Giáo Án IELTS 3-G10

CLASS IELTS 3
UNIT 1 GETTING HIGHER QUALIFICATION
Learning outcomes
Reading: Introduction to scanning; introduction to table completion and and

true/false/not given tasks; looking for synonyms and paraphrases; introduction to
key ideas.
Listening: introduction to form-completion task; multiple choice question; spelling

and numbers; identifying the type of information required
Writing: Task 1: understanding and analyzing pie charts and bar charts; writing
simple summaries with introductions and overviews.
Lesson 1
Activity 1: Starting off
Ask stds to work alone explain what it means to each of these personal qualities.
Tell stds to work in small groups and take turn to say what they like to do in the
future and why
Elicit a few similar sentences using the ideas in the student book.
Tell stds they can add their own ideas to the ones in the student book.
Activity 2: Reading True/false/not given Australian cultural and cultural shock
Before student read, and perhaps with the passage covered, elicit the key idea in
each question.
They should not try to read the whole passage carefully or try to understand every
thing.
They should
pass their eyes over the passage till they recognize the names
underline them
read what is said about each more carefully to answer question.
Activity 3:
Tell stds
It is important to look at the task to see what parts of the passage they need to
read again in order the answer the questions
They should use names of the cities which they scanned for to help them find
the answers in the passage
They should make the connection with words in italics in the table and words in
the passage with express the same meaning.
in the live exam, words will not be in italic
Activity 4: Listening Form completion; multiple choice: Joining an
international social club
Before they listen, ask them to look at the words and numbers and say if there are
any names of letter or number that they dont know how to say in English
Ask stds to work in small groups and list as many different types of clubs as they
can
Round up with the whole class and write their ideas on the board.
Point out that in IELTS exam, they hear each part once only, so its important to
know what to expect before listening and to use the preparation time for each
section well.
Activity 5:
Tell std to look at the instruction
Tell std to write their answers while they listen and play the recording once as in
the exam.
After listening, give them a little time to complete their answer and then compare
with a partner.
Play the recording a second time for std to check and complete their answers.
Tell std to look at the recording script to make sure their answers are correct.
Lesson 2: Speaking
Students will be familiar with the format of the IELTS speaking test
students will have analysed what is required of them in Part 1 of the test in terms of
topics and lexical resource
students will have practised a range of typical Part 1 questions.
Activity 1: What do you know about the IELTS speaking test?
Material: handout 1 (m/c questions)
Make a copy of handout 1 for each student (or project questionnaire on screen) put
students into pairs or small groups to discuss and answer the questions elicit the
Answers from the class
Go over key points of the speaking test
Length of test: 11-14 minutes 3 parts
part 1 questions on personal/everyday topics (4-5 mins)
part 2 a 2-minute talk on a give topic with 1 minute preparation time (3-4 mins)
part 3 a discussion based on the topic in part 2, in which candidates will be
expected to express opinions, to speculate and to discuss on a more abstract level
(4-5 mins)
The test is recorded in case the candidates performance needs to be re-marked.
Activity 2: Part 1 topics
put students into small groups

write personal/everyday topics on the board
elicit an example of an everyday topic e.g. home and family
tell students they have 60 seconds to brainstorm and write down as many
possible topics as they can
when the time is up, find out which group has the most topics. Get a student
from the group to write the list on the board. If other groups have different ideas,
add these to the list.
either tell students to make a copy of the list on the board, or write the list on an
A3 piece of paper and display in the classroom.
The list can form the basis of further practice of Part 1 in future lessons.
Possible answers:
my family, hobbies, work, studies, home and accommodation, my town, my
country, learning English, important festivals, food, music, ambitions, transport,
TV, reading, travelling, music
Activity 3: model answers
make a copy of handout 2 for each student (or project on screen)

give students about 5-10 minutes to read the questions and answers and to
discuss which answers are good/bad and why.
elicit the answers from the class and discuss the reasons.
a) about right length and amount of information
b) too short
c) probably too long and too much information. It doesnt sound like a natural
response to the question.
Lesson 3 Writing task 1
Introduction
The IELTS writing test has two parts, or tasks. The first part is an information
transfer task. This means you need to take information from a table, chart or
diagram and present it in the form of a short written description. The second part is
a discursive composition. For this task you are given a statement or an opinion
about something and you must present your view.
The whole test takes an hour, but you will need more time for Task 2 than Task 1
because you have to write more words and it is worth more points. The test is
organised like this:
In this first lesson youll
learn about the different kinds of writing you may be asked to do in the test
practise reading and understanding tables
look at different ways of expressing numbers practise
brainstorming ideas for compositions
revise language for expressing purpose, cause and effect
look at ways of writing problem and solution type compositions
Activity 1 > The IELTS writing test - types of writing
Below is a list of the types of writing you have to do in the IELTS test. Sort the list
into writing for Task 1 and writing for Task 2.
compare and contrast points of view describe an object or system
evaluate and challenge ideas or an argument explain how something works
justify an opinion
organise, present and compare data describe the stages of a process present a
solution to a problem
present evidence to support an opinion
Taks 1: Information Transfer Task 2: Discursive Composition
Activity 2 > Understanding charts
The first things you should do when you attempt IELTS task 1 are
read the question twice very carefully.
look at the table or chart very carefully until you are sure what it shows - and
what it doesnt
show.
There are three important things to look at in a chart before you write
the title of the chart - this will tell you what is being shown overall, and it usually
gives the time period that it represents (e.g. 1980-2000)
the titles of the vertical and horizontal axes - these will tell you what the units of
measurement are (e.g. centimetres, kilos, euros) and what groups are being
compared
the key or legend (if there is one) - this will tell you what groups or time periods
are shown.
[Tip: The titles and labels on the chart also give you useful vocabulary to use in
your description]
Look at this chart and decide if the statements below are true (T) or false (F)
according to the information shown, or if it is impossible to tell (I).
1 The chart shows how many Australians travelled abroad for work between 1992
and 2001
2 The chart shows the numbers of workers immigrating into Australia between
1992 and 2001 3 The total number of immigrants into Australia in 1992 was
about 54 thousand
4 The chart compares two types of foreign worker.
5 40 percent of foreign workers who came to Australia in 1992 were permanent
settlers.
6 The total number of permanent foreign workers in Australia in 1995 was about
34 thousand. 7 Just under 15 thousand temporary foreign workers entered
Australia in 1992.
8 In 2001 fewer temporary workers arrived than workers who were permanent
settlers.
Activity 3 Understanding charts
Describing a chart is similar in lots of ways to describing a table of figures.

Remember that you have to do the following when you first look at a table:
check dates to see what the time period is check what the units of measurement
are decide what the most important information is decide what details are not so
important
make comparisons between important figures round figures up or down when
possible
You should do the same things when you study a chart.
a) Look at the pie chart below and look for all the things in the list above.
b) Now complete the text with phrases, words and numbers from the box.
1991 a fifth a tenth four majority second largest smaller smallest the
third largest three (x2) two thirds
The chart shows the different nationalities that made up the immigrant work force
in Australia in 1.. . Its clear from the chart that there were 2. main
groups of workers: Europeans, Asians and New Zealanders. Only a relatively
small number of workers were from other regions.
The 3. of foreign workers came from Europe. In fact, nearly
4. of all immigrant workers were of European origin. The 5..
group of foreign workers in the labour force were Asians. They represented just
under 6.. of the immigrant labour force. New Zealanders, who made up
almost 7 of the foreign workforce in that year, were 8 group.
The number of workers from other nationalities was much 9.
Workers from North Africa and the Middle East, for example, were only
10.. per cent of the whole foreign labour force. The 11..
nationality group, however, were Americans. These represented only
12.. per cent of all foreign workers in Australia in 1991.
Activity 4 Static and dynamic charts
The pie chart in activity showed the situation at one point in time. This kind of
chart is called a static chart. When you describe a static chart, you only need to
use simple tenses (present simple or past simple, for example).
a) Look again at the description you completed in Activity 3 and underline all the
verbs in past simple.
Now look at the chart below. It compares the size of the immigrant workforce in
Australia 1991 with that of 2001. In other words, it shows change over time. This
kind of chart is sometimes called a dynamic chart. To describe dynamic charts,
you need to use a variety of tenses, such as:
simple past - Between 1991 and 2001, the population inc re ase d .
past perfect - By 2001, the population ha d in c rea sed
The bar chart compares how the immigrant labour force in Australia 1
(change) between 1991 and 2001. The first thing to note is that the total number
of immigrant workers 2 (increase) over this period by about 200,000.
However, there 3 (be) other important changes in the make up of the
immigrant workforce. By 2001, for example, the number of European immigrant
workers 4 (fall) by almost 200,000. In contrast, the number of all other
nationalities in the workforce 5 (rise). In 1991 the number of Asian
workers, for instance, 6 (stand) at around 380,000. Ten years later, this
figure 7 (go) up to over 580,000.
Present perfect: The price of oil h as r ise n by 0.10 every month since January.
Present perfect continuous: Average temperatures ha ve b een in c reas ing since the
beginning of the century.
Future perfect: The population w ill ha ve r ea ch e d sixty million by 2030.

UNIT 2 COLOUR MY WORLD
Learning outcomes
Reading: Skimming and scanning; matching heading, pick from a list
Listening: introduction to multiple choice task; indentifying the type of information

required; labeling a map or plan
Speaking part 2: Giving a talk; introducing the points, beginning and ending the
talk.
Writing task 2: a task with two questions analyzing the question; brainstorming;
planning; organizing ideas into paragraphs.
Lesson 1
Ask stds to work in pairs and quickly copy and complete the table with their own
ideas.
Tell stds to work in small groups and take turn to say what they like and dislike and
give reason for each
Ellicit a few similar sentences using the ideas in the student book.
Activity 2: Reading Matching heading; Pick from a list Organic food: Why?
each question.
They should not try to read the whole passage carefully or try to understand
everything.
They should skim
underline them
Activity 3:
Tell stds
They should make the connection with words in ilatics in the table and words in
Activity 4: Listening multiple choice, labeling a map or plan: A welcome talk.
Ask stds to work in small groups and list as many different types of holiday
accommodation as they can
section well.
Activity 5:
the exam.
with a partner.
Lesson 2: Speaking part 2

students will have analyzed what is required of them in Part 1 of the test in terms of
Material: handout 1 (m/c questions)


make a copy of handout 2 for each student (or project on screen)

give students about 5-10 minutes to read the questions and answers and to
discuss which answers are good/bad and why.
elicit the answers from the class and discuss the reasons.
d) about right length and amount of information
e) too short
f) probably too long and too much information. It doesnt sound like a natural
response to the question.
Lesson 3: Writing Task 2
Activity 1 Analysing the question
In part 2 of the IELTS writing test you may be asked to express your opinion about
a controversial issue or debate - in other words, a subject for which people tend to
have strongly opposing opinions. Heres an example:
Present a written argument or case to an educated reader with no special
knowledge of the following topic.
Relying on fossil fuels such as oil and coal for our energy needs is becoming
increasingly impractical. The rising cost and decreasing supply of these fuels,
along with concerns about the global warming they cause, means we must find an
alternative. The only realistic alternative is nuclear energy.
To what extent do you agree or disagree?
You should use your own ideas, knowledge and experience and support your
arguments with examples and relevant evidence.
As always, before you start writing, spend a few minutes thinking about what the
question asks, and what the best way to answer is. Read the example question
above one more time, and then decide whether the statements below are true or
false.
1 The question asks whether or not fossil fuels are impractical.
2 You should give a detailed description of how fossil fuels cause global warming.
3 The question asks whether nuclear energy is a good alternative to fossil fuels.
4 You should discuss the arguments for and against nuclear energy.
5 You should discuss the arguments for and against fossil fuels.
6 You should mention other alternative energy resources.
7 You should give detailed historical accounts of nuclear disasters.
8 You should only mention your opinions.
9 You should express your opinions, but show awareness of others.
10 You should include relevant facts that help to support your opinions.
Activity 2 Getting ideas
The example question you saw in the previous activity invites you to express your
opinion about nuclear energy. One way to do this is to discuss arguments for and
against this energy source.
a) Take a few minutes to jot down arguments for and against the use of nuclear
power.
b) Here are some ideas we thought of. Which of these points are for and which
against? Write F (for) or A (against) next to each point.
All waste is contained instead of going directly into the
atmosphere. The mining of uranium causes environmental
damage.
Modern nuclear power stations are designed with many safety features.
There is always a danger that human error or negligence could cause an
accident. Nations that have no oil and gas reserves can produce their own
energy independently. Nuclear power stations could be targeted by terrorists.
Nuclear power is a much more economical way to produce
energy. Safely disposing of radioactive waste is expensive.
There are other alternatives to fossil fuels, such as wind and solar power, which
pose fewer risks. Nuclear power offers an almost limitless supply of energy.
Nuclear power stations are safer places for people to work than coal-fired
power stations. There is the danger of a huge environmental disaster.
Nuclear power stations do not produce greenhouse gases.
Radioactive waste poses a danger for centuries.
.
Activity 3 Organising a balanced discussion
One way to organise a balanced discussion is simply to divide the arguments for
and the arguments against into two separate central paragraphs. You would need to
connect ideas using words and expressions such as those you learned in Lessons 1
and 2.
a) Connect the ideas in the example paragraph below with words from the box.
As a result Finally First of all Furthermore Instead Secondly
What are the factors in favour of nuclear power as an energy source? [1].,
it is an economical source of energy. The power generated by nuclear power
stations costs much less to produce than from coal or oil fired stations.
[2]., unlike traditional power stations, nuclear power plants do not pollute
the atmosphere with their waste. [3]., the waste is stored in safe
containers deep underground. [4]., a move to nuclear power will reduce
greenhouses gases that are responsible for global warming in the atmosphere.
[5]., statistics show that power stations are actually safer places for
people to work than coalfired power stations. [6]., nuclear power can
potentially supply all our energy needs for many centuries to come.
However, another effective way to organise your discussion is to match argument
with counterargument in the same paragraph. This can often be a more persuasive
way to present your views. You demonstrate awareness of others opinions, but at
the same time you show why these are mistaken. Again, connecting words and
phrases help to hold the paragraph together.
b) Connect the ideas in the example paragraph below with words from the box.
causing despite for instance more importantly moreover while
The claims made by those in favour of nuclear power do not stand up to close
examination. It is often said, [1]., that nuclear power does not damage the
environment. [2]. it is true that greenhouse gases are not produced,
mining for uranium causes real damage to the environment. [3]., many
reactors use rivers for cooling. This raises temperatures in the river water,
[4]. harm to life in and around those rivers. It is also argued that the
technology of modern reactors makes accidents almost impossible. [5].
these claims, accidents have happened - most famously at Chernobyl. No amount
of technology can prevent human error, carelessness or laziness. All of these can
cause deadly accidents. [6]., nuclear power plants could become the
target of terrorist attacks. Technology could do very little to prevent such an attack,
and the consequences are unthinkable.
Activity 4 Developing a more formal style
Notice that in the example paragraph above, which contrasts argument with
counter-argument, the writer uses the passive to introduce ideas:
It is often said.
It is also argued that
This is one way to give your writing a more formal style.

a) Rewrite each of these sentences by putting the main verb in the passive.
1 People say that wind power turbines are completely harmless.
It is said that wind power turbines are completely harmless.
2 There are people who argue that solar power will never replace fossil fuels.
3 Experts predict that very soon China will be the worlds leading economic and
political power.
4 Many people regard the Internet as a great force for democracy and freedom of
speech.
5 Researchers hope that they will soon find a vaccine for avian flu.
6 Everyone knows that heart disease is the highest cause of death.
There are a number of other ways to make your writing more formal in style. As a
general rule, remember that formal writing is different from spoken language, and
your composition shouldnt sound too chatty. Here a number of things you should
avoid.
b) Match the rules on the left with the examples on the right.
1 Do not use contractions
2 Avoid using phrasal verbs 3 Avoid using idioms
4 Do not use tag questions
5 Do not use irony or sarcasm 6 Avoid conversational style
7 Avoid exaggeration
a Of course, we all know what big nature-lovers car manufactures are. b Nobody
wants war, do they?
c It isnt only the government who are to blame. d If you ask me,
what we should do is
e If we keep on like this, we will have used up all our resources. f There are
loads and loads of reasons why this will not work
g That idea is just a pipe dream.
Activity 5 Example question
Finally, here is a chance to put what you have learned in this lesson into practice.
Read the example question below twice to make sure you know what it is asking
(and isnt asking).
Brainstorm ideas and opinions organise them into a for and against list.
Decide how you want to organise the whole composition - make a paragraph
plan. Write only one paragraph, but use the argument and counterargument
format.
Check that your paragraph uses appropriately formal language and style.
When youve finished, compare your paragraph with the example answer in the
answer key.
The teaching of Information Technology (computers) has become a standard part
of the curriculum in most secondary schools. The same is now happening in
primary schools, where children as young as six are learning how to use
computers. However, there is a danger that IT skills are being taught at the expense
of more basic skills.
UNIT 3 A HEALTHY LIFE
Learning outcomes
Reading: Skimming and scanning; Yes/no/ Not given, summary completion with a
box; multiple choice
Listening: Pick from a list, Matching, short-answer questions.
Speaking part 2: using discourse markers
Writing task 1: summarizing trends in graphs and tables.
Lesson 1
Activity 2: Reading yes/ no/ not given Why dont babies talk like adults?
each question.
everything.
They should skim
underline them
Activity 3:
Tell stds
Activity 4: Listening Pick from a list, matching, short-answer questions: A
student tutorial
section well.
Activity 5:
the exam.
with a partner.

Describe a time during your education that you really enjoyed. You should say:
when this period was
where you were
what you were studying at the time
and say why you were so happy.
Caroline: Id like to tell you about my time at university I was a mature

student I didnt go to university until I was 25 and it was my first time away
from my parents so it was very exciting I was doing a Bachelors Degree and it
was a bit of a challenge some people take a year out but Id been away from
education for 8 years plus I had to work my way through uni so I was very
busy and sitting exams at the end of each year was a new experience for me as
well but I really enjoyed higher education learning about a subject I loved
history and the social life was great as well I dont think Ive ever had so
many friends I had my graduation ceremony last year in the local cathedral and
I know my parents were really proud so yes that was a really happy time
Im thinking of doing a Masters Degree soon though that might be
through distance learning as I have a full-time job now
bachelors degree: an undergraduate course which usually lasts 3-4 years
to take a year out: to spend a year working or travelling before starting

university
a mature student: a student who is older than average and who has usually
returned to education after a period at work
to work your way through university: to have a paid job whilst studying to
support yourself financially
to sit an exam: to take an exam
a graduation ceremony: an event where a successful student receives his or

her academic degree
higher education: education, usually in a college or university, that is

followed after high school or secondary school
masters degree: a period of study which often follows the completion of a

bachelors degree or is undertaken by someone regarded as capable of a
higher-level academic course
distance learning: a way of studying where tuition is carried out over the
Internet or by post
Activity 1 Understanding Tables
In IELTS Writing Task 1 you may be asked to describe data given in a table.
Before you begin writing, take a few minutes to read and understand the table.
Think about the following:
Read the instructions carefully - these will tell you what the table shows.
Does the table have a title? If it does, read it carefully so that you know what the
table is about.
Is the table static or dynamic? Static tables show data at one point in time dynamic
tables show how data changes over time. This will affect the language you use in
your description. What do the columns and rows represent?
What unit of measurement does each cell represent? Kilometres, euros,
litres?? Be clear about what the table does not show!
Activity 2 Ways of expressing numbers
There are a number of different ways of expressing the same figure in English. For
example, we can say a half, one in two or fifty per cent and they all mean the
same. Its a good idea to vary the way you express figures in your description of
the table or chart.
All the phrases below can be used to describe figures. Group them into phrases
which mean the same.
a fifth
a quarter a tenth
a third
just over sixty per cent just over thirty per cent one in five
one in four one in ten one in three
seventy five per cent ten per cent
three out of four three quarters twenty five per cent twenty per cent
two out of three two thirds
Activity 3: Ways of expressing numbers
Now look again at the table about Internet usage from Activity 2. Use expressions
from Activity 3 to complete these sentences about the table. Remember to use a
variety of ways to describe the figures.
16-24 year olds had the greatest Internet usage. In 2004, for example, 1 [ this age
group used the Internet.
] out of ten people in16-24 year olds had the greatest Internet usage. In 2004, for
example, 1 [ this age group used the Internet.
In 2001 just over 2 [] of 25-44 year olds used the Internet. Two years later, the
figure was
just over 3 [
For the 45-54 age group, Internet usage rose from just under 4 [ 2005. ] in 2000 to
5 [2005In 2000, only one in 6 [ ] 55-64 year olds used the Internet. This figure had
risen to over 7 [ 2005.
UNIT 4 ART AND THE ARTIST
Learning outcomes
Reading: True/ False/ Not given; Note completion, short-answer questions
Listening: sentence completion task; flow chart completion
Speaking part 2and 3 : using relevant vocabulary; giving a full answer; giving
reasons and examples.
Writing task 2: To what extend to you agree or disagree? Answering the questions,
writing and introductory paragraphs, using linkers
Lesson 1
Activity 2: Reading True/ False/ Not given; Note completion, short-answer

questions: The World Wide Web from its origins
each question.
thing.
They should skim
underline them
Activity 3:
Tell stds
Activity 4: Listening sentence completion task; flow chart completion: A

lecture on journalism.
section well.
Activity 5:
the exam.
with a partner.
Activity 1:

Describe an item of technology you have that is very important. You should say:
what the technology is

when you got it
how often you use it
and say how different your daily life would be without it.
Mattie: I dont have many gadgets just a computer a laptop and my mobile
phone but Ill talk about my computer as its so useful its funny really 2
years ago I was still learning to use computers how to use email send
attachments how to access websites then I decided to do a digital
editing course for video and photography and so I bought the laptop when I
started the course my husband had a desktop PC but it was very slow so I
decided to upgrade to a powerful one because we do a lot of video editing on the
course its a high-spec laptop very fast the latest operating system
it boots up really quickly and its fun to use so it makes working a pleasure Ive
become a competent computer user now if I didnt have it I daresay Id have to
spend more time at college using their computers but on the positive side I
suppose Id read a lot more if I didnt have it I probably waste a lot of
time surfing the web but hopefully I wont have to be without it
to access websites/email: to locate

a gadget: a technological tool like a mobile phone or camera
send an attachment: send an email with an accompanying file
a desktop PC: a computer that isnt portable and remains in situ on a desk
digital editing: to edit digital materials like audio or video files
to upgrade: to obtain a more powerful or feature-rich computer or piece of
software
to boot up: to start a computer
high-spec (laptop): powerful computer with top quality components
operating system: the software that tells the computer how to work
to surf the web: to look at a series of websites one after the other
Activity 1 warmer
In part 2 of the IELTS writing test you may be asked to express your opinion about
a controversial issue or debate - in other words, a subject for which people tend to
have strongly opposing opinions. Heres an example:
As a result of electronic inventions such as the computer and television,
people do less physical activities, and this is having a negative effect on their
health
As always, before you start writing, spend a few minutes thinking about what the
question asks, and what the best way to answer is. Read the example question
above one more time, and then decide whether the statements below are true or
false.
1. The question asks whether or not fossil fuels are impractical.
2. You should give a detailed description of how fossil fuels cause global
warming.
3. The question asks whether nuclear energy is a good alternative to fossil fuels.
4. You should discuss the arguments for and against nuclear energy.
5. You should discuss the arguments for and against fossil fuels.
6. You should mention other alternative energy resources.
7. You should give detailed historical accounts of nuclear disasters.
8. You should only mention your opinions.
9. You should express your opinions, but show awareness of others.
10. You should include relevant facts that help to support your opinions.
Activity 2 Getting ideas
The example question you saw in the previous activity invites you to express your
opinion about nuclear energy. One way to do this is to discuss arguments for and
against this energy source.
a) Take a few minutes to jot down arguments for and against the use of nuclear
power.
b) Here are some ideas we thought of. Which of these points are for and which
against? Write F (for) or A (against) next to each point.
All waste is contained instead of going directly into the
atmosphere. The mining of uranium causes environmental
damage.
Modern nuclear power stations are designed with many safety features. There is
always a danger that human error or negligence could cause an accident. Nations
that have no oil and gas reserves can produce their own energy independently.
Nuclear power stations could be targeted by terrorists.Nuclear power is a much
more economical way to produce energy. Safely disposing of radioactive waste is
expensive.
There are other alternatives to fossil fuels, such as wind and solar power, which
pose fewer risks. Nuclear power offers an almost limitless supply of energy.Nuclear
power stations are safer places for people to work than coal-fired power stations.
There is the danger of a huge environmental disaster.Nuclear power stations do not
produce greenhouse gases. Radioactive waste poses a danger for centuries.
Activity 3 Organising a balanced discussion
One way to organise a balanced discussion is simply to divide the arguments for
and the arguments against into two separate central paragraphs. You would need to
connect ideas using words and expressions such as those you learned in Lessons 1
and 2.
a) Connect the ideas in the example paragraph below with words from the box.
As a result Finally First of all Furthermore Instead Secondly
What are the factors in favour of nuclear power as an energy source? [1].,
it is an economical source of energy. The power generated by nuclear power
stations costs much less to produce than from coal or oil fired stations.
[2]., unlike traditional power stations, nuclear power plants do not pollute
the atmosphere with their waste. [3]., the waste is stored in safe
containers deep underground. [4]., a move to nuclear power will reduce
greenhouses gases that are responsible for global warming in the atmosphere.
[5]., statistics show that power stations are actually safer places for
people to work than coalfired power stations. [6]., nuclear power can
potentially supply all our energy needs for many centuries to come.
However, another effective way to organise your discussion is to match argument
with counterargument in the same paragraph. This can often be a more persuasive
way to present your views. You demonstrate awareness of others opinions, but at
the same time you show why these are mistaken. Again, connecting words and
phrases help to hold the paragraph together.
b) Connect the ideas in the example paragraph below with words from the box.
causing despite for instance more importantly moreover while
The claims made by those in favour of nuclear power do not stand up to close
examination. It is often said, [1]., that nuclear power does not damage the
environment. [2]. it is true that greenhouse gases are not produced,
mining for uranium causes real damage to the environment. [3]., many
reactors use rivers for cooling. This raises temperatures in the river water,
[4]. harm to life in and around those rivers. It is also argued that the
technology of modern reactors makes accidents almost impossible. [5].
these claims, accidents have happened - most famously at Chernobyl. No amount
of technology can prevent human error, carelessness or laziness. All of these can
cause deadly accidents. [6]., nuclear power plants could become the
target of terrorist attacks. Technology could do very little to prevent such an attack,
and the consequences are unthinkable.
Activity 4 Developing a more formal style
Notice that in the example paragraph above, which contrasts argument with
counter-argument, the writer uses the passive to introduce ideas:
It is often said.
It is also argued that
This is one way to give your writing a more formal style.

a) Rewrite each of these sentences by putting the main verb in the passive.
1 People say that wind power turbines are completely harmless.
It is said that wind power turbines are completely harmless.
2 There are people who argue that solar power will never replace fossil fuels.
3 Experts predict that very soon China will be the worlds leading economic and
political power.
4 Many people regard the Internet as a great force for democracy and freedom of
speech.
5 Researchers hope that they will soon find a vaccine for avian flu.
6 Everyone knows that heart disease is the highest cause of death.
a)There are a number of other ways to make your writing more formal in style. As
a general rule, remember that formal writing is different from spoken language, and
your composition shouldnt sound too chatty. Here a number of things you should
avoid.
b) Match the rules on the left with the examples on the right.
1. Do not use contractions
2. Avoid using phrasal verbs 3 Avoid using idioms
3. Do not use tag questions
4. Do not use irony or sarcasm
5. Avoid conversational style
6. Avoid exaggeration
a Of course, we all know what big nature-lovers car manufactures are.
b Nobody wants war, do they?
c It isnt only the government who are to blame.
d If you ask me, what we should do is
e If we keep on like this, we will have used up all our resources.
f There are loads and loads of reasons why this will not work
g That idea is just a pipe dream.
Activity 5 Example question
Finally, here is a chance to put what you have learned in this lesson into practice.
Read the example question below twice to make sure you know what it is asking
(and isnt asking).
Brainstorm ideas and opinions organise them into a for and against list.
Decide how you want to organise the whole composition - make a paragraph
plan. Write only one paragraph, but use the argument and counterargument
format.
Check that your paragraph uses appropriately formal language and style.
When youve finished, compare your paragraph with the example answer in the
answer key.
Modern forms of communication such as email and messaging have reduced
the amount of time people spend seeing their friends. This has had a negative
effect on their social lives
.
UNIT 5 STEP BACK IN TIME
Learning outcomes
Reading: matching information, matching features, summary completion
Listening: Note completion; table completion
Speaking part 2 and 3: preparing note, using adjectives, talking in general about a
topic
Writing task 1: summarizing a diagram, analyzing the task, writing in paragraphs,

ordering information, using sequencers
Lesson 1
Tell stds to work in small groups and take turn to say Where is the best place to see
these animals, and have you ever seen them?
Activity 2: Reading matching information, matching features, summary

completion: Out of Africa: solar energy from the Sahara.
Tell stds that theyre going to read a passage about a bird. Ask: What things should
you look at or read before you read the whole passage? why?
each question.
everything.
They should scan
when they have found the words, they should read around them to decide which
is the correct definition from the list
tell std that these words are used here as noun or verb, but they will find many
of them in the dictionary as both nouns and verbs
Activity 3:
Tell stds
Activity 4: Listening Note completion; table completion: Booking an eco-
holiday
Ask: is there a zoo near your home? If so, what is it like? what are the areas called
where animals live?
section well.
Activity 5:
the exam.
with a partner.
Lesson 2: Speaking part 2 and 3
Activity 1:
Ask std Do people in your culture keep animals at home as pets? what sort of
animals do people keep as pets? do you have pets?

Describe an interesting town or city in your country that visitors might enjoy. You
should say
what the place is called
where the place is
what the facilities are like
and say why visitors might enjoy going there.
Monique: Anyone who comes to my country really should spend some time in
Barcelona its a beautiful place its not what you would call a sprawling
city its quite compact really and you could walk across the city in a couple of
hours but theres no need to do that as we have a fantastic public transport
system so its easy to get around there are various districts all with their own
character you have the upmarket shops in the centre youll find lots
of chain stores youll recognise from your own country but also local brands as
well we have the narrow streets in the Gothic district with lots of fashionable
boutiques and tourist attractions theres the Olympic area and the beaches
along the coast and dotted around the city are some lovely public spaces
parks and squares in the city centre and on the outskirts of Barcelona where
people relax with their friends and family and of course pavement
cafes everywhere all that and some great historical places of interest so a
great destination for tourists
public transport system: public vehicles such as buses and trains that operate
at regular times on fixed routes
upmarket shops: expensive fashionable shops
to get around: to travel around
sprawling city: a city that has grown over time and which covers a wide area
chain stores: well-known brands with shops in multiple cities
fashionable boutiques: fashionable clothes shops
tourist attraction: a place of interest to tourists
public spaces: areas in a town or city that are open to the public
on the outskirts: on the parts of town or city that are furthest from the centre
pavement cafe: cafes with tables outside on the pavement
places of interest: buildings that have a particular interest for visitors
Part 3-style questions
Examiner: What are the advantages of living in a city or big town?

Carrie: I think its having access to local facilities really local shops as well as
access to larger shopping malls in the city centre and if youre well-off you can
afford to live in the suburbs away from the busy traffic
shopping malls: large indoor shopping centres

local facilities: local buildings or services serving the public
in the suburbs: the outer area of large towns and cities where people live
Examiner: In your experience are city centres usually attractive places?

Mary: Some can be yes especially those with a historical interest but
sometimes theyre full of ugly office blocks multi-story car parks and
residents living in poor housing it depends on the city doesnt it?
multi-story car parks: car parks on several floors
office block: a large building that contains offices
poor housing: housing that is not in good condition
Examiner: What are some of the challenges facing towns and cities?
Penny: I suppose traffic congestion is a major problem and the growth in out-
of-town supermarkets and retail parks mean lots of town centre shops
are closing down plus a shortage of good quality housing I think these are
the major challenges
Definitions
to close down: to stop doing business
out of town shopping centre/retail park: large shopping centres outside of

the town or city
traffic congestion: heavy traffic making it difficult to move around a town or

city
In this lesson well look in more detail about how to analyse a question and how to
present your point of view clearly and effectively.
Practise reading and getting information from dynamic charts.
Learn structures and expressions for describing increase and decrease. Practise
using prepositions when describing numbers and dates.
Learn how to use a mind map to generate ideas for Task 2. Practise supporting
your opinions with reasons and examples. Learn useful words and expressions
for supporting your opinions. Learn how topic sentences help to organise your
writing
Activity 1 Understanding dynamic charts
a) The chart below is incomplete. In a moment, you re going to read a description

of the chart and complete it. Before you do this, though, take a good look at the
chart and answer the questions.
1 What kind of chart is this?
a) A pie chart
b) A line graph
c) A proportional bar chart
2 What does the chart show?
a) The percentage of the workforce over 16 who were unemployed
b) The percentage of the workforce over 16 who are unemployed
c) The number of people over 16 who were unemployed
3 What are the units shown in the vertical axis (going up)?
a) hundreds
b) thousands
c) percentages
4 What period does the chart cover?

a) Just over 3 years
b) Almost 3 years
c) Just over 2 years
5 What was the unemployment rate at the beginning of the period?
a) 5 per cent
b) 5.1 per cent
c) 5.2 per cent
b) Now read the description of the chart and draw the missing section of the line
graph.
The line graph shows figures for unemployment in the UK workforce between May
2003 and July 2006. It is clear from the chart that the rate of unemployment
fluctuated a great deal during this time. At the beginning of the period,
unemployment stood at 5.1 per cent. A few months later the figure had risen
slightly to 5.2 per cent. Unemployment then remained stable until September 2003.
From this point on there was a steady downward trend and by January 2004 the rate
had fallen to 4.9 per cent. It stayed at this level until May the same year, but from
May to July there was another small drop of 1 per cent. There were no further
changes in the level of unemployment until March the following year. From March
to May 2005, there was a small increase of 1 per cent, but this did not last long and
the figure had fallen back to 4.8 per cent by July. From September 2005 onwards,
however, there was a marked upward trend in the rate of unemployment in the UK.
From September 2005 to November the same year, the figure shot up from 4.8 to
5.2 per cent. The rate remained stable for a few months, but then rose sharply
again, and had reached a peak of 5.7 per cent by July 2006.
c) The highlighted words in the description of the chart that youve just read are
useful phrases for describing increases and decreases. Read the report again and
find phrases from the text which mean
went up and down frequently did not change (2 phrases)
went up a little
went up very quickly (2 phrases) arrived at its highest point
went up noticeably over a period
went down (2 phrases)
went down gradually over a period
Activity 2 Describing increase and decrease
a) In the last task you learned some useful phrases for describing increases and
decreases. There are also two useful sentence structures for doing this:
1 [noun phrase] + [verb] + [adverb]
For example:
The unemployment rate rose rapidly
The cost of living fell dramatically
Finish each sentence below so that it means the same as the one given.
1 The price of oil rose sharply. There
2. There is a noticeable increase in temperature from May onwards. Temperature
3 The number of people attending the theatre has fallen dramatically. There.
4 There had been a steady rise in DVD sales for the first six months of the year.
DVD sales
5 There has been a rapid growth in the use of alternative energy sources. The use of
alternative energy sources
6 The popularity of self catering holidays decreased significantly during the 1990s
There
Activity 3 Describing increase and decrease
You can also describe increases and decreases by using fractions to show the size
of the change over a certain period. For example:
The cost of rents doubled in less than a year. Birth rates have halved since the turn
of the century. By July, the price of petrol had fallen by a third.The number of
school leavers going on to university has risen by a quarter since 1980.
a) The chart below compares monthly sales for two months from a fruit wholesaler.
Check the title, the key and the axes so that you understand the chart.
b) Now write sentences about the changes in fruit sales from July to November.
Use the words from the box.
a quarter a third doubled fell by halved rose by tripled
Orange sales doubled. (example)
Apple sales fell by a quarter.
Lemon sales
Bananas sales
Plums sales
Apricot sales
Pineapple sales
Activity 4 Making approximations
The chart in the previous activity had very convenient numbers. However, in real
life things arent quite so easy! The chart in the IELTS test is not likely to show
figures that rise and fall by exact fractions, such as a half or a third.
What you need to do is make approximations. For example, if real sales figures for
oranges rose from 4000 kilos to 7850 kilos, you can say that orange sales almost
doubled.
a)
Here are some useful words and phrases for making approximations Match phrases
with the same meaning
1 just over a around
2 approximately b nearly
3 just under c slightly more than

b)
Now write sentences about the chart below, which shows changes in the quantities
of imports of certain electronic goods. Again, use the words in the boxes.
Activity 5 Prepositions of time
In the last IELTS lesson you learned how important verb tenses are when
describing dynamic charts and tables. Correct use of prepositions is also important.
Here are some of the main prepositions you will need to use:
in [month / year / morning, afternoon etc]
at [9 oclock, 10.30 am etc]
from..[a point in time]..to [another point] between[a point in time]..and
[another point]
during [a period of time]
before [a point in time or a period of time] after [a point in time or a period of

time] by [a point of time arrived at]
until [a point of time reached]
since [from a point in the past until now]
a) Go back to the description of the chart in activity 1b and underline examples of
the prepositions of time listed above.
b) Now complete each of these sentences with the correct preposition.
1 January there was a noticeable rise in the number of people taking sick
leave from work.
2 Temperatures usually reach a peak about 1 oclock in the afternoon.
3 From 1997 2006 there was a steady increase in sales of organic
produce. 4 the recession, unemployment grew steadily.
5 Televisions audience viewing figures rise dramatically 6 oclock in
the evening. 6 June sales figures were low, but later they began to
increase rapidly.
7 The price of oil had shot up to $70 per barrel August.
8 From November the end of the year energy consumption continued to
rise.
9 There has been a marked decrease in road accidents the new laws were
introduced in 2005.
Activity 6 Preposition to describe increase and decrease
You will also need to be careful when using prepositions with numbers. Simply
changing the preposition can change the whole meaning of a sentence. For
example, whats the difference between these two sentences?
1) Newspaper circulation rose by 20,000 newspapers per month.
2) Newspaper circulation rose to 20,000 newspapers per month.
3) Sentence 1 describes the size of the increase. Perhaps newspaper circulation was
already 40,000 per month, and there has been a 20,000 per month increase. The
final figure will be 60,000 per month.
4) Sentence 2 shows the point reached. Perhaps newspaper circulation had been
15,000 per month and it then rose by another 5,000 to reach 20,000 per month.
5) Remember also that not all words for describing rise and fall will take a
preposition, and the preposition will depend on whether youre using the word as
a verb or a noun. See the table below for more details:
Now look at the chart and complete the report below with a suitable preposition
where needed.
The chart shows fluctuations in the price of crude oil over a thirty five year period,
and clearly illustrates how oil prices are affected by world events.
In general there has been an upward trend in the price of crude oil [1].. 1970,
when it was only $1.30 per barrel. The oil embargo of the early 1970s, however,
caused the price to rise sharply [2].. nearly $11 per barrel. The crisis ended
soon afterwards, but the price remained [3].. around $11 to $13 per barrel until
1979. The Iranian revolution of that year had a huge impact on oil prices, which
shot up [4].. $17 to reach [5].. about $30 per barrel in the same year.
The following Iran-Iraq war caused a further increase, and the price reached
[6].. a peak [7].. nearly $36 in 1980. From that point until 1985, the price
fell steadily. However, from 1985 to 1986 the price suddenly plunged [8]..
$13. For the next few years the price fluctuated [9]..$14, but with the invasion
of Kuwait in 1990 there was a sudden rise [10].. $5. The price quickly fell
again and remained stable for most of the 1990s.Things changed once again at the
end of the decade, and from 1999 to 2000 the price increased[11].. almost $10
per barrel. Despite a slight drop in 2000, the rise continued and by the end of the
period, the price of crude oil had shot up [12].. a peak of $50 per barrel.
UNIT 6 IT SOCIETY
Learning outcomes
Reading: Labeling a diagram; True/False/Not given; Flow chart completion
Listening: labeling a diagram, matching
Speaking part 2 and 3: Using reasons and examples; strategies for self correction
and expressing oneself clearly
Writing task 2: Discussing advantages and disadvantages: introducing and linking

ideas in paragraphs, constructing the middle paragraph of an essay.
Lesson 1
Ask stds to work in pairs and and look at the title of the unit
Tell stds to work in small groups and discuss what differences are between humans
and animals. When they have finished, ask them to change groups and report and
compare their ideas.
Activity 2: Reading Labeling a diagram; True/False/Not given; Flow chart

completion: the way the brain buys
Remind stds that title and subheading are intended to help them understand the topic
of the passage and what the writer is going to say about it.. Ask: What things should
each question.
everything.
They should skim
remind them that to skim, they should not read everything carefully, but pass
their eyes quickly over the sentences, picking out familiar vocabulary which
gives them a general impression of what the passage is about and how it is
structured.
Activity 3:
Tell stds
Activity 4: Listening matching; labeling a diagram: a talk about banks and
credit card
Before they listen, ask them to look at the photos and discuss what they think each
of the option A_F means. To get them started, ask which of the option means
wealthy or rich
Tell them that they will not hear exactly the same words when they listen to the
recording.
section well.
Activity 5:
the exam.
with a partner.
topics and lexical resource students will have practised a range of typical Part 1
questions.
Activity 1. Write the words below on the board. Tell Ss that in speaking part 3,
youre often asked to do one or more of these things. Check Ss understand
speculate (= make guesses about something).
compare
comment on
speculate
explain
agree or disagree
Tell Ss youre going to answer a part 3 question. Can they tell which of the above
you are doing?
Say: We eat unhealthy food and dont get enough exercise. A lot of people cant
control their weight.
Ss probably wont be able to tell you which of the above you are doing or youll
get a variety of answers. Tell them to listen again, but youll change it slightly.
Say: I think its because we eat unhealthy food and dont get enough exercise.
Thats the main reason that a lot of people cant control their weight.
Ss should identify that you are explaining. Ask why it was easier the second time
(because you used signposting words its because, thats the main reason
that)
Tell Ss that signposting helps the listener follow your message. Theyre going to
look at signposting answers in part 3 of the speaking test.
2. Hand out worksheet 1. Ss skim read the candidates answers. Elicit the topic
(qu1) = food.
3. Ss in pairs match a function to a candidates answer (worksheet 1, qu2) feed
back.
4. Ss complete ex 3 + 4 on worksheet 1. Feed back by going through each speech
bubble in turn (e.g. In A, which phrases does he use to agree or disagree? To talk
about past and present? etc)
5. Ss work in pairs to write down what they think the four questions were. Hand out
worksheet 2 so they can check how close their suggestions were.
6. Ss write the signposting language onto the table and try to add phrases of their
own. Feedback onto the board and check / rephrase any expressions Ss supply.
7. Put Ss in pairs to roleplay candidate / examiner. They ask / answer the questions
from the top of worksheet 2. Examiner should give feedback about how well they
used signposting language.
Worksheet 1 - Signposting Language Speaking Part 3
1. Read some candidates answers to questions in part 3 of the Speaking test. What
was the topic?
A. No, Im not sure I entirely agree with that because nowadays supermarkets tend
to be
located quite far away from residential areas. So if you havent got a car, I think it
would be really difficult to do your food shopping. In the past, you could walk to a
local shop in your village. These days most of them have closed down as a result of
supermarkets taking their trade away
B In my opinion, the main reason for the popularity of fast food is because its so
convenient. Were so readily tempted to a burger or a pizza because theyre very
easy to get hold of. You also see ads everywhere for fast food. And it always looks
delicious so you thinkMmmactually a burger would be nice
C Well, I suppose there are many differences, but I think the main one is that you
tend to expect something more specialand probably less healthy, when you eat in
a restaurant. Whereas when you eat at home, youve cooked it yourself so, unless
youre a chef, itll probably be less interesting, but not as unhealthy
D. I really believe that in the future, well eat very different types of food. Firstly, I
think
people will definitely stop eating genetically modified food its got to be really
bad for you. I doubt that people will just eat pills eating is too pleasurable. If GM
foods become less popular, I actually think that we might start to value healthy,
tasty, natural food
2. Which person was asked to:
compare two things
comment on the past and present speculate about the future
explain / give reasons for something agree or disagree with a statement
3. Underline the phrases which helped you answer the question above.
4. The speakers also used different phrases to introduce their opinion. Circle the
phrases that they used (e.g. Speaker 1 = I think)
5. For each answer, what do you think the question was?

UNIT 7 OUR RELATIONSHIP WITH NATURE
Learning outcomes
Reading: Matching headings, Matching features; sentence completion
Listening: multiple choice; flowchart completion
Speaking part 1: using openers; paraphrasing
Writing task 1: Analysing similarity and differences in charts/graphs; writing an

introductory paragraph; using reference devices.
Lesson 1
Tell stds to work in small groups and discuss what differences are between humans
and animals. When they have finished, ask them to change groups and report and
compare their ideas.
Activity 2: Reading Matching headings, Matching features; sentence

completion: The truth about lying
each question.
thing.
They should skim
structured.
Activity 3:
Tell stds
Activity 4: Listening multiple choice; flowchart completion: a student
discussion about a project
Before they listen, ask them to look at the photos and discuss what they think each
of the option A_F means. To get them started, ask which of the option means
wealthy or rich
recording.
section well.
Activity 5:
the exam.
with a partner.
Activity 1.
Examiner: Do you see your friends very often?
Louisa: Yes we meet up most weekends we all get on really well and have a
lot in common so were always happy doing the same things and going to the same
places.
to get on well with: to understand someone and enjoy similar interests
to have a lot in common: to share similar interests
Examiner: What do you like about your close friends?
Anna: I think we enjoy each others company we see eye-to-eye on most
things so we rarely fall out with each other.
to enjoy someones company: to like spending time with someone
to fall out with: to have a disagreement and stop being friends
to see eye to eye: to agree on a subject
Examiner: Have you known each other long?
Amy: Most of them yes although my closest friend Carrie we struck up a
relationship at college and got on like a house on fire but yes my other
friendships go back years to when we were at school.
to get on like a house on fire: to like someones company very much indeed
to strike up a relationship: to begin a friendship
to go back years: to have known someone for a long time

Examiner: Do you think marriage is still as important as ever?

Cristine: Yes it certainly is in my country I think the problem for some
people is a lack of commitment all relationships have their ups and downs .
but some people prefer to break up rather than working at the relationship.
to break up: to end a romantic relationship

to work at a relationship: to try to maintain a positive relationship with
someone
to have ups and downs: to have good and bad time
Examiner: What do you think is the ideal time to get married?

Terry: Personally I think you should wait until youve found yourself first
decided if you want a career perhaps do some travelling you should do this
before tying the knot although if you fall head over heels in love plans like
these can easily be forgotten.
to tie the knot: to get married
to fall head over heels in love: to start to love someone a lot
Examiner: Is it important to keep in contact with our friends when were in a

relationship?
Maria: Absolutely its so easy to drift apart from your friends when you fall in
love but I think both partners should try not to lose touch with their friends
thats the best way to have a healthy relationship with your partner.
a healthy relationship: a good, positive relationship
to lose touch with: to not see or hear from someone any longer
to drift apart: to become less close to someone
Lesson 3: Writing part 1
Activity 1 Understanding diagrams
Sometimes the part 1 writing task asks you to describe a diagram. The diagram will
usually show a process or how something works. You can see an example below.
Just as for charts and tables, it is important that you spend some time carefully
looking at the diagram until you understand what it shows. Look for the following:
the main parts or sections of the diagram.
the relationship between parts in the diagram. the order of any stages
shown in the diagram.
any key that accompanies the diagram and helps to explain it
Before you write, try to imagine in your mind how the object works or the process
develops. Keep in mind what the result of each stage will be or what the purpose of
each component is.
a) Look at this example question and match the letters in the diagram with the
components listed below.
1 lift carriage
2 control button
3 piston
4 electric wires
5 hydraulic fluid
6 piston housing
7 pump
8 valve
9 fluid tank
b) Now complete this example answer with the words from a) above.
The diagram shows how a hydraulic lift works. The system is quite simple and
consists of the [1], where passengers stand, a [2] which raises and
lowers the carriage and a circuit of pipes that carry [3].
When the passenger presses the up [4] to raise the lift, an electric signal is
sent to a [5]. This causes the pump to move fluid from the tank into the
bottom of the [6] so as to force the piston up. As the piston housing fills up
with fluid, the piston is raised higher. The lift carriage, which is attached to the top
of the piston, is also forced up. The direction of the flow of hydraulic fluid is shown
by the blue arrows.
When the passenger presses the down control button, an electric signal is sent so
that the pump is switched off. At the same time, a signal is sent to a [7]
placed just in front of the pump in order to shut off the flow of fluid from the
[8] to the piston housing. The valves new position allows hydraulic fluid to
flow from the piston housing back into the fluid tank. This reverse flow is shown in
the diagram by the red arrows. The piston and the lift carriage which is attached to
it are then brought back down due to the force of gravity.
Activity 2 Showing purpose
Often you will need to explain what a component or a stage in a process is for. In
other words, you need to explain the purpose of something. Here are some
examples from the description of the lift:
to + infinitive:
When the passenger presses the up control button to r a ise the lift
so that + full clause:
an electrical signal is sent s o th at the pump is switched off.

in order to + infinitive:
a signal is sent to a valve in o rd e r t o s hu t o f f the flow of fluid
so as to + infinitive:
move fluid from the tank into the bottom of the piston housing s o a s to
f o r ce the piston up.
Choose the best way to complete each sentence. There may be more than one
correct answer.
1 The water is boiled [..] kill harmful germs.
A in order to
B so as
C to
2 Scales are used [..] the ingredients are weighed accurately.
A so as
B so that
C in order
3 There is a battery [..] provide electrical power.
A so as
B to
C in order to
4 [..] grow straight, the plant needs to be supported with a piece of wood.
A To
B In order to
C So as
5 The leaves need to be left in the sun [..] dry thoroughly.
A to
B so that
C so as to
6 The frame is made of aluminium [..] the structure is light but strong.
A in order to
B so that
C to
Activity 3 Cause and result
In Lesson 1 we looked at phrases and words for expressing cause and result
relationships. The same phrases are useful for describing diagrams.
a) Look at the diagram below. What cause and result relationships are shown?
b) Now complete this description of the process by using words and phrases from
the box.
as a result because causes consequently due give rise to on account of
results in
Water leaks slowly into the cave [1] there are thousands of tiny cracks and
holes in the limestone rock. On its way down, the water absorbs the calcium
carbonate present in the rock and this [2] a mineral solution. Small drops of
this solution form on the roof of the cave. When each drop falls, it leaves behind a
ringshaped deposit of calcite. This process is repeated many times and [3]
a thin calcite tube is formed. This tube is sometimes called a soda straw [4]
its shape. Occasionally the soda straw gets blocked [5] to a piece of stone
or soil. This [6] the drops of solution to pour down the outside of the straw.
[7], calcite deposits build up
around the straw and these [8] the typical cone shape of the stalactite. Only
the straws that get blocked will eventually become stalactites.
Activity 4 Relative clauses
Relative clauses are clauses in sentences which add information about the subject
of the sentence. Sometimes this is extra information, and the sentence would be
correct without the clause. In this case, we call the clause nondefining. Look at
this example from the description of the lift in Activity 1:
The lift carriage is also forced up.
The lift carriage, which is attached to the top of the piston, is also forced up.
You can see that the clause adds extra information about the carriage, but the
sentence is still grammatical without the clause. Notice that we use commas (,) to
separate a non-defining clause from the main clause. Also, remember that you
cannot use that as a relative pronoun with non- defining clauses.
Other clauses add important information which describe or define the subject of
the sentence. Heres an example:
Only the straws that get blocked will eventually become stalactites.
This time, the sentence would not make sense without the relative clause. There are
no commas to separate the clause, and we can use that, where, who, which etc as
the relative pronoun.
Connect the information to make sentences with relative clauses (non-defining or
defining).
There is a light.
It turns on when the temperature rises.
Example: There is a light which turns on when the temperature rises.
1
A container.
Its made of steel.
It catches rain water.
2Chlorine is added to the tank. It kills any dangerous bacteria.
3
The pages pass through a machine. It cuts off the edges.

4
The programming takes six months. It is done in India.

5
The mixture is heated to a temperature.
The temperature causes a chemical reaction.
Activity 5 Passive voice
Using the passive voice can add a more formal tone to your descriptions. Often, it
is not even necessary to say who or what is responsible for certain actions in the
process. Compare these two sentences, for example:
(Active voice): A worker collects the materials from the recycling bins.
(Passive voice): The materials are collected from the recycling bins.
Now rewrite these sentences using the passive voice.
Someone fits solar panels to the roof of the vehicle.
Example: Solar panels are fitted to the roof of the vehicle.
Miners extract bauxite from the ground.
1
Occasionally someone adds zinc to the mixture.

2
Mechanics regularly test the engines performance.

3
Once the production team has completed the production process, dispatch workers
send the product out to stores.
4
As soon as the control centre has received the call, they send out a car to the
customer.
5
Activity 6 Putting it all together

You should spend about 20 minutes on this task.
The diagram shows how the Global Positioning System (GPS) works in order
to help people find their location anywhere on Earth.
Write a report for a university lecturer describing the information shown below.
You should write at least 150 words
a) Look at the diagram and answer the following questions. How many segments
are there in the system?
What are the main components of each segment?
What part does each segment play in the whole system?
- Describe briefly what a GPS is and what the three segments of the system are.
- Describe the space segment: what it consists of and what it does.
- Describe the control segment: what it consists of and what it does.
- Describe the user segment: what it consists of and what it does.
- Remember not to spend more than 20 minutes writing.
- c) Now look at the example answer in the key. Can you find examples of the
language weve looked at in this lesson?
UNIT 8 ACROSS THE UNIVERSE
Learning outcomes
Reading: multiple choice; yes/no/not given.
Listening: Sentence completion
Speaking part 2 and 3: making comparison; providing a list of points, supporting

view with reasons; structuring a part 3 answer
Writing task 2: discussing two options: including your own opinion; introducing
other peoples opinions, concluding paragraphs
Lesson 1
Tell stds to work in small groups and match the holidays with the photos and ask:
Did you think of any other activities which are not in this list?
Activity 2: Reading multiple choice; yes/no/not given: Passage about restoring a

dress
each question.
everything.
They should skim
structured.
Activity 3:
Tell stds
Activity 4: Listening Sentence completion: a lecture on Japanese stiching
Before they listen,a them: Describe the last time you visited a museum. Say why
you went, who you went with, what you saw and what you liked and disliked about
it.
recording.
section well.
Activity 5:
the exam.
with a partner.
Lesson 2: Speaking part 2 and 3

Activity 1: Write the task below on the board. Put Ss into pairs and give them 2
mins each to tell their partner. Their partner should ask a follow up question at the
end.
Describe someone you know who dresses well. You should say
who they are
how you know them
what kind of clothes they wear
and say why you like the way they dress.
Tomoko: Id like to talk about one of my teachers Miss Evans she teaches us
English in the school I go to we always look forward to seeing what shes going
to wear when our lessons start shes always very well dressed and takes a lot of
pride in her appearance its not that she dresses in very smart clothes she
doesnt come to school dressed to kill or anything like that but what she wears
really suits her and she has a great sense of style as well we often ask her
where she gets some of her clothes and most of the time theyre just off the peg
and she says shes not interested in designer labels or anything like that she
doesnt seem too concerned about keeping up with the latest fashion she just
wears clothes that are timeless yes Miss Evans is the person I think looks
great in the clothes she wears
timeless: something that doesnt go out of fashion
well-dressed: to be dressed attractively
to have a sense of style: the ability to wear clothes that look stylish
off the peg: clothing that is ready made
designer label: a well-known company that makes (often expensive) clothing
dressed to kill: wearing clothes that attract admirers
to keep up with the latest fashion: to wear the latest fashions
to suit someone: to look good on someone
to take pride in ones appearance: to pay attention to how one looks
smart clothes: the kind of clothes worn for a formal event
Activity 2: Some IELTS students have just practiced Speaking Part 2. Their
classmates listened and gave some feedback.
Describe a person whose appearance you like. You should say
who this person is
what their relationship is to you
what they look like
and say what it is about their appearance you like.
Monique: OK Id like to talk about my aunt her names Marta and

shes quite a character shes middle-aged but has a very youthful
appearance shes a little overweight I suppose but not too much she has a
friendly round face framed by thick blonde hair she has a lovely
complexion and shes always well-turned out she actually always looks like
shes going out for the evening to somewhere special theres never a hair
out of place Ive always thought she bears a striking resemblance
to someone on TV I cant remember the name now she wears glasses and
always seems to have a different pair on every time I see her I like the way
she looks because she wears clothes that are right for her age and manages to
look glamorous without it looking like shes too done up yes Ill be happy
if I look like her when Im her age
youthful appearance: to look young
middle-aged: approximately between 45-65
thick hair: a lot of hair
to be overweight: to weigh more than is regarded as healthy
to be well-turned out: to look smart
complexion: natural skin colour and texture
to bear a striking resemblance: to look very similar to
to wear glasses: to use spectacles
to never have a hair out of place: perfectly styled hair
Lesson 3 Writing task 2
Activity 1: Getting started using a mind map
Lets look at an example. Heres a typical IELTS task 2 writing task:

Levels of depression and anti-social behaviour in children have increased
dramatically in modern societies. This situation has led many people to believe
that childhood itself is in crisis. To what extent do you agree or disagree with
this view?
Below is a mind map for the question youve just read. There are five very general
headings, each one representing a different way to look at the question of childhood
in crisis.
a) Try to think of two ideas of your own to note down under each heading.
b) Here are some ideas we thought of. Now complete the mind map by putting each
of these ideas under the best heading.
Children spending more time alone Computer games often
promote violence Dangers of the Internet
Disappearance of traditional home routines such as family mealtimes Exposure to
sex and violence on TV at an early age
Less clear views in society about suitable behaviour for children and adults Less
structured days at home - e.g. no fixed bedtime
Long working hours interfere with family life
Marketing of products and image creates consumers from children More and
more testing and exams at schools
More competitive society adds to pressure to succeed
Too much time taken up by lonely activities such as computers and TV Parents
often absent or disinterested
Peer pressure from friends and classmates
Poor discipline in school disrupts routines and patterns Pressure from
parents to succeed and achieve
Activity 2 Stating and supporting your point of view
The IELTS writing task 2 question often ends with the words To what extent do
you agree or disagree with this view? You dont have to agree with the statement,
but it is important that you express an opinion of your own. Whether you disagree
or agree, you should give good reasons why. Examiners want you to:
state your opinion clarify what you mean
give reasons for your views
give examples when appropriate
emphasise important points
a) Here are some useful words and phrases for doing these things. Put them under
the correct headings.
A typical example is, Clearly, For example, For instance, From my point
of view, I am convinced that, In fact, In my opinion, In other words,
Indeed, It is my belief that, Needless to say,
Obviously, such as, That is to say that, The reasons for this are, This is
because, This is due to , This is on account of, What I mean by this is
Stating your opinion
Clarifying what you mean
Giving reasons for your views
Giving examples
Emphasising important points
Activity 3 Stating and supporting your point of view
Every time you state an opinion, its important that you follow this up with your
reasons or examples. Below are opinions which could be expressed in answer to the
question about childhood. Match the opinions (1-5) with the supporting sentences
(A-E).
4 School has become a source of anxiety more than a source of learning.
1 Todays children lead a much more lonely life style than previous
generations.
2 There has been a gradual breakdown of the bonds between children and their
parents.
4 Children need the security of routine, but this is often lacking in todays families.
5 The frequency of unsupervised access to television and the Internet is also having
an effect on the psychological state of many modern children.
A. For instance, they would much rather play computer games alone than play
in the park with friends.
B. In other words, children are being allowed to view programmes and internet
sites that are totally unsuitable for their age. As a result, their understanding of the
world is often misbalanced or confused.
C This is due to the fact that school pupils face more and more tests and exams
each year. D. One of the many reasons for this is that parents simply spend less
time with their children.
E. In some families, for example, there are no set meal times and children may be
not be going to bed before 11.00pm
Activity 4 Writing Task (1)
Now its your turn to write.

a) Make a plan for your own answer to the question you read in Activity 7. You can
use the ideas in the mind map from earlier, or your own ideas. Remember that you
dont need to use all the ideas.
b) Write your answer. You need to write at least 250 words. Try to use some of the
expressions from Activity 8 and remember to follow up all your opinions with
reasons or examples.
Activity 5 Topic sentences
A good writer makes things easy for the reader and you need to make things easy
for the examiner. One way you can do this is to use topic sentences. Topic
sentences introduce the theme of a paragraph. They are like sign posts in your
composition and they tell the reader that you are moving on to a new theme.
a) Read the sample answer and match the topic sentences with the correct
paragraphs [A,B,C].
Another area of concern is the pressure to succeed.
There is also what I would call the pressure to grow up or mature too early. The
first is the pressure to conform.
Crisis is a strong word to describe a situation. Although I would not go so far as to
say that childhood is in crisis, I would certainly agree that modern children are
under more pressure from more directions than ever before. But what are these
pressures and what problems do they cause? [1.] there are three main areas of
concern.
[A..] [2.], children are under pressure to be like each other and to be like the
role models that they see in the media. Pop and rock culture has become so
much a part of childrens lives that it is now the defining characteristic of the 1018
year old age group. [3.] are purely economic. The pop music and fashion
industries are worth a fortune, and they benefit from the most easily persuaded
consumers: children. The result, however, is that children as young as ten feel like
outcasts among their peers unless they buy the latest CDs and clothes. [4.], not
being able to conform with the group can lead to conflict with parents and even
depression.
[B..] [5.] is that school children are being tested on their learning much
more frequently. Furthermore, most children these days are expected to take exams
for university entrance. Constant testing makes children anxious about school.
Likewise, children who are not suited to academic study feel inadequate when they
take exams and then fail. [6.], instead of helping childrens minds grow, the
education system has become the cause of many mental health problems in the
young today.
[C..] [7.] many modern children are being forced to behave like adults
before they are ready. [8.], many children now have to look after themselves at
home because their parents are staying ever longer hours at work. More worrying,
though, is the effect of unsupervised television viewing and internet surfing.
Children are expected to have the judgement to decide what is suitable for them.
[9.], they do not have such judgement. As a result, young children are often
exposed to material that can frighten, worry and confuse.
To sum up, although [10.] childhood is in crisis, there have recently been
worrying changes in the way children grow up. If these trends continue, there may
indeed be a crisis.
b) Now look back at the mind map for this question from Activity 7. Tick the ideas
that were used in the final composition.
c) Now use the words and expressions below to complete the sample answer.
For instance I believe
In fact
In other words Indeed
it is not my belief that Needless to say
The reasons for this This is to say that What I mean by this

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CLASS IELTS 3

UNIT 1 GETTING HIGHER QUALIFICATION

Reading: Introduction to scanning; introduction to table completion and and

Listening: introduction to form-completion task; multiple choice question; spelling

Activity 1: Starting off

Activity 2: Reading True/false/not given Australian cultural and cultural shock

Material: handout 1 (m/c questions)

put students into small groups

make a copy of handout 2 for each student (or project on screen)

Activity 2 > Understanding charts

Describing a chart is similar in lots of ways to describing a table of figures.

past perfect - By 2001, the population ha d in c rea sed

Future perfect: The population w ill ha ve r ea ch e d sixty million by 2030.

Reading: Skimming and scanning; matching heading, pick from a list

Listening: introduction to multiple choice task; indentifying the type of information

Activity 1: Starting off

Lesson 2: Speaking part 2

Material: handout 1 (m/c questions)

Activity 2: Part 2 topics

put students into small groups

make a copy of handout 2 for each student (or project on screen)

Lesson 3: Writing Task 2

Activity 1 Analysing the question

To what extent do you agree or disagree?

Activity 2 Getting ideas

It is also argued that

This is one way to give your writing a more formal style.

To what extent do you agree or disagree?

Listening: Pick from a list, Matching, short-answer questions.

Speaking part 2: using discourse markers

Writing task 1: summarizing trends in graphs and tables.

Activity 1: Starting off

put students into small groups

when this period was

where you were

what you were studying at the time

and say why you were so happy.

Caroline: Id like to tell you about my time at university I was a mature

bachelors degree: an undergraduate course which usually lasts 3-4 years

to take a year out: to spend a year working or travelling before starting

to sit an exam: to take an exam

a graduation ceremony: an event where a successful student receives his or

higher education: education, usually in a college or university, that is

masters degree: a period of study which often follows the completion of a

Lesson 3: Writing Task 1

Activity 1 Understanding Tables

Reading: True/ False/ Not given; Note completion, short-answer questions

Listening: sentence completion task; flow chart completion

Activity 1: Starting off

Activity 2: Reading True/ False/ Not given; Note completion, short-answer

Activity 4: Listening sentence completion task; flow chart completion: A

Lesson 2: Speaking part 2

put students into small groups

what the technology is

to access websites/email: to locate

Lesson 3: Writing Task 2

To what extent do you agree or disagree?

It is also argued that

This is one way to give your writing a more formal style.

To what extent do you agree or disagree?

Reading: matching information, matching features, summary completion

Listening: Note completion; table completion

Writing task 1: summarizing a diagram, analyzing the task, writing in paragraphs,