IELTS FIGHTER

UNIT 6: SCIENCE AND TECHNOLOGY

A. READING
Exercise 1: Read the information. Then label the shapes with the words in the box.

Exercise 2: Complete the table with the correct nouns and adjectives.

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Exercise 3: Read the first sentences. Then choose the correct answers to complete the definitions of
the words in bold.
1 The Earth’s gravity is much stronger than the moon’s, meaning that an object would effectively be
lighter if it was on the moon than it is when on Earth. 

Gravity is the ability to fly slowly / the force that attracts things to each other .

2 Meteoroids are often referred to as ‘shooting stars’ when they burn up on entering the Earth’s
atmosphere.
Meteoroids are flying pieces of rock in space / other planets

3 The Earth’s orbit of the sun takes 365 and a quarter days.

Orbit is a circular journey in space around a central point / the distance from a point in space.

4 Spacecraft returning to Earth re-enter the Earth’s atmosphere at an altitude of approximately 120 km.
Atmosphere means the feeling or mood in a place / they layer of gases above the Earth’s surface.

5 Tim Peake is the British astronaut who in 2015–16 spent six months aboard the International Space
Station.
The best definition of astronaut is a person who works and travels on a spacecraft / someone who has
been to the moon

6 The International Space Station is comprised of 15 separate modules, including five made by Russia.
A module is a place where a spacecraft takes off from the Earth / a unit of spacecraft that can be
detached.

Exercise 4: Read the information. Then complete the table to form collocations. Use the words in
the box.

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Exercise 5: Complete the sentences about summary completion tasks in the IELTS Reading test.
Use the phrases in the box.

1.In a summary completion task, you have to eit 4.Always check that the words you write 
her write the words in the gaps or   
   within thesentence.

2.When you’re writing the words in the gaps, re 5.Remember that the notes you read and comple
member that the words you need to write can al te will probably 
ways   
   of the text.

3.It’s important that you don’t  6.The information in the text and in the question
  s will always 
 specified in theinstructions.  

Exercise 6: Look at how an IELTS candidate has attempted a summary completion task. The
candidate has made a mistake with each answer. What are the mistakes? Choose the correct
answers.
Questions 1–4 Complete the notes below. Write NO MORE THAN TWO WORDS for each answer.
The Mercator projection
Mapmakers have always faced a challenge – how to make a flat map of the spherical Earth? There will
always be some 1 distortion to a certain extent.
Gerardus Mercator (1512–1594) had the idea of showing the map as a 2 cylindrical.
Maps of the Earth created in this way are known as the Mercator projection.
They are most accurate when close to the 3 the equator.
Several of the Earth’s 4 island are shown at the wrong size.

Answer 1  problem with singular / plural

 too many words written
 repetition of words in notes
 wrong part of speech
Answer 2  problem with singular / plural
 too many words written
 repetition of words in notes
 wrong part of speech

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Answer 3  problem with singular / plural

 too many words written
 repetition of words in notes
 wrong part of speech

Answer 4  problem with singular / plural

 too many words written
 repetition of words in notes
 wrong part of speech

Exercise 7: Read the information. Then look quickly at the labelling task and scan the passage.
Choose the four paragraphs that contain the information you need to label the diagram.

The Skylab space station

A The USA sent its Skylab space station into orbit in 1973 from the Kennedy Space Center in
Florida. It wasn’t the world’s first space station – that had been Salyut 1, which was launched by the
Soviet Union on 1 April 1971. However, Salyut travelled alone and empty, controlled remotely back
on the Earth. No space station had been manned until Skylab, with its crew of three astronauts.
Skylab too launched without its crew, who were transported to the space station once it was in orbit
in the Apollo Command / Service Module. The crew members spent up to 84 days aboard Skylab. A
limiting factor was pure logistics in terms of how many supplies it was feasible for the crew to bring
with them, given the restricted space available while in transit on the Apollo Command / Service
Module.

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B Key objectives of the Skylab mission included the study of space and an investigation into how
people could live and work there for extended periods. Additionally, the astronauts were to examine
the Earth’s surface (both land and oceans). However, the primary goal of the mission was solar
research. In fact, solar science was significantly advanced by the powerful telescope on board, and
the telescope’s observation of the sun was unprecedented. The astronauts had an intense programme
of experiments to carry out, and the data from these was scrutinised following Skylab’s return to
Earth.
C The life cycle of Skylab began after a period of massive expenditure on space rockets, moon
capsules and service modules, many of which were still in serviceable condition on return to Earth,
and so the decision was taken to reuse leftover components from these to forge the space station.
Many of these were from the Apollo moon missions. For example, the Orbital Workshop (the
thickest end of the space station) was made from two tanks that had been used for storing liquid
hydrogen and liquid oxygen; the former was reconfigured to become a living and working facility,
and the latter was used for storing waste products that had accumulated on the mission – unlike in
other spacecraft, these were not recycled or dumped into space.
D At the opposite extremity of the space station was the Service Module, whose conical point would
dock with the rest of the space station. In actual fact, Skylab was so designed to allow for more than
one module to dock simultaneously; this was the contingency plan in the event of any major mishap
that meant that the astronauts needed rescuing.
E Skylab itself was essentially cylindrical in form, except for the Apollo Telescope Mount, which
stuck out at a right angle from the main body of Skylab. This allowed for observation of the Earth
and stars without atmospheric interference. This was instrumental in the collection of many
thousands of photographs that were taken and subsequently analysed.
F Radiating out from a central point were the solar array panels, arranged in a cross-like formation
and looking almost like a windmill. These were designed in order to achieve optimum alignment.
G The Airlock Module, with a length of 5.4 metres and a width of 2.1 metres, was used by the
astronauts to exit the space station and perform spacewalks. It allowed the astronauts to access the
exterior and perform any necessary maintenance. This was the cylindrical section with the smallest
radius, dwarfed by the bulk of the substantially wider body of the Orbital Workshop and its
attachments.
H Overall, the Skylab mission proved a success, though it was not without its setbacks. Just 63
seconds after lift-off, a micrometeoroid shield worked loose and became separated due to
atmospheric drag, which compromised the space station’s usability and effectively cut off the
majority of its electrical power. The first crew members were due to occupy the space station the
following day, but their launch was delayed by ten days to allow for changes to be planned and put
in place. The damage to the shield caused Skylab’s internal temperature to rise to a dangerously
high 52 degrees, but a three-and-a-half-hour spacewalk and the adept use of a pair of wire cutters
attached to an eight-metre-long pole allowed the crew to cut a metal strap and bring the temperature
back down to acceptable levels, rendering the space station habitable. This was the first time that a
repair of this magnitude had been carried out in space.
I Much attention was paid by NASA to ensuring that Skylab would be comfortably habitable for the
astronauts. Whereas previous missions had been brief and undertaken in spacecraft with small

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volumes, Skylab was to be lived in for months at a time. With this in mind, NASA sent a scientist to
the Ben Franklin submarine in the Gulf Stream in July–August 1969 to learn how a team of six
people could live in an enclosed space for a four-week period. Skylab offered what a subsequent
study would call ‘a highly satisfactory living and working environment for the crews’. Sitting by its
large window with a view of the Earth became the most popular way for the crew to relax in orbit.
J Skylab orbited the Earth from 1973 until 1979. However, its decaying orbit meant that it would
inevitably crash back down to Earth. Controllers in Florida endeavoured to minimise the risk of any
debris from the space station landing in populated areas. NASA’s target was a spot 810 miles off the
coast of South Africa in the Indian Ocean. Many people reported seeing brightly coloured flares in
the sky on 11 July 1979 as large pieces of the space station broke up in the Earth’s atmosphere.
Skylab did not in fact burn up as NASA had anticipated, and pieces of debris reached the Earth in
Australia, but without any major mishaps.
o Paragraph A
o Paragraph B
o Paragraph C
o Paragraph D
o Paragraph E
o Paragraph F
o Paragraph G
o Paragraph H
o Paragraph I
o Paragraph J
Exercise 8: Read the information. Then read the first three paragraphs of the passage “The
Skylab space station” again. Complete the notes. Write NO MORE THAN TWO WORDS from
the passage for each answer.

Make sure that you only write one or two words in each gap. As a general rule, try to answer with
just one word if possible.

• Time spent by astronauts in orbit depended on the availability of _____________ on Skylab.

• The main purpose of Skylab was to study the _____________ .
• Skylab was constructed from _____________  pieces of hardware.
• In the Orbital Workshop, _____________ were kept in an old oxygen tank.
Exercise 9: Read paragraphs D, E, F and G of the passage. Use the information in the passage to
label the space station. Use the phrases in the box.

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Exercise 10: Read the final paragraphs of the passage. Complete the notes. Write NO MORE
THAN TWO WORDS from the passage for each answer.

• An accident during take-off meant that the space station had hardly any _____________.
• Astronauts performed repairs to correct the _____________ inside the space station.
• The living conditions in a _____________ were studied to inform the design of a space station that
would be easy to live in.
• NASA had intended the spaceship to fall into the sea near _____________.

B. WRITING
Exercise 1: Read the sentences. Which are positive aspects of technological change and which are
negative? Choose Positive or Negative.
1 Technological change, for example emailing and text messaging, has allowed people to communicate
in a variety of new and creative ways.
o
o Positive o Negative
2 People prefer to look at their phones, even at mealtimes, and not talk to each other properly any more.
o Positive o Negative
3 The use of the internet and the worldwide release of films have led to too many foreign-language
influences on native languages and certain languages are dying out.
o Positive o Negative
4 The invention of video calling has enabled people to communicate with friends and family, regardless
of geographical location and without having to wait a long time to receive a reply to written
communication.
o Positive o Negative

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5 It has become easier for people of different nations to interact with each other using mobile phone
translation apps.
o Positive o Negative
6 Youngsters are no longer able to effectively communicate with their elders.
o Positive o Negative

Exercise 2: Read the information. Then read the sentences. Choose the supporting arguments that
are relevant and clear.

Examiners look for a clear topic in each paragraph with relevant, logically extended and supported ideas.

1 Youngsters are no longer able to effectively communicate with their elders. 

o In other words, I do not speak the same language as my grandfather or his friends.
o This means the generation gap is, in general, getting larger due to a lack of interaction between
different age groups.

2 People prefer to look at their phones, even at mealtimes, and not talk to each other properly any more. 
o As a result, I can ignore people when I am in a bad mood.
o As a result, communication and interpersonal skills are in decline.

3 It has become easier for people of different nations to interact with each other using mobile phone
translation apps. 
o Therefore, I needn’t learn a new language.
o Therefore, it is no longer necessary to spend many hours learning a foreign language.

4 The language used online and in films has led to a number of foreign words and phrases influencing
native languages. 
o This has resulted in teenagers spelling words differently and using a different form of grammar.
o This has resulted in teenagers watching more films.

5 Technological change, for example emailing and text messaging, has allowed people to communicate
in a variety of new and creative ways. 
o As a result, people can say what they want when writing emails and text messages.
o This has made writing to friends more enjoyable.

6 The invention of video calling has enabled people to speak to friends and family face-to-face, rather
than having to write to them, regardless of geographical location and without having to wait a long time
to receive a reply. 
o This great thing lets us chat to whomever we want, whenever we want.
o This new development has enabled people to maintain relationships in a much more convenient
manner.

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Exercise 3: Complete the table with the words and phrases in the box to create common
prepositional phrases.
To achieve a higher band score in IELTS, you are expected to be able to use common prepositions correctly.
There are a number of contexts in which you might need to produce them:
• expressions related to time and place (at home, by next year)
• with verbs (listen to, depend on, advise against, it belongs to me)
• as part of fixed or semi-fixed expressions (without a doubt, on the other hand, to my mind)

Exercise 4: Choose the correct prepositions to complete the sentences.

1 By / for / from better or worse, the global use of email and social media has led to a change in the way
people use language.

2 Technological development has put the unique individuality of languages at / by / from risk, because
everybody can now talk to each other using the same few basic words and a smartphone.

3 Many people find it easy to express their feelings using emoticons. 

At / For / From my own experience, I have found that the increasing use of emoticons has enabled
people to show their emotions when they can’t find the right words.

4 The use of translation apps to quickly find out what a word means has led to fewer and fewer people
learning new words at / by / without heart.

5 Youngsters can now chat to people for / from / without their parents’ consent, as they can make a
video call to whomever they like on social media.

6 By / From / Without personal experience, I can say that the development of digital technology such as
apps and educational software has had a positive effect on language learning.

7 It would be great if people took the time to write a letter or a postcard at / by / for a change; a lot of
people like to receive these because they show thought and compassion.

Exercise 5: Choose the correct words to complete the sentences.

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1 Technological change has simplified the way people of every nation communicate and allows / lets /
makes us talk to more people than ever before.

2 It has been forgotten / recommended / suggested by some researchers that even with all of these new
methods of communication being available, people are actually talking to each other less than they did
before.

3 The development of instant spelling and grammar checkers has allowed / let / made people to write
business emails and letters with greater confidence.

4 Many educators encourage / let / suggest their students to put their mobile devices down for a while
and rediscover the benefits of face-to-face communication.

5 The revolution in the way we communicate with each other has probably left many older people
feeling out of touch. However, they shouldn’t be let / made / suggested to use these new methods of
communication if they don’t want to.

Exercise 6: Choose the correct words and phrases to complete the sentences.

1 The pace of technological change over the last few years has taken many people by surprise, as well
as / in addition / not to mention the fact that a lot of the older generation have actually been left behind.

2 One negative aspect of instant communication is that workers can be contacted at all times of the day,
even outside of normal working hours. This is now a subject of debate in France and as well as /
likewise / not forgetting in the UK.

3 Emoticons are a great way to communicate with friends and family and to express emotions quickly.
They have become a big part of our everyday communication, despite / even though / likewise a lot of
people still don’t know how to use them properly.

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4 Prior to the introduction of the internet as a global communication tool, communication between
people was extremely slow and time-consuming, despite / thus / whereas today it’s incredibly quick and
efficient.

5 Although / Because of / Despite the fact that accidents involving mobile phones are on the rise, people
are still using them whilst driving.

6 Videoconferencing connects people in real time through audio and video communication, as a result /
in addition / thus allowing people to keep in touch with family and friends more easily, regardless of
their location.

7 People of all nations can now chat to each other using translations apps. As a resuly / Consequently /
Thereby of this, the number of people studying foreign languages at school and university has fallen.

Exercise 7: Do the phrases in the box introduce positive or negative ideas? Complete the table with
the phrases.

Exercise 8: Read the information. Then match the sentence halves.

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1. There is great value in developing

__________________________________________________________
2. The benefits seem to far outweigh the
__________________________________________________________
3. There is a noticeable lack of
__________________________________________________________
4. Advances in technology have without doubt improved
__________________________________________________________
5. One serious problem that can arise from
__________________________________________________________
6. I would argue that these are welcome innovations
__________________________________________________________
7. The main drawback to this is
__________________________________________________________
8. A growing concern in society is that ________________________________________________
Exercise 9: Read the information. Then choose the most appropriate and relevant sentences to
complete the ideas.

1. There is a noticeable lack of support and training for developing the older generations’ computer
skills in society today. 

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o I would argue that developing older people’s computer literacy would help bridge the gap
between the older and younger generations.
o This would allow older people to feel more integrated into society.

2. The main drawback to this is that it is possibly leading to a lack of control of grammatical structures
and spelling. 
o This has caused many academics, educators and politicians to express concern over this
unwelcome development.
o This in turn is causing problems for university professors and secondary school teachers with
understanding students’ work.

3. One serious problem that can arise from instant communication is that you are available to everyone
at all times of the day. 
o Sometimes it can be extremely inconvenient to have to answer a call or reply to a message as you
may be at the cinema, for example.
o This can increase the productivity of workers and thus result in increased profits for the business.

4. A growing concern in society is that people are becoming alienated from those immediately around
them. 
o I would argue that people are speaking to others less often than they did half a century ago
because they are texting each other rather than chatting face-to-face.
o I would say that people are gossiping with more people globally via text than chatting with their
neighbours.

5. The benefits seem to far outweigh the perceived disadvantages of technological communication. 
o For example, I don’t have to wait for ages for a reply to a letter that I wrote to a friend, which
may take a few weeks or more.
o For example, it is no longer necessary to wait for so-called snail mail in order to receive a
response to an important business or personal issue.

6. I would argue that these are welcome innovations because they have led to easier communication
between the people of different nations. 
o Some say that this has led to a greater understanding of each other’s cultures, which may help to
prevent possible future conflict.
o Some say that this has led to people easily making global friends, and no one wants to fight wars
any more.

Exercise 10:
WRITING TASK 2

You should spend 40 minutes on this task

Fewer students are studying science at school and university, favouring more computer based
subjects instead.
Is this a positive or negative development? What are the reasons for this?

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Give reasons for your answer and include any relevant examples from your knowledge or experience.
Write at least 250 words

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C. LISTENING
Exercise 1: In this unit, you will practise the skills you need to answer multiple-choice and flow-
chart completion questions. Read the information. Then listen to a short conversation between two
students. Choose the correct letter, A, B or C. (Track 6.1)

1 What kind of mobile app is the student planning to develop?

A an independent-learning app
B a note-taking app
C a translation app

2 Which words in the conversation help you know when the answer for question 1 is coming?
A an innovative development

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B it’s something we’ll see more of in the future

C I’m going to focus on designing

3 Which kind of app is mentioned in connection with the future? (distractor)

A a note-taking app
B a translation app
C a voice recording app
Exercise 2: Listen to the conversation again. Decide if the sentences are True or False. Choose the
correct answers. (Track 6.1)
1 The lecture was about changes in email conventions.

o True o False
2 The lecture gave the speaker some firm ideas for his project.
o True o False
3 Apps to help with note-taking in lectures are not yet available.
o True o False
Exercise 3: Read the information. Then listen to a conversation between Amie and her tutor.
Choose the correct letter, A, B or C. (Track 6.2)

1. What deadline was agreed?

A less than eight weeks
B exactly eight weeks
C more than eight weeks

2. What time period does Amie refer to when she says ‘anything less could be an issue’?
A less than eight weeks
B less than nine weeks
C less than ten weeks

3. What does the distractor ‘nine, to be exact’ refer to?

A the original project deadline
B the requested project deadline
C the time when Amie and the tutor will next meet

4. In the context of the conversation, ‘stick to’ means

A to change.
B not to change.
C to put somewhere.

Exercise 4: Read the information. Then listen to a conversation between two students. Complete
the flow-chart. Write ONE WORD ONLY for each answer. (Track 6.3)

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Exercise 5: Listen to the first part of a conversation between Damien and his tutor. Choose the
correct letter, A, B or C. (Track 6.4)

1 Why has Damien chosen his topic?

A He has always been interested in blogging.
B He thinks it is compatible with his other studies.
C He wants to become interested in blogging.
2 According to Damien, how has blogging changed society?
A It has created more business opportunities.
B It has encouraged discussion of controversial topics.
C It has made society more transparent.
3 According to Damien, what is the danger of blogging?
A It can become an obsession.
B It can cause offence.
C It can spread lies.
4 According to the tutor, what is the future of blogging?
A It will become the main method of communication.

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B It will be replaced by newer technology.

C It will gradually die out.
5 What does Damien think his biggest challenge will be?
A blogging every day
B limiting himself to the facts
C sounding interesting

Exercise 6: Listen to the rest of the conversation between Damien and his tutor. Complete the
flow-chart. Write ONE WORD ONLY for each answer. (Track 6.5)

D. SPEAKING

Exercise 1: In this unit, you will learn strategies to help you answer IELTS Speaking Part 3
questions as well as ways to improve your Grammatical Range and Accuracy mark. Read the
information. Then watch the video of a native English speaker answering a question about
television. Choose the two phrases that she uses to give herself time to think before she answers.
( Video 6.1)
o I don’t think there is an easy answer to that question.
o Let me see.
o Let me have a think.
o Let me think.
o That is a difficult question to answer.
o That is a good question.

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o That’s a tricky question.

Exercise 2: Read the examiner’s questions and the student’s responses. Put the words in the
correct order to complete the phrases that the student uses to give herself more time to think.

1. Examiner: What would you say has been the most significant technological development of the last
five years?

Student:
Really difficult / question / that’s / a / to / answer / .

I guess virtual reality deserves a mention. Not only is it used for entertainment purposes, like in video
games, but it can also be used to train, say, doctors or pilots in a safe environment and allow them to
improve and develop their skills without risking people’s lives.

2 Examiner: Do you think virtual reality will be the next big thing?

Student:
I’m / quite / sorry / your / I / follow / don’t / question / but / .
Are you asking if I think VR will become more popular?

3 Examiner: Does technology dominate our daily lives?

Student:
By / you / that, / do / mean / , are we too dependent on technology?

4. Examiner: Should children be more computer-literate?

Student:
Not / what / entirely / asking / you’re / I’m / sure / .

If you’re asking if schoolchildren should learn to use the internet or something like Word or Excel, then I
would say not necessarily. However, I do think that it could be an optional subject in secondary school.

5. Examiner: Do you think technology brings people together?

Student:

That / don’t / to / is / clear-cut /answer / I / a / think / there / .

I would say that it depends entirely on how it is used. It certainly makes it easier to communicate with
people over long distances, for example by using Skype or social networking apps. I suppose the
counter-argument is that some people use it so much that this means they spend less time meeting face-
to-face.

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Exercise 3: Read the information. Then read the IELTS Speaking Part 1 question and response.
Listen to another version of the response, which uses more complex grammar for a higher
Grammatical Range and Accuracy mark. For each underlined word or phrase, write the more
complex word or phrase that you hear.

Many students think that the best way to achieve a high mark for Grammatical Range and Accuracy is
to keep things simple and not make any mistakes. Whilst accuracy is important, to impress the
examiner and achieve Band 7 or above, you are expected to be able to include higher level, complex
grammatical structures in your answers. For example:

 a variety of verb tenses, including continuous and perfect forms, active and passive
 hypothetical language, such as the second and third conditionals or would
 subordinate clauses, such as relative clauses and participle clauses
 modal verbs and alternatives to modals, e.g. using be able to in different tenses instead of
using can or could.

Make sure you are comfortable using this kind of grammar, and try to include examples of it in your
responses in the IELTS Speaking test.

Examiner: What  piece of technology do you use the most?

Student: I think it’s my laptop. I use it every day for something. For example, this week I used

it to study, but I also use it for games and internet TV. To be honest, I can’t
live without it. Having said that, I think I will buy a new one, because it is
now slow and a bit unreliable. I need to wait until the new year though, as that’s when the cheaper deals
are. Right now, I can’t afford a new one. I just hope my current model can last that long.

Exercise 4: Read the information. Then match the phrases with the grammar descriptions.

Using these grammar structures in the IELTS Speaking test will help you achieve a higher mark for
Grammatical Range and Accuracy.

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Exercise 5: Read the IELTS Speaking Part 2 task card. Then listen to a student’s response to the
task card and answer the questions. Choose True or False. ( Track 6.6)

Describe a piece of computer software that you use.

You should say:

    how you found out about the computer software
    how often you use this computer software
    what you use it for
and give your opinion on it.

1. The student covers all the points on the task card. True / Flase
2. The student uses a variety of discourse markers to structure the response and connect ideas. 
True / Flase
3. The student includes examples of the following grammar:
conditionals True / Flase
future forms True / Flase
modals in the past True / Flase
passive True / Flase
past continuous True / Flase
past perfect True / Flase
present continuous with always for habits True / Flase
present perfect True / Flase
present perfect continuous True / Flase
relative clauses True / Flase

 Exercise 6: Read the information. Then look at the verbs in the box. What patterns do the verbs
follow? Complete the table with the verbs.

watch / persuade / permit / finish / deserve / imagine / can’t stand

make / resist / agree / encourage / warn / enable / let / refuse / suggest/ manage

UNIT 6 21
IELTS FIGHTER

verb + to-infinitive

verb + object + infinitive without to

verb + object + to-infinitive

UNIT 6 22
IELTS FIGHTER

verb + -ing

Exercise 7: Read the IELTS Speaking Part 3 questions and responses. Find and correct
the 11 verb pattern mistakes. Then watch the video of native English speakers responding to the
questions and check your answers. ( Video 6.2)
Verb patterns refer to how verbs are used together in a sentence. The form of the second verb depends on the
first one. For example:

verb + to-infinitive: agree, decide, want, try

verb + object + to-infinitive: allow, persuade, remind
verb + object + infinitive without to: let, make, help
verb + -ing: enjoy, don’t mind, consider

Some verbs can use more than one pattern. For example, would like can use the first two patterns shown
above:

She would like to come.

She would like you to come.

Some verbs, such as prefer, can use the to-infinitive and -ing patterns with no change in meaning:

I prefer to get up late at the weekend.

I prefer getting up late at the weekend.
Some verbs, such as stop, can use the to-infinitive and -ing patterns with a change in meaning:

I stopped watching TV. (= I was watching TV, but then I stopped.)

I stopped to watch TV. (= I was doing something else, and I stopped doing that in order to watch TV.)

It is important to learn verb patterns if you are hoping to achieve a high mark for Grammatical Range and
Accuracy in the IELTS Speaking Test.

1. Speaker 1: Do you have a smartphone, and if so, what do you use it for?

Speaker 2: Of course, and I can’t really imagine to live without it. I would be useless without it.
It enables me speak to friends, go online, watch TV. It reminds me when I have to be somewhere
or do something and tells me how to get there. The funny thing is that for a long time, I resisted
buy one. In the end, it was my brother who persuaded me getting one, and now I am completely
addicted.

2. Speaker 1: Is it possible for people to become addicted to technology?

Speaker 2: Absolutely! I know a lot of people who check their phones constantly for updates or
messages. They can’t stop to do it because they are worried they might miss something

UNIT 6 23
IELTS FIGHTER

important. My sister is the worst. I have asked her not to look at her phone all the time, but she
refuses listening to me. And she gets anxious if she forgets her phone or if it runs out of battery.

3. Speaker 1: Should we spend less time on our gadgets?

Speaker 2: Definitely. Personally, I try avoiding to use my smartphone in the evenings when I
get home because, quite honestly, I could spend hours just to check messages or looking at things
online. And one of my friends actually says she regrets buy her smartphone and is considering to
downgrade her smartphone to a much simpler mobile phone. She much preferred it when things
were simpler and there was less choice.

Exercise 8: Read the IELTS Speaking Part 3 questions. For each one, write a response using one
or more of the verbs shown in brackets. Make sure you use the correct verb patterns.

1. Some people say that students should be forced to turn off their mobile phones in class. Do you
agree?

(allow, permit, don’t mind, insist on, encourage, remind)

2. What do you think the next innovation in mobile phone technology might be?

(be able to, enable, allow, permit, be likely)

3. Is it important for parents to limit the amount of time their children spend online?

(encourage, persuade, warn, force, allow, permit)

Exercise 9: You are going to do the full IELTS Speaking test on the subject of science and
technology. You will need some paper and a pencil.
Part 1
1. Do you use computer regularly?
2. How are computers different now from when you first used them?
3. What features do you look for when you buy a mobile phone?
4. Do you think you could live without a mobile phone?

Part 2
Describe a piece of computer software that you use.

You should say:    

     how you found out about the computer software
     how often you use this computer software
     what you use it for
and give your opinion on it.

Part 3

UNIT 6 24
IELTS FIGHTER

1. How important is it to have experience of computers and software when you’re looking for a job?
2. Some people say technology has been replacing people at the workplace and taking people’s jobs. Do
you agree?
3. What kinds of technology are most commonly used in the home in your country?
4. What kinds of new technology do you think we will see in homes in the next ten or twenty years?

E. GRAMMAR & VOCABULARY

Exercise 1: Read the information. Then read the sentences. Choose the correct definitions of
the underlined words and phrases. Use the context to help you.

Some words in English have more than one meaning. These words are called homonyms. Homonyms are
words that are spelled or pronounced the same but have different meanings. True homonyms are words that
are both spelled and pronounced the same. It is important to look at the word in context to work out the
meaning. For example:

True homonym: park

1. a large area of land with grass and trees
2. to put a vehicle in a place where it can stay for a period of time

You are only allowed to park there between the hours of 8 p.m. and 6 a.m.

In the sentence above, the context tells us that park means to put a vehicle in a place where it can stay for a
period of time.

1. We have seen huge advances in the field of 3-D technology in recent years, with engineers now able
to print custom-made surgical tools.
o money paid to a person before they start working on a project
o specially made for a particular person or group
o the development or progress made in a field of study

2. It is evident that the digital divide between rich and poor countries is getting bigger and bigger.
o the different types of technology available to a person
o the gap between those with regular access to technology and those without it
o the process of separating different technologies into groups

3. The company is renowned for its innovative products, which are unlike any other products on the
market.
o high-quality
o newly developed and original
o reliable

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IELTS FIGHTER

4. The concept of energy used by a wide variety of scientific disciplines dates back to the seventeenth
century.
o a particular area of study or knowledge
o a person who has specialist knowledge in a particular area of study
o the ability to control yourself or other people

5. Even though the group agreed that more funding was needed for the new research project, they were
unable to reach a consensus on exactly how the money should be spent.
o a conclusion based on statistical data
o an agreement among a group of people
o a person who makes a decision

6. It wasn’t until the discovery was published in the monthly scientific journal that the team received
global recognition for all their hard work.
o a formal document used for writing notes about an experiment
o a serious newspaper or magazine that deals with a particular subject
o a written private record of what you have done each day

Exercise 2: Write the noun forms of the verbs. The first one has been done for you.

1 verify
2 accomplish ______________
3 innovate ______________
4 assess
______________
5 justify
6 analyse ______________
7 observe ______________
8 prefer ______________
9 assume ______________
verification ______________

Exercise 3: Read the extracts from a science class. Choose the correct verb forms to complete the
sentences.

1 In today’s lesson, I’m explaining / I’m going to explain / I will explain how an electrical circuit works.

2 Do the experiment carefully and you are going to see / you’ll see / you’re seeing the chemical change
from a liquid to a solid.

3 Remember that you aren’t passing / won’t pass / wouldn’t pass your exams if you don’t start working
harder.

UNIT 6 26
IELTS FIGHTER

4 Do you predict that the ice is melting / melts / will melt more quickly in that container?

5 What action do you think is causing / will cause / will have been causing the water to change from a
liquid into a gas after we have poured it into the container?

6 Tomorrow I’m going to plan / I’m planning / I will plan to repeat this experiment, but I’m going to
make a few changes to see if we get a different result.

7 By the end of the lesson, we will complete / we will have been completing / we will have completed
three experiments to show how an electrical circuit works.

8 This time next week, all the students are doing / do / will be doing a vocational placement in their
chosen industries.

Exercise 4: Read the information. Then complete the sentences. Use the verbs in brackets in the
correct form: the future perfect or the future continuous.

1 By the end of the year, he_____________(deliver) over 100 lectures on biochemistry.

2 Next week she _____________ (conduct) a seminar on advances in space technology for a group of
scientists from China.
3 The guest speakers _____________ (discuss) the digital divide and its impact on global development
in tomorrow’s lecture.
4 Most students _____________ (complete) the project on nanotechnology by the end of next week.
5 If all goes to plan, I _____________ (write) my presentation before the conference begins next
Wednesday.
6 Next Tuesday, on his day off from college, he _____________ (prepare) his talk on relativity.
7 Even at the start of the advanced course, they _____________ (analyse) some very complicated data.

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IELTS FIGHTER

8 We all hope that somebody _____________ (discover) a way of preventing climate change by the end
of the decade.

Exercise 5: Read the schedule. Then use the information in the schedule to complete the sentences.
Use the correct future forms.

Schedule for a visitor, Oliver Smith, attending a conference in Washington, D.C. next week.
Monday Tuesday Wednesday
Morning 9–10 a.m.: Lecture on 9–10:30 a.m.: Seminar 9–10 a.m.: Guided tour
electric cars on traffic management of the transport
10:30–11:30 a.m.: 11–12:30 a.m.: Lecture museum.
Lecture on driverless on the future of the 10:30–11:30 a.m.:
cars bicycle Lecture on flying cars
– a dream or reality?

Lunchtime FREE FREE Lunch as guests of the

director of the
transport museum

Afternoon 2–2:45 p.m.: Giving 2–4 p.m.: Lecture on 2–3 p.m.: Closing
poster presentation: alternative sources of remarks by the
Fumes in the future energy to power the conference organiser –
automobile Where do we go from
here?

Evening Dinner with FREE Standby ticket to JFK

international (ring at 4 p.m. to
colleagues confirm)

1 By 11:30 a.m. on Monday, Oliver _______________(attend) two lectures on automotive technology.

2 At 2:15 p.m. on Monday, Oliver _______________ (give) a poster presentation on the effects of
exhaust fumes on the environment.
3 Oliver _______________ (have) dinner with his international colleagues on Monday evening.
4 On Tuesday, after the seminar on traffic management, there _______________ (be) a lecture on the
future of the bicycle.
5 At 2:30 p.m. on Tuesday, Oliver _______________ (listen) to a talk on alternative sources of energy
to power the automobile.
6 By the end of the conference, Oliver _______________ (have) the opportunity to participate in a wide
range of events relating to the past and future of transport.
7 The conference _______________ (end) on Wednesday after the organiser’s closing remarks.
8 If Oliver’s flight ticket to JFK Airport is confirmed by the airline, he _______________ (return) home
on Wednesday evening.

Exercise 6: Read the information. Then complete the table with the verbs in the box.

UNIT 6 28
IELTS FIGHTER

In English, some verbs are followed by a gerund or infinitive. For example:

He considered moving to the UK after he completed his studies in Germany.
She decided to do an internship in Sweden.
The verb consider is followed by a gerund. The verb decide is followed by an infinitive.
Some verbs are followed by an object and then an infinitive:
He persuaded me to buy a new computer.
It is important to learn the correct form as this will affect your Grammatical Range and Accuracy
mark in the IELTS test.

forbid / risk / neglect / propose / approve of / discourage from recall / insist on / instruct / urge/
deny / proceed

verb + infinitive

verb + object + infinitive

verb + gerund

UNIT 6 29
IELTS FIGHTER

verb + preposition + gerund

Exercise 7: Choose the correct verb forms to complete the sentences.

UNIT 6 30
IELTS FIGHTER

1 I regretted being / to be late for the interview for the lab technician job.

2 He remembers talking / to talk about the experiment yesterday.

3 I always remember locking / to lock the dangerous chemicals cupboard before I leave the lab.

4 The professor instructed his students to wear / wearing gloves while carrying out the experiment.

5 All the equipment needs cleaning / to clean after the experiments.

6 I stopped to work / working with radioactive materials for health reasons.

7 I can’t remember switching off / to switch off the lights in the science lab.

8 I tried doing / to do the calculation but I couldn’t.

9 The group risked missing / to miss the deadline if they didn’t improve their work rate.

10 The company insisted on using / to use the latest edition of the software, despite the reservations of
some colleagues.

Exercise 8: Read the information. Then read the sentences and choose the correct definitions.
Some verbs can be followed by either a gerund or an infinitive. Be careful, as the meaning will often
change depending on whether the gerund or infinitive is used. For example:

The man stopped talking to his neighbour.

The man stopped to talk to his neighbour.

In the first sentence, the man finished talking to his neighbour. In the second sentence, the man
stopped what he was doing to go and talk to his neighbour.

1 I love to start work early.

o It’s a habit I love.
o It’s an experience I love.

2 I forgot doing the experiment.

o I forgot that I had done the experiment.
o I forgot to do the experiment.

3 He stopped taking notes.

o He is no longer taking notes.
o He stopped doing what he was doing to take notes.

4 They tried to measure the amount of electricity.

o They experimented with measuring the electricity.
o They tried to measure the electricity but didn’t succeed.

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IELTS FIGHTER

5 I remembered watching a film about space technology last year.

o I didn’t forget to watch the film.
o I recalled the film from my memory.

6 I won’t forget to complete my notes.

o Completing my notes is so important for me that I won’t forget the experience.
o I’ll remember to complete my notes.
Exercise 9: Read the information. Then combine the sentences. Use the words in brackets.
Remember, some of these sentences require punctuation to be marked as correct. The first one has
been done for you.

Despite and although are both used to show contrast. While they are both similar in meaning, there
is a difference in the way they are used. Despite is used before a noun or gerund. For example:

We had a great time at the science fair, despite the terrible weather.
Despite having a cold, David went to work.

Despite can also be used before the fact that. For example:

Despite the fact that there were a lot of changes in the company, people were happy with the new
structure.

Although is used before the subject and the verb. For example:

Although the design of the new car was good, it wasn’t environmentally friendly.

1 We were exhausted from our trip / we continued working on the presentation. (although)
Although we were exhausted from our trip, we continued working on the presentation.
2 He still enjoys working on the new research project / the long hours and complicated work. (despite)
He still enjoys ______________________________________________ .
3 He has studied nanotechnology for several years / he still feels he has huge gaps in his knowledge.
(although)
______________________________________________in his knowledge.
4 They informed us that all the tests had been carried out / scientists were still working on them when
we arrived. (although)
______________________________________________ on them when we arrived.
5 She has impressive scientific qualifications / she hasn’t been able to find a job in space technology.
(despite)
______________________________________________a job in space technology.
6 We had been very careful in all our clinical research / we couldn’t conclusively prove that excessive
use of chewing gum has a negative effect on digestion. (although)
 ______________________________________________that excessive use of chewing gum has a
negative effect on digestion.

UNIT 6 32
IELTS FIGHTER

Exercise 10: Put the words in the correct order to make sentences with participle clauses. The first
one has been done for you.

1
Being of the opinion / that / stem cells / will revolutionise / medicine over the next decade, / many
scientists / are / enthusiastic / about the new / developments / in the cells / .

2
At an impressive rate / has since / initially launched / about two decades ago, / expanded / computer-
assisted translation / .

3
The scientific equipment / been repaired / damaged / on display
/ during its installation, / has since / .

4
Are / intensifying / into this aspect of the universe / being convinced
/ there are / that / planets / that could sustain life, / their research / many / astronomers / .

5
Over 300 years ago, / published / today / Isaac Newton’s Principia
/ accepted / widely / is still / .

6
Believing that / to maintain close contact / online / some students think / that / is the best way of
maintaining friendships / than in real life, / it is easier / social networking

UNIT 6 33
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LISTENING SCRIPT

Exercise 1 & 2
Maria: How was the lecture on innovation in e-learning?
Damien: It was interesting. We looked at the latest developments in online and distance learning and how more
students are using mobile apps to support college and university study.
Maria: Did it give you any solid ideas for your project?
Damien: Yes. There was a discussion about using apps during lectures, which in theory sounded great. But
there’s the speed of the speaker to consider. And, whilst many of the existing apps can record, they can’t really
help with writing down notes.
Maria: Yes, I can see that. I can hardly keep up myself!
Damien: I think it’s something we’ll see more of in the future, along with an innovative development that
supports learning by automatically changing lectures from one language to another. But I’ll have finished my
course by then. I think I’m going to focus on designing an app to support student autonomy. It’s important to
learn by making your own decisions, isn’t it?
Exercise 3:
Tutor: Hello, Amie. How’s your project going?
Amie: OK, but I really need to talk to you about the deadline.
Tutor: Right, OK. You’re designing a new mobile app, aren’t you? One for creating videos and podcasts. I
thought it was going really well the last time we spoke. You’ll have been working on it for almost six weeks by
the end of today, and I remember you said you were all set to finish before the agreed eight weeks.
Amie: I thought so, too. I was certain I was going to finish it in seven weeks, but I’m having a few problems and
so I’m going to need some more time. I just don’t think I’ll have finished it by the time we agreed. Can we extend
the time a little, to ten weeks?
Tutor: Well, I’m not sure, Amie. That’s two weeks after the deadline. I was hoping you’d have finished it within
seven weeks, to be honest, or if that wasn’t possible, then at least on time. If you’d come to see me before, we
might’ve been able to extend the deadline, but it’s highly unlikely at this stage, I’m afraid.
Amie: Oh, I see. I’m almost there but doubt I will have it finished. Could we perhaps extend the deadline by a
week? I don’t think I’ll need much more time than that, but anything less could be an issue.
Tutor: Look, why don’t we go through the problems you’re having and stick to the original deadline for now.
We’re meeting again in just over seven days, aren’t we?
Amie: Well, nine, to be exact.
Tutor: Right, well, you’ll have had time to do some more work on it by then and if you’re still having difficulties,
we’ll discuss it further. But for now, I’d like to leave things as they are. How does that sound?
Amie: OK, I guess so. Maybe if you can help me with this problem …

Exercise 4:

Damien: Hi, Maria, what do you think of the assignment we were given today? It looks challenging, doesn’t it?
Maria: Absolutely, Damien. I’ve been thinking about how we’re going to get everything done in time.
Damien: Why don’t we make a flow-chart? It might help us plan better.
Maria: Great idea. Where shall we start?

UNIT 6 34
IELTS FIGHTER

Damien: Right, well, initially I thought we ought to look at how the assignment is being assessed, but I’m not so
sure now. I think it’d be better if, first, we scheduled a meeting with the tutor. He can give us a lot of information,
which I’m certain will save us time later.
Maria: That’s a good idea. Seeing the tutor will help us understand just how much work’s involved. What next?
Damien: Well, next, I think we need to make sure we’re happy we know the main aspects that make up the
assessment. We need to recognise those before we can do anything else.
Maria: Yes, I can see that makes sense. And then, we can put together a schedule for the activities we need to do.
It doesn’t need to be exact at that stage, does it?
Damien: I totally agree. Once that’s completed, we need to calculate the possibility of something bad happening.
There’s always something that goes wrong, isn’t there? So, we should make an evaluation.
Maria: Right! And finally, we’ll need some sort of plan. You know, in case something does go wrong.
Damien: A contingency plan – that’s a good idea. OK, so where’s the phone? I need to call the tutor before we
forget.

Exercise 5:
Tutor: Hello, Damien. It’s good to see you. You wanted to talk about your assignment, ‘Blogs and Their Impact
on Society’.
Damien: Yes, that’s right. I thought it would be better to discuss it with you first, just to make sure I’m going in
the right direction.
Tutor: OK. And you’re happy with your choice of subject? I’ve always wanted to do a bit of blogging myself,
but I’ve just never found the time.
Damien: Really? That’s not the case for me. I’ve never been into it, to be honest. I’m interested as it fits well with
the other things I’m researching.
Tutor: Well, you never know, you might have become a great fan of it by the end of the assignment. Now, what
would you like to discuss?
Damien: Right, well, as you know, I’m focusing on some of the major impacts that blogging has had on our way
of life. I mean, I don’t really agree with the idea that it’s made society any more open and honest than in the past.
Tutor: Don’t you? I would say there are fewer secrets these days, especially in industry.
Damien: I get what you’re saying. I guess that’s something I could look into if I get the opportunity, but I think
it’s more about giving people confidence to exchange views on things they hold different opinions about –
especially issues that often create disagreement.
Tutor: Yes, I can see that, of course, but these types of discussions can easily offend people, can’t they? This can
cause huge problems for certain sectors of society.
Damien: I’m not convinced. I know there are some people who think bloggers spread stories that don’t have a lot
of truth, and I can see how some people might get upset, but I don’t really see that as an issue, to be honest. There
is a threat of it becoming an addiction though, and that’s an angle I want to explore.
Tutor: Hmmm, I think you may be missing something, Damien, but let’s not talk about that now. So, what’s the
future of blogging, as you see it? I assume you’re going to cover that?
Damien: Absolutely! I certainly don’t think we’re going to see the end of this way of communicating. By the
time I’m retired, I expect other methods of sharing information simply won’t exist anymore. There’ll be no more
newspapers, for example. Like it or not, we’ll all have been blogging for years!
Tutor: I’m not so sure. Scientific discoveries are happening all the time. I wouldn’t be surprised if something
more modern hadn’t taken its place by then. In fact, I’m quite sure something will have.

UNIT 6 35
IELTS FIGHTER

Damien: I’m not sure I agree, but I guess we’ll see. OK, so I’m happy so far, but I do think I’m going to face a
few obstacles, and there’s one I’m particularly worried about.
Tutor: Yes, I expect you’ll find it hard to stick to the main points. Especially if you haven’t blogged before.
Damien: Well, I admit I do find it really difficult only giving factual information, but I’m confident I’m going to
overcome that with practice, so I don’t envisage that will be a problem.
Tutor: What about the need to blog regularly?
Damien: Well, I don’t update my social media status daily – it’s really hard as I don’t know what to say, but
that’s different, isn’t it? No, I guess it’s the first time I’ll have really had to think about what I’m saying and, well,
I just don’t want to come across as dull!
Tutor: I’m sure that won’t be the case. In fact, I have a few ideas about how you could …

Exercise 6 :
Tutor: OK, so as you’ve never written a blog before, would you like to go through the procedure you’re going to
use?
Damien: Absolutely! I’ve done a bit of investigating and put together this flow-chart. So, the first thing I need to
do is make sure I’m clear about what I’m being asked to do. It’s not simply about writing a blog – I need to
remember this is an assessment, don’t I? 
Tutor: That’s correct. Initially, you need to look at the information I’ve given you about the blog assignment and
how it needs to be done.
Damien: Good. That’s what I thought. Next, I’m going to consider the principles for the blog and draw up a plan.
I think that’s important as it’s part of the framework. Of course, at this stage, I’m going to include my ideas too.
Tutor: I agree. Well, I don’t have any specific feedback so far. Would you like to continue?
Damien: OK, so, after that, I want to put together a draft. I don’t think it needs to have any details though. It’d be
a waste of time. Do you agree?
Tutor: Yes, I do. If you only include the main facts here, it will save time later.
Damien: Then, I’m going write and post the blog.
Tutor: Hmmm, and what will you do after it’s been posted? Do you have something in mind?
Damien: Oh yes, I certainly do. I’m going to ask my peers to provide me with their evaluation of the blog.
Tutor: That’s a necessary part of this type of procedure. Does that include me?
Damien: Yes, of course. Your evaluation will be invaluable. Once I’ve got that together, I need to look at
enhancing the process, so it’s better next time.
Tutor: Splendid! I think you’ve got everything under control. When would you like to meet again?

SPEAKING Exercise 5:
OK then. What I am going to talk about is Steam, which is both a website and a piece of software. So, how did I
find out about it? I was buying a game a few years back – I think it was Batman or something similar – and I had
to install Steam onto my computer so I could install the game. And I have been using it ever since. And this is
also the answer to the question, what do I use it for. I mean, it’s mainly for downloading and installing games. But
that’s not all. Steam also has a number of features, such as forums for gamers, where you can get advice and tips
on how to do certain games, and also special offers on other games. It has its own online store as well from which
you can buy games directly.
So, how often do I use it? Well, more or less every time I play a game on my computer it is through Steam, so I
suppose the answer is a lot. Having said that, I don’t play games every day. I do have to study as well.

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So finally, what do I think of Steam? Well, I use it a lot, as I said, so I obviously like it. What I like most is the
fact that any game I have on Steam updates automatically. This means that any changes or patches needed to
repair problems with games are downloaded and installed automatically. At the same time though, this is also one
thing I don’t like about it. Every time I start my computer, it searches for Steam updates, which means it takes
longer before I can use it. I have to wait for an extra few minutes, which can be really annoying. Also, I cannot
play some games unless I use Steam, and you usually need to be online to use it. So, if I lose internet connection, I
won’t be able to play.
But overall, I like it. It’s a very useful platform for gamers like me. If it didn’t exist, someone would need to
invent it.

UNIT 6 37