Captive breeding ielts listening

▼focus on Academic Shills for P H .9821 - 9401 Map of the book R eading W r it in g M O D U L E A fc-The fe e l-g o o d fa c to r L is te n in g Changes in eating habits 1 The language of change (increase, decrease, etc.) 2 Interpreting information from diagrams Sports centre job (Section I ) N ote completion Describing the data (Task I ¡graphs) B ► C it y Describing habits 1 Topic vocabulary (Part I) Understanding the questions Extending your answers Fluency markers 2 General words 3 Describing graphs 4 W ord formation: language o f change page 20 (Focus on IELTS Units 3 and 4) Light years ahead Sentence completion (with bank) Matching M O D U L E C ► R ush Clocking cultures Matching headings Multiple choice Summary (no bank) Interpreting and comparing data (Task I : bar charts) W riting and organising the description Wind-powered school Comparing and contrasting (Section 2) Multiple choice Labelling a map (Parts I and 3) Organising responses Modifying expressions I Topic vocabulary 2 Parallel phrases 3 Describing qualities and quantities 4 Topic vocabulary: money and natural resources page 34 (Focus on IELTS Units 5 and 6) Presenting arguments (Task 2: argument-led approach) Analysing the question Anaysing a sample answer M O D U L E D ► T he c u ltu r a l s c e n e Sharing a flat (Section I ) Table completion Describing people 1 Topic vocabulary (Part 2) Analysing a sample answer Organising your talk 2 Sentence rewriting 3 Speaking using colloquial language 4 W ritin g reference links page 46 (Focus on IELTS Units 7 and 8) Fighting the dust Problems and solutions Sentence completion (no bank) Multiple choice with multiple answers (Task 2: problem and solution) Presenting and justifying solutions (Modal verbs/ conditionals) Eating up the T ita n ic Describing diagrams showing natural processes True/False/Not Given Table completion Multiple choice with multiple answers Lang ua ge re v ie w page 8 (Focus on IELTS Units I and 2) True/False/Not Given Summary (with bank) M O DULE S p e a kin g (Task I ¡diagram) Understanding the diagram Linking ideas 1 Music course (Section 3) Multiple choice with multiple answers Short answers/lists 2 A rt in Bali (Section 4) Table completion N ote completion Answering different question types (Part I ) 1 Topic vocabulary 2 Parallel expressions: Question forms Extending answers avoiding repetition 3 Problems and solutions 4 Linking expressions 5 Describing research Rotorua. New Zealand 1 Describing a place Topic vocabulary (Section 2) Labelling a map Table completion (Part 2) Dealing with rounding off questions 2 Describing problems and solutions (Part 3) Developing the topic M O D U L E F T B ra in p o w e r page 72 (Focus on IELTS Units I I and 12) The knowledge society Presenting an opinion ( Task Multiple choice Yes/No/Not Given 2: thesis-led approach) Developing and supporting ideas Analysing a sample answer PROGRESS CHECK 3 2 page 84 Survey on computer facilities (Section 3) Multiple choice Matching 1 Describing a past event 1 Topic vocabulary (Part 2) Explaining 2 W o rd formation: adjective 2 Giving opinions (Part 3) Justifying opinions endings 3 Language o f research: research methods 4 I .inking ideas: concession and contrast Reading W riting M O D U L E G ► In s id e I n f o r m a tio n ii - v.'ng the digital divide îrnce completion (no Mrfc) Speaking Language review page 86 (Focus on IELTS Units 13 and 14} Advantages and disadvantages (Task 2) Analysing and improving a sample answer aiv.ification • ‘ /''p lr choice Listening 1 TV repair (Section I) Notes Short-answer questions Multiple choice 2 Radio broadcast (Section I Expressing preferences 1 Topic vocabulary (Part I) Giving reasons 2 Hyphenated adjectives 3 General words 4 Speaking: using colloquial 2 Describing a newspaper article (Part 2) language 2) Table completion Summary completion M O D U L E H ► F u tu re p r o s p e c ts page 98 (Focus on IELTS Units 15 and 16) n You can avoid repetition by using parallel expressions in your writing. Which words in the box below are alternative ways of referring to: OF LANGUAGE a) advantages? .......................................................................................... b) disadvantages? .......................................................................................... a drawback an obvious benefit a negative effect a good point the downside a frequent!common criticism an objection an argument in favour of a positive aspect I INKING IDEAS 8 a Put the linking expressions from the box in the correct category below. This is because In other words, A common example of this is when so Another objection to ... is that A ddition:.................................................. Introducing exam ples:............................ Cause and effect:..................................... C larification:......................................... b Which of the following sentences would be suitable to introduce paragraph 3 of the sample answer in Exercise 4? 1 Moreover, the main benefit of using e-mail is that it is a fast and easy way to communicate. 2 On the other hand, an argument in favour of e-mail is that it is a fast and easy way to communicate. 3 In spite of these negative effects, e-mail has brought important benefits. DRAWING CONCLUSIONS 9 Which of the two conclusions below is more appropriate for the sample answer in Exercise 3 and why? To hum. tip, w hile there are some obvious drawbacks to using e-mail, this joust and uxor-friendly technology hax greatly improved our ability to communicate both proftssuomUy and socially. Therefore, l think, e-m ail hax brought ux many more benefits than disadvantages. — , -— -— In conclusion, there are obvious advantages and disadvantages to using e-mail, and we need to try to overcome theproblems. SPEED WRITING PRACTICE ► Answer Key page 163 10 Write your own full answer to the task in Exercise 1. Spend no more than 33 minutes on this. Use the last five minutes to edit your work. Jj ■ MODULE G I N S I D E I N F O R M A T I O N Focus on listening 2 Table completion; summary completion Section 2 1 TABLE COMPLETION ► Module C page 38 Read the title and headings of the table in the exam task below. Think about what type of information is needed for each item. Then listen and answer questions 1-5. Questions 1-5 Complete the table below. Write A O MORE THAN THREE WORDS AND/OR A NUM BER fo r each answer. Thursday October 15th Radio 6 Time Programme 7.00 ‘Animal Talk’ i 3.:A$..... Charity broadcast: Rare Species Protection Group 8.00 2 tJ .û .ç l^ ..C a !io A jL ' 8.30 ‘What's your view?’ The effects of the 3 . . . t 9.00 4 ...........llr~. 9.20 Book of the week: Just-so Stories ‘How the 5 ..... ............................ was written.’ SUMMARY COMPLETION 2 .............. For this task, you complete a summary with words from the recording. a Read through the summary below to find out what the topic is. b The following extract from the recording relates to question 6 of the exam task. Read question 6. You need to find something that is ‘strong’. Does the answer come before or after this word in the recording? They’re both mammals, they both live in groups and the social bonds they form are extremely strong. For example, when a new elephant is born ... T IP You may need to keep key words in your memory for a short time as you listen. c O Now listen and complete the exam task. Questions 6-10 Complete the summary below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER fo r each answer. ‘Animal Talk’ This programme is about communication systems of killer whales and elephants. Both of these are mammals which have strong 6 ...S.:......:.......v.........'.-Jive for a long time and have large 7 ... ' ■‘X l VlA . Killer whales communicate mainly through 8 .........^ r fcHfS ; . ..........in the water but little is known about the purpose of this communication. Elephants send messages through the air in a process which is called 9 ........ because the messages cannot be heard by humans, and they can also receive messages through their 1 0 .... ................................. ► Ideas for speaking and writing page 142 94 MODULE G I N S I D E I N F O R M A T I O N Focus on speaking 2 Describing a newspaper article Part 2 In Part 2, you may be asked to talk about information you have read, heard or seen in the media. 1 Read the candidate task card below and number the prompts you need to talk about. Describe a newspaper or magazine article that you found interesting. You should say: SAMPLE ANSWER 2 a O Listen to a student talking on this topic. What does the speaker say about points 1-4? 1 Well, I read a very interesting article last week. Basically it was ab o u t... 2 I read this article in a ... 3 Anyway, the article actually made me feel ... 4 And the reason I found this article interesting was because ... b Listen again and number these phrases in the order you hear them. t” 1 the article explained Q it suggested that I J it was based on | j it also gave some advice about QJ it really described EXAM PRACTICE 3 a Read the short newspaper article below and underline the key points. Then spend one minute making notes on points 1—4 of the task above. b Now talk for two minutes about the article above. Time yourself and record yourself if you can. c Now think of another article you have read and try the task again. 95 1 Topic vocabulary overview Module G (Focus on IELTS Units 13 and 14) covered a range of topics connected with communications, the business world and the media. a Complete the diagrams below using words from the box. Use each word once only. services headlines make (ti) broadcast transactions system card series access technology coverage decisions costs means edition income centre episode developments affairs information 1 t. i 6 m..................... > of communication a digital operating 5 s........... Writing Task 2: Changes in communication There is no doubt that there have been huge advances in 1 ............................................in recent years. The arrival of the Internet has given us 2 .................................to information, regardless of where we live. But also e-mailing has changed our regular 3 .............................................. greatly reducing our use of fax and land line telephones, for instance. Listening Section 3: Impact of technology global 2 a........ __ z COMMUNICATIONS \\ \ computer model and 4 m yearly per capita 7 i b Now complete these extracts using words and expressions from the completed diagrams. ' a smart 3 c........ Student: We wanted to see how local businesses had been affected by the 4 .................................. in technology, and we were amazed to see how much people exploited the Internet. Most of their 5 ................................. are now carried out via e-mail, and this has, of course, 6 .................................by cutting fax and phone bills and so on. In turn, this has meant that yearly 7 ..................................... ............................ has increased and families seem quite a bit better off than they did in our last study. What was particularly impressive was the fact that nearly all the small companies had websites that are obviously effective for marketing because now all kinds of 8 ............................................ are exported from the region. Speaking Part 1: Watching TV news 14 h 96 Examiner: What kind of TV programmes are most popular where you live? Candidate: Well, I’d say that people generally watch TV for entertainment, and that’s why 9 ................................ are so popular. Apparently, there’s almost no traffic on the roads when it’s the 1 0 ............................................of a good programme ... Examiner: Do a lot of people watch more factual programmes as well? Candidate: Oh yeah, especially the news - and 11 ....................... programmes, you know, like documentaries and so on. But in my house we just catch the 12 ...................................and then go back to watching something more cheerful. L A N G U A G I R !V U W U 2 Hyphenated adjectives a Match 1-10 with the endings a-j. 1 2 3 4 5 6 7 8 9 10 userlabourbuiltlonghandhighbatterytouchphoneshort- a) b) c) d) e) f) g) h) i) j) held in friendly operated saving sensitive >n term tech lasting b Complete these sentences with the correct adjective from Exercise 2a. 1 Schools and hospitals need more m odern,.... .......................... equipment these days. 2 A lot of studies concentrate on th e ............... .............. implications of a new technology, rather than seeing what happens over longer periods. 3 I think computer menus are m o re................ ............. when they use icons. 4 It is now illegal in some countries to use a ... cell phone while driving. 5 There is no need to buy extra equipment as this model h a s...........................loud speakers. 6 Old houses were built o f ................................ .. materials, which is why they are still standing. 7 Interactive computers often have.................... ........... screens so you don’t need to use the keyboard or mouse. 8 People have used rad io ................................. programmes to complain about high taxes. 9 There is less manual work now that so many . ................................devices are available. 10 You can u se.................................lap-top computers almost anywhere. 3 General words Rewrite each sentence, using the words given in brackets, to produce a parallel sentence with a similar meaning. Make any necessary changes to the form of the word given and to the rest of the sentence (e.g. adding or removing prepositions). 1 There are exciting new developments taking place now in the area of communication technology. ( innovation/occur/field) Currently, exciting............................................... 2 Perhaps one of the most important aspects of modern life is the availability of information, (significant/feature/contemporary) Some people think that one of th e .................... 3 Scientists first had the concept of connecting separate computers to form a network many years ago, but they had no idea of the long-term implications, (notion/link/produce) Although.............................................................. 4 But governments need to address several major issues relating to electronic media, (consider/ question/concern) However, it is essential....................................... 5 For example, people arc expressing growing concern over the way that technology can be used to invade their privacy, (show/anxiety/violate) People................................................................... In addition, the possible effect of technology on businesses such as the entertainment industry could be very serious, (potential/impact/ catastrophic) T h e ....................................................................... 4 Speaking: Using colloquial language Complete the candidate responses using the colloquial expressions from the box. quite far down cheap and cheerful loads of why bother the odd one out a lot in common high on the list in depth left out keep in touch Examiner: We’ve been talking about ways of communicating. So let’s consider text-messaging. Do you think that’s a good way to communicate with friends? Candidate: No, I’m afraid I’m 1 ................................. ’cos I hate using text-messaging even though all my mates use it all the time. I have to admit, it makes me feel a bit 2 .................................when they get 3 ................................ messages, but 1 really think it’s only popular because it’s 4 .................................. You end up sending mindless messages most of the time. Examiner: So what do you think is a better way to communicate with friends? Candidate: Well, I’d much rather talk to someone than write to them ... so for me, calling comes pretty 5 ................................ .. but writing e-mails and texting come 6 ................................... Examiner: So what do you think are the limitations of text-messaging? Candidate: It all depends on the person, I suppose, and the relationship, of course. If two people have got 7 ................................ .. maybe they don’t really need to talk 8 .................................about anything, so text-messages are just to 9 ................................ But I think if you haven’t got anything to say, 1 0 ................................ to send a message? FUTURE PROSPECTS Focus on speaking 1 Making predictions Part 3 ► Focus on IELTS page 159 In Part 3 of the Speaking Module, you may be asked to talk about possible future developments or changes. SAMPLE ANSWER Read the following discussion between an examiner and a candidate. Then listen and fill the gaps with up to three words. Examiner: Now let’s consider space exploration in the future. Do you think there will be more space exploration or less in the next few decades? Candidate: Well, 1 suppose it’s still a bit of a race at the moment, so in the short term 1 think there w ill.............. ............................. be more research and investment. And I think this is 1 ............................................to continue in the long term. Examiner: Why do you say that? Candidate: Because I think there’s 2 ............................................that the Earth won’t be able to support the growing population, so we’ll 3 ............................................need to look for somewhere else to go. Examiner: I see. So what future developments might take place in space exploration, do you think? Candidate: Mmmm, it’s hard to say. 1 think it’s 4 ............................................ that people will land on Mars in the not too distant future. And I think we’ll 5 ............................................discover new planets and maybe even new galaxies. But I think it’s 6 ............................................that we’ll find any aliens. Examiner: So how do you think the technology from the space industry will affect our lives? Candidate: 1 think we 7 ............................................see big developments in transport, but there’s 8 ............................................of us all having our own spaceship or anything like that. EXPRESSING PROBABILITY ► Focus on IELTS page 232-233 2 a How does the speaker in Exercise 1 feel about each of the predictions he makes? Match the expressions you wrote in Exercise 1 to a heading in the box. 99% sure 75% sure (positive) likely,... (negative) unlikely,... b Which of the expressions above were used with: 1 impersonal subjects (there/it)? 2 personal subjects (we)? Not very sure MO DULE H F U T U R E R R O i E t t : I * Conditional clauses are often used to introduce or develop arguments and opinions. When we think the situation is possible or likely in the future, we use If/Provided/Utiless + present, + future. ( CONDITIONALS ► Focus on IELTS pages 221-222 a Complete the following sentences with ideas of your own. Remember to indicate how sure you feel about your predictions. 1 If there are rapid changes in technology, then older people................. 2 If more and more people work from home, then workplaces.............. 3 Provided we have sufficient food and healthcare, people..................... 4 Unless we find alternative energy sources, fossil fuels........................... 5 If more and more people do all of their shopping online, shopping m alls........................................................................................................... 6 Unless we make some efforts to save minority languages,................... b O Listen and compare your answers with the recording. Now answer the Part 3 questions below, using the language you have practised in Exercises 1-3. Record yourself if you can. EXAM PRACTICE 1 2 3 4 How do you think your lifestyle will change in the near future? What kind of education do you think your grandchildren will have? Do you think the world will be a better place in the future? Do you think we will have more or fewer species of wildlife in the future? Why? 5 Do you think zoos will still exist in the future? 6 How will people’s attitudes towards animals change in the future? Focus on listening Multiple choice (multiple answers); note completion; classification Section 3 is always an academic discussion of some kind. This could be a tutorial in which a student is discussing a project, getting feedback on some work or asking for advice. Section 3 ► Focus on IELTS page 42 ► Module D page 46 PREDICTING THE TOPIC 1 Read through questions 1-5 in the exam task on page 100 and answer these questions. 1 Why is Eliot having this tutorial? 2 What is the specific topic that Eliot has been studying? 3 What do the notes in questions 2-5 tell you about this topic and what do you know yourself? (e.g. Why is it necessary? Where might it take place?) EXAM PRACTICE MULTIPLE CHOICE (MULTIPLE ANSWERS) ► Module D page 46 2 O • • • Listen to the first part of the recording and answer questions 1-5. Check how many answers you have to choose. Listen for words that signal key information. Remember that the order of the options (e.g. A-F) may be different Irum what you hear. Question 1 Choose TWO letters A-F. Questions 2-5 Complete the notes below. Write ISO MORE THAN THREE WORDS fo r each answer. What were the TWO main problems with the first part of Eliot’s essay? Captive breeding A insufficient research Introduction B lack of organisation • a 2 ..................................of captive breeding C lack of concrete examples Advantages of captive breeding programmes I) narrow focus • allow preservation of species from extinction E inclusion of irrelevant material F insufficient supporting evidence • could give new function for 3 ..................................in future • allow réintroduction of species into wild T I P Where there are two answers Disadvantages of captive breeding programmes for a single question, remember to write both answers next to that question number when you transfer your answers. • captive breeding is 4 ................................ • psychological effects of captivity • danger of 5 ..................................for captive animals • poor success in réintroduction to wild CLASSIFICATION QUESTIONS 3 In classification questions, you have to match points from the listening to a short set of general groups or classes, usually three or four. The points will be numbered in the same order as you hear them. a Look at the instructions for questions 6-10. Do you have to listen for: a) Eliot’s feelings about the subject? b) research findings about the subject? b The phrases below come from this part of the listening. Which option (A, B or C) from the classification task might each phrase relate to? 1 1 couldn’t actually find any statistics a b o u t... 2 ... the research suggests this is less crucial. 3 All the data shows that’s absolutely essential. c O Now listen to the rest of the recording and complete the task. Questions 6-10 What does Eliot say about the following factors related to the release of captive animals into the wild? 6 training in survival skills before release ..... 7 provision of food and shelter after release ..... A the data shows that this factor is very important 8 employment and education of the local community B the data shows that this factor is less important 9 C no data is available for this factor ► Ideas for speaking and writing page 142 100 Write the correct letter, A, B or C next to questions 6-10. 10 ..... medical screening of animals ..... acclimatisation ..... MODULE H F U T U R E P R O I F M Focus on writing 1 Describing how something works Task I How something works ► Focus on IELTS pages 162-3 Task 1 may require you to describe how something works. To tackle this type of task, you first need to understand what the structure or device is used for. In your description, you should: 1 say what it consists of and describe the most important parts 2 describe the process involved. UNDERSTANDING THE DIAGRAM Read the instructions for the Writing task below, and look at the diagrams. Answer these questions to help you understand the process illustrated. 1 2 3 4 What is this structure used for? Where is it built? What three main parts does the structure consist of? What happens to the air when a wave enters the chamber? What is the effect of this? 5 What happens when the wave flows back out of the chamber? G enerating electricity from w aves W RITIN G TASK 1 You should spend about 20 minutes on this task. column------ — The diagrams show a structure that is used to generate electricity from wave power. turbine----- chamber Write a report fo r a university lecturer describing the information. Write at least 150 words. \ I/ column turbine (same direction) chamber wave -------------. ] . 1electricity »> MOD U LE H F U T U R E P R O S P E C T S o 2 ORGANISING THE DESCRIPTION a How many paragraphs will you need for your answer? Complete the paragraph outline below. P a ra g ra p h I: P a r a g r a p h 2. In tro d u c tio n - s a y w h a t th e d i a g r a m s s h o w D e s c r ib e the s t r u c t u r e b What expressions will you use to introduce each paragraph? c Compare your ideas with the underlined expressions in the sample answer in Exercise 3 below. ACTIVE A N D 3 PASSIVE VERBS When describing processes and how things work, we often use passive verb But be careful, it is very unusual for all the verbs to be in the passive voice. Choose the correct verb form to complete the sample answer below. Tlu’ two diagrams show how electricity can 1 produce / be produced from the power of sea waves. The process involves a structure which 2 builds / is built onto die side of a cliff or sea wall. Tin's structure 3 consists / is consisted of a large chamber. One end is open to the sea, and the other leads into a closed vertical column. A turbine 4 is positioned / positions inside this column and this 5 uses / is used to generate the electricity in two phases. The first diagram indicates that when a wave 6 is entered / enters the mouth of the chamber, air 7 forces / is forced up die column. This movement of air 8 is turned / turns the turbine, thereby producing electricity. The second diagram shows that when the wave retreats, air 9 sucks / is sucked out of the column and chamber. This movement similarly turns the turbine in the same direction, and this 10 is generated / generates electricity. In conclusion. ... W RITING THE 4 CONCLUSION Which of the following conclusions best summarises the information in the diagrams? In conclusion, a) ... we can see that sea waves can generate electricity. b) ... we can see that this process produces electricity from waves as they both advance and retreat. c) ... we can see that this structure is useful for generating electricity. SPEED WRITING PRACTICE 102 5 Use the underlined paragraph beginnings to write your own answer to this task. Do not look at the rest of the sample answer. Spend no more than 15 minutes on writing. Then edit your work. T IP W hen you have more than one diagram, make sure your conclusion relates to the information in both o r all the diagrams. MODULE H F U T U R E P K O I M f ? » Focus on reading Locating information; note completion; multiple choice (single answer) 1 SKIMMING ► Module F page 72 a Read the title of the text on page 104. Do you think it is ‘inevitable’ that everyone will eat genetically modified food in the future? Do you know if any of the food you eat now has been genetically modified? If not, would you like to know? b Skim the text and choose the best summary of its organisation, A or B. Spend no more than two minutes on this. A Specific example + important event -> Disadvantages Advantages Return to first example B Specific example + important event -> Advantages -> Disadvantages Writer’s opinion c Why do you think the text starts with the specific example of one small town, rather than a general statement? LOCATING INFORMATION T IP The numbered items (questions 1-8) are not in the same order as the information in the text. T IP Some paragraphs may have more than one matching item. 2 In this task, you have to locate information in paragraphs or sections of the text. You need to be able to identify specific types of information (e.g. examples, explanations, contrasts). a Read paragraph A of the text, then look through items 1-8 to find ideas that match the information in the paragraph. To help you, some key expressions in the paragraph have been underlined. b When you have found a possible item, check that it matches the text exactly (e.g. if the item refers to a contrast between two things, check that the two things are actually contrasted in the paragraph). c Read the rest of the text paragraph by paragraph and complete the task, following the same procedure. Questions 1-8 The reading passage has eight paragraphs labelled A-H. Which paragraph contains the following information? NB You may use any letter more than once. 1 an example of a part of the world which valued Brazil’s GM-frec status 2 an important decision that has been made by Brazilian authorities 3 an account of one organisation's efforts to reassure the people of Brazil about 4 the effect on public attitudes to science of the continued ban on some GM techniques 5 the reason why other countries felt threatened by Brazil’s ban on GM products 6 an example of a small community which has, up to now, been free of GMOs 7 a warning about the possible effects of GM technology on the food chain 8 a method of raising awareness of both positive and negative aspects of GMOs GMOs '4 Genetically modified crops: accepting the inevitable? Cabaceiras is a town of around 5.000 people situated in Brazil’s northern state of Para. The people are mostly small-scale vegetable farmers, with specialist, traditional knowledge handed down over hundreds of years. But now the natural purity of their produce is under threat from one of the 21st century’s most controversial technological issues: genetically modified organisms (GMOs). Previously one of the world’s last major agricultural exporters to remain GMO free, the Brazilian government has now decided to allow the biotechnology industry to sell GM seed to the country’s farmers. B Many people in Brazil feel the acceptance of transgenic crops is a dangerous move. Before this decision, Brazil was the world’s largest exporter of GM-free soya. In 2001, sales of this product alone earned the country US$ 4.1billion - just under one-third of the country’s total income from agricultural exports. Its main market was Europe, where consumers are still suspicious as to whether food species that have been genetically engineered in a laboratory may affect their health. Several UK supermarket chains, for example, insist on GM-free soya and refuse to buy from the USA, where 69 per cent of all soya crops are GM. C European law requires all produce containing more than one per cent of GM ingredients to be labelled as such. At the time when Brazil was totally GM-free, Adriano Campolini, policy director of the development agency Action Aid, pointed out, ‘Brazil faces pressure from countries like the USA and from the biotech industry to come into line.They are afraid that Brazil will have a competitive advantage because of its GM-free status.’ Fearful that health and safety worries were being ignored, ActionAid joined with other non-governmental organisations to stall attempts in Brazil’s congress to legalise GMOs, insisting there must be further research. They gained support among rural peasants such as those who live in Cabaceiras through a public education campaign, staging mock jury trials at which scientists, large-scale farmers, peasants and civic leaders alike were invited to debate the case for and against. D Even now, small family farmers like Lilian Marques, 33, who lives in Cabaceiras with her family, fear GM technology could harm them and their businesses. Lilian is well aware of the possible effects on health of eating GM food, but she also has other concerns, i am afraid that the rich farmers will plant GM seed now it is legalised,’ she explains. ‘The wind could bring the pollen to our plantation, then it will be as if we have planted GM seed too. We produce only natural vegetables, yet we could not be sure what we were eating.’ A 104 E There are other potential consequences that trouble many in this fragile Amazon region, whose biodiversity is the richest on the planet. Some fear there may be a risk of chemical pollution from the products that must be used on the crops. One type of GM maize has even been engineered to be insect-resistant - if a caterpillar eats the leaf, the caterpillar dies. ‘Maybe GM crops could be harmful to the forest and the animals that we eat,’ Lilian suggests. ‘What if an insect eats from the crop, then an animal eats the insect, then we eat the animal?’ F The biotech industry says such fears about GM technology are misguided. Monsanto, the international food biotechnology company, has launched a campaign in Brazil, costing US$ 2 million, to provide information to the public about genetically modified crops. The company insists the process that kills the insects is harmless to humans and that ‘Round-up’ - the herbicide used on GM crops - is ‘no more toxic than table-salt’. ‘We are as close to 100 per cent as science can ever be that GM products are safe for human health and the environment,’ says spokesman Gary Barton. Monsanto hails the USA and Argentina - the other two largest exporters of soya - as examples of agricultural exporters that thrive on GM crops, whose merits it says include increased resistance to disease, improved nutritional value and increased levels of production. ‘Three and a half million farmers around the world wouldn’t have adopted biotechnology in their fields if they weren’t seeing any benefits,’ says Barton. G It is not just the biotechnology companies that have an interest in Brazil lifting its GM ban, though they will undoubtedly reap the biggest profits. Francisco Campos, a professor of plant molecular biology in the northeastern city of Fortaleza, has made his own scientific breakthrough but cannot implement it because the embargo has only been lifted on GM soya, not other crops. ‘We need plants to feed animals in order to have milk and meat. In this region, most of the plants we use for animal food, like cassava and prickly pear, are nutritionally deficient. But we can now insert a gene to add nutritional quality. In my laboratory, we have created our first transgenic cassava like this, but we are not allowed to put it to use. This GM ban midermines the confidence people have in science and its ability to help feed our nation.’ H But the villagers in Cabaceiras are not convinced. ‘In my view, people still don’t know if GM seed is good or bad,’ says Lilian. ‘Therefore, I don’t want to take the risk.’ MODULE H F U T U R E F A O S P I C I » * NOTE COMPLETION 3 TIP Remember, when writing notes, you can leave out words such as articles and some verbs if they are not necessary for the meaning. This task tests your understanding of the main ideas of part or all of the text, as well as the way the text is organised. Notes use headings, subheadings, letters and numbers to show how pieces of information relate to one another. They may also use special layout features, e.g. indentation. a Look carefully at the way the notes are laid out in questions 9-13 below. 1 What are the two main subheadings? 2 How many main points are given under the first subheading? How many are given under the second subheading? 3 What do you notice about the position of the three examples of benefits given for GM crops on the page? b Look at the headings again. Use the key phrase GM technology to find the parts of the text which deal with this topic. What information is given first in the text, arguments for or arguments against? Questions 9-13 Complete the notes below. Choose ISO MORE THAN THREE WORDS from the passage fo r each answer. Arguments against GM technology Arguments for GM technology a) health could be affected by eating GM foods a) insecticide and 11 .................................. products used on GMOs are safe b) danger of 9 ..................................from GM crops being carried to plantations of non-GM produce. c) danger of 1 0 ..................................from products such as insecticides b) GM crops bring many benefits e.g. less danger of 1 2 .................................. more nutritious more productive c) already used by 3.5 m farmers world-wide d) new type of 1 3 .................................. plant developed through the insertion of an extra gene could improve yields of meat and milk if used as animal food. MULTIPLE CHOICE (MAIN IDEA) ► Module G page 90 4 Read the last paragraph of the text again. How far do you think Lilian’s comment reflects the writer’s message? Now read question 14. Which option, A-D, comes closest to this idea? Question 14 Choose the correct letter, A, B, C or D. Which of these statements best summarises the reading passage? A The concerns of ordinary people about GMOs should not be dismissed. B The environmental and economic disadvantages of GM use outweigh the advantages. C Multinational companies should not be allowed to restrict the use of GM technologies. D Uneducated people should be reassured about the value of GMOs. ► Ideas for speaking and writing page 142 — c Now complete the exam task. ' Focus on writing 2 Discussing different views Task 2 ► Fo cu s Read the Writing task below and answer these questions. on IE L T S pages 63-65 1 How many opinions should be discussed? 2 Is the thesis-led or the argument-led approach more appropriate for this question? ANALYSING THE QUESTION ► Module C page 42 ► Module F page 80 W RITIN G TASK 2 Some people think that genetically modified (GM) crops are a positive development. Others, however, argue that they are potentially dangerous. Discuss both these views and give your own opinion. Write at least 250 words. a Divide the sample answer below into paragraphs. ANALYSING A SAMPLE ANSWER 1 Which paragraph gives the arguments a) against GM crops? b) in favour of GM crops? 2 What is the writer’s opinion? Where is it given? 3 What recommendation does the writer make? b Now complete the sample answer with suitable link expressions. ► Focus on IE L T S pages 217-218 ► Module C page 42 G M food products have been at tlic centre of a global debate for several years. Some people claim th a t the genetic engineering of food products brings many advantages. 1 ..................... they argue th at food production can be massively increased by making crops more resistant to pests. 2 .................. they believe th a t food can actually be improved by adding vitam ins or removing problem genes th at lead to allergies, 3 .................... in peanuts. Fruit and vegetables can 4 .................... last much longer if the gene th a t ripens them is modified. 5 .................... they can be stored for much longer periods and so there will be less waste. 6 ..................... people who oppose the widespread use of GM techniques worry th at there could be long-term negative effects. They are concerned th at so far the GM industry h as not been able to prove th at they are safe. The issue is 7 .................... how safe such foods are for hum ans, 8 .................... w hat long-term effects they m ay have on the environment and wildlife populations. 9 .................... . there is some evidence to suggest th a t GM crops m ay contaminate nearby plants. 1 0 ..................... I personally tend to agree with these concents. I think th at 1 1 .................... there m ay be obvious benefits to GM crops, 1 2 .................... they present more potential dangers. Their im pact could be so large and so irreversible th a t more long-term studies should be earned out before their use spreads any further. c Find words and expressions that indicate: 1 positive attitudes to the topic: m any a d v an tag es,... 2 negative attitudes to the topic: oppose, worry th a t... SPEED WRITING PRACTICE 106 3 Now write your own answer to the task in Exercise 1. Don’t look at the sample answer while you are writing. Spend no more than 40 minutes on this task. MODULE H F U T U R E P R O S r i C T * Focus on speaking 2 Talking about hypothetical situations Part 2 Long turn EXAMPLE TASK In Part 2 of the Speaking Module, you may be asked to describe a hypothetical situation: something you would like to do/own/learn if you could. 1 a Look at the possible topics (1-3) and match them to the responses a-c below. TOPICS 1 Describe someone you would like to meet. 2 Describe your ideal house. 3 Describe something you would like to collect. a) ... and it would have lots of big windows, because Lve always loved light rooms ... b) ... I’ve always liked different styles of painting, so I would choose pictures by different artists and I could hang them in different rooms. c) ... I’ve always admired him ... and I’d love to ask him about how he kept his humanity during all those years ... And perhaps he could explain to me how ... b Which of the underlined structures are used when the speakers are a) talking hypothetically? SAMPLE ANSWER b) justifying their choices? 2 O Listen to a complete Part 2 long turn and complete the candidate task card. D escribe.................... You should say: and explain ORGANISING 3 YOUR TALK n Number in order the expressions used by the speaker at different stages of the talk in Exercise 2. Then listen again and check. ED ► Module E page 62 Well, the ... I’d really like to be good at is ... i The places I’d like to do it in are ... □ It’s something I’ve always wanted to do ... That would mean I’d have to develop ... □ But also because ... J And why would I choose this activity? l E And I’d also have to develop ... because that’s something you obviously need ... EH EXAM PRACTICE 4 Now choose a topic from the list (1-3) in Exercise 1. Spend one minute making notes, then talk for two minutes. Time yourself and record yourself if you can. 1 Topic vocabulary overview Module H (Focus on IELTS Units 15 and 16) included the topics of space, developments that will affect our future and research papers. This vocabulary is relevant for all of the IELTS Modules. a Complete the diagram below, using the jumbled words to produce expressions about space. 1 rim stou.... UM'kW. c Now complete these extracts using words and expressions from Exercises la and lb. Speaking Part 2: Something that interested you as a child Well, when I was a kid I was really fascinated by everything I heard about 1 ....................... so that’s what I’m going to talk about. My big hero was Neil Armstrong, who is probably the most famous 2 .................... ever because of his 3 .................... to the moon. But I don’t think I’d like to go into space myself. Just the thought of leaving the 4 ................................behind and being up there, 5 ....................... really terrifies me. Reading: Developments for the future b Complete each phrase below by choosing the best word from the boxes. Use each word once only. Space astronaut atmosphere radiation satellite 1 2 3 4 5 6 7 alien launch orbit Inevitably, 9 ................................came high on the list, mainly because people thought this would affect several areas of their lives - like food production with 10................................ and so on. They also expected to see a big role for the 1 1 ................................. especially in medicine. artificial..................... Earth’s ..................... rocket..................... ..................... civilisation cosmonaut o r ...................... solar..................... i n ..................... Developments that will affect the future crops advances technology engineering alternative 8 9 10 11 12 13 nuclear.. .............. genetic.. ............... G M ....... scientific Listening Section 3: Writing a research paper bio-tech energy industry Research papers definition relevant points draft 14 15 16 17 18 19 statistical supporting..................... ......................material ......................data accepted..... poor success first............. In a recent survey, the public were asked which 6 ..................... would have a big impact on their future lives. Surprisingly, it was found that people still worried about 7 ..................... and its potential dangers. One of the most frequently expressed hopes was for 8 ................................sources for the future. evidence rate Tutor: Well I’ve had a look at how you’ve written up your research project, and the first thing you need to do is to work out what your main argument will be and then organise your 12..............................to get this across. Of course you’ll need to provide 13 .................................for each of these, just to show that your ideas are based on current research. Student: Right. I’ve certainly tried to get 14 .......................to back up my claims, but it’s not easy to find, so I’ve included everything that was available. Tutor: I can tell. You have to be careful to include only 15................................and not go off at a tangent just because you’ve found something vaguely related. LANGUAGI M V If W H d Look back through the units and add more words to the diagram and lists. 2 Probability ► Focus on IELTS pages 232-233 a Read the pairs of sentences below and put a tick ( / ) if they mean the same thing and a cross (X) if they are different. Underline any words that make them different. 1 a) It is quite probable that we will see a female President in the US before too long, b) There is every chance that we will see a woman in the White House before too long. 2 a) It is highly unlikely that Belgium will win the next football World Championship, b) It’s quite possible that the Belgians will be the next football World Champions. 3 a) Brazil is bound to have a strong team. b) The Brazilian team is almost certain to be a strong one. 4 a) I doubt whether we will see more women’s sports on TV in the future, b) It’s quite likely that women’s sports will be televised more in the future. 5 a) According to scientists, the climate will definitely get warmer in the long term, b) The scientific evidence suggests that temperatures are likely to rise in the long term. b Complete the predictions below with the expression which you think is most appropriate (both are grammatically correct). 1 It is highly unlikely / highly probable that the whole world will achieve peace this century. 2 Global warming will possibly / is bound to affect every country. 3 It’s quite possible / unlikely that the number of university graduates out of work will increase in the next decade. 4 I am sure / doubt that the cost of living will go down in the future. 5 The demand for housing in big cities could possibly / will definitely shoot up. 6 There is every chance / no doubt that environmental issues will be given a higher priority in the next decade. 3 Linking information In academic English, sentences are rarely short and simple. Instead, information is linked within complex sentences. Link the information in sentences 1-8 to make single complex sentences that avoid repetition. Use the prompts in brackets at the end of the sentences to help you. Example: Europe’s largest and most advanced satellite is called Envisat. Envisat will be launched this month. ( ,... ,) Em'isrtt, Europe's l a t e s t and m ost advanced satellite, will be launched this m onth. 1 The satellite is designed to monitor environmental change. The satellite is also designed to monitor pollution, (not only/but also) The satellite is designed t o ....................................... 2 Envisat has taken 14 years to develop. Envisat will transmit environmental data. Envisat will also transmit specific data on greenhouse gases and ozone levels, (which/ as well as) Envisat, w hich........................................................... 3 The satellite cost £1.4 billion. The satellite is equipped with ten different instruments. The satellite will have a ten-year lifespan, (which/and) The satellite, w hich................................................... 4 It will register minute surface movements. The purpose is to give advance warning of natural disasters. Examples of natural disasters are mud­ slides, floods and hurricanes, (in order to/such as) It will register minute surface movements 5 The satellite is the size of a large lorry. It will be launched on an Ariane rocket, (which) The satellite, w hich................................................... 6 Envisat will orbit the earth 14 times a day. The orbit will be at a height of 800 kilometres, (at a ...) Envisat w ill................................................................ 7 It will be guided by a team of 50. The team will be based in the European Space Operations Centre in Germany. ( ...,...) It will be guided b y .................................................. 8 The satellite will move in a 35-day cycle. The satellite will take just three days to draw a complete map of the world, (moving) The satellite,.............................................................. Modules G and H 4 People generally have very different opinions about this topic, (controversial) This is generally............................................. 5 The evaluation made him feel less confident, (undermined) The evaluation............................................. 6 Lots of people read this magazine, (circulation) This magazine............................................. 7 Last week the government lifted the ban on GM research, (go-ahead) Last week the government..................... .............................................for GM research. 8 The government still forbids full-scale production of GM crops in this country, (prohibited) Full-scale production of GM crops..................... .............................................in this country. 2 Reading: Locating information a The reading passage has four paragraphs labelled A-D. Which paragraph contains the following information? NB You may use any letter more than once. 1 a description of a change in whale communications 2 an explanation of the purpose of fin whale communication 3 examples of sources of human noise 4 a reason why songs are necessary for some species of whale 5 a warning about the possible dangers of human noise 6 a description of whale communication 110 a Whales belt out the loudest songs on Earth - the slow, low ballads of blue and fin whales can be heard for several thousand miles. Researchers tracked down bellowing fin whales in the Sea of Cortez, and concluded that the songs were breeding displays to 'serenade' females because all the singers were male. b The discovery makes a lot o f sense because fin whales, like blue whales, do not have breeding grounds. But they don't need them because they can locate each other with these long-distance calls. c The finding raises concerns that rising levels of ocean noise caused by commercial vessels and military sonar could interfere with these communications. Since the human contribution to ocean noise is dominated by sounds in a similar low-frequency range but produced by shipping vessels, oil and gas exploration and military activities, researchers fear the cacophony may disrupt or drown out the ocean banter o f marine animals and could possibly damage their hearing. D One study published in N a tu re in 2000 showed that low-frequency active sonar altered the singing behavior of humpback whales. Humpback songs were associated with reproduction but it is not clear whether the alterations would affect reproduction rates or were needed to compensate for the noise. b Find words or expressions in the text associated with: 1 loud songs: .J&lf.OHt................................................ 2 a type of song:..................... ......................... 3 communication:..................... ........................ 3 Writing: Task 2 a Read the Writing task and the sample answer. Match the opening sentences 1-4 to the correct paragraphs A-D. (Ignore the numbered gaps within the paragraphs.) We are becoming more and more dependent on machines to function in the modern world. Some people think this is a very negative development. To what extent do you agree or disagree? —--- :—: 1 More species are at risk today than ever before, (endangered) We now have............................................. ..................... than ever before. 2 There is an urgent need for us to take action on a global level, (crucial) ....................................................................for us to take action on a global level. 3 There is a growing concern about pollution, (worried) More and m ore............................................. Human noise m ay disturb w hales’ lo v e So n gs’ ■- i'1' I-"-' Rewrite each sentence without changing the meaning, using the word in brackets. Write one word in each space. ... .... —- 1 Vocabulary j--- ■ ' PROGRESS C H E C K PRO G R Ít* CH« b Complete gaps 1-6 with the correct linking word from the box. Remember to add punctuation or capital letters where necessary. But this does not necessarily mean th at the effects of our dependence are negative. '— - — •- ■ —■— " similarly however yet for instance * B examples instead of c Answer these questions. In our homes, 1 ............................... . washing machines and kettles and all the appliances we take for granted actually save US hours of labour. 2 ...............................in the workplace, com puters and telephones and all the communication equipment we use form the whole basis o f business an d commerce. 3 ............................... o f the positive effect of machines in our lives are endless, whether we consider tran spo rt or trade or ant) other sector of society. --! ----- - ! 1 Which part of the question does the writer agree with? Underline the phrases used to express this agreement directly. 2 Which part of the question does the writer disagree with? Underline the phrases used to express this disagreement directly. 4 Speaking: Part 1 Read the conversation between an examiner and a candidate. Complete the candidate’s responses using sentences a-f. Perhaps the health problems associated with a less physical life style, or the passive nature of much of'our entertainm ent can be counted as disadvantages. 4 ................................ these are features o f modern life th a t individuals can change themselves. ------ ---------------------— — — ----------------- —------- SSgng D In conclusion................................................... But without machines, our stan d a rd of living, and the economic growth and development o f our society would ail collapse. 5 .................................who would w ant to go back to subsistence fanning with h an d -m ad e tools? 6 ............................... trying to tu rn back history, we should appreciate the m any benefits th a t machines bring. — - — .— ----------------- ------------- - — -------------------- -— -------------- ~ ' 1 I certainly agree about our overall dependence. 2 In contrast it is hard to find reasons why our dependence on technology is negative. 3 It would be difficult to imagine how modern life could carry on without all the machinery that we have come to rely on. 4 In fact, machines have brought benefits to every aspect of our daily lives. Examiner: Now let’s talk about your future. Where do you think you will be living in five years’ time? Candidate: Well, I’m not sure. 1 ............ Who knows? That’s something 1 hope to do in the next few years. But I suppose 2 ........... Examiner: And what sort of job do you think you’ll have in the future? Candidate: Oh, ideally an extremely-well paid one, with very few working hours! 3 ............ I think I’ll definitely have some sort of job, for sure. 4 ............ Examiner: What field do you expect to work in? Candidate: Oh, 5 ............ I’ve always been interested in it, and 1 love it. But 1 haven’t got much experience yet, so I’ll have to start at the bottom. 6 ............ We’ll see. a) I’ll probably still be at home, living with my family. b) But that seems highly unlikely, really. c) Of course, it’s possible that I’ll get promotion after a while. d) It’s quite possible that I'll be in the US. e) There’s little chance of it being such a good one, though. f) I’ll almost certainly be in IT. te».. TRANSPORT Focus on reading TruelFalse/Not Given; locating information; diagram labelling SKIMMING A N D SCANNING 1 ► M o d u le F page 72 a Read the title and subheading of the text below. 1 What are you going to read about in the text? 2 What do you already know about this issue? b Skim the text to answer these questions. 1 In which part of the world is the experiment taking place? 2 How many cities are involved? 3 What three general factors are being investigated in the experiment? DEALING WITH SPECIALIST VOCABULARY 2 Find explanations in paragraphs B and C for the following expressions. You will need to understand these for the tasks. 1 fuel cell (line 33) 2 zero emission (line 54) CUTE buses: a new direction for public transport It seems like a norm al bus, except that it moves alm ost silently, and it does not give off any exhaust fumes. Instead, a sm all cloud of white steam emerges from the roof. But this is no ordinary vehicle. It is p art o f an experim ent that could revolutionise p u b lic transport in our cities, providing sustainable, non-polluting transport from renewable energy resources A Urban transport is a major problem in the countries of the European Union, where over 75% of the population lives in towns and cities. It is becoming increasingly difficult to reconcile individual needs and expectations of personal mobility with the preservation of the fabric of our cities and with the quality of life of their inhabitants. Transport is already one of the chief contributors to health and environmental problems in urban regions, and increasing levels of congestion mean that in some cities the average speed of traffic at peak times is slower than it was in the days of the horse and cart. In addition, exhaust fumes are a major contributor to rising levels of CO2 emissions in the atmosphere, as well as being a source of carbon monoxide and particulate matter. With experts forecasting an increase of 30% in the total number of kilometres travelled by 2030, urban transport systems have to face the challenge of meeting citizens’ needs for mobility through the development of innovative and sustainable methods of transport. B To address this problem, the European Commission has allocated €18.5m to a project entitled CUTE (Clean Urban Transport for Europe), one of the most ambitious experiments in energy and transport taking place today. The aim of the project is to investigate the role that hydrogen and fuel cells could play in providing a safe, clean and efficient means of public transport. In order to do this, the nine participating cities have each been supplied with three buses which are powered by hydrogen rather than by diesel fuel. The buses, produced by Mercedes Benz Citaro, contain tanks of compressed hydrogen in the roof, which supply fuel cells. Here, the hydrogen molecules are split i line 33 and electricity is produced to power the bus, together with pure water which escapes into the atmosphere as steam. The buses only need refuelling once a day and can travel at speeds of up to lOOkph. C The nine participating cities vary widely in their local conditions and the type of operating systems they use, allowing data to be collected and comparisons to be made between the different systems. One decision the transport authorities in each city have to make is the source of the hydrogen they use for fuel. This may be produced either from renewable resources, or from fossil fuels. At present only around 40% of the energy required for the production of hydrogen on the project comes from renewable resources such as wind power. Amsterdam and Hamburg both use energy from this source to produce the hydrogen for their buses. Stockholm also uses a renewable resource, in this case hydro power, while Barcelona profits from its high number of hours of sunshine to make use of solar power. In cases such as these it may be possible to have a zero emission system, with no harmful ijnc 54 in summei; they have to be able to contend with th«* hot climate in addition to M s . Bus transport in Porto also has to cope with extreme geographical conditions smcf* the city is built on a steep hillside, and the same is tru r of Luxembourg and Barcelona. In Stuttgart, on the other hand, which has a widespread population, the buses’ ability to travel long distances is tested. by products given off at any stage of the project. However, other cities such as Porto and London use natural gas or other non renewable resources to produce the hydrogen. D In addition to deciding on the means of production, the cities also have to decide on the location where the production of hydrogen is to take place. The on-site production of hydrogen removes the need for Rs transportation by truck in liquid or gas form, which is again an advantage in ecological and financial terms; this solution is used by several cities including Madrid. In London, however, in order to make the hydrogen available to other users, the authorities decided against on-site production, so the hydrogen production plant is some way from the bus depot. F The overall remit of the project therefore involves comparison of performance and costs involved in three main areas: the production of hydrogen, the organisation of infrastructure (for example, the location of hydrogen refilling stations), and the use of the buses in varying operational conditions. There is still some way to go before hydrogen buses will be replacing ordinary public transport on a large scale - at present running costs are ten times higher, which does not make them a commercial proposition - but it is beginning to look as if the days of the diesel driven bus are numbered. ^ The varying geographical and clim atic conditions of each city also allow information to be collected on a range of operating conditions for the buses. In some cities, such as London, buses have to be able to perform in congested traffic, while in Madrid and Porto E ----------------------------- --------------------------------------------------- — TRUE/FALSE/NOT GIVEN ’ 3 • ‘ ' ' : Look through questions 1-9 below and complete the tasks. ► Module E page 66 Questions 1-5 Do the following statements agree with the information given in the reading passage ? Write TRUE FALSE !\O T GIVEN if the statement agrees with the information if the statement contradicts the information if there is no information on this 1 Traffic may cause problems both to city buildings and to residents. 2 The most efficient way to solve urban transport problems is to increase the use of public transport. 3 The chemical reaction which produces power for the hydrogen bus takes place in the fuel cell. 4 The authorities in each city are responsible for the initial collection and analysis of the data. 5 The nine cities in the CUTE project have zero emission systems for their hydrogen buses. LOCATING INFORMATION ► Module H page 103 • • Read the text paragraph by paragraph. Look through the list of items to find matching information. • Remember that you are looking for a specific type of information (e.g. a contrast, reason, etc.). Questions 6-9 The reading passage has six paragraphs labelled A-F. Which paragraph contains the following information? NR You may use any letter more than once. 6 a contrast between the two main methods of hydrogen production 7 a reason why hydrogen powered buses may not be widely used for some time 8 a comparison of traffic conditions in the past and present 9 a justification for the transportation of hydrogen by road to refuel London buses DIAGRAM LABELLING ► Focus on IELTS 4 page 172 In this task, you have to label a diagram using words from the text. a Look at the notes on the diagram below. Use the place names to help you locate the information you need in the text. (The names may occur more than once.) b Read the sections you have marked carefully and complete the task. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- . Questions 10-14 Complete the labels on the diagram. Choose ISO MORE THAIS THREE WORDS FROM THE PASSAGE fo r each answer HAMBURG — AMSTERDAM Both use 1 0 .... as renewable source of energy STOCKHOLM Hydro power used for hydrogen production LONDON--------Finite resources used for hydrogen production, e.g. 1 1 .................. LUXEMBOURG Buses operate in difficult MADRID------------Most hydrogen made 1 2 ..................... to avoid need for transporting fuel STUTTGART Buses operate over long distances PORTO Buses operate in hot weather, on steep hills and in 1 3 .................... GRAMMATICAL LINKS ► Focus on and 210 IELTS pages 25 BARCELONA Solar power used for hydrogen production 5 To answer some of the questions in the exam task above, you needed to understand grammatical links such as adverbs and personal pronouns. This is an important reading skill for IELTS. Look back through the text and highlight what the underlined words refer to. it (paragraph A) Here (paragraph B) they (paragraph C) This (paragraph C) this source (paragraph C) ► Ideas for speaking and writing page 142 6 7 8 9 10 these (paragraph C) its (paragraph D) this solution (paragraph D) this (paragraph E) the same (paragraph E) M O D U lf I T N A N i r o m Focus on speaking 1 Talking about problems In Module E page 63, you did a Part 3 Speaking task involving discussion of problems and solutions. You could also be asked to talk about a problem in Part 2. Part 2 Long turn ANALYSING THE TASK 1 Read the candidate task card below and number the prompts you need to talk about. Describe a transport problem in your town/city. You should say: what the problem is w hat the causes are how it affects you and explain how you think it might be solved. — a O Listen to a student talking about this topic. Note down the key information given for prompts 1-4 on the task card. (2) (3) (4) b O Listen again and fill the gaps in the sentences the student used to introduce each section. 1 Well, in my city, I th in k ...................................................................... is the poor bus service. 2 I think the reason w hy........................................................................ is because ... 3 I .................................................. so it means I have to leave early ... 4 In term s......................................................... well, 1 know it’s not easy. EXAM PRACTICE T IP W hen discussing problems of this kind, the prefixes over- and under- are very useful, e.g. overcrowded. a Use the candidate notes below to help you talk about another transport problem. Remember to talk for two minutes. 1 P r o b l e m : u s i n g lo c a l t r a i n s , l o n g tic k e t q u e u e s , d i r t y t r a i n s , overcrow ded 2 C a u s e s : tic k e t offices u n d e r s t a f f e d , t r a i n service u n d e r f u n d e d 3 A ff e c ts m e: n e v e r g e t a seat, u n c o m f o r t a b l e , m a k e s m e stressed 4 S o l u t i o n s : G o v t , s h o u l d in v e s t m o r e , n e w e r t r a i n s , m o r e s ta ff, b e t t e r t i c k e t i n g s y s te m s , etc., m o r e t r a i n s in r u s h h o u r -- ----- - :...... .....5..... b Now spend one minute making your own notes on the task in 1 xcr«, is< I Use them to talk for two minutes on the topic. Record yourself il v«>u »an 11% Focus on speaking 2 Developing a discussion topic Part 3 Discussion a For the Part 2 task in the previous section, you described a transport problem in your town or city. This could be developed in Part 3 to discuss further transport-related issues. 1 TOPIC DEVELOPMENT Look at the typical Part 3 questions below and think about how you would answer them. 1 Do you think everyone has the right to have their own private transport? 2 What do you think the effects would be if everybody had their own car? 3 What measures, if any, should the government take to restrict the use of private cars? 4 What kind of transport systems do you think might be developed in the future? b Can you think of two more general questions to ask about transport or transport problems? Listen to two native speakers answering question 1 in Exercise la , and compare their answers with your own ideas. SAMPLE ANSWER 2 O GIVING YOURSELF 3 When answering questions on more abstract or general issues, native speakers often use opening expressions that give them time to think, as well as indicating that they are aware of the complexity of the issue. TIME TO THINK r ) Look at the expressions in the box and listen to the recording again. Tick the expressions which the speakers use. It's hard to say ... Well, conditions vary ... It all depends (on the situation) Obviously I'm no expert, b u t... Every case is different... I'm not sure there's an easy answer (to that). LOGICAL LINKS: 4 CONTRAST Use the expressions in the box below to complete the following responses to question 1 in Exercise la. In the short term ... but in the long term ... In the case o f... but in the case o f... On the one hand ... but on the other hand ... 1 It’s a confusing situation:............................................advertisers persuade everybody to buy their own car,............................................we’re told that private transport is bad. 2 1 think everybody does have the right to private vehicles............................. ............. bicycles,............................................. cars there are a lot more problems. 3 EXAM PRACTICE 116 5 1 think everybody should be able to have their own transport,............................................that situation can’t be sustained. Now answer questions 1 - 4 in Exercise 1 with your own ideas, using the language you have practised in Exercises 2 and 3. Record yourself if you can. MODULE I T R A N S P O R T Flowchart completion; summary Focus on listening Section 4 Remember in Section 4 there is no break in the recording, so look through the questions in the time you are given before the recording starts. PREDICTING THE TOPIC a ll 1 Look at questions 1-10 in the exam task below and on page 118. What is the lecturer likely to be discussing? a) different types of tourism b) good and bad effects of tourism c) the history and development of tourism I LOW CHART COM PLETION ► Focus on IELTS 2 page 180 Flow charts are a way of summarising the different stages of a process in the form of a diagram. You need to listen carefully for words that signal the different stages. You will hear the following signalling phrases during the first part of the lecture. Number them in the order in which you expect to hear them. IDENTIFYING THE STAGES OF A TALK EH As tourist development begins to increase ... EH Doxey identifies four stages. EH If development continues to increase,... EE He calls the first stage ... EH ... in the final stage of the model ... EXAM PRACTICE 3 C) Now listen to the recording and complete both tasks. Ill MODULE I T R A N S P O R T Read through the summary and think about what sort of information is required. Listen for key words and parallel phrases. Check that the words you choose are grammatically correct. SUMMARY COMPLETION ► Module G page 94 Questions 6-10 Complete the summary below. Write NO MORE THAN THREE WORDS fo r each answer. Criticisms of Doxev’s model The model has been criticised as giving a 6 ...................... view of the effects of tourism, because it is unidirectional. It is also rather oversimplified - in fact 7 ...................... are more complex and varied. Positive effects of tourism Tourism may give tourists increased understanding of other societies and cultures, and in the host community it may lead to the revitalisation of 8 ........................ Tourism may also help groups and individuals by creating new jobs for 9 ...................... and by encouraging people who work in tourism to learn 1 0 ........................ USEFUL VOCABULARY: ACADEMIC LANGUAGE 4 This recording and task use quite formal academic language. Find academic expressions in the summary task above which mean: 1 just going one way ............................................ 2 complicated ............................................ 3 more ............................................ 4 those living in tourist centres ............................................ 5 redevelopment ............................................ 6 making ............................................ ► Ideas for speaking and writing page 142 M O D U Lt I TH A N *»*O H » Focus on writing Describing information from tables Tables compare data and may also show changes over time as well. They are often used when there is quite a lot of information, so it is important to select the key features to describe. Task I Tables ► Focus on IELTS pages 8 1-2 UNDERSTANDING 1 Read the Writing task below and look at the table. Answer these questions to help you understand the information given. THE DATA 1 2 3 4 5 6 T IP The way information is ordered in the table (i.e. left to right and top to bottom) will help you to understand it. ► Module A page 12 ► Module B page 25 What two main areas does the table give figures for? How is each main area subdivided? What main difference do the figures show within each area? How many years does the table deal with? What are the main trends over time? What kind of language can you use when describing the data? W R ITIN G TASK 1 You should spend about 20 minutes on this task. The table below gives figures fo r student applications and acceptances fo r UK university courses in the field o f tourism, transport and travel. Write a report fo r a university lecturer describing the information below. Write at least 150 words. Student statistics for university courses in tourism, transport and travel, 2000-2002 Acceptances Applications ORGANISING THE DESCRIPTION 2 year men women men women % of total 2000 3,400 900 550 150 15.5 % 2001 3200 800 600 200 20% 2002 2,750 750 580 170 21.4% You should try to group the information rather than describing every piece of data. Complete this paragraph outline for the Writing task in Exercise 1. Pasajrafdt 1: Introduce tnjvrinatim Paragraph 2: Describe -figure* and trend* related to Paragraph 3 :......................................................... Paragraph. 4:.................................................. ^ REWORDING THE 3 INTRODUCTION TIP Remember not to copy your introduction from the task: paraphrase instead. DESCRIBING THE DATA Underline the most appropriate word(s) to complete this introduction to a sample answer. The table concerns university courses 1 in the field of/rclated to tourism, transport and tmuel in the UK. It show s 2 decreases/changes/increases in the 3 numbers/proportion/percentage of 4 applicants/male and female students applying for and beiny accepted on such courses 5 betwcen/from 2000 and 2002. 1 4 a Use the information in the table in Exercise 1 to complete these sentences with a word or number. 1 In all three years, m o re..................... applied for such courses than ..................... .. although their numbers..................... considerably, from 3,400 in 2000 t o ......................in 2002. 2 Female..................... reached little more than a quarter of the figures fo r..................... in 2000 and 2001, and they.......................to 750 in 2002. 3 Total applications..................... during the period. 4 Many m o re......................a n d .......................applied for these courses than were accepted throughout the three years. 5 However, th e ..................... of applications which were accepted ..................... from about 15% in 2000 to over.......................in 2002, even though the total num ber..................... only slightly. 6 Many m o re..................... were accepted th a n .......................in all three years. 7 While total applications..................... .. th e ......................of those accepted..................... considerably. b Now look back at your paragraph outline in Exercise 2, and group the sentences into paragraphs 2, 3 and 4. c Decide which of the sequencers in the box below you could use to start each paragraph. Example: The tabic show s = s ta rt o f introduction Overall, Firstly, we can see that with regard to applications, The table shows In terms of acceptances, REFERENCE LINKS ► Focus on IELTS pages 2 17-218 5 To link ideas in a text and avoid unnecessary repetition, writers use a variety of reference links. Find the words in italics in sentences 1-7 in Exercise 4 and write down what each refers to. 1 such (courses)..................... 6 the three years..................... 2 their num bers...................... 7 w hich...................... 3 they ..................... 8 all three years..................... 4 the perio d..................... 9 those...................... 5 these courses..................... 120 MODULE I T A A N S P O A T speed WRITING PRACTICE 6 Now do the Writing task below. Remember to include editing time in the 20 minutes given. Remember: • • Don’t copy your introduction from the Writing task. Briefly describe the main features or trends and use figures to support these. Don’t describe every change. • End with a summary of the data. • Write at least 150 words. W RITIN G TASK 1 You should spend about 20 minutes on this task. The table below gives information about the use o f different modes o f transport in Shanghai in 1996, and one possible projection (high motorisation scenario) fo r their use in 2020. Write a report fo r a university lecturer describing the information below. Write at least 150 words. Percentage of passenger kilometres by different modes of transport in Shanghai Mode of Transport 1996 2020 (projection) walking 7% 3% bicycle 27% 3% scooter 12% 7% bus 39% 22% train - car ► Answer Key page 170 13% 15% 52% a Complete each phrase below by choosing the best word from the boxes. (All the phrases are found in Focus on IELTS Units 17 and 18 and/or Module I.) Transport congestion construction efficient exhaust helicopter bicycle lanes overstretched pedestrians speeding steamship traffic truck vehicles zero Types of transport 1 2 Listening Section 4: Facing transport problems in the 21st century Notes: main source of atmospheric pollution in cities: 1 ......................fumes from motor 2 .................. Sao Paolo: long delays on roads because of traffic 3 ..................... and 4 ......................... so rich people travel by 5 ..................... Solution to transport problems is not 6 ......................of new roads Bogota: new and 7 ..................... public transport system has revitalised city centre j- wheeled 5 3 4 ---------- Speaking Part 2: Something I bought on holiday Candidate: One thing I’ve bought which I like very much is the rug which I have on the floor in my bedroom. I got it when I was in Turkey last year. I went there in winter so it wasn’t the tourist 8 ......................and a lot of the shops were closed, but one was open, so 1 went in. It was just a little shop but it was full of carpets and rugs - carpet making is a 9 ..................... craft in Turkey. I hadn’t really meant to buy anything, but I’m glad I did because it’s a nice 1 0..................... of my holiday. I like it because ... Traffic problems 6 ..................... fumes 7 increasing levels o f ..................... 8 ..................... jams 9 dangerous driving, e.g....................... 10 ..................... public transport systems 11 danger t o ..................... Possible solutions 12 b u s..................... 13 ..................... of more roads 14 ......................emission fuels 15 ......................public transport Writing Task 2: Effects of tourism Tourism community impact long-distance souvenir tourists traditional 16 17 18 19 20 21 22 c Now complete these extracts with appropriate phrases from Exercise la. season th e ......................of tourism the h o st..................... an influx o f ..................... ......................crafts th e ......................trade ......................travel the to u rist..................... b Look back through the units and add more words to the lists. The way that people spend their leisure time has been transformed by the increasing popularity of 1 1 .................................travel. The drop in the price of air fares has meant that people can travel to faraway places for their holidays. This has both good and bad effects. Tourism may provide employment for people in the host 1 2 ..................... .. but at the same time it can have a negative 13..................... on the environment and local way of life. 2 Word pairs with related meanings In academic English, some pairs of words with the same form, e.g. both nouns or both adjectives, are regularly used together. Find the correct ending for each sentence from the list (a-j) and then underline or highlight the pair of related words. 122 --------------------------- 1 Topic vocabulary overview Module I (Focus on IELTS Units 17 and 18) dealt with topics relating to transport and tourism. LANGU AGE REVIEW I 6 For the sustainable development of transport policies, it is necessary to consider environmental disasters/causes/issues such as prevention of pollution. 7 The initial collection/contact/period of the data on the European transport project is carried out by the local authorities. 1 xample: Our city is an excellent place for research into new types of transport because of its varying geographical and .b. 1 In order to solve our city’s traffic problems, we need to develop innovative and ... 2 We need to convince those in government and ... 3 To make the right decision, very careful comparison of performance and ... 4 Any proposals must take people’s individual needs and ... 5 It will first be necessary to agree on the formal terms and ... 6 It may take several months for the planning and ... 7 Designers have to consider not just the practical aspects of the transport system, but the views and ... 8 As well as this, the environmental and ... 9 Better systems of transport will benefit both groups and ... a) b) c) d) e) f) g) h) i) j) behaviour of its potential users. climatic conditions. conditions of the project. costs is necessary. design stages of the project to be completed. expectations into account. individuals. industry that changes need to be made. social costs of the scheme have to be evaluated. sustainable methods of transport. 3 Adjective-noun collocations a In the sentences below, all three nouns in italics can collocate with the preceding adjective, but only one makes sense in the sentence as a whole. Underline the correct noun in each case. 1 Unfortunately, the local authorities/people/ trains are very unreliable, so most people travel by car. 2 If congestion problems affect bus services, the most practical effect/use/solution is usually to introduce special bus lanes. 3 The flowchart is a theoretical claim /model/ problem of traffic patterns which can be applied to a number of real-life situations. 4 The hydrogen bus is not yet suitable for use on a commercial scale/'centre/sector as its running costs are still high. 5 Electricity to power the bus is produced by means of a chemical reaction/industry/test in which hydrogen molecules are split. b Read each sentence again and underline the adjective that precedes the nouns in italics. 1 What ending do all the adjectives have? 2 What is the noun form of each of these adjectives? (Note: some adjectives may have more than one related noun form.) 4 Spoken language: Giving yourself thinking time a Complete the gaps in these extracts from a Part 3 Speaking task. The first letter of each word has been given. 1 Examiner: So do you think tourism has benefited the area where you live? Candidate: It’s h..................... to say. In some ways it has, 1 suppose. 2 Examiner: Do you think there’s a danger that tourism will destroy the traditional way of life of some cultures? Candidate: Well, it all d..................... o........... the situation. 3 Examiner: How do you think tourism is likely to develop in the coming years? Candidate: Obviously I’m no e..................... .. but 1 think there will be big changes. 4 Examiner: What do you think can be done about the problems caused by the escalation of tourism? Candidate: I’m not sure there’s an e.......... a..................... b Now choose one sentence from the list a-d below to continue each of the candidate’s responses. a) For example, people may want more leisure facilities - clubs and shops and things like that. b) In some cases there’s certainly a risk that this will happen, but I don’t think it has to. c) It would be very hard to reduce the numbers of tourists, but it’s also hard to see how to solve the problems they cause. d) It’s meant there are extra jobs for people, in hotels and restaurants, for example. *W I APPEARANCES Focus on listening Sentence completion; multiple choice (single answer) Section 4 l a PREDICTING THE TOPIC Look at the illustrations below. They show the portraits of a man and a woman who lived the Fayum area of Egypt between 80-100 a d , together with modern reconstructions of their faces. 1 What similarities and differences can you see between the portraits and b Look through questions 1-10 in the exam task on page 125. How does the topic link to the pictures above? SENTENCE COMPLETION PREDICTING POSSIBLE ANSWERS ► Focus on IELTS page 23 TIP Listen carefully to check whether a singular or plural word is required. 124 2 In this task, you have to complete a set of sentences based on all or part of the listening text. The sentences are related to the main ideas in the listening text. a Read through questions 1-6 again and underline key phrases. This will give you an idea what to listen for. b Think about what is needed in the gaps. 1 Which gap could be filled with the name of a place? 2 Which gap probably needs an adjective? 3 Which gap(s) may need a short phrase? (Remember that this must be three words or fewer.) ' I |H M OD U LE J A P P I A R A N ( t % 3 I XAM PRACTICE Now liste n to th e r e c o r d in g a n d c o m p le te b o th ta sk s. Questions 1-6 Complete the sentences below. Write NO MORE THAN THREE WORDS fo r each answer. 1 After 322 2 The new inhabitants of the Fayum introduced the custom of placing a picture................................. of the mummy. 3 The pictures were made of coloured..................................spread onto a wooden board. 4 William Petrie believed the pictures were painted..................................of the person. 5 He said the pictures were unusual because of th e ir..................................style. 6 The pictures may have originally been displayed..................................of the people they showed. bc , many people came fro m ..................................to settle in the Fayum. MULTIPLE CHOICE (SINGLE ANSWER) ► Module F page 76 7 The reconstructions of the faces were mainly based on A the original portraits of the mummies. 8 — Questions 7-10 Choose the correct answer, A. B or C. 9 The portrait of the woman A has unusual features for a woman. B models of the skulls of the mummies. B suggests a particularly strong personality. C the X-rays of the mummies. C is very similar to the model. In the man's portrait, the dark shadow around his chin A would make him identifiable as an individual. B suggests the artist was not trying to flatter him. 10 The speaker concludes that both portraits A are individual adaptations of a standard. B were probably painted by the same person. C are rather untypical of their genre. C shows this is a different person from the reconstruction. TRANSFERRING YOUR ANSWERS T IP As you copy your answers, check that you are writing next to the correct number. 4 When you have finished the IFLTS Listening Module, you have ten minutes to transfer your answers to the answer sheet. As you transfer your answers, check that you have not made mistakes w ith spelling or gramm ar and that you have not written any unnecessary words. Look at your completed answers above. Answer these questions. 1 Wbat is the maximum number of words you are allowed for each of questions 1-6? 2 For questions 7-10, what should you copy onto your answer sheet? ► Ideas for speaking and writing page 143 Focus on reading Multiple choice (single answer); flow chart completion; short answers SKIMMING AN D 1 SCANNING a Read the title, subheading and the first two paragraphs of the text to find out what it is about. Answer these questions. 1 Which words in the text mean: a) a substance that carries genetic information specific to each individual? b) scientific techniques used for solving crimes? 2 How can DNA be used at present to help the police in criminal investigations? 3 What information might a DNA sample be able to provide in the future? b Skim the rest of the text to find out which paragraphs deal with these topics. 1 Hair colour 2 Facial features 3 Eye colour Paragraph (s) Paragraph (s) Paragraph(s) c Underline or highlight the organisations named in this text. Getting the picture from Working out what someone looks like from only a DNA sample is no longer science fiction. You ’d be surprised u bat forensics experts can already do, says Clare Wilson. A At present, if police find DNA which could be that of the criminal at the scene of a crime (for example in blood or hair), standard forensic techniques can help in two ways. If there’s a suspect in custody, the police can see if their DNA matches the ‘crime stain’, as it is called. Or in the absence of a suspect, they can see if it matches the DNA of any known criminal held in their archives. B Both techniques have proved their worth in criminal investigations. But what if there’s no suspect and no match in the archive? Ever since DNA testing 126 was introduced, forensic scientists have wondered how much a DNA sample on its own could tell them about what a criminal might look like. no such thing as a single gene for blonde hair that could be turned into a simple test, for example. It’s the same with eye colour. C Scientists have already had some success with predicting hair colour from DNA samples. For example, researchers at Britain’s Forensic Science Service (FSS) have developed a DNA test which will tell with 98% accuracy whether or not someone has red hair. However, the red-hair test is of limited use in Britain, where only 6% of the population are red-headed. What about blonde, brown and black-haired criminals? Hair colour is usually determined by the cumulative effect of several genes, so unfortunately there’s D But biotechnology firm DNAPrint Genomics of Florida. USA, is having a crack at both problems. As a starting point, research was carried out using mice to discover the genes that controlled eye colour. Similar sequences in human DNA were then investigated, and ten possible genes were found. Next, the DNAPrint researchers took DNA samples from 500 volunteers and recorded their eye colours. They then applied a technique called SNP mapping to see if they could discover any correlations between the two. (SNP stands for ‘single nucleotide polymorphism' - a single ‘letter’ change in the genetic code. These variations account for most of the genetic differences between individuals.) The researchers sequenced the ten possible genes from each volunteer, then sifted through the sequences looking for SNPs. They found 50 in total. Then they set computers to work out how the SNPs correlated with eye colour. Of the ten genes, they found that only four really matter. By looking at these, they can classify someone as having dark MODULEJ A PP E A R ANC I % eyes (black and brown), light coloured eyes (blue and grey), or hazel eyes (greenish-brown) - with 97% certainty. E DNAPrint is now applying exactly the same technique to hair colour, identifying possible genes and looking for SNPs. Representatives say they have made some headway and can classify people into one of three groups • blonde, brown or black-haired - with some accuracy, from their DNA alone. F Back in Britain, the Forensic Science Service has also been pursuing the genetic basis of facial features. A few years ago it helped fund a major project carried out by scientists at University College London (UCL). Over several months, an exhibit at a London museum invited visitors to leave DNA samples and have their faces scanned using 3D surface mapping. About 600 people volunteered. The UCL researchers tried to break down this data on overall facial MULTIPLE CHOICE 2 shape into distinct features such as nose curvature or chin clefts, and correlate them to DNA sequences. But they made little progress. Just as with eye colour, there is no one gene for a big nose, so the enormous complexity of the task defeated the researchers. When the lead scientist retired, the project was wound down without drawing any firm conclusions. G But the idea of finding genes for facial features isn’t dead. Many of the genes involved are common to most mammals. So a gene for a large jaw in mice, for example, might very well be found in humans, too. One promising project has found that mice show significant variation in jaw shape and size, and has begun to unravel the genetics behind the variation. Project leader Chris Klingenberg of the University of Konstanz in Germany cautions that, as with humans, the genetics controlling jaw shape in mice is horribly complicated, but the project is making some progress. In one study of 535 mice, it has identified genes for jaw shape, jaw size and jaw symmetry and found two basic patterns resulting from the combination of these genes. The UK-based human rights group known as ‘Liberty’ has concerns, saying that the existing tests are not yet sufficiently conclusive to be used as a basis for arresting suspects. Certainly, genes never tell the whole story with physical characteristics - environment plays a key role too. Kevin Sullivan, from the Forensic Science Service, points out that when it comes to someone's facial characteristics, ‘playing rugby might have more of an effect on your ear and nose shape than your genes.’ But he is optimistic about the future of the research. ‘Law-abiding citizens don’t have anything to worry about,’ he says. ‘But criminals do.’ H Now answer questions 1-3. (SINGLE ANSWER) ► Module F page 73 Questions 1-3 Choose the correct letter. A, B, C or D. 1 What is meant by a ‘crime stain’? A traces of blood left at the scene of a crime B DNA belonging to known criminals C samples of blood or hair in criminal archives D DNA samples left at the scene of a crime 2 Forensic scientists are interested in finding out A if the genes responsible for criminal tendencies can be identified. B how far personal appearance can be predicted from DNA. C if hair colour could be linked to criminal behaviour. D whether or not DNA can be used to identify a suspected criminal. 3 What problem do scientists face in developing DNA tests for hair and eye colour? A the fact that these characteristics are not generally determined by one gene B the variation in test procedures required for these characteristics C the fact that these characteristics are not necessarily related D the variation in distribution of these characteristics from one country to another ------------------------------------------------------------------------------------------------------------------------------------ _ J lit M O D U LE J A P P E A R A N C E S 3 COMPLETING A FLOW CHART ► Focus on IELTS page 91 If a text includes a description of a process, you may have to complete a summary in the form of a flow chart. A flow chart is a summary of the main stages in a process and has arrows indicating the order of the stages. a Look at the flow chart in the exam task below and answer these questions. 1 What tells you the general topic of the flow chart? 2 How many stages are there in the process? 3 Scan the text to find which section the flow chart relates to. H ELP In this case the flow chart relates to just one paragraph. SHORT-ANSWER QUESTIONS ► Focus on IELTS page 174 b Now read through the flow chart stage by stage. Use parallel phrases to locate the relevant information in the reading passage, and complete the task. 4 This task usually focuses on identifying factual information in a text. The questions are in the same order as the information in the text. a Look at the exam task on page 129 to decide what type of information is required. Which question(s) are asking for: a) a number? LOCATING THE ANSWERS T IP In the Reading Module, sets of questions may focus on one section of the text, o r the whole text. 128 b) an organisation? c) a country? b Now use key words to help you find the sections of the text where the answers are located, and complete the exam task. Use words from the text for your answer, and do not change these in any way. MOD U LE | Questions 8-13 Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. 8 Which American company is doing research on the genetic basis of hair and eye colour? 9 How many groups of eye colour can now be identified through SNP mapping? 10 Which British institution unsuccessfully researched data from humans on the genetic basis of facial features? NCM 11 In which country is research being done on mice to find out about genes for facial features? 12 Which association is concerned about the possible applications of the research described in this text? 13 Which environmental factor could be important in determining your facial characteristics, according to Kevin Sullivan? ► Ideas fo r speaking and w ritin g page 143 Focus on writing 1 Describing a process Task I Flow chart Diagrams describing a process are often in the form of a flow chart, which shows what happens at different stages of the process. ► Focus on IELTS pages 102—104 UNDERSTANDING 1 THE DIAGRAM Look at the process diagram below and answer these questions. 1 What process does the diagram illustrate? 2 What special workplace is needed? 3 How many pieces of equipment are used in the process? In dark room • capturing im age • recording ■negatives- DEVELOPMENT TANK CAMERA — film - • developing • w ashing ENLARGER • • • • CHEMICAL BATH black and- • developing • fixing • washing pnr viewing enlarging editing printing photographic paper white photos INTRODUCING THE DESCRIPTION 2 If th e p ro c e s s y o u h a v e to d e s c r ib e in v o lv e s p ie ce s o f e q u ip m e n t, it is i m p o r ta n t to m e n tio n th e s e . The following sentences show three alternative ways of introducing a description of the diagram above, and describing the equipment needed. Complete each sentence. 1 The diagram shows that in order to produce black and white photographs, a dark room a n d .................................................................. are needed, n a m e l y ......................................................................................................................... 2 The flow chart shows that the process of producing black and white photos is carried out in a dark room and involves the use of 3 The flow chart indicates th a t....................................................................itc used in the process of producing black and white photographs: \rẹ USING PASSIVE FORMS 3 ► Module H page 102 If the flow chart uses words rather than pictures to explain what happens in the process, you will probably have to change the form of these words in your description. When you write your description, you may need to use passive verb forms. Complete the following sentences using an appropriate verb from the box in the passive form. Look back at the diagram to help you. develop (x2) produce (x2) enlarge print wash record view dry fix remove capture edit 1 Images..................... by the camera a n d .......................onto a film in a camera. 2 The film ..................... from the camera. 3 I t ..................... in a development tank in the dark room. 4 Negatives....................... 5 The negatives..................... in an enlarger, where the images can ..................... a n d ......................... 6 These..................... onto sheets of photographic paper. 7 The p rin ts..................... ................................................a n d ..................... 8 The finished black and white photos c a n ..................... from the dark room. LOGICAL LINKS: 4 SEQUENCERS ► Focus on IELTS pages 24 You need to use appropriate sequencing links to show the different stages of a process and the order of those stages. Rewrite the sentences in Exercise 3 in the form of a paragraph, choosing appropriate sequencers from the box. You will not need to use all of them. and 103 in the first stage once/when then!next!after this/subsequently DESCRIBING ALTERNATIVES 5 after/before ... ing finally/in the last stage Where there are alternative stages or pathways in a process, this must be reflected in the description and the language used. a Look at the extract below and underline the language used to indicate options. A t the editing stage, the image can be changed either by cropping or by focusing on one enlarged section. Alternatively, the image may be printed without editing. —— b Write two similar sentences using the information below. Black and white photographs - develop - at a pharmacy - by a professional photographer - at home 130 MODULE j A P P t A A A N C M SPEED WRITING PRACTICE 6 Now do the writing task below (including editing) in 20 minutes. Production of photographs using digital equipment W RITING TASK 1 You should spend about 20 minutes on this task. The diagram shows how photographs can be produced using digital photographic equipment. DIGITAL CAM ERA+ smart card sending (e-mail) COMPUTER (downloading) ' editing (cutting/ — image— ► improving/formatting) storing (CD) • capturing image • recording Write a report fo r a university lecturer describing the information. colour photos PRINTER • printing Write at least 150 words. photo * paper black and white photos ► Answer Key page 172 Focus on writing 2 Presenting an opinion (2) Task 2 Write your answer to the following exam task. Follow this strategy. SPEED WRITING PRACTICE • Analyse the question carefully. • Decide what approach to follow in voui answn i thesis 1«d b 1 T he first 2 C onsequently 3 while at t i n u i m t . 4 also 5 T he second 6 In these u u n ln m io 8 so ANSWER KEYS (MOD ULE F) 4 Sentence b Focus on listening page 76 5 1 present 2 ocean cu rren ts are changed, rainfall is greatly reduced. NB: the passive is n o t used very m u ch here because the diagram s show the active ag en ts o f w hat happens: the w inds, etc. 3 blow ing, bringing, allow ing, enabling, bringing 1 1 Sami, Irene (students) a n d th eir tu to r 2 a survey ab o u t access to co m p u te r facilities 6 a 1 W rong spelling (1) 2 Active/passive verbs confused (1) 3 A greem ent (3) 4 W rong w ord form (2) 5 W rong w ord o r expression (3) b T he d ia g r a m s give in fo rm atio n a b o u t the El N iño cu rren t in the Pacific O cean. F irstly , in n orm al c o n d itio n s we can see th at th e w ind b lo w s the w arm w ater to th e west c a u s in g cool w ater to rise up to the su rfa c e in th e east. T his b rin g s rich n utrients, e n a b lin g the n u m b e r o f fish to increase. In th ese co n d itio n s Peru g e ts sun sh in e a n d A ustralia gets rain. H o w e v e r , in El N iñ o c o n d itio n s the w eather is different. Language review E page 71 a 1 quality 2 table 3 sh ortage 4 v ap o u r 5 level 6 treatm en t 7 fresh 8 d rin k in g 9 waste 10 rain 1 1 g ro u n d 12 salt 13 sea b 1 drainage system 2 recycling plan t 3 dom estic use 4 scarce resource 5 piped w ater supply 6 daily co nsum ptio n 7 vehicle em issions 8 air pollution 9 illegal d u m p in g 10 greenhouse effect 11 health risks c 1 w ater shortage 2 recycling plant 3 waste water 4 treatm en t 5 dom estic use 6 scarce resource 7 daily co n su m p tio n 8 air p o llu tio n 9 health risks 10 vehicle em issions M ODULE F Focus on reading page 72 1 B 2 I 2 3 4 5 6 a century ago, these days know ledge w orkers, by p u ttin g it in q u o ta tio n m arks know ledge technologists education role o f w om en F 2 G 3 H I 3 1 C 2 A 3D 4 A 5B 4 c 6 N 7 Y 8 NG (n o in fo rm atio n on becom ing successful by accident) 9 Y ( t h e u p w a r d m o b ility = good point: c o m es a t a h ig h p r ic e in tro d u ces bad points) 10 NG (w riter does n o t give his o p in io n ) 11 N ( v ic io u sly c o m p e titiv e suggests it is n o t right) 12 Y 13 NG (n o statem en t m ade ab o u t helping people) 5 1 m anual 2 know ledge w orkers 3 know ledge technologists 4 c o n tin u in g 5 role o f w om en 6 psychological pressures 158 2 1 the percentage o f stu d en ts reco m m en d ing a booking system 2 a b o u t 70% 3 a b o u t 77% 3 1 C 2 B 3 A 4 A 5C Audio script You will h ear p art o f a tutorial betw een two students and th eir tutor. The stu d en ts are doing a research project to do w ith c o m p u ter use. First, you have som e tim e to look at q u estio ns 1-5. Now listen carefully and answ er q u estio n s 1-5. Sami: D r Barrett? T utor: Sami, com e in. Is Irene w ith you? Irene: Yes. T utor: G ood. Sit dow n. Right, w e’re looking at how far you’ve got w ith your research project since we last met. You decided to do a survey a b o u t co m p u ter facilities at the university, d id n ’t you? Irene: T h a t’s right. We decided to investigate the university’s open access centres, an d in p articular the c o m p u ter facilities. Lots o f th e stu d en ts are having tro u b le getting access to a c o m p u ter w hen they need one, so we th o u g h t it w ould be a useful area to research. T utor: G ood. Fine. It’s n o t a topic anyone has looked at before, as far as I know, so it’s a good choice. So what b ack g ro u n d reading did you do? Sami: Well, we looked in the catalogues in the library but we c o u ld n ’t find m uch th a t was useful - it’s such a specialised subject, hardly an y th in g seem s to have been p u blished a b o u t i t ... Irene: A nd as well as that, the technology is all changing so quickly. Sami: But the o p en access centre has an o nline q u estio n n aire on c o m p u ter use th at it asks all the stu d en ts to do at the end o f th eir first year, and the su p erv iso r gave us access to th at data, so we used it as a startin g p o in t for o u r research. It w asn’t exactly w hat we needed, b u t it gave us an idea o f w hat we w anted to find o u t in o u r survey. T hen we designed o u r ow n q u estionnaire. T utor: A nd how did you use it? Irene: We approached stu d en ts individually and went th ro u g h o u r questionnaire w ith them on a o n e-to -o n e basis. T utor: So you actually asked th em the questions? Irene: T h a t’s right. We m ade notes o f the answ ers as we w ent along, and actually we fo u n d we got a bit o f extra in fo rm atio n th a t way as well - a b o u t th e underlying a ttitu d es o f the people we were interview ing - by observing the body language an d things like that. T utor: H ow big was your sam ple? Sami: Well, altogether we interview ed a ra n d o m sam ple o f 65 students, 55% m ale and 45% female. T utor: A nd w hat a b o u t th e locations a n d tim es o f the survey? ANSWER KEYS ( M O D U L I M Sami: We w ent to the five o pen access co m p u te r centres at th e university, and we got a b o u t equal a m o u n ts o f data at each one. It to o k us three weeks. We did it d u rin g the week, in the day and in the evenings. T utor: N ot the weekends? Sam i: No. T utor: So presum ably y o u r resp o n d en ts were m ostly full­ tim e students? Sami: Yes ... oh, you m ean we sh o u ld have collected som e data at the w eekends, from th e p a rt-tim e students? We d id n ’t think o f that. T utor: OK. It’s just an exam ple o f how difficult it is to get a truly ran d o m sam ple. So how far have you got w ith th e analysis o f results? Irene: Well everyone agreed there was a problem , b u t we’re m ore interested in w hat they th in k should be d o n e ab o u t it. T he m ost p o p u lar suggestion was for som e so rt o f bo o k in g system. A bout 77% o f the stu d en ts th o u g h t that w ould be best. But there were o th e r suggestions; for exam ple, about 65% o f people th o u g h t it w ould help if the o pening h o u rs were longer, like 24 h o u rs a day. 4 a Problem s and disadvantages b A problem related to d iffe r e n t ro o m s f o r e d u c a tio n a l a n d re c re a tio n a l use c 6 B 7 D 8 F 9 E 10 G Audio script Before you hear the rest o f th e talk you have som e tim e to look at questions 6-10. Now listen and answ er questio n s 6 -1 0 . T utor: So w hat o th er suggestions did people com e up with? Irene: Well, actually the m ain reason why people can ’t get to a co m p u ter is because so m any stu d en ts are using them for personal e-m ails o r just su rfing the web, so one solution w ould be to have som e co m p u te r room s for recreational use, an d som e for people to do serious w ork in. T he trouble is, quite often people do th eir w ork, th en they w ant to check their e-m ails, and it w ould be a nuisance if you h ad to get u p an d go to a n o th e r room and log o n again just for that. Sami: A nother problem is that d u rin g th e day, tu to rs book w hole blocks o f co m p u ters for com plete sessions. So several people said there sh o u ld be restrictions o n block bookings; but the troub le is th e classes need the com puters - there’s n o th in g else they can use. Som e people said the w hole p roblem w ould be solved if the university w ould just buy m ore co m p u ters, b u t o th er people said it m ight m ake things b etter for a bit, but it w ouldn’t really solve tire p ro b lem perm an en tly ; you c an ’t just solve the problem by thro w in g m oney at it. Irene: And w ith the suggestion th at th e c o m p u ter room s should stay open ro u n d th e clock, som e people did p o in t o u t that there’d have to be so m eo n e aro u n d all the tim e to m ake sure the equipm en t d id n ’t get stolen, especially at night. T utor: So a booking system seem s to be th e best suggestion? Irene: Yes, apparently som e universities have a sort o f queueing system ... it m eans th e staff at th e open access centres have to organise it, b u t people say it w orks quite w e ll... you go along an d if there isn’t a c o m p u ter free just th en , you’re given a n u m b ered ticket an d then when y o u r n u m b e r is called o u t, you have the next available c o m p u te r ... o r it can be d one electronically as well, but th a t’s m ore com plicated and it isn’t really necessary. T u to r: G ood. So now let’s discuss ... 5 a, 1 2 3 4 5 b nuisance (B) n o th in g , use (D ) solve, perm an en tly (F) som eone, stolen (E) staff, organise (G) Focus on speaking 1 page 78 1 1 2 3 4 w hat th e event was w hat h appened d u rin g it w ho was there explain why you rem em b er this event so well 2 a) a party, a special d in n er b) a debate, a guest lecture, a g rad u atio n , a prize-giving cerem ony c) a ch am p io n sh ip final, a to u rn a m e n t, a sp o rts m atch 3 Speaker A school g rad u atio n (cerem ony, head teacher, speech, M inister, certificates, leaving school, last tim e ... to be together) Speaker B ch am p io n sh ip final (su p p o rters, team , their biggest chance, players) Speaker C p arty (decorations, m usic, stu d en ts had organised everything, food, masses to eat an d d rin k ) Audio script A: At the begin n in g o f the cerem ony, the head teacher gave a speech, b u t it w asn’t to o long o r anything. And then the M inister got up to give o u t the certificates, but before she d id that, she told us a b o u t how she had felt a b o u t leaving school. And at the end, we all realised th at this m ight be th e last tim e for us all to be to g e th e r ... B: O n the big day. all the su p p o rters felt really nervous - I m ean, we all knew the team were really good, but because this was th e ir biggest chance, everybody seem ed very stressed, ap art from the players, th a t is. They all seem ed am azingly calm and confident. C: In term s o f the decorations, the m usic an d stuff, the students had organised everything them selves, except for the food. The college p rovided th at, an d there was m asses to eat an d d rin k - except for alcohol, that is. According to the college, th a t w asn’t ap propriate. 4 a Extract A ANSWER KEYS (M OD UL E F) Focus on speaking 2 page 79 2 a 1 Personally 2 Clearly 3 O bviously 4 G enerally 5 Inevitably 6 Frankly 7 Surprisingly 8 Predictably b a) personally b) frankly c) generally, typically d) obviously, clearly e) predictably, inevitably f) surprisingly 3 b Audio script 1 Personally, I d o n ’t th in k organised social events are very im p o rtan t because stu d en ts often prefer to have a separate social life, o u tside college. 2 Well, clearly, there should be som e role for sport in schools because it’s so im p o rta n t for a child ’s developm ent. 3 But obviously the first aim o f p rim a ry education is to teach stud en ts basic literacy skills, because they’re the tools for all o th e r types o f learning, a ren ’t they? 4 Generally, it’s hard to get a jo b these days w ith no qualifications, th o u g h it’s always possible, as th a t’s the first thing em ployers look for. And there’s always lots o f com p etitio n for jobs. 5 Inevitably, ability is usually judged by exam results because it’s the easiest way for schools to assess their students. 6 Frankly, 1 d o n ’t believe exam s are necessarily the best way to assess a person. T h a t’s because they usually test w hat you rem em ber, d o n ’t they? R ather th an w hat you can actually use. 7 Surprisingly, weak stu d en ts som etim es get p retty good exam results because they just m em orise stuff. T hen they forget it all afterw ards. 8 Predictably, m ost people find exam s are stressful and they can never p erfo rm at th eir best w hen they’re to o stressed o ut. 3 a 1 2 3 4 In tro d u ce the topic State your th esis/p o in t o f view Justify your o p inion S um m arise your th esis/point o f view 4 a 1 2 3 b B disagree th ree ( F irstly , F u rth e r m o re , F in a lly ) Firstly, Futherm orc, Finally U nderlcngth answ er - if you w rite fewer than 250 w ords you will lose m arks. E T he conclusion does n o t answ er th e question - you should ensure th at yours does. F Ideas are n o t developed - you m u st develop, clarify an d su p p o rt your ideas in o rd er to w rite a good argum ent. G N o parag rap h in g - this m eans th e arg u m en t is not p roperly stru ctu red a n d is difficult for the reader to follow, c Language in the in tro d u c tio n is copied from the task should be paraphrased. 5 1 tertiary 2 lim ited 4 m any m ore 6 b A 2 B 3 3 the m ost academ ic C l 7 S a m p le a n s w e r In the past, te rtia ry education was lim ited to a sm all proportion o f people who were the most academic students. Today, however, m any more younq people have the opportunity o fy o in y to university, and I think that this is a much better situation for several reasons. Firstly, individuals today need much higher level skills anti technical knowledge. For example, m any professionals require advanced computer skills and an ability to adapt to a rapidly changing workplace. Schools do not have the resources to equip students w ith these skills, so universities have to fulfil thus role. Furthermore, societies cannot continue to develop unless more citizens are educated. In order to progress and compete in the modern world, each country needs people who can develop modern technologies fu rth e r and apply them in new fields. Finally, it is only fa ir that anyone who could benefit from a Focus on writing page 80 1 1 University education 2 W ho should have access? A large p ro p o rtio n o f young people, o r only a few? 3 To w hat extent do you agree o r disagree? 2 Possible answers Access should be restricted because: a) not app ro p riate for econom y - technicians needed m ore than graduates b) graduate u n e m p lo y m en t will rise a n d create dissatisfaction c) better to create vocational fu rth e r ed u catio n program m es Access should be widened because: a) individuals need technological skills a n d know ledge b) societies need educated citizens in o rd e r to develop c) everyone should have a chance to fulfil their potential, and university is p art o f th at 160 university education should have access to one. Therefore, there should be equal opportunities for everyone to realise their full potential. Going to university is p a rt o f this. In conclusion, I totally disagree w ith the statement because I believe th a t the increasing availability o f te rtia ry education is vital both fo r the individual and for- society as a whole. Individuals need as high a level o f education as possible to achieve their full potential, and in the same way, society in the 21st century cannot function unless it has large numbers o f highly educated people to cope w ith the changes to our living and working environment th a t are likely to occur in the coming decades. (255 words) ANSWER M V * ( Language r e v ie w F page 82 1 1 D ep artm en t 2 lectures 3 sem inars 4 tutorials 5 class 6 self-access centre 7 subjects 8 full-tim e, p a rt-tim e 9 underg rad u ates 10 Faculty 11 lecturers 12 professors 13 stim u latio n 14 learn in g capacity 15 m ental 16 nerve fibres 2 a 1 active 2 beneficial 3 d o m in a n t 4 ludicrous 5 substantial 6 ad equate 7 d o m estic 8 efficient 9 overw helm ing 10 system atic b 1 ludicrous 2 overw helm ing 3 dom estic 4 beneficial 5 su bstantial 6 system atic 7 adequate 8 d o m in a n t 9 active 10 efficient c 1 seem ed a ludicrous idea 2 the overw helm ing m ajority o f people 3 dom estic service 4 T he beneficial effects o f 5 m ake a substantial c o n trib u tio n to 6 som e k ind o f system atic prep aratio n 7 an adequate level o f education 8 a d o m in a n t force in society 9 play an active p art in 10 the m ost efficient m achine 3 1 Wc had to do a lot o f b ack g ro u n d rea d in g , before we began. 2 We decided we w anted to observe th e b e h a v io u r o f students in language classes. 3 We carried o u t a survey to discover stu d en t attitu d es to language learning. 4 Wc designed a q u e s tio n n a ir e and asked all th e stu d en ts to 5 6 7 8 com plete it. We also selected a ra n d o m s a m p le o f stu d en ts to interview. We then conducted face-to-face in te r v ie w s w ith these students. We com pared the p e r fo r m a n c e o f th e stu d en ts in the final exam w ith their level o f m o tivation. We fou n d th at the m a jo r ity o f the successful students were highly m otivated. 4 a 1 M ost people go to study at university im m ediately after leaving school. 2 But for som e o f th e m it m ight be b etter to take a break from education for a year o r two, and gel a job instead. 3 Even th o u g h they w ould have relatively few qualifications, they w ould gain valuable w ork experience. 4 O n the o th er han d , they m ight find th at it was difficult to read ap t to life as a stu d en t w hen the lim e cam e for them to re tu rn to th eir studies. 5 They m ight even decide n o t to do a university course at all, despite the problem th at lack o f qualifications m ight cause th em later on. PROGRESS CHECK 3 (MODULES E AND F) 1 1 / 2 X (restricted to m eans no t o pen to anyone else this inform ation is not given in a) 3 X ( c o n tr ib u tio n s a n d achievements are n o t the sam e) 4 / 5 X (a growing body of evidence is n o t the sam e as a ll the evidence) 6 / 7 / 8 X (an important influence is beneficial, unnecessary pressure is n o t) 2 a 1 habitats 2 environm ental problem s 3 repair (dam aged) soil 4 com plex root netw ork 5 harvesting 6 produces m ore oxygen 7 atm osphere 8 durability b 1 adaptable 2 adverse effects 3 potentially crucial 4 an astonishing variety 5 eco-friendly 3 1 Well, first 1 started classes in kindergarten. 2 A nd after th a t, w hen I was still a little kid, m y family moved to th e US for a while. 3 So du rin g that tim e I learnt a lot - and had a really good accent o f course. 4 But eventually we cam e back hom e an d I started to forget everything. 5 At that stage being back at my old school in m y hom e tow n seem ed a bit boring, so I kind o f lost interest. 6 But later 1 started to get into p o p m usic and English b a n d s ... 7 and from then on I started to w ork hard again. 8 Now it’s one o f my m ain am bitions - to speak English really well. 4 1 also 2 First o f all 3 w hile/whereas 4 for instance 5 6.4c 6 whereas/while 7 0.85c 8 both 9 5.7% 10 3.2% 11 respectively 12 however 13 0.013% 14 0.006% 15 despite 16 1.1% 17 Overall Focus on speaking 1 page 86 1 a Ways o f co m m u n icatin g b a) personal preferences: 1, 2 ,6 b) general public preferences: 3 ,4 , 5 c four questions: 2, 3, 4 and 6 Audio script E xam iner: Now let’s talk a b o u t ways o f co m m unicating. Do you prefer m aking calls on a land line o r a m obile phone? C and id ate: Well, obviously a m obile can be used anyw here, so th a t’s a big advantage. But given the o p tio n , I'd rather use a land line, m ainly because the quality o f the line tends to be better, and, urn, th ere’s m o re privacy. Exam iner: How p o p u lar is text-m essaging com pared to talking on the phone? C an d id ate: It’s hard to say. I m ean, young people w here I live are definitely texting m ore, rath er than m aking >.ill But I guess th a t’s because it’s m u ch cheaper. I think m aybe older people w ould still prefer to make o i l s '»on they m ight no t like to change ... b u t I d o n ’t lion, a h know for sure. Exam iner: D o people in y o u r co u n try p t. let i . iv m . i . U m. m o r e-mails? i* . ANSWER KEYS (M OD ULE G) C andidate: O h 1 think now adays, th e preference is for e-m ails, especially for w ork o r ju st keeping in touch with friends. T hey’re so easy and f a s t ... an d letter-w riting takes too long these days. M ind you, I thin k letters can be m ore personal, and definitely m o re private, so p erhaps som e people w ould still choose to w rite letters in som e situations. Exam iner: W ould you rath er get a letter o r an e-mail? C andidate: It depends. If it’s ju st ro u tin e stuff, then I like e-m ails better, b u t I’d so o n er get a letter if it’s ab o u t som ething m ore i m p o r t a n t... e-m ails seem a bit too inform al for th at, som ehow . Exam iner: Well, now let’s m ove on to talk a b o u t ... 2 a 1 given the optio n 2 rath er th an 3 w ould still prefer 4 the preference 5 w ould still choose 6 I’d sooner b 1 M ainly because the q uality o f the line tends to be better and th ere’s m ore privacy. 2 Because it’s m uch cheaper. 3 Because they m ight n o t like to change. 4 T hey’re easy and fast. 5 Letters can be m ore personal a n d are definitely m ore private. 6 E-m ails seem a bit too inform al. Focus on listening 1 page 87 1 1 Drive 2 1 2 3 4 5 6 7 8 9 10 2 Avenue 3 Way 4 Hill 5 Lane 6 Square D ouglass 135 Park Hill Avenue 765482 low volum e / volum e (is) low (a) pow er cut Schneider S W 5 0 0 2 7 years (old) (n o t ago) B C A Audio script You will hear a w om an p h o n in g an electrical repair com pany ab o u t a problem w ith a piece o f ho u seh o ld eq u ip m en t. First you have som e tim e to look at q u estio n s 1-7. You will see th at there is an exam ple th a t has been d o n e for you. O n this occasion only, the conversation relating to this will be played first. Kevin: Hello. Sinclair Electrical Services. Kevin speaking. M olly: O h, good m o rn in g . F.r, I believe you do television repairs? Kevin: T h at’s right, we do. T he w om an is calling ab o u t her television, so te le v isio n has been w ritten in the space. N ow we shall begin. You sh o u ld answ er the questions as you listen because you will n o t hear th e recording a second tim e. Listen carefully a n d answ er q u estio n s 1-7. Kevin: Hello. Sinclair Electrical Services. Kevin speaking. M olly: O h, good m o rning. Er, I believe you do television repairs? 162 Kevin: T h a t’s right, we do. M olly: Well, m y television’s not w orking, b u t 1 d o n ’t have a c a r ,... can you com e ro u n d to see it? Kevin: T h a t sh o u ld n ’t be a problem . M olly: G ood. Kevin: C an I ju st take a few details, then? M olly: Certainly. Kevin: So if I could start w ith your name? M olly: Yes, it’s M rs Douglass. Kevin: DOUGLAS? M olly: It’s d o uble S at the end, actually. Kevin: OK. A nd the address? M olly: 135 Park Hill Avenue. Kevin: In S om m erton? M olly: T h a t’s right. A nd w ould you like m y p h o n e num ber? Kevin: Yes, please. M olly: It’s 765 482. Kevin: 428? M olly: No, 82. Kevin: OK. Right, so w hat’s th e problem w ith the television? M olly: Er, low volum e. Even w hen you tu rn it u p to m ax im u m , it d o esn ’t seem to m ake m uch difference. I m ean, it’s q u ite an old TV but it’s always w orked perfectly well, up to now. A nd the p ictu re’s OK. Kevin: M m m m . M olly: I did w onder ... we had a pow er cut a couple o f days ago, a n d it’s not been right since then. I d o n ’t know if that could have affected it? Kevin: It certainly m ight have so m eth in g to do w ith it. Anyway, I’ll com e over an d have a look. Er, can you tell m e the m ake and m odel n u m b e r by any chance ... the n u m b e r’ll be on the back o f th e TV. M olly: Yes, it’s a Schneider - t h a t ’s SC H N EID ER - and the m odel n u m b e r’s ... let m e see, yes it’s S W 5 0 0 2 . Kevin: Right. Is that a fairly recent m odel? M olly: N ot really ... I got it seven years ago. I rem em ber the d ate because it was the year after I m oved into this house and that was eight years ago. I h o p e you can fix it ... I really d o n ’t w ant to buy a n o th e r one. Before you hear the rest o f th e talk you have som e tim e to look at qu estio n s 8-10. Now listen and answ er q u estio n s 8-10. Kevin: Well I’ll see w hat 1 can do w hen I com e ro u n d to the house to look at it. I th in k I know your road. Is it the one th a t’s o ff the H igh Street? M olly: T h a t’s right. T h e house is on the left if you’re co m in g from the High Street, ju st before the road bends to the right. I’m afraid it’s getting h a rd er and hard er to park on the road but if you drive on ro u n d the bend, you can usually find som ewhere. Kevin: T h a t’s all right. Now, let’s see, w-hen w ould it be convenient for m e to com e round? M olly: Well as soon as possible really. Kevin: Well, w hat’s today ... Friday. I’m booked up today an d then we’ve got the weekend so I’m afraid it looks like M onday m o rn in g ’s the earliest. M olly: You can’t com e tom orrow ? Kevin: Well, Saturday m o rn in g I’m in th e show room , and I d o n ’t w ork Saturday aftern o o n an d Sunday. M olly: OK. I’ll m ake sure I ’m in.

ANSWER KEYS ( M O O U l t