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IMPROVE YOUR IELTS
Sam McCarter
Norman Whitby
~ MACMILLAN
• Introductio n
page 4
Unit 1 page 6
Unit2 page 14
Unit3 page 22
Unit4 page 30
Unit5 page 38
Unit 6 page 46
Unit7 page 54
UnitS page 62
Unit9 page 70
Unit 10 page 78
Contents
TOp ic
Change and consequences
The importance of the past
Machines, cycles, and processes
Education
Youth
Culture
Arts and sciences
Nature
Health
Individual and society
Sample answers page 6
Key page 96
••• • ••••• • ••
Task 1
Describing trends Related verbs and nouns Un derst and ing data
Comparing information Adverbs in comparisons Com paring and contras ti ng
The passive Sequencing
Gen era l and spedfic statements Comparing information Describing proportions
Describing changes Describing locations
Concluding statement. Con cession ( 1 )
Adverbs
Using actv eJ:bs to eva lu ate data Avoiding irrelevance
taking predictions Factual accuracy
Vary ing vocabulary Checking pelling
Word order Linking using wi th Task 1 revision
Ta..,k Z
Understanding questions Expressing solu tions Lin king ph rases Us ing trigger words
Using itltheylthislthese Planning essays Devel ping ideas
Using which to organize information Expre ssing result and purpose
Avo iding ov rgenera jiza tion Developing reasons
Developing an d ju stifying opinions Writing introduct ions
Expressing advantag sand disadvantage
Advantage an d disadvantage va abulary Concession (2)
DiSCUSSing other people's opinion Hypolh e izin g
Article Wri tin g con clusions
Organizing words Verb-subject agreement
Paragraph struClure
Relevant and irrelevanr information Task 2 revision
• 3
• •• ••••• •• • • ••• •••• ••••
4 ••
In trod-uction • •
What is Improve your IEL TS Writing Skills? Improve YOllr fELTS Writing Skills is a complete preparation course for the Academic Wr iting paper o( the In ternationa l English Lang u age Te" ting System . Through targeted practice, it develops skills and language to help you achieve a higher JELTS score in the Academic Writing pape r.
How can I use this book? You can use Improve YOllr lELTS Writil1g Skills as a book fo r tudying on your own or in a class.
If you arc studying on your own , fmprove YOllr fELTS Writillg Skills is designed to gu ide au step"by"step through the activities. This book is also completely elf-contained:
a clear and accessible key is provided so that you can easily check you r answ r as you w ork through the book. in addition, there is a sample answer to acc mpanyeach Task 1 and Task 2 question .
If you are studying as part of a class, your teacher will direct yo u on how to use each activity. Some activities can be treated a discussions, in which case they can be a u seful opportunity to _hare ideas and techniques with othe r learners.
How is Improve your IEL TS Writing Skills orga n ized? J[ consists of ten units based aroun d topics wbich occur common ly in the real test . Each unit consists of three sections :
Task I: exercises and examples to de velop skills and language for Ta k 1 questions.
Ta sk 2 : exerdses and examples to develop skills and language for Task 2 questions.
Practice test: a complete Academ ic Writing paper based on th e un it topiC to prac tise the skills learned .
Each Task 1 and Task 2 section is subdivided furthe r into skills se ti ons. These focus n spedfic areas of relevance to each task .
In addition, there are echniqlles boxes throughout the book These reimor e k.ey points on how to approach Academi c Writing tasks.
How will Improve your JELTS Writing SkiJJs improve my score?
By developing skills The skills sections form a detailed syllabus of essential IELTS wriling skills . For example, key elements of Task 1 prepara tion, su ch as Describing trends and COlI/paril1g information, are fully covered. Similarly, Task 2 skills , such as Expressing sO/II/iom and Dnelopil19 ideas are dealt with in detail.
By developing language Each unit also contains a resour e of useful phrases and vocabulary to II e in each wri ting task. Over th e ourse of Irnprol'eyollr fELTS Writing Skills, you will encounter a wide rang of ideas (0 ensure thaI you are not lost for words when you get to the real test. These include concepts such as organjzjng word, trigger words, and linking phrases, which all contribute to an appropriate academic writing style.
BV developing test technique The Tedlllique boxes contain shari tips which can easily be memorized and used as reminders in the real test. These include quick and easy advice about planning, under tanding questions, and how to use eUectively the language you have learned.
Introdllctioll
•
How is the IELTS Academic Writing paper organized? The academic wri ting omponent of the IELTS lasts one hour. 111 the test, there are two task of different le ngth. both o f which 'ou m ust all'wer.
What does each task consist of? In Task I. you will hav to w rite a t leas t 150 words to describe some data or a diagram. Data will normally be presented in the form of a graph, a bar or pie chan. a table. or a ombination of these. A diagram will norma ll y (elate [Q a process, the workings [ an object. or changes in map o ver time. You are always exp e ted to summarize the information by describing the main features. makin J comparison " .... here relevan t.
In Task 2. you will h ave to w rite at least 250 words on a topic. Y 1.1 wil l be presented wilh an opinion, an argument. r a p roblem, and you will be expected to respond in son e way. For exam ple. in 'our re pons . you may be asked LO:
xp r s an opinion . give views about two differem opinions and give your own opinion. discuss advantages and di sad vantage . give a solution to a problem by sugges ting measures. discuss ca uses of a problem and suggest sol u tions.
You are ahvays expe ted to give reasons and include any relevant examples from your own knowledge and experience .
How will I be assessed? In both tasks ou will be Clssessed on your ability to expre s yourself clearly an d accurate ly in English.
In Task 1. you r an wer is assessed according to your ability to write abou t d ta in an organized wa y an d compare infoID1a tion where it is relevant to do so. You. ho uld write about the main fea tures of the da ta an a ld relevant d rail where n e essary.
In Task 2, your answer i assessed a cording to your abili ty to wri in a logical m anner as you give a solution 10 a problem, present andjuslify an opinion, compare and contrast evict nce and opinions, or evaluate and challenge ideas or arguments.
How much time should I spend on each task? You are ad ised to sp end 20 m inu tes on Task l.
You are advised to spend 40 minut s on Task .
Even though Task 2 carrie more m arks, you should always do Task 1 firs t. This is because it is shorter, and psychologicCl lly it fee ls better if you ha ve comple ted on e task.
• 5
• •
II
II
UN IT
1
6 ••••
Change and conseqLlences
Unit aims Task t
Descnl:lIng trends Related verbs and nouns Understanding data
Tas~ 2
Understandmg questIOns ExpreSSing soluttons Linking phrases USing trigger wards
Task 1 Describing trends
1 The gTaphs relate to sales of media technolog . . Which graph a- h d o au think shows sales for each item in the photos 1-4?
2 Match each grapb (a-h) w ith the most appr p riate description below (1-10).
] Sales of auelio cassettes fell steaelily . .......... ~ ......
2 iPo sales rose gradually . ..................
3 Plasma TV sales fluctuated wildly, but the trend
was upward . ..................
4 Sales of video cassettes n uctuated wildly, and the
tTend was downward ..... ....... _ .. ... _
5 Total digital camera sales dropped slightly.
.... ... -..........
6 Sa es of audio cassettes fell and then levelled off.
..................
7 The sales of MP3-players rose gradually and then
climbed sharply . ..... .... .... _ ....
B Purchases of video casse tte recorders d lined
dramatically . ......... ,' .......
9 Sales of games consoles decreased and then
levelled off ...................
10 CD sales dropped suddenJy ............ .......
3 Underline the verbs in 2 used to describe tren d
Example
I Sales of audio cassettes kU steadily.
4 The verbs in 2 are modified by adverb such as steadily. Find the adverbs and decid e wheth r they mean slow or fast changes. Complete the lists below.
Slow .. ~~~!~~ ., Fas!
•
II V iii -
II .~
iii
m
D ~ m .---------------
iii ~
Technique
• Include a variety of • structures In your • writing. Use both • verb + adverb a 1d • adjective + noun • • • structures In '{our
Task 1 answer.
• Express nouns as The . of or as TWO
• nouns
• •
UNIT 1 Charlge alld COli eqllell"s
••• • •
Related verbs and nouns
5 S en tc'n Cf: ~ containing verb phrQses such as jeJl steadily call often b e re\-\' J.iLLen using the correct form of there islare and a related noun. Read the examples. Then rewri te sentences a-j below.
6
Examples
Th co nsumption of chocolate fell steadily. (verb + adverb) There was a steady fall in the consumption of chocolate . (there was a + adjective + n oun )
There has been a dramatic rise in the producrioD of films . (there has been a + adjeCtive + noun) Th production of film has risell dramaticalry. (verb + adverb)
a Spice expons from Afri ca fl uc tuated wildly over the period.
There were ........................................ ................................. .. ..................................... .
b The development of n ew products fell gradually.
Ther was ...... ............. ..... .......................................................................................... .
c There has been a noticeable decrease in res ~a rch investmen l.
Research ......................... ............... ........... ........ ... .. .................................................. ..
d The purchases of ti.cket dropped significantly last month .
There ~,v as ............................................................................................................ ..
e On the Internet, th e illu rober of sites rose significantly.
There wa .................................................................................................................. ..
There was a su.dden decrease in th e sale of mangos.
The sale .... ...... ........................................................................................................... .
g At the them e park. there "vere very slight fluctuations in the number of visitors.
The number ................................................................ ............................................... .
h There was a gradual declin e in sugar impons.
Sugar .......................................................................................................................... .
The quality of food in supermarkers has tncreased slowly .
There h as ................................................................................................ .......... ......... .
The number of air travellers fluctuated remarkably.
There ........ .. ................ ................................. .. ........................................ ..................... .
Phrases such as the consumplion oj chocolate can often be rewritten as just two nouns. Read the examples. Then find and revyTitt' olh J examp les in 5 .
Examples
The consumptioll oj chaco/ate can become Chocolate cOllsumption . The production offt/lns can become Fillll production . (not Films production).
••••• 7
Technique
To l1el~ you read the graph. write the
• Ilames nt tile t.afes at the end of each Il n~
Model text
Understanding data
7 Read the graph and th e Task 1 q uesli.on. Wh l was the in me in dollar for:
a The Tea Room in January? $160,000 ..... .. ......... . .. ..... .....
b Internet Express in July?
c Wi-fi Cafe in November?
d are Co I in D eember?
e The Tea Room in February?
Task 1
Y01/ should spend about 20 111 in lites 011 this task.
The graph sholt·,\, I lJe income of faLl r cafes i/l Ne w York over lasl year.
Sutnmal'iZl! the informalion by selectil)D and reporliJ.ID the maill featt/res, and ma ke compllri ons where relevallt.
Write at least 150 words. __ The TeB Room -+- Internel Express --- WI·II Ca fe -- Cafe Cool
Changing trends in cafe income .200 -.-------------
180+-----------+_
160 -I--.or--~-------_I__
140 -l--'rl'---1.---I.------.---I--
~120+-----~---~-~~;3 100 -+-:..:--- -------c ~..,....,.,-A__+_ "' g 80 +---~.""""~--->.,_.-.,1'-~-
60+----~~-----~~~~
40+-----~--~'-~---
20 +-~~~-~------
o +--.--~r_r_~~~~~-r~ J F M A M J J A SON D
8 Answer these questions about rhe graph.
a What do the letters , F, M, etc along th b llom of the graph mean?
b Wh a t do s OOOs mean .
e What P Ite m an yo u s 'C?
d What comparisons can you make?
9 Read the model text and decide wherher each missing phras n oun, or an adverb.
Example
1 adverb
me graph providef, informa1ion about the inc.ome trend~ of fo ur c.afe~ over the la5t
increase to $120,000 , furthermore, the inc.ome for both Internet £,y.pre5s and the
10 March options a-g with gaps
iear There are two baf,ic. general trendf,: downwar and upward. As regards the fir5t, the earning5 for The Tea \Zoom, \~ere down over the ~ear, falling I ... ... .. .. .. from alm05l $ \~O,OOO earning5 a month tO jU5t under $50,000 in December,
B-t contrast, the inc.ome for ihc other thre.e , ak5 went up b'j vat"(ing degrees, There "las :2. ., ... ....... in Gafe c.ool' (') 5ale5 over the fir~t ten month5, followed b'j a sudden
8 ••••
Wi-fi Gafe'J ............ in Duember. The former ey.perienc.e.d 4 .... ... ..... to June, but after Ihat, inc.ome rose S .. .. ..... ... ending the ~ear at approy.imate\~ $1'30,000.
UKe\o ise, the trend for Wi-fi waf, upward, Between Janua'1 to :ru\~, earnings I. .... ........ from $')0,000 to nead'j $100,000
and I .. .......... to around $lqO,ooo.
It if, noticeable that the inc..ome fo r The i ea \Zoom i5 lowel' in tne winter montho than for the. olne.r tnree. c.afes.
1- 7 in Ib e model text.
a I adily
b then rocketed
e doubled
d significant 11'
e also ended the year lip
a steady fall
" il ris ' "
ur~ rT 1 Cill7.llge mId cOllSeqllellCl!s
•
Task 2 Understanding questions
1 Task 2 questions cOlltdin a gen eral subject and ofte n in cl ude a spe jfic organizing word to help y ou organ ize your t: ssay. In each group a-d belo w, 'o.vhich organil'Z ing word has a different m ean ing fx JJ1 th e lher two?
a ad\ anlages draw back s benefits
b measu res st eps reasons
c ause eHecls consequences
d disadvantages drawbacks solutions
2 Cmnpkt ~ e,lCh Task 2 question below v-'" liih organil.ing words 1t! n!)] th e b ox. You may use each item more th an nce.
agree or disagree advantages solutions measures
disadvan tages benefits
causes
a What are the ~~~~0. .. of learning skills jn the mod rn vvodd?
b Any attempts to preserve the natural world will a lvva is h inder economic
developmenL. The benefit will howev r far outwe igh th e
.................. . Do you .................. ")
c What are the .................. and .................. of laking a eal" 0[[ b tween school
a n d univcrsit y?
d Stu dent s should be trained on ho w to ope wit h hange in the modern
world. How far do you .................. ?
e Volunteer work with disadvantaged groups like underpr ivileged children is
[he best way for you ng people to learn about th e real world . ' '''hat are the
.................. of such work ?
Every day, anim a ls are becoming extinct throughout the world . What do
you think the .................. of this are? What ..... ... .......... can you uggest.
g Ov rcrowding in large ci ties h as always been a problem, but with
popula tions a ro und the w orld a out to double, the social problems are
certain to multip ly. What ............ can yo u suggest to control th e p roblems .
3 How many p ans are [here in each quest ion in 2? For example, (a) bas one p art. If there are two or th ree p arts, how are they related?
• •• 9
-----...... Technique • Identlf the type 01 • que lion For cause/ -
-
10 •
Expressing solutions
4 Change is more rapid in the m odem world than it was in th e pasl. umber each category belov 1- 5 accord 'ing to how rapi d ly each is changing in your opinion (1 = most rapid; 5 = least rapid). Tltink of an example ofrapid h ange for each category.
Work Technology Travel Communication Health
5 Look at the Task 2 quest ion below and answer the question
Task2
Jou should spend about 40 minutes 0 11 this task.
Write about the following topic.
/.ore lind. /}l ore people claim tim" Hl O"~'''''1 1\" rk pa tterns a re a SOlI/'ce of s l r ess. What do YOII think are the causes of this? Can you sllggest some possible SOIIi/iolls'?
Give reasons for your anS'lver and inc/ude any relevant examplf!s from your own knowledge or experienCe.
a Which part of the question states a problem?
b Which twO words in the que lion are important for the organization of your answer?
6 Read the conversation bel ' een rw o students d iscussing the prob lem of s tress at work . w hich p ar t of the question in 5 are they answ ering? Wh at so lut ions and result s d o they suggest?
7 This p aragraph . suggests a solution
to [be Task 2 que llon in 5 . Com plete each gap with the phrases in a-f for p r Selliing
solutions, examples, and res ults,
a A further step is to
b for example
Shen :
Tina:
Shen: Ti na :
Shen: Tina:
Shan : Ti na:
How do you think people can deal with t heir stressful lives, especially at w ork? Firstly, I think employers should encou rage workers to relax. How? Well. in som e com pa nies, gym facilities o r massage therapies are available. Massage? Yes. If you help your employees to re lax, th is improves their effi ciency and prod uction. A re t here other solutions? Of course. Employees cou ld be trai ned in how to plan their ti me more effectively. One w ay is to stop peop le taking w ork home. And then the workp lace w ill become a lot happier.
1 .. .. .. ...... for employers to encourage workers to relax . 2 ....... .. " . , in some companies, gym facilities or massage therapies are available . 3 .' .......... , this improves their effiCiency and production. 4 .. .. .. . .. . .. train employees in how to plan their time more effectively, 5 ............ , by stopping people taking work home. 6 ............ , the workplace will become a lot hapPier.
d As a result
I think the mos t obvious solution is
e By doing this For instance
UNIT 1 Chal1!J~ (/lId coIIseqllellCe! &I
8 There axe several w ays to express sol u tjons. Should is used for SIl'ong sugges tion s; could is used for possible sugge (ions. Other ph rases can also be used to express solutions. Read the example [rom 6 and 7 on page 10. Then rewri te the sentences in a- f.
Examples
Employers should eJ/courage workers to relax . [ think the most obvious solution is/or employers to ncouTage workers [Q relax . Employees could be [rai/led in how to plan their Lime more effectively. A further step is to train employees in h ow [Q plan Ih eir li me more dfe [i vely.
a 1 think the most obvious solution is to encourage people to exercise more .
PeopleshouJd ......................................... , ............................. , ... ,.,. , ....... , .... , .......... , ... .
b The obvious answer is to reduce the number 0 wo rking hours ,
The number of working hours ...... , ....... ....... , ............ , ................................. , .......... .
c The government could provide each employee with their own computer.
One possibility is ....... , .... ... .................................................................... ... ... ...... .... .... .
d One option is to persuade parents to spen d more time with [heir children .
Parents could .............. , ............................................ ..... ... ........... , .. .. .............. ,
e A good idea is to restrict the number o f ars coming into iries,
The number of cars coming into cities .... " . ....... ..... .. ,' .......................................... .
f The go emmenl should build more sky rapers to solve the problem.
A good idea is .................................................................. ... " ... ..................... .
9 Which problems ('[modern life do (he SentenceS in S rein Ill?
overcrowding traffic congestion obesity lack of discipline stress technology
10 Use·the following phrases (0 add re ults to the Solul ions ab ove. Use YOUT
own ideas an d w ords.
Example
a I think the most obvious solution is to encourage people to exerdse more , By doing this, they would lose weight and would feel better generally.
As a result, This would enable/help them to This would lead to This means that they would By doing this, Consequently,
• •• 11
12 •• •
Linking phrases
11 Linking phrases mark the ftloctions 01 other sent ent:es i1n d phrases, s u c l ~ as solutjons, results, and examples. Match each linl(ing p h rase ' '',I tch th e cor Cl
function.
addi rion a nd
condition
exarnp1e
p urpose
reason
resu It
Usin g trigger words
8ftt! conseq uentJy, and so since
because therefore, if
as a result.
for instance, in order to
fu rth crmore, for example,
12 Read the paragraph from a Task 2 essay on overcrowded cities and find the UnkLn g phr ases which m atch these functions.
Reason Result Example Solution
M an\' citie in the world have now b ecome very ove.r~rowded because people are migrating in fro m the counrrysid e in search of work. As a result , fa cilities like wate r supp lies and public transport cannot cope with the demand s from increased numbers of people, and so they are under severe stra in. The obviol1s answer is to encourage the creation of jobs outside the cities . For example) we could encourage certain business s to set
up branch es in rur al areas.
13 Lin~",ing phrases can be used to tr.i gger id eas becau e th ey mark fun ctio n s . When you plan a Task 2 answer, write down some trigger words to h elp you dev d QP YOUT basic idea. Use [11e trigger w o rds below (a develop th e ideas given.
A
lfpeople migrale 10 cilies, they become ................ ..
And so ................ .. And as a restill .... .. ........... . A good idea would be to ................. .
By doing this, ................ ..
B
People spend 100 /lllIch time watching TV. For example, ................ .. Con equemly, .. .. , ....... .. .. .. If .................. , then .............. .. . . This \vill lead to ........ .. ...... . .
C
The development of tourism of Tell creates resentment among local people because For example, ......... .. ...... . The obvious ans wer is to ...... _._ .. .... __
Furthermore, ....... _ .. ....... .
•• • • ••
UNIT 1 Cil(l11ge and cO lIst:q uenus
•• • •••••
Practice Test 1
Task 1
You should spend aboUl 20 minutes on this task.
The 9rtJph belDH' shows il1 percentage terms tlu changing patterns of domestic aeee s to Jil(){il'm tecJl11vlo9.\J il1 homes in the UK
SIUJllII{//";ze flu "information by selectil1g and rep(wtillij tI,e IJ1l1in /catllres, anrl make comparisons where relevant.
Write alleasl 150 words.
Percentages
100 -.--------------------------------------------------------------,
CD player
80 ~--------------------------~~~~=----=====~
60
40
20
o 1996/97
Task 2
-------I
1998199
Yo u shou ld spend about 40 II/inures on this Jask. Write about the followil1g topic:
MObile phone .... .
--....... ".:.-.--------- -- --- ------
I 2000/01 2002/03
People naturally resist making changes;n their lil'e~ .. What kind of problems can this calise? What solutioJls can you suggest?
Give reasons for your allswer and include any relevanr examples from your OHI1"1 knowledge or experimce. Write at least 250 words.
• •• 13
• • • -• • •
•
Ballpoint pen , Laszlo Biro
Tin can patented by Peter Durand
Technique • • In the test. circle • and number I-Important de1ails • • in pencil. •
14 •••••
The importance of the past .. ... .. ---.-~-
Unit aims Task 1
Comparing information Adverbs in comparisons Comparing and contrasting
Task 2
Using it/they/ this/these Planning essays Developing Ideas
• •
••••• •••••• Task 1 Comparing information
The pictures and text show some inventions and who invented them . Answer the question s.
First mercury thermometer, Gabriel Fahrenheit
Safety pin, Walter Hunt
a Which is the oldes t invention? b Which is the most recem invention?
Paper money in China
c Which do you think are the most and least important inventions? d What other important h istorical in ventions are not induded here?
2 The chan shows {he results of a survey about th e most important inventi ons in th e last 300 years . Answer [he questions.
Most important inventi ons in t he last 300 years
I. Male 0 Female 1
a What is the most striking feature of the chart?
b What voting patterns can you see for females?
c What voting patterns can yo see for males?
3 You can use a range of structures to make compadsons . Read these examp Je describing the chart in 2. Then complete s,entences a-j with sui table information based on the chart.
Examples
More males than females chose the TV. (more + noun + than) Fewer fe males than m ales chose th e TV. (fewer + n oun + than) The TV was more popular among males than female s. (morel less + adjective + than) The most popular form of conununication was the Internet. (the most/least + adjective)
UNIT 2 TIre importGI1Ct! of the pasr
••
a More fe males ....................... ...... males chose [h e bicycle.
b The bicycle was more ........................ .... than any other invention.
c The car was .... ......................... popular among females than males.
d ... ................... .. ..... invention among both sexes was the TV.
e ................ ....... .. .... women than men voted for the mobile phone .
.......................... .. . invention among both sexes was the bicycle .
g ......... ..... ............... males than females picked the radio.
h The computeT was ............................. for women than for men .
More people seleded the bicycle ............................. any other invention.
The TV was ........................ .. ... popular than any other invention.
4 You can also com pare information by using a ma/ly ... as when numbers are very dose, or by using I/ot as many .. _ as. Read the examp les . Then compare male and female ani( udes (0 cars and m obil e phones.
Examples
As many females as males chose the computer. Not as many females as males chose tb radi o .
5 Make comparative sentences based on notes a-g below and the chart in 2. Use the passive or active form of the verb in italics .
Examples
femalesJmaleslselectfthe bicycle M ore females than m ale sf/eeted the bicycle . males/femaleslseleetfthe bicycle Fewer males thall f males selected the bicycle .
the bicyclelchooselfemales/males The bicycle was chosen by more females than males.
a males/femaleslehooselthe car
b wom en/men/selwlthe mobile phone
c the Intemetlehooselmales/females
d (emalesJ males! pick/the radio
e malesl£emaleslpicklthe radio
the computerl chooselfemales/males
g the bicyclelselect/males/females
••• • 15
16 •••••
Adverbs in comparisons
6 You can add adverbs to comparisons to make them more precise, such as significantly (more) or almost (as many). Read the examples. Then underline the adverbs in sentences a-i.
Examples
Significantly mOTe people voted for the bicycle than tbe other inventions. The bicycle was chosen by almost as many males as female s.
a Slightly more w om en than men voted for th e bi cycle .
b In the past, considerably more people lived in the countryside than towns.
c Many more people can use a computer today than thirty years ago .
d Substan tially less time is n ow spent doing housework than before.
e There are significantly fewer people now worldng in manufacturing than in the past.
Sports programmes are watdled by practically as many peopl now as jn
previous years.
g The exhibition about dnerna attracted far fewer visirors than expected.
h Illiteracy is much less common than in previous generations .
Nearly as many children as adults watch progranmles about ancienL history.
7 Which adverbs above mean: a almost? b a lot? c just a few?
8 Look again at the sentences you wrote in 5 on page 15. Add suitable adverbs .
Comparing and contrasting
9 Answer (hese questions about (he b ar chart.
a What do you mink the bar chart provides information about?
b What could the numbers on the left relate to?
c What do you trunk the wo rds along the bottom of the dl an relate to?
d What could the numbers in the box refer to?
e Is there a time reference for the graph?
7o,-----------------------------------------------, 60~------------------------ -------------------1 I 2~01 045-65
50~--,_~----------
40
30
20 10
o
Technique
In the test, make a qUick list of the comparison structures you know before you write
UNiT 2 Tire ;mportallu ofllle past
1 0 Match sentence beginnings 1-6 with endings a-f to form correct senlences abom the chart.
1 The arts and crafts society has the greatest number of 20-30 year-olds,
2 Only 25 people fTom the younger age group are members of the historical society,
3 Some societies are clearly more popular with one of tbe age groups,
4 The keep fit and social clubs have slightly more members in the younger age bracket,
5 In generaL the 20-30 year-olds are more actively involved in societies
6 The keep fit and social clubs attract a broader range f people
a wh reas the archaeological society is equally popula r wi th both .
b ill compariso11 with [he hi stori al society,
e but it is one of the least popular clubs with the ol' er age group
d comp.11'ed with the Ider age group,
e whilt! the figure for 45-65 year-olds is abou 50.
althollgh they are fairly popular with both age grou s.
11 In which of [he sentences in 10 uld the ending a-f orne fir t? Which cOlmecting words in italics are followed by a noun phrase only,
12 Read the description of (he chan in 9. For aeh of 1- 6, tw o options are possible and one is ineorreCL Delete the in correct option.
Model text
l'he Ghart provides information about how two age groups partic.ipate in 'beveral d ub\') at a Lentr£. for ,j(ktl1s.
We c.an '5Ce. from the data that the arGhaeologic.al, Keep fit and wc.ial dubs are popular with both older and ~ounge-r people. I \-IIhile/However~ contraM, the historic.al and art'b and c.rafts wc.ietie-s dead,! appeal more to one of the agegroupD. In the historic.al Wc.iet-j, SO of the members are between 4'5 and (,?,
2. but/whilelhowever "lhere are onl~ 2.5 from "lhe ~ounger age group. For the art and c.rafts soc.iet-j, the- pattern is reve-rsed.
l'here- are about ~o membe-rs aged be-tw e-e-n'}.() and 30 , -; but/whereaslin c-ompari50n ~Jith the number of people- in the- 45 to (pI5 age group is 4 Jar/slightly/ considerably lower.1he Ke-ep fit and wGial dubs are popular with both age- groupD, 'i howeverlbut/although there are sllghH'i fewer older people, e-mbe-rship of th ;;rc.haeologic.al Mc.iet., stand5 at it? fo both groups.
In ge-ne-ral, the- ~ounge-r age- group are v signific.antly/almost/noticeably more involved in the various wc.ieties than tl1 it?-(;j ~ear- 01d5.
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Task 2 Using itltheylthislti'zese
1 Read the text below writlen by a st ud ent as part of a Task 2 essay. Replace the words in italics wi th ii, they, this, or these.
Archaeologists, for example, help us to learn about the past. Archaeologists look for evidence in artefacts like pots and jewellery. Pots aJldjewellery reveal a lot of information about our ancestors. Revealing infonnatioll about the past is very useful, but the information is still quite limited.
2 Match 1-4 witb a- d to explain how ro use il, Ihey, this, and tllese.
I It and this refer to 2 They and these refer to 3 This and these are often used to refer to 4 This can also refer to
a nouns at the end of the previous senten ce. b plural nouns. c situations and processes. d singular nouns.
3 Underline the exact text w hich it, they, tilis, and these refer [0 in sentences a-h. The first one has been done for you.
a History teaches children not just facts, but a range of skills. For example, they can learn how to analyse material, do basic sorting and research .
b Old buildings help create a more relaxing environment in cities than concrete office blocks . This makes them more pleasant to work and live in .
c Studying history may trigger an in terest in oth er subject areas. This , in tum, may Lead to other hobbies.
d Built-up areas can be made more attractive by adding monuments and statues. These can then enrich people's lives considerably.
e Governments should provide more money to preserve historical siles. By doing this, our heritage would be saved for future generations. Tradition does not hold us back as some people believe . In facr, it helps us to
build the future . g Schools and colleges need to emphasize history and related subjects as these
will help give them a wider view of the world . h The Internet and computers can b<;.' used to preserve the pas t For example,
they can be used by children to do basic research and store images.
4 Com plete sentences a-g with ii, they, 1111:5, or these.
a If the past i to be preserved, .............. .. ,. must be done by usin g modem technology.
b The an and language of a country represent its history, so it is importan t that ................ .. are both preserved.
c The primary role of advenising is to encourage the public to replace the old witb the new ................... is called progress by some people .
d History broadens the minds of most people ,"vh o study .................. , but .................. also has the potential to narrow the minds of some.
e History should be given more emphasis in schooL as .................. will help children to understand better the world they live in . If hlstory is emphasized m ore in schools, .......... .. ... : .. wiU lead to a b tter understanding of the world.
g The past infom1.s us of the present and the future, but few people are suificiently aware o f , .... ... . "" ......
uNiT 2 The imparlQllce afllre pasl
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P]ann in g essays
5 Read (he historical facts in a-f below. Rank the events 1-6 according to how important you think rhey were in human history (1 = most impoTlam; 6 = least importanr). What other events w ould you add to the l ist?
a In 1792, France abolished the monarchy and instituted the fi rst republic. b In 1953 , Francis Watson and James Crick described the structure and
importance of DNA. c In October 1492. Christopher Columbus se t foot in the Americas. d In 1885. Karl Benz built and patented the first automobile . e In 1983. a com puter system connecting universitjes was created. whkh
later became the Internet. In the nimh cemury. gunpowder was first invented and used by the Chinese .
6 Read the Task 2 essay question below. Ded de w hich of points a-g ar relevant to this answer.
It is sometimes said tllat h istory /lever repeats itself, yet there is mild/ ill it which is relevant to our modern world . Suggest some ways in. whicJI the study of h istory migllt help liS today.
a There is often uncertainty about what really happene d with regard to well-known historical events.
b Studymg other historical periods gives insights into different ways of life . e We can learn about the recent past by asking older relatives. d HiStory involves investigation and interpretation, so its study develops
thinking skills. e Learning about conflicts in the past can teach u S hovv to avoid them in
future . History is a more dHficult area of study than most p ople imagine .
g The past can often provide explanations for the sit uation W ' face tod ay
7 Read the idea below. Choose some of the trigger words to develop tlus point. The first one has been done for you . Refer to Unit 1 page 12 for more examples of similar phrases .
Studying other historica.l periods gives insights in to different ways of life.
For example, students ca11 investigate the way in which people lived in ancient limes
such as ................ ..
As a resulr, ................ ..
Therefore, ................ ..
Furthermore . ................. .
8 Look back at Ihe other relevant sentences you chose in 6 above . Deve lop those ideas in the same way llsiJlg tr igger words. Then wri tt: out yow ideas in a pa.ragraph.
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b
Technique To help you build a bank of Ideas. recycle relevam Information from • other essay,-s_, _......;I.
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Developing ideas
9 Read the Task 2 question below. M ake a not of any ways you can mink of to make history more interesting.
Some children find lem'fling history at school very exciting. but matlY others think it is I'ery boriug. In what ways can history be brought to life for 0,1/ school children?
10 The list a-i below contains ideas that a student came up with for [he essay question in 9. There aI\:' thr,ee solutions, each wh b an example and an ffe l.
Complete (he table by matching each idea with the appropriate fu nct ion .
P aragraph 1 Paragrapb 2
Solutions a
Examples
EUects
a using the Internet and computers
b isiting historical sites
c historical places seem more real
l: make a poster about local history
(' go to a local archaeological site
it increase motivation to do research
g these kill can be applied in other subjects
h doing written projects
search for iniorrnation about historical figures online
Paragraph 3
11 Decide which function in 10 these linking phrases rel ate to.
a Another method is to
h T}') is will lead to
c For example,
d Last but not least, children could
e For instance,
such as
g As a result .
h The best way is to
Then
12 Use YOUI answers to 10 and 11 to write the ideas out as three paragraphs.
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UNit' 2 The imponallCt: of rhe past
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Practice Test 2
Task 1
You should spend about 20 minutes all this task.
The graph below SllOWS the contribution of three sectors - agriculture, manufacturing, llnd b1lSi1l2.5S ilIId fin lll/cia I services -to the UK economy ill the twentieth cClllury.
Summarize tile infonnatiol1 by selecting alId reporting tile main jeatw'es, and make cOlllpm'isolls where relevant.
Write at least 150 wards.
Contribution of selected sectors to the UK economy in the twentieth century
60
50
40
%
20
10
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Task 2
h'U sholild spend about 40 minutes on this task. V"'I"itt" ,lbc,ut Ihe/t'llu" .... il1g topic:
o Agriculture • M anufacturing o Business and Financial
To some people studying the past has lillIe value it! tile modem I For/d. Wily do you tlIil1k it is important to do so? What will be the effect If children are not taugll t history?
Give reasons foryour answer and include any relevant examples frolll your own knowledge or expenence. Write Cit least 250 words.
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