2. IMPROVE YOUR IELTS
Sam McCarter
Norman Whitby
~
MACMILLAN
3. Contents
• ••• • ••••• • ••
Introductio n
page 4
TOp ic Task 1 Ta..,k Z
Unit 1 Change and Describing trends Understanding questions
page 6 consequences Related verbs and nou ns Expressing solu tions
Un derst and ing data Lin king ph rases
Us ing trigger words
Unit2 The importance Comparing information Using itltheylthislthese
page 14 of the past Adverbs in comparisons Planning essays
Com paring and contras ti ng Devel ping ideas
Unit3 Machines, cycles, The passive Using which to organize
page 22 and processes Sequencing information
Expre ssing result and purpose
Unit4 Education Ge n era l and sp edfic Avo iding o v rgenera jiza ti on
page 30 statements Developing reasons
Comparing information
Describing proportions
Unit5 Youth De scribing changes Developing an d j u stifying
page 38 Describing locations opinions
Writing introduct ions
Unit 6 Culture Concluding statement. Expressing advantag sand
page 46 Con cession ( 1 ) disadvantage
Advantage an d disadvantage
va abulary
Concession (2)
Unit7 Arts and sciences Adverbs DiSCUSSing other people's opinion
pag e 54 Using actv eJ:bs to eva lu ate Hypo lh e izin g
data
Avoiding irrelevance
UnitS Nature taking predictions Article
page 62 Factual accura cy Wri tin g con clusions
Unit9 Health Vary ing vocabulary Organizing words
page 70 Checking pelling Verb-subject agreement
Unit 10 Individual and Word orde r Paragraph str uClure
p age 78 society Lin king using wi th Relevant and irrelevanr
Task 1 revision information
Task 2 revision
Sample answers
page 6
Key
page 96
• 3
4. • ••
•••••
•• •
• ••• In trod-uction
••••
•••• ••
What is Improve your IEL TS Writing Skills?
Improve YOllr fELTS Writing Skills is a complete preparation course for the Academic
Wr iting pape r o( the In ternationa l English Lang u age Te" ting System . Through
targeted practice, it develops skills and language to h elp you achieve a highe r JELTS
score in the Academic Writing pape r.
How can I use this book?
You can use Improve YOllr lELTS Writil1g Skills as a book fo r tudying on your own or in
a class.
If you arc studying on your own , f mprove YOllr f ELTS Writillg Skills is de signed to gu ide
au step"by"step through the activities. This book is also completely elf-contained:
a clear and accessible key is provided so that you can easily check you r answ r as
you w ork through the book. in addition, there is a sample ans w er to acc mpanyeach
Task 1 and Task 2 question .
If you are studying as part of a class, your teacher will direct yo u on how to use each
activity. Some activities can be treated a discussions, in which case they can be a
u seful opportunity to _hare ideas and techniq u es w ith othe r lea rners.
How is Improve your IEL TS Writing Skills orga n ized?
J[ consists of ten units based aroun d topics wbich occur common ly in the real te st .
Each unit consists of three sections :
Task I: exercises and e xamples to de velop skills and la nguage for Ta k 1 questions.
Ta sk 2 : exerdses and examples to develop skills and language for Task 2 questions.
Practice test: a complete Academ ic Writing pape r base d on th e u n it topiC to prac tise
the skills learned .
Each Task 1 and Task 2 section is su b divided furthe r into sk ills se ti on s. These fo cus
n spedfic areas of relevance to each task .
In addition, there are echniqlles boxes throughout the book Th ese reimor e k.ey
points on how to approach Academi c Writing tasks.
How will Improve your JELTS Writing SkiJJs improve my
score?
By developing skills
The skills secti ons form a detailed syllabus of essential IELTS wriling skills . For
example, key elements of Task 1 prep ara tion, su ch as Describing trends an d COlI/paril1g
information, are fully covered. Similarly, Task 2 skills, such as Expressing sO/II/iom and
Dnelopil19 ideas are dealt with in detail.
By developing language
Each unit also contains a resour e of useful phrases and vocabular y to II e in each
wri ting task. Over th e ourse of Irnprol'eyollr fELTS Writing Skills, you will encounter
a wide rang of ideas (0 ensure thaI you are not lost for words when you get to the
real test. These include concepts such as organjzjng word, trigger words, and linking
phrases, which all contribute to an appropriate academic writing style.
BV developing test technique
The Tedlllique boxes contain shari tips w hich can easily be memorized and used
as reminders in the real test. These include quick and easy advice about planning,
under tanding question s, and how t o use eUectively the language you have learned.
4 ••
5. Introdllctioll
•
How is the IELTS Academic Writing paper organized?
The academic wri ting omponent of the IELTS lasts one hour. 111 the test, there are
two task of different le n gth. both o f w hich 'ou m u st all' wer.
What does each task consist of?
In Task I. you will hav to w rite a t leas t 150 words to describe some data or a
diagram. Data will normally be presented in the form of a graph, a bar or pie chan.
a tabl e. or a ombin ation of these. A diagram will norma ll y (elate [Q a process, the
worki n gs [ an object. or changes in map o ver time. You are alwa ys exp e te d to
summarize the information by describing the main features. makin J comparison
".... here relevan t.
In Task 2. you will h ave to w rite at least 250 words on a topic. Y 1.1 wil l b e presented
wilh an opinion, an argument. r a p roblem, and you will be expected to respond in
so n e w ay. For exam ple. in 'our re pons . yo u may be asked LO:
x p r s an opinion .
give views about two differe m opin ions and give your own opinion.
discuss a dvantages and di sad vantage .
give a so lution to a problem by sugges ti ng meas ures.
discuss ca uses of a problem and suggest sol u tions.
You are ahvays expe ted to give reasons and include any relevant examples from
your own knowledge and experience .
How will I be assessed?
In bo th tasks ou will be Clssessed on your ability to expre s yourself clearly an d
a ccurate ly in English.
In Task 1. you r an wer is assessed according to yo ur ability to write abou t d ta in an
organized wa y an d compare infoID1a tion where it is relevant to do so. You. ho uld
write about the main fea tures of th e da ta an a ld rel evant d rail w here n e essa ry.
In Task 2, your answer i assessed a cording to your abili ty to wri in a logical
m a nner as you give a solution 10 a problem, present andjuslify an opinion, compare
a nd contrast evict nce a nd opinions, or evaluate and challenge ideas or arguments.
How much time should I spend on each task?
You are ad ise d to sp end 20 m inu tes on Task l.
Yo u are advised to spend 40 minut s on Task .
Even though Task 2 ca rrie m o re m arks, you sh ould always do Task 1 firs t. This
is be cause it is shorter, an d psychologicCl lly it fee ls better if you ha ve comple ted
on e task.
• 5
6. UN IT
•
• 1 Change and conseqLlences
•
Unit aims
Task t Tas~ 2
Descnl:lIng trends Understandmg questIOns
Related verbs and nouns ExpreSSing soluttons
Understanding data Linking phrases
USing trigger wards
Task 1 Describing trends
II
1 The gTaphs relate to sales of media technolog . .
Which graph a- h d o au think shows sales for each
II
V
item in the p hotos 1-4?
iii -
2 Match each grapb (a-h) w ith the most appr p riate
description below (1- 10).
] Sales of auelio cassettes fell steaelily. .......... ~...... .~
2 iPo sales rose gradually . .................. II
3 Plasma TV sales fluctuated wildly, but the trend
was upward . ..................
4 Sales of video cassettes nuctuated wildly, and the
tTend was downward ............ _ ... _
..
iii
5 Total digital camera sales dropped slightly.
....... - ..........
6 Sa es of audio cassettes fell and then levelled off. m
..................
7 The sales of MP3-players rose gradually and then
~
climbed sharply. ............. _
....
B Purchases of video casse tte recorders d lined
D
dramatically . ......... ,' .......
9 Sales of games consoles decreased and then
levelled off ................... m.---------------
10 CD sales dropped suddenJy............ .......
II 3 Underline the verbs in 2 used to describe tren d
Example iii ~
I Sales of audio cassettes kU steadily.
4 The verbs in 2 are modified by adverb such as
steadily. Find the adverbs and decid e wheth r they
mean slow or fast changes. Complete the lists below.
Slow .. ~~~!~~ .,
Fas!
6 ••••
7. UNIT 1 Charlge alld COli eqllell"s
••• • •
Related verbs and nouns
5 S en tc'n Cf:~ containin g verb phrQs es s uch as jeJl steadily call often b e re-'J.iLLen
u sing the correct form of there islare and a related noun. Read the examples.
Th en rewri te sentences a-j below.
Examples
Th co nsumption of cho colate fell steadily. (verb + adverb)
There was a steady fall in the consumption of chocolate . (there was a + adjective +
n oun )
There has been a dramatic rise in the produ crioD o f films . (there has been a +
adjeCtive + n oun)
Th production of film has risell dramaticalry. (verb + adverb)
a Spice expons fr om Afri ca fl uc tuated wildly over the p eriod.
There were ........................................ ................................. .. ..................................... .
b Th e development of n ew products fell gradually.
Ther was ...... ............. ..... .......................................................................................... .
c There has been a noticeable decrease in res ~a r ch investmen l.
Research ......................... ............... ........... ........ ... .. .................................................. ..
d The purchases of ti.cket dropped significantly last month .
Th ere ~,v as ............................................................................................................ ..
e On the Internet, th e i lu rober of sites rose significantly.
l
There wa .................................................................................................................. ..
There was a su.dden decrease in th e sale o f mangos.
The sale .... ...... ........................................................................................................... .
g At the them e park. there "vere very slight fluctuations in the number of
visitors.
The number ................................................................ ............................................... .
h There was a gradual declin e in sugar impons.
Sugar .......................................................................................................................... .
The quality of food in supermarkers has tncreased slowly .
Technique •
• Th ere h as ................................................................................................ .......... ......... .
• Include a variety of Th e number of air travellers fluctuated remarka bly.
• structures In your
• writing. Use both There ........ .. ................ ................................. .. ........................................ ..................... .
• verb +adverb a 1 d
•
• adjective + noun
•
6 Phrases such as the consumplion oj chocolate can often be rewritten as just two
• structures In '{our nouns. Read the examples. Th en find and revyTitt' olh J examp les in 5 .
T 1 answer.
ask
Examples
• E xpress nouns as
The . of or as TWO The consumptioll oj chaco/ate can become Chocolate cOllsumption .
• nouns The production offt/lns can become Fillll production . (not Films production).
••••• 7
8. Understanding data
7 Read the graph and th e Ta sk 1 q uesli.o n. Wh l was the in me in dollar for:
a The Tea Room in January? $160,000
..... .. ......... . .. ..... .....
b Internet Express in Jul y?
c Wi-fi Cafe in November?
d are Co I in D eember?
e The Tea Room in February ?
Task 1 Changing trends in cafe income
.200 - . - - - - - - - - - - - --
Y0 1/ should spend about 20 111 in lites 011 this task.
180 + - - - - - - - - - - - + _
160 -I--.or--~-------_I__
The graph sholt·,, I lJe income of faLl r cafes
i/l Ne w York over lasl year. 140 -l--'rl'---1.---I.------.--- I - -
~120+-----~---~ -~~
Sutnmal'iZl! the informalion by selectil)D - ------c ~..,....,.,-A__+_
;3 100 -+-:..:---
Technique and reporliJ.ID the maill featt/res, and g 80
"' +---~.""""~--->.,_.-.,1'-~-
m a ke com pllri ons wh ere relevallt. 60+----~~-----
~~~~
To l1el~ you read
40+-----~--~'-~---
the graph. write the Write at least 150 words. __ The TeB Room
2 0 +-~~~-~------
• Ilames nt tile t.afes -+- Internel Express
at the end of each --- WI ·II Ca fe o +--.--~r_r_~~~~~-r~
- - Cafe Cool J F M A M J J A SON D
Il n~
8 Answer these questions about rhe graph.
a Wh at do the lett ers , F M, etc along th b llom of the graph mean?
,
b Wh a t do s OOOs mean .
e What P Ite m an yo u s 'C?
d What comparison s can you make?
9 Read the model text and decide wherher each missing phras
n oun, or an adverb.
Example
1 adverb
Model text
me graph providef, informa1ion about the increase to $120,000 , furthermore, the 10 March options
inc.ome trend~ of fo ur c.afe~ over the la5t inc.ome for both Internet £,y.pre5s and the a-g w ith gaps
1- 7 in Ib e model
i ear Wi-fi Gafe'J ............ in Duember. The
text.
There are two baf,ic. general trendf,: former ey.perienc.e.d 4 .... ... ..... to June, but
after Ihat, inc.ome rose S .. .. ..... ... ending a I adily
downwar and upward. A regards the s
the ~ear at approy.imate~ $1'30,000. b then rocketed
fir5t, the earning5 for The Tea Zoom, ~ere
down over the ~ear, falling I ... ... .. .. .. from UKeo ise, the trend for Wi-fi waf, upward, e dou bled
alm05l $ ~O,OOO earning5 a month tO jU5t Between Janua'1 to :ru~, earnings d significant 11'
under $50,000 in December, I. .... ........ from $')0,000 to nead'j $100 ,000
e also ended the
and I .. .......... to around $lqO,ooo.
B-t contrast, the inc.ome for ihc other thre.e year lip
, ak5 went up b'j vat"(ing degrees,There It if, noticeable that the inc..ome fo r The a steady fall
"las :2. ., ... ....... in Gafe c.ool' (') 5ale5 over i ea Zoom i5 lowel' in tne winter montho il ris '
the fir~t ten month5, followed b'j a sudden than for the. olne.r tnree. c.afes. "
"
8 ••••
9. ur~ rT 1 Cill7.llge mId cOllSeqllellCl!s
•
Task 2 Understanding questions
1 Task 2 questions cOlltdin a gen eral subject and ofte n in cl ude a spe jfic
organizing word to help y ou org an ize yo ur t: ssay. In each group a-d belo w,
'o.vhich organil'Z ing word has a different m e an i n g fx JJ1 th e lher two?
a ad anlages dr aw back s benefits
b measu res st eps reasons
c ause eHecls consequences
d disadvanta ges drawbacks solutions
2 Cmnpkt ~ e,lCh Task 2 question below v-'" li ih organil.ing words 1t! n!)] th e b ox .
You may use each item more th an nce.
agree or disagree advantages disadvan tages causes
solutions measures benefits
a ..
Wh at a re the ~~~~0. of learning skills jn th e mod rn vvo dd?
b An y attempts to preserve the n a tural w orl d will a lvva is h inder economi c
developmenL. The benefit will howe v r far outwe igh th e
.................. . Do you .................. ")
c What are the .................. and .................. of laking a eal" 0[[ b tween school
a n d univcrsit y?
d Stu dent s sh ould be trained on ho w to ope wit h ha nge in the modern
world. How far do you .................. ?
e Volunteer work with disadvantaged groups like underpr ivileged children is
[he best way for you ng p eople to learn about th e real world . ' '''hat are the
.................. of such work ?
Every day, anim a ls are becoming extinct throughout the world . What do
you think th e .................. of this are? What .................. can you uggest.
g Ov rcrowding in large ci ties h as always been a problem, bu t with
popula tions a ro und the w orld a out to double, th e social pro blems are
certain to multip ly. What ............ can y o u suggest to control th e p roblem s .
3 H ow many p ans are [here in each quest ion in 2? For example, (a) bas one
p art. If there are two or th ree p arts, how are th ey related?
• •• 9
10. Expressing solutions
4 Change is more rapid in the m odem world than it was in th e pasl. umber
each category b elov 1- 5 accord 'ing to how rapi d ly each is changing in your
opinion (1 = most rapid; 5 = least rapid). Tltink of an example ofrapid
h ange for each catego ry.
Work Technology Travel Communication Health
5 Look at the Task 2 ques tion below and answer the q uestion
Task2
Jou should spend about 40 minutes 0 11 this task.
Write about the following topic.
/.ore lind. /}l o re people claim ti m " Hl O"~'''''1 1" rk pa tterns a re a SOlI/'ce of s l r ess.
What do YOII think are the causes of this? Can you sllggest some possible
SOIIi/iolls'?
Give reasons for your anS'lver and inc/ude any relevant examplf!s from your own
knowledge or experienCe.
a Which part of the question states a problem?
b Which t wO words in the que lion are important for the organization of your
answer?
6 Read the Shen : How do you t hink people can deal with t heir
conversati on stressful lives, especially at w ork?
bel ' een rw o Tina: Firstly, I think employers should encou rage
workers to relax.
students d iscuss ing Shen : How?
the prob lem of s tress Ti na : Well. in so m e co m pa nies, gym facilitie s o r
at work . w hich p ar t m assa ge thera pies are available.
of the question in 5 S hen: Massage?
are they ans w ering? Tina: Yes . If you help yo u r employees to re lax, th is
im prove s their effi ciency and prod uctio n.
Wh at so lut ion s Sh an : A re t here oth er so lutions?
and resu lt s d o they Ti na: Of co u rse. Employees cou ld be trai ned in
suggest? how to plan t heir ti me mo re effectively.
On e w ay is to stop peop le taking w o rk
home. And then the workp lace w ill beco me
a lot happier.
7 This p aragraph
for employers to encourage workers to relax .
1 .. .. .. ......
. suggests a solution
in some companies, gym facilities or
- - - - -...... to [be Task 2 2 ....... .. " . ,
massage therapies are available . 3 .' .......... , this
Technique que llon in 5 .
•
Identlf the type 01 • Com plete each gap improves their effiCiency and production. 4 .. .. .. . .. . .. train
with th e phrases in employees in how to plan their time more effectively,
que lion For cause/ -
- a-f for p r Selliing
so l utions, examples,
and res ults,
5 ............ , by stopping people taking work home.
6 ............ , the workplace will become a lot hapPier.
a A further step is to d As a result
b for example e By doing this
I think the mos t obvious For instance
solution is
10 •
11. U NIT 1 Ch al1!J~ (/lId coIIseqllellCe!
&I
8 There axe several w ay s to express sol u tjon s. Should is u sed for SIl'ong
sugges tion s; could is used for possible s ugge (i on s. Other ph rases can also b e
used to express solution s. Read the example [rom 6 and 7 on page 10. Then
rewri te the sent ences in a- f.
Examp les
Employers should eJ/courage workers to relax .
[ think the most obvious solution is/or employers to ncouTage workers [Q relax .
Employees could be [rai/led in how to plan their Lime more effectively.
A further step is to train employees in h ow [Q plan Ih eir li me more dfe [i vely.
a 1 think the most obvious solution is to encourage people to exercise mo re .
PeopleshouJd ......................................... ,............................. ,... ,.,. ,....... ,.... ,.......... ,... .
b The obvious answer is to reduce the number 0 wo rking hours ,
The number of working hours ...... ,....... ....... ,............ ,................................. ,.......... .
c The government could provide each employee with their own computer.
One possibility is ....... ,.... ... ....................................................................... ... ...... .... .... .
d One option is to persuade parents to spen d more time with [heir children .
Parents could .............. ,............................................ ..... .............. ,.. .. .............. ,
e A good idea is to restri ct the number o f ars coming into iries,
The number of cars coming into cities .... " . ....... ..... .. ,' .......................................... .
f The go emmenl should build more sky rapers to solve the problem.
A good ide a is .................................................................. ..." ... ..................... .
9 Which problems ('[modern life do (he SentenceS in S rein Ill?
overcrowding traffic congestion obesity
lack of discipline stress technology
10 Use·the follo wing phrases (0 add re ults to the Solul ions ab ove. Use YOUT
own ideas an d w ords.
Examp le
a I think the most obvious solution is to encourage people to exerdse more ,
By doing this, they would lose weight and would feel better generally.
As a result, This would enable/help them to This would lead to
This means that they would By doing this, Consequently,
• •• 11
12. Linking phrases
11 Linking phrases mark the ftloctions 01 other s ent e nt: es i1n d phrases, s u c l~ as
solutjons, results, and examples. Match each linl(ing p h rase ' ' ,Itch th e cor Cl
function.
p urpose 8ftt! conseq uentJy,
addi rion a nd
and so since for instance,
condition reason because in order to
exarnp1e resuIt therefore, if fu rth crmore,
as a result. for example,
Usin g trigger words
12 Read the paragraph from a Task 2 essay on overcrow de d cities and find the
U n g phr ases which m a tch these functions.
nkL
Reason Result Example Solution
M an' citie in th e worl d have now b ecome very
ove.r~rowded because people are migrating in fro m the
counrrysid e in search of work. As a result , fa cilities like
wate r supp lies an d public transport can no t cope with
the demand s from increased numb ers of people, and
so th ey are under severe stra in. The obviol1s an swer is
to en courage the creation of jobs outside the cities . For
example) we could encourage certai n business s to set
up branch es in rur al areas.
13 Lin~",ing phrases can be used to tr.i gger id eas becau e th ey mark fu n ctio n s .
When you plan a Task 2 answer, write down some trigger words to h elp you
dev d QP YOUT basic idea. Use [11e trigger w o rds below (a d eve lop th e ideas
given.
A
lfpeople migrale 10 cilies, they be come ................ ..
And so ................ ..
And as a restill .... .. ........... .
A good idea would be to ................. .
By doing this, ................ ..
B
People spend 100 /lllIch time watching TV.
For example, ................ ..
Con equemly, .. .. ,......... .. ..
If .................. , then ................ ..
This vill lea d to ........ .. ...... . .
C
The development of tourism ofTell creates resentment among local people because
For example, ......... .. ...... .
The obvious ans wer is to ...... _._ .. .... __
Furthermore, ....... _ ....... .
..
12 •• •
13. UNIT 1 Cil(l11g e and cO lIst:q uenus
••
•• • • ••Practice Test 1 • •••••
Task 1
You should spend aboUl 20 minutes on this task.
The 9rtJph belDH' shows il1 percentage terms tlu changing patterns of domestic aeee s
to Jil(){il'm tecJl11vlo9.Jil1 homes in the UK
SIUJllII{//";ze flu "information by selectil1g and rep(wtillij tI,e IJ1l1in /catllres, anrl make
comparisons where relevant.
Write alleasl 150 words.
Percentages
100 - . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ,
CD pl ay er
80 ~--------------------------~~~~=----=====~
MObile phone
.... .
60
---
40 - -- ---
....... ".:.-.--------
------
-------
20
o I I
1996/97 1998199 2000/01 2002/03
Task 2
Yo u shou ld spend about 40 II/inures on this Jask.
Write about the followil1g topic:
People naturally resist making changes;n their lil'e~..
What kind of problems can this calise? What solutioJls can you suggest?
Give reasons for your allswer and include any relevanr examples from your OHI1"1 knowledge
or experimce.
Write at least 250 words.
• •• 13
14. •
Unit aims
..
The importance of the past
---.-~-
... .. ••
Task 1 T 2
ask
Comparing information Using it/they/ this/these
Adverbs in comparisons Planning essays
Comparing and contrasting Developing Ideas
••••• ••••••
Task 1 Comparing information
The pictures and tex t show some inventions and who invented them .
Answer the question s.
Ballpoint pen ,
Laszlo Biro
First mercury thermometer, Safety pin, Paper money in China
Gabriel Fahrenheit Walter Hunt
a Which is the oldes t invention ?
b Which is the most recem invention?
c Which do you think are the most and least important inventions?
d What other important h istorical in ven tions are n ot induded here?
Tin can patented
by Peter Durand
2 The chan shows {he results of a survey about th e most important inventi ons
in th e l ast 300 years . Answer [he questions.
Most im porta nt inventi ons in t he last 300 years
a What is the most
striking feature of
I. Male 0 Female 1
the chart?
b What voting
pattern s can y ou
see for females?
c What voting
patterns can yo
see for males?
• Technique • 3 You can use a range of structures to make comp adsons . Read these examp Je
• In the test. circle
• and number
•
•
describing the chart in 2. Then complete s,entences a-j with sui table
information based on the chart.
-
• Important de1ails
• in pencil.
I-
•
•
Examples
More males than females chose the TV. (more + n oun + than)
• • Fewer fe males than m ale s chose th e TV. (fewer + n oun + than)
The TV was more popular among males than female s. (morel less + adjective +
than)
The most popular form of conununication was the Internet. (the most/least +
adjective)
14 • • • • •
15. UNIT 2 TIre importGI1Ct! of the pasr
••
a More fe males ....................... ...... males chose [h e bicycle.
b The bicycle was more ........................ .... than any other invention.
c The car was .... ......................... popular among females than males.
d ... ................... .. ..... invention among both sexes was the TV.
e ................ ....... .. .... women than men voted for the mobile phone .
.......................... .. . invention among both sex es w as the bicycle .
g ......... ..... ............... males th an females picked the radio.
h The computeT was ............................. for women than for men .
More people seleded the bicycle ............................. any other invention.
The TV was ........................ .. ... popular than any other invention.
4 You can also com pare information by using a ma/ly ... as when numbers are
very dose, or by using I/ot as many .. _as. Read the examp les . Then compare
m ale and fem ale ani(udes (0 cars an d m ob il e phones.
Examples
As many females as males chose the computer.
Not as many female s as males chose tb radi o .
5 Make comparative sentences based on notes a-g below and the chart in 2.
Use the p assive or active form of the verb in italics .
Examples
female sJmale slselectfthe bicycle M ore females th an m ale sf/eeted the bicycle .
males/femaleslseleetfthe bicycle Fewer m ales thall f males selected the bicycle .
the bicyclelchooselfemales/male s The bicycle was chosen by more females than
males.
a males/femaleslehooselthe car
b wom en/men /selwlthe mobile phone
c the Intemetlehooselmales/females
d (emalesJ males! pick/the radio
e malesl£emaleslpicklthe radio
the comput erl chooselfemales/males
g the bicyclelselect/males/females
• • • • 15
16. Adverbs in comparisons
6 You can add ad verbs to comp arisons to make them more precise, such as
significantly (more) or almost (as many). Read the examples. Then underline the
adverb s in senten ces a-i.
Exa mples
Significantly mOTe people voted for the bicycle than tbe other inventions.
The bicycle was chosen by almost as many males as female s.
a Slightly more w om en than m en voted for th e bi cycle .
b In the past, considerably more people lived in the countryside than towns.
c Many more people can use a computer today than thirty years ago .
d Substan tially less time is n ow spent doing housework than before.
e There are significantly fewer people now worldng in manufacturing than in
the past.
Sports progra mmes are watdled by practically as many peopl n ow as jn
previous years.
g The exhibition about dnerna attracted far fewer visirors than expected.
h Illiteracy is much less common than in previous generations .
Nearly as many children as adults watch progranmles about anci enL history.
7 Which adverbs above mean:
a almost? b a lot? c just a few ?
8 Look again at the sentences you wro te in 5 on page 15. Add suitable adverbs .
Comparing and con trasting
9 Answer (hese questions about (he b ar chart.
a Wh at do you mink the bar chart provides information about ?
b What could th e numbers on the left relate to?
c What do you trunk the wo rds along the bottom of the dl an relate to?
d What could the numbers in the box refer to?
e Is there a time reference for the graph?
7o,-----------------------------------------------,
60~------------------------ 2~01
-------------------1 I045-65
50~--,_~----------
40
30
2
0
10
o
16 • • • • •
17. UNiT 2 Tire ;mportallu ofllle past
10 Match sentence beginnings 1-6 with endings a-f to form correct senlences
abom the chart.
1 The arts and crafts society has the greatest number of 20-30 year-olds,
2 Only 25 people fTom the younger age group are members of the historica l
society,
3 Some societies are clearly more popular with one of tbe age groups,
4 The keep fit and social clubs have slightly more members in the younger age
bracket,
5 In generaL the 20-30 year-olds are more actively involved in societies
6 The keep fit and social clubs attract a broader range f people
a wh reas the archaeological society is equally popula r wi th both .
b ill compariso11 with [he hi stori al society,
e but it is one of the least popular clubs with the ol' er age group -
d comp.11'ed with the Ider age group,
e whilt! the figure for 45-65 year-olds is abou 50 .
althollgh they are fairly popular with both age grou s.
11 I n which of [he sentences in 10 u ld the ending a-f orne fir t? Which
cOlmecting words in italics are followed by a noun phrase only,
12 Read the d escription of (he chan in 9. For aeh of 1- 6, tw o options are
possible and one is ineorreCL Delete the in correct op ti on.
Model text
l'he G provides information about
hart l'here- are about ~o membe-rs aged
how two age groups partic.ipate in 'beveral be-twe-e-n'}.() and 30 , -; but/whereaslin
d ub') at a Lentr£. for ,j(ktl1s. c-ompari50n ~Jith the number of people- in
We c.an '5Ce. from the data that the the- 45 to (pI5 age group is 4 Jar/slightly/
arGhaeologic.al, Keep fit and wc.ial dubs considerably lower.1he Ke-ep fit and wGial
are popular with both older and ~ounge-r dubs are popular with both age- groupD,
Technique 'i howeverlbut/although there are sllghH'i
people. I -IIhile/However~ contraM, the
In the test, make historic.al and art'b and c.rafts wc.ietie-s fewer older people, e-mbe-rship of th
a qUick list of dead,! appeal more to one of the age- ;;rc.haeologic.al Mc.iet., stand5 at it? fo
the comparison groupD. In the historic.al Wc.iet-j, SO of the both groups.
structures you know members are between 4'5 and (,?, In ge-ne-ral, the- ~ounge-r age- group are
before you write
2. but/whilelhowever "lhere are onl~ 2.5 v signific.antly/almost/noticeably more
from "lhe ~ounger age group. For the art involved in the various wc.ieties than tl1
and c.rafts soc.iet-j, the- pattern is reve-rsed. it?-(;j ~ear- 01d5.
... • 17
18. Task 2 Using itltheylthislti'zese
1 Read the text below writlen by a st ud ent as part of a Task 2 essay. Replace
the words in italics wi th ii, they, this, or these.
Archaeologists, for example, help us to learn about the past. Archaeologists
look for evidence in artefacts like pots and jewellery. Pots aJldjewellery
reveal a lot of information about our ancestors. Revealing infonnatioll about
the past is very useful, but the information is still quite limited.
2 Match 1-4 witb a- d to explain how ro use il, Ihey, this, and tllese.
I It and this refer to
2 They and these refer to
3 This and these are often used to refer to
4 This can also refer to
a nou ns at the en d of the previous senten ce.
b plural nouns.
c situations and processes.
d singular nouns.
3 Underline the exact text w hich it, they, tilis, and these refer [0 in sentences a-h.
Th e first one has been done for you.
a History teaches children not just facts, but a range of skills. For example,
they can learn how to analyse material, do basic sorting and research .
b Old buildings help create a more relaxing environment in cities than
concrete office blocks . This makes them more pleasant to work and live in .
c Stu dyin g history may trigger an in terest in oth er subject areas. This , in tum ,
may L to other hobbies.
ead
d Built-up areas can be made more attractive by adding monuments and
statues. These can then enrich people's lives considerably.
e Government s should provide more m oney to preserve historical siles. By
doing this, our heritage w ould be saved for future generations.
Tradition does not hold u s back as some people believe . In facr, it helps us to
build the future .
g Schools and colleges need to emphasize history and related subjects as these
will h elp give them a wider view of th e world .
h The Internet and computers can b<;.' used to preserve the pas t For example,
they can be used by children to do basic research and store images.
4 Com p lete sentences a-g with ii, they, 1111:5, or these.
a If the past i to be preserved, .............. ..,. must be done by usi n g modem
technology.
b The an and language of a country represent its history, so it is importan t
that ................ .. are both preserved .
c The primary role of advenising is to encourage the public to replace the old
witb the new ................... is called progress by some people .
d History broadens the minds of m ost people ,"vh o study .................. , but
.................. also h as the potential to narrow the minds of some .
e History should be given more emphasis in schooL as .................. will help
children to understand better the world they live in .
If hlstory is emphasized m ore in schools, .......... ..... :.. wiU lead to a b tter
understanding of the world.
g The past infom1.s us of the present an d the future, but few people are
suificiently aware o f ,.... ... ."" ......
18 • • • • •
19. uNiT 2 The imparlQllce afllre pasl
•
P ]an n in g e ssays
5 Read (he historical facts in a-f below. Rank th e events 1-6 according to how
=
important you think rhey were in human history (1 most impoTlam; 6 =
least importanr). What other events w ould you add to the l ist?
a In 1792, France abolished the monarchy and instituted the fi rst republic.
b In 1953 , Francis Watson and James Crick described the structure and
importance of DNA.
c In October 1492. Christoph er Columbus se t fo ot in the Americas.
d In 1885. Karl Benz built and patented the first automobile .
e In 1983. a com puter system connecting universitjes was created. whkh
later became the Internet.
In the nimh cemury. gunpowder was first invented and used by the
Chinese .
6 Read the Task 2 essay question below. D ed d e w hich of points a-g ar
relevant to this answer.
It is sometimes said tllat h istory /lever repeats itself, yet there is mild/ ill
it which is relevant to our modern world . Suggest some ways in. whicJI
the study of h istory migllt help liS today.
a Th ere is often uncertainty abo ut what really happene d with regard to
well-kn own historical events.
b Studymg other historical periods gives insights into different ways of life .
e We can learn about the recent past by asking older relatives.
d HiStory involves investigation and interpretation, so its study develops
thinking skills.
e Learning about conflicts in the past can teach u S hovv to avoid them in
future .
History is a more dHficult area of study than most p ople imagine .
g The past can often provide explanations for the sit uation W ' face tod ay
7 Read the idea below. Choose some of the trigger words to develop tlus
point. The first one has been done for you . Refer to Unit 1 p age 12 for more
examples of similar phrases .
Studying other historica.l p eriods gives insights in to different ways of life.
For example, students ca11 investigate the way in which people lived in ancient limes
such as ................ ..
As a res ulr, ................ ..
Therefore, ................ ..
Furthermore . ................. .
8 Look back at Ihe other relevant sentences you chose in 6 above . Deve lop
those ideas in the same way llsiJlg tr igger words. Then wri tt: out yow ideas
in a pa.ragr aph.
... • . • 19
20. Developing ideas
9 Read the Task 2 question below. M ake a not of any ways you can mink of to
make history more interesting.
Some children find lem'fling history at school very exciting. but matlY
others think it is I'ery boriug. In what ways can history be brought to life
for 0,1/ school children?
10 The list a-i below contains ideas th at a stud ent came up w ith for [he essay
question in 9. There aI:' thr,ee solutions, each w h b an example and an ffe l.
Complete (he table by matching each idea with the appropriate fu nct ion .
P aragraph 1 Paragrapb 2 Paragraph 3
Solutions a
Examples
EUects
a using the Internet and computers
b isiting historical sites
c historical places seem more real
l: make a poster about local history
(' go to a local archaeological site
it increase motivation to do research
g these kill can be applied in other subjects
h doing written projects
search for iniorrnation about historical figures online
11 Decide which function in 10 these linking ph ras es rel ate to.
a Another method is to
h T}')is will lead to
c For example,
d Last but not least, children could
Technique e For instance,
To help you build such as
a bank of Ideas.
recycle relevam g As a result.
Information from h The best way is to
other essay-_
, s, •
_......;I. Then
12 Use YOUI answers to 10 and 11 to write the ideas out as three paragraphs.
20 • • • • •
b
21. U Nit' 2 The i mponallCt: of rhe past
•
•••••
Practice Test 2
• • • ••
Task 1
You should spend about 2 0 minutes all this task.
The graph below SllOWS the contribution of three sectors - agriculture,
manufacturing, llnd b1lSi1l2.5S ilIId fin lll/cia I services -to the UK economy ill the
twentieth cClllury.
Summarize tile infonnatiol1 by selecting alId reporting tile main jea tw'es, and make
cOlllpm'isolls where relevant.
Write at least 150 wards.
Contribution of selected sectors to the
UK economy in the twentieth century
60
o Agriculture
• M anufacturing
50 o Business and Financial
40
%
20
10
0-+-- ' - -
Task 2
h'U sholild spend about 40 minutes on this task.
Ihe/t'llu"....il1g topic:
V"'I"itt" ,l bc,ut
To some people studying the past has lillIe value it! tile modem I For/d. Wily do you
tlIil1k it is important to do so? What will be the effect If children are not ta ugll t
history?
Give reasons foryour answer and include any relevant examples frolll you r own kno wledge or
expenence.
Write Cit least 250 words.
•• 21
22. • •
Machines, cycles, and processes
• ••••• •• •
Unit aims
Tas' l T 2
ask
The passive Using whIch to organize informatron
Sequencing Expressing result and purpose
~~~~~~.~.~.~.~.~. =---~=-=-=-=-~~=-~=-~
Task 1 The passive
1 Look at the five objects a- and answer the questions.
a W hich materials are used to make these objects?
II b Which of th e material in your list are natural and which are
manufactured?
2 Natura] processes are often d e cribed using (h e activ e form. whereas
man ufaClUIi og processes are usual ly described using the passive. Read rh
examples. Then omp lete 1-6 with the correct fonns of the verb in bra kelso
Examples
A riverf10ws from its source to the ocean . (active)
Many electronic goods are manufactured in Japan. (passive: bi + past paniciple)
Limestone is the main ingredient of cement. Firstly, it 1 .... .. ............. . . .. .... ..
(extract) from the ground. Then, at the factory. it 2 .......................... ... (heat)
(Q a high temperature with other ingredients. After thiS, it
3 ........... . .. ........ ....... (cool) with blasts of cold air.
When warm air ~ .. ....... .... ................ (reach) high ground. it is force to rise.
an d, as a result, it 5 ..... ... .. ........... .. .. ... . cool) . Moisture in the air
6 ......... .......... .......... (con dense) to form rain .
3 When describing processes, make sure the subject and verb agree. Read the
When describing example, then complete 1-8 w ith the carr ct forms of th e verb s in brackets.
processes, sho',",
Example
hat you can use
active and passive The sun shines and the temperature rises.
forms where
• appropf i_ e_ _.....
at_
Some rock formations I .... ........ (hold) large amounts of water, When it
(rain). the tiny spaces in th rock gradually 3 .... .. ... .. . (fill) with
2 ............
water so that the rock 4 ... .... ... .. (become) saturated. Tbe top of this saturated
zone is called the wate ( table. If long periods of rain 5 ...... .. .. .. (occur). the
water table 6 ............ (rise). If there is no rain, the rock 7 ............ (begin) to
dry out an d the water table 8 ............ (fall).
22 • • • • •
23. UN IT 3 Machines, cycles, and prOCf!sstS
•
4 Verbs which requi re an object are called transitive. Ver b s "v h ich never have
an object are caUed ~Intransilive. Are the verbs in sentence a-c transitive,
intransitive, or both? Which sentence cannot be put iOlO the p assive?
a Th e temperature falls.
b Manufacturers ma ke rubbe r products.
c Sunlight opens the lea ves. The leaves Opel! .
5 Put each verb in the box into the correCllist: transiti ve, intransit i ve, Or b oth.
design produce rise se nd begin manufacture
obtain die become dry grow cool
Tra nsitive :
Intransitive: fall
Both:
6 U e th e n otes below to write short paragraphs ab out prod uction processes.
Example
The production of a car involves various stages. car/design; prototype/make;
car/rna s·produce; car/dis tribure; car/sell
After the car is designed, a prototype is made and the car is mass-produced. The car is OUr1
distn'buted and sold.
a The produ ction of a motorcycle involves various stages. motorcycle/design;
prototype/make; proto type/test; motorcycle/manufacture; motorcycle!
export; motorcycle/sell.
b The diagram shows th e various stages in the production of bread. wheat/
plant; crop/harvest; whea t/tran sport to the mill; whea t/make fl our; fl ou rl
buy/baker; bread/bake; bread/sold.
7 Some d iagrams require descriptions using past tenses. COIllpJe !e lhe
paragraph with lhe verbs from the box.
SWAMP a died and dropped b was formed
300 million years ago c lived d was covered e was trapped
f turned 9 is now mined h buil t up
The diagrams show the process by w hich coal
I ............ over a pe riod of millions of years.
WATER
100 million years ago First of all, large plants 2 ......... .. . in enonnous
swamps a long time ago. Thes e 3 •.......... • to the
bottom of t.h e w ater. Over the years, th e dead
Dirt plants formed a layer, w hich became deeper
Dead plants an d deeper. M ore and m ore earth and dirt
4 . .. ......... on top of this layer. Subsequently,
this layer 5 ............ by rocks and dirt, and so the
energy of the dead plan ts 6 ............ un de rneath .
Rocks & Dirt A s the pressure an d the heat grew over time,
~ -I , the layer of dead plants 7 ...... ...... into coal.
·_·.,'t. /
, ; __
t , t .-"
:0=1IIII_, ."
.". Seams of coal were form ed, and coal 8 ............ .
Coal
• • •• 23
24. Sequencing
8 The diagram shows how energy is produced from coal. Answer the
questions.
a How is the coal carried to [he pO'wer plant?
b What is added to tbe furnace in addition to coal?
( W hat gas is produced when coal is burnt in the furnace?
d What do you think is removed from the gas?
e What is the gas called fo ll owing trus pro ess?
What do you th ink [h e gas does in the turbine?
g What does the turbinE do to the generator?
h Where do the hot ex haust gases come from?
What bappens [0 the gases?
....
Oxygen
syngas
Steam
Generator
Gas turbine
Electricity
9 Complece the model text below by choo sin g the correct aJtcrnati''c in each
case,
Model text
m e diagram !>hO"'~ 5 the variouf> f>tage!> in drive a gas turbine. me turbine" in turn/
the. proauc.tion of dean e.nerg~ from wa. afterwards/therefo re powerf> a generator,
Technique I firM of aU/At first/One. the wal if>
produc.ing eledric.it{ m e gas turbine aIM
mined in deep pitf> underground and then produc.e5 hot e~haust ga5es. mef>e are
When describmg 1 then/thertfore/consequently piped to
c.an-jed to the $urfaa.. 2. F urthermore/
• processes, use a heat rewve.t"{ steam generator, ~hic.h
• phrases such as A that/As a result, it i$ c.arried
fter
along a (.onve~o r belt to a power plant. wnvertf> the heat into $team. he 5team i5
• F{{st of al/, After
I) tonsequently/subsequent/subsequently
thar, and When as '3 w hen/then/where it i5 burned in a
• trlgger words to
. • large furnac.e to ~h i(.h o'l'~gen i5 added. LI$ed to power a steam turbine, whid1
• ~elp you sequence • 4 Ofherwise/from this/Therejore, ral" ilgilin if> uf>ed to generate elutri(. i~ .
• Ideas. • $~n9a!> i!> proauc.ed. At tne ne~t 5tage. m e e.nerg'1 if> dean buau5e narmful
of the proc.ef>f>, harmful f>ubf>tanc.es li:e produd$ are removed and the c.oal if> not
c.arbon dio'l'ide., m{';rw~. and sulphur are transported to anothe.c 5ite to produc.e
removed. S Fol/owing that/ Followino/ e.lec.tr i (.. i~ .
Subsequent, the. purified gas i$ U$ed to
24 • • • • •
Ie:n
25. UNIT 3 /Hachines, cycles. alld proc£sses
•
10 ConneCl the sentences below. Use the Unldng words in brackets in each case.
Example
The parts of th e car are assembled. The cars are ex-ported. (aiter)
After the parts of the ca r are assembled, the cars are exported.
a Tb e snow falls. It covers th e grou nd with a protective layer. (when)
b Her cubs are born . Th e lioness licks them all over. (as soon as)
c The paper is collected. It i sent for recyclin g. (once)
d Volcanoes erupt. They send huge am ounts of smoke int o th e air. (before
e The plants perspire. Th e air becomes humid. (when)
Th e trees a re cut d OVIlI]. The forest is gradually dest royed. (and)
11 Connect these sentences using your own words.
a The food is processed. Ir is packaged. It is distributed .
b The cycle is completed . Jt repeats itseli all over again .
c The rubbish is collected. It is sent to a centre for sorting. It is recycled.
d A new model of the bicycle is develope( Tlic bicycle is teste d
e The TV is assembled. It is sent to the shops.
The water is purified . It is bottled.
g The data about the weatl1er is collected . The infonnation is then broadcast.
h Th e prototype is tested . It is rnodilied .
12 From your own knowledge, write a short paragraph to des cribe each of the
processes below.
a Th e process of digital photograph y from the acti on of taking a photograph
to disp laying the im age .
b The progress of a lener or parcel from packaging to delivery.
c The life cycle of an animal su ch as a butterfly or a frog.
d Th e water cycle which creates clouds and rainfall.
25
26. Task 2 Using which to organize information.
Answer the questions about the list of technolog it.'s .
computers automatic doors mobi le phones video games
TV remote controls MP3-players satellite navigation systems
digital cameras
a Which of the techn ologies can help peopl e and which can make life more
diffi cult?
b Which technologies might make people more lazy?
c Whicll technologies do you find annoying and which impressive?
2 Read the Task 2 question. What two kc'!' elements must you include in your
answer? Underline the organizing words which tell you [his.
A recent survey has shown that people of all ages are losing the ability
to perfonn basic p ractical tasks and processes at work. Wha t do yo u
think are the main causes of this? Wh at solurions can you suggest?
3 Read the following p aragraph vvri tten by a student and answer
questions a-e.
People generally are losing traditional practical skills whkh they n eed to
function in everyday life . This has come abo ut in my opinion, because
people are n ow so over-reliant on machines. For example, computers
in one form or anoth er perform man y of the tasks th at people used t
do themselves such as office functions, opening and locking doors, or
switching mach.ines on and off. Consequently, w orkers annat do basi
practical tasks in depth, which in turn has an impact on h ow to process
basic informa ti on mentally when they are at work
a What kind of skills are people losing?
b What is the cause of this?
c Which exam ples are given?
d What is the practical consequence of all this?
e ' '''hat is the mental co nsequence?
4 In each sentence below, what does the word in italics refer to?
a People often allow the TV to do their thinking for them at b orne, which in
tum has an impact on their mental performance at work . (Effect)
II
b People generally are losing traditional practical skills which they n eed to
function in every day life.
26 • • • • •
27. U NIT 3 Machines, cycles, and prou~sl'S
•
5 Combine [he following pairs of sentences using which.
a Sometimes, computers make mistakes and prevent things happening. This
wastes valuable time and can cost money.
b TV programmes provide people with information about the world around
them, This information is often very useful
c Machines now give us more fr eedom. This means that w e ha ve more tim e
for leisure activi.ties.
d Technology saves us more and more tim e. This tim e can be used to create
more machin es.
e More and more household tasks are now carried out by robots. They will be
even more common in the future .
Every thing se m s to be available at the tou ch of a button. Th.is makes
people expect instant response s from other people .
Technique 6 What does whieh refer to in each of your answers in S? In which cases does
• Use which as a the wlll'ell clause express an effect as in 4a?
• trigger word to
• add detail to your 7 When combining sent ences, a which clause oflen cont ains information that
.1.-_____....
• writing. • is non-essential to the sentence. Read E examples. Then combine Ih
he
sentences in a-e, decidin. which information is non-essential.
Examples
News broadcasts about wo rld disasters, which are now available 24 hours a day,
can make people feel anxious.
The situation, which people blame th e gove rnmen t for, is everyone's fau lt .
a The situation h as now become much more complex. It is eUeclively OUI of
co ntrol.
b Th e problem is everyone's responsibility. The public blame the gove rrunent
for it.
c The cause of the problem is the lack of basic Iraining . The cause is not
immediately obvi ous to everyone .
d The solution is, in my opinion, by far the best. The solution is to have a day
at work where peopJe do not use computers or other machines .
e Office technology is the ca use of much fru stration at work. It requires only
basic training to use .
':J ~-::: .1.1 27
28. Expressing result and purpose
8 The extract below contains three paragraphs, each organized to express
functions such as cause and result. Identify the ideas that relate to each
function and underline them. The first paragraph has been done for you.
?roblem rirf>t of all, in recent ~earf>, man~ people fi'l-ing a plug, menaing a pundure on
~ all over the worla have aemonf>tratea a bi c~de, or even sewing a button on
a dear lacK of abilitj to carC'j out certain a f>hirt.
baf>ic ta;,K;,. A number of reaf>onf> have Apart from parents, the international
been put forwara for thif>, but b~ far the arive towaras learning new technolog~
mOf>t important, I feel, if> the comple'l-itj of also neeas to car~ a gooa part of the
c..aUf>e ____ the moaern a@e. blame. mif> has lea to ioun9 people
'Parentf>, for e'l-ample, no longer have leaVing school literate in certain
enough time to f>pena at home with their computer f>Kills. But it has alw createa
chiclren, because ma~ are worKing a generation almost aeficient in baf>ic
unsociable hours to cope with the practical f>Kills, because technical
pressures ana aemanas of toaa~ ' s worla. problem-wiVing liKe maKing things in
Young people are wnseguentli aeprivea carpent~ has been sguenecl out of the
of valuable time to learn the pradical school curriculum.
f>Kills nemsa~ for eve~aa~ life liKe
Paragraph 1: Problem/Cause
Paragraph 2: Example/Cause/Effect
Paragraph 3: Cause/Result I /Result 2/Reason /Example
9 Which linking phrases are used in 8 to express the functions listed?
Technique
10 Decide whether the linking phrases below express Result or Purpose.
Learn at least one
result phrase and
so therefore in order to consequently so as to as a result
one purpose phrase
with the aim of and so so that for this reason as a consequence
• and use these as
trigger words. hence which leads to which means that
• When you write a
sentence, insert
• your result/purpose 11 For each idea below, continue the sentence or write a follow-on sentence
trigger words to using your own ideas to express Result or Purpose.
, develop it.
• a Children are now learning how to do mental arithmetic again .
b Some cities charge motorists to take their cars into the centre.
c Machines are manufactured to break down after a certain time.
28 • • • • •
29. UNI T 3 M achi nes, cydes, and proc(! ~s
•
••••••• • •
Practice Test 3
•• ••••••
Task 1
You should spmd abollt 20 minutes on this las
T~le diagram behlli' .,11011'5 hOI!' S{ll.t i.'I rt!tI1i)I'f'd from sea water to m,7ki' it dr inkable.
Summ arize Ihe illforT1Jilliotl vJ.' st'/c'{(ill.'J alld rq.'orti Jl!} Il le mdilJ f cd //./res, and make
comparisons where releva/lt.
Write at least 150 words .
.;. -
Water
forced through
membrane at
high pressure
Sea
To integrated
Filter 1 water supply
system
backwash
1 Seawater
concentrate Water molecules
-
l ask2
You should spend about 40 minutes on this task.
Writt' about the following lopic:
The widespread lise of the Internet 1las hl'ought many problems. What do you thiflk
{lrc th e mail! problems associated witll the use of the web ? What sO/lIlioll can YO Il
suggest?
Give reasons for your answer and inclllde any relevant examples from your own knowledge or
experience.
Write at least 250 words.
29
30. Ed-ucation
• •• ••••••••
Task 2
General and specific statements Avoiding overgeneralization
Comparing Information Developing reasons
Describing proportions
••••••••••••••• ••
Task 1 General and specific statements
1 The statements he10w give students' reasons for choosing a particu lar
university. Which of these statements do you agree with?
a The lecturers' qualification s are more important' th an th e quality of the
teaching. -
b The spo rts fa ci lities are as imp ortant as the academic reso urces .
c Good library facilities are the most important factor for postgraduate
students.
d A pleasant environment is more important than the university's reputati n .
2 Look at the p ie charts and [be Task 1 question. Answer questi ons a-e below.
The pie charts below illustrate tilt' number of journal articles read p.e r
week by all students, PhD Sludents, and jun for lecturers at an Alistralian
IIIJiI·ersity.
Number of journal articles Number of journal articles NUIllON of journa l articles
read by all students read by Ph D students read by ju nior lecturers
•
••
..
75')'.
l - tt05 _6totl 012'!-1
Summa.rize the infonnat.ioH by selectin9 and reporting r!'l e ma ill feLrtllu'S,
and make comparisotTS' where relevant.
a What does each pie cban describe?
b Wh at do tbe numb ers on each pie chart represent?
c Wbat does th e box at the bottom of tbe pie chart refer to 7
d What noticeable feature can you see in each chan?
e ' !Tbat gen eral statements can you make abou t each chart?
30 • • • • • .,
31. UNIT 4 Education
••••
3 Complete sentences a-g using the ph rases below.
that respectively for examp le how but
which m eanwh ile whereas and
a The three pi.e charts illustrate .. ................ many articles [rom academk
journals are read weekly by PhD students ..... .... ....... .. ju nior lecturer
compare d to other students a t an Australian unjversity.
b .................. the overwhelming majority of those studying doctora res read at
least twelve articles per week in comparison with the average student.
c The figures were 80 per cen t and twelve p er cent .. ................ .
d Furthermore, only five pe r cent of PhD level students read between one and
five articles, .................. th e average for all st u dent in tbis category is a hefty
67 pe r cent. .
e ............. fo r junior lecturers the pattern appears to be slightly differenl.
Most read six or more articles per week (99 per cen t), .... :............. out of this
total 24 per cent read twelve or more, .................. is almost a third of the
corresponding figure for PhD level students.
g It is clear .................. those students who are re earching Jor a phD read more
a rticles than either junior lecturer or other students.
4 The sentences in 3 form a model text. Group the sentences into foU(
p arag rapbs.
Paragraph 1:
Paragraph 2:
Paragraph 3:
Paragraph 4:
5 Descr iptions contain general and specific st atements. Specific statements
contain reference to data, wbereas general statements do not. Which
statements in 3 are general? Wh ich are specific?
6 Divide the following sentences into general and specific statements.
Examples
General: Postgraduate students tended to be better off than other students.
Specific: Seventy-five per cent of school children read comics each week.
a Far fewer female lecturers as opposed to male lecturers are employed at the
uruversity, 25 and 7 5 respectively.
b We can see that there are considerable dHferences in t h e proportion of
n ationalities in each course .
c Only ten per cent of stu dents preparing for their Masters attended taught
classes.
d OveralL women were more likely to read novels than men .
: Technique e Student s preparing for their doctorate read the greatest n um ber ofjoumal
articles.
• Aim to make at The sales for all fo ur comparue showed similar trends.
• least one general g The pattern for senjor lecturers was v ery different.
• statement in the h The vast majority of those students preparing for PhDs read twelve or more
: middle of your text. journal articles each week.
• • •• 31
