Complete ielts  bands 6 5 7 5  students book with answers

p i C a m b r id g e ^ p ) U N IV E R SIT Y PRESS g | I CAMBRIDGE ENGLISH Language Assessment Part of the University of Cambridge Cambridge English For distribution in Vietnam b v M it h q > ThLF viên - OH Quy Nhom B l I I I I I I ^ qqq4 o Tai ngay!!! Ban co the xoa dong chu nay!!! * A C a m b r id g e U N IV E R S IT Y PR E SS CAMBRIDGE ENGLISH L an guage A ssessm ent Part of the University of Cambridge Cambridge English Bands 6.5 -7.5 Student’s Book withAnswers Guy Brook-Hart and Vanessa Jakeman TRUdNO DAI HOC OUV NHDN T H U V l |W j Ic o J T ^ O /^ a DJ\ Cambridge UNIVERSITY PRESS University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314-321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi - 110025, India 79 Anson Road, #06-04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence www.Cambridge.org This FAHASA reprint edition is published by Cambridge University Press for Ho Chi Minh Book Distribution Corporation (FAHASA) © Cambridge University Press 2013, 2014 This publication is in copyright Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published 2013 FAHASA reprint edition 2014 20 19 18 17 16 15 14 13 12 11 10 Printed in Vietnam by FAHASA Printing Factory ISBN 978-1-107-69994-6 Student’s Book with Answers with CD-ROM FAHASA reprint edition ISBN 978-1-107-63438-1 Workbook with Answers with CD-ROM FAHASA reprint edition Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter This FAHASA reprint edition of ISBN 978-1-107-62508-2 is for sale in Vietnam only Contents Map of the u nits Introduction IELTS Academ ic Module: content and overview Getting higher qualifications Colour my world Vocabulary and grammar review A healthy life Art and the artist Vocabulary and grammar review Stepping back in time IT society Vocabulary and grammar review Our relationship with nature Across the universe Vocabulary and grammar review Units and Units and Units and Units and 28 30 40 50 52 62 72 74 84 94 Additional material Speaking reference Writing reference Language reference Word lists IELTS practice test Recording scripts Answer key 96 97 102 112 124 132 149 165 A cknow ledgem ents 168 Contents U n it title Getting higher qualifications Colour my world R eading Listening S p e a k in g R e a d in g S e c t io n 1: The MIT factor: celebrating 150 years of maverick genius L is t e n in g S e c t io n : A g r a d u a t e S p e a k in g P a r t r e c r u i t m e n t fa ir • • T r u e / F a ls e / N o t G iv e n • • N o t e c o m p le t io n • • S h o r t - a n s w e r q u e s t io n s U s in g a d v a n c e d v o c a b u la r y U s in g L is te n in g S e c tio n : A c o lo u r S p e a k in g P a r t e x h ib itio n • • M a t c h in g h e a d in g s • T a b le c o m p le t io n • In t r o d u c in g p o in ts w it h in t h e t a lk • S u m m a r y c o m p le t io n • P ic k f r o m a list • M a in t a in in g f lu e n c y a n d • P ic k f r o m a lis t B e g in n in g a n d e n d in g t h e t a lk c o h e re n c e Examining the and L is te n in g S e c tio n : In t e r v ie w w i t h a S p e a k in g P a r t placebo effect p h y s io t h e r a p is t • A d d r e s s i n g t h e t a s k a n d m a k in g • Y e s / N o / N o t G iv e n • M a t c h in g • S u m m a r y c o m p le t io n w i t h a • F l o w - c h a r t c o m p le t io n • T a lk in g a b o u t a m b it io n s a n d R e a d in g S e c t i o n : u s e fu l n o te s box Map of the units t a lk words R e a d in g S e c t i o n : • Art and the artist used to a n d would t o a b o u t th e p a s t Vocabulary and grammar review Units A healthy life y o u r s e lf • Learning color A n s w e r i n g q u e s t io n s a b o u t F o r m c o m p le t io n a s p ir a t io n s M u l t ip l e c h o ic e R e a d in g S e c tio n 1: The history of L is te n in g S e c tio n : A le c t u r e o n S p e a k in g P a r ts a n d the poster A b o r ig in a l a r t • U s in g a d v a n c e d v o c a b u la r y • • • A d d r e s s i n g a b s t r a c t t o p ic s • G e n e r a lis in g a n d d is t a n c in g T a b le c o m p le t io n • F l o w - c h a r t c o m p le t io n • T r u e / F a ls e / N o t G iv e n N o t e c o m p le t io n l Vocabulary and grammar review Units and Stepping back in time IT society R e a d in g S e c tio n 2: Last man L is te n in g S e c tio n : A t a lk b y a S p e a k in g P a r ts a n d standing p a la e o n t o lo g is t • • M a t c h in g in fo r m a tio n • M u l t ip l e c h o ic e • S e n t e n c e c o m p le t io n • L a b e llin g a d ia g r a m • M a t c h in g f e a t u r e s R e a d in g S e c tio n : The new way F lu e n c y s t r a t e g ie s : s p e a k in g fo r t h e fu ll t w o m in u te s • S p e c u la t in g a n d h y p o th e s is in g • G iv in g r e a s o n s a n d e x a m p le s L is te n in g S e c tio n : A le c t u r e a b o u t S p e a k in g P a r ts a n d to be a fifth-grader a n im a tio n t e c h n o lo g y in t h e film • • M u l t ip l e c h o ic e in d u s tr y • Y e s / N o / N o t G iv e n • • M a t c h in g s e n t e n c e e n d in g s | N o t e c o m p le tio n P a r a p h r a s in g u n k n o w n o r f o r g o t te n v o c a b u la r y • D is c u s s in g a d v a n t a g e s a n d d is a d v a n t a g e s Vocabulary and grammar review Units and Our relationship with nature Across the universe Gold dusters L is te n in g S e c tio n : S t u d e n t S p e a k in g P a rts a n d • M a t c h in g h e a d in g s d is c u s s io n a b o u t a p h o t o g r a p h y • • S e n t e n c e c o m p le t io n a s s ig n m e n t • U s in g a d v a n c e d v o c a b u la r y • P ic k fr o m a list • L a b e llin g a p la n ° S p e c u la t in g a n d t a lk in g a b o u t t h e • S e n t e n c e c o m p le tio n • S h o r t - a n s w e r q u e s tio n s R e a d in g S e c tio n 2: R e a d in g S e c tio n : The Earth and fu tu re L is te n in g S e c tio n 4: A le c t u r e o n S p e a k in g P a rts a n d Space Foundation s p a c e o b s e r v a tio n • • • Y e s / N o / N o t G iv e n ° M u l t ip l e c h o ic e • S u m m a r y c o m p le t io n w it h a N o t e c o m p le tio n Vocabulary and grammar review Units /7and U n d e r s t a n d in g t h e q u e s t io n a n d g iv in g a n a p p r o p r ia t e a n s w e r ° box ( i\ } Map of the units S t r u c t u r in g t h e t a lk U s in g a r a n g e o f la n g u a g e fu n c tio n s W riting V ocab ulary Pronunciation W r it in g T a s k D e p e n d e n t p r e p o s itio n s S e n t e n c e s tre s s P a s t s im p le , p r e s e n t p e r f e c t • S tr e s s in g im p o r t a n t w o r d s , s im p le a n d p a s t p e r f e c t s im p le • W r it in g a n in tr o d u c tio n to t h e t a s k • S e le c t in g a n d s u m m a r is in g m a in in c lu d in g p r o n o u n s a n d fe a tu re s c o n tr a c tio n s • G r o u p in g in fo r m a tio n in p a r a g r a p h s • A d v a n c e d u s e o f s u p e r la tiv e s W r it in g T a s k • P h s a l v e r b s In to n a tio n A n a ly s in g t h e t a s k a n d • b r a in s to r m in g id e a s • P la n n in g a n a n s w e r • U s in g a t t it u d e a d v e r b ia ls W r it in g T a s k • Key g m m a r N o u n s a n d a r tic le s U s in g in to n a tio n to s h o w h o w y o u fe e l V e r b + n o u n c o llo c a tio n s L in k in g a n d p a u s in g E x p r e s s in g la r g e a n d s m a ll d if f e r e n c e s S u m m a r is in g k e y f e a t u r e s in m o r e th a n o n e c h a rt • P a r a g r a p h in g a n d t h e o v e r v ie w • U s in g y o u r o w n w o r d s • E x p r e s s in g a m o u n t, e x te n t o r c a te g o ry W r it in g T a s k C o llo c a tio n s a n d p h r a s e s w it h S p e e c h r a te a n d c h u n k in g E x p r e s s in g p u r p o s e , c a u s e • B in s to r m in g m a in id e a s make, take, a n d have • a n d e ffe c t • M a in t a in in g a c le a r p o s itio n W r it in g T a s k W o r d fo r m a t io n - n e g a t iv e S e n t e n c e s tr e s s • S u m m a r is in g a d ia g r a m a ffix e s • • A n a ly s in g t h e t a s k a n d o r g a n is in g o f a n a n s w e r , e g a r e f e r e n c e , th e a n s w e r c o n t r a s t , e tc • P a u s in g b e t w e e n w o r d g r o u p s U s in g r e a s o n s a n d e x a m p le s fo r s u p p o rt • • In t r o d u c in g a r g u m e n t s S p e a k in g h y p o th e tic a lly H ig h lig h tin g im p o r t a n t a s p e c ts L in k in g in fo r m a tio n , s ig n a llin g a n d c o m p a r in g s ta g e s • U s in g p a r t ic ip le c la u s e s to e x p r e s s consequences W r it in g T a s k • D e s c r ib in g a d v a n t a g e s a n d • S t r u c t u r in g a n a n s w e r a n d lin k in g A d je c t iv e + n o u n c o llo c a tio n s In to n a tio n • d is a d v a n ta g e s R e fe r e n c in g S h o w in g y o u a r e e n g a g e d in d is c u s s io n • H e lp in g t h e c o n v e r s a tio n flo w p a g p h s • P r e s e n tin g a b a la n c e d v ie w : d is c o u r s e m a r k e r s W r it in g T a s k • C a t e g o r is in g d a ta • O r g a n is in g in fo r m a tio n • P r o o fin g y o u r w o r k : p u n c t u a t io n : _I Id io m a tic e x p r e s s io n s W o r d s tre s s S p e c u la tin g a n d ta lk in g a b o u t t h e f u tu r e W r it in g T a s k V e rb s a n d d e p e n d e n t R h y th m a n d c h u n k in g • L in k in g id e a s a n d v ie w s a c r o s s p r e p o s itio n s • • W r it in g a c o n c lu s io n • U s in g a d v a n c e d v o c a b u la r y E m p h a s is in g A c h ie v in g n a t u r a l- s o u n d in g r h y th m p a g p h s ! Map of the units (IP) Introduction • a complete IELTS practice test • eight photocopiable word lists (one for each unit) containing topic-based vocabulary found in the units, Who this book is for accompanied by a definition supplied by a corpusinformed Cambridge dictionary, e.g the CALD Complete IELTS Bands 6.5-7.5 is a short preparation • complete recording scripts for all the listening material course of 50-60 classroom hours for students who wish to take the Academic module of the International English • complete answer keys, including sample answers to Language Testing System (IELTS) It teaches you the all Writing tasks reading, writing, listening and speaking skills that you • a CD-ROM which provides you with many interactive need for the exam It covers all the exam question types, exercises, including further listening practice exclusive as well as key grammar and vocabulary which, from to the CD-ROM All these extra exercises are linked to research into the Cambridge Learner Corpus, are known the topics in the Student’s Book to be useful to candidates needing to achieve a high band score in the test If you are not planning to take the Also available are: exam in the near future, the book teaches you the skills • two audio CDs containing listening material for the and language you need to reach an advanced level of eight units of the Student’s Book plus the Listening English (Common European Framework (CEF) level Cl) Test in the IELTS practice test The listening material is indicated by different coloured icons in the Student’s What the book contains Book as follows: r > CD1, r > CD2 In the Student’s Book there are: • a Teacher’s Book containing: - step-by-step guidance for handling all the activities • eight units for classroom study, each containing: in the Student’s Book - one section on each of the four papers in the a large number of suggestions for alternative IELTS test, with relevant language input and skills treatments of activities in the Student’s Book and practice suggestions for extension activities - a range of enjoyable and stimulating speaking information and advice on the test and task types activities, designed to enhance your fluency for teachers to pass on to students and your ability to speak at length and express - extra photocopiable materials for each unit of the complex ideas Student’s Book, to practise and extend language - a coherent approach to IELTS Writing tasks - complete answer keys, including sample answers - key grammar exercises relevant to the exam, to writing tasks including exercises based on the Cambridge - four photocopiable progress tests, one for every Learner Corpus that highlight common two units of the book problem areas for advanced students - eight photocopiable word lists (one for each unit) - vocabulary exercises that aim to raise your taken from the International Corpus which extend knowledge of advanced vocabulary items and help the vocabulary taught in the units Each item in the demonstrate your ability to use these in Writing word list is accompanied by a definition supplied by and Speaking tasks a corpus-informed Cambridge dictionary, e.g the - a unit review which revises the vocabulary and CALD grammar that you have studied in each unit • a Workbook containing: • Speaking and Writing reference sections which eight units for homework and self-study Each unit explain the tasks you will have to in the Speaking contains full exam practice in one part of the IELTS and Writing papers They give you examples, together Reading and Listening papers with additional exercises and advice on how best to - further practice in analysing the tasks from the approach these two IELTS papers Writing paper and writing answers • a Language reference section which clearly explains further practice in the grammar and vocabulary all the areas of grammar and vocabulary covered taught in the Student’s Book in the book and which will help you prepare for the an audio CD containing all the listening material for IELTS test the Workbook co ■ Introduction IEL.TS Academ ic Module: content and overview p a rt/tim in g co ntent te st focus LISTENING approximately 30 minutes • four sections • 40 questions • a range of question types • Candidates are expected to listen for specific information, main ideas and opinions • There is a range of task types which include completion, matching, labelling and multiple choice • Each question scores mark; candidates receive a band score from to • Section 1: a conversation on a social topic, e.g someone making a booking • Section 2: a monologue about a social topic, e.g a radio report • Section 3: a conversation on a study-based topic, e.g a discussion between students • Section 4: a monologue on a study-based topic, e.g a lecture READING hour Students have ten minutes at the end of the test to transfer their answers onto an answer sheet The recording is heard ONCE • three sections • 40 questions • a range of question types • Section 1: a passage with 13 questions • Section 2: a passage usually divided into paragraphs with 13 questions • Section 3: a passage with 14 questions WRITING hour At least one passage contains arguments and/or views This is usually Section Candidates are advised to spend no more than 20 minutes on each section • two compulsory tasks • Task 1: a 150-word summary of information presented in graphic or diagrammatic form • Task 2: a 250-word essay presenting an argument on a given topic SPEAKING 11-14 minutes Candidates are advised to spend 20 minutes on Task and 40 minutes on Task 2, which is worth twice as many marks as Task • three parts • one examiner + one candidate • Part 1: The examiner asks a number of questions about familiar topics such as the candidate’s studies/work, hobbies, interests, etc 4-5 minutes • Part 2: After a minute’s preparation, the candidate speaks for two-minutes on a familiar topic provided by the examiner 34 minutes • Part 3: The examiner and the candidate discuss some general questions based on the theme of the Part topic 45 minutes • Candidates are expected to read for / understand specific information, main ideas, gist and opinions • Each section contains more than one task type They include completion, matching, paragraph headings, True/False/Not Given and multiple choice • Each question scores mark; candidates receive a band score from to • Candidates are expected to write a factual summary and a discursive essay • Candidates are assessed on a nine-band scale for content, coherence, vocabulary and grammar • Candidates are expected to be able to respond to questions on familiar and unfamiliar topics and to speak at length • Candidates are assessed on a nine-band scale for fluency, vocabulary, grammar and pronunciation All candidates who take the test receive an Overall Band Score between and that is an average of the four scores for each part of the test For information on courses, required band scores and interpreting band scores, see w w w ielts.org IELTS Academic Module: content and overview nit Getting higher qualifications Starting off O Work in small groups Explain what it means to have each of these personal qualities, using your own words When you have finished, look at page 96 to check your answers a You things like read documents very carefully and focus on all the small points, checking their accuracy a b c d e f g h an eye for detail creativity an enquiring mind the ability to work in a team vision an outgoing personality good communication skills management skills e Which of the qualities in Exercise you think each of the photos illustrates? Some could illustrate more than one quality e Work in pairs • What type of work you or want to do? Why? • Which of the qualities in Exercise you need? Why? • What other qualities would be useful? Why? ( ) Unit l Listening Section @ Look at Questions 1-10 and quickly check what type of information you need to fill each gap Exam information • You hear a conversation between two people on a social topic Questions 1-10 • This is the easiest part of the Listening test The other three parts are in increasing order of difficulty Write NO MORE THAN THREE WORDS AN D / OR A NUMBER for each answer • O Complete the form below In this section only, you are given an example at the beginning Graduate details Work in pairs You are going to hear a conversation between a university student and a company representative at a graduate fair Before you listen, look at this advertisement, then discuss the questions below Area of work: Name: Nationality: Example: Dominika @qmail.com London BA E m a il a d d r e s s : University: Type of course: Date available: Personal information organised a charity Interests: a n d Previous job(s): Career plans: wants to be a Heard about fair through: 10 Other activities: © Now listen and answer Questions 1-10 Exam advice What you think happens at a graduate fair? Why you think they are useful? Why many jobs require you to have a university degree? When is vocational training more useful than a university degree? What might improve a graduate’s chances of getting the job they want? Form completion • Before you listen, think what type of information you need for each gap • Read ahead as you listen, because you only hear the recording once • Check your spelling and any standard abbreviations [e.g cm for centimetres ] that you use • If you need to write numbers, write them as figures, not words, as you are less likely to make mistakes © Work in pairs Imagine you are talking to another student who you have met at the coffee bar at a graduate fair Introduce yourselves and tell each other about your: • studies and qualifications / current job • career plans and reasons for them • free-time interests and related qualifications Getting higher qualifications weaken the top part, which eventually collapses, leaving an isolated piece of rock called a ‘stack’ Over time, the stack also wears away to form a ‘stump’ Meanwhile, more caves may develop along the base of the headland, and additional arches and stacks can be created The diagrams clearly show how the continual process of erosion, with the formation of caves, arches and stumps of rock, contributes to the eventual withdrawal of a headland Writing © Suggested answers It shows how the changes in a cliff face revealed fossil remains a The action of the sea, the changing position of the cliff, the erosion and exposure of fossils b Changes in the position and shape of the cliff; the tides and the level of the seawater; the sea floor/base and the rocks/stones c Coastline, stones, rocks, tide, waves, power, force, expose, reveal, retreat, erode, etc According to the stages in the diagram A summary of the impact of erosion © e, h, a, g, c, f, b, d The diagram shows the changes that took place in a cliff face as a result of coastal erosion, and how this led to the discovery of fossils At one time, the cliff stood much further out and, at low tide, the sea water did not touch the base of the rock Conversely, at high tide, the waves sometimes reached half­ way up the cliff wall, beating on it with some force Eventually, the power of these waves loosened and wore away the rock This meant that stones and boulders fell into the sea, and the cliff slowly retreated, exposing previously buried rock at low tide As the waves nit the lower part of the cliff more frequently, this area eroded more quickly and became a hollow in the cliff wall where fossils could be found Meanwhile, the overhanging cliff at the top cracked, creating a dangerous area beneath it Clearly, the fossils would have remained buried and the coastline unchanged if it had not been for the action of the sea a b O i © i as a result / At one time / Eventually / As Conversely / Meanwhile Unit Starting off © Id 2b 6a Suggested answer © Khan Academy is an educational website (containing 2,400 videos on maths) that students can watch at home or teachers can use in c la s s r o o m s It is changing the way maths is taught and the way students learn Teachers and students like it, but some educationalists are critical of it © © an educational website a video Thordarson’s normal instruction one-to-one instruction overhauling the school curricula Khan’s fans schools becoming test-prep factories the lecture S u g g e s te d u n d e r lin in g content / Khan Academy videos th is re v e rs a l / teaching / ‘middle’ / class Students praise / videos / because A n sw ers line 40 D ( to o k a w h ile fo r m e to w o rk it o u t , ” ) B ( th e y c o n s is t o f a v o ic e o v e r b y th e s ite 's fo u n d e r , S a lm a n K h a n , c h a ttily d e s c r ib in g a m a th e m a tic a l science, transforming our ability CT-scanned, revealing rock, making it hard beach, carrying the sand cliff wall, producing ifr/fi) C om plete IELTS B an d s S -7 5c something about Khan Academy, and about the use of visual/interactive materials in school and how this is changing teaching methods creating a dangerous area beneath it (the cracking of the overhanging cliff) © Sample answer The four pictures illustrate the changes that can take place in the appearance of a headland as a result of coastal erosion A headland is a cliff or large rock that extends into the sea Initially, it is solid, but over time, the movement of the sea water can wear away a weak part at the base of the rock, to form a small hollow or cave At high tide, the water may reach half-way up the headland and gradually the motion of the waves can widen the cave, turning it into an arch Hurdle Door in Dorset is an example of this type of erosion As the witter continually beats against the arch, it can 4f Reading the waves reaching half-way up the cliff wall The participle clause is separated by a comma exposing previously buried rock at low tide (the cliff retreating from its position) 3e c o n c e p t o r e x p la in in g h o w to s o lv e a p r o b le m , w h ile h is h a n d - s c r ib b le d f o r m u la s a n d d ia g r a m s a p p e a r o n ­ © sc re en ) C (T h is in v o lv e s r e p la c in g s o m e o f h e r le c tu re s w ith K h a n ’s v id e o s , w h ic h s tu d e n t s c a n w a tc h a t h o m e ) B (S ch o o ls h a v e s p e n t m illio n s o f d o lla r s o n s o p h is tic a te d c la s s r o o m te c h n o lo g y , b u t th e e ffo rt h a s b e e n in v a in ) D ( s te p s th a t te a c h e rs o fte n g lo s s over.) S u g g e ste d u n d e r lin in g Thordarson’s first impressions / Khan Academy / wrong K han/change/courses grade levels / progressing / different rates principals / invited Khan / schools 10 Khan / advice / start-up projects A n sw ers YES ( I n itia lly , T h o rd a r so n th o u g h t K h a n A c a d e m y w o u ld m erely be a h e lp fu l s u p p le m e n t to h er n o rm a l in stru ctio n B u t it q u ic kly b eca m e fa r m ore th a n th a t) NO (K h a n n e v e r in te n d e d to o verh a u l th e school curricula a n d h e d o e sn 't h a ve a c o n siste n t, com p reh en sive p la n for d o in g so.) NO [The ve ry co ncept o f g d e levels im p lies groups o f s tu d e n ts m o v in g a lo n g together a t a n ev en pace.) NOT GIVEN (Principals are mentioned, but there is nothing about them inviting Khan into their schools.) 10 NOT GIVEN (Start-ups are mentioned, but there is nothing about Khan giving advice on them.) O Suggested u n d e rlin in g 11 12 13 14 Bill Gates thinks Gary Stager Sylvia Martinez regrets Ben Kamens / told © drawings paper hand-painted / hand painted 6.3 billion (animal) fur digital lighting crowds facial movement video games 10 reality Vocabulary © plentiful irreplaceable sure tall extensive expectations; high/great central/main characters outstanding feature considerable/large number significant/noteworthy achievement Speaking A n sw e rs 11 B (N evertheless, so m e o f his fa n s believe th a t h e h a s s tu m b le d o n to th e so lu tio n to ed u c a tio n 's m iddle-of-theclass m ediocrity M o st n o ta b le a m o n g th e m is introduces her topic ✓ The website Tm going to talk about is introduces each point clearly s W hat it is is, it's basically a site where W hat people is It's mainly young people w h o I love this website because Bill Gates, ) 12 D (Schools h a ve becom e “joyless test-prep factories," h e says, a n d K h a n A c a d e m y caters to th is d ism a l trend.) 13 G ( sh e d o u b ts th a t it w o u ld w ork for th e m a jo rity o f paraphrases when she can't remember a word or phrase / repeats some points X rephrases to avoid hesitation / there are all sorts o f m any different types o f uses a strategy to include something she forgot S I m eant to say earlier pauses unnecessarily X ends her talk naturally within two minutes S p u p ils ) s tu d e n ts fro m beco m in g th is advanced.") Suggested a n sw ers They had to everything by hand / It required many drawings / Artists were required with excellent skills Children love the colours / expressions / animal characters, etc For adults, there is a lot of humour that they can appreciate / animated films can stir many different emotions / they can be reminded of their childhood and of popular childhood stories / the films have wisdom in their simplicity the history of animation technology and facts about Pixar Animation Studios, including future plans There are three levels of help: You can listen for a) the bold headings that indicate a change in topic; b) the names and other words in the left-hand column, which act as prompts; and c) the words around each gap that help you predict the type of answer plural noun, something to with faces noun, a material used to make cut-outs for producing animated scenes adjective, describes slides a number, an amount of money noun, a new animation feature that was included in Monsters, Inc noun, an animation technique used in Finding Nemo noun, something that needs to be believable on screen noun, aspect of humans noun (singular or plural), something produced by a different type of company 10 noun, a style of animation where you can listen to ordinary people, I mean people who aren't fa m o u s 14 E ( w on d ered w h eth er th e y could m o d ify it “to stop Listening primary © i it's always really good a and c: ordinary people, I mean people who aren't famous, you know, not professionals c: m any different types o f music ) Suggested answers in a special place - a building with rooms to record where other people can record you It sometimes looks like a huge table with a lot of buttons too You can be any age people who write their own songs someone who looks for talented people, notice music that no one has heard before © A B C2 © Katalina: a significant advantage for anyone is / Another is Obi: there aren’t many benefits to doing that Elicia: one of the main drawbacks of using / A real benefit to children of using © of from to For over Answer key (l7^) Pronunciation One of the biggest benefits of mobile technology is that people no longer have to work in an office In fact, many businesses now permit their staff to work from home on some days of the week This is particularly helpful for busy parents; it can reduce stress levels and help people manage their daily lives better Another benefit for many people and businesses is that work can continue outside the office Phone calls can be made almost anywhere and documents can be read or written on public transport or in cafés This is extremely beneficial for people who have long trips to work Despite the advantages mentioned above, care must be taken to ensure that the convenience of ‘teleworking’ does not lead to more hours on the job and less time spent doing exercise or being with friends and family No one would deny that it is wonderful to be able to work from home, but a person who spends too much time on their computer may find that their health suffers in the long run Similarly, anyone who enjoys the benefits of working on public transport needs to make sure that they consider other people around them In my city, there are notices that warn travellers not to talk loudly on their phones; in others, there are mobile-free carriages on trains because companies have had so many complaints On the whole, most people profit from the use of mobile technology, and there are obvious advantages to its use However, we need to keep an eye on how much we rely on this resource, otherwise the disadvantages will be greater for everyone Speaker a) sounds more interested; the tone rises on not really and convenient Speaker b) sounds bored; the tone is flat —^ ^ ^ ^ right / yeah / agree / that ^ ^ ^ ^ actually / I think/ positive / one O í Oh, completely There are CCTV cameras everywhere b I don’t think people notice really - they’re just used to it I would, yes Everywhere you go, there are screens, of one kind or another Well, you can’t stop it - new developments are happening all the time ' I’m not sure In some wavs it’s a nuisance, but in others it isn’t Writing There are two paragraphs on drawbacks, followed by two on benefits The writer places the benefits last, and uses this to lead into the conclusion Yes: home, work and leisure are all mentioned Using a discourse marker that clearly shows a link between the two drawbacks: A related criticism Using a discourse marker that shows he is going to discuss the other side of the argument: Despite these drawbacks Using a simple linker [also) to show that he is going to add more benefits to those in paragraph ' It concedes that there are drawbacks; it re-states the writer’s view; it draws together points related to home, work and leisure There are benefits and drawbacks, but the benefits are greater Having said that while although, whereas, in spite of this, however, nevertheless, even though, on the other hand O detrimental biggest huge invaluable detrimental effect huge benefits invaluable resource integral part biggest drawbacks; instant access take regular exercise regular access Sample answer Mobile technology has become an integral part of our lives, and the existence of mobile phones, laptops and iPads has altered the way many people work While there are distinct advantages to this, it is important to guard against over use ami possible detrimental effects on health and relationships (r/a) Complete IELTS Bands 6.5~7.5 Key grammar that these it their the time spent reading emails and chatting online not going out or taking regular exercise 800 million active users © for for it this two these two if them Other Another O this/that they that it/this these/such such this one/them Vocabulary and grammar review Unit © whilst first Once next Following that Meanwhile eventually irreversible overcrowded meaningless misunderstood impatient unnecessary wouldn’t have included I d might have been I’d never have become might had had © put up, encouraging walkers to take another route well camouflaged, enabling them to take their prey by surprise deep waters, making it hard for divers to locate the wreck capsized ship, resulting in a treacherous zone for m arine life Unit O innovative/convincing/outstanding high outstanding/innovative convincing private © to /in /o f e o of from for Q experience breath run most time bear Q first able/outstanding over Vocabulary to stteh: this/that it they the other another ones others neith er none it so/th is them it make the most of put it down to experience take your time in the long run take your breath away take into account; bear in mind Reading in which they come (The passages are graded in terms of O i 2 this figure this technique that success other factors this type of problem Unit Starting off © 1C 2D 3A 4B 5E B A 3C E 5D © See page 96 Listening © Suggested, answers Animals are less predictable than people / Scenery needs to have a focus to make it interesting colour and light / balanced features / animals behaving in an interesting manner © i an area of Scotland with lochs (lakes), wooded and nonwooded ground five areas: largest in the south-east / three smaller areas either side of the lochs and where the lochs meet / smallest area on the south shore of one of the lochs The lochs are long and thin and run across the map from south-west to north-east three; all in the non-wooded areas - two in the south and one in the north © Suggested underlining What / cause / miss / photograph quality / photographers / need © 1C F 3A hesitation/hesitating/waiting patience © Suggested underlining bad weather, think more carefully Take advantage / near water equipment / ‘angle finder’ / avoid work / artists / ideas 10 Think about / issues / deciding something affected by weather something linked to water something helped by an angle finder people who help produce ideas 10 issues that affect a photo © landscape (a/the) reflection(s) designers 10 conservation (neck) pain account difficulty.) a m axim um o f (You only have an hour to the test Time management is an important part of any exam, and keeping a strict control on each section means that you will have the full 20 minutes you will need for the final, most difficult section.) Do the tasks in the order they occur (Work through things steadily and systematically You should deal with each question while the passage is fresh in your mind You probably won’t have time to come back to certain questions later You should have a strategy for each task type The questions vary in difficulty, so even if you don’t like a task type, the questions in it may not be as hard as you think.) need not (Only completion tasks need to be written in full Letters and ‘T’, ‘F’, ‘NG’ or ‘Y’, ‘N’, ’NG’ are acceptable for other tasks Writing answers in full when it is not necessary wastes time.) guess the answer (Even if you’re not sure of an answer, guess and write something You might be right.) m ust (Incorrect spellings are marked wrong.) c (a and b are mentioned, but are not the main idea) i Suggested answers Matching headings: 10 minutes Sentence completion: minutes Pick from a list: minutes © Suggested underlining i Looking / clues ii Blaming / beekeepers iii Solutions / more troublesome issue iv new bee species v impossible task / human vi preferred pollinator vii features / suit / pollinator viiiobvious / less obvious pollen carriers ix undesirable alternative x unexpected setback A n sw ers v (G r o w e r s h a v e t r i e d n u m e r o u s w a y s to r a t t l e p o l l e n f r o m t o m a t o b lo s s o m s T h e y h a v e u s e d s h a k i n g ta b le s , a i r b lo w e r s a n d b l a s t s o f s o u n d ) viii ( W h a t ’s a s t o n i s h i n g is t h e a r r a y o f w o r k e r s t h a t d o it M o s t s u r p r i s i n g , s o m e l i z a r d s vi (N o w .) a t l e a s t a h u n d r e d c o m m e r c i a l c r o p s r e ly a l m o s t e n t i r e l y o n m a n a g e d h o n e y b e e s , w h ic h b e e k e e p e r s r a is e a n d r e n t o u t to t e n d to b ig f a r m s A n d a lth o u g h o t h e r s p e c ie s o f b e e s a r e f iv e to te n t i m e s m o r e e f f ic ie n t, o n a p e r - b e e b a s is , a t p o l l i n a t i n g c e r ta in f r u its , h o n e y b e e s Answer key (l79) have bigger colonies, cover longer distances, and tolerate m anagem ent and movement better than most insects.) x ( but in 2006 came an extreme blow Beekeepers would lift the lid of a hive and be am azed to find only the queen and a few stragglers, the worker bees gone In the US, a third to half of all hives crashed; some beekeepers reported colony losses near 90 percent The mysterious culprit was named colony collapse disorder ) i [When it first hit, many people, from agronomists to the public, assumed that our slathering of chemicals on agricultural fields was to blame for the mystery It's hard to tease apart factors and outcomes, Pettis says T only wish we had a single a g e n t that would m ake our work much easier:) iii ( habitat loss and alteration are even more of a menace to pollinators than pathogens.) ix [Take away that variety, and w ell lose more than honey ‘W e wouldn’t starve,’ says Kremen 'But what we eat, and even what we wear - pollinators, after all, give us some of our cdtton and flax - would be limited to crops whose pollen travels by other means ‘In a sense,’ she says, ‘our lives would be dictated by the w ind.’) © i Suggested underlining Both / first creatures / pollinate (two types of creature) Monkeys transport pollen (somewhere on a monkey’s body) 10 Honeybees / favoured / because / travel (an area) 11 feature / CCD / loss (something affected by CCD) flies and beetles (furry) coats 10 (longer) distances 11 worker bees a 8, 9, 10 and 11 b 8, and 11 c d 10 (e.g writing travel long distances as the answer) e 9, 11 © Suggested underlining TWO methods / combating / CCD Answers 12 C (Claire Kremen encourages farmers useful insects (paragraph F)) 13 E [It’s vital that we ease the burden on managed bees by letting native animals their p a r t (paragraph G)) Speaking 0 b very fond c are everywhere e important creatures a) and e) focus on the importance of elephants and cover the opening and final points on the task b) relates to the second point (whether people like or dislike it) c) relates to the first point (where you can find it) d) relates to the third point (what recent news there has been about it) They introduce or sum up her points dare falling; publicity about I wild captivity occupation logging ideal down awareness creatures ahead; future chance likely well every far little foreseeable living Pronunciation 'certain i 'species sur'vive pro’tect 'giant 'panda first second Although the elephants were in cap'tivity they used to be an important part of the ’workforce in the forests - that was their 'primary occupation, but as a result of conservation programmes, there’s less logging 'nowadays first same before two 5b 7a Key grammar O la © lb 2b 2c 3c 3c 4a 6c 8b Writing O diagram task key paragraphs figures comparisons overview grammar and spelling 10 words © Both charts are about endangered plant species The pie chart gives the proportions of plant species in danger, and the bar chart is about where they grow the size of the overall percentage of threatened plants; the proportion that are seriously in danger; the significant percentage of habitat loss in the tropics versus the very small percentage in the desert Some of the levels of danger can be combined, and some of the areas can be combined under headings such as 'forest’, ‘grassland’ and ‘wetland’ Suggested answer: four paragraphs 1) introduction; 2) pie chart; 3) bar chart; 4) overview a reference to the size of habitat loss in the tropics and the fact that some plant species need immediate protection The charts provide information on the proportion of plant species that are at risk, the levels of risk and the different environments in which these plants grow Although a lot of plants are safe; about a third of all plant species around the world are under some kind of threat For just over 10 percent of these species, the threat is severe, with 3.92 percent of plants likely to become extinct and over 25 percent being vulnerable to extinction When you look at plant habitats; the area with the greatest proportion of threatened species is tropical rainforest; where 63 percent of species are threatened In contrast; desert areas have the lowest proportion of vulnerable plants at 0.5 percent Forest grassland and wetland areas are also home to threatened species However; the danger is on a much smaller scale than in the tropics, with figures ranging between 12 and one percent To conclude; tropical areas of the world have more endangered plant species than others, and certain plants need immediate protection © i with figures reaching with costs going up with teenage groups becoming with numbers predicted to continue to fall with the highest number being recorded with 9.7 percent of land being over-used © at risk; under threat severe environments home to on a much smaller scale 80) C om plete IELTS B a n d s —7.5 © Sam ple answ er The data provide information about species extinctions in tropical forests and the reasons why plants become extinct Looking at the graph first, it can be seen that approximately 4,000 in every m illion species had becom e extinct by 2000 This figure is predicted to rise significantly until 2060, when it w ill hit a peak at 50,000 and then fall, though less steeply, to 28,000 per m illion in the year 2100 The chart takes a close look at the impact of different types of activity on plant survival Clearly, over three-quarters of extinctions are caused by human activity, and more than half of this is related in some way to farming Other activities, such as logging (9.7 percent) and development (10.4 percent), also pose threats Natural events, on the other hand, have a much smaller effect on the lives of plants Natural disasters, such as tropical storms, account for percent of extinctions, while other natural influences cause a further 11.7 percent To sum up, extinctions in tropical regions w ill get much worse before they eventually fall Meanwhile, human beings are likely to be responsible for the greater part of these © Unit Starting off Q Suggested, answers China’s first manned space docking mission, including the first Chinese female astronaut (June 2012) when humans first stepped on the Moon the use of robots to explore Mars the International Space Station: the first international collaboration in space (first component was launched in 1998) the use of the Hubble Space Telescope to explore the universe Yuri Gagarin, the first man in space (1961) Suggested answers showed China’s commitment to the exploration of space / marked a significant point in Chinese history established possibility of research on the Moon / other Moon landings looks for signs of life on Mars / information that might help scientists understand Earth better enabled countries to pool resources / provides a centre for research can see further than any Earth-based telescope / orbits the Earth / makes discoveries, such as age of universe, how galaxies form, etc confirmed that humans could travel safely into space / began the exploration of space / led to further space missions and the Moon landing Reading O Suggested answer It unites humans in a common goal It means that more money is available and the best resources/equipment, etc can be used It avoids duplication of effort and unnecessary competition YES ( despite the fact that both fields o f interest involve what m ight be referred to as ‘scientific exploration’.) NO (The reason for this dichotomous existence is chiefly historical The exploration o f the Earth has been occurring over m any centuries, and the institutions created to it are often very different from those founded in the second part o f the 20th century to explore space This separation is also caused by the fact that space exploration has attracted experts from m ainly non-biological disciplines - primarily engineers and physicists - but the study o f Earth and its environment is a dom ain heavily populated by biologists.) NOT GIVEN (The text mentions governments and money, but nothing is said about how much they allocate to each type of research.) NO ( those involved in space exploration can provide the satellites to monitor the Earth's fragile environments, and environmentalists can provide information on the survival o f life in extreme environments.) NOT GIVEN (The Foundation is mentioned, but there is nothing about the timing of its establishment.) C ( another approach is to enhance the value o f the forests This novel approach is now m aking the protection o f the forests a sensible economic decision.) A { to locate mounds, or ’tels’, containing artefacts and remnants o f early civilisations These collections are being used to build a better picture o f the nature o f the civilisations that gave birth to astronomy.) D ( they provide longevity for the objectives of the Foundation.) B (The writer’s tone is explanatory; there are no requests for support, nothing has changed about the Foundation’s work, and there is no reference to any criticisms of the Foundation’s work.) © 10 B (This may include the use o f remote environments on Earth, as well as physiological and psychological studies in harsh environments.) 11 H ( to study the psychology of explorers subjected to long-term isolation in caves in Mexico.) 12 A (Space-like environments on Earth help us understand how to operate in the space environment or help us characterise extraterrestrial environments for future scientific research.) 13 D (The crater, which sits in high Arctic permafrost, provides an excellent replica of the physical processes occurring on Mars ) 14 G ( and possibly biological potential of Mars.) i the exploration of space and the study and/or protection of the Earth’s environment; Q1 the divided nature of the two fields; Q2 the space exploration community and environmentalists; Q4 the artefacts and remnants of early civilisations; Q7 awards for expeditions on Mars and to other parts of the solar system; Q8 Answer key (i8l' Vocabulary 01 © on in; on as to in as; from with from from in from to as Suggested answers (correct prepositions in bold) to people who are fascinated by the night sky from childhood experiences to the landing of the robot on Mars in their views about the value of space exploration w ith the skills I need to set up my own business as the ‘red planet’ on the impact of their articles on the general public O scientific revolution (the) Earth / (the) earth moon/Moon photo (graph) research data solar eclipse brightness accurate measurement(s) exploding star evolution 10 long (-) term Speaking O Listening decide what you need to listen for (It is very important to make full use of all the preparation time Use this time to underline key ideas.) listen for key ideas in the questions (Use your underlining to help you find your place again.) matters (When you transfer your answers onto an answer sheet, completion tasks must be grammatical and spelled correctly.) count Q m ake a guess (Even if you’re not sure of an answer, guess and write something.) will (Nevergo over the word limit If you do, the answer will be marked wrong.) © Suggested answer Briefly, before Galileo, the Earth was considered by many to be the centre of the universe After Galileo, the Sun was considered the centre More recent observations have revealed the immense size of the universe and the billions of galaxies, each containing billions of stars Suggested answer • • Look at the title of the lecture or talk and how it is structured There are three sections: the first is about space observation in the past, the second is about space observation today and the third is about amateur astronomers The third part also has sub-sections on the knowledge of amateur observers, the types of observation they do, and the advantages of using them Look at the gaps and decide what type of word and what information is missing All the gaps, apart from 10 (which is an adjective or adjective phrase), are either nouns or noun phrases describes an activity that was started by the first telescopes something that contrasts with sky a first in space or in relation to space observation something astronomers want to find or look for the name of a beautiful image linked with Greece something about a space object that changes something that amateur astronomers can produce a type of discovery / something that can be discovered (beginning with a vowel) something to with objects in space 10 describes a typo of observation Cm2) C om plete IELTS B an d s 6.5 -7 S about two or three sentences long (Although Part answers tend to be shorter than Part answers, you still need to give some reasons and examples.) not have (Tasks are designed to be straightforward and easy to talk about.) the full two minutes (At this level, examiners will expect you to be able to speak for two minutes.) the same marks as general and abstract just as (The four marking criteria are equally important See the Speaking reference (page 100) for more information on marking.) will (If your answer is irrelevant, you will get no credit for it.) © Suggested answers address all the bullet points; refer to your notes and/or the task; use techniques to paraphrase and/or avoid hesitation; use relevant and appropriate vocabulary; use some advanced vocabulary; use a range of linkers/discourse markers to structure your talk and join ideas; use accurate grammar; round off your talk © c (possibly a or b) © a and c a b c 2c 2c a and c a, b and c b and c b and c It goes right back to; it’s like the time when; Over the centuries; we know a great deal more; we still know relatively little; Back in the 1960s; w e’ve reached the point now where it’s unlikely that; there’s little point in; governments may well continue reasons: because; since; At a time when examples: It goes right back to; it’s like the time when; so there are there are and then there are Pronunciation 01 I’ve no idea What’s the point? make both ends meet It’s like the time when on the other hand over the years W ell, it’s hard to say I think that, over the decades, people have lost interest You know , if you go back to the time of Galileo, no one even thought about travelling into space then As far as space is concerned, I don’t think we have any idea what’s out there A Jot of people say What^s the point in space exploration?’, but as far as I can see, that’s a bit short-sighted Actually, I r.a n't wait to see what the Mars robot comes up with I think the whole space thing is just out of this w orld! shuttles doing the work of manned spacecraft These days, fewer astronauts have to risk their lives, and there is less need for one nation to try to get ahead of another Instead, there is collaboration, including the development of the International Space Station, one of the greatest space projects in history Having said that, the universe is vast and much remains to be explored We have yet to land an astronaut on Mars, for example, and new planets are being discovered all the time While there are still ‘firsts’ to be won, it is probable that some national programmes will remain, such as the Chinese space project in my country, which aims to explore Mars over the Writing O questions plan; main ideas sentences vocabulary view grammar and spelling G1 There are two questions: the first requires a view on the statement with reasons and examples; the second requires some predictions about the impact Suggested answ er Paragraph 1: my view - it’s very true / people have desire / need the m eans Paragraph 2: first question - people have some means now / some people have been / more w ill follow / natural tendency to want to this Paragraph 3: businesses developing further / example, Richard Branson Paragraph 4: second question - business and exploration are separate / will not influence each other Paragraph 5: counter-argument - could raise money / channel this back into space exploration © i © © © at the start of the fourth paragraph; by asking an indirect question (How that will change space exploration is an interesting question.) by using referencing (that m eans (paragraph 2); that (paragraph 4)); by comparing (In the sam e way (paragraph 3)); by introducing a counter-argument (Having said that (paragraph 5)) lb 2c 3a the means (to) a natural tendency (to) push the boundaries setting their sights (on something) only a matter of time (before) as time goes by a regular occurrence (only) time will tell seeking 10 contributing to only a matter of time push the boundaries natural tendency/tendencies set his sights on the means © Sample answer It is only in the last century that humans have explored space and, to begin with, nations established their space programmes independently However, this situation has changed over time, and I believe the spirit of co-operation which is now more common is likely to continue into the future, although some competition will remain One reason why nations worked alone on their space technology was that governments were not used to international collaboration and did not have the relationships that they today In particular, Russia and North America regarded space exploration as a race that they had to win, rather than an opportunity to work together Another reason is that nations, like individuals, are naturally competitive, and space exploration offers an opportunity for countries to take pride in their successes and achievements Thus Russia was able to celebrate Yuri Gagarin’s memorable flight into space in 1961, while the US enjoyed the thrilling sight of Neil Armstrong walking on the Moon in 1969 Since that time, the space race has slowed down, and there has been more emphasis on research, with robots and next few years Thus the picture in the future looks mixed I believe that nations will work together in many areas, but I also feel that a natural rivalry between countries will continue Key grammar is that where G all - that this is the only thing needed desire - this particular one space - the place i It was Yuri Gagarin who was the first man in space / who first went into space, not Neil Armstrong! What the ISS shows is how successfully nations can co-operate / What shows how successfully nations can co-operate is the ISS Mars is considered (by some people) to be the most interesting planet It is the sense of weightlessness that I would find rather unnerving Clearly this picture is the best (one) / is better than any of the others we will get/take What he does is (to) spend long hours in his observatory / What long hours he spends in his observatory! It’s only millionaires who can afford to travel into space / It’s millionaires who are the only people who can afford to travel into space © Suggested answers It wasn’t me who broke the equipment, it was my sister He’s a great violinist What he does is to practise for six hours every day What you need to is to break some of the habits that you’ve established over a lifetime What it taught me is thai patience is the best way to deal with tired children The Moon is generally believed to have an influence on our moods Answer key (is^ Vocabulary and grammar review Unit O cloud, ant(s), green, prey, sky, tree(s), cat, sun, bull, Astronomy is the scientific study of the universe, not astrology / Astronomy, not astrology, is the scientific study of the universe It is only in the last hundred years that humans have ventured into space Regardless of the risk, space travel fascinates me All we / that was needed to enhance our knowledge of the universe was a greater level of international co­ operation What we did was to stay up all night observing the stars Speaking reference Part 1: Topics and questions © I f j 31 a S k d g b i 10 c 11 h 12 e © Suggested answers © bull; b sky; e cloud; f trees; a rainbows; d © Suggested, answers The government has given the green light to the local council to build a new hospital If you work hard and pass all your exams, the sky is the limit There were so many pages to/in the report that we couldn’t see the wood for the trees © probably could likely are will be chance © Ants; which form natural groups called ant colonies; have much to teach us about group behaviour As individuals; ants are not the most intelligent of creatures However, when they get into groups, they are seen to behave in very intelligent ways If you look at how ants gather food; for example; you can quickly see how the group mentality works Rather than all rushing out at once; a few foragers the first trip Having found food; they return to the nest and send a signal to other ants to go out Ants don’t sit and decide how many foragers they need first; which means that they can quickly adapt if a predator is around Ultimately, no one ant realises what it is doing on its own; but each ant’s actions are connected to those of other ants Could such a lack of central control work in business? Definitely; says one expert! You have to think about the impact it can have on people around you Well, I’ve always dreamed of working in the catering industry, but now I think I’d better in the field of education because Horses and camels are an integral part of life in my country They We played a wide range of sports, such as It’s a very ancient city, and one of its outstanding features is a clock tower that is When ITn free, I prefer to see my friends, although I also think it’s important to take an interest in family life Most of my birthdays were spent at my grandmother’s home I used to receive a huge number of presents, which 10 11 12 Unit 0 with to from of on with from as temperature opportunities countries exercise nowadays competition dropped happened 10 different Essentially time will tell push the boundaries speed up © i in the long run What people want are solutions to the problems on Earth iHAj C om plete IELTS B an d s 6.5 -7 S I really enjoy going to museums and looking at old clothes and fashion items, and one of the key aspects for me is imagining the people who wore them I feel stressed! What I try to is to make a decision about what to first - what’s most crucial - and then stick to it! We didn’t get many opportunities to art when I was a primary school student because I much prefer them to be light and I also like my windows to face the sun so that I can make the most of the daylight I’m not sure, actually It would be exciting to be able to take advantage of all the perks that celebrities get, but I wouldn’t want to have the paparazzi following me everywhere How are you rated? b, e d g a, h c, f W riting reference Task The direct link between the number of cases and the uptake of vaccination @ 1 Graphs that compare figures at different points in time © © i The percentage of the population that is over 60 Two periods: 2000 and 2050 They are the figures for the world; the rest of the figures are subsum ed in these The high figures for Europe in both years; the growth in the ageing population across the world; the particular y strong growth in Asia, Latin America and Africa Past simple tense for 2000; future tenses and passive forms for 2050 Overall, the proportions around the world are predicted to rise significantly / In 2000, Europe had the largest group of ageing citizens, at 20 percent of its popu ation / the biggest increases in this age group, relative to the rest of the population, are predicted to occur in Asia, Latin America and Africa more than double; rise more in some parts of the wor than in others; the largest group; The second-largest group; by far the greatest percentage; the biggest increases; increase almost threefold; more than dou e, much more significant is likely to change; are predicted to rise; this w ill more than double; is expected to rise; is still going to have, figures likely to reach; are predicted to occur; w ill increase; w ill more than double; w ill maintain; w ill be much more significant © However; Although Overall; until; Following this; until; gradually resulted in; as Diagrams that show a process and/or how something works © © i They are both about UK graduates and employment The table gives employment figures, while the pie charts look at salaries among the employed group The similarities across the four years in the table; the level of employment compared to other activities; the peak in salaries of women in the $ 20,000- $ 24,999 bracket; the fact that women earn more than men up to $25,000 per annum and less after this Suggested answ er: Describe the table first, as this is more general and global Then describe the charts, as they relate to one row in the table According to the table, the pattern in graduate destinations altered very little over this period The overview is the final paragraph © altered very little category opted for approximately the majority levels secured jobs Graphs that show trends over time O The overall trend, which fluctuates and declines; the significant fall in cases between 1955 and 1975; the peaks around 1980 and subsequent fall The difference in the number of cases prior to and during vaccination; the opposing trends in vaccination uptake and number of cases Preparing the land and planting; pruning and thinning; felling and transporting to mills Suggested answers: Saplings (young trees); tractor; machinery; by hand; cut down; electric saw; lorry; transport; made into Suggested answers: the different uses of trees; the different points at which trees are cut down; the use of machinery and manpower Suggested answer: The fact that the different stages impact in different ways on the life cycle of the trees Before; Once; Over time; As; at this stage; until; When this happens; Meanwhile the land must be cleared and prepared; Heavy machinery is used; Once this has been done; saplings that have been grown are taken and planted; they are pruned by hand; the forest is thinned; Trees that have been cut down are used for firewood; are not removed; until they are required; are felled and prepared; The trunks are transported; they are turned; they are dried and.cut; to be used; is prepared; the agricultural process required to produce; are cut down; are planted Charts/tables/graphs that show related information Q Paragraph 1: introduction and overview; paragraph 2: the overall trend up to the introduction of a vaccine; paragraph 3: the trend in the uptake of the vaccine and how this affected the number of cases In the first paragraph, after the introduction Figures are included for the overall trend and to support the key features on the graph Task To what extent you agree? O b parents jobs career ladder natural progression economic climate decision plan 0 The first consideration; So the second consideration o On the other hand secure suitable employment fund their studies have no real desire to start at the bottom enter a certain profession go round - to be enough for everyone in a group of people; work your way up - gradually more of an activity until you reach a particular level; carry on - continue doing; turn out - to happen in a particular way or have a particular result Benefits and drawbacks Technological tools have enhanced safety and security versus loss of privacy © Suggested answer: Technology has made people s lives safer and reduced their anxiety, but we still need to make sure that it is never used in inappropriate ways © i t is inevitable -that; what is important is how; I believe that; No one can deny that; Like CCTV; it is true that; It is perfectly possible that; it is up to us to ensure that; that does not mean that O they - new devices; This type of surveillance - the public being monitored on the platforms; this concern - being nervous about flying; it - the process of being scanned; this - the fact that new inventions are criticised; Such uses - misusing data or passing it on to other organisations; this is what happens - technology is used wisely; that technology being used wisely and people complaining only because they are impatient or short-sighted Two questions O this - human activity being the greatest threat to plant and animal life Suggested answers: Why it has happened: habitat loss / building and deforestation / species extinction / hunting / population growth / global warming How we can reduce it: protecting species / charitable work / government initiatives / sustainable building / limit urban growth / reduce activities that contribute to global warming / international collaboration © Paragraphs and deal with the first question: One of the main reasons why / another contributing factor Paragraphs and deal with the second question: As individuals / W hat governments need to it is this sense of harmony with nature; An inevitable result has been; What governments need to o recapture - get back; shift - change; have taken their toll - have caused suffering or damage; tackled - dealt with; collaborate - work together; redress the situation - put the situation right IELTS practice test Listening 10 11 12 13 14 15 16 17 23rd July / 23/7 / 7/23 HEPWORTH 07968 355630 electric City) drain/sewer SEW 47 (swimming) pool laundry litter/rubbish shower/washroom key E A D F B C A (¡86) Complete IELTS Bands 6.5 -7 18 packaging 19 environment 20 creative 21 definition 22 breakdown 23 private/Private 24 Europe 25 destinations 26 competition/opportunities 27/28 B, E 29/30 B, D 31 forest 32 Australia 33 clothing 34 Fossil evidence 35 (is) unknown 36 human hair 37 protection 38 toys / toy lions / models / model lions 39 Long dark / Dark long 40 status symbol Reading FALSE TRUE NOT GIVEN TRUE NOT GIVEN FALSE three/3 metres (high) (bird-like) beak curved claws 10 asymmetrical vanes 11 (at) dusk 12 southem/warmer 13 food chain 14 C 15 G 16 D 17 B 18 F 19 D 20 B 21 C 22 B 23 A 24 Hirschfeld attributes 25 automated system 26 exaggerated 27 NOT GIVEN 28 YES 29 NO 30 NO 31 NOT GIVEN 32 YES 33 F 34 C 35 A 36 E 37 D 38 B 39 B 40 A Writing Task Sample answer The graph shows the rapidly growing number of 3D cinema screens around the world, while the chart provides information on two types of film that are released in 3D, and shows how their relative numbers have changed over time Clearly, the global increase in 3D screens has been significant In 2005, there were none, and initially the increase in numbers was minimal However, between 2008 and 2011, there was a steep rise to just over 35,000 screens, after which numbers seemed to flatten out a little The chart shows a similar pattern in terms of 3D film releases Very few animated films and no live-action films existed in this format up to 2007 In 2008, live action and animated films were released in equally small numbers However, between 2009 and 2012, the combined number of these films increased dramatically to about 75 In addition, the number of live-action films grew faster, so that by this date there were twice as many live-action films as animations To summarise, there has evidently been significant growth in 3D cinema, with the number of live-action 3D films outstripping that of animations by the end of the period covered in the data Task Sam ple answ er Most people are aware that they need to take some responsibility for their health by eating sensibly and taking regular exercise, and many succeed in doing this The reasons why others fail can be complex and not necessarily mean that they rely on the medical profession to keep them healthy The main reasons people give for being less healthy.than others are often economic People who fail to eat sensibly argue that they not have thè time or the money to cook nutritious meals Being busy and working long hours also affect people’s willingness to give up time to go to the gym or join a sports club These may seem valid excuses, but ultimately they can lead to a sedentary lifestyle These days, research has shown that there is a direct link between inactivity and illness Eating large quantities of fat, for instance, can result in weight gain, which can lead to high blood pressure or arthritis; heart-related problems are common among people who live stressful, inactive lives Eventually, people may end up requiring prescription drugs and hospital appointments in order to treat their conditions It is often only after this has happened that people decide to change their diet and start exercising, usually on the advice of their doctor Clearly, if they had always had a healthy lifestyle, they would not have needed medical treatment However, once they become ill, most people take steps to redress the situation as best they can In summary, most people try, with varying degrees of success, to live a healthy lifestyle, even if they take some time to realise how important this is Only a small proportion of the population are unable to change, and thus rely on doctors Answer key U8; Acknowledgements Text acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting Guardian News & Media Ltd for the text on p 11 adapted from ‘The MIT factor: celebrating 150 years of maverick genius’ by Ed Pilkington, The Guardian 18/05/2011 Copyright © Guardian News & Media Ltd 2011; For the Graphs on p 15 and p 17 adapted from ‘Statistics Canada, Trends in University Graduation 1997-2007’ and ‘International graduates, Canadian Universities, 2001-2006’ Reproduced and distributed on an ‘as is’ basis with the permission of Statistics Canada; Text on pp 19-20 adapted from The Surprise in the Learning o f Colour Worlds by Michael Ramscar, Kirsten Thorpe, Katie Denny, Department of Psychology, Stanford University; National Museums Liverpool for the listening exercise on p 23 adapted from Liverpool Museum World of Colour Exhibition Courtesy of National Museums Liverpool; Conde Nast for the text on pp 32-33 from ‘Placebos are getting more effective’ by Steve Silberman Wired 1/9/2009 Copyright © 2009 Conde Nast, for the text on pp 63-64 from ‘The New Way to be a Fifth Grader’ by Clive Thompson Wired 1/8/2011 Copyright © 2011 Conde Nast, for the text on pp 138-139 from ‘Hey Pencil Neck’ by Ben Austen Wired August 2011 Copyright © 2011 Conde Nast All rights reserved Reprinted with permission; OECD for the chart on p 39 adapted from OECD Health Data: Health Status, OECD Health Statistics (database) http://dx.doi org/10.1787/data-00540-en; World Health Organization for the table on p 39 from World Health Organization data 2006 Reproduced with permission; International Poster for the text on pp 41-42 from ‘A brief history of the poster’, www.internationalposter.com, Boston, MA Reproduced with permission; Gondwananet.com for the listening exercise on p 44 adapted from ‘Aboriginal Art History’ www.gondwananet.com/ aboriginal-art-history.html Reproduced with permission; Immediate Media Company Bristol Limited for the text on pp 54-55 adapted from ‘Last man standing’ BBC Focus Magazine August 2011 Copyright © Immediate Media Company Bristol Limited 2012/® Kate Ravilious and Graham Southorn and for the text on pp 135-136 adapted from ‘Blast from the past’ BBC Knowledge M agazine Nov/Dec 2011 Copyright ® Immediate Media Company Bristol Limited 2012/® Cavan Scott, Robert Chambers for the diagrams on pp 60-61 adapted from http://geobytesgcse.blogspot.co.uk/2007/08/coastal-erosionlandforms-features-and.html Reproduced with permission; National Geographic for the text on pp 77-78 adapted from ‘Gold Dusters’ by Jennifer Holland Copyright © Jennifer Holland/National Geographic Stock Reproduced with permission; Royal Botanic Gardens, Kew for the charts on p 82 adapted from www.kew.org/science/plants-at-risk.htm With kind permission of the Board of Trustees of the Royal Botanic Gardens, Kew; Futuretimeline.net for the graph on p 83 adapted from ‘Extinctions in tropical forests 2000-2100’ Copyright www futuretimeline.net Reproduced with permission; Elsevier for the text on pp 85-86 adapted from ‘Fostering Links between environmental and space exploration: the Earth and Space Foundation’ by Cockell, White, Messier, Stokes Space Policy November 2002 Copyright © 2002, Elsevier Reproduced with permission; Tribune Media Services for the text on pp 141-142 from ‘Mind Readers: Eavesdropping on your inner voice’ by Duncan Graham-Rowe, New Scientist 25/5/2011 Copyright © 2011 Reed Business Information - UK All rights reserved Distributed by Tribune Media Services; IHS Screen Digest for the graph and chart on p 144 Copyright © 2012 IHS Screen Digest, www.screendigest.com Reproduced with permission Development of this publication has made use of the Cambridge English Corpus (CEC) The CEC is a computer database of contemporary spoken and written English, which currently stands at over one billion words It includes British English, American English and other varieties of English It also includes the Cambridge Learner Corpus, developed in collaboration with the University of Cambridge ESOL Examinations Cambridge University Press has built up the CEC to provide evidence about language use that helps to produce better language teaching materials The Cambridge Advanced L ea rn efs Dictionary is the world’s most widely used dictionary for learners of English Including all the words and phrases that learners are likely to come across, it also has easy-to-understand definitions and example sentences to show how the word is used in context The Cambridge Advanced L earnefs Dictionary is available online at dictionary.cambridge.org © Cambridge University Press, third edition 2009, reproduced with permission Author acknow ledgem ents The authors would particularly like to thank Catriona WatsonBrown for editing the series so meticulously and Lynn Townsend and Dilys Silva at CUP for m anaging the project and providing invaluable support Thanks also go to Louise Edgeworth, Julie Sontag, Diane Nicholls, Michelle Simpson and Diane Jones at CUP; to Tracey Cox and James Wyatt at Wild Apple; and to Leon Chambers for producing the audio Vanessa Jakeman would like to dedicate this book to her daughter Hannah, with love The publishers would like to thank the following for reviewing the material: David Jay in the UK, Natalia Koliadina and Wayne Rimmer in Russia, and Sarah Fabel in Switzerland; thanks also to Kate Woodford for editing the Word lists Photo acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders If any om issions are brought to our notice, we w ill be happy to include the appropriate acknowledgements on reprinting The publishers are grateful to the following for permission to reproduce photographic material: p.8(l): age footstock/Robert Harding; p.8(2): Echo/Cultura/ Getty Images; p.8(3): Dmitriy Shironosov/Alamy; p.8(4): Gamma-Rapho/Eric Vandeville/Getty Images; p.8(5): Pixland/Thinkstock; p.8(6): West Coast Surfer/Mood Board/ Rex Features; p.9: Getty Images News/Peter Macdiarmid/ Getty Images; p.llT: Time & Life Pictures/Getty Images; p llB : iStockphoto/Thinkstock; p.13: Aerial Archives/ Alamy; P.14T: Catchlight Visual Services/Alamy; P.14TC: Radius Images/Alamy; P.14BC: Terry Harris/Alamy; P.14B: commerceandculturestock /Flickr/Getty Images; p.16: i love images/teenagers/Alam y; P.18T: Karkas/Shutterstock; P.18TC: Jaak Nilson/Spaces Images/Corbis; P.18C: Edmund Sumner/ View Pictures/Rex Features; P.18BC: Elena Elisseeva/Alamy; P-18B: Keith Lewis Archive/Alamy; p.19: Michael Hitoshi/ Digital Vision/Getty Images; p.22R: VIEW Pictures Ltd/Alamy; p.22C: Valery Voennyy/Alamy; p.22L: David Mzareulyan/ Shutterstock; p.23: Courtesy of National Museums Liverpool (Liverpool Museum, World of Colour Exhibition); P-24T: Stockbyte/Thinkstock; p.24B: Sergey Sukhanov/Alamy; p.25L: wxin/Shutterstock; p.25R: Fotosearch/SuperStock; p.27: Anna Stowe/Alamy; p.30(l): ERproductions Ltd/Blend Images/ Corbis; p.30(2): Science Photo Library/Corbis; p.30(3): Corbis Bridge/Alamy; p.30(4): Comstock/Getty Images; p.30(5): Karen Kasmauski/SF/Superstock; p.30(6): Ace Stock Limited/ Alamy; p.32: Selena/Shutterstock;- P-35: Art 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Photononstop/ Alamy; p.70T: Blend Images/Alamy; p.70B: imagebroker/ Alamy; p.74(l): Christian Ziegler/Minden Pictures/FLPA; p.74(2): Anne Rodkin Photography/Getty Images; p.74(3): Michio Hoshino/Minden Pictures/FLPA; p.74(4): Vittorio Ricci - Italy/Flickr/Getty Images; p.74(5): Gilles Barbier/ Imagebroker/FLPA; p.75T: F Pritz/Picture Press/Getty Images; p.75BL: Paul Harris/AWL Images/Getty Images; p.75BR: seawhisper/Shutterstock; p.76: Peter Lewis/Loop Images/ Corbis; p.78: Solvin ZankI /naturepl.com; p.79: Jose Fuste Raga/Corbis; p.80T: Monkey Business Images/Rex Features; p.80C: Samuelsson, Kristofer/Johner Images /Getty Images; p.80B: WIN-Initiative/Getty Images; p.81: Dian Karlina/ age fotostock/Getty Images; p.84(l): Imaginechina/Corbis; p.84(2): NASA/Goddard Space Flight Center/Arizona State University; p.84(3): NASA/Science Photo Library; p.84(4): O cean/Corbis; p.84(5): Dennis Hallinan/Alamy; p.84(6): RIA NOVOSTI/Science Photo Library; p.85: 1971yes/Shutterstock; p.86: NASA, Steve Lee University of Colorado, Jim Bell Cornell University; p.88TR: iStockphoto/Thinkstock; p.88TL: iStockphoto/Thinkstock; p.88B: peresaz/Shutterstock p.89T: Columbia/The Kobal Collection; p.89B: Universal/The Kobal Collection; p.90T: Radius Images/Alamy; p.90B; NASA./ Science Photo Library; p.92: Dean Hanson/ZUMA Press/ Corbis; p.93; NASA Edgar D Mitchell; p.136: Marcio Silva/ Alamy: p.139: iStockphoto/Thinkstock: p 142; Laguna Design/ Science Photo Library Illustration acknowledgements Andrew Painter: p61; Kate Rochester (Pickled Ink): pp60 75; Kveta (Three in a Box): pp53, 105; Martin banders: p l38; Peter Marriage: ppl5, 17, 28, 37, 38, 39, 50, 82, 83, 102, 103, 104, 146 What’s on the CD-ROM Interactive practice activities Extra practice of Grammar, Listening, Reading, Speaking, Vocabulary and Writing Click on one of thé units from the screen Then choose an activity Additional resources • Click ‘Phonemes’ to use a phonemic chart with audio • Click ‘Progress’ to check your 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