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IELTS

2009-2010 Edition

New York

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CONTENTS

PART I:THE BASICS

Chapter 1: What Is The IELTS? .

Who administers the IELTS?. 3 Who takes the IELTS?.. 3

Language Used on the IELTS .....

Differences between the

General Training Reading Test...........................

Academic Reading Test................................... .

General Training Writing Test......... 6 Academic Writing Test............... ...

How the IELTS Is Structured ..... ..... ..... ....... 8

Listening Test ..... .. ,

Reading Test......... 12 Writing Test....... 16 Speaking Test...................

How the IELTS Is Scored............. 19

Scoring for the Listening and Reading Tests ..... ..... ..... .... ..... ..20 Scoring for Writing and Speaking Tests....................................22 Test Results .

Registration............................                                                                                        . 24

How Do You Register? .24

Where Do You Take the IELTS?.24 When Do You Take the IELTS?.24 How Much Does It Cost? ......24 What to Expect on Test Day.......25

PART 2: STRATEGIES AND PRACTICE

Chapter 2: The Listening Module.............29

The Listening Module Sections......................... .                                                             .29

Section I ..29

          Section 2 ....                                                                                                           30

         Section 3 ..... ..                                                                                             .. ........30

Section 4 ...31

KAPLAN

Listening Module Question Types ...32

Completion ................33

Multiple Choice .......38

                   Short-answer Questions................                                                                           .40

Labelling a Diagram, Plan or .42

Matching............ . ... .................44

Listening Module Strategies: All Sections . 45

Before You Listen ...................................... 45 While You Listen ........................... ..46 After You Listen ..... ..... ..... .           .46 Number Conventions.................... ...47

Listening Module Strategies For Conversations, Lectures And Talks .

Interruptions .. 50

Self-Correction . . 50

Listening Module Practice Sections ...  52

Listening Practice Section 1 ..... ..... . . . .53

                     Listening Practice Section 2                                                                                                                   .55

Listening Practice Section 3

Listening Practice Section 4 ................... . 60

Answers and Explanations ..... ..... ..... ........62

        Chapter 3: The Reading Module . .67

Differences Between Academic and General Training Reading Modules 67

Reading Module Question .68

                    Multiple-choice Questions................................ .                                                       69

Short-answer 70 Sentence and Summary Completion .. ....... .... ..... 70 Note Completion ..... ..... ..... ..... ..... ......

Table

Flow-chart Completion ..... ..... .... 73

               Labelling a Diagram ..... ..... ..... .... ..... .           74

Matching...................... ...... 76

                  True / False / Not Given Questions                                                                          .80

Yes / No / Not

Classification . . .. . ...... . .... 82

        Reading Module Strategies ...........................            ...                                                   .. 83

Essential Reading Comprehension .. 83

General Strategies for the Reading Module..................85

Specific Strategies for Reading Module Question Types........... ..

Completion Tasks. .....

Multiple-choice Tasks .... ......... .... .... .... ..... .... ... 88

Matching Tasks..........88

Reading Module Practice Sections ..... .... .... ... .. 89 Academic Reading Passage I .... ....... 89

Academic Reading Passage 2....94 Academic Reading Passage 3 ...99

General Reading Passage 1 ................ 104 General Reading Passage 2........... 109 General Reading Passage 3.......... 1 16

Answers and Explanations ..... ..... ..... ..... ..... ........ 121

Chapter 4: The Writing Module . . . . . .. . . . . . . . . . . . . . . . .. . .. 127

Academic Writing Module Tasks ..... ....... 128

Writing Task 1 ..... ..... . . . . .. 128

Writing Task. 135

General Training Writing Module Tasks ..... ..... ..... ..... .... ..... .. 136

Writing Task 1 ..... ..... ..... ..... 136

Writing Task. 137

Scoring............. 138

Essential Writing Skills ..... ...... 138

Writing Process...................... 138

Appropriate Style and Tone ..... .... ... . . .. 139 Proper Structure for Letters and Essays ..... ....... 141

General Strategies for the Writing Module ..... ..... ..... .. .146

Specific Strategies for Writing Module Tasks....... 148

Strategies for Writing Task 1 ..... ..... ...... 148 Strategies for Writing Task 2 .... ...... 148

Academic Writing Module Practice Sections.... ....................... 153 Academic Writing Module Practice Section I ..... . . . . . .. 1 54

Academic Writing Module Practice Section 2 ..... ..... ..... ...... 1 55

General Training Writing Module Practice Sections.......... 156

General Training Writing Module Practice Section 1 ..... ...... 156

General Training Writing Module Practice Section 2 .... 1 57

KAPLAN

Model Answers.... .... ..... ..... .. ,. 158 Academic Writing Module Practice Section I. 159

Academic Writing Module Practice Section 2 ..... ..... .... 161 General Training Writing Module Practice Section 1 ................ 163 General Training Writing Module Practice Section 2 ..... ..... ..... 165

Chapter 5: The Speaking Module .. . . . . . . . . . . . . .. . .. . . . . . . . . . . . .. . .. .. 167

Parts of the Speaking Module. 168

Part. 169

Part 2—1ndividual Long Turn ..........................„............................. .. 170

Part 3—Two-way Discussion............. .. ... ... .. 170 General Strategies for the Speaking Module. 171

Specific Strategies for the Speaking Module.................... .. 172

Part I ... 172

Part 2 ..... .... ..... 174

. 176

Speaking Module Practice Sections.......................... . .. ... 180

Practice Section I . . . . . . . .. . . .. 181 Practice Section 2 ..... .... 183 Practice Section 3 ..... .... 185

Model Answers for Practice. 187

Practice Section 1 Model Answers ..... ..... ..... ...... 187 Practice Section 2 Model Answers ...................... . ... 190 Practice Section 3 Model Answers ..... ..... ..... .... 193

PART 3: PRACTICE TESTS

Listening Answer Sheet

Reading Answer Sheet.. . ...........................200

       Writing Answer Sheet................ . .........201

      Academic Practice Test ..... ...... . ... .... ..... ..... .... ..... .... 205

Academic Listening Module...... ..... ..... .. 205 Academic Reading Module........... .....

Academic Writing Module.......... 226

Academic Speaking Module.................. 228

    Listening Answer Sheet ..... ..... ..... ...... . . . .         .. ..230

Reading Answer ..... ..... .... 231

Writing Answer Sheet........................................................... 232

General Training Practice Test ..... ... . .... ....................................236

General Training Listening Module................. . . ... 236

General Training Reading Module...................................245

General Training Writing Module ..... ..... ..... ....... .... 261

General Training Speaking Module ..... ..... ..... ..... .. 262

Answers and Explanations ..... ..... ... ..... .        ...264

Listening Module (Academic and General Training).... .                  ....   .. ..............264

Academic Reading Module........................ . .. 266

Academic Writing Module .... ..... ..... ..... 269 General Training Reading Module....................... . . .... .... .. ........................271

General Training Writing Module ..... ..... ..... ..... .... 274 Speaking Module (Academic and General Training) ..... .... 276

PART 4: AUDIO TRANSCRIPTS

Audio CD Transcripts ... 283

How to Use These Transcripts......... 283

Listening Practice Section 1 .. ..... . . . ..... 284

            Listening Practice Section 2.....   .. ... ..............286

Listening Practice Section 3 ..... 288 Listening Practice Section 4 ... 291

Listening Test Transcripts ...... ..... ..... .... ..... .... .... ..... .... .... 293

Section 1 (Questions 1 — 10).............................293

Section 2 (Questions 11 — 20) .. 295 Section 3 (Questions 21 — 30) ... 296

Section 4 (Questions 31 — 40) . 298

BblnoxeH0 rpynnoi

THE BASICS

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CHAPTER l : WHAT IS

THE IELTS?

IELTS stands for International English Language Testing System. It is taken by people who are required to certify their level of English proficiency for educational, vocational and immigration purposes, and measures a person's ability to communicate in English across four language skills— listening, reading, writing and speaking.

WHO ADMINISTERS THE IELTS?

IELTS is developed and delivered through the partnership of the University of Cambridge ESOL

Examinations, British Council and IDP Education Australia. It is currently administered at over 300 centres operating in more than 100 countries. Centres supervise the local administration of the test and recruit, train and monitor IELTS examiners.

IELTS sessions are administered according to local needs. Most centres conduct a testing session at least once a month. Test results are available within two weeks. You will receive only one copy of your results, but additional copies of the Test Report Form may be sent to organisations specified by you.

There are no restrictions on retaking the test. However, if you want to retake the test immediately after receiving your first results, you may need to wait, due to the time needed to complete the registration process.

WHO TAKES THE IELTS?

The Academic IELTS is taken by people who wish to enrol in undergraduate and postgraduate courses, and those who wish to undertake work experience at a graduate and post-graduate level.

The General Training IELTS is taken by people who are going to English-speaking countries to complete their secondary education or undertake work experience or training programmes, or by people who are planning to immigrate to Australia, Canada and New Zealand.

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LANGUAGE USED ON THE IELTS

The IELTS test is a British test created by UCLES (University of Cambridge Local Examination Syndicate) in the UK. It is written in British English.

Since the IELTS is an international test, the vocabulary and syntax used will be completely understandable to anyone who has studied English in an English-speaking country. If you don't recognize a word at first, you will be able to assess the meaning of the word through its context in the sentence. In addition, you do not have to use British English in the writing module. However, you must use just one form of English consistently—that is, either British or American when writing the exam.

The main differences between British and American English are in spelling and word usage. Here are some examples:

	Suffixes
	American English		British English
	-am (program)		-amme (programme)
	-k (check, bank)		-que (cheque, banque)
	-er (center, theater )		-re (centre, theatre)
	-ize (apologize, organize)		-ise (apologise, organise)
	-or (color, honor, flavor)		-our (colour, honour, flavour)
	-og (dialog, catalog)		-ogue (dialogue, catalogue)
	-yze (analyze, paralyze )		-yse (analyse, paralyse)
Double / Single Consonants
American English		British English
appall		appal
enroll		enrol
fulfill, fulfillment		fulfil, fulfilment
skillful		skilful
willful		wilful
jewelry		jewellery
counselor		counsellor
modeling		modelling
traveler		traveller

KAPLAN

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	Word Usage American English   British English gasoline   petrol major   subject       pants   trousers mail a letter   post a letter faculty   staff trash   rubbish vacation   holiday store     restroom   100 flashlight   torch

 

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DIFFERENCES BETWEEN THE ACADEMIC AND THE GENERAL TRAINING TESTS

All candidates take the same Listening and Speaking tests. However, there is a choice between Academic and General Training in the Reading and Writing tests.

GENERAL TRAINING READING TEST

The texts are based on the type of material you would be expected to encounter on a daily basis in an English-speaking country. They come from newspapers, notices, official documents, booklets, leaflets, timetables, advertisements, instruction manuals and books, and test your ability to understand and use information.

The first section contains texts relevant to basic linguistic survival in English with tasks that mainly require ability to retrieve and provide general factual information. The second section focuses on the training context—for example, the training programme itself or students' welfare needs. The third section involves reading a longer descriptive text with a more complex structure.

ACADEMIC READING TEST

There are three reading passages with tasks. Texts are taken from books, magazines, journals and newspapers, all written for a non-specialist audience. They may contain visual materials such as diagrams, graphs or illustrations, and deal with issues that are appropriate and accessible to candidates entering undergraduate or postgraduate courses. At least one text contains a detailed logical argument.

GENERAL TRAINING WRITING TEST

The first task requires you to write a letter of at least 150 words either asking for information, or explaining a situation. For the second task, you need to write a short essay of at least 250 words in response to a statement or question on a given topic of general interest. You are expected to demonstrate your ability to:

 discuss issues

•                provide general factual information  describe a problem and present a solution

•                present and possibly justify an opinion, assessment or hypothesis  present and possibly evaluate and challenge ideas, evidence and arguments

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ACADEMIC WRITING TEST

The first task requires you to write a description of at least 150 words. This is based on material found in a chart, table, graph or diagram, and demonstrates your ability to:

e present information summarise the main features of the input

For the second task, you are required to write a short essay of at least 250 words in response to an opinion or question. The issues raised are suitable for and easily understood by candidates entering undergraduate or postgraduate studies. You are expected to demonstrate your ability to:

discuss abstract issues present a solution to a problem

0 present and justify an opinion e compare and contrast evidence, opinions and implications evaluate and challenge ideas, evidence or an argument

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HOW THE IELTS IS STRUCTURED

IELTS is divided in two parts: written and oral. The written part consists of Listening, Reading and Writing testS and must be completed on the same day. There is no break between the tests. The oral part of the test may be taken within the period of seven days before or after the written part.

Listening Module Task ^Flÿpes

 Note/summary/flow-chart/table completion

 Multiple choice

•   Short-answer questions  Sentence completion

 Labelling a diagram

 Classification

•   Matching

Reading Module Task Types

•   Multiple choice  Short-answer questions

 Sentence completion

•   Note/summary/flow„chart/table completion

•   Labelling a diagram 

•   Choosing headings for paragraphs/sections of a text

•   Locating infofimtion

•   Identification of information in the text

 Identification of writer's views/claims

 Classification

•   Matching lists/phrases

•   Multiple matching

Writing Module Task Tÿpes

 Academic Writing

•   Task l, you are given visual information

(graph/table/chart/diagram)  In Task 2, you are presented with a point of view, an argument or a problem.

 General Training

•   In Task 1, you must write a letter requesting information or explaining a situation.

•   In Task 2, you are presented with a point of view, argument or problem.

Speaking Module Task Types

•   Part 1: Introduction and Interview

 Part 2: Individual Long Turn

•   Part 3: TWo-way Discussion

KAPLAN

LISTENING TEST

The Listening test takes around 30 minutes. There are 40 questions and four sections. During the test, you are given time to read the questions, write down your answers and then check them. The audio for the Listening test is played only once. You should write your answers on the question paper as you listen. When the recording ends, ten minutes are allowed for you to transfer your answers to an answer sheet.

Task Types

The first two sections are concerned with social needs. There is a conversation between two speakers in the first section. For example, it could be a conversation between two people organising an event and discussing their options regarding venues and food available. The second section contains a monologue, which could, for example, be a speech about student services on a university campus or arrangements for meals during an event.

The final two sections are concerned with situations related more closely to educational or training contexts. In the third section, there is a conversation among up to four people. It could be a talk among three students discussing a research project. The fourth section contains another monologue, which could be a lecture or talk of general academic interest.

A range of native-speaker English accents are used in the test. A variety of questions are used, selected from the following types:

 Note/summary/flow-chart/table completion  Multiple choice

 Short-answer questions

 Sentence completion

 Labelling a diagram

 Classification

 Matching

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TASK TYPE l: OUTLINE COMPLETION

You have to fill in gaps in an outline that covers part or all of the listening text. In order to complete the task, you may have to choose your answers from a list on the question paper or identify the missing words from the recording that fit into the outline. You should not change the words from the recording in any way, and should keep to the word limit stated in the instructions.

The text could be a form, a set of notes, a table, a flow chart or a summary. The answers will focus on the main ideas in the text. In all cases except the summary, notation form can be used to complete the gaps, which means that articles and auxiliary verbs may be omitted when they are not necessary for the meaning. The summary consists of connected sentences and must therefore be grammatically correct.

TASK TYPE 2: MULTIPLE CHOICE

Multiple choice items may include a question followed by three possible answers. You have to choose the one correct answer: A, B or C. They may require you to understand specific points or the main points of the listening text.

The task may also involve sentence completion. You will be given the first part of a sentence and will have to choose the best way to complete it from the options given. Sometimes you are given a longer list of possible answers, and told that you have to choose more than one of them.

TASK TYPE 3: SHORT-ANSWER QUESTIONS

You have to write an answer to a question using information from the recording. You should read the instructions carefully, as they indicate the word limit given for each task. Sometimes you are given a question that asks you to list two or three points.

TASK TYPE 4: SENTENCE COMPLETION

You need to read a set of sentences summarising key information from the entire listening text or from one part of it. You have to complete a gap in each sentence using information from the listening text. You usually have to write no more than three words and/or a number. The words will be taken directly from the listening text and written in the space on your question paper, to be transferred later.

TASK TYPE 5: LABELLING A DIAGRAM, PLAN OR MAP

You have to complete labels on a visual such as a diagram, set of pictures, plan of a building or a map of a part of a town. The answers are usually selected from a list on the question paper.

KAPLAN

TASK TYPE 6: CLASSIFICATION

You have to match a numbered list of items from the listening text to a set of criteria. This task type is designed to test your ability to recognize relationships and connections between facts in the listening text. It is therefore often used with texts dealing with factual information. This task tests your ability to listen for detail.

TASK TYPE 7: MATCHING

You have to match a numbered list of items from the listening text to a set of items in a box. Many variations of this task type are possible regarding the types of options to be matched.

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READING TEST

The Reading test takes 60 minutes. There are 40 questions, based on three reading passages containing a total of 2,000 to 2,750 words. Texts and questions appear on a question paper that you can write on but cannot remove from the examination room. All answers must be entered on an answer sheet during the a-minute test. No extra time is allowed for transferring answers.

Task Types

A variety of questions are used, chosen from the following types:

•   Multiple choice

•   Short-answer questions

•   Sentence completion

•   Note/summary/flow-chart/table completion

•   Labelling a diagram

•   Choosing headings for paragraphs/sections of a text

 Locating information

 Identification of information in the text—True, False or Not Given / Identification of writer's views/claims—yes, No or Not Given

•   Classification

•   Matching lists/phrases

•   Multiple matching

TASK TYPE I : MULTIPLE CHOICE

Multiple choice questions are used to test a wide range of reading skills. Some of these questions, for example, may require you to understand specific points or the main points of che text. You are required to select the best answer from several options (for example, A, B, C or D), and to write the letter of the answer you have chosen on the answer sheet. The questions are given in the same order as the information in the passage.

TASK TYPE 2: SHORT-ANSWER QUESTIONS

Short-answer questions require you to read the passage for detail; these questions test your ability to find and understand precise, usually factual, information. In general, these questions follow the order in which the information is given in the passage.

You are required to write your answers in words or numbers on the answer sheet. You should read the instructions carefully, as they state the number of words and/or numbers that you are required to write. Numbers can be given in figures or words. Hyphenated words count as single words.

Contracted words will not be tested. If you write more than the number of words asked for, you will lose the mark even if your answer includes the correct word.

TASK TYPE 3: SENTENCE COMPLETION

There are two variations of this task. The first requires you to complete the sentence in a given number of words taken from the passage. The maximum number of words that can be used is given in the instructions. Numbers can be written as figures or words. The words should be taken directly from the passage, and written in the appropriate spaces on the answer sheet. If you write more than the number of words asked for, you will lose the mark even if your answer includes the correct word.

The second variation requires you to choose the best option from a list. There will be more options to choose from than there are questions. In this task, you should write the letter of your choice on the answer sheet.

TASK TYPE 4: NOTE/SUMMARY/FLOW-CHARTITABLE COMPLETION

This task type typically relates to precise factual information, and is therefore often used with descriptive passages. There are two variations of this task.-The first requires you to select words and/or numbers from the passage. You are given a summary of a section of the passage, and are required to complete it with information taken from the passage. The summary will usually cover only one part of the passage rather than the whole text. The.given information may be in the form of a summary, a table with empty cells, several connected notes or a flow chart with missing elements. The answers will also come from one passage section rather than from the entire passage. The second variation requires you to select answers from a list of answers, which often consist of a single word.

TASK TYPE 5: LABELLING A DIAGRAM THAT HAS NUMBERED PARTS

This task type is often used with texts describing processes or with descriptive texts. You are required to label numbered parts of a diagram that relates to a description contained in the passage. You will write the correct labels in the spaces on your answer sheet. These labels may consist of up to three words, and be a combination of words, and numbers taken directly from the passage. This will be clearly indicated in the instructions. The answer will usually come from one passage section rather than from the entire passage.

TASK TYPE 6: CHOOSING HEADINGS FOR PARAGRAPHS OR SECTIONS OF A TEXT

This task type is used with passages that contain paragraphs or sections with clearly defined themes. You are given a list of headings that are usually identified with lower-case Roman numerals (for example, i, ii, iii). Each heading will refer to the main idea of a paragraph or section, and you must match the heading with alphabetically marked paragraphs or sections of the text. You are

I

required to write the appropriate Roman numerals in the spaces on your answer sheet. There will always be more headings than there are paragraphs or sections, so that some headings will not be used. Some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example.

TASK TYPE 7: LOCATING INFORMATION

This task type may test a wide range of reading skills, from locating detail to recognising a summary or definition. You are asked to find specific information (for example, reasons for an event, descriptions, comparisons, summaries, or explanations) in the numbered paragraphs of the passage, and to write the letters corresponding to the correct paragraph in the spaces on your answer sheet. There may be more than one piece of information that you need to find in a given paragraph. In such cases, you will be told that you can use a letter more than once.

TASK TYPE 8: IDENTIFICATION OF WRITER'S VIEWS/CLAIMS OR OF INFORMATION IN A TEXT

This task type has two variations:

I . Do the following statements agree with the views/claims of the writer? This variation is designed to test your ability to recognise opinions or ideas and is therefore usually used with discursive or argumentative texts. You are required to write 'Yes', 'No' or 'Not Given' in the spaces on your answer sheet.

2. Do the following statements agree with the information in the text? This variation tests your ability to identify specific points of information given in the text. Consequently, it is often used with factual texts. You are asked to write 'True', 'False' or 'Not Given' in the spaces on your answer sheet.

TASK TYPE 9: CLASSIFICATION

This task type is designed to test your ability to recognise relationships and connections between facts in the passage, and is most often used with texts dealing with factual information. You need to be able to scan the passage to locate the required information, and to read for detail.

You are asked to classify events, characteristics or other pieces of information in the passage into given categories. For example, you might be asked to classi9 developments in rocket technology according to the country where they took place.

Categories are identified by letters, and you are asked to write the correct letter in the corresponding space on your answer sheet. There will normally be a larger number of events or characteristics than there are groups into which to classifr them, so a number of questions may be answered with the same letter.

TASK TYPE 10: MATCHING

This task type is designed to test your ability to recognise opinions or theories. You are given a number of options (for example, names of people) and are required to match them with a theory, discovery or statement credited to them. You will write the letters of the correct options in the boxes on your answer sheet. It is possible that some options may never be used and that others may be used more than once. The instructions will indicate whether an option may be used more than once.

TASK TYPE I l : MULTIPLE MATCHING

In this task type, you are given a number of options, and you must match the options provided in the items to extracts or to paragraphs or sections of the passage. The extracts, sections or paragraphs are identified by letter. It is possible that some options may never be used and that others may be used more than once. The instructions will indicate whether an option may be used more than once. This task type is designed to test your ability to skim and scan to identify specific information.

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WRITING TEST

The Writing test takes 60 minutes. There are two tasks to complete. You are advised to spend about 20 minutes on Task 1 and write at least 150 words. Task 2 requires at least 250 words and should take approximately 40 minutes.

You may write on the question paper, but this may not be taken from the examination room and will not be seen by the examiner. Answers must be given on the answer sheet and must be written in full. Notes or bullet points are not acceptable as answers.

Task Types: Academic Writing

In Task 1, you are asked to describe some given visual information (graph/table/chart/diagram) in your own words. Depending on the type of visual input and the specific task given, you are assessed on your ability to organise, present and compare data; describe the stages of a process or procedure; describe an object or event or sequence of events; or explain how something works.

In Task 2, you are presented with a point of view, an argument or a problem. You are assessed on your ability to present the solution to a problem; present and justify an opinion; compare and contrast evidence, opinions and implications; or evaluate and challenge ideas, evidence or an argument.

The issues raised are suitable for and understood by candidates entering undergraduate or postgraduate studies.

Task Types: General Training Writing

In Task l , you are asked to respond to a given problem with a letter requesting information or explaining a situation. Depending on the specific task given, you are assessed on your ability to engage in personal correspondence; elicit and provide general factual information; express needs, wants, likes and dislikes; or express opinions, views or complaints.

In Task 2, you are presented with a point of view, argument or problem. You are assessed on your ability to provide general factual information; outline a problem and present a solution; present and justify an opinion, assessment or hypothesis; or present and possibly evaluate and challenge ideas, evidence or an argument.

The topics are of general interest and do not require any specialist knowledge on your part.

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SPEAKING TEST

The Speaking test consists of a three-part oral interview between you and an examiner and takes between 1 1 and 14 minutes. All speaking tests are recorded.

Part l : Introduction and Interview

The examiner introduces him/herself and verifies your identity (you must have a valid ID or passport). The examiner asks you questions from up to three familiar topics. The first topic, for example, may be about your work or studies. The second could be about activities that you like doing in your free time. The third topic could deal with your views on public transport in the area where you live. This task lasts roughly 4—5 minutes.

Part 2: Individual Long Turn

You are given a task card with a topic and list of items that you must discuss during this task. There will be one minute allotted for preparation and making notes; you then talk for about two minutes. If you do not finish within two minutes, the examiner will stop you. The examiner will ask one or two questions to round off the long turn. This section takes roughly 3—4 minutes, including the one-minute preparation time.

Part 3: Two-way Discussion

The examiner invites you to participate in discussion based on questions linked to Part 2.

Speech Functions Often Used by Candidates

During the speaking test, you will usually use the following speech functions:

 Analysing

 Comparing

 Contrasting

•   Conversation repair

•   Explaining

 Expressing a preference

 Expressing opinions

 Justifying opinions

•   Narrating and paraphrasing

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Providing non-personal information

•   Providing personal information

Speculating

Suggesting

Summarising

Other speech functions may be used during the test, but they are not obliged by the test structure.

HOW THE IELTS IS SCORED

Correct answers in each of the IELTS tests are translated into a score on the IELTS nine-band scale, Test takers get separate band scores for each of the Reading, Writing, Listening and Speaking tests to measure language proficiency.

Those scores are then averaged and rounded; the test maker then uses a confidential conversion table in order to produce a final Overall Band score. Scores can be reported in either whole or half bands. Each band corresponds to a descriptive statement that provides a summary of English competence.

The statements provided below will give you a sense of what competence is required for each band score. However, these are not the actual statements used by the test maker. For the actual descriptive statements for each band, please visit the official IELTS website, www.ielts.org.

Band 9: Expert User Has complete control of the language: correct and effortless usage with complete understanding. Band 8: Very Good User Has complete control of the language with few errors. Confusion may take place in new or atypical circumstances. Is able to formulate advanced, in-depth arguments. Band 7: Good User Has advanced control of the language, though with a few errors or confusion in some circumstances. Uses sophisticated words and complex syntax, and comprehends dense arguments. Band 6: Competent User Has capable control of the language despite some errors and confusion. Can employ and comprehend moderately advanced language, but mainly in routine and typical circumstances. Band 5: Modest User Has limited control of the language. Is able to use plain statements in routine and typical circumstances. Commits numerous errors, and occasionally has difficultly with the general meaning of conversations. Band 4: Limited User Has low-level proficiency restricted to routine and typical circumstances. Uses only the most simplistic of words and syntax, and occasionally has trouble following a relatively simple, common conversation.

SCORING FOR THE LISTENING AND READING TESTS

In the IELTS Listening test, one mark is awarded for each correctly answered question. To obtain a band score of 7, you will need to answer at least 30 questions out of 40 correctly.

In the General or Academic Reading test, one mark is awarded for each correctly answered question. To get a band score of 7, you will need to answer at least 30 questions correctly.

Reading and Listening Answer Sheet

Only the answers transferred to the answer sheet are marked (see Figure 1 on page 21). The answers you write on the question paper during the test are not considered.

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Figure 1. Image Source: www.ielts.org

SCORING FOR WRITING AND SPEAKING TESTS

Your writing and speaking abilities will be assessed by various criteria.

Writing

There are two sets of criteria used to assess your writing. However, there are some differences in how the General Writing and the Academic Writing tasks are assessed.

e General Training Writing Task 1: You are asked to write a letter with a clear purpose that contains all the information specified in the task. Depending on the task, the letter will be written in either a formal or an informal style.

 Academic Writing Task l : You are asked to write a report based on a table, graph or diagram. You need to report the data in the task accurately, and to identifr and compare the key features.

 General Training Writing and Academic Writing Task 2: You are given a prompt in the form of a question or statement, and you are required to formulate and express your point of view on a subject. You must support your ideas with relevant examples from your own experience.

In addition to the above, both the General Training Writing and Academic Writing tests are marked using the following criteria:

 Coherence and cohesion: Your response needs to be logically organised into paragraphs, and you need to connect the ideas clearly. The paragraphs must have a central topic as well as supporting statements and examples.

• Vocabulary: To obtain a high score for this criterion, you must demonstrate a varied vocabulary. You need to be able to use the words appropriately and spell them correctly.

 Grammatical range and accuracy: You should use a variety of simple and complex grammatical structures accurately. You will also be assessed on your ability to punctuate your writing appropriately.

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Speaking

Your speaking ability will be assessed by the following criteria:

Fluency and coherence: Your ability to express ideas and opinions clearly and coherently, without long pauses and hesitations.

Lexical Resource: Your ability to use a wide range of vocabulary naturally.

e Grammatical range and accuracy: Your ability to use a wide range of grammatical structures without making many mistakes.

• Pronunciation: Your ability to speak clearly and use pronunciation features naturally.

TEST RESULTS

You can collect your results 13 days after the test. You can either collect your certificate in person or authorise someone you know to do it for you. If requested, the results can be sent to you by mail. Test results cannot be given over the telephone, by fax or by email.

REGISTRATION

You can register to take the IELTS Test at your local authorised IELTS Test Centre. You can find information about IELTS Test Centres in your area, contact details and available dates using the database on the official IELTS webpage at www.ielts.org

How Do YOU REGISTER?

Once you have chosen and contacted the IELTS Test Centre, you will receive the application form from the centre, which you will need to fill in and send or take to the centre with the test fee. You must attach two recent photos (no more than six months old).

You will be asked to write the number of your passport or national identity card on the application form, and attach a copy of the document. If you take the test outside your own country, your passport is the only valid form of identification.

The application must be fully completed to be processed. The centre will not process applications that are not complete. Once your application is processed, the centre will inform you in writing of the test venue, date and time when the test will take place.

WHERE Do You TAKE THE IELTS?

The IELTS Test Centre will inform you of the test venue.

WHEN Do You TAKE THE IELTS?

There are 30—32 IELTS sessions in a calendar year. You can choose to register for any of the sessions 10—12 weeks in advance. It is recommended to register early to make sure you get a place on the date of your choice. The dates are fixed and cannot be changed. For a full list of the available dates at an IELTS test centre near you, please visit www.ielts.org.

How MUCH DOES IT COST?

Test fees are set by IELTS Test Centres and may range from US$ 160 to US$220. You should contact your local centre for the exact fee.

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WHAT TO EXPECT ON TEST DAY

On test day, you must arrive at the test venue 15 minutes before the test and show your identification to the IELTS Administrator. The identification you bring to the test must be the same as the identification you used to fill in the application form.

You will need to bring your own stationery (pencils, pens, a pencil sharpener and an eraser). You will not be allowed to take any bags, books or electronic devices (mobile phones, computers, recording devices, etc.).

The IELTS Administrator will check your identification and will take you to the examination room. You will be assigned a seat, which you will keep for the Listening, Reading and Writing tests.

You will be given the answer sheets to write your answers on. You may make notes on the question papers if you want, but you will not be allowed to take these out of the room.

The Speaking Test takes place at a different time and is usually on a different day. The test is recorded.

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PART 2: STRATEGIES AND PRACTICE

CHAPTER 2: THE LISTENING MODULE

The Listening module consists of four recorded sections, each containing 10 questions, and takes about 30 minutes to complete. As you will hear the recording once only, success will depend on knowing what information to listen for. You are not expected to have any specialist knowledge, but you should be able to deal with a range of topics and a number of different voices and accents. Occasionally, IELTS recordings feature non-native English accents such as German or Spanish.

The test measures how well you can manage the following skills:

1. Listening for specific information

2. Listening for main ideas, supporting information and details

3. Understanding the speaker's opinion

THE LISTENING MODULE SECTIONS

Each of the four sections in the Listening module may have up to three different types of questions testing a combination of skills.

Before each section, you will hear a short introduction about the speaker(s) and the situation. This introduction is not printed on the question paper. You are then given time to look through the questions. There is also a break in the middle of sections 1, 2 and 3, giving you time to look at the questions in the second half.

Each section is heard once only and the questions always follow the order of the information presented in the recording. After each section, you are given 30 seconds to check your answers.

SECTION I

Section I usually features a conversation concerning social needs, for example, an interview at an accommodation agency, or a survey. Typical question types that you may have to answer in this section are form completion, multiple choice and short answer. The target listening skill in this section is that of listening for specific information, for example, names, prices, measurements, etc.

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The topic is usually social or general, and one speaker usually requires information from the other. The following are examples of conversations you may have to listen to in section I :

 Answering the questions of customs/passport officials at the airport

    Asking a passer-by for directions to the nearest bank, post office, etc.

 Checking into a student residential college

    Making an appointment to meet a friend

SECTION 2

Section 2 usually concerns social and training needs. You will hear a monologue on a general, nonacademic subject, for example, a short talk on how to use the local library facilities. Typical tasks found in this section are usually note/table/flow chart/sentence completion. The target listening skill is that of listening for main ideas and supporting points. The following are examples of monologues you may have to listen to in section 2:

 A library orientation talk

 A speech on healthy eating

• A talk about enrolment procedures at a fitness centre

 A radio broadcast about interesting places to visit in the area

SECTION 3

Section 3 is concerned with educational or training contexts. You will hear a conversation among up to four people, for example, a discussion between a tutor and a student, or several students discussing an assignment. Some typical tasks that can be found in this section are summary completion, diagram labelling, and matching. This section may test a range of skills, such as listening for specific information, main ideas and supporting points, and understanding a speaker's opinion. The following are examples of conversations you may hear in section 3:

•  A conversation between a tutor and a student about completing an entry form for an engineer competition

•  A group of students giving a presentation on an academic topic • A job interview

 A discussion between a student and a tutor on how to complete a project

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SECTION 4

Section 4, which is also concerned with educational and training contexts, will feature a monologue, for example, a lecture or talk of general, non-specialist academic interest. Some typical question types found in this section are matching, classification and multiple choice. As there is no break during this section, you must look through all the questions in the time given at the beginning. It is also especially important to listen for words signalling a change from one part of the lecture to another. The following are examples of monologues you may hear in section 4:

 A lecture on the radio about a health problem

 A university lecture about eclipses

 A monologue on how to breed animals e A lecture about Neolithic Britain

LISTENING MODULE QUESTION TYPES

The question types in the Listening module consist of completion tasks; multiple choice; short answer; labelling a diagram, plan or map; classification; and matching.

Completion Tasks  form completion  note completion

 table completion

•   flow chart completion  summary completion  sentence completion

Multiple Choice

 types of multiple choice

•   question and answer

•   unfinished Statement  answer choice variations

•   three answer

•   four answer

•   more than four answer

Short Answer Questions

•   direct answer

Labelling a diagram, plan, or map

•   label a diagram plan, or map with words provided or from the audio

Classification

•   place words or statements inco given categories

Matching  match items in two lists

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COMPLETION TASKS

Completion tasks may include form completion, note completion, table completion, flow chart completion and summary or sentence completion.

Form Completion

Form completion tasks are usually found in section 1 . You need to fill in missing information in the gaps. You have to listen for such specific information as names, dates, places, times, prices, measurements, special features and characteristics.

For questions involving things like measurements or money, you should write the unit of measurement (for example, cm, m, $) if this is not already given on the question paper. It is not necessary to write the full form (for example, centimetres); the abbreviated form or the symbol is fine. Such abbreviated forms (for example, 12m, $45, 23%) count as one word.

EXAMPLE FORM COMPLETION

Questions I — 4 ComPlete the form below. write NO MORE THAN TWO WORDS AND/ORA NUMBER for each question. Sales Consultant: CONTACT DETAILS Contact person: Work number: Moving from: Moving to: PKT International Country: House/flat: Street: Removals Andrew Smith Bob Jones 35 Elm Street, Sydney 4656 5867 UK 3 .

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Note Completion

You complete notes by writing a specific number of words in the gap. In some cases, you are allowed to write no more than a certain number of words (and/or numbers), while in other cases they may be required to write an exact number of words (and/or numbers).

You complete the notes with the words you hear in the recording. Some of the information may already be written in the note.

Notes might not follow standard grammatical rules or layout. For example, there may be articles or auxiliary verbs missing, or a note may be a list with bullet points. Missing numbers in a note can be written in words or figures. SAMPLE INSTRUCTIONS

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EXAMPLE.' NOTE COMPLETION

Questions 12 — 14 ComÞlete the notes below. Write NO MORE THAN THREE WORDS AND/ORA NUMBER for each answer. Audience: Duration: Date: Assessed presentations . . ..... (no more than 30) plus tutor 1 5 minutes 1 3 . Review of film, including a)  background and director b) content 14 c)  evaluation

Table Completion

You complete a table by writing words and/or numbers in the gaps provided. The number of words and/or numbers required or allowed will be clearly indicated in the instructions. The table will have several columns and each column will have a heading. The information is usually in note form, so you do not generally need to include words like articles or prepositions. Some of the information may already be given to help you. You only have to fill in the gaps in the columns and write the correct words and/or numbers on the answer sheet. Numbers can be written in words or figures. You should use no more than the number of words indicated in the instructions and make sure to spell them correctly.

EXAMPLE: TABLE COMPLETION

Questions I — 5 ComÞlete the table below. write NO MORE THAN THREE WORDS ORA NUMBER for each answer. KL School of English Courses Levels Duration   Materials Cost Start date Elementary   45 hours 8 weeks a coursebook and a $424 5 October intermediate PI, "2, P3     Intermediate       Upper Intermediate 1.13     Advanced       Business English   50 hours weeks a coursebook and a set of $540 7 October Preparation for proficiency exams     I O weeks   $550

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Flow-chart Completion

Flow charts are used in the listening module to summarise a process or a sequence of events. As with all IELTS listening tasks, the information will always be given in chronological or logical order. You are required to complete the chart by writing words and/or numbers in the gaps. The number of words that you are required or allowed to use will be clearly stated in the instructions. Sometimes you are given a box of possible answers to choose from. If the items in the box are labelled A, B, C, etc., you will only write the appropriate letters in the spaces on their answer sheet. If no box with options is given, you write the required/allowed number of words you hear. Flow chart completion is similar to note completion in that it does not always follow standard grammatical rules or layout, that is, articles and auxiliary verbs may be omitted. You can write numbers in words or figures.

EXAMPLE.' FLOW-CHART COMPLETION

Questions 15 — 17 Complete the chart below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Recruitment Procedure at KL School of English   Candidate submits 15 . with . . . . . . . .. . .       Candidate is informed of any 16 . .... ..... .. . . ... missing in his application.           Candidate is invited to an interview.         Candidate is in interviewed by 17 .           ... ... and senior teacher.

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Summaries and Sentences

You are asked to complete sentences or a summary by writing words and/or numbers in gaps. The gaps can occur anywhere in the sentence. In listening, there is very little difference between sentence and summary completion. Sentences are joined together to form a summary. Sentence structure and the articles and prepositions in a summary or sentence are important and can be a useful guide to the missing words.

The word needed for the answer will always be in the recording. It should be written exactly as it is heard, for example, without changing from plural to singular. The completed sentences must be grammatically correct. If the word you choose is not grammatically correct, you have chosen the wrong answer. For example:

 It is important to eat a ...balance... diet.

In this example, the candidate failed to hear '-ed' at the end of the word and wrote 'balance'. However, 'balance' is not the correct answer for two reasons: (1) this is not what the speaker actually said, and (2) it does not fit into this sentence grammatically. The correct answer is 'balanced'.

EXAMPLE' SENTENCE OR SUMMARY COMPLETION

Questions 15 — 19 Complete the sentences below. write NO MORE THAN THREE WORDS AND/ORA NUMBER for each answer. 15               The audience for the event is expected to wear a . . . . . . . . . . . 16               If you want to take children to the venue, you must . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17               The band will perform at . . . . . . . . . . . . . . . . . . . . . . .. o'clock. 18 To get a full programme of the event, you should . . .

MULTIPLE CHOICE

You must choose the correct answer to a question from a list of answer choices.

Types of Multiple Choice Questions

There are two sub-types of multiple choice questions, and both types can appear together in the same set of questions.

QUESTION AND ANSWER

Where does Jenny decide to put her MP3 player? A        In the handbag B        In the box C        In storage with the furniture

UNFINISHED STATEMENT

The meeting was scheduled for A         2.30 p.m. B         3.30 p.m. C         4.30 p.m. D 7.30 p.m.

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Answer Choice Variations

There are three different types of answer choice variations for a multiple choice question.

As with all multiple choice questions in the IELTS exam, you only need to write the letter of your answer choice on the answer sheet.

THREE ANSWER CHOICES: A, B AND C

Question 3 1 Choose the correct letters,A, B or C. According to the doctor, the main cause of back pain in women is A       pregnancy. B        osteoporosis. C        lack of exercise.

FOUR ANSWER CHOICES.' A, B, C AND D

Question 32 Choose the correct letter,A, B, C or D. The noise levels at the site can reach A 45 decibels. B 50 decibels. C 65 decibels.

MORE THAN FOUR ANSWER CHOICES

Question 1 2 Choose TWO letters,A — E. Which two groups of patients receive free medication? A          People over 16 years old B          Unemployed people C          Non-US residents D         People over 55 years old

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SHORT-ANSWER QUESTIONS

Short-answer questions focus on understanding main ideas and factual information. You are required to answer questions using words and/or numbers. The number of words and/or numbers you are required or allowed to use will be clearly indicated in the instructions. There are two variations of short-answer questions.

l . DIRECT ANSWER.' VARIATION I IS WHERE YOU ANSWER A DIRECT QUESTION.

Question 16 What is the main cause of earthquakes?

2. LISTS: VARIATION 2 IS WHERE YOU MAKE A LIST OF UP TO THREE THINGS.

Questions 1 7— 19 Write NO MORETHAN ONE WORD for each answer. List THREE factors which affect the speed of biodegrading. 1 7        18         19

It is important to read the instructions very carefully to know what is required for an answer to score a point. Sometimes you are required to give two answers to score one mark. That is, if you give only one answer or one of the two answers is wrong, you will not get a point for the question attempted. In other cases, you will get a point for each correct answer in the list.

In the example below, you will get one mark for each correct answer.

Questions 20 — 22 Write NO MORE THAN TWO WORDS for each answer. Name THREE things that the students are required to submit with their application. 20         21         22

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In the example below, you will get only one mark for two correct answers.

Question 23 According to the lecture, which TWO animals depend on their acoustic sense to find prey?

EXAMPLE.' SHORT-ANSWER QUESTIONS

Questions 3 — 6 Write NO MORE THAN ONE WORD for each answer. List FOUR factors that affect migration to cities. 3            4           5          6

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LABELLING A DIAGRAM, PLAN OR MAP

You are required to label the parts on a diagram using words and/or numbers. The number of words and/or numbers required or allowed is clearly indicated in the instructions. The parts to be labelLed have an arrow and the question number beside them. There may be a box of possible answers labelled A, B, C, etc., to choose from. In this case, you are only required to write the correct letters in the appropriate spaces on your answer sheet. If there is no box with options given, write the words you hear in the recording.

EXAMPLE.' LABELING A DIAGRAM, PLAN OR MAP

Questions I I — {3 Label the plan below. Choose THREE answers from the box and write the correct letters, A — E, next to Questions 1 1 - 13.       Stadium     School   Lab   A             Swimming pool B             Showers C             Toilets D            Cafeteria E              Newstand 13

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CLASSIFICATION

You are required to decide which category several words or statements belong to. The categories are usually labelled A, B, C, etc. The words or statements are usually labelled with the question numbers.

As with all IELTS listening tasks, the questions usually follow the order in which you hear the information. Based on what you hear, you must match the words or ideas in the questions to one of the categories. Since there are more questions than categories, you may choose the category letters more than once, as in the example on the next page.

EXAMPLE CLASSIFICATION

Questions 21 — 26 According to the speaker, in which situation are the following media most useful? A        Individual learners B        Seven or eight learners C        Whole group Write the correct letter,A, B or C, next to Questions 2 1 — 26. You may choose any letter more than once. 21        Computers              24           Flipcharts            22        Videos 25           Audio CDs 23        Books        26           Interactive whiteboards

MATCHING

You are required to match items in a list (numbered l , 2, 3, etc.) to the correct word or phrase in a box (labelled A, B, C, etc.). Some of the items in the box may have to be used more than once, while other items might not have a match in the list. You must match the correct option to each question based on what you hear. As in the example below, you are only required to write the correct letter in the appropriate spaces on your answer sheet.

You should be aware that in matching tasks, the words and phrases in the box are usually all mentioned, but not always in the order they are given in the text, and some of them may never be used to answer any of the questions. The questions follow the order in which the information is given in the listening text.

EXAMPLE.' MATCHING

Questions I — 4 What recommendations does the tutor give about the items on the reading list? A B c D E useful read introduction read conclusion essential unnecessary Choose your answers from the box and write the correct letter,A — E, next to Questions I — 4. Smith 2            Brown 3            Jackson 4            Johnson

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LISTENING MODULE STRATEGIES: ALL SECTIONS

The strategies below refer to skills that are important when you are listening during the IELTS test.

One of the major challenges that you, as an IELTS candidate, have to face is doing several things while listening. You must recognise more than just names, places and times. You must also connect ideas, organise information, generalise and infer.

Here are 'active listening' strategies that you can use for all Listening module question types.

BEFORE YOU LISTEN

•   Read the instructions to know how many words you are allowed or required to write. The word limit includes all words, including articles and prepositions. Do not go above the word limits or your answer will be marked incorrect.

 Read through the questions and notes on the question paper and decide what the topic is. For example, to get the right information from a conversation or monologue, it helps if you ask yourself the right questions before you begin listening, such as:

•   Who is talking?

•   What are they talking about?

 How do they feel about it?

•   Analyse the questions andprompts, and decide what type ofinformation is required  This may include information such as a price, name or time.

•   Consider the options in relation to the question. In some cases, an option may be true, but does not answer the question.

•   Eliminate options by putting a cross beside them when you are sure they are wrong.

 Underline the key words in the rubric, questions and options before you listen. Underlining or highlighting the key words around each gap in completion tasks—or in questions in other tasks—can help you listen more effectively.

For example, a speaker might use vocabulary that helps you identify how the talk is organised. Say a professor is giving a lecture on Newton's laws of physics. She might discuss each law using 'first', 'next', 'then', 'finally', etc. as follows:

•   Body paragraph l : 'Isaac Newton first thought that. . . . He tested this theory by.. .. His observations showed.... '

•   Body paragraph 2: 'Next, Newton had always believed.. .. He conducted an experiment that. . . . Then he saw how.

•   Body paragraph 3: 'Finally, Newton theorized that. . . . However, when he learned that.

•   Mouth the options in the box quietly to yourself that is, form the words with your mouth, but do not speak them out loud. This may help you recognise them in the recording.

e Try to re-phrase the notes and questions in your own words. This could help you identify the moment when the speaker is about to give the correct answer.

 Try to re-phrase the possible answers in your own words because the speakers might give the correct answer using parallel expressions.

WHILE YOU LISTEN

 Listenfor any clue that the speakers are about to answer the questions. They will probably use different words from the question.

 Always choose only the required number ofoptionsfor each question.

 Do not write more than the maximum number ofwords you are askedfor. Write only the words that you hear, without changing them.

 "you miss an answer, do not worry—keep listening. Otherwise, you will miss the next question, too.

AFTER YOU LISTEN

 Make sure you answer every question because you will not lose marks for wrong answers.

 As you copy your answers, check that the words you have written make sense in the context, are grammatically correct and are correctly spelt.

• Do not copy anythingprinted on the question paper when transferringyour answers to the answer sheet. You should copy what you have written yourself.

NUMBER CONVENTIONS

When you listen for specific information, you are listening for key, factual information. In many completion tasks in the IELTS listening test, you have to listen for numbers. You should be familiar with the following conventions:

Telephone Numbers

These are usually spoken as individual numbers. For example, 273458 would be spoken as 'two seven three four five eight'. With seven-digit numbers, speakers often divide them into one group of three and one group of four, with a short pause between the groups. For example, 634-4398 would be spoken as 'six three four... four three nine eight'.

Sometimes a few numbers are grouped into a larger number, especially when this involves consecutive zeros. For example, the number 975600 would be spoken as 'nine seven five six hundred'.

Often, '0' in telephone numbers is spoken as the letter 'o', as in 'go'. In British and Australian English, sometimes the words 'double' and 'triple' are used. For example, the phone number 334-6777 would be spoken as 'double three four ... six triple seven'.

Decimal Numbers

Decimal numbers are introduced with the word 'point' and then each decimal number is spoken individually. For example, the number 16.78 would be spoken as 'sixteen point seven eight'.

Prices

When talking about prices, the word 'point' is not usually used. The decimal numbers are usually combined and introduced with 'and'. For example, $15.75 would be spoken as 'fifteen dollars and seventy-five cents'. Sometimes, the currency is also left out. For example, $15.75 would be spoken as 'fifteen seventy-five'.

Fractions

With the exception of 'a half', 'a quarter', and 'a third', fractions are expressed with 'th' at the end. For example, the fraction 7/8 would be spoken as 'seven-eighths' and 9/10 would be spoken as nine-tenths'.

Thousands

It is also possible to express thousands as the equivalent number of hundreds. For example, I , 700 would be spoken as 'seventeen hundred'; 2,700 would be spoken as 'twenty-seven hundred'; and 1,123 would be spoken as 'eleven hundred and twenty-three'.

Dates

There are several possible ways to write dates. In British English, the day comes before the month, and periods are often used to separate elements. For example, the date May 16, 1976 would be written 16.05.76 or 16.5.1976. In American English, the month comes first, and slashes are often used to separate elements. For example, May 16, 1976 would be written 05/16/76 or 5/16/1976.

For the IELTS listening test, you should adhere to the following format:

    5 July

   

5 July 2004 (when it is necessary to include the year)

Anticipating means thinking about what might or will come next. Anticipation makes listening easier. Knowing the topic helps you predict and anticipate certain details. For example, a student who wants to talk about his term paper might have problems with the topic, organisation, due date, length, bibliography or a partner. Similarly, a professor who gives a lecture on bees might discuss their appearance, abilities, evolution, migration, reproduction, diet, reasons for studying them, and so on. Knowing the possibilities makes it easier to hear what the speaker says.

  Strategy: 3: DO              record everything in notes:

If you decide to take notes during the exam, you need to make sure they are effective and efficient. That means you need to determine the topic of the talk, study the questions, decide what type of information and what types of words are missing. Based on your observations, focus on noting down only those words. While making notes, less important words could either be omitted or recorded using symbols and abbreviations.

For example, say an essential topic of the talk is a project that started in 1996. The key words to remember would be 'project', 'started' and '1996'. It is very unlikely that in the IELTS exam you will be asked to complete a gap with 'started' or 'the'. Therefore, you could make the following notes: 'project: -+1996'

When you are given 30 seconds at the end of each section to check your answers, look at your notes and circle the parts that you think answer the questions.

LISTENING MODULE STRATEGIES FOR CONVERSATIONS, LECTURES AND TALKS

The following strategies refer to strategies that are particularly important when you listen to a conversation, lecture or talk during the IELTS listening examination.

Strategy t: Create-one: column: fot•ach• speaker in •your: notestö; avoid confusion When you read them:

Should you decide to make notes, it is important to keep them organised. To do this, create one column for each speaker in the conversation. Although names are useful, you will never be asked to name any of the speakers. So depending on the type of conversation, identify each speaker as Professor and Student, Man and Woman, or Student I and Student 2.

Strategy 2: Ben prepared for the unique: elements of spoken English

The speakers in the listening test will not sound as if they are reading an essay. Instead, their speech will be natural and resemble everyday spoken English, which can include interruptions and selfcorrection.

INTERRUPTIONS

An interruption occurs when a listener in a conversation or lecture says something before the speaker has finished making a point or observation. A speaker could be interrupted by a question or comment, and the speaker will have to resolve the interruption before returning to the original topic. You will have to remember what was said before the interruption to understand fully what is said after. Some common vocabulary for interruptions includes:  'Excuse me, but...

 'I'm sorry, but. . . '

 'I don't want to be rude, but. . . '

 'Hold on. . . '

 'Hang on.. .

 'Can I interrupt?'

 'Can I just say that. . . '

SELF-CORRECTION

Anyone, even a lecturer, can misspeak (speak incorrectly), often by using the wrong word. When people misspeak, they interrupt themselves and then restate their idea correctly. Self-correction could involve some of the following key words or expressions:

 'Actually... '

 'Hang on. . .

 'Hold on.

    'That's not exactly right.'  'That's not really true.

 'Let me rephrase that.'

    'Let me start again/start over.

Such mistakes are usually used in the listening examination as distracters. That is, you hear the incorrect information and think it is the correct answer. Once they note it down, they start listening for the answer to the next question, thus losing a point. It is important to be aware of this sort of distracter and be prepared to change your answers accordingly.

Strategy 3: Be prepared to infer'

Even though it is possible, a speaker will probably not state how his or her talk is organised directly. Therefore, do not rely on an explicit, obvious statement such as 'Let's organise our discussion by types of energy sources' or 'I want to begin with the best solution and then continue to the least suitable.' You will probably have to recognise how the passage is organised on your own.

LISTENING MODULE PRACTICE SECTIONS

In this section, you will find four Listening module practice sections. You can write your answers and make notes the pages in the book. Note that in the real test you will be given time to transfer your answers from the question paper with the listening tasks to a separate answer sheet.

I

Questions I — 5 Choose the correct letter, A, B, or C. Which of the statements is true? The candidate A              needs to take the IELTS General module. B              needs to take the IELTS Academic module. C              is not sure which module he needs to take. 2            On which days would the candidate like to take the exam on? A          The same day B Different days C Weekends 3            The Listening, Reading and Writing Tests take place on A          Tuesdays. B          Thursdays. C Saturdays. 4            What kind of ID can the candidate NOT use? A          A driving licence B          A library card C A passport 5            The candidate will do the Listening, Reading and Writing tests A          without breaks. B          with one-hour breaks between the tests. C          with 1 5-minute breaks between the tests.

Questions 6 — 10 Complete the notes below. Write NO MORE THAN THREE WORDS for each answer. IELTSTest Contact Information and Details Number of days to get results:               6 Test fee:                                                           Send documents registered mail to:        Exams Administrator 47 Clover Place 8 New York Contact email:                                                  inquiry@examsmail.com Contact telephone number:                  10

2

Questions I — 2 Choose the correct letter, A, B, C or D. What does Mark think about time management? A            It is a subject he would like to talk about. B             It is something he does not know much about. C             It is something he is not good at. D            It is a subject he does not like talking about. 2        What does Mark say about the presentation? A              He has planned the outline. B              He hasn't started planning it yet. C              He has thought about which ideas to include. D               He needs to change some parts of it.

Questions 3 — 10 When is Mark giving the presentation?           3 . . Complete the list. Write NO MORE THAN THREE WORDS for your answer, Time Management Presentation Introduction: Start with a general statement Main part: Common Problems: things, for example, last minute holiday shopping Relying too much on 5 ..... ..... .. .. Improving time management skills: •  Make to-do lists •  6 . •  Break down projects into 7 . •  Setting 8 . •  Dealing with 9 . •  Using the word 10 .

3

Questions I — 3 Choose THREE letters,A - E. Which THREE of the following does Peter discuss? A              The effects of sleep deprivation on health B              The effects technology on sleeping patterns C              How to deal with sleep problems D             Comparing sleep patterns now with the past E              Sleep and long distance travel

Questions 4 — 5 Label the ports of the Pie chart. Choose your answers from the box on the right

Questions 6 — 10 Complete the list of the recommendations. Write NO MORETHAN ONE WORD for each answer. To sleep better: Do's Don'ts Find out how much sleep you need (on holiday or long weekends) Improve the quality of sleep: Have a warm shower or . before going to bed. Do quiet activities such as reading or 7 .                                                                      e Have a warm drink o Consider taking up yoga or 8 . Don't use technology late at night. Don't eat late. Avoid drinking 9 •  . and energy drinks. Don't do intense 10 .

LISTENING PRACTICE SECTION 4

Questions I — 5 Listen to a lecture on successful language learning. Write NO MORE THAN THREE WORDS for each answer. Factors for Successful Language Learning Exposure to target language determines I . B          Motivation motivation Language is a tool to achieve practical goals, for example, getting a job or Integrative motivation Language is a tool for socialising and integrating, for example, or people who are married to speakers of another language. According to research, integrative motivation produces 5 .

Questions 6 — 10 Write NO MORE THAN TWO WORDS for each answer. C Personality Good language learners are willing to take 6 . . . . . . . . . . . are not afraid of making mistakes and try to 7 . . with the language. D      Learning Systems Efficient 8 . . . . . . . . . . ................... •   Systems for organising and learning vocabulary •   Ability to monitor one's own speech •   Ability to plan learning Children learn faster than adults. Adult learners can be successful if they • are aware of how they learn are independent of 9 . . . . . . . . . . .................. take 1 0 . for learning

ANSWERS AND EXPLANATIONS

The portions of the audio that are applicable to each question are included here. The key words needed to select the correct answer are highlighted in bold.

LISTENING PRACTICE SECTION I

...I'll have to contact the university to find out just to make sure

Script — ...it would be more convenient to do all the papers on the same day .

Script — ...Reading,VVriting and Listening tests take place on Saturdays .

Script — ...We only accept original passports and national IDs. . .

..l'm afraid there aren't any breaks between the papers ..

...It takes 1 3 calendar days .

7       (200)           Script — ...The examination fee is US$200.

8       (New Rochelle) Script —

9       (10806)      Script ...zip code is 10806 ...

10   (3259082)  Script ...phone us at 3259082 . . .

LISTENING PRACTICE SECTION 2

Script — ...I'm probably the worst student when it comes to time management.

Script — ...l just don't know where to start . . .

3 (Friday I Friday, 10.00 a.m.) Script — ...the presentation is scheduled for 10.00 a.m. this

4 (putting off)	Script — ...One of the common problems is putting things off.
5 (memory)	...relying too much on your memory . . .
6 (prioritise)	Script — ...Another way to deal with the problem is to prioritise .
7 (smaller parts/tasks)	...l should break big projects into small parts with a specific goal.
8 (deadlines)	...l think setting deadlines and sticking to them
9 (interruptions)	...blocking in time to handle unpredictable interruptions . . .
10 (no/No)	...Saying 'No', which is one of the most useful words

in English .

LISTENING PRACTICE SECTION 3

Answers I — 3 con be in any order: B D A, A D B, etc.

Script — ...Many researchers link sleep deprivation with electricity, television, and computers . . .

Script — ...Before electricity was invented . . . By 1975 . . and today .

Script — ...a variety of physical and psychological problems . . .

Script — ...45% of all traffic accidents Script — . . 10% of domestic accidents

6	(bath)	Script — ...have a warm shower or bath .
7	(filing)	Script — ...Doing some quiet activities such as reading or filing .
8	(meditation)	Script — ...Some people take up yoga or meditation to help them relax . . .
9	(Caffeine-rich drinks)	Script — ...Caffeine-rich drinks increase your heart rate .
10	(physical exercise)	Script — ...The same goes for vigorous physical exercise . . .

LISTENING PRACTICE SECTION 4

I (speed of learning)	..lt's this factor which determines the speed of learning a language .
2 (Instrumental)	Script — ...Research into motivation has identified two main

types: instrumental motivation and integrative motivation . . .

3    (passing an examination) Script — ...practical reasons, such as getting a job or passing

4    (Immigrants)

5 ([much] better results

6    (risks)

7    (experiment)

8 (revision techniques)

9 (teacher)

10 (responsibility)

an examination . . .

Script — ...Immigrants or people who are married to speakers of another language are motivated in this way.

Script — ...integrative motivation produces much better results . . .

Script — ...willingness to experiment and take risks is essential.

Script — ...Good language learners will try to experiment with different ways of learning . . .

Script — ...They develop their own learning style and use a range of learning skills such as efficient revision techniques . . .

Script — ...make decisions about their learning and are independent of the teacher . . .

Script — ...aware of how they learn, and who take responsibility for their learning . . .

CHAPTER 3: THE READING MODULE

The Reading module is the second part of the IELTS examination. It lasts 60 minutes and consists of 40 questions based on a variety of task types. You need to read three or four passages—about 2,000-2,750 words in total. There are usually three passages in the Academic Reading module, and three or four passages in the General Training Reading module. You are not given extra time at the end of the reading test to transfer your answers to the answer sheet. Answers need to be written on the answer sheet in the 60 minutes given to complete the Reading module.

The IELTS Reading module tests a range of skills, such as skimming and scanning, understanding main ideas, reading for detail and understanding opinion and attitude.

DIFFERENCES BETWEEN ACADEMIC AND GENERAL TRAINING READING MODULES

While the task types of the Academic and General Training Reading modules are the same, the types of reading passages differ. The Academic module will usually contain at least one passage organised as a logical argument, while the readings in the General Training module are likely to be more descriptive or instructive. The organisation of non-argumentative texts may vary, but common organisational themes are categories, chronological description and describing a process.

The Academic Reading module involves reading three passages, with one passage per section. Texts come from books, magazines, newspapers and journals, and are non-specialist. At least one passage contains a detailed argument. Although the texts are representative of reading requirements for undergraduate and postgraduate students, they are not discipline specific. The passages are usually presented in increasing order of difficulty.

The General Training Reading module involves reading three or four passages grouped into three or four sections. Section 1 usually deals with social survival. It consists of one or two texts that are short but contain a lot of information—for example, public information leaflets. Section 2 focuses on subjects related to general training, and usually consists of two texts which, for example, give information about a university or college and services or facilities provided. Sections 3 and 4 consist of one longer text each related to general training, and involve general reading comprehension on almost any subject.

Each section in the General Training Reading module has 8—15 questions, and each section in the Academic Reading module has 13—15 questions.

READING MODULE QUESTION TYPES

The question types in the Reading module comprise multiple-choice questions; short-answer questions; sentence and summary completion; note completion; table completion; flowchart completion; labelling a diagram; matching; true/false/not given; yes/no/not given; and

classification.

Multiple Choice

e single answer - choose one of up to four options

•  multiple answer - choose more than one answer from a list of options

Short Answer Questions  direct answer

 lists

Completion Tasks  note completion  table completion

• 

flow chart completion  summary completion  sentence completion

Labelling a diagram

•  Label a diagram with words from a passage

Matching  match items in two lists

 match text or visual information to each other or other texts

True/False/Not Given

•  compare statements to information in the passage and decide if they agree, disagree, or the information is not given

Yes/No/Not Given

•  compare statements to information in the passage and decide if they agree, disagree, or the information is not given

Classification

•  place words or statements into given categories

MULTIPLE-CHOICE QUESTIONS

Multiple-choice questions may focus on main ideas, details or the writer's opinion. There are multiple-choice questions with a single answer and multiple-choice questions with multiple answers.

In the single-answer type, you are asked to choose one answer from up to four possible options; in the multiple-answer type, you are asked to choose more than one answer from a longer list of possible options. In this case, your answers do not have to be in alphabetical order. For example, D, A, C and A, C, D are both considered the same.

Multiple-choice questions always follow the order of the information in the passage, and may cover one section of the passage, or the whole passage. The options, on the other hand, do not necessarily follow the order of information in the passage. The questions and options are usually paraphrased information from the passage.

EXAMPLE' MULTIPLE-CHOICE QUESTIONS

Questions 21 and 22 Choose the correct letters, A — D. 21             According to the passage, cats are very good at A            hiding their tracks. B             hunting at night. C             spotting their prey at night. D            hunting in groups. 22             According to the passage, which TWO of the following are typical of cat's hunting behaviour? A            They hunt in short bursts of intense exercise punctuating long periods of rest. B             They hunt using tactics similar to those of leopards and tigers. C             They like to share excess prey with others in their group. D            They like to present their prey to their owners or other cats. E            They mainly use ambush tactics while hunting.

SHORT-ANSWER QUESTIONS

In the IELTS Reading module, short-answer questions usually focus on factual information. The questions reflect the order of information in the text, but the answers may be widely spaced in the text, so you need to use key words in the questions to help you scan the text quickly. Your answers do not need to be complete sentences and must not exceed the stated number of words. You do not usually need to include words like articles or auxiliary verbs.

You should study the questions and identify the relevant parts of the text, then scan each of these parts for possible answers. You must not change the form of the words or use different words—the answers must come directly from the passage.

Questions I — 3 ComÞlete the sentences below with words taken from the reading passage. Write NO MORE THAN THREE WORDS for each answer. To make a .................................. , you should study your options well. 2            You shouldn't choose a position simply because it has .................................. . 3            You might want to do more studies to improve your

EXAMPLE: SHORT-ANSWER QUESTIONS

Questions 13 and 14 Answer the following questions. Write NO MORE THANTHREE WORDS AND/OR A NUMBER for each answer. Write your answers in boxes 13 and 14 on your answer sheet 1 3 How long does the Marine Biology course last?            1 4 When does the postgraduate programme end?

SENTENCE AND SUMMARY COMPLETION

In sentence and summary completion tasks, the questions reflect the order of information in the text. The sentences and the summary will focus on key information from part or all of the passage. There are two kinds of sentence and summary completion tasks. You may be asked to complete a sentence or summary by taking words directly from the text or by choosing from a list of options.

EXAMPLE.' SENTENCE AND SUMMARY COMPLETION

NOTE COMPLETION

Note completion tasks usually focus on the main ideas of part or all of the text. They may include headings, subheadings and numbers or bullet points. In note completion tasks, you may have to complete gapped notes by using a bank of answers in a box.

The words provided in the box might not be the same as the words in the text. You should look for parallel meanings in the text, for example, 'political unrest' in the notes could be 'political events' in the text. Notes might not follow standard grammatical rules or layout; there may be articles or auxiliary verbs missing. Some of the information might already be written in the note.

EXAMPLE' NOTE COMPLETION

Questions 35 and 36 ComÞlete the missing information. Use NO MORETHANTHREEWORDS for each answer. The construction of the local City Hall 1836 Design for building chosen by 35 . 1838              Work halted by political unrest in the country. 1839              Work resumed. 1840              Work stopped when 36 . 1841              Work resumed. 1842              Building completed.

TABLE COMPLETION

You are required to complete gaps in a table using the stated number of words from the passage. Some of the information may already be provided to help you. As with other completion tasks in the IELTS Reading module, the questions reflect the order of information in the text.

In this task, you are often tested on your knowledge of synonyms and paraphrases. For example, Question 12 below asks if experience is 'necessary' for each of the jobs. In the text, it may say that experience is 'essential'.

EXAMPLE: TABLE COMPLETION

Questions 12 and 13 ComÞlete the table below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Position Salary Experience necessary Secretary $500 per month No Teacher $ 1 ,500 per month 12 . . . . . . . . . . ................... Senior Teacher $2,000 per month Yes Director of Studies 13 $ . Yes

FLOW-CHART COMPLETION

Flow charts are used to summarise the different steps in a series of events or a process. Although the information will be given in chronological order in the flow chart, it might not follow the order of the information in the text. You need to study the flow chart carefully and use the keywords to identi9 the relevant part(s) of the text. While reading the part(s) carefully, you should reconstruct the chronological order in which the events happen and complete the flow chart.

EXAMPLE.' FLOW-CHART COMPLETION

Questions 9 —l I Complete the flow chart. write NO MORE THAN THREE WORDS for each answer.   Candidates complete an application form and send it with 9 .         Candidates receive 'Induction Pack' which contains: A psychological evaluation form e Instructions on 10 .       Candidates receive full details of their placement.

LABELLING A DIAGRAM

Passages that describe mechanical devices or processes may include a diagram-labelling task (example provided on next page). A diagram-labelling task may relate to one section of the text or to several paragraphs. This task requires you to read the paragraphs carefully and study the diagram at the same time. Some labels may already be provided to help you.

You should pay particular attention to locating specific words that form part of the labels in the diagram and be careful to copy the words you need accurately from the passage. It is helpful to keep in mind that labels on the diagram are generally ordered in a clockwise direction, which will not necessary reflect the order in which the information appears in the text.

EXAMPLE.' LABELLING A DIAGRAM

Questions 21 — 24 Label the diagram below. Choose NO MORE THANTWOWORDS from the passage for each answer. The Mouse                                 4 way 24                                                                      21 from mouse mode to presenter mode button 23 22 Micro receiver stores inside

KAPLAN

MATCHING

There is a wide variety of matching tasks used in the IELTS Reading module. You may be asked to match pieces of textual or visual information to each other or to sections of a text. In the Academic Training module, these sections will be paragraphs from a single passage. In the General Training module, you might have a selection of shorter texts rather than a single passage. For example, you might be asked to match pictures or statements to advertisements.

EXAMPLE I : MATCHING

Questions 5 — 10 Look at statements 5 — 10 and advertisements A — C. Match each statement with the advertisement it applies to. Write the correct letter, A — C, next to each statement NB You may use any letter more than once. 5          The job is not for those interested in full-time positions. 6      The job offers opportunities for professional development. 7               The job requires communication skills. 8               The position requires a previous psychological evaluation. 9               The position requires experience in sales. 10           The post is offered to skilled and experienced candidates only. Position: Full-time EFL instructor Requirements: A successful applicant will have a university degree in linguistics and not less than three years of experience in teaching English for Specific Purposes, Business and Correspondence, and Academic English. Compensation:VVe offer a generous local salary and free accommodation, and will cover 50% of the cost of the DI-TC (Diploma in Language Teaching Course) for those who have worked with us for at least one year. Our experienced teacher trainer will provide you with professional guidance, support and advice.Those who are interested in the position should email their CVs to recruitment@xyzschool.com.

Position: Full-time primary school teachers wanted We are the largest primary school in the area currently offering three positions to candidates with a university degree.All candidates will be interviewed for assessment purposes by our team of psychologists. Compensation:\Ne offer a generous local salary and free accommodation, and will reimburse your travel expenses to and from the city at the end of the contract. Please send your CV and cover letter to recruitment@abcschool.com.   c Position: Part-time sales representative One of the largest language schools in the city is looking for an experienced part-time sales representative. An ideal candidate will be able to establish effective communication with our existing and potential clients, and promote our courses and services. Compensation: The school will cover all the travel expenses incurred as well as the cost of food and accommodation.The successful candidate will receive a base salary of 1000 Euros a month, plus generous sales commissions. Please send a detailed CV to recruitment@xyzchool.com

Questions that ask you to locate information in paragraphs focus on details within a text and can include opinions, discoveries, theories, and so on. These details may have to be matched, for example, to the names of people in the text. The numbered items are not necessarily in the order in which they appear in the text. Sometimes there are more options than questions, and you must choose a different option for each question. Sometimes there are more questions than options, and you will see the instruction: 'NB You may use any letter more than once. ' The words in the questions or in the box may be paraphrases of words in the passage.

KAPLAN

EXAMPLE 2: MATCHING

Questions I — 5 Reading Passage I has ten paragraphs, A — J. Which paragraph contains the following information? Write the correct letter, A — J, next to Questions I — 5. The location of the first cinema 2 How cinema started to focus on stories 3 The speed with which cinema has evolved 4 How cinema teaches us about other cultures          5          The attraction of actors in films

You may be asked to choose suitable headings for some paragraphs or sections of the passage, which will be labelled alphabetically (A, B, C, etc.). For each paragraph a different heading must be chosen (example provided on next page). When matching paragraph headings, you need to choose the heading that best summarises the main idea of the paragraph. When this task is used, it is often the first task for a particular passage, and the headings are given before the passage. There are always more headings than paragraphs.

EXAMPLE 3: MATCHING

Questions 14 — 20 Reading Passage 2 has seven Paragraphs, A — G. Choose the most suitable heading for each paragraÞh from the list ofheadings below. Write the correct number, i — xi, next to Questions 14 — 20. List of headings A lively social life ii      A low-fat diet iii             Drinking coffee iv                Getting moving Lack of bright light vi             Low self-esteem vii            Self-indulgence Substance abuse ix The wrong genes x Too much sun xi Violence on TV 14 Paragraph A 15 Paragraph B 16 Paragraph C 17            Paragraph D 18            Paragraph E 19      Paragraph F 20          Paragraph G

TRUE / FALSE / NOT GIVEN QUESTIONS

These questions focus on factual information. They ask you to read statements and compare them to the information given in the passage. You need to decide whether the statement agrees with or contradicts the information in the passage, or whether there is no information about the statement. The questions follow the order of information in the passage. The answers follow this order, but they may be grouped together in one part of the passage or spread across the passage.

If the statement relates to information given in the passage, but the passage does not actually agree or disagree with the statement, you need to select 'Not Given'. If you cannot find the relevant part of the passage, it probably means that the statement is Not Given. If you cannot find the answer to one question, you should leave it and come back to it later. You should remember that you must base their answer on what is in the passage, not on your own knowledge or what you think is likely to be true.

EXAMPLE:TRUE / FALSE / NOT GIVEN QUESTIONS

Questions 10 — 13 Do the following statements agree with the information given in the Passage? Next to Questions 10— 13 write             TRUE                       if the statement agrees with the information             FALSE                                  if the statement contradicts the information             NOT GIVEN                        ifthere is no information on this 10     Wolves in the National Park are a protected species. Some people have exaggerated the danger of wolves to man. 12           Some scientists claim that certain animals are more intelligent than humans. 13           The fear of people may be passed down in the genes of certain animals.

YES / No / NOT GIVEN

You need to decide whether the statement agrees with or contradicts the writer's views or claims, or whether there is no information relating to the statement in the passage. This task is different from True / False / Not given, which tests your understanding of factual information. However, the approach to the two question types is the same. Many passages include the writer's opinion (views or claims) on a topic as well as providing factual information.

Once you have located the relevant section, you should read it more carefully to decide if the writer agrees, disagrees or does not state an opinion. If you cannot find an answer in the passage, it is possible that the text has no information about this question, and therefore the answer to this question is 'Not Given'. If all parts of the statement agree with the writer's opinion in the text, you should choose 'Yes'. If all or some parts of the statement contradict the writer's opinion, you should answer 'No'.

EXAMPEYES / No / NOT GIVEN

Questions 15 — 20 Do the following statements agree with the views ofthe writer in the passage? Next to Questions 15 — 20 write               YES                                 if the statement agrees with the views of the writer               NO                                       if the statement contradicts the view of the writer                NOT GIVEN                         if it is impossible to say what the writer thinks about this 15            An increase in the rate of animal extinctions is likely to have negative ecological consequences. 16            More animal species are disappearing than are coming into existence. 1 7    Most animal extinctions are due to natural causes. 18            Most efforts to contain animal extinctions have so far been failures. 19            Most animal conservation projects are too expensive. 20            Working on the programme was a generally positive experience.

KAPLAN

CLASSIFICATION

In classification tasks, you will see a list of categories and a number of statements. You need to match the statements with the correct categories according to the passage. The statements will be paraphrased—they will have the same meaning as the information in the text, but they may be worded differently. The categories, usually three or more, are all of the same type, for example, periods of time, countries or opinions. The categories will be listed in a logical order, for example, alphabetically. They might not match the order in which they appear in the text. Sometimes the number of categories is the same as the number of statements, but not always. You should skim the passage to decide which section of the passage each category refers to and then scan the sections of the passages you identified to find the ideas that have the same meaning.

EXAMPLE.' CLASSIFICATION

Questions 7— I I Which countries do the following statements refer to? Choose your answers from the box and write the correct letters next to Questions 7 — I I AU CA NZ UK Australia Canada New Zealand United Kingdom 7            Some universities are famous for courses in economics. 8            Learner autonomy is a priority. 9            Institutions offer generous discounts to foreign students. It is not a very expensive place to live in. Institutions offer an enormous variety of courses and programmes.

READING MODULE STRATEGIES

To achieve the best results in the Reading module, you should use a combination of strategies simultaneously. Below are several strategies and tips that will help you with this part of the IELTS exam.

ESSENTIAL READING COMPREHENSION SKILLS

The following reading comprehension tactics are always effective and important to use during the Academic or General Training Reading Modules of the IELTS.

Skimming and Scanning

We use skimming and scanning skills on a regular basis in everyday life. Skimming (reading for general ideas) might be used to decide if a long article will be useful for a research project, or for quickly gathering key information from a report in preparation for a meeting. Scanning (reading for specific information) might be used to find a departure time on a bus timetable or to find out when a movie is playing from a schedule.

Both skimming and scanning involve reading a text quickly, so they are important skills to use on the IELTS exam. However, as you can see, they are used for different goals. Skimming should be used during the IELTS when you need to quickly read for just the main idea of a text, without thinking about specific details. It involves selective reading of the most important parts of the text to find out how the text is organised and get the general idea of what the text is about. Scanning should be used when you need to read to find specific pieces of information such as names, dates and facts.

                                                           KAPLAN

Identifying Main Ideas and Details

Texts are divided into paragraphs to make them easier to read. A text is usually organised in the following way:

 Introduction: theme, statement and objective

• Paragraph 2: topic, supporting point or details

 Paragraph 3: topic, supporting point or details

 Conclusion: summary and restatement of main idea

In the introduction, the writer usually outlines what he or she is going to write about and the main issues to be raised. Each paragraph usually deals with one key issue, which is stated in a topic sentence and possibly summarised in the last sentence of the paragraph. Supporting details are used to develop and explain the main idea of the paragraph.

EXAMPLE OF PARAGRAPH ORGANISATION

[Introduction] Article  are the connections between psychological and physical well-being? [Paragraph] Topic and main idea: Regular exercise makes people happier. Detail: endorphins Extract: [Introduction] Open almost any newspaper or magazine these days and we find doctors and scientists telling us that being healthy directly affects our psychological well-being. But exactly what do the experts say about what makes us feel good? [Paragraph]                            Regular exercise is obviously a good way to keep healthy and fit, but scientists now think that exercise improves our psychological health by releasing chemicals called 'endorphins' into the brain. Endorphins have been shown to elevate feelings of happiness and well-being. Some scientists claim that exercise can be as useful a treatmentfor depression as psychotherapy, and that by lifting our mood, it can help us feel more positive about ourselves and our lives. According to some doctors, something as seemingly simple as a daily ten-minute walk can greatly improve our quality of life.

Understanding Opinion

An opinion is a personal belief which may or may not be true. It is different from a fact, which is a statement known to be true or based on generally accepted evidence. In texts, opinions are usually introduced by phrases such as:  Professor Jones argues that . . .

 Several experts claim that . . .

 Some people say that . . .

 It is a commonly held belief that . . .

e In Harriet's view, .

 Many scientists suspect that .

Facts, on the other hand, might be introduced by phrases such as:

 According to the latest statistics, ...

 Scientists have discovered . . .

 Research findings confirm that . . .

 As has been frequently demonstrated, .

When answering questions related to the writer's opinion, you should be careful not to allow your own opinions to interfere with your choice of answer. You should remember that you are looking for the writer's idea, not your own.

GENERAL STRATEGIES FOR THE READING MODULE

The following strategies are always effective. It is important to use them for all Reading module question types.

You are allowed to make notes on IELTS question booklets, and IELTS examiners will never look at these notes. During the examination, you can make notes, underline, or draw arrows and symbols on the reading question booklet to help yourself understand the text better and find answers faster. This might help you avoid having to read the same portions of the text again to refresh your memory.

Strategy 2: Try to predict:what you. areoingto read about,

Before you read a text in the IELTS Reading module, try to guess what the topics of that passage will be. One way to do this is to use the information in the title, any subheadings and the introduction.

Strategy. 3: Build a mental map of the passage as .you. are skimming it.

Reading a text for the first time can be disorientating—you may find it difficult to find your way around. A useful technique to help you 'navigate' a text is to build a mental map. Identify the topic or purpose of each paragraph in the passage. Make notes (a couple of words) about the main idea or purpose of paragraphs and sections next to them to help you. Knowing what the paragraphs are about will help you find answers faster.

Strategy 4: Identify: the type of text you are- reading.

For example, identi9 whether it is about a problem and a solution, or a chronological account of something, or whether it discusses positive and negative points regarding a certain topic, and so on. This can be done by quickly skimming the text and looking at the title, introduction and paragraph openings. These will give you the clues needed to identify the main ideas, topics and organisation of the text.

Strategy 5: Study the- keywords.

To locate the parts of the text where the answers might be, carefully study the keywords in the questions and then scan the text for these or synonymous and parallel expressions. Using your mental map of the text should help you do this.

Strategy: 6: Skin-I ^x actively;

When you skim a text, try not to worry about words you do not understand. Instead, try to get an overall impression of the text, making sure you read the first sentence of each paragraph. These will give you an overview of the text. Remember that sometimes two different task types may focus on the same part of the text. However, you will not be tested on exactly the same information.

Strategy 7: Make intelligent guesses.

To read effectively, you need to make intelligent guesses about the meaning of words you do not know, if they seem important in the context. Try to work out the meaning from the surrounding words and sentences, and think of other words that might fit the context.

Strategy 8: DOnt lose track: oftime:

You must enter your answers on the separate answer sheet during the 60 minutes allowed for the module. You can either write your answers directly on the answer sheet as you go through the test or transfer them later, making sure you leave at least 10 minutes for this.

If you cannot figure out an answer, go on to the next question. Some questions in the reading test might be easier than other questions, so it is a good idea to save as much time as possible by dealing quickly with the easier questions. Before you move on to other questions, do not forget to mark the difficult one with some sort of symbol, like a question mark, so that you can easily find it later, if you still have time for this.

SPECIFIC STRATEGIES FOR READING MODULE QUESTION TYPES

The following strategies refer to skills that are always important to use for certain Reading module question types.

COMPLETION TASKS

• You should only include the words essential to answering the question correctly. Correct answers can contain fewer than the maximum number of words stated in the instructions.

In completion tasks with words taken directly from the text, you should try to predict the type of answer you are looking for. Next, skim the section you have identified and look for synonyms and paraphrases. Think about both the meaning and the grammar and remember to use the exact word(s) from the passage; in this type of task, you must not change the form of the words you add in any way.

In completion tasks with options given in a box, you should read the options carefully. It is likely that more than one option could complete the sentence, as options will often have the same grammatical structure. You should therefore focus more on the meaning of the sentence than on grammar. You need to consider all the options in the box. When you have finished, you need to check that you have not used the same option twice.

MULTIPLE-CHOICE TASKS

First try to eliminate the options that seem logically wrong. Eliminate options by putting a cross beside them when you are sure they are wrong. Remember, in some cases an option may be true, but does not answer the question.

• Check that the answer you choose is not only correct according to the passage, but also gives an appropriate reason or explanation to answer the question or complete the sentence. When you think you have found the correct answer to a multiple-choice question, remember to check that the three other options are definitely wrong.

MATCHING TASKS

When matching pictures to sections of text, try to think of different words to describe what is in each picture and look for keywords in the texts. Match the ones you are sure about first and the more difficult ones second. When matching statements, try to identi61 keywords in the statements and look for synonyms or paraphrases of these keywords in the text(s).

You should skim the passage to build a 'mental map' of the text by noting the main idea of each paragraph. It is good idea to match as many headings as you can without reading the passage again, and cross off the headings you have used, including the example.

• Beside each paragraph you should write the number of all the options that might be suitable. Then make sure each possible option fits the meaning of the whole paragraph and does not simply use some of the same words.

f,

READING MODULE PRACTICE SECTIONS

In this section, you will find full-length practice sections for the Academic and General Training Reading modules. You can write your answers and make notes the on pages in the book.

ACADEMIC READING PASSAGE I

You should spend about 20 minutes on Questions 1 15, which are based on Reading Passage I below.

A B C D E

A Global Warning The Stern Review Report on The Economics ofClimate Change, published in 2006, the same year as Al Gore's highly-acclaimed film and book, An Inconvenient Truth, made it clear that governments need to take the issue of global warming very seriously indeed. The Stern Review examined the issue of climate change from an economic perspective, looking at what it would cost the government to take appropriate action, and what it would cost if appropriate action were not taken. The report also highlighted a number of catastrophes that would occur if urgent measures were not taken to stop the carbon dioxide production that is heating up the planet. The report indicates that in the last 200 years, average temperatures on the planet have increased by less than one degree Celsius; however, if we do not control the rising carbon dioxide levels over the next 100 years, a rise of up to five degrees Celsius can be expected. This will have an enormous impact on global economic growth and will cause many potentially disastrous changes, including the following: Melting glaciers—Beginning in the Andes, and then extending to the huge glaciers of the Himalayas, the ice will begin to disappear, threatening the water supply of billions of people. Sea levels will also rise, flooding huge areas of the world, including cities such as London and Tokyo. Melting ice sheets—Not only will glaciers melt, but as the planet warms up, the huge Antarctic Ice Sheets and the floating sea ice of the Arctic will begin to melt, again resulting in catastrophic rises in sea levels. It is estimated that Arctic summers will be ice-free within 10 years, and the landscapes of the Antarctic will change beyond recognition by 2050. The vast ice plains of Greenland are also under threat. The acidity resulting from the huge amounts of C02 that the oceans will absorb will lead to the extinction of hundreds of species as marine ecosystems are destroyed; this will also threaten the fishing industry as thousands of millions of fish die off. This in turn will destroy the livelihood of thousands of fishing communities that depend on already overfished coastal areas. Accompanying the floods will be an increasing occurrence of droughts, with a decrease of up to 30% in water availability in Africa, and similar decreases in Australia. This will, of course, result in crop failure and malnutrition the world over. It will also lead to an increase in disease, particularly in tropical regions. Large cities in dry regions will find it increasingly difficult to provide enough water for their populations.

F G H J

Hurricanes, cyclones and tidal waves—Both Al Gore's book and the Stern Review indicate that if global temperatures continue to rise, we can expect a greater number of extreme weather phenomena, of an increased severity. Hurricane Katrina, which devastated the United States in 2005, is cited as just one example of the kind of environmental and economic havoc that will result from unchecked global warming. Typhoons, which often cause extensive flooding, are becoming more frequent and devastating in South East Asia. Up to 50% of animal and plant species on the planet, beginning with those living in fragile environments such as coral reefs, tropical rainforest and alpine tundra, will become extinct. Climate change will eventually affect every ecosystem on the planet as temperatures increase, rainforest is destroyed and sea levels rise, leading to flooding and drought. The impact on ecosystems will be so dramatic that they will never recover from the damage caused by rising temperatures. Does all this sound too depressing even to contemplate? Well, don't despair: if you are optimistic by nature, there are two approaches to tackling the problem of global warming you could take. The first approach is to begin to act locally to do your bit to reduce C02 emissions and minimise pollution, at the same time hoping that governments will listen to the recommendations of the Stern Review, which, while recognising the seriousness of the threat, clearly indicates that if action is taken now, the right balance between economic growth and environmental conservation may be achieved. The Report is significant, both in its scope and its depth, and it does offer a positive outcome that allows economic growth to continue—so perhaps this will convince governments to take the action necessary to save the planet from environmental and economic disaster. The second approach you could take, if you wish to remain optimistic, is to disregard the warnings ofAl Gore, the Stern Review team and other like-minded harbingers of doom, and instead opt for the much more positive and less dramatic stance taken by a very different group of scientists and economists. With its nominal leader the Danish economist, Bjorn Lomborg, the Omgivelse group believes that many of the predictions of the environmentalists are hugely exaggerated. Like Stern, Lomborg takes a pragmatic economic approach to the environmental situation and argues for investment in environmental research and development, rather than 'quick-fix' measures that would not, he claims, solve the problem. With significantly less investment than that recommended in the Kyoto Accord or by the Stern Review Report, Lomborg believes the planet can be saved.

Questions I — 3 Complete the summary below. Choose NO MORE THAN THREE WORDS from the passage for each answer. The Stern Review Report emphasised the ... ... to assess seriously the problem of global warming from ...2... point of view. It also focused on a number of environmental ...3... that would happen if governments do not act to prevent climate change.

Questions 4 —12

Reading Passage I has ten paragraphs, A — J. Choose the most suitable heading, i — xiii, for each paragraph from the list ofthe headings below. Write the correct numbers, i — xiii, next to Questions 4 — 12. ii iii iv v vi vii List of headings Long-term Solutions A BalancingAct ix Killing Wildlife x       Extreme Weather                  xi        Water Crisis                            xii         Endangering Sea Life               xiii Sinking Cities Intensive Farming Trouble at the Poles Alarming Studies Two Outlooks Arctic Wildlife Burning Coal 4              Paragraph A 5              Paragraph B 6              Paragraph C 7              Paragraph D 8              Paragraph E 9              Paragraph F 10          Paragraph G Example                     Paragraph H Answer . xi Paragraph I                      12       Paragraph J

 

Questions 13 — 15 Complete each of the following statements, I — 3, with the best ending, A — H, from the list of endings below. Write the correct letters, A — H, next to Questions 13 —15. Example Answer Lomborg believes that we can .....E...... The Stern Review points out that it is not too late .........„.. 2                    More optimistic commentators like Bjorn Lomborg believe that politicians and scientists need ............. 3                    Bjorn Lomborg argues that short-term measures will not help . A B C D E F G H List of endings to sign international environmental treaties. to strike the balance between economy and environment. to take personal responsibility for reducing C02 emissions. to stop exaggerating the issue. save the planet. to find a solution to the problem. the issue of global warming. the problem of water pollution.

ACADEMIC READING PASSAGE 2

You should spend about 20 minutes on Questions 1 — 15, which are based on Reading Passage 2 below.

KAPLAN

 

Questions I — 4 Choose the correct letters, A — D. When introducing his discussion on antioxidant diet supplements, the writer notes that A              most supplements sold in pharmacies or health food shops have at least some proven health benefits. B              very few diet supplements are regulated by government health agencies. C              there is evidence that some dietary supplements can be bad for your health. D             only a few products offer real protection against ageing, heart disease and cancer. 2            In the fourth paragraph, the writer's main point is that A            very high doses of antioxidant supplements can harm the liver. B             US doctors prescribe pro-vitamin A to patients.. C             the clinical trials did not produce any conclusive results. D            antioxidant supplements can increase the risk of some cancers. 3            According to the writer, A            recent studies have confirmed the benefits of antioxidants. B             vitamin C supplements help to decrease the risk of heart disease. C             the European Union endorses some higher-dose vitamin supplements. D            some governments have banned a number of higher-dose vitamin supplements. 4            The writer suggests that A            it is better to take vitamin supplements than not to take them. B             it is important to be well-informed about vitamin supplements before taking them. C             people who exercise regularly should supplement their diets with vitamins. D vitamins and antioxidants are less effective when consumed as food.

Questions 5 — 10 Do the following statements agree with the information in Reading Passage 2? Next to Questions 5 — 10, write TRUE if the statement is true according to the Passage FALSE if the statement is false according to the passage NOT GIVEN ifthe information is not given in the passage 5                Vitamin supplements bought from health food shops can differ from those available at pharmacies.               6                Antioxidants eliminate free radicals from the body. 7                After the release of Professor Horton's study, the number of people taking vitamin supplements declined. 8                The findings of studies into the effect of pro-vitamin A resulted in some US drug companies going on trial.   9                The FDA and the EMEA have jointly funded research into the safety of certain higher-dose vitamin supplements. 10            Recent research suggests that small amounts of free radicals can help prevent disease.

KAPLAN

 

Questions I l — 15 ComPlete the sentences below with words taken from Reading Passage 2. Use NO MORE THAN THREE WORDS for each answer. Professor Jennifer Horton says that small amounts of I I             may be beneficial for our bodies. 2                                Some studies have indicated that vitamin supplements can be 12 . . . . . . . . . . . . . . . . . . . . . . . .. 3                                Free radicals may have an important function in 13 . 4                                . . . . . . . . . . . . . . . ...people tend to be the ones who use bottled supplements. 5                                You should 15 .       . the use of bottled vitamin supplements with caution.

ACADEMIC READING PASSAGE 3

You should spend about 20 minutes on Questions 1 — 15, which are based on Reading Passage 3 below.

I OO

KAPLAN

Questions I — 5 Do the following statements agree with the information given in the reading Passage? Next to Questions 1-5, write              TRUE                               if the statement is true according to the Passage              FALSE                              if the statement is false according to the passage                NOT GIVEN                         if the information is not given in the Passage The first electronic computer weighed more than the first mechanical prototype. 2            Computers started to shrink with the invention of the microchip. 3            In early 1950s engineers used ultraviolet rays to build the first microchip. 4            X-ray lithography is an inexpensive alternative technology to lithographic etching. 5            Immersion lithography has enabled microchip manufacturers to produce higher quality computer chips.

KAPLAN

Questions 6 — 9 Label the diagram below. Choose NO MORE THANTWO WORDS from the passage for each answer. Inmersion Lithography Etching

KAPLAN

 

Questions 10 — 15 Complete the table below. Choose NO MORE THAN THREE WORDS from the passage. for each answer. èondensefighé Lithography Ultraviolet 193 nm air or Immersion Lithography 10 . . . . . . 14 Lithography   12 . . . . . . . . . . . . . . . . . . . . . 1 5 .

GENERAL READING PASSAGE I

You should spend about 20 minutes on Questions I — 15, which are based on Reading Passage I below.

A B C D

The Dream Hotel I don't want to get your hopes up, but I think I may have discovered the perfect hotel! Naturally, it's in one of the world's most amazing cities—Barcelona, home to Gaudí, Picasso, Miró and a football club with worshippers from London to Beijing. The Gracia, which opened last year in a building designed by Antoni Gaudí in 1870, was spectacularly renovated by the young architectural team Alonso i Pujol. Situated on the aptly-named Passeig de Gracia (gracia means grace or gracious), you couldn't ask for a better location—all the shopping, tapas, architectural wonders and haute cuisine you could ask for within a stone's throw of the Gracia's beautifully renovated modernist lobby. The rooms have been designed with typical Barcelona flair, the service is impeccable, and the food is, quite simply, divine. The Güell Bar is the place to meet for a drink and tapas in Barcelona. You may find it just a little too popular if your tastes run to a quiet drink in a peaceful little corner. The Güell is not quiet• —it's buzzing, it's elegant, it's sophisticated and it's beautifully designed and furnished. But there are no quiet corners! There is a terrace from which to view the sunset over the city as you sip your cocktails, and a team of bar-staffwho can make you the best version of any drink you've ever tried. And all against the backdrop of Gaud's twisting, flowing columns and doorways. After a big day out—shopping, beach, drinks on the seafront, dinner in the hotel restaurant— you'll be grateful for the luxury on offer in your room or suite. Each room has all the sophistication you would expect, with elegance almost breathtaking in its simplicity—soft whites and neutral tones, bathrooms with hot tub and personal sauna, king-sized beds—while offering all the modern comforts and technologies you could possibly wish for. And room service runs not only to champagne and sushi; you can also request a Thai or Shiatsu massage in your room, a beauty treatment or translation services. Spain is home to 30 of the world's top 50 chefs—and at The Gracia this is brought home with every mouthful. There are two restaurants: The Atrium, where breakfast and lunch are served, and Gracia, open for lunch and dinner. Both are beautiful places to eat. The Atrium is an airconditioned tropical paradise, with lush ferns, orchids and waterfalls providing the backdrop to a wonderful breakfast. You can select the buffet—a rich offering of fruit platters, freshlybaked pastries, cold meats and cheeses—or the à la carte breakfast, should you fancy Eggs Benedict, sushi or a banana lassi. Gracia provides a totally different dining context—European sophistication in an atmosphere of understated luxury. And the food . . . I can still taste the foam of wild mushrooms, cava and herbs, or the mille-feuille of gambas, lemon-grass and coriander. And all accompanied by the world-renowned wines and cavas of the region.

E F G

I can't finish without making further mention of the amazing staff of this hotel. They were flawless—multi-lingual, attentive (but never intrusive), with a solution to every problem I could come up with! There was always someone to open a door, serve a drink, answer a phone or help with an enquiry—but afterwards, you couldn 't actually remember the encounter, it was so unobtrusive. Not as much as you might think—for a hotel of this quality and location. A double will set you back 230€—280€, with all taxes and charges included. But if you can afford a bit more, go for one of the four penthouse suites—the height of luxury, very spacious and with incredible views of the city. At 400€ the experience does not come cheap, but it's well worth it. Get online and check out Gracia's website on www.gracia.com; you can book through the website too. Or call (34) 93 467 5896.

Questions I — 6 Reading Passage I has seven paragraphs, A — G. Choose the most suitable heading, i — ix, for each paragraÞh from the list ofheadings below. Write the correct numbers, i — ix, next to Questions I — 6. ii iii iv V List of The Location How to Book Sightseeing What It'll Cost You The Interior headings vi            Getting There vii           Wining and Dining viii            And Finally ... ix         Drinks Paragraph A 2               Paragraph B Example                  Paragraph C Answer 3               Paragraph D 4               Paragraph E 5               Paragraph F 6               Paragraph G

KAPLAN

Questions 7 — 12 Do the following statements agree with the information given in the reading passage? Next to Questions 7 — 1 2, write TRUE ifthe statement is true according to the Passage FALSE ifthe statement is false according to the Passage NOT GIVEN if the information is not given in the Passage 7            The Güell bar is located in a quiet place. 8            Guests can order champagne to be brought to their room. 9            The Atrium and Gracia restaurants are very similar. 1 0         The hotel staff are fluent in several languages. I l       You must use a credit card to book a room at the hotel. 12      You can reserve a room online.

Questions 13 — 15 Using NO MORE THAN THREE WORDS, answer the following questions. 1 3    When was the hotel building designed?                                14      Where can you watch the sunset?                                          1 5    How much does a night in a penthouse suite cost?

GENERAL READING PASSAGE 2

You should spend about 20 minutes on Questions 1 — 16, which are based on Reading Passage 2 below.

Digital Photography Courses The Department of Media Design offers digital photography courses to all first-year students. The courses are offered at two levels. Digital Photography Level I is a 20-hour course aimed at students with little or no experience of digital photography, and is designed to teach the essentials of digital photography to people at beginner level. Course participants will learn about digital camera settings and modes, image file types and sizes, and image manipulating software. Digital Photography Level 2 is a 30-hour course aimed at people with some experience and knowledge of the subject. Participants who wish to enrol on the course should be familiar with digital camera settings and modes and Adobe Photoshop© software. The course covers advanced camera settings which include exposure, flash compensation and shutter speeds. Participants will also learn advanced image processing techniques and principles of photo composition and photo image printing. At the end of the course, participants are expected to submit a project portfolio. Qualified trainers, graduates of the Media Studies Department who are all experienced professional photographers working full-time in the media industry, will be delivering the course to four groups of maximum 10 participants each. How to enrol You can leave the application form at the main desk at Lincoln Library or fill it in online at www. digiphoto.uk.edu/application.Tuition is free and applications are open to all first-year students; second- and third-year students enrolled in Marketing or Web Design courses can also apply. To qualifr for a place, you must attach a photocopy of your student ID card to the application.

I l l

Questions I — 3 Choose the correct letter, A — D, from the options below. The course is aimed at A            only Media Design students. B             all second-year students. C             all first-year students. D            only second- and third-year students. 2             Students who wish to enrol in the Level 2 course need to A              have their own computer. B              have some knowledge of digital cameras. C              know the principles of photo composition. D               show a project portfolio. 3             All course trainers A              teach Media Studies at the university. B              studied at the university. C              have taught the courses before. D work full-time at the university.

Questions 4 — 8 Do the following statements agree with the information given in the reading passage? Next to Questions 4 — 8, write TRUE         if the statement is true according to the passage FALSE           if the statement is false according to the passage NOT GIVEN              if the information is not given in the Passage 4             You can fill in the application electronically. 5             Applicants must buy a course book.          6             Digital cameras and computers will be provided by the university.  7             The courses run only in Semester One. 8             Every student who successfully completes the course can earn credits towards his/her degree.

Questions 9 — 16 Read the information below and answer Questions 9 — 16. Blogs: Web Publishing for Everyone A       Since its conception in the early 1970s, the Internet has grown in popularity and is nowadays taken for granted by many of its users. Many sceptics and optimists who saw the dotcom boom of the late 1990s turn sour wrote off the Internet as just another tech fad. The investment banks may have turned their backs on the huge constellations of optical fibre cables, computers and servers that make up the Net as the tech investment boom subsided, but the Internet is now reaching more kinds of people in more kinds of places as consumer demand for Internet connections continues to grow. The Internet has dramatically changed the way people interact with each other and communicate electronically. B        Communication is what the Internet is best at and the main reason that it is so widely used by millions of people. Email is still the main activity for which people use the Internet, but the Internet is evolving at a breathtaking pace, has changed the way we interact digitally, and has made terms such as 'wiki', 'podcast', and 'online shopping' household words. Words like 'messaging', 'googling 'and 'youtubing' describe what many of us do every day. Blogging is just one of the buzz words, but is still new to many who use the Internet just to email friends and relatives. What, then is a blog, and what is blogging? C        The Internet has made information on any conceivable subject available with just a mouse click, but it is blogging that has enabled millions of individuals to share information freely. In one form or another, technologies that enable one-to-one communication have been around for a while. Blogging has given the individual a one-to-many technological platform which can be used to share ideas online with the world daily by 'logging' them on the Web. Web logging or 'blogging' exploded in popularity in 2003 when over 1,000 blogs were being created every day. A weblog, or blog for short, is basically a journal that is published on the Web. D       The number of blogs has increased dramatically over the last few years, and there are now an estimated 4.6 million blogs on the ten biggest Web publishing sites. Enthusiastic social and political commentators have been sharing ideas and leaving comments on one another's blogs for years; these are now part of a growing 'blogosphere'. Some of the best-known blogs such as 'The Daily Dish' and 'Exactly 2'$ Worth' get around 35,000 hits a day. E        People from all walks of life write and comment on blogs. Recent surveys have shown that blogs are most popular with teenagers, with about half of all blogs published and maintained by under- 1 8s. Some early research suggested that women blog more often than men. However, surveys on some of the most popular blog sites such as 'E Blogger' show that both sexes sign up for blogging accounts in approximately equal numbers.

F G H

Blogs are a great place to find personal reviews of websites and read independent commentaries on daily news. Unlike newspapers, they offer a more personal perspective and blog visitors can interact by responding to one another's comments and adding them to blog message boards. Blogs are aimed at much smaller audiences than newspapers. Similar-minded people are often the most active contributors who discuss and exchange ideas on special interest blogs. Blogs can take many different forms. Some weblogs are personal diaries, many have links and quotes from other websites, and some are used as a platform to express opinions about world affairs, a hobby or a specialist interest. There are travel blogs, project and educational blogs, and legal blogs—which are often called 'blawgs'. Some forms of blogging have evolved into vlogs where users post short videos, or photoblogs with lots of images. You do not need to be tech-savvy or rich to start publishing on the Web. Setting up a blog is as easy as signing up for an email account. If you think you have something interesting to share with the world of like-minded web readers, all you need is a computer connected to the Internet, an email address and 10-15 minutes of your time. However, what many bloggers find difficult is to build up an audience for their blogs and to find the time, patience and creativity to update the blog and maintain the interest of their blog readers. You can use a search engine to look up blogs on the topics that interest you to see how they work and leave a comment or two. Internet technologies like blogs and wikis may or may not turn out to have long- lasting importance, but blog popularity does not show signs of abating. Blogging has shifted the balance of power in web publishing and given Internet users a tool to voice their opinions, putting them on both the receiving and the giving end of information flow.

Questions 9 — 16 The reading passage has nine paragraÞhs, A — l. Choose the most suitable heading, i — ix, for each paragraph from the list of the headings below. Write the correct numbers, i — ix, next to Questions 9 — 16. ii iii iv V vi List of headings AVoice for Everyone                 vii The Power of the Net               viii New Tools New W/ords      ix Why Read Blogs                         x Blogging Explained                     xi Where to Start Blog Popularity Bloggers Online Banking Types of Blog Technical Challenge                      9          Paragraph A                      1 0       Paragraph B Paragraph C 12 Paragraph D 1 3 Paragraph E                       14       Paragraph F Example                   Paragraph G Answer         x                      1 5       Paragraph H                       16       Paragraph I

GENERAL READING PASSAGE 3

You should spend about 20 minutes on Questions I — 15, which are based on Reading Passage 3 below.

Speaking in Many Tongues Sandra Fisher, 53, speaks 42 languages. As well as her native English and German, she picked up the Italian and Greek spoken by immigrants in her home town ofArmidale in New South Wales, Australia; she also quickly learnt the Aboriginal language spoken by the Coorie children at her primary school. When asked how she does it, she really can't explain. 'I just listen for a few minutes, and then I start to speak, and somehow, I just start to see the patterns in my head, I can understand and speak without studying or even thinking very much.' Basia Dombrowski, 19, is another 'language-learning phenomenon'. Born in a small town in Poland, she is unable to say what her mother tongue is: 'I'm told that my first words came from four different languages,' she says, 'the native dialects of my grandmother who raised me, and of the servant who helped care for me, the Polish my mother spoke and the Yiddish of my father. At first I spoke isolated words from each language, but by 18 months, I was speaking in whole sentences in all four languages, but never mixing them.' As an adult, Basia speaks about 30 languages fluently and is always keen to learn more. 'I guess you could say it's my hobby,' she says in perfect English. 'I don't use the languages I learn in my work as a painter, but I do love to speak to people.' How do people learn languages? Is it an innate human ability, such as the ability to speak and reason, or is it something that we learn 'from scratch'—a system that we learn, fitting the elements of language into it as we learn them, taking into account the environment in which we find ourselves? Advocates of the former point of view note that all humans are able to learn their native language in the first four or five years of life, whatever the language, and despite the complexity of the linguistic systems that they need to master. This is because, according to the most famous proponent of this theory, Noam Chomsky, we are all born with a 'language acquisition device' in our brains. What he is saying, effectively, is that language-learning knowledge is 'built in', and that we are hard-wired, as it were, to learn a language from birth. Cognitive linguists like Elizabeth Bates claim that most important is our interaction with other humans and the social environment, and it is this that helps us learn a language. Still other researchers, like biolinguists Lenneberg and Piatelli, suggest that we may have a special language-learning gene or genes—and that these genes will determine whether we are poor, average or excellent learners of a foreign language.

Questions I — 5 Match each idea about language learning, I — 5, with the correct Person, A — E, from the box below. Who believes that language learning involves:               recognising language patterns when listening?                               2            learning languages as a baby?            3            an innate ability to learn languages? 4            interacting with others? 5            observing talented language learners? A B C Ken Hale Noam Chomsky Elizabeth Bates D E Basia Dombrowski Sandra Fisher

Questions 6 — 10 Complete the summary below. Choose the answers from the box and write them in the spaces provided. extensively universal disappear ability preserve Ken Hale discovered his 6 .  . to learn languages early and made learning languages his profession, dedicating his life to understanding how languages are learnt. The focus of Professor Hale's research was on finding 7 . . . . . . . . . . . . . . principles applying to all languages. Professor Hale had a passionate interest in the languages which are becoming extinct, and he travelled 8 ..... ..... ... ..... .... .. to learn the languages and to help                                                                                                                                                    them. Hale believed when languages are lost, cultures I O ..... .... .... ..... .... .. , too.

Questions I I — 15 Do the following statements agree with the information given in the reading Passage? Next to Questions I I — 1 5, write TRUE if the statement is true according to the passage FALSE ifthe statement is false according to the passage                NOT GIVEN                         ifthe information is not given in the Passage I l According to Chomsky, all humans have an innate ability to learn languages.  12           Cognitive linguists argue that the ability to learn languages is genetically determined.  13           Linguists research how people learn languages only by observing children.  14           Professor Hale taught indigenous languages in South America. 15           Scientists study people with speech difficulties to understand how the human brain processes language.

ANSWERS AND EXPLANATIONS

Academic Reading Passage I

I (need)                                             Text— . . .made it clear that governments need to take the issue of global warming very seriously indeed. Paragraph A.

2  (an economic)           Text— ...examined the issue of climate change from an economic perspective. Paragraph A.

3 

(disasterslcatastrophes)              Text —The report also highlighted a number of catastrophes that would occur... Paragraph A.

 Text — ...the right balance between economic growth and environmental conservation may be achieved. Paragraph l.

Text — ... the Omgivelse group believes that many of the predictions of the environmentalists are hugely exaggerated. Paragraph J.

Text — than 'quick-fix' measures that would not, he claims, solve the problem. Paragraph J.

Academic Reading Passage 2

5      (False)

6      (True)

7      (Not Given)

8      (Not Given)

9      (Not Given)

10  (True)

I I (free radicals)

12 (harmful)

1 3 (fighting/preventing disease) ' 4 (health conscious)

15 (approach)

Text —To the surprise and concern of the scientists conducting the experiment, those individuals taking the supplement—intended to reduce the risk of cancer—were at a significantly higher risk of developing lung cancer. Paragraph 4.

Text —This startling discovery led to the abandonment of the trials mid-way through the experimental process. Paragraph 4.

Text— ... the European Medicine Agency (EMEA), have taken the decision to prohibit the production and sale of a number of the higher-dose supplements... Paragraph 6.

Text- . ..it is essential to keep abreast of new developments in research. Paragraph 8.

Text — Browse the shelves of any health food shop or pharmacy and you'll find dozens of dietary supplements. .. They are not mentioned as differing. Paragraph l .

Text — . . . what antioxidants do is work to neutralise the free radicals in our bodies and later excrete them. Paragraph 2.

Text — . . .free radicals actually play a role in preventing disease. Paragraph 7.

Text — .the free radicals may help stimulate the antioxidant systems in our bodies. Paragraph 7.

.. antioxidants and vitamin supplements are of dubious health value at best, and may possibly be harmful. Paragraph 5.

Text — ...that free radicals may play a fundamental role in the fight against disease. Paragraph 7.

Text — Ironically, those health-conscious individuals who already eat large quantities of fresh fruit and vegetables... Paragraph 8.

Text — Clearly, then, the use of bottled supplements with your diet is a practice to approach warily. Paragraph 8.

Academic Reading Passage 3

 (True)

2    (True)

3    (Not Given)

4    (False)

5    (True)

6    (ultraviolet/UV)

7    (water drop)

8 (etching mask)

9 (silicon [micro]chip)

1 0

I I (less than 34) 12 (less than 25) 13 (nitrogen)

14 (water [drops]) 15 ([microscopic] mirrors)

Text — Colossus, the first electronic computer ... was even more complex and much heavier than its mechanical predecessor. Paragraph 2.

Text — It was only when the silicon-based microchip was invented in the early 1 950s that computers started to become more compact. Paragraph 3.

Text — However, this technology is extremely expensive, so manufacturers are continuing to search for a cheaper alternative. Paragraph 6.

Text- ...they are able to produce microchips with very few defects. Paragraph 9. Paragraphs 5 and 7.

Paragraph 7.

Paragraph 4.

Paragraph 4.

Paragraph 7.

Paragraph 7.

Paragraph 6.

Paragraph 4.

Paragraph 7.

Paragraph 6.

General Training Reading Passage I

7     (False)         Text —The Güell is not quiet — it's buzzing, . there are no quiet corners! Paragraph B.

8    

(True) Text —And room service runs not only to champagne and sushi... Paragraph C.

9     (False) Text — Gracia provides a totally different dining context...Paragraph D.

10 (True) Text — they were flawless — multi-lingual... Paragraph E.

I l (Not Given)

12  (True) Text — Get online and check out Gracia's website on www.gracia.com; you can book through the website too. Paragraph G.

13  (Lin] 1870)     Text — ...in a building designed by Antoni

Gaudí in 1870...Paragraph A

14  ([Güell bar] Text —There is a terrace from which to view terrace I from the terrace) the sunset... Paragraph B.

15  (400€) Text — ...go for one of the four penthouse suites...At 400€... Paragraph F.

General Training Reading Passage 2

Text— . . .offers digital photography courses to all first-year students. Paragraph l .

Text — . . .course aimed at people with some experience and knowledge of the subject. Paragraph 3.

Text — Qualified trainers, graduates from the Media Studies Department... Paragraph 4.

4   (True) Text— ...or fill it in online... Paragraph 5.

5   (Not Given)

6   (False) Text — Participants are expected to use their own digital cameras, but each participant will have access to a university computer. Paragraph 6.

7   (False) Text —The courses run every month three times a week... Paragraph 6.

8   (False)             Text — ... earn five credits towards their degree if the course is part of their degree programme. Paragraph 7.

12 (vii)

KAPLAN

General Reading Passage 3 Answers

Text —'l just listen for a few minutes, and then I start to speak, and somehow, I just start to see the patterns in my head. .. ' Paragraph I .

Text —'I'm told that my first words came from four different languages. .. ' Paragraph 2.

Text — ... language-learning knowledge is 'built in', and that we are hard-wired ... to learn a language from birth. Paragraph 4.

Text . ...that most important is our interaction with other humans and the social environment... Paragraph 5.

Text — Much of his research into language learning has taken the form of observing exceptional learners... Paragraph 9.

6   (ability)            Text— ...he discovered his language-learning ability early. Paragraph 8.

7   (universal) Text- ...looking for shared characteristics that might lead to the discovery of laws applicable to all languages. Paragraph 9.

8   (extensively) Text — He travelled far and wide to learn these languages. Paragraph I O.

9   (preserve)    Text — He travelled far and wide to learn these languages, to find a written form of preserving them... Paragraph 10.

I O (disappear) Text — ...he once stated that 'when you lose a language, a large part of the culture goes too, because much of that culture is encoded in the language'. Paragraph 10.

I I (True) Text- . . .we are all born with a 'language acquisition device' in our brains... Paragraph 4.

12  (Not Given)

13  (False) Text —... the social environment, and it is this that helps us to learn a language. Paragraph 5.

14  (False) Text — he taught an Aboriginal language in Australia, and a native American one in the US. He traveled frequently to South America to contribute to the preservation of indigenous languages by learning them. Paragraph 10.

15  (Not Given)

CHAPTER 4: THE WRITING MODULE

The Academic Writing and the General Training Writing modules both consist of two tasks that do not require you to have specialised or technical knowledge. The Writing test is designed to assess whether you possess the following skills:

 ability to describe diagrams, tables and lists  ability to develop an argument supported by evidence  ability to communicate ideas clearly  range and accuracy of English vocabulary and sentence structures

You will be given two answer sheets—one for Task 1 and one for Task 2. Answers must be written in full, not in note form. Currently, you can choose whether to write your answers in pen or pencil. You should therefore take a pen, pencil and eraser with you into the exam.

Task 1 carries one-third of the marks. You have to write at least 150 words for Task I and are recommended to spend 20 minutes on it.

Task 2 carries two-thirds of the marks. You have to write at least 250 words for Task 2 and are recommended to spend 40 minutes on it. You will lose marks if you write fewer than the required number of words.

The overall result is translated into a score on the IELTS nine-band scale. It is important to follow these guidelines because in both tests. Writing Task 2 carries more marks than Task 1, and you will need to spend the appropriate time on each task to get good marks.

Academic Writing                                                                  General Training Writing

 Task 1, you must write a report on visual    In Task 1, you must write a letter information (graph/table/chart/diagram)           requesting information or explaining a

situation.  In Task 2, you are presented with a point of view, an argument or a problem.        In Task 2, you are presented with a point of view, argument or problem.

ACADEMIC WRITING MODULE TASKS

In the Academic Writing module, the tasks encompass the kind of writing that is common in undergraduate and graduate academic settings.

         Writing Task 1                                                                     Writing Task 2

descriptive report based on visual data, or a       essay based on details of an opinion, an process or object        argument or a problem

WRITING TASK I

You are given a visual input (a chart, graph, table or diagram) and have to transfer the visual information into text using your own words.

For example, you may have to consider a set of statistics presented in a graph or chart, and then summarise it by selecting and reporting the main features. Alternatively, you may have to study a diagram of a device and explain how it works, or you may have to look at a flow chart and describe the main stages in a process.

The target skills in this task are:

• presenting, describing, interpreting, and comparing data describing a process or how something works using appropriate and accurate language

Writing Task I Question Type: Short Descriptive Reports

In Academic Task 1 of the Writing module, you are expected to write a short descriptive report based on visual information or data. This visual information is most commonly presented as line and bar graphs, pie charts or tables.

You might be asked to describe two graphs or charts. If this is the case, you need to compare and contrast the information and make connections between the two.

PIE CHARTS

Pie charts are circular charts divided into sectors or 'pie slices', usually illustrating percentages. The size of each pie slice shows the relative quantity of the data it represents. Together, the slices create a full circle. They are commonly used in the business world and the mass media, and are less common in scientific or technical publications.

EXAMPLE.' WRITING TASK l : PIE CHART

You should spend about 20 minutes on this task. The chart shows the number of visitors to a local cinema according to age in 2000. Summarise the information by selecting and reporting the main features, and make comparisons where relevant Write at least 1 50 words. Visitors to the local cinema according to age Aged 10-15 Aged 55 and older Aged 31-45

LINE GRAPHS

Line graphs can be used to show how something changes over time. They have an x-axis

(horizontal) and a y-axis (vertical). Usually the x-axis shows the time period and the y-axis shows what is being measured. Line graphs can be used to show trends.

EXAMPLE: WRITING TASK I : LINE GRAPHS

You should spend about 20 minutes on this task. The graph below shows the number of people coming to and leaving one European country between 1998 and 2008. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. Migration to and

BAR GRAPHS

Bar graphs, also known as bar charts, are similar to line graphs in that they have two axes and are useful for showing how something has changed over a given period of time, especially when there are significant changes. Bar graphs consist of rectangular bars, which can be orientated horizontally or vertically, with the lengths proportional to the data values that they represent. They are typically used for comparing two or more values.

EXAMPLE.' WRITING TASK I : BAR GRAPHS

You should spend about 20 minutes on this task. The chart below shows the types offilm preferred by different age groups at one cinema. Summarise the information by selecting and reporting the main features, and make comparisons where relevant Write at least 1 50 words. Viewers' preferences by age Animation Horror and Thrillers Documentaries Romantic Action

TABLES

Tables contain words and numbers, displayed in columns or boxes to illustrate a set of facts and the relationships among them.

EXAMPLE WRITING TASK l : TABLES

You should spend about 20 minutes on this task. The table below shows the number of language learners who used different modes of learning English between the years 2000 and 2008. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 1 50 words. Modes of learning   Years   2000 2004 2008 School 4,000 3,550 2,567 Online   2,534 5,067 Self-study 2,067 I ,523 I ,034 Private Classes 2,526 2,344 I ,456

Writing Task I Question Type: Describing a Process or an Object

Although interpreting and presenting data is the most common task type for Task 1 of the Writing module, two other tasks are possible. In one, you are given a diagram and asked to describe a process or to explain how something works. In the other, you have to describe an object or a series of events.

You might be required to describe an object and how it works or describe and compare two or more objects. This type of task is less common.

EXAMPLE WRITING TASK l: DESCRIBE A PROCESS

You should spend about 20 minutes on this task. The diagram below shows the life cycle of plastic used to produce bottles. Summarise the information by selecting and reporting the main features, and make comparisons where relevant Write at least 1 50 words. Life Cycle of Plastic Cereal Recycled

E)ØMPLE.• WRITING TASK l : DESCRIBE AN OBJECT OR EVENT

You should spend about 20 minutes on this task. The diagram below shows the structure of a basic rocket engine. Summarise the information by selecting and reÞorting the main features, and make comparisons where relevant. Write at least 150 words. Combustion Process in Rocket Engines

WRITING TASK 2

You are given brief details of an opinion, an argument or a problem, and have to produce an extended piece of discursive writing in response.

For example, you may have to consider an opinion or weigh the pros and cons of an argument before presenting your own view on the matter. You may also have to discuss various aspects of a problem and then outline your ideas for solving it.

The target skills are:

 arguing, defending or refuting a point of view using supporting evidence  identi9ing the causes of or suggesting a solution to a problem  comparing and contrasting opinions  evaluating the effects of a course of action

EXAMPLE.' WRITING TASK 2

You should spend about 40 minutes on this task. Write about the following topic. In some countries, young people often decide to work or travel for a time before they start their university studies. Discuss the advantages and disadvantages of doing this. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.

GENERAL TRAINING WRITING MODULE TASKS

The writing tasks in the General Training module focus on practical business writing issues.

writing Task 1	writing Task 2
o Letter:	e Essay:

 You must write a letter requesting • You must produce an piece of discursive information or explaining a situation.  writing based on details of an opinion, an argument or a problem

WRITING TASK I

In this task, a prompt poses a problem or describes a situation that requires a written response in letter format. For example, you may be required to write a letter to an imaginary person such as a friend or a teacher, or it may be a formal letter to a stranger or an official. You are required to use informal, semi-formal or formal writing styles. The style you choose will depend on your relationship to the target reader. Bullet points in the task instructions outline what should be included in the letter.

The task requires you to:

e respond appropriately to a task  show familiarity with letter-writing styles,  include the information highlighted in the bullet points  use appropriate and accurate language

EXAMPLE' WRITING TASK I

You should spend about 20 minutes on this task. You ore planning to spend a two-week holiday in an English-speaking country where you have o friend. You need some advice about travelling there. Write a fetter to your friend. In your letter: •   explain why you have decided to visit the country and give some details ofyour trip •   ask about the places you should visit •   ask ifyou can stay at your friend's place for a few days Write at least 1 50 words.

WRITING TASK 2

Writing Task 2 is always a discursive essay question that requires you to write about a contemporary social issue, You are given a point of view, an argument or a problem, and are asked for your opinion. The following are some of the typical tasks that you might be required to do:

 Discuss advantages and disadvantages of something.

0 Outline the reasons for a problem and suggest solutions.

 Express views on an issue.

 State whether you agree or disagree with a view.

e Take a side in an argument over an issue.

You are required to write an essay which answers all the points in the rubric. The content of the essay must be relevant to the question. The ideas expressed in the essay should be logically organised and supported. Different parts of the essay should be logically and grammatically connected; the essay must be coherent and cohesive.

The target skills are:

 Expressing and justifying a point of view on the topic

 Comparing and contrasting opinions based on personal experience

 Evaluating a situation or development

 Discussing the causes of a problem and suggesting possible solutions

EXAMPLE.' WRITING TASK 2

You should spend about 40 minutes on this task. Write about the following topic: Some countries invest a lot of money in space research. While some people believe that this money could be better used to solve other problems on Earth, (for example, environmental problems), others argue that space research brings many benefits for life on Earth. Discuss both of these views and give your own opinion. Give reasons for your answer and include any relevant examPles from your own knowledge and experience. Write at least 250 words.

SCORING

Academic and General Training scripts are assessed according to the following criteria:

 Task fulfilment: You must follow the instructions and give a clear, accurate and relevant description of the information given in the Task rubric. You must cover all the key points for the task.

 Coherence and cohesion: Your writing needs to be logically organised into paragraphs. Sentences should be logically linked using appropriate conjunctions (and, but, although, that, etc.).

 Vocabulary and grammar: You should use a variety of appropriate vocabulary and sentence structures accurately. Your spelling and punctuation need to be relatively accurate.

ESSENTIAL WRITING SKILLS

In order to write effectively and score well on the Writing module, it is essential to have in-depth knowledge of effective preparation and planning; appropriate style and tone; and the proper structure and format for each type of writing task.

WRITING PROCESS

It is helpful to prepare for the writing tasks using the following procedure:

Stage I —Preparation

Step I : Read the task carefully.

Make sure you understand what you are required to write about, and identify the appropriate style and tone for your essay.

Step 2: Brainstorm and note down your ideas.

This should be done on your question paper (but not on the answer sheet) because no one will look at it after the test. Do not write complete sentences. At this point, your notes do not need to follow any logical order. Just write down anything you think is relevant to the task you are given. Step 3: Plan your essay.

Select, prioritise and group your ideas according to the genre and the suggested layout for your essay.

This stage should not take more than 5 minutes in Task 1 and 10 minutes in Task 2.

Stage 2—Drafting

Step 4:Write your essay following your plan on the answer sheet.

You should use a pencil for this because it will be easier for you to make changes and corrections•to your essay later. Make sure that everything you write is legible.

This stage should not take more than 10 minutes in Task 1 and 20 minutes in Task 2, provided the previous stage has been productive.

Stage 3—Reviewing

Step 5: Review and improve your essay.

Check it for grammar and spelling mistakes. You probably will not be able to correct all the mistakes you have made. Focus on locating and correcting your typical mistakes. For this you need to keep a list of such mistakes in mind and use it when you finish writing to check your essay.

This stage should not take more than 5 minutes in Task 1 and 10 minutes in Task 2.

Suggested Checklist for Reviewing

Have you ...

 answered all aspects of the task?

 chosen the appropriate style and tone?

 included an introduction and a conclusion?

 made your paragraphing clear and logical?

 made sure all your supporting points are relevant?

 checked your spelling and grammar?

 written at least 150 words for Task 1 and 250 words for Task 2?

APPROPRIATE STYLE AND TONE

For both parts of the Writing module, the language you use must be consistently appropriate in style and tone.

•   General Training Writing Task I should be written in the style appropriate to the task: if it is a letter to a friend, it should be written in a friendly, informal style; if it is a letter to a company or institution, it should be written in a formal style.

•   General Training Writing Task 2 should be written in a semi-formal or formal style.

 Both Academic WritingTasQs I and 2 should be written in a formal and impersonal

The following are the basic features of formal style:

 All verbs forms must be written in full: do not write contractions such as can't, don't, etc.

 Do not use abbreviations such as info for information or ads for advertisements.

 Avoid using the active voice and the first person singular; in a formal letter you should write: 'A copy of the receipt will forwarded to you as soon as possible' instead of 'I will send you a copy of the receipt asap.'

 Avoid using informal intensifiers such as really, so, absolutely; use extremely, highly, entirely, fully instead.

e Avoid using phrasal verbs which tend to be used in informal writing and conversation; for example, use seek ajob instead of lookfor a job; most phrasal verbs are idiomatic in nature, that is, their meaning cannot usually be inferred from their individual parts.

 Avoid using informal discourse markers and link words such as besides or by the way and use incidentally instead.

 Do not use set phrases and idioms, for example, 'I am not going to pay you a penny' instead of'Your fee will not be paid.'

 Avoid ellipsis (leaving out words), for example, leaving out the subject I in 'Hope to hear from you soon.

A more academic style will contain all of the features for formal style listed above. In addition, you should do the following:

 Employ more tentative rather than assertive language by:

•   using possibly and probably in front of verbs and noun phrases: 'This is possibly caused by...' or 'This is probably the most important factor.

^e using the modal verbs may and might: 'This may be the most important factor.'

•   using appears to and seems to: 'This appears to be the most important factor.

•   avoiding always and every, and replacing them with often and many/much.

 Use formal vocabulary, for example, discuss rather than talk about.

 Use more formal grammar, for example by:

•   using There as a subject: 'There is a serious risk of...'

' using It as a subject: 'It is very difficult to...' e Use an impersonal style by avoiding the use of personal pronouns, for example by:

•   using One as a subject: 'One may ask whether...' (One is a formal version of You)

•   using the passive voice: 'Many things can be done to...' to avoid using land we

 Avoid using rhetorical questions: 'Smoking is dangerous, But is banning it such a good idea after all?

 Avoid the overuse or misuse of certain logical connectors, especially besides, furthermore and moreover. Besides is informal, and bothfurthermore and moreover mean that the following information is more important than the information before. Use In addition or Also instead.

PROPER STRUCTURE FOR LETTERS AND ESSAYS

The following are outlines and examples of the proper structure for letters and essays that should be used for the IELTS writing tasks.

Letters

Four basic elements that are found in both formal and informal letters: a salutation, an introduction, the body text, and a conclusion with signature.

Let's use a sample Writing Task to illustrate proper letter structure.

You have decided to apply for a job as a Spanish instructor that was advertised in the April edition of the magazine Teaching Professional. This od was posted by MrJohn Sullivan, director of the Spanish department at The Language Institute of Great Britain in London, England. In your letter to Mr Sullivan: explain why you are writing describe your qualifications and experience • explain how they can contact you Write at least 1 50 words.

SALUTATION

The salutation is also known as the greeting. Begin your letter with Dear followed by the name of the person to whom you are writing. For formal and semi-formal letters, the person's name is followed by a colon. For informal letters, a comma should be used. You do not need to include an address if none was given in the task prompt.

In your letter for the sample task, you are writing to someone you do not know about a possible employment opportunity. Therefore, it is a formal letter; you would have DearlWr. Sullivan: at the top of the answer sheet.

INTRODUCTION

In the introduction, you should explain in one or two sentences why you are writing to that person.

In your letter for the sample task, you would explain to Mr. Sullivan that you are interested in the Spanish instructor position.

BODY

The body of the letter is where you will outline the information that you need to communicate, as indicated in the instructions given to you in the prompt. It is important to be concise, but also to include all the necessary information that you have been asked to provide. Your use of advanced and varied vocabulary, as well as a sophisticated and assertive tone, will also illustrate your strong English writing abilities.

In formal and semi-formal letters, you should use a formal conclusion, such as:

0 Thank you for your time and assistance. I look forward to hearing from you soon.

 Thank you for your help and consideration. I will call you next week to follow up.

In your letter for the sample task, you would use the body of the letter to describe your qualifications, experience and qualities or competencies relevant to the job, and how you can be contacted, as well as to express gratitude and appreciation to Mr. Sullivan.

CLOSING AND SIGNATURE

The content of the closing will depend on whether the letter is formal or informal. For formal and semi-formal letters in which the name of the addressee is known, the word Sincerely followed by a comma should be used. When the name of the addressee is not known, the phrase Yoursfaithfully should be used. For informal letters, other closing words or phrases such as Regards or All the best can be used. They should also be followed by a comma. Leave some space for your signature, and then write your name in print underneath it

Since the letter for the sample task is a formal letter, you would use the Sincerely, closing.

SAMPLE LETTER

Here is a sample letter for the Writing Task:

Dear Mr Sullivan: I am writing to apply for the post of teacher of Spanish, which I saw advertised in the April edition of the magazine, Teaching Professional. Please find enclosed my cv. I feel I have many of the important qualifications needed for this job. I have Bachelor's degrees in Spanish and Linguistics, and have worked extensively with young adults, teaching Spanish both in Liverpool, England and Bogotá, Colombia. My studies at the University of Miami included psychology, linguistics and education, which have given me an in-depth understanding of the behaviour of young adults, as well as the cognitive and psychological factors that affect their learning. The children in my care respect my leadership abilities and I establish excellent working relationships with them and their parents. In addition, I have considerable experience in organising educational and cultural events, in particular theatrical performances and art displays. I have travelled widely and enjoy meeting new people. Should you be interested in my qualifications and experience as a teacher, please do not hesitate to contact me at 735-0552. I look forward to hearing from you. Sincerely, Isabella Moreno

Essays

Three basic elements are found in essays: an introduction, the body text, and a conclusion.

Let's use a sample Writing Task to illustrate proper essay structure.

The Internet has dramatically changed the way we access information. Some people think that there is a lot ofharmful content with very little regulation online, and argue that strict policies are needed to regulate the Internet Others oppose this view and think that the Internet should not be regulated. Discuss both ofthese views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge and experience. Write at least 250 words.

INTRODUCTION

In the introduction, you should include a general or neutral statement about the topic. Avoid using the exact words from the task rubric. Try to paraphrase the statements given in the task. You can include your own opinion if the approach you choose is thesis-led (see explanation on page 1 51).

BODY

The main body of your essay should have at least two paragraphs which discuss both views. Each paragraph should have a topic sentence and supporting evidence. You should use specific ideas or examples to support the views from the task rubric. Sentences must be logically connected and punctuated. This will help the reader follow your ideas easily.

CONCLUSION

In the last paragraph, you should summarise the main points discussed in the body of your essay and include statements offering a solution, prediction, result or recommendation. You do not need co add new arguments or information, but you can include your point of view in the conclusion.

SAMPLE ESSAY

Here is a sample essay for the Writing Task.

GENERAL STRATEGIES FOR THE WRITING MODULE

In this section you will find strategies that you can apply to both tasks in the Academic and General Training tests.

Strategy Carefully: plan• what you will:JWtite;.

Before you begin writing, you should spend a few minutes analysing and interpreting the factual information. You should look for any interesting features, especially surprising or contrasting information.

For graphs, charts or tables, you should write a brief introduction in your own words using information from the question and the headings or text. For example, include an overview statement about what the data shows. After that, you should focus on key trends, main features and details. Every main feature should be supported by figures from the data. The report should finish with a short summary.

When describing a process, you should study the diagram and make sure you understand how the process works. You need to look for a point where you can begin your description and decide whether the process has an end or whether it is a cycle. You should start with an introductory sentence that summarises the whole process. You should divide your description into paragraphs, especially if there are distinct stages in the process. You can use the notes on the diagram, but should try to paraphrase them in your own words, where possible. You should use sequence expressions such as first, afterwards, finally, etc., to link the stages.

Stratew 2: Dog not volunteer?inforrnation yout:were• not: asked' forl

You are required to report information. Do not speculate or offer an opinion that is outside the given data. Also, you do not need to describe every single change shown in the data, but describe the overall trends. General observations must be supported with specific examples from the data.

StrategY^l 3: Use varied - vocabulary, and' syntax.

You should use a variety of language to describe trends—for example, verbs with adverbs and nouns with adjectives. The examiner will want to see whether you can deal with the task with flexibility and precision. Showing your ability to use a wide range of vocabulary accurately and appropriately will help you get a higher score for your writing.

For example, say you are analysing the information provided in a chart that shows profits increasing by 50 per cent over two years, a growth that surpassed what the company was expecting. You could use the following adjectives to describe the information:

Net profits grew exponentially from 2006 to 2008.

From 2006 to 2008, there was a significant increase in net profits. A drastic increase in net profits took place from 2006 to 2008.

      StrategyA: Do not copy:the                   the exam question'

Ifyou do, these words will be deducted from the total number ofwords and will not be assessed.

SPECIFIC STRATEGIES FOR WRITING MODULE TASKS

STRATEGIES FOR WRITING TASK I Academic Test

 Rather than trying to give reasons for the elements shown in the diagram or describing every detail, concentrate only on significant features.

 Your description should start with a brief overview of the object(s) and its purpose.

 Then focus on how the object works or significant similarities and differences between the objects.

 Vary your language where possible, and use a range of vocabulary and structures.

 Your description should end with a summarising statement.

General Training Test

 Read the question carefully to make sure that you fully understood the function of the letter—the reason for writing it.

0 Underline the key words to help you decide on the appropriate style and tone of the letter.  Study the bullet points given in the instructions and plan what to say about each point.

 Write the letter in full sentences; bullet points and notes are not acceptable in a letter.

STRATEGIES FOR WRITING TASK 2

To answer the question(s) in Task 2 of both the Academic and General Training tests, you need to decide on how to approach the task. There are two options to choose from: an argument-led approach and a thesis-led approach.

For example, compare the following two rubrics:

• Nowadays we are producing more and more garbage. Why do you think this is happening? What can governments do to help reduce the amount of garbage produced? (two questions)

 Nowadays we are producing more and more garbage. What can governments do to help reduce the amount of garbage produced? (one question)

In the first task you are required to give several reasons for 'producing more and more garbage' and to give several solutions, linking these to the reasons you have mentioned before. Therefore, you will probably use the argument-led approach.

In the second task you are asked only one question. The thesis-led approach would be the most suitable for this task.

Argument-Led Approach

The argument-led approach is useful when discussing different views, comparing advantages and disadvantages, or analysing problems and suggesting solutions. You must show that you can summarise and evaluate the argument logically, supporting both opinions with clear supporting evidence.

Step I : Underline key words in the exam question.

This will help you focus your answer on the key points, then brainstorm ideas for both sides of the argument, that is, both for and against the issue.

Here is a sample task rubric with the words underlined:

Step 2: Show clear links between the main argument and the supporting arguments.

In your introduction, re-word the question showing the topic clearly and state the opinion(s) that you will go on to discuss.

Here's a sample introduction statement:

Remember that each paragraph should have one main argument—start a new paragraph when you start a new main idea. Develop contrasting views, problems and solutions, advantages and disadvantages. Make sure you justify each point with clear supporting material. Do not forget to provide a logical argument wherever you refute the opposing opinion.

Here is a sample of two body paragraphs.

Step 3: Provide a strong conclusion.

Conclude your essay by summarising the main points and stating your own personal view.

Here is a sample conclusion:

Thesis-Led Approach

The thesis-led approach is more effective when you are asked only one question or when you have a very clear opinion on the subject.

Step I : Underline key words in the exam question.

This will help you focus your answer on the key points, then brainstorm ideas for both sides of the argument, that is, both for and against the issue.

Step 2: Show clear links between the main argument and the supporting arguments.

State your opinion clearly in the introduction and use the subsequent paragraphs to justifr and support your point of view. Your introduction should consist of the following elements:

 the opinion or problem you are asked to discuss e your thesis

Here is a sample introduction statement:

Body paragraphs should contain a main or topic statement with supporting points. The topic statement is usually, but not always, in the first sentence of the paragraph.

Here is a sample body paragraph. The number 1 indicates a main idea and/or topic, while the number 2 indicates supporting points:

Step 3: Provide a strong conclusion.

The objective of the conclusion is usually to (re)state your final opinion. Your conclusion must logically follow the arguments you have presented in the body paragraphs. It should not contain any points or explanations, or add any new information. It should never lead to another discussion.

Here is a sample conclusion:

WRITING MODULE PRACTICE SECTIONS

In this section, you will find full-length practice sections for the Academic and General Training Writing modules. Write your answers on a separate piece of paper. You can make notes on the pages in the book.

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ACADEMIC WRITING MODULE PRACTICE SECTION I

Task I

You should spend about 20 minutes on this task. The chart below shows the estimated literacy rates by region and gender for 1999—2004. Summarise the information by selecting and rePorting the main features, and make comparisons where relevant. Write at least 1 50 words.   Total Male Female World 82.2 87.2 77.3 Africa 62.5 71.6 53.9 Americas 93.6 94.1 93.2 Asia 79.3 85.9 72.5 Europe 98.8 99.2 98.5 Oceania 93.4 94.2 92.7

Task 2

You should spend about 40 minutes on this task. Write about the following topic: For a long time there has been concern about the quality of the food we eat because of additives and contaminants. Recently, genetically modified food is becoming more common and is causing concern. Is this concern justified or not? Give reasons for your answer and include any relevant examples from your own knowledge and experience. Write at least 250 words.

ACADEMIC WRITING MODULE PRACTICE SECTION 2

You should spend about 40 minutes on this task. Write about the following topic: Some people think that the government should provide unemployed people with a free mobile phone and free access to the Internet to help them find jobs. To what extent you agree or disagree with this oÞinion? Give reasons for your answer and include any relevant examples from your own knowledge and experience. Write at least 250 words.

Task I

You should spend about 20 minutes on this task. The chart below shows the results of a survey into the causes ofpoor school attendance in the UK in 2007. Summarise the information by selecting and reporting the main features, and make comparisons where relevant Write at least 1 50 words. Causes of Poor Attendance in UK Schools in 2007 Upbringing Both parents working Lack of school discipline Peer group pressure Bullying

Task 2

GENERAL TRAINING WRITING MODULE PRACTICE SECTION I

Task I

You should spend about 20 minutes on this task. You have a friend who lives in a city abroad. You have decided that you would like to apply to do a course at one of the colleges in this city. Write a letter to your friend. In your letter: •   explain what you would like to do •   explain what kind of work or studies you have been doing for the past few years •   ask for assistance in contacting an aÞÞropriate institution Write at least 1 50 words.

Task 2

You should spend about 40 minutes on this task. Write about the following topic: Some people think that recent innovations in technology have made life more comfortable and helped us to be more efficient by saving us time, while others argue that technology has made us less efficient. Discuss both these views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge and experience. Write at least 250 words.

GENERAL TRAINING WRITING MODULE PRACTICE SECTION 2

Task I

You should spend about 20 minutes on this task. The Local Council in the area where you live has decided to demolish an old historical building to build a shopping centre. Write a letter to the head of the Council. In your letter: •  explain why it is important to preserve the old building ' suggest how the building can be used to benefit the local community •  suggest another place for the shoÞÞing centre Write at least 150 words.

Task 2

You should spend about 40 minutes on this task. Write about the following topic: In some countries, people spend a lot of money on their pets. They buy special food for their cats or dogs, buy them toys and often pay high fees for medical treatment. Some people think this is a waste of money. What are the advantages and disadvantages of having a pet? Do people spend too much money on pets? Give reasons for your answer and include any relevant examPIes from your own knowledge and experience. Write at least 250 words.

MODEL ANSWERS

Before you look at the model answers below, look at your answers and use the check lists for Task I and Task 2 below to analyse your responses to the tasks in the Practice Section.

Task I Check List

 Have you followed the instructions exactly?

e Have you covered all aspects of the task and included all the key elements required?

 Are the tone and the style (formal, informal) appropriate and consistent?

 Is your writing well-organised into paragraphs?

•   Does each paragraph have a clear central idea?

•   Is there a clear introduction or overview?  Have you used a variety of vocabulary?

 Are your sentences well structured?

 Are your sentences well linked? Have you used grammatical and logical connectors?

0 Is your handwriting legible?

Task 2 Check List

 Have you discussed the ideas from the task rubric?

 Are the arguments developed and supported with relevant examples?

•  Have you expressed your point of view?

•  Have you logically organised your ideas into paragraphs using connectors?

 Does your essay have a clear introduction and conclusion?

 Have you used a variety of vocabulary and sentence structures?

 Have you punctuated the sentences accurately?

 Are some of the sentences too long or too short?

 Is your writing reasonably accurate?

 Have you used word order, verb tenses, prepositions and articles accurately?  Is your handwriting legible?

ACADEMIC WRITING MODULE PRACTICE SECTION I

Task I

Many people today are concerned about the quality of the food they eat. This concern has lead to an increasing number of organic products appearing on supermarket shelves. Many people refuse to buy products that contain artificial colourings or preservatives, or foods that come from genetically modified crops, fearing that these foods are unhealthy and can cause cancer and other diseases. Some advocates of genetically modified (GM) food consider such attitudes unjustífied. I am one of them, and in this essay I will try to Justify why Chink concerns about GM foods have little merit. First of all, GM foods have been around for almost 20 years. Contrary to the claims of those opposed to GM foods, there have not been any registered cases of such foods causing cancer or any other diseases. In fact, research into GM foods has been unable to confirm any harmful effects on human health whatsoever. Secondly not everyone can afford organic foods. Climate change and rising fuel costs have lead to global increases in the price of food, and as a result, many poor people are spending more money on feeding themselves. Many can barely afford to buy food. GM plants are generally more resistant to droughts, floods and pests, and have higher yields per hectare, which leads to more affordable food prices. The world population keeps growing and is expected to reach eight billion by 201 5. People in fast-developing countries such as India and China are consuming more energy and food. The only practical solution to the ever-increasing demand for food is to grow more GM crops. Unless scientists and governments come up with a better solution, GM foods are here to stay. To conclude, people are free to eat the food of their choice, be it organic or not. However, I think that many people overlook the major benefits of GM foods, and instead choose to focus on the unproven negative effects of such foods. (324 words)

ACADEMIC WRITING MODULE PRACTICE SECTION 2

Task I

GENERAL TRAINING WRITING MODULE PRACTICE SECTION I

Task I

Dear John, Sorry I haven't written to you for so long. I have been very busy over the last year and I never seem to get a minute to myself. I'd like to study electrical engineering in Australia and I hope you can give me some advice. I think I would prefer Melbourne because I know you and a few people from my visit there last year. This year I'm doing maths and physics at school and I hope to do well in my exams. However, I really don't know which university to apply to, so could you send me some information about different colleges? Also, can you find out what qualifications I need, please? For instance, as an overseas student, do I have to take an English test? I hope you don't mind doing this for me. It's much better to get this information from someone who lives in the country, so I hope to hear from you soon. Many thanks, Andrew (163 words)

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GENERAL TRAINING WRITING MODULE PRACTICE SECTION 2

Task I

Dear Sir or Madam: I am writing to express my dissatisfaction with the Local Council's decision to demolish the old City Hall building in the Lake Gardens area where I have lived for five years. Although the building is in a very poor condition, I do not think it is beyond repair, I believe that the old City Hall can be restored and put to good use for the local community. It can be used to house a library or a community centre for the people living in the area. I am convinced that you would have no shortage of people who would gladly volunteer to organise a fund-raising campaign for the cause. I understand that the proposed shopping centre is going to bring business and jobs to the area, but I do not think this should be done at the expense of losing one of the oldest and most interesting historical landmarks in Lake Gardens. I wonder if the Council has considered the abandoned brick factory on the corner of the Maple Street and Hillside Lane as a possible site for the construction project. I hope the Lake Gardens Local Council reconsiders the decision to demolish the old City Hall and finds a different site for building the shopping centre. Yours faithfully, John Smith (21 5 words)