Macmillan IELTS foundation teachers book

IELTS Foundatlon


Macmillan Education
BetweenTowns Road, Oxford OX4 3PP
A division of Macmillan PublishersLimited
Companiesand representativesthroughout the world
ISBN-13: 978 1,4050 13956
Text O RachaelRoberts,JoanneGakongaand Andrew Preshous2004
Design and illustration O Macmillan PublishersLimited 2004
First published 2004
All rights reserved;no part of this publication may be reproduced,stored in a
retrieval system,transmitted in any form, or by any means,electronic,
mechanical,photocopying, recording, or otherwise,without the prior written
permission of the publishers.
Note to Teachers
Photocopiesmay be made, for classroomuse,of pages11,4-125without
the prior written permission of Macmillan PublishersLimited. However,
pleasenote that the copyright law, which doesnot normally permit
multiple copying of published material, applies to the rest of this book.
Designedby Mike Cryer, eMC Design;www.emcdesign.org.uk
Typesetby EXPOHoldings
Illustrated by Oxford Designers& Illustrators
Cover designby Andrew Oliver
Dictionary extractstaken from ihe MacmillanEssentialDictionaryfor Learners
of EnglishO Bloomsbury Publishing Plc 2003
The publishers would like to thank Celia Bingham for all her hard work on
this project.
Printed in Thailand
2011 2010 2009 2008 2007
13121110987654

rge numbers of overseassfudentswish to study at
iversities and collegesin Britain, Canadaand
rstralasiaand the demand for and awarenessof IELTS
ntinuesto rise.
my students are aiming for IELTSfrom a relatively
dy stagein their studies,but starting at perhaps Band
l, find much of the material initially too demanding.
is coursetakesinto accountthe needsof a typical
Lrner(within the approximate 4-6 band range)
rnning to do IELTSand the particular demands of this
;t.
-TSFoundation consistsof the following components:
rdent'sBook
lcher's book
ssettes/CD
rdy Skills Book

)ursebook
'-TS
Foundationis a coursebookthat supports the
edsof lower level studentsby offering
nprehensive, step-by-steppracticewitfun 12
erestingtopic-basedunits. This book takesa
;tematicapproachin preparing overseasstudents for
r Speaking,Listening and Academic Readingand
iting modules of the IELTSexam by providing tips,
rm strategiesand appropriate practice activities. The
ggestedtime to cover this courseis 120hours, but

pending on the level of the students,this could quite
;ily be shortenedor expanded.
e contentsare closelybasedon the IELIS exam
;essmentcriteria and eachof the 12units integrates
r four skills thus providing balanceand variety. The
ok also aims to give a thorough grounding in the type
;kills necessaryto study and perform effectively in an
glish-speakingacademicenvironment and active
rning is encouraged.Therefore,IELTSFoundation
nbines two key elements:IELTSpreparation and
ential study skills.
complementtheseelements,relevant language
:tionsare also integrated into the units to support the
mers in developing the necessaryaccuracyand
rge/as well asproviding them with useful phrases
1 key lexical items for use in an IELTScontext and
:r in an academiccontext.Someunderstanding of
course/including avoiding repetition and lexical
ks,is included, and major elementsof pronunciation
'also considered.

There are also additional i
Vocabulary and Writing (l
comments). For a detailed
Contents on pages 2 and 3

The Teacher'sBoo

The Teacher'sBookprovi,
line referencesindicating

questionsare to be found,
activity in the Student's B
for exploiting the courseb
Book is a very useful guid
experiencedin this particr
comprehensiveinf ormatir
the strategiesand techniq
good grade,In addition, il
English for Academic Pur
crucial role that study skil
highlighted answersareir
suggestionsfor optional a
supplement the core mate
the back of the Teacher'sI
photocopiablepractice ac
of the book.

Study Skills Book

The Study Skills Bookcan
intensiveIELTSpreparatio
sectionsto give further pra
Listening, Academic Read
the IELIS exam. This work
exercises,sampleanswers
be successfulin the IELTSr
activifies are provided and
practiceexam.The Study S
supplementIELTSEoundaI

Coreskillsareas

Asummary of the rational
for each of the core skills a

Studentsat this level may
denseto engagewith, whi
developing the necessaryr


Large numbers of overseasstudentswish to study at
universities and collegesin Britairy Canadaand
Australasia and the demand for and awarenessof IELTS
continuesto rise.
Many students are aiming for IELTSfrom a relatively
early stagein their studies,but starting at perhaps Band
4-5, hnd much of the material initially too demanding.
This coursetakesinto accountthe needsof a typical
learner (within the approxim aIe4-6 b and range)
planning to do IELTSand the particular demands of this
test.
IELTSFoundation consistsof the following components:
Student'sBook
Teacher'sbook
Cassettes,/CD
StudySkillsBook

Coursebook
IELTSFaundation
is a coursebookthat supportsthe

needsof lower level studentsby offering
comprehensive,step-by-steppracticewithin 12
interesting topic-basedunits. This book takesa
systematicapproachin preparingoverseasstudentsfor
the Speaking,Listening and Academic Readingand
Writing modules of the IELTSexam by providing tips,
exam strategiesand appropriate practice activifies. The
suggestedtime to coverthis courseis 120hours,but
depending on the level of the students,this could quite
easilybe shortenedor expanded.
The contentsare closelybasedon the IELTSexam
assessmentcriteria and eachof the 12 units integrates
the four skills thus providing balanceand variety. The
book also aims to give a thorough grounding in the type
of skills necessaryto study and perform effectively in an
English-speakingacademicenvironment and active
Iearningis encouraged.Therefore,IELTSFoundation
combinestwo key elements:IELTSpreparation and
essentialstudy skills.
To complementtheseelements,relevant language
sectionsare also integrated into the units to support the
learnersin developingthe necessaryaccuracyand
range/aswell asproviding them with useful pfuases
and key lexical items for use in an IELTScontext and
laterin an academiccontext.Someunderstandingof
discourse,including avoiding repetition and lexical
links, is included, and major elementsof pronunciation
arealsoconsidered.

There are also additional appendices on Grammar,

Vocabulary and Writing (model answers and
comments). For a detailed description of each unit see
Contents on pages 2 and 3.

The Teacher'sBook
The Teacher'sBook provides keys to exercises,including
line referencesindicating where answersto reading text
questionsare to be found, clear teachingnotes for every
activity in the Student's Book and guidelines and ideas
for exploiting the coursebookmaterial. The Teacher's
Bookis a very usefulguide for thosewho maybe less
experiencedin this particular area,as it gives
comprehensiveinformation about the IELTSexam and
the strategiesand techniquesnecessaryto achievea
good grade. In addition, it also offers insights into
English for Academic Purposes(EAP) particularly the
crucial role that study skills play. Tapescriptswith
higilighted answersare included as well as a number of
suggestionsfor optional activities that can be used to
supplement the core materials in the Student's Book.At
the back of the Teacher'sBook are an extra 12
photocopiablepractice activities,eachrelating to a unit
of the book.

Study Skills Book
The Study Skills Book canbe used for self-studyor asan
intensiveIELIS preparationcourse.It is divided into four
sectionsto give further practicein the Speaking,
Listening,AcademicReadingand Writing modules for
the IELTSexam.This workbook includesrelevant

exercises,sampleanswersand useful strategieson how to
be successfulin the IELTSexam.Keys and commentsfor
activitiesareprovided and it alsocontainsa full IELIS
practiceexam.The Study Skills Book could be used to
supplement IELTSFoundationor asa separatecourse.

Coreskillsareas
A summary of the rationale and basic approach taken
for each of the core skills areas is provided below:

Studentsat this level may find IELTSreading texts too
denseto engagewith, which prevents them from
deveioping the necessaryskills and techniques.The


reading material in IELTS Foundationis designed to be
u.."rtibl" and to have a broad appeal to students from a
variety of backgrounds and cultures. Texts have been
taken from a variety of sources, including newsPaper
and magazine articles and internet websites as well as
academic texts.
In each Reading skills section, the student is given
guidance in both understanding the text and in learning
i-o deal with the full range of IELTS question types' Skills
such as skimming, scanning, finding topic sentences and

authentic student responsesare also used for activities
and analysis.
To improve students'speaking skills in general,there
areregular opportunitiesto speakin pairs,for example,

in pre- and post- readingand listeningactivities'In
addition, languagesectionsthroughout the book
provide useful wbrds and phrasesrelating to particular
functions such as giving and justifying opinions'
Motivating tasksand interesting topics also allow
students tJ presentinformation and ideas or discusskey
issues.Thesetypes of activitieswill be useful
preparationfor future academiccontexts'

Listening
each text.

Writing

difficulties often result in them producing texts that
display an inappropriate style or content,lack
organization or contain basiclinguistic weaknesses'
IELTSFoundationadoptsa step-by-stepapproachthat
takes lower level leamers carefully through eachstageof
the writing processrelating to IELTSTask 1 and 2'
Collaborative activities to raise awareness/PrePare
students and practisekey writing skills areprovided at
eachstage.Feafuresfocussedon include planning,
putugtuphi.rg, useful language,style and editing' All
unitsalso contain an IELTSWriting question to give
individual practice.
As well as focusing on the writing Process,a product
approachis also adopted by basing tasks on model or
alihentic student writing. This gives insights into the
type of texts required and the level of languagethat is

deiirable. Thesesample answersalso develop students'

sectionon Pages160-165of the Student'sBook'

Speaking
guidanceand strategieson
IELTSFoundationprovides
how to approachthe Speakingmodule' There are
r,n*"to.tJopportunities to practiseall three parts of the
module ot J iuttg" of topics. Peerand teacherfeedback,
aswell as self-evaluation,are drawn upon to help
develop speaking skills. Recordingsand tapescriptsof

Many students at lower levels find listening quite
challenging,particularly when texts include more
academicvoiabulary and are extendedmonologues,
such as lecturesas in the final part of the IELIS Listening
module. Hearing a text only once,as is the casewith
IELTS,canalsocausedifficulty' IELTSFoundationgives
studentspracticein all four parts of the Listening
module, as well asproviding support and useful tips for
tackling different question types. In addition, there are
further listening activities designedto practisesuch
skills asnote taking and listening and writing
simultaneously.
Tapescriptsareprovided on Pages766-\75of lhe
StudenttsBook for easyreferenceand also in the
Teacher'sBook,where answersto questionsareclearly
marked. This book also gives clear guidance on how to
develop students' listening skills by focussingon key

areassuch asPrediction.

Languagefocus
The language focus sections have two major aims: to
improve the level of accuracy by focusingon areas
-ni.h commonly cause difficulty, and to develop the
student's range by introducing more variety of
expresslon.
The language work is integrated into the skills work,
often highlighted in a reading or listening text' Students
are thuJencouraged to'notice'language in context and
to try to formulate rules for themselves before going on
to uie the language in IELTS Speaking or Writing tasks'
Further p.ucti.e of discrete language areasis provided
in a Grammar section on pages 150-154 of the Student's
Book.

Vocabulary
The topic-basedunits help the studentsto build up key
vocabulary around such typical IELTStopics as the
environment, health and crime' They are also


r ' l l a ( ) L l r J ! l c (tl 0 r n r - t i ' . t s tt' h ( ' ! ( ) n r n t u n r r J t t \ ( ' ( l u . l l i t \ ( ) f
f h r ' r r s p c . r k i n g . r n t l u r i t r n { b r l t ' a r r r i r r t . r r r tri : s i n g i i x e t c l
i l r i c a l c l t l t t t k s ,s r t c l t. t s l ' l t t t , 't ' t 1 ',tl 1 t 1 i fii/lr r r l . . . I n
, r , 1 r i i t i o n ,t ' r ' t ' r ' r r u l t ( ' ( ) l t t . t i l t sa l ) i r .l i o n a r v f t r t ' t r ss e c t i ( ) l r ,
. r i r i c h h i g l r l r g h t st t s r , Lf r l, r r , r t l t ' r t t i \c\ ( ) l ( ' l \c r r n t . r i n e c l
r r ' i f l r i n t l r t ' r - r n i t ,r ' l t c ( ) t l r . t g i l t gt l t c s t r r t l e t r t st o n o t i r - es u c h
. l n g l l n g e r n e t i i r f t ' r t , , t t r t l t o : t . r | t f t l $ i r - l t ' r trh c r r r l \ \ ' l - t

, ' r j e a l r a n g r ' . [ : i n . r l l r . t h t ' \ i r c a l r r - r l , I ' \ s t , c t i r ) n( ) 1 1p a g c s
i a 1 5 9( ) l t h ( ' S l u d e n t ' s [ ] o o k a ( r n t . u n 5 . tl ' J n g t ' l l t , r t r ' . r
r i 1 r i i t i c s , l o c r . r s j t r g( ) l r \ u c h c u ( ' i t s . t sn ' o r t l . r i f i r a t i o n a n t l
rr l l i l i : . t t i t l n .

Pronunciation
( ) n L r r c i { l t i ( ) ni s , r n , r r t ' . tt l r . r t i s o f t t ' r r n e g l c c t r ' t l i n I F I - T S
"
' r , r t t ' r i a l ,h L r t u h i c l r , n o n t ' t h t ' l c s s , i s j r n p o r t , r n t . l t i s i r k e r , r n r p ( ) l r r r not f t h t ' I F I . T S S p e a k i n g n r o t l t r i r ' a n d , f o r
" , t r r r l r r t v t . rl t ' r t ' l l t ' . r n r t ' r ' s , . t n . t r r ' itth a t i s r v t r r t h t o f
r t ( ' n t r ( ) r ) |. | I I 5 I i i ) u u i i t t i r l c o n t a r n s r o g u l . t r
' , ) l r L l n c r a t i ( ) ns e c t i o r r r \ \ h i c h c ( ) \ ' t , r . l r . r ' i t l cr ' . r n g c0 l k e v
. \ l r('s su(' h a s u'orrj .rrrcl st'rttt't-tt'r'strr,:ss,i rrton.r ti on .rnd
,rittt",'tealsfrt'tc[. I Ic:t' acti y i f ics .trc in tttra tr'ti i rtto thc
' , rt ' . . rl l o n ' i n g s t r r t l t - rtrs ( ) p f r ( ) r t un i t l r . s t o l r c l c r ' . i n t
' , t (l t a r ' .

Study skills
, . L l s c t l( ' \ J n ] p r ( j p i l l - . r t i O nl r r c l
P r a a t i t t ' r I , r \ ' r - r o t. r l r , r ' . r v s
i ' r ) ( r l r g l tk r r s l u t l t ' n t s t o . r c l r i c v c \ L r c c r , \ s. r t I I : l I S . r \ t
. t ' r .l t ' r t ' l s , , rs o l i d s r ( ) L u l . i l r 1 ign s t t r t l r s k i l l s i s v i t a l i n
lfrrt{ thf ltl fo dr.'t',',,r*t.ttrrl it-np1111
s' othcr .rrr'.rs.
. l r r r l t l r t ' 1 l r u t i t s i r r / l / 1 . sI r t t l r i t t l i t t t t l - r r . L r s t 'tsr r r i r
: t r r ' r r l a rs t r r r ri s k i l l . ' I h L ' a c t i r i t i e : a n t l a c l r i c e p r o r i c i e c l
i l r t , : t ' s t . t - t i t r r r rsl i I I l r c l P s t u t l t ' r r t s t l t ' r ' t ' l o p r l o r t '
' ' , , r{ r r t . l r ' . r r n r r r g
s t r . t t t g t c s .T h c r t : i s , r p a r t i c u l . t r
' ' - ! l r . r s i s o n ' g o o c l l r ' . r r n r ' r 'h a b i t s , r c v r c n ' i n g l t r d

r I r r a t r n gn ' r r r k , r r r dl c . r r n i n g i n r i c p c n t l r - n t l vi r r o r d t r t o
I r () l r- a l . t s s t ' ( x r mf t n t c l s p r o t l r r c t iv e l v l s p o s s i b l c .

for nelr,'nlembers of a sports club. The next tu,o sections
arcrmorc closelv reltrtedto education or tririning
contexts.Section3 will be a conversationbeti,r,eentwo tcr
four pcople, such as a scminar in n.hich a group of
-1rt'ill be another
students ciiscuss.r topic. Sectior.r
rnonologue,such as a lecturc, or a talk.
Question Types: Thert.are fortv questions in total, ten
for each section.Different question t\,'pe5ip61t,.-1.'
multiple choice,completing n()tesor sentences,
conrpleting or labelling c'liagrams,charts or tables,
classiffing, m.rtching ar-ldr,r,ritingshort ansr.vers.
Exam Tips: Each sectior-ris he;.rrdONCE. Hor.r'evcr,therer
is tirne to look brieflr'at the rquestionsbefore each part is
plaved. Dr-rringthc erxarn,students should rvrite on the
question pi-lper,anci at the end of the cxi'rmhavc
l0 rrrinutcsto transier i'lns\'vers
to the ansrt,ersheet. lt is
important thev do this cirrefullv anci check srammar
.rrrdspelling, .rsnristakesrvill krser-narks.

Academicreading
Content: The exam lasts tlne irour and thcre arc.threc
rei'ldingtexts,of increasingdifficultv taken fronr
llcli-spapcrs,magazines,books irnd jor.irnals.The topics
irrc of general interest,so studcnts do not have to be'
experts in the subjectarea to understand them.

'fhere
are fortv questionsin total.
Question Types:
tvpes
include
multiple choice,choosing Trut/
Question
fclsr/Nrrtgi i'r'rr,or )'esl\o/Nol gii'crr;identifvrng the viera,,
oi the writer; completing sentencesor notes;completing
or l.-rbellingcliagrirms,charts or tables;classifying;
rratching; choosing paragraph lreadirrgsand r.r'riting
shortanswcrs.
Exam Tips: As u'ith ihe listening modulc.,anslvc-rsare
vvrittenolr i.urilnsh'er sheet,but no extra time is given for
t h i s . t t i s i m p o r t a n t i o r l e a r n e r si o p r a c t i s em . r n . r g i n g
time so that thev comprletethe rn'holemodule within the
hour bv reaclingcluicklv and efficientlv.

Academicwriting
I \ , o r t l r r ' l n t c ' r n , r t i o n . r ll - n c l i s h l - a n e r r . r g e I t ' s t i n g
- 1 t ' n r ,i s i n e \ a n r c l t ' s r g r r c t tl ( ) , t s s o s s . tl t ' . r r r r c r ' sl e . r ' e o
l f
j l r t l t , o r r . r s c . r l t ' l r 0 t - r1] - - . 1) s ( ' ( ' p i t g ( ' tfrt r r r l c t l i l s ) . f \
' l n r , r r v o f t ' . r c l rn r o t l u I t :i s o r r t l i r r r ' dh c l o n :

Listening
( r ) n t e n t : I - l ' l : t l o d l r l c i s i r r f o u r s e c t i o n s , u l r i c l - rg e t
, q r ( . \ \ l \ ( ! l \ i l I ( ) r ( ' d i f f i c U I t . r n d t . t k t s a h o L r t- 1 ( r) I i n u t c s .
" i r r r t t r v o s e c t i ( ) n s . t r cl . a s c d . r r o u n r i s t r c r a l s i t t r a t i o n s .
i r ( ) l r I u ' r l l b c . t c o r t v t - r s . r t i o r lrr t ' i l v t ' r ' t rI n o : P c i t k r . r s ,

. . . l r a - , r c t r n v c r s . ' r t i ( ) 1L1r c t \ \ ' ( ' r ' 1. t1s t u d ( ' n t i l l r l t l t r ' i r
' rr l l i r r t l . \ t ' c t i o r r I n ' i l l l r c , r n r t r l t o l o g ut ' { r r n t ,s P r ' . kr c r ') o r - r
- ' 1 l r 1 t ' qotf g t , n t ' r . t l i n t t ' r ' t . s i ,s r r a h , t \ . t \ \ ' ( ' l r i ) l t t i l t g s f r e c c l - t
.

lntroduction

Content: There are tr,r'otasks irr this module and it lasts
one hour. In"lirsk l, stuclentsare expectedto de.scribe,
c()mparcand col'ltrastinformation in diagrams, charts or
tablesusing at le.rst150r,r,ords.This might bt, ior
cxamplc, rrchart sholr''inglrtxr.voung people spend
thejr leisure time. Org:l-rizatiorris important and
Ioirrnersner'd to shon that thev can cleariv prc.selltand
riescribet1at.r.Alternativc.lr,,str-rdc.nts
may have to
describethc'stagcsof a process,or explain holl'
something r'r,orks.
In Task2, .rn opiniorr or;r prroblemis stt'.rtecl
trnd students
nted to r,r'riteat le.rst25()lvords in responseto a question
relate.dto this. Thev nr.rt'bc asked to give solutions tt'r
the problenr, ()r pres('nt.rrgLlmentsin favotrr and against


encouraged to increase the communicative quality of
their speaking and writing by learning and using fixed
lexical chunks, such as Thereis no doubt that.. . . In
addition, every unit contains a Dictionary focus section,
which highlights useful academic words contained

within the unit, encouraging the students to notice such
language in context, and to start to widen their own
lexical range. Finally, the Vocabulary section on pages
155-159 of the Student's Book contains a range of extra
activities, focusing on such areas as word affixation and
collocation.

Pronunciation
Pronunciation is an area thai is often neglected in IELTS
material, but which, nonetheless,is important. It is a key
component of the IELTS Speaking module and, for
many lower level learners, an area that is worthy of
attention. IELTSFoundafloncontains regular
pronunciation sections which cover a wide range of key
issues such as word and sentencestress,intonation and
connected speech. These activities are integrated into the
units, allowing students opportunities for relevant
practicc.

Study skills
Focused exam preparation and practice may not always
be enough for students to achieve successat IELTS. At
lower levels, a solid grounding in study skills is vital in
helping them to develop and improve other areas.
Each of the 12 units in IELTS Foundaflorufocuses on a
particular study skill. The activities and advice provided
in these sections will help students develop more
effective learning strategies.There is a particular
emphasis on'good learner' habits, reviewing and
er.aluating work and learning independently in order to

use non-classroom time as productively as possible.

for new members of a sports club. The next two sections
are more closely related to education or training
contexts. Section 3 will be a conversation between two to
four people, such as a seminar in which a group of
students discuss a topic. Section 4 will be another
monologue, such as a lecture, or a talk.
Question Types: There are forty questions in total, ten
for each section. Different question types include
multiple choice, completing notes or sentences,
completing or labelling diagrams, charts or tables,
classifying, matching and writing short answers.
Exam Tips: Each section is heard ONCE. However, there
is time to look briefly at the questions before each part is
played. During the exam, students should write on the
question paper, and at the end of the exam have
10 minutes to transfer answers to the answer sheet. It is
important they do this carefully, and check grammar
and spelling, as mistakes will lose marks.

Academicreading
Content: The exam lasts one hour and there are three
reading texts, of increasing difficulty, taken from
newspapers, magazines, books and joumals. The topics
are of general interest, so students do not have to be
experts in the subject area to understand them.
Question Types: There are forty questions in total.
Question types include multiple choice, choosingkuel
FalselNotgiuen, or YesfNolNotgiaen; identifying the view

of the writer; completing sentences or notes; completing
or labelling diagrams, charts or tables; classifying;
matching; choosing paragraph headings and writing
short answers.
Exam Tips: As with the listening module, answers are
written on an answer sheet, but no extra time is given for
this. It is important for learners to practise managing
time so that they complete the whole module within the
hour by reading quickly and efficiently.

Academicwriting
IELTS, or the Intemational English Language Testing
Svstem, is an exam designed to assessa learner's level of
English, on a scale from 1-9 (seepage 6 for details). A
summary of each module is outlined below:

Listening
Content: This module is in four sections,which get
progressively more difficult and takes about 40 minutes.
The first two sections are based around social situations.
Section 1 will be a conversation between two speakers,
such as a conversation between a student and their
landlord. Section 2 will be a monologue (one speaker) on
a subject of general interest, such as a welcoming speech

Content: There are two tasks in this module and it lasts
one hour. In Task L, students are expected to describe,
compare and contrast information in diagrams, charts or
tables using at least 150 words. This might be, for
example, a chart showing how young people spend

their leisure time. Organization is important and
leamers need to show that they can clearly present and
describe data. Altematively, students may have to
describe the stages of a process, or explain how
somethingworks.
In Task 2, an opinion or a problem is stated and students
need to write at least 250 words in response to a question
related to this. They may be asked to give solutions to
the problem, or present arguments in favour and against


the opinion, as well as giving and justifying opinions.
Assessment: In Task 1, assessmentis based on whether
the question has been answered clearly and
appropriately, the organization of the text and the
accuracy and variety of vocabulary and sentence
structure.

Band9-ExpertUser
H a sf u l l y o p e r a t i o n acl o m m a n do f t h e l a n g u a g e :
appropriate,accurateand fluent with complete
understanding.

In Task 2, assessment uses slightly different criteria and
is based on the arguments, ideas and evidence given, as
well as the organization of the text and the accuracy and
variety of vocabulary and sentencestructure.

Band 8 - Very Good User
H a sf u l l y o p e r a t i o n acl o m m a n do f t h e l a n g u a g e

with only occasionalunsystematicinaccuracies
s .i s u n d e r s t a n d i n gmsa y
a n d i n a p p r o p r i a c i eM
o c c u ri n u n f a m i l i a sr i t u a t i o n sH. a n d l e sc o m p l e x
d e t a i l e da r g u m e n t a t i o w
n ell.

Exam Tips: Leamers are advised to spend 20 minutes on
Task 1 and 40 minutes on Task 2. It is important to keep
to these timings, as Task 2 is longer, and carries slightly
more weight than Task 1. It is also important to keep to
the word limits, as writing less than the number of
words stated is likely to result in a lower score.

BandT-GoodUser
H a so p e r a t i o n acl o m m a n do f t h e l a n g u a g e ,
t h o u g hw i t h o c c a s i o n ai ln a c c u r a c i e s ,
i n a p p r o p r i a c i easn d m i s u n d e r s t a n d i n gi ns s o m e
s i t u a t i o n sG
. e n e r a l l yh a n d l e sc o m p l e xl a n g u a g e
well and understandsdetailedreasoning.

Speaking
Content The Speaking module takes between 11 and 14
minutes and is an oral interview between the student
and an examiner. It willbe recorded on audio tape.
There are three parts to the module. In the first part, (4-5
minutes) the examiner will ask some general questions
about home and family, job or studies, hobbies and so
on. In the second part (3-4 minutes), the student is given

a card with 3-4 prompt questions about a particular
topic. They have one minute to prepare, when they can
write notes if they wish, and will then be asked to speak
on the topic for 1-2 minutes without any interruption.
At the end of this section, the examiner may ask a
question. Finally, in the third part (4-5 minutes), the
examiner will ask some more questions related to the
topic in the second part. In this section, they will be
looking for the candidate to give opinions and express
reasons.
Assessment: Assessment is based on fluency, the ability
to express oneself clearly and naturally without long
pauses, the range, variety and accuracy ofvocabulary
and grammatical structures, and pronunciation.
Exam Tips: It is important that the candidate tries to be
as relaxed as possible in the exam. More extended
'no'
'yes'
or
responses to questions rather than just
answers will gain higher grades. Students can prepare
for this module, for example, by practising speaking for
1-2 minutes on different topics. However, discourage
the memorisation of long speeches as examiners can
usually spot this, and will ask learners to talk about
something else.

Band6-CompetentUser
Hasgenerallyeffectivecommand of the language
and

inappropriacies
despitesome inaccuracies,
m i s u n d e r s t a n d i n gC
s .a nu s ea n d u n d e r s t a n d
f a i r l yc o m p l e xl a n g u a g ep, a r t i c u l a r l iyn f a m i l i a r
situations.
Band5-ModestUser
H a sp a r t i a cl o m m a n do f t h e l a n g u a g ec, o p i n g
w i t h o v e r a l lm e a n i n gi n m o s t s i t u a t i o n st ,h o u g h i s
likelyto make many mistakes.Should be able to
in own field.
h a n d l eb a s i cc o m m u n i c a t i o n
Band4-LimitedUser
Basiccompetenceis limitedto familiarsituations.
Hasfrequentproblemsin understandingand
e x p r e s s i o nl .s n o t a b l et o u s ec o m p l e xl a n g u a g e .
Band 3 - Extremely Limited User
Conveysand understandsonly generalmeaning
in very familiarsituations.Frequentbreakdowns
c a no c c u r .
in communication
Band 2 - Intermittent User
No realcommunicationis possibleexceptfor the
most basicinformationusing isolatedwords or
short formulaein familiarsituationsand to meet
immediateneeds.Hasgreatdifficultyin
understandingspokenand written English.
Bandl-NonUser
E s s e n t i a l lhya s n o a b i l i t yt o u s et h e l a n g u a g e
beyond possiblya few isolatedwords.

Band 0 - Did not attempt the test
informationprovided.
No assessable

Further information and strategies on how to approach
the iELTS exam are detailed in this book, the Student's
Book and the Study Skills Book.


Contentsof the Teacher'sBook
Contentsof Student'sBook

I

1 St udyi n gAb r o a d

10

2 Earthtoday

19

3 O u t of t h i s w o r l d

28

4 All inthemind

36

5 A c a r e e ro r a j o b ?

46

6 C r i m ea n d p u n i s h m e n t

54

7 Globalization

62

8 W hat ' st h e a l t e r n a ti ve ?

71

9 G adge t sa n d g i z m o s

79

10 T h e f u t u r e o f c o mp u ti n g

87

11 T h e a r t o f a d v e r t isi n g

94

12 I ELT Sp r e p a r a t i on

101

G r a m m a rk e y

109

Voca b u la r yk e y

111

Phot o c o p i a b l ee x e r c ise s

114

Keyto p h o t o c o p i a b l e xe rci se s

126


Contentsof the Student'sBook
1 Studying
abroad

Skimming
Prediction

Pago 6

lVlultiple choice

2'Earth today
Page 18

3 Out of this
world
Page 3O

4 All in rthe
mind
Page4z

Task 1
Understanrling kgl'
featuresof data
Wiiting an
introtluctory
statement
I)escribing data
ir'hiih show
changesr:lvertime

Part ll

Part 1 lixpanding

F' n_r m f i l l i r r . '
"_'""_
b

:t 11S14reIS

Part 2
Tablecompletiorr
Nrlie completion

Part ? Describing
activities ancl loot{
Part 3 f)iscussing
trspects o{ cnlture
shock

Predictiori ,
Guessrngmea,ning
from context
Matching
paragraphsto
heaciings
Shoitanswers
Choosing the best
title

Thsk 2
Organizing your
writing:
Understanding the
quesh0n
Brainstorming and
pliinning

Part 3

Short answers
Sentence
completiorr

Pronunciation
Nurnbers and
iigures
Sentence stress
Part 3 Civing a:rd
justitying opimons

3r-rbject-r'erh
agreement

Skimrningand
scannm8
T/F/NC
Shorttanswers
Guessing meanin'g
from iontext
Piediction
:Readingfor gist
Guessingmeaning
Iiom context
Sumnrary
completion

Task 1
Selecting

Part 2
Listening {or gist
Multiple choice
Classification
Part 1
Prediction
Tablecornpletion
Labelling a

Part 2 Civing
advice
Part 3 Dscussing
impact r-rftourism

Artirles

Pad 4

-ing form and
Pronunciation
Connectedspeech in{initn e

nu l ^4 5^r d. .[ r^5 * -

Thble conrptetion;
Notecompleticm

,

5 A career or

a job?
Page 54

n-^rr:-.-

Irormingquestions lVays of recording
Depqncisni
vocabulary
prepositions
I' "i n" d
r c_t -' r"n" ,"" ol i r r o
_ e' _

Lrowsentence.s
rvork
Quantifiers

Prpcprif

cilrnla

lVhat nrakesa
good leamer?
\ (

Present conunu(}Lls
Quantifiers

- -f,

editing

DrSl llr rL4r

Ir

inforr.nation
Cnmparing data
alrd describing
trmds

Task2
Oiganization ancl
cr:herence:
paragraphing
Infroductions
Themainbqdy
Conclusions

:
Task 1
Scanning
Cuessingqeanirrg Cirmparir:gaiid
contfasting data
.lr0m.context
Understanding
inforrnatidn iri
tables
Y/NlrlriG
Matching headings

to paragraphs

completion,
Multiple ehoice
i4'ifh more than ane
(lprlon
Li,steningand
writing
srrnullaneously
Part 1
Multiple choice
Iatt2
Completing a flow
chart

Reflectingon rr'hat
vou ha'r'e}eamt

Using a clictionarl

Lexical links

Part2Ajob you
rvould like to cloin
the futur:
Part 3 Dscirssing
job reiated
questions

Future plans and

arlange.ments
Srrffires
Contrast
lir"rkers/markers

Extensive reading
and listening

LaDeilrng a

r-{iagram

6 Grimeand
punishment
Page 66

Skimming
Y/Ni NC
Matahing
sectionsand
$urnrnaries
9ente.nce
complefion
Identifying text
ry-Pe

Task 2
Evaluating arrrd
challengingidea!,
evidenr:eor an

argurnellt

Part 3
Prediction
Note completron
Listening ancl
wrlhng
simultaneouglv

Pronunciation
Wirrd stress
Part 2 Describing
a favclulite school
subiect
Part 3 Discussing
schooland crime
related questions

Crime vocabulary
Defining relative
clarrses
Reason/resnlt
clauses

Understanding
veibs in essay
titles

O;* aii., .ih;.1tu&n*o.Bt6f
I

: Globali':ation

Scannirrg
Skinrming
T/F/NC

Dage 78

Selrtence
completion
lclentifying ilrr:
l'vfiter"s purpose
Guessing
rneauing frotn
context

r: What's the
c iternative?

Classrfication
Multipie ciroice
Jigsar,vreadrng
Matching
heading,s and
i"rote takmg

'-age 90

'Gadgets
. n r Jg i z m o s

:'age 126

; IELTS
rr e p a r a t i o n
rrqge 138

I

Part 2 lcleLrtii_r'ing
tiri: trrpic
Fart 3 Discussine
is-suesrelated to
gk.rbalizatrorr
1c'lentrfying
teasrlt-tsfttr and
agaiirst
Balancing the
argLlmcnt

Non-iiefining
reJaiive clauses
Finartcial
r,ocahtilar\t
Tlre passive

Revising and
recv-cling

r.cxabr,rlary

Task2
Exprcssilg;\.otrr

Part 3
Multlple choice

Pronunciation
Intonatior-i
Part 2 Activities
to keep fit or
healthv
Part 3 Discussins
Lluestionson
he;rlth

ivledical
voca,buli'Ir\r
Real conclitiona.is
Avoiding
repetrtiorr
Llnrc;rl
contiitionais

F.'lirino

oplnlnn
(living leasons to
support vLlur

(-1F1r11OnS
t.Jsingadverbs

l

Tatsk 1
Excmirlificatiorr
Dr.rwirtg
cench-cions
Describing.hou'
something lvorks
hrfiniti.,'es o1:
pLlrposc

i.istening for
main iclcirs
Note conpletiori
Multiple choicit
Inlormation
transfer - pic
chatts and bar
chalts
i,rsfening:rntl
writrns
simultaneously

Part 2l)escrrbing
a rnachinc
Parf 3 Discr,rssing
technqlogical

develo1rmcl^rts

Presenf perfect
.JS.
PaSl SrnrPle
Countable anci
r-rncor.rntaltjc'
ilclnn.s

ir,litir'.' ?

11'eclicfion
\4ultip1e choicc
lrlote conrpletior
Classificaiion

"Ibsk 2

Part 3
Iablc cornpletiorr
F]on cJraft
Mr.rltiple choice

Discussrngschooi
nlemon(]s
Pronunciation

lixpressing the
futule:
preelictions and

lnteflsra.l1s
Prefixes

Recording
r.trcabrrlarv

Modals oL
obligation and

Irirrding usefui
languagrin
lcading texts

':ge t 14

' The art of
r.ivertising

Part 4
Multiple choico
rr:ith nrorc than
one oFtiorl
Short ansivers
Note completion
'labler
ceimpletron
Signposts

Skimmi'r.g ant{
scannlrlg

T/Fi NC

'r:ge XO2

'': Thg
,tture of,
nmputing

Task I
Describirrg a
process
Sequence anci
pr.rrpI.)se

Analvsing thc
que-stiorr
llratnstornLing
idea:.
13arlancingyoirr
:lrglllnent

qtre.cc rr)+fprrl(
""^__t____"'

Part2 Enlailsand
letters
Part 3 Discr.rssrng
the fr-rturcof the
Internet

M:rtrhing visual-c
wrth teri
Iclentrfication
of
beiiefscrr
arsuments
Mrliipk: choice
fulatching
lreadingsto
paragraphs
Notc complet.ion
l"fultiplechoicc

"fask?
lter.ie'r.r'
ol'r-isefn.l
ianguaec

Vart2
CIas..iifir:atron
Part 3
Multiple cl'ririce

Discussionon
acivertisirlg

Y,/i\r/NC
Sutrmart,
completuor'.
'Iirp

tips fol the
IELI'S Reaciing
rnoclule

IELfS Task'1
Wriiing checklist
IFILTSThsk2
\{rithrg checkiist
Top tips for the
tEi-I'S M:iting
rnodrrle

Short ansn'ers
Nclte conlL)letion

Pronunciation
Schwa ir:r
unstressed
syllables
IEI-TS Speakirre
module
larts 1,2 & 3
Tirp tips for ihe
Ilrl-TS Spc.aking
nl( )r1ulr.

Contents61'11re
rCttdentlsBook

Llroh.ibition

C'ollocationsla,r]rr:and do
Tbp tips for
recol'cllng,
::enremberirrgand
usrng new
vocabula4r

Horg lp lsf igp
ef{ectively


Content overview
Themes

Languagedevelopment

This unit acts as an introduction to the different parts
of the IELTS exam and is thematically focused on the
experience of studying abroad.

L anguagefo cusand Vocabulary

Exam related activities

Forming questions
Dependent prepositions
Understanding how sentenceswork
Quantifiers

Reading
Multiple choice
Writing
Task1 Understanding key featuresof data
Writing an introductory statement
Describing data which show changesover time
Listening
Part 1 Form filling
Pafi2 Tablecompletion
Note completion

Skills development
Reading
Skimming
Prediction
Diagrams
Study skills
Ways of recording vocabulary
Dictionary focus

Speaking
Part 1 Expanding answers
Part 2 Describing activities and food
Part 3 Discussingaspectsof culture shock

Xfl{lrys*udy !ELKS?
Examinformation
Thislistening
is similarin styleto Part1 oftheIELTS
textofthefourinthe

Listening
module,
whichistheeasiest
topic.The
ona non-academic
exam,
andis a dialogue
in a socialsetting,
or asinthis
contextis oftenstudents
talkingto a university
staffmember
listening,
a student
subjects.
aboutadmissions,
housing
orothernon-academic
'X

l,Hl 0 tr Ask students to look at the photo of Li Cha
and to speculate about her. Draw their attention to the
questions and ensure ihey understand contact number.
Then play the recording.

Suggestion
are
Listening
module,
allrecordings

NotethatintheIELTS
ofthiscourse,
atthebeginning
onlyheardonce.However,
of hearing
stillneedthesecurity
students
willprobably
twice.
recordings

&rlswens

118
228
3 29th October
4 0 8 2 57 0 1 6 9 2 4( n o t e .t h e o t h e r n u m b e ri s i n H o n g K o n g )
5 (aboutlt (years)


l:sl 01
( A O= A d m i s s i o n sO f f i c e r ;L C= L i C h a )
AO:

HelloLi Cha.l'm SusieShaw,the AdmissionsOfficer.

LC:
AO:

H e l l o ,p l e a s e dt o m e e ty o u .

l'd just liketo talk to you to find out a little more
i n f o r m a t i o nt o g i v e y o u r n e w t u t o r ,S t e p h e nE n n i s .

LC:

OK.

A O : H o w o l d a r ey o u , L i C h a ?
LC:

I'm eighteen.

AO: OK. Now your start date is next Monday,that'sthe
1 4 t hF e b r u a r yA. n d v o u ' r e i n c l a s s2 8 .
LC:

Sorry,2D?

A O : N o 2 8 . B f o r B r a v o .D o y o u k n o w w h e n y o u ' r e
f i n i s h i n g ?O c t o b e ro r N o v e m b e r ?
LC:

l ' d l i k et o g o h o m e a n d s e e m y f a m i l y i n N o v e m b e r .

A O : F i n i s h i n ga t t h e e n d o f O c t o b e rt h e n .t h e 2 9 t h .W e
n e e da c o n t a c tn u m b e rh e r ea n d o n e i n C h i n a .L i
C h a .D o y o u l i v ew i t h y o u r p a r e n t s ?
LC:

N o , I l i v ew i t h m y g r a n d m o t h e ra n d b r o t h e r S

, h a o ,i n
H o n g K o n g .T h e i rt e l e p h o n en u m b e ri s 8 7 3 14 5 9 1 .
A n d m y m o b i l en u m b e r h e r ei s 0 8 2 57 0 i 6 9 2 4 .

A O : O b v i o u s l yy o u ' v e s t u d i e dE n g l i s hb e f o r e .H o w l o n g
h a v ey o u b e e ns t u d y i n g ?
LC:

? Go through the table and the first example with the
students. Then ask them to write questions for the other
answers. Monitor and then correct. Use this opportunity
to present question formation including subject / object
questions.
Refer students to the Grammar section on page 150.

Answers
1
2
3
4
5

How old is he?
W h a t a r ey o u r h o b b i e s ?
W h y a r e y o u t a k i n gI E L T S ?
W h a t a r e y o u g o i n gt o s t u d y ?
W h a t w o u l d y o u l i k et o d o i n t h e f u t u r e ?

X ast students to work individually
mistakes.

to correct the

Amswsr'*
1
2
3
4
5
6
7
8
9
10

C a ny o u s p e a kC h i n e s e ?
H o w o f t e nd o y o u s p e a kE n g l i s h ?
H o w o l d a r ey o u ?
Why did you go there?
W h o i s t e a c h i n gy o u ?/ W h o t e a c h e sy o u ?
W h a t a r ey o u d o i n g ?
H o w d o | / y o u c o m p l e t et h i s f o r m , p l e a s e ?
W h e r ed o e s h e l i v e n o w ?
W h e n w i l l y o u g o h o m e ?l W h e n a r e y o u g o i n g h o m e ?
W h a t t i m e d o e si t s t a r t ?

A b o u t t h r e ey e a r s .

A O : l s t h a t a l l ?Y o u m u s t w o r k h a r d! I t h o u g h ty o u ' d b e e n
studying for at leastfive years.Do you have any

o t h e rh o b b i e s ?
L C : W e l l ,I l i k ep l a y i n gt a b l et e n n i s .I a l s os p e n da l o t o f
t i m e e m a i l i n gf r i e n d s .O h , a n d I l i k er e a d i n g .I r e a di n
E n g l i s hs o m e t i m e st o o .
A O : G r e a t ,t h a t ' sp r o b a b l yw h y y o u r E n g l i s hi s s o g o o d .
Now, you want to take IELTS,dont you? Why's thatT
LC:

W e l l ,I w a n t t o g o t o t h e U n i v e r s i t yo f S y d n e y .I ' d l i k e
t o s t u d yl T a n d c o m p u t i n g .

AO: Really?Would you liketo get a job in lT in the future?
LC:

Y e s ,I ' d r e a l l yl i k et o w o r k w i t h c o m p u t e r st,h e r e a r e
justso many possibilities.

Kx6amxzdims
emswers
Aim
Thisbookaimsto develop
students'
speaking
skillswitha
particular
focusonexpressing
opinions
backed
upby
reasons,

andalsoto helpthemproduce
moreextended
turns,Although
activities
areprimarily
in IELTS
contexts,
givenwillalsohelpprepare
thepractice
students
for
seminar
andpresentation
situations
at university.
? ffris activity should encouragestudents to give fuller
answersin the first part of the Speakingmodule. Ask
studentsto match the short answerswith the oossible
expansions.Feedbackasa whole classand checkany
vocabularyproblems.
Amswers

Formdng EerestXes?e
Aim
Thelanguage
focussections
inthisbookaredesigned
to
improve
common

areasofdifficulty.
Sometimes
students
knowthe
rules,
butdonotapplythem
in practice
Therefore.
manyoftheactivities
empl0y
a'discovery'type
youto assess
approach,
to enable
howmuchhelpstudents
needwiththisarea.

1b
2a
3e
4g
Sford


&mswsrs
Examinlormation
InPart1 oftheIELTS
Speaking
module.the
examiner

will
questions
askgeneral
related
to studies,
family,
future
plansandotherfamiliartopics.
lt is importantthat
students
givefullratherthanbrieformonosyllabic
answers.
Aim
Thissection
introduces
Part1 oftheIELTS
Speaking
module.
lt givesopportunities
forstudents
to practise
questions
forming
andto findoutabouteachother.
? Studentswrite down five questionsaround the
topicsgiven,eglNheredoyou iomefrom?Monitor to
checkaccuracy,referringback to Languagefocus1.
Fossibleql*cst;elt$
1
2

3
4
5

W h e r ed o V o u l i v e ?
Haveyou got any brothersand sisters?
D o y o u h a v ea n y h o b b i e s ?
W h a t w o u l d y o u l i k et o s t u d y ?
W h a t w o u l d y o u l i k et o d o i n t h e f u t u r e ?

3 Remind and encourage students to produce
expanded rather than brief replies. In pairs, students
take it in turns to play roles of the examiner and
candidate. As part of whole-class feedback, listen to one
pair doing the task then ask a few students to report
back on the information they found about their partner.

Examinformation
Thislistening
tert is similar
to a Paft 2textintheListening
module.
Thisisa monologue
ona non-academic
subject,
andisslightly
moredifficultthan
Part1.Thesekindoftexts
mayor maynotbein a university
context,

buttheywillnot
Theywillbea talkona moregeneral
bepartof a lecture.
subject.
? LAJ 02 Lead into this listening by telling the
studentsthat ProfessorGoodingis going to talk about
the difficulties shehas had in adjusting to living in
different countries,and elicit the kind of problems they
think shemight have had in the countriesin the table.
Encouragethem to predict what kind of words they are
listening for.
Examinformation
Notethattheinstructions
statenomorethanthreewords
foreachanswer.
Thisis a common
IELTS
instruction.
Ensure
students
understand
thatone.twoorthreewords
areacceptable.

1
2
3
4
5

l o o k i n gd i f f e r e n /t b e i n gt a l l
( t h e )( e x t r e m e )h e a t
Finland
r e a d( a n y t h i n g/ J a p a n e s e )
eat with l use chopsticks

l,g"l *:
H e l l oe v e r y o n eT. h a n k sf o r c o m i n gt h i s e v e n i n g .l ' v e b e e n
i n v i t e dh e r et o n i g h t b y t h e I n t e r n a t i o n aSl t u d e n t sS o c i e t y
t o t a l k a b i t a b o u t c u l t u r es h o c k .F o r m a n y o f y o u w h o h a v e
r e c e n t l ya r r i v e df r o m y o u r h o m e c o u n t r i e s l,i f e h e r ei n
N e w Z e a l a n dm u s t s e e m q u i t es t r a n g ea n d d i f f e r e n t o y o u
i n m a n y w a y s . B e c a u s eo f m y w o r k a s a n a n t h r o p o l o g i s t ,
l ' v e h a d t h e o p p o r t u n i t yt o w o r k i n q u i t ea n u m b e ro f
d i f f e r e n tc o u n t r i e sw i t h q u i t ed i v e r s ec u l t u r e s s, o I ' v e h a d
m y f a i r s h a r eo f c u l t u r es h o c ka n d k n o w e x a c t l yh o w y o u
m i g h t b e f e e l i n ga t t h i s t i m e .
T o n i g h t .I w a n t t o t a l k a b i t a b o u t m y o w n e x p e r i e n c e os f
c u l t u r es h o c ka n d t h e n g o o n t o g i v e y o u a f e w h i n t so n
how to minimizethe effects.
I f i r s t l e f t N e w Z e a l a n dw h e n I w a s o n l y 2 2 t o d o s o m e
r e s e a r c hw o r k o n t h e i s l a n do f S u m a t r ai n l n d o n e s i aI. w a s
i n t e r e s t e di n l e a r n i n ga l l a b o u tt h e c o u n t r ya n d t h e p e o p l e ,
b u t I w a s p a r t i c u l a r l fya s c i n a t e db y t h e a r c h i t e c t u r e .
I n t h e p a r t w h e r e I w a s w o r k i n g ,t h e b u i l d i n g sh a v e
beautiful,curved roofs that I had never seen beforeand
I l o v e dt h e m !
L i f e i n l n d o n e s i ai s v e r y d i f f e r e n tf r o m l i f e i n N e w Z e a l a n d ,
and at first I found it very difficultto adjust.The worst
t h i n g w a s l o o k i n gd i f f e r e n t o e v e r y o n ee l s e .l ' m a b o u t

. u t i n I n d o n e s i aI,w a s
a v e r a g eh e i g h ti n N e w Z e a l a n d b
m u c h t a l l e rt h a n m o s t p e o p l e ,a n d i t m a d e m e f e e l v e r y
u n c o m f o r t a b l eO. n e o f t h e b e s t t h i n g s t, h o u g h ,w a s t h e
f o o d . A c h a n g ei n d i e t c a n b e o n e o f t h e b i g g e s tp r o b l e m s
o f m o v i n g t o a n e w c o u n t r y .b u t f o r m e I n d o n e s i aw a s n o t
d i f f i c u l tf r o m t h a t p o i n t o f v i e w . l ' m v e r y k e e no n s p i c y
f o o d , a n d t h e r e i s a n I n d o n e s i a nc h i c k e nc u r r yc a l l e d
' R e n d a n gt' h a t i s o u t o f
t h i s w o r l d!
C l i m a t ec a n b e a n o t h e rt h i n g t h a t p e o p l ef i n d i t d i f f i c u l t o
a d j u s tt o . I f o u n d w o r k i n g i n E g y p tv e r y d i f f i c u l tb e c a u s eo f
t h e e x t r e m eh e a t .I n c o n t r a s t l, i v i n gi n F i n l a n dw a s h a r d
b e c a u s ed u r i n gt h e w i n t e r m o n t h st h e d a v s a r e s o s h o r t .
W h e r e I w a s , i n t h e N o r t h ,i t w a s o n l y l i g h t f o r a b o u tf o u r
o r f i v e h o u r sa d a y i n D e c e m b e rB. y t h e e n d I w a s p r e t t y
g o o d a t c r o s sc o u n t r ys k i i n g ,t h o u g h l
L a n g u a g ei s o f t e n o n e o f t h e b i g g e s tb a r r i e r sw h e n y o u ' r e
s e t t l i n gi n t o a n e w c o u n t r y ,b u t I ' m q u i t eg o o d a t l e a r n i n g
t h e m a n d t h i s h a s n ' tu s u a l l yb e e na p r o b l e mf o r m e .
H o w e v e rJ, a p a nw a s q u i t ed i f f e r e n t I. h a d l e a r n ts o m e
s p o k e nJ a p a n e s eb e f o r eI w e n t , b u t I h a d n ' tt r i e dt o l e a r n
t o w r i t e ,s o i n i t i a l l y I, w a s a b i t n e r v o u sa b o u t g o i n g t o a
c o u n t r yw h e r e I c o u l d n ' tr e a da n y t h i n g .T h i s d i d m a k el i f e
a l o t m o r e d i f f i c u l tf o r m e . I c o u l d n ' tr e a dt h e d e s t i n a t i o n s
o n b u s e s ,o r m e n u si n r e s t a u r a n t so.r e v e n r o a d s i o n s .
S o m e t i m e si t c a n b e v e r y s m a l lt h i n g st h a t y o u ' r e n o t u s e d
. o rm e , i n
t o t h a t c a n m a k ey o u f e e lt h e m o s t h o m e s i c k F
C h i n a ,i t w a s c o n n e c t e dw i t h e a t i n ga g a i n .I r e a l l yl o v e

Chinesefood, but I found it verv difficultto eat with


c h o o s t i c k sI.d i d l e a r ne v e n t u a l l yb, u t I s t i l l p r e f e ra f o r k l
O n eo f t h e b e s tt h i n g sa b o u t m y s t a y i n C h i n a ,t h o u g h ,w a s
. ew a s
t h e P r o f e s s oIr w a s w o r k i n gw i t h a t t h e u n i v e r s i t yH
c b o u th i sw o r k ,a n d t h a t m a d em y j o b
r e a l l ye n t h u s i a s t i a
v e r ys a t i s f y i n g .

Suggestion
yourstudents
to notice
thatyouencourage
It is important
andmakea noteofverb/ adjective
/ noun+ preposition
astheyreador learnnewvocabulary.
combinations
themto dothiswiththewordsineach
Encourage
focus,
forexample.
Dictionary

O K ,w e l l e n o u g ha b o u t m y e x p e r i e n c eH. a v i n gm e n t i o n e d
s o m e o f t h e p r o b l e m sI f a c e d ,I w a n t t o l o o k a b i t m o r e
g e n e r a l l ya t h o w y o u c a n a d a p tt o c u l t u r es h o c k. . .

Aim
studying
intheUK.
Thistexthasbeenwrittenfor students
as
istherefore
notascomplex
Thelevelofthelanguage
to
exam.
Thisenablesthem
mayfind
intheIELTS
thatthey
suchaspredicting,
someofthekeyskills,
staftto develop
the
andchoosing
textwithdiagrams
matching
skimming,
toomuch
without
struggling
choice,
rightoptionin multiple
thetext.
to comorehend

De pecxde*?*pr&p{ssitSqpras
1 Look at the example and check students understand
the idea of dependent prepositions. Then ask them to
:ind five adjectives with dependent prepositions in the
Speaking skills, Expanding answers section onpageT.

Answers
S e n t e n c ea : g o o d a t , i n t e r e s t e di n
S e n t e n c ec : n e r v o u sa b o u t
S e n t e n c ed : f r i g h t e n e do f
Sentencef: fascinatedbv
2 .A.st students to complete the sentences from the
:ecording with the correct preposition. Do not correct at
:his stage.

S If you think your students may know, you could ask
them to define'culture shock'before they read the text.
If not, simply ask them to read the first part of the text
and then elicit from them what it means.
X esk them to read the first part again to find as many
different causes of culture shock as they can

&riswers

*Xstudents listen again and check their
3 A
,lnsrvers in pairs. Then quickly check them as a class.
a

Answer*

lby
2 from
3on
r

d(

5 about
6 about
4 Looking at sentences0 and 5 from exercise2, elicit
:hat we use an -ing form after a preposition.
5 Students add the missing prepositions to the sentences.

Answers
1 in
20v

3 from
4on
5 about
6 about
6 Students work in small groups to talk about different
countries and cultures. The first person rolls a dice and
has to talk about the statement corresponding with the
number shown on the dice. Encourage use of adjective /
preposition combination.

a

, e e t i n gl o t s o f n e w

s h o c ko f a n e w e n v i r o n m e n t m
p e o p l ea n d l e a r n i n gt h e w a y s o f a d i f f e r e n tc o u n t r y
b e i n gs e p a r a t e df r o m t h e i m p o r t a n tp e o p l ei n y o u r l i f e :
p e o p l ey o u w o u l d n o r m a l l yt a l kt o a t t i m e s o f
u n c e r t a i n t y. . .
m i s s i n gf a m i l i a rs i g h t s .s o u n d sa n d t a s t e s
b e i n gt i r e d a n d j e t - l a g g e d

S Rst students to work in groups to discusswhat they
know about Britain and make predictions about what
the author will say about the different points.
& esk students to read the text and comparewhat the
author sayswith their predictions or ideas.Tell them to
refer to the glossaryif they need help with vocabulary.
S Essentiallythis is a matching paragraphsto headings
task, as often found in IELTS,but it also gives students
practice in another useful IELIS skill - interpreting
diagrams.Look at the diagram togetherwith the class
and checkthat they understand that the stagesare in
sequenceand that the dip in the curve representshow
positivethey arelikely to be feeling.
A'ruSWenS
A4
B1
C5
D2
E3


Note that if your students are currently studying

abroad,they may well recognizesomeof thesefeelings
and welcome the opportunity to discussthem.

Mcx&*XpEe
cho&ce
6 Many students will be familiar with the concept of
multiple choice, but encourage them to underline and
look for key words (or similar words) and then find the
evidence for their choices (or why thev have not chosen
an option)in the text.
A,nsrryeng
1 B (paragraphB: ...you are stillprotectedbythe close
memory of your home culture.l
2 A (paragraph E: Nexf you may reiect the differences
you encounter.)
3 D (encouragestudentsto look at key words: returning
home, promote, warnl
7 If your students are still preparing to study abroad,
you could use this discussion question to allow them to
discuss their plans. If they are currently studying
abroad, you could focus the discussion either on what
they enjoy about living in this country, or on another
country they might like to live in in the future.
The vocabulary section on page 155 contains an exercise
on-ed and -lng adjectives, including many found in the
reading text in this section.

XWsteee*ffipnetiem
Examinformation
ofa Part2text,whichpractices

example
Thisis another
question
type- Notecompletion.
common
another
attention
to thefactthatNotecompletion
Drawstudents'
text,or
fromthelistening
usingwordsexactly
mayinvolve
thewordsorthegrammatical
theymayhaveto change
wordlimit.
formto maketheanswerfitthe
Suggestion
intheearly
aspossible
asmuchsupport
Givestudents
questions
themto
byasking
stages
of Notecompletion
predictthe
possible
grammaticalform

egif
oftheanswer,
mustbe
thentheanswer
byanarticle,
thegapis preceded
+ nouncombination.
a n0un,or anadjective
{ l.A,J 03 Rst students to look at the notes and
predict the kind of information (including what word
class)they will need to listen for.

&mswers
1 i n t o u c hw i t h / i n c o n t a c tw i t h
2 photo(graph)s
3 your country
4 ( o t h e r )i n t e r n a t i o n asl t u d e n t s
5 ( s o m e )s u p p o r t

t:sl g3
. . . s o t h i s a f t e r n o o nw e ' v e b e e nt a l k i n ga b i t a b o u t c u l t u r e
s h o c ka n d y o u r e x p e r i e n c e os f c u l t u r es h o c ks o f a r i n
a d j u s t i n gt o l i f e i n t h i s c o u n t r y .M a y b et h i s h a s n ' t
h a p p e n e dt o y o u a n d y o u ' r et h i n k i n gi t w o n ' t b e c a u s e
y o u ' r ef r o m E u r o p e ,o r y o u ' v ed o n e a l o t o f t r a v e l l i n g
b e f o r e .B u t i t i s i m p o r t a n t o u n d e r s t a n dt h a t c u l t u r es h o c k
c a n h i t y o u w h a t e v e rc u l t u r ey o u c o m e f r o m a n d h o w e v e r
w e l l t r a v e l l e dy o u a r e .l t ' sa p e r f e c t l yn o r m a le x p e r i e n c ei,f
a l i t t l ew o r r y i n gw h e n i t d o e s h a p p e nt o y o u .
T h e r e a r e s o m e t h i n g s y o u c a n d o , h o w e v e r ,t o h e l p

y o u r s e l fg e t t h r o u g h i t . F i r s t o f a l l , d o k e e p i n t o u c h w i t h
h o m e . A k i , o n s t u d e n tr e c e p t i o n c, a n h e l p y o u t o b u y a
p h o n ec a r dt o m a k ec h e a p e rc a l l sh o m e ,a n d y o u c a n
a l w a y se m a i lf r i e n d sa n d f a m i l yf r o m t h e R e s o u r c e
C e n t r e .l f y o u h a v e n ' tb r o u g h t a n y p h o t o s o f f r i e n d s a n d
f a m i l y .g e t t h e m t o s e n d y o u s o m e . s o v o u c a n f e e l a t
home.
M a k es u r ey o u e a t w e l l - n o t j u s t c r i s p sa n d c h o c o l a t e !
A n d i t ' sa g o o d i d e ai f y o u c a n e a t s o m e f a m i l i a rf o o d .
O t h e rs t u d e n t sf r o m y o u r c o u n t r yw i l l p r o b a b l yb e a b l et o
in food from your
h e l p y o u f i n d s h o p sw h i c h s p e c i a l i z e
c o u n t r y .A n d y o u n e e dt o e x e r c i s et o o - n o t o n l y f o r y o u r
healthA
. n d i t ' s a g o o d w a y o f m e e t i n gp e o p l e .
M a k es o m e n e w f r i e n d s .G e t t o k n o w t h e o t h e r
, h e t h e rf r o m y o u r o w n c o u n t r yo r
i n t e r n a t i o n asl t u d e n t s w
o t h e r s ,T h e y w i l l u n d e r s t a n ds o m e t h i n go f w h a t y o u ' r e
f e e l i n ga n d t h e i r e x p e r i e n c em a y b e a b l et o h e l py o u . A n d ,
i f y o u c a n ,t r y t o m a k ef r i e n d sw i t h t h e l o c a lh o m e
s t u d e n t sT
. h a tw a y y o u c a n r e a l l yl e a r na b o u tt h i s n e w
c u l t u r e- a n d t h e y c a n l e a r na b o u ty o u r s .
L e t u s h e l p y o u ! Y o u ' r eh e r e a t t h e o r i e n t a t i o n
p r o g r a m m e ,w h i c h i s a g o o d s t a r t ,b u t w e a l s o o f f e r a
d r o p - i n c e n t r ew i t h a s t u d e n ta d v i s o ra v a i l a b l ed a i l y ,a n d
p e r s o n a cl o u n s e l l i n gY. o u m i g h t n o t u s e s u c ha s e r v i c e
a t h o m e , b u t r e m e m b e rt h a t y o u p e r h a p sd o n ' t h a v e t h e
s a m e s u p p o r t n e t w o r k so f f r i e n d s a n d f a m i l y h e r e ,a n d

t h e s e s e r v i c e sc a n p r o v i d ey o u w i t h s o m e s u p p o r t .T h e
m o s t i m p o r t a n t h i n g i s t o f i n d s o m e o n ew h o w i l l l i s t e n
u n c r i t i c a l l ay n d w i t h u n d e r s t a n d i n gr ,a t h e rt h a n i s o l a t i n g
yourself.
Y o u n e e dt o r e m e m b e rt h a t c u l t u r es h o c ki s e n t i r e l y
n o r m a la n d u s u a l l yu n a v o i d a b l el.t ' s n o t a s i g n t h a t y o u ' v e
m a d e a m i s t a k eo r c a n ' tm a n a g e .I n f a c t ,i t c a n b e a
, a k i n gy o u m o r e a w a r eo f
s i g n i f i c a nlte a r n i n ge x p e r i e n c em
a s p e c t so f y o u r o w n c u l t u r ea s w e l l a s t h e n e w c u l t u r e 'l t
w i l l g i v e y o u v a l u a b l es k i l l sw h i c h w i l l b e p a r t o f t h e
b e n e f i to f a n i n t e r n a t i o n ael d u c a t i o n .


€xam 6nxfmrNxxmt6mrx
Examinformation
Thissection
introduces
Parts2 and3 oftheSpeaking
module.
Part2 maybethestudents'first
experience
of a
longer,
uninterrupted
turnor mini-presentation.
InPart3,
fullresponses
to questions
topicareexpected

ona general
andmanystudents
needconsiderable
skillsdevelopment
to
produce
appropriate
answers.
\fter reading the Exam information box in the Student's
Book, check that students understand the basic format
rr asking comprehension questions'. Hozulong ilo you
,n,,e to prepare?What is the minimum time you needto speak
:..r? WiU the examinerspeakin this sectionTHow areParts 2
trtil3linked?
1 For Part2practtce, put students in pairs (A and B) and
ask them to quickly read their card. Tell them to make
rrief notes on a piece of paper (these could be in English or
:heir own language) and notify them when the onemhute limit is up. Students take it in turns to give their
talks to their partner. Monitor and give a two-minute time
hmit. Allow students to ask a simple follow-up question to
each talk. As whole-class feedbacl ask a few students to
report back on what their partner's talk was about. This
should highlight whether any key points on the card were
omitted or if the talk was too short.

Examinformation
In Part 2 oftheIELTS
Speaking
module
thecandidate

will
haveto speakuninterrupted
for1-2minutes.
Encourage
the
students
to:
preparationtime
o Usethe1 minute
carefullytothink
aboutandmakea noteofwhattheyaregoing
to say
o 0rganize
theirtalkintheordersuggested
onthecard
r Keep
theirtalkrelevantto
thetopicandquestions
onthecard
Plenty
of practice
willensure
theybecome
familiar
withthis
typeoftask.
2 For Part 3 practice,keepstudentsin the samepairs and
askthem to take it in tums to selectthree questionsto ask
theirpartneron the generalthemesof this unit. Monitor
responsesfor the feedbackstage,perhapsemphasizingthe

importanceof aiming to producefluent, extendedanswers.

UrNderstand*mgkey features @f data
Examinlormation
Thissection
introduces
IELTS
Writing
Task1.InTask1,
candidates
oftenhaveto describe
or Dresent
datashownin
a diagram.
Describing
datais alsoanareathatisvitalin
manyacademic
subjects.
X Students look at this typical Task 1 question, but do
not spend time checking comprehension as this occurs
in exercise 3. However, ask how many words they
need to write (150 raords),who they have to write for
(a uniztersity lecturer). Tell them that in the exam they
will have 20 minutes to complete the question.
3 fey vocabulary is introduced which will be
useful to describe data. Ask students to read the
words in the box before labelling the diagram. Other
representations of data could be elicited at this stage,
such as pie charts or tables, by drawing simple
illustrations on the board.

,&elswsrs
a
b
c
d
e
f

Key
verticalaxis
barchart
h o r i z o n t aal x i s
axes
l i n eg r a p h

& point out that it is very important that students first
make sure they understand what a diagram shows.
Then it is important to select the main ideas, group
information and not simply list every single detail
shown. Refer students to the task in exercise 1 so they
can answer questions 1-6. Check in pairs before
feedback as a class to check understanding.

&nswers
1
2
3
4
5

6

Yearsfrom 96/97to 00/01
T h o u s a n d so f s t u d e n t s
S u b j e c t ss t u d i e d
b ) C h a n g e so v e rt i m e
E n g i n e e r i n ga n d T e c h n o l o g ya, n d C o m p u t e rS c i e n c e s
P r o b a b l yb ) s u b j e c t sa, s s t u d e n t sw i l l p r o b a b l yp i c ko u t
the fact that some subjectsincreasedin popularity,
w h i l e o t h e r sd e c l i n e d .

Wn&t{mgam inrtrodercteiry$tatement
4 tt is common for students to copy the wording of the
question in their opening sentence.Encouragestudents
not to simply write down the questionsagainbut rather
try to paraphrasethe wording or changeit in someway,
perhapsby giving a comment about the generaltrends


shown. This extract provides a clear model of a possible
opening paragraph.

Answers

?""f
nderstamdimg how sentsmces Mr6rk

1 A: what the graph or chart shows but it is not written
u s i n ge x a c t l yt h e s a m ew o r d i n g a s t h e q u e s t i o n .
2 C : n a m e l ys u b j e c t sw h i c h b e c a m em o r e p o p u l a r

a n d t h o s ew h i c h b e c a m el e s sp o p u l a r- t h i s a l s o
s u m m a r i z e sh o w t h e w r i t e r h a sc h o s e nt o g r o u pt h e
information
3 F: (seeabove)
, ore
4 T : a f t e r t h em a i n i d e a sh a v eb e e ni n t r o d u c e dm
specificdetailscan be added.

Examinformation
withbasic
stilloftenstruggle
Evenatthislevelstudents
order.
Inorderto
especiallyword
structure,
sentence
inthisareaisvital
score,accuracy
a higherIELTS
achieve
meaning,
oftenhelpsclarify
aswordorderin English
'l

Oescnibimgdate wrfrich s,?ews 6hamges
&ver &6rme
5 Students study the chart again and complete the
sentences with the correct subject. This will require them

to understand the language for describing trends so,
depending on the level of your students, pre-teach this
using simple diagrams on the board. Alternatively, use the
exercise as a way of discovering how much they know,
and clarify meaning afterwards.

. fl tt is easier to correct syntactical errors if students are
aware of the names of basic parts of speech.Ask students
to look at the sample sentence and find examples of each
part of speech. If they find this difficult, you could give
further practice using other sentences from the text.

Amswers
1 an adjective:steady,poPular
2 a l i n k i n gw o r d : h o w e v e r ,a n d
3 a n o u n :E n g i n e e r i n gT, e c h n o l o g yd, r o p . p o p u l a r i t y ,
subjects
: ,t h e
4 a n a r t i c l ea
E
a preposition:to. of, in, with, from, over
6 a n a d v e r b :n e a r l y s, t i l l ,j u s t

Answers
1
2
3
4
5
6

t "2 Use this question to checkstudents understand
what a'subject'is.

B i o l o g i c aS
l ciences
C o m p u t e rS c i e n c e s
E n g i n e e r i n ga n d T e c h n o l o g yC, o m p u t e rS c i e n c e s
P h y s i c aSl c i e n c e s
E n g i n e e r i n ga n d T e c h n o l o g y
M e d i c i n ea n d D e n t i s t r v

&nsuver
E n g i n e e r i n ga n d T e c h n o l o g y

6 Read the example together. Students make the
statements in exercise 5 more detailed by using figures
from the chart and phrases from the box.

Erysl*ejgeryryen*--**..*

*-*

--

B i o l o g i c aS
l c i e n c e s h o w e da s t e a d yi n c r e a s eo v e rt h e
five-yearperiod,from 80.000to over 90,000
o a n d t h e r ew a s a s h a r pi n c r e a s ei n t h e p o p u l a r i t yo f
ComputerSciences,especiallybetween99/00and

0 0 / 0 1w h e n n u m b e r si n c r e a s e db y n e a r l y3 0 , 0 0 0 .
See Model answer on page 160of the Student'sBook for
moreexamples.
o

7 Ask students to look back at exercises 24 to
construct their answer. This is a very controlled task, but
it should provide students with a solid base from which
they can answer similar questions in the future.
I A clear model is provided on Page 150 for students to
compare with their own answer. They can underline any
significant differences they find.
Note that there is further practice of phrases such as a
sharpfall in the Vocabulary section on page 155.

3 Look at the examples as a class, then ask students to
divide up the sentences.Strictly speaking some of the
'objects'
are in fact complements or adverbials but these all
function h much the same way in the sentence.If students
are monolingual, you may be able to help them seewhat
pattern(s) their language typically uses, and what if
anything, they use as a dummy subiect. Many languages
use a form of haaelor this purpose, for example.

Amswers
Obiect/GomPlement/
Adverbial
in PoPularitY
dropPed

Others
r e m a i n e d t h e l e a s tP o P u l a r
This
subject of the five
a s t e a d yi n c r e a s e . . .
B i o l o g i c aSl c i e n c e s s h o w e d
a s h a r Pi n c r e a s ei n . . .
was
There
a s l i g h t f a l l' . .
w
a
s
There
Subject
1
2
3
4
5

Verb

3 As well as giving practice, this exercisewill also
provide a model for the following writing task. Elicit the
first one as an example and then let students work
individually to put the sections of the text in order. You
could copy the following answer onto an OHP for ease
of correction, or make paper copies.

Angvilers
( 1 )M o r e a n d m o r e c o l l e g es t u d e n t sf r o m t h e U n i t e dS t a t e s
a r eg o i n g a b r o a dt o s t u d y .( 2 ) I n 1 9 9 7t o 1 9 9 8 ,1 0 0 , 0 0 0
A m e r i c a ns t u d e n t se a r n e dc o l l e g ec r e d i t sa b r o a d .
( 3 )H o w e v e r r. e c e n tf i g u r e ss h o w t h a t w h i l e A m e r i c a n
studentsare leavingthe country to study abroad,
t h o u s a n d so f f o r e i g ns t u d e n t sa r e c o m i n gt o s t u d y i n t h e
U S .( 4 ) I n 1 9 9 7t o 1 9 9 8 t, h e r ew e r e 5 0 0 , 0 0 0f o r e i g n
s t u d e n t ss t u d y i n ga t A m e r i c a nc o l l e g e sa n d u n i v e r s i t i e s ,
over 107:o
more than in the previousyear.

1 T.trisprovides an opportunity to give students
practice in a Writing Thsk 1 activity and to consolidate
rvhat has been learnt so far in this unit. Depending on
how much support you feel students need and time
available, this could be set for homework. Give feedback
as appropriate but focus on aspects introduced in this
unit.

Answer

5 T h e n u m b e ro f s t u d e n t sw h o p l a y h o c k e yi s l a r g e r t h a n
t h e n u m b e rw h o p l a y f o o t b a l l .
6 A l a r g en u m b e ro f s t u d e n t se n j o yw a t c h i n gf o o t b a l l .
7 Severao
l f t h e s t u d e n t sd o n ' t p l a y a n y s p o r t .( a p l u r a l
group)
8 T h e s t u d e n t ss p e n da l a r g ea m o u n to f t i m e w a t c h i n g

sport.
X Uany of these rules should have come up in
feedback on the previous task. Ask students to choose
the best option to complete the rules. Check as a class,
using sentences from the previous exercise to illustrate
each point.

Answers
1 plural
2 q u e s t i o n s/ n e g a t i v es e n t e n c e su, n c o u n t a b l e
2

4
5

c ou n t a b l e
c o u n t a b l e u, n c o u n t a b l e
second

3 Ast students to write more sentencesabout the
information in the bar charts.

S e eM o d e l a n s w e ro n p a g e 1 6 0o f t h e S t u d e n t ' sB o o k .

For extra practiceseethe photocopiable activity for this
unit on page 114.

Ouamt&fiens

?f*Nays

sf recsrd*mg vecahaelaryr

Aim
Thiskindof language
isveryfrequently
usedin bothTaskl
(andindeed
andTask2 questions
in allkindsof academic
writing).
lt is alsoanareawherestudents
oftenmake
mistakes.
lmproving
theiraccuracy
intalking
aboutquantity
(alsocovered
in Unit2)canmakea significant
difference
to
theoverall
accuracy
oftheirwriting.
Ask your studentsto look at the chartsand ask
questionsabout which of thesesports they enjoy and find
out if their likes/dislikes are similar to the onesin the
charts.Then askthem to look at the sentencesin exercise1
and ask them to identifu mistakeswith quantifiers.You
could refer them to the box at the bottom of the pageif

rhey'a1snot surewhat quantifiersare.
Answsrs
1 T h e s t u d e n t ss p e n da l o t o f t i m e w a t c h i n gf o o t b a l l .( w e
prefer not to use much / many in positivestatements)
2 The majority of the studentspreferwatchingfootballto
p l a y i n gi t . ( m a j o r i t yu s u a l l yt a k e st h e d e f i n i t ea r t i c l e )
3 S o m e/ S o m e o f t h e s t u d e n t sl i k ep l a y i n gb a s k e t b a l l .
A
T h es t u d e n t sd o n ' t s p e n dm u c h / a l o t o f t i m e p l a y i n g
b a s k e t b a l l(.t i m e i s u n c o u n t a b l e )

Aim
Lowerlevellearners
whoareluststarting
to engage
with
academic
textsoftenstruggle
withthemorespecific
academic
vocabulary
required.
Recording
newlexis
effectively,
logically
andconsistently
is crucial.
Thissection
aimsto showstudents

howto dothis.
Studentswrite true sentencesabout themselves.
3 Checkthat studentshave drawn appropriate
diagrams.
Amswens
1

?

2

4

----------------

3 Studentsoften worry about understanding the
definitions in EngLish-Englishdictionaries.Encourage
them to buy one with definitions appropriate to their level.


&nswers
1a
2e
3d
4t
5g
6c
7b

Finally ask studentswhich methods from the Study

skills sectionthey liked best and elicit discussionof the
ways sfudentscurrently record vocabulary.

VCIcaharlarVm@teboef{s
One of the bestways for a learner to gain and retainnew
vocabulary is to keep a vocabulary notebook. This
should be pocket-sized, so that it can be carried around
easily, but not so small that it is inconvenient to write in.
You could ask all of your students to bring in a cheap
notebook to class and give them suggestions on how to
use it.
This may include the following sections, or others:
. Words recorded alphabetically (remember that letters
such as Q,X,Z,y, etc, will not require as much space
as other letters.
. Subject headings, eg words about crime, etc.
r Grammatical headings, eg phrasal verbs, dependent
prepositions

Students should first find the word in context in the unit.
They can then check the appropriate part of speech
before looking the word up in a dictionary.
In order to encourage good dictionary use, you could
ask some questions about such things as countability,
word stress and collocations. Some sample questions
you could ask are included below.
Efiminate(page 10: eliminateanswerswhichareclearlywrong.)
What preposition can be used with eliminate?
Elininatesthg_
sthg.

W h a t i s ' a p r o c e s so f e l i m i n a t i o n ' ?
Adiustment(page 10: stagesof adjustmentexperienced
during
orientation.l
ls adjustmentcountable,
uncountableor both?
What verb and adjectiveare part of the same family?
Potentiaf(page 10: Youmayfeelfullofpotentialandabletotrust
yourselfin all kindsof situations.l
you
Beiect(page 10: Next,youmayreiectthedifferences
encounter.Youmayfeelangrvor frustrated,or hostileto thenew
culture.l
areaccepted.)
Accept{page 10: Differences
andsimilarities
Minimize(page 1 1: Waysto minimizetheeffectsof cultureshock.l
thenumberof students
fflustrate(page 12: Thisbarchartillustrates
studyingdifferentsubjects.. .)
us aboutspecific
Specific(page 13: Thesecondsentencetells
subjects.l
Statistic(page 13: Donotsimplylisteverystatistic.l

Skills related headings,eg useful phrasesfor Part 2
writing questions,words to describegraphs, etc.
How the book is arranged is very much up to each
individual, but try to encouragestudents to include
more information (seeStudy skills above)than

simply bilingual lists.


Content overview
Themes

Languagedevelopment

This unit focuses on overpopulation and some of its
effects on the Earth today.

Languagefo cus and Vocabulary

Exam related activities

Subject-verbagreement
Presentsimple vs. presentcontinuous
Quantifiers

Reailing
Matching paragraphs to headings
Short answers
Choosing the best title

Writing

Skills development
Reading
Prediction
Cuessingmeaning from context

Task2 Organizing your writing
Understanding the question
Brainstorming and planning
Drafting and editing

Numbers and figures
Sentencestress

Listening

Study skills

Part3 Shortanswers
Sentencecompletion

Whatmakesa good leamer?

Pronunciation

Dictionary focus

Speaking
Part 3 Giving and justifying opinions

oftenbequitecomplex
andcontain
a lotof unknown
vocabulary.
However,

students
should
notneedto
understand
everphing
inordertogeta goodenough
score.

1 Look at photos and elicit some different modes of
transport onto the board. Then put students into pairs or
small groups and ask them to discuss the advantages/
disadvantages of these different modes.

Aim
Theexercises
withthefollowing
reading
textencourage
students
to develop
theskillsof prediction,
looking
forkey
wordsandscanning,
aswellasguessing
meaning
fromthe
contenofthetext.

Alternatively you could ask students to prepare a short

(1-2 minutes) presentation comparing and contrasting
trvo different modes of transport, which they then
present to another student.

Ask students to read the first paragraph quickly.
2 Draw students' attention to the key words in bold.
Then in pairs, ask them to try and answer the questions.

Prediction
I Examinfomation
examis designed
to distinguish
between
I TheIELTS
I students
atverydifferent
levelsof English.
Thetextswill

Answers
1

cars

2 n o i s e ,s m e l l ,d i r t ,e x p e n s e
3 S t u d e n t s ' o w na n s w e r s .


Aim
students

atthislevelhavewith
0neofthemajorproblems
IELTS
Reading
isthattheyreadtooslowlyandwantto look
Theaimofthis
upeverywordtheydon'tunderstand.
themto skimfortheinformation
exercise
isto encourage
lt may
theyneed,rather
thantryingto process
everything.
helpiftheyjustreadthefirstsentence
ofeachparagraph,
usually
thetopicsentence.

,Amswers

S Girr" students a strict time limit to skim the article
and checktheir predictions.

1 ParagraphC (... congestioncostsEuropeupto f85
billion a year.l
2 ParagraphD (... is forecastto increaseby 50 per cent.,.l
3 ParagraphF (Bad policies have increasedcar and truck
use.,.)
4 ParagraphB(Britonslove their cars ... a maior new EU

study shows.l
5 ParagraphE (/n Britain that means trYing to cut the
need to travel,l
6 ParagraphG (Brusselswants to cut traffic and pollution
with extra taxes ...1

Fcssiblearlsw&r

SXnort&nsvwerq&{@stiems

P r o b l e m sc a u s e db y c a r s .

6 Again, encourageyour students to skim through the
text fairly quickly,looking more carefully at sections
where they find tmswersin order to checkthem. All the
answersin this sectionare numbers or figures to
facilitate the development of scanningskills. This would
obviouslynot be the casein the exam.

frorm e@mtex*
&uesslmg emeamirxW
Aim
givespractice
meaning
from
in guessing
Thisexercise
forthe
someessential
vocabulary

context
andpre-teaches
nextreading
tasks.
4 Look at the exampletogether.Studentsfind the
appropriateparagraph.They shouldcheck that the word
they have fotrnd therecould have the samemeaningas
the definition. Do not allow studentsto use dictionaries.

,&nswers
1EU
2 decade
3 congestion
4 asphyxiated
5 subsidized
6 ( o n )t h e C o n t i n e n t

peresrephs tw headXmg*
NWatchimE
Examinformation
paragraphs
task.
to headings
isa common
IELTS
Matching
or readevery
Again,
students
donotneedto understand

partofthetextcarefully.
5 Show studentshow key words from the heading are
related to words in the correctparagraph. Then ask
students to read all the headingsfirst before reading the
text again to searchfor the right paragraphs.
Note that at this early stageof the book there are the
samenumber of headingsand paragraphs.This would
not usually be the casein the exam.
Suggestion
examisto highlight
or
strategy
intheIELTS
A useful
found
wherestudents
theparagraph
or section
underline
slotin order
theanswer.
Thisisalsousefulinthefeedback
a particular
answer.
to pinpointthe
language
usedto signify

A.n*wers
1

2
3
4
5
6

t h r e et i m e s ( P a r a g r a p hB : . . . h a s t r i p l e d. . . 1
t85 billion (ParagraphC: exactwords)
50 per cent (ParagraphD: exactwords)
65 per cent (Paragraphl: exactwords)
1 0 p e r c e n t ( P a r a g r a p hl : . . . o u r f a r e s . . . i e B r i t a i n ' s )
4 0 p e r c e n t ( P a r a g r a p hl : . . . o n t h e C o n t i n e n .t . .
ie Europe)

7 These short answers use words rather than numbers,
so are slightly harder to find within the text. Follow the
same procedure as above.
Allsvsers
1 c y c l i n ga n d w a l k i n g
2 lack of investment
3 c o n g e s t i o nc h a r g i n g

€hoosinE the best title
& Several of the titles are covered within the article, but
encourage students to choose the one whichbest
summarizes the whole article.

Amsvuen
5 The solutionto road traffic.

Subiect-verh agreememt
Suggestion
areaof
is another
common
agreement
Subject-verb
your
easyto improve
whereit is relatively
difficulty
the
Makesurethattheyunderstand
accuracy.
students'


countable/uncountable
distinction
andthatwe usea
singular
verbformwithuncountable
nouns.
Alsoteach
quantifiers,
themwhichformgoeswithcommon
suchas
neitherof.
1 Using the sentencesextractedfrom the text, ask
studentsto identify the subjectand the verb forms by

underlining them. Then get students to decideif the
subjectis singular or plural. You can then use this
information to show how the verb agreeswith the
subject.
Answ.rens
subject
1 B a dp o l i c i e s
2 The cost of
alternativeforms
of transport
3 P u b l i ct r a n s p o r t
fares
4 10percent
of our fares

verb
singular / plural
h a v ei n c r e a s e d p l u r a l
is rising
singular

h a v er i s e n

plural

a r es u b s i d i z e d

plural

2 tnis sectionfocuseson a number of common errors

in subject-verbagreement.Studentscan work together
to identify whether the sentencesare correct or not and
rewrite incorrect onesaccordingly.

? gliclt one or two of the categoriesfrom the students
(egWhatdoweusuallymeasure
heightin?) and then ask
studentsto identify what the figures are.
&mswers
A d e c i m a l :3 . 7 5( N B :t h r e e p o i n ts e v e nf i v e , N O T
seventyfive)
(herewritten with BritEngconvention
A date: 13111186
of dd/mm/yy)
3 T h e s i z eo f a n a r e a :6 0 0 k m 2( N Bs q u a r ek i l o m e t r e sO R
kilometressquared)
4 A height:6,900m
5 A w e i g h t :3 0 k g
6 A d i s t a n c e4: , 0 1 6 k m( N Bt h o u s a n d ,N O Tt h o u s a n d s )
7 A price:$450
I A fraction:3/a(clarify
other decimalseg 7s, and
patterns
ordinal
such as 7s)
9 A speed:80 km/h
10 A percentage:59T,
1 1 A t e m p e r a t u r e5: 4 " C
12 AraIio:4:1
2 You could also ask students to write down examples

and ask a partner to pronounce them, or personalize the
figures, egHoru tall nreyou? What proportionof your free
time do you spendwatching TV? , etc.

Answers
0 N o b o d ys e e m s. . . ( n o b o d y i sa s i n g u l a rs u b j e c t )
'1
Correct
2 N o n e o f t h e c a r s . . . w e r e ( p l u r a lf o r m a s c a r s )
3 Correct
4 Most peopleown a car (peopletakesa verb in the plural)
5 Correct
6 Neitherof us travel (Neithertakesa plural verb form)
7 Correct
8 C a r u s e r sp a y . . . ( C a ru s e r s t a k e sa v e r b i n t h e p l u r a l )
3 Students should complete the sentences using their
orvn ideas. Monitor to check and elicit a few examples.
There is extra practice of this area in the Grammar
section on page 150.

Nun*hers amd fig*lres
Aim
parrofmanyacademic
Numbers
andfigures
areanintegral
courses
aswellastheIELTS
exam.
Students

maywell
understand
thefigures,
butbeunable
to pronounce
them
appropriately.
practice
Thisexercise
aimsto provide
in a
widerangeofwaysnumbers
andfigures
maybe
expressed.

Shsrt &mswers

Ask studentshow they disposeof their rubbish
(includingbottles,paper,cans,etc.).Also ask them how
they feel if they seepeople dropping litter and what
attitudespeoplehave about this, or what punishments
exist for this, in their country.
? tHJ 04 Draw students'attentionto the Exam
information box in the Student'sBook. Advise students
that'no more than threewords'means one,two or three.
Then ask them to underline key words in questions1-6,
and checkcomprehensionof biodegradableand buried
beforelistening.
Allswers

t h a l fa t o n n e
2 two-thirds
3 10percent

4
5
6

2 5 m i l l i o nt o n n e s
to produceelectricity
2020


J:

T h e r ea r e q u i t e a f e w t h i n g st h a t a r e b e i n g d o n e ,
mostly by localcouncils.Thev're responsiblefor
'dustbin'
household
c o l l e c t i o n so, r t a k i n ga w a v a l l t h e
r u b b i s hy o u p r o d u c ei n t h e h o m e .I n r e c e n ty e a r s ,
many more sites have been set up to collectwaste
separatelyfor recycling.There are often containersin
car parksor outsidesupermarketsfor peopleto put
bottlesin: clear.green and brown bottlesare
sepArated.Also newspapersand magazinescan be
r e c y c l e da s w e l l a s t i n s m a d e o f a l u m i n i u m .O n e o f
t h e p r o b l e m so f t h i s ,t h o u g h ,i s t h a t m o s t p e o p l ea r e
not botheringto taketheir rubbishthere.To
o v e r c o m et h i s , s o m e l o c a lc o u n c i l sa l s o p r o v i d e

s p e c i a cl o n t a i n e r so, f t e nc a l l e d' r e c y c l i n gb i n s ' f o r
r e s i d e n t st o c o l l e c tg l a s sa n d p a p e ri n . T h e y p u t t h e s e
o u t s i d et h e i r h o u s e sa t t h e s a m et i m e a s t h e i r
r u b b i s h ,a n d t h e y a r e c o l l e c t e da n d r e c y c l e d .

L:

I s e e .S o a r e y o u s a y i n gt h a t r e c y c l i n gi s m o r e
i m p o r t a n t h a n a c t u a l l yr e d u c i n gw a s t e ?

J:

No. Nowadays,many productsare increasinglybeing
d e s i g n e dw i t h r e u s eo r r e c y c l i n gi n m i n d a n d l t h i n k ,i n
general,peopleare far more awareabout these issues.
ln some countries,likeSwitzerlandfor example.thev
have put a tax on blackrubbishbags,so that people
are encouragednot to just throw things straightin the
b i n ,a n d t o r e d u c et h e i r r u b b i s h H
. a v i n gs a i dt h a t ,I
think it's still absolutelycrucialfor the governmentto
continueraisingpeoples'awarenessof the importance
of waste managementand disposal.Overall,the
situationhas improvedover the past25 years,and this
is mainly becauseof new laws with tightercontrols
a n d h i g h e rs t a n d a r d sE. v e ns o , i n d i v i d u a l a
s nd
businessesstill needto work very hard to reduceand
reusewaste as much as possible.

L:

T h a n ky o u v e r y m u c h .T h a t w a s a v e r y n i c e
presentation.Doesanyone have any further
questions?...

tgj n*
(L=Lecturer;J=James)
L : . . . a n d t o d a yJ a m e si s g o i n gt o g i v e u s h i s
presentation
o n h o u s e h o l dw a s t ed i s p o s a lJ" a m e s ,
are you ready?
J;

Y e a h ,t h a n k s .W e l l ,w h e n I w a s d e c i d i n gw h a t t o d o
for this presentation.this topic reallyattractedme,
b e c a u s ei t ' ss u c ha n i m p o r t a n ti s s u e ,a n d i t ' sg o i n g t o
b e c o m ee v e n m o r e i m p o r t a n ti n t h e n e a rf u t u r ew h e n
n e w E u r o p e a nl a w c o m e si n t o e f f e c t .U m . . . i f y o u
h a v ea n y q u e s t i o n sa s I g o a l o n g ,p l e a s ef e e l f r e et o
a s k ,a n d l ' l l d o m y b e s tt o c l a r i f yt h i n g s .
O K . I t h i n kt h e f a c t sa n d f i g u r e ss p e a kf o r t h e m s e l v e s ;
o n a v e r a g ew e p r o d u c e3 0 m i l l i o nt o n n e so f s o l i d
h o u s e h o l dw a s t ee v e r yv e a r o r a r o u n dh a l f a t o n n e
p e r p e r s o nw h i c h i s a t r e m e n d o u sa m o u n t i f y o u
think about it, and obviously it's vital that waste is
m i n i m i z e da n d d i s p o s e do f i n a w a y t h a t p r o t e c t so u r
e n v i r o n m e n ta n d o u r h e a l t h .
We're talking about waste food products,packaging,
newspapers,glass.garden waste and so on. In fact,

some studieshave shown that almost two-thirds of
our waste is biodegradable;food, paper;natural
t e x t i l e s f, o r e x a m p l e ,a n d g l a s sm a k e su o a b o u t 1 0 % .

L:

Sorry,sorry to interrupt,but can'l just ask you if those
f i g u r e sa r e f o r t h e U K o n l y ,o r a r e t h e p r o p o r t i o n st h e
s a m e i n o t h e rc o u n t r i e s ?

J:

N o . t h a t ' sf a i r l y u n i v e r s a la, t l e a s ti n t h e d e v e l o p e d
world, but differentcountriesdo have very different
l e v e l so f r e c y c l i n gI.n B r i t a i nf o r e x a m p l e ,w e b u r y i n
t h e r e g i o no f 2 5 m i l l i o nt o n n e so f b i o d e g r a d a b l e
w a s t e ;t h i s i s k n o w n a s l a n d f i l l .l ' m s u r ey o u c a n
i m a g i n et h a t t h i s i s a l i m i t e do p t i o n ,p a r t i c u l a r l yi n a
c o u n t r yw i t h a s m a l l a m o u n to f l a n d .A s w e l l a s t h i s ,
2 . 5 m i l l i o nt o n n e si s b u r n e dt o p r o d u c ee l e c t r i c i t v .
which is better,but still has environmentalproblems
associated
w i t h i t , a n d 2 . 5 m i l l i o nt o n n e si s r e c y c l e d
or composted.

L;

T h i s i s t h e c u r r e n ts i t u a t i o ni n t h e U K ?

J:

Yes,it is. However,new Europeanlaw reouiresus to
reduceamounts of waste.and by 2020we will only be
a b l et o s e n d 1 0 m i l l i o nt o n n e so f t h i s f o r l a n d f i l la n d
the rest will haveto be recvcled,burned or treated in
a differentway. So clearlythings are going to haveto
c h a n g e ,a n d e v e r y o n ei s i n v o l v e di n t h i s i s s u ei n
s o m ew a y . . .

L:

So what exactlyis being done?

J:

Well, the oolicy of the governmentand of
e n v i r o n m e n ta g e n c i e si s f i r s t l vt o r e d u c et h e a m o u n t
of waste we createto begin with. and secondly.to
reusethe wastethat is created.Obviouslysome
d i s p o s a li s n e c e s s a r yb u t t h e a i m i s t o l i m i t t h i s a s
. h a t w e n e e dt o d o i s t o c o n s e r v e
m u c h a s p o s s i b l eW
r a w m a t e r i a l sl,i k et i n a n d a l u m i n i u m ,w h i l e s t i l l
p r o t e c t i n gt h e e n v i r o n m e n a
t n d p u b l i ch e a l t h .

L:

Yes,but what does this mean in reality?

Sentence completrCIm
2 Give students some himeto look at questions7-14.
Encouragethem to predict the kind of answersthat
would fit grammatically before listening again,
eg 7 must be a verb in the infinitive form.
Suggestion
Notethatatthisearlystagewe suggest
listening
twice,
youcould
looking
at halfthequestions
eachtime.However,
choose
to lookat allthequestions
1-15first,andthenlisten
onceonly,reflecting
whatwould
happen
in IELTS.

Answers
7
8
9
10
1'l
12
13
14

reduce
reuse
collectdustbins (or waste)/take away rubbish
bottles
newspapers
magazines
r e c y c l i n gb i n s
( b l a c k )r u b b i s hb a g s


Note:.You could alsopoint out to the studentsthat
stativeverbs(egknow,own)arenot commonly usedin
the continuous forms.

Presemt sXmrople
ws" presernt cwnet6rxar&&NsFurther practice of this areacanbe found in the
Aim
Manylanguages
donotmakea distinction
between
simple
andcontinuous
aspect,
whichcanleadto confusion
for
students.
Thisexercise
looksatthetwo in context,
drawing

outthemajoruses.
1 est students to underline examplesand compare
their answers.This should checkthat students can
recognizethe two tensesaswell as providing examples
rn context.Make sure that students do not confusethe
-ing form with presentcontinuous (ie responsible . . .
for
inkingawayall therubbish).

Grammarsectionon page 150.

Seaxtereges€rsss
Aim
English
is a stress
timedlanguage.
iewordswhichcarrythe
keymeaning
oftheutterance
arestressed.
Usuallythese
arethecontent
words,suchasnounsandverbs,
egHe
LIVES
in MANCHESTER.
However,
we maystressother
wordsinordert0 makethemcarrymoremeaning,
egHE

livesin Manchester.
or HeliveslN Manchester.
These
exercises
aimt0 makestudents
bothmoreawareofthe
usualrhythm
of English,
andhowtheusualstresscan
chanoe.

Answen*
J:

L:
J:

T h e r ea r e q u i t ea f e w t h i n g st h a t a r e b e i n gd o n e ,
m o s t l yb y l o c a lc o u n c i l sT
. h e ya r e r e s o o n s i b l e
for
h o u s e h o l d' d u s t b i n ' c o l l e c t i o n so,r t a k i n ga w a y a l l t h e
r u b b i s hy o u o r o d u c ei n t h e h o m e . l n r e c e n ty e a r s
many more sites have been set up to collectwaste
separatelyfor recycling.There are often containersin
car parksor outsidesupermarketsfor peilpleto put
bottles in: clear.green and brown bottlesare
s e o a r a t e dA. l s o n e w s p a p e r sa n d m a g a z i n e sc a n b e
r e c v c l e da s w e l l a s t i n s m a d e o f a l u m i n i u m .O n e o f
t h e p r o b l e m so f t h i s ,t h o u g h ,i s t h a t m o s t p e o p l ea r e

not botheringto take their rubbishthere.To
o v e r c o m et h i s ,s o m e l o c a lc o u n c i l sa l s op r o v i d e
s p e c i a cl o n t a i n e r so, f t e nc a l l e d' r e c y c l i n gb i n s ' f o r
r e s i d e n t st o c o l l e c tg l a s sa n d p a p e ri n . T h e y p u t t h e s e
o u t s i d et h e i r h o u s e sa t t h e s a m et i m e a s t h e i r
r u b b i s h ,a n d t h e v a r e c o l l e c t e da n d r e c v c l e d .

? Using the example sentences,ask studentsto
underlinewhich words they think would usually be
stressed.Do not confirm answersat this stage.
A t,BJ 05 Studentslisten to the recording and check
their answersto 1. Then elicit the correct stresspatterns
onto the board and establishthat usually nouns,verbs,
and adjectives(contentwords) arestressed.Pronouns,
articles,auxiliaries (function words) are not usually
stressed.

&nswers

I see.So are you savingthat recyclingis more
i m p o r t a n t h a n a c t u a l l yr e d u c i n gw a s t e ?

z

No.Nowadaysm
, a n y p r o d u c t sa r e i n c r e a s i n g l yb e i n g
d e s i g n e dw i t h r e u s eo r r e c y c l i n gi n m i n d a n d l t h i n k .
, e o p l ea r e f a r m o r e a w a r ea h o u tt h e s e
i n g e n e r a lp
issues.

l:sl 69

2 Students now use the examples they've underlined
tcrillustrate the rules.

Sample
Answens
Presentsimple
1 clear,green and brown bottlesare separatedi They put
t h e s eo u t s i d et h e i r h o u s e s. . . / t h e y a r e c o l l e c t e da n d
recycled.
2 newspapersand magazinescan be recycled/ They are
responsible/ There are often containersin car parks/
s o m e l o c a lc o u n c i l sa l s o p r o v i d e/ p e o p l ea r ef a r m o r e
aware
Presentcontinuous
1 S o a r e y o u s a y i n g. . . ?
2 Thereare quite a few things that are being done,I many
productsare increasinglybeing designed/ most people
are not botheringto taketheir rubbishthere.

1 k e e p i n ga n i m a l si n z o o si s r e a l l yc r u e l .
t h e y c a u s es o m u c h n o i s ea n d p o l l u t i o n .
5
l ' m c o n v i n c e dt h a t m o r e p e o o l ew o u l d r e c v c l ei f . . .

1

lf you ask me, keepinganimalsin zoos is reallycruel

becausethey'retakenaway from their naturalhabitats
a n d h a v ef a r l e s ss p a c et h a nt h e y d o i n t h e w i l d . I
h o n e s t l yt h i n kt h a t a n i m a l ss h o u l dr e m a i ni n t h e i r
originae
l nvironments.
I can't stand the fact that cars are still allowed in many
c i t y c e n t r e s- t h e y c a u s es o m u c h n o i s ea n d p o l l u t i o n .I
much prefercity centresthat are pedestrianized,
where
p e o p l ec a n w a l k a r o u n dw i t h n o w o r r i e sa b o u tt o o
much traffic.
I g u e s sl ' m q u i t el a z v r e a l l ya s I d o n ' t b o t h e rr e c y c l i n g
much except newspapers.I know we should try and
r e u s eo u r r e s o u r c e si f p o s s i b l e b, u t s o m e t i m e si t ' sj u s t
n o t c o n v e n i e n tl.' m c o n v i n c e dt h a t m o r e p e o p l ew o u l d
recyclestuff if there were betterfacilities,and it was
g e n e r a l l ye a s i e r .