UNIT 1: URBAN AND RURAL LIFE

LISTENING
LEAD-IN
2 1 book and reserve are synonyms; select means to choose or decide.
2 discount and reduction are synonyms; bargain means that you get something for a very favourable price.

3 There are no synonyms here; a curator is someone who organises the exhibits in a gallery or museum; a
presenter is someone who introduces a television or radio show; a guide is someone whose job is to show a
place to visitors or tourists.
4 visitors and guests are synonyms; explorers travel to new and unknown places. You can explore a museum,
but you cannot be a museum explorer.
5 the front desk and main entrance are synonyms here; the guard room is more likely to be in a prison and not a
place where you show your tickets.
6 explore and wander around are synonyms here; navigate means to direct the course of a vehicle, such as a
ship.
7 pick us up and collect us are synonyms; let us on means allow us to board the bus.

3 Suggested answers
1 adjective (the earliest, ancient, prehistoric)
2 adjective (ancient, prehistoric, early)
3 plural or collective noun (treasure, objects, items, scenes, displays)
4 adjective or noun (present day, contemporary, current day)
5 ordinal number or adjective (22nd, twenty-second, next, forthcoming)

4 1 ancient 2 prehistoric 3 objects 4 Contemporary 5 22nd/twenty-second

5 1 exciting visit, which... traces the history of this vast and ever- changing city
2 life from the point of view of prehistoric men, women and children
3 when all this around us was fields
4 take in the fascinating pieces of history

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5 we'll move away from our present, here in the 21st century, and head off into the 22nd

7 1 James Graeme 2 16 Mount Hill 3 E15 2TP 4 770 464 5 15/fifteen 6 15/fifteen

7 4/four 8 (£)4.25 9 Underground 10 12/12th/twelfth

81B 2 A, C 3A 4C 5B 6C 7 A, B 8B

9 Suggested answers
1 show to collect his ticket-produce in order to be able to enter, have as proof of identity to get his
ticket passport- identification document, ID
debit card - bank card, payment card
smartphone - no obvious synonym except telephone/phone
2 most appreciates - likes the most/best, thinks is the most
important, is most impressed by, thinks is key

designed-structured, put together, connected, linked, built talks about the city's inhabitants-shows/paints a
picture of the life of city dwellers/citizens/the local people
is involved in fundraising for the local community - does local charity work, raises money for local causes,
donates money to worthwhile community organisations

10 1 B 2B

11 Question 1
1 The options are mentioned in the order A CB.
2 Option A: So, I should bring my passport, then, for proof of ID?

Option B: But you'll get your tickets fine as long as you can produce the payment card you bought the tickets
with. That's the only ID we need to see.
Option C: People usually have a copy of their booking on their email, and they just show this on their
smartphones and go straight through.
Question 2
1 The options are mentioned in the following order: CBA

Page 2
2 Option A: because of the way the exhibition designers have connected each section to the next with a real
sense of development and design. It just flows so well from one room to the next. Better than any other
museum I've been into, certainly.
Option B: But what's so good for visitors - and is absolutely key for me- is that, as you walk through from
one room to another, you always, always get a real sense of who has lived here over the years, and what sort
of people they are, or have been.
Option C: One important thing is that the museum here has formed some extremely worthwhile partnerships
with a wide range of local charities. In London, like any capital city, there are a lot of social problems, and the
museum's help in reaching out to the world outside is greatly appreciated by so many.

12 Condition in blue, result in red

1 I'll book tickets for that as well today, provided there is something special that I'm particularly interested in.
2 You'll get your tickets fine, as long as you can produce the payment card you bought the tickets with.
3 Once we leave the part of the exhibition called 'Contemporary London', we will move into the 22nd century.
4 Unless something dramatic happens, I should be working here for a longtime.

13 1 provided 2 as long as 3 Once 4 Unless

We can replace provided and as long as with if. Once could be replaced with when. Unless means 'if not, so
we can change it if we change the whole cause clause: If something dramatic doesn't happen,...

14 Future time conditionals follow the same structure as the first conditional:
If + present simple.../... will + bare infinitive.

Note that all present tenses are possible in the If clause, although the present simple is the most commonly
used. In the result clause, instead of will we can use be going to and other modal verbs such as can, should and
must. We can also use an imperative in the result clause.

15 Sample answers
1 You can get a discounted ticket as long as you show your student card.
2 Once everybody has bought their ticket, we will go to the first exhibit room.
3 You won't get lost provided you use the map you were given.
4 Now everybody is free to explore the museum. You can go wherever you like as long as you return to the
main entrance for 4 pm.

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5 Your bus back to the hotel will depart as soon as everybody is on board.
6 Do not touch or take photos of the exhibits unless there is a sign saying that it is allowed.

16 1 David Cottenham 2 DV128HA 3 7.30 pm/19.30/half past seven 4 £60,000 5 244 510

6 we-move-u 7B 8C 9C

SCRIPT

4&5
Guide: Ladies and gentlemen, welcome to the Museum of London Life. My name's Peter, and I'll be your
guide, taking you through your exciting visit, which lasts for approximately ninety minutes, and traces the
history of this vast and ever-changing city. But before we eventually arrive back here in the present, we begin
our walk in ancient London, where we're going to take a look at life from the point of view of prehistoric men,
women and children, looking at how they lived thousands of years ago, when all this around us was fields. At
this point, London was little more than a few settlements dotted about here and there. Certainly nothing like the
metropolis you see surrounding you today. So, from there, the walk allows you to see the city grow as you
progress through the exhibits and take in the fascinating pieces of history that have been found and donated to
the museum over the years - including maps, photos, images and thousands of other objects here. And finally,
when we leave the part of the exhibition called 'Contemporary London', we'll move away from our present,
here in the 21st century, and head off into the 22nd,

7
Museum employee: Hello, the Museum of London Life. How can I help?

James: Oh, hi. I was wondering if you could send me some information. I've been looking on your website
and can't seem to find what I need to know.
Museum employee: Certainly, sir. Can I take your name first of all?
James: Yes, it's James Graeme.
Museum employee: Ah, OK... so that's G-R-A-H-A-M, correct?
James: No, it's G-R-A-E-M-E.
Museum employee: OK, great. Got there in the end. So, how can I help?
James: Well, it says that I can print off some vouchers for reduced entry, but I haven't got a printer. Could
you send me some through the post?

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Museum employee: Sure. What's your address?
James: 16, Mount Hill Road,- that's M-O-U-N-T Hill Road, London, E15 2TP.
Museum employee: OK. Can I take a contact number for you for our records?
James: Yes, it's double 7-0, 3-6-4. Sorry, I mean double 7-0, 4-6-4.
Museum employee: OK, great. I'll get some vouchers sent out to you.

James: Thanks. Could you just clarify what the discount structure is?

Museum employee: Of course. So, for groups of four or more there's a ten percent discount applied. If you
manage to get together a larger gang of people - ten or more, to be precise - then that figure goes up to 15
percent.
James: And what about students like me? Anything extra?
Museum employee: Yes, all students get that same 15 percent discount automatically, but in groups of four or
more that goes up by another 5 percent to 20 percent. Would you be coming with friends?
James: No, I think the likelihood is that I'll be on my own. So how much exactly would that cost me for entry?
Museum employee: That's four twenty-five.
James: So with the discount that makes... three pounds sixty-one, doesn't it?
Museum employee: No, sorry, that price was with the discount already applied.

James: Oh, OK. And are there any special exhibitions at the moment? I'll book tickets for that as well
today, provided there's something special that I'm particularly interested in.
Museum employee: There is, actually. You've just missed a really popular one that took in the Viking period,
and coming up we've got the period known as 'The Industrial Revolution', but the one we're currently running
is called 'Underground London', which looks at the tunnels, sewers and catacombs beneath the streets of the
city.
James: Great! Ideally, I'd like to visit on my birthday, the 13th July.
Museum employee: Let me check... No, that's a Monday. We're closed on Mondays.
James: Ah, that's a shame. Never mind, I'll come the day before. Can I book over the phone now?
Museum employee: Certainly, so that's one student ticket for the 12th. Let me take your payment details.

10 & 11
Museum employee: Your pre-printed ticket will be available to collect as soon as you arrive at the front desk.

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James: So, I should bring my passport, then, for proof of ID?

Museum employee: People usually have a copy of their booking on their email, and they just show this on their
smartphones and go straight through. But if, for some reason, you can't get any internet connection here, you
obviously can't pull up your ticket details to show the museum assistant. But you'll get your tickets fine, as long
as you can produce the payment card you bought the tickets with. That's the only ID we need to see.
James: Great. Well, thanks for all your help today. Anything you'd recommend personally? What do you like
most about the museum?
Museum employee: One important thing is that the museum here has formed some extremely worthwhile
partnerships with a wide range of local charities. In London, like any capital city, there are a lot of social
problems, and the museum's help in reaching out to the world outside is greatly appreciated by so many. But
what's so good for visitors - and is absolutely key for me- is that, as you walk through from one room to
another, you always, always get a real sense of who has lived here over the years, and what sort of people they
are, or have been. And that's really easy to do, because of the way the exhibition designers have connected each
section to the next, with a real sense of development and design. It just flows so well from one room to the next.
Better than any other museum I've been into, certainly.
James: Wow. You really like it there, don't you?
Museum employee: Absolutely. Unless something dramatic happens, I should be working here for a long time.

16
You will hear a conversation between an employee at a removals company and a man who is planning to move
to London.
First you have some time to look at questions 1 to 6.
[pause]
Now listen carefully and answer questions 1 to 6.
Woman: Good afternoon, We-Move-U, how can I help you?
Man: Hello, there. I'd like some help with my move to London. I'm currently living a long way away in the
southwest of the UK. Is that an area you cover?
Woman: Yes, we cover all of the UK, so that's no problem. Can I take your name first, please?
Man: Yes, it's Mr David Cottenham.
Woman: C-O-T-N-A-M?
Man: No, it's C-O-T-T-E-N-H-A-M.

Page 6
Woman: OK, Mr Cottenham, you said that you live in the southwest...
Man: Yes, at 4 West Cottages in Humblington. It's a small town near Exton. Well, it's more of a village really.
Woman: Mm-hm, and the postcode there, please, so I can look up exactly where you are?
Man: DV12 8HA.

Woman: OK, I've found your home on the system here. My goodness, that's very much in the countryside, isn't
it?
Man: Yes, it is. London's going to be a bit of a shock for me. It's so crowded.
Woman: Well, it can be, but it depends where you live. What address are you moving to?
Man: 8b Greenend Road, E19 4RR. 'Greenend' is one word.
Woman: Well, that area's one of the quieter parts of London, at least. Not as busy as other places,
certainly. When are you looking to move?
Man: 30th August.

Woman: That's good for us. People are on their summer holidays, children aren't at school... so there's less
traffic on the roads. What sort of time are you thinking of leaving?
Man: Around half seven would be good.

Woman: That may be difficult, because our staff need a lot of time to pack your things into the lorry.
They'll need to start in the middle of the night if you want to leave that early.
Man: No, no, I mean half seven in the evening.

Woman: Oh, I see. We can do that. And do you want to take out insurance, in case there's any damage to your
property?
Man: Yes, I think so. I've looked at everything I own, and I think that it's all worth about £40,000 in total.

Woman: Shall we say a little bit more, just in case? I know you probably think it'll be much more expensive to
take a higher amount, but the difference in what you pay for 40,000 or 50,000 in insurance is actually just a
few pounds. It's £10 higher for 50,000, and £15 higher for 60,000.
Man: Yes, OK. Make it 50,000. No, on second thoughts 60,000. So, how much do you think the relocation will
cost in total?
Woman: Let me check... I think we can do everything for approximately £2,000. That figure may change,
of course - it's just an estimate for now - but it gives you a good idea of the price you'll have to pay.
Man: That's pretty good, actually. I was expecting a lot more.

Page 7
Woman: Would you like to book now? Or shall I take your mobile number? I can call you back
tomorrow, after you've had some time to think about it, maybe?
Man: Sure. It's 0-7-2-3-8-2 double 4-5-1-0.

Woman: Great. I'll speak to you tomorrow. And if you have any other questions, either call us back on
the number you first dialled, or have a look at our website.
Man: What's the website address, please?
Woman: www-dot, we-hyphen-move-hyphen-u, (that's the letter u, not the word "you") dot-co-dot-uk.
Man: OK, thanks for your help. I'll speak to you tomorrow.
Before you hear the rest of the conversation you have some time to look at questions 7 to 9.
[pause]
Now listen and answer questions 7 to 9.

Woman: Hello, Mr Cottenham, it's Maria here from We-Move-U. How are you?

Man: Oh, hi there. Yes, I'm very well. I've actually been thinking about our conversation yesterday. You said
that the total cost of the package with insurance would be around £2,000. Does that insurance cover everything?
Woman: It depends what you mean by 'everything'. That's how much our 'Silver' package would cost, and as
well as insurance for anything that gets broken or damaged, it also covers your costs if our delivery drivers
are late getting to London.
Man: Are there any other packages?

Woman: Yes, our 'Economy' cover is the same as 'Silver', but without the cover for late arrival, and that
would cost you around £1,800. Our 'Premium' package has the same insurance as 'Silver', but on top of that our
removals team men come and pack all your things, put everything into boxes for you.
Man: And that's the 'Premium'? Hm, I guess that's quite a benefit. How much is that?
Woman: It would be £2,500 for this job.. . .So shall we agree on the 'Premium"?

Man: Hm.. .no, let's stick with 'Silver'. I'll have plenty of time to do the packing. Actually, I've been looking at
some reviews of your company online. Generally very good - the thing that seems to impress most people is the
cost.
Woman: Well, yes, I think most people are surprised by our low prices. Others believe that our level of
customer care is the best thing about us, and I've also seen some reviews where people are most impressed by
how quickly we complete the job. I agree with everything they say, of course, but I'm probably most proud of
our reputation for customer care and satisfaction.

Page 8
Man: Great. Well, I think that's everything. Oh, one final question- once I make the booking, will I have to pay
more if I need to make any changes?
Woman: In most cases, there's nothing extra that you'll need to pay once your initial payment is completed.
Unless, that is, you decide to cancel the booking completely in that case, there will be a charge of 10 percent
of the total fee if you cancel less than 15 days before the date of the move. And if you need to move the date,
for any reason, we'll usually do that for a very low cost.
Man: Fantastic. Great. Well, I think I'm ready to book.

SPEAKING
LEAD-IN
11B 2C 3C 4B 5C 6C 7А 8А

2 Students' own answers

3 The following questions would not be asked: 2, 3, 5, 7

4 These answers are not likely to impress the examiner.

Question 1: The candidate repeats the word 'apartment' several times. She could improve this by using
reference words like 'it' and 'one', and the flow of her answer would improve (along with her score for Fluency
and Coherence).
Question 2: The language used is very good, but it doesn't answer the question. It is highly likely to be a
memorised answer, which should be avoided completely - the vocabulary is not relevant to the topic at all. This
limits the score for both Fluency and Coherence and Lexical Resource.
Question 3: There are several problems with the grammar used; these would limit the score the candidate might
get for Grammatical Range and Accuracy.

5 Task card A
6 This candidate talked about all four points, exploring three of them in some detail. He used a good range of
vocabulary and grammar; the organisation of the answer was also very good indeed, and the long turn flowed
naturally from one idea to the next. It is not important that he spoke about the third prompt only very briefly,
as he clearly had decided to spend more time on the points he felt he could expand on more easily, and in more
detail.

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71D 2E 3A 4C 5B

8 A iii Bv C ii D iv Ei

91P 2 GRA 3 FC 4 GRA 5 LR 6 FC 7P 8 LR 9 FC

11 The grammar is incorrect: As soon as we will finish class, we will go. This is the grammatical structure
often known as the first conditional (If+present tense, will + bare infinitive) but with As soon as instead of
If.

12 A As long as B By the time C Providing that D As soon as E Unless

13 1 Unless suggests that the speaker sees the changes as completely necessary, but they doubt whether the
changes will ever happen. On the other hand, Once suggests that the speaker sees the changes as certain to
happen, with a natural result (which they give). Using Once in this sentence is still grammatically correct
and logical. However it wouldn't work in the answer given by the candidate.
2 When suggests the speaker believes that people will definitely, at some point, be happy to use buses and bikes
instead of their cars (A), and that she will definitely, at some point, make enough money to buy a top-floor flat
(C). As long as and Provided that both suggest that the speaker is not convinced that the result given in each
case is definite - people may not be happy about using buses and bikes; she may not ever earn enough money
to buy the top-floor flat.
3 Sentence D is different. The speaker is not thinking about the future in particular, but is stating something as a
constant fact (in their opinion). The structure is a zero conditional (present simple/ present simple), whereas the
other sentences use the first conditional (present simple / will + bare infinitive).

14 B By the time I'm a grandparent, I think it will be even more different.

C Providing that I make enough money, I'll definitely be on a top floor myself one day.
D As soon as you get older and have a family, you start thinking it's time to move.
E Unless this changes, we are going to need more and more homes for everyone.

SCRIPT

4 Examiner: In this first part of the exam, I'd like to ask you some questions about yourself. Let's talk about
where you live. Do you live in a house or an apartment?

Page
Candidate 1: Apartment. It's a small apartment in the centre of my home town, but it's still bigger than the
apartment I live in now. My apartment now is just one room, really. I used to live in a huge apartment, but
it was my parents' apartment and it was time for me to go to university. I left, found a place. And that's the
apartment where I live now.
Examiner: What do you like about the area where you live?

Candidate 2: I used to live in Guangzhou, the capital city of Guangdong Province in south-eastern China. Once
an important stop-off point on the Maritime Silk Road, Guangzhou maintains to this day its importance as a
major port and transportation hub.
Examiner: Do you often visit parks in your city?

Candidate 3: Actually, I have gone to my local park last week. I've really enjoyed it. I have a friend, he never
been to my town, so yesterday we have decided to go together next week. We will go on next Tuesday, I
think. As soon as we will finish class, we will go.

6
Candidate: So, I'm going to tell you about a town in the Lake District, which is a beautiful region in the
northwest of England, pretty close to the border of Scotland. There are dozens of fantastic little villages and
towns there, but the one that tops the rest is called Windermere. It sits on a huge lake and is surrounded by hills,
trees and rocks. I've been lots of times already, and I can't wait to go back - as soon as I finish the second
semester at university, I'm going to head up there again.
Being far up in the north, as you can imagine, it can get pretty cold in Windermere, particularly in winter. Too
cold for some. Having said that, there's a real stark beauty to the town at that time, when your breath comes out
like mist, and the streets get white with the snow that falls. Summer is the opposite extreme- it can actually get
pretty warm, comfortable enough to wear just a t-shirt and shorts - but if you wanted to visit at that time, you'd
have to get yourself prepared for all the tourists. Other times? Autumn is pretty, I've been told, but I tend to
visit in spring.
I go every year, just me; I have to say that I generally prefer not to go with anyone else. For one thing, you can
make friends really easily if you stay in a hostel. There are young people from all over the world who make it
their mission to spend a few days or a week there. As I say, it's an ideal place to go hiking or hill-walking, so
that's the priority for me and for hundreds of others. There's also a really interesting variety of independent
local shops, selling everything from cheap souvenirs to galleries full of extremely expensive art. When I go
back, I'm going to do what I always do-browse through the shops after a long day walking in the countryside.

7
Candidate: (Answer 1) For a number of reasons. Often, I think, because they are exhausted; capital cities in
particular can be very demanding places to live - the noise, the traffic, the cost of living- and people often grow

Page
tired of all that. It's just too over the top for some. They start to feel drawn to the peace and quiet that rural life
might be able to give them. Generally speaking, though, I do think that it's the case that younger people-
people like me - are more drawn to that vibrant, city lifestyle. As soon as you get older and have a family, you
start thinking it's time to move.
(Answer 2) Well, one possibility that I can foresee is that buildings will keep getting taller and taller. This has
been going on for some time, all over the world, and so many people now are moving to the city. Unless this
changes, we're going to need more and more homes for everyone. We might even see a 500-storey skyscraper
one day. That might sound ridiculous now, but cities are likely to keep expanding at the rate they are currently,
so there will be no other option that I can think of.
(Answer 3) Oh, I think that would be a bit of a disaster, to be honest. Insisting that everyone uses public
transport could create more problems than currently exist. Fine, if you were just visiting the city, it probably
wouldn't bother you too much, but if you were a resident there... then again, the streets would be safer for
pedestrians. And it might do something about the levels of pollution. I do think it is bound to happen, to be
honest. So, as long as people are happy to use buses and bikes instead of their cars, life will continue as normal.
(Answer 4) I can understand why people want a huge, old-fashioned house. In a similar way to living in the
middle of the bright lights of the big city, there's something quite romantic about it. Having said that, I do think
it depends on your age. Most people of my age, for example, prefer the idea of coming home to a smart,
modern apartment every day, high up in the sky, overlooking the city, well - it just sounds amazing. Providing I
make enough money, I'll definitely be on a top floor myself one day.
(Answer 5) Well, in the old days, your whole life was in one place. You married someone from the same
town, you had a job in the same village, and your family stayed around you. In some places, life is still like
that - people only need to go next door or downstairs to see their parents, for example - but after people were
given the opportunity to move around from one town to another, on trains or even aeroplanes, the traditional
family unit started to change, I think, and people are now much more spread out. Not just nationally, but
internationally. By the time I'm a grandparent, I think it will be even more different.

12, 14 & 15
A As long as people are happy to use buses and bikes instead of their cars, life will continue as normal.
B By the time I'm a grandparent, I think it will be even more different.
C Providing I make enough money, I'll definitely be on a top floor myself one day.
D As soon as you get older and have a family, you start thinking it's time to move.
E Unless this changes, we're going to need more and more homes for everyone.

Page
 READING
LEAD-IN
1 No article used for:
individual islands: e.g. Mallorca
names of most countries: e.g. Spain, France, Germany, China names of beaches: Alcudia Beach
names of cities/towns/regions: Palma de Mallorca, Algaida, Binissalem
names of mountains: Mount Everest, Mont Blanc
Use 'the' for:
groups of islands: the Balearic Islands
coastal areas: the Valencian Coast
oceans and seas: the Mediterranean Sea, the Persian Gulf
nationalities: the Spanish, the Omanis, the Chinese
countries which are Republics, Kingdoms or Unions: the Republic of China, the United Kingdom (the UK), the
United States of America (the USA)
mountain ranges: the Tramuntanas, the Himalayas
geographical areas: the northeast, the southwest
Other geographical features:

lakes: no article, usually begins with the word Lake (Lake Windermere) rivers: definite article before name
of river. Capitalise the word 'river' or it can be omitted (the Thames, the River Thames).

3 Students' own answers

4 Heading B seems to fit best, as it contains paraphrases of the sentence: designed = planned and
built an imperfect world = today's world of conflict, greed and constant struggles for power
an urban ideal = the ultimate model of unity, peace and harmony
Heading A: There is nothing in the sentence that matches 'always fail'.

Heading C: The sentence talks about 'peace and harmony", which contradicts the idea of 'conflict' in the
heading.

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Heading B is correct.

6 At this point, the best heading appears to be B: A city at the top of the world
7 The best heading is C: An unusual approach to regulation, because the paragraph talks about other examples
of rules and laws that could be seen as unusual. It is not A - An unwelcoming place to die - because the text tells
us that it is forbidden to die there.

8 But what really sets it apart is that it can also lay claim to some of the world's strangest rules.
9 A regulation = not allowed to build fences around their houses
B dangers of the wild = the constant threat of visits from wild animals

C humans and animals = lions and hippopotamuses [and] anxious residents; co-exist = residents are not allowed
to... keep out their neighbours

10 A An unusual approach to regulation - still possible as a correct answer, and you would need to read more
of the paragraph to be sure.
B Dealing with the occasional dangers of the wild - no longer possible as it contradicts 'the constant
threat'. C Where humans and animals cautiously co-exist - most likely to be correct as it paraphrases the

sentence. 11 Heading C is correct.

12 Everywhere in Marloth Park, a wary understanding exists between man and beast.
13 Students' own notes
14 Heading A -Aconflict between reality and imitation-is correct.
15 un-not/opposite; im- not; co- together
16 post-=after, behind - postgraduate, post-mortem, postpone
for-=/fore-before- forecast, forward, forehead
sub-=under, below-submarine, subway, subtitle
multi-=many, much-multinational, multiply, multicultural
anti-= against, opposite- antivirus, antiseptic,
antiperspirant mis-=wrong, bad, badly misunderstand,
misjudge, misspell non-=not- non-profit, non-fiction,
nonsense
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pre-= before-preview, prepay, prejudge
over- = above, too much - overload, overtake, oversleep
under- = below, not enough- underwater, underwear, underage

17 A forewarned/pre-warned B overpopulated C misinformed D anti-government(al)

18 1 i 2 vi 3 iii 4v 5 viii 6 vii

WRITING
STATIC CHARTS
IN CLASS
IN THIS LESSON YOU WILL LEARN HOW TO WRITE STATIC CHARTS

WHAT IS A STATIC CHART?

STATIC Charts contain data points belonging to either a single time frame - such as one year, one month
etc. - or have no time reference at all.

Difference between dynamic and static charts:

In a DYNAMIC chart, you describe how things go up and down, change or stay the same OVER
DIFFERENT TIME PERIODS.
In a STATIC chart, you describe how things are similar or different, bigger or smaller AT A SPECIFIC
TIME/NO TIME MENTIONED
Example:
1
2 The charts give information about world forest in five different regions. Summarize the information by
selecting and reporting the main features and make comparisons where relevant.

3 The table below shows the percentage of the population who rode bicycles in one town by age group in
2012. Summarise the important information by selecting and reporting the main features, and make
comparisons where relevant.

STRUCTURE

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Introduction 1 sentence = Paraphrase “Task”

Overview 2 sentences

Body 1 3-4 sentences

Body 2 3-4 sentences

HOW TO WRITE AN INTRODUCTION

Using synonyms
The table below shows a survey on the preference of different age groups in a European country on
different TV programmes in 2012.
= The provided table chart illustrates a survey on various television programs of preference which were
seen by people of different age brackets in a European nation in 2012.

S(1) + V(1) + O + place (+

1. S(name of the chart/graph) The line graph/ The pie charts/ The bar chart/ The table
The given graph/ chart
The provided/given/shown graph

2. V_1 show = describe = illustrate = depict = present = compare

= give information about/ on
= give data about/ on…
= give figures/ statistics for …
Note: V1_tense = V_1 - HTĐ

3. Object(noun phrase-clause(V_2) the rate / the proportion / the portion / the percentage / the share ….
the number of = the quantity of ….
Object (noun phrase) = S + V (Relative clause/ ….)

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4. place In the UK, Italy, Germany and France respectively
= in four different countries/ (nations)
= in four European countries
In the UK= in Britain
The number of + N + in UK=the number of British + N
In the USA = in America

5. time In one year:

In 2003
= in the year 2003.

Using passive form

The graph below/above shows acid rain emissions from four different sectors in the UK in 2007.
= UK acid rain emissions from different areas in 2007 is illustrated in the chart.

The line graph illustrates the amount of spread which was consumed in 2007 in Australia, in grams.
= The given line graph compares the amount of spread Australian citizens consumed in 2007, measured
in grams

Using relative sentences

The graph below gives information about the percentage of people living in Australia who were born
in Asia, the UK, and other regions.
= The line graph illustrates the percentage of people living in Australia born in Asia, the UK, and
other regions.

The graph below shows the average number of UK commuters travelling each day by car, bus or train.
= The provided graph describes the mean number of commuters in the UK who travelled each day by
three different means of transport: car, bus and train.

Using word formation

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 The graph gives information about coffee production in 4 different countries in 2010.
= The graph illustrates the amount of coffee produced in four nations in 2010.
= The graph demonstrates how much coffee was produced in four nations namely Brazil,
Colombia, Indonesia and Vietnam in 2010.
 the production of A
= the amount of A produced (how much A was produced)/ the number of A produced (how many
A was produced)

The graph below shows the percentage of Australian exports to 4 countries in 2012
= The given graph depicts the percentage of goods that was exported from Australia to four
different markets in 2012

Practice 1: Write four introductions as you have learnt.

The bar chart describes the sales of different goods in pounds (£) in the UK over four seasons in 2015.
(1) The bar chart compares the sales of various products in the UK over four seasons in 2015.
(2) The sales of various products in the UK over four seasons in 2015 is illustrated in the given bar chart.

(3) The bar chart compares revenue generated from sales of five goods sectors in the United Kingdom in
2015, divided into four seasons.
(4)The bar chart illustrates the price of goods sold in UK during four seasons in 2015.
Practice 2: Write four introductions as you have learnt.

The chart below shows information about fuel used in the transport sector in different countries in Europe,
compared to the EU average, in 2009 and 2010.
(1) The bar chart illustrates fuel usage for transportation in six different European nations, and compares
these figures to the European average, in 2009 and 2010.
(2) The percentage of fuel used in transportation in six European nations, and compares with the European
average in 2009 and 2010 is illustrated in the provided bar chart.
(3) The provided bar chart illustrates the percentage of fuel used in transportation in six European nations,
and compares with the European average in 2009 and 2010.
(4) The bar chart delineates the data on fuel consumption in the transport sector in six different European
nations, as opposed to EU average, between 2009 and 2010.

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OVERVIEW
OVERVIEW IN CHARTS WITH 2 SUBJECTS
TECHNIQUE: COMPARE BETWEEN AND WITHIN TWO GIVEN SUBJECTS

Example: The table below shows the average weekly salaries of men and of women working in different
occupations.
Analysis of the talk:
- The two given subjects are men and women.
- The weekly salary of two sexes need to be compared in the table

-> COMPARE BETWEEN TWO SEXES (WHICH ONE WAS PAID HIGHER) AND WITHIN SEXES
(WHICH OCCUPATION WAS PAID THE MOST)
WITHIN TWO SUBJECTS (AMONG FIVE OCCUPATIONS): Among the five surveyed occupations, it is
crystal clear that Professionals had the highest weekly salary (Professionals were the most well-paid),
while Manual Laborers received the least amount of weekly salary (Manual Laborers were the least
paid)

BETWEEN TWO SUBJECTS (BETWEEN TWO SEXES): The average salaries by week of men was higher
than that of women in all professions.

Overview: Overall, it can be seen that Professionals were the most well-paid occupation among the
five, while Manual Laborers received the least amount of money per week. In addition, males in all
professions earned more than their female counterparts.
Practice 3: Write an overview for the task.
The table below shows the percentage of the population who rode bicycles in one town by age group in 2012.

In general, children under nine years old used bicycles the most, while middle-aged people were the least likely
to ride a bicycle. Also, men tended to cycle more than women during the period shown.
Practice 4: Write an introduction and an overview for the task.
The bar chart below shows the participation of children in selected leisure activities in Australia.

The given bar chart shows the proportion of boys and girls in the age group of 5 to 14 years engaged in
various pastime activities.
Overall, it can be seen that more boys than girls participate in various leisure activities. In addition, watching
TV/videos is the most preferrable activity.

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OVERVIEW IN CHARTS WITH A LOT OF SUBJECTS
There are times when you cannot see the similarities between or within subjects.

Example:
IN THIS CASE, YOU CAN STATE THE FIRST SENTENCE OF THE OVERVIEW AS FOLLOW:
Overall, there were some significant/slight differences in the ….

Example: Overall, there were some significant differences in the preferences of TV programmes among
three age groups.
AS IN THE SECOND SENTENCE, YOU CAN LIST THE HIGHEST FIGURES OF ALL SUBJECTS
Example: 11-15: cartoons, 15-20: feature films, 21-25: news
-> To be specific, while the 11-15 age group preferred cartoons over other programmes, those at the age
of 15-20 liked feature films the most and the most watched program by the 21-25 was news.

Overview: Overall, there were some significant distinctions in the preferences of TV programmes among
three age groups. To be specific, while the most watched program by the 11-15 was cartoons, that of those
at the age of 15-20 was feature films instead and news was favored the most by the age of 21-25.

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 UNIT 2: URBAN AND RURAL LIFE
LISTENING
LEAD-IN
1
1 everyday, social - 2 speakers

2 everyday, social - 1 speaker (Although it is possible you may hear a second voice at the start, the majority
of the audio will be a monologue.)
3 educational or training - 2 or more speakers
4 educational or training-1 speaker

2 You might hear any of the following: 2, 3, 5,6

3 2 Section 4 3 Section 2 5 Section 1 6 Section 3

4 A Olympic Records Exhibition B Medical Discoveries in History C Sports Centre Classes

5 2 Womens 10K (a) 3 penicillin (g) 4 Swiss (c) 5 gene therapy (e) 6 6.30pm (h)

7 Marco and Victor (b) 8 table tennis (f)

6 Table A: Section 2 Table B: Section 4 Table C: Section 1

7 1 the name of a society or club, e.g. a game or hobby which could take place in a room indoors
2 the name of a room or place in the university
3 the name of a room or place in the university
4 the name of a society or club, e.g. a game or sport that could take place in the gym
5 a person's name or people's names

8 1 Vegetarian 2 A14 3 C16 4 Hot Air 5 Siobhan

9 1 a number of 2 Both of them/Both 3 either of those 4 All of the/All 5 None of those

6 The whole / The whole of the

10 1 Some people 2 all 3 any 4 no 5 all of us 6 Some of the/Some 7 Many

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8 either (correct) 9 both 10 all

11 1 d 2b 3c 4f 5e 6a

12 1 The President of a Society is likely to be named in full, forename and surname. 'Claire' is a forename, and
it would be a little too informal.
2 It is unlikely that a society of keen runners would only complete a distance of 20km in a whole year.

3 Although some 100km races exist, a team of amateur students would not run this far. And as this society
is focused on distance running, not sprinting, 100m is also unlikely.
4 They would also be unlikely to run in a sports centre, given that the society is called to Road Running (also,
'a sports centre' is over the TWO WORD limit).
5 In this case, the answer 'blue dark' will not be correct, but this is for a grammatical reason, i.e. the shade
(light, dark, vivid, etc.) goes before the colour.
6 Given the financial situation of the majority of students, a membership fee of £5000 per year would be
excessive.

13 1 Claire Enwark 2 fortnight 3 10K/10km 4 Manchester 5 pale blue 6 50

14 1 vegetarian 2 Wednesford 3 7/seven o'clock/7.00/7 pm 4 covered market

5 Coffee Club 6 free/nothing/£0 7 2/two hours 8 10% 9 (an) email 10 celebrity chefs

SCRIPT
6
Recording 1
Well, good afternoon, ladies and gentlemen, and welcome to the tour today. It's great to see that so many
people out there are as fascinated as I am by the astonishing achievements of our great Olympic athletes. My
name is Tom, and I'll be taking you through the exhibition and pointing out particular areas of interest. We'll
begin with a bang, with many people's favourite event, the Men's 100m sprint...
Recording 2
Good morning, everyone. Welcome to your introductory science lecture. We'll begin the course by looking at
some of the most vital discoveries in medical history. Why would I do this? Why, when so much of science
is about looking into the future? Well, if it wasn't for the discovery in 1928 of penicillin...

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Recording 3
Man: Good evening, Camgate Sports Centre. How can I help?

Woman: Oh, hello. I'm ringing to enquire about some of the classes you run. I've just moved into the area
and I'd like to find out more.
Man: Of course. Is there a particular day or class you're interested in?
Woman: Yes, I was wondering if you have any aerobics classes...

8
Claude: Hi, I was wondering if you could help me. This is my first week here and I'd like to find out about any
societies that could be good for me.
Woman: Of course. Well, we have literally hundreds of socs here - 'soc' is often what we call societies. What
sort of thing are you interested in joining?
Claude: I'm really into health and fitness.

Woman: Oh, there are a number of socs that might suit you. Let's start with the ones closest to where we're
standing now. A12, that's where you'll find the Vegetarian Soc, which is run by Paul, and two rooms along
you'll be able to find Peter, who's in charge of the Vegan Soc, so that's in A14. Peter and Paul are actually
brothers. Both of them are really nice.
Claude: I don't think either of those socs are for me - I like meat too much, I'm afraid.

Woman: Maybe the Healthy Eating Soc then? If you go down the corridor and past the library, then
you'll come to room C16, where you'll find Catherine, who can fill you in about their events and activities.
Claude: Thanks, I may well do that. But you mentioned fitness - that's more like the kind of thing I'm looking
for. What about societies for doing some sort of cardiovascular exercise?
Woman: All of the main types of exercise are covered here. What exactly are you looking for?
Cycling, rowing, swimming?
Claude: Mm, none of those are really my kind of thing - I'm more of a runner.
Woman: In that case, definitely head for the gym. Go through the main building, and on your way you'll
probably see the Push and Pull Soc, but if I were you, I'd steer clear of that. The people in it are all a bit weird.
So carry on past them and you'll find Sarah, who runs the Hot Air Soc.
Claude: Sounds intriguing. What do they do - organise races and running events?

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Woman: They do, yes, and other sports as well, like rowing in the inter- university boat races. That's a lot of
fun. The whole university turns out to support them. But if it's only running that you want to do, go and see the
Road Running Soc out in the car park. The person running their stall today is Siobhan. I'll spell that for you -
it's an old Irish name-S-1-0-B-H-A-N.
Claude: Never heard that one before. Great. Well that should keep me busy, lots of interesting stands to visit.
Woman: Yes, there's so much to choose from.

13
Claude: Hi, are you... Siobhan? My name's Claude. I was told to come and talk to you about the Road
Running Soc? So you must be the president, I suppose.
Siobhan: Actually no, I'm standing in for her today. I can probably answer any questions you have, but if you
need to contact the president you can look her up in the Contacts section of your college email account. Her
first name is Claire - C-L-A-I-R-E.
Claude: And her surname?
Siobhan: Her surname's Enwark. E-N-W-A-R-K.
Claude: OK, thanks.. . .So, first of all, what sort of distance do people usually run each week?

Siobhan: Well, on average, if you take into consideration all of our members, probably 10 kilometres - or, as
we say it, 10K - a week, and 20 over a fortnight. That said, it's not unusual for a road runner to cover 20K
each week.
Claude: Great. I like to push myself, so hopefully I can keep up with them all. Do you take part in any
organised races?
Siobhan: Yes, we do. We've done 10Ks in London, 5Ks in Cambridge, a marathon in Newcastle. The
most recent was a 10K in Manchester. The race before that was in Oxford. Both went really well, we got
some amazing times.
Claude: And do you have a team kit?

Siobhan: We do, actually. It's white with a dark blue stripe. Well, it has been, but we're changing it for this
year. Someone recently pointed out that the university colours are white and pale blue, so this year we're
going to keep the same design but have a pale blue stripe instead.
Claude: Well, they're my favourite colours, so I've got to join now. How much does it cost to become a
member?

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Siobhan: To cover the cost of your vest, there's a one-off signing-on fee of £15. You can begin your annual
membership at any point after that, and once you start, you can either pay monthly or you can pay for the
full year in a single payment. That's £50, but if you find that too expensive the monthly fee is £5, which is
taken directly out of your bank account.

14
You will hear a student, Claude, asking for information about the Healthy Eating Society. First you have some
time to look at questions 1 to 5.
[pause]
Now listen carefully and answer questions 1 to 5.
Claude: Hello, is that the Healthy Eating Soc?
Catherine: Yes, it is, Catherine speaking. How can I help?

Claude: I was given one of your leaflets and am interested in joining. I know you go out for dinner twice
a week, but what else do you do?
Catherine: Well, we don't do anything on Sundays, Mondays or Tuesdays, but every Wednesday is our first
restaurant visit of each week. It's not always the same place- sometimes we'll go to The Red Tomato, other
times we go to Herbs and Flowers - but it's always somewhere that serves vegetarian food. We meet at half past
seven on the High Street.
Claude: Sounds good. What about Thursdays?

Catherine: Well, on Thursdays, we usually go off to my aunt's house. She lends us her kitchen and we all
prepare a meal together - a big curry, or something. There's a limit of twelve people, so you need to put
your name down. We get there for eight o'clock. She lives in Wednesford, so you'll need money for the bus
fare.
Claude: Wednesford? That's funny, it's like, 'When's the food?'

Catherine: Ha! No, it's spelt W-E-D-N-E-S-F-O-R-D. It's a village a few miles out of town. Anyway, Friday is
our other restaurant evening, not vegetarian this time. We usually meet around 6 o'clock in a juice bar, and once
everyone has arrived, we'll head off to a fantastic restaurant in town that serves European food. We always sit
down to eat at 7.00.
Claude: And that's in town, is it?

Catherine: It's right in the centre, so you get the bus to Central Square, which is where the juice bar is. It's right
next to the little theatre. The restaurant we go to is round the corner in the covered market. It's opposite the
cinema.

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Claude: OK, I think I've got that. And do you do anything over the weekend?

Catherine: Not a lot. It gets busy in town on a Saturday night, so the only thing we do is meet at midday
for what we call Coffee Club, just in the canteen in the Students' Union. They do good pastries.
Before you hear the rest of the conversation you have some time to look at questions 6 to 10.
(pause)
Now listen and answer questions 6 to 10.
Claude: Well, it all sounds lots of fun. How much does it cost to join?

Catherine: It depends. If you go to all of the activities every week- believe me, I know - it can cost you around
£40 or more. I originally thought about charging people something like £5 per week as a membership fee, but it
takes so much time to collect that it's not worth it. So it's actually free to be a member.
Claude: Mm, £40 is a bit above my budget.

Catherine: Oh, don't worry. You don't have to come to everything, and you don't have to come every week. It's
entirely up to you.
Claude: How long do you usually take to have dinner?

Catherine: We're usually in a restaurant for two hours having dinner, so the whole evening lasts about three
hours, if you include the drink in the juice bar beforehand.
Claude: And what about the service charge at the end of a meal? Do people in this country usually
give something extra for the waiters?
Catherine: In general, people often leave a tip of about 12-15% of the total bill. On the other hand, if the
service or the food has been bad, they may leave nothing. We always try to make sure we give our waiters
10%. We'd like to give them 15 or 20%, but we're not very rich. We're only students, after all.
Claude: So how do I book a place on these trips? Shall I give you a call?

Catherine: No, I don't always answer my phone. Some of our members send me a text message, which is
fine, but I get so many that I might forget yours. The most reliable way to contact me is to send an email.
Claude: Great. So is there anything else I need to know?
Catherine: No, I don't think so. Oh, there is one more thing. It's really important.
Claude: What's that?

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Catherine: Well, a lot of the people have very strong opinions about which is the best restaurant in town, which
is the best national dish, which country has the best cooks. All of those things are fine, but if you want to fit in
with the group, try to avoid talking about celebrity chefs. That's when the arguments really start!

SPEAKING
LEAD-IN
1 1 going round in circles = continuing to talk about - or going back to - the same idea without moving
the discussion on
2 losing your thread = forgetting what you were talking about; bringing irrelevant ideas into the discussion

3 stumbling over your words = making mistakes while speaking, often caused by a lack of vocabulary,
which can cause hesitation, repetition or mispronunciation
4 labouring the point = explaining or discussing something at excessive length

5 beating about the bush = trying to avoid talking about the central issue or problem, possibly because you
don't know enough about the subject, or because you think it would be impolite to do so
6 talking at a mile a minute = speaking so quickly that you cannot be understood

2 1 stumbling over my words / losing my thread / talking at a mile a minute 2 talking at a mile a minute

3 beat around the bush 4 going round in circles 5 labouring the point 6 lost her thread

3 Although it may sound as if the first candidate lacks control of FC, he is speaking in a completely natural
way. Saying 'um' or 'er', or pausing slightly, or beginning a sentence and then starting again, are all features of
natural speech that are acceptable in the IELTS test. You will only lose credit if you do any or all of these
things too often, and it becomes noticeable to the examiner that you are stumbling over your words.
The second candidate is speaking in an unnatural way, talking at a mile a minute, possibly in a misguided
attempt to sound 'fluent. Ultimately, she ends up going round in circles, repeating both vocabulary and ideas,
and her turn lacks both fluency and coherence.

4 Although Candidate 1 personalises her response, she has actually failed to answer the question asked of
her. She talks about eating, but not in the context she was given. In fact, this is more like an answer to a Part
1 question such as 'What do you like to eat when you go out for dinner?'

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Candidate 2 considers the question in a more abstract way, relating it to other people and to the society in which
we live, and goes on to question the concept of the word 'healthy'. As such, this answer is far more appropriate
to a Part 3 question, not a Part 1 question. Again, it doesn't answer the question that was asked.
Candidate 3 provides the best answer. He personalises his response, sticks to what the question is asking, and
extends his answer to the appropriate length for Part 1.

5 Adding detail to the previous point: and, also

Introducing a contrasting idea: but, even if,
however Giving a reason/explanation: so, because
Giving an example or clarification: For example, it depends
Introducing an opinion: To be honest, Personally

6 1 The thing is -A Giving a reason for the previous point

2 On top of that -C Adding detail to the previous point
3 In particular-B Giving an example related to the previous point
4 That said-D Introducing an idea that contrasts with the previous point.

7 Sample answers
a The thing is, I'm actually really into sports and fitness, but I'm so busy with study that I can barely find time to
turn on a microwave, let alone prepare healthy balanced meals on a daily basis.
b For instance, I need to find a way to eat more green vegetables. I'm perfectly happy with tomatoes and
carrots, say, but I know that I should force myself to have more greens.
c I would add that I think doing regular exercise is just as important as a healthy diet. In fact, I would say
that you have to do both if you want to look after your body.
d Having said that, I don't believe we should bepressurised into eating five portions of fruit or vegetables a
day, so maybe the stubborn part of me thinks: no, I'm not going to eat this lettuce because the government
recommends that I do.

8 1 The candidate 'widens' his answer very well indeed. The only reference to his own views comes in the last
sentence. The rest of his turn explores the question in terms of how other people might feel. In other words,
this is a very good example of speculation.
2 After the rhetorical question at the start, he makes the following four points:

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- It is a moral issue for some people.
- Others become vegan, as avoiding meat alone does not satisfy their objections.
- Some people believe eating meat is unhealthy.
- Many people follow the medical evidence that supports this view.

Overall, this answer is very well balanced. The candidate addresses the question from two main angles,
providing a number of possible reasons for becoming vegetarian. He also rounds off his turn with a
summarising statement which refers back to what he has said - rather like a conclusion in a Task 2
essay.

3 i-b i-a i-d iv-c

9 1 Both so that and on the grounds that fit grammatically, but the latter would score higher. Essentially does
not fit grammatically or in terms of meaning; it also tends to appear at the start of a sentence when it is used
to introduce a reason.
2 Both In particular this is true of my country, and Take my country by way of example are grammatically
correct and display a good control of less common discourse markers, but the latter would probably score
higher. Such as cannot be used to begin a sentence.
3 All fit grammatically in spoken English. In terms of what might score more highly, On the other hand and
That said would score more highly than But.

4 None would score particularly high but as well and too are the best because they are used in the correct
position; also is acceptable here, as we are dealing with spoken English, but is not entirely natural in terms of
its position in the sentence.
5 Ultimately and At the end of the day work best here. Overall does not work in this context, because the
candidate is not summarising her argument but is concluding her argument with one final point.

10 3 Adding detail to the previous point: Moreover, Furthermore, What's more

Introducing a contrasting idea: Whereas, Conversely
Giving a reason/explanation: For this reason, This is why, As a consequence
Giving an example or clarification: such as, like, say
Introducing an opinion: If you ask me, In my opinion, To my mind

Concluding with a final point or summarising an argument: To sum up, In the end, In a nutshell, What it all
comes down to is

SCRIPT
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3
Examiner: How can people be encouraged to do more exercise?

Candidate 1: Well, it's not an easy thing to do. Um, I tend to think that, you know, if people don't want to
exercise of their own volition, they're certainly not going to, not really, make a concerted effort simply
because the, er, the government or whoever has issued some sort of advertising campaign to get people going.
What's more, there's a general, kind of, lack of facilities that makes this possible. It's, it's... Having said that,
it's not really an option to simply do nothing. People are getting bigger on average, all over the world, and the
health implications for that are, well, extremely serious. So, really, I'm not sure exactly how we could do it...
um, but it's something that is getting quite pressing these days.
Examiner: How can people be encouraged to do more exercise?

Candidate 2: It's not an easy thing to do, it's not an easy thing to do, it's genuinely difficult and I tend to think
that if people don't want to exercise of their own volition, they're certainly not going to make a concerted effort
simply because it's difficult, or if the government or an authority of the government has issued some sort of
advertising campaign to get people going. It's not an easy thing to do if you just have the government there
insisting, it's really quite difficult and what's more, I have to add something here, furthermore, there's a general
lack of facilities that make this possible. So, of course it's not an easy thing to do but having said that, there's
not really an option to simply do nothing just because it's a difficult thing to do. People are getting bigger on
average all over the world and the health implications for that are extremely serious. Maybe it's too difficult to
do, maybe it's not for the government at all, I'm not sure exactly how we could do it, but it's something that's
getting quite pressing these days.

4
Examiner: How often do you eat healthy meals?

Candidate 1: I'm very much a sociable type of person, so whether I'm eating at a restaurant or at home, as long
as there's company around me - could be with friends, could be with family, could be both personally, I tend
not to notice too much where I am and I'll eat pretty much anything.
Candidate 2: Well, there's a lot of pressure these days on people to eat the right sort of things. However, it
seems like every day there are new pieces of conflicting advice from the government, or from doctors, about
what we should and shouldn't be eating, so who actually knows? For example, one week there's a study telling
us chocolate is bad for us and then the next week, there's another which says it's good for us. I try to eat
healthy food when I can, but l think it depends on what you mean by "healthy".
Candidate 3: It depends what you mean by 'healthy', but I try to keep my intake of junk food down to a
minimum. And most days I make sure that I have at least some fruit and vegetables, even if it isn't as much as
I

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should. Also, because I'm young and in relatively good shape, I don't worry about my diet too much at
the moment, to be honest.

6
Examiner: How do you like to relax?

Candidate 1: If I had to choose, I'd say that I most like to sink into the sofa, put my feet up and lose myself in a
good movie. The thing is, I've got a lot of pressure on at the moment, as I'm in my final year of study, so I really
need time to switch off. Watching a film helps me to forget that pressure for a while.
Examiner: How do you like to relax?

Candidate 2: If I had to choose, I'd say that I most like to sink into the sofa, put my feet up and lose myself in
a good movie. On top of that, in an ideal world, if I wanted to relax completely, I'd switch my phone off, settle
down and have something delicious to eat, say a pizza or popcorn. That way I can really start to unwind.
Examiner: How do you like to relax?

Candidate 3: If I had to choose, I'd say that I most like to sink into the sofa, put my feet up and lose myself in
a good movie. In particular, films directed by Ang Lee, whose work I've always admired. So if I could relax in
any way I could choose, it would be watching something of his, I'd say.
Examiner: How do you like to relax?

Candidate 4: If I had to choose, I'd say that I most like to sink into the sofa, put my feet up and lose myself in
a good movie. That said, I can only do that at weekends currently. I've got far too much study to do during the
week, so I tend to leave the films for the weekend as a reward for finishing everything on time.

8
Examiner: What reasons do people have for becoming vegetarian?

Candidate: What motivates people to stop eating meat? Usually, on the grounds that they object in some way
to animals being kept simply as food, often in really unhealthy surroundings. I think it's a moral decision that
people take. They just decide to avoid meat completely. And some people, to build on my point a little more,
go even further and become vegan. They don't agree with the idea of animals being killed for food, or for
making people's clothes, or even for dairy products. Looking at it from another point of view, other people give
up meat purely for the sake of their health. Take red meat as an example. There's a great deal of evidence to
suggest that it causes all sorts of health issues, and people in general are increasingly trying to limit how much
they eat.
Ultimately, I suppose, it's a question of health - either of the animal or of yourself.

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 READING
LEAD-IN
1 Noun: -ism -tion -ian -er -ment
Adjective: -ic -ful -less -alious -ative -ary -able

2 1 They are essentially antonyms. -ful derives from the word full meaning 'a lot of' and -less means 'without'.
For example, harmful means 'causing harm' and harmless means 'not causing harm'.
2 It is possible or it can be done. For example, treatable means it can be treated.
3 Normally to a verb. For example, treat (v) +-able, prevent (v) +-able
4 They normally refer to people, for example, doctor, technician, manager.
5 They are common verb suffixes.

3 The second sentence mimics the technique you should aim to use while skim reading. Aim to 'blank out' the
grammar words (conjunctions, prepositions, auxiliaries, determiners) and concentrate on noticing the content
words (nouns, verbs, adjectives).

4 1 paragraph C
2 paragraph F
3 paragraph A
4 paragraph D
5 paragraph B
6 paragraph E

5 1 Research suggests that there is an evolutionary reason as to why people compulsively overeat
2 it is difficult to see how... can ever be halted

3 have taken over the world [...] levels of growth that show no signs of slowing down [...] increasing body
of evidence
4 causes the heart to pump faster while transporting blood through the veins [...] immediately start
[...] Thereafter the body starts to digest the food [...] the same process lasts at least three days.

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5 While local authorities... have taken measures to combat the rise in this trend... critics argue that people
have every right to make their own decisions
6 young people [...] a child [...] their parents [...] a child [...] children

6 All of these suggestions for scanning are useful apart from the first - moving your eyes from left to right
along each line. By doing this, you are so closely copying the acts of reading for understanding or skimming
that it becomes difficult for your brain to scan the text. Reading for understanding, skimming and scanning are
all completely different skills.

7 1 dopamine - paragraphs C and E; sodium - paragraphs C and D

2 rose by 45 per cent - paragraph A
3 calorie (as in 600-calorie burger) - paragraph C

4 brain - paragraphs C and E; blood - paragraphs C-D; kidneys - paragraph D; veins - paragraph D; heart -
paragraph D

8 Paragraphs C-E talk about the effects of fast food on the body.
9 1 processed food 2 (the) brain 3 surge 4 (The) kidneys 5 the elderly 6 hunger 7 three days / 3
days

10 Paragraph E focuses on the different effects on adults and children.

11 8 maturity 9 urge 10 restraint

12 1 chasing 2 much of this expansion 3 explosion in the takeaway trade 4 increasing body of evidence
13 1 growth 2 less developed 3 dietary disaster
14 1 the world doesn't want to listen
2 taken measures to combat the rise in this trend
3 part of our innate behaviour
4 changing widespread dietary habits
5 stylish

15 1 processed food 2 outlets 3 (compulsively) overeat 4 aspirational

16 1 B 2C 3A

17 1 the gut 2 medical assistance 3 Local community 4 treatment 5 slaughter

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6 (the/infected) meat/flesh 7 systems/bodies 8 course 9 online 10 laboratory capacity 11 new tools
12 health benefits 13 (worldwide) overuse 14 crisis

WRITING
STATIC BAR CHART
Check-up 1: Use the information above to write an introduction

A. Introduction:
Answer: The given bar chart gives information about the proportion of males and females who pursued higher
education in five different countries, namely Japan, the United States, Switzerland Britain and Germany in
2001.

A. Overview
Activity 2: Look at the chart again, fill in the blanks below:
Overview:
1. males – females
2. lowest

Summary: What should be included in an overview for a chart without

trends.
1. Lowest/highest values
2. A comparison of the most significant features.

B. Body paragraph
Activity 3: Choose the correct answer:
Question: How should the body paragraphs be divided?
C. By period of time
D. By groups with similar traits
E. Both
 Answer: B

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 Summary: Body paragraphs could be divided based on the types of bar chart.
 Type 1 (With timeline): 2 ways
1. Should be divided by period of time Beginning – mid point
Mid point – End Or by groups with similar traits
Type 2 (Without timeline): 1 way
Should be divided by groups with similar traits (subjects or columns)
2.

Check-up 2: Use the information above to make an outline for the given chart

Female graduates Male graduates

Leading position: Germany Leading position: Switzerland
Followed by: the USA Followed by: Germany, The USA,
The proportion of female British and Swiss: 30% and 35% Britain (35%)
respectively Rank last: Japan
Rank last: Japan

Body 1:
Sentence 1: regard/male graduates/proportion/ men/pursuing/higher education/ highest/(45%).

With regard to male graduates, the proportion of men pursuing higher education in Switzerland was the highest
(45%).

Sentence 2: same/time/frame,/Germany/the UK/the US/shared/same/figure/35%

At the same time frame, Germany, the UK, and the US shared the same figure of 35%.

Sentence 3: proportion/males/Japan/ranked/last/30%
The proportion of males in Japan ranked last, at 30%

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Body 2:
Sentence 1: terms/female graduates,/leading position/Germany/with 45%/women/following/ higher education.

In terms of female graduates, the leading position was German with 45% of its women following higher
education.

Sentence 2: This/followed/the United States/with/percentage/40%.

This was followed by the United States with a percentage of 40%.

Sentence 3: proportion/females/higher degrees/Britain/Switzerland/30%/35%/respectively

The proportions of females with higher degrees in Britain and Switzerland were 30% and 35%, respectively

Sentence 4: one-quarter/female Japanese/followed/tertiary education

Only one-quarter of female Japanese followed tertiary education

REVIEW (L, R, S)
LISTENING
PART 1
MAN: Hello. Do you mind if I ask you some questions about your journey today? We’re doing a customer
satisfaction survey.
SOPHIE: Yes. OK. I’ve got about ten minutes before my train home leaves. I’m on a day trip.
MAN: Great. Thank you. So first of all, could you tell me your name?
SOPHIE: It’s Sophie Bird.
MAN: Thank you. And would you mind telling me what you do?
SOPHIE: I’m a journalist. (Q1)
MAN: Oh really? That must be interesting.
SOPHIE: Yes. It is.
MAN: So was the reason for your visit here today work?

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SOPHIE: Actually, it’s my day off. I came here to do some shopping. (Q2)
MAN: On right.
SOPHIE: But I do sometimes come here for work.
MAN: OK. Now I’d like to ask some questions about your journey today, if that’s OK.
SOPHIE: Yes. No problem.
MAN: Right, so can you tell me which station you’re travelling back to?
SOPHIE: Staunfirth (Q3), where I live.
MAN: Can I just check the spelling? S-T-A-U-N-F-I-R-T-H?
SOPHIE: That’s right.
MAN: And you travelled from there this morning?
SOPHIE: Yes.
MAN: OK, good. Next, can I ask what kind of ticket you bought? I assume it wasn’t a season ticket, as you
don’t travel every day.
SOPHIE: That’s right. No, I just got a normal return (Q4) ticket. I don’t have a rail card so I didn’t get any
discount. I keep meaning to get one because it’s a lot cheaper.
MAN: Yes – you’d have saved 20% on your ticket today. So you paid the full price for your ticket?
SOPHIE: I paid £23.70. (Q5)
MAN: OK. Do you think that’s good value for money?
SOPHIE: Not really. I think it’s too much for a journey that only takes 45 minutes.
MAN: Yes, that’s one of the main complaints we get. So, you didn’t buy your ticket in advance?
SOPHIE: No. I know it’s cheaper if you buy a week in advance but I didn’t know I was coming then.
MAN: I know. You can’t always plan ahead. So, did you buy it this morning?
SOPHIE: No, it was yesterday.
MAN: Right. And do you usually buy your tickets at the station?
SOPHIE: Well, I do usually but the ticket office closes early and I hate using ticket machines. I think ticket
offices should be open for longer hours. There’s always a queue for the machines and they’re often out of order.
MAN: A lot of customers are saying the same thing.
SOPHIE: So to answer your question … I got an e-ticket online. (Q6)
—————————

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MAN: OK. Thank you. Now I’d like to ask you about your satisfaction with your journey. So what would
you say you were most satisfied with today?
SOPHIE: Well, I like the wifi on the train. It’s improved a lot. It makes it easier for me to work if I want to.
MAN: That’s the first time today anyone’s mentioned that. It’s good to get some positive feedback on that.
SOPHIE: Mmm.
MAN: And, is there anything you weren’t satisfied with?
SOPHIE: Well, normally, the trains run on time and are pretty reliable but today there was a delay (Q7); the
train was about 15 minutes behind schedule.
MAN: OK. I’ll put that down. Now I’d also like to ask about the facilities at this station. You’ve probably
noticed that the whole station’s been upgraded. What are you most satisfied with?
SOPHIE: I think the best thing is that they’ve improved the amount of information (Q8) about train times etc.
that’s given to passengers – it’s much clearer – before there was only one board and I couldn’t always see it
properly – which was frustrating.
MAN: That’s good. And is there anything you’re not satisfied with?
SOPHIE: Let’s see … I think things have generally improved a lot. The trains are much more modern and I
like the new café. But one thing is that there aren’t enough places to sit down, especially on the platforms.
(Q9)
MAN: OK – so I’ll put ‘seating’ down, shall I, as the thing you’re least satisfied with?
SOPHIE: Yes, OK.
MAN: Can I ask your opinion about some of the other facilities? We’d like feedback on whether people
are satisfied, dissatisfied or neither satisfied nor dissatisfied.
SOPHIE: OK.
MAN: What about the parking (Q10) at the station?
SOPHIE: Well to be honest, I don’t really have an opinion as I never use it.
MAN: So, neither satisfied nor dissatisfied for that then.
SOPHIE: Yes, I suppose so …
MAN: OK, and what about …?

PART 2
As chair of the town council subcommittee on park facilities, I’d like to bring you up to date on some of the
changes that have been made recently to the Croft Valley Park. So if you could just take a look at the map I

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handed out, let’s begin with a general overview. So the basic arrangement of the park hasn’t changed – it still
has two gates, north and south, and a lake in the middle.
The café continues to serve an assortment of drinks and snacks and is still in the same place, looking out over
the lake and next to the old museum. (Q11)
We’re hoping to change the location of the toilets, and bring them nearer to the centre of the park as they’re
a bit out of the way at present, near the adventure playground, in the corner of your map. (Q12)
The formal gardens have been replanted and should be at their best in a month or two. They used to be
behind the old museum, but we’re now used the space near the south gate – between the park boundary
and the path that goes past the lake towards the old museum. (Q13)
We have a new outdoor gym for adults and children, which is already proving very popular. It’s by the glass
houses, just to the right of the path from the south gate. You have to look for it as it’s a bit hidden in the
trees. (Q14)
One very successful introduction has been our skateboard ramp. It’s in constant use during the evenings and
holidays. It’s near the old museum, at the end of a little path that leads off from the main path
between the lake and the museum. (Q15)
We’ve also introduced a new area for wild flowers, to attract bees and butterflies. It’s on a bend in the path
that goes round the east side of the lake, just south of the adventure playground. (Q16)
———————–
Now let me tell you a bit more about some of the changes to Croft Valley Park.
One of our most exciting developments has been the adventure playground. We were aware that we had
nowhere for children to let off steam, and decided to use our available funds to set up a completely new facility
in a large space to the north of the park. It’s open year-round, though it close early in the winter months, and
entrance is completely free (Q17/Q18). Children can choose whatever activities they want to do, irrespective
of their age, but we do ask adults not to leave them on their own there (Q17/Q18). There are plenty of seats
where parents can relax and keep an eye on their children at the same time.
Lastly, the glass houses. A huge amount of work has been done on them to repair the damage following the
disastrous fire that recently destroyed their western side (Q19/Q20). Over £80,000 was spent on replacing
the glass walls and the metal supports, as well as the plants that had been destroyed, although unfortunately the
collection of tropical palm trees has proved too expensive to replace up to now. At present the glass houses are
open from 10am to 3pm Mondays to Thursdays, and it’s hoped to extend this to the weekend soon
(Q19/Q20). We’re grateful to all those who helped us by contributing their time and money to this achievement.
The gardens have …
PART 3

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ANNIE: OK, Jack. Before we plan our presentation about refrigeration, let’s discuss what we’ve discovered
so far.
JACK: Fine, Annie. Though I have to admit I haven’t done much research yet.
ANNIE: Nor me. But I found an interesting article about icehouses. I’d been some 18th- and 19th-century ones
here in the UK, so I knew they were often built in a shady area or underground, close to lakes that might freeze
in the winter. Then blocks of ice could be cut and stored in the icehouse. But I didn’t realise that insulating
the blocks with straw or sawdust meant they didn’t melt for months (Q21). The ancient Romans had
refrigeration, too.
JACK: I didn’t know that.
ANNIE: Yes, pits were dug in the ground, and snow was imported from the mountains – even though they were
at quite a distance. The snow was stored in the pits. Ice formed at the bottom of it. Both the ice and the snow
were then sold (Q22). The ice cost more than the snow and my guess is that only the wealthy members of
society could afford it.
JACK: I wouldn’t be surprised. I also came across an article about modern domestic fridges. Several different
technologies are used, but they were too complex for me to understand.
ANNIE: You have to wonder what happens when people get rid of old ones.
JACK: You mean because the gases in them are harmful for the environment?
ANNIE: Exactly. At least these are now plenty of organisations that will recycle most of the components
safety, but of course some people just dump old fridges in the countryside. (Q23)
JACK: It’s hard to see how they can be stopped unfortunately (Q23). In the UK we get rid of three million
a year altogether!
ANNIE: That sounds a lot, especially because fridges hardly ever break down.
JACK: That’s right. In this country we keep domestic fridges for 11 years on average, and a lot last for 20 or
more. So if you divide the cost by the number of years you can use a fridge, they’re not expensive,
compared with some household appliances. (Q24)
ANNIE: True. I suppose manufactures encourage people to spend more by making them different colours
and designs. I’m sure when my parents bought their first fridge they had hardly any choice!
JACK: Yes, there’s been quite a change.
———————–
JACK: Right, let’s make a list of topics to cover in our presentation, and decide who’s going to do more
research on them. Then later, we can get together and plan the next step.

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ANNIE: OK. How about starting with how useful refrigeration is, and the range of goods that are
refrigerated (Q25) nowadays? Because of course it’s not just food and drinks.
JACK: No, I suppose flowers and medicines are refrigerated, too.
ANNIE: And computers. I could do that (Q26), unless you particularly want to.
JACK: No, that’s fine by me. What about the effects of refrigeration on people’s health (Q26)? After all,
some of the chemicals used in the 19th century were pretty harmful, but there have been lots of benefits too, like
always have access to fresh food. Do you fancy dealing with that?
ANNIE: I’m no terribly keen, to be honest.
JACK: Nor me. My mind just goes blank when I read anything about chemicals.
ANNIE: Oh, all right then, I’ll do you a favour (Q27). But you own me, Jack.
What about the effects on food producers, like farmers in poorer countries being able to export their produce
to developed countries? Something for you, maybe?
JACK: I don’t mind. It should be quite interesting.
ANNIE: I think we should also look at how refrigeration has helped whole cities (Q28) – like Las Vegas,
which couldn’t exist without refrigeration because it’s in the middle of a desert.
JACK: Right. I had a quick look at an economics book in the library that’s got a chapter about this sort
of thing. I could give you the title, if you want to do this section.
ANNIE: Not particularly, to be honest. I find economics books pretty heavy going, as a rule.
JACK: OK, leave it to me, then.
ANNIE: Thanks. Then there’s transport, and the difference that refrigerated trucks (Q29) have made. I
wouldn’t mind having a go at that.
JACK: Don’t forget trains, too. I read something about milk and butter being transported in refrigerated
railroad cars in the USA, right back in the 1840s.
ANNIE: I hadn’t thought of trains. Thanks.
JACK: Shall we have a separate section on domestic fridges (Q30)? After all, they’re something everyone’s
familiar with.
ANNIE: What about splitting it into two? You could investigate 19th- and 20th-century fridges, and I’ll
concentrate on what’s available these days, and how manufacturers differentiate their products from those of
their competitors.
JACK: OK, that’d suit me.
PART 4

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Hi everyone, in this session I’ll be presenting my research about the social history of Britain during the
Industrial Revolution. I particularly looked at how ordinary lives were affected by changes that happened at that
time. This was a time that saw the beginning of a new phenomenon; consumerism – where buying and selling
goods became a major part of ordinary people’s lives.
In fact, it was in the 19th century that the quantity and quality of people’s possessions was used as an indication
of the wealth (Q31) of the country. Before this, the vast majority of people had very few possessions, but all
that was changed by the Industrial Revolution. This was the era from the mid-18th to the late 19th century,
when improvements in how goods were made as well as in technology (Q32) triggered massive social changes
that transformed life for just about everybody in several key areas.
First let’s look at manufacturing. When it comes to manufacturing, we tend to think of the Industrial Revolution
in images of steam engines and coal. And it’s true that the Industrial Revolution couldn’t have taken place at all
if it weren’t for these new sources of power (Q33). They marked an important shift away from the traditional
watermills and windmills that had dominated before this. The most advanced industry for much of the 19th
century was textiles (Q34). This meant that fashionable fabrics, and lace and ribbons were made available to
everyone.
Before the Industrial Revolution, most people made goods to sell in small workshops, often in their own homes.
But enormous new machines (Q35) were now being created that could produce the goods faster and on a larger
scale, and these required a lot more space. So large factories were built, replacing the workshops, and forcing
workers to travel to work. In fact, large numbers of people migrated from villages into towns as a result.
———————–
As well as manufacturing, there were new technologies in transport, contributing to the growth of consumerism.
The horse-drawn stagecoaches and carts of the 18th century, which carried very few people and good, and
travelled slowly along poorly surfaced roads, were gradually replaced by the numerous canals that were
constructed. These were particularly important for the transportation of goods. The canals gradually fell out of
use, though, as railways were developed, becoming the main way of moving goods and people from one end of
the country to the other. And the goods they moved weren’t just coal, iron, clothes, and so on – significantly,
they included newspapers (Q36), which meant that thousands of people were not only more knowledgeable
about what was going on in the country, but could also read about what was available in the shops. And that
encouraged them to buy more. so faster forms of transport resulted in distribution becoming far more efficient –
goods could now be sold all over the country, instead of just in the local (Q37) market.
The third main area that saw changes that contributed to consumerism was retailing. The number and quality of
shops grew rapidly, and in particular, small shops suffered as customers flocked to the growing number of
department stores – a form of retailing that was new in the 19th century. The entrepreneurs who opened these
found new ways to stock them with goods, and to attract customers: for instance, improved lighting (Q38)
inside greatly increased the visibility of the goods for sale. Another development that made goods more visible
from outside resulted from the use of plate glass, which made it possible for windows (Q39) to be much larger

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than previously. New ways of promoting goods were introduced, too. Previously, the focus had been on
informing potential customers about the availability of goods; now there was an explosion in advertising (Q40)
trying to persuade people to go shopping.
Flanders claims that one of the great effects of the Industrial Revolution was that it created choice. All sorts of
things that had previously been luxuries – from sugar to cutlery – became conveniences, and before long they’d
turned into necessities: life without sugar or cutlery was unimaginable. Rather like mobile phones these days!

ANSWER KEY
1 journalist 11 D 21 B 31 wealth
2 shopping 12 C 22 A 32 technology
3 Staunfirth 13 G 23 B 33 power
4 return 14 H 24 A 34 textile(s)
5 23.70 15 A 25 A 35 machines
6 online 16 E 26 A 36 newspapers
7 delay 17&18 A, D 27 B 37 local
8 information 19&20 A, C 28 B 38 lighting
9 platform(s) 29 A 39 windows
10 parking 30 C 40 Advertising

READING
1 water 14 NOT GIVEN 27 D
2 diet 15 FALSE 28 E
3 drought 16 TRUE 29 F
4 erosion 17 FALSE 30 H
5 desert 18 FALSE 31 B
6 (its/huarango / the) branches 19 TRUE 32 C
7 IN EITHER ORDER (BOTH 20 words 33 D
REQUIRED FOR ONE MARK)

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 leaves (and) 21 finger 34 B
bark 22 direction 35 YES
8 (its/huarango/the) trunk 23 commands 36 NOT GIVEN
9 NOT GIVEN 24 fires 37 NO
10 FALSE 25 technology 38 YES
11 TRUE 26 award 39 NOT GIVEN
12 FALSE 40 D
13 NOT GIVEN

EXTRA WRITING
STATIC PIE CHART
Check-up 1: Use the information above to write an introduction

A. Introduction:
Answer: The given pie charts give information about the percentages of electricity produced from three
different sources in four different countries, namely India, Sweden, Morocco, and Viet Nam from 2003 to
2008.

B. Overview:

Activity 2:
1. Nuclear power
2. Largest/small

Summary: What should be included in an overview for a chart without

trends?
1. Lowest/highest values
2. A comparison of the most significant features.

A. Body paragraph
Activity 3: Choose the correct
answer:

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Question: How should the body paragraphs be divided?

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 A. By period of time
B. By groups with similar traits
C. Both
 Answer: B
Summary: Body paragraphs could be divided based on the types of pie
chart.
 Type 1 (With timeline): 2 ways
1. Should be divided by period of
time Beginning – mid
point
Mid point – End
2. Or by groups with similar traits

Check-up 2: Use the information above to make an outline for the given chart
Morocco + Viet Nam (only fossil fuel + Hydro power) India + Sweden (plus Nuclear power)

Viet Nam: 56% of electricity: from fossil fuel India: 82% of electricity: from fossil fuel:
Morocco: 5% of electricity: from the same source (Comment: the highest figure for fossil fuel)
In both countries: the rest of electricity: from hydro Sweden: only 4% came from fossil fuel
power (44% for VN and 95% for Morocco) (Comment: the lowest figure for fossil fuel)
(Comment: the figure for hydro power in Morocco was 44% came from hydro power
the highest) (Comment: The highest figure for nuclear power)

Body 1:
Sentence 1:
Vietnam,/56%/total amount/electricity/produced/fossil fuel/while/figure/ Morocco/only 5%

In Vietnam, 56% of the total amount of electricity was produced from fossil fuels, while the figure for
Morocco was only 5%.

Sentence 2:
rest/electricity/both nations/produced/hydro power
The rest of the electricity, in both nations, was produced from hydro power.

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Sentence 3: While/44%/electricity/VietNam/came/from/source,/that/Morocco/95%,/which/highest figure/hydro
power/four countries
While 44% of electricity in Vietnam came from this source, that in Morocco was 95%, which was the highest
figure for hydro power among the four countries.

Body 2:
Sentence 1:
India,/fossil fuel/respoinsible for/82%/electricity produced,/which/highest figure/fossil fuel/four countries

In India however, fossil fuel was responsible for 82% of electricity produced, which was also the highest
figure for fossil fuel use among the four countries.

Summary: What should be included in an overview for a chart without

trends?
1. Lowest/highest values
2. A comparison of the most significant features.

A. Body paragraph
Activity 10: Choose the correct answer:
Question: How should the body paragraphs be divided?
A. By period of time
B. By groups with similar traits
C. Both
 Answer: B

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 Summary: Body paragraphs could be divided based on the types of pie chart.
 Type 1 (With timeline): 2 ways
1. Should be divided by period of time Beginning – mid point
Mid point – End Or by groups with similar traits
Type 2 (Without timeline): 1 way
2.

Should be divided by groups with similar traits (subjects or columns)

Check-up 5: Use the information above to make an outline for the given chart
Morocco + Viet Nam (only fossil fuel + Hydro power) India + Sweden (plus Nuclear power)

Viet Nam: 56% of electricity: from fossil fuel India: 82% of electricity: from fossil fuel:
Morocco: 5% of electricity: from the same source (Comment: the highest figure for fossil fuel)
In both countries: the rest of electricity: from hydro Sweden: only 4% came from fossil fuel
power (44% for VN and 95% for Morocco) (Comment: the lowest figure for fossil fuel)
(Comment: the figure for hydro power in Morocco was 44% came from hydro power
the highest) (Comment: The highest figure for nuclear power)

PRACTICE
Exercise 1: Complete the following sentences
Body 1:
Sentence 1:
Vietnam,/56%/total amount/electricity/produced/fossil fuel/while/figure/ Morocco/only 5%

In Vietnam, 56% of the total amount of electricity was produced from fossil fuels, while the figure for Morocco
was only 5%.

Sentence 2:

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rest/electricity/both nations/produced/hydro power
The rest of the electricity, in both nations, was produced from hydro power.

Sentence 3: While/44%/electricity/VietNam/came/from/source,/that/Morocco/95%,/which/highest figure/hydro

power/four countries
While 44% of electricity in Vietnam came from this source, that in Morocco was 95%, which was the highest
figure for hydro power among the four countries.

Body 2:
Sentence 1:
India,/fossil fuel/respoinsible for/82%/electricity produced,/which/highest figure/fossil fuel/four countries

In India however, fossil fuel was responsible for 82% of electricity produced, which was also the highest figure
for fossil fuel use among the four countries.
Sentence 2:
Meanwhile,/4%/electricity/produced/fossil fuel/Sweden/
Meanwhile, 4% of electricity was produced from fossil fuel in Sweden.

Sentence 3:
This/smallest figure/fossil fuel/three countries
This was the smallest figure for fossil fuel among the three countries

Sentence 4:
Finally,/hydro power/nuclear power/contributed/52%/44% respectively
Finally, hydro power and nuclear power contributed 52% and 44% respectively.

Sentence 5:
44%/highest figure/nuclear power/four countries
44% was the highest figure for nuclear power of the four countries

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Page
 UNIT 3: URBAN AND RURAL LIFE
LISTENING
LEAD-IN
1 1 into/through/across; on 2 in; of 3 between; from/via; from/via 4 to 5 opposite/across from/close to

6 at; opposite; on 7 up 8 at; behind

You cannot use above and below.

2 2 the lobby: an entrance room similar to reception

3 the drawing room: a room where guests are entertained (originally called the 'withdrawing room' where
guests used to withdraw to from the dining room after a meal)
4 the cloakroom: a room where coats, hats and other belongings can be left; it sometimes has a toilet
5 the pantry: a storeroom for food, crockery and other kitchen items
6 the cellar: an underground area, usually used for storage
7 the attic: a room or area at the top of the house, under the roof, often used for storing things
8 the ballroom: a room where balls (dances) and special events would be held
9 the servants' quarters: small rooms where the servants lived/slept
10 the conservatory: a room with direct sunlight, like an indoor greenhouse, often full of plants

31C 2B 3A

4 Sample answer
Go in the main entrance and turn right. It is right in front of you, next to the library.

5B
6 Portrait gallery
7 Spiral staircase and Exhibition Room are already labelled.
Anteroom is not correct because you 'cross this little anteroom to enter the next turret' and room B is in
the turret.

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8 C sewing room D dining room

91b 2c 3a

10 B (it was not until the 12th century that livingquarters were added.)
11 drawbridge: The castle needed to be easy to defend and have a secure entry gate and would have had
a drawbridge at the main point of entry.
turrets: the round towers at the corners
moat: vital defence, around the building, is now a dry ditch (implies it once had water)

12 C (The drawbridge is no longer standing; the moat is now a dry ditch.)

13 storerooms, tunnels, dungeons
14 A
15 1 E 2G 3A 4C 5B 6I 7A 8B 9B 10 A

SCRIPT
5
Welcome to Westchester Castle, everyone. I know some of you have come a long way today, so I hope you
will enjoy your time with us. Westchester Castle dates back to the 11th century and was home to the
Westchester family until the 19th century, when it was donated to the National Trust. We are now standing at
the main entrance. As you will have seen, the castle is rectangular-shaped, with four turrets, or towers, one at
each corner. So, as we enter, you'll see on your left the Grand Hall, whereballs were held when the family lived
here. If you walk through the Grand Hall, you can see one of the four turrets in the corner. You'll see that it's
now a gift shop, though it used to be Lord Westchester's bedroom. It has a magnificent view of the aviary,
where the birds are kept. You will have plenty of time to purchase your souvenirs there after the tour.

6&7
Now as we move out of the Grand Hall, notice this wonderful spiral staircase in front of you. It's not in use any
more due to health and safety reasons, but at one time that was the only way to get to the upper level. Now we
have a lift, situated just down the hallway. If you would like to follow me, we will move straight ahead into the
Exhibition Room. At the moment, as you can see, there's a fascinating exhibition of clothes from the 15th and
16th centuries, which you can spend some time looking at later. Now please turn to your left and cross this
little anteroom to enter the next turret, which is the portrait gallery. Here you can see portraits of all the
Westchester lords and ladies through the ages.

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8
Right, I hope you've had enough time to look at those fantastic portraits. Please follow me back into the
Exhibition space. We're going to cross this room and you'll see that this corner of the castle is almost a mirror
image of the Portrait gallery, so again we're going to go through a little anteroom into the turret. You can see
that this room has been designed to look like a room from the 14th century. All the furniture and even the
drapes and tapestries are authentic. Can you guess what this room was used for? A sitting room? No. Well,
people did sit in here, but only the ladies. This was the sewing room! It has the best light in the castle. That's
why it was used for this purpose. Next to us is the library, but we can't access it through here. We need to go
back through the Exhibition Room and out into the hallway. The library has some ancient manuscripts which
are really valuable; that's why you can only look through the door and not enter. But if you keep going, back
towards the main entrance, there's a room you can enter on your left. This was the dining room, situated next
to the kitchens, which I suppose makes sense.

9 & 10
OK, so now you've had a look around inside, I'd like to tell you a little about the architecture of the castle
building. Westchester Castle has its origins in the 11th century but it was unrecognisable as the castle we see
before us. It was not until the 12th century that living quarters were added. The castle was owned by the
Westchester family from the 13th to the 19th centuries.

11 & 12
As you probably know, the aim of a castle was to provide a secure base against attack. It needed to be easy
to defend, while preventing exposure to the attackers. It had to have thick, high walls and a secure entry gate.
Westchester, like other medieval castles, would have had a drawbridge at the main point of entry, but sadly, it
is no longer standing. The four turrets - the round towers at the corners - remain in a remarkably well-preserved
state for such an ancient castle. You can see that there used to be a moat - another vital defence against
invaders, but now all you see around the building is a dry ditch.

13
The castle would have had storerooms in the basement to store enough food for many months in case of a siege.
Unfortunately, we are no longer able to enter the basement area as it's not safe, but we know that there are
underground tunnels used for escape and for making sorties, or attacking raids, against the enemy. This castle is
unusual in that there has been no evidence found of dungeons - underground prison cells. Perhaps they never
took any prisoners!

15
You will hear a tour guide giving information about a historic house and the organisation that owns it.

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First you have some time to look at questions 1 to 6.
(pause)
Now listen carefully and answer questions 1 to 6.
As you know, Holloway Estate is one of the few surviving estates in this area that still retains many of the
farming features of the past. Let me quickly explain where you can find some of the key attractions.
If you take a look on your map, we are now standing at the foot of the steps to the Manor House. Can everyone
see it, marked with an arrow? Don't forget - this is our meeting point for when we leave. So, directly behind us
is the fountain. From here, heading left, the path takes you to a gate which leads into the famous Holloway
orchards, where for hundreds of years the estate has been growing its highly prized apples, cherries and plums.
Incidentally, if you fancy trying them, a range of delicious Holloway jams and preserves are available in the
gift shop. Speaking of which, the gift shop is to the right of the main house.
If you go through the gate, the left-hand path takes you to the apiary. that's to say, the bee hives, where
Holloway honey has been collected for more than 250 years. And yes, before anyone asks, you can also
buy Holloway honey.
If you take the right-hand path, you will come to some old farmer's cottages which have been renovated and are
rented out as holiday cottages. Please feel free to admire them from the outside, but as there may be guests
staying in them right now, please respect their privacy. From the back of the main house, crossing the car park
and just before you get to the cattle fields, you will find a row of three buildings. The middle one is the old
dairy. The dairy is actually working, producing butter and cheeses using traditional methods. Next to that, on
the left are the former cattle sheds, where the livestock was kept. Nowadays it's used as a museum, so those of
you who are keen to explore Holloway's farming past should pay it a visit. The building furthest from the
manor house is the old ice house, which is no longer in use and is due to be restored, hopefully next year.
Last but not least, you may have noticed on the way in that on either side of the main gates are two small
houses. This is a traditional feature of country houses of the period. On the right-hand side as you enter the
estate is what was known as the gatekeeper's lodge. This has now become the estate office, and the estate
manager runs the estate from there. OK, I think that just about covers everything...
Before you hear the rest of the talk you have some time to look at questions 7 to 10.
(pause)
Now listen and answer questions 7 to 10.

OK, everyone, before we begin the tour of the Manor House, I'd like to take a few minutes to tell you about the
organisation that now owns the estate, and for which I work - the National Trust. The National Trust is the
largest membership organisation in the UK with 4.24 million members. Our annual revenue is £494 million. At

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the present time, we have 5,899 paid members of staff and an additional 62,000 volunteers. That's an
approximate number because new volunteers are joining us all the time.
The Trust owns about 350 heritage properties. Many of these are large country houses that the owners donated
to us because they could no longer afford to maintain them. The Trust also owns gardens and industrial
monuments. The Trust's sources of income include membershipsubscriptions, entrance fees, donations and
revenue from the gift shops and restaurants within our properties, with much of the money raised being
invested back in the preservation of the properties themselves. And of course, this is the principal purpose of
the National Trust: the conservation and protection of historical places and spaces, with a view to making them
available to the public.
As well as owning stately homes and houses associated with famous people, the National Trust has gradually
extended its collection of art, and it also owns valuable books, clothing, furniture, ceramics and all kinds of
unusual objects.
Now if you would like to join the National Trust, I have the forms here, or you can visit our website, and join
online. You will get unlimited access to hundreds of wonderful days out across the country. Lifetime
membership costs £1,555, but most members join for a year at a time. Individual membership is currently £64
annually but it's cheaper to join with your partner or another family member as it'll be £108 for two people
living at the same address. For a family of four (two adults and two children) a year's membership costs £114.
It's a great gift for a birthday or other special event. There are lots of benefits to being a member. As well as free
parking at all our locations, you receive a National Trust handbook full of information to help you plan your
visits, and if you pay by direct debit, you'll receive a free pair of binoculars. Oh, I almost forgot, all members
receive a free copy of the National Trust magazine sent to you by post three times a year.

SPEAKING
LEAD-IN
1 1 NS 2Y 3Y 4 NS 5Y 6N 7 NS 8Y 9N 10 N

3 Suggested answer
The notes are incomplete (no mention of how his/her work makes her feel) perhaps because she has wasted time
on unnecessary words and writing words out in full. Notes should be key words only.

4 Suggested answer
Sal. Dali
Born 1904? Catalunya, Spain

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Died - 1980s?
Type: Surrealist, used symbolism e.g. Persistence of Memory- about time
Why like?
- interested in Maths, Sci like me

- unconventional, eccentric - interesting character

- later in life - sculpture / film sets-innovative
- colours
Feel? - proud

9 Advantages of mind maps: easy to add to, easy to access at a glance, can show relationships between ideas.
Possible disadvantages: notes like these don't put the points in order, so you need to make sure your talk
follows a logical order; you also need to be sure you don't omit any of the points on the card.

11 Yes, she talked about the four points in order.

what you know about the life of this person

The creative person I have chosen is Salvador Dalí. I visited the Dalí Foundation in Figueres last year, and it
made a great impression on me. He was born in Catalunya in Spain. I'm not sure of the exact year but I
think maybe around 1904 and he died in about the late 1980s, when he was in his 80s.
what kind of creative work this person does/did

He was a surrealist painter, so he used symbolism a lot. What that means is in his paintings things don't look
like what they are. One of his most famous paintings is called The Persistence of Memory and it shows watches
or clocks that are very soft, which is supposed to show that time is not as most people understand it.
why you like his/her work
He was fascinated by Maths and Science, and so am I, so that is one reason why I like him. Another reason is
that he was quite unconventional - and even eccentric in his behaviour, so that makes him an interesting
character, who was not like other people. The same is true of his art. And what's more, he didn't just stick with
painting. Later in his life he did sculpture and worked on film sets. So, to put it in a nutshell, I like the fact
that he was innovative and totally different from others. Oh, and one more thing, the colours in his work are
amazing, so they're good to hang on your walls - not the originals of course!
describe the way his/her work makes you feel

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His work makes me feel proud because he's from my country- from my region, actually, and he brought fame
to Catalunya.

12 1 d 2b 3h 4g 5f 6c 7i 8e 9a

13 I'll start by possibly I'm not 100% sure about that. Ok, so moving on As well as so
for some reason So why do I like him? Primarily because of yet Finally, I suppose
So, that's about it.

14 1 I'll start by 2 so, moving on 3 As well as 4 Primarily 5 yet 6 Finally 7 that's about it

SCRIPT
4
The creative person I have chosen is Salvador Dalí. I visited the Dalí Foundation in Figueres last year, and it
made a great impression on me. He was born in Catalunya in Spain, I'm not sure of the exact year but I think
maybe around 1904 and he died in about the late 1980s, when he was in his 80s. He was a surrealist painter, so
he used symbolism a lot. What that means is in his paintings things don't look like what they are. One of his
most famous paintings is called The Persistence of Memory and it shows watches or clo..ks that are very soft,
which is supposed to show that time is not as most people understand it. He was fascinated by Maths and
Science, and so am I, so that is one reason why I like him. Another reason is that he was quite unconventional-
and even eccentric in his behaviour, so that makes him an interesting character, who was not like other people.
The same is true of his art. And what's more, he didn't just stick with painting. Later in his life he did sculpture
and worked on film sets. So, to put it in a nutshell, I like the fact that he was innovative and totally different
from others. Oh, and one more thing, the colours in his work are amazing, so they're good to hang on your
walls
- not the originals of course! His work makes me feel proud because he's from my country - from my region,
actually, and he brought fame to Catalunya.

13 & 14
For my creative person, I'm going to talk about the British artist David Hockney. So, I'll start by saying that he
was born somewhere in the North of England, possibly Yorkshire, but I'm not 100% sure about that. "I'd say he
was born in about the 1930s as he's still alive today but he's getting on a bit. OK, so moving on to talk about his
art. He's a modern artist and he was part of the Pop Art movement. As well as a painter, he's a photographer and
printmaker, so he's pretty versatile. He paints country scenes and for some reason he used to love painting
swimming pools. So why do I like him? Primarily, it's because of the colours he uses. His paintings are so
bright and cheerful. They show real things you can recognise; yet they have a modern feel. Lots of modern art
is so abstract, you have no idea what it's supposed to be, but Hockney is different. Finally, when I see
Hockney's

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paintings, I feel happy and relaxed. I feel as if it's warm and sunny. I suppose it's that feel-good factor that
makes me like him so much. So, that's about it.

READING
LEAD-IN
2 installations-exhibitions
materials media
concepts - ideas
groundbreaking-innovative
abstract-conceptual
sculpture - figure
experiment innovate techniques-methods
cast-mould

3B
41C 2F 3A 4B 5D 6E

5 1 NG 2 T 3F

6 1 We are told Warhol was 'a sickly child' but nothing is said about Rauschenberg's health as a child.
2 His [Rauschenberg's] mother supported her son as much as she could... Like Rauschenberg, Warhol was
close to his mother.
3 Though he was missing a lot of school, he was developing his artistic skills and tastes.. . .He eventually
enrolled in the Carnegie Institute in Pittsburgh.

The words 'sickly child' might have led some students to choose True for question 1, but this refers to Warhol,
not to Rauschenberg.

71b 2c 3a

81T 2 NG 3F 4T 5 NG

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9 Sample answer: They were both innovators.
10 A 3 B4 C2 D1

11 A Wrong - The text says Like Rauschenberg, Warhol was close to his mother but it does not say that
the mothers were the most important influence on them.
B Correct
C Wrong - The text implies they didn't have family support to go to Art School.
D Wrong - The artists themselves, not their families, were pulled (gravitated) towards New York.

12 1 Correct answer D- the whole paragraph goes through Warhol's work in the 60s and uses phrases like
one of the most definitive images of the Pop Art movement and which confounded critics and helped cement
his credentials as an artist challenging the status quo.
A Wrong - This is a topic in paragraph F.

B Wrong- The only mention of Rauschenberg is very brief and refers to a similarity between them
(Like Rauschenberg, he didn't limit himself...)
C Wrong - The text says their work was equally innovative, but it makes no comparison about quality.

2 Correct answer A- Not content with subverting the conventional art forms of painting and sculpture, both
Rauschenberg and Warhol experimented beyond them.
B Wrong-Warhol dabbled in (= experimented with)... rock music but did not influence it and this is just one
example of working outside of traditional genres.
C Wrong-Warhol engaged in Performance Art, and it is suggested that Rauschenberg did too, but this is not the
main idea of paragraph E.
D Wrong - This is true, but it is not the main idea of paragraph E.

13 1 past simple 2 past perfect continuous 3 past continuous 4 past perfect simple 5 present perfect
simple (passive) 6 present perfect continuous

14 a past simple
b past continuous
c present perfect continuous
d past perfect simple
e present perfect simple

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f past perfect continuous

15 1 have been 2 married; lasted 3 have now been developing 4 has had 5 had been living and
working

16 1 F 2 T 3 NG 4 T 5 T 6 F 7 D (began with Rodin's technique of repeatedly casting the

same figure and using multiple casts to create a new piece)
8 D (the paragraph is essentially a list of innovative forms and the final sentence uses the paraphrase
pioneering forms of sculpture)
9 C (Touch, physical participation and social interaction are now common features of the experience of going
to see art.) A is contradicted by often though not necessarily in mixed media; B is contradicted by usually
exhibited in an indoor gallery space in an arrangement specified by the artist. D is not mentioned, although the
word 'time' does appear (Installations are multi-sensory experiences built for a specific time and space).

WRITING
STATIC TABLE CHART
Check-up 1: Use the information above to write an introduction

A. Introduction:
The chart shows percentages of consumer expenditure for three categories of products and services in
five countries, namely Ireland, Italy, Spain, Sweden, and Turkey in 2002.

B. Overview
Activity 2: Look at the chart again, fill in the blanks below
Highest expenditure Food/drinks and tobacco
Lowest expenditure Leisure/education

Summary: What should be included in an overview for a chart without

trends?
1. Lowest/highest values
2. A comparison of the most significant features.

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Check-up 2: Use the information below to write an overview

1. largest proportion/go on/food,drinks and tobacco

It is clear that the largest proportion of consumer spending in each country went on food, drinks and tobacco

2. leisure/education/have/lowest percentages
On the other hand, the leisure/education category has the lowest percentages in the table.

B. Body paragraph
Activity 3: Choose the correct answer:
Question: How should the body paragraphs be divided?
A. By period of time
B. By groups with similar traits
C. Both
 Answer: B
Summary: Body paragraphs could be divided based on the types of pie
chart.
 Type 1 (With timeline): 2 ways
1. Should be divided by period of
time Beginning – mid
point
Mid point – End
2. Or by groups with similar traits
 Type 2 (Without timeline): 1 way
Should be divided by groups with similar traits (subjects or columns)

Check-up 3: Use the information below to write an overview

1. largest proportion/go on/food,drinks and tobacco

It is clear that the largest proportion of consumer spending in each country went on food, drinks and tobacco

2. leisure/education/have/lowest percentages
On the other hand, the leisure/education category has the lowest percentages in the table.

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 B. Body paragraph
Activity 8: Choose the correct answer:
Question: How should the body paragraphs be divided?
A. By period of time
B. By groups with similar traits
C. Both
 Answer: B
Summary: Body paragraphs could be divided based on the types of pie chart.
 Type 1 (With timeline): 2 ways
1. Should be divided by period of time Beginning – mid point
Mid point – End Or by groups with similar traits
Type 2 (Without timeline): 1 way
2.

Should be divided by groups with similar traits (subjects or columns)

Check-up 6: Use the information above to make an outline for the given chart

Highest values Lowest values

Food/Drinks/Tobacco: Ireland (28.91%) ,Turkey (32.14%) Food/Drinks/Tobacoo: Sweden
Leisure/education: Turkey (4.35%) (15.77%)
Clothing/footwear: Italy (9%) Clothing/Footwear: Sweden (5.40%)
Leisure/education: Spain (1.98%)

Body 1: Highest values

Sentence 1: Trong cả 5 quốc gia, chi tiêu vào đồ ăn, thức uống, và thuốc lá thì cao hơn đáng kể ở Thổ Nhĩ
Kì, tài 32.14% và Ireland, tại gần 29%.
Answer: Out of the five countries, consumer spending on food, drinks and tobacco was noticeably higher in
Turkey, at 32.14%, and Ireland, at nearly 29%

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 Sentence 2: Tỉ lệ chi tiêu vào giải trí/giáo dục cũng cao nhất ở Thổ Nhĩ Kì, tại 4.35%
Answer: The proportion of spending on leisure and education was also highest in Turkey, at 4.35%

Sentence 3: Chi tiêu vào quần áo và giày dép thì cao hơn đáng kể ở Ý, tại 9%, hơn bất kì quốc gia nào
khác.
expenditure on clothing and footwear was significantly higher in Italy, at 9%, than in any of the other countries.

Body 2: Lowest values

Sentence 1: Nó có thể được trông thấy rằng Thuỵ Điển có tỉ lệ chi tiêu thấp nhất vào đồ ăn, nước uống,
thuốc lá và vào quần áo giày dép, lần lượt chỉ tại gần 16% và trên 5%.
It can be seen that Sweden had the lowest percentages of national consumer expenditure for food/drinks/tobacco
and for clothing/footwear, at nearly 16% and just over 5% respectively

Sentence 2: Tây Ban Nha có những con số cao hơn một chút cho những nhóm đối tượng này, nhưng lại có
con số thấp nhất cho giáo dục/giải trí, tại chỉ 1.98%
Spain had slightly higher figures for these categories, but the lowest figure for leisure/education, at only 1.98%.

PRACTICE
Exercise 1:

I.Introduction
The table shows data about the underground rail networks in six major cities, namely London, Paris, Tokyo,
Washington DC, Kyoto, and Los Angeles.

II. Overview
It is clear that the three oldest underground systems are larger and serve significantly more passengers than the
newer systems.

III. Body paragraph

Body 1: Older systems

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Sentence 1: London underground/oldest/system/which/opened/1863
The London underground is the oldest system, having opened in 1863

Sentence 2: It/largest system,/with/394 kilometers of route.

It is also the largest system, with 394 kilometres of route

Sentence 3: second largest/system,/in/Paris/half/size/London underground/with/199 kilometres/ route/

The second largest system, in Paris, is only about half the size of the London underground, with 199 kilometres
of route.

Sentence 4: However,/serve/more/people/per/year
However, it serves more people per year

Sentence 5:While/thirt/in terms of/size,/Tokyo system/the most/ussed/with/1927 million/ passengers/per

year
While only third in terms of size, the Tokyo system is easily the most used, with 1927 million passengers per
year.

Body 2: Newer systems

Sentence 1: Of/three/newer/networks/ Washington DC underground/most/extensive/ with 126

kilometres/route/compared/to/11 kilometres/28 kilometres/for/Kyoto/Los Angeles/ systems/ respectively
Of the three newer networks, the Washington DC underground is the most extensive, with 126 kilometres of
route, compared to only 11 kilometres and 28 kilometres for the Kyoto and Los Angeles systems respectively

Sentence 2: Los Angeles /network/newest/open/2001/while /Kyoto/network/smallest/and/serves/ 45

million/passengers/per year
The Los Angeles network is the newest, having opened in 2001, while the Kyoto network is the smallest and
serves only 45 million passengers per year.

UNIT 4: URBAN AND RURAL LIFE

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 LISTENING
LEAD-IN
2 Suggested answer

The questions suggest that the talk will feature some detailed discussion of early coins and how they are made,
and have been made, in different parts of the world. Around the middle of the talk, there appears to be a section
in which the lecturer will focus in more detail on Chinese coins.

3 1 You will need to listen out for a plural rather than a singular noun for your answer. It is likely that this
will either be a plural noun, an adjective + plural noun, or a compound plural noun.
2 The word natural suggests that the lecturer will say that these coins are made of a material that is found in
the physical world rather than one that is artificially created.
3 You will need to listen for a single material or substance of some sort. 4 As is often the case in IELTS
questions, the adverb that is used in the question is very important. This one tells you that you will probably
need to listen out for a paraphrase of most, and also that you may hear a distractor - in this case, another
quantifier.

4 Students' own answers: Sample answers

2 different metals, e.g. gold and copper, iron and silver
3 material: wood, stone, clay, metal
4 some kind of shape that looks like a well-known thing: a star, a key, a sword, a heart, an arrow head, an egg

5 Sample answers
2 Ancient Greeks mixed together gold and bronze to create their earliest examples of currency.
3 More than 2700 years ago, Chinese coins were manufactured from wood.
4 The majority of ancient Chinese coins were star-shaped.

6 1 sea shells 2 gold and silver 3 bronze 4 knife blades

7 Sample answers
5 distinguished: differed, differentiate, set apart, made distinctive round: circle-shaped, circular, disc-shaped
6 based on: derived from, inspired by
7 aspect: feature, thing, characteristic, attribute, quality kept: preserved, maintained, retained, held onto, saved

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8 primitive: simple, basic, rudimentary, early
example: version, form, instance, case,
specimen

8 5 square hole 6 (royal) gifts 7 elaborate design 8 mass production

9 1 a number or a quantifier such as much

2 a noun (phrase)
3 a noun (phrase)
4 a noun
(phrase)
5 an adjective to describe light

10 1 15 percent 2 (see-through) window 3 silver patch 4 rainbow effect 5 UV/ultra-violet

11 1 Incomplete answer: without percent 15 does not make sense.

2 Word limit: written in this way, the answer is three words long, not two.
3 Spelling mistake: silver
4 Incomplete answer: we don't know what kind of effect.
5 Word limit: UV and ultra-violet are the same thing and repetition of light exceeds word limit.

12 1 thieves 2 locking device 3 4,000 BC 4 steel springs 5 precise construction 6 brass

7 strong/steel/curved bar 8 pushed down 9 pins 10 (combination) dial(s)

SCRIPT
6
Good afternoon, everyone. Today, the next in our series of lectures on the development of currency, we are
going to focus on how and why there was such growth in ancient trade and commerce: the arrival of a physical,
portable means of payment. I'm going to give you a brief overview of what type of currency was first used, and
describe how it developed later in the form of coins.
Now, going back thousands of years, you might imagine that precious stones were the first form of currency,
but these were not found in sufficient numbers at that time. We do though have firm evidence of sea shells

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being used as a primitive form of money. They were very much valued items at the time, and were perfect for

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trade. They were taken in vast quantities along the great trade routes, and I'm sure you can imagine
how significantly they enabled these civilisations to grow as a result.
For now, let's move on to a time when we first find precious metals and minerals being used in the form of
coins. Now, there's some debate as to when and where this happened, but it seems to have taken place at some
point around the 7th century BC in and around Greece and the Middle East. In the past, archaeologists believed
that the first coins were made from pure gold, or artificial mixtures or alloys, but we can now be sure that they
were actually produced from a substance known as electrum, an alloy that occurs naturally, and is a blend of
gold and silver. Meanwhile, thousands of miles away to the east, the Chinese appear to have had the same idea
at the same time. While those in Greece and the Middle East were busy forging coins from electrum, their
contemporaries in China had the same idea of creating coins to use as currency, but with a completely different
manufacturing process. For years prior to this, the Chinese had used paper money made from white deerskin,
but now they turned to casts and moulds, into which they poured liquid bronze and left it to set, eventually
forming coins. If we were to look at examples of these coins, we would see that there was some variety in their
shape - some looked like little spades, but the vast majority resembled knife blades. There is intricate
decoration on each surface, demonstrating magnificent workmanship.

8
Moving forward from the 7th century, and 400 years later, we meet Shi Huangdi, one of the first emperors of
China. Sometime around the year 220 BC he took these early forms of currency and simplified them into more
basic coins of a circular shape with a distinctive squarehole in the middle. Its design reflected a number of
Chinese beliefs. For example, the round shape symbolised heavenly commandment, while the square
symbolised the authority of the emperor. Some historians suggest that these types of coin had been invented
hundreds of years before and that Shi Huangdi's coins were derived from ring-shaped jade discs from the Zhou
dynasty, which are believed to have been used as royal gifts for dignitaries. Whatever the case, we do know that
Shi Huangdi decreed his new coins as the only legal currency in his empire and perhaps this is the secret of their
longevity; they survived for over two thousand years. The coins themselves were fashioned of gold and bronze
and weighed around 8 grams, though this varied as time went by. Sadly, one thing these coins did not retain was
the elaborate design of earlier coins. Instead Shi Huangdi's coin was more functional and could be made in a
short space of time. In fact, it can be argued that in order to do this, Shi Huangdi created an early model of what
eventually became mass production, though of course a cruder and less efficient version of what we see today.
But an interesting thought nonetheless.

10
In your previous talks, you have looked at coins and then the rise of bank notes as the form of currency. Now
today I'd like to briefly cover the idea of bank note security. I thought that the 2017 introduction of a new £5
note in the UK would provide a great example of how banks are fighting against fake or counterfeit money.

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Now you may already know that the newer note is not as large as the previous one, 15% less to be exact, and is
made of a durable polymer, sometimes referred to as 'plastic', which will give the note a longer life and make
the note harder to copy. On the left-hand part of the note there are three security elements of particular interest:
a small portrait of the Queen,... the Elizabeth Tower, with Big Ben,... and lastly a pound sign which changes
from purple to green depending on the angle you look at it. All these are incorporated on a see-through
window.
In addition, the image of the Elizabeth Tower shows as gold coloured on the front of the note, but on the back of
the note it is silver.
Directly below this is a kind of hologram. It's a silver patch which shows either the word 'five' or the word
'pounds' depending on how you look at it.
And above the Elizabeth Tower is a similar feature, but this one shows the coronation crown in three
dimensions, and produces a rainbow effect when viewed at certain angles.
Interestingly, on the back of the note this patch shows the word 'Blenheim', but the metal foil here, that's to
say, the metal that forms the patch, is green.
Last but not least, is something you cannot see, well, at least not under normal conditions. In the top-middle
section of the note, the number 5 will appear in the white triangular shape underneath the words 'Bank of
England', but only when viewed under UV or ultra-violet light. Most bank notes these days have similar
features and...

12
You will hear part of a lecture about the history of locks. First you have some time to look at questions 1 to 10.
[pause)
Now listen carefully and answer questions 1 to 10.
Good afternoon, ladies and gentlemen, and welcome back, as we continue our lecture series on currency, from
ancient times to the modern day. For today's talk, we're going to discuss a need that emerged from an age-old,
negative side to human nature. When wealth is portable-particularly when it can be easily compressed into
thousands of individual items of coinage - it inevitably becomes more attractive to a certain group of people.
Even in ancient times, the wealthy, people of status, traders and so on, realised that, to discourage thieves, their
money would need to be either hidden or protected. And to do that, they had a choice. They could either keep
their riches safe by keeping them in temples which were guarded twenty-four hours a day, or they could find a
way to store their assets somewhere closer to home, where access was more convenient. And so the ancient
Egyptians came up with a locking device. This was a mechanism similar to what is known today as a dead bolt
that required the insertion of a key. The key operated a series of pins, and allowed a long metal bolt to be
withdrawn from its locking position, which in turn gave the owner access to their valuables. How long ago did
this happen? We're a little vague on this, but definitely at some point later than 4,000 BC. Since the Egyptians

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wanted their locks to be very strong, these locks suffered from one notable problem - their size. Some of the
bigger examples we have found are over half a metre long, and weigh around 30 kilos.
The Romans later adapted these Egyptian locks to make them more functional and available for use in regular
homes. They took the Egyptians' designs, made them smaller, and added their own inspired invention, one that
enabled them to create a more sophisticated locking system: steel springs. One negative side-effect they did
suffer from was that, by using a spring instead of a bolt, it was relatively easy for a particularly dedicated and
powerful thief to damage or remove the lock using brute force. However, the Roman locking mechanisms made
it difficult to actually force the lock open, thanks to their precise construction. For their time, it's hard not to be
impressed by such technology.
[short pause]

The examples we have talked about so far are key-based locks, but next I'd like to look at a variation on this -
the combination lock. The combination lock is the basis of many modern safes. As we will see, the combination
lock shares many features of those used by the Egyptians and Romans.
For the purposes of this explanation I'll begin by looking at a combination padlock, which is easy to grasp.

One of the most important aspects of any locking system is protecting the lock itself. In the case of the padlock,
there's a secure outer casing to protect the delicate lock mechanism inside. This casing is usually constructed
from a hard metal, such as brass. Having this strong outer casing prevents a potential thief from simply breaking
the padlock with a tool, such as a hammer.
The main moveable part of the lock, the part which opens and closes, is a strong bar, often made of reinforced
or galvanised steel. As you can see, the bar is curved, almost u-shaped, but much longer on one side. At the end
of this longer side is a metal spring, which is pushed down when the padlock is locked.
So how is a combination lock unlocked? The metal bar has four pins on it, which prevent it from being opened.
However, each of the pins can be released by moving a combination dial. These are circular and numbered
from 0-9. Move all the dials into the correct position, and the spring is released, forcing the lock to open.
Now that is a very simple combination lock. The lock of a safe, on the other hand...

SPEAKING
LEAD-IN
1 1 Students' own answers. Answers checked in exercise 2.

2 1 market research 2 product development 3 launch a new product 4 business opportunity

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5 make a profit 6 target market 7 customer satisfaction 8 time management 9 sales figures
10 close the deal 11 apply for a loan 12 file for bankruptcy

3 Suggested answers
2 the stages or steps in the process of creating a product, including design, testing, marketing
3 to release or present a new product to the public/markets
4 a situation with the potential to be beneficial for a business
5 to make more money than you spend / have spent
6 the intended customers of a product
7 how well a product meets the expectations of the people it is intended for
8 the effective and productive use of your time, particularly at work
9 figures which show how much money you make, or how many products you sell
10 to finalise a business agreement with a customer or client
11 to complete the paperwork requesting a bank to lend you money
12 When a business is no longer able to pay its costs or debts, it must do this legal process.

4le 2g 3b 4d 5h 6c 7f 8a

5 Students' own answers

6 I suspect it might be because it has become so easy to get credit from banks: credit cards, overdrafts,
whatever it is you might need. Of course, there are a number of real plus points to this - you can buy whatever
you want more quickly, and you don't have to pay the loan off until later, so I do see why it holds so much
appeal. And online banking has actually made it easier to do this without having to deal with the hassle of going
into the branch and standing in a queue for ever. There's very little you can't do through your online account.
For example, you can apply for a loan wherever you might be, and most of the time you'll be given the money.
But, for me, there's no substitute for speaking face-to-face, where a bank advisor can point you in the right
direction, as far as savings or debt is concerned. Above all else, they won't allow you to get into debt that you
can't pay back.

71N 2N 3I 4N 5I 6N 7I

8 Sample answers

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1 For me, it's a must. Too many people spend more than they can afford and go into debt as a result. They
spend their lives paying even more money on interest payments and can become trapped in debt their whole
lives.
For an increasing number of people these days, it's not a matter of life or death. After all, most people can't
afford to buy a house and so they take on a mortgage and buy their house gradually. Most people use credit
cards to buy essential things they don't have the money for at that moment, but knowing they can pay the money
back.
2 I'm not sure. It's pretty inconsequential to my life, but I know I'm in the minority. Society is obsessed with
having the latest versions of smartphones or tablets and it can be argued that buying new products is good for
the economy.
Perhaps they just think that it's an absolute necessity, and that if they don't have the most up-to-date products,
they'll be left behind. So many people depend on technology for their everyday lives and feel that having it
will improve their quality of life.
3 It's hard to say. Personally, I don't really think it matters, but the world we live in seems to be built on the
idea of accumulating wealth. Perhaps it's just human nature to want to have more than the next person.
For some people, it's absolutely essential because they or perhaps their society lacks the resources that
other societies have and, as a result, they prioritise money and wealth in order to look after themselves and
their families.

9 1 apparently, supposedly 2 clearly, undoubtedly 3 arguably, conceivably, feasibly

4 for the most part, by and large 5 as far as I'm concerned, from where I stand

10 Sample answers
2 I can understand why some people might think this. Supposedly young people are highly irresponsible
with money, and so having the ability to spend money they don't have is risky.
3 Arguably this is the case for many people, but from where I stand, people need to take responsibility for
their own debt and not blame technology.
4 By and large, having a degree in Business Studies would benefit a businessperson, but clearly it is
not absolutely necessary. Many of the most successful business people in my country don't have higher
qualifications in this subject.
5 Clearly this is a ridiculous idea. Businesses are about profits, not about human beings. Politicians may not
be perfect, but they have a far better understanding of the importance of society and community than business
people.

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6 Conceivably people would manage their finances better if they saved more and didn't get into debt. But as
far as I'm concerned, I don't think it really matters. It's an individual choice.

11 1 had to: the grammar is incorrect, as the speaker is referring to how they see the general situation in
the present, not referring to a particular time in the past.
have to/ have got to: both correct and acceptable in the Speaking test. However, have got to is a little too
informal for the Writing part of the IELTS test.
2 mustn't: incorrect. The speaker is saying that there was no obligation to be 'ultra-qualified' at that time;
mustn't is used when a speaker wants to suggest that there IS an obligation NOT to do something. Also,
mustn't refers to the present, not the past.
don't have to/didn't have to: both correct, but don't have to suggests that the speaker is again generalising,
while didn't have to is referring to the situation at the time when his/her father left school.
3 had to/would have to / needed to: all correct. Had to again refers to the particular time at which his/her
father started in business, and what the father felt he knew. Would have to has essentially the same meaning,
but the grammar is slightly different, i.e. the father said at the time, 'I will have to use my natural business
acumen to get ahead"; this then changes into reported speech as the father is quoted in the present time.
4 must: incorrect (see explanation for question 2)

should have: incorrect, as the grammar here - should + have + past participle - is used to express regret or
blame (i.e. he should have worked long hours, but he didn't). When referring to a present time, should can be
used to suggest 'I think there is an obligation to ..., e.g. "You should work long hours every day, if you want
to become successful.'
had to: correct, again this refers to a past obligation.
5 didn't have to + made is incorrect grammatically.
shouldn't have/needn't have: suggest slightly different meanings. Consider: 'He shouldn't have made such a
risky investment!' = It's his fault we have no money. Whereas 'He needn't have made such a risky investment!' =
Although it worked out OK in the end, there was no need to take such a big risk. Therefore, in this context,
shouldn't have seems to fit better.
6 didn't have to: correct; there was no obligation, need or requirement to wait long before the money returned.
mustn't have to /hadn't to: both grammatically incorrect.

12 1 strong 2 strong 3 weak 4 weak 5 weak

SCRIPT

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2&3
Examiner: What qualities would you say are needed to become a successful businessperson?

Candidate: I'm not sure there's an easy answer to that one. There's so much to being successful. For example,
you can't just come up with an idea for a new product and then sell it. You have to be sure that people will
actually want it, so it's vital to do a good deal of market research and spend time on product development, so
you can correct all the potential problems first. Then you can devise a plan to launch the product into the market
place. But I suppose, yes, some people are just naturally gifted in seeing new business opportunities, and will
always make a profit because they understand their target market - you know, the people who the product is
aimed at - because, after all, customer satisfaction is key in anything like that. Having said that, it's not just the
creative qualities that are enough; the other stuff is also necessary, like having good time management skills,
keeping a close eye on sales figures, being able to close the deal, knowing when to apply for a loan or even, if
things go badly, how to avoid having to file for bankruptcy because you owe too much money to too many
other companies.

4
Examiner: Why has online shopping become so popular with so many people?

Candidate: To be honest, I understand why people like it, but I'm not sure why it holds so much appeal. I
suppose the main reason must be that it's so easy and convenient. You can just relax at home, at work, wherever
you are, and do your shopping. Plus, there's very little you can't buy on the internet - and, above all else, once
you've paid, it quickly gets delivered to your door without having to deal with the hassle of going to a busy high
street. So there are plenty of real plus points to online shopping. But, for me, there's no substitute for heading to
the store itself and having a look at whatever it is you're thinking of buying. Also, you have the sales assistants
to talk to, and they can point you in the right direction.

6
Examiner: Why do some people have problems managing their personal finances?

Candidate: I suspect it might be because it has become so easy to get credit from banks: credit cards,
overdrafts, whatever it is you might need. Of course, there are a number of real plus points to this - you can buy
whatever you want more quickly, and you don't have to pay the loan off until later, so I do see why it holds so
much appeal. And online banking has actually made it easier to do this without having to deal with the hassle of
going into the branch and standing in a queue for ever. There's very little you can't do through your online
account. For example, you can apply for a loan wherever you might be, and most of the time you'll be given the
money. But, for me, there's no substitute for speaking face-to-face, where a bank advisor can point you in the
right direction, as far as savings or debt is concerned. Above all else, they won't allow you to get into debt that
you can't pay back.

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12
Examiner: Should school children have /hæv/lessons on financial responsibility?

Candidate: Yes, for me, it is absolutely essential. I didn't have /hæv/ lessons like these at school but I think
they would have /av/ benefitted me a great deal. For example, when I got my first credit card, I now know I
should have /av/ paid more attention to the implications of using it. I found I was spending too much, and
often forgot to make the repayments, so I got into debt very quickly. Perhaps if I'd understood them better, I
might have/av/ avoided this.

READING
LEAD-IN
1
2 A loan is an amount of money borrowed for any purpose. A mortgage is an amount of money
borrowed specifically to buy a property.
3 Regulations are the procedures or rules set by any authority or person in charge in order for an
organisation/business to function properly. Lows are instructions that are put in place by the government
and apply to everyone in the country, and regulations can be part of them.
4 There is little effective difference in meaning. Go bust is more informal and used in spoken communication
rather than written.
5 A lender provides a borrower with the money that they have asked for. In other words, a borrower receives
a loan and a lender gives a loan.
6 Savings are money that is put into a safe place so that it cannot easily be spent, and may even make some
profit in interest. Investments are money that is put into a less safe place, such as shares in a company, in
the hope that it will make a profit.

2 The answers are in the reading passage.

3 1 Their full name is given.
2 Usually just a surname is given.
3 It is in italics. Sometimes titles may appear in 'quotation marks'.
4 The exact words written appear in 'quotation marks'.

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5 1 A (Alicia Pillory) paragraph 2: The grand, misguided theory was that any repayments would have to be
made to the companies or people who now owned the mortgages, and everyone would get rich.
2 C (Charles Vane) paragraph 3: The main purpose of these organisations is to evaluate in a neutral way the
amount of risk an individual or company might face in a potential investment. [...] these credit rating
agencies were actually paid by the investment banks themselves, [...] which is actually very far from being
neutral.
3 C (Charles Vane) paragraph 3: We have to take that into consideration before isolating and criticising
the investment banks too harshly.

6 4 A (Alicia Pillory) paragraph 4: 'So many people were taken advantage of (= exploited),' writes Pillory, and
'this irresponsible lending behaviour (= careless way of working) was never made to stop, with no ultimate
consequences for the bankers, who simply became very, very rich (= got more wealthy)'.
5 B (Dr Alfred Moran) paragraph 5: 'The AAA ratings gave everyone a dishonest guarantee (= false
assurance) that the system could not collapse. Unfortunately for the world's economy (= global economy), the
insurance companies followed those ratings blindly (=accepted [those ratings) without question)."
6 A (Alicia Pillory) paragraph 4: She maintains that the authorities (government) could, and should, have put a
stop to it (= brought [the problem] to an end) earlier. Instead, 'at this point, another industry saw the potential
for profit (= a new profit-driven industry) and greedily stepped in (= became involved)".

7 It is the view of Charles Vane, who is mentioned several lines earlier in the paragraph. Although it may
appear that the opinion belongs to the writer of the passage, it is actually the case that the writer is
reporting, rather than quoting, Vane's words. The phrase 'By extension' also helps you to understand that
this is not the view of the writer, but that it follows logically from what Charles Vane said.

8 C-The global financial crisis was created by a number of groups and has had only negative effects.
1 A-incorrect. The writer only mentions debtors' prisons in the first and final paragraphs to show how attitudes
to debt have changed. However, there is no mention of them in the rest of the text, so this is not the main idea.
B-incorrect. In paragraph 6, Charles Vane compares the 'unwise' way in which people in the West save,
compared to Chinese people. This is the opinion of Charles Vane, not the writer, and it only appears in this
section, not the whole passage.
C-correct. Three (='a number of") main groups are focused on- commercial banks, investment banks, insurance
companies (and, arguably, "investors"). There are no positive effects mentioned throughout the passage.
D-incorrect. It is true that widespread attitudes to financial responsibility are heavily criticised throughout the
passage. However, the word 'worldwide' makes this the incorrect option because the writer does not suggest
that everyone has the wrong attitudes.

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9 A- incorrect. There is no comparison made between the two eras. The 19th century is mentioned but not
how they approached saving their money.
B-correct. Three differing views from three writers are brought together in a summary of the topic.

C-incorrect. The writer's tone is critical, but not just of investment banks. Also the writer is specifically
evaluating the causes of the financial crash, rather than the more abstract unhealthy concept of debt'.
D-incorrect. The writer does list some of the failing processes, such as the mishandling of the AAA credit
rating. However, the writer has chosen to include various interpretations of what brought about the crisis and in
the final paragraph says 'Whatever the root causes of this highly devastating period in our history', which tells
us that the writer is not committing to one interpretation or another.

10 The best title is D.

A- incorrect. The passage is not a historical account of debt, as it focuses on a short period of time from 2008
until the present. This is not enough time to be considered 'the modern era'. Furthermore, although there is
reference to another point in history (the 19th century), there is no description of what happened between
then and now.
B-incorrect. The passage suggests that, although the banks were very much responsible for creating the
recession, they were not alone.
C-incorrect. The text focuses on a specific disaster, not many disasters, and one which resulted from the
actions of specific groups of people working in specific industries. Finance and investment' is too broad a term
to fit.
D-correct. The writer may not state conclusively who they think is to blame, but the text presents different
perspectives about where the responsibility for the crash lies.

11 1 present 2 past 3 past 4 present 5 present 6 present

12 1 have to 2 should not have / shouldn't have 3 must be 4 ought to have got 5 are supposed to
sign in

13 1 C(paragraph 5: Furthermore, although younger people are traditionally thought to be more willing to try
any number of routes into work before deciding on an industry in which they want to develop, such an
approach to employment no longer excludes workers of a more advanced age.)
2 B (paragraph 3: 'Older people are taking opportunities away from their grandchildren. Post-education, those
new to the world of work are not able to earn any sort of living wage, nor are they getting the opportunity to
develop the 'soft skills', e.g. social intelligence, that will enable them to flourish in the job market.")

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3 B (paragraph 4: The 'zero-hours' worker ... can be instantly dismissed without any hope of recourse.
Employment laws [...] do not protect the new breed of worker from being unfairly dismissed at a
moment's notice by their manager.)
4 A (paragraph 2: This has a number of debilitating long-term effects, not least because this assurance of a
growing economy is based more in myth than fact. Thomas explains, 'Without tax income, the economy
cannot grow; if the economy stays weak, new jobs will not be created.")
5 A (paragraph 3:... created a problem for a huge number of retired workers, who are starting to find that the
sum of money they have saved for their retirement does not stretch far enough to provide the financial security
that they had expected.[...] there has been a widespread return of these workers to the job market)
6 A (paragraph 5: Thomas agrees: 'Most of today's self-starters believe that the job market offers a vast array
of potential opportunities from which they can learn and gain experience. Whether they have a wide range of
existing experience, or none at all, is irrelevant to them.")
7 C (paragraph 5: A 2015 study by William Haroldson, How the Market Adjusts to Opportunity, advocated a
definition of a new type of multi-skilled worker: the model employee who not only refuses to age, but also
does not want to work in the same office every day, or even to be an employee in the first place. In such a
progressive, forward-looking environment...)
8 C The Changing Face of Working Life

A is incorrect because the conflict between younger and older people looking for the same work is used as an
example to support Lawrence's point that younger people are becoming worse off because of older people's
return to the workplace. Furthermore, in paragraph 5 the writer quotes Haroldson, who actively encourages
cooperation between young and old.
B is incorrect because, although modern workers' adaptability is praised, it is also suggested that exploitation in
the workplace is widespread, and even the most adaptable could suffer.

D is incorrect because, if anything, the passage discusses the type of qualities that today's workforce needs,
rather than wants.

WRITING
MAPS
IN CLASS

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Activity 3: Read the following sample and fill in the blanks
What is included in IELTS Task 1: Map?
1. Position - Direction
2. Report main features (objects, positions,...)
3. Make comparisons
STRUCTURE
1. Introduction: 1 sentence
Paraphrase the question
1. Overview: 2 sentences
Overview
1. Body paragraphs: 3-4 sentences
Report & Compare
1. Conclusion: No needed
Activity 4: Fill in the blanks
A.

B.
NOUN ADJ

North Northern

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East Eastern

South Southern

West Western

North East North Eastern

South East South Eastern

North West North Western

South West South Western

C.
1. to the west/left
2. to the east/right
3. to the south-west
4. to the north-east
5. in the east/on the left-hand side
6. in the south-east / on the bottom right-hand corner
7. in the south/at the bottom

Summary
Top left-hand corner Top Top right-hand corner

Left-hand side Middle/Centre Right-hand side

Bottom left-hand corner Bottom Bottom right-hand corner

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The difference between ‘to’ and ‘in/on/at’:
“B is to the west/left of A”: B is not a part of A.
“B is in the south-west/on the bottom right-hand corner of A”: B is a part of A.

Activity 5:

A. Introduction:

show -> depict

the changes -> the development
called -> named
between 2009 and 2014 -> from 2009 to 2014
=> The maps depict the development of a town named Darwin from 2009 to 2014.

B. Overview
Question: What should be included in an overview for a map?
Biggest changes

Activity 6: Fill in the blanks below and write an overview for the given map

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industrial area -> residential, recreational and academic amenities
town’s infrastructure: renovated: addition of harbor and more footpaths

Check-up 1: Use the information above to write an overview

The initial impression from the maps is that the town showed the complete obliteration of the industrial area to
make room for more residential, recreational and academic amenities. In addition, the town’s infrastructure was
also renovated with the addition of a harbor and more footpaths.

C. Body paragraph
Activity 7: Make an outline for the map below

Body 1:
industrial area -> trees
harbor and footpath
residential buildings and university building

Body 2:
industrial area -> swimming pool
school
convention center: remained
main road
swimming pool

Check-up 2: Use the information above to write the FIRST body paragraph
In 2009, on the vast grassland stretching from the center to the southern part of the town was sited an industrial
area. Over the next 5 years, this industrial zone became non-existent, and was replaced by trees. To the
southeast of the town, a new harbor was erected, and an additional footpath was established, leading from the
harbor to the main road in the west of the town. This new footpath further divided the southern zone of the town
into two distinct areas, the upper part of which had some new residential buildings and a new university one.

PRACTICE
Based on the given words, finish the sentences belowIntroduction

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 The diagrams illustrate the existing plan of a university’s sports centre and and the proposed plan following
the building.

I. Overview
Overall, this sports centre is likely to undergo some significant changes. The most striking changes are
the development of the two outdoor courts and the addition of various sports facilities.

II. Body paragraph

Body 1: Map 1
Sentence 1: At present, this centre has a large building in the middle and two outdoor courts to the west
and east.

Sentence 2: Inside the building, there is a reception facing the main entrance, a 25-metre swimming pool
behind the reception and a gym at the back.

Sentence 3: People can access the seating area by the door on the right of the reception desk, while the door
on the left leads to the changing room.

Body 2: Map 2
Sentence 1:
According to the second map, the two outdoor courts will be merged with the main building.

Sentence 2:
On the original site of the western outdoor courts, a large leisure pool will be constructed, while a big sports hall
and two studios for dancing will be built on the site of the other outdoor courts.
Sentence 3:
There will also be two additional changing rooms, a new café and a sports shop on on either side of the main
entrance.

Sentence 4:
The gym is planned to double in size, while the remaining features will stay unchanged.

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 REVIEW (L, R, S)
LISTENING
SECTION 1
MARTHA: Hi Alex. It’s Martha Clines here. James White gave me your number. I hope you don’t mind me
calling you.
ALEX: Of course not. How are you, Martha?
MARTHA: Good thanks. I’m ringing because I need a bit of advice.
ALEX: Oh yeah. What about?
MARTHA: The training you did at JPNW a few years ago. I’m applying for the same thing.
ALEX: Oh right. Yes, I did mine in 2014 (Example). Best thing I ever did. I’m still working there.
MARTHA: Really? What are you doing?
ALEX: Well, now I work in the customer services department but I did my initial training in Finance (Q1). I
stayed there for the first two years and then moved to where I am now.
MARTHA: That’s the same department I’m applying for. Did you enjoy it?
ALEX: I was pretty nervous to begin with. I didn’t do well in my exams at school and I was really worried
because I failed Maths (Q2). But it didn’t actually matter because I did lots of courses on the job.
MARTHA: Did you get a diploma at the end of your trainee period? I’m hoping to do the one in business
skills.
ALEX: Yes. That sounds good. I took the one on IT skills but I wish I’d done that one instead. (Q3)
MARTHA: OK, that’s good to know. What about the other trainees? How did you get on with them?
ALEX: There were about 20 of us who started at the same time and we were all around the same age – I was 18
and there was only one person younger than me, how was 17 (Q4). The rest were between 18 and 20. I made
some good friends.
MARTHA: I’ve heard lots of good things about the training at JPNW. It seems like there are a lot
of opportunities there.
ALEX: Yeah, definitely. Because of its size you can work in loads of different areas within the organisation.
MARTHA: What about pay? I know you get a lower minimum wage than regular employees.
ALEX: That’s right – which isn’t great. Buy you get the same number of days’ holiday as everyone else
(Q5). And the pay goes up massively if they offer you a job at the end of the training period.

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MARTHA: Yeah, but I’m not doing it for the money – it’s the experience I think will be really useful.
Everyone says by the end of the year you gain so much confidence.
ALEX: You’re right. That’s the most useful part about it. There’s a lot of variety too. You’re given lots of
different things to do. I enjoyed it all – I didn’t even mind the studying.
MARTHA: Do you have to spend any time in college?
ALEX: Yes, one day each month (Q6). So you get lots of support from both your tutor and your manager.
MARTHA: That’s good. And the company is easy to get to, isn’t it?
ALEX: Yes, it’s very close to the train station so the location’s a real advantage. (Q7)
——————————————
ALEX: Have you got a date for your interview yet?
MARTHA: Yes, it’s on the 23rd of this month.
ALEX: So long as you’re well prepared there’s nothing to worry about. Everyone’s very friendly.
MARTHA: I am not sure what I should wear. What do you think?
ALEX: Nothing too casual – like jeans (Q8), for example. If you’ve got a nice jacket, wear that with a skirt or
trousers.
MARTHA: OK. Thanks. Any other tips?
ALEX: Erm, well I know it’s really obvious but arrive in plenty of time (Q9). They hate people who are late.
So make sure you know exactly where you have to get to. And one other useful piece of advice my manager
told me before I had the interview for this job – is to smile (Q10). Even if you feel terrified. It makes people
respond better to you.
MARTHA: I’ll have to practise doing that in the mirror!
ALEX: Yeah – well, good luck. Let me know if you need any more information.
MARTHA: Thanks very much.
SECTION 2
Hi everyone, welcome to the Snow Centre. My name’s Annie. I hope you enjoyed the bus trip from the airport –
we’ve certainly got plenty of snow today! Well, you’ve come to New Zealand’s premier snow and ski centre,
and we’ve a whole load of activities for you during your week here.
Most visitors come here for the cross-country skiing, where you’re on fairly flat ground for most of the time,
rather than going down steep mountainsides. There are marked trails, but you can also leave these and go
off on your own and that’s an experience not to be missed (Q11). You can go at your own speed – it’s great

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aerobic exercise if you really push yourself, or if you prefer you can just glide gently along and enjoy
the beautiful scenery.
This afternoon, you’ll be going on a dog-sled trip. You may have seen our dogs on TV recently racing in the
winter sled festival. If you want, you can have your own team for the afternoon and learn how to drive
them (Q12), following behind our leader on the trail. Or if you’d prefer, you can just sit back in the sled and
enjoy the ride as a passenger.
At the weekend, we have the team relay event, and you’re all welcome to join in. We have a local school
coming along, and a lot of the teachers are taking part too. Participation rather than winning is the main
focus, and there’s a medal for everyone who takes part (Q13). Participants are in teams of two to four, and
each team must complete four laps of the course.
For your final expedition, you’ll head off to Mount Frenner wearing a pair of special snow shoes which allow
you to walk on top of the snow. This is an area where miners once searched for gold, though there are very few
traces of their work left now. When the snow melts in summer, the mountain slopes are carpeted in flowers and
plants. It’s a long ascent, though not too steep, and walkers generally take a couple of days to get to the
summit (Q14) and return.
You’ll spend the night in our hut half-way up the mountain. That’s included in your package for the stay. It’s
got cooking facilities, firewood and water for drinking (Q15). For washing, we recommend you use melted
snow, though, to conserve supplies. We can take your luggage up on our snowmobile for you for just ten dollars
a person. The hut has cooking facilities so you can make a hot meal in the evening and morning, but you need to
take your own food.
The weather on Mount Frenner can be very stormy. In that case, stay in the hut – generally the storms don’t
last long (Q16). Don’t stress about getting back here to the centre in time to catch the airport bus – they’ll
probably not be running anyway. We do have an emergency locator beacon in the hut but only use that if it’s
real emergency, like if someone’s ill or injured.
—————–
Now, let me tell you something about the different ski trails you can follow during your stay here.
Highland Trail’s directly accessible from where we are now. This trail’s been designed to give first-timers an
experience they’ll enjoy regardless of their age or skill, but it’s also ideal for experts to practise their
technique (Q17).
Then there’s Pine Trail … if you’re nervous about skiing, leave this one to the experts! You follow a steep
valley looking right down on the river below – scary! But if you’ve fully mastered the techniques needed for
hills, it’s great fun (Q18).

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Stony Trail’s a good choice once you’ve got a general idea of the basics. There are one or two tricky
sections, but nothing too challenging. There’s a shelter half-way where you can sit and take a break and
enjoy the afternoon sunshine. (Q19)
And finally, Loser’s Trail. This starts off following a gentle river valley but the last part is quite exposed so the
snow conditions can be challenging – if it’s snowing or windy, check with us before you set out to make sure
the trail’s open that day. (Q20)
Right, so now if you’d like to follow me, we’ll get started …
SECTION 3
JACK: I’ve still got loads to do for our report on nutritional food labels.
ALICE: Me too. What did you learn from doing the project about your own shopping habits?
JACK: Well, I’ve always had to check labels for traces of peanuts in everything I eat because of my allergy.
But beyond that I’ve never really been concerned enough to check how healthy a product is. (Q21)
ALICE: This project has actually taught me to read the labels much more carefully. I tended to believe claims
on packaging like ‘low in fat’. But I now realise that the ‘healthy’ yoghurt I’ve bought for years is full of
sugar and that it’s actually quite high in calories. (Q22)
JACK: Ready meals are the worst … comparing the labels on supermarket pizzas was a real eye-opener. Did
you have any idea how many calories they contain? I was amazed.
ALICE: Yes, because unless you read the label really carefully, you wouldn’t know that the nutritional
values given are for half a pizza. (Q23)
JACK: When most people eat the whole pizza. Not exactly transparent is it?
ALICE: Not at all. But I expect it won’t stop you from buying pizza?
JACK: Probably not, no! I thought comparing the different labelling systems used by food manufactures
was interesting. I think the kind of labelling system used makes a big difference.
ALICE: Which one did you prefer?
JACK: I liked the traditional daily value system best – the one which tells you what proportion of your
required daily intake of each ingredient the product contains. I’m not sure it’s the easiest for people to use
but at least you get the full story (Q24). I like to know all the ingredients in a product – not just how much fat,
salt and sugar they contain.
ALICE: But it’s good supermarkets have been making an effort to provide reliable information for customers.
JACK: Yes. There just needs to be more consistency between labelling systems used by different supermarkets,
in terms of portion sizes, etc.

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ALICE: Mmm. The labels on the different brands of chicken flavour crisps were quite revealing too, weren’t
they?
JACK: Yeah. I don’t understand how they can get away with calling them chicken flavour when they
only contain artificial additives. (Q25)
ALICE: I know. I’d at least have expected them to contain a small percentage of real chicken.
JACK: Absolutely.
ALICE: I think having nutritional food labeling has been a good idea, don’t you? I think it will change people’s
behaviour and stop mothers, in particular, buying the wrong things.
JACK: But didn’t that study kind of prove the opposite? People didn’t necessarily stop buying unhealthy
products.
ALICE: They only said that might be the case. Those findings weren’t that conclusive (Q26) and it was
quite a small-scale study. I think more research has to be done.
JACK: Yes, I think you’re probably right.
——————–
JACK: What do you think of the traffic-light system?
ALICE: I think supermarkets like the idea of having a colour-coded system – red, orange or green – for levels
of fat, sugar and salt in a product.
JACK: Buy it’s not been adopted universally (Q27&28). And not on all products. Why do you suppose that
is?
ALICE: Pressure from the food manufacturers. Hardly surprising that some of them are opposed to flagging
up how unhealthy their products are.
JACK: I’d have thought it would have been compulsory. It seems ridiculous it isn’t.
ALICE: I know. And what I couldn’t get over is the fact that it was brought in without enough
consultation – a lot of experts had deep reservations about it.
JACK: That is a bit weird. I suppose there’s an argument for doing the research now when consumers are
familiar with this system.
ALICE: Yeah, maybe.
JACK: The participants in the survey were quite positive about the traffic-light system.
ALICE: Mmm. But I don’t think they targeted the right people. They should have focused on people with low
literacy levels because these labels are designed to be accessible to them.

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JACK: Yeah. But it’s good to get feedback from all socio-economic groups (Q29&30). And there wasn’t
much variation in their responses.
ALICE: No. But if they hadn’t interviewed participants face-to-face, they could have used a much bigger
sample size. I wonder why they chose that method?
JACK: Dunno. How were they selected? Did they volunteer or were they approached?
ALICE: I think they volunteered. The thing that wasn’t stated was how often they bought packaged food – all
we know is how frequently they used the supermarket.
SECTION 4
In my presentation, I’m going to talk about coffee, and its importance both in economic and social terms. We
think it was first drunk in the Arab world, but there’s hardly any documentary evidence of it before the 1500s,
although of course that doesn’t mean that people didn’t know about it before then.
However, there is evidence that coffee was originally gathered from bushes growing wild in Ethiopia, in the
northeast of Africa. In the early sixteenth century, it was being bought by traders, and gradually its use as a
drink spread throughout the Middle East. It’s also known that in 1522, in the Turkish city of Constantinople,
which was the centre of the Ottoman Empire, the court physician approved its use as a medicine.
By the mid-1500s, coffee bushes were being cultivated in the Yemen and for the next hundred years this region
produced most of the coffee drunk in Africa and the Arab world. What’s particularly interesting about coffee is
its effect on social life. It was rarely drunk at home, but instead people went to coffee houses to drink it. These
people, usually men, would meet to drink coffee and chat about issues of the day. But at the time, this chance to
share ideas and opinions was seen as something that was potentially dangerous, and in 1623 the ruler of
Constantinople demanded the destruction of all the coffee houses in the city (Q31), although after his death
many new ones opened, and coffee consumption continued. In the seventeenth century, coffee drinking spread
to Europe, and here too coffee shops became places where ordinary people, nearly always men, could meet
to exchange ideas. Because of this, some people said that these places performed a similar function to
universities (Q32). The opportunity they provided for people to meet together outside their own homes and to
discuss the topics of the day had an enormous impact on social life, and many social movements and political
developments had their origins in coffee house discussions. (Q33)
——————–
In the late 1600s, the Yemeni monopoly on coffee production broke down and coffee production started to
spread around the world, helped by European colonization. Europeans set up coffee plantations in Indonesia and
the Caribbean and production of coffee in the colonies skyrocketed. Different types of coffee were produced in
different areas, and it’s interesting that the names given to these different types, like Mocha or Java coffee,
were often taken from the port they were shipped to Europe from (Q34). But if you look at the labour
system in the different colonies, there were some significant differences.

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In Brazil and the various Caribbean colonies, coffee was grown in huge plantations and the workers
there were almost all slaves (Q35). But this wasn’t the same in all colonies; for example in Java, which had
been colonized by the Dutch, the peasants grew coffee and passed a proportion of this on to the Dutch, so
it was used as a means of taxation (Q36). But whatever system was used, under the European powers of the
eighteenth century, coffee production was very closely linked to colonisation. Coffee was grown in ever-
increasing quantities to satisfy the growing demand from Europe, and it became nearly as important as
sugar production (Q37), which was grown under very similar conditions. However, coffee prices were not yet
low enough for people to drink it regularly at home, so most coffee consumption still took place in public coffee
houses and it still remained something of a luxury item. In Britain, however, a new drink was introduced from
China, and started to become popular, gradually taking over from coffee, although at first it was so expensive
that only the upper classes could afford it. This was tea, and by the late 1700s it was being widely drunk.
However, when the USA gained independence from Britain in 1766, they identified this drink with
Britain, and coffee remained the preferred drink in the USA (Q38), as it still is today.
So, by the early nineteenth century, coffee was already being widely produced and consumed. But during this
century, production boomed and coffee prices started to fall. This was partly because new types of
transportation had been developed which were cheaper and more efficient (Q39). So now, working people
could afford to buy coffee – it wasn’t just a drink for the middle classes. And this was at a time when large parts
of Europe were starting to work in industries. And sometimes this meant their work didn’t stop when it got
dark; they might have to continue throughout the night (Q40). So, the use of coffee as a stimulant became
important – it wasn’t just a drink people drank in the morning, for breakfast.
There were also changes in cultivation …

ANSWER KEY

1 Finance 11 A 21 A 31 destruction
2 Maths / Math / Mathematics 12 B 22 A 32 universities / university
3 business 13 A 23 C 33 political
4 17 / seventeen 14 C 24 C 34 port (s)
5 holiday(s) / vacation (s) 15 A 25 B 35 slaves / slavery
6 college 16 B 26 A 36 taxation
7 location 17 B 27&28 B, C 37 sugar
8 jeans 18 D 29&30 D, E 38 tea
9 late 19 A 39 transportation
10 smile 20 E 40 night

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 READING
1 FALSE 14 minerals 27 D
2 FALSE 15 carbon 28 A
3 TRUE 16 water 29 B
4 TRUE 17 agriculture 30 F
5 FALSE 18 C 31 B
6 TRUE 19 E 32 G
7 NOT GIVEN 20 A 33 E
8 TRUE 21 D 34 A
9 wool 22 E 35 YES
10 navigator 23 C 36 NOT GIVEN
11 gale 24 F 37 NO
12 training 25 G 38 NOT GIVEN
13 fire 26 F 39 YES
40 NO

EXTRA WRITING
PROCESS
IN CLASS
Activity 3: Read the following sample and fill in the blanks
What is included in IELTS Task 1: Process?
1. Steps/Stages
2. main features (steps)
3. Transitional Languages
STRUCTURE:
1. Introduction: 1
sentence Paraphrase the
question

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2. Overview: 2
sentences Overview
3. Body paragraphs: 3-4 sentences
Report & Compare
4. Conclusion: No needed

Activity 4: Complete the sentences using the given words

1. The cacao tree is grown in South America, Africa and Indonesia and the pods are ripe for harvest
when they turn red.
2. The pods are then split open and the white cocoa beans are fermented under leaves before being left
in the sun to dry.
3. Subsequently, they are placed in large sacks and sent by either train or truck to factories for further
preparations.
4. In the factory, the beans are roasted at 350 °C prior to being crushed in a grinder so that the outer
shell can be separated out.
5. The final step involves taking the inner part of the bean from the last step and pressing it into liquid
chocolate.

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 Summary

1. Passive voice: Sth + is + PII (man-made)

Subsequently, they are placed in large sacks …

2. omitted relative pronouns: being PII:

The pods are then split open and the white cocoa beans are fermented under leaves before being left in the sun
to dry

3. Gerund: Ving

The process begins with crushing the stones into powder.

4. V-er:

Mix -> mixer: something is put through a machine called a mixer.

crush => crusher

grind -> grinder

5. Something is used to V: a mixer is used to mix the ingredients/ a truck is used to deliver the product.

6. The role of N is to: the role of a mixer is to mix the ingredients/ the role of a truck is to deliver
the product

Activity 5:
A. Introduction:
The diagram -> The given process
shows -> details
the manufacturing process for making sugar from sugar cane -> how sugar is manufactured from sugar canes

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=> Introduction:
The given process details how sugar is manufactured from sugar canes
B. Overview
Question: How many main stages in this process? Start with? Finish with?
four main stages, start with growing sugar cane, finish with drying and cooling

Useful structures
There are …….. main ………/ ………… in ...
The ...... involves ... main steps/ stages …………………/…………….. with ... and finishing with
…

Check-up 1: Use the information and structure above to write an overview

Overview:
Overall, the production of sugar involves 7 stages, starting with growing sugar cane in farms, finish with
drying and cooling syrup to form sugar

C. Body paragraph

Useful structures
The first/second/last step is V_ing the N
The N + be + V3 + in sth/ by sth/ with sth/ to
V

Describing
orders Then...
This results in...
... (S+V), before... (S+V)
This results from...
After (S+V) …, (S+V) ...

Activity 6: Make an outline for the process

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 Body 1:
sugar canes are grown for 1 year - 18 months -> harvested
sugar canes stalks are crushed -> formation of sugar cane juice

Body 2:
juice is purified
juice is heated -> become a syrup due to vaporization of water
syrup is poured into centrifuge -> separate sugar crystals
sugar is produced by drying and cooling

Check-up 2: Use the information above to write the FIRST body paragraph
In the first step, the sugar canes are grown in farmland for about a year to 18 months and then the mature
plant is harvested either manually or with the help of agricultural machinery. After that, the sugar cane stalks
are crushed in a grinder, resulting into formation of sugar cane juice.

PRACTICE
Exercise 1: Based on the given words, finish the sentences below
I.Introduction
The diagram shows the step-by-step process of how plastic bottles are being recycled.

II. Overview
Overall, there are a series of processes from collecting, sorting, and crushing before it will be converted to raw
material.

III. Body paragraph

Body 1:
Sentence 1: A truck will pick up the bin containing recycled plastic bottles and this will go directly to the
recycling center for sorting.
Sentence 2: The bottles will be inspected by hand, some bottles will be discarded while the bottles that were
checked will be compressed into blocks.

Sentence 3: A machine will crush the plastic blocks into smaller pieces ready to be bath-washed.

Sentence 4: Once the bathing process is finished it will go to a machine to make the crushed plastic into plastic
pellets ready to be heated to form raw material.

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Body 2:
Sentence 1: The raw material will be stacked and ready to be used to produce end products such as bottles, food
containers, clothing, bags, and pens.
Sentence 2: The cycle repeats once the consumers dispose of the plastic products.

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 UNIT 5: URBAN AND RURAL LIFE
LISTENING
LEAD-IN
1 a on b end c season d from e in f between, in g on h era i recent

2 1 g-since the ninth century

AD 2 b-in the mid-twentieth
century 3 d-between 1642 and
1649
4 in the last 200 years
5 a-during the 1070s
6 f-from 1914 to
1918
7 e-after the restoration of the monarchy
8 c-during the Victorian era
9 h - in the first decade of the twenty-first century

3 A home-residence; king or queen - royalty

B arms-weapons
C place of worship-church
D destination-attraction; sightseers - tourists
E currency - money; manufactured-made

4C
5 Suggested answers
B controlled-ran, managed
C enemies - opponents; lost their lives- died, were killed
D zoo - wild animals; six centuries- six hundred years

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E got back - regained, recovered, recaptured

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6 C, D
7 A, E
8 1 sub-standar d 2 dazzling 3 phenomenal 4 My favourite part was 5 frightening 6 apprehensive

7 famous 8 challenging

91B 2C 3A 4B 5A

10 C, D
11 Possible paraphrases
A display - exhibition; clothes - costumes, outfits
B artists-painters; buried - in tombs
C updates-renews, changes; exhibits-displays, objects; from time to time-occasionally, regularly
D lived up to its reputation - was as good as you hoped/expected it would be
E queues lines, standing in line
F flower displays - floral exhibits

G hosted royal weddings-been the venue for royal weddings, royal weddings took place there, royalty
was married there

12 1 C 2A 3G 4E 5D

13 1 C 2E 3B 4D 5G 6/7 B, D

SCRIPT
2
1 The monarchy has existed in England since the ninth century AD.
2 Elizabeth II became Queen of England in the mid-twentieth century.
3 There was a Civil War in England between 1642 and 1649.
4 The Tower of London has had many functions in the last 200 years.
5 The Tower of London was built by William the Conqueror during the 1070s.

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6 The First World War lasted from 1914 to 1918.
7 King Charles II gained control of the Tower of London after the restoration of the monarchy.
8 The Tower of London became a tourist destination during the Victorian era.
9 The number of visitors to the Tower of London rose to 2 million per year in the first decade of the twenty-first
century.

4
Welcome to the Tower of London. Before the tour starts, I would like to give you some background
information about the Tower.
The Tower of London is one of the UK's most popular tourist attractions with over 2 million visitors per year. It
was during the Victorian era - that is when Queen Victoria was on the throne - that it became a tourist attraction.
Before that, the Tower had many other functions. It was a royal residence, a menagerie - that's a kind of zoo - it
even had lions. And it used to house the Royal Mint - that's where money is printed and coins made. It also
served as a storehouse for weapons, a fortress and most famously of all, a prison!

6
The Tower of London was built in the 1070s by William the Conqueror, who had invaded England and
defeated the English king, Harold. He wanted a strong fortress to consolidate his rule over the English people.
The Tower was then extended by later kings, including William II, Henry VIII and Edward I, the last two being
chiefly responsible for creating the form in which the Tower exists today.
It has a long and interesting past which places it at the heart of many key events in British history. During the
reign of Henry VIII, the Tower housed a large number of political and religious prisoners. Many of them
were executed. When Henry VIII broke away from the Church of Rome, many of those who opposed this
move ended up in the Tower, including the second of his six wives, Anne Boleyn, who was also executed
here.
The Tower also played a key part during the English Civil War from 1642 to 1649, when it was fought over by
the armies of the King, Charles I, and his opponents, the Parliamentarians. The enemies of the King gained
control of the Tower and the Crown Jewels- the ceremonial jewellery of the royal family - were destroyed and
melted down so the gold and jewels could be sold and the money used for the good of the people. However,
after the restoration of the monarchy in 1660, the new king, Charles II, regained control of the Tower and it
became the home of the new Crown Jewels which he had specially made.
And here's another fact which may surprise you- it was once home to lions and tigers! As long ago as the 1200s,
King John founded the Royal Menagerie for the entertainment of the court. The first creatures were lions, an
elephant and even a polar bear, a gift from the King of Norway. Attached on a lead, the polar bear was allowed
to swim and catch fish in the River Thames! The Menagerie survived for 600 years, until the mid 1800s, when it

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was closed and the animals moved to Regent's Park and became the basis of London Zoo, which you can visit
today.

7
Most visitors to the Tower ask about the ravens - the big, black birds who live within the walls of the Tower.
They are known as the Guardians of the Tower and there are always at least six of them. They are fed on raw
meat by a Raven Master and visitors are asked not to feed them as they can attack. Legend has it that if the
ravens ever leave the Tower of London, the kingdom will fall.
Another famous sight at the Tower is the Beefeaters, or as they are correctly called, the Yeoman Warders. They
were first appointed in 1485 by Henry VIII as the ceremonial guards of the Tower and the Crown Jewels.
Nowadays they entertain visitors from all over the world with their colourful stories of the Tower's
history. However, it's not a position many of us can aspire to. To become a Beefeater, you need 22 years'
military service with a medal of good conduct.

10
Student 1: So, what are we going to focus on for our Tower of London presentation?

Student 2: There are lots of aspects we could talk about, but we've only got eight minutes, remember. Our topic
needs to be simple and attention-grabbing. What about a time line? I mean a brief history of the Tower, you
know, covering all the major events.
Student 1: Do you think we can really cover nearly a thousand years of history in eight minutes? I don't.
Student 2: No, I suppose not. You're right.

Student 1: We need to be specific and focus on one aspect of the Tower only. We could, say, talk about
the history of the Beefeaters and the ravens. For example, I don't think many people realise that it's actually
the ravens who are the ones that eat the beef, not the guards.
Student 2: That's worth considering, though I'm not sure there's enough for an eight-minute talk. Surely there
isn't that much to say about them?
Student 1: OK, I take your point....I'm also interested in military history, so the Fusilier Museum fascinated
me. We could actually do a whole presentation on the weapons in there.
Student 2: Not everyone's interested in weapons and war. We need to think of a topic with broader appeal.

Student 1: All right.. .um....Well, don't they conduct special ceremonies in the Tower, like the Ceremony of the
Keys, every evening, when they close up the Tower for the night? It's a bit like the Changing of the Guard at
Buckingham Palace, only better. That should have more general appeal.

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Student 2: But it doesn't have that wow factor, does it? Oh wait. Speaking of wow factor, we haven't
mentioned the Crown Jewels.
Student 1: Yes! There's so much history associated with them and they still get used for state occasions like
coronations and royal weddings. I can't see anyone being bored by that topic.
Student 2: Hey! We could ask the other students to guess the value of some of the jewels as part of the
presentation? We could give a prize for the closest guess!
Student 1: But the jewels are priceless really, so it would be impossible to put an accurate value on them. Not
one of your best ideas!
Student 2: OK, so summing up based on what we've talked about then, it should be either the Beefeaters, the
Ceremony of the Keys or the Crown Jewels. I would go for the last one myself.
Student 1: I'd still like to do the Fusilier Museum personally speaking, but OK, let's settle on the Crown Jewels.
It would probably have the most universal appeal. Shall we meet after lunch and start planning the presentation?

12
Harry: So Olga, how did your visit to London go? Did you get to see everything on your list?
Olga: Well, on the whole pretty well, though I didn't get to do everything I wanted. I'd love to go back and do it
again.
Harry: Did you manage to get into Madame Tussauds this time? I know you didn't last time you were
in London.
Olga: Oh, yes. No problems with long queues or exhibits being closed this time around. I loved seeing the
waxworks of the Royal Family again. Did you know that they change the waxwork of the Queen every few
years, as she gets older? And it's the same with Prince William and Kate, and Prince Harry. It's scary how life-
like they look. They even recreate their clothes.
Harry: Well, you've always been fascinated by the British Royal Family so you were bound to enjoy that.
Speaking of which, did you get on that tour of Buckingham Palace? I know it was top of your list of places
to see.
Olga: Oh, yes, I did, and I wasn't disappointed. My favourite part was the State Rooms. They were so
impressive. I loved the interior design. There are so many masterpieces there from some of the world's most
famous painters: Rubens, Van Dyck...
Harry: When I went, they had an exhibition to celebrate the Queen's 90th birthday. It was called 'Fashioninga
Reign' and it showed outfits the Queen has worn from the 1930s right up to the present. And after Buckingham
Palace, where was next?

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Olga: Westminster Abbey. I had to see that. So many famous people are buried there. Kings, queens, prime
ministers, the list is endless. And let's not forget Prince William and Kate got married there, like many
royals before them.
Harry: I can tell from your voice that you loved it there. How about the Tower of London? Now there's a
place full of royal history. Think of all the executions that took place there. They say it's a terrifying place.
Olga: I wouldn't know. On the day we went there, there was some kind of event going on to do with poppies -
red flowers- and we couldn't even get close to the entrance. It felt like the whole of London was there,
standing in line.
Harry: Oh yes, I read about that. Hundreds of thousands of ceramic poppies decorating the building. I
saw photos online - it looked very impressive.
Olga: It was. The flowers looked amazing from the outside, but I didn't have the patience to wait for hours and
hours. Instead we went to a newer attraction called the London Bridge Experience. It's supposed to be 'The UK's
scariest year-round attraction', so I thought it would be fun. It didn't disappoint. I can't remember how many
times I screamed.
Harry: Doesn't sound very historical to me. Olga: Maybe not, but certainly worth a visit.

13
You will hear a student discussing his dissertation with his tutor. First you have some time to look at questions
1 to 5.
(pause)
Now listen carefully and answer questions 1 to 5.

Adrian: So, I'd like to talk to you about my dissertation. I have to do something about the city of Petra,
you know, in Jordan. But I'm not sure which aspect to look at.
Jayne: Oh, OK, yes, there's plenty to write about there. What topics have you thought about?

Adrian: Well, there's the historical angle. Petra dates back to prehistoric times, but there's a lot of information
available from about 2,000 years ago.
Jayne: OK, so you'd have to concentrate on sometime in the last 2,000 years. But that's still a long time with a
huge number of changes happening. That's really too wide a focus. You need to narrow it down. Why did
Petra become well known at that time, do you think?
Adrian: Well, because of the trading routes mainly. Its location made it an ideal place for traders to stop when
they were travelling between East and West.

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Jayne: True, and the trade route is interesting. But... you wouldn't really be talking just about Petra itself, as
it was only one of many places on the trade route. I would rule that one out because your topic needs to
concentrate on one place.
Adrian: OK. I'm also interested in the various conflicts that took place as people started to travel and mix with
very different cultures.
Jayne: Right, but to be honest, that's going to be a lot of research. For such a small sub-topic, there's a
surprisingly large amount of material to read on this. I think it might take too long.
Adrian: Yes, I had noticed that. So, I guess that leaves Petra's architecture, though it might be seen as rather an
obvious choice.
Jayne: Well, there's a lot of potential there. You could talk about the unique style of half building and half
carving into the rocks.
Adrian: That is really fascinating, but I'm worried that it might require some specialist knowledge of
building techniques and so on. I'm interested in architecture, but my background is more history and social
studies.
Jayne: Understood. So any other thoughts?

Adrian: Actually I'm very interested in the buildings in the context of the present day community of Petra.
Apparently, people go and sleep in the cave dwellings, even though they've been given modern houses to live
in. Living in caves is very much part of their culture.
Jayne: Well, I agree it's interesting, but I think you would get drawn into talking about tourism and that's not
really suitable for your degree, I think some kind of focus on the past would be more relevant for a
dissertation.
Before you hear the rest of the discussion you have some time to look at questions 6 and 7.
(pause)
Now listen and answer questions 6 and 7.

Jayne: OK, Adrian, so you've finally decided to focus on one aspect of Petra, which is the water
management systems. What have you found out so far?
Adrian: Well, mainly that the people of Petra had a really good understanding of how to make use of every
bit of groundwater and rainwater they had access to.
Jayne: Can you give me some examples of that?

Adrian: Well, agriculture was one of the most important uses of water. Petra is located in the middle of the
desert, so keeping their plants well irrigated was essential and they developed systems to do that.

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Jayne: You mentioned that you haven't studied much science. Do you think this area is going to be
too technical for you?
Adrian: Well, actually the water supply process is fairly simple to grasp. They used clay pipes and thought
about the height of different areas so they could make use of gravity. You don't need a degree in engineering to
understand it.
Jayne: OK, that's good. And what about the storage of water? Adrian: They built huge reservoirs - as simple as
that.
Jayne: And is there anything else that's particularly noteworthy?

Adrian: There's an aqueduct in Petra which is around 2,000 years old. That's a bridge which carries water. It
was unbelievably ahead of its time. Other similar regions were uninhabitable at that time because of the lack
of water management.
Jayne: OK, and what other aspects do you want to focus on?

Adrian: Well... the social history angle - apart from the benefits of irrigation, initially it was the elite-that is the
rich - who gained from all this technology. Ordinary people didn't have the luxury of baths and running water,
for example.
Jayne: Hmm, and that's still the case with any new technology, isn't it?

SPEAKING
LEAD-IN
1 Sample answers
2 between the 5th and the 15th century
3 after the Middle Ages, from the 14th to the 17th century, at the rebirth of classical learning
4 in 1999-2000
5 between 1900 and 1920
6 in 2000
7 before recorded history
8 three thousand one hundred years before the birth of Jesus Christ

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2a7 b5 c2 d1 e8 f 4,6 (Y2K = the Year 2000) g3

3 Students' own answers

4 1 He mentions all the points.
2 He mentions them in order.
3 Yes. He covers all the points, uses correct grammar and vocabulary, he speaks for the correct amount of
time and has excellent pronunciation.

51j 2h 3a 4i 5e 6g 7f 8b 9d 10 c

6 1 past perfect tense needed - I had never been to Beijing before.

2 present participle needed... costumes flying across the stage.
3 third conditional error - If one had made a mistake, the whole show would have been ruined.
4 unnecessary article - the Beijing
5 article missing x2 - the Opening Ceremony, the Olympics
6 subject/verb agreement in passive - small children were dressed...
7 future simple needed - I will never forget...
8 superlative error - It was the most exciting day of my life.
9 verb pattern error - My father explained to me that it was OR My father explained to me that it was
10 past continuous not needed - A small girl sang beautifully.

7 Answer 3 is the best. This answer is the optimal length and does not introduce new ideas. Answer 1
is impressive but too long and introduces new ideas. Answer 2 is clearly too short.

81c 2a 3d 4b

9 Sample answers
Do you think it's important for children to learn history at school?
primary school - should learn about own community/country-help them understand own identity
You said children should learn the history of their own country.
What about world history?

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national history should come first, world historylater, possiblyat secondary school
Do you think most children are interested in learning history these days?
more interested in technology - could use it to learn about history
Can technology help us learn about history?

examples of how technology can be used in learning history-going to place where the event took place is best
way to learn

10 Agree: Certainly. Of course. Sure. Without a doubt

Neither agree nor disagree: Well, there are two ways to look at this. Possibly. To some extent It's hard
to say.
Disagree: Not really. Definitely not! No, not at all. To be frank, it's not very...

11 1 I remember learning, I think learning

2 without knowing
3 should be taught, how history is taught, needs to be made
4 the best way
5 should, could

6 where the event took place

12 1 d 2b 3a 4 c,

b 13 Students' own answers

14 Students' own answers

SCRIPT
4&5
See exercise 5 for Listening script.

7 Answer 1
Daniel: Yes, this is something children all over the world learn about because it represents the end of the
'Cold War. The Cold War is the name given to the relationship between the USSR and the USA after World

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War 2

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and Germany was caught up in the middle and became a divided country. The wall was erected in 1961 and
separated East and West Germany for the next 28 years, probably the key period of the Cold War. So yes, it
is something that is taught in schools.

Answer 2
Daniel: Yes, they do.

Answer 3
Daniel: Yes, I think this is a significant event in history that children all over the world learn about.
Certainly, back home in Germany, it's considered extremely important, especially since the reunification of
Germany.

8&9
Examiner: So, Minji, we've been talking about a historical event and I'd like to discuss with you one or
two more general questions related to this. Do you think it is important for children to learn history at
school?
Minji: Yes, definitely. At primary school they should be taught the history of their own country and
community. It's a way of helping them understand who they are, and their place in the world, and also
the relationships between different countries.
Examiner: You said children should learn the history of their own country. What about world history?

Minji: I'm not so sure about that. I think the history of their own country should definitely come first. I
remember learning about Romans and Egyptians when I was quite a young child, without knowing anything
about my own country or even my own continent - I mean Asian history. I think learning about world history
should come later, say at high school or secondary school.
Examiner: Yes, that's a good point. Do you think most children are interested in learning history these days?

Minji: To be honest, I'd say probably not, which is quite sad, as it's a really important subject. Even though
kids are obsessed by their smart phones and computers nowadays, they could still use the technology to learn
about history. I think the problem is how history is taught. It needs to be made more fun and attractive to
children.
Examiner: Right. You mentioned technology. I was going to ask you about that. Can technology help us learn
about history?
Minji: Absolutely! We have the technology to really bring history alive. Lots of museums now have
interactive exhibits with holograms and so on. Websites are also becoming more exciting, with videos of re-
enactments of historical events, interactive quizzes, and things like that. But, for me personally, the best way to
learn about history will always be to go to the place where the event took place. For example, I'll never forget

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the trip we made to Berlin when I did a tour of Europe with my family. Seeing where the Berlin Wall used to
stand and visiting the museums. That really brought history alive for me.

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 READING
LEAD-IN
1 Sample answers
Bahrain - King Hamad bin Isa; Belgium - King Philippe; Denmark - Queen Margrethe; Morocco - King
Mohammed VI; Norway - King Harald V; Saudi Arabia - King Salman bin Abdulaziz al-Saud; Spain -King
Felipe; Sweden - King Carl XVI Gustaf; UK - Queen Elizabeth II

2 rule, era, heir, dynasty, leader

3 Suggested answers
1 dynasty: it is a period of time, or a series of rulers from the same family; the others are synonyms for the lands
ruled by a king or emperor
2 regent: a person acting for a monarch - the others are actual monarchs or rulers
3 abdicate: it means to give up the role of monarch; the others mean to lead as the monarch
4 crown: it is an object; the others are events

4 1 A 2 C (Someone who is pro-royalty would be unlikely to write a text that focuses on the eccentricity of
royalty and someone who is anti-royalty is unlikely to defend rulers and royalty, which this text does at
times.)

5 1 claim 2 claim 3 claim 4 view

6 Caligula - paragraph E George III - paragraph D Charles VI - paragraph B Fyodor I- paragraph C

7 c (= It is claimed he talked to celestial bodies.)

8 He forgot that he had a wife and children/ that he was
king. He believed that he was made of glass.
His son-in-law had to take over as regent.
He ran around the palace grounds, howling like a wolf.
Statement 1 in exercise 6 relates to Charles VI.

9 Fyodor I-statement 2; George Ill-statement 4

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10 1 b 2d 3a 4c

11 1 Happily for him, his subjects saw his childlike simplicity as being divinely inspired.
2 On the other hand, by many accounts she was a gifted and intelligent woman with a talent for diplomacy.

3 However, it should be pointed out that many of these 'reports' about Caligula were written more than 80
years after his death, so their accuracy is open to question.

12 We might expect this to be true, given the title and subject of the text, but the writer never claims that the
majority are eccentric. The closest it comes to this is when the text says 'there have also been a number of
bizarre, frankly eccentric, rulers', which is not a confirmation, and the text also carries the message that we
should not believe everything we read about eccentric monarchs.

13 1 No ... for one thing we should celebrate royal eccentricity. It certainly makes reading history much
more interesting.)
2 Not Given (the text only mentions this in the case of Charles VI, Fyodor and Joanna)
3 Yes (Had he left an heir, Russian history might well have gone in a different direction.)

14 1 D 2A 3C 4B

15 1 second 2 third 3 third 4 mixed 1

16 1 Yes (the pharaoh's chief responsibility was to maintain Ma'at or Universal Harmony, and warfare was
an essential part of this)
2 Yes (many women held considerable power as the 'great wife', the first wife of the reigning pharaoh)

3 Yes (Hatshepsut, the first female pharaoh,... made her mark on history....history remembers her as a great
leader)
4 No (In ancient Egypt kingship usually passed from father to son.. . .Some, like Hatshepsut, seized power
illegally)
5 Not Given
6 No (the team from Pennsylvania managed to piece together most of King Senebkay's skeleton)
7B 8D 9C 10 A

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 WRITING
UNIT 5: ARTS – OPINION ESSAYS
WRITING: OPINION
REVISION
Revision 1: Match the letters to the correct column
Introduction + Body 1 Body 2 + conclusion
A. Agree: As far as I am concerned, I firmly L. Supporters of such view would argue that S +
support this belief and my reasons are outlined V (explanation – counter argument)
below. M. On the other hand, it is understandable why
B. In our contemporary life, it has always been some peole are of the fervent conviction that S + V
a controversial issue over whether S + V (paraphase (counter argument)
the task) N. However, such a scenario is
C. Disagree: As far as I am concerned, I would exaggerated because such reasoning seems
like to express my contradiction to this view and my invalid because because S + V (rebuttal)
reasons are outlined below O. Consequently, S + V (rebuttal)
D. As a result, S + V (consequence 1) P. A prime example would be S + V (example -
E. To be more specific/In other words, S + rebuttal)
V (supporting sentences – explain idea 1) All things considered, I would therefore say that there
F. On the one hand, we may point out the are justificable grounds for advocating the view that
undebiable fact that S + V (idea 1) (paraphrase the view that you agree with)
G. From my experience, S + V (example 1)
H. Another key rationale underpinning
this scenario is that S + V (idea 2)
I. For example, S + V (example 2)
J. Therefore, S + V (consequence 2)
K. This is due to the fact that S + V (explanation
2)

OUTLINE
I. Introduction

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 1. Background statement: In our contemporary life, it has always been a controversial issue over
whether S + V (paraphase the task)

2. Thesis statement:
Agree: As far as I am concerned, I firmly support this belief and my reasons are outlined below.
Disagree: As far as I am concerned, I would like to express my contradiction to this view and my
reasons are outlined below

II. Body 1 (your idea)

a. Idea 1: On the one hand, we may point out the undebiable fact that S + V (idea 1)

 Explanation 1: To be more specific/In other words, S + V (supporting sentences – explain

idea 1)

 Example 1: From my experience, S + V (example 1)

 Consequence 1: As a result, S + V (consequence 1)

b. Idea 2: Another key rationale underpinning this scenario is that S + V (idea 2)

 Explanation 2: This is due to the fact that S + V (explanation 2)

 Example 2: For example, S + V (example 2)

 Consequence 2: Therefore, S + V (consequence 2)

III. Body 2 (counter argument)

1. Idea: On the other hand, it is understandable why some peole are of the fervent conviction that S
+ V (counter argument)

 Explanation: Supporters of such view would argue that S + V (explanation – counter

argument)

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  Rebuttal: However, such a scenario is exaggerated because such reasoning seems
invalid because S + V

 Example: A prime example would be S + V (example - rebuttal)

 Consequence: Consequently, S + V (consequence - rebuttal)

IV. Conclusion: All things considered, I would therefore say that there are justificable grounds
for advocating the view that (paraphrase the view that you agree with)

PRACTICE
Exercise 1: Write an introduction using the given words.
The government's investment in arts, music and theatre is a waste of money. Governments should
invest these funds in public services instead. To what extent do you agree with this statement?

Background statement:
contemporary life,/it/controversial/issue/whether/government/finance/public service/instead/spend/ its/ budget/
arts, music, and theater
In our contemporary life, it has always been a controversial issue over whether the government sould finance
public services instead of spending its budget on arts, music, and theater

Thesis statement:
While/people/believe/government’s investments/public services/play/important/role,/far/I/concerned, I/like/to
express/contradiction/view/reasons/ outlined/ below
While some people believe that the government’s investments in public services play a very important role, I
would like to express my contradiction to this view and my reasons are outlined below

Exercise 2: Rearrange sentences to make full body paragraphs

Body 1:
A. For example, any country can live without music concerts, but the absence of medicine will create
significant problems.
B. In other words, public services satisfy the primary needs of the society and thus need proper funding,
while artists and musicians are not curing diseases or building houses, so their role is secondary.
C. That’s why the government should adequately finance public services in the first place.

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 D. On the one hand, people have grounds to believe that the government should allocate a large part of its
budget on public services.
E. We may point out one undebiable fact that this economic sector determines the overall quality of life,
ensuring that some basic services, like schools, hospitals, and roads, are available to all citizens
irrespective of their income or social status.
Order: D-E-B-A-C

Body 2:
A. Thus, the art sector is also important for society and should not be neglected.
B. Firstly, art and music draw people’s attention to diverse phenomena and represent the
inward significance of things.
C. On the other hand, it is true that arts, music, and theatre are not a waste of money, since they are an
integral part of society’s cultural and intellectual development and amusement.
D. Moreover, visiting museums, watching movies, and listening to music are common ways of relaxation
and entertainment.
E. Quite often a single drawing, piece, or song can exhort myriads of people to reconsider their
attitude towards some situation.
Order: C-B-E-D-A

Exercise 3: Translate the sentence into English to make a complete conclusion

Sau khi cân nhắc tất cả những điều trên, dù chính phủ nên phân chia phần lớn ngân sách cho những vấn đề cấp
thiết như dịch vụ công cộng, tôi muốn nói rằng rằng có nhiều lí do để ủng hộ quan điểm rằng nghệ thuật, âm
nhạc và các nhà hát cũng nên được tài trợ vì chúng đóng phần quan trọng trong việc phát triển và giải trí của
con người.
All things considered, although the government should allocate a large part of its budget on such urgent needs
of the society like public services, I would say that there are justificable grounds to advocating the view that
arts, music, and theater should also be financed since they play an important role in people’s development and
entertainment.

UNIT 6: URBAN AND RURAL LIFE

LISTENING
LEAD-IN
3 A 3,6 B 4,8 C 1,7 D 5, 10 E 2,9

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4 C and B
5 1 My biggest worry is 2 You've got a point 3 The real issue we've got 4 I quite agree

5 I'm not exactly confident 6 That's absolutely true

a concerns: 1, 3, 5; agreement /disagreement: 2, 4, 6
b You've got a point
c phrases 3-4 (option C); phrases 5-6 (option B)

6/7 Student A: 1 own answer 2A

Student B: 1 C 2 own answer

93C 4C

10 1 noun (phrase) 2 noun (phrase) 3 verb (phrase) that collocates with of 4 noun (phrase)

5 noun (phrase)

11 Extract 1 - Question 3 Extract 2 - Question 5 Extract 3 – Question 2 Extract 4 - Question 1

Extract 5 - Question 4

12 1 bullet points 2 initial impressions 3 leave out 4 edited version 5 feedback

13 1 That way Cause: use bullet points Effect: easier to compare notes
2 By doing so Cause: agree some significant points/establish common themes from lectures Effect: put together
an edited version
3 In order for us to Cause: contact tutor Effect: get some feedback

14 1 Incorrect: In order so to
Correct: In order that she could, so as to -suited to writing but can be used in speaking as well
2 Incorrect: The way
Correct: This way, That way - both better suited to speaking
3 Incorrect: For doing so
Correct: By doing so, After doing so - suited to writing but can be used in speaking as well

15 1/2 B,D 3A 4B 5C 6C 7F 8G 9D 10 A

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 SCRIPT
4
Dylan: Hi, Tanya.
Tanya: Oh, hi, Dylan. How's your course going?

Dylan: Really well. I'm enjoying most of the lectures, and I'm looking forward to the Science and Technology
Festival next week. Are you?
Tanya: Definitely. Although I haven't checked how much each talk costs to get in- I really hope it's not too
much. If we do have to pay a lot on the door, I'll only be able to see one or two. My biggest worry is that
there won't be anything related to my studies.
Dylan: You've got a point, but it's not so much that I'm worried about it being a waste of time for our course,
and with a student discount we definitely shouldn't have any concerns about ticket prices. The real issue we've
got is how to pick which ones to go to.
Tanya: I quite agree - there are so many interesting speakers, it's almost impossible to decide who to see. Plus,
the lecture rooms around campus are pretty spread out, so I'm not exactly confident we'll be able to make it to
each venue in time.
Dylan: That's absolutely true, neither am I. We'll have to look at the timings in the programme, but
hopefully the organisers will have thought of that and won't be expecting everyone to run from one talk to
another.
Tanya: I'm not sure about that. The schedule must be really tricky to plan; there are bound to be problems.

5
Tanya: If we do have to pay a lot on the door, I'll only be able to see one or two. My biggest worry is that
there won't be anything related to my studies.
Dylan: You've got a point, but it's not so much that I'm worried about it being a waste of time for our course,
and with a student discount we definitely shouldn't have any concerns about ticket prices. The real issue we've
got is how to pick which ones to go to.
Tanya: I quite agree - there are so many interesting speakers, it's almost impossible to decide who to see. Plus,
the lecture rooms around campus are pretty spread out, so I'm not exactly confident we'll be able to make it to
each venue in time.
Dylan: That's absolutely true, neither am I.

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6
Tanya: Anyway, which talks are you planning on seeing?

Dylan: Definitely the keynote speaker. I saw her present once before, at a conference in Los Angeles, which
was interesting because we had previously thought she only uploaded her talks onto the internet. When she
presented to us, I couldn't believe how normal she seemed in real life, even a little shy, because she seemed to
have such a big personality on those videos, and sometimes the content of the lecture got lost a little bit as a
result.
Tanya: Sounds impressive. So she'll be opening the festival on Tuesday. What's her talk about?
Dylan: It'll be something about new technologies in Computer Game Design.

Tanya: Oh, perfect timing. I've got the first class of a Game Design module beginning next Thursday, so it
would be good to get prepared for that. For example, I know my study skills aren't as good as they could be. I
really should work on those, because I'll probably have forgotten everything by the time I go into class. The
problem is finding the time for that and I'm too busy right now to work on them. I've bought the course books
for the module already, and I'm definitely going to do some in-depth background reading beforehand. That
has to be my priority.

9
Dylan: Good idea. And my note-taking skills need work as well, but science and technology students don't
seem to get much help. In laboratory tutorials, it sometimes seems like everyone's a little nervous about coming
up with ideas for particular experiments, so I just start talking, even if I don't know what I'm talking about. I
always feel like I'm dominating the conversation and speaking too much, but after I've made my point everyone
else suddenly discovers what they want to say and we can relax.
Tanya: Mm, I know how you feel. Anyway, let's think about what to do after the keynote speech on Tuesday.
There are two talks which immediately follow it, but neither of them look that interesting, so it would probably
be a better idea if we used that time to decide which of tomorrow's lectures we should attend. Shall we grab a
coffee while we're doing that?
Dylan: That's a great idea. Then we can go to that final lecture on virtual reality applications a bit more
refreshed. Once that one has finished, let's head over to that cheap Italian restaurant for something to eat.
We'll be starving by then.
Tanya: You're on. And it's your turn to pay.

11
1 We should try to review what we see as the main ideas, the most important technical features, that sort of
thing. We'll then be able to decide together what...

Page
2 Also, when we post it on the department web page, we'll need to show how it all relates to our courses.
In order for us to get some feedback about this, we should probably contact our tutor...
3 That way, when we meet up again after the lecture, we'll be more able to compare notes, and to go over ...

4 I've tried using those before. Diagrams are often a great way to learn or explain things in science, but they
can make your notes a little difficult to follow.
5 Good plan. We agree what the most significant points are from each lecture, maybe even try to establish some
of the common themes.

12
Tanya: We also need to consider what to include in our summary for the department web page.
Dylan: As neither of us are brilliant at taking notes, let's try to find a system that will work for us
both. Tanya: Well, so how about mind maps?

Dylan: I've tried using those before. Diagrams are often a great way to learn or explain things in science, but
they can make your notes a little difficult to follow. I think it's better if we both opt for bullet points so that it's
clear and consistent.
Tanya: OK, let's use those. That way, when we meet up again after the lecture, we'll be more able to
compare notes, and to go over our initial impressions, stating what was particularly relevant. We should try to
review what we see as the main ideas, the most important technical features, that sort of thing. We'll then be
able to decide together what to include- and what to leave out-when we come to the summary.
Dylan: Good plan. We agree what the most significant points are from each lecture, maybe even try to establish
some of the common themes. By doing so, we can then put together an edited version of these on a separate
sheet of paper, and when we eventually come to write the summary, the main points will be even clearer.
Tanya: Also, when we post it on the department web page, we'll need to show how it all relates to our courses.
In order for us to get some feedback about this, we should probably contact our tutor and send her a summary of
the main points.
Dylan: OK, let's make sure we email her tonight, then.

13
1 Dylan: I think it's better if we both opt for bullet points so that it's clear and consistent.

Tanya: OK, let's use those. That way, when we meet up again after the lecture, we'll be more able to
compare notes...

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2 Dylan: Good plan. We agree what the most significant points are from each lecture, maybe even try to
establish some of the common themes. By doing so, we can then put together an edited version of these on
a separate sheet of paper...
3 Tanya: In order for us to get some feedback about this, we should probably contact our tutor...

15
You will hear two students talking to their professor about the Science and Technology Festival they attended.
First you have some time to look at questions 1 to 6. (pause)
Now listen carefully and answer questions 1 to 6.

Prof Dickens: Hi Dylan, hi Tanya, thanks for coming to see me. I'm very interested to hear what you thought
about the Science and Technology Festival.
Dylan: Well, we're both very pleased we went.
Prof Dickens: Glad to hear it. Was there anything you both found especially useful?

Tanya: Yes, definitely. I saw at least two lectures that directly relate to the subjects I'm studying in this first
semester. I already feel a little more prepared than I did last week.
Dylan: There wasn't anything that had the same effect on me, but that wasn't my only focus. I saw the festival
as a chance to explore new ideas and other subject areas, so I also tried to attend some lectures that looked
interesting, rather than just the ones I thought would only be relevant to my course.
Tanya: I'm glad I didn't do that - I get too stressed when I don't concentrate on one thing. But wasn't it great to
be able to wander around the university and get a better idea of where everything is?
Dylan: Well, I certainly I feel more confident now I've explored the area a bit more. And I also found it very
easy to meet people who share the same interests as me. When I was waiting for some of the lectures to start, I
just got talking to whoever was sitting next to me.
Tanya: I was too busy going through my notes to do that. I have to say, going to so many lectures in a
short space of time has really helped me to improve one area of study - my note-taking technique.
Dylan: I wasn't so sure about that originally. But looking at my notes again this morning, I could see how they
got better as the week went on.
Prof Dickens: I'm glad the week was of use to you. It seems to change focus annually; sometimes the emphasis
is more on science, sometimes on technology, but there was an excellent balance this time. It really brings these
areas of study and research to the attention of the wider world and, for me, that's the primary reason the festival

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exists. You may have noticed when you were there that there were a number of university information
stands set up around the campus. Did you see the free reference booklets that they were giving out?
Dylan: No, I assumed the stands were there to provide people with directions to each talk.

Prof Dickens: Well, their aim was to encourage everyone to read some of the latest studies coming out of our
labs and classrooms. Many of the lecturers at the festival actually wrote the studies that were listed, so the
talk and the booklets together are a great introduction to their work for anyone who attended. But the staff
were certainly happy to point people in the right direction if it was needed.
Tanya: I have to admit, it was quite confusing, trying to follow some of the signs around the campus telling us
where to go, so we used the map in the festival guidebook to find our way around. It was great for that. And,
although one or two of the talks actually started at different times to what was printed on the page, one other
thing I did like about the guidebook was that it wasn't full of adverts.
Dylan: Oh, I agree, but that's always the case with festivals now. I don't mind that, if it means that the festival is
free to enter, as more and more of them are these days. And even if there is a fee for admission, the festival
organisers hardly make any money from that, though they do tend to put the price of entry up each year. They
have to make money to run the festival somehow, so it makes sense to get the majority of that through ads.
Tanya: That's a fair point.
Before you hear the rest of the conversation you have some time to look at questions 7 to 10.
[pause]
Now listen and answer questions 7 to 10.
Prof Dickens: So, what next? Do you still want to write something for the department website?
Dylan: Oh, definitely. Can you give us some advice on how we do that?

Prof Dickens: Well, it's a simple process, but it can mean a lot of work. First, you need to make sure that you
have fully discussed and compiled the notes you made during the festival. For the next step would recommend
selecting a set number of principal theories that generate the most ideas and summarise those-four is probably
the ideal number. Then you'll need to go to the website and go through what people have written before. These
posts will help you to understand which style seems most appropriate - how academic in tone you need to be, or
how informal, and so on. And as this is going to be a joint project, it's really important to make sure that you
both come to a joint decision about the best way to divide up the workload. Believe me, arguments can happen.
Further to that, you should also agree on exactly when you're aiming to publish it, so establish a deadline. Make
sure you don't go past the agreed date, as it will become more difficult to finish if you do. Then, after all this is
completed, you're ready to upload your summary and any other documents and post them onto the department
website.

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Tanya: Wonderful, thanks so much, Professor Dickens. Hopefully we can come back to you if we need any
more help...

SPEAKING
LEAD-IN
1 1 1783 parachute 2 1843 typewriter 3 1866 = dynamite 4 1798 vaccination

5 1963 computer mouse 6 1280 eyeglasses 7 1710 thermometer 8 2400 BC abacus

3 2-past and present simple

4 1 used to 2 'd be using 3 've been thinking 4 will be

5 have become 6 'm going to 7 if I didn't have one, I wouldn't have a

The candidate has used a wide range of grammatical forms and structures correctly here in a very shortspace
of time. If they continued in this way, they could expect a very high score for GRA.

6 1 A (the) radio; B electricity/bringing electricity to people's homes; C the aeroplane; D the compass
2/3 students' own answers

8 1 I'd like to tell 2 let me begin 3 correct 4 correct 5 remember being taught 6 correct
7 managed to attach 8 can't help thinking 9 correct 10 imagine living 11 allow us to have
12 correct 13 remember to look it up 14 continue to be /continue being

9
Verb + 'to' Verb + gerund Verb + object + 'to' infinitive Verb + object + bare infinitive
infinitive (i.e. without 'to')

would like remember would like let

remember continue enable

continue can't help help

manage imagine tell

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 refuse allow
attempt

10 would like
would like + to infinitive expresses a personal plan, hope, expectation, etc., e.g. I would like to tell you about...

would like + object + to infinitive expresses a plan, hope expectation, etc. of someone or something else, e.g. I
would like you to tell me about...
continue
There is no difference in meaning between continue + infinitive and continue + gerund, e.g. They will continue
being/to be an integral part of our lives forever.
remember
remember + gerund = the action expressed by the gerund happens first, e.g. I remember (second action, now)
being taught (first action, past) about this at school. Do you remember learning your first words in English?
remember + to infinitive = the action expressed by the to infinitive happens second, e.g. I should remember
(first action) to look it up (second action) on the internet when I get home. Did you remember to finish
your homework?

12 1 B 2A 3C 4C 5B 6A 7C 8A

13 1 That's quite a tricky question.

2 It's never crossed my mind before.
3 I'm not entirely sure what you're driving at.
4 Sorry, I don't quite follow your question. 5 my mind has gone blank

14 1 C 2C 3A 4A 5C

SCRIPT
4
Examiner: How often do you use your mobile phone?

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Candidate: Not as much as I used to. After I first bought it, I'd be using it almost constantly, but I've been
thinking that maybe I use it too often and should try to limit how long I spend on it. I don't know if that will
be possible, though - they've become such a big part of everyone's lives these days, but I'm going to have to
try.
Not completely, though - if I didn't have one, I wouldn't have a social life.

8
I'd like to tell you what I know about one of the most significant inventions in human history: the wheel. Why is
it so significant? Well, let me begin by saying, first of all, it basically enabled us to develop whole civilisations,
as we could for the first time start transporting goods from place to place, and this mobility really made trade
grow at an incredible speed. I remember being taught about this at school. Our teacher told us not to see the
wheel itself as the crucial invention, because it was actually the moment someone managed to attach a non-
moving platform to two wheels that was critical. But I can't help thinking that you don't have to agree with
everything you are told at school, and I would politely refuse to agree with him, if I was told this today. You
see, without a wheel, a platform is just a bit of wood, essentially.
Anyway, wheels in everyday use. Well, can you imagine living without them? It's practically impossible. You
wouldn't be able to drive anywhere, for one thing. What's more, wheels allow us to have a public transport
system, and if wheels didn't exist, aeroplanes wouldn't be able to take off and land, and no one would be able
to go on holiday. How exactly a wheel works, I won't even attempt to explain, other than the fact they go
round.
It's something to do with force. I've never been any good at physics, but maybe I should remember to look it up
on the internet when I get home. But, overall, there's no question about how important the wheel is, and it will
continue to be an integral part of our lives forever.

13
1 That's quite a tricky question to answer. Let me think.
2 I don't really know how to answer that. It's never crossed my mind before.
3 I'm not entirely sure what you're driving at. Can you rephrase the question, please?

4 Sorry, I don't quite follow your question. Do you mean with appliances, like kettles, or something like
internet security?
5 You know, I'd usually be able to answer that question immediately, but my mind has gone blank.

READING
LEAD-IN

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1 Technology has greatly improved the life of many people around the world, according to a considerable
amount of researches that has been conducted over the past century. The use of the internet in particularly has
become so widespread in so many countries that our daily existence would now be imaginable without it. This
is not necessarily a positive developed. As the work of Guillerme Vínculos concludes, when social media first
started to become popularly, it was an innocence extension of the standard types of interaction between friends
and new acquaintances. These days, however, there are two noticeably extremes; both negative. One, where the
platform is used as a substituted for human-to-human contact. The second is where it is employment as a way to
bully or aggressively intimidate other people.

2
Incorrect Correct

2 researches (noun, countable) research (noun, uncountable)

3 (in) particularly (adverb) (in) particular (adjective)

4 imaginable (noun, positive) unimaginable (noun, negative)

5 developed (verb, past or adjective) development (noun)

6 popularly (adverb) popular (adjective)

7 innocence (noun) innocent (adjective)

8 noticeably (adverb) noticeable (adjective)

9 substituted (verb, past or adjective) substitute (noun)

10 employment (noun) (is) employed (verb, past participle to form the passive)

3 1 All the words are adjectives. There are more options than gaps, so there are distractors.
2 a It is about the future of VR.

b The acronyms 'HMDs', 'CDs' and 'PDAs', plus the date '2030', are all useful when scanning the passage to
locate the correct places in the text where the answers will be found. Although the acronym 'VR' is mentioned
twice, it is the topic of the whole passage and is included in this form throughout and so is not very helpful for
locating the right paragraphs to scan.
c paragraph A (To what exent VR establishes itself as an integral part of our lives...)
d paragraph H

41A 2I 3E 4G 5D

5 1 mainstream = P (integral part of our lives; move from niche technology to common usage)

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2 conceivable = P (many experts are of the opinion that VR may well have become sufficiently developed for
it to form an essential part of life by 2030)
3 outmoded = P (consigned to history)

4 incapable = P (the vast majority of computers and consoles available for the home market lack the
required processing power)
5 reluctant = P (unwilling)

6 1 paragraphs D-G
2 Not necessarily. The rubric says no more than two words so it is likely that some answers are more than one
word.

7 1 The gap requires an adjective (phrase), not an adverb (phrase).

2 The gap requires a singular noun, not a plural.

8 3 noun (phrase) 4 adjective (phrase) 5 noun (phrase) beginning with a vowel 6 noun (phrase)

7 adjective (phrase) 8 noun (phrase), probably plural nouns for a group of people

9 1 far-reaching 2 field/industry 3 creativity 4 secondary 5 immersive world 6 composition

7 interconnected 8 (avid) travellers

10 Paragraphs B and C
11 1 computer 2 natural differences 3 tailored picture 4 aircraft flight

12 Suggested answers
1 A The suggestion is that the development of this new form of non- physical communication will begin
and end in 2030.
B The verb form changes the meaning completely, so the writer is suggesting that this new form will already
be in use by 2030. The completion date of the development is unclear, but we know it takes place at some point
between now and 2030. More often, with this grammatical form, in + year/month/etc. is replaced with by +
year/month/etc.
C The active, rather than passive, verb form suggests something different again, and something rather strange.
In this case, the writer is stating their belief that this new form communication will inevitably begin in 2030, but
as a natural process, apparently without human involvement. As such, it does not really make logical sense.

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2 A This sentence suggests that the inventor has a fully tested and functional product ready to launch-or recently
launched - into the marketplace. They are entirely confident in its potential to sell from the moment it is
available to buy. They are expressing their confidence as a given fact, rather than a prediction. B This example
is similar to A in terms of the inventor's confidence in the product. However, this time, the verb form reflects a
prediction. The prediction is that the product will work once the inventor has finished developing it.
C In this example, the inventor still feels positive about the outcome-i.e. that he/she is going to be rich - but the
use of the word could throws a little more doubt onto the product. Maybe it is still in development; maybe the
market research they have conducted suggests that its success is far from guaranteed. In fact, to make more
sense, the sentence should read, 'I might be rich soon because I know this could work.'
3 A The writer is making a 'soft' prediction. The popularity or importance of Coding as a subject is not
guaranteed, neither does the writer offer any timescale as to when it can be expected to become 'the
most important and popular subject'.
B The writer is more confident in their prediction, and they are suggesting that its future importance and
popularity is much more likely to happen than not. This effect is achieved by the addition of the word well
after the modal verb. A similar meaning is expressed by might/may/could+well + bare infinitive.
C Here, the writer is suggesting that Coding is, in the eyes of educators, very soon to become the most
important and popular subject in schools, etc. This is not a prediction based on any form of subjectivity or
guesswork; perhaps educators all over the world have produced overwhelming evidence to support their claim.
Using 'about to' allows the writer to produce a more objective statement than with options A and B, which are
more speculative/hypothetical.

13 1 G 2D 3F 4J 5A 6 lighting rig 7 beam 8 mirrored surface 9 transparent (foil)

WRITING
UNIT 6: HEALTH – DISCUSSION
WRITING: DISCUSSION
REVISION
Activity 1: Put the phrases into the outline below

Introduction + body 1 Body 2 + conclusion

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  While a number of people believe that + Clause  On the one hand, there are several reasons
A, I agree with those who believe that + clause why it is often argued that + clause
B  Thus, Clause
 In contemporary life, people have  Another key rationale underpinning
conflicting views with regard to (the this scenario is that + clause
question of A)  Secondly, + clause
 Firstly, we may point out the  To begin with, there is no denying the
unavoidable/irreversible/indisputable/undeniable fact that
fact that + clause  On the other hand, in spite of these
 On the one hand, there are several reasons why arguments, I firmly hold the view that +
it is often argued that + clause clause
 For instance, clause/For example, clause  A typical example of this would be + NP
 This is due to the fact that + clause  This can be explained by the fact that +
 Secondly, + clause clause
 This is because + clause  The reason for this is that + clause
 A case in point is + NP/ A case in point is that  Therefore, clause
+. Clause  As a result, clause
 Consequently, clause  A proof of this would be + NP

OUTLINE
I. Introduction
1. Background statement: In contemporary life, people have conflicting views with regard to
(the question of A)
2. Thesis statement: While a number of people believe that + Clause A, I agree with those
who believe that + clause B
II. Body 1
1. Topic sentence: On the one hand, there are several reasons why it is often argued that + clause
a. Idea 1: Firstly, we may point out the unavoidable/irreversible/indisputable/
undeniable fact that + clause
 Explanation 1: This is due to the fact that + clause
 Example 1: For instance, clause/ For example, clause
 Consequence 1: As a result, clause
b. Idea 2: Secondly, + clause
 Explanation 2: This is because + clause
 Example 2: A case in point is + NP/ A case in point is that + clause

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  Consequence 2: Consequently, clause

III. Body 2
1. Topic sentence: On the other hand, in spite of these arguments, I firmly hold the view that
+ clause
a. Idea 1: To begin with, there is no denying the fact that
 Explanation 1: The reason for this is that + clause
 Example 1: A typical example of this would be + NP
 Consequence 1: thus, clause
b. Idea 2: Another key rationale underpinning this scenario is that + clause
 Explanation 2: This can be explained by the fact that + clause
 Example 2: A proof of this would be + NP
 Consequence: Therefore, clause
IV. Conclusion
 In conclusion, while there are some benefits of A, I still agree with those who think that +
clause B

PRACTICE
Exercise 1: Write an introduction using the given words.

Some people say that the best way to improve public health is by increasing the number of sports
facilities. Others, however, say that this would have little effect on public health and that other measures
are required.

Background statement:
contemporary life/conflicting views/regard/most effective method/ improving public health.
In contemporary life, people have conflicting views with regard to the most effective method for improving
public health.

Thesis statement:
/number/people/believe/providing/more sports centre/health club/most beneficial measure /I / agree/
those/ believe/proper health education/better solution.
While a number of people believe that providing more sports centre or health club is the most beneficial
measure, I agree with those who believe that proper health education would be a better solution.

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Exercise 2: Rearrange sentences to make full body paragraphs
Body 1:
A. It is an undeniable fact that fitness levels are increased by taking part in physical activities such as doing
daily exercise or playing sports.
B. On one hand, people’s health has been greatly enhanced thanks to participation in sports facilities.
C. After a hard day at work, many residents in my neighbourhood attend evening yoga classes in order
to keep fit and stay healthy.
D. Therefore, the increasing popularity of gym classes or sports clubs gives people more chances
to improve their health.
Order: B-A-D-C

Body 2
A. For example, when a child knows more about the adverse effects of smoking, he might be less likely
to take up this bad habit in his adulthood.
B. Public campaigns and health protection programmes, thus, should be promoted so that people know
how to protect their health effectively.
C. On the other hand, I would argue that increasing the provision of sports amenities would have little
impact on public health.
D. Therefore, I think that it is more important to educate citizens about basic health awareness.
E. This can be explained by the fact that many people who paid for an annual gym membership failed to
go entirely after just one month.
F. A person would easily avoid some potential health problems if he is equipped with sufficient
basic knowledge about medicine and health care.
Order: C-E-D-F-A-B

Exercise 3: Translate the sentence into English to make a complete conclusion

Nói tóm lại, trong khi có những lợi ích của việc trang thiết bị thể thao đang ngày cảng phổ biến, tôi vẫn đồng ý
với những người tin rằng chiến dịch về sức khỏe sẽ có tác động tích cực hơn tới việc cải thiện sức khỏe con
người.
In conclusion, while there are some benefits of the growing prevalence of sports facilities yet I still agree with
those who think that raising public awareness through health campaigns would have a more positive impact on
improving people’s health.

REVIEW (L, R, W, S)

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 LISTENING
SECTION 1
Nina: Hi, George! Glad you’re back. Loads of people have phoned you.
George: Really?
Nina: I felt just like your secretary!
George: Sorry! I went into the library this afternoon to have a look at a newspaper and I came across something
really interesting.
Nina: What? A book?
George: No, a brochure from a summer festival – mainly Spanish music. Look, I’ve got it here.
Nina: Spanish music? I really love the guitar. Let’s have a look. So what’s this group ‘Guitarrini?
George: They’re really good. They had a video with all the highlights of the festival at a stand in the lobby to
the library, so I heard them [Q1]. They play fantastic instruments – drums and flutes and old kinds of guitars.
I’ve never heard anything like it before.
Nina: Sounds great.
George: Okay. Shall we go then? Spoil ourselves?
Nina: Yes, let’s.
George: The only problem is there aren’t any cheap seats… it’s all one price.
Nina: Well, in that case, we could sit right at the front – we’d have a really good view.
George: Yeah, though I think that if you sit at the back you can actually hear the whole thing better[Q2].
Nina: Yes. Anyway, we can decide when we get there.
Nina: So will you fill in the form or shall I?
George: I’ll do it. Name: George O’Neill. Address: 48 North Avenue[Q3], Westsea. Do you remember our new
postcode? Still can’t remember it.
Nina: Just a minute – I’ve got it written down here. WS6 2YH[Q4]. Do you need the phone too?
George: Please. I’m really bad at numbers.
Nina: 01674 553242 [Q5]. So, let’s book two tickets for Guitarrini.
George: Okay. If you’re sure £7.50 each is all right. How do you feel about the singer?
Nina: I haven’t quite decided. But I’ve noticed something on the booking form that might just persuade me!
George: What’s that then?

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Nina: Free refreshments!
George: Really?
Nina: Yes, look here. Sunday 17th of June. Singer, ticket £6.00 includes drinks in the garden [Q6].
George: Sounds like a bargain to me!
Nina: Yes, let’s book two tickets for that. So, what else? I’m feeling quite keen now! How about the pianist on
the 22nd of June? [Q7]
George: Anna Ventura? I’ve just remembered that’s my evening class night.
Nina: That’s okay. I’ll just have to go on my own – but we can go to the Spanish dance and guitar concert together,
can’t we?
George: Yes – I’m sure Tom and Kieran would enjoy that too. Good heavens – £10.50 a ticket! [Q8] I can see
we’re going to have to go without food for the rest of the week – we’ll need to book four [Q9]!
Nina: Wish we were students – look! Children, Students and Senior Citizens get a 50% discount on everything
[Q10].
George: If only!
SECTION 2
Hello, and thank you for asking me to your teachers’ meeting to talk about the Dinosaur Museum and to tell you
about what your students there.
Well, let me give you some of the basic him formation first. In regard to opening hours, we’re open every day
of the week from 9.00 am to 8.00 pm except on Mondays when we close at 1.30 pm (Q11). And, in fact the
only day in the year when we’re closed is on the 25th of December (Q12). You can book a guided tour for
your school group any time that we’re open.
If you bring a school group to the museum, when you arrive we ask you to remain with your group in the car
park. One or more of the tour guides will welcome you there (Q13) and brief you about what The tour will
be about. We do this there because our entrance is quite small and we really haven’t got much room for briefing
groups in the exhibition area.
As far as the amount of time you’ll need goes, if you bring a school group you should plan on allowing a
minimum of 90 minutes for the visit. This allows 15 minutes to get on and off the coach, 45 minutes (Q14)
for the guided tour and 30 minutes for after-tour activities.
If you’re going to have lunch at the museum you will, of course, have to allow more time. There are two café in
the museum, with setting for 80 people. If you want to eat there you’ll need to reserve some seating, as they can
get quite crowed at lunch time. Then outside the museum at the back there are tables (Q15), and students
can bring their own lunch and eat it there in the open air.

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When the students come into the museum foyer we ask them to check in their backpacks with their books, lunch
boxes, etc, at the cloakroom before they enter the museum proper. I’m afraid in the past we h have had a few
things gone missing after school visits so this is a strict rule. Also, some of the exhibits are fragile and we don’t
want them to be accidentally knocked. But we do provide school students with handouts with question and
quizzes on them (Q16). There’s so much that students can learn in the museum and it’s fun for them to have
something to do. Of course they’ll need to bring something to write with for these (Q17). We do allow
students to take studentsto take photographs(Q18). For students who are doing projects it’s useful to make
some kind of visual record of what they see that they can add to their reports. And finally, they should not bring
anything to eat into the museum, or drinks of any kind.
There are also a few things the students can do after the tour. In the threatrette on the ground floor there are
continuous screenings of short documentaries about dinosaurs which they can see (Q19) at any time. We
used to have an activity room with more interactive things like making models of dinosaurs and drawing and
painting pictures, even hunting for dinosaurs eggs, but unfortunately the room was damaged in a bad storm
recently when water came in the roof, so that’s closed at the moment. But we do have an IT centre where
students have access to CD ROMs with a range of dinosaur games (Q20). These games are a lot of fun , but
they also teach the students about the lives of dinosaurs, how they found food, protected their habitat, survived
threats, that kind of things.
And …..I think that’s all I have to tell you. Please feel free to ask any questions if you would like to know
anything else…
SECTION 3
Tutor: Right, Sandra. You wanted to see me to get some feedback on your group’s proposal. The one you’re
submitting for the Geography Society field trip competition. I’ve had a look through your proposal and I think
it’s a really good choice. In fact, I only have a few things to say about it, but even in an outline document like
this you really have to be careful to avoid typos and problems with layout in the proposal and even in the
contents page. So read it through carefully before submitting it, okay?
Sandra: Will do.
Tutor: And I’ve made a few notes on the proposal about things which could have been better sequenced [Q21].
Sandra: Okay.
Tutor: As for the writing itself, I’ve annotated the proposal as and where I thought it could be improved.
Generally speaking, I feel you’ve often used complex structures and long sentences for the sake of it, and as a
consequence … although your paragraphing and inclusion of subheadings help… it’s quite hard to follow your
train of thought at times. So cut them down a bit, can you? [Q22]
Sandra: Really?
Tutor: Yes. And don’t forget simple formatting like numbering.

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Sandra: Didn’t I use page numbers?
Tutor: I didn’t mean that. Look, you’ve remembered to include headers and footers, which is good, but listing
ideas clearly is important [Q23]. Number them or use bullet points, which is even clearer. Then you’ll focus the
reader on your main points. I thought your suggestion to go to the Navajo Tribal Park was a very good idea.
Sandra: I’ve always wanted to go there. My father was a great fan of cowboy films and the Wild West so I was
subjected to seeing all the epics, many of which were shot there. As a consequence, it feels very familiar to me
and it’s awesome both geographically and visually, so it’s somewhere I’ve always wanted to visit [Q24]. The
subsequent research I did and the online photographs made me even keener.
Tutor: Interesting. Right, let’s look at the content of your proposal now.
Sandra: Did you find it comprehensive enough?
Tutor: Well, yes and no. You’ve listed several different topics on your contents page, but I’m not sure they’re
all relevant.
Sandra: No? Well, I thought that from the perspective of a field trip, one thing I needed to focus on was the
sandstone plateaux and cliffs themselves [Q25-27]. The way they tower up from the flat landscape is just
amazing. The fact that the surrounding softer rocks were eroded by wind and rain, leaving these huge outcrops
high above the plain. It’s hardly surprising that tourists flock to see the area.
Tutor: Well, yes, I’d agree with including those points …
Sandra: And then the fact that it’s been home to native American Navajos and all the social history that goes
with that. The hardships they endured trying to save their territory from the invading settlers. Their culture is so
rich – all those wonderful stories.
Tutor: Well, I agree it’s interesting, but it’s not immediately relevant to your proposal, Sandra, so, at this stage,
I suggest you focus on other considerations. I think an indication of what the students on the trip could actually
do when they get there should be far more central [Q25-27], so that certainly needs to be included and to be
expanded upon. And I’d like to see something about the local wildlife, and vegetation too [Q25-27], not that I
imagine there’s much to see. Presumably, the tourist invasion hasn’t helped.
Sandra: Okay, I’ll do some work on those two areas as well. But you’re right, there’s not much apart from
some very shallow-rooted species. Although it’s cold and snowy there in the winter, the earth is baked so hard
in the summer sun that rainwater can’t penetrate. So it’s a case of flood or drought, really.
Tutor: So, I understand. Now, before we look at everything in more detail, I’ve got a few factual questions for
you. It would be a good idea to include the answers in your finished proposal, because they’re missing from
your draft.
Sandra: Fine.

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Tutor: So, you mentioned the monoliths and the spires, which was good, but what area does the tribal park
cover? Do you know?
Sandra: 12,000 hectares [Q28] and the plain is at about 5,850 metres above sea level.
Tutor: Larger than I expected. Okay. Where’s the nearest accommodation? That’s a practical detail that you
haven’t included. Have you done any research on that?
Sandra: Yes. There’s nowhere to stay in the park itself, but there’s an old trading post called Goulding quite
near. All kinds of tours start from Goulding, too.
Tutor: What kind of tours?
Sandra: Well, the most popular are in four-wheel drive jeeps – but I wouldn’t recommend hiring those. I think
the best way to appreciate the area would be to hire horses instead and trek around on those [Q29]. Biking is
not allowed and it’s impossible to drive around the area in private vehicles. The tracks are too rough.
Tutor: Okay, lastly, what else is worth visiting there?
Sandra: There are several caves [Q30], but I haven’t looked into any details. I’ll find out about them.
Tutor: Okay, good. Now what I’d like to know is …
SECTION 4
So, welcome to your introductory geography lecture. We’ll begin with some basics. Firstly, what do we lean by
studying geography?
Well, we learn a great deal about all the processes that have affected and that continue to affect the earth’s
surface (Q31). But we learn far more than that, because studying geography also informs us about the different
kinds of relationship that develop between a particular environment (Q32) and the people that live there.
Okay. We like to think of geography as having to main branches. There’s the study of the nature of our planet –
its physical features, what it actually looks like – and then there’s the study of the ways in which we
choose to live and of the impact (Q33) of those on our planet. Our current use of carbon fuels is a good
example of that.
But there are more specific study areas to consider too, and we’ll be looking at each of these in turn throughout
this semester. These include bio-physical geography, by which I mean the study of the natural environment and
all its living things. Then there’s topography – that looks at the shapes of the land and oceans. There’s the study
of political geography and social geography too, of course, which is the study of communities of people. We
have economics – in which we examine all kinds of resource and their use – agriculture, for example. Next
comes historical geography – the understanding of how people and their environments and the ways they
interact have changed over a period of time – and urban (Q34) geography, an aspect I’m particularly
interested in, which takes as its focus the location of cities. And lastly, we have cartography. That’s the art and
science of map- making. You’ll be doing a lot of that!

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So, to summarise before we continue, we now have our key answer…studying this subject is important because
without geographical knowledge, We would know very little about our surrounding and we wouldn’t be
able to identify all the problems (Q35) that relate to them. So, by definition, we wouldn’t be in an informed
position to work out how to solve many of them.
Okay, now for some practicalities. What do geographers actually do? Well, we collect data to begin with!
You’ll be doing a lot of that on your first field trip! How do we do this? There are several means. We might,
for example, conduct a census – count a population in a given area perhaps. We also need images (Q36)
of the earth’s surface which we can produce by means of computer – generation technology or with the help of
satellite relays. We’ve come a very long way from the early exploration of the world by sailing ships when
geographers only had pens and paper at their disposal.
After we’ve gathered our information, we must analyse it! We need to look for patterns (Q37), most
commonly those of cause and consequences. This kind of information, we must analyse it! We need to look for
patterns, most commonly those of causes and consequences. This kind of information helps us to predict and
resolve problems that could affect the world we live in.
But we don’t keep all this information confidential. We then need to publish our findings so that other people
can access it and be informed by it. And one way in which this information can be published is in the form of
maps. You’ll all have used one at some stage of your life already. Let’s consider the benefits of maps from a
geographer’s perspective.
Maps can be folded hand put in a pocket and provide a great store of reference when they’re collected in an
atlas. They can depict the physical features of the entire planet if necessary, or, just a small part of it in much
greater detail. But there is a drawback. You can’t c exactly replicate something that is three-dimensional, like
our planet, on a flat piece of paper, because paper has only two dimensions, and that means there’ll always
be a certain degree of distortion (Q38) on a map. It can’t be avoided.
We can also use aerial photographs…pictures taken by cameras at high altitude above the earth. These are great
for showing all kinds of geographical features that are not easy to see from the ground. You can easily
illustrate areas of diseased trees or how much traffic (Q39) is on the road at a roads at a given time or
information about deep sea beds, for example.
Then there are Landsats. These are satellites that circle the earth and transmit visual information to computers at
receiving stations. They circle the earth several times day and can provide a mass of information – you’ll be
familiar with the information they give us about the weather (Q40), for example.
So, what we’re going to do now is look at a short presentation in which you’ll see all these tools…

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ANSWER KEY
1 C 11 1.30 / 1:30 21 A 31 Surface
2 B 12 25(th) December 22 C 32 Environment
3 48 North Avenue / December 25(th) / 23 A 33 Impact(s) / Effect(s)
Christmas Day
4 WS6 2YH 24 B 34 Urban
13 Car-pack / Car park
5 01674 553242 /Parking lot 25 B/C/F 35 Problems
6 (Free) drink(s) / 14 45 26 B/C/F 36 Images
(Free) refreshment(s)
15 (Some) tables 27 B/C/F 37 Patterns
7 (The/A) pianist /
(The/A) piano player 16 C/F/G 28 12.000 / 12 thousand 38 Distortion(s)

8 10.50 17 C/F/G 29 Horses 39 Traffic

94 18 C/F/G 30 Caves 40 Weather

10 50% / 50 percent 19 B/E

20 B/E

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 READING
1D 14 ii 27 E
2B 15 iii 28 B
3F 16 v 29 A
4E 17 iv 30 F
5B 18 viii 31 sender
6F 19 vii 32 picture/image
7D 20 FALSE 33 receiver
8A 21 FALSE 34&35 IN EITHER ORDER
9 (ship’s) anchor/(an/the) anchor 22 NOT GIVEN sensory leakage (or)
10 )escape) wheel 23 TRUE (outright) fraud
11 tooth 24 TRUE 36 computer
12 (long) pendulum 25 FALSE 37 human involvement
13 second 26 TRUE 38 meta-analysis
39 lack of consistency
40 big/large enough

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 UNIT 7: URBAN AND RURAL LIFE
LISTENING
LEAD-IN
3
beginning or ending a, c, n

sequencing/moving on d, e, f, h, j, k, l

referring back m

summing up g, n

emphasising i
giving reasons b

4 Sample answers
1 professional, freelance, sports - adjective

2 national/local/international newspapers, television channels, news agencies, media outlets, news websites -
plural noun phrase

5 1 freelance 2 news agencies

6 1 A correct B wrong spelling C words from question repeated (which also means the answer
exceeds the word limit) D the word is spelt correctly but should be the adjective form
2 A singular form B correct C too many words - the candidate has added a word which fits grammatically
but is not in the audio D 'agencies' alone is not sufficient, two words are permitted and both words are
needed

71d 2a 3b 4c

8 1 your/the audience 2 interest them 3 news channel 4 consequences

9 1 pictures 2 reputation

10 1 A NP-wrong grammar BPC NP- wrong grammar D NP- doesn't go with the preposition by
2 A NP-a not an before gap B P (but is a repetition of the previous stage) CP DNP-not logical here

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3 A NP-information is uncountable BP CP DP

11 1 planning 2 script 3 detail

12 Possible answers
4 singular noun for a person: victim, police officer, witness, politician
5 verb: disagree, differ, conflict, contrast
6 plural noun phrase: (future) developments, participants

13 4 witness 5 contrast 6 next steps

14 1 anything new 2 more selective 3 personal relevance 4 audience 5 the competition

6E 7B 8F 9A 10 H

SCRIPT

2
OK, everyone, I'd like to start by introducing myself. My name is Warren Short and I'm a freelance news
reporter. So, what that means is that news agencies hire me to go to different parts of the world and report on
on-going stories as they develop. The reason I've been asked to speak to you is to give you some tips on
making your own news reports, which I know is something you have to do for your media course.
Let's begin our talk with a few general points. The first one is know your audience. By that I mean, are they
older or younger viewers, where are they from, what are their values, ideas or beliefs, what level of education
do they have? The reason we try to find out as much as possible about the audience is that we want to interest
them. If they can't engage with or relate to the stories we choose or how we present them, they'll choose another
news channel. The same story can be presented in different ways for different audiences. So, for example, if
there's an oil spill into the sea, will our audience be more concerned about the environmental or the economic
consequences? The next general point I want to make is that pictures are as important as words. You need to
choose very carefully what you're going to show, in what order and for how long. The first and last shots the
audience sees are the ones that make the most impact. The last of my general points is that you must be fair and
balanced. The reputation of the TV station is at stake here, so it's crucial not to give the impression that the
station is trying to push its own agenda. If you interview someone from one side of a debate, you should then
interview someone from the other side. Without this balance, you will definitely get complaints from viewers.

Page
Right, so I'll just repeat those general points for you before we move on. Get to know your audience, choose
your pictures wisely and avoid bias.
[pause]

OK, so let's take a simplified look at the process of making a news report. As with any project, the first stage
is planning. What you have to remember is the five Ws: Who, What, When, Where and Why. These are the
five questions you need to have answers to. Once you've gathered the information about the story, you need to
put together a script. The key advice here is - keep it simple or you may lose your audience. As part of writing
the initial script, try to visualise the report in your mind.
Make sure you're clear on who you're going to interview, where this interview will take place, the questions
you want to ask, and what shots you're going to include.
After that it's time to get the camera rolling. A news report begins with the reporter talking to the camera and
giving a brief introduction to the story. Keep it snappy. Don't go into unnecessary detail or say things that will
be covered by the interviewees. Just outline the story that your report will tell in a straightforward and
appealing way. The next stage of the report is the interview or interviews. Choose someone directly affected by
the story who can put their ideas across in a clear and concise way. This could be, say, a witness who observed
the events of the story directly. The ideal place to interview them is somewhere that reveals something about the
person or the events of the story. For example, if he or she works in a factory affected by the story, interview
him or her inside the factory with machinery and workers in the background. On the other hand, there shouldn't
be too much going on in the background as that would detract from the story. OK, moving on to the second
interview. This person's views should contrast with those of the first speaker. I've already mentioned the need to
avoid being accused of bias, and that's why his or her position on the story must be different. So, if the first
person was a worker in the factory explaining why jobs must be saved, the second interviewee could be one of
the factory managers giving their perspective on why job cuts are necessary.
Now, depending on the length of your report, you might or might not have time for other views and shots. But
the piece should finish with the reporter on camera again, rounding up the story, and if possible saying
something about the possible next steps in this story. For example, if the story is about a court case, when the
verdict is expected.
So, that's about it. To sum up, be fair, be balanced and be interesting. Now, are there any questions?

5
OK, everyone, I'd like to start by introducing myself. My name is Warren Short and I'm a freelance news
reporter, So, what that means is that news agencies hire me to go to different parts of the world and report on
on-going stories as they develop. The reason I've been asked to speak to you is to give you some tips on
making your own news reports, which I know is something you have to do for your media course.

Page
8
Let's begin our talk with a few general points. The first one is know your audience. By that I mean, are they
older or younger viewers, where are they from, what are their values, ideas or beliefs, what level of education
do they have? The reason we try to find out as much as possible about the audience is that we want to interest
them. If they can't engage with or relate to the stories we choose or how we present them, they'll choose another
news channel. The same story can be presented in different ways for different audiences. So, for example, if
there's an oil spill into the sea, will our audience be more concerned about the environmental or the economic
consequences?

9
The next general point I want to make is that pictures are as important as words. You need to choose very
carefully what you're going to show, in what order and for how long. The first and last shots the audience sees
are the ones that make the most impact. The last of my general points is that you must be fair and balanced. The
reputation of the TV station is at stake here, so it's crucial not to give the impressionthat the station is trying to
push its own agenda. If you interviewsomeone from one side of a debate, you should then interview someone
from the other side. Without this balance, you will definitely get complaints from viewers.
Right, so I'll just repeat those general points for you before we move on. Get to know your audience,
choose your pictures wisely and avoid bias.

11
OK, so let's take a simplified look at the process of making a news report. As with any project, the first stage
is planning. What you have to remember is the five Ws: Who, What, When, Where and Why. These are the
five questions you need to have answers to. Once you've gathered the information about the story, you need to
put together a script. The key advice here is keep it simple or you may lose your audience. As part of writing
the initial script, try to visualise the report in your mind. Make sure you're clear on who you're going to
interview, where this interview will take place, the questions you want to ask and what shots you're going to
include.
After that it's time to get the camera rolling. A news report begins with the reporter talking to the camera and
giving a brief introduction to the story. Keep it snappy. Don't go into unnecessary detail or say things that will
be covered by the interviewees. Just outline the story that your report will tell in a straightforward and appealing
way.

13
The next stage of the report is the interview or interviews. Choose someone directly affected by the story who
can put their ideas across in a clear and concise way. This could be, say, a witness who observed the events of
the story directly. The ideal place to interview them is somewhere that reveals something about the person or
the events of the story. For example, if he or she works in a factory affected by the story, interview him or her

Page
inside the factory with machinery and workers in the background. On the other hand, there shouldn't be too
much going on in the background as that would detract from the story. OK, moving on to the second interview.
This person's views should contrast with those of the first speaker. I've already mentioned the need to avoid
being accused of bias, and that's why his or her position on the story must be different. So, if the first person
was a worker in the factory explaining why jobs must be saved, the second interviewee could be one of the
factory managers giving their perspective on why job cuts are necessary.
Now, depending on the length of your report, you might or might not have time for other views and shots.
But the piece should finish with the reporter on camera again, rounding up the story, and if possible saying
something about the possible next steps in this story. For example, if the story is about a court case, when the
verdict is expected.
So, that's about it. To sum up, be fair, be balanced and be interesting. Now, are there any questions?

14
You will hear someone giving a talk about writing for a newspaper and the printing process. First you have
some time to look at questions 1 to 10.
(pause)
Now listen carefully and answer questions 1 to 10.

Good afternoon, everyone. So today's talk is divided into two parts. In the first part I'm going to try to explain
the decision-making process behind choosing what stories to publish in a newspaper. Later, in the second
part of my talk, I will explain the process of producing a print newspaper.
So, first of all, I'd like to consider the question 'What is news?' It's a question I get asked all the time. Well, to
put it in very simple terms, it is 'anything new'. However, that definition is extremely vague and open to
interpretation. In other words, it doesn't really help a newspaper editor decide what stories to include. So a
better question would be 'What factors help newspaper editors decide which stories make it into their
newspaper?" Well, of course, it's a slightly different process for TV news programmes because TV editors
have to be more selective about what to include. TV news shows are restricted by length and can be as short as
five minutes. Newspapers don't have these restrictions but even with print or online newspapers, there are
many more stories vying for attention than those that actually appear in the final edition. Returning to the
question then, what makes a news story newsworthy?
What is it that grabs the attention and makes you want to interact with the story? Basically, it is anything with
personal relevance for the reader. This presents us with two more questions: How do we as newspaper editors
decide what is relevant and what is not? And what is it that makes a story personal? The answer is that it very
much depends on your audience, and a good newspaper editor chooses stories based on their relevance and
personal interest to their audience. He or she needs to know what sells their newspaper because at the end of the
day, if our newspapers don't sell, we don't have a job. A successful editor doesn't just think about their audience,

Page
they also need to keep an eye on the competition, and this is the final factor want to address in this part of my
talk. To clarify, the competition is other newspapers or news channels. If a story is getting a lot of attention
and coverage elsewhere, then, as an editor, you need to find a way to include it in your newspaper.
[short pause]

So, now to move on to the second part of my talk, which is the process of putting together an edition of a
printed newspaper. The first stage is a continuous process in which journalists are collecting and writing up
stories and the marketing people are positioning the advertisements, and this is known as the news gathering
stage. As soon as an article is finished, it's passed on to the second stage of the process-editing. Both content
and language have to be edited. Facts may need to be checked and changes made to the language to ensure the
tone of the piece fits the style of the newspaper and the message the editor wants to convey. There may be a
number of different editors, depending on the size of the newspaper, and each editor needs to use a contrasting
colour to edit so that it's easy to see who has made the changes. For example, sub-editors use red, the chief sub-
editor uses blue and the editor uses green.
Once all the editing is finished, we move on to the next stage, which is called pre-press. This stage is concerned
with layout. Each page of the newspaper is laid out and designed with stories, pictures and adverts. A prototype-
or first version of each page is made. Nowadays, these are then transformed into digital form by graphic
designers.
The pre-press stage is followed by the press or lithographic stage. Traditionally, and in places where digital
printing isn't used, the stories and adverts are registered on a plate - an iron sheet in the size and shape of the
newspaper.
Next comes the impression stage. The plates are hung on the printing press and the final copies are printed out.
For some of the national newspapers this can run to thousands of copies that need to be collected and put in
order before the final stage - circulation, whenthe newspapers are sent out to be distributed across the country.
Although digital technology now plays a part in this whole process, it's actually remarkably similar to the way
it has always been done. The process from beginning to end typically takes about 12 hours as it's a very fast
moving business.

SPEAKING
LEAD-IN
2
Positive Negative

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 gripping pointless

inspirational utter garbage

intriguing a complete waste of time.

absolutely It's not my cup of tea.

hilarious Neutral

a definite 5 star rating I can take it or leave it.

compulsive viewing It gave me food for thought.

I watched it in one sitting. It was nothing to write home about.

It has/had me on the edge on my seat.

I was glued to the screen.

4 He corrects himself or clarifies 12 times:

One of my favourite programmes is Fear Factor. (1) Actually, I would say it's a programme that I love to hate!
(2) What I mean by that is - I love it, but at times the things on there are awesome, (3) sorry, I meant to say they
are awful. So the type- (4) or rather the genre- of show is reality but also it's a competition. What happens is that
there are four people (5) well, you know, four competitors and they has to do, (6) they have to do a series of
tasks. Sometimes they have to dive into - (7) or actually they dive under water and open a box-(8) I mean
unlock a box, or they have to climb up a high building. In the second task, there are nasty animals - (9) not
animals as such, but things like cockroaches or snakes which they must to, (10) they must lie in a box with or
something. So, I don't like it, but it's compulsory. (11) I'll rephrase that. I watch it even though I don't want to.
It's compulsive. It's on Thursday nights on a channel called Reality. I usually watch with my brother - both my
brothers, (12) actually. Sometimes we play our own version of it and make each other do silly tasks, but not as
bad as the ones on the TV.

5 Sample answers
1 I mean, they're not very interesting.
2 WhatI meant to say was the presenter is very good.
3 Let me start again. It's a show which gives people makeovers.
4 I'll rephrase that. It's a programme where you get to see inside celebrities' homes.
5 Sorry, what I intended to say was most people in my country watch this show.
6 Let me put that another way. I like game shows, especially when there are big prizes.

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6 1 Watching TV is a time of waste. Sorry, I'll rephrase that - a waste of time.
2 Comedic shows, or rather comedy shows, are not very popular in my country.

3 I can't understand why realism TV is so popular. Let me start again. I can't understand why reality TV is so
popular.
4 The popularity of sports programmes, especially football series, I mean football highlights shows, makes no
sense to me.
5 One thing that I dislike about TV is the amount of publicities. Oh, did I say publicities? I meant to
say commercials.

7 Sample answers
2 I think TV is a very positive thing. Let me explain. Children can improve their imaginations and learn a
lot from watching TV.
3 Children should be allowed to watch TV online unsupervised. To put that another way, I don't think it's
very practical to expect parents to supervise their children all the time they are online.
4 Watching TV online is far superior to watching conventional TV. What I mean by this is you can
choose when you're going to watch and watch anywhere you like.
5 The standard of TV programmes is so much better these days. Let me clarify that. In the past, there wasn't
much to see at the weekends but nowadays we have so many channels, we can always find something to
watch.

9 Sample answers
1 It has been said/reported that children who watch a lot of TV are less sociable.
2 It is believed/thought/widely accepted that most newspapers are biased.
3 It has been proved that TV can damage your eyesight.
4 It has been estimated that by 2025, 80% of TV viewing will be done online.

SCRIPT
4
One of my favourite programmes is Fear Factor. Actually, I would say it's a programme that I love to hate!
What I mean by that is - I love it, but at times the things on there are awesome, sorry, I meant to say they are
awful. So the type- or rather the genre- of show is reality but also it's a competition. What happens is that

Page
there

Page
are four people-well, you know, four competitors - and they has to do, they have to do a series of tasks.
Sometimes they have to dive into- or actually they dive under water and open a box - I mean unlock a box, or
they have to climb up a high building. In the second task, there are nasty animals - not animals as such, but
things like cockroaches or snakes, which they must to, they must lie in a box with or something. So, I don't like
it, but it's compulsory. I'll rephrase that. I watch it even though I don't want to. It's compulsive. It's on Thursday
nights on a channel called Reality. I usually watch with my brother - both my brothers, actually. Sometimes we
play our own version of it and make each other do silly tasks - but not as bad as the ones on the TV.

6
Example labsolutely hate watching the new. Sorry, I meant to say news.
1 Watching TV is a time of waste. Sorry, I'll rephrase that - a waste of time.
2 Comedic shows, or rather comedy shows, are not very popular in my country.

3 I can't understand why realism TV is so popular. Let me start again. I can't understand why reality TV is so
popular.
4 The popularity of sports programmes, especially football series, I mean football highlights shows, makes no
sense to me.
5 One thing that I dislike about TV is the amount of publicities. Oh, did I say publicities? I meant to
say commercials.

READING
LEAD-IN
21S 2S 3A 4S 5S 6S 7A 8S

3 1 Journalist is a more generic word for anyone who works in media; a reporter is someone who writes
or presents the news only.
2 This is dependent on context: for the news, research means looking at different sources to be clear on the facts
of a story. Investigate implies a more active role of finding out information that was not previously known, or
solving something.
4 same meaning - be the first to publish a news story
5 Broadcast is used for TV/radio and publish for printed stories.

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6 A media outlet is a more generic organisation, for example a newspaper, magazine, or TV channel that
offers a variety of information, whereas a news agency is just news focused.
8 An eyewitness is a person who was present and saw the events of the news story first hand. A source is a
person or organisation that provides information for a news story.

41E 2G 3A 4C 5F 6B 7D

5 A a camera B Ohmynews! C CNN, The Times D 2021

E educational, economic, social, cultural G their critical faculties F rioters, looters

6 A possessed-owned B a Korean news site - one of South Korea's most influential onlinesources
C media outlets - news organisations D half-50% E obstacles - barriers F criminals-offenders
G audiences-readers and viewers

7 Students' own answers

81D2F3G4A5B6E
9 2 What was the subject of the story given as an example of an amateur journalist scoop before it was
reported by a major news agency?
subject - probably a noun
3 From which group of people have the media establishment begun to hire staff?
group of people - a plural or collective noun
4 What had mainstream media traditionally seen their role in news reporting as
being? role - a noun

10 1 eyewitness 2 space shuttle Columbia 3 (amateur) (news) bloggers 4 gatekeepers

11 7 A correct B incorrect-the text says critical thinking is desirable, not a

'risk' C incorrect-the words are not in the text
8 A incorrect-too many words B correct C incorrect-the authorities are the police
9 A incorrect - this is the old model B correct C incorrect - We media is not a 'model' of broadcasting

12 1 Independent Media Center/Indymedia 2 democratisation 3 reduce inequality

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13 B
14 1 C 2E 3B

15 1 The traditional 'filter then publish' model 2 'publish then filter' 3 replaced 4 has been 5 by

16 Present continuous: The traditional 'filter then publish' model is being replaced by 'publish then filter".
Past perfect: The traditional 'filter then publish' model had been replaced by 'publish then filter".
Future simple with will: The traditional 'filter then publish' model will be replaced by 'publish then filter'.

17 1 F. Some sentences would not make sense or would sound very wrong. For example, the active sentence
/ passed the IELTS test would sound wrong in the passive (The IELTS test was passed by me).
2 T. The passive allows us to shift focus from the person or thing doing an action to the person or thing
affected by the action.
3 F. It is used a lot. However certain forms of the passive, such as those that use it as a subject (It is believed ...,
It has been estimated...) sound very formal when spoken.
4 T. Sometimes it is not important or relevant to say who or what does the action. For example, My bicycle
was stolen - we don't need to say by a thief because this is understood.
5 T. For example, the passive is commonly used in scientific texts and language as it expresses the objectivity
for a situation.

18 1 B 2D 3D 4C 5A 6B 7 educational (type) 8 (their) personality

9 (the) producer(s) 10 (the) confessional 11 E 12 A 13 D 14 C

WRITING
UNIT 7: CULTURE – ADVANTAGES &
DISADVANTAGES WRITING- ADVANTAGES AND
DISADVANTAGES
REVISION

Revision 1: Fill in the blank with the given words

Page
 A. ……(topic) is enjoying an upsurge of popularity K. By this I mean that S + V
(among …..) in recent years. L. Unfortunately, on the other hand, (topic)
B. One obvious benefit of this scenario is that S + V could also be detrimental in terms of + Noun
C. This situation has surely brought about both phrase
benefits and drawbacks and these are discussed M. Such as + noun phrase
in this essay. N. Therefore, S + V
D. By this I mean / In other words, S + O. Another negative aspect is that. S + V
V(explanation 1) P. To be more detailed, S + V
E. A case in point is that + S + V (example 1) Q. Noun + would be an excellent example of this
F. Therefore, S + V (consequence 1) as S + V
G. Another important advantage that needs to R. To be more specific, S + V
be taken into account is that S + V S. In conclusion, with all its merits and
H. For example, S + V (example 2) demerits, this situation/ can exert a
I. As a result, S + V (consequence 2) double-edged
J. In other words, S + V (explanation 2) impact on our lives. Therefore, it is suggested
that we need to be fully aware of all the
pitfalls and unhappiness that are associated
with it before any necessary action can be
taken to avoid negative consequences. On the
other hand, I would argue that the downsides /
benefits described above are eclipsed by a
variety of positive points / drawbacks.

OUTLINE

A. Introduction
1. Background statement: ……(topic) is enjoying an upsurge of popularity (among …..) in recent years.
2. Thesis statement: This situation has surely brought about both benefits and drawbacks and these are
discussed in this essay.

B. Body 1: Advantages
Idea 1: One obvious benefit of this scenario is that S + V

 Explanation 1: By this I mean / In other words, S + V(explanation 1)

 Example 1: A case in point is that + S + V (example 1)

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 Consequence 1: Therefore, S + V (consequence 1)
Idea 2: Another important advantage that needs to be taken into account is that S + V

 Explanation 2: In other words, S + V (explanation 2)

 Example 2: For example, S + V (example 2)
 Consequence 2: As a result, S + V (consequence 2)
C. Body 2: Disadvantages
Idea 1: Unfortunately, on the other hand, (topic) could also be detrimental in terms of + Noun phrase

 Explanation 1: By this I mean that S + V

 Example 1: Such as + noun phrase
 Consequence 1: Therefore, S + V

Idea 2: Another negative aspect is that. S + V

 Explanation 2: To be more specific, S + V

 Example 2: Noun + would be an excellent example of this as S + V

1. Conclusion

In conclusion, with all its merits and demerits, this situation/.....can exert a double-edged impact on our lives.
Therefore, it is suggested that we need to be fully aware of all the pitfalls and unhappiness that are
associated with it before any necessary action can be taken to avoid negative consequences. On the other
hand, I would argue that the downsides / benefits described above are eclipsed by a variety of positive
points / drawbacks.

PRACTICE
Exercise 1: Write an introduction using the given words.

In multicultural societies, there is a mixture of different ethnic peoples. What are the advantages
and disadvantages of this?
Background statement:
Thanks/ more/ wide/ open/ policy/ in/ economy/ and/ immigration/ of/ many/ country/, formation/ of
/multicultural/ societies/where/ a varying/ number of/ ethnic/ person/stay together/enjoying/upsurge/popularity.

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Thanks to more widely open policies in economy and immigration of many countries, the formation of
multicultural societies where a varying number of ethnic people stay together is enjoying an upsurge of
popularity.

Thesis statement:
This situation/ brought out/ benefits/ drawbacks/ these/ discussed/ essay
This situation has surely brought about both benefits and drawbacks and these are discussed in this essay.

Exercise 2: Rearrange sentences to make full body paragraphs

Body 1:
A. By this I mean that some groups of people feel that their races are the most superior one; therefore they
would underestimate certain kinds of races.
B. One of the classic examples would be the debate of religion in Israel between the Jewish and the
Palestinian, which have caused so many casualties.
C. Another important disadvantage that needs to be taken into account is that there is always a debate about
religious activities, as some groups might have extreme faith in their religions and would annoy other
believers.
D. On the one hand, countries that have multicultural communities have some similar problems. One
obvious drawbacks of this scenario is that it is common that discrimination would have been the main
issue.
Order: D-A-C-B

Body 2:
A. Many multicultural cities that are well known, such as Sydney, Toronto and Singapore would be
excellent examples of this due to the proper management of its local government.
B. By this I mean that multicultural societies make the city become alive and fascinating, as some sides of
the city shown Asiatic cultures, while on the other side it shows Western civilisations.
C. As a result, it will boost the tourism industry, create a lot of employments and generate income tax for
the governments.
D. Therefore, this situation makes the city becomes unique and would attract tourists from many parts of
the world.
E. Despite all the drawbacks, multiculturalisms will bring many advantages for the government and the
people, if they are well managed.
Order: E-B-D-C-A

Exercise 3: Translate the sentence into English to make a complete conclusion

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Nói tóm lại, với tất cả những mặt lợi và hại, môi trường đa văn hoá có thể có tác động 2 chiều đến với cuộc
sống của chúng ta. Vì thế, rất quan trọng để chúng ta nhận thức được tất cả những mặt tiêu cực có liên quan đến
vấn đề thực trạng này trước khi bất kể hành động nào được tiến hành để ngăn chặn những tác động tiêu cực đó.
In conclusion, with all its merits and demerits, this situation can exert a double-edged impact on our lives. Therefore, it is
suggested that we need to be fully aware of all the pitfalls and unhappiness that are associated with it before any necessary
action can be taken to avoid negative consequences

UNIT 8: URBAN AND RURAL LIFE

LISTENING
LEAD-IN
1 1 globally 2 global 3 globalised 4 globe 5 globalisation

3 The headings in bold tell you what the structure is: Definitions of culture - Negative view - Positive
view- Effect of the internet- Conclusion

5 1 C-the gap needs an adjective or word behaving like an adjective such as a past participle
2 A- the gap needs a singular or plural noun
3 A-exceeds word limit

64A 5B 6C

7 Sample answers
7 the comma suggests it will be a noun, someone who is able to choose
8 noun: e.g. politics, economics, religion
9 noun: e.g. knowledge, appreciation
10 noun: e.g. the internet, conflict, nationalism

8 1 visible 2 meanings 3 historical 4 capitalism 5 individual 6 60%/60 percent

7 citizens 8 society 9 languages 10 education

9 1 plural noun or noun phrase (the verb help suggests it will be plural)
2 verb (related to the effect one language can have on another)

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3 noun or noun phrase, related to a particular context or aspect of life
4 noun or noun phrase, one that collocates with the preposition into
5 adjective or adjective phrase OR verb phrase in gerund form
6 singular countable noun or noun phrase, beginning with a consonant

10 NB do not reveal these answers until students have completed exercise 11.
1 ancient monuments 2 dominate 3 business 4 integration 5 getting older 6 complete course

12 1 subject: we; object: which 2 (the) world 3 before it 4 to the end of the relative clause: the world
(which) we live in

13 1 The man (who) you need to speak to is Mr Brodie.

2 Chapman Brothers, the company (which) I worked for for 20 years, is closing down.
3 Camilla Stark, with whom I went to school, is now a well-known actor.
4 Yasmin demanded the goods for which she had paid.
5 Christmas is the holiday which children wait for all year.
6 The man whose life the film is based on died a long time ago.

14 1 independent country 2 urban areas/cities 3 social groups 4 contact 5 yellow paint

6 (river) spirits 7 (terrifying) masks 8 tourists 9 government 10 natural

SCRIPT
4&8
Good afternoon, everyone. Today we continue our series of talks about globalisation, and today's talk is on the
globalisation of culture. This is quite a complex topic as there are lots of different ways in which we can look
at culture. To begin with, there is no agreed consensus on how best to define culture. Culture can cover both
visible aspects, such as music, clothes, food and architecture, as well as less visible ones such as value and
belief systems. An important point I want to stress from the beginning is one that anyone who studies culture
needs to understand. It's not enough to just look and see what's happening on the surface. You need to look
beneath the surface to understand the meanings that people assign to cultural phenomena. Let me give you an
example. The American film Titanic proved hugely popular in China when it was released in 1998. When this
was studied in detail by sociologists, it was found that it had nothing to do with the popularity of American

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culture. The film was understood by the Chinese purely in terms of their own historical circumstances. So, the
whole idea of cultural globalisation needs to be looked at beyond the superficial level.
(Stop to check if students are following notes.)

OK, let's move on to discuss some different views on the globalisation of culture. For some it's seen to be a very
negative thing indeed. Many critics see it as an extension of global capitalism. They see capitalism attempting
to extend its influence to all corners of the globe through advertising and marketing, creating needs people
didn't know they had in order to sell their products and services. One of the main criticisms of this economic
approach is that it has led to corporations trying to find uniform answers to the needs of everybody, a kind of
one-size-fits-all approach to products and services they produce. In other words, this approach does not
consider or cater to the different personalities that different cultures have, and therefore either ignores or is
detrimental to their individual needs. Some even see this process as a form of corporate imperialism,
comparable perhaps to the colonisation of the 'new world' by European powers in the 15th to 19th centuries.
This can lead to a form of cultural extinction; long-held customs and traditions slowly disappear or die out.
This is a fear that many nations have expressed. In 1999, for example, a survey in France found that 60% of
people in that country felt that globalisation was the greatest threat to the French cultural way of life.
Many people, however, view globalisation in a much more positive light. Some see it as giving people more
options to choose from and improving life for everyone. For example, we can get the benefits of Japanese
technology, Italian food, British music, Americanfilms and Swedish interior design wherever we live in the
world.
(Stop to check if students are following notes.)

The fact that a Chinese family eats out at an American burger restaurant once a month doesn't alter the fact that
on the other 30 days, they make and eat their traditional food at home. Although Japanese businessmen dress
in British suits, they still do business in a very different way from their Western counterparts. In this view of
cultural globalisation, people are viewed as world citizens who knowingly choose from a menu of options
when it comes to music, food, clothes and so on. In other words, we have much more variety to suit our
individual needs, thanks to such influences. It should also be remembered, though, that when it comes to the
more deeply rooted aspects of culture, these are less susceptible to change. We can change the music we listen
to, but our deeper profound beliefs about society cannot be altered so readily.
(Stop to check if students are following notes.)

To add another point to the discussion, I believe that the internet and other media that have led to a so-called
'global culture' can actually work to the advantage of national and regional cultural groups. The internet helps
spread information about these cultures and contributes towards preserving not only their customs, but also their
languages. For example, many Native American tribes have used social media to re-engage younger tribe
members with the skills to learn and use their mother tongues.

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In concluding my talk this afternoon, I would like to emphasise the part that education can play in this
discussion of the globalisation of culture. If we can all learn to respect other cultures and appreciate their
differences rather than fearing them, it is perfectly possible for them to flourish alongside a shared
global culture. Now, does anyone have any questions?

10
Language is more than a collection of words and sounds. It is an essential part of a culture that helps not only
with communication, but is a reminder of a culture's heritage. It can give us a valuable insight into the beliefs
and the way a group of people think, in the same way ancient monuments give us insight into the past,
Currently, the UNESCO Atlas of World Languages believes that there are 575 languages that are in danger.
This includes languages that have just a handful of speakers such as Yagán in Chile and Ainu in Japan, but also
some languages where there are still thousands of speakers. For example, it is estimated that there are around
170,000 speakers of Navajo, but the language is still in danger as younger generations are not learning it.
So why are so many languages dying out? Why are fewer people learning the languages of their ancestors? One
explanation is globalisation. When a language becomes socially, politically and economically stronger than a
native language, we often see displacement - the stronger language will dominate at the expense of the so-called
weaker ones. One example of this can be seen in East Africa, where Swahili is spoken by 100 million people
across Tanzania, Mozambique and Kenya. In other words, it has become the lingua franca for this pocket of
Africa and in particular the language of business for these nations. This has led to other languages in the region
coming close to extinction. By extension it will probably become the language of art and culture as technology
increases in the region. Another factor of globalisation that affects language is the movement of people. As
people move to other countries to find work and education possibilities, immigrant parents tend to be less likely
to teach theirchildren the language and customs from the 'old' country. However, it's not clear if this is because
these parents are driven by concerns about theirs and their children's integration into the new culture and local
language or just that as immigrants they may have to work hard to establish themselves and not have the time to
teach their children.
Nevertheless, there are some ways in which languages that may have died out in the past are being saved, and
this is thanks to the globablisation and technology that have threatened languages in the past. For example,
Joshua Hinson, a member of the Chikasaw tribe in North America, was concerned about the fact that the tribe
members who could speak the language well were getting older and the younger members were not interested.
He therefore developed an app that taught the Chikasaw alphabet and language. This was a great success with
the younger members and they have formed a Youth Speaking Language Club and are partnering with
language experts to produce a complete course, which they hope to make available in the near future.

14
You will hear a talk about the island of New Guinea and some of the people of Papua New Guinea. First you
have some time to look at questions 1 to 10.

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[pause]
Now listen carefully and answer questions 1 to 10.

Today's talk is about the fascinating culture of New Guinea, an island divided in two politically but with huge
diversity in both parts. For those of you who don't know, New Guinea is located in Oceania, in the south
western Pacific Ocean, north of Australia. Since 1975 the eastern side has been the independent country of
Papua New Guinea, while the western side consists of the Indonesian administered provinces of Papua and
West Papua. Papua New Guinea has 7 million inhabitants and is an incredibly rural country with only 18% of
the population living in urban areas. It has 852 known languages and is one of the least explored terrains on the
planet.
Now, one of the reasons that Papua New Guinea, and indeed the whole of New Guinea, is such an interesting
place is that it's home to hundreds of traditional tribes - perhaps better described as distinct social groups, each
one numbering hundreds or even thousands of members. In the Indonesian part of New Guinea, that is the
provinces of Papua and West Papua, there are 312 different tribes, including around 44 uncontacted ones. These
are tribes who up until now hadn't had any contact with the outside world, even with other neighbouring tribes.
Of course, everyone is most curious to know about these tribes, but, by definition, we have little or no
information on them. [short pause]
I am now going to talk about the tribes of the Papua New Guinea highlands. These people only rarely had
contact with the outside world until the 1960s, so they are still relatively isolated. When we start to examine the
tribes, we see a common theme, which is the use of various methods to intimidate other groups so as to protect
their own tribe. Let's look first at the Huli-Wigmen, a tribe of about 40,000 from the Tari Highlands of Papua
New Guinea. They have given their faces a very distinctive look by using yellow paint, and they wear belts
made of pigtails, aprons made of leaves, and wigs, which are a sort of hat, made from their own hair. This look
is designed to scare off outsiders, which they also do with their bird dances which mimic the birds of paradise
that inhabit their land.
Another highland tribe, the Asaro mud men, have the same intention as the Huli-Wigmento ward off outsiders.
By smearing themselves in clay and mud they adopt the form of the river spirits, which are known to terrify
their enemies. Their elaborate appearance is further supplemented with extended fingernails and they wear
terrifying masks which serve to accentuate their ferocious look. The Asaro mud men were discovered by the
outside world less than 80 years ago, but have now become a symbol of Papua New Guinea and make an
important contribution to the tourist trade.
A third tribe that has become well known is the Chimbu, who live high in the mountains. The Chimbu skeleton
dancers used to dance to intimidate their enemies. This tribe traditionally lived in male/female segregated
houses, though they're now increasingly living in family groups. This group too now display their traditional
dances not to scare off other tribes, but more to entertain tourists.

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An interesting event, the Mount Hagan Sing-Sing, takes place every year, involving over 50 tribes. This came
about due to the constant fighting between tribes, which became a serious problem for the Papua New Guinea
government, so in 1961 it came up with the idea of a cultural show which would bring together as many
tribes as possible in peace and pride in their cultural heritage.
The Mount Hagan Sing-Sing is a wonderful opportunity for Papua New Guinea to showcase its fascinating
cultural heritage. At this event, tourists and locals alike can witness the spectacular costumes, including six feet
high headdresses made of flowers, shells and feathers. Inevitably, there is some loss of authenticity associated
with this kind of event. For example, chemical dyes are now used instead of the natural ones the tribes used
earlier. However, a poor, developing country has to exploit whatever resources it has, and the wealth of this
region is its tribal peoples.

SPEAKING
LEAD-IN
1 1 B Students who have rested before an exam tend to do better. In addition, the language you need for
the exam is very different from what you would hear in movies. What's more, by doing this you are
practising listening, not speaking.
2 B There is a big risk in memorising answers for the exam. It is highly unlikely you will be asked a question
that corresponds exactly to what you memorised and the examiner will most likely realise what you are doing
and this could lower your score.
3 G Many students are not aware of mistakes they make when they speak, but recording yourself gives you the
chance to notice consistent errors and correct them.
4 G Smiling makes you seem more confident and friendlier, and eye contact helps you focus on what the
examiner is asking you, as you can see their body language. It also stops you mumbling (speaking
unclearly).
5 G You are already stressed on the day of the test, so don't add to this by risking being late.

6 B Fluency is not just about speed, but also clarity. It is more important to speak clearly and accurately, so try
not to rush your answers. Use phrases for buying time to allow you to think of good answers rather than
saying the first thing that comes into your head.

2 Sample answers
Good advice: Practise functions like comparing and contrasting, speaking hypothetically, speculating, and learn
different language structures for these functions.

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The best way to improve your speaking is to speak more often, especially by doing practice tasks under
test conditions.
Don't panic if you make a mistake. One mistake will not ruin your overall score, and, if you realise, why
not correct yourself so the examiner sees you realise the mistake?
Bad advice: Ask other students who did the test recently what questions they answered, and learn your own
answers by heart. Keep your answers short and your grammar simple so that you avoid mistakes?
Don't ask the examiner any, questions, even if you are unsure what to do.
Keep talking, even if you are not answering the question, because you want the examiner to hear your English.

31b2d3e4a5f6c
4 Sample answers
1 Furthermore, Nevertheless, Despite this, On the other hand, What's more,...
2 In my view, To my mind, Clearly, The reason for this is ...
3 That's right. Not really.
4 That's not an easy question to answer. Let me think...
5 Could you explain what you mean? So what you're saying is...
6 Sorry, I'll start again. I mean,...

7 1 call him 2 his identification 3 work/job 4 music 5 eclectic 6 food 7 sweet food(s)/
desserts/cheesecake, pancakes

8 1 future perfect: I will have been at my company for three years in March
2 passive voice: The problem is that my sleeping patterns are affected.

3 first conditional: As soon as I get a Master's, I can become a manager and I think my work will be more
varied and interesting
4 relative clauses: and also I have music on my phone, which I listen to when I'm walking

5 second conditional: I really wouldn't have time for such a big meal with my parents if I visited them
during the week!

9 Sample answers
why it interests you: Neighbouring country but different, his city has a cathedral that used to be a mosque

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how you learnt about it: At school and he has been there
what you know about it: Food is tasty, spicy and healthy, couscous and flat bread, stews cooked in
tagine plans to visit this country: Casablanca in spring with friends
Luis gives a very good performance. He covers all the points on the card and speaks for the correct amount
of time. He also gives an appropriate answer to the examiner's follow-up question.

10 1 our neighbouring countries 2 it's worlds apart from 3 a short boat ride away

4 dating back to my childhood 5 I remember very vividly 6 made my mouth water 7 cuisine
8 travel a little further afield

11 1 Two sub-topics: language and culture; culture and change

2 So, do you think when we learn a language we need to learn the culture as well?

12

14 1 everywhere 2 anyone 3 Someone 4 nothing 5 everybody

6 something 7 anything 8 nowhere

15 Sample answers
1 Everyone who visits my country loves the food.
2 I am someone who is very dedicated to their career.
3 Cultural difference is something that we all need to respect.
4 Somewhere that I'd really love to visit is Argentina.
5 I don't know anybody who doesn't use social media.

16 Sample answers

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2 I am someone who is very dedicated to their studies. This is because I understand the amount of money it
cost my parents to get me to university. In addition, in today's world the job market is very competitive, so it is
important to get the best grades possible in order to succeed in a future career.
3 Cultural difference is something that we all need to respect. It can teach us different ways to look at the world
we live in and understanding someone's culture can help you understand their opinions and beliefs.
4 Somewhere that I'd love to visit is Argentina. It is a vast and fascinating country with amazing scenery and is
very culturally diverse. In particular, I love the tango, a style of music and dance very specific to Argentina,
and would love to see it in person.
5 I don't know anybody who doesn't use social media. Even my grandparents use it to communicate with me.

SCRIPT
7&8
Examiner: Good morning. My name is Paula Brady. Can you tell me your full name, please?
Luis: Yes, it's Luis Moreno Gonzalez.
Examiner: Thank you. And what shall I call you?
Luis: You can call me Luis.
Examiner: Thank you. And can you tell me where you're from?
Luis: I'm from Cordoba in the south of Spain.
Examiner: Can I see your identification, please?
Luis: Yes, here it is.

Examiner: Thank you.. . .Now, Luis, in this first part, I'm going to ask you some questions about yourself. Let's
talk about what you do. Do you work or are you a student?
Luis: At the moment, I'm working, but I'm hoping to go to the UK to do my Master's next September.
Examiner: What do you like most about your job?
Luis: Well, I work in IT and, in fact, I will have been at my company for three years in March, so I know my
job really well. The part I like best is helping people with their computer problems. Sometimes they're quite
stressed, but when they call me and I tell them how to solve the problem, they calm down. It can be quite
rewarding.

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Examiner: And is there anything you don't like about your job?

Luis: Yes! The hours! As I said, my job involves helping people having computer problems and obviously
these can happen at all times of the day and night, so sometimes I have to work on evening and night shifts.
The problem is that my sleeping patterns are affected.
Examiner: Would you like to change jobs in the future?

Luis: Yes, but I want to stay in IT. As soon as I get a Master's, I can become a manager and I think my work
will be more varied and interesting. And less disruptive for my sleep.
Examiner: OK, Luis, now let's move on to talk about music. How much time do you spend listening to music?

Luis: Oh, lots of time. Probably about three or four hours a day on working days, and a lot more on my
days off.
Examiner: And what type of music do you listen to?

Luis: I would say my taste in music is... eclectic. I like all types, really, although I'm not so keen on classical
music, but all types of modern music-pop, rock, R and B, hip hop, dance music. I always keep up to date with
new releases and follow the charts.
Examiner: Where do you usually listen to music?

Luis: Everywhere! I have a stereo in my car and also I have music on my phone, which I listen to when
I'm walking or travelling by bus or train. I listen at home and even at work sometimes.
Examiner: Is music important in your culture?

Luis: Yes, definitely. Spanish music, especially guitar music, is known all over the world. It's very... haunting
music about love and tragedy. The words are very poetic and of course people dance our traditional dances to
it. We really like to express our culture through music and it's important in all our festivals.
Examiner: OK, now we're going to talk a little about food. What are your favourite types of food?

Luis: Er, well, I'm quite adventurous when it comes to food. I'll try anything. But I have a really sweet tooth, so
I suppose my favourite food has to be desserts... like cheesecake or pancakes.
Examiner: Do you prefer eating out or eating at home?

Luis: Without a doubt, I prefer eating out! In our culture it's very normal to eat out several times a week. I like
it because I can go with my friends and try new dishes. I'm not a very good cook, so eating at home is hard for
me.
Examiner: How often do you eat with your family?

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Luis: I try to have lunch with my parents every weekend. We usually have a huge feast, prepared by my
mother, all the family are there, and we spend hours sharing our news and catching up on the gossip. But I
can only do this at weekends. I really wouldn't have time for such a big meal with my parents if I visited them
during the week!

9&10
Examiner: Right, Luis, now I'm going to give you a topic and I'd like you to talk about it for one to two
minutes. Before you talk, you'll have one minute to think about what you're going to say and you can
make some notes if you wish. Do you understand?
Luis: Yes.

Examiner: Here's a pencil and some paper for making notes and here's your topic. I'd like you to describe
a country that interests you. [The examiner times one minute.]
Examiner: OK, remember you have one to two minutes for this, so don't worry if I stop you. I'll tell you
when the time is up. Can you start speaking now, please?
Luis: OK, so the country that interests me is Morocco. It's one of our neighbouring countries, and yet in
many ways, it's worlds apart from Spain. I learnt about it in many different ways. At school, first of all, but
also I've been over to Tangier a few times as it's only a short boat ride away. In my city, Córdoba, we have a
cathedral called La Mezquita because it used to be a mosque. So, dating back to my childhood I've been
exposed to aspects of the culture of the Arab world.
I guess I learnt most by visiting. Lremember very vividly my first trip to Tangier. I walked around a Moroccan
market. The sights and sounds were so different, and the smell of those ingredients made my mouth water. I
only spent the day there the first time, but when I went back a few years later, I spent several days there. One
thing that fascinates me is Moroccan food. It's spicier than the food we eat at home, and they use different
ingredients - couscous rather than rice, for example, and their bread is flatter than ours. Their cuisine is healthy
and delicious, with lots of vegetables and pulses. They cook stews in a tagine, a kind of clay cooking pot, which
makes the food come out smelling and tasting amazing.
As for my travel plans, well, next time I go to Morocco, I want to travel a little further afield, maybe
Casablanca, which I think must be a really romantic and fascinating city. I'll probably go with some of my
friends and stay at least a week. I don't have any definite plans yet, but I was thinking of going next spring,
as the summer may be too hot.
Examiner: Thank you. And are you interested in other countries in the same region?

Luis: Yes, I would be interested in visiting Algeria and Tunisia as well, as they are culturally quite similar to
Morocco. Oh, and Egypt - I've always wanted to see Giza and the Valley of the Kings.

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11 & 12
Examiner: We've been talking about a country you would like to visit and I'd like to discuss with you one or
two more general questions related to that. First, let's talk about the importance of languages in culture. How do
you think language helps us to understand a culture?
Luis: Personally speaking, I would say it helps a lot. I feel quite bad that I don't know any Arabic at all. I think
that's the reason we find countries like Morocco so strange and exotic. I'd feel more at home there if I knew at
least the basics of their language. And also, in my view, it's kind of a mark of respect to be able to greet
someone and say thank you, that kind of thing.
Examiner: So, do you think when we learn a language we need to learn the culture as well?

Luis: Well, it depends. The thing is that languages like Spanish, English and even French are not associated
with just one country. Take Spanish, for example. In a class, different students might be planning to use their
Spanish in Spain, in Argentina, Venezuela, Colombia, so many places with different cultures. With English,
the countries that use it are even more diverse, as it's spoken not only in the UK, the US, Australia and
countries like that, but also places further afield such as India, Singapore, Hong Kong and African countries.
Given this fact, English is quite separate from any culture.
Examiner: But isn't there a culture associated with the language itself?

Luis: Well, I suppose there is to some extent. So, in Spanish, we have different forms of address for different
people. I mean, there's a more respectful form if you are speaking to older people or a stranger. In English, it
seems to be part of the language to be very polite all the time, you know, say 'please', 'thank you' and 'excuse
me' a lot, but I don't know if that's true everywhere that English is spoken.
Examiner: OK, let's talk about how cultures change. What aspects of culture do you think are most resistant to
change?
Luis: That's a good question. Obviously, anything embedded in the language is not going to change quickly and
also anything connected to religion. I would say the most deeply rooted aspects of culture are those we cannot
see.
Examiner: Can you give me an example of that?

Luis: Well, I suppose things like the fact that the Spanish are eternally optimistic. It's a kind of belief that good
will triumph over evil or everything will be alright in the end. What you see is people always smiling, singing
and dancing, but underneath the belief is that life is basically good.
Examiner: That's interesting. Do you think globalisation has changed Spanish culture at all?

Luis: Er, let me think. No. I wouldn't say so. Not the culture at least, which is something we Spanish are very
proud of. It has changed things superficially, and these days you'll notice the presence of more international

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businesses and chains. There are more international films and TV programmes available, and younger people
probably listen to more international music than, for example, when my parents were children. But deep
down, we are the same. We still do things our own way.
Examiner: Thank you very much, Luis. That's the end of the Speaking test.

READING
LEAD-IN
1 1 F (60 minutes only - no transfer time is given)
2T
3 F (the texts are from a variety of sources but all written for a non-specialist audience)
4 F (each question is worth one mark)
5T

2 1 Choose from four options A-D or choose two or more options from a larger list.
2 Decide if statements about factual information in the text is confirmed by the text (True), contradicted by the
text (False) or not included (Not Given).
3 Decide if statements about views or claims in the text are mentioned (Yes), contradicted by the text (No) or
not included (Not Given).
4 Match information from the text with the paragraphs that contain it.
5 Match main ideas with paragraphs or sections.
6 Match statements with people, places or things mentioned in the text.
7 Complete sentences about the text, choosing from a list of options with distractors.
8 Complete sentences about the text, using words from the text, keeping to a word limit.

9 Complete information in note, table, or flow-chart (process) formats, using words from the text, keeping to
a word limit.

10 Complete missing information in a diagram, either choosing from a list or using words from the
text, keeping to a word limit.

11 Answer What/Where/Why/When/How questions, keeping to a word limit.

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12 Complete a summary of part of the text, either choosing from a list or using words from the text, keeping
to a word limit.

3 1, 3, 4 (2 and 5 are false because in the last paragraph the writer expresses regret at the passing of some
youth cultures, and says. 'those of us who recall", which tells us he/she remembers them personally.)

4 1 F There is one subculture that seems to have endured better than the others: the bikers.
2 C It was a time when conventional social values were being questioned and [...] young people found
themselves with more freedom. Fuelled by American culture, Britain's youth suddenly had something to say and
a desire to express themselves.
3 E made possible by the internet. They [...] share information about demonstrations on social media. They
take part in charity events [...] to raise awareness as well as money.
4 A (the whole paragraph)
5 C... Elvis Presley and the advent of Rock and Roll generated the Teddy Boys in the UK, who in turn
influenced both Mods and Rockers.
6 D, G The second half of paragraph D, beginning Although the younger generation of today has been
called "identity-less', that is not actually the case... and in paragraph G: Rather than being without identity as
a generation, today's youth are typically broad-minded and well informed, each individual having created
their own unique style and set of beliefs
7 B It was in the 1990s that many older commentators started to point out that the youth movements had lost
their fire and had become conventional.
8 D, E the development of the internet and its widespread availability from the 1990s onwards has
fundamentally changed how young people interact with the world (paragraph D); Today's young people are
more tolerant and international thanks to globalisation (paragraph E)

5 1 iv 2i 3 vi 4 viii 5x 6 ix 7i

61Y 2N 3 NG 4Y

7 1 defining - no commas, relative clause can't be omitted

2 non-defining-commas, relative clause can be omitted

8 Sample answers
Defining: ... we need to look at the reasons why conditions were ripe for the emergence of youth cultures in
the mid-twentieth century

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Non-defining: Hippies, who emerged in America and spread across the world, represented a more peaceful
group.

9 1 The identities is the object of the defining relative clause and so the relative pronoun can be omitted.
2 that and which could be added between identities and they.
3 No. In both cases the relative pronoun is the subject of the relative clauses.

10 1 American culture had a major influence on Britain's youth, who copied the style and music but made
their own version of it.
2 One of the more memorable groups of the 1970s was the Punks, whose drainpipe jeans, kilts, safety pins and
extraordinary hairstyles made them instantly recognisable.
3 The younger generation of today has been called 'identity-less', which is not actually the case.

11 1 D 2B 3C 4B 5A

6 D (A is wrong as there is no comparison of success. B is wrong as backpacking culture is only mentioned in

the first paragraph as a modern example of the desire to travel. C is wrong as the text does mention that society
has 'a confused and contradictory relationship with travellers' but the writer does not criticise any particular
attitude.)

WRITING
UNIT 8: ENVIRONMENT- CAUSES AND SOLUTION
WRITING: CAUSE AND SOLUTION
REVISION
Revision 1: Put the phrases into the outline below

Introduction + Body 1 Body 2. Conclusion

a. It is undeniable that A is one of the most pressing k. Some measures can be taken in order to mitigate/
Adj issues that the world has to face today. solve/ address
b. My essay below will analyze both causes l. The most practical measure is + NP/The most
and feasible solutions to this problem. practical measure is that + clause (idea 1)
c. First, it is A that causes [name of the problem 1]

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 d. [Name of the problem] can be attributed to m. A typical example of this would be + NP
a number of reasons as follow. (example 1)
e. A clear example of this is (example 1) n. If such a measure is implemented, clause
f. As a result, clause (consequence 1) (consequence 1)
g. This is due to the fact that + clause (explanation o. This can be done by + Ving (explanation 1)
1) p. Another sustainable solution is + NP/Another
h. Another possible reason for this issue is B (idea sustainable solution is that + clause (idea 2)
2) q. For instance, clause/For example, clause (example
i. This is because + clause (explanation 2) 2)
 It is worth mentioning + NP/It is worth r. Therefore, clause (consequence 2)
mentioning that + clause (exmple 2) s. In conclusion, A and B have greatly contributed to
j. Consequently, clause (consequence 2) [name of the problem]. Measures, such as C and
D, should be implemented to tackle this situation

OUTLINE
I.I ntroduction
1. Background statement: It is undeniable that A is one of the most pressing Adj issues that the
world has to face today.
2. Thesis statement: My essay below will analyze both causes and feasible solutions to this
problem.
II. Body 1
1. Topic sentence: [Name of the problem] can be attributed to a number of reasons as follow.
a. Idea 1: First, it is A that causes [name of the problem]
 Explanation 1: This is due to the fact that + clause
 Example 1: A clear example of this is
 Consequence 1: As a result, clause
 Idea 2: Another possible reason for this issue is B
 Explanation 2: This is because + clause
 Example 2: It is worth mentioning + NP
It is worth mentioning that + clause
 Consequence 2: Consequently, clause

III. Body 2
1. Topic sentence: Some measures can be taken in order to mitigate/ solve/ address
 Idea 1: The most practical measure is + NP

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 The most practical measure is that + clause
 Explanation 1: This can be done by + Ving
 Example 1: A typical example of this would be + NP
 Consequence 1: If such a measure is implemented, clause
 Idea 2: Another sustainable solution is + NP
Another sustainable solution is that + clause
 Example 2: For instance, clause
For example, clause
 Consequence: Therefore, clause
IV. Conclusion
 In conclusion, A and B have greatly contributed to [name of the problem]. Measures, such
as C and D, should be implemented to tackle this situation

PRACTICE
Exercise 1: Write an introduction using the given words.

Forests produce fresh oxygen and participate in regulating climate. But every year the tree cover of our
planet is lessening due to deforestation.
What are the primary causes of deforestation?
What results may it lead to?
Background statement: undeniable/ deforestation/ one/ most pressing/ issues/ world/ face/ today.
It is undeniable that deforestation is one of the most pressing issues that the world has to face today.
Thesis statement: essay / analyze / both / causes / feasible / solutions / problem.
My essay below will analyze both causes and feasible solutions to this problem.

Exercise 2: Rearrange sentences to make full body paragraphs

Body 1:
A. This is because while wildfire is a natural occurrence in most forest ecosystems, climate change and
poor land management have led to more frequent, larger and higher-intensity wildfires.
B. Deforestation can be attributed to a number of reasons as follow, with the major one being forest
conversion - the clearing of natural forests for agricultural or industrial purposes.
C. This is due to the fact that over the last twenty years of the 20th century, nearly one-fifth of worldwide
forests had been converted to non-forest land.

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 D. First, it is the fast-growing demand for land for infrastructure and urbanization that causes global
deforestation.
E. Consequently, millions of hectares of forest worldwide are burnt down each year.
F. Another possible reason for this issue is forest fire.
Order: B-D-C-F-A-E

Body 2:
A. Firstly, as forests are home to most living species, deforestation can negatively affect various animal and
plant species due to the loss or degradation of their habitat.
B. Particularly, it is estimated that each year, deforestation contributes about 10 percent to all global
warming emissions.
C. Particularly, the removal of trees and other types of vegetation reduces available food, shelter, and
breeding habitat; and in the long run, deforestation can pose a serious threat to Earth’s biodiversity.
D. Trees absorb CO2 from the air and store it inside them, and when they are cut down, the stored CO2 is
released back into the atmosphere; and this can accelerate the global warming process.
E. Moreover, increasing deforestation means a greater amount of greenhouse gases will be released into the
atmosphere.
F. The possible consequences of deforestation include loss of natural habitat, and acceleration of global
warming.
Order: F-A-C-E-D-B

Exercise 3: Translate the sentence into English to make a complete conclusion

Tóm lại, phá rừng là một vấn đề nghiêm trọng ảnh hưởng đến nhiều quốc gia hiện nay. Nguyên nhân chủ yếu là
do chuyển đổi rừng và ngày càng gia tăng cháy rừng, và những hậu quả của vấn đề này bao gồm việc làm mất
môi trường sống tự nhiên và đa dạng sinh học cũng như tăng tốc độ biến đổi khí hậu toàn cầu.

To sum up, deforestation is a critical issue affecting many countries nowadays. Forest conversion and increasing
wildfire have greatly contributed to this problem, which can result in loss of natural habitat and biodiversity, as
well as climate change acceleration.

REVIEW (L, R, W, S)
LISTENING
SECTION 1

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Judy: Good morning. Total Insurance. Judy speaking, how may I help you?
Michael: I recently shipped my belongings from overseas back here to Australia and I took out insurance with
your company. Some items were damaged during the move so I need to make a claim. What do I have to do?
Judy: Okay, well first I need to get a few details about this. Can you give me your name please?
Michael: Yes. It’s Michael Alexander .
Judy: Okay. And your address please?
Michael: My old address or my current one?
Judy: Your current one.
Michael: It’s 24 Manly Street, Milperra near Sydney.
Judy: What was the suburb, sorry?
Michael: Milperra. M-I-L-P-E-R-R-A [Q1].
Judy: Right. Now, who was the shipping agent Mr Alexander?
Michael: You mean the company we used?
Judy: Yes, the company who packed everything up at the point of origin.
Michael: Oh, it was … er … First Class Movers[Q2].
Judy: Okay… where were the goods shipped from?
Michael: China, but the ship came via Singapore and was there for about a week.
Judy: Don’t worry, all of that information will be in the documentation. Now, the dates. Do you know when the
ship arrived?
Michael: It left on the 11th of October and got to Sydney on the 28th of November[Q3].
Judy: Okay. I need one more thing. There’s a reference number. It should be in the top right-hand corner of the
pink form they gave you.
Michael: Let me have a look. I have so many papers. Yes, here it is. It’s 601 ACK.
Judy: Thanks.
Judy: I need to take down a few details of the actual damage over the phone before you put in a full report.
Can you tell me how many items were damaged and what the damage was?
Michael: Yes, well four things actually. I’ll start with the big things. My TV first of all. It’s a large one … very
expensive.
Judy: Our insurance doesn’t cover electrical problems.

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Michael: It isn’t an electrical problem. The screen has a huge crack in it so it’s unusable.
Judy: I see. Any idea of the price to repair it?
Michael: No. Well, I don’t think it can be repaired. It will need a new one [Q4].
Judy: Okay. I’ll make a note of that and we’ll see what we can do. Now, what was the second item?
Michael: The cabinet from the bathroom was damaged as well [Q5]. It’s a lovely cabinet, we use it to keep our
towels in.
Judy: And what is the extent of the damage?
Michael: Well, the back and the sides seem okay but the door has a huge hole in it [Q6]. It can’t be repaired.
I’m really not very happy about it.
Judy: And how much do you think it will cost to replace it?
Michael: Well, when I bought it last year I paid $125 for it. But the one I’ve seen here in Sydney is a bit more
expensive, it’s $140[Q7].
Judy: Right, and what was the third item?
Michael: My dining room table. It’s a lovely table from Indonesia. It must have been very hot inside the
container because one leg has completely split down the middle [Q8]. The top and the other three look okay
thank goodness.
Judy: Any idea of the price to repair it?
Michael: Well, I had an estimate done on this actually because it is a very special table to us. They quoted us
$200, which is really pricey so I hope the insurance will cover the total cost.
Judy: I’m sure that will be fine. What was the last item, Mr Alexander?
Michael: Well, we have a lovely set of china plates and dishes, you know, with matching cups, saucers, the lot.
They were all in the one box which must have got dropped because some plates were broken – six actually [Q9].
Judy: And can you tell me the replacement value of these?
Michael: Well, it’s hard to say because they were part of a set but they can be up to $10 each as it’s such a
good set.
Judy: Okay, so that would be around $60 altogether?
Michael: Yes, that’s right [Q10].
Judy: And is that all of the items?
Michael: Yes. So what do I have to do now?

SECTION 2

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Welcome to Green Vale Agricultural Park. As you know, we have only been open a week so you are
amongst our first visitors. We have lots of fascinating indoor and outdoor exhibits on our huge complex,
spreading hundreds of hectares. Our remit is to give educational opportunities to the wider public as well
as to offer research sites for a wide variety of agriculturists and other scientists (Q11).
Let’s start by seeing what there is to do. As you can see here on our giant wall plan, we are now situated in the
Reception block…here. As you walk out of the main door into the park there is a path you can follow. If you
follow this route you will immediately come into the Rare Breeds section, where we keep a wide variety of
animals which I shall be telling you a little more about later. Next to this…moving east…is the large grazing
area for the rare breeds. Then further east…in the largest section of our Park is the Forest (Q12) Area. South of
the grazing area and in fact just next to the Reception block is our Experimental Crop Area. In the middle of
the Park…this circular area is our lake…These two small rectangular shapes here …are the Fish Farms (Q13)
where we rear fish for sale. To the east of those is the marsh, is our Market Garden (Q14) area, growing
vegetables and flowers.
All these areas can be visited by the general public for almost all the year…although …please take note of the
large signs at the entrance to each area which tell…which tell you when certain areas are being used for
particular controlled experiments and are therefore temporarily out of bounds (Q15) to the public.
You can see for yourself what a huge area the park covers and a key question is always, how can we move
around? Well you have a choice of means …all environmentally friendly …cars are banned in the park. We
have bicycles (Q16) which you can hire behind the Reception block…here…the healthy ones of you can go
on foot(Q16)and finally there’s our electric tram (Q16), powered from solar cells. You find more information
about this at the front entrance.
A good place to start on your tour is the Rare Breeds section. We keep goats (Q17), sheep and hens (Q17) and
other kinds of poultry. We are also thinking of bringing in cows and horse but we do not, as yet, have facilities
for these bigger animals. The animals are fed in public twice a day and a short lecture given on their feeding
habits and nutritional needs. These are very popular with the public but of course we mustn’t lose sight of the
main purpose of having this section, not as such to preserve rare animals but to maintain the diversity of
breeds (Q18) to broaden the gene pool for agricultural development. Green Vale changes with the seasons with
different events happening at different times of the year. May will be perhaps our most spectacular month with
the arrival of the Canada geese and when our fruit trees will be in full blossom, but there are interesting events
on all year round ….for example John Havers, our expert fly fisherman, is currently giving displays (Q19)
on the lake. Each of the sections has its own seasonal calendar…please consult the summary board at the main
entrance. And the final section, as we return to the Reception blocks, is the orchard.
Do take time to browse round our shop…there is a wide selection of books on wildlife (Q20), some of them
written by local authors, and the history of farming, including organic farming, something which the park will
be diversifying into the coming months.
SECTION 3

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Professor: Good morning everyone. In today’s seminar, Grant Freeman, a biologist who specializes in
identifying insects, and who works for the Australian Quarantine Service, has come to talk to us about his
current research work. Right, well, over to you, Grant.
Grant: Good morning, everyone. I’m sure that you know that the quarantine service regulates all food brought
into Australia. Well, obviously they want to protect Australia from diseases that might come in with imported
goods, but they also want to prevent insect pests from being introduced into the country, and that’s where I have
a part to play. Anyway, my current research involves trying to find a particular type of bee, the Asian Honey
Bee, and finding out whether there are any of them around in various states of Australia. We discovered a few of
them in Queensland once and eradicated them [Q21]. Now, we’re pretty keen to make sure that there aren’t any
more getting in particularly to New South Wales and other states.
Student 1: What’s wrong with Asian Honey Bees? Are they so different from Australian bees?
Grant: Well, in fact, they look almost the same, but they are infested with mites [Q22] – microscopic creatures
which live on them, and which can seriously damage our own homegrown bees, or could even wipe them out.
Professor: Well, what would happen if Australian bees died out?
Grant: Well, the honey from Australian bees is of excellent quality, much better than the stuff the Asian bees
produce. In fact, Australia exports native Queen bees to a large number of countries because of this [Q23].
When the European Honey Bee was first discovered out in the bush, we found they made really unpleasant
honey and they were also too big to pollinate many of our native flowers here in Australia.
Student 2: That must have had a devastating effect on the natural flora. Did you lose any species?
Grant: No, we managed to get them under control before that happened but if Asian bees got in there could
be other consequences. We could lose a lot of money [Q24] because you might not be aware, but it’s estimated
that native bees’ pollination of flower and vegetable crops is worth 1.2 billion dollars a year. So in a way,
they’re the farmers’ friend. Oh, and another thing is, if you’re stung by an Asian Honey Bee, it can produce an
allergic reaction in some people; so they’re much more dangerous than native bees.
Professor: How will you know if Asian bees have entered Australia?
Grant: We’re looking at the diet of the bird called the Rainbow Bee Eater. The Bee Eater doesn’t care what it
eats, as long as they’re insects [Q25]. But the interesting thing about this bird is that we are able to analyse
exactly what it eats and that’s really helpful if we’re looking for introduced insects.
Professor: How come?
Grant: Because insects have their skeletons outside their bodies, so the Bee Eaters digest the meat from the
inside. Then they bring up all the indigestible bits of skeleton and, of course, the wings in a pellet – a small ball
of waste material which they cough up.
Professor: That sounds a bit unpleasant. So, how do you go about it?

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Grant: In the field, we track down the Bee Eaters and find their favourite feeding spots [Q26], you know, the
places where the birds usually feed. It’s here that we can find the pellets. We collect them up and take them
back to the laboratory to examine the contents [Q27].
Professor: How do you do that?
Grant: The pellets are really hard, especially if they have been out in the sun for a few days so, first of all, we
treat them by adding water to moisten them and make them softer [Q28]. Then we pull them apart under the
microscope. Everything’s all scrunched up but we’re looking for wings so we just pull them all out and
straighten them [Q29]. Then we identify them to see if we can find any Asian bee wings.
Professor: And how many have you found?
Grant: So far our research shows that Asian bees have not entered Australia in any number – it’s a good result
and much more reliable than trying to find live ones as evidence of introduced insects [Q30].
Professor: Well, that’s fascinating! Thank you, Grant, for those insights. I hope that you might inspire some
of our students here to conduct some similar experiments.
SECTION 4
I’ve been doing some research into what people in Britain think of doctors, the ones who work in general
practice – the first call for me medical care – and comparing this with the situation in a couple of the countries. I
want to talk about the rationale behind what I decided to do.
Now I had to set up my programme of research in there different countries so I approached postgraduates in
my field in overseas departments (Q31), contacting them by email, to organize things for men at their end. I
thought I would have trouble recruiting help but in fact everyone was very willing and sometimes their tutors
got involve too.
I had to give my helpers clear instructions about what kinds of sample population I wanted them to use. I
decided that people hat people under 18 should be excluded because most of them are students or looking for
their first job, and also I decided at this stage just to focus on men who were in employment (Q32), and set up
something for people who didn’t have jobs and for employed women later on as separate investigation.
I specifically wanted to do a questionnaire, and interviews with a focus group. With the questionnaire, rather
than limiting it to one specific point, I wanted to include as much variety as possible (Q33). I know
questionnaire area very controlled way to do things but I thought I could do taped interviews later on to
counteract the effects of this. And the focus group may also prove useful in future, by targeting subjects I
can easily return to, as the participants tend to be more involved.
So I’m collating the results now. A the moment it looks as if, in the UK, despite the fact that newspaper
continually report that people are unhappy with medical care, in fact it is mainly the third level of care,
which takes place in hospitals, that they are worried about (Q34). Government reforms have been proposed

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at all levels and although their success is not guaranteed, long-term hospital care is in fact probably less of
an issue than the media would have us believe. However, I’ve still got quite a bit lot of data to look at.
Certainly I will need to do more far-reaching research than I had anticipated in order to establish if people
want extra medical staff invested in the community, or if they want care to revert to fewer, but larger,
key medical units (Q35). The solution may well be something that can be easily implemented by those
responsible in local government, with central government support of course.
This first stage has proved very valuable though. I was surprised by how willing most of the subjects were to
get involved in the project – I had expected some unwillingness to answer questions honestly. But I was taken
aback and rather concerned that something I thought I’d set up very well didn’t necessarily seem that way to
everyone in my own department (Q36).
I thought you might also be interested in some of the problems I encountered in collecting my data. There were
odd cases that threw me –one of the subjects who I had approached while he was out shopping in town, decided
to pull out when it came to the second round (Q37). It was a shame as it was someone who I would to have
interviewed more closely.
And one of the first-year students interviewed wanted reassurance that no names would be traceable from
the answers (Q38). I was so surprised, because they think nothing of telling you about surprised, because they
think nothing of telling you about themselves and their opinions in seminar groups!
Then, one of the people that I work with got a bit funny. The questions were quite personal and one minute he
said he’d do it, then the next day he wouldn’t, and in the end he did do it (Q39). It’s hard not to get angry
in that situation but I tried to keep focused on the overall picture in order to stay calm.
The most bizarre case was a telephone interview I did with a teacher at a university in France. He answered
all my questions in great detail – but then when I asked how much access he had to dangerous substances he
wouldn’t tell me exactly what his work involved (Q40). It’s a real eye-opener…
ANSWER KEY

1 Milperra 11 B 21 A 31 B
2 First class movers 12 (The) forest 22 B 32 B
3 28(th) (of) november 13 Fish farm(s) 23 C 33 A
/ November 28(th)
14 Market garden 24 A 34 A
4 Screen
15 C 25 Insects 35 C
5 Bathroom
16 A 26 Feeding / eating 36 C
6 Door
17 C 27 Laboratory 37 B
7 140

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 8 Leg 18 B 28 Water 38 F
9 Plates 19 C 29 Wings 39 D
10 60 20 A 30 Reliable / accurate 40 C

READING
1 spinning 14 ii 27 viii
2 (perfectly) unblemished 15 vii 28 ii
3 labour/labor-intensive 16 ix 29 vi
4 thickness 17 iv 30 i
5 marked 18&19 IN EITHER ORDER 31 iii
6 (molten) glass C 32 v
7 (molten) tim/metal B 33 C
8 rollers 20 A 34 A
9 TRUE 21 H 35 C
10 NOT GIVEN 22 G 36 D
11 FALSE 23 C 37 clothing
12 TRUE 24 C 38 vocabulary
13 TRUE 25 A 39 chemicals
26 B 40 cultures

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