayments are increasing and credit card bills need
to be paid . The cost of living is rising, and it all adds up to worry.
Pressure and worry at work is another cause of stress . People worry that there is change and people worry when
there is no change. They may feel that their boss does not understand them or that he makes life difficult for them . If
people think that they are doing their job badly or that they are about to lose their job, it is a huge cause of anxiety.
There is a lot of stress in people's personal relationships. Disagreements with a husband or wife, arguments with children and
difficulties with relatives can all cause anxiety. An elderly relative moving into the family home and an older child leaving are
both causes of tension . The death or the serious illness of a family member or close friend is a major cause of stress.
Many people suffer stress because of their health. Common illnesses, like heart disease and high blood pressure, are
a common worry. As people grow older, they become anxious about losing their eyesight or hearing . People worry
about gaining weight and losing weight and about not having time to lead a healthy lifestyle.
People become very anxious about the little problems they face every day. Difficulties getting to work on the train and
the car breaking down are common causes of worry, and people spend time thinking about machines and devices
around the house that have gone wrong . People have lists of tasks that are never completed, and they worry that they
will never have time to relax.
People have found ways to deal with stress . Some do yoga or other forms of relaxation exercise to prevent them from
becoming over-anxious, while others claim that taking part in hard physical activity helps them to work off stress .
Everyone should make sure that they spend some time every day doing what makes them happy. Stress is a killer.

Did reading the topic sentences first make the text easier to read?
Exam tip : Remember that when you are doing the Reading Module,
understanding the topic sentence will help you to know where to look
back to find answers.

Reading 3: practise predicting from topic sentences

Read only the topic sentence highlighted in each paragraph in the text on the
next page, and think about ...
what the whole text is about.
how the text will be organized .
what supporting information will be in each paragraph.
Read questions 1-6 and guess which paragraph the information will be found in.
Read the text and answer all the questions.
For questions 1-6, say in which paragraph the following information is found.
Write the letter in the space.
1. People like to see results.
3. People will stay in the same job.
5. People need to talk.

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2. People need change.

4. People like to decide some things for themselves.
6 . Managers should tell workers that they are pleased. _

These days, people who run a business know that it is important to look after the people who work for them. Recent research
shows that if employees feel good about their work, they are not only happier, but they are more likely to work harder and
perform better. They will take less time off sick and are less likely to leave the company. So what exactly makes people happy
at work? We asked 100 people employed by large and small businesses, and these are the five most important factors.
People need to achieve something . They want to see that the decisions they make and the work they do have an end
result. People enjoy solving problems and doing things that help other people. Bosses should realize that workers are
happy when they are working hard, not when they are doing nothing .
People want to be appreciated . They don't necessarily want somebody to keep telling them that they are doing a great
job, but they do want somebody to recogn ize what they have achieved . It doesn't take much for a boss to say 'well
done' occasionally, but many bosses just don't think of it.
People want to work with people they like. Being part of a team is very important for most employees, and enjoying the
company of colleagues makes people want to go to work in the morning . They don't expect colleagues to be their best
friends, but they want to have a conversation and share a joke. Most people don't enjoy working alone for too long .
People need a degree of freedom. They want to control their own time and make their own decisions . Employees want
their bosses to trust them and respect them. Nobody likes working in an environment where somebody is constantly
telling them what to do or watching to check that they are busy.
People enjoy learning something new. They either want to learn how to do something for the first time or how to do
something better. Most people like to feel that they are creating something and don't feel they are doing this if they are
repeating a routine day after day.
For questions 7-14, complete the summary with words from the box.

benefit
succeed
creative
colleagues

better
friends

achieve
control

appreciate
decide
improve
same
tell

If employees feel happy at work, both they and the companies they work for
(7)
. Workers generally do a (8)
job if they are happy. It is important
for employees to feel that they (9)
something and that the people they work
for (1 0)
it. Most people enjoy their job more if they work with (11 ) _ __
who they can communicate with. Employees do not like having a boss who wants to
(12)
everything they do, and nobody likes being watched . People like to feel
that they can learn something new or (13) _ __ something they are already
doing. Nobody enjoys doing the (14)
thing day after day.

Check the key on page 270. How many questions did you answer correctly?
Tick the sentences about the readi ng task that are true for you and think about
how you can answer more questions correctly next time.

1.
2.
3.
4.

I understand better how the topic sentence makes a paragraph easier to read .
I predicted what would be in each paragraph from reading the topic sentence.
I'm reading texts more quickly than I was.
I am happy with how many of the questions I answered correctly.

Key vocabula .. y in context

Complete the sentences with these verbs.

appreciate

deal with

respect

trust

1. Very small children don't really

how much thei r parents do for them.
2. Children should
people older than them , like teachers.
3. My children are young, but I
them to cross the road safely.
4. Some parents don 't know how to
difficu lt children.

12 s

For focus on reading skills, go to Workbook page 28.

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w .. iting 1: preparing to write

Answer these questions with a partner. Check the highlighted words and phrases.

1. Are you generally a sociable person?

2. Do you enjoy other people 's company or do you prefer spending time alone?
3. Do you get on with most people or do you have disagreements easily?
Check the highlighted words and then complete each sentence so that it is true
for you.
1. It is really annoying when people _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. It really irritates me if people _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
when I'm trying to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
3. It annoys me if somebody _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

without asking first.

4. It is very irritating if somebody _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
when I want to sleep.
5. It makes me furious if people _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Compare your ideas with a partner.
Talk with a partner. Have you ever shared a room with somebody? Did you get
on or did you have problems?

w .. iting 2: linking words

Look at these instructions for a typicai iELTS writing task.
You are living in a college residence where all the students are in shared
rooms. You are not happy with the student you are sharing with because
he/ she is very inconsiderate. You are finding it difficult to study and
sometimes to sleep.
Write a letter to the manager of the college residence and say that
you want a new roommate or to move to a new room. Explain why.
Write at least 150 words. You should spend 20 minutes on this task.

Answer these questions with a partner.

1.
2.
3.
4.

Is it an easy or difficult letter to write?

Do you need to invent everything, or do you have experience of a situation like this?
Can you think of some examples of your roommate's inconsiderate behaviour?
Are you going to write in a formal or informal register?

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12 9

Read the letter that a student wrote. Write three sentences about what you like.
Example: It is well organized and easy to follow.

Dear Mr Grant,
I am writing to inform you that I would like to either move to a new room or
have a new roommate. I know that normally students do not change rooms
, the student who I am sharing with
in the middle of the term.
at the moment is very inconsiderate and I am fmding things very difficult.
_____ , he is very noisy. He listens to loud music a lot or plays his
guitar. I have asked him to wear headphones but he refuses. _ _ _ __
he comes back to the room very late two or three times a week. Sometimes
he makes calls on his mobile in the middle of the night.
He
frequently invites his friends to the room without asking
me first. On two occasions, his friends from outside the residence have
slept on the floor.
, he sometimes borrows my things without
asking. He took my electronic dictionary to a lecture last week.
of all this, I am very unhappy. I am not able to study in my room
and I am losing sleep.
, I think that moving to a new room is
the best solution, and I would appreciate it if you could arrange this as soon
as possible.

-----

Yours sincerely,
Javier Moreno

Use each linking word below once to complete the letter. Use a capital letter
if necessary.
finally

what 's more

also

however

therefore

as a result

firstly

Write each linking word from Exercise D in a space below.

This introduces the first point I want to make about a situation. _ _ __
I _ _ __
These introduce more points about the same situation .
This introduces the last point I want to make about the situation. _ _ __
This introduces a viewpoint that is different from what was said before. - - - These introduce the result or consequence of something that was mentioned before.
They are similar to 'so'.
I _ _ __

Exam tip: Linking words and phrases help to organize a composition, but only
use them if you are confident that you know how to use them properly. A lot of
students try to use linking words because they think they should, but they use
them in the wrong way.
-

13 0

Go to Workbook page 28 for the writing task.

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,,------------------------------------- -------------------------------------,

Speaking
.ll

Look at these exchanges between an examiner and some students.

Then listen. What do you think about the students' answers?

1. Examiner:
Student:
2. Examiner:
Student:
3. Examiner:
Student:
4. Examiner:
Student:

,
B

So, were you disappointed when you didn't get into university?
No, I didn't care.
~----------------,
So, working in advertising must be very exciting.
'
No, it's very boring most of the time.
Are you nervous about the exams that you're taking next month?
No, I'm not nervous. I like exams.
What did you think of London? Did you get confused travelling around on the tube?
No, it was easy.

Listen to these students answering the same questions. How are their answers better?

Exam tip : You don't have to agree with the examiner, but if you disagree or want to correct a
comment he makes, you should do it politely. Introduce your comment with a phrase that tells
the examiner you are going to disagree with him.

c g
D

Look at the tapescript and listen again. Highlight expressions you want to use.

Practise the exchanges with a partner.

Vocabula .. y
.ll Correct the spelling mistakes in these words.
1.
3.
5.
7.
9.
B

emosional
anoying
fewrious
angsiety
soshiable

2.
4.
6.
8.
10.

disapointed
fritened
anksious
preshure
apresiate

Listen and mark the main stress on the words in Exercise A above. Then practise
saying them.

C Fill the gaps with words made from the root words in the box.
1.
2.
3.
4.
5.
6.

It was all very

. I didn't know what to do.
I was absolutely
when the plane took off.
I don't think many people find true
in life.
There was great _______ when the circus started.
Being a politician must be very _______
Yoga is a very popular form of _______

confuse
terrify
happy
excite
stress
relax

.ll There are errors in all these sentences. Correct them.

1. This film is really bored.
3. She's absolutely disappointed about it.
5. Most people are afraid about spiders.

',

2. I'm feeling very exhausted today.

4. It really puts me angry when people say that.
6. It's a difficult problem to deal for.

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13 1

Reading
Read these topic sentences from t he five paragraphs of a text about getting
angry and match them with the pictures below. Write a number in the white
box in each picture.
1. People who get angry easily are not being kind to their heart.
Anger causes the body to react in the same way that it does w hen it is attacked .
People who get angry easily are also more likely to have an unhealthy lifestyle.
People can change the way they react to stress, though .
Doctors suggest several techniques that help angry people to remain calm and
not lose control.

2.
3.
4.
5.

An Angry Heart
People who get angry easily are not being kind to
their heart. People who lose control because they
have to wait in a queue, because the driver of
another car upsets them or because they have a
small disagreement with their husband or wife are
more likely to have a heart attack than those who
remain calm. In fact men who become angry when
they feel stressed are three times more likely to suffer
from heart disease later in life than those who do not.
Anger causes the body to react in the same way that
it does when it is attacked. The nervous system
prepares itself for fight or flight. That means staying
where you are and dealing with the situation or
running away from the situation as quickly as possible.
When the nervous system is on alert, the heart
produces adrenaline, and that makes it more sensitive.
People who get angry easily are also more likely to
have an unhealthy lifestyle. Because they are less
able to deal with stress, they may do other th ings as a
result. They are more likely to smoke and drink a lot of
alcohol, and they may have a very poor diet. Their
anger may also mean that they have poor

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relationships at home or at work, and that adds to

the problem .
People can change the way they react to stress,
though . They need to accept that they cannot
change the situation they are in but can change
the way they react to it. They need to ask themselves
if it really matters that they are stuck in traffic and
will arrive home fifteen minutes later than they
planned . And they need to think more about how
their reactions affect other people and if it is worth
losing the respect of other people for no reason .
Doctors suggest several techniques that help angry
people to remain calm and not lose control. Doing
exercise is an excellent way to relieve stress and
generally puts people in a good mood. Taking a
deep breath and counting to ten helps people to
calm down and gives them time to think clearly
about the situation they are in and how they should
react to it. Some doctors say that writing down your
feelings on a piece of paper when you are very
angry is a good idea. It is a way of getting the anger
out and is much better than losing control and
shouting at people.

Answer the questions.

For questions 1-6, decide if the information given below agrees with the
opinions expressed in the passage. Write (T) true, (F) false or (NG) not given.

1.
2.
3.
4.
5.
6.

A lot of people have a heart attack when they are driving.

Remaining calm will help you to live longer.
Most people run away from a dangerous situation.
Producing a lot of adrenaline is always good for your heart.
People smoke and drink alcohol because they think it helps to deal with stress.
Angry people feel calm when they are at home.

For questions 7-12, complete the notes with words from the passage. Write no
more than two words or a number for each answer.

7. Angry people need to learn how to

differently when they feel stressed.
8. They need to think about how much a certain problem really _ _ _ __
9. They need to think more about how _ _ _ _ _ are affected when they
lose control.
10. If people exercise or do yoga, they suffer less from _ _ _ __
11. People should
before they react, and counting to ten helps them
to do that.
12. Expressing _ _ _ _ _ in writing is better than expressing them physically.

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13 3

Review 2
Speaking and Vocabula .. y
Answer these questions with a partner.
1. Do you feel that your speaking is generally improving?
2. Do you know what kind of questions the examiner will ask you in each part of the exam?
3. Do you feel more confident about answering those questions?
The questions below practise the topics that you learnt in Units 6-1 0. Work in
pairs. One of you is student A, the other is B. Ask and answer with your partner.
Student A
1. What do you like about the town or city you live in?
2. Do you prefer a city lifestyle or a more rural lifestyle?
3. How do you usually travel around your town or city?
4. Do you usually have enough time to do all the things you want to do each day?
5. Do you like shopping?
6. What makes you happy?
Student B
1. What is the most beautiful city you have visited?
2. Does your town or city have good facilities for entertainment and leisure activities?
3. How often do you fly? Do you enjoy flying?
4. How do you usually spend your free time?
5. When it comes to money, are you a saver or a spender?
6. What annoys you or makes you really angry?
Write important words and phrases that you have learnt in Units ~10 under each heading.

city and country life

places

feelings

(my words and phrases)

money

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travel and transport

time expressions

say how often you do something

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Listening and Reading

The t houghts below are from the 'exam tips' in the reading and listening sections
of Units 6-1 0.
Complete each sentence about listening, using one word only.
1. When I am listening for specific information, like writing names of places on a map,
the speaker will often
information that I need to answer a question .
2. Sometimes I will have to complete a short
of what I heard on the tape.
I need to spell words correctly and make sure they _ _ _ _ grammatically.
However, if I'm not sure how to fill a space, I should write what I think I hear.
3. Having a table will help when I listen , because I can predict how the talk will be
organized and _ _ __ into parts. I will know that the speaker is going to
move to a new topic within the talk.
4. I will sometimes need to understand the meaning of a key word I don't know
from the context. I might have to
the spelling of a new word if it is
part of an answer.
5. If a task asks me to classify, I will need to read the _ _ _ _ carefully so that
I know exactly what to do. I will need to look at points as I listen because they
will not be in the same _ _ _ _ as I hear them .
Complete each sentence about reading using one word only.
1. In the IELTS Reading Module, passages which are advertisements, leaflets or
information pages will be clearly divided into sections. Texts will be clearly divided
into _ _ __
2. Reading the
sentence, which is usually the first sentence, of each
paragraph will help me to read more quickly. I will often be able to predict quite a
lot about a text just by reading the
sentence.
3. I will understand a text better if I can quickly see what is _ _ _ _ and what is
opinion .
4. When you complete a summary, you will either need to use words from the text
or choose words from a
. If the words come from a
, they
will not always be words from the text. I should always look at what comes
before and after a space in a summary so I can check that answers _ _ __
grammatically.
5. I will read more quickly and understand texts better if I see how one word or
phrase _ _ _ _ back or forwards to another. I need to understand how
_ _ _ _ words, like 'it ', 'this ', 'there ' and 'one', are used .
Answer the questions
1.
2.
3.
4.
~
~

yes or (N) no.

Have your listening and reading improved since the last review section?
Do you feel more confident about doing well in the tasks?
Are you dealing better with words and phrases that you don't know?
Are you happy with the number of correct answers you are achieving in the tasks? _

Exam tip: Don't worry if your scores for some tasks are the same as they
were earlier in the course. The tapescnpts are getting longer. Vocabulary
and grammatical structures are more challenging!

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135

Wl'iting
You will hear an interview with an IELTS examiner. He talks about marking compositions.

Look at the interviewer's first question and then listen to the first part of
the interview. Mark these statements (T) true, (F) false or (NG) not given.

What is the difference between the Academic exam and the General Training exam in
terms of the Writing Module?
1. The General Training writing exam is easier than the Academic writing exam.
2. In the General Training writing exam, students need to write about graphs
and charts.
3. Not many students do well in the second part of the Academic writing exam.
4. For General Training students, writing a letter is usually the easier of two tasks. _

Look at the interviewer's second question and then listen to the second
part of the interview. Put the points into the order in which you hear them.

What do you look for when you mark an IELTS composition?

A letter or composition should have paragraphs.
The student should use the appropriate register.
The student must use the right number of words.
Points or ideas need to be linked with reference words or linking words.
The composition must be easy to read.
Each paragraph should start with a topic sentence.
1 The student must answer the question.
Points must be organized into a logical order.

Look at the interviewer's third question and then listen to the third part of
the interview. Complete the summary below. Use no more than two words
for each answer.

What about vocabulary, spelling and accurate grammar?

If students are aiming for a lower score in the IELTS exam, they do not need to use very
(1)
vocabulary. They should try to use the (2)
or phrase if they
know it, but it is important to keep things simple. They should only use words and
phrases that they know how to use (3)
. For students aiming for a lower
score, it is more important to use (4)
grammatical structures accurately
than to try to use complicated structures that they do not really know how to use.

Read the tapescript on pages 302 and 303.

Give yourself a mark out of ten for how much your writing has improved.

0-------5 -------10
My writing has not
My writing is much better
really improved at all.
than it was at the beginning
of the course.

13 6

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What next?
You 've now completed two-thirds of the course. You 've heard most of the different types of
talk or conversation that you will hear in the Listening Module, and you've read most of the
different types of text that you will have to read in the Reading Module. You 've practised
almost all of the task types for each Module. You should feel more confident about taking
the exam now, but don't worry if there are still parts that you find difficult. There is plenty of
time to practise those parts and to deal with any problems you are having. Here are some
things that you should do now. Decide which ones you 'd like to do first. Number them.

Continue to speak English every time you get the opportunity. Now
you know what sort of things the examiner will ask you in the spoken
exam, practise talking about those things. If you have friends or
relatives who speak good English, try to have short conversations
with them that practise what you have been learning and try to use
new vocabulary that you have learnt.

There are lots of websites that have short clips with people
speaking English . Even if you don't understand everything people
say, you will pick out some words and phrases and become more
familiar with the pronunciation patterns of the language. Watch a
movie in English from time to time if you can . Continue to borrow
COs to listen to if you need extra practice with the Listening
Module of the exam .

Continue to read as much as you can . You should be able to follow

more challenging texts now, so look at English newspapers and
magazines more frequently. There are thousands of websites in
English , and you can always find something that you are especially
interested in. Continue to think about the organization of a text and
note down new vocabulary that you think will be useful to
remember. Try to use the vocabulary when you speak or write .

As your English improves, you may feel that you want to learn and
remember more vocabulary than is realistic. Make sure you learn and
revise vocabulary that is useful and that you can use to communicate.
As well as single new words, you should learn words that you already
know used in new ways. You should learn how words go together to
form common phrases and expressions.

If you are still having difficulty with basic writing skills, continue to
practise writing sentences and short paragraphs. Practise your
spelling and punctuation. If you feel that your writing has improved,
practise writing more compositions. Continue to look at as many
model answers to exam questions as you can . This will help you
know what to write and how to write it in the exam.

Go on to tl1e next section of the Course Book. Make sure you practise all aspects of your
English, but focus on what you are having problems with . Don't worry if you don 't make
progress in all areas at the same time.

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1135fJfil!J"II

1 37

Health
Vocabula .. y 1 : healthy or unhealthy?
Check the highlighted words and phrases and mark each of these sentences (H) healthy
or (U) unhealthy in the first column.
1. I do regular exercise and like to stay fit.
2. I'm a bit overweight.

3.
4.
5.
6.
7.
8.
9.

I walk or ride a bicycle and like to get fresh air.

I eat lots of fresh fruit and salad.
I eat lots of fried food and frozen food .
I drink plenty of water during the day.
I drink a lot of fizzy drinks.
I really like sweets, chocolate and cakes.
My job gives me a lot of stress.
10. I smoke.

Speaking 1: lifestyle
Look again at Vocabulary 1A. In the second colum n, write (T) true for you or (N) not
true for you. Then talk with a partner about your lifestyle.

Vocabula .. y 2: typical health problems

Complete each sentence with a health problem below.

headaches

cough

hay fever

poor eyesight

flu

allergic to

1. People often say they have _ _ _ _ , but usually it's just a bad cold .
2. A lot of people are
something . It could be a type of food , or animals like
cats or dogs.
3. A lot of people suffer from _ _ __ in spring . They get sore eyes and a runny nose.
4. People who smoke are more likely to get a
than people who don't smoke.
5. Some people get bad
if they concentrate for too long . It can make life difficult.
6. If people have
, they need to wear glasses.
Use a dictionary to find any words and phrases that you need to talk about any health
problem you have or somebody you know well has. Then compare with a partner.

Pronunciation check
The ough at the end of words is sometimes pronounced in different ways. Sometimes
it is pronounced /o/ , sometimes IAI and sometimes /au/. It is difficult to know which
way is correct if you see a new word .
Decide how these words are pronounced .
1. cough
2. enough
3. though
4. rough
Listen and check your answers.

13 8

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Speaking 2 : talking about health problems

Walk around the classroom. Find at least one person who ...

1. has had a bad cold/flu recently.

4. suffers from hay fever.

2. is allergic to something .
5. often gets bad headaches.

3. has a bad cough at the moment.

6. has poor eyesight.

Talk with a partner. What should a person with each of the problems above do?

Example: If you 've got poor eyesight, you should wear glasses or contact lenses.

Vocabula .. v 3 : accidents
Match the phrases below with the pictures.

1. break a bone 2. get an electric shock 3. burn yourself 4. need stitches 5. be stung

6. be bitten

Speaking 3: telling stories

Talk with a partner. Ask and answer these questions.

1. Have you ever needed stitches in a bad cut?

3. Have you ever broken a bone?
5. Have you ever been stung by a bee I a scorpion?

2. Have you ever had an electric shock?

4. Have you ever burnt yourself?
6. Have you ever been bitten by a dog I a snake?

Grammar check
We use the passive voice when we want to focus on what happened to somebody
rather than who or what did the action. Sometimes who or what did the action is
also important, so we put it at the end of the sentence and use by.
Have you ever been stung by a bee? ./
NOT Has a bee ever stung you? X
The second question is not wrong, but it isn't very natural.

Make these two sentences passive.

1. Has an animal ever attacked you? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. Yes, a neighbour's dog attacked me when I was little. _ _ _ _ _ _ _ _ __
We ask What were you doing? if we want to know about before an accident.
What were you doing when you got an electric shock? 7 I was working in the house.
We ask What did you do? if we want to know about after an accident.
What did you do when you got the electric shock? 7 I went to lie down.
Talk with a partner. Ask and answer the questions in Exercise A again. Say ...

where you were

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what you were doing

what you did

Listening 1: flow charts

Look at part of a flow chart below and then answer these questions with a partner.

1. What is a flow chart?

2. What does this flow chart show?
3. What do these words mean?
symptoms
diagnosis
treatment

Cold and flu

Follow the chart so that you know how to treat the symptoms of a cold or the flu and whether or not you need to see a
doctor. Other conditions can have the same symptoms as a cold or the flu.

SYMPTOMS

~ BEGIN HERE

CD Do you

have a fever?

~ YES

Do you

have a sore
throat and headache
but not a runny nose?

DIAGNOSIS

-+

You may have a col d .

-+

Get plenty of rest and drink lots of water.

You may have strep

throat- a bacterial
infection .

-+

Get plenty of rest and drink lots of water.

See a doctor if the fever lasts more than
48 hours. He may give you antibiotics.

You may have the fl u.

-+

Get plenty of rest and drink lots of water.

Medicine that you can buy at a chemist
will relieve some of the symptoms.

NO

-+
YES

TREATMENT

~ NO

Did your symptoms start

suddenly? Do your muscles
ache? Do you have a sore
throat and a runny nose?

-+
YES

~ NO

Grammar check
First conditional sentences can be used to talk about possibility and give advice.
If you have a sore throat and a runny nose, you may have the flu.
If you have the flu, you should get plenty of rest.

Look at the next part of the flow chart. Listen and complete the notes using
no more than two words for each answer.

@ Do you have a bad

cough and is it difficult
to (1)
?

You may have

bronchitis.

-+

Get plenty of rest and drink lots of water.

If you (2)
, stop
completely for a while . Medicine that
you can buy at a chemist will relieve the
(3)
. If symptoms get
worse, contact (4)

You may be

-+

Try medicine that you can buy at a

NO

Do you have a runny

nose and sore eyes?

1 0

-+
YES

1135i'Jfhtfill

-+
YES

(5)

chem ist or ask your doctor for advice.

something.

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Question-type tip: A flow chart shows a series of events or actions and their
possible results. In the Listening Module of the exam, you will sometimes need
to complete notes on a flow chart. Having a chart like this helps you, because
you can predict how the talk will be organized and divided into parts. You know
when the speaker is going to go from one topic to another.

Listening 2: practice with flow charts

Look at the first part of a flow chart that shows you what to do if you have a
headache. Listen and complete the notes using no more than two words for
each answer.

Headaches
There are d ifferent reasons why you may have a headache. You may also have other symptoms. Follow the chart so that
you know what to do if you have a headache.

J,

BEGIN HERE

(j) Do you have a fever or

other symptoms of a cold?
Have you been sick?

J,

-+
YES

-+

You may have

a bad cold or

(1) _ _ _ __

G et plenty of rest and drink lots of water.

that you can buy
(2)
at a chemist will relieve some of
the sym ptom s.

NO

@ Do you have a very bad

-+

headache and a stiff

YES

(3)

Does normal light hurt

(4)

J,

TREATMENT

DIAGNOSIS

SYMPTOMS

You may have

meningitis - a serious
con d ition that can
affect your

(5) _ __

-+

You M UST see your doctor or go to

a (6)
immediately.

NO

@ Have you hit

(7) --:--::---recently?

-+
YES

You may have

con cu ss1on - a
seriou s condition
caused by

(8) -:-:---

Yo u MUST get immediate treatment.

-:---

pushi ng against
your brain .

Check the key on page 270. How many questions did you answer correctly?
Tick t he sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.

1.
2.
3.
4.

Looking at the flow chart helped me make predictions about what I would hear.
I understood the speaker and knew which words to write in the spaces .
I spelt most of my answers correctly.
I am pleased with how many questions I answered correctly.

Key vocabulary in context

Match the words 1-4 with the words a-d to make common noun phrases
from the text.
1. runny
2. sore
3. aching
4. stiff

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a. muscles
b. nose
c. neck
d. throat I eyes

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14 1

Reading 1: preparing to read

Answer these questions with a partner.

1. What is the most common way of trying to lose weight in your country?
2. Do men and women try to lose weight in different ways?
3. Do many people go on a diet?

4. Do many people join a fitness club or a group for people who want to lose weight?
Read the extract from a web page that gives advice about finding a fitness club.

Fitness club
More and more people want to lose weight and stay in shape. Being overweight
is not good for your confidence, and it can lead to other health problems. Most
people need a little help and motivation when it comes to exercise, so joining a
fitness club may be the best solution. However, finding a local fitness club that
suits your needs might not be so easy.
There are fitness clubs all round the country, and each has its own atmosphere.
Fitness clubs offer a wide range of facilities and activities, so it is just about finding
the right one for you.
Whether you want to lift weights and work out on machines, play tennis, swim or
join a yoga class, a good fitness club will usually have the answer. There are so
many different clubs that irs important to choose one that you are comfortable
with so that you want to keep going.
Membership for fitness clubs can be expensive, so you want to be happy with the
club you choose and you want to go along as often as possible. If you only go
once a month, or stop going completely, you will waste a lot of money. There are
usually some great offers available at fitness clubs, so you should shop around.
You can use our pages to find the right club in your area, but then ifs up to you to
get yourself there and to start getting in shape!

Reading 2: sentence completion

Using the extract above, complete each sentence with the correct ending A-G
from the box. Not all of the endings need to be used.

1.
2.
3.
4.

Finding the right fitness club for you ...

Being comfortable with your fitness club .. .
Not going to your fitness club regu larly .. .
Shopping around ...

1135fJf0tJ"II

A is a waste of money.
B is usually quite cheap.
C can be difficult.
D will stop you losing weight.
E will often mean that you get a good deal.
F might make you unhappy.
G means that you will keep going to it.

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Choose the correct option in each pair of sentences about Exercise A.

1. A You can match beginnings with endings logically without looking at the text.
8 You must read the text carefully to check that it says the same as what
the sentence says.

2. A Matching the beginnings with endings is easy. You just have to find the ending
that fits grammatically with the beginning.

8 Matching is not so easy because all the endings fit grammatically with all
the beginnings.

3. A The sentence endings have a wide range of grammatical structures.

8 The sentence endings begin with the same part of speech.
Task-type tip: You may have to do a task where you match sentence
beginnings with sentence endings. There will always be more endings
than beginnings, so you don't have to use all the endings.
Exam tip: All the endings will start with the same part of speech, so you
can't just match grammatically. Don't guess answers that seem to make senselook carefully to find answers in the text.

Reading 3: practice with sentence completion

Look at this advertisement for a chain of clubs that helps people to lose weight.
Scan the text and answer these questions.

1. What is the chain called?

3. How can you find your nearest club? 2. Who is the ma11. in the picture?
Skim the text for one minute only. Then cover the text and talk with a partner.
Find three things that you both remember.
Read the text again and answer the questions.

00 vou want to lo~e w_eight,

teel great and en1ov 11te!l

Well, act now- come a Iong and meet your local FEELGOOD coach .

The first meeting is tree tor all! .

EELGOOD clubs has many benefits.
Joining one of our F_
tivatin but friendly environment.
Meet new people In a
h
g h week to help you assess your
We will measure your welg _t eacd
d k p you mot1vate
h"
progress
ee d. duo I a d v1ce
. th a twill ensure you ac leve
.
.an
We will give you In
hel you to set yourself new goa 1s.
your goals, and
"d p
products that you can try out
Each week, we will provl e .nf.wd

m~

V:e

:;II

and purchase if you are satls le .

f our body and show you

We will help you change the ;ha:c:~sa~ily equal weight loss.

why simply eating less doesn t n
have alrea dy helped and show
,,
We will introduce you to
'If I ca n do it, anyone can do at.
you videos that tell the story o
hp
kl meeting and only 15 for
We will charge you only 5 f~~ eac weneo ~enalties for missed classes!
a whole month of meetings .
meetings if you introduce a friend to
We will give you a whole mont o

peop~~,:~ro ~~gress.

her~ ~::e

We have clubs all over !he south~westy. our nearest FEELGOOD club is.
Call 01564 698 140 to fmd out w ere
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143

For questions 1-8, complete each sentence with t he correct ending A-J from
the box. Not all of the endings need to be used.
1. Nobody has to ... _
2.
3.
4.
5.
6.
7.
8.

People who join a FEELGOOD club can ...

Getting individual advice will help members ... _
Members can try out new products and ... _
People do not always lose weight just because they ...
Members who have previously been successful can ...
People who miss a class do not have to ...
Members whose friends join a FEELGOOD club do not have to ...

A buy them if they are happy.

B eat less.
c be seen on film .
D pay less to attend meetings.
E pay for the first meeting .
F do as well as possible.
G pay for a month .
H join another club.
I enjoy various benefits.
J pay for it.
Check the key on pages 270 and 271 . How many questions did you answer
correctly?
Tick the sentences about the reading task that are true for you and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.

I skimmed the text to get a general idea.

I read the sentences in the task carefully before I read the text again more carefully.
I knew what to look for when I read the text again.
It was quite difficult to choose the correct ending because there are a lot of options.
I am happy with how many of the questions I answered correctly.

Exam tip: If it is difficult to find the correct ending for a beginning, cross off the
endings that you know are definitely wrong. It is easier to make a decision if you

have fewer options.

Key voc::abulal!'y i:n context

Check the key words in the text and then circle the correct option
in each sentence.
1. If something is motivating , it makes you want to do well I stop doing something .
2. If you assess something , you think about it and make a judgement I say that you
don 't like it.
3. Purchase is more I less formal than 'buy' .
4. You receive a penalty if you do something well I wrong.
-

For focus on reading skills, go to Workbook page 31.

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w ..iting

1: preparing to write

Talk with a partner. Look at the pictures and answer the questions.

1 . How do the pictures show changing attitudes to smoking?

2. Have attitudes changed in your country? Can people smoke in public places?
3. Do you think it is right to ban smoking in public places?
4. Do you think smoking will ever be banned completely?

Look at the instructions for a writing task below. Highlight the key words and
check you understand what you have to do.
In many countries, smoking has been banned in all public places .
Do you think this is the right thing to do?
Give reasons for your answer and include any relevant examples from your
experience. Write about 250 words.
Answer these questions with a partner.
1.
2.
3.
4.

Is it an easy or difficult composition to write?

Do you have plenty to say about the topic?
Can you give any examples from your own experience?
Is it best to write a balanced argument or express a strong opinion?

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Wl"iting 2: nouns that help link a text

Read a student's composition. Does he say what you would say?

Smokirg i5 banned in pWiic place.s in many counfrie.s. It i5 cerl-ainly banned in my counf-ry an:J in
counfrie.s I f...ave vi5ited. Not lorg ago, it wa5 normal to 5ee people 5mokirg in bar5, on train5 an:J bu.se.s
an:J in tJ.-eir office5. I even remember people 5mokirg a5 H-ey walked roun:J tJ.-e .su~et wJ...en I wa5
litHe. Now that dea would 5eem very 5frarge an:J completely wrorg.

People wl-.o .suppor+ a ban say ;t i5 unfair for 5moker5 to affect & J...ealth of non-5moker5, an:J I
ten:J to agree. If people 5moke in crowded place.s, o&r people f...ave to breatJ...e in tJ...eir 5moke. Pa55ive
5mokirg ki//5. f-lur-dred5 of thou5an:J5 of 5moker5 need l-.o5pital treatment becaU5e of 5moke-related
illne55e5, e5pecially lurg can:.er. TJ...e money 5pent on that problem could be 5pent on o+J..er thirg5.
TJ...e ban on 5mokirg i5 not popular with everyone, t hough. Mo5t 5moker5 an:J even 50me non5moker5 think tJ..at tJ...e CJeci5ion i5 unfair ar-d again5t human right5. TJ...ey 5ay that tobacco i5 50/d in
5hop5 an:J do not under5tand why an adivdy that i5 legal 5hould not be allowed in 50me place5.
TJ...ey a/50 argue that govemment5 make money from tJ...e tax. on tobacco and tJ..at many people
are employed in tJ...e tobacco ir-du5try.
Per5onally, I think ;t i5 right that 5mokirg i5 banned in pWiic place.s. My f a+J..er i5 a 5moker an:J, althaAgh
J...e i5 no+ J..appy about 5tar-dirg in tJ...e 5treet out5ide hi5 office to J..ave a cigarette, J...e ur-der5tar-d5 why
H-e ban i5 neces.sary. f-le admit5 that, 5ince H-e ban, J...e 5moke5 le55 an:J that it might make him give up
H-e J..abit completely.

Discuss with a partner. What do you like about the composition? What is the
purpose of each paragraph?
Look at the highlighted words in the composition. What does each refer to?
1. idea refers to people smoking as tf..ey walk round tf..e supermarket
problem refers to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
decision refers to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
activity refers to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
habit refers to _ _ _ __ _ _ _ __ _ __ _ _ _ __ _ _ _ _ __

2.
3.
4.
5.

Exam tip: We very often use general nouns like these to refer back or forwards
in a text and to avoid repeating the same words. If you learn some of them, it will
help you to read more quickly. If you use them when you write, they will help to
organize and link ideas in your compositions.

Read these short extracts and circle the correct opt ion in each pair.
1 . The World Cup is very important in terms of both sport and politics. It is an incident I
event that brings people from all over the world together for over a month .
2. Police want information about an inc ident I event in Bournemouth town centre.
Two men attacked another man outside a nightclub just before midnight on Friday.
3 . The increasing number of older people who need hospital treatment is now one of
society's most important issues I situations.
4. A lot of people in their fifties lose their job and have no other skills. They find
themselves in a very difficult issue I situation.
5. Most people do not want to get involved if they see a fight in the street. They think
it is a matter I case for the police to deal with .
6 . Teachers and parents usually get together to deal w ith bad behaviour at school ..
but in some matters I cases the police need to get involved .

1 6

Go te Workbook page 31 for the writing task.

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Consolidation
I

,,--------------------------------------------------------------------------,,
Speaking
A Look at this typical card for part 2 of the Speaking Module.
Is it easy to talk about it?

Describe a time that you hurt yourself.

----------------

Say
where you were.
what you were doing when you hurt

'

yourself.
what happened.
what you did when you hurt yourself.

Listen to a student talking and answer the questions.

1. Where was he?

2. What was he doing when he hurt himself?

3. What happened?

4. What did he do when he hurt himself?

C Did the student do well in the speaking task? How could he have done better?
D

Listen to the same student trying again. What does he do better the second time?

Exam tip : If you need to tell the examiner about something that happened, use words that you
heard on the recording to introduce ideas. They make your story more interesting to listen to.

E Work with a partner. Take it in turns to talk about what's on the card in Exercise A.

Voc:abula .. y
A Complete each highlighted phrase with the correct preposition.

1. I like to stay
3. I'm allergic
in some food.

shape.
the chemicals

2. I like to get plenty _ _ _ _ fresh air.

4. I suffer

bad headaches.

B Correct the spelling mistakes in t hese words.

1. choclite
4. simtoms _ _ _ _ _ __

2. headach - - - - - - 5. asess _ _ _ _ _ __

3. gim _ _ _ _ __
6. attetude _ _ _ _ __

C Fill the gaps with words made from the root words in the box.
1.
2.
3.
4.

Most people go on a diet to lose _ _ __

As people get older, they worry more about their - - - Quite a lot of people are
to cat hair.
If you have concussion, you must get
immediately.
5. Yoga is an
that many people enjoy.

weigh
fit
allergy
treat
act

E....o ..s
A There are errors in all these sentences. Correct them.
1. I cooked when I burnt my hand .
3. I was cut myself with a knife.
5. I discovered that my arm was breaked .

2. I bitten by a friend 's dog once.

4. Have you ever stung by a bee?
6. I need to lose the weight.

' '~ ----------------------------------------------- ---------------------------------------------''

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Wl"iting
Look at the pictures and the first line of some writi ng task instructions below.

All over the world , life expectancy is increasing.

Answer these questions with a partner.

1 . What is good about more people living to an old age?

2. What are some of the problems of people living to an old age?
3. In your country, who usually cares for people when they
are too old to look after themselves?
Look carefully at the complete instructions for the writing
task. Highlight the key words and make sure you
understand what you have to do.

All over the world, life expectancy is increasing. Governments

are finding it difficult to provide money for health care, and
some people think that everyone should arrange private
insurance to pay for health care.
Should health care be free for everyone, or should people pay
for the care they need?
Give reasons for your answer and include any relevant examples
from your experience.
Write about 250 words.
Discuss these points with a partner.

1 . Are you going to express a strong opinion or present a balanced argument?

2. Which of these points will you include in your composition?
Governments cannot afford to provide free health care for everyone.
Everyone should have free education and free health care.
Wealthy people should pay for health care.
Poorer people should have free health care . .
How rich you are should not affect the quality of the health care you receive.
People who pay for health care should have the best doctors and hospitals.
Everyone should have free health care until they are 18.
People who smoke or drink a lot of alcohol should pay for their health care.
3. Are there any other important points you want to make?

Exam tip : When you do the second writing task, you may feel that it is
difficult to find enough to say and that you can't write 250 words. The
introduction is often the easier part to write, so make sure you write a
solid introduction. The introduction to the composition in the Writing
Module of this unit is 70 words.

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Look at this introduction to the composition that a student has written. Put the
sentences into the most logical order. Do you like the introduction?

In the future, most people might live to be a hundred or more.

Of course, this is good if people can remain healthy, but most old people need
more health care and governments are finding it difficult to provide the money
that is needed .
People are living longer.
In some parts of the world, the number of young people is staying the same,
while the number of old people is growing all the time.
Write the composition. You can use the introduction above or you can write your
own. Remember- you don't need to include all the points you discussed. Try to
write around 250 words, but don't worry if your composition is a little shorter.

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1 49

12Natu..e
Vocabulal"y 1: climate
Look at the three dictionary extracts. Which is for weather, which is for climate and
which is for season? Write the words in the spaces.

_ _ _ _ _ _ _ n 1 [singular,
U] the conditions at a particular
place and time , such as sun, rain,
wind and temperature.

_ _ _ _ _ _ _ n 1 [C] the
typical weather conditions in
a particular area.

_ _ _ _ _ _ _ n [C] 1
any of the four main periods
in the year: winter, spring,
summer or autumn .

Write the seasons below.

1. grinps _ __

2. mumres _ _ _ 3. nutmua _ __

4. newrit _ __

Check the highlighted words and phrases in these sentences and tick the
sentences that are true for you. Then compare with a partner.

1. In my country there are four seasons.

2. In my country there is a dry season and a rainy season .
3. The weather in my country is very changeable. It can be sunny one day and cold
and wet the next.
4. The winters in my country are mild . It is never really cold .
5. We often have extreme weather in my country. Sometimes it is very hot and
sometimes it rains for four or five days.

Vocabulal"y 2: weather conditions

Check the highlighted words and phrases and match the sentences with the pictures.
Some pictures match with more than one sentence.
1. It's very hot and sunn . _ __

3.
5.
7.
9.

1so

It's freezing cold.___

There 's a clear blue sky. _ __
It's very foggy. I There 's a lot of fog. _ _
It's raining lieavily. I There's a lot of rain. _ _

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2.
4.
6.
8.
10.

It's very windy. _ __

There 's a star . /It's stormy. _ __
There's a lot of snow. / It's snowing. _ __
It's a bit cloudy. I There's quite a lot of cloud . _ _
There's thunder and lightning. _ _ _

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Watch out!

Grammar check
We use there is I there are with nouns. There is a lot of rain. I There are

p c

e:r

It is a lot of rain. )(

a lot of clouds.
We use it is with adjectives and verbs. It's sunny. I It 's raining.
Most weather nouns can be made into adjectives by adding a 'y'.
sunny I rainy I cloudy I stormy, etc.

There is windy today. )(

Mark these adjectives (G) good weather or (B) bad weather.

1. nice
3. horrible
5. beautiful

2. lovely _ _ __
4. miserable _ _ __
6. awful _ _ __

Speaking 1: talking about climate and weather

Talk w ith a partner about the photos on the opposite page like this.
It's really horrible weather. There's a storm and it's raining heavily.

Now talk about the weather in any countries that you have visited.

Speaking 2: answering questions properly

Think about how you could answer these questions from the first part of
the speaking exam. Then listen to some students and tick the speaker who
gives a better answer.

1.
2.
3.
4.

What sort of climate does the area you live in have?

Tell me about the weather in your country.
Is there one season that you especially like?
Do you do the same things in summer as in winter?

speaker
speaker
speaker
speaker

1 _ _ _ __
1 _ _ _ __
1 _ _ _ __
1 _ _ _ __

speaker
speaker
speaker
speaker

2
2
2
2

_ _ _ __
_ _ _ __
_ _ _ __
_ _ _ __

Exam tip: When people ask a yes/n o question, they usually expect more than
just a yes/no answer. If the examiner asks you a yes/ no question, he is inviting
you to speak.
Answer the questions in Exercise A with a partner.

Speaking 3: talking about temperature

Check the highlighted words and phrases and complete these sentences so that
they are true for you. Cross out the extra words.

1.
2.
3.
4.

The temperature on a hot summer day can reach _ _0 .

At night in winter, the temperature can fall to _ _0 I minus _ _
The highest temperature I have ever experienced was _ _0 .
The lowest temperature I have ever experienced was _ _0 .

I _ _0 below zero.

Pronunciation check
Notice how the - ture at the end of temperature is pronounced.
Here are some more words that have the same ending .
g Listen and then practise saying them .
1. picture
2. nature
3. adventure
4. culture

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151

Listening 1: a weather forecast

Look at the picture and answer the questions with a partner.

1. Who is the woman and what is she doing?

2. What are the symbols you can see on the map?
3. What do you think the woman will say about the weather?

Listen to the weather forecast and check your predictions.

Listen again and complete the notes. Use no more than two words
for each answer.

1.
2.
3.
4.
5.

People in the south-east can _ _ _ _ _ _ _ _ _ very bad weather.

In the morning, there will be _ _ _ _ _ _ _ __
There may be _ _ _ _ _ _ _ _ _ along the coast.
The weather should _ _ _ _ _ _ _ _ _ a little as the day goes on.
will be low for the time of year.

Listening 2: an everyday conversation

Look at the picture and answer the questions with
a partner.

1. Who are the people in the picture?

2. What do you think they are talking about?

Listen to the conversation and check your predictions.

Listen again and complete the lines. Use no more than

two words for each answer.

1. Raining? It's absolutely _ _ _ _ _ _ _ _ _ down .

2. It's really _ _ _ _ _ _ _ _ _ out there, too .
3. Never mind. They say it's going to _ _ _ _ _ _ _ _ _ later on.

Listening 3: recognizing register

Talk with a partner. How is the language used in the conversation different from
the language used in the weather forecast?

Exam tip: The Listening Module has four sections. The speaker(s) will sometimes
use formal language - a talk or a lecture. The speaker(s) will sometimes use
informal language- a conversation or a talk to classmates. You will understand
more if you recognize the register that the speaker is using.
Look at the tapescript on pages 304 and 305. Highlight words and phrases that
are formal or informal.

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Listening 4: practise recognizing register

Listen to the four extracts and match them with the descriptions below.

1 . an informal conversation between two speakers

2. a formal talk given by one speaker
3. an informal talk given by one speaker
4. a formal conversation between two speakers

Extract
Extract
Extract
Extract

Listen again to each extract and complete the tasks below.

Extract 1: For questions 1- 3, complete the sentences. Use no more than two
words for each answer.
1. People in Libya know about sandstorms because they live close to the _ _ _ _ _ _ _ __
2. Sandstorms occur when sand is carried by a _ _ _ _ _ _ _ __
3. A sandstorm looks like a big wall or

of sand coming towards you .

Extract 2: For questions 4-6, choose the correct answer a, b or c.

4. The first speaker thinks that Egypt w ill ...
a. not be hot enough . b. be quite hot.
c. be too hot.
5. During the hottest part of the day, the second speaker plans to .. .
a. go sightseeing.
b. relax at her hotel.
c. go to sleep .
6 . The first speaker ...

a. thinks she went somewhere at the wrong time

of year.
b. does not want to go back to Morocco.
c. only travels in spring or autumn.
Extract 3: For questions 7-9, label the diagram.
Use no more than two words for each answer.
Extract 4: For questions 10-12, complete the notes
a student has made. Use one word for each answer.

(9)
(7)

(8)

Floods caused by rising water level.

Can be (10)
- happening suddenly or creeping - happening slowly.
Floods caused by heavy rainfall or by (11)
melting.
Floods usually cause damage but can be good f or soil - (12)
grow
better after flood water:
Check the key on page 271. How many questions did you answer correctly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.
1 . I recognized formal and informal language quite easily.
2. Recognizing the register helped me understand and complete the tasks .
3. I am pleased with how many questions I answered correctly.

Key vocabula .. y in context

Mark each sentence below (F) formal or (I) informal.

1. Conditions should improve later in the day. _

2. Floods occur when there is a large amount of rainfall._
3. Most parts of the country can expect a cold night. _
4. They say things will get better later on. _
5. So, what happens when there 's lots of rain? Does it flood? _
6. They say it's going to be a bit chilly tonight. _
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153

Reading 1: preparing to read

Look at the picture and talk to a partner.
What has happened?
In which parts of the world do earthquakes
occur? Why do they occur?
Look at these three images. Match each to
one of the text headings below.
1. What to do when there's an earthquake
2. My earthquake terror
3. The science of earthquakes

Check these words and phrases. Which of the headings and images do they
relate to? Compare your ideas with a partner.
grab
fault lines
stay calm
take cover
avoid being injured

release energy
tectonic plates

scramble
rush

Reading 2: different types of text

Skim each extract below and match it with the correct heading and image.
1. As soon as I realized the ground was shaking, I rushed into the bathroom, where my little boy was in the bath.
I knew that he was in a place that was very unsafe - under a window with a huge piece of glass right above his
head. We had practised what to do in case of a quake and we knew where we would be safest. Unfortunately,
there were no safe places inside the house and we had to try to get out to the garage as quickly as we could. _
2. The Earth has four layers. The two top layers make up the thin outer surface of our planet. This outer
surface consists of many pieces, tectonic plates, w hich move around slowly over thousands of years.
Sometimes, when these plates collide , they push rock upwards to form mountains. At other times, the
edges of the plates, the plate boundaries, become locked when they collide and they release a huge
amount of energy that results in an earthquake. Almost all earthquakes occur along these plate
boundaries, which are known as faults or fault lines.

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3. If you are indoors, drop down to the floor. Take cover under a strong table or other suitable piece of
furniture. Hold on to it tightly and move with it if necessary. Remain in the same position until the ground
stops shaking and it is safe to move. Stay clear of windows, fireplaces and heavy furniture or appliances
that may fall over. Stay inside to avoid being injured by falling glass or bricks. If you are in a crowded area,
take cover where you are. Stay calm and encourage others to do the same.
Now skim the second extract from each text and match them to the extracts in Exercise A.
1. If you are driving, stop if it is safe, but stay inside your vehicle. Stay away from bridges and tunnels.

Move your car as far away from other traffic as possible. Avoid stopping under trees, lamp posts,
power lines, signs or anything else that may fall down onto your vehicle.
2. I grabbed Daniel in my arms and scrambled through the house towards the back door. Before we
could make it, a bigger shock hit us and threw us to the floor. I tried to protect my son the best I could
as plates and glasses flew around and pictures crashed down from the walls.
3. An earthquake has three stages. Firstly, there are small earthquakes, called foreshocks, which occur
in the same place as the larger earthquake that follows. Scientists do not know that an earthquake is
a foreshock until the larger earthquake occurs. Then there is the main part of the earthquake, which
is called the main shock. Finally, the main shock is always followed by aftershocks. These smaller
earthquakes occur in the same place as the main shock. Depending on the size of the main shock,
aftershocks can continue for weeks, months and even years after the main shock.
Answer these questions about the three texts with a partner.
1.
2.
3.
4.
5.
6.

Which
Which
Which
Which
Which
Which

text
text
text
text
text
text

has a lot of technical words?

has examples of past tenses?
has a lot of imperatives (verb forms that tell you to do something)?
has more informal words and phrases, especially dramatic verbs?
uses only the present simple?
has examples of conditional structures?

Exam tip: In the Reading Module, you will need to read different types of text,
and you need to be able to recognize them quickly. Notice the different styles of
text and the type of language. The design of a text and pictures and diagrams
help you to quickly recognize the type of text you are reading.

Reading 3: practice with different types of text

Read 'The science of earthquakes' again carefully and answer these questions.
For questions 1-3, decide which of these statements about earthquakes are true.
Choose three answers from A-F.

A When tectonic plates move, there are always earthquakes.

B Mountains are formed when there is an earthquake.
C Earthquakes are likely to occur in the same place.
D Foreshocks occur before there is a main shock.
E People always know that a main shock will follow a foreshock.
F Aftershocks go on for longer if the earthquake has been very big.
1.

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2.

3.

1IJ Read 'What to do when there's an earthquake' again carefully and answer
these questions.

For questions 4-9, complete the summary with words and phrases from the box.
leave
quick
indoors
traffic
place
table

people
floor

under
calm

run away
outside

The best place to be when there is an earthquake is on the (4)

. You will

be safer if you can find a suitable piece of strong furniture to hide under. Do not try
to go (5)
as you could be hit by falling bricks and flying glass. If there
around, do not try to run away. Make sure everyone
are a lot of (6)
as possible. If you are driving, you should stop, but do not
is as (7)
(8)
your vehicle. Do not stop in any (9)
where something
could fall and crush your vehicle.

Read 'My earthquake terror' again carefully and answer these questions.
For questions 10-13, decide if the information given below agrees with the
information given in the text. Write (T) true, (F) false or (NG) not given.

10. There was a window above the bath in the woman's house.
11 . The woman knew her family would be safer in the garage.
12. The woman carried her son through the house.
13. The woman and her son were hit by flying glass.

Check the key on page 271 . How many questions d id you answer correctly?
Tick the sentences about the reading task that are t rue for you and think about
how you can answer more questions correctly next time.

1.
2.
3.
4.

I find it quite easy to recognize different types of text.

Recognizing the different text types helped me to answer questions.
I find some types of text easier to read than others.
1am happy with how many of the questions I answered correctly.

Key vocabula .. y in context

Match these dramatic verbs with their definitions.

1. rush
2. scramble
3. grab
4. crash

a.
b.
c.
d.

move with difficulty

fall and make a noise
move as fast as possible
take quickly

Do the same w ith these more formal verbs and definitions.

1.
2.
3.
4.

consist of
collide
release
remain

a. allow to be free
b. move towards each other and hit each other
c. stay in the same place
d. to be formed from certain things

For focus on reading skills, go to Workbook page 34.

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w ..iting 1: preparing to write

Look at the two pictures and answer t he questions with
a partner.

1. What animals can you see in the two pictures?

2. Where are the animals in the two pictures? How are their
lives different?
3. Do you think the animals are happier in either of the
two environments?
Talk with t he same partner. Answer these questions.

1 . Do you have a zoo in your town or city? If not, where

is the nearest zoo to your hometown?
2. Which animals can you see there?
3. Do you go there often ? Do you enjoy going to zoos generally?
Look at the instructions for a writing task below. Highlight the
key words and make sure you understand what you have to do.

As part of a class assignment, you have been asked to write

about the following topic:
Some people think that zoos are cruel and that animals should
be left in their natural environment. Others say that zoos are
important because they are the only place that most children
will ever see real wild animals.
What is your opinion on this issue?
Give reasons for your answer and include any relevant
examples from your experience. Write about 250 words.

w ..iting 2: deciding what to say

Discuss in small groups. Brainstorm some points that you could make in the
composition. Organize your points in the columns below.

Zoos

Zoos

Natural environment

Natural environment

only place that c.J,;Idren

con .see real wild animals

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15 7

Look at these points that students made when discussing the issue. Which one
of each pair of options do you think you will hear?
1. People see animals that they will probably never see in the jungle 1 the wild, like
tigers and elephants.
2. Safaris are really expensive I dangerous and you don 't see all the animals you
want to see.
3. It's better to see an animal on 1V in its natural environment I place than see it in
a little cage I big field at the zoo looking miserable.
4. Animals don 't grow as big I live as long in a zoo as they do in the wild .
5. Children shout and even throw things. Animals suffer from stress I attack them .
6. These days, animals are in big cages and they can climb and run around 1 hunt.
7. In big wildlife parks, lions are forced I free to walk around.
8. Some species of animal would multiply I become extinct if there were no zoos.
Zoos help them to develop I survive and keep them safe.
9. One day, zoos may be the only place that many types of animal exist I are happy.

Listen to the discussion and circle the option you hear.

w ..iting 3: practise writing the main part of a

composition

Read the introduction and concluding paragraph of this composition.

There are zoos in most big cities all round the world, and thousands of people visit them.
Nearly everybody goes to a zoo as a Child, and it is probably the only time that they see
real wild animals. Although most people like going to zoos, they understand that the animals
are not in their natural environment and may not be happy. Some people even think that
zoos are cruel and Should be closed.

In my opinion, there is a need for zoos 5o that Children can see real animals and not just
read about them in books. However, the zoos Should be modern and the animals well cared
for. Their cages sJ,ould be big enough that they can run around. The best solution would be
to have more big wildlife parks where animals are in an environment like their natural one.

Th ink about which points you want to make in the two main paragraphs. Make sure each
paragraph has a purpose.
Write the two paragraphs. You should spend about 25 minutes on this.

1ss

Compare your composition with other students.

Go to Workbook page 35 for the writing task.

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, ---------------------------------------------------------------------------

Speaking
.ll Look at these possible questions from the third part of the Speaking Module.
Check any words that you don 't know.
1 . Do you believe the world climate is changing ? _
2. Is the climate changing in your country? _
3. Do you think that global warming is a serious threat to our planet?
----------------,
4. Do you think people are to blame for destroying the world's natural environment? _
'.
5. Should people do more to protect animals that are in danger of becoming extinct?

B Mark each question (E) easy to answer or (D) d ifficult to answer.

Then compare with a partner.

"

Listen to some students and match the answers they give to the questions in Exercise A.

Speaker 1 _

Speaker 2 _

Speaker 3 _

Speaker 4 _

Speaker 5 _

Exam tip: Remember- you can give simple answers to complex questions. The examiner
does not expect you to be a scientist or politician! He/she is interested only in your English.

D Practise asking and answering the questions in Exercise A with a partner.

Vocabula .. y
.ll Answer these questions with words from the unit. Write the answers in your notebook
if you need to practise spelling.
1.
2.
3.
4.
5.
6.

Which season is usually the coldest?

How do we describe weather that is not too hot and not too cold?
What is the noise that you hear during a storm?
What is the flash of electricity that you see during a storm?
How do we describe the weather when we can't see properly?
Which word describes animals that do not exist anymore?

B Complete these sentences with words from the unit. Some letters are given to help you.
1.
2.
3.
4.

When the water level rises, there may be a f _ _ _ _ .

A hu _ _ _ _ _ _ _ or an e _ _ _ _ q _ _ _ _ can destroy a whole city.
Another way to say a minus temperature is b _ _ _ _ z _ _ _ .
An informal word for very cold is f _ _ _ _ _ _ _ and an informal word for very hot
isb _ _ _ _ _ _

5. Animals are usually happier in their n _ _ _ _ _ _

en _ _ _ _ _ _ _ _ _

C Correct the spelling mistakes in the words below.

1.
3.
5.
7.
9.

wether
tempriture
damidge
releese
servive

2.
4.
6.
8.

autum
occer
priviously
rimain

E ....o ..s
.ll There are errors in all of these sentences. Correct them.
1. It was a big storm last night.
3. It's raining very heavy outside.
5. It's absolutely hot today.

2. Do you think a weather will be nice?

4. }\t night, the temperature can fall under ten degrees.
6. Floods usually make a lot of damage.

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159

Listening

Q You will hear someone talking to some students about how to stay safe
when there is lightning. Look at the notes below carefully before you listen.
For questions 1-1 0, complete this st udent's notes. Use no more than three
words or a number for each answer.

Do11. 't 1o otA~ide. or stAN:! by the. wiN:low.

.frOM storM ce.~~.tre..

Li1ht11.i"'1 Ct\.11. striK.e. (1)

Try C01A11.ti"'1 se.coN:ls be.twee~~. thtAN:le.r t\M 1i1ht~~.i"'1 - MOre. thM (2)
G:v..ce.l f>lt\11.1\.e.d otAtdoor t\ctivitie.s, liK.e. (3)

is St\.fe..

or 1ol.f, t\M stAy t\Wt\y .frOM

(4) _ _ _ _ _ - it coN:!~ e.le.ctricityl

It otAt>ide.
Fi N:l

t\

U\

>ton"
or shelter i"' yotAr Ct\r.

(5)

Trees, btA> s~s, e.tc., do 11.0t 1ive. e.II.OIA1h (6) _ _ _ __

No tAMbre.llt\.5" i11. D{>l!-11. Sf>A.Ce.5" t\M de..fi11.ite.ly 11.0 (7) _ _ _ __

If doi"'1 s/th i11. Wt\ttr 1 1e.t to dry lt\1\Cl.

It ~t hoMe.
Do11. 't tAK.e.

t\

bt\th or shower - 1i1ht"'i"'1 ~se.s qtAicK.Iy thrDIA1h (8) _ _ __

Ull.f>IIA1 e.le.ctriCt\.1 t4>f>liMce.5".

If li1ht 1oes otAt 1 lASe.

t\

torch. Do11. 't li1ht (9) _ _ __

i 11.5" ide. ho!ASe..

Try to stt\y i~~.Side. or IAN:le.r cover .for (10) _ _ _ _ _ t\.fte.r the. storM ~se.s.

Q You will hear an English family talking about thei r holiday options.
Read the statements carefully before you listen.
For questions 11-16, mark each of the statements on the following page
with one of the following abbreviations.
M
F
J
E

16 0

mother
father
Justin - the son
Ellie - the daughter

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11.
12.
13.
14.
15.
16.

He/she doesn't want to go somewhere hot.

He/she doesn't want to visit a place where there are a lot of people.
He/she doesn't want to go somewhere cold.
He/she wants to see a big city.
He/ she doesn 't want to go somewhere where it's raining .
He/ she doesn 't want to spend a lot of time travelling.

You will hear a lecturer talking about avalanches. Look carefully at the
questions and at the diagram and box of words.
For questions 17-19, complete the notes. Use no more than two words
for each answer.
17. Loose, wet snow is dangerous because it is _ _ _ __
18. The person who starts the avalanche usually becomes _ _ _ _ _ of it.
19. Avalanches are not started by _ __ _ _
For questions 20-24, match some of the words A- H in the box with the
numbers on the diagram. Write the letters in the spaces.
A
8
C
D
E
F
G
H

track
debris toe
start zone
end zone
top point
trigger
avalanche bed
flanks

20.

21.

22.

23.

24.

Exam tip: Look at the tapescript for each ofthe extracts. Notice the
different register that is used in each.

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16 1

Const:ruction
Vocabula .. y 1: describing your home
Match the words and phrases with the pictures.
terraced house

beach house

Check the highlighted words and phrases in the questions below and think about your answers.

1. Is the house or apartment/flat you live in modern or old? When was it built?
2. If you live in an apartment/flat, is it part of a big house or in an apartment block/a
block of flats?
3. If you live in an apartment/flat, what floor is it on? ground floor/first floor
4. Do you (or your parents) own your house or apartment/flat or do you/they rent it?
5. How many rooms are there in your house or apartment/flat?
6. How big is your bedroom/ iving room/ bathroom?
7. Do you have a se arate dining room or do you eat in the kitchen?
8. Do you have a room that you use as a study?
9. Do you have a spare bedroom or a guest room ?
10. Do you have a garden or a roof terrace?
11 . Do any of the windows have a balcony?
12. Are there .g ood views from the window/balconi e/roof terrace?

Speaking 1: talking about homes

Talk with a partner. Say what type of home you have and then answer the
questions in Exercise B above.
Grammar check
You can say There are six bedrooms in my house or My house has six bedrooms .
/s there a study? or Do you have a study?

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Exam tip: You have practised talking about towns and cities and now talking about
homes. In the first part of the Speaking Module, the examiner may ask you about both.
Make sure you learn the words and phrases that help you to talk about your life.

Vocabula .. y 2: your neighbourhood

Look at the street plan and notice where your house is. Check the highlighted
phrases in the questions and then answer them w ith a partner.
1.
2.
3.
4.

Who
Who
Who
Who

lives
lives
lives
lives

in the house next door? _ __ _ _ _ _ _ __

in the house opposite I across the roa ? _ _ __ _ _ _ _ __
ust down the road ? _ _ __ _ _ _ _ __
ust round the corner? _ __ _ __ __ __

Look at the apartment block and notice where your apartment is. Check the
highlighted words and phrases in the questions and then answer them with
a partner.

1. Who lives in the flat upstairs I above yours?

2. Who lives in the flat downstairs I below yours?
3. Who lives on the same floor as you?
Talk with a partner about your neighbourhood. Who lives near you?

Speaking 2: contrasting ideas

Listen to some students describing their homes. Which statement below is true?

1 . They all like everything about their home.

2. None of them likes anything about their home.
3. They all have mixed feelings about their homes.

Listen again and fill each space w ith one word . Notice the incomplete
highlighted phrases.
1. On the ottier
, it's very close to where I work.
2. My room is small but I
it's cheap.
3.
, our neighbours are not very friendly.
4. On the _ _ _ _ side, it's very central.

Pronunciation check

Listen again to sentences 1 , 3 and 4 in Exercise B. Notice how the speaker

pauses when a linking device introduces a contrast.
Practise saying the sentences.

Talk with a partner about your house or apartment and your neighbourhood.
Say what you like and don't like. Cont rast your opinions with the phrases from
Exercise B above.

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Listening 1 : preparing to listen

Here are two typical cards for part 2 of the Speaking Module. Work with a partner one of you is A, the other is B. You have a minute to think about it and make notes.

B
Describe a building you think is
beautiful.
Say...
. .
where the buildmg IS .
why it was built I what it's used for.
when it was built, if you know.
what you like about it.

Describe a building you think is ugly.

Say ...
where the building is.
why it was built I what it's used for.
when it was built, if you know.
what you don't like about it .

Take it in turns to speak about what 's on your card for about two minutes.
Look at the picture. Answer the questions with a partner.

1.
2.
3.
4.
5.

What is the building?

Where is it?
When was it built?
Why was it built?
Why do people think it is so beautiful?

Listening 2: spelling answers correctly

You will hear a tour guide talking to some tou rists about the Taj Mahal.
Read the notes below and predict any answers you can.

Listen and complete the notes that one of the tourists made. Use one word
only for each answer.

The (1)
have a sense of symmetry - same on both sides of buildi"'9.
A large (2)
reflects the buildi"'9 - popular place for photos.
On top of the buildi"'9 is the (3)
. People wonder at how the buildi"'9 can
support its (4)
. There are four minarets - one in each corner.
Story of the T~ Mah.al is very (5)
. lb2.'1- Sh.ah Jah.an's (6)
wife
died. fie was so sad that hiS {7)
turned white.
fie decided to build a beautiful {8)
to remember her by. Work started in lb32..
Mark each of the words 1-8 in the task like th is:

A I know this word and it's easy to spell.

B I know this word but it's difficult to spell.
C I don't know this word but I can guess
how to spell it quite easily.
D I don't know this word and I have no
idea how to spell it.

1.
2.
3.
4.
5.
6.

7.
8.

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Exam ti p: In the Listening Module of the exam, you MUST spell answers correctly.
Even if it is clear that you heard a word on the recording, you will not get a mark
if it is spelt wrongly. Revise the spelling of all words you know and look at spelling
patterns so that you can guess how to spell words that you don't know.

Listening 3: practise spelling answers correctly

The building in this picture is the Millennium Dome in London. Some
people say it's the ugliest building in the world. Why don't they like it?

Listen to part of a lecture that an architect is giving about the

Millennium Dome. Read the summary below before you listen.
For questions 1--8, complete the summary with words that you hear.
Use no more than two words for each answer.
The speaker says that there are many ugly buildings, like (1) _ _ _ _ _ _ __
blocks, but that the Millennium Dome is different. It was built to (2) _ _ _ _ _ _ __
the beginning of a new century. It took a long time to plan and construct and it cost
nearly (3)
pounds. He thinks it is the building's ugliness that
makes it (4) _ _ _ _ _ _ __
The speaker mentions two buildings in the US that he thinks are also ugly - the public
(5)
in Chicago and a museum in Seattle. However, he thinks
the Dome is a (6) _ _ _ _ _ _ _ _ example of design. The speaker agrees that
the Dome has an (7)
design and impressive engineering, but
he is disappointed with it.
The speaker says that the Dome will now be used to stage (8) _ _ _ _ _ _ __
events.
Check the key on page 272. How many questions did you answer correctly?
Answer these questions about the listening task with a partner and think about
how you can answer more questions correctly next time.
1.
2.
3.
4.
5.

Which answers did you hear but spell wrongly?

Which answers did you hear and spell correctly?
Which words did you already know how to spell?
Which words did you have to guess the spelling of?
Are you happy with how many questions you answered and spelt correctly?

Kev vocabula .. v in context

These verbs from the two extracts have been used in the wrong sentences.
Correct the exercise.
1.
2.
3.
4.
5.

The building was reflected by an American architect.

It will take at least five years to celebrate the new stadium .
When the new shopping centre opens, there will be a party to support.
In hot countries, houses are white so that they design sunlight back.
That bridge doesn't look strong enough to construct so much traffic.

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l &s

Reading 1: preparing to read

Look at the map and the picture and answer the questions with a partner.
1. What do you call a construction like this?
3. Where is this construction?

2. What is its purpose?

4. When was it built?

5. Why was it built here?

6. How has it changed the lives of people in the country?

Check the meaning of these. How are they related to the topic?

flooding

agriculture

reservoir

overflow

concrete

electricity

Reading 2: coping with longer texts

Look at the text on the next page but do not read it yet. Tick the statements
that are true for you.

1. I don't usually read texts this long in English.

2. It takes me a long time to read a long text like this.
3. I think it is more difficult to understand a long text than a short text.
4. There is usually more difficult vocabu lary in a longer text.
5. I think it will be more difficult to find the information I need if the text is long .
6. By the time I get to the end , I have forgotten the beginning.
Exam tip: The third part of the Reading Module is the most difficult and the
text will be longer. It will be an article from a newspaper, magazine or journal

or an extract from a book. There will probably be more than one task to do.
Here is some advice about coping with longer texts. Complete each sentence
with one word.

1. Read the ______ of the text and look at any pictures or diagrams with it.
2. Skim the text quickly for gist. A good idea is to read the
sentence
at the beginning of each paragraph and the final line of the text. Notice any key
words that are repeated in the text.
3. Read the
for the tasks carefully before reading the text again so
that you have a purpose for reading and you know what to look for. Think about
which parts of the text you will need to look at again for each task.

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4. As you read again, don 't worry about the meaning of every
and
phrase. This will slow you down and is not necessary to answer questions.
5. Once you know which part of the text provides an
, read it very
carefully. If you don't know the meaning of a key word or phrase, guess it from
the _ _ _ _ __
Exam tip: Try not to be afraid of a text because it is long. You probably won't
have to read every part, and you won't have to understand every word. Don't try
to read the whole text before you know what you are looking for. You will not
remember enough to answer questions.

Reading 3: practise reading longer texts

Look again at the questions in Reading 1 A and 1 B and remember your answers.
Then skim the text to check your ideas.
Look carefully at the instructions and then read the passage to answer questions 1-17.

The River Nile is the longest river in the world and it has always brought life to Egypt. Around 95 % of the population
of Egypt lives within 20 kilometres of this great source of water. When the Aswan High Dam was completed in
1970, it affected every person in the country. The dam prevented flooding that had previously destroyed homes
and crops, it generated electricity and it provided water for a much greater programme of agriculture.
There is a long history of attempting to control the Ni le. Over 1,000 years ago, the Egyptian rulers first understood
the importance of controlling the river and employed engineers to plan a dam of some sort. At that time,
engineering and technological limitations meant that completing a successful project was impossible. Over
the years, several architects were put in prison for not finding a solution .
The beginning of the last century saw the first real attempt to build a dam on the Nile and there are, in fact, still
two dams at Aswan . The first dam, the Low Dam, was constructed between 1889 and 1902 but never achieved
what it was supposed to . It was soon discovered that the dam was not high enough and it was raised . Major
work was carried out between 1907 and 1912 and then again between 1929 and 1933 .
In 1946, the dam very nearly overflowed again, and this time it was decided that a second dam was the
solution . It was to be built six kilometres upriver from the first dam.
Planning for this second dam began in 1954, and the construction began six years later. The dam was made of
rock and covered with concrete. When the construction was complete, the dam was 111 metres high and 1, 000
metres wide . The dam's volume was over 44 million cubic metres . That is like building the Great Pyramid at Giza
seventeen times . The reservoir created by the dam became the world's third largest reservoir and was called Lake
Nasser. The lake is now 90 metres deep and covers an area 500 kilometres long and, at its widest point, 35
kilometres wide . 11 ,000 cubic metres of water can pass through the dam every second .
The High Dam has brought many benefits . Land that was previously desert is now provided with water and
is used for farming . The floods that hit the farmland along the river once a year no longer destroy the crops.
Far more food is produced, and there is less need to import products from other countries . The dam powers
12 generators and produces half of Egyprs electricity production . When the dam was first built, many villages
had electricity for the first time. A new fishing industry has developed around Lake Nasser and thousands of jobs
have been created .
As with any project of this size, there have been problems, too. The annual floods, though destructive, brought
nutrients to the soil. There is now more farmland, but it is not as fertile as it once was . When Lake Nasser was
first formed, flooding displaced around 90,000 people and new homes had to be provided for them . Several
important archaeological sites were in danger from the new lake, and archaeologists had to move monuments to
safer locations or give them to other countries. Fishing in the Mediterranean was badly affected as nutrients that
flowed down the Nile and into the sea were trapped behind the dam. Water below the dam now moves more
slowly, and many more people suffer from resulting diseases.
Despite these problems, the construction of the Aswan High Dam and the creation of Lake Nasser has been a
huge success and a great engineering achievement. Ask any Egyptian and he will tell you that the project has
greatly improved the lives of most people. The project has shown how similar problems can be overcome in other
countries and has had a huge influence on similar projects that aim to irrigate land that was once desert.

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16 7

The reading passage has seven paragraphs, labelled A-G.

For questions 1-7, choose the most suitable heading for each paragraph from
the list a-j in the box below. You do not need all t he headings.
a
c
e
g

Not all good news

Others can learn from the project
A number of improvements
A very old problem
Not quite right - try again

1 . paragraph A _
5. paragraph E _

2. paragraph B _
6. paragraph F _

b
d
f
h

A terrible accident
Most Egyptians live on the Nile
The world's biggest dam
Everyone's a fisherman now
A huge project
3. paragraph C _
7. paragraph G _

4. paragraph D _

Question-type tip: A common task for a longer text is matching headings with
paragraphs. The instructions can be quite complicated - you may have letters,
numbers and Roman numerals to look at. Read the instructions carefully and
make sure you know what you have to write in the spaces.
For questions 8-12, complete the diagram with information from the text.

For questions 13-17, choose five answers from A-H.

Which of the following benefits and problems are mentioned?
A homes destroyed
work for people near Lake Nasser

E people becoming sick

G changes to historic sites
13.

14.

15.

16.

B electricity in more homes

D bigger catches of fish in the seas
around Egypt
F more Egyptian exports
H better soil
17.

Check the key on page 272. How many questions did you answer correctly?

Tick the sentences about the reading task that are true for you and think about
how you can answer more questions correctly next time.
1. The length of the text didn't worry me.
2. Skimming the text first helped me get a general idea of what it is about.
3. I looked at the questions carefully, so I knew what to look for when I read
more carefully.
4. I am happy with how many of the questions I answered correctly.

For focus on reading skills and key vocabulary in context, go to Workbook page 37.

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w ..iting 1: preparing to write

Answer these questions with a partner.
1. In your country, do most people own a house or an apartment or

do they rent one?

2. Where do people live when they leave their parents ' house?
3. Do students rent an apartment if they leave their hometown to study?
Check the highlighted words and phrases and answer the questions with the same partner.
1. What or who is a tenant?

3. What is a landlord or landlady?

2. What is a effing agency?

4. What is a deposit?

In small groups, make a list of the possible problems that tenants can have when
they rent a house or an apartment. , - - - - - -- - - - - - - - - - - - - - ,
Perhaps the cooker or fridge doesn't work properly.

Listen to some people talking about problems they had when they rented
an apartment. Did you mention any of the same things?

w ..iting 2: planning the composition

Look at the instructions for a writing task below. Highlight the key words and
check that you understand what you have to do.

You have just rented an apartment from a letting agency. You paid a deposit and
a month's rent in advance. You now realize that the apartment is not in very good
condition. It is summer, but the air conditioning does not work. The furniture is old and
some of it is broken , and the apartment was not cleaned well before you moved in.
Write a letter to the agency explaining the problem and telling them what you want them to do.
Write at least 150 words. You should spend about 20 minutes on this task.

Talk with a partner and answer these questions about the writing task.
1. Is this a situation you can relate to? If it is not, can you use your imagination?
2. Do you know how to start and finish the letter?

3. Do you have ideas for what to include in the main part of the letter?
4. Are you going to use formal or informal language?
Look at a student's letter on the next page. Is it similar to the letter that you
planned to write? Do you like it?

Look at these teacher's comments about the letter. Tick the one that is true.
1. There is a problem with content. You don't explain the problem or say what
you want to be done.
2. It is not well organized. The points are not made in a logical order.
3. There is a problem with spelling and punctuation .

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1 69

Dear Sir/t\1\adam
I am writirg to complane about an aparhrent that I am rentirg tfv-ough yrur let+irg ager-cy ;t is
flat 3 at 74- belle view gardens I moved in a week ago and payed a deposit of LbOO and a month5
rent in advans whic.h was L750 I now realize that the apartment is not in a good c.ondition and
I am not at all happy
firstly the air c.onditionirg is not workirg properly 50 the apartment is very hot all the time I have
found it very difrult to sleep until /ate at night in this hot wether
secondly most of the fernirure is very old and some of it is broken the leg of the coffee table in
the livirg room is broken and some w board doors do not c.lose properly finally yru told me that
the apartment wruld be c.leaned before I moved in however when I arived it was very dirty and
I spent all day c.leanirg it myself
I am very disapointed and wruld like yru to resolve the problem as soon as po55ible please
ararge for the air conditionirg to be repared immediately then please contac.t the landlord
abrut replasirg the broken femirure finally please refund a perc.entage of the advanc.e I have
paid for not c.leanirg the apartment properly I think LIDO wruld be fair
I look forward to hearirg from yru
Yrur faithfully
t\1\arco Bendet+i

Wl'iting 3: spelling and punctuation

Look again at only the first paragraph of the composition. Complete the
following tasks. Then check your answers on page 272.

1 . There should be four sentences. Put in four full stops, including one at the end
of the paragraph . Begin all new sentences with a capital letter.
2. There should be one comma. Put it in the right place.
3. One word should have an apostrophe before an 's ' . Put it in.
4. Make sure that any names begin with a capital letter. There are three examples.
5. Three words are spelled wrongly. Correct them here.

Look at the second paragraph and complete the tasks.

1. There should be two sentences. Put in two full stops, including one at the end
of the paragraph . Begin all new sentences with a capital letter.
2. There should be one comma. Put it in the right place.
3 . Two words are spelt wrongly. Correct them here. _ _ _ _ __
Look at the third paragraph and complete the tasks.
1. There should be four sentences. Put in four full stops, including one at the end

of the paragraph. Make sure any words that start a new sentence begin w ith a
capital letter.
2. There should be three commas. Put them in .
3. Three words are spelt wrong ly. Correct them here.

17 0

Look at the final paragraph and the closing phrases. Correct any errors of
punctuation and spelling. Then check your answers to all the tasks on page 272.
Go to Workbook page 37 for the writing task.

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I

Speaking
A Here are four typical cards for part 2 of the Speaking Module. Work with a
partner. Choose a card. You have a minute to think about it and make notes.
A

Talk about your neighbourhood.

B
Describe the home of a~. d ----------- - ----,\
.
ren or
amlly member.
Say ...

Say ...

what type of houses there are.

what sort of people live there.
what you like about it.
what you would like to change.

what type of building it is.

how many rooms it has.
when it was built.
what you like about it.

Describe a city that has a lot of

interesting old buildings.
Say ...
which city it is.
which buildings are interesting.
when some of the buildings were built.
which building is your favourite and why.

Describe a city that has a lot of

interesting modern buildings.
Say ...

B Take it in turns to speak about what's on your

which city it is.

what is interesting about the buildings.
what some of the buildings are used for.
which building is your favourite and why.

card for about two minutes.

Vocabulal"y
A

Match each word 1-6 with a word a-f to make common phrases.
1. apartment
2. spare
3. beach
4. ground
5. roof
6. next

a.
b.
c.
d.
e.
f.

house
terrace
room
block
door
floor

B Delete the wrong suffix in each of these words made from the root words in the box.
1.
2.
3.
4.
5.

The new library is not my favourite build er I ing .

There is a lot of construct ment I ion along the coast.
A mirror shows your reflect ment I ion .
We live in a very nice neighbour hood I ation .
We had a big celebrat ing I ion at the end of the school year.

build
construct
reflect
neighbour
celebrate

C Correct the spelling mistakes in these words.

1.
3.
5.
7.

agrakulture
concrite
elictrisity
oposit

2.
4.
6.
8.

atempt
cottidge
gest room
seperate

EI"I"OI"S

A There are errors in all of these sentences. Correct them.

1. There have five bedrooms my house.
3. I live in a house opposite to the park.
5. I live in the same street than my cousin.

2. My apartment is in the second floor.

4. We live in the ground floor.
6. When was built the Taj Mahal?

'-- --- ------------------------------------------ ----- ----------------------------------- ------'

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17 1

Reading

~~~~~~in at the advice about reading longer texts in the reading section of
Read the passage and answer questions 1- 16.

The Oldest Building in the World?

A So what is the oldest man-made structure in the world? In the last ten
years, archaeologists in Japan say they have answered that question twice! However, the second discovery, made by one of Japan's leading
archaeologists, was shown to be a case of fraud*.
B In 2000, the remains of an ancient building were discovered on a hillside
in Chichibu, a small town to the north of Tokyo. Soon afterwards, at
Kamitakamori, 600 miles to the north, a second discovery was made.
In a layer of earth, archaeologists found large holes which they believed
had held posts that had supported a primitive building, and several stone
tools that had been used to construct it.
C The Chichibu discovery was one of the most important for many years, and both archaeologists and historians were
very excited. Ten holes in the shape of two pentagons were discovered. These holes were made for posts that would
have supported some kind of structure, like a hut. Thirty tools were also found. The site was dated to half a million
years ago. Before the discovery, the oldest remains of a human structure were in France and dated back to around
300,000 years ago .
D Experts do not know whether the huts were used as permanent accommodation, or if they had a temporary function
as a shelter or as a lookout for hunters. It is thought that primitive people at that time lived in caves and did not build
houses of any kind. The discovery was important because it showed that 500,000 years ago Man had the ability to
use technology in ways that we previously did not think were possible.
E Later in 2000, at the Kamitakamori site, archaelogists said that they had made a discovery that was 100,000 years
older than the one at Chichibu . They found a number of deep holes and predicted that they had the same function as
those at Chichibu . They believed that two round buildings had existed at the site. Several tools were discovered in a
hole at the centre of the site.
F However, in 2003, the truth came out. Asenior archaeologist had planted the tools so that he could take credit for
such an important discovery. He buried stone tools that he had previously found at another site and covered them in
soil. Unfortunately for him, his actions were caught on camera, and a national newspaper then told the whole story.
The archaeologist explained that he had committed his crime because of the pressure on him to keep making
important discoveries.
G The same archaeologist had worked on a number of very important archaeological projects before the Kamitakamori
incident. He admitted that he had planted artefacts on other occasions. Some experts believe that there is now a
question mark over some of Japan's historical records, and they want further investigation. It seems that we cannot
be sure about what or where the world's oldest building really is.
* The crime of pretending something to be true when it is not (usually in order to get money) .

17 2

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For questions 1-4, use no more than two words from the passage for
each answer.

1. Before the Chichibu discovery, in which country had the oldest building been found?

2. What type of simple building do archaeologists believe once existed at the

Chichibu site?

3. What shape were the buildings that were said to have once existed at the
Kamitakamori site?

4. What did the senior archaeologist bury at the Kamitakamori site?

The passage has seven paragraphs, lettered A-G. For questions 5-9, say in
wh ich paragraph you find the following information. Write the letter in the space.

5.
6.
7.
8.
9.

why somebody was dishonest

that primitive buildings may not have been houses
the result of somebody's dishonest actions
where the archaeological sites are exactly
how experts felt about the discovery at Chichibu

For questions 10-16, complete the summary with words from the box. You do not
need to use all the words.
Use capital letters if necessary.

earlier

similar
structures

new
soil

posts
different

round
half

later
real

tools

In 2000, an important archaeological discovery was made at Chichibu in Japan. The

remains of a building, dating back (10)
a million years, were found. There
. These
were ten holes that experts believed had been used to hold (11)
posts had been used to support a structure of some kind. (12) _____ used to
construct the building were also found at the site. Then, a second discovery was
made. Some very (13)
holes were discovered at another site, and these
time. In 2003, the world learnt
were said to date back to an even (14)
that the second discovery was not (15)
. A senior archaeologist had
planted the artefacts. He said that archaeologists were under pressure to keep making
(16)
discoveries.

Exam tip: This is the summary of the whole text. However, you will
sometimes have a summary that summarizes only part of a text,
and you will first have to identify which part it summarizes.

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17 3

Technology
Vocabulary 1: machines, appliances, devices and gadgets
Look at this list. Match the pictures with the words. Then mark each of the
boxes (H) for 'this has changed home life', CN) for 'this has changed working
life' or (B) for 'this has changed bot h'.

0
0

computer / laptop _
microwave _
satellite 1V _
DVD player I recorder _
central heating _

0
0

mobile phone _
video camera I camcorder _
fridge I freezer _
CD player_

D dishwasher _

D
0

the Internet I e-mail _

digital camera _
air condition ing _

Speaking 1: talking about technology

Check the highlighted words and answer these questions about Exercise A above
with a partner.
1. Compare how you have marked the boxes.

2. Which of the machines and appliances do you have in your home?

3. Which do you use frequently at work?
4. Which do you think are necessities? Which are luxuries?
Discuss in groups of three and try to agree. Which two of these could you
live without?
a car
a television

174

If H51fJ fi 2t J"!l

an electric shower
a mobile phone
a fridge
air conditioning
a computer

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Watch out!

Grammar check
You can explain
a that clause
for + -ing verb
use + infinitive

the purpose or function of something in different ways.

It's an appliance that keeps food cold.
It's a device for making holes in paper.
It is used to record music onto a disc. I You use it to heat
up cold food or drinks.

typical

ei'I'OI'S

It's a machine what dries

clothes.

You use it

f~r cut vegetables.

Pronunciation check
When the form of a word changes, the stress usually falls on a different part of the word .
The noun is technology. The adjective is techno!Qgical.
Listen and mark where the stress falls in these related words.
1. photograph
2. photography 3. photographic

Vocabulaa'y 2: how technology affects you

Complete each sentence with the correct verb form below.

I saves

_____
_____
_____
_____
It _____

1. It
It
It
It

2.
3.
4.
5.

does

means

allows

makes

life much easier.

everything I the job so much more quickly.
a lot of time.
you to get on with other things.
you don't have to .. .

Talk with a partner about how the technology you have at home and at work
affects your daily life. Use the expressions from Exercise A above.

Speaking 2: giving examples

Look at these possible questions from the third part of the speaking exam.
Think about how you would answer them .

1.
2.
3.
4.

How has technology changed your life in the last five I ten years?
In what ways has technology changed the way people work?
Do people rely on technology too much these days?
What technological advances will there be in the next twenty years?

Listen to some students. Match each answer with a question above.

Speaker 1 _

Speaker 2 _

Speaker 3 _

Speaker 4 _

g Listen again and complete the sentences. Use one or two words in each space.
Speaker 1: In factories ,
, machines have replaced people completely .. .
Speaker 2: .. . people who have money will want something faster, _ _ _ __
a small helicopter or .. .
Speaker 3: .. . I see other campers with lots of machines and gadgets, _ _ _ __
computer games and portable TVs.
Speaker 4: ... life at work has changed the most,
the way I
communicate with people.

Walk around the class and ask and answer the questions in Exercise A with
different classmates. Use the words and phrases in Exercise C to give examples.

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17 5

Listening 1: understanding different accents

Talk with a partner. Make a list of countries in which English is the first language.
Check the highl ighted words and answer these questions with the same partner.
1. Do people in different parts of your country have different accents?
2. In which part of your country do people have a very strong accent?
3. When you listen to English , can you recognize the difference between a British
and an American accent?
4. Do you know any words or phrases that are different in British and

American English?

5. Are there any other 'English ' accents that you think you can recognize?
6. Are there any 'English ' accents that you find difficult to understand?
Match the four inventions in the pictures with the countries below.

Ia. the United States

clay oven_

b. India

c. Australia

television

d. Scotland

space shuttle_

boomerang_

Listen to fou r people talking about the inventions and check your ideas.

Speaker
Speaker
Speaker
Speaker

1 is from

and talks about _ _ _ _ _ _ _ __

2 is from
and talks about _ _ _ _ _ _ _ __
3 is from _ _ _ _ _ _ _ _ _ and talks about _ _ _ _ _ _ _ __
4 is from
and talks about _ _ _ _ _ _ _ __

Listen again. Can you hear different accents? Who do you think has the
strongest accent?

Listening 2: practice with different accents

Listen to each speaker say more about each invention and complete the tasks.

For questions 1- 5, choose five answers from A- H. Which of these statements

about boomerangs does the speaker make?

A They were mainly used as toys.

C They had different functions.

E They are different sizes.

G Perhaps people did not plan to invent
one that came back to the thrower.
1.

17 6

2.

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3.

4.

B They were the first heavy man-made object to fly.

D They have been found around the world.
F All of them return to the thrower.
H Throwing one is easy.

5.

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For questions 6-11 , listen and complete the flow chart. Use one word only for
each answer.
1925 - first (6)

demonstration at department store in

(7)
(silhouette images moved on (8)

1926- demonstration at his laboratory to Royal Institute and Times newspaper

(9)
(Improved (1 0)

I 1928 II

first (11)

- first real demonstration of television system)

transm1ss1on

For questions 12-16, complete the notes. Use no more than three words or a
number for each answer.

Space race between US and Russia continued for (12) _ _ _ _ __

First man to walk (13)
- from USA.
Reusable space s/,u+tle - first successful in (14) _ _ _ _ __
Space s/,u+tle used as a laboratory to transport eCji.Aipment or to collect
or repair satellites.
Between (15) _ _ _ _ _ _ people can travel on s/,u+tle.
In t/,e earf/,'s (16)
t/,e s/,uttle glides to land.

For questions 17-19, complete the short summary. Use no more than two words
for each answer.
Remains of ovens have been found in many parts of the world. They were used
mainly to (17)
. In most places, it appears that village people
(18)
an oven . In India, however, (1 9)
had one.

For question 20, tick the correct picture of a 5,000-year-old oven.

Check the key on page 272. How many questions did you answer correctly?
Tick the sentences about the listening task that are true for you and think about
how you can answer more questions correctly next time.

1. I could hear different accents, but it didn 't make the tasks more difficult.
2. The strong accents made hearing some answers more difficult.

3. I am pleased with how many questions I answered correctly.

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177

Reading 1: timing yourself

;

Answer these questions about the IELTS Reading Module with a partner.
1. How many parts are there to the Reading Module?

2. How many texts are there likely to be in each part?

Match each part of the Reading Module 1-3 with t he possible text type a-c.
1. Part 1 - social survival

2. Part 2 -training survival

3. Part 3 - general reading

a. page of information about college or university

b . page of information related to work
c . article from newspaper, journal or magazine

Answer these questions with a partner.

1. Which texts are likely to be the shortest or longest ?

2. Which texts are likely to be easier or more difficult to read?
3. Should you spend an equal amount of time (20 minutes) on each part?

4. Should you spend an equal amount of time on each text?

Exam tip: The first part of the Reading Module will consist of two or three
texts. These may be information leaflets or advertisements. They will be short,
but they will contain a lot of information. The second part will consist of two
texts. They will be information pages that relate to work and will come from
leaflets, handbooks or websites. The texts will be a little longer than those in
the first part. The third part will consist of one longer text, which will be an
article of some kind.
It is not easy to decide how long to spend on each part. Most students plan to

spend an equal amount of time (20 minutes) on each part. In the first part, there
are more texts, but the questions are easier, while in the third part, there is only
one text, but it is more difficult to read and the questions are more challenging.

Reading 2: improving your reading speed

You are doing the first part of the Reading Module. Look at this information but
not the text yet.

1.
2.
3.
4.
5.

There are two texts , and you want to spend ten minutes on each.
The first text is a set of safety instructions for a dishwasher.
There are eight questions to answer about the first text.
The first four questions ask you to match pictures with parts of the text.
The last four questions ask you to write short answers.

Talk with a partner. How long do you want to spend on each stage? Fill in the time.
1 . Read the heading and look at the pictures.
2. Skim the text to get a general idea of what it's about.
3. Read the instructions and questions carefu lly and think
about where in the text you will find answers.
4. Read the text again to match the pictures with the parts of the text.

17 8

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minutes
minutes
minutes
minutes

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5. Read the text more carefully to find the answers to the short questions.
6. Check your answers are spelt correctly and that you are
happy with them.

minutes
minutes

Reading 3: practise improving your reading speed

Read the text and answer the questions. Apply the timing for each stage that
you decided in Exercise B above.

AEJ Dishwasher - Important Safety Information

A Installation
This appliance is heavy. Care should be taken when moving it.
Make sure the appliance does not stand on the electricity
supply cable.
Any electrical work required to install this appliance should
be carried out by a qualified electrician.
Any plumbing work required to install this appliance should
be carried out by a qualified plumber.
B Child safety
This appliance is designed to be operated by adults.
Children should not be allowed to touch the controls.
Keep the packaging in which the appliance arrived away
from children.
Keep detergents in a safe place where children cannot
reach them.
C During use
Items that are contaminated by petrol, paint or acid must
not be washed in this appliance.
Never run the appliance with the door open. Always turn
the appliance off before opening the door.
Knives with long blades are potentially dangerous if
stored in this appliance.

Do not sit or stand on the door when it is open.

Unplug the appliance and disconnect the water supply if
you are away from your home for an extended period.

D Maintenance and repair

Take care when cleaning the bottom of the door and hinges
where there are sharp metal edges.
The appliance should be serviced only by a qualified engineer.
Under no circumstances should you attempt to repair the
appliance yourself. Repairs performed by inexperienced
persons can result in injury or serious damage to the appliance.
E Conservation
Help protect the environment. Materials marked with this
symbol * can be recycled . Check with your local council to
find out where there are local facilities for recycling this
appliance. Use only authorized sites to dispose of unwanted
electrical appliances. When this appliance is to be
discarded, cut off the electricity supply cable. Make the door
impossible to close so that a young child could not be
trapped inside.

For questions 1-4, match the pictures below with the correct section of the
instructions. Write the correct letter A-E in the space.

1.

2.

3.

4.

For questions 5-8, answer these questions using no more than three words for
each answer.

5. What should not be under the appliance when it is installed?

6. What could a small child drink if not kept somewhere safe?
7. Who should deal with any problems that may occur with the appliance?
8. Which organization can tell you what to do with an unwanted appliance?

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17 9

This text is one of two texts from the second part of the Reading Module. Read it and
answer the questions. You have ten minutes. Time each stage of the reading process.

Staff Guidelines

N ovember 2009

4.3 E-mailing

E-mail is now the most common form of communication both

internally between staff in different departments and externally with
our clients and business associates. It is essential that all staff e-mail
appropriately and we advise you to read the following guidelines.

and you try to spell correctly, use acceptable grammar and avoid
slang. Never use foul or offensive language in your e-mails.
Start and finish e-mails appropriately as you would in a letter. If you
are contacting clients, you should generally start with 'Dear' and end
the message with 'Regards' or 'Best wishes'.

Remember that e-mail is not confidential. Even if you delete

e-mails once you have sent them, they may be kept by the
recipient and they will be stored on the computer hard-drive.
Do not send anything in an e-mail that you would not write
down and send on a piece of paper.

Remember that people cannot see your face or hear the tone in
your voice when you send an e-mail so they may not understand
when you are trying to be humorous. Something written in print
often comes across very differently from something said.

Make sure you send e-mails only to the intended recipient. If you
are e-mailing frequently, it is easy to send information or an
inappropriate comment to somebody who should not see it. Check
names just before you hit the SEND button.

Be very careful about criticizing or reprimanding people in

e-mails. Written remarks generally come across as far harsher
than something said. Certainly do not use e-mail as an opportunity
to say anything you would not say to somebody directly.

The language you use should be suitably formal. Of course, if you

are in contact with people regularly, you can use a more informal
style and say something more briefly than you might do in a
letter. However, remember that you are representing the company

Finally, remember that not everyone will respond to your e-mails

in five minutes just because some clients and associates do.
People are busy and are not always in the office. Be patient.

For questions 1-7, decide if the information given below agrees with the information given
in the text. Write {T) true, (F) false or (NG) not given.
Staff use e-mail more often than they use the telephone.
Most people keep the e-mails they are sent for some time.
People get angry if they receive e-mails that are meant for somebody else.
Language used in e-mails should be the same as language used in letters.
Staff should be careful about tryi ng to be funny when e-mailing .
E-mailing is a good way of telling somebody you are not happy
about something .
7. A lot of clients do not answer thee-mails they are sent.

1.
2.
3.
4.
5.
6.

Check the key on page 272. How many questions did you answer correctly?
Tick the sentences about the two reading tasks that are true for you and think about
how you can answer more questions correctly next time.
1. I timed each stage of the reading process.
2. I read the text and answered the questions within ten minutes.
3. I am happy with how many questions I answered correctly.

Key vocabulal"y in context

Circle the correct preposition in each phrase.

1. can result by I in injury

3. communication to I with clients
5. respond at I to an e-mail

180

2. dispose for I of an unwanted appliance

4. be in I at contact for I with people
6. written in I by print

For focus on reading skills, go to Workbook page 40.

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Wl'iting 1: having enough to say

Answer these questions with a partner.
1.
2.
3.
4.

What is the minimum number of words you can write for the first IELTS writing task?
What is the minimum number of words you can write for the second IELTS writing task?
Do you sometimes feel that you don't have enough to say for the first task?
Do you sometimes feel that you don't have enough to say for the second task?

Look at the instructions for a writing task below. Highlight the

key words and check you understand what you have to do.
Some people think children use computers too much these days
and that it is harming their development.
Do you agree with that opinion?
Give reasons for your answer and include any relevant examples
from your experience. Write about 250 words .
Talk with a partner. Brainstonn points you could make that agree and disagree
with the opinion.
Children can use the Internet to learn
about every part of the world.
Now answer these questions with the same partner.
1 . Do you have enough ideas to write 250 words?
2. Will you need to write a long introduction and conclusion
in order to achieve the word limit?
3. Are you confident that you can write this composition well?

instead of seeing friends face-to-face.

Look at this composition. What is the problem?

Re.ce."tly, the. tA>e. of CoMplAte.r> hM i"cre.Me.d dr~M~tic~lly. lhe.>e. d~y>, Mo>t f~Milie.> h~ve. ~
CoMptAte.r ~t hoMe. ~"d the.re. ~re. lA>lA~IIy CoMplAte.r> i" ~ typic~! cl~rooM ~t >chool. Cle.~rly,
childre." ~re. lA>i"1 CoMptAte.r> .f~r More. th~" the.y did i" the. pMt.
Fl:!.r>oMIIy, I thi"k thi> i> ~ 1ood thi"-1 Md tMt the.re. ~re. MOre. MVM~e.> tM" di>MvM~e.>.

t: ve.ryo"e. Me.d> to ki\Dw how to ~A>e. ~ coMptAte.r, >o lur"i "1 whe." yotA ~re. yolA"-1 i> 1ood. lhe.
11\ie.r"e.t hM MMe. it pDible. to fil\d i"for~tio" ~botAt ~"Y >tAbje.ct ~1\d to lur" ~botAt e.ve.ry
~rt o.f the. world.

Howe.ve.r, I c~" lA"de.r>t~"d why >oMe. pe.ople. ~re. co"ce.r"e.d ~bolAt chi ldre." lA>i "1 CoMptAte.r>
too MlACh. ~oMe. o.f the. >ite.> o" the. l"te.r"e.t ~re. "ot ~ppropri~te. .for childre.", ~"d the.y
c~" vi>it ch~t rooM> th~t Mi1ht plAt the.M i" d ~"1e.r. ~oMe. pe.ople. thi"k th~t if childre."

work o" CoMplAte.r>, the.y will "ot re.~d book> or le.~r" to write., blAt I di>~1re.e..
To >lAM lAp, I wolAid >~y th~t CoMplAte.r> ~re. be.,.,e,.fici~l .for childre.", blAt th~t ~" ~dlAit >holAid
re.1lAI~te. how MlAch tiMe. the.y lA>e. oM. P~re."t> MlA>t M~ke. >tAre. th~t childre." do "ot >pe."d

~II the.ir tiMe. e.-M~ili"1 i~te.~d o.f 1oi"1 otAt with .frie."d>.

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181

w ..iting 2: making sure you write enough

Answer these questions with a partner.

Where in the composition from the previous page could the student ...
1. give an example to explain something more clearly?
2. add another point to make an opinion clearer or an argument stronger?
3. give an example from his own experience?
Decide where in the composition each of these lines could be added.

1.
2.
3.
4.
5.
6.

When I was at SChool, I really er:!Joyed doing prged s that involved looking for information online.
It is easier to leam how to use new tec hnology when yoo are yoong than it is when yoo are older:
... and tl,at they are safe when they are online.
Mas+ SChools also have a c omputer lab where c hildren leam IT skills.
I used computers at SChool, but it didn't stop me wanting to read books, too.
It is not always easy for parents to c heck what c hildren are looking at.

In this version of the composition, put each of the lines in Exercise B where there
is a letter. Then check your answers on pages 272 and 273.

Recently, the use of computers has increased dramatically. These days, most families have a
computer at home and there are usually computers in a typical classroom at school.
(a)

Clearly, children are using computers far more than they did

in the past.
Personally, I think this is a good thirg and that there are more advantages than disadvantages. Everyone
needs to krPN how to use a computer,
(b)

50

learnirg when you are yourg is good.

The Internet has made it po55ible to f;nd informa-hon about any

su~ed and to leam about every part of the world.

(c) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ __

However, I can understand why some people are concerned about children usirg computers too
much. Some of the sites on the Internet are not appropriate for children, and they can visit chat
room5 that might put them in darger: (d)

Some people think that

if children work on computers, they will not read books or leam t o vvrite, but I disagree.
(e) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ _ _ _ __

To SUm up, I would

say that computers are beneficial for children, but that an adult 5hould rep/ate how

rruc.h time they use one. Parents must make .sure that children do not spend all their time e-mailirg
instead of goirg out with friends (~ --------------~.:-----=~--..1

Exam tip : If your composition is too short, you may not need to make a whole
new point. Sometimes you can just add examples and explanations that support
a point you have already made.
The following paragraph is from a composition which answers the question
How has modern technology changed our lives at work and at home? Add a
sentence that gives an example from your own experience.

Technology has changed home life enonmously. People, especially women, used to spend all day
sweepirg floors, washirg clothes and cooking. Now they have vacuum cleaners, washing machines
and microwaves that can do tJ,e j ob in a gJ-Aarter of the time.

Look at the exam practice section on page 184 for the writing task.
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,'
1
I

.. _______ _

----------------

-------

:p::~~:ch sentence with you:~~~-i~:~~-~~~-~~- -t----------------

- ,jl 4

1. Most people in my count h

.
a you want to say.
for example ...
ry ave modern appliances. In their kitchens,
2. Most people in my country have gadgets, like .. . and
3. Technology has changed the way I live, especially ..... .

----------------

4. In my cou~try, the price of electrical appliances, such as ... and

h
fallen considerably.
as

I
I
I
I
I
I

B Compare your ideas with other people in the class.

C
A

Her~ are two typic~/ cards for part 2 of the Speaking Module. Work with a partner.
you

IS

A, the other

IS

'I

One of

B. You have a minute to think about it and make notes.

Describe a machine or device you

have bought recently.
Say ...
what it is and what it does.
where you bought it.
how it has affected your life.
if you are happy with it.

Talk about a machine or device that

you have had a problem with.
Say ...
what it is or was .
where you bought it.
what was wrong with it.
what you did about the problem.

D Take it in turns to speak about what's on your card for about two minutes.

Vocabula .. y
A Correct spelling mistakes in each of these answers.
1.
2.
3.
4.
5.
6.

Do you think money should be spent on space ex.plarasion? _________

The salesman gave us a demmonsfrasion.
Some things in life are nesesities and others are luxuries.
So many tecl,nologicle advances have been made in this century.
I can 't tell the differense between a British and an American accent.
The use of computers has increased dramatikly.

B Answer these questions with a partner. Write the answers in your notebook if you want to.
1.
2.
3.
4.
5.
6.
7.
8.

What appliance do you use to heat up cold food?

What system keeps a building cool in hot weather?
What system keeps a building warm in cold weather?
What do we call a small portable computer?
What type of 1V is transmitted from space?
What is another word for a small, clever device?
In which part of the fridge can you keep food for several months?
In which part of a cooker do you bake or roast food?

A There are errors in all of these sentences. Correct them.

1. It's a machine for dry your hair.
3. It makes the job really quickly.
5. James is good at communicating
to people.

2. It's a machine what washes plates.

4. I think people rely in technology too much .
6. Nobody has responded for my e-mail yet.

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183

Wl"iting
Answer these questions with a partner.
1 . How many hours of television do you watch in a week?

2. Do you watch at least one thing on television every day?

3. Do you watch television selectively (choosing what you watch before you sit down
to watch), or do you sometimes just watch what 's on?
4. Do you ever feel that you have wasted time after you have been watching television?
Look at the three photos. What do they say about how children spend their time?

Look carefully at the instructions for this writing task. Highlight the key words
and make sure you understand what you have to do.
Children spend too much time watching television instead of participating in activities
with other children and playing sports.
To what extent do you agree or disagree with this statement?
Give reasons for your answer and include any relevant examples from your
experience. Write about 250 words .

Answer this question with a partner.

Are you going to agree or disagree, or would you prefer to write a balanced argument?
Walk around the class and talk to classmates about the issue. Note down the
points they make.
Decide which of the points you want to include in your composition and then
write it. Remember - you don't need to include all the points you discussed.
Make sure you write 250 words.

18 4

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1as

Society
Vocabula .. y 1: social issues
Check the meaning of social issue in a dictionary. Then talk to a partner and
make a list of social issues that exist in your count ry.
Match the social issues with the ext racts from new spapers. Highlight the words
and phrases that help you decide.

1. crime
4. homelessness _

2. racism
5. unemployment _

3. drug abuse _
6. animal rig hts _

In big cities around the world, it is common to see people sleeping in the streets. Many of
these people are young and have other problems, such as mental illness and drug addiction.
Many teenagers are taking heroin or crack coca ine. Pol ice believe that half
of the crime comm itted in the area is drug-related .

The economic problems that the cou nt ry faces are likely to result in job losses.
Six per cent of people could be out of work by this time next year.
Government statistics show that serious offences , including murder and rape, are decreasing,
while less serious offences , including burglary and shoplifting, are on the increase.

The Football Association is concerned about

the increase in the amount of abuse that black
players are receiving from fans.

Several people have been arrested outside a

laboratory where scienti sts are testing cosmetic
products on rats and mice.

Speaking 1: discussing social iss es

Discuss in groups. Answer these q uestions.

1.
2.
3.
4.

Are any of the social issues above a problem in your country I in your city or town?
In which parts of the world are the social issues above a common problem?
Which of the issues are you most concerned about?
Are there any other social issues that you think are a problem in your country?

Vocabula .. y 2: crime and punishment

Match the crimes 1-8 with the definitions a-h.

1.
2.
3.
4.

5.
6.
7.
8.

1 86

murder
robbery
theft
burglary
shoplifting
smuggling
kidnapping
assault

a. entering somebody's home when they are not there and stealing
b. taking a person and asking for money to return them safely
c. taking another person's life
d. stealing something with force (using violence - a gun I knife, etc.)
e. beating, hitting or kicking somebody during a disagreement
f. stealing from shops
g. taking something illegal (drugs I guns) from one country into another
h. a general word for stealing something without using force

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Cover Exercise A and write the words in your notebook. Focus on your spelling.
Check the meaning of punish and punishment in your dictionary. Then
complete each sentence 1-3 with an ending a-c.
1. If you park your car illegally, you will .. . _
2. If you murder somebody, you wi ll .. . _
3. If you assault somebody, you may ... _

a. receive a fine I be fined.

b. receive a fine I be fined or you may go to prison I be sent to prison.
c. receive a life sentence I be given a life sentence I be sent to prison for life or, in
some countries, face a death penalty I be sentenced to death.

Grammar check
Notice how the same ideas can be expressed using an active or passive form.
You will receive a fine. I You will be fined.
The future passive form is: will + be + past participle.

Pronunciation check
When one word ends in a consonant and the next begins with a vowel, you hear the
consonant sound at the beginning of the second word rather than at the end of the first.
Listen to these examples from the unit.
2. drug abuse
1 social issues
3. serious offences
4. have been arrested
Practise saying the phrases.

Speaking 2: fitting a punishment to a crime

Walk around the class and ask classmates what they think is the right
punishment for each of the crimes in Vocabulary 2A.

If you take a person's life, you should go to prison for all of your life.

Speaking 3: explaining what you mean when you

can't remember a word
Look at these possible questions from the third part of the Speaking Module.
Think about how you would answer them.

1. Are there any crimes that are particularly common in your country?
2. Do you feel that London is a safe city to stay in? Is it as safe as Switzerland?

Listen and answer these questions.

1. How does the first speaker explain the word she can 't remember?
2. Which word does the second student not know?
Talk with a partner about crime or social problems that you don 't know
the correct word for. Explain what you mean.

A problem in my country is when the children at school

do or say horrible things to another child.

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113NfJfhtfil

1s 2

Listening 1: preparing to listen

Look at the picture. Answer these questions with a partner.
1. What exactly does homeless mean?
2. Why do you think people become homeless?
3. Apart from not having a home, what problems do homeless
people have?
g Listen to somebody giving a tal k about homelessness
and check your ideas.

Listening 2: transferring answers to the answer sheet

Answer these questions with a partner.
1.
2.
3.
4.
5.
6.

Which listening tasks do not involve writing words or phrases as answers?

Which tasks do involve writing words and phrases as answers?
During the listening exam , where do you write your answers as you listen?
At the end of the listening exam, where do you write your final answers?
How long do you have to transfer your answers to the answer sheet?
What problems can you have when you transfer your answers to the answer sheet?

g Listen to the first part of t he talk about homelessness again and answer
these questions.

For questions 1 and 2, choose the correct answer a, b or c.

1. At the beginning of the talk, the speaker says that ...
a. homelessness is not a big problem .
b. the people at the talk are selfish .
c. he understands why people are worried .
2. The speaker says that most homeless people ...
b. do not sleep outside.
c. look for a safe place to sleep.
a. sleep outside.
For questions 3-7, complete the notes. Use no more than three words for each answer.

People are homeless if ...

sleeping on (3)
at home of friend, staying in a (4) _ _ _ _ __,
sleeping in any type of motor (5) _ _ _ _ __,
poor condition of place they live in affects their (6) _ _ _ _ __,
afraid of (7)
or physical abuse.

Check this student's answer sheet. Which answers are correct? Which are not?
What mistakes has the student made?

1.
3.
5.
7.

18 8

c
the floor or sofa
vikle
violense

1135fJiB#tf"l

2. b
4. hotel or shelter
6. helth

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Exam tip: More than half of the tasks that can occur in the Listening Module
involve writing words and phrases as answers. You MUST spell your answers
correctly and you MUST NOT use more than the stated number of words. Use the
ten minutes you have to transfer answers to the answer sheet properly. Transfer
answers slowly and carefully and check all your answers two or three times.

Listening 3: practise transferring answers to the answer sheet

Listen to the rest of the talk about homelessness again. Answer the questions.

For questions 1-8, complete the summary below w ith words from the text. Use
no more than two words for each answer.
People become homeless when there is no other (1)
. Homeless people are
poor and cannot (2)
rent or mortgage repayments. Most homeless people
. There are usually other issues that homeless people must
do not have (3)
or they might suffer from (5) _ _ __
deal with. They might take (4)
problems. Many homeless people have been in (6)
and so cannot find
work or a place to live. Some people become homeless because they lose a home they
have rented for a long time. Young people and women might leave home because
family member. In many places, the value of (8)
has
of a (7)
increased, and so renting or buying a home is impossible for the poorest people.
For questions 9 and 1 0, choose two answers from A-D.
Which of these ideas does the speaker mention in the final part of the talk that you hear?
A Homeless people getting money from the government
B Permanent accommodation for homeless people
C Places where homeless people can eat
D What is happening to homeless people in other countries

9.

10.

Transfer your answers to the answer sheet below.

10

Check the key on page 273. How many questions did you answer correctly?
1

Answer these questions about the listening task with a partner and think about
how you can answer more questions correctly next time.
1 . Which answers were easy to transfer?
2. Which answers were more difficult to transfer?
3. Did you get any answers wrong because they were not spelt correctly
or transferred wrongly?
4. Did you use the correct number of words for each answer?
5. Are you happy with the number of questions you answered correctly?

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189

Reading 1: preparing to read

Look at the picture and answer the questions with a partner.

1 . Who is the man on the left?

2. Who is the man on the right?
3. Is the man on the right behaving in an acceptable way?
4. Do you think this is something that happens a lot in
workplaces in your country?
Check bully in your dictionary. Now check the following
words and phrases. How is each related to bullying?

intimidate

threaten

verbal abuse

spread rumours

ignore

humiliate

retaliate

R ead i ng 2: checking your answer

Answer these questions with a partner.

1. Which of the reading tasks you have practised do not involve writing words
or phrases as answers?
2. Which tasks do involve writing words and phrases as answers?
3. During the reading exam, where do you write your answers as you read?
4. Do you have to transfer answers to an answer sheet as you do in the listening exam?
5. Why is spelling not such a big problem with the reading exam?
6. What mistakes can you make when writing your final answers?
Read this short extract about bullying and answer the questions.

Dan Olweus, a researcher from Norway, has defined bullying as when 'a person is
exposed to negative actions over a period of time on the part of one person or a number
of people, through physical contact, through words or in other ways.' Bullyi ng can
occur anywhere that humans interact with each other. This can be at school, in the
workplace, in a neighbourhood or at home. Bullying can exist between different groups
in society and even between countries. Bullying may cause individuals or groups of
people to migrate from one part of a country to another or even to a new country.
For questions 1 and 2, answer the questions with words from the extract. Use
no more than two words for each answer.
1. Where is Dan Olweus from?
2. What might people do if they are bullied?
For questions 3 and 4, decide if the information given below agrees with the
information given in the extract. Write (1) true, (F) false or (NG) not given.

3. Most incidents of bullying only occur once. _

4. Most people experience bullying at some time. _
For question 5 , complete this sentence with one word from the text.

5. Bullying is when somebody does something to you or says something

about you that is

19o

IIH5tJfi4tJill

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Check this student's answer sheet. What mistakes has the student made?

1. rorway
3 . 1\10
F
5 . negitive

2. migrate to a new place

4. F
NG

Exam tip: In the Reading Module, you do not have extra time to transfer answers.
You write answers directly onto the answer sheet as you read. Nearly half of the
tasks that can occur in the Reading Module involve writing words and phrases as
answers. You MUST spell your answers correctly - th e words that you need to use
occur in the text or the summary box, so make sure you copy them correctly. You
MUST NOT use more than the stated number of words. If you change an answer,
rub it out or cross it out completely. Your final answer must be clear.

Reading 3: practise checking your answers

Read this information page about bullying in the w orkplace and answ er the questions.

Workplace bullies - Don't let them

get away with it
Bullying in the workplace is far more common than most people imagine. This type of bullying
may be related to your race, your gender, your age, your religion, a disability or simply happP.n
because somebody doesn 't like your tastes or views on life. You may experience one isole1ted
case or a persistent campaign over a period of t ime. You could be bullied by colleagues or by
somebody in a position of authority who uses his or her power to hurt or upset you. If you are
being bullied in your workplace , you don 't have to accept it.

What exactly do bullies do?

Protect yourself

Bullying at work can mean different things.

These are some ways that people have
described bullying:

The best way to protect yourself is to tell your

managers. If you are being bullied by someone in
a management position. go to someone higher.
Don't try to retaliate. If you do. you might make
the situation worse or get into trouble yourself.

being intimidated or threatened

being shouted at or verbally abused
being treated unfairly
being constantly criticized
being laughed at or joked about
having rumours spread about you
being ignored or deliberately left
out of conversations
Many people who are bullied think it"s their
fault. It isn't. No one has the right to bully.

Bullying is not always face-to-face

In these modern times, bullying is not
necessarily face-to-face and not limited to the
time that you are actually at work . You may
receive threatening or abusive telephone calls.
e-mails or text messages at any time of the day.

How do people feel when they are bullied?

Bullying humiliates people and makes them
anxious. People suffer from stress and lose selfconfidence . Bullying can lead to job insecurity,
illness and absence from work . Some people
may even resign as a result of being bullied at
work . Frequent bullying has a negative effect on
the atmosphere generally in any workplace .

www.nhantriviet.com

Here are some ways that you can deal with

bullying in the workplace:
don't ignore it- it won't stop bullies doing
what they enjoy doing
tell somebody who can do something about
it immediately
keep a record of any notes. e-mails or text
messages that you have received
check your company"s staff handbook. It will
tell you what your company should do about
your situation

Don't become a bully yourself

You have a choice about whether to bully or not.
It can be difficult not to join in if everyone else
is bullying someone . It takes courage to step
back, but bullying causes a lot of unhappiness
and pain. If you find yourself bullying someone
or know that someone you work with is being
bullied, do something.

If you are being bullied or are worried about

anything to do with bullying, you can call us
and we can help.

IIH5tJfhtJill

191

For questions 1-6, complete each sentence with the correct ending A-H from
the box. Write the letters onto the answer sheet below.
1. Bullying at work

2.
3.
4.
5.
6.

A is brave.
B can mean you will be punished .

Telling a manager
Face-to-face bullying
Retaliating
Ignoring bullying
Not being a bully when others are

For questions 7-12, complete the summary with words

from the text. Use no more than two words for
each answer.

D
E
F
G
H

is the best thing you can do.

is a manager's job .
makes no difference.
has many different form s.
w ill always stop bu llying.
is not always the approach.

People do not realize that bullying in the workplace is such a (7) ... problem. People
are bullied for a number of reasons. They may be bullied in an (8) ... incident or a
number of times over weeks or months. A person might be bullied by the people they
work alongside or by a person who has (9) ... . Bullies operate in various ways. They
might do all sorts of things to upset people or simply ignore them and not invite them
to join in (1 0) .. . . Bullying can cause stress and insecurity. In the end, it might cause
somebody (11) ... from a job . Generally speaking, (12} ... in any workplace where
bullying occurs is not good .

...

7
-

10

11

12

Check the key on page 273. How many questions did you answer correctly?
Answer these questions about the reading task with a partner and think about
how you can answer more questions correctly next time.
1. Are you happy with the number of questions you answered correctly?
2. Did you make any mistakes?

Key vocabula .. y in context

Highlight five words or phrases in the information page that you want to
remember. Then compare with a partner and test each other.

Granunar check
Notice how passive -ing forms are used in the text.
Active: If somebody is bullying you ...
Passive: If you are being bullied ...

192

For focus on reading skills, go to Workbook page 43.

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w ..iting

1: preparing and planning to write

Match each of these words and phrases with a picture.

a. antisocial behaviour

b. vandalism

c . begging

d . graffiti _

Answer these questions with a partner.

1. Why do you think each of these social issues exists?
2. Do you have any of the issues in your hometown or city?

Look at the instructions for a writing task below. Highlight the key words
and check that you understand what you have to do.
A friend of a friend has written to you asking for advice about staying in Bradlow, a
town that you stayed in last year. You liked your host family and your language
school , but you thought that the town was not ideal. There were a number of social
problems and you did not always feel safe.
Write a letter to your friend's friend explaining why he should think about studying in another town.
Write at least 150 words. You should spend about 20 minutes on th is task.

Answer these questions with a partner.

1. You are writing to a friend of a friend, so will it be a formal or an informal letter,

or will it be something in between?

2. Think of three or four points that you could advise your friend's friend about.

w ..iting 2: practise writing a letter

Work in pairs.
Student A: Write the opening paragraph . State your purpose for writing and
introduce the main point you want to make.
Student B: Write the concluding paragraph. Sum up the main point you have made
and say that you hope your friend's frien d enjoys his visit to another town .

Compare what you have written with your partner.

Work together to write the main part of the letter. Tell your friend's friend all
about Bradlow.

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1 93

w ..iting 3 : choosing what to say and how to say it

Below are possible lines from a letter to your friend 's fri end. Look at these points.

1J

Some
Some
Some
Some

lines
lines
lines
lines

are relevant and others are not.

are appropriately expressed and some are not.
are grammatically correct and some are not.
have spelling mistakes and some do not.

Choose the ten lines that you think make up the complete letter and put them in
order. Write the letters in the spaces below each paragraph.
be.~r ~~MtAel,

@ f>rMiow i~ horrible. YotA M~t 11.ot 1o t here.

@ I tAI\Cler~U\."d yov. 're thi"Ki " 1 of ~U\.yi"1 there ~=" F'er~oMIIy, I wotAid co~ider
1oi"1 ~oMewhere el~e.
~M writi"1 to tell yotA ~botAt f>rMiow . Leo" did tl6k Me to .
@ I he~r tMt yotA w~~~.t to ~t~y i11. f>r~dlow btAt i~ 11.ot 1ood !'l~ce.
@ Leo" t16ked Me to write to yotA ~"d tel l yotA ~II ~botAt f>rMiow where I ~t~yed
IMt ye~r .

1.

2.

CD My ho~t f~Mi ly were ~tAch 11.ice !'eD!>Ie ~1\Cl My ~chool ~o 1ood .

@ However, f>rMiow it~elf i~ 11.ot ~tAch ~ 11.ice !'l~ce to ~uy, i" My 0(>11\lol\.
@ !>tAt f>r~dlow i~ very ~M~II ~"d 4tAiet ~"d I wM bored Mo~t of the tiMe.
I wM h~!'!'Y with My ho~t f~Mily ~"d the ~chool where I ~ttAdied wM excelled.
!>tAt f>rMiow it wM 11.ot ~ 1ood !'l~ce to feel CoMfort~ble.

CD
CD

3.

4.

!here ~re 4tAite ~ lot of hoMel~~ !'eo!'le ~"d ~oMetiMe~ they b~ for Mo11.ey i11.
the ~treet.
(!) I" the tow" ce~~.tre, there ~re ~ lot of b~r~ ~"d di~co~ ~"d yotA"1 !'eo!'le c~" be
4tAite lotAd. I did11. 't feel very ~~fe w~1Ki "1 ~rotA11.d i11. the eve"i"1
@ Nobody there hM 1ot ~job ~"d !'eo!'le ~re ~lw~y~ tl6ki"1 for MOI\ey.
@ !here ~re ~ lot of clo~ed dow11. ~hD{>~ ~"d there i~ 1r~Hiti 011. btAildi"1~
@ I do11. 't like d~~~.ci"1 ~o I did" 't like ~o M~"Y di~co~. I ~ttAdied i11. My rooM Mo~t
eve"i"1~.

i~ 4tAite ~ {>DDr tow" ~"d there i~ ~ lot of tAMM(>IoyMell.t. TeeM1er~ 1et

tD1ether i11. the ~hD{>!'i"1 cedre bec~~e there i~ 11.owhere el~e for theM to 1o.
@ !he wor~t i~ the tow" ced re. It i~ rMIIy dirty ~"d ~ horrible !'l~ce.

@ It

5.

6.

7.

8.

(D ~o, h~ve ~ f~~~.tMtic tiMe i11. f>rMiow . I 'M ~tAre yotA will.
I ho!'e yotA h~ve ~ re~lly 1ood t iMe, wherever yotA decide to ~t~y.
MtAch More 11.ice !'l ~ce to ~U\.y t h~" f>r~dlow . H~rk.eley wotAid be be~t for
yotA I thi 11.k. .
@ It del'e"d~ wh~t yotA w~~~.t btAt I thi11.k. t here ~re 11.icer !'l~ce~ to ~t~y. I wed to
~ee ~oMe frie11.d~ i11. H~rkeley ~"d it i~ very 11.ice there.
@ ~o, like I ~~y, do11. 't 1o to f>r~dlow . It '~ terrible . !>tAt h~ve ~ 1ood tiMe if yotA
1o ~~~.other !'l~ce.

A11.yw~y,
CD !here i~

9.

10.

f>e~t wi~he~ ,
Vice~~.te

t:J

1ll:l

Look at the model letter on page 273 and check your answers. Is the letter similar
to the one you wrote w ith your partner?
Look at the exam practice section on page 198 for the writing task.

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,,------------------------------------------------------------- -- --- --------,

Speaking
A

Work in pairs. One of you is A, the other is B. Use a dictionary to look

up the words in your box. Then explain them to your partner.
arson

hijack

inmates

cell

petition

discrimination
protest

ethnic minority

~------ - --- - - - -- - ,

''

B Here are two typical cards for part 2 of the Speaking Module. Work with a partner. One of
you is A, the other is B. You have a minute to t hink about it and make notes.
Talk about a social issue that affects
your town or city.
Say ...
what it is .
why you think it exists.
how it affects people.
what could be done about it.

What type of antisocial behaviour

upsets you most?
Say ...
what it is .
where and when it happens .
how it makes you feel.
what could be done about it.

C Take it in turns to speak about what's on your card for about two minutes.

Vocabula .. y
A

Find ten crime-related words in the word grid. The words can go across or down.

R
y

B Correct the spelling mistakes in these words.

1. rasism
3. berglery
5. releese

7. perminant

2.
4.
6.
8.

unemploiment
asault
temparary
threten

There are errors in all of these sentences. Correct them.

1. If you murder, you will given a life sentence. 2. If you rob a bank, you wi ll be send to prison.
3. Homeless people may be separated of
4. If you are been bullied , you must tell somebody.
their family.
6. I am writing for tell you about Bradlow.
5. He is staying with friends temporary.

', ____________________________________ ______________________________ __________________ ___ _____ , ,

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1135tJfOt4fi<l

1ss

Listening

You will hear two people telephoning their local council to complain. Answer the questions.

For questions 1-5, choose the correct answer a, b or c.

1. The woman ...

a. has called the council before. b . is calling for the first time. c. called the council yesterday.
2 . The woman .. .
a. lives in the city centre. b . does not like football. c. is surprised by something.
3. The woman didn 't call the police because ...
a. she didn't want to call early in the morning . b. it was too late for them to do anything.
c. she was too angry to stay calm.
4. The council telephonist says that ...
a. everyone wants more cameras. b. it is right that homeowners must clean up graffiti.
c. the council is very busy.
5. The council telephonist ...
a. promises that telephone boxes will be cleaned soon.
b. admits that the council must repair some public property.
c. thinks that parents should stop their children spraying graffiti.
For questions 6-1 0, choose five answers from A-1. Which of the following is the man unhappy about?

A Rubbish is not collected regularly.

B Friday is not a good day for a rubbish collection .

D He was not told about a change.

F He has a difficult job .
H He does not like his neighbours.

Birds make a problem worse.

E He has to clean the street himself.
G People put rubbish out on the wrong day.
Rubbish collectors could do a better job.

6.

7.

8.

9.

10.

Transfer your answers to the answer sheet below. You have two and a half minutes.

10

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(
{

Reading
Read the passage and answer questions 1- 1 0.

A. The answer to this question depends on what, in your opinion, is the purpose of sending people to
prison. Most people consider the impact that imprisonment has on criminals and how it affects their
behaviour in the future. Some people will have different views about why we have prisons; politicians,
policemen and the victims of crime, for example. Putting people behind bars appears to work for a
number of reasons.
B. Most people regard a prison sentence as a fair punishment for certain serious offences or a number of
less serious offences. The criminal does something wrong and society pays him back. He gets what he
deserves. There are other forms of punishment, such as fines or community service, but imprisonment
is what people expect when the crime cannot be ignored.
C. Violent criminals and those who offend again and again need to be locked up so that people are not
in danger. A recent survey of offenders sent to prison showed that the typical offender admitted to
committing 150 offences in the year before he was caught. On average, therefore, for each 1 ,000
criminals sent to prison for a year, there would be 150,000 fewer offences.
D. Many people believe that the fear of going to prison deters people from committing crime. People
who might do wrong think again if they know that the punishment will mean being locked up. Some
statistics suggest that in countries where punishment for certain crimes is very severe, the rate for
that crime has fallen. Other people argue that people commit crime because they are desperate
and that desperate people have no fear of punishment, whether it is prison or something else.

E. Prison is supposed to rehabilitate criminals. In prison, an offender has time to reflect on the crime he
has committed and on the pain he has caused to his victim. Prisons have programmes for educating
inmates and for teaching them new skills that they can use when they are released. Some people might
argue, however, that in prison, offenders simply meet and mix with other criminals and come out
knowing more about crime.
F. Finally, prison is an important institution. Every democratic country has prisons, and people believe that
there are wrongdoers who should be inside them. If prisons did not exist or if softer punishments were
given to serious criminals, people would not trust the justice system. It is possible that, in that situation,
more people would take the law into their own hands and deal with criminals themselves.

For questions 1-6, match the section headings i- x with the sections in the text. You do not need
to use all the headings. Write the numeral for each answer.
i.
iii.
v.
vii.
ix.

Prison life is too easy

Public confidence
Changing for better or worse
Does prison work?
Most criminals are not caught

1. Section A

2.
3.
4.
5.
6.

Section
Section
Section
Section
Section

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B
C
D
E
F

ii.
iv.
vi.
viii.
x.

What sort of person goes to prison?

Fines might be the solution
Afraid of losing freedom
An eye for an eye
Protecting the public

For questions 7-1 0, answer each of these questions with words from the text.
Use no more than two words or a number for each answer.

7.
8.
9.
10.

Apart from imprisonment and fines, what form of punishment does the text mention?
How many crimes does the typical offender commit before he is caught?
Which word is the opposite of 'soft ' when describing a punishment?
What are some inmates supposed to learn while they are in prison?

10

w ..iting
Look carefully at the instructions for this writing
task. Highlight the key words and make sure you
understand what you have to do.

Prison is the only suitable way of dealing with the

majority of offenders.
To what extent do you agree or disagree with
this statement?
Give reasons for your answer and include any
relevant examples from your experience.
Write at least 250 words.

Look back at the passage on page 197. Highlight points that you could use in your
composition.
Walk around the class and talk to classmates about the issue. Note down the
points they make.

1 98

Decide which of the points you want to include in your composition and then
write it.

1135fJiB#tfi!l

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Review3
Speaking and Vocabul a ..y
Mark each of the following topics like this:
(++)
(+)
(-)

1.
3.
5.
7.
9.

I can talk about this topic easily and have plenty to say.
I can talk about this topic quite well and have some things to say.
I don't enjoy talking about this topic and don 't know what to say.

keeping fit and doing exercise

the natural beauty of your country
your home
buildings in you r cou ntry
social issues

2.
4.
6.
8.
10.

your diet
the climate and weather in your country
your neighbourhood
technology
crime

Discuss your answers with a partner.

Work in pairs. Take it in turns to ask and answer q uestions about the topics in
Exercise A.

Write important words and phrases that you have learnt in Units 11-15 under
each heading.

accidents and injuries

staying healthy

climate and weather

technology

homes, houses and neighbourhoods

(my words and phrases)

crime

200

1135i'JiB#tli!

social issues

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Listening and Reading

Work in pairs. Take it in turns to ask and answer the following questions about
listening. The student answering the questions can look back at the unit and check
the exam or question-type tips.

1. What type of information will you hear in the different parts of the listening exam?
2. Why is it sometimes easier to complete a flow chart or a table?
3. Will the speakers on the tape use formal or informal language?
4. Why might one speaker be more difficult to understand than another?
5 . What do you need to do at the end of the listening exam?
6. How long do you have to transfer answers to the answer sheet?
7. What mistakes can you make when you are transferring answers?
Work w ith the same partner. Ask and answer these questions about reading.

1. What do you remember about matching beginnings with endings of sentences?

How can you make it easier to choose from a number of options?
2. How many different types of text can you remember? How can you know quickly
what type of text you are reading?
3. Which passage is the longest passage? What type of text will it be?
4. What can you do to cope with a longer text more successfully?
5. Why is it important to time yourself when you read a text?
6. What is usually a waste of time when you are reading?
7. Why is it easier to write answers onto the answer sheet during the reading
exam than it is during the listening exam?

Mark each of these statements (T) true or (F) false.

1. My listening has improved since I started the course.
2. I know what to listen for in order to answer questions.
3. I am happy writing answers as I continue to listen.
4. I am good at identifying key words even if I don't know them.
5. I feel confident about transferring answers in ten minutes.
6. My reading speed has improved since I began this course.
7. I feel confident reading any type of text now.
8. I understand the main idea of almost any text I read now.
9. I know what to look for in order to answer exam questions.
10. I don't worry about words and phrases I don't know anymore.

Look at these comments that students have made about taking exams.
Tick the ones that you most agree with.

'I get very nervous in exams. I can't concentrate on the tasks.'

'Some people are good at doing exams and some people are not.' _
'If other students in the exam are writing a lot and seem to be doing well,
it makes me anxious. I think I am not as good as they are.' _
'My mind goes blank as soon as I sit down in an exam hall.' _
'I worry too much about getting the answers right and not enough about whether
I understand.'
'I can't sleep the night before an exam, so I'm always really tired during the exam.'
'Revising for exams is really boring.' _
'Revising just before an exam is a waste of time. You either know it or you don't.' _

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1135i'JIU.tJil

201

w ..iting
Look at the instructions for a writing task below. Highlight the key words and check
that you understand what you have to do.
Write to a friend telling him/ her that you are taking the IELTS exam. Say why you
are taking the exam and how you feel about it. Tell your friend that he/ she should
do the exam and why.
Write at least 150 words . You should spend about 20 minutes on this task.

Look at this student's attempt to write the composition. Talk to a partner about
what you like and don 't like about the composition.

f.ii f.ienri I'm Sony +ha+ I didn't can come a+ ywr brothers weding las+
week I am very bisy resen+ly. I'm taking an examination in english I+
called IELTS. I need it for go university nex+ year: I jus+ finish a
course that help me prepare f or thiS examinat ion I+ dificul+ bu+ I
e~oy it +oo much. My speaking english is much be+ter +han before
bu+ I don'+ can write so good like can you see. f.ia hal The examination
it is nex+ friday and I am +oo nervos abou+ it. There is a speaking par+
a lisening par+ a reading par+ and a writing par+. The reading and
writing par+s is which I am nervos abw+. I think yw should +o +ake this
IEL TS examination +oo. Your go od in english and so you can ge+ high
score I think it is good have this examination for find a work. ok
goodby now William.

Work in pairs. One of you is A, the other is B.

Student A: Highlight errors in the letter related to organization and grammar.
Student B: Highlight errors in the letter related to spelling and punctuation .

Compare your ideas with a partner.

Look at the version of the letter on page 274. The errors are highlighted.
Then read the model letter below it.
Write a similar letter to a friend of yours. Make sure you cover all the points
in the instructions.

2o 2

lf35(JfH.tJi!l

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What next?
Congratulations! You 've finished the course. You 've heard the different types of talks
or conversations that you will hear in the Listening Module and you 've read the
different types of text that you will have to read in the Reading Module. You 've
practised every task type for each module. Hopefully, you feel much more confident
about taking the exam now. Here are some tips to prepare you for the exam .
./

Revision doesn 't have to be boring . It is boring if you do it for too long or try to do it all
at once. It will make you feel anxious if you try to revise too much. Remember that
revision means looking back at what you have learnt - not trying to learn things that you
haven't learnt yet.

./

Practise the Speaking Module with other students who are taking the exam. Revise
the typical vocabulary that you need to talk about the most common topics of
conversation . Make sure you know the words and phrases you need to talk about
your own life .

./

Revise for the Listening Module by borrowing tapes that practise IELTS listening tasks.
Remember, though, that the important thing is to improve your all-round listening
skills, so continue to follow the advice from the previous review sections .

./

Revise for the Reading Module by doing reading sections from past IELTS papers and
by doing the IELTS mock exams in this book. Look back at the Reading Modules from
earlier units in this book. Look at how the texts have become more challenging and
how your reading skills have improved .

./

Revise when you would otherwise be wasting time. Revise at the bus stop or on the
bus. Don 't wait until the night before the exam to do all your revision. Remember that
the important thing is to improve your all-round reading skills, so continue to follow the
advice from the previous review sections .

./

Practise writing compositions and ask your teacher or someone who reads English
very well to check them. Continue to look at as many model answers to exam
questions as you can .

./

Try to get a good night's sleep the night before the exam. You don't want to feel tired.
Make sure you arrive at the exam centre some time before the exam starts. You want
to feel relaxed and confident- not in a terrible rush .

./

Try not to be nervous. Remember that the important thing is to understand what you
hear and what you read. If you can, you will answer questions correctly. Don't worry
about how other people are doing- you are not in competition with them.

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IIH5ifJfOl41i<l

2 03

Key exaan vocabula .. y

General Training reading and writing

The key vocabulary is a list of words that occur in IELTS Target 5.0 and that you should learn to improve your
performance in the Reading and Writing Modules of the IELTS exam. It is a list of words and phrases that
frequently occur in the type of texts that you will read in the IELTS General Training exam and which you will
need to w rite effectively, especially in the second writing task. These words will also help you to understand
certain topics in the Listening Module better.
Some very common words and phrases are not included in the list because you will already know what they
mean and how to use them . Vocabulary that you will need for the speaking exam is not included in the list as
this vocabulary is more personal to you . Look back at the first module of each unit to check particular words
and phrases that you need to improve your speaking .
Spend some time checking all the words and phrases in the list and check anything you are not sure about
in a good dictionary.

achieve (v)

calculate (v)

(cause) damage (n)

efficient (adj)

achievement (n)

cancel (v)

danger (n)

acquire (v)
activity (n)
advantage (n)
(can/ cann t) afford (v)
ambition (n)
ambitious (adj)

capacity (n)
career (n)
case (n)
cause (v/ n)
century (n)
challenge (n)

annual (adj)

climate (n)

dangerous (adj)
deal with (phrasal verb)
decide (v)
(make a) decision (n)
degree (n)
delay (n)
(be) delayed (adj)

energy (n)
environment (n)

apology (n)

communication (with) (n)

difficulty (n)

experience (n)

applicant (n)
appliance (n)
application (n)
apply (for) (v)
appointment (n)
appreciate (v)
approach (v/ n)

complain (v)
complaint (n)
concentrate (v)
congested (adj)
congestion (n)
consist of (phrasal verb)

demonstrate (v)

exploration (n)

demonstration (n)
design (n)
develop (v)
development (n)
device (n)
diagram (n)

explore (v)
export (v/ n)
extend (v)
extinct (adj)
extreme (adj)
event (n)

arrange (v)
assess (v)
atmosphere (n)
attempt (n/v)
attitude (n)
authority (n)
avoid (v)

B
ban (v/ n)
behave (v)
behaviour (n)
belong to (phrasal verb)

204

1135~1i!U~=I"II

construct (v)
construction (n)
(be in) contact (with) (n)
control (v/ n)
cope (with) (v)
courage (n)
course (n)
create (v)
creation (n)
crime (n)
criminal (n)
currently (adv)

disagreement (n)
discover (v)
discovery (n)
discuss (v)
discussion (n)
dispose of (phrasal verb)
E
economic (adj)
(the) economy (of a
country) (n)
educate (v)
education (n)

equipment (n)
exhibition (n)
exist (v)
existence (n)
expansion (n)
expand (v)

F
facility (n)
fail (v)
failure (n)
fear (n)
finally (adv)
finance (n)
financial (adj)
financial support
(n phrase)
firstly (adv)
freedom (n)

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frequently (adv)

project (n)

function (vl n)

magnificent (adj)

property (n)

support (n)

provide (v)

survive (v)

G
gain (n)
generation (n)
graduate (n)

matter (n)
measure (v)
memorize (v)
memory (n)
modern (adj)

punish (v)
punishment (n)
purchase (vl n)

symptom (n)

N
natural environment

T
technique (n)

R
H

suffer (from) (v)

raise (money) (v)

technological (adj)
technology (n)

rarely (adv)

temporarily (adv)

reach (v)

temporary (adj)

(have an) idea (n)

ignore (v)
illegal (adj)

obstacle (n)
occasionally (adv)
offence (n)
offend (v)

react (to) (v)

reaction (n)
recall (v)
receive (v)
record (v)
reduce (v)
reflect (v)

(have an I use your)

operate (v)

reflection (n)

therefore (adv)
(have a) thought (n)
tourism (n)
tradition (n)
traffic (n)
transfer (vl n)
transport (nl v)
treat (v)

habit (n)
historic (adj)
history (n)

(n phrase)
necessity I necessities (n)

however (conj)

operation (n)

release (v)

treatment (n)

image (n)

(be) opposed (to) (adj)

(be) released (from) (adj)

trust (vl n)

imagine (v)
immediately (adv)
import (vl n)
impressive (adj)
improve (v)
improvement (n)
incident (n)

overcome (v)
own (v)

relevant (adj)

truth (n)

penalty (n)
permanent (adj)
permanently (adv)

respond (to) (v)

(as a) result (ot) (n)

inconvenience (n)

personal qualities

result in (phrasal verb)

victim (n)

imagination (n)

inconvenient (adj)
increase (vl n)
industrial (adj)
industry (n)
influence (vl n)
(have an) influence
(on) (n)
information (n)
intelligent (adj)
invest (in) (v)
invitation (n)
involve (v)
issue (n)

J
judge (v)
(make a) judgement (n)

(n phrase)

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u
unlikely (adj)

value (n)

revise (v)

violence (n)

plenty (ot) (adj)

rise (vl n)

violent (adj)

polluted (adj)
pollution (n)
position (n)
possibility (n)
poverty (n)

risk (n)
rural (adj)

volume (n)

safety (n)

power (n)
powerful (adj)

separate (adj)
(be) separated (from)

predict (v)
(make a) prediction (n)
prefer (v)
pressure (n)
prevent (v)
prevention (n)
process (nl v)
produce (v)
product (n)

L
limit (vl n)
luxury I luxuries (n)

rely on (phrasal verb}

remain (v)
(have a) reputation (n)
respect (vl n)

(adj)
situation (n)
social issue (n phrase)
solution (n)
solve (v)
source (n)
speed (n)
strength (n)
structure (n)

profession (n)

succeed (v)

professional (adj)
profit (n)
progress (n)

success (n)
successful (adj)

waste (vl n)
wealth (n)
whole (adj)
(be) worth (adj)

Work-related vocabulary

Check these words and phrases to help you with the second part of the Reading Module (training survival).
Some are included in the general vocabulary and some are not.

A
accountant (n)
achieve (v)
achievement (n)
ambition (n)
ambitious (adj)
application (n)
apply (for) (v)

(the) ... industry (n phrase)

interview (v/n)

M
manage (v)
manager (n)
management (n)

staff (n)
stress (n)
stressful (adj)
succeed (v)
success (n)
successful (adj)

T
training (n)

apprentice (n)
assistant (n)

office (n)
out of work (prep phrase)

boss (n)

u
unemployed (adj)
unemployment (n)

c
career (n)
challenge (n)
challenging (adj)
client (n)
colleague (n)
communicate (with) (v)
communication (n)
company (n)
customer (n)

206

past experience
(n phrase)

(business) venture (n)

pay (n)
pension (n)
position (n)

previous experience
(n phrase)
produce (v)
product (n)
production (n)
profession (n)

work (as/for/in/with) +
noun (v phrase)
workplace (n)

D
deal with (phrasal verb)

professional (adj)
profit (n)

E
efficient (adj)
employ (v)
employee (n)
employer (n)
employment (n)
entrepreneur (n)

well paid (adj)

qualified (adj)

R
repetitive (adj)
retire (v)
retirement (n)

executive (n)

rewarding (adj)

F
factory (n)
firm (n)

1135fJiB#lJJi<l

salary (n)
set up (a business)
(phrasal verb)

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Preparation for IELTS

IELTS Target 5.0
Course Book
Chris Gough

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Nguyem Th! Thanh Huong

Nguyen Lien

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Trinh bay sach

Cong ty Nhfm Tri Vi~t

Nguyen Lien

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..

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