Foundation

Reading and Writing

Student’s Book
unit 1: daiLY LiFE
In this unit, you will learn about:
- reading multiple texts to choose the correct answer (Sentence Completion and Matching)
- writing about a daily routine
- reading to guess meaning from context
- writing a description
- introduction to Task 1 and 2:
general information, marking criteria and format

READING: CHOOSE THE CORRECT ANSWER

01 You are going to read an article about the daily life of three teenagers from different countries.
Skim the text once quickly. Underline the activities that you do in your daily routine.

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02 Read the article again and the sentences. Choose the best answer, A, B, or C.
0. Who finishes studying before 1 pm? Answer: _B_

A Ava B Michael C Nina

1. Who works with a member of the family after college? ____

A Ava B Michael C Nina
2. Who goes out in the car in the evenings? ____
A Ava B Michael C Nina
3. Who gets a lift in a car to college most mornings? ____
A Ava B Michael C Nina
4. Who prepares the evening meal for the family? ____
A Ava B Michael C Nina
5. Who pays to do extra activities in the afternoons? ____
A Ava B Michael C Nina
6. Who finds it difficult to watch TV in the evenings? ____
A Ava B Michael C Nina
7. Who lives a long way from the sea? ____
A Ava B Michael C Nina

READING: SENTENCE COMPLETION

03 Read the information about the daily routine of a student at a UK university.
Complete the text using the verbs in brackets in the correct form.

Dan usually 1 _____________ (get up) at 8am, 2 _____________ (have) a shower and 3
_____________ (eat) breakfast. After that, he always 4 _____________ (get) his books ready and
then 5 _____________ (go) to his lectures until midday. He usually 6 _____________ (return) home
and 7 _____________ (make) lunch for himself about 12:30pm. Then, he sometimes 8
_____________ (watch) a bit of TV. At about 3pm, he often 9 _____________ (meet) a friend for a
coffee. At 3:30pm, they sometimes 10 _____________ (go) to the library together. Dan always 11
_____________ (study) for a few hours and then at around 6:30pm he 12 _____________ (go)
home. He usually 13 _____________ (cook) dinner for himself and his flat mates. In the evening, he
sometimes 14 _____________ (exercise) at the gym or goes for a run. After that, he relaxes in front
of the TV or 15 _____________ (see) his friends. He never goes to bed early, but usually 16
_____________ (fall) asleep at around midnight.

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04 Complete the sentences below. Choose NO MORE THAN THREE WORDS from the passage
for each answer.

Power-packed fliers

For their size, birds are tremendously powerful creatures. We know this thanks to an ingenious
series of tests performed by researchers at Duke University in North Carolina. The researchers
placed a specially trained budgerigar in a wind tunnel and measured how much muscle power it
needed to maintain flight at various airspeeds up to 50 kilometers per hour. The small bird had to be
trained, not only because it had to fly in the artificial environment of the wind tunnel, but also it had
to do so while wearing a tiny oxygen mask.

The mask allowed zoologist Vance Tucker and his colleagues to monitor the budgerigar’s oxygen
demand, and thus the amount of mechanical energy it was producing. What they discovered was
experimental proof of the incredible power-to-weight ratio of birds. Ticker’s team found that the 35-
gram budgerigar’s flight muscles were delivering a peak power of one to four watts to maintain
continuous flight. That might not sound very much on its own, but it’s pretty impressive when the
bird’s size is taken into account: it works out as 200 watts of continuous mechanical power for every
kilogram of the bird’s muscle mass.

And that’s the reason that people have always failed when they tried to fly by flapping wings
attached to their arms: the average human can only produce around ten watts per kilogram of their
muscle mass. It’s not that we never had time to fly – we have simply never had the energy. To fly,
people need machines and to make a flying machine, we need to understand how birds control their
flight.

Complete the table below to help you predict the answers.

Type of word 1. Scientists have done experiments on birds in a _____________.

1. singular noun 2. The birds reached a maximum hourly flight distance of _____________.
2. …………………… 3. The aim of scientists was to calculate the amount of _____________ they
3. …………………… needed to fly.
4. …………………… 4. _____________ are the only solution to human flight.
5. Why would these answers be marked wrong?
a. tunnel / a wind tunnel (Q1)
b. 50 kilometres / 50 kilometres per hour (Q2)
c. oxygen demand / watts (Q3)
d. flying machine / flapping wings (Q4)

EXPRESSING FREQUENCY
05 We use adverbs like sometimes, usually or never and other frequency expressions to describe
how often something happens. There are three possible positions in a sentence for these
frequency expressions. Study the information below and answer the questions.

Initial he gets up early.

Middle (before main verb except to be) He gets up early.
Or He is late.
End He gets up early .

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 All three positions Middle position only Initial / end position only
(before main verb
except to be)
sometimes, often, always, never, rarely, hardly expressions of exact frequency
occasionally, frequently, ever, seldom, usually and other longer expressions:
generally, normally once a week, every weekend,
once in a while

1. What is the safest position for all one-word frequency adverbs + hardly ever?
2. Which frequency expressions cannot occur in that position?

06 Correct any word order mistakes in the sentences below.

1. Never I can remember your address.
2. Normally we take our holiday in August.
3. I go to the gym three afternoons a week.
4. He sleeps hardly ever more than five hours.
5. She never is in her office when I phone.
6. Always you must read the instructions.
7. Once in a while we buy a take-away meal.
8. The company every year holds a staff party.

07 Make true sentences about yourself using frequency expressions and the prompts below.
1. listen / news / radio 3. play tennis 5. tell / joke
2. cook / meal 4. do exercise 6. do nothing

CALL MY BLUFF
08 Work in groups of 3 or 4. Take it in turns to make three statements about yourself using
frequency expressions. Two should be true. One should be false. Your partners can ask you
questions about the statements for 2 minutes. They must then decide which statement was
false.

WRITING: DESCRIBING A DAILY ROUTINE

09 Look again at the information in Exercise 03.
Write about your daily routine and the activities you do everyday.

I sometimes do the laundry. I never make dinner. My brother often takes out the bins.

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READING: MATCHING
10 Read the text and match the phrases that have similar meanings.
I often help a lot around the house and I usually help my mum do the laundry. My brother is lazy
and he never washes his clothes. He always leaves them in a pile on his bedroom floor. In the
evening after school, I always tidy up my room. I put things away and get my schoolbag ready for
the next day. My dad sometimes washes up after dinner. We don’t have a dishwasher at the
moment because our old one broke down, so he has to clean the dishes by himself. My sister likes
cooking, so she often helps mum make lunch and dinner. She prepared a delicious meal of roast
chicken at the weekend. Sometimes my brother puts the rubbish out, but he usually just leaves it
by the back door instead of taking it out to the bins. We all usually try and help and do the
cleaning. When the housework is done, we always relax and watch TV.

1. do the laundry A take out the bins

2. tidy up B prepare a meal
3. wash up C wash the clothes
4. make lunch/dinner D put things away
5. put the rubbish out E do the housework
6. do the cleaning F clean the dishes

WRITING: A DESCRIPTION
11 Look at the following pictures showing Julia Grant, a volunteer on a science project.
Using the pictures, write a description of Julia’s daily routine. In your description, you should:

- begin like this: Julia Grant is 21 years old and works as a volunteer on a science project in Fiji.
Every morning, she …
- write what she does and what time she does them.
- use sequencing words: After that…/Next…/Then…
- use adverbs of frequency

12 In pairs, compare your texts about Julia Grant. Help each other to correct any mistakes with
spelling, grammar or punctuation.

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INTRODUCTION TO TASK 1 and 2
In Task 1, you need to describe visual information, e.g. information in a chart, graph, table,
diagram or map / plan. You need to identify and describe the key points using formal
language. You have 20 minutes to do this task and you must write 150 words or more.
You will be assessed on your ability to:
- organize, present and compare data
- describe a process
- describe an object, event or sequence of events
- explain how something works
There is no need to give your opinion about the data or to interpret the information in any
way, because only a simple description is required.

In Task 2, you’re asked to give your opinion about a contemporary issue, and to support
your opinion with reasons and examples. The issue that you have to write about is given on
the question paper, and there is no choice of topic. But the issues included are familiar ones
that most students already know quite a lot about. You have 40 minutes to do this task and
you must write 250 words or more.
You will be assessed on your ability to:
- present the solution to a problem
- present and justify an opinion
- compare and contrast evidence
- evaluate and challenge ideas
You don’t need any special knowledge to do any of these tasks and you’re marked on your
use of language rather than your opinions.

MARKING CRITERIA
Tasks are marked according to four criteria. Each of these criteria counts equally towards
you score for each task. Task 1 accounts for one third of the overall band score, while Task 2
accounts for the remaining two thirds.
Task Achievement (Task 1)
Here the examiner assesses whether you have fulfilled the task. For example:
- Have you included all the relevant information in your own words?
- Did you write at least 150 words?
Task Response (Task 2)
Here the examiner assesses whether you have fulfilled the task.
For example:

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 - Have you addressed all the points in the task?
- Are your ideas supported by examples and reasons?
- Did you stay on topic?
- Did you write at least 250 words?
Coherence and Cohesion
Here the examiner assesses your ability to write a coherent and cohesive answer.
For example:
- Is your answer organized in a clear and logical way?
- Is there a smooth flow of ideas?
- Have you used paragraphs effectively?
- Are you paragraphs, sentences and clauses joined together with appropriate linking
words and phrases?
Lexical Resource
Here the examiner assesses your ability to use a wide range of vocabulary accurately and
appropriately. For example:
- Do you know enough words to answer the question fully?
- Have you used formal words? Have you spelled words correctly and used the correct
form of words?
Grammatical Range and Accuracy
Here the examiner assesses your ability to use a range of grammatical structures accurately.
For example:
- Do you know which grammatical structures to use to write your answer?
- Does your answer use a wide range of simple and complex grammatical structures?
- Is the grammar of your sentences generally accurate?

FORMAT (TASK 1)
Introduction
Our very first sentence in Task 1 should always be a paraphrase of the question. Paraphrasing is
when we rewrite phrase or sentence so that it has different words but keeps the same meaning. We
can do this in a number of different ways, but the simplest way is to use synonyms.
For example:
Question: ‘The chart below shows the changes in three different areas of crime in Manchester city
centre from 2003-2012.’
Paraphrased: ‘The line graph displays alterations for burglary, car theft and robbery in the centre of
Manchester between 2003 and 2012.’

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The synonyms used:

chart line graph

shows displays
changes alterations
different areas of crime burglary, car theft and robbery
Manchester city centre the centre of Manchester
from between

Overview
The overview is an important paragraph in the whole essay and it is impossible to get a high score if
you don’t write a good one.
We therefore need to provide a short summary of the main features. You do this in the overview
paragraph by picking out 3-4 of the most significant things you can see and writing them in general
terms. By general, I mean you do not support anything you see with data from the graph or chart,
just write about what you can see at first glance.

Body Paragraphs
These supports the Overview with specific details. We must take each of the main features
highlighted and describe them in more detail, using accurate data from the chart.

FORMAT (TASK 2)
Introduction
The introduction should tell the examiner what the rest of the essay is about and also answer the
question directly. This tells the examiner that you know what you are doing straight away and helps
you write your main body paragraphs.

Structure:

1. Paraphrase question
2. Thesis statement
3. Outline statement

Body Paragraphs
This is where you give the examiner more detail. You do this by stating your main points and
supporting these with explanations and relevant examples.

Conclusion
In your conclusion, you should provide a summary of what you already said in the rest of your essay.
There are two elements to a good conclusion:
1. Summarising the main points of your essay.
2. Varying your vocabulary by paraphrasing.

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unit 2: HouSE and HoME
In this unit, you will learn how to:

- identify the rooms in a house and items in a home

- use the verb to be, present simple positive, negative and questions
- use adverbs
- read to answer note completion and matching type questions
- tackle Task 1 (Line graph)
Vocabulary/Grammar (Introductory Verbs, Describing Trends and Prepositions of Time,
Adverbs and Adjectives)

READING: NOTE TAKING

01 Giorgio spoke about going to university. Before he goes, he needs to organize his
accommodation. He emails his friend Gavin for help and advice. Read the advert and the email.
Then, complete Giorgio’s notes.

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Giorgio’s notes:
Name of person to contact: 1 ____________________________________________

Name of Company: 2 ____________________________________________

Office location: 3 ____________________________________________

Email: 4 ____________________________________________

Contact: Monday to Saturday – in the office. Sunday – 5 ___________________________________

02 Look at the table and read the questions and statements. Giorgio decides to make a phone call
to Andrew Taylor. What might they ask or say to each other? Put a tick  next to the question
or statement each one might ask or say.

GRAMMAR: SIMPLE PRESENT POSITIVE, NEGATIVE AND QUESTIONS

03 Look at the words in bold in the table in Exercise 02. Then, complete the positive ‘+” and
negative ‘-‘ statements and questions ‘?’ in the chart.

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04 Complete the sentences using the correct words.
The car _____is_____ in the garage. (+)

1. The car _______________ in the garage. (-)

2. _______________ in the garage? (?)
3. Where _______________ the car? (?)
I play games on my phone in my bedroom.
4. _______________ games on my phone in my bedroom. (-)
5. _______________ games on your phone in your bedroom? (?)
6. What games _______________ on your phone? (?)
7. Can _______________ a game on my phone later? (?)

READING: DIALOGUE BUILDING AND MATCHING

05 Read the sentences from Giorgio and Andrew Taylor’s conversation and
choose the best answer, A, B or C.

1. Good afternoon, Prime Location Agency, Andrew Taylor speaking. _____

2. Oh, hello, Giorgio. Thank you for your call, I have some questions for you. _____
3. First of all, _____ - in a room on campus or in private accommodation?
4. I’m not sure. _____
5. Well, tell me a little about your personality and your preferences. _____
6. Ok, that’s great. _____ sometimes have a quiet room to study in private?
7. If you live in private accommodation, you have a quiet life with maybe one or two other
students who are your housemates. Although, it often takes a long time to travel to
university. _____
8. OK, one final question. Would you prefer to live somewhere which is catered? I’m not sure.
_____

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 1. A. Can I check your student status? 6. A. Do you also like to
B. Can I give you my student status? B. You also like to
C. Have you got time to speak? Can C. Do you also like
you check my student status? 7. A. What you think?
2. A. I hope that you don’t mind. B. What you do think?
B. I hope that you mind. C. What do you think?
C. Do you mind? 8. A. What is catered mean?
3. A. Where you want to live? B. What does catered mean?
B. Where you do want to live? C. What means catered?
C. Where do you want to live?
4. A. You can give me some advice?
B. Can you give me some advice?
C. Can give me you some advice?
5. A. Are you a sociable person?
B. You are a sociable person?
C. Do you be a sociable person?

06 Read the rest of the conversation between Giorgio and Andrew Taylor.
Complete the conversation with the correct sentences A-H. There is one example.

Andrew: Do you have another question to ask me?

Giorgio: 1 __D__

Andrew: I think the house has superfast broadband. The Wi-Fi is sometimes very busy and slow
on campus.

Giorgio: 2 _____

Andrew: You also have a TV in the private room, so you can connect your computer and play
games on the TV.

Giorgio: 3 _____

Andrew: No, but you or your roommate can bring one.

Giorgio: 4 _____

Andrew: Yes, it’s good because you can study together.

Giorgio: 5 _____

Andrew: Would you like to discuss everything with your parents?

Giorgio: 6 _____

Andrew: OK. Let me email you some information. You can contact me again after you read it.

A. Oh great. Do the rooms on campus also have TVs?

B. Really? I like the idea of having a roommate.

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 C. It’s important to me to have a shower in the room.
D. Yes. Is the Wi-Fi connection better on campus or in the private house?
E. Yes, but I prefer to study alone. Oh, I don’t know what to choose.
F. Yes, that’s a good idea. They always give me good advice.
G. Oh, that’s good to know. I really like playing online games, you see.
H. My room in my parent’s house is on the second floor.

READING AND GRAMMAR

07 Now, think about what you do each morning. In pairs, ask and answer the questions.
1. On a weekday morning, what time does your alarm go off?
2. What time do you get up during the week?
3. Do you like to have a lie in at the weekend? If you do, what time do you get up?

08 Read how Giorgio describe what he does before and after he goes to university each day.
For each question, choose the best answer, A, B or C.

Every weekday morning, my alarm goes 1 _____at 8:30 am. This gives me enough time to get
ready before my lectures start at 10:00 am. Then, I 2 _____ up and go downstairs. I’m often too
tired to eat breakfast, so I sometimes go to the 3 _____ and just get some juice. I always talk to my
housemates if they are there, in the 4 _____ . After that, I head back upstairs to get ready. I go to
the bathroom, 5 _____ my teeth, and sometimes 6 _____ my room. When it’s time to leave, I pack
my bag and go to college. At the end of the day when I get back home, I sometimes help the
others with the 7 _____ - if we don’t do it, all the rooms we share get very messy. When the house
is clean again, we usually spend some time in the living room. We sit down together on the 8
_____ and play games online for a while. We’re always happy when we get the chance to do this,
as it helps us relax. Before I go to sleep, I sit at my 9 _____ and do my homework. I never forget to
do it. At the weekend, I can finally relax, I have a lie 10 _____ until about 11:30 am.

1. A up B on C off
2. A get B go C put
3. A fridge B sink C freezer
4. A basement B kitchen C bathroom
5. A wash B tidy C brush
6. A wash B tidy C brush
7. A homework B housework C workhouse
8. A chair B desk C sofa
9. A desk B bed C drawers
10. A on B up C in

09 Look again at what Giorgio says in Exercise 08. Then, underline all the adverbs of frequency.
Example: I am often too tired to eat breakfast.

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10 Now, put a circle around the main verb next to the adverb.
Example: I am often too tired to eat breakfast.

11 Complete the table using before or after.

12 Complete the sentences with the adverb never in the correct position.
1. I _____________ am _____________ late for school.
2. I _____________ forget _____________ to do my homework.

TASK 1: Line Graph

On the question paper, you see a line graph with a title. The instructions for writing your response
appear in a box above the graph. There is also a brief description of the information in the line graph
in the box. There is usually a key (legend) which helps you to distinguish the line on the graph and
tells you what each line represents. Your job is to look at the graph and select, summarise and
describe the most important information.

Line graphs typically show trends. A trend is a movement of data in a general direction over time. On
a line graph, trends are represented by the direction of lines. Trends can be upward or downward or
they can remain the same level.

The horizontal axis usually involves units of time: days, months, years and so on. Usually, the time
represented in the task is in the past, but some graphs include projections about the future. The
vertical axis can show almost any kind of data: costs, temperatures, rainfall, amounts of some
commodity, population figures and so on.

Here are the basic rules for writing about a line graph:

 Look at the graph carefully and decide what is the most important information and striking
features are.
 Write a well-organised overview.
 Include a data to support the key points.
 Use an academic register or style.
 Include only the key points. Minor details or irrelevant data can be left out.
 Don’t do any calculations or give your opinion about the information.

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Introductory Verbs
indicate The graph indicates the growth in the service sector and the decline in the
manufacturing sector.
show The graph shows how two programs performed over a ten-year period.
compare The graph compares changes in the annual rainfall in four cities.
provide/give Information is provided / is given in the graph about the gradual growth of
information productivity for several firms.
provide data This graph provides data about three trends …

13 Look at the title and the graph about average temperatures in Paris, Dubai and Melbourne.
Write four introductory sentences about the graph using introductory verbs from the box
above. Try to use different sentence structures and vocabulary in each sentence.

1. This graph shows the average temperatures in three cities over a two-month period.

Describing Trends

rise (v) Production costs rose to their highest level of the year in July.
rise (n) There was a rise in production costs to the highest level of the year in July.
go up (v) Between 19000 and 2000, the population went up by over a million people.
grow (grew, grown) (v) The number of first-time users grew rapidly in 2015.
growth (n) There was a rapid growth in the number of first-time users in 2015.
increase (v) The numbers of cyclists increased between 2005 and 2010.
increase (n) There was an increase in the number of cyclists between 2005 and 2010.

decline (v) The construction of new homes declined for ten years in succession.
decline (n) There was a decline in the number of new homes for ten years in succession.
go down (v) After a brief rise, imports went down again.
decrease (v) Average test scores decreased at three of the schools.
decrease (n) There was a decrease in test scores at three of the schools.

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 drop (v) In 2008, foreign investment dropped by over 20%.
drop (n) In 2008, there was a drop in foreign investment of over 20%.
fall (fell, fallen) (v) The number of overseas students fell in 2013.
fall (n) There was a fall in the number of international students in 2013.

stay the same The company’s market share stayed the same.
remain constant For three months, the percentage remained constant.

fluctuate (v) The number of seasonal workers employed by the company fluctuates each year.
fluctuation (n) There have been fluctuations in the number of seasonal workers employed by the
company.
go up and down (v) Fares have gone up and down over the last few months.

Prepositions of Time
at (+ time of day) at noon; at 8 a.m.
on (+ date / day of the week) on 1st October; on Mondays
in (+ month / season / year / decade / century) in June; in the summer; in 2014; in
the 1990s; in the 21st century
for (+ a period of time) for ten years; for the next several months
by (before or at a specific point in time) by 10th April; by the end of 2016
until (up to a certain point) until December 31; until 2020; until the beginning of 2014
from … to / (starting points and end points) from 2021 to 2015;
between … and between 1st January and 31st June
before / after (+ point of time) before 5:00 p.m.; after the 19th century
around (+ period of time or point of time) around 1997; for around six months
during (for the duration of a period of time) during the 1980s; during the winter

14 Look at the graph about the number of university applications. Write sentences with the words
in brackets. Write about main trends or important points.

1. (rise / from … to)

The number of applications received by Atherton University rose from 1980 to 2005.
2. (climb to / by)
3. (fall to / in)
4. (a decline in / during)
5. (fluctuate / between … and)
6. (level off / around)
7. (reach a peak / around)
8. (drop / after)
9. (stay the same / from … to)

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15 Work in pairs. Look at the line graph below and answer the questions.
The graph below gives information about marriage and divorce in the United Kingdom
from 1956 to 2006.

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 1. What basic information does the graph provide?
2. What do the four lines on the graph indicate?
3. What is measured on the vertical axis? What unit of measurement is used?
4. What is measured on the horizontal axis?
5. What trends do you see in the graph?
6. What are some of the most important features of this graph?
7. Should you try to report on all the changes in direction that you see in the graph? Why /
Why not?

16 Look at the graph about marriage and divorce in Exercise 15. Answer the questions.
1. Which of these statements about the graph (A or B) do you think is the best introductory
sentence? Why is it better?
A. This graph provides information about marriage and divorce in the United Kingdom from
1956 to 2006.
B. This graph indicates the changing nature of marriage, divorce and remarriage over a
period of five decades.
2. Which of these statements best describes the main trends of the graph? Why is it better?
A. In general, we see that the number of marriages declined dramatically over this period,
while the number of divorces and remarriages slightly increased.
B. Overall, the marriage rate went from about 405,000 per year to less than 300,000 a
year, while the number of divorces went from about 30,000 a year to about 150,000.

Adverbs and Adjectives

rapidly(adv) The number of smartphones in use has risen rapidly over the last ten years.
rapid (adj) In this decade, there was a rapid increase in smartphone use.
suddenly (adv) Employment figures dropped suddenly during the following ten years.
sudden (adj) The next decade saw a sudden decrease in employment figures.
sharply (adv) The price of textbooks rose sharply.
sharp (adj) There was a sharp rise in the price of textbooks.
dramatically (adv) Exports fell dramatically last year.
dramatic (adj) There was a dramatic fall in exports last year.
significantly (adj) Property taxes rose significantly in 2014.
significant (adj) There was a significant rise in property taxes in 2014.
steeply (adv) The number of people attending the event increased steeply in 2013.
steep (adj) The year 2013 saw a steep increase in the number of people attending the event.
major (adj) A major expansion of the company’s marketing department is expected in the next
few years.

steadily(adv) The number of tourists visiting the park rose steadily.

steady (adj) The park experienced a steady increase in the number of tourists.
gradually (adv) The population of the province gradually declined.
gradual (adj) There was a gradual decline in the population of the province.
slightly (adv) Bus fares may go up slightly.
slight (adj) A slight increase in bus fares is expected.
minor (adj) There were minor fluctuations in the value of raw materials.

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17 Look at the graph in Exercise 15 again. Now write your answer.
1. Write an introductory statement (based on the information in the text box above the
graph) and describe the main trends shown in the graph.
2. Give details about changes in number of the four categories.
3. Compare and contrast the changes.

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unit 3: HoBBiES, LEiSuRE and EntERtainMEnt
In this unit, you will learn how to:

- use present simple vs present continuous

- skim read an article for gist (multiple choice question)
- describe pictures using present simple and present continuous
- write Task 2 (Agree/Disagree essay)
- express agreement/disagreement
- edit your answer (Punctuation and Capitalisation)

GRAMMAR: PRESENT SIMPLE / PRESENT CONTINUOUS

01 Read the blog entry and look at the verbs in purple. Then, complete the table using
the verbs from the blog entry. There are two examples.

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02 Look again at the verbs in Exercise 02. Then, complete the grammar rules with simple or
continuous.
1. We use the present ____________________ with time words and phrases, such as at the
moment, today and now.
2. We use the present ____________________ with adverbs, such as always, sometimes,
usually and everyday.
3. We use the present ____________________ to talk about habits and routines.
4. We use the present ____________________ to describe the action in photographs.

03 Rewrite the verbs using the third person –s / –es / –ies and the –ing form.
1. live _______________ _______________ 8. ride _______________ _______________
2. get _______________ _______________ 9. lie _______________ _______________
3. carry _______________ _______________ 10. pass ______________ ______________
4. hope _______________ _______________ 11. cry _______________ _______________
5. wash _______________ _______________ 12. make ______________ ______________
6. run _______________ _______________ 13. see ______________ _______________
7. play _______________ _______________ 14. begin ______________ _____________

04 Match the questions 1-4 with the answers A-D. Then, complete the grammar rules with simple
or continuous.
1. Are you enjoying your holiday? A. Yes, I do. / No, I don’t.
2. What are you doing at the moment? B. At about 7 am.
3. Do you usually get up early? C. Yes, I am. / No, I’m not.
4. When does your brother get up? D. I’m having a rest.
5. When do you make a question in the present ________________, use the auxiliary verb do.
6. When you make a question in the present ________________, use the question form of the
verb to be.

05 Read the conversations. Then, complete the sentences using the verbs in brackets
in the correct form.
1. A Hi, Gabby. What ________________ (you/do) at the moment?
Do ________________ (want) to go out somewhere?
B I can’t sorry. I ________________ (watch) a football match on TV. My team usually
________________ (play) really well but they ________________ (lose) very badly today!
A Oh, no! Maybe another time then.
2. A Tom, I ________________ (wait) for you outside the cinema. Where are you?
B I’m sorry, I’m still on the bus. It’s terrible – this bus never ________________ (arrive) on
time.
A Oh, OK. See you soon.
3. A Hi, Jane. Sam ________________ (not answer) my calls today. Is there something the
matter with him?
B No, he’s fine. It’s just that he’s got French exam next week, so he ________________
(study) at the moment.
4. A How ________________ usually ________________ (you/get) to college Chris?
B I ________________ (walk). It ________________ (not take) long. What about you?

22
 A My Dad usually ________________ (drive) me there but he ________________ (work)
today.
B Well, let’s walk together.

06 Now, write questions using the words in the present simple or present continuous forms.
Then, in pairs, ask and answer the questions.

1. Why / learn / English?

___________________________________________________________________________
2. What time / usually / get up?
___________________________________________________________________________
3. What / learn about / in geography at the moment?
___________________________________________________________________________
4. play / tennis?
___________________________________________________________________________
5. What / teacher / do / now?
___________________________________________________________________________

READING: USE OF DISTRACTION

07 You are going to read an article about a sportsperson. First, look at the photos and
skim read the article once quickly. Then, in pairs, answer the questions.

1. Who do you think Aimee Fuller is?

2. What sport has Aimee become successful in?
3. What is the reason for this article?

23
08 Read the article in Exercise 07 again and choose the correct answer, A, B or C.
Ex: Aimee spent the first few years of her life in England.

A True B False C Not Given

Answer: A

1. Aimee learns to ski before she started snowboarding.

A True B False C Not Given
2. It often snowed during winter in Aimee’s hometown.
A True B False C Not Given
3. It took Aimee a long time to find a coach after she moved to the USA.
A True B False C Not Given
4. Aimee has won an Olympic medal.
A True B False C Not Given
5. Aimee practices snowboarding in the mountains at least three times a week.
A True B False C Not Given
6. Aimee thinks that snowboarding is more dangerous for her when she is not fit.
A True B False C Not Given
7. In her free time, Aimee prefers being with people to spending time on her laptop.
A True B False C Not Given

09 Complete the words from the article to match the descriptions.

1. This is someone who is paid to do a sport or other activity. _ _ _ _ _ _ _ _ _ _ _ _
2. This means to practise your sport. _ _ _ _ _
3. This word describes someone who is doing well in his/her life. _ _ _ _ _ _ _ _ _ _
4. When you are this, you don’t get tired easily when you exercise or do sport. _ _ _
5. You ask someone for this when you want to know what to do. _ _ _ _ _ _

TASK 2: Agree / Disagree Essay

The Agree/Disagree task test your ability to write an essay in response to a question that asks to
what extent you agree or disagree with an opinion.

On the question paper you see a task which presents a proposition (a statement that expresses an
opinion about a topic) and a question about the proposition: To what extent do you agree or
disagree? There are also basic instructions on how to write your response. The propositions are
quite general and do not require you to have any special knowledge about the topic.

Here are the basic rules for writing Agree/Disagree essays:

 Read and analyse the proposition and question carefully – don’t rush this part.
 Decide whether you agree or disagree with the proposition.
 Be sure to state your opinion clearly in the introduction and conclusion.
 Provide support for or against the proposition by giving details and examples.

24
10 Work in pairs. Look at the writing task below and answer the questions.
It is much easier to learn in a small class than in a larger one.
To what extent do you agree or disagree?

1. What part of this task is the proposition?

2. If you agree with the proposition, think of some reasons why you agree.
3. If you disagree with the proposition, think of some reasons why you disagree.
4. Is it necessary to fully agree or disagree with the preposition?
5. How long should your essay be?
6. How much time do you have to write your essay?

Expressing Agreement and Disagreement

AGREEMENT
There are a number of strong arguments to support the idea that people share too much of their
private lives on social networks.
I agree that it’s better to raise children in a small town.
I agree with the idea that childhood is the happiest time of life.
It’s true that there is too much violence in movies.
I share the view that children learn more outside of school than in school.
I support the idea that violent sports such as boxing should be banned.
DISAGREEMENT
There are some important reasons to disagree with the idea that teenagers shouldn’t be allowed
to drive a car.
I disagree with the idea that teachers should be paid according to their student’s academic
results.
I don’t agree that traffic in the city centre should be restricted during certain times of the day.
I disagree with the proposal that all high-school students should study music.
It’s not true that pure scientific research has no practical benefits.
I don’t share the view that it’s more important to learn how to use a computer keyboard than to
learn how to write.
I don’t accept the idea that electronic books will completely replace conventional books.
PARTIAL AGREEMENT
While there are reasons to support the idea that students need time off, I still believe that the
amount of class time should be increased.
It may be true that poverty can never be completely eradicated. However, I think that
governments should work harder to reduce the amount of poverty.
I partially agree with the idea that textbooks are too expensive, but …
I don’t completely agree that it’s better to travel in groups than alone.
I think it’s only partly true that violence in video games leads to violence in real life.
I partly agree with the proposal that nurses should be paid as well as doctors …
Certainly, may people feel that games are only fun if you win, but it’s not that simple.

11 Read this proposition and write two sentences agreeing with it and two sentences disagreeing
with it. Use expressions from the language box above. Remember to rewrite the proposition in
your own words.

Face-to-face meetings with people are much more effective than meetings held on the telephone
or via the Internet.
To what extent do you agree or disagree?

25
 There are some important reasons to agree with the idea that face-to-face meetings work
better than telephone or Internet meetings.
I disagree with the concept that person-to-person meetings are more useful than electronic
meetings.

12 Read this proposition. Write two sentences strongly agreeing with it and two sentences strongly
disagreeing with it.

People learn more from failure than they do from success.

To what extent do you agree or disagree?

13 Work in pair. Look at the proposition and read the sample introduction.
Then answer the questions.

1. Which sentence in the introduction provides background information (1, 2 or 3)?

2. Which sentence is a restatement of the proposition?
3. Which sentence is the writer’s opinion?

The best way to reduce emissions from vehicles is to impose a higher tax on vehicles which use a
lot of fuel and a lower tax on those that don’t.
To what extent do you agree or disagree?

Sample Introduction

(1) One solution to the problem of air pollution caused by cars and trucks is to increase the tax on
those vehicles that use a lot of petrol and to decrease the tax on more economical cars. (2) Of
course, it is important to find a way to solve this problem, because emissions from petrol-powered
engines are a major source of air pollution and global warming. (3) However, I do not think this
solution is fair for many people, and therefore I strongly disagree with it.

Editing your answer (Punctuation and Capitalisation)

14 Work in pairs. Read the questions and the essay below. Then try to find as many errors in
capitalization and punctuation as possible.

Instead of being held in a different city each time, the Olympic Games should be held
at a permanent site.
To what extent do you agree or disagree?

Currently the olympics are held in different locations. This system has been in place since the
modern games began. However i agree with the idea that its preferable to always hold the games in
the same city.

There are certainly some advantages to having the games in different sites around the World. First
of all the Olympics are a chance for the host country to be in the spotlight and to show off it’ culture
and technology. For example people everywhere were impressed by the opening and closing
ceremonies of the 2008 Olympics in beijing china. Moreover hosting the games has financial
benefits. Hotel owners taxi drivers waiters and all sorts of people benefit because so many visitors
come to see the games.

26
nevertheless; I think it would be a good idea to have the games in a permanent location. It’s very
expensive to build stadiums and other facilities for athletes and fans. For example, the london games
of 2012 cost over $40 billion to stage. Furthermore, most of the sports facilities built in cities that
have hosted the games in the past are not very useful after the games are over. A recent article in
time magazine said ‘that many of these facilities are empty or have been torn down.’

For these reasons, I think it is a good idea to move the Olympics to a permanent location. If the
Olympics were held in one place the same facilities could be used over and over. I suggest that the
games that are played in Summer be held in athens greece; because the ancient games were first
played there, and the first modern games were also held there. Since Switzerland is a neutral
country I recommend that the games that are played in Winter be held there. Having permanent
home for the Olympics is the most economical efficient way to stage this important event.

15 Look at the topic and answer the questions.

Success in life is more a matter of luck than of ability.
To what extent do you agree or disagree?

1. If you agree with the proposition, what is your position? What will you try to show in your
response? If you disagree with the proposition, what is your position?
2. Think of two or three reasons to agree with the proposition.
3. Think of two or three reasons to disagree with the proposition.
4. Do you have any personal background – knowledge or experience – that makes you support
or oppose this proposition?

16 Write you Introduction.

1. Restate the proposition in your own words.
2. Write one or two sentences of background information about the proposition.
3. Write one or two sentences indicating that you agree/disagree with the proposition.

17 Write the main paragraphs.

1. Write a paragraph with one or two reasons why you agree (or disagree) with the
proposition.
2. Write another paragraph with one or to reasons why you disagree (or agree) with the
proposition.

18 Write your conclusion. Write a brief paragraph summarizing your main points and restating your
opinion.

27
unit 4: daiLY tRaVEL and HoLidaYS
In this unit, you will learn how to:

- read multiple texts to find specific information and detailed meaning

- use past simple and present simple
- write Task 1 (Bar chart)
Vocabulary (Approximation and Number and Amounts)

READING: READING FOR SCIENTIFIC INFORMATION AND DETAILED MEANING

01 You are going to read about some people who want to book a holiday. First, read the
descriptions of eight different types of holiday. Which would be the best holiday for you?

28
02 Now, read what type of holiday each person wants to go on and read the holiday descriptions
again. Then, choose the best holiday for each person.

0. Tom is 19 and is very active. He enjoys all kinds of sports and being outdoors. He has done a
lot of water sports in the past, like sailing and windsurfing but he would like to try something
different for his holiday this year. He went to the beach last year, but got bored after a few
days.
Best holiday: __D__
1. Julia is 16 and would like to go on holiday with her best friend from school during the
summer holidays. They want to travel to a new place, visit local attractions and try new
food. Their parents will not allow their daughters to be in another country without any
adults, but they will allow them to travel on their own. Julia and her friend both study
Spanish at school and are planning to take a Spanish exam next year.
Best holiday: _____
2. Charlie is 21 years old and has just finished university. He would like to spend the summer
doing something interesting with some friends before they start looking for jobs. He prefers
holidays in the countryside to holidays in cities or at the beach. He thinks that he would like
to get a job working with animals in the future.
Best holiday: _____
3. Joanna is 32 and works as a teacher. She wants to book a holiday in August with her
husband. She is usually very tired after a busy term at school and would like to go
somewhere hot and near the sea. She wants to relax and not do very much.
Best holiday: _____
4. Roger is 50 and wants to book a holiday for his wife and two children. They would like to do
some cultural activities, such as visiting museums and art galleries, but also some fun
activities to entertain the children. They also love shopping.
Best holiday: _____

03 In pairs, discuss the questions.

1. Which holiday from Exercise 01 would you most like to go on? Which is the most interesting
to you? Why?
2. Which holiday from Exercise 01 would you not like to go on? Why?

GRAMMAR: PAST SIMPLE AND PRESENT SIMPLE

04 Read the interview with Anna and answer the questions.
Well, students 1 __can travel__ to France or Spain on a language exchange, or to the USA on a sports
or music exchange. I 2 __didn’t go__ to the USA because 3 __I’m not__ very good at sports.
However, I 4 __study__ French and Spanish at school, so I __had__ two options. I’ve been to France
before, so I 6 __decided to__ go to Spain instead.

1. Which number describes a present state? ____________________

2. Which number describes a habit or a regular activity? ____________________
3. Which number describes an action completed in the past? ____________________

29
05 Match the sentences 1-3 in Exercise 04 with the tenses 1 and 2. Then, read the Grammar box
to check your answers.

1 Present simple ______________________ 2 Past simple ______________________

06 Look at the verb from the mistakes 1-6 in the summary. Rewrite the verbs, 1-6, correctly.
Anna 1 study French and Spanish at school at the moment. Last summer, she 2 goes to Spain on a
language exchange where she 3 stayed with a family in a village. Anna now 4 thought that the
language exchange programme 5 was a good experience for her although she 6 wasn’t much better
at Spanish now than before.

TASK 1: Bar Chart

On the question paper, you see a bar chart with a title. The instructions for writing your response
appear in a box above the chart. There is also a brief description of the information in the bar chart
in the box. There is usually a key (legend) that explains what each bar represents. Your job is to look
at the chart and select, summarise and describe the most important information.

Bar charts represent different values with rectangular bars. They present the same sort of
information that is found in line graphs but in a different form. Typically, one axis represents some
numerical value such as costs, income, birth rates, temperatures, etc. The other axis can represent
many different types of information: units of time, different countries or cities, means of travel,
sources of energy, and types of people (male and female; employed and unemployed; teenagers and
adults, etc.).

Bar charts are often used to compare things and many bar charts show trends – changes in numbers
in a certain direction over time. You should describe these trends and compare and contrast them in
your response. However, be aware that not all bar charts show consistent trends.

There may also be exceptions. For example, a chart may show that the number of people who use
smart phones has been growing annually except for one year.

Here are the basic rules for writing about a bar chart:

30
  Look at the chart carefully and decide what the most important information and striking
features are.
 Include only the key points and data to support it. Minor details or irrelevant data can be left
out.
 Don’t do any calculations or give your opinion about the information.

07 Work in pairs. Look at the bar chart and answer the questions.
1. What topic does it provide information about?
2. What is meant by term ‘trends’?
3. What trends do you see in this chart?
4. What is meant by the term ‘exception’?
5. What exception do you see in this chart?
6. Which are the lowest and highest bars in the chart?

Approximation
around The population grew by around a million people in that decade.
about According to the chart, about 45% of all people surveyed believe in UFOs.
roughly Roughly 300,000 units were manufactured in factory A in 2005.
approximately Approximately 4,000 more people attended this year’s parade.
almost The vacancy rate for hotel rooms is almost zero in August.
nearly Nearly 90% of people in the country agreed with this decision.
just over Just over 2.5 billion people worldwide own digital cameras.
just under This state has just under 300 days of sunshine a year.

Numbers and Amounts

the number of The number of serious storms to affect New England rose to 21 this year.
the amount of The amount of natural gas produced this year increased sharply.
more than There was more rainfall in April than in May.
fewer than The chart indicates that fewer people visited this website in 2012 than in 2011.
less than The factory produced less pollution during 2010 than in the previous year.

31
 (about) the same The amount of time it takes to complete task A is (about) the same as the amount of
as time it takes to compete task B.
To make these expressions stronger, you can use many, much, far: many more than,
much more than, far less than
To make these expressions weaker, you can use slightly or a little: slightly more
than, a little less than
twice as many as There were nearly twice as many accidents at the factory this year as last year.
twice as much as According to the chart, there was about twice as much as coal mined in this country
in the 1940s as in the 1990s.
(nearly/almost The amount of milk produced at this dairy farm nearly doubled over the five year
doubled) period.
The number of runners in the race almost doubled between 2000 and 2015.
half as many as There were only about half as many applications for jobs received in January as
there had been in July.
half as much as A dollar in 1980 was worth around half as much as it had been in 1967.
amount + times + There were, on average, about three times as many pages in newspapers in country
as many as A as in country B.
amount + times + There was around four times as much traffic in city X as in city Y.
as much as

08 Look at the chart about world production of bicycles and cars. Write sentences about the
information in the chart using these phrases:

1. the number of
The number of cars produced rose to its highest point in 2000 to about 50 million.
2. slightly more / than
3. roughly three times as many / as
4. far fewer / than
5. about twice as many / as
6. only half as many / as

The chart compares worldwide production of bicycles and cars over a fifty-year period.

32
09 Look at the chart about snowfall in Canadian ski resorts. Then write complete sentences with
information from the chart. Use the expressions for Approximation and Numbers and Amounts.
1. Viking Mountain / November / December
Viking Mountain had slightly less snow in November than in December.
2. Viking Mountain / Snowbury / November
3. Snowbury / Viking Mountain / December
4. Powder Peak / December / November

The chart shows the amount of snowfall at three Canadian ski resorts over a two-month period.

10 Look carefully at the chart and the instructions and answer the questions.
The chart provides
information about student
accommodation at one US
university
in 2013.

1. What is the overall idea

of the chart?
2. What are the two
important points about
undergraduate student
accommodation?
3. What are two important
points about graduate
student accommodation?
4. What points of
comparison can you
make between
undergraduate and
graduate student
accommodation?

33
11 Now write your answer.
1. Write an introductory statement (based on the information in the text box above the chart)
and describe the overall idea or main trend shown in the chart.
2. Write two or three important points about undergraduate student accommodation.
3. Write two or three important points about graduate student accommodation.
4. Compare the information about graduate and undergraduate student accommodation. Give
examples to support your answer.

34
unit 5: Food
In this unit, you will learn how to:

- use singular and plural countable and uncountable nouns

- give a description of a process
- write Task 2 (Discussion/Opinion essay)
- Vocabulary (Linking words; Introducing and Supporting Reasons; Conclusions)

VOCABULARY AND READING

01 Look at the photos below. Which do you think you might see at a food festival?
Discuss your ideas with a partner.

02 You are going to read an article about the Chinese food festival in London.
Skim the text once quickly. Which of the ideas in Exercise 01 does it mention?

35
03 Read the article again and the sentences, 1-6. The information in bold in the sentences is
incorrect. Correct the sentences by choosing the best answer, A, B or C.

1. The Chinese food festival is in London every year.

A True B False C Not Given
2. The festival only includes Chinese cooking.
A True B False C Not Given
3. You can learn to make some of the Chinese food at the festival.
A True B False C Not Given
4. Children can come to the festival.
A True B False C Not Given
5. The festival is only about cooking.
A True B False C Not Given
6. If you don’t download a ticket, you must pay to enter on the day.
A True B False C Not Given

04 Read the list of ingredients. Which of the ingredients did the chef use in the recipe in
Exercise 03? Complete the table using the words in the box.

05 Complete the sentences using a / an or some.

36
06 Read the sentences and complete the headings in the table.

READING: SENTENCE COMPLETION 1

07 Read the instructions about making a Korean dish called Bulgogi and look at the pictures.
First, put the pictures A-F in the correct order.

0 __B__ 1 _____ 2 _____ 3 _____ 4 _____ 5 _____

First, take 1 _____ large onion and 2 _____ spring onions and 3 _____ them into small pieces.
Then, in a large bowl put 4 _____ soy sauce and 5 _____ cup of cold water.
After this, add the onions and spring onions and 6 _____ them all together.
Then, you will need to take your beef and 7 _____ it into slices and then add it to the ingredients in
the bowl. Put the bowl into the fridge for four hours. Afterwards, remove the meat from the bowl
and 8 _____ for 5 – 10 minutes.
Finally, put the food on the plate and serve to your friends. Add salt and pepper if you wish.

08 Now, complete the instructions using a / some or a verb.

1 _______________ 2 _______________ 3 _______________ 4 _______________
5 _______________ 6 _______________ 7 _______________ 8 _______________

37
WRITING: DESCRIBING A PROCESS
09 Look again at the reading in Exercise 07. Write the instructions of a meal that you know
how to cook or prepare.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

READING: SENTENCE COMPLETION 2

10 Read the text and choose the best answer, A, B, C or D.

I don’t usually like 1 _______________ meals and because I live alone, I often go 2_______________
restaurants or eat fast food in the week. 3 _______________ the weekend, I have more
4_______________ time, so I usually cook my favourite meal. My 5 _______________ meal is
chicken curry with rice and vegetables. I don’t have an oven, so I 6 _______________ the chicken on
its own in a pan and 7 _______________ the rice in water. I like this meal so much that sometimes I
also order it in restaurants. I sometimes also eat it four times a week! It is very popular
8_______________ my country, too I think a lot of people like it because it is healthy and easy to
make. You can also change the recipe so it is spicy or not, so everybody can enjoy it.

1. A cooking B cook C do D doing

2. A in B at C to D for
3. A For B At C In D With
4. A extra B free C off D hobby
5. A lovely B liked C favourite D popular
6. A fold B mix C fry D chop
7. A fry B cut C roll D boil
8. A in B with C at D on

TASK 2: Discussion / Opinion Essay

The Discussion/Opinion essay test your ability to discussing opposing opinions and to give your own
opinion.

On the question paper, you see a task which presents two different opinions about the same topic
and a question asking you to discuss both points of view and to explain what you think about this
topic. These essay questions often follow this pattern: Some people think … Other people think …

Here are the basic rules for writing Discussion/Opinion essays:

38
  Read and analyse the opinions and the question carefully.
 Decide whether you agree or disagree with opion A or B.

You have to explain and support opinion A, explain and support opinion B, and then give your own
opinion.

11 Work in pairs. Look at the writing task below and answer the questions.
Some students think it is better to attend university in or near their hometown.
Others think it is better to attend a university away from home.

Discuss both view and give your opinion.

1. What is the first opinion?

2. What is the second opinion?
3. When you write your essay, what three things you must include?
4. With your partner, think of some reasons to support the first opinion.
5. With your partner, think of some reasons to support the second opinion.
6. Do you have any personal experiences or background information related to these opinions?
7. What is your own opinion? Discuss with your partner.
8. In the exam, how much time do you have to write your essay?
9. How long should your essay be?

12 Work in pairs. Look at the topic below. Then look at three introductions for the essay.
Which one is the best? Why? What problems do you see in the other two introductions?
Discuss your answers.

Some people like to shop in traditional shops. Other people prefer to do their
shopping online.

Discuss both views and give your opinion.

A B C

Some people find it Many people would rather There are a number of good
preferable to shop in shop in the traditional way. reasons why some people
traditional stores. However, They enjoy going to like to buy things online.
other people think it is shopping malls, bookstores There are good reasons why
preferable to shop online. and other places to shop. other people would rather
Why? Because shopping On the other hand, there buy what they need in
online saves time and it is are a growing number of regular stores. Personally, I
much more convenient. people who like online enjoy going out shopping
shopping. They would with my friends.
rather use their computers,
phones, or other devices to
make their purchases.

39
13 Read the topic below. Then write a short introduction for this question. Use linking words to
show that the two opinions are in contrast to each other.

Some people think that multiple choice tests are better than tests which require you to write
an essay. Other people think that tests which require you to write an essay better.

Discuss both views and give your opinion.

LINKING WORDS: CONTRAST AND CONCESSION

However, … Although …
On the other hand, … Even though …
Nevertheless, … Whereas …
In contrast, … Despite …
Whilst/While … In spite of …

14 In a discussion/opinion essay, each of the two main paragraphs can discuss one of the opposing
opinions from the question. Each paragraph should begin with a topic sentence that summarises
the opinion. Look at the topic again and at the notes a student made to prepare their essay.
How will the student start each main paragraph?

Some people prefer to shop in traditional stores. Other people prefer to do their
shopping online.

Discuss both views and give your opinion.

15 The topic sentence of the second main paragraph should contain a linking word to link this
paragraph with the first main paragraph. This type of linking word indicates concession. (You
admit that information in the first paragraph is true, but you indicate that there is information
that is in contrast to it.)

Work in pairs. Read the topic sentences (1-7) and answer the questions.

a. Decide which sentences would make a good topic sentence for the first main paragraph.
Mark those sentences A.
b. Decide which sentences would make a good topic sentence for the second main paragraph.
Mark those sentences B.
c. If a sentence is not a good topic sentence, mark it X.
d. Discuss your answers with a partner.

40
 1. Although online shopping is popular, there are some advantages to shopping at traditional
stores.
2. Certainly, there are some excellent reasons why people prefer online shopping.
3. A reason people prefer to buy things online is because it is convenient.
4. Increasingly, online shopping is becoming a more popular choice, for the following reasons.
5. However, not everyone likes to shop at traditional stores.
6. It is not hard to understand why more and more shoppers are buying products online.
7. Despite the convenience of online shopping, there are some reasons to prefer more
traditional forms of shopping.

Introducing Reasons
In the two main paragraphs, you can provide two or three reasons that support each point of view.
Use sequencing words and phrases to introduce these sentences so that the paragraph flows
smoothly from one reason to another.

FIRST REASON
First, … / First of all, …
One reason is that …
The first reason …
For one thing, …
OTHER REASONS
Secondly, … / Thirdly, …
A second / third reason is that …
Another reason is that …
Moreover, … / Furthermore, … / In addition, …
Equally important is the fact that …
What’s more, …
FINAL REASON
Finally, …
One final reason is that …

16 Read the question about online shopping again. Then look at the two main paragraphs below.
Complete the paragraphs with linking words and expressions words. In some cases, more than
one word or expression can be used.

Increasingly, online shopping is becoming a popular choice, for the following reasons.
1…………………. prices at online sites are generally somewhat lower than they are at traditional
stores. 2 ………………… online shopping can be done quickly and easily. 3 …………………. your
purchases are delivered directly to your home. 4 …………………. it doesn’t take long at all to
receive your purchases.

Despite the convenience of online shopping, there are some reasons to prefer more traditional
forms of shopping. 5 …………………. many people enjoy shopping as a social experience.
6…………………. you can examine the merchandise you might buy closely, and in the case of
clothing, you can try it on. 7 …………………. it is usually easier to return items to a traditional store
if you decide they are not right for you.

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Supporting Your Reasons
You can support your reasons by giving details and other specific information. The ‘three Es’ are
effective ways to support your reasons: examples, explanation and experience.

EXAMPLES
For example / For instance
There are several strong reasons why students should be encouraged to work while they are
attending university. One reason is that a part-time job can help prepare them for a career.
For example / For instance, a job in a television studio can help a student to prepare for a career in
broadcasting.
EXPLANATION
In other words
There are a number of reasons why the government should provide some support to artists. First
of all, financial support gives artists creative freedom. In other words, they are not forced to
create art that they can easily sell.
EXPERIENCE
In my experience / In my case
However, there are also reasons why it is preferable to study from traditional textbooks rather
than electronic textbooks. For one thing, you can take notes in traditional textbooks easily. In my
experience, this is an important way to remember what you have read.
Once
Once, my family had a birthday party for my grandmother at our house and it took nearly all the
next day to tidy up.

17 Work in pairs. Read the two main paragraphs below, which are part of an essay about the
traditional / online shopping question from Exercise 12. Then look at the sentences (A-D) and
answer the questions (1-3).

1. Are the sentences examples, explanations or experiences?

2. Add an introductory phrase (in other words, for example, in my experience, etc.) before each
sentence.
3. Decide the best place in the paragraphs to put the four sentences. Write the letter of the
sentence in that position.

A. ………………………….. , they view shopping as a social experience.

B. ………………………….. , Amazon. Com can often deliver books or other purchases to you in a
matter of days, especially if you order express shipping.
C. ………………………….. , I ordered an exercise machine from an online company. After I had
unpacked it, I realized that it was not the one I wanted. Repacking it and shipping it back was
not convenient at all.
D. ………………………….. , one tool I ordered online cost half as much as it did at a local hardware
store.

Conclusions
In your conclusion, you should summarise the important points made in the main paragraphs. In
general, you do not want to bring up specific points or new ideas. Conclusions can be introduced
with linking words.

42
 In conclusion
In conclusion, there are arguments in favour of free higher education and arguments against it.
In summary / To summarise / To sum up …
To sum up, it’s clear why some people support the idea of a ‘world without passports’, but it’s also
clear that there are reasons why some people oppose this concept
On the whole
On the whole, I don’t agree that we should not have passports.

18 Work in pairs. Read the sample conclusion for the online / traditional shopping question.
Then answer the questions.

In conclusion, there are advantages to both forms of shopping. Online shopping is quick and
convenient, especially for busy people. Personally, however, I usually prefer the traditional
form of shopping because I enjoy interacting with people when I shop.

1. What is the writer’s opinion of the two types of shopping?

2. What is the purpose of the first sentence in the conclusion?
3. What is the purpose of the second sentence in the conclusion?
4. What is the purpose of the last sentence in the conclusion?
5. Do you feel that the conclusion ‘completes’ the essay? Why or why not?

19 Look at the topic and answer the questions.

Many people believe that public facilities (e.g. zoos, museums, parks) should be free. Other
people think that you should pay to use these facilities.

Discuss both views and give your opinion.

1. What are the two opposing opinions? What is the question asking?
2. Write down three or four reasons to agree with Opinion A.
3. Think of three or four reasons to agree with Opinion B.

20 Write you introduction.

1. Restate the proposition in your own words.
2. Write one or two sentences of background information about the two opinions.

21 Write the main paragraphs.

1. Write a paragraph with two or three points supporting Opinion A. When possible, add
specific details (examples, explanations and experience). Use linking words.
2. Write another paragraph with two or three points supporting Opinion B. Add specific details
and use linking words.

22 Write your conclusion. Write a brief paragraph summarizing the important points mentioned in
the two main paragraphs and clearly state your own opinion.

43
unit 6: tRanSPoRt and PLaCES in toWn
In this unit, you will learn how to:

- read real-world notices and other short texts for the main message
- use comparatives and superlatives
- write Task 1 (Table)
- use the correct tense

READING AND VOCABULARY

01 Complete the table with the correct words. Some words can be used twice.

02 Read the signs and notices. Add the words in blue to the table in Exercise 01.

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03 Read the signs and messages again in Exercise 02. Choose the correct answer, A, B or C.
1. What does the supermarket notice say?
A. You can pay £2 to leave your car in the supermarket car park all day.
B. Supermarket customers can only park here for 2 hours at a time.
C. You don’t need to pay if you finish shopping within 2 hours.
2. Why did Harry write this message?
A. To give Tom and Jim instructions on how to get the park.
B. To invite Tom to play football with him and Jim.
C. TO find out what time Tom would like to play football.
3. What is the notice telling passengers?
A. They should wait for news about the weather before travelling.
B. Some passengers will be late today because of the weather.
C. The station is closed until the weather improves.
4. What does Lee suggest?
A. To book the flights as soon as possible.
B. To choose a less expensive flight.
C. To change the date of his and Su’s flight.
5. What does George say?
A. His sightseeing trip included a visit to a museum and castle.
B. He visited the castle and museum after going on the boat trip.
C. He hopes to do a boat trip and open bus tour before returning home.
6. What are train passengers told at the station?
A. They must not leave bikes at the station.
B. Cycle parking is only for members of station staff.
C. If they need to know more, they can ask someone who works there.
7. What should Alice do?
A. Contact Tim if she would like a lift to the theatre.
B. Tell Sonia what her travel plans are for this evening.
C. Let Tim or Sonia know if she’s going to the theatre.

GRAMMAR: COMPARATIVES AND SUPERLATIVES

04 Read the Grammar table. Then, write the comparative and superlative forms of
the adjectives in the box.

45
 Comparative Superlative

1 ___________________ ___________________
2 ___________________ ___________________
3 ___________________ ___________________
4 ___________________ ___________________
5 ___________________ ___________________
6 ___________________ ___________________
7 ___________________ ___________________
8 ___________________ ___________________

05 Read the sentences about Manchester and underline the correct form of the adjectives.
1. Manchester is in the north of England is the UK’s fifth largest / larger city.
2. Manchester has most / more students than any other city in the world.
3. Manchester’s Chetham’s Library is the old / oldest public library in the English-speaking
world.
4. Many / More languages are spoken in Manchester than any other city in Western Europe.
5. The world’s first / last passenger train station was built in Manchester in 1830.
6. Recently, Manchester was voted the better / best UK city to live in.
7. Manchester airport is larger / largest than Birmingham airport.
8. Manchester United is the more / most successful football club in England with 20 league
titles.
9. Manchester Piccadilly is one of the busy / busiest train stations in England.
10. More / Most than 20 Nobel prize winners have come from Manchester.

46
06 In pairs, discuss the facts you read in Exercise 05. What information did you already know?
What did you find interesting or surprising?

07 Write some sentences about a city you know. Include comparative and superlative adjectives.
Use the internet to help you find information.

08 Work in groups and read your sentences to each other. Say which information is the most
interesting and which is the most surprising.

TASK 1: Table
On the question paper, you see a table with a title. The instructions for writing your response appear
in a box above the table. There is also a brief description of the information in the table in the box.
Your job is to look at the table and select, summarise and describe the most important information.

The columns and rows in the table may represent different time periods, different types of people,
different countries and so on. Each box in the table contains numbers. There may be certain trends
(a general direction in which something is developing or changing), sharp increases or decreases, or
exceptions. Your task is to identify the most important and interesting points, and write a well-
organised overview, comparing and contrasting where appropriate.

09 Work in pairs. Look at the table below and answer the questions.
1. What information does the table provide?
2. Look at the text shaded in darker color across the top of the table. What information does
this give you?
3. Look at the text shaded in darker color in the left-hand column. What information does this
give you?
4. What trends can you see in the table?
5. What exceptions to the trends can you see in the table?
6. How much time would you have to write about a table like this in an IELTS exam?
7. How long (how many words) should your answer be?

Monthly mobile phone usage by age in one Australian city

47
10 Look at the table below about sources for films. Then look at the sentences (1-5).
Choose the best option to complete the sentences.

1. Based on original screenplay / Films based on an original screenplay had the highest per cent
/ percentage of market share.
2. Films based on books or plays / Books and plays represented about a third of all the films
made during this period.
3. There were slightly more based on fact / movies based on fact made than on TV / movies
based on TV shows, and based on fact / films based on fact had a higher total gross.
4. Legend and fairy tale / Films that were based on legends and fairy tales represented just
under two percent of all movies made in this period.
5. Theme park rides / Movie based on theme park rides had the lowest percentage of market
share / market share per cent but had by far the highest average gross.

The table shows the source material on which Hollywood movies were based
from 1995 to 2013.

11 Write four more sentences based on the information in the table from Exercise 10. Make sure
you correctly identify the category you are writing about.

USING THE CORRECT TENSE

Present simple:
If no definite time periods are given, you should use the present simple.
People over the age of 65 send and receive the lowest number of text messages.
Past simple:
When a table gives definite past time periods, you should use the past tense.
In the 1950s, about half the population of the United States lived in urban areas.
Present perfect:
If you are looking back from now to actions or situations at an earlier time in the past that are in
some way connected to the present, you should use the present perfect tense.
The number of internet users has increased significantly since 1998.
Past perfect:
You can use the past perfect tense when you are talking about two periods of time in the past.
Only about 15% of the population lived in cities in 1850, but by 2000, that number had reached
nearly 70%.
Possibility in the future:
If the table involves projections about the future, use verb forms that express possibility in the
future.
The urban population may reach 70% by 2025.

48
12 Rewrite the following sentences. Replace the underlined words using words or expressions with
a similar meaning.

1. The amount of goods moved by rail has increased over the years.
2. According to the table, more bicycles are made in China than in the European Union.
3. About $10 million of luxury goods are imported every year.
4. The data shows that more types of materials are being recycled.
5. The income from oil exports went down in 2012 and then again in 2014.
6. The data from the year 1995 is quite interesting.
7. Farmers in this province grow fruit and vegetables.
8. Some of these changes were important, but others were less so.
9. These numbers changed radically in the early 1900s.
10. Brazil’s performances in World Cup matches have generally been very good.

13 Look at the table below about milk production in Australia and answer the questions.
1. What is the main point of the table?
2. What overall trend do you see?
3. Are there any exceptions to this general trend?
4. What are one or two important points about Australian milk production in 2001/2002?
5. What about in 2010/2011?
6. What points of comparison can you make between these two years?

Australian milk production

49
14 Now write your answer. Refer from the table in Exercise 13.
1. Write an introductory statement (based on the information in the text box above the table)
and describe the overall idea or main trend shown in the table.
2. Give details about 2001/2002 and 2010/2011.
3. Compare statistics about milk production during these two periods.

50
unit 7: JoBS, WoRK and StudY
In this unit, you will learn how to:

- use can / can’t and could / couldn’t

- scan for specific information (True / False / Not Given)
- write Problem / Solution essay
- use words / phrases when giving causes and reasons or examples
- use words to introduce and propose solutions

GRAMMAR: CAN / CAN’T / COULD / COULDN’T

01 Complete the table with TV chef Jack’s abilities in the box.

02 Read the Grammar box. Then, complete the dialogue using can / can’t / could / couldn’t.

A. Tell me about what you think your skills and abilities are.
B. Well, I have a good memory. I 1 _________________ remember lots of information, which is
really useful when I’m studying for my exams.
A. That’s really helpful. How about sport? Are you good at it?

51
 B. No, not really. I 2 _________________ really play sport that well. When I was younger, I
3_________________ play badminton a little bit, but I stopped because I found it boring.
A. What skills do you want to learn?
B. I’d like to be better at making friends. When I was a child, I 4 _________________ talk to
new people at all. I’m a little bit better now, but I’m still quite shy. Other skills I’d like to
improve on are my cooking skills. In the past, I 5 _________________ cook anything very
well without burning it, but I’ve been taking cooking classes and I 6 _________________
cook many different types of food, like curry, risotto and sweet and sour chicken. My next
challenge is to learn how to make sushi – I love Japanese food!

READING 1: TRUE, FALSE, NOT GIVEN

03 Read the introduction to a factual text about summer jobs. Then, in pairs, answer the questions.

04 Now, take two minutes only to read the article once quickly. Then, answer the questions.
1. Why is it good for young people to get a summer job or do a short course?
2. How many different types of summer jobs does Helen Green write about?

52
05 First, read the question. Then, read the Exam strategy box about answering
True / False / Not Given questions.
1. Helen Green thinks that it is difficult for young people to find a summer job.
A. True B. False C. Not Given
Answer: B (She says it’s not the case at all.)

53
06 Now, read the article in Exercise 04 and use the exam strategies in Exercise 05 to answer
the questions. Choose the correct answer, A, B or C.

1. Young people should give employers information about what they can do.
2. Sports coaches at a summer camp don’t get paid very much money.
3. You need to have a car to get a job working with older people.
4. Young people who work in designer clothes stores can help customers decide what to buy.
5. Sales assistants in designer fashion stores shouldn’t talk to other staff members at work.
6. You only need to get a certificate, to get as job as a lifeguard.
7. In the summertime, lifeguards often need to work in the evenings or at the weekend.
8. Many IT companies offer jobs to young people in the summer.

TASK 2: Problem / Solution Essay

The Problem / Solution task test your ability to write about a problem and suggest ways to solve it.

On the question paper, you see a statement about a contemporary problem and then two questions.
One question asks you to identify the cause of the problem and the other question asks you to
propose solutions to the problem.

Here are the basic rules for writing Problem / Solution Essays:

 Read and analyse the problem and the questions carefully.

 Write about the causes of the problem and propose possible solutions.
 Be sure to answer BOTH questions. You need to give the causes of the problem and you
need to propose possible solutions.

07 Work in pairs. Look at the writing task below and answer the questions.
Every year millions of people around the world suffer from poor health as a result of
air pollution.

What do you think are the causes of this? What solutions can you suggest?

54
 1. What problem is the task asking you to discuss?
2. What does the first question ask you to do?
3. What does the second question ask you to do?
4. With your partner, think of some answers to the first and second question.
5. Do you have any personal experiences or knowledge related to this problem?

08 In the introduction to a Problem / Solution essay, you should restate the problem in your own
words and then explain why this problem is a serious one, one that people should try to solve.

Look at the task below. Then look at three introductions for the essay. Which one is best? Why?
What problems do you see in the other two introductions?

In many parts of the world, illiteracy rates are still high.

What do you think are the causes of this?
What solutions can you suggest?

A B C

It’s true that in many parts Illiteracy is a global Illiteracy is a problem in

of the world, illiteracy rates problem. The main cause of almost every country and
are still high. There are a this problem is poverty. every community. It affects
number of causes for this. When poverty decreases, so the economy of a nation
There are also some does illiteracy. However, and causes difficulties for
solutions I will suggest. there are also some ways to businesses. Most of all, the
improve this situation. inability to read and write
Providing more educational lowers people’s quality of
television programs might life.
be one solution.

09 Read the task below. Then write a short introduction for this question.
One problem faced by almost every large city is traffic congestion.
What do you think are the causes of this?
What solutions can you suggest?

Causes
INTRODUCING CAUSES
One cause of … is … Another cause of … is …
The primary / main cause of … is … Furthermore / Moreover / In addition, …
Perhaps the most important cause of … is … … is responsible for …
A second cause of … is … … also plays a role in …
… also causes / can also cause … Finally, …
UNCERTAINTY ABOUT CAUSES
If you don’t know if a factor is a cause of something or not, you can indicate uncertainty about
causes in a number of ways.
One possible cause is … … may / might be responsible for …
Perhaps … causes … … may / might also play a role …
Another cause may / might be … … can also lead to …

55
10 Look at the language box for talking about the causes of a problem. Complete the sentences
with words or phrases to talk about causes. (In some cases, more than one answer may be
possible.)

1. ………………………… illiteracy in many countries is poverty.

2. ………………………… illiteracy is a lack of textbooks and other educational materials.
3. Geographical factors ………………………… .
4. A lack of trained teachers ………………………… illiteracy.

11 Look at the task about traffic congestion. Then look at the notes a student made for the first
main paragraph of the essay (to talk about causes).

1. Write a topic sentence for this paragraph.

2. Write three sentences to describe the causes for the traffic problem.
3. Use words and phrases from the language box found in Exercise 09 to introduce each cause.

One problem faced by almost every large city is traffic congestion.

What do you think are the causes of this?
What solutions can you suggest?

Giving Reasons and Examples

These words and phrases can be used to explain why a problem exists.
CAUSE EFFECT
therefore / consequently
Many drivers lack proper training; therefore, they don’t know what to do in an emergency.
so
Sometimes drivers use their cell phones, so they are too distracted to avoid dangerous situations.
as a result
Sometimes drivers use their cell phones; as a result, they are too distracted to avoid dangerous
situations.
results in / accounts for
Equipment failure also plays a role. For example, a loss of brakes results in accidents.
causes / leads to / gives rise to / is responsible for
Bad weather conditions in winter leads to an increase in the number of accidents on the roads.
EFFECT CAUSE
because / since
The most important cause of traffic accidents is excessive speed. Because they are travelling so
fast, drivers don’t have time to react.
due to / because of / owing to
Tiredness is a common cause of traffic accidents. Last year, 50 per cent of accidents were due to
drivers not taking frequent breaks whilst driving.
is / are caused by
Poor weather conditions, such as icy roads, may also play a role. In the winter, many accidents are
cause by icy roads.

56
12 Complete the sentences with words or phrases from the language box above. (More than one
answer may be possible.)
1. In my country, a fairly large proportion of the population is illiterate …………………………. they
are poor.
2. Some teachers are unable to teach students to read and write …………………………. a lack of
proper training.
3. Many families barely earn enough to pay for food; …………………………. , education is a luxury
they cannot afford.
4. Illiteracy is one generation often …………………………. Illiteracy in the next generation.
5. In some cases, the problem …………………………. By geographical factors. ………………………….
some people live in isolated communities in the mountains or the desert, their children
cannot attend regular schools.

Introducing and Proposing Solutions

Verbs Modal Verbs Nouns
recommend must recommendation
suggest should suggestion
propose ought to solution
might idea
may proposal
could
I recommend that young drivers be required to take an additional motorway driving test before
they get their driving licence.
My recommendation is that the following steps be taken.
I suggest that the government do this right away.
I propose that the government identify dangerous roads and fix the problems.
Manufacturers should build safer vehicles.
Laws requiring seat belts must be enforced.
Remember, the question asks you to suggest solutions – not just one solution. Use linking words
such as first, another, finally and so on, to propose alternative solutions.

13 Complete the sentences with words or phrases from the language box above. (More than one
answer may be possible.)

1. One …………………………. Is for the government to spend more money on training teachers.
2. Another …………………………. Is to produce and broadcast more television shows that teach
children to read and write.
3. Finally, I …………………………. That simple reading materials be made available for free.

14 Work in pairs. Read the task and the essay below. Then try to find as many grammatical errors
as possible. Use the table below to help you.

Many species of animals have become extinct in recent times.

What are the causes of this?
What solutions can you suggest?

As long as humans have been in the Earth, they have exploited nature. They have cleared land for
farms and cities, hunted and trapped wild animals, and catch fish in rivers, lakes and seas. All of
these activities have put many animal species in danger, and some have completely vanished. This

57
has been a problem for centuries, but in the last 100 years or so, the problem of extinct has
accelerated. Dozens of species disappears every year.
There are multiple cause of this problem. One major cause is the loss of habitat. Forests have been
cut down, wetlands have been filled in, and grassy plains have been paved over. One tragic example
is the rainforests of the Amazon. Many hectares of forest land cut down dai;y, destroying the homes
of countless species of animals. Another cause of extinction is pollution. Farmers use fertilizers and
pesticides on his land. These wash into streams and rivers and eventually into the ocean, poisoning
fish and other water creatures. Factories and cars produces air pollution, which contributes for
global warming. This endangers polar bear and many other species. Still another cause of the
extinction is hunting. In the past, animals were often hunted for food or for their skins. For example,
in North America, the buffalo almost become extinct because so many was killed by hunters. Today,
rhinoceros are hunted for their horns and elephants are hunted for its ivory tusks, both of which is
very valuable. This has led to a decline sharp in the number of these animals in the wild.
There are certain steps that can be taken to save animals from extinction. Areas such as parks
national and other types of animal reserves need to be protected. Existing ones should be expanded
and new ones should establish. Then too, pollution and greenhouses gasses should be curbed.
Finally there needs to be more protect for endangered animals such as rhinos, tigers and elephants.
Laws against poaching should be more enforced rigorously, and people who hunt animals illegal
should be punished.
Once animals have become extinct, there is nothing that can do to help it. They are gone forever.
But it is still possible to save some of the many species of animals that share this planet by humans.
Error type Error type
Subject / Verb agreement Articles
Incorrect tense Prepositions
Active / Passive problem Word order
Pronoun agreement Word form
Singular / Plural nouns

15 Look at the task and answer the questions.

Dietary experts agree that many people have unhealthy diets.
What do you think are the causes of this?
What solutions can you suggest?

1. What problem is given in the task?

2. Write down three or four causes of this problem.
3. Write down three or four ways to solve this problem.

16 Write your introduction. Restate the problem in your own words. Then write one or two
sentences of background information about the problem. Why is this a serious problem?
17 Write your main paragraphs.
1. Write a paragraph with two or three causes of the problem.
2. Write another paragraph with two or three possible solutions to the problem.
18 Write your conclusion. Write a brief paragraph summarizing the important points mentioned in
the two main paragraphs. Then say what might happen if this problem is not solved.

58
unit 8: HEaLtH and MEdiCinE
In this unit, you will learn how to:
- understand a writer’s views
- answer multiple-choice questions
- use modals should / shouldn’t and have to / don’t have to
- write Task 1 (Pie chart and Multiple charts)
- use words to describe Pie chart and Multiple charts

READING: AN OPINION BASED ESSAY

01 You are going to read an essay about the importance of exercising while studying for exams.
Take two minutes to scan the essay very quickly. Which of the activities does the essay talk
about?

59
02 Read the text in Exercise 01 again and answer the questions.
1. Does the writer of the essay agree or disagree with the essay question?
2. What opinion does the writer give in response to the essay question?

03 Now, look at the question and read the exam strategy.

1. The writer believes that children who have important exams.
A. need sports lessons to keep healthy.
B. don’t need to focus on other subjects.
C. need to spend all their time studying.

04 Read the essay again and use the exam strategy to answer the multiple-choice questions.
Choose the best option, A, B or C.

1. The writer says many young people prefer to spend their free time
A. riding their bikes.
B. in the park.
C. in front of their computers.
2. The writer thinks that exercise for young people is
A. less important than diet.
B. just as important as diet.
C. more important than diet.
3. The writer believes regular exercise can make people feel
A. more active.
B. less stressed.
C. more tired at night.

60
 4. The writer thinks that exercising
A. benefits the body and mind.
B. can affect studying in a negative way.
C. will help you get better exam results.

GRAMMAR 1: SHOULD AND SHOULDN’T/SHOULD NOT

05 Read the statements using should and shouldn’t / should not.
Then, underline the correct option in sentences 1-3.

Children shouldn’t have sports lessons.

Children should have more lessons in their exam subjects, particularly science and math.

Children should not attend painting and music lessons.

1. The writer thinks it is a good / bad idea for children to have sports lessons.
2. The writer wants / doesn’t want children to have more lessons in their exam subjects.
3. The writer’s advice for children is to go / not to go to painting and music lessons.

06 Read the Grammar box and check your answers.

Should and shouldn’t / should not are modal verbs and so never change form in the present tense.
We use a verb in the infinitive form, such as do or make after should and shouldn’t / should not.
We can use should in questions to ask for someone’s advice.
Should children have sports lessons in school?
Note the incorrect word order: Children should have sports lessons in school?

07 Read the sentences and underline the correct answers.

1. You should / shouldn’t eat lots of fruits and vegetables. It is really good for your health.
2. Don’t watch TV all day. You should / shouldn’t only watch around three hours a day.
3. We should / shouldn’t sit all day without doing some type of exercise.
4. I think we should / shouldn’t all sleep between seven to 10 hours every night.
5. My friend should / shouldn’t spend all day on a computer and play more sport instead.

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GRAMMAR 2: HAVE TO / DON’T HAVE TO
08 Read the Grammar box. Then, read the sentences and underline the correct answer.

TASK 1: Pie Chart and Multiple Charts

A pie chart is a circular graph that is divided into segments. It looks like a pizza cut into uneven slices.
It shows the relationship between the parts and the whole. The circle itself represents 100 per cent
of something and each slice represents a certain percentage of that thing. There is usually a key
(legend) that explains what each segment represents.

In Task 1 there will often be two or three pie charts to compare. Often, these charts represent
different time periods. You may also see other types of graphs or charts. They may be the same type
– two line graphs, for example – or there may be two different types – a pie chart and a table, or a
line graph and a bar chart.

The basic rules for writing about multiple charts are the same as for writing about single charts.
However, you need to look at and report on both charts / graphs, and understand the relationship
between them.

09 Work in pairs. Look at the chart below and answer the questions.
1. What kind of chart is the first chart? And the second?
2. What is the topic of the two charts?
3. What geographical areas do they cover?
4. What time frame does each chart cover? Are they the same or different?
5. Which of the two charts shows a trend?
6. In the pie chart, which country generates the most electricity?
7. What verb forms should you use to describe the fourth bar in the second chart?

62
 Percentages
These words can be useful when talking about percentages and about segments of a pie chart.
per cent / percent (used after a number)
About seventy per cent of the population of Singapore is of Chinese ancestry.
percentage (used without numbers)
An important percentage of Canada’s electricity is generated by hydroelectric power.
proportion
A larger proportion of the national budget is spent on the military than on anything else.
portion
The family spends a significant portion of their income on rent.
share
Two or three companies control a large share of the paper-product market.
segment
Only a small segment of the population agrees with this idea.
fraction
A tiny fraction of the total number of applicants to this university are accepted.

Fractions
When writing about pie charts, you may also refer to fractions as well as percentages.
three quarters / 75 per cent / three out of four

a half / one half / 50 per cent / one out of two / one in two

a third / one third / one out of three / one in three

a quarter / 25 per cent / one out of four / one in four

a tenth / one tenth / 10 per cent / one out of ten / one in ten

You can combine these words with words such as about, around, approximately, just over, just
under, etc.

Other Useful Expressions

account for
Rice accounts for about a third of their diet.
make up
Poisonous snakes make up only about ten per cent of all snakes.
represent
Accidents that occur when drivers are texting represent about a quarter of the total number of car
accidents.
constitute
Rental properties constitute about a third of all the company’s assets.

10 Look at the expressions in the language boxes above. Then look at the chart showing total
exports from one European country. Write five sentences about the country’s exports.

1. Motor vehicles made up a large proportion of all exports.

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 Total exports from
one European
country in 2012

Number and Amounts

a large proportion
Property taxes make up a large proportion of the city’s income.
a major portion
A major portion of this country’s economy is fuelled by oil exports.
a significant majority
A significant majority of the roads in this district are unpaved.
a large percentage
A large percentage of the cars in this country are made in Japan.
a tiny fraction
The journal can only publish a tiny fraction of the articles it receives.
a mere + number or per cent
A mere five per cent of the people in this country had cell phones in 1995.
a small minority
Just a small minority of people agree with this idea.
a small percentage
Only a small percentage of earthquakes cause major damage.

11 Look at these two pie charts. Write six descriptive sentences about the information in the pie
charts. Use the expressions in the language boxes above and the previous page.

The pie charts show the crops grown in one US county in 1990 and 2010.

64
Linking Words
COMPARISON (SIMILARITIES)
likewise
The inflation rate in Japan was fairly low in 2010; likewise, the rate in Switzerland did not go up
much.
similarly
The money that the government spends on the arts represents only a tiny portion of the total
budget. Similarly, a small amount is spent on social services.
CONTRAST (DIFFERENCE)
however
The number of male faculty members stayed the same. However, six new female faculty members
were hired.
on the other hand
The number of radio stations playing classical music declined; on the other hand, two new news
station opened.
in contrast
In 2010, the average age in Japan was 44.6 years; in contrast, in Yemen, the average age was only
16.4 years.
whilst / while
Whilst the price of gold shot up in September, the price of silver remained about the same.
although
Although health care remained a significant portion of families’ budget in 2005, it wasn’t as high
as in 2004.
whereas
The number of marriages declined during that period, whereas the number of divorces increased.
but
California had a dry winter, but there was a lot of snow in the Rocky Mountains states.
LIKE, UNLIKE, ALIKE
like
Like the cost of shipping, the cost of packaging has gone up.
Meat, like fish, contains a lot of protein.
unlike
Unlike some member of the European Union, the UK does not use the euro as its currency.
The US, unlike Japan, does not have a system of high-speed trains.
… and … are alike (in that)
The health care industry and information technology are alike in that they are both adding new
jobs.

Introductions and Conclusions

First, …
First, let’s consider the data in the bar chart.
Let’s first …
Let’s first look at the line graph.
Turning to …
Turning to the pie chart, …

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 Next, …
Next, let’s examine the data in the second chart.
Having considered … , let’s …
Having considered the bar chart, let’s look at …
Meanwhile, …
Meanwhile, the information in the second graph shows that …
It’s clear … that …
It’s clear from the data in the chart that …
It’s obvious that …
It’s obvious that an overwhelming number …
It’s easy to see …
It’s easy to see which country produces the most
In conclusion, …
In conclusion, the relationship between the two graphs is …
In brief, …
In brief, the two graphs tell us that …
On the whole, …
On the whole, these graphs show that …
To conclude, …
To conclude, while the first graph tells us that …
From the information …
From the information in the two chart, it’s clear that …
As a final point, …
As a final point, we can say that by comparing the data in these two charts, …

12 Read the task and look at the two charts about crude oil imports and consumption.
Then complete the sample answer with these words.

40% accounted conclusion however less majority percentage

quarter significant turning to under was while

Both these charts deal with the amount of crude oil that is exported to the US from other countries
and the amount that is produced domestically. The pie chart explains where the oil consumed in the
US in one year (2012) came from, 1 ………………………. the bar chart shows the declining percentage of
imported oil used in the US over an eight-year period.

The US imports around 60% of its crude oil, but percentages have been declining since 2005. The pie
chart clearly shows that a 2 ………………………. proportion of oil was produced from wells in the US.
Canada’s share 3 ………………………. just under a 4 ………………………. of oil imports. Oil from the Middle
East 5 ………………………. for the next largest share. Latin America and African countries contributed
6………………………. than 10%. The amount imported from countries not listed on the chart was a very
small 7 ………………………. (3%).

8 ………………………. the bar chart, we see a steady decrease in the percentage of imported oil. In 2005
and 2006, imported oil made up a significant 9 ………………………. of the oil consumed in the US. By
2010, that amount had dropped to 10 ………………………. 50%. The decline continued. In 2012,
imported oil constituted only 11 ………………………. of the total.

In 12 ………………………., the US still imports oil from around the world. 13 ………………………., the
percentage of internationally produced oil consumed in the US has shrunk dramatically.

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 The charts below give information about the origin of crude oil imports to the US in 2012
and about the percentage of imports as a share of US crude oil consumption.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Origin of crude oil imports to the US in 2012

13 Work in pairs. Read the instructions and look at the charts about office rents and office vacancy
rates. Then answer the questions (1-9).

1. Look at the bar chart. What information does it provide?

2. Look at the table. What information does it provide?
3. Look at the bar chart. What trend do you see?
4. Are there any exceptions to the general trend?
5. What are some striking features in the bar chart?
6. Look at the table. What trend do you see?
7. Are there any exceptions to this trend?
8. What are some striking features in the table?
9. What relationship do you see between the data in the bar chart and the data in the table?

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 The chart shows annual office rents in five international cities in 2008 and 2013
($US / square metre). The table shows office vacancy rates in those cities.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

14 Now write your answer. Use the following steps to help you.
1. Write an introductory statement (based on the information above) and describe the general
trends in the bar chart and the table in the introductory paragraph.
2. In Body 1, describe the trend that you see in the costs of office rentals in those five cities and
point out any interesting and important features in the bar chart.
3. In Body 2, describe the trends you see in the vacancy rate and provide important and
interesting details about the details in the table.

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unit 9: LanGuaGE
In this unit, you will learn how to:

- use going to and adverbs of time for future plans

- use collocations
- skim read to understand the main idea in an article
- write a short essay on a topic

GRAMMAR: GOING TO FOR FUTURE PLANS

01 Complete the plans using a verb in the box.

1. I’m going to ________________ my friends at the cinema tonight.

2. I’m going to ________________ my cousin on the computer this afternoon. He’s moving to
Canada next week.
3. Whenever I read a newspaper, I say to myself: ‘I’m going to ________________ five new
phrases today’.
4. I’m going to ________________ in the library this morning.
5. I’m going to ________________ an email to my English friend at the weekend.

02 In pairs, discuss the plans in Exercise 01 and answer the questions.

1. How do we know the writer is talking about future plans?
2. Which adverbs of time does the writer use in the sentences?

03 Read the Grammar box and check your answers to Exercise 01.

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04 Read the sentences and decide whether they are correct  or incorrect . Correct the mistakes.
1. When I am 18, I going to study in the UK.
___________________________________________________________________________
2. Are you going to come shopping with me later?
___________________________________________________________________________
3. I’m not going to order any food at the restaurant – I’m not hungry.
___________________________________________________________________________
4. She is going buy a new smartphone at the weekend.
___________________________________________________________________________
5. You are going to tell your parents that you got bad results on your science exam?
___________________________________________________________________________
6. Where are you going to watch the football match, at home or at your uncle’s house?
___________________________________________________________________________

05 In pairs, talk about your future plans. Discuss what you are going to do and when.

VOCABULARY AND READING

06 Complete the collocations with the correct verb, A, B or C.
1. _______ a conversation
A. speak B. do C. hold
2. _______ an advantage
A. make B. have C. do
3. _______ your skills
A. have B. get C. practise
4. _______ an effort
A. make B. give C. take
5. _______ some work
A. practise B. do C. hold
6. _______ fun
A. get B. begin C. have
7. _______ a language
A. get B. hold C. speak
8. _______ someone’s advice
A. do B. hold C. speak
9. _______ time (to do something)
A. have B. practise C. do
10. _______ progress
A. do B. make C. have

07 You are going to read an article about a teenager who has a special skill.
Skim the article once quickly and answer the questions.

1. Who is Richard Doner?

2. What is special about him?

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08 Read the first three paragraphs again and underline the correct words to summarise
the main ideas.
1. Richard Doner is very special because he can speak more / less / most languages than
more / most of / most people.
2. Richard is very lucky as he has many / any / lots of opportunities to practise his language
skills.
3. Richard practices speaking each language all the time / regularly / every day to improve.

09 Now, read paragraphs 4, 5 and 6 in Exercise 07 again and summarise the main ideas
in one sentence.

1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________

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READING: SENTENCE COMPLETION
10 Read paragraph 2 from the article in Exercise 07 again.
Richard lives in New York. It is a city where there are people from hundreds of different countries.
There are around 180 languages spoken in New York schools. This is why Richard believes that New
York is the perfect city for him. ‘I can discuss many different topics with people from all over the
world and I don’t even need to travel to another country,’ says Richard.

11 Read some sentences about the article in Exercise 07. Then, complete the sentences using
NO MORE THAN THREE words.

1. In New York City, you can find people from a large number of __________________.
2. (Paragraph 1)
3. If Richard wants to talk with people from different countries, it isn’t necessary to travel
__________________. (Paragraph 2)
4. To remember languages, Richard makes sure his brain does __________________.
(Paragraph 3)
5. If you know language, you can start to understand about the people and
__________________. (Paragraph 4)
6. Swahili is a popular language in __________________. (Paragraph 5)
7. When he learns a language, it is absolutely necessary for Richard to __________________.
(Paragraph 6)

WRITING: SHORT ESSAY ON A TOPIC

12 In pairs or small groups, discuss the questions.
1. What type of information do you find in a dictionary?
2. Do you prefer to use a paper dictionary or a dictionary on the internet? Why?

13 In your pairs or groups, read the essay question. Then, make notes about how you
could answer the question.

What are the advantages and disadvantages of suing an online dictionary in a language class?

Example: It is easy and quick to look up a word that you don’t know.

14 Read the names of four parts of an essay. Organise the parts in the correct order.
A. Paragraph (disadvantages)
B. Conclusion
C. Introduction
D. Paragraph (advantages)

15 Read a student’s essay answering the question in Exercise 13. Don’t worry about the gaps
for now.

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Many students use an online dictionary to help them learn a language when they study in class. In
this essay, I 1 ____________________ discuss the advantages and disadvantages of this.

Firstly, if a student doesn’t 2 ____________________ the meaning of a word or phrase, they can find
it quickly and easily with an online dictionary. The teacher can continue with the class and doesn’t
need to stop and answer questions all the time.

Furthermore, a paper dictionary is sometimes too heavy and students don’t like to carry one in their
bags.

On the other hand, when a student is not very confident, or if they are afraid of
3____________________ a mistake, they might start to use their dictionary in the wrong way. If
they stop to 4 ____________________ every word or phrase they don’t know, they won’t
5____________________ their language skills enough and they won’t improve. Additionally, it is
very difficult for a teacher to check that the students are 6 ____________________ their computers
to look 7 ____________________ a word and not just playing online games. If they do not focus on
the class, they won’t 8 ____________________ any progress.

To sum up, an online dictionary is often useful for students. However, in my opinion, students should
only go online when teacher says to do so. If not, they won’t learn for themselves.

16 Read the student’s essay again in Exercise 15 and choose the best answer, A, B or C.
1. A. am going B. going to C. am going to
2. A. see B. know C. think
3. A. having B. doing C. making
4. A. look B. see C. check
5. A. practise B. try C. speak
6. A. using B. use C. used
7. A. up B. at C. to
8. A. do B. make C. have

17 Now, look at the words in bold in the essay that the student uses to organize ideas.
Complete the table using the words or phrases in bold.

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18 Use the information from this unit to write an essay about a topic. The topic of your essay is:
What are the advantages and disadvantages of taking English lessons with classmates from the
same country?

In your essay, you should include:

 a clear introduction and conclusion, and main paragraphs discussing the topic.
 words and phrases to organize ideas.
 advantages and disadvantages.

You should write 250 words.

74
unit 10: SCiEnCE and tECHnoLoGY
In this unit, you will learn how to:

- paraphrase and reformulate information

- use will for future
- describe changes in a graph
- write Task 1 (Diagrams)
- use words to describe process diagrams
- use different tenses appropriate for the task

VOCABULARY AND READING

01 Read the sentences and underline the correct spellings.
1. My computer crushed / crashed / crached and I lost my homework.
2. You need to shout down / shot down / shut down your laptop when you finish using it.
3. There are some excellent wepsites / websites / websides that can help you to study.
4. I own three devices / advices / divises – a smartphone, a laptop and a tablet.
5. The computers at school are all connected to the same netwalk / netwok / network.

02 Complete the sentences using the correct words in the box.

1. If you don’t know who sent you the email, then it isn’t a good idea to open the
__________________.
2. I often __________________ music from the internet.
3. You can __________________ films online a few months after they released at the cinema.
4. You should create a __________________ of your files, so you don’t lose them.
5. The cloud is the name for the place on the internet where you can __________________
your files.

03 You are going to read an article about the internet. Skim the article once quickly.
What is the best title for the article? A, B or C.

A. New developments on the internet.

B. How people communicate on the internet.
C. Why people use the internet.

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04 Read the article again in Exercise 03. Then, look at the information from the article and
complete the paraphrased sentences using ONE to THREE words.

Example:

0. Paragraph 1: It takes information and send it from one computer to another. It is not a
difficult job, but it is a very big one.
Sending information from one computer to another is an easy job.
1. Paragraph 1: There are hundreds of millions of computers connected to the internet at the
same time. However, they don’t all do the same thing.
All the computers connected to the internet are doing _______________ at the same time.
2. Paragraph 2: The second is a mail server for sending and receiving emails.
You can send and receive emails _______________ server.
3. Paragraph 3: A client is a computer that gets information from a server and delivers it to
another computer.
The client _______________ from one computer to another using a server.
4. Paragraph 3: When you go online on your smartphone, you are using it as a client.
Your smartphone becomes the client when you use it _______________.
5. Paragraph 1: When that person sees this photo, your smartphone is working as the server. It
stores the photo and the other person’s device is the client, which searches for your
information.
The client finds the photo by _______________ from the server, which stores it.

GRAMMAR AND VOCABULARY

05 You will hear a lecturer talk about what he thinks is definite or probable in the future.
Listen and complete the tables.

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06 Read part of a student’s end-of-year school report. Do you think he will be happy with it?

07 Look again at the school report. Michael’s teacher has used different words to describe changes.
Complete the information in the chart using the words in the school report.

77
08 In this activity, please refer to the Listening and Speaking book – Unit 10 Exercise 05.
Look again at the information in the table in Exercise 05. Draw a line on the axis below to show
the percentage (%) increase of the population with a smartphone between 2010 and 2025.

% of population with smartphones

09 Now, read the short description and choose the correct answer, A, B or C.
The percentage of people with smartphones 0 __A__ 1 _____38% in 2010 2 _____ 62% in 2015. In
the future, this 3 _____ will 4 _____. At the end of the period in 2025, this percentage will 5 _____
on 86%.

0. A. increased B. increase C. increasing Answer: A

1. A. increased B. from C. to
2. A. at B. by C. at
3. A. to B. rose C. rise
4. A. to continue B. continue C. continuing
5. A. finish B. finishing C. be finish

WRITING: DESCRIBING A GRAPH

10 Look at the line graph and use the language in Exercise 12 to describe the way each line in
the graph changes.

1. Smartphone: __________________
2. Laptop: __________________
3. Smart watch: __________________
4. Tablet: __________________

78
 Percentage of people who own the devices from 2010 to 2025

11 In pairs, compare your answers to Exercise 10.

TASK 1: Diagrams
On the question paper, you see a series of pictures that are connected by arrows. There are often
labels that explain the pictures. There is a title and instructions for writing your response. There is
also a brief description of the information in the diagram. The pictures and text illustrate some kind
of process. It might be an industrial process (e.g. how plastic is made), a biological process (e.g. the
lifecycle of a snail), a physical process (e.g. the water cycle or the rock cycle) or an intellectual
process (e.g. how decisions are made at one company). Your job is to write a well-organised
overview of the process from the pictures and text provided.

There are several types of diagram. You may see a diagram with a clear beginning and a clear end, a
diagram involving alternative stages, a diagram which shows two processes (one that follows
another) or a cyclical diagram.

Here are the basic rules for writing a diagram:

 Look at the diagram carefully and decide what the most important steps are.
 Mention all the steps in the process in your response, although you can omit minor details.

79
12 Work in pairs. Look at the diagram below and answer the questions.
1. What process is illustrated in the diagram?
2. What type of diagram is this?
3. How could you summarise the entire process in one sentence?
4. How many steps are shown?
5. Should you write one sentence for each of the steps?
6. What step should you mention first?

Sequencing Words and Phrases

These words or phrases can be used to describe the steps or stages of a process.
First, …
First, a suitable location must be found.
First of all, …
First of all, the water must be purified.
The first step / stage …
The first step in starting a business is to write a business plan.
The process of … begins with …
The process of mining begins with locating a rich source of the mineral.
Next, …
Next, the raw materials are cleaned.
The next step …
The next step is to test the machine.
Then …
Then the tank is filled with water / The water is first filtered and then poured into the tank.
Following this …
Following this, the valve must be opened.
The following step …

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 The following step is to collect as much information as possible.
After …
After the two types of materials have been separated, they are stored in large containers.
After this, …
After this, you need to pre-heat the oven.
Once …
Once funds have been deposited, customers can write checks or withdraw cash.
Finally, …
Finally, the adult female lays eggs and the process begins again,
The final step / stage …
The final step is to make sure that all the parts are correctly connected.
The last step /stage …
The last step in applying to the university is to submit your application before the deadline.

13 Look at the diagram about drying out a mobile phone. Then rewrite the steps in the process
using expressions in the language box to help you.

Step 1: The phone must be removed from the water as soon as possible.
Step 2: The phone should be placed on paper towels.
Step 3: The case should be removed and the back of the phone taken off.
Step 4: The phone should be dried with a soft cloth.
Step 5: The battery and the SIM card should be removed. They should be dried off.
(Write this as one sentence.)
Step 6: A vacuum cleaner can be used to remove remaining water from the inner sections
of the phone.
Step 7: The phone can be placed in a bag of uncooked rice overnight to soak up any
remaining water.

81
 Verb Forms for Process Diagrams
In most process diagrams, the emphasis is on the action, bot on the person. Therefore, you will
generally use verbs in passive in your response.
Present passive
The pigments are then mixed with oil. (Used to describe industrial, agricultural, or business
processes.)
Present perfect passive
After a bill has been signed by the president, it becomes law. Once the students’ papers have been
graded, the results are recorded. (In clauses beginning with the signal words Once … or After …)
is + to + infinitive
The first step is to take the patient’s temperature. The final step is to send the email.
Present simple active
An adult butterfly emerges wet and shaky from its cocoon. (For biological or other natural
processes.)
Passive modal verbs
Next, the can of paint should be thoroughly shaken.
The two holes must be lined up carefully. (In a response to a ‘how to’ process: how to paint a
room, how to change the oil in your car, etc.)
Imperative (Command) form
First, break the eggs in a bowl and then add milk. Next, heat the oil or butter in a pan.
(Can also be used in responses to ‘how to’ processes.)

14 Look at the diagram which shows the steps involved in producing coffee. Then complete the
sentences describing the process. Use the correct verb forms.

1. The first step ……………………………………………………………………………………………………………………… .

2. The, the seedlings ………………………………………………………………………………………………………………. .
3. Next, what are called the cherries ………………………………………………………………………………………. .
4. The following step ………………………………………………………………………………………………………………. .
5. Once the green coffee …………………………………………………………………………………….. in bags, it can
……………………………………………………………………………………………………………….. in container ships.
6. Green coffee is next …………………………………………………………………………………………………………….. .
7. After the coffee beans …………………………………………………………………………………………………………. .
8. Coffee must ……………………………………………………………………………………… by professional tasters.
9. After that, the ground coffee ………………………………………………………………………… in cans or bags
and then it ……………………………………………………………………………………………………………… in stores.
10. The final steps ………………………………………………………………………………………………. and to enjoy it.

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 The pictures show the steps involved in producing coffee

15 Look at the diagram about the metamorphosis of a frog. (Metamorphosis is the process by
which an animal changes its form as it matures.)

a. Write sentences for each of the steps in the process.

b. Use an appropriate form of the verb given and use words that signal sequence.

1. produce
2. emerge
3. start
4. transform into
5. develop into

First, an adult female

frog produces an egg
mass.

Signal Words for Alternative Steps

Sometimes a diagram will show two or more ways to complete a process. You should use
signal words to indicate that a process can follow two possible directions.
either / or
At this point, either … or … can take place.
Alternatively
The next step is for D2 to happen. Alternatively, D3 might occur.
If
If B1 happens, then C1 occurs. However, if B2 takes place, C2 happens.

83
16 Look at the diagram about the life cycle of a star. Answer these questions.
1. What process is shown?
2. What alternatives are shown in the diagram?
3. How many stages are there in the life of an average star?
4. How many stages are there in the life of a massive star?

17 Complete the paragraph to describe the process in the diagram. Use signal words for the
alternative steps.

A stellar nebula may either 1 ………………or 2 ……………… . If 3 ……………… , it next changes into a red
giant. 4 ……………… it is transformed into a planetary nebula. 5 ……………… a white dwarf.

If 6 ………………, it later becomes a red supergiant and then may eventually experience a supernova.
7 ……………… , a neutron star may be formed. 8 ……………… , the supernova may create a black hole.

18 Look at the pictures which show the steps involved in operating a hot air balloon.
Then answer the questions.

1. What process is pictured in the diagram?

2. How many stages are shown?
3. How could you divide your response into paragraphs?
4. What verb forms should you mainly use in your answer?

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 The diagram below shows how to operate a hot air balloon.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

19 Now write your answer.

1. Write an introductory statement (based on the information in the text box) and describe the
overall process in the introductory paragraph.
2. In Body 1, explain the first stages of operating a hot air balloon.
3. In Body 2, explain the next stages in operating a hot air balloon.

85
unit 11: CHanGE and ConSEQuEnCES
In this unit, you will be able to:

- use scanning method

- answer Sentence Completion (gapped)
- answer True / False / Not Given
- answer Passage 1
- describe Task 1 (Maps and Plans)

READING: Scanning
01 Look at the photo and answer the questions below.

1. What are the main causes of the expanding desert in the picture?
2. Do you think the situation can be reversed? If so, what can be done?
3. Is the responsibility for trying to stop this problem local or global?
4. What are the consequences to mankind in general? Are they social, economic, or
environmental?

02 When you scan a piece of text, you look over it to find one word or phrase, not to understand
the whole text. Which of the suggestions 1-7 do you think are most helpful for scanning?

1. Look only for specific words or phrases.

2. Look for each word or phrase in turn.
3. Look at every word in the text.
4. Try not to think of the meaning as you scan.
5. Use a pencil to guide you.
6. Underline the word when you find it.
7. Think of the meaning of the word you are looking for.

03 Below are the words and phrases from the text Deforestation and Desertification. Scan the text
to find the words, then underline them. The first word has been underlined for you.

zone marginal steadily crept Botswana increasing population

overcultivation plant species management

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04 Use scanning to find words and phrases with these meanings. Use the paragraph reference and
the first letter to help you.

1. It begins with o and means cover. (Paragraph A)

2. It begins with t and means happening. (Paragraph B)
3. It begins with s and means limited. (Paragraph C)
4. It begins with e and means completely. (Paragraph D)
5. It begins with h and means stop. (Paragraph E)

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05 Scan the whole text for words or phrases with these meanings.
1. It begins with p and means long.
2. It begins with p and means fertile.
3. It begins with e and means wearing away.

Sentence Completion (gapped)

06 Read sentences 1-6 taken from a Sentence completion task. Decide whether the missing words
are adjectives or nouns.

07 Scan the reading passage and complete the sentences from Exercise 06.
Choose NO MORE THAN TWO WORDS from the passage for each answer.

True / False / Not Given

08 Statements 1-7 are taken from a True / False / Not Given task. Underline words which could be
used to scan the passage. Explain your choices.

Example
The semi-arid land of the Sahel is found only in Mali.
Scan for Mali because it is easy to see (capital letter) and cannot be expressed in
another way.

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09 Look again at the statements in Exercise 08. Underline words that qualify or limit each
statement, especially adverbs and adjectives.

Example
The semi-arid land of the Sahel is found only in Mali.

10 Decide whether the statements in Exercise 08 are True or False or Not Given
according to the passage.

11 Explain why each statement 1-4 below is Not Given in the test. Use the example to help you.
Example
The Sahel covers more of the land in Mali than it does in Chad.
Not Given because there is no comparison in the text. We know that it covers much of Mali
and Chad, but we do not know which country has more.

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READING: Practice
Passage 1
You should spend 20 minutes on questions 1-14, which are based on Passage 1.

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91
92
TASK 1: Maps and Plans
On the question paper, you see one or two maps with a title. You may see maps of a city or town, a
university, a park, or an island. You may also see plans – for a shopping centre, an office building or a
factory floor. The instructions for writing your response appear in a box above the maps. There is
also a brief description of the map in the box. There is usually a key (legend) that explains what
certain features and symbols on the maps mean. The maps may also include the scale (distance
marker) of the map (e.g. in kilometres), and a compass arrow to show direction (North / South / East
/ West).

Typically, there are two maps or plans showing the same site at two different points in time. The
maps and plans indicate the time periods that the represent with labels. You job is to describe the
changes that took place at that location during that time period. There are a number of changes
from the earlier map to the later one. For example, on a map these might involve the building of the
new roads, the replacement of one building with another, or the movement of one feature to
another part of the map.

Here are the basic rules for writing about maps and plans:

 Look at the maps or plans carefully and note the most important features and changes.
 Select the most important differences in the two maps to write about first.
 Include information from keys, the scale (distance marker) or compass arrows.

12 Work in pairs. Look at the maps below and answer the questions.
1. What information do the maps provide?
2. How many changes do you see? What are they?
3. What information does the key on the first map provide?
4. What information does the key on the second map provide?
5. What time labels do you see on these maps? Why are they important?
6. Do the maps include a scale? What does it tell you?
7. Should you use verbs in the passive form to describe the maps? Why?

The two maps below show a park in Canada before and after a renovation project.

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Using the Correct Tense
Present simple
In the first map, there is no development on the northern part of the beach. However, in the
second map, there is a large hotel on this section of the beach.
Past simple and past perfect
In 1950, there was a coffee shop on the corner of 4th Street and Oak Avenue. However, in 1975, a
hotel stood on that corner.
By 2010, a bridge across the river had been built.
Past simple / present simple, present perfect, used to
In 2000, King Street was a two-way street, but it is a one-way street today.
The trees have been cut down and the forest has been replaced with a paved parking area.
The shop that used to be on the south side of the street was relocated to the north side.
There was formerly a large playground in the park.
Present / future times
At the moment, there is one sports centre, but three years from now there will be four sports
centres in the area.

Compass Points
One common way to locate features on maps is to use compass points.

A new public swimming pool was

built to the north of the tennis
courts.
A bandstand has been constructed in
the centre of the park.
There was formerly an industrial
zone in the south-east of the city.
The word just can be used to
indicate that two things are close to
each other:
The public gardens are just west of
Albert Street.

Describing Maps and Plans

POSITION
be
The town hall is in the centre of town. There is now a high-speed train linking the two forms.
lie
The town of Greendale lies 20 kilometres east of Fallsbrook.
is located
The new student residence is located on the east of the campus.
can be found / can be seen
A bookstore can be found on the second floor of the complex.
stand (used mainly for buildings)

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 The opera house once stood on the corner of Charles Avenue and Rose Street.
CHANGE
build
A shopping mall has been built just outside of town.
construct
An elementary school was constructed where the factory used to be.
expand
The science lab was greatly expanded.
add on to
A new wing has been added on to the art museum.
demolish
Several houses were demolished when the road was constructed.
become
The open space west of the business park became a residential neighbourhood.
remove
The first two rows of seats in the theatre were removed when the stage was expanded.
convert (to)
The factory was converted to a museum.
transform (into)
The old barn will be transformed into an antique shop.
move to
The gift shop was moved to another part of the art museum.
relocate
By 2008, the fire station had been relocated.
ROADS, BRIDGES, ETC
pass through
A highway now passes through the centre of town.
run
A railway used to run between the two towns.
link
The two skyscrapers are linked by a walkway on the 30th floor.
connect
A bridge connects Travis Island with the mainland.
extend
The light rail system will be extended all the way to the airport next year.
at the junction with
There is a hospital on Cooper Street at the junction with Blake Avenue.
cross
Cars used to cross the river at Pembroke Street, but now they cross the river at Castle Street.

13 Look at the map of the university campus. Write six sentences to talk about location.
1. recreation building … next to
A recreation building has been built next to the athletic fields.
2. bike path … between
3. library … central
4. new Arts and Music classroom … north-eastern
5. women’s dormitory … east of
6. science building … between

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14 Look carefully at the maps of the shopping centre below. Complete the following stages.
1. First, write a sentence that gives the information in the instructions in your own words.
2. Next, write one sentence that summarises the changes shown on the two maps.
3. Then make notes on the specific changes that have taken place between 1985 and 2005.
Use your notes to write sentences about these changes with the words below. Make sure
you use the correct verb forms.

at one end … and at the other opposite between next to in front of

inside in the middle of

The maps show a shopping centre in 1985 and in 2005.

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15 Look carefully at the maps and answer the questions.
1. What is the overall idea of the maps?
2. What is the overall purpose of the development project?
3. What are TWO of the most important changes that took place during the development
project?
4. What are some other changes that took place during the development project?

The maps show the waterfront section of a city before and after a development project.

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16 Now write your answer to the task.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

1. Write an introductory statement and outline the main changes that took place.
2. Describe two of the most important changes that took place during the development
project. Give details about the location of some of the features on the maps. Compare the
way the waterfront looked before the project and after the project.
3. Describe two more changes that took place during the development project. Give details
about the location of some of the features on the maps.

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unit 12: tHE iMPoRtanCE oF tHE PaSt
In this unit, you will be able to:

- use skimming method

- answer True / False / Not Given
- answer Sentence Completion (matching endings)
- answer Passage 2
- write a full essay on Agree / Disagree type

READING: Skimming
01 Look at the photo and answer questions 1-4 below.
1. Where is the place shown in the
photo? Can you think of other
historical monuments around the
world?
2. Are places like these relevant in any
way to the modern world? How?
3. Do you think knowing the past help
us to define the future? Or is
history more or less bunk as Henry
Ford said?
4. Is there any historical place in your
home country which is special to
you?

02 As the reading texts in IELTS are not meant to be studied, you need to skim the text fast.
Which alternative (1-4) below best explains how to skim?

1. You extract the meaning or topic of a text without looking at all of the words.
2. You ready every word as fast as you can.
3. You look for one word or phrase only.
4. You look at a text in detail.

03 Read the lists of words 1-5 and answer questions a-d.

1. architect building skyscraper construct design
2. train travel passenger ticket luggage
3. nostalgia past memories read former times history
4. airport luggage air steward fly aeroplane boarding pass
5. in the up to the of a of the enormous and that we with the in

a. Which is the list connected with the topic of air travel?

b. Which list refers to no clear topic?
c. What do you think is the topic of each of the other three?
d. What types of words are in lists 1-4? How is 5 different?

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04 Read the title of the passage below. Underline the words in the box which you would expect to
see in the passage. How do the words relate to the title?

football construction bridges hairdressing

engineers dictionary industrial projects railway

05 Read the title again and skim paragraph A. Look only at the words that are connected with the
word engineer. Ignore the other words as in the diagram. Which words would you skim?

1. Skim words like nouns and verbs.

2. Do not go deep into the text.
3. Ignore words like a, the, in, of, etc.

06 Skim the whole text and match each title below with a paragraph. Which words in the text help
you match the title?

1. The contest for and construction of a suspension bridge.

2. An inspiring engineer.
3. The construction of a tunnel under a river.

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True / False / Not Given
07 Statements 1-7 are taken from a True / False / Not Given task. These often contain comparison
structures. Read the statements and underline phrases which contain a comparison.

08 Decide whether the statements in Exercise 07 are True or False or Not Given.

09 Make simple changes to False or Not Given statements from Exercise 07 to make them True.

10 The flowchart below shows how to decide between True, False and Not Given in comparison
statements. Complete the flowchart by inserting True, False or Not Given into the appropriate
gaps a- c.

11 With reference to the passage, decide whether the statements below are True or False or Not
Given. Use the flowchart in Exercise 10 to decide the answer.

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Sentence completion (matching endings)
12 Read the sentence beginnings 1-7 taken from a Sentence completion task.
Which two beginnings are most likely to be followed by an effect?

13 Read the sentence endings A-H from the same task. Decide which endings indicate an effect.
Then make questions by adding a question word to each ending.

Example
A Which were the only parts completed during Brunel’s lifetime?

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14 Based on your answers in Exercise 13, predict which sentence beginnings and endings can
possibly match. Then skim paragraph C in the passage and complete each sentence beginning
1-7 with the correct ending A-H.

15 Read the following statements from a Sentence completion task which a student matched.
Decide which statements are correct and which are wrong and recombine the sentences.
Give reasons for the changes you make.

1. Many historical sites worldwide are often rewritten by historians.

2. Many old films are rarely conducted for a long period of time.
3. Archaeological digs were known for their breadth of knowledge.
4. Samuel Johnson and Leonardo da Vinci are being destroyed by visitors.
5. Past events are being restored and digitally mastered.
6. Past events are inaccessible to us, even more so than a distant place.

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READING: Practice
Passage 2
You should spend 20 minutes on questions 1-14 which are based on Passage 2.

104
105
106
TASK 2: Practice
Agree / Disagree Essay

Some people think women should be allowed to join the army, the navy and the air force
just like men.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Opinion: ……………………………..
List of vocabulary to use in the essay:

Introduction:
Paraphrase Question: …………………………………………………………………………………………………………….
Thesis Statement: ………………………………………………………………………………………………………………….
Outline Statement: ………………………………………………………………………………………………………………..
Body 1 (Supporting Paragraph):
Topic Sentence: ……………………………………………………………………………………………………………………..
Explanation: …………………………………………………………………………………………………………………………..
Reason / Example: …………………………………………………………………………………………………………………
Reason / Example (2): ……………………………………………………………………………………………………………
Concession Sentence: …………………………………………………………………………………………………………….
Body 2 (Supporting Paragraph 2):
Topic Sentence: ……………………………………………………………………………………………………………………..
Explanation: …………………………………………………………………………………………………………………………..
Reason / Example: …………………………………………………………………………………………………………………
Reason / Example (2): ……………………………………………………………………………………………………………
Concession Sentence: …………………………………………………………………………………………………………….
Conclusion:
Summary: ………………………………………………………………………………………………………………………………
Recommendation or Prediction: ……………………………………………………………………………………………

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unit 13: MaCHinES, PRoCESSES and CYCLES
In this unit, you will be able to:

- label a diagram
- answer Table completion
- answer Flowchart completion
- answer Passage 3
- write Task 1 (Mixed charts)

READING: Labelling a diagram

01 Look at the list of energy sources and answer the questions below.
wood wind water nuclear coal
human power animals gas oil

1. How has each one had an impact on human history?

2. Which sources do you think have a future?
3. What other sources are there?

02 Look at the diagram and answer

questions below.

1. What does the diagram show?

2. What types of words are needed to
label the diagram? Make some
predictions.

03 Label the diagram using NO MORE THAN

TWO WORDS from the passage below to
each space.

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04 Before you look at the passage below, decide which of the following words are associated with
advantage and which with disadvantage?

downside benefit drawback stumbling block

problem upside plus handicap

05 Scan the passage for the words in Exercise 04, or other words with similar meanings, and
underline them.

Table completion
06 The table below is taken from a Table completion task. Look at the headings at the top and side
of the table. Which headings give you the topic of the passage? Which help you with the
organization?

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07 Complete the table. Use NO MORE THAN TOW WORDS from the text above.

08 In Table completion tasks, it is important to understand the relationship between the headings
and the details. Look at the extract from a table below and insert four headings from the list in
spaces 1-4.

Method Types of power Types of organization Location

Types of environmental risks Homes supplied Environmental impact

Flowchart completion
09 Flowchart tasks normally relate to processes or sequences. Match each linking phrase below
with a stage from the flowchart in Exercise 10? Which can relate to any stage? Which cannot
relate to any stage? The first one is done for you.

firstly stage one finally …………………………..

thirdly ………………………….. at first …………………………..
after that ………………………….. in the next phase …………………………..
subsequently ………………………….. following that …………………………..
simultaneously …………………………..

10 The flowchart below is taken from a Flowchart completion task. Skim the flowchart, and where
possible predict the words to complete the chart.

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11 Now complete the chart using NO MORE THAN TWO WORDS from the passage below.

12 Stages in a flowchart are often expressed in note form. Turn sentences a-e into noted as in the
flowchart above.

Example
Ethanol is produced once the filtering is completed.
Ethanol produced once filtering completed.

1. Diamonds are formed deep below the surface of the earth.

2. Filtration is followed by fermentation.
3. Heat is generated by the waste buried in the ground.
4. Electricity is generated by the rotating blades.
5. The recording is published, sold, and played on the radio.

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Reading: Practice
Passage 3
You should spend 20 minutes on questions 1- 14 which are based on Passage 3.

112
113
114
TASK 1: Practice
Mixed charts

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Trend: ……………………………………………………………………………………………………………………………………
Comparisons: - Similarities: -
- -
- -
- -
List of vocabulary to use:

Tense to use: …………………………………………………………………………………………………………………………

Introduction:
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
Overview:
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
Body 1:
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..

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Body 2:
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..

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unit 14: EduCation
In this unit, you will be able to:

- predict answers
- answer Yes / No / Not Given (Writer’s claims)
- answer Matching headings
- answer Passage 4
- write a full essay on Discussion/Opinion type

READING: Predicting
01 Look at the photos and answer questions 1-4.

1. How are the learning environments different in each picture? What other patterns of
learning can you think of?
2. Which of these ways of learning do you prefer? Why?
3. Which pattern of learning has been most frequent in your education?
4. Is the way people learn in the modern world changing? How?

02 Written texts in English follow patterns. Consequently, it is often possible to predict the order of
headings. Read the headings i-iv, taken from a Matching headings task, and answer questions
1-3 about the words in italic.

1. Which words relates to a general issue?

2. Which words relates to causes?
3. Which word relates to a future situation?

03 Read this explanation from a student predicting the order of the headings. Decide the correct
sequence for i-iv.

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If you are writing about illiteracy in advanced economies, it is logical to state the general issue or
problem first. Then, you say where it is found. After that, you can talk about the causes, and then
what is going to happen next.

04 Read headings i-iv from a Matching headings task and answer questions 1-3.

1. Which heading relates to an effect or consequence?

2. Which headings relate to causes?
3. Which heading contains an indefinite article? Why?

05 Based on the headings in Exercise 4, which of these descriptions best fits the likely pattern of
the article?

1. The writer begins by stating the effects of a problem. Then the writer gives a description of
the problem. Finally, the writer details its causes.
2. The writer begins by stating the problem. Then the writer gives details of the factors which
contribute to this problem. Finally, the writer describes the consequences.

Yes / No / Not Given (Writer’s claims)

06 Statements 1-7 below are taken from a Yes / No / Not Given task. These are similar to True /
False / Not Given, but they are used in passages where the writer is presenting an opinion. Read
the statements, then answer questions a-d.

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 a. Which statements contain a comparison?
b. Which contain a cause and effect?
c. Which contain words with negative connotations? Underline them.
d. Using the title of the passage and the information from all the questions together, can you
predict any of the answers? Make a note.

07 For each of the statements 1-7 in Exercise 06, decide if they agree with (Yes) or contradict (No)
the writer’s opinion. Write Not Given if it is impossible to say what the writer thinks in the
passage below.

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Matching headings
08 Match the organizing words in 1-4 with the sections A-D above.
1. The belief
2. The consequence
3. Reasons
4. A criticism

09 Complete the headings in Exercise 8 above by choosing an appropriate ending from a-f below.
a. that business lost due to lack of linguistic ability disproved
b. why young British people learn languages
c. why young people don’t learn languages
d. of English not being a major language
e. why foreign language learning disliked
f. of British attitudes to learning languages

10 A student skimmed three paragraphs 1-3, paying attention only to the words which give
meaning. Skim quickly the words he looked at below, and decide which title, a or b, is better in
each case.

121
READING: Practice
Passage 4
You should spend 20 minutes on questions 1-13 which are based on Passage 4.

122
123
124
TASK 2: Practice
Discussion/Opinion Essay
Some people believe that studying at university or college is the best route to a successful
career, while others believe that it is better to get a job straight after school.
Discuss both view and give your opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Opinion chosen: …………………………………………………………………………………………………………………….
List of vocabulary to use in the essay:

Introduction:
Paraphrase Question: …………………………………………………………………………………………………………….
State both points of view: …………………………………………………………………………………………………….
Thesis Statement: ………………………………………………………………………………………………………………….
Outline Statement: ………………………………………………………………………………………………………………..

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Body 1:
State first view point: ……………………………………………………………………………………………………………
Discuss the idea: ……………………………………………………………………………………………………………………
Reason: ………………………………………………………………………………………………………………………………….
Example: ………………………………………………………………………………………………………………………………..
Body 2:
State second view point: ………………………………………………………………………………………………………
Discuss the idea: ……………………………………………………………………………………………………………………
Reason: ………………………………………………………………………………………………………………………………….
Example: ………………………………………………………………………………………………………………………………..
Conclusion:
Summary: ………………………………………………………………………………………………………………………………
State which one is better or more important: ………………………………………………………………………..

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unit 15: YoutH
In this unit, you will be able to:

- identify relevant sections

- answer Summaries with wordlists
- answer Selecting statements
- answer Global multiple-choice question
- answer Passage 5
- write Task 1 (Bar Graph)

READING: Identifying relevant sections

01 Look at the photo and answer questions 1-4.
1. What aspect of modern life
does the photo suggest?
2. To what extent is there a
real or an imagined gap
between the capabilities of
older and younger people?
3. Do young people take on
responsibilities at an earlier
age than they did in the
past? If so, is this a good
development?
4. Which age group – young
adult, middle aged, elderly –
would you associate the
adjectives below with?

creative analytical responsible

flexible spontaneous sensible

02 Skim the title of the reading passage below. What can you predict about the topic of the
reading passage from the title?

03 Read the summary, which is taken from a Summary task with a wordlist. Then answer the
questions a and b below.

a. Which words in the summary will help you scan for the beginning and the end of the
relevant section of the text?
b. Skim the reading passage and decide where the summary begins and ends.

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128
Summaries with wordlists
04 Complete the summary in Exercise 3 as far as you can without looking at the passage again.
To what extent is it possible to predict the meaning of the missing words in the summary
without reading the passage?

05 Complete the summary in Exercise 3 using items A-M from the wordlist below.

06 Using the following notes to help you, check the items you have selected from the wordlist for
questions 1-7.

1. something to do with quantity

2. something to do with order
3. something to do with electronic things
4. something to do with things you send electronically
5. something to do with the way of doing things
6. something which has happened to do with electronics
7. something to do with the effect of 5 and 6

07 Underline the words in the reading passage which are paraphrases of the answers 1-7 above.

Selecting statements
08 Statements A-G in Exercise 09 are taken from a Selecting statement task. Skim the statements
and answer questions 1-3.

1. Which part of the passage do you think the answers are in?
2. Which statements can you predict to be true?
3. Which words can you use to scan? Can you use electronic gadgets? Why? Why not?

09 Using your predictions in Exercise 088 to help you, choose three statements to answer the
Selecting statements task below.

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Global multiple-choice question
10 The question below is a Global multiple-choice question. Read the question and then answer
questions 1-3.

1. Look at the stem of the multiple-choice question. What does it tell you about the location of
the answer?
2. What does the title of the passage tell you about the writer’s opinion?
3. Which alternatives can you eliminate?

11 Using your answers in Exercise 10, answer the Global multiple-choice question.

130
READING: Practice
Passage 5
You should spend 20 minutes on questions 1-13, which are based on Passage 5.

131
132
133
TASK 1: Practice
Bar graph
The graph below gives information about the percentage of people by age group in one country
in 2015 who used mobile / cellphone for four situations.

Summarize the information by selecting and reporting the main features and make comparisons
where relevant. Write at least 150 words.

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Trend: ……………………………………………………………………………………………………………………………………
Comparisons: - Similarities: -
- -
- -
- -
List of vocabulary to use:

Tense to use: …………………………………………………………………………………………………………………………

Introduction:
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
Overview:
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
Body 1:
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..

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Body 2:
…………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………..
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