I Je Lead-in DS este Haves and have-nots have-nots (Lo) in this unit you will practise Comparing living standards in diferent countries Interpreting and comparing data from diagrams and tables Paragraph structure; presenting the solution to a problem Listening and labelling a diagram; completing a table short answers Listening and completing notes and a diagram Read the following infor life expectaney 1 [C hat a person of anim. 2 the length of Ta) Pe eo) ilion in 1960 (33 years later) Cre) Ane) Cea) y line/level the poverty ine/levsl which a perso! be very soa) onsidered to help: 20% of Amer below the p 7 billion in 2013 (14 years ater) : 1 What is most significant about the figures for world popul One factor affecting li other factors can you The following quiz is ba: What criteria might be used in measuring a country’s Exam Focus Speaking skit Writing: Key Language mparison |, 2 ing Practice Task |: Comparing data Task 2: Problem solution i ‘mation and then discuss the questions below. 1 the length of time alis expected to live [standard of livin that somethit 0 work, be useful, et hilow standard of living the ily ily is official fe expectancy is the availability of clear think of ed on information in a UN report. Work in pairs to answer the questions. (Key on page 253 For questions 1-4, choose the best answer A, B or C. 1 age life expectancy cM What is the as ASS B67 Which figure is closest to the percentage of the world in developing countries C 80% population liv A 50% B 65% of people living figure is closest to the percent: poverty line? B 18% C 25% A 10% haf of all the property in How many wealthy people the world? A358 € 10,389 B 1,204 For questions 5-8, choose from the list of countries in the box below. 5 Which two countries enjoy the highest st in the world? 6 Which country has the highest percentage of students ry education? 7 The citizens of which country have the highest life expectancy in the world? 8 In which country do people work most hours? Australia Brazil Canada China Germany Greece d Norway South Korea Spain Sweden Thailand UK _USAFocus on Speaking Standards of living Part 3: Discussion 1 Many discussion topics in the exam require you to express a personal opinion. ‘Try to use a variety of expressions to do this. Study the Useful language below Useful language: Expressing an opinion I think / [believe (that) It seems to me that In my opinion, / In my view, Do NOT say “According to me” or “According to my opinion’: 2 Work in pairs to discuss these questions. 1 What other factors, apart from standard of living, can make a country a goo. place to live? 2 What do you think is the point of assessing the quality of life in different countries? 3. What can be done to help people who are living in poverty? 4 Do you think that wealthy countries have a responsibility to help poorer ones? If so, how? 5. What are the implications for a country whose citizens have a high life expectancy? Focus on writing | Interpreting and comparing data BARCHARTS,PIECHARTS 1 Before you look at the data, discuss these questions with another student. Task | 1 Who can expect to live longer: an American or an Australian? Which continent has the highest percentage of people who can read and write Europe or America? In which country should you be able to see a doctor most quickly: UAE or Latvia? Where did most of the world’s population live in 1990: city or country? ‘Where will most of the world’s population live by 2025: city or country? 2 Turnto diagrams A-D on page 40 and use the information from the data to answer these questions. Choose the correct heading for each diagram as quickly as possible 1 Healthcare 2 Adult Literacy Rates 3. City vs Country 4 Life Expectancy3 Study the data more carefully to answer these questions. A 1 What do the figures at the top of the chart (41, 42, etc.) represent? 2 Who lives the longest of all, men or women, and where? B_ 3 How many ‘slices’ of the pie chart are there? What do they represent? 4 What do the figures (20,000, etc.) represent? 5 _ In which country is a doctor responsible for the fewest patients? € 6 What does the bar chart compare? 7 What do the letters F and M represent? 8 What do the figures at the top of the chart (38.5, 61.7, ete.) represent? D_ 9. What proportion of the world is described as ‘developing? in 19907 10. What proportion of the world is predicted to be ‘developing’ in 20257 4 Now use the information in the data to check your answers to exercise 1 A B ‘The chart shows the average age to which The chart shows how many people ‘men and women aze expected 10 live there are per doctor in each country ven Women 80: Cl ag Nepal Laos 20000 4380 | on werca 72980 c D ‘he chat shows the percentage of each region's male and These pe charts sow te proprton ofthe word's population engin ub female ponuation aged over fteen who car read and wie, Bitgap eed ae en ie eran po oo - aa ee 9 S32 m8 oan ros Ieveloping develong 80, —— 18 wera 235 sr) 404 70 S Frat 2 developing oped ed werd 525 ri | as Luar 40 developed 20| wo 17% 2a] furl tceveloped veoong 10 worth 6% a3 Q : ord population orld population POMP WE WN 2990 World popuat 2025 World popu Afica America Asia-Europe Oceania 40EXAMTIP Comparative | 5 expressions are very relevant to both the Lstening and Speaking tests > Focus on Academic Skill for LTS page 25 KEY LANGUAGE Numerical and other > pll4.ex.7 eg, vicelten times as rmarylmuch as etc comparative expressions 6 ‘TABLES. ts Complete the following descriptions using information from the diagrams on page 40. If you need help, there isa list of useful expressions below. ‘A 1 Life expectancy for men and women in India is almost An Australian woman can be expected to live almost as long as an eo woman. 3. The country with .. vs between men and women is the USA difference in life expectancy B 4 Doctors in Nepal have... the UAE. _ as many patients as doctors in C 5 There isa.. Oceania. 6 In America, Europe and Oceania, there is literacy rates for men and women. teracy rate for women in Asia than in difference in D 7. In 1990, of the population of the developing world lived in urban areas. 8 By 2025, .. the population of the developing world will live in cities almost exactly a quarter /25% half / 50% much lower/higher twice X times (very) little identical the greatest/smallest Write three more sentences comparing the following. 1 male/female literacy rates in Africa 2 patients per doctor in Nepal/Latvia 3. the proportion of the world’s population living in rural areas in 1990/202 In the table below, five of the world’s largest cities are compared according to criteria including population, air and noise pollution and traffic congestion. a According to the figures, which cit KEY LANGUAGE Forming comparatives 1 isthe noisiest? 4. is the safest to live in? and superlatives 2 has the worst air pollution? 5 has the fewest inhabitants? Pp2isiex. 3 3 has the heaviest traffic 6 is best supplied with basic erento, congestion? services? [ Los Angeles London Shanghai Mexico City Tokyo Population (milions) 125 13 136 169 2 % Homes with water/electricity oa 100 95 94 100 Murders per 100,000 people 124 25 25 278 % Chien in secondary school 90 58 94 62 9 Levels of ambient noise (1~10) 6 8 5 6 4 TTakm per hour in rush hour 20.4 166 285 128 8 2 Clean air (score out of ten) 3 7 7cry > Focus on Academic Skills b In pairs, study the for IELTS page 85 ormation in the table on page 41 and discuss the following questions. 1 If you had to live in Shanghai or Los Angeles, which would you ch and why? Which of the five cities would you prefer to live in? Wh ¢ Write two paragraphs, Paragraph 1: Compare Shanghai and Los Angeles. © Don't try to describe every detail. | the most significant informati Paragraph 2: Say which of the five citie provides the best environment overall, an¢ why © Present the various factors in order o priority and try to describe them own words, rather than using the descriptions in the table | WRITING PRACTICE | Comparing data (example > p.235,ex.1 Focus on listening | Wasting energy Section 3: Labelling a diagram: Notice that there are three different task types in the following task. Before yo. table completion: short-answer begin, read the advice on labelling a diagram below. TASK APPROACH * Study the grapkg of waste produced per year (m) Listen to pvo students giving a presentation and answer Questions 1-10. WASTING ENERGY Questions 1 and 2 Label the two bars identified on the graph below. Choose two answers from the box and write the letters A~E next to questions 1-2. 15— List of Cities A Calcutta B Los Angeles € Mexico City D New York E Tokyo Questions 3-7 Complete the table. Write NO MORE THAN ONE WORD ANDIOR A NUMBER for each answer Material Time to biodegrade Notes Food (bread) a — Paper 3-12 months conditions Metal 1-10 years Excluding aluminium (used in 5. “% of soft-drink cans) one 100 years (estimated) 7 Glass co (minimum) 7 Questions 8-10 List three factors which affect the speed of decay. Write ONE WORD ONLY for each answer. 8 9 10bP cr Focus on writing 2 Paragraphing PARAGRAPH STRUCTURE 1 2 3 Topic statement a. | Supporting point(s) Qualifying statement 4 PRESENTING SOLUTIONS 5 TO PROBLEMS Task 2 WRITING PRACTICE Problem/solution (example answer) > p.236,ex.2 44 A typical paragraph contains a main or topic statement, with supporting points. The topic statement is usually, but not always, in the first sentence of the paragraph. a Read the paragraph on the right. What topic is discussed? b Underline the topic statement. What supporting points are made? A paragraph may also contain a qualifying statement which introduces a ferent perspective, and this may also be followed by supporting points. Qualifying statements are often introduced by concession links such as but, despite or however, Which is the qualifying statement Since the invention of the intemal Combustion engine, cities have be by the car and by their inhabitants’ reli on it. The assumption that everybody wil Gum their own car and lead a highly mobi Cxistence is reflected in the low-density layout of modern cities. Such cities woe Planned with freeway systems, enabli, People to drive c However, this a elderly, the you bling Breat distances every day, ttitude takes no account of ing, the poor and non-drive | | the paragraph above? Read the following sentences and complete the table on the left. 1 Much rubbish was simply dumped in a convenient place. 2 There is a shortage of space for depositing waste. 3 In the past, waste disposal was cheap and easy: 4 Increased transport costs make waste dispo 5 Today there are numerous problems with \ iL expensive. ste disposal. Write the sentences above as a paragraph, with appropriate links. Individually, write three paragraphs on the following topic. What are the key problems facing the world’s cities in the 21st century, and what can be done about them? Look back at the mindplan on page 30 to help you plan your ideas. Follow this plan: Paragraph 1 Introduce topic; outline two key problems Paragraph 2. Propose possible solutions to first problem Paragraph 3. Propose possible solutions to second problem Begin: Almost half the world’s population now live in urban areas and, as cities grow even larger, conditions for city dwellers are likely to get worse. Two of the most critical problems, it can be argued, are... a Academic Writing: Task 2 In Task 2 you have to write a discursive essay.You may have to present and justify ar pinion, present the solution to a problem, or compare and contrast evden need to write about 250 words and you are advised to spend about 40 minutes o: the task Ths task carries more weight in marking than Task | YouHaves and have-nots 4 Focus on listening 2 Case study: SGo Paulo? Section 4: Note completion Notice that this task has two parts and that Questions 5-10 are in diagram form. Before you begin, read the Task Approach and study the diagram so you understand how the information is organised. TASK APPROACH ‘© Look carefully at the headings and layout. Highlight key words. ‘© The sequence of question numbers tells you which way to follow the diagram, ‘© Remember: thinking about possible answers will help you listen more effectively. Questions 1-10 Complete the notes below: Write NO MORE THAN THREE WORDS ANDIOR A NUMBER for each answer FACT SHEET: SAO PAULO. Founded in 1 Current population 2...... raz Important for manufacture of 3 .. Also national centre for 4 .... PUSH FACTORS (reasons for leaving countryside) PULL FACTORS (reasons for moving to the city) * Poor harvest | * Greater 7... Tsim sso tO improve old farms + Higher wages * Little chance of education in the countryside | # Mote 8 o..sccsnnnsnn Opportunities “6 damage land and houses | « Better 9 facilities sady live in town x Relations may a COUNTRYSIDE —> SAO PAULO ATION OBSTACLES | Little money for 10 ... Relations do not want you to leave the village46 ERROR HIT LIST number/amount x v A number of questions was raised. [A number of questions were raised The number of burglaries have risen. ‘The number of burglaries has risen There isa big amount of discussion. ‘There is a considerable amount of ‘© The phrase a number of is followed by a plural verb. ‘The phrase the number of is followed by a singular verb. # Don't say a big number or a big amount. Use large/considerable/substantial percentage/proportion x v AA sinall percentage of students drops out of AA small percentage of students the course. drops out... There is a big proportion of people over 60. There isa large proportion London is large with proportion to Oxford. London is large in proportion to Oxford. * If the noun after percentage is plural, the verb is usually plural ‘© Don't say a big percentage or a big proportion. Use high/large and smnal/fow ‘© Something is small/large, etc. in proportion to something else level/standard x v There is a big level of air pollution. ‘There isa high level of air pollution, The level of living in the inner city ‘The standard of living in the inner city ‘+ Don't say a big/large level or a small level. Use high/low. ‘© When you are talking about the quality of something, the usual word is standard, compared with / compared to / in comparison x v Comparing with other countries, Compared with other countries, the UK the UK By comparison to the USA, Canada By comparison with the USA, Canada has ... has .. ‘Use compared with or compared to when comparing two or more things. In comparison (with) or by comparison (with) can also be used to compare things but these are fairly formal and are most often used in written English,Critical Thinking | What is critical thinking? What is critical thinking? Citic thinking is @ ‘s essential for effective communication. It is the key to success in IELTS and also to your future academic studies. Using critical thinking skills wll help you become a more actve earner by reasoning, questioning and making, ay of careful, analytical thinking which connections, ‘The basis of critical thinking is comparing and grouping ideas and information. To do this we need to ask basic questions such as: Are these things the same or different? True or false? Relevant or irre thinking improves with practice. nt? Like so much se, critical 1 Writea general category for each of the following groups of words. Example ice hockey skiing sky-diving snowboarding sof Answer: sport(s) 1 latter voicemail email text message note 2 cotton wool leather 3 comma fullstop colon plus sign question mark 4 documentary soap opera silk nylon news bulletin ‘current affairs programme 5 wood coal natural gas ol 6 square circular triangular rectangular cubic 7 however but although and nevertheless & contents title page index introduction preface Identifying differences 2. One word in each group in exercise I is different from the rest in some way. Underline the odd one out and give reasons. You may find more than one answer, «eg: ice hockey ~ played in team, or ski-diving ~done from above the earth ‘Making connections 3. Think about the process of learning a language. Which of the following activities is most similar? Which is most different? Give reasons for your answers. Learning to drive a car Learning to use a computer Learning to swim Learning mathematics Learning to cook Bungee jumping Gritical thinking in the classroom 4 Which of the following classroom and exam acti require critical thinking skills? ‘analysing an examination writing topic identifying the main argument in a reading text writing down a dictation studying a grammar rule deciding how to record new vocabulary making a mindplan of ideas for a speaking or writing task repeating a phrase after the teacher or tape discussing a topic in pairs or groups Critical Thinking for IELTS | Critical thinking skils are needed in all parts of the IELTS test They will help you: © evaluate an argument in a reading text ‘© distinguish between correct and incorrect options in a reading or listening task analyse a writing topic and develop a logical argument ‘© understand an interview discussion point and respond appropriately 4 3 3s a] g 5 2 Ss = i ¢ avs 3 — EF I