IELTS

IELTS EXPRESS

25 HOUR COURSE

STUDENT BOOKLET

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Test overview

Reading (multiple choice, short answer, labelling paragraphs, yes/no/not given,

true false
Social survival
Training survival
General reading
Writing Task 1 General: a letter; Academic: interpreting data from a diagram
Task 2 discursive essay
Listening Social conversation between two people
Monologue on a general subject
Group conversation (professional or academic)
Lecture or talk of general interest
Speaking Part 1: Short answers
Part 2: Long turn
Part 3: Two way dialogue

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Look at the following statements about the IELTS exam. Are they true or false? If the
statement is false, correct it.

Some of the answers can be found at http://www.ielts.org

1. There are four modules in the IELTS exam.

2. IELTS is suitable for candidates of any age.

3. The whole test takes four hours.

4. All the modules must be completed on the same day.

5. You can get your results two weeks later.

6. If you don’t get the band score you need you must wait one year to repeat the test.

7. If you get a Band 6 you are categorised as a competent user.

8. Your test report form is valid for only two years.

9. Reading and Writing tests take 60 minutes each

10. If you are unhappy with your results you can ask for the test to be re-marked at no
extra cost.

11. There is time for you to transfer your answers in Listening and Reading Tests.

12. Writing Task 2 carries more weight than Task 1.

13. Speaking test is 15 – 20 minutes long.

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Speaking Test Overview

What’s in the Speaking Test?

Complete this table:

Topic / task Timing

Part 1

Part 2

Part 3

Marking

During the interview, your examiner will be looking out for evidence of four things:

 Good fluency and coherence

 A wide, appropriate, relevant vocabulary
 A wide range of grammatical structures used accurately
 Good pronunciation and intonation

The examiner will give four marks for the Speaking Test, one mark (ranging from 1 the lowest
to 9 the highest) for each of the criterion above. On your test Report Form, however, there
will only be one mark for the interview. The computer will give an average of the 4 marks
above.

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Part 1
The examiner will check your passport, introduce himself / herself and ask you some
questions on three or four everyday topics. This part of the test takes about 4 to 5 minutes.
The first topic will ALWAYS be either about where you live, or about your work / studies.

Think of some familiar everyday topics the examiner could ask you about. There are
two examples for you already. Then think of some questions the examiner could ask
you about the topics.

Possible everyday topics Possible questions

Where you live Is your house / flat big or small?
What can you see from the windows?
Is your neighbourhood good for families with children?

Your hobbies or interests

For homework, complete the table with more possible topics and questions, and
practise what you would say.

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Part 2
 The examiner will give you a topic (with three bullet points), and you will talk about it for 1
to 2 minutes.
 You will be given one minute to prepare for the topic. The examiner will give you a pencil
and paper to make notes, but don’t start writing out a speech!
 You should talk about each of the bullet points in turn.
 At the end of two minutes, the examiner will ask you one or two very short follow-up
questions. Only a brief response is required.

Practice making notes for Part 2:

Practice A
Describe a memorable event in your life. You should say:
When the event took place
Where the event took place
What happened exactly
And explain why this event was memorable for you.

Practice B
Describe something that you own which is very important to you. You should say:
Where you got it from
How long you have had it
What you use it for
And explain why it is so important to you.

With a partner, practise speaking for one to two minutes about your topics. You can
also practice this at home. First make notes, then time yourself speaking.

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Part 3
This part lasts between 4 and 5 minutes.
You and the examiner will have a discussion relating to the topic you spoke about in Part 2.
The topic will be abstract, and the examiner will listen to you and ask you questions about
what you say.
You are often asked to talk about a situation in the present, then compare it to the past, and
then think about how it might change in the future.

Practice A
What questions might the examiner discuss with you related to the topic of memorable
events? Think about marriage / ceremony / national days etc.

Practice B
What questions might the examiner discuss with you related to the topic of important
possessions? Think about possessions / values / consumerism etc.

Now practice discussing these questions with your partner.

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Here are some more topics you can use to practise at home.
1. Spend one minute making notes
2. Talk for one to two minutes – time yourself!
3. Think of some follow up questions for discussion
4. Practise thinking about how you would answer the questions

 Talk about a person who has been important in your life and say why.

 Describe a book you have read recently and say what you liked/disliked about it.

 Talk about an important day in your life so far – it could be your wedding day, your first
day at work – you decide.

 Describe the education system in you country and think about ways it could be improved.

 Describe a festival in your country – think about food, clothes and any other rituals.

 Talk about a modern invention that you couldn’t do without. Give your reasons.

 Talk about a political leader in your country and give reasons for their
popularity/unpopularity.

 Talk about a place in your country which is popular with tourists – be ready to give
reasons for its popularity.

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Mock Speaking Test

Now you are going to practise the complete Speaking Test. You will work with a partner.
One person will be the examiner; the other will be the candidate.

Read your roles:

Candidate
 Listen carefully to the questions
 Try to give full / extended answers
 You can ask the examiner to repeat questions
 Ask the examiner if you don’t understand anything in Part 3

Examiner
 Be serious and formal, but friendly – like a real examiner!
 Get some paper and a pencil ready to give the candidate for Part 2.
 Bring the candidate into the room, give them a seat and introduce yourself.
 Pretend to check their passport
 Listen carefully to the candidate, and give them feedback on their grammar / vocabulary /
pronunciation.
 Make eye contact with them and encourage them to keep talking.
 Ask them the questions on the card – use exactly the same words as on the card. Repeat
questions if the candidate asks you to.
 Don’t worry about the timing; your teacher will tell you when to start and stop each part.

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Mock Speaking Test

Student A

Good morning. My name’s ______. Can you tell me your full name please? And what
shall I call you? Can you tell me where you’re from?
Can I see your identification please? Thanks, that’s fine.

Part one (4-5 minutes)

Now, in this first part, I’d like to ask you some questions about yourself.

Let’s talk about your home:

What kind of place do you live in?
Have you always lived there?
Who else lives there with you?

Now let’s move on to talk about music:

What kind of music do you like?
Do you play a musical instrument?
How do you like to listen to music?

Part Two (3-4 minutes)

Now, I’m going to give you a topic, and I’d like you to talk about it for one to two
minutes. Before you start, you will have one minute to think about what you’re going
to say. You can make some notes if you wish. Here is some paper and a pencil for
making notes, and here’s your topic.

I’d like you to talk about AN INTERESTING NEWS ITEM you’ve read about recently in the
newspapers or seen on television.

Where/when did you read/hear about it?

What was it about?
Why was it particularly interesting?

Part Three (4-5 minutes)

We’ve been talking about an interesting news item you’re read about recently, and
now I’d like to ask you a few questions relating to that subject.

Which do you think is the most effective of the news media, TV, newspapers or the internet?

Do you think we should believe everything we read in the newspapers or hear on television?

Do you think people prefer to hear good news or bad news?

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Mock Speaking Test

Student B

Good morning. My name’s ______. Can you tell me your full name please? And what
shall I call you? Can you tell me where you’re from?
Can I see your identification please? Thanks, that’s fine.

Part one (4-5 minutes)

Now, in this first part, I’d like to ask you some questions about yourself.

I’d like you to talk about your school:

Which school did/do you go to?
How far did you have to travel to school?
What aspects of school life did /do you enjoy/not enjoy?

Now let’s move on to talk about fashion:

Do you take an interest in fashion?
What kind of clothes do you prefer wearing?
Do you always choose your own clothes?

Part Two (3-4 minutes)

Now, I’m going to give you a topic, and I’d like you to talk about it for one to two
minutes. Before you start, you will have one minute to think about what you’re going
to say. You can make some notes if you wish. Here is some paper and a pencil for
making notes, and here’s your topic.

I’d like you to talk about AN INTERESTING BOOK you’ve read recently or A FILM you have
seen.

Where/when did you read/see it?

What was it about?
Why was it particularly interesting?)

Part Three (4-5 minutes)

We’ve been talking about books and films, and now I’d like to ask you a few questions
relating to that subject.

Do you think people will continue to read books in the face of competition from
television/film/computers?

What are the most popular forms of entertainment in your country?

Do you think people should create their own entertainment more, rather than rely on passive
entertainment?

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General tips for the Speaking test

 Answer the questions you are asked with some detail. Avoid Yes/No answers.
 Don’t worry if the examiner stops you from talking. It means that you have spoken
enough, and s/he has to keep to the timing of the test.
 Don’t worry if you can’t remember the exact words for something, try to express the
idea in another way.
 When you talk, pay attention to what you say, and if you make a mistake try to correct
it, but don’t worry if you can’t. It’s ok if you stop and go back to correct a mistake you’ve
just made.
 Practice talking about your life and everyday topics.
 Practice speaking for 2 minutes for the long turn in part 2.
 Use the preparation time in part 2 to think about what is written on the card.
 Use the instructions and prompts on the card in part 2 to think about what is written on
the card.
 Don’t be afraid to ask for clarification if you do not understand , but remember in Part 1
the examiner can only repeat the question once.
 Don’t ask the examiner if what you said was correct.
 Don’t learn answers by heart.
 In part 3 explain your opinions and give examples to support them.
 Try to use linking phrases.
 Try to be as relaxed and friendly as possible.

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Writing paper overview

Task:
First see how much you know about the Writing paper. Look at these statements and
say whether they are true or false. If you think they are false, correct them!

1. You have to do two pieces of writing, Task 1 and Task 2. T/F

2. In the Academic Module Task 1 is always a letter. T/F

3. The General Training Module Task 1 involves interpreting data from a chart, graph, table
or diagram. T/F

4. For Task 1 you are asked to write 150 words. T/F

5. You are advised to spend no more than 20 minutes on Task 1. T/F

6. In both modules, Task 2 is a more traditional discursive (discussion) type question.

T/F

7. You should spend about 40 minutes on Task 2. T/F

8. For Task 2 you must write a minimum of 150 words. T/F

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Task 1: Complete this table:

Task 1 Task 2

General

Academic

Words

Minutes

Task 2: What does an examiner look for in a ‘perfect’ piece of writing?

Task Achievement / Response

The flow of sentences and ideas

Grammar

Vocabulary

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Marking criteria for the Writing paper

Task 1. General Training. This requires candidates to

write a letter. The content of the letter should cover the
Task Response / Task bullet points given in the question. If all the bullet points
Achievement are not covered you will lose marks. The message(s)
should be clear and written in the correct tone (formal,
neutral or informal). The letter should be at least 150
words.

Task 1. Academic. This requires candidates to accurately

describe significant facts and figures, explain trends,
describe a process and summarise given data. The data
required to address the task is usually presented in the
forms of tables, graphs or diagrams. The candidate should
describe only what they see and not attempt to speculate
or interpret. The data should be organised in a logical and
clear way. The composition should be at least 150 words.

Task 2. General Training and Academic. This requires

candidates to formulate and develop a position in relation
to a given prompt in the form of a question or statement.
Ideas should be supported by evidence, and examples
may be drawn from the candidates’ own experience.
Responses must be at least 250 words long.

This is about the overall clarity and fluency of the

message: how the response organises and links
Coherence and Cohesion information, ideas and language. Ideas should be linked
through logical sequencing, and there should be a variety
of appropriate linking devices (connectors, pronouns and
conjunctions).

This refers to the range of vocabulary that the candidate

Lexical range has used, and the accuracy and appropriacy of that use in
terms of the specific task.

This refers to the range and accuracy of the candidate’s

Grammatical Range and grammatical resource as shown in the candidate’s writing
Accuracy at sentence level.

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The stages of writing

1. pre-writing / planning / making notes

2. drafting / writing
3. revising / checking / editing

1. Pre-writing / planning / making notes

 Write your ideas very quickly. They don’t have to be in English.

 Don’t write full sentences, just key words (usually nouns and verbs)
 Don’t worry how useful the ideas will be.
 Don’t worry about neatness and correctness.
 Ask yourself the four ‘WH’ questions – get your ideas in order:
 Who is the reader?
 What is the purpose?
 What exactly do I want to say?
 What action do I want?

2. Drafting / writing

 The most important thing here is to get words onto paper. If you can’t remember a
spelling, or are struggling with the grammar, leave a space and come back to it. Don’t
get stuck on the details during this stage!
 It is important to see clearly what you have written.
 So:
 Write on every second line. Make changes on the blank line above your writing.
 Cross out rather than use typing fluid or a rubber. Then you can see your original
wording or spelling.

3. Revising / checking / editing

The third stage is where you check that:

 you have said what you wanted to say
 you have said it in a clear and appropriate way
 Revising is the most important stage in the writing process.
 It involves checking that your content and purpose are clear and appropriate for your
reader, in the particular writing situation.
 It is not just a matter of checking spelling, punctuation and grammar. It also involves
arranging, changing, adding, leaving out words, and so on.

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Feedback on vocabulary and grammar from your writing homework:

A Listen to the words your teacher says. Write the correct spelling below.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10

B Correct the five mistakes from your essay that your partner underlined. Write
the corrections below. Write complete sentences.

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Essay skeletons

Look at these two sample essay skeletons. An essay skeleton shows you the basic
structure of an essay. If you get used to writing skeletons while planning, you will find
it much easier to put the “flesh” (your ideas) on when you’re writing.

Essay skeleton A

Some people think that reducing air travel is the best way to protect the environment.

To what extent do you agree or disagree?

Introduction
These days we need to reduce carbon emissions to protect the environment because

Paragraph 1
One way to do this would be to limit air travel because

Paragraph 2
However, there are many other ways we could reduce emissions, for example

Conclusion
On the whole though, I think that the most effective way of reducing emissions is reducing air
travel OR E or F, because …

At home, you can practise making notes for A-G.

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Essay skeleton B

In many countries children are engaged in some kind of paid work. Some people regard this
as completely wrong, while others consider it as valuable work experience, important for
learning and taking responsibility.

Discuss both views and give your opinions.

Introduction
These days the issue of child labour is being raised in the media more and more, because

Paragraph 1
There are two main arguments against children working

Paragraph 2
However, some people would disagree, because

Conclusion
Ultimately, I believe that it is important / completely wrong for children to be paid for working
because

SUMMARY OF C AND D OR E AND F.

At home, you can practise making notes for A-F.

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Now look at these two essay questions. Write skeletons.

Popular events like the football World Cup and other international sporting occasions
are essential in easing international tensions and releasing patriotic emotions in a safe
way.

To what extent do you agree or disagree with this statement?

Introduction

Paragraph 1

Paragraph 2

Conclusion

It is generally accepted that families are not as close as they used to be.
Give some reasons why this change has happened and suggest how families could be
brought closer together.

Include any relevant examples from your experience.

Introduction

Paragraph 1

Paragraph 2

Conclusion

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What was the question?

Since its introduction in the 1990s the Internet has played a crucial role in the way we interact
with other people. __________ has increased the speed of communication __________
created a number of new avenues in social interaction __________ has been accused of
reducing actual ‘real life’ human to human contact. __________ the benefits of on-line
communication are undeniable, there are __________ growing fears over the effect the
Internet has on the social balance.

__________ of the major arguments against the Internet is that people can hide their true
nature in the virtual world. Facial expressions and gestures play an important role in
understanding the whole meaning of an interaction. __________, these vital elements are
absent from Internet-based communication. __________ it is possible for people to hide
their true feelings and intentions; it makes it easy for people to lie.

__________, through the Internet people communicate with strangers who __________ have
never met, or even seen, in real life. __________ poses an especially great threat to children
and young people __________ __________ strangers could have hidden agendas.
__________, the Internet has become a popular medium for criminal activity.

__________, the absence of real human contact is a major adverse effect of the Internet.
__________ people spend more time with their computers, they become increasingly
isolated from the rest of the world and their family __________ could result in long term
psychological effects.

__________ its many disadvantages, the Internet also can be seen as a powerful medium for
communication. __________, social networking websites, e-mail and even online games can
help people to keep in touch with friends and colleagues. At the click of a mouse we can
send a message to virtually anywhere in the world. __________, people can meet others
who share common interests. __________, they enhance their knowledge and develop
friendships.

__________, like any other medium the Internet has both positive and negative effects with
respect to social interaction. __________, people should be more aware of all the issues and
try to strike a balance between their on-line activities __________ real life interactions.

Linking words:

also although and as because but consequently despite

for example furthermore furthermore however in addition in conclusion

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in fact it one therefore these they this thus which

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Popular events like the football World Cup and other international sporting occasions
are essential in easing international tensions and releasing patriotic emotions in a safe
way.

To what extent do you agree or disagree with this statement.

I strongly believe that international tensions can be suppressed through sporting events. It is
also a safe way to resolve patriotic emotions.

Sports and games are a common language known to all. It sees no caste, religion or
nationality. The rules are the same to all wherever they may play. I would like to recall the
soccer world cup held in 2002. Everyone knows that it is not easy for any team to qualify for
the world cup and not every team did. I’m a Sri Lankan, but I always support Brazil who
ultimately won the world cup. So everyone plays or supports a team for the love of the game.

In very few cases the spirit of patriotism overwhelms and creates disastrous conclusions. In
such cases if you note it’s the crowd who fights and never the sports people. I’m sure you
must have heard of Michael Jordan who played for a club named Chicago Bulls and won
many championships. Later on he retired and then moved to another club named
Washington Wizards, who were the worst team in the league. Though he did not win
matches, he performed well. Once there was a match in Chicago between the Bulls and the
Wizards. Though Jordan played for the wizards, the Chicago crowd supported him
throughout the match. There was also a fan holding a banner which said “Thank you
Michael”.

So I thereby conclude by saying that any sporting event held will not only break the walls of
international tensions and emotions but will also serve as a means of making peace and build
a spirit of hope and trust.

(277 words)

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Now look at this model answer to the question. Why do you think it is a good answer
according to the assessment criteria?

Today, more than ever in the past, we are faced with mounting tension and strained
relationships among nations. In fact, the threat of war looms over many countries, especially
neighbouring ones. I strongly believe that popular international sports events are very
significant, because they are undoubtedly a safe vent for pent up patriotic emotions.

It may be argued that the strained emotions among nations are always due to a justifiable
cause. However, the majority of people in any country would want these conflicts resolved
through international dialogue and other diplomatic measures, not by war.

It is claimed that the diplomatic missions are there to improve international relations.
However, the international sportsmen are the true ambassadors of a nation, simply due to the
fact that they themselves and the events they represent are so popular. For example many
Indians wouldn’t know the name of Sri Lankan High Commissioner in India, but the former Sri
Lankan skipper, Sanath Jayasooriya, may be a household name for them. Thus it is evident
why the Indian Prime Minister sent the Indian cricket team to Pakistan as messengers of
peace. It was a message to the hearts of the people of Pakistan, an invitation only to play
battles in cricket and not to be at war.

Irrespective of the venue these events are played at, millions of people become united the
world over as spectators via television. Let us imagine the situation where a Pakistani and an
Indian student are watching together a match played by their fellow men; I am sure there
would be friendly combat between the two. Likewise we Sri Lankans have witnessed the
distress and the disgust of spectators when one of our cricketers gets bowled; the desire to
kill the offending bowler of the opponent team is always evident. What safer ways than these
are there to release patriotic emotions?

In summary, I would like to say if any battles were to be fought among nations, let them be
fought on the playing fields, not definitely at war. (337)

Teacher’s notes:
This is a coherent answer which responds to the task well. Ideas are clear, develop naturally
and are supported with examples and evidence. The writer position is made clear in the first
paragraph.
Ideas are logically arranged using paragraphs. There is a wide variety of accurately spelt
vocabulary, and a broad, accurate control over a range of grammar structures is
demonstrated. There are a few problems with articles, but these do not detract from overall
clarity. In addition, a variety of cohesive devices is used accurately and appropriately.

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Television has brought great changes to the way many children spend their leisure
time. While some of these changes have been beneficial, others have had a harmful
effect.

Do the advantages of TV outweigh the disadvantages?

YOU should write 250 words.

You should use your own ideas, knowledge and experience and support your arguments with
examples and relevant evidence.

1. Read the question.

2. With your group, brainstorm beneficial changes and harmful changes. Make notes below.
3. Discuss to what extent you agree / disagree.

Notes:

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Now read the model answer and do the following:

1. Underline the main ideas

2. Circle the support for these ideas
3. Tick the ideas that are the same as yours
4. Underline the comparative structures.
5. Circle the linking words.
6. Tell your group what you have learnt from this exercise.

Model answer

In the past fifty years, television has become more popular among children than any other form of
home entertainment. Although parents and teachers often disapprove of it, few would prevent their
children from watching it altogether.

Television has several advantages for children. Firstly, it is an easier and safer way for them to relax
than, for instance, playing in the street. Secondly, television can be highly educational because
children can learn about subjects, like music or sport that they might not read about in books.
Moreover, they acquire a wider vocabulary and improve their general knowledge. Lastly, television
fosters children’s interest in subjects. In consequence, they are better-informed about the world than
children were in the past and they form attitudes and opinions about things outside their direct
experience.

However, there are some harmful effects. Nowadays perhaps, children in general are not as sociable
as previous generations, who used to spend more time playing with friends. As a result, some
children may feel lonelier and more isolated. In addition, they may be less imaginative than children in
the past because they do not have to invent their own games and because they spend less time
reading books. Finally, since they spend so much time in front of the television, they may have fewer
hobbies.

To sum up, television has had both positive and negative effects. I believe that parents should
monitor both how much time their children spend watching television and the type of programmes
they watch, and encourage them to watch those which are either entertaining or educational.
However, children should also be encouraged to find time for other activities, such as playing with
friends.
(277 words)

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Task

People increasingly spend their leisure time using computers, for example, surfing the internet
or playing computer games. This has brought benefits but has also created new problems.

Do the benefits of using computers outweigh the drawbacks?

You should write 250 words.

You should use your own ideas, knowledge and experience and support your arguments with
examples and relevant evidence.

Notes:

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Read the model answer.

1. Underline the main ideas.

2. Circle the support for these ideas.
3. Tick the ideas that are the same as yours.
4. Underline the comparative structures.
5. Circle the linking words.
6. Tell your group what you have learnt from this exercise.

The growing popularity of home computers has brought about the biggest single change in the way
we spend our free time since the invention of television. This development is viewed by many people
as a mixed blessing.

Having a computer at home has undoubted advantages. Firstly, through the internet we can make
contact with many more people than we would normally meet in our everyday lives: people from other
parts of the world and people with similar interests to our own. Moreover, it gives us the possibility of
sharing information and interests with others more easily than in the past through the use of e-mail
and chat programs. Finally, some people believe that computer games are more stimulating for our
brains than, for instance, watching television because they improve our reactions and our ability to
think logically.

On the other hand, like television, personal computers tend to isolate us from the world just outside
our front door. We may speak to friends and neighbours less because we are busy playing computer
games indoors. What is more, there is evidence that we are not as healthy as we used to be due to
the sedentary lifestyle that computers encourage us to lead. Lastly, some psychologists argue that
computer games are addictive, which means that some people may be distracted from doing more
important things, such as spending time on their studies or with their family.

In conclusion, I believe that computers are useful in the home, as long as we use them as a tool, for
example, to communicate with friends or find information. However, they may be harmful when they
become our main source of entertainment.

(276 words)

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Reading paper overview:

a) See how much your group knows about the reading paper.

1. How long is it?

2. Does everyone do the same test?
3. Is it divided into sections?
4. Are there time limits for each section?
5. Do you answer on the answer sheet?
6. Is there time for transferring answers?

b) Are these statements good or bad advice for the reading paper?

1. Don’t read the text from beginning to end.

2. Look quickly at the text and get an overview of the format – note headings, sub-headings,
special sections, captions, diagrams, illustrations.

3. Read through the text quickly and get a general understanding.

4. In general, spend about 1 minute on each question.

5. Read each question or group of questions carefully and scan the text to find the answers.

6. Underline and mark the text.

7. Make sure you exactly follow the instructions given.

8. If you are having difficulty with a question, go on to the next question. If you are not sure
of an answer write it down and mark it so that you can check it again later.

9. If you think a particular word is important, try and guess its meaning from the context.

10. If you are not sure which answer (A, B, C or D) is right it is better to guess than write both.

11. It is better to skip a few difficult questions than to carefully answer two and a half sections
and not have time to attempt the remaining half section.

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Guessing the meaning of words

While you are reading you will probably find many words which you do not understand.
However, this does not have to be a problem. Firstly, you should decide if the word is
important for you. Understanding the word may not be necessary to answer the question. If
you think the word is important, there are many strategies you can use to help you guess the
meaning of the word.

Look at the context

Often you can guess the meaning of a word from the other words around it.

Check the part of speech of a word

Knowing whether the word is a noun (singular or plural), verb, adjective or adverb can help
you decide on its meaning in context. Also you may already know one form of the word (e.g.
the noun nation) but not the other (e.g. the adjective national, the noun nationality or the verb
to nationalise), so you could look closely at the root to give you a clue.

Use your previous knowledge of English

You may have seen the word in a different context. You can use your previous knowledge
and the context to work out the meaning. Or you may know the separate parts of the word,
but may be unfamiliar with the word as a whole. You can use this knowledge to help you
work out the meaning.

Check if there is a definition

Sometimes there will be a definition, explanation or example of an unknown word. These can
be introduced by a variety of words – is, means, refers to, in other words and i.e.

Look for linking words or discourse markers

Linking words or discourse markers – such as however, but, therefore, for example, so that,
finally – may help to indicate the meaning of a particular word.

Use your background knowledge

Your knowledge and experience about what is logical or illogical can help you to guess the
meaning of some words.

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Examples of guessing the meaning of words

1. More staff at peak periods for faster service.

Part of speech: normally a noun, but here acting as an adjective describing ‘periods’.
Your knowledge of the root word: you may know that the word ‘peak’ means the top or
highest point on a mountain.
The context: You need to have more staff to give faster service during these times.
Therefore you can guess that ‘peak periods’ means periods with the highest or maximum
number of customers, or the busiest periods.

2. New vending machines such as cash-change machines, and phone card and stamp
dispensers for faster service.

Linking words: the words ‘machine services such as….’ tells you that a dispenser is a kind
of machine.
The context: The text is talking about people buying things from machines. If people can
serve themselves, the service should be faster. You can therefore guess that a dispenser is a
kind of machine that sells or gives things automatically.

3. The tablets contain doses that are safe for children, so there’s no danger of overdose.

Part of speech: Both words are nouns. The prefix ‘over-‘ means ‘more’ or ‘too much’.
Context: The words ‘tablets contain doses’ tells you that a dose is something inside the
tablet, or part of the ingredients. Also in the text where this sentence comes from, it is talking
about safety and danger. An overdose is negative (dangerous).
Background knowledge: A medicine can be dangerous if a person (especially) a child)
takes too much.
Therefore you can guess that a dose is an amount of medicine and an overdose is too much
medicine.

4. …we need 50mg of Vitamin C per day, and we can get it readily from citrus fruits,
tomatoes and green vegetables.

Part of speech: ‘readily’ is an adverb describing how we get Vitamin C from those sources.
Context: The sentence is about being able to get our minimum requirement of Vitamin C
from the sources mentioned.
Background knowledge: You may know that fruits and vegetables contain large amounts of
Vitamin C. We can guess that ‘readily’ means ‘easily’ or ‘in great quantity’.

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 IELTS

Guessing the meaning of words: Practice Exercise

For the examples below, try to work out the meaning of the underlined words using
the strategies you have just seen. Choose the correct answer a, b or c.

1. While only 5% of Australians over 65 currently reside in nursing homes, the percentage
rises sharply with age. Twenty-two percent of persons 85 and older live in nursing homes.

a. live
b. work
c. visit

2. According to national estimates, one year in a nursing home costs an average of $22,000,
and this is expected to more than double by 2008. Given that the mean income for
Australians aged 65 and older is $19,000, nursing home care would exhaust the assets
and available income of most elderly people in just one year.

a. tire out
b. use up completely
c. pay for

3. But how will such insurance be funded – publicly or privately? While some groups urge a
publicly funded programme, there are grave doubts about the willingness of taxpayers to
pay for a public programme.

a. very few
b. serious
c. no

4. The government already faces a huge budget deficit, which threatens cutbacks in existing
programmes. The substantial extra expenditure of a publicly funded programme would
certainly lose votes.

a. profit
b. stability
c. loss

5. Individuals would thus be responsible for footing the bill for their own long-term care.

a. paying
b. counting
c. writing

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Practice for the reading paper

Each of the paragraphs in this article begins with one of the headings below. Replace the
headings in the appropriate places.

First circle the key words in the headings. Then look at the topic sentences of the
paragraphs. Are any of the words the same as or similar to the key words of the
heading? That might be the correct paragraph!

A. Who is responsible for getting rid of rats?

B. Do rats ever benefit humans?
C. How is rat life organised?
D. And is the rat an economic threat?
E. Why do rats always seem to prosper?
F. Why are rats proliferating?
G. Is the rat dangerous?

Overrun by rats
It's boom time for rats. There are now more of them than of us. According to the latest research, the
British rat population is nearing 70 million and growing by 18% every year. Is it too late to stop them?

______________________________
It's probably the greatest mammal pest of all time, the cause of more deaths than all the wars in
history. Harbouring lice and fleas and spreading diseases through its urine and droppings, it has been
the source of bubonic plague, typhus, salmonella, Weil's disease, trichina, infectious jaundice and
many other serious or fatal illnesses. Due to the risk of disease it is the only animal that SAS soldiers
are banned from eating in the field. The only thing in the rat's favour is that it may have been unfairly
blamed for the Black Death, which, according to a recent study, is more likely to have been an ebola-
like virus transmitted from person to person.

_________________________
Rats destroy some 20% of the world's crops and cause a huge amount of damage to buildings and
their contents with their chewing. The enamel on rats' incisor teeth is the hardest animal substance on
earth - harder than aluminium or copper - so they can gnaw through piping, wires, masonry, even
corrugated iron. Rats once put out the lights at Heathrow airport by gnawing through double-insulated
power cables. In the USA alone, economic losses due to rats are estimated to be in the region of
$1,000m annually.

_________________________
Partly because they're ideally suited to living among humans. The common brown rat, Rattus
Norvegicus - which consumes the equivalent of 10% of its own body weight every day – eats
everything from soap to sweets, milk, eggs, meat, poultry and grains of all sorts. In cities they thrive
on uneaten and spoiled food discarded by humans. The average rat is about 12 inches long, not
including the tail, but can grow to twice this length. Yet it can squeeze through a hole no bigger than a
man's thumb. Adept at hiding, rats are also good jumpers, climbers and swimmers - they can even
swim round the U-bend of lavatories. But perhaps the rat's greatest advantage is its amazing fertility.
They reach sexual maturity eight weeks after birth and have sex about 20 times a day. Females
typically produce six to eight litters a year of up to 14 babies per litter.

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________________________
In Mexico and Africa they eat them; in China they drink 'baby rat wine' as a cure for arthritis. Selective
breeding has produced the albino laboratory rat, which has been vital in developing cures for a range
of human diseases. More bizarrely, an 'explosive rat' was developed by the Special Operations
Executive (SOE) during World War II. It was made by skinning the animals, filling them with
explosives, and then sewing them up. The rats were to be placed next to boilers in strategic German
buildings in the hope they would then be spotted and thrown on the fire, causing huge explosions. In
the event, the Germans intercepted the container of rats before they could used, but the ruse still
caused disruption. The trick rats were exhibited at German military schools, prompting a mass hunt
across Germany for hundreds of others.

________________________
Rats tend to live in big groups in which the larger males are dominant. Nests are built out of leaves,
paper, twigs, or any other material the rat finds useful. If a suitable cavity or crevice is not available for
nesting, rats make burrows in the ground. They tend to follow set trails on the surface, particularly
under the cover of old boards or other rubbish. Even though rats are nocturnal, some can be found
foraging during the daytime. These ones tend to be socially low-ranked individuals who have been
denied access to food by dominant rats during the night, when most foraging activity takes place.

________________________
Flooding has driven rats above ground, warmer winters encourage extended breeding, and the
growth of fast-food restaurants has left pavements conveniently strewn with chicken and chips. In
fact, over the past 35 years the amount of rubbish dropped on the streets has rat's great benefit.
Some experts believe that greater use of increased by 35% - to the plastic building products has
enabled more rats to chew their way out of sewers into homes and gardens. Meanwhile, there has
been an increase in communities of rats resistant to standard poisons. This has led to the introduction
of stronger poisons which are more toxic to the birds and animals that eat rodents. Earlier this year a
team of scientists at the Institute of Terrestrial Ecology discovered alarming levels of rat poisons in
barn owls, polecats, foxes, weasels, stoats, red kites and even domestic cats and dogs.

________________________
Local authorities have responsibility for dealing with infestations of rats above ground and in houses,
but the trouble is that 60% of urban infestations occur in our decrepit sewer system where cracks in
pipes provide bolt holes and allow rats to come above ground to search for food. Council pest control
services used to deal with sewers too, but since privatisation of the ten regional water authorities in
the Eighties, responsibility for sewer baiting has been passed increasingly to private companies,
many of which have little contact with the local council. The resulting lack of co-ordination, experts
argue, is frustrating our ability to tackle the problem. When sewer baiting in Yorkshire and
Humberside was contracted to a private company three years ago, councils soon complained of a rise
in the rat population. In Sheffield, a public slanging match erupted after the city council blamed
Yorkshire Water for a 40% rise in infestations. Pest control teams in other parts of the country worry
that baiting may not be taking place at all.

Reproduced by kind permission of The Week, www.TheWeek.co.uk

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 IELTS

Listening paper overview:

a) See how much your group knows about the listening paper.

1. The listening test consists of four sections.

2. The test lasts about 40 minutes.
3. You hear each section twice.
4. There are 15 questions in each section.
5. You will get time in each section to read through the questions before you listen.
6. Section 1 is a conversation between 2 speakers in an everyday (non-academic)
situation.
7. Section 2 is a single speaker speaking in or about an everyday (non academic)
situation.
8. Section 3 is a university style lecture or talk.
9. Section 4 is a conversation concerning academic topics
10. Exact spelling is not important as long as the word can be recognized.
11. American spelling is not acceptable.

b) Are these statements good or bad advice for the listening paper?

1. Make use of the pre-reading time to quickly read each block of questions. Anticipate
the kind of information you might need to listen for.

2. Look for specific key words in the questions – topic words – that will help you to link
with words and ideas on the tape. Underline them if you wish.

3. You must understand every single word otherwise you will not be able to answer the
questions.

4. If you miss a question you have to ‘keep moving’ with the tape.

5. If you are not sure of an answer write it down, but mark it so that you can check it
again at the end.

6. When you are transferring your answers, make sure you don’t write any answers ‘out
of sequence’.

7. Make sure you know what kind of answer you will be required to give. Is it a word, a
group of words, a letter, True/False, ticking a picture etc.?

8. Decide what kind of information you will be listening for. Is it specific information, main
ideas or a person’s opinion or views?

9. You should attempt to answer every question; no penalties are given for incorrect
answers.

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Predicting vocabulary in a listening test

1. You will hear a conversation between a man and his doctor. Before you listen try to
predict twenty words you will hear. There are ten verbs and ten nouns. Don’t worry
about the form of the verb.
2. Write them in the table below.
3. When you listen, tick any words that you hear in the heard column. The person with the
most correct predictions wins.

A brief outline of the listening (Taken from section 1 of the test.)

You will hear a man visiting a doctor for the first time, so he needs to register and answer a
few questions about his medical history. He then describes the symptoms of his problems
and the doctor gives him some suggestions.

Nouns Heard? Verbs Heard?

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

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Linking phrases used in lectures

Linking Linking
Sequencing
Advantages & words words
Summarising / changing
disadvantages (contrast & (cause &
the subject
concession) effect)

It’s got a lot

Overall However, Firstly Therefore
going for it

Taken as a
A plus point is Nevertheless I’ll start by… Because
whole

One advantage
In a word Although Let’s turn to So
is that…

On the down And for this

All in all But Moving on
side reason

On the weaker Let’s start …this

To sum up Despite
side with means that

My main
To summarise Even though To conclude As a result
objection is

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USEFUL WEBSITES AND SOFTWARE

Websites with IELTS information and tips

IELTS official website http://www.ielts.org/

Very detailed official information on the IELTS test - how and why to take the test and how
you will be assessed! Downloadable handbook in PDF format:

http://www.britishcouncil.org/professionals
This area of the British Council website has IELTS practice papers and exercises to help you
improve your English for IELTS.

http://www.longman.com/exams/ielts/
Useful information & materials to help you prepare for the exam

http://www.bbc.co.uk/worldservice/learningenglish/index.shtml
Excellent resource for practising & improving your English

http://www.askynz.com/ielts/preparation.htm
No sample tests, but very comprehensive hints and tips for students.

http://international.holmesglen.vic.edu.au/IELTS01.htm
An Australian institute called Holmesglen, in Melbourne, gives tips on living in Melbourne and
comprehensive information and hints on every part of the IELTS test, with online exercises
and lots of examples to download in PDF format.

http://www.askynz.com/ielts/preparation.htm
IELTS tips: No sample tests, but very comprehensive hints and tips for students.

http://www.ielts-test.com/
Useful tips, academic reading test online, academic writing samples, listening online, and
thorough hints and possible questions for the speaking tests. Some links are dead or adverts,
but generally useful.

Press and broadcasting for reading and listening practice

http://www.wrx.zen.co.uk/britnews.htm for British media

http://www.afp.com/english/links/ for media in English

http://www.bbc.co.uk/ listen to the news, read articles and email your comments on current
issues or chat at http://www.bbc.co.uk/communicate/

Try this one too: http://www.bbc.co.uk/worldservice/learningenglish

The Economist www.economist.com,

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 IELTS

Financial Times www.financialtimes.com,

The Independent www.independent.co.uk,

The Guardian www.guardian.co.uk

New Internationalist www.newint.org

New Scientist www.newscientist.com

New Statesman www.newstatesman.co.uk

UK government statistics www.statistics.gov.uk excellent for Academic Writing Task 1!

http://www.abc.net.au/news/. Listen to the Australian version of the news – important for

getting used to Australian accents

Some of the above sites have discussion groups as well.

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