PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS TheEdinburghBuilding, CambridgeCB22RU,UK 40 West 20th Street, New York, NY 10011-4211, USA. 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alaroon 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa hitp://www.cambridge.org © Cambridge University Press 1999 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1999 Updated edition 2001 Fourth printing 2002 Printed in the United Kingdom at the University Press, Cambridge Text typeface Utopia 10./13pt System QuarkXPress® ISBN 0 521 01148 5 Student's Book ISBN 0 521 6260 9 Cassette Chver design and graphic by Tim Eleock b_ bs bs & os os b._ ou Ss oe oa oe _ b? oa _ ou ou on = os Ss ou = ~ = = = =Introduction ‘meaning AULLULLULULLLLLLLLL LUA INTRODUCTION UNIT Orientating yourselfto the text Who are The speakers? Where are they? Why are they speaking? UNIT2 Listening for specific information 10 What are the key words? IELTS Section I task ~ table and note completion IELTS Section 1 task - form filling UNIT3 Identifying detail When do we need to listen for detail? IELTS Section 1 task ~ ‘multiple-choice pictures UNIT4 Identifying main ideas What are the speakers talking about? What are the main ideas and how are they are developed? IELTS Section 2 task - multiple choice and note completion UNIT S~ Seeing beyond the surface What does the speaker mean exactly? How can we interpret intonation? UNITB Following signpost words What are signpast words How do they help us to understand? IELTS Section 3 task ~ note completion and labelling a diagram UNIT7 Being aware of stress, rhythm andintonation How do inionation and word stress help us to understand? IELTS Section 4 task -following a Slow chart IELTS Section 4 task - table/flow chart completion and muttiple choice Contents THE READING MODULE Introduction 28 UNITE unin unr UNITS unir 6 unr7 UNITS. UNIT 9 Orientating yourselfto the text 29 Titles and sub-headings Paragraphs ‘Skimming/scanning for specific 93 information and detail Short-answer questions IELIS task - labelling a diagram IELTS task - chart/table completion Identifying main and supporting 38 ideas Mutiple choice IELTS task ~ multiple choice IELTS task ~ note-taking Improving global reading skills 42 Paragraph headings IELTS task - paragraph headings Summarising 46 Completing a summary Understanding paraphrase Understandingargument 49 Argument or fact? IELTS task - "identifying arguments IELTS task ~ matching Identifying opinion/attitude and 53 ‘making inferences, Fact, opinion or claim? IELTS. task ~ Yes/No/Not given IELTS task ~ Multiple choice ‘The General Training module, 57 Section | Multiple choice IBLTS task ~ True/False/Nor given IELTS task ~ matching ‘The General Training module, 62 Section? IELTS task - matching TELTS task ~ paragraph headingsTHE WRITING MODULE Introduction 66 UNIT 1 Describing facts and figures ‘7 Bar charts Pie charts Tables UNIT2 Describing trends @ Line graphs Examining the axes UNIT 3. Summarising data B Selecting important information Comparing data Grouping information UNIT4 Describing a process 16 IELTS Task 1 UNITS General Training, Task 1 8 The task The purpose Explaining the situation UNIT6 General Training, Task 1 contd 80 ‘The message IELTS Task 1 UNIT? Academic and General Training, 82 Task2 Understanding the instructions Approaching the task Forming ideas UNIT § Planning a structure 85 Organising ideas The introduction The conclusion UMIT9 Introducing topics and main ideas 88 Expressing views Making concessions Refuting an argument Defining/explaining UNIT 10 Developing an argument 91 Making the main argument clear Providing support UNITIT Writing your answer 93 Writing coherently Building complex sentences THE SPEAKING MODULE Introduction 96 UNIT1 Part one ofthe Speaking test- 98, the interview Becoming more fluent Willingness to participate and expand More practicefor part one UNIT2 Part two ofthe Speaking test- 102 the Jong turn Preparing your talk Explaining how you feel - now ‘and then More practice for part two Giving short answers to the follow-up questions UNIT3 Part three ofthe Speaking test- 106 the discussion Exploring the theme Producing a reasoned response More practice for part three UNA onn hala Listening 109 Reading, at Writing us Speaking 12 UREN Listening 7 AcademicReading 133 ‘Academic Writing 144 General Training Reading 146 General Training Writing 157 Speaking 159 eee 160) SAMPLE ANSWER SHEETS 190] ACKNOWLEDGEMENTS uy 7 TS. Iihoyirryrprryyp eeIntroduction WHO IS THIS BOOK FOR? Insight into IELTS has been designed as a course book for an IELTS preparation course. However, it is equally appropriate as a self-study resource book for students wishing to improve their IELTS skills on their own as it contains helpful advice, sample IELTS material throughout the units and detailed answer keys. The book is appropriate both for learners seeking to enter an English-speaking university, school or college, as well as for people who may need to provide an IELTS. score for the purposes of immigration to an English-speaking country. The book is targeted at students ofapproximately Band 6 level; however, the earlier units in each section are designed for lower-level learners or students not familiar with the IELTS test format, while the later units are intended to stretch the stronger candidates beyond their immediate IELTS needs and enhance their language skills overall. CONTENT OF THE BOOK The book consists of four parts: + Listening, Reading, Writing and Speaking sections + Supplementary activities for each unit + Acomplete practice test + Recording Scriptand AnswerKey Taken as a whole, the book contains ample classroom-based material within the units for a preparation course of between 40 and 30 hours. When used with the Supplementary activities which accompany each unit, the material will last much longer. The first part of the book is divided into four sections: Listening, Reading, Writing and Speaking, to reflect the format of the test, and these are broken down into manageable units. Each section begins with an overview of the IELTS test and students who work their way through the book will become familiar with all question types and tasks that they are likely to meet in the test. The skills covered are not restricted to test-taking strategies alone but also reflect the broader range of language that students will encounter in an English-speaking environment, whether at university or in the wider community, ‘The units contain class and pair activities and the opportunity for individual practice, Teachers may choose to work systematically through each section, taking advantage of the graded approach, or, alternatively, select material to suit their learners’ needs as required. ‘The Supplementary activities can be used to expand the units as follow-up work in class or as homework exercises. For students working on their own, they provide further opportunity to practise and consolidate the language covered in each unit or they can help students to structure their revision schedule once they have covered the units in the first part of the book.‘The final part of the book offers a full practice IELTS test which is accompanied by a band conversion table (on page 189) to allow students to assess their approximate level in the Reading and Listening sections from their performance in this test. A Recording Script is provided for the Listening units and the Listening part of the practice test and this is annotated to show where the answers are located in the text. A thorough Answer Key is provided for all sections ofthe book, including the practice test. The Key provides a framework of support to ensure that students can receive feedback on all activities and exercises undertaken, It includes a selection of model Band 9 answers to a number of the writing questions. We would like to stress that these model answers represent only a sample of the many possible ways of approaching the writing tasks, but we hope that leamers will find them a useful guide. ABOUT THE TEST There are two versions of the IELTS test. Academic } 2 | General Training Module _ : for students seeking entry to a for students seeking entry to a secondary university or institution ofhigher school, to vocational training courses or education offering degree and forpeople takingthe IELTS test for diploma gourses immigration purposes Note: All candidates must take a testfor each of thefour skills: listening, reading, ‘writing and speaking. All candidates take the same Listening and Speaking modules ‘but may choose between the Academic or General Training versions ofthe Reading and Writing sections ofthe test. You should seek advicefrom a teacher or a student adviser ifyou are in any doubt about whether to sitfor the Academic module or the General Training module. The ovo do not carry the same weight and are not interchangeable. 2 hours 55 minutes Nitonan ied Sac When you goto university you will have to interact with many different people in @ number ofssituations. The IELTS Listening test is designed to reflect some ofthese real-world listening situations. The level of difficulty increases through the paper and there is a range of topics and tasks which test your comprehension. skills, eg. listening forspecific information, such as dates and place fening for detail, understanding gistand understanding speaker attitude/opinion. Asyouwork yourway through the Listening units ofthis book, you will be introduced to a wide range of IELTSquestiontypesandadditional exercises to help improve your overall listening strategies, Parana as Listening Test Format Section 1: A conversation between two speakers in a social or semi-official context, Section 2: A talk by a single speaker based on a non-academic situation. Section 3: A conversation with up to four speakers based on. academic topics or course-related situations. Section 4: Auniversity-style lecture or talk, The Listening test is the first part of the IELTS examination and takes place at the beginning ofthe day, It takes about 40 minutes and consists of four recorded sections, each covering a different type of language and context. There are 10 questions in cach section and you will be given time to read these questions hefore you listen to each part. As you will hear each recording once only itis very important to understand exactly ‘what you are being asked to do in each question. The question types vary and focus on a variety of different listening skills. For example, some questions involve completing a form, chart or diagram, others require you to select pictures which represent what you have heard, In addition there are note-taking exercises and multiple-choice questions, All aspects ofthe Listening test, as well as additional skills, are covered in this book,Listening . ‘Who are the speakers? In order to understand what people are sayi | to know what their relationship is to each oth © Where are they? you as the listener | The language we choose to use will depend on our '* Why are they speaking? | relationship to the otter speakers, e9, we use diferent | language to talk to a family member as oppos | conversation also helps ts to un | because ithelps us to anticipate what ine spe: ae going to talk about Gp Prelistening 6 Look at the following pictures. Try to work ‘out who the people afe, where they are and why they ate speaking to each other. ~ + Can you imagine what they are saying? Write some words in the speech balloons. + How did you decide what the people were saying? + Compare what you have written with your partner.Listening UNIT1 + Listen to Unit 1, Extract 1. There are ten short conversations and one example. As ‘you listen, complete the table to show who the speakers are and why they are ‘speaking. The first one has been done as an example, Follow-up: Spoken and written language a ‘+ Make a list of the types of language you hear spoken every day both in your own, language and in English. Divide the list into two columns showing language which {is spontaneous or unprepared and language which was probably written to be read out loud. Then discuss the questions below with a partner, Uopriparel_ specan-lana.eae tg, tluing to family frtnds esting dractons 11 What are the main differences between spoken language and language which was, written to be read out loud? Ts it harder to understand one than the other? 12 Why's it more difficult to understand people when they speak on the telephone? How is this similar to listening to a recorded conversation? e For further practice, do the Supplementary activity on page 109,‘> What are the key words? { Sometimes when we fsten, we are only interested in finding out very specific information such as dates and ‘* What type of words are they? times, names or key words. Tehelps us to understand, ifwe can work out what kind | of words we are listening fr. EXTRACT 4 ‘+ Look at the telephone message pad below. It comes from a house where a number ofstudents live together. + Discuss what information you need to listen out for in each message. If possible, write what type of word that is in the right-hand column. + Listen to Unit 2, Extract | and complete the task. TITTY,Haress a Listening UNIT 2 EXTRACT2 Een & capa oe > In Sect of the mE IELTS hiediog test win ‘hear a cis One ofthe fees > speakers mi oe secking factual informatic You will pies idemily or note down. Altematively y PP ivepishilpiees gl ete Motte mplete some ee eae Questions 1-10 Complete the table and the notes below usingNO MORE THAN THREE WORDS for each answer. = BLUE HARBOUR CRUISES 2 - =s a Included in. le coffee and = the price . Z _ a Ob - I Jetty No. 2 is situated (8) es * The commentary is in (9) - = ‘The lady recommends that they (10) - | eee —= "Listening UNIT2 {@3) EXTRACT 3 ith some i ‘information t guage From, the task fare they spine? Sas tag wen you oon esas or test onsite aston easily Questions 1-10 Listen to the telephone conversation and complete theform below, Write NO MORE THAN THREE WORDS OR A NUMBER for each answer. ‘Customer's name (1). Address (2) F8* 36 Telephone (3). Drivers tence number (4)_< Date for collection of vehicle (5). Cirele the correct answer teeter Aas: ypc aa Srrviat eve Peuptom ety re Sie ee hy nreeia Pane daa requred Bree Sys eer cred seven days eat (8) Agreed cost $50.00 per day $65.00 © $70.00Listening UNIT 2 E> Follow-up . A + Look at the three forms below. Choose one and write a short dialogue to accompany it. Imagine that one of the speakers in your dialogue is asking ‘questions and completing the form. Make sure that your dialogue includes enough information to allow the listener to complete the form. + Read your dialogue to two other classmates. They must complete the form while they listen. Name of student. he Key Language Cen i Te Address Sites snnges ited eye Age . : j one oa = Wor pein fleruntee” | | address | BxperiencetQualtfcations del ity | = : | pres stu fa | rien hits & Sarai “Universi hall Reason for studying Engish University faculty Student number Type of membership requ Hasan *Fullyear | * Two-year = Tive-year * Sports played | For further practice,do - j =>) the Supplementary at EER on page 109, iListening * When do we need to listen for If someone is desoribing an object tke an umbrella, iis detail? | the detail inthe description, such as the colour ov @ | reference tothe shape, which allows us to differentiate © Why is detail important? | iMfrom another umbrella, So we need to listen carefully PPL LLL LPP 10 + Yor the words which describe the detail ry rrerere rere ‘Sip Prelistening 4 + Look at the pictures of the umbrellas, which are similar but not the same, and describe one to your partner, Is it clear which umbrella you are describing? These swords may help you: spots, stripes, handle, curved, straight, point, pointed. EXTRACT 1 IELTS Listening Section 1 ees ‘How to approach the task - Looks at the task Gn the following page. In each“case there is a question > followed by three pictures. Try to work outthe possible context of the Janguage from the words in the questions and the pictures. ge a nen ont ee mis as:you listen. 9 = 3 See a “4 rreoerererereeeeeresListening UNIT 3 Questions 1-6 Gireletheapproprat eter oe, Example What was Jill's Baha job in Hong Kong? 1 Which picture shows Gerry? 2 Where were Gerry and Sue married? 3. Which picture shows Sues sisters children? | 4 What time should Jill arrive for dinner? 5 What type of accommodation docs Suc live in? 6 Which bell must ‘you press?Listening © What are the speakers taking _{ When we take par in a conversation or listen to othor about? | people, we subconsciously separate the information that | we noed or that interests us ffom the rest of what we ‘+ What are the main ideas and how | hear. In other words, we separate the main ideas from ‘are they developed? | the supporting detall, Sometimes people use an introductory phrase to attract our attention and to give | some cue tothe topic q (@s] EXTRACT 1 = Look at the chart below. You will see that the situation and speakers have already been identified. Try to guess what the speakers might say from this information. This is not always possible. Why? «= Listen to Unit 4, Extract | and make a note ofthe words used by the first speaker to attract attention, Write this in the Introduetory phrase column. «+ Listen to the extract a second time and fill in the rest of the grid, briefly noting the topic and showing how the speakers develop this topic. The first one has been done for you as an example. rreeerereeeeeeeeeeeeeeererrrreeeee rere,Listening UNIT Follow-up *+ Work with a partner. Select one of the pictures from the group of pictures below. * Decide on a topic for the characters in the picture you have chosen. * Write @ short dialogue (4-5 lines) to accompany the picture. Try to write an appropriate introductory phrase or greeting for the first speaker. * Act out the dialogue to two other classmates. Could they guess which picture it matches? Etii ‘Multiple choice and note completion In Section 2 ofthe IELTS Listening test you will hear one person giving a talk on a topic of general interest, As well as listening for specific information, you may be asked to interpret the speaker's ideas, You will therefore need to follow the talk ; "carefully and be prepared (o separate the main ideas fromthe supporting detail. age ee, sions carefully. to find out what sort of information you > what the topic = Now read the que need to listen out for, 9 ie = Underline in. pencil the important ‘words in the -multiple-choie = “before you listen, This will help to focus your ia " ~ Answer the questions'as you! listen le Se Questions 1-5 Cirele thecorrectanswer. 1 The weekly radio programme is on A topics suggested by listeners. -B. local news items. € listeners’ hobbies.Listening UNIT 4 2. The process of stamp production is A. sifficult B ‘expensive. C__ timeconsuming. 3_In the search for suitable subjects, people are invited to A. research a number of topics. B give an opinion on possible topics. © produce a list of topics. 4 Topics are sent for final approval to A agroup of graphic artists, B the Board of Directors. C a designers! committee. 5. Australian artists receive money 4 only if the stamp goes into circulation, “B forthe design only, C for the design and again if itis used. Questions 6-8 Complete the notes using NO MORE THAN THREE WORDSjor each answer. Stamps must represent aspects of (6) > eg. characters from literature ar examples of wildlife. There are no, 7 British stamps. d A fawourite topic in Britain is @) Questions 9-10 Cirele the correct answer. 9) The speaker says that many people produce designs for stamps. few people are interested in stamp design, people will never agree about stamp design. 10. The speaker suggests that A. stamps play an important role in our lives. too much attention is devoted to stamp production. stamps should reflect a nation's character. A For further practice, do the Supplementary activity on page 110.Listening UNIT 5 Seeing | + What does the speaker mean = People do not always say exaclly what they mean, As exactly? [listeners we must learn to interpret the words people | use as well as their intonation pattern. In this unit, we + How can we inierpret intonation? wil investigate some ways of seeing beyond the surface meaning of spoken language while following @ conversation. Pre-istening + Look at the following sentence: / thought the assignment was due in on Thursday. + Try saying it in three different ways, to produce three different meanings. “What are the three meanings? Discuss these with your partner. + Try creatinga similar short statement. See ifyou can vary the meaningby changing the word stress. + Read your statements to your partner. Can you hear the differences in meaning? EXTRACT 4 + Look at the chart below and note the headings of'the different columns. + Listen to Unit 5, Extract 1, which consists of an example and eight short, independent dialogues. As you listen, answer the focus question Yes or No. + Discuss what indicators or language features helped you to interpret the real meaning of the speakers. Did the woman like the movie? Ts the teacher pleased with the boy's work? 19feceeeaataee HOSPITALS BEFORE HOTELS steteeevenes Look atthe three posters advertising a student debate, * Discuss what each of the posters means. Ask your teacher to explain their possible ‘Meaning ifthis is not clea. In these three cases, there are two possible sides each argument, * Make a list of things which could be said on either side of the argument for each Poster. This will help you to understand Extract 2. * Report back to the class Task | * Listen to the conversation, As the box next to the name of speaks most often? you listen, complete the grid below by placing.a /in the speakers each time they speak. Which of them fererereeeeeeeeeeeeeererereListening UNITS Task 2 = + Now look at the questions below. Read them through carefully and underline any ‘words that you think will help to focus your listening. + Listen to the extract a second time and circle the correct answer for each question. 1 The person at the door is 5 Frank thinks that space research lookingforwork, A is only for scientists, asking for money. B_ismovingtoo slowly, looking for the hospital. _ © has practical benefits. D visiting her friends. ‘has improved recently. 2 Frank thinks the hospital shouldbe 6 In talking about space travel, Frank financed by displays his pessimism, local residents. reveals an ambition. a special health tax. makes a prediction. ? the state. D refers to a book. ee ee 7 Sue thinks work is important 3 Richard thinks Sues view on hospital because it funding is reduces the levels of crime. A acceptable. gives individuals pride in B predictable. themselves. uninteresting. © helps people find homes. B onresonanie D reduces the need for charity. 4 Sue's attitude towards the 8 Richard's overall attitude is jovernments spending is A helpful disapproving, B bitter, B indifferent. © disinterested, © understanding. © sarcastic. D impartial Bp or further practice based on tis exact, do the Supplementary civ on Bi ounceOTH} © What are ‘signpost words’? | Good public speakers and lecturers ilustrate the stages of ther talk through the use of ‘signpost words’. Being able to identiy and follow the signpost words will help £ you to understand formal spoken English, * How do they help us to understand? talk. We can because they direct our listening; in information is coming and what kind of information this may be: ¢.g- additional, positive, negative, similar, different. They may also introduce ‘examples ofa main point made earlier, Look at the sample of unfinished ‘spoken’ text below. It starts with the signpost Word while, which suggests that there is a contrast or opposite to follow. This sentence could be completed with the words: ... /5 still a lot we do not understand about cancer: ‘Here are some possible ‘directions’ that the signpost words can take you in, a Leading towards a comparison } Leading towards a contrast or opposite ¢ Introducing an examy t Was Sal -d Suggesting cause an said earlier * First, read the sentences 1-10 on the next page and identify the signpost words and the direction (2-fabove) that the words are taking you in, Then go on to the pair activity that follows, oS _ = = = on = . (White a great deal has been achieved in the area of cancer research, there ... ) cy eg re nn ee earn ba 1 ba = = be & a a = = oF —Listening UNIT 6 2 Every Roman town had at its centre a forum, | where people came together to conduct their official and religious affairs. In addition, the forum ... j | 3. The meteorological office predicted rain for the |” two weeks ofthe Olympic Games, In | consequence, ... : | 4 Leaming a foreign language can be difficult and | at times frustrating. However, ... 5 Not only did the Second World War result in : | the displacement of millions of innocent | evans, i. | 6 Despite the efforts of the government to reduce | the incidence of smoking among teenagers and young adults, I regret to say that smoking | | 7 This is how to approach writing an essay. First, ‘you should read the question carefully. Then .. 8 No matter how hard you try to justify the sport of fox hunting, the fact remains that ... 9 Firstly I would like to talk about the early life of J. . Kennedy. Secondly ....and thirdly ... On the one hand, it may be advisable to study h sht before an exam; on the other 2 * Try to complete the unfinished statements above by creating an ending which “| makes sense in each case, using the signpost words in the text to guide you. Read the finished texts out loud to your partner so that you can practise the intonation patterns which go withthe signpost words, Make sure your voice rises and falls in the right places to reflect your intended meaning. (®e) extract 1 ‘You can check the intonation patterns by listening to Unit 6, Extract 1, which gives some possible ways of completing the sentences.LUstening UNIT 6 TELTS Section 3 Li a st name 2 eee tc Ree logues in Section 1, wl ‘the speakers: eee oy I require more attention to the com . nthe fol example, you Cneret taking part. First look at the questions below and make sure y exacllywhat you have to Jabel on the diagram. Questions 1-3 Complete the notes, Use NO MORE THAN THREE WORDSfor each answer. ROVER ROBOT The robot does the Work Of 8 (Ijen — mapmen went Looks | ike a 2 ‘on wheels. It weighs 16.5ke and travels quite (3)si— Questions 4-7 Label the diagram ofthe rover robot. White NO MORE THAN THREE WORDSfor each answer. . On ~ a Questions 8-10 Complete the notes. Use NO MORE THAN THREE WORDS for each answer. ‘The cover cannot be steered in real time because of the @ Scientists decide on a 9). Mars is similar to Earth because it may have for the rover. eB For further practice, do the Supplementary activity on page 110. 24‘© How do intonation and word stress | Public speakers and lecturers make use of stress, rythm help us to understand? and intonation patterns, along wih signgost words, to divide ther information ito ‘chunks’ of meaning, Learning io recognise these speech pattems will help you to | understand formal spoken English whether you are | istening toa ive ora recorded talk. Pre-listening “= Try saying the following telephone numbers. Notice how your voice goes up after each group and then drops as you come to the end of the whole number. 5849 3714 *612 9983 4721 "01223 460278 "33 76.49 5298 *0412 613612 Speakers normally use an upward intonation if they have more to add and let their ‘voice drop when they come to the end of that piece ofinformation. EXTRACT 4 + Look at the five extracts below, taken from different lectures and mark in pencil the words which you think should be stressed and where your voice should rise and fall, + Read the extracts out loud to your partner, as ifyou were giving a talk or a lecture, paying particular attention to the intonation patterns needed to keep the listener {interested and to ensure that the meaning is clear. After you have both read each extract, listen to the recording and compare it with your versions. + Try recording your own voice and then listen to yourself. Urban socely began when hunts Ore ae iin fist, ter is gatherers leamt (a) how to farm lend, Federal Goverment, which looks after isues of nafonal importance (©) how to domesicate animals and ‘suchas immigration and defence. Then there is State Government - (@) how to build permanent structures located in each capital cy, and which has responsiblity for such fo act as shor. things 2s educaon, the police and utban and regional planing, and ‘thirly we find Local Government, which contols sorvies such as waste colecion, pubic States and chidcare cenes. in Australia: firstly there i Federal ‘Government then there is State ‘Was Napoleon poisoned or dhe de of natural causes? The Napeeoric Society “There are tree levels of goverment | o Goverment end tity we have | ‘of America, an association of historans and collectors, has given a moder twist ed Govern to this debate. They have done this by revealing the resuts of cherical analyses: * ___) ata said to have come from the head ofthe French emperor. yo neyons ae se cf aig wie tan scsi | range of aesthetic, psychological and scintfc tucies, each wih its own sins and procedures. Moreover, each of the main families of writing systems (European, Semitic, East Asian) has ts un complex history of handwriting styles. BExample 2 Fascnateg Section 4 en Section 4 of the Listening test is always a lecture ot a talk of some kind, In this example, you will hear the introduction to a lecture on child language acquisition, The speaker provides a framework forhis talk using a number of signpost words | How to approael the task Read the notes earéfully to get an idea of thé’ contest and direction of the talk. = Notice how the notes form part of a flow chart to reflect the format or organisation ofthe talk. ‘ Questions 1-10 Complete the notes below. Use NO MORE THAN THREE WORDS for each answer. The Study of Child Language Acquisition Tey =) > because it leads to greater understanding of language *@ because of the difficulties encomtered Pare 1 of Discussion of includes the use of diaries, [ speech in intancs waar one year] [Speech in licen Wer S yea C child becomes aware of own | Linguistic Lo. Part 2 of = becones talk Bn because people have | (1) in childver’s lemming ry Pe For further practice, do the Supplementary activity on page 110.Listening UNIT7 EXTRACT 3 Ee Tee iinet Questions 1-3 Complete the table below using NO MORE THAN THREE WORDS in each space. Animal Brought by Reason, | w settlers for food | ip __ settlers laa 4 @ to kill beetles Questions 4-5 Complete the flow chart using NO MORE THAN THREE WORDS in each space. __ Basie scons] Eggs become grubs. | Questions 6-10 Cirele the appropriate leter. 6 The cane toad originated in A Central America. B Hawaii, C Australia. 7 InAustralia, the toads A grew extremely large. B multiplied in number. C ate the cane beetles. 8 The farmers’ plan failed because 10 The second lesson to be learned A. there were too many beetles. from this story is that B their own research was faulty. ‘A the environment is constantly they believed reports they read. at risk, B first-hand research is not always. necessary. C caution is necessary when dealing with nature. 9) The sugar cane industry A. thrives today. B has died out in some areas. survives alongside the beetle. a