Ielts Writing

EASY-IELTS Writing

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WRITING VER.1.0

Topic Sentence

Brown

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EASY-IELTS

John

The subject of this paragraph will be my parents. I want to talk about air pollution.

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WRITING VER.1.0

My Parents have had three different periods in their life. Air pollution causes many problems in big cities.

Men and women are very different. essay Men’s and women’s behaviors in the workplace are different in three ways.

In 1990s, an earthquake struck BAM.

The earthquake in BAM influenced the way people build houses.

Teachers have played an important role in my life, but they were not as important as my parents.

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EASY-IELTS Supporting Sentence

(Concluding/ending/closing sentence)

Topic sentence

× ---------------------------------- . × ------------------. × ------------------------------. × ------------------------------. × --------------------. × ----------------------------------------------------------. × ------------------------.

Supporting sentence

Ending sentence

× ------------------------------------.

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WRITING VER.1.0

Mr. Branson is the best teacher I have ever had. First, he is knowledgeable in his field. He knows English very well, and he always reads new articles about teaching English. Second, he is helpful. When students face problems, he is there to help. He spends some time after class to help us individually, gives us more activities to do at home, and encourage us to practice more. Finally, he is punctual. He comet to the classroom 10 minutes to 6:00pm, and starts the class at 6:00 sharp. We also try to respect him by not being late. Being Knowledgeable, helpful and punctual makes Mr. Branson the best English teacher I have ever seen.

1- Make a point 2- Support the point 3- Organize and connect the support 4- Write error-free sentences

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EASY-IELTS

IELTS

(essay)

Transition words Finally

Second First

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WRITING VER.1.0

(Prewriting)

Free writing Questioning Clustering Making a list

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EASY-IELTS

Mr. Branson is a good teacher. He is on time. He doesn’t likes students are late. His knowledge in English is great. He almost know everything. Of course one day he made a mistake and correct him mistake. He reads more than students. He has a book in his hand. He is ready to help us…

How, Why, Where, When, Who, What Why Mr. Branson is a great teacher? He knows a lot… When/where does he read? He reads every time he has. He reads in the class and staff room. How is he practical? He spends time after class to help us… What else makes him good? He is on time...

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WRITING VER.1.0 Always reads

After class

New article

Mr. Branson is a good teacher

Knows a lot

A mistake

Is helpful

Is on time Help me a lot

10min before

We are not late

class Brainstorming

- Mr. Branson is really kind - Helps us a lot - Encourages us to speak English all the time - He is patient - Reads a lot of new articles - Has always a book in his hands - Loves music…

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Extra exercis e

EASY-IELTS

* Mr. Branson is my best teacher  He is knowledgeable  He is helpful  He is on time

(draft)

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WRITING VER.1.0

Firs, Next, Then, Later, Finally

When I let my impatience get out of hand, I often damage my relationships with others.

My main unpleasant trait, impatience, damages my relationships with others. 12

EASY-IELTS

I hope to quit smoking by the end of this year.

“Haste makes waste” When I painted my house last year, I learned the truth of the saying “Haste makes waste”. When it comes to escaping a fire, the saying “Haste makes waste” doesn’t apply. If you don’t help yourself, nobody will. The early bird catches the worm. Curiosity killed the cat. Don’t count your chicken before they are hatched. Don’t judge a book by its cover.

If I could save just one of my possessions, it would be my … Nothing is more valuable to me than my … My …. is the most important object I own.

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WRITING VER.1.0 SENTENCE SKILLS They are the basic skills needed to write clear, error-free sentences.

Subjects and Verbs Every sentence has a subject and a verb. Who or what the sentence speaks about is called the subject; what the sentence says about the subject is called the verb. Most verbs show actions while certain other verbs, known as linking verbs, do not show action. They give information about the subject of the sentence. Practice 1; in each of the following sentences, draw one line under the subject and two lines under the verb. 1 That clock runs about five minutes fast. 2 The new player on the team is much too sure of himself. 3 Late-afternoon shoppers filled the aisles of the supermarket. 4 Garbage trucks rumbled down my street on their way to the dump. 5 The children drew pictures on the steamed window. 6 The picture fell suddenly to the floor. 7 Chipmunks live in the woodpile behind my house. 8 Our loud uncle monopolized the conversation at the dinner table. 9 The tomatoes were soft to the touch. 10 The insurance company cancelled my policy because of a speeding ticket.

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EASY-IELTS DISTINGUISH SUBJECTS FROM PREPOSITIONAL PHRASES The subject of a sentence never appears within a prepositional phrase. Common prepositions; About above across among around at below beneath beside between by for from in inside into of off through to toward under with

before behind during except on onto over

Practice 2; cross out prepositional phrases. Then draw a single line under subjects and a double line under verbs. 1 For that course, you need three different books. 2 The key to the front door slipped from my hand into a puddle. 3 The checkout lines at the supermarket moved very slowly. 4 With his son, Jamal walked to the playground. 5 No quarrel between good friends lasts for a very long time. 6 In one weekend, Martha planted a large vegetable garden in her backyard. 7 Either of my brothers is a reliable worker. 8 The drawer of the bureau sticks on rainy days. 9 During the movie, several people walked out in protest. 10 At a single sitting, my brother reads five or more comic books.

VERBS OF MORE THAN ONE WORD Many verbs in sentences consist of more than one word like will be helping. TIPS; 15

WRITING VER.1.0 1 Words like not, just, never, only, always are not part of the verb. The boys should just not have stayed out so late. 2 No verb preceded by to is ever the verb of a sentence. Sue wants to go with us. 3 No –ing word by itself is ever the verb of a sentence [to be a verb it must have a helping verb in front of it] We planning the trip for months. [this is not a sentence, because the verb is not complete]

Practice 3; draw a single line under subjects and a double line under verbs. Be sure to include all parts of the verb. 1 He has been sleeping all day. 2 The wood foundations of the shed were attacked by termites. 3 I have not washed my car for several months. 4 The instructor had not warned us about the quiz. 5 The bus will be leaving shortly. 6 You should not try to pet that temperamental hamster. 7 They have just been married by a justice of the peace. 8 He could make a living with his wood carvings. 9 Kim has decided to ask her boss for a raise. 10 The employees should have warned us about the wet floor.

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EASY-IELTS COMPOUND SUBJECTS AND VREBS A sentence may have more than one verb. The dancer stumbled and fell. A sentence may have more than one subject. Cats and dogs are sometimes the best of friends. A sentence may have several subjects and several verbs. James and I read the book and reported on it to the class.

Practice 4; draw a single line under subjects and a double line under verbs. Be sure to mark all the subjects and verbs.

1 The hypnotist locked his assistant in a box and sawed her in half. 2 Trina began her paper at 7:30 and finished it at midnight. 3 On the shipping pier, the Nissans, Toyotas, and Hondas glittered in the sun. 4 Tony added the column of figures three times and got three different totals. 5 The car sputtered, stalled, and then started again. 6 Whiteflies, mites, and aphids infected my houseplants. 7 Ruth disconnected the computers and carried them to her car. 8 We walked over to the corner deli and bought extra cheese for the party. 9 At the new shopping mall, Tony and Lola looked in windows for two hours and then bought one pair of socks. 10 My aunt and uncle married in their twenties, divorced in their thirties, and then remarried in their forties.

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WRITING VER.1.0 Fragments Every sentence must have a subject and a verb and must express a complete thought. A word group that lacks a subject or a verb and does not express a complete thought is a fragment. The most common types of fragments are; 1. 2. 3. 4.

Dependent-word fragments –ing or to fragments Added-detail fragments Missing-subject fragments

DEPENDENT-WORD FRAGMENTS A clause that begins with a dependent word (like when, while, after, because, etc) is not a complete sentence. This word group cannot stand alone. Look at this example. When waiting for the bus. We want to know more. It doesn’t express a complete though. What happened? Who was waiting for the bus? You can correct a dependent-word fragment by attaching it to the sentence that comes after it or to the sentence that comes before it. I saw a terrible accident. When waiting for the bus. I saw a terrible accident when waiting for the bus. Another way of correcting a dependent-word fragment is to eliminate the dependent word and make a new sentence. I saw a terrible accident. I was waiting for the bus. Do not use the second method of correction too frequently because it may cut down on interest and variety in your writing style. Practice 1; turn each of the dependent-word groups into a sentence by adding a complete thought. Put a comma after the dependent-word group if a dependent word starts the sentence.

1 After I finished work on Friday 2 Because the class was cancelled 3 When my car stalled on the highway 18

EASY-IELTS 4 The supermarket that I went to 5 Before I left the house

Practice 2; underline the fragments in each item. Then correct each fragment by attaching it to the sentence that comes before or the sentence that comes after—whichever sounds more natural. Put a comma after the dependentword group if it starts the sentence.

1 Although the air conditioner was working. I still felt warm in the room. I wondered if I had a fever. 2 When Tony got into his car this morning. He discovered that he had left the car windows open. The seats and rug were soaked. Since it had rained overnight. 3 After cutting fish at the restaurant all day. Jenny smelled like a cat food factory. She couldn’t wait to take a hot, perfumed bath. 4 Franco raked out the soggy leaves. That were at the bottom of the cement fishpond. When two bullfrogs jumped out at him. He dropped the rake and ran. 5 Because he had eaten and drunk too much. He had to leave the party early. His stomach was like a volcano. That was ready to erupt. --ING and TO FRAGMENTS When a word ending in –ing or the word to appears at or near the start of a word group, a fragment may result. I spent all day in different clothes shops. Trying to find a pair of jeans. To correct –ing fragments, attach them to the sentence that comes before it or to the sentence that comes after it, whichever makes sense. I spent all day in different clothes shops, trying to find a pair of jeans. Another way of correction

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WRITING VER.1.0 is to add a subject and change the –ing verb part to the correct form of the verb. I spent all day in different clothes shops. I tried to find a pair of jeans. To correct to fragments, add them to the sentence before or after it. Look at this example; I decided to study this book. To get a good score in IELTS test. To get a good score in IELTS test, I decided to study this book. Practice 3; underline the –ing fragment in each of the following selections. Then make the fragment a sentence by rewriting it, using the method described in parentheses.

1 Eli lay in bed after the alarm rang. Wishing that he had $100,000. Then he would not have to go to work. [Add the fragment to the preceding sentence] 2 Investigating the strange, mournful cries in his neighbor’s yard. George found a puppy tangled in its leash. [Add the fragment to the sentence that comes after it] 3 I had to drive to the most remote parking lot to get a space. As a result, being late for class. [Add the subject I and change being to the correct form of the verb was]

Practice 4; underline the –ing or t0 fragment in each item. Then rewrite them using one of the methods of correction.

1 Glistening with dew. The gigantic web hung between the branches of the tree. The spider waited patiently for a visitor. 2 Kevin loves his new puppy. Claiming that the little dog is his best friend. 3 Noah picked through the box of chocolates. Removing the kinds he didn’t like. He saved these for his wife and ate the rest.

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EASY-IELTS 4 The grass I was walking on suddenly became squishy. Having hiked into a marsh of some kind. 5 Steve drove quickly to the bank. To cash his paycheck. Otherwise, he would have had no money for the weekend. ADDED-DETAIL FRAGMENTS They lack a subject and a verb. They often begin with one of the following words; also, especially, except, for example, including, such as. My apartment has its drawbacks. For example, not hot water in the morning. I had many jobs while in school. Including busboy, painter, and security guard. People often write added-detail fragments for the same reason they write –ing fragments. They think the subject and verb in one sentence will serve for the next word group as well. But the subject and verb must be in each word group. The best method to correct them is to attach the fragment to the complete thought that precedes it, or to add a subject and a verb to the fragment to make it a complete sentence. My apartment has its drawbacks for example, not hot water in the morning. I had many jobs while in school. I worked as a busboy, a painter and a security guard. Practice 5; underline the fragment in each selection below. Then make it a sentence by rewriting it, using the method described in the parentheses. 1 Hakeem is very accident-prone. For example, managing to cut his hand while crumbling a bar of shredded wheat. [correct the fragment by adding the subject HE and changing MANAGING to MANAGED] 2 Tina’s job in the customer service department depressed her. All day, people complained. About missing parts, rude salespeople, and errors on bills. [ add the fragment to the preceding sentence]

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WRITING VER.1.0 3 My mother is always giving me household hints. For example, using club soda on stains. Unfortunately, I never remember them. [correct the fragment by adding the subject and verb SHE SUGGESTS] Practice 6; underline the added-detail fragment in each selection. Then rewrite that part of the selection needed to correct the fragment using one of the three methods of corrections. 1 My little boy is constantly into mischief. Such as tearing the labels off all the cans in the cupboard. 2 The old house was filled with expensive woodwork. For example, a handcarved mantel and a mahogany banister. 3 Andy used to have many bad eating habits. For instance, chewing with his mouth open. 4 I put potatoes in the oven without first punching holes in them. A half hour later, there were several explosions. With potatoes splattering all over the walls of the oven. 5 Janet looked forward to seeing former classmates at the high school reunion. Including the football player she had had a wild crush on. She wondered if he had grown fat and bald. MISSING-SUBJECT FRAGMENTS People write missing-subject fragments because they think the subject in one sentence will apply to the next word group as well. But the subject, as well as the verb, must be in each word group to make it a sentence. Look at this example; She reads different text from a variety of sources every day. Then with a good dictionary, looks the new words up. The second word group does not have a subject. There are two ways to correct them. Either attach the fragment to the preceding sentence, [She reads different text from a variety of sources every day, then with a good dictionary, 22

EASY-IELTS looks the new words up.] or add a subject to it [Then with a good dictionary, she looks the new words up.]. Practice 7; underline the missing-subject fragment in each selection. Then rewrite that part of the selection needed to correct the fragment. Use one of the two methods of correction described above. 1 Fred went to the refrigerator to get milk for his breakfast cereal. And discovered about one tablespoon of milk left in the carton. 2 At the Laundromat, I loaded the dryer with wet clothes. Then noticed the ‘out of order’ sign taped over the coin slot. 3 Our neighbourhood’s most eligible bachelor got married this weekend. But did not invite us to the wedding. We all wondered what the bride was like. 4 Larry’s father could not accept his son’s lifestyle. Also, was constantly criticizing Larry’s choice of friends. 5 Wanda stared at the blank page in desperation. And decided that the first sentence of a paper is always the hardest to write.

Run—Ons A run-on is two complete thoughts that are run together with no adequate sign given to mark the break between them. As a result of the run-on, the reader is confused, unsure of where one thought ends and the next one begins. Two types of run-ons are fused sentence and comma splices. Some run-ons have no punctuation at all to mark the break between thoughts. Such run-ons are known as fused sentences; they are fused or joined together as if they were only one thought. John decided to stop smoking he didn’t want to die of lung cancer. In other run-ons, known as comma splices, a comma is used to connect or ‘splice’ together the two complete thoughts. However, a comma alone is not enough to connect two complete thoughts. Some connection stronger than a comma alone is needed. 23

WRITING VER.1.0 John decided to stop smoking, he didn’t want to die of lung cancer. There are four methods of correcting run-ons; 1.

Use a period [full stop] and a capital letter to separate the two complete thoughts. In other words, make two separate sentences of the two complete thoughts. 2. Use a comma plus a joining word [and, but, for, or, not, so, yet] to connect the two complete thoughts. 3. Use a semicolon to connect the two complete thoughts. 4. Use subordination [put a dependent word at the beginning of one fragment]. METHOD 1; PERIOD AND A CAPITAL LETTER This method is especially useful if the thoughts are not closely related or if another method would make the sentence too long. Practice 1; locate the split in each of the following run-ons. Each is a fused sentence—that is, each consists of two sentences fused or joined together with no punctuation at all between them. Reading each sentence aloud will help you ‘hear’ where a major break or split in the thoughts occurs. Correct the run-ons by putting a period at the end of the first thought and a capital letter at the start of the second thought. 1 Gerald’s motorized wheelchair broke down he was unable to go to class. 2 The subway train hurtled through the station a blur of spray paint and graffiti flashed in front of my eyes. 3 Jenny panicked the car had stalled on a treacherous traffic circle. 4 Half of the class flunked the exam the other half of the students were absent. 5 One reason for the high cost of new furniture is the cost of good wood one walnut tree sold recently for $40,000.

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EASY-IELTS Practice 2; locate the split in each of the following run-ons. Some of them are fused sentences, and some are comma splices—run-ons spliced or joined together only with a comma. Correct each run-on by putting a period at the end of the first thought and a capital letter at the start of the next thought. 1 I wish Carl wouldn’t fall asleep in class, his snoring drowns out the lecture. 2 The crime rate in this country is increasing, every eight seconds another home is burglarized. 3 Our car radio is not working properly we get whistling noises and static instead of music. 4 That shopping mall has the smell of death about it half the stores are empty. 5 Cats sleep in all sorts of unusual places, our new cat likes to curl up in the bathroom sink. Practice 3; write a second sentence to go with each sentence below. Start the second sentence with the word given. 1 I could not find my car keys. THEY 2 The first thing Marcus ate for dessert was a peach. THEN 3 My daughter began screaming. SHE 4 The toaster oven was acting strangely. IT 5 Cars had to stop suddenly at the intersection. THERE METHOD 2; COMMA AND JOINING WORD This method is called coordination. Joining words are and, but, so, for, or, nor, yet. Here is what the four most common joining words mean; 1.

And; in addition, along with John was watching the football match, and he was doing his homework as well. 2. But; however, except, on the other hand, just the opposite 25

WRITING VER.1.0 I sent her three text messages, but she didn’t answer. 3. For; because, the reason why, the cause for something He is studying really hard, for he has a hard examination. 4. So; as a result, therefore, consequently She didn’t study at all this semester, so she failed the course. Practice 4; insert the comma and the joining word [and, but, for, so] that logically connects the two thoughts in each sentence. 1 The telephone was ringing someone was at the front door as well. 2 Something was obviously wrong with the meat loaf it was glowing in the dark. 3 Tia and Nina enjoyed the movie they wished the seats had been more comfortable. 4 Brett moved from Boston to Los Angeles he wanted to get as far away as possible from his ex-wife. 5 I decided to go back to school I felt my brain was turning to slush. Practice 5; add a complete, closely related thought to each of the following statements. When you write the second thought, use a comma plus the word given. 1 The night was hot and humid [SO] 2 Fred wanted to get a pizza [BUT] 3 Lola went shopping in the morning [AND] 4 I’m going to sell my car [FOR] 5 I expected the exam to be easy [BUT]

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EASY-IELTS METHOD 3A; SEMICOLON ALONE A semicolon is made up of a period (full stop) above a comma. The semicolon signals more of a pause than a comma alone but not quite the full pause of a period. Occasional use of semicolons can add variety to sentences. John was watching the football match; he was doing his homework as well. I sent her three text messages; she didn’t answer. He is studying really hard; he has a hard examination. She didn’t study at all this semester; she failed the course. Practice 6; insert a semicolon where the break occurs between the two complete thoughts in each of the following sentences. 1 I just cancelled my cell phone service the bill was just too expensive. 2 Reggie wanted to watch a football game the rest of the family insisted on watching a movie. 3 Bonnie put a freshly baked batch of chocolate chip cookies on the counter to cool everyone gathered round for samples. 4 About $ 25 million worth of pizza is eaten each year an average of 300 new pizza parlors open every week. 5 Nate never heard the third base coach screaming for him to stop he was out at home plate by ten feet. METHOD 3B; SEMICOLON WITH A TRANSITION A semicolon is sometimes used with a transitional word and a comma to join two complete thoughts. John was watching the football match; also, he was doing his homework as well. I sent her three text messages; however, she didn’t answer. She didn’t study at all this semester; consequently, she failed the course.

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WRITING VER.1.0 Sometimes transitional words do not join complete thoughts but are merely interrupters in a sentence. My parents, moreover, plan to go on the trip. I believe, however, that they’ll change their minds. Here is a list of common transitional words also called adverbial conjunctions. However, on the other hand, in contrast, nevertheless, instead, moreover, furthermore, also, in addition, therefore, as a result, consequently, otherwise... Practice 7; for each item, choose a logical transitional word from the list above and write it. In addition, put a semicolon before the transitional and a comma after it. 1 The tree must be sprayed with insecticide............................the spider mites will kill it. 2 I helped the magician set up his props..........................I agreed to let him saw me in half. 3 Fred never finished panelling his basement...........................he hired a carpenter to complete the job. 4 My house was robbed last week............................I bought a watchdog. 5 Juanita is taking five courses this semester.............................she is working forty hours a week. Practice 8; punctuate each sentence by using a semicolon and a comma. 1 I arrived early to get a good seat however there were already a hundred people outside the door. 2 Foul language marred the live boxing match as a result next time the network will probably use a tape delay. 3 The fluorescent lights in the library gave Jan a headache furthermore they distracted her by making a loud humming sound.

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EASY-IELTS 4 The broken shells on the beach were like tiny razors consequently we walked along with extreme caution. 5 Ted carefully combed and recombed his hair nevertheless his bald spot still showed. METHOD 4; SUBORDINATION A fourth method of joining related thoughts is to use subordination. Subordination is a way of showing that one thought in a sentence is not as important as another thought. Because John didn’t want to die of lung cancer, he decided to stop smoking. I sent her three text messages although she didn’t answer. Notice when we subordinate, we use dependent words like because, when and although. Following is a brief list of common dependent words; After, when, until, while, although, even though, as, since, if, unless, because... Practice 9; choose a logical dependent word from the list above and write it in the gap. 1 The instructor is lowering my grade in the course........................because I was late for class three times. 2 .............................the airplane dropped a few feet, my stomach rose a few feet. 3 ............................the football game was being played, we sent out for a pizza. 4 .............................the football game was over, we went out for another pizza. 5 You should talk to a counsellor......................you decide on your courses for next semester.

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WRITING VER.1.0

Sentence Variety This part will show you how to write effective and varied sentences. You will learn more about two techniques—subordination and coordination—you can use to expand simple sentences, making them more interesting and expressive. FOUR TRADITIONAL SENTENCE PATTERNS Sentences in English are traditionally described as simple, compound, complex, or compound-complex. THE SIMPLE SENTENCE A simple sentence has a single subject-verb combination. A simple sentence may have more than one subject, or more than one verb, or several subjects and verbs. The game ended early. Lola and Tony drove home. The children smiled and waved at us. Jack and Joe lubricated my car, and replaced the oil filter. THE COMPOUND SENTENCE A compound, or ‘double’ sentence is made up of two (or more) simple sentences. The two complete statements in a compound sentence are usually connected by a comma plus a joining word (and, but, for, or, nor, so, yet). A compound sentence is used when you want to give equal weight to two closely related ideas. The technique of showing that ideas have equal importance is called coordination. Practice 1; combine the following pairs of simple sentences into compound sentences using a comma and a logical joining word [and, but, for, so] 1 My cold grew worse. I decided to see a doctor. 2 My uncle always ignores me. My aunt gives me kisses and presents. 3 We played softball in the afternoon. We went to a movie in the evening. 30

EASY-IELTS 4 I invited Rico to sleep overnight. He wanted to go home. 5 Police raided the club. They had gotten a tip about illegal drugs for sale. THE COMPLEX SENTENCE A complex sentence consists of a simple sentence (a complete statement) and a statement that begins with a dependent word. Here is a list of them; After, although, though, as, because, before, even though, how, if, even if, in order that, since, that, so that, unless, until, what, whatever, when, whenever, where, wherever, whether, which, while, who, whose, ... A complex sentence is used when you want to emphasize one idea over another in a sentence. Because I forgot the time, I missed the final exam. The main idea is ‘I missed the final exam’ since it is expressed as a complete thought. The less important idea—Because I forgot the time—is subordinated to the complete thought. The technique of giving one idea less emphasis that another is called subordination. In the following examples the less important ideas are underlined. While Mary was eating breakfast, she began to feel sick. I checked my money before I invited John for lunch. Although I practiced for three months, I failed my driving test. Practice 2; use logical dependent [subordinating] words to combine the following pairs of sentences into complex sentences. Place a comma after a dependent statement when it starts the sentence. 1 The instructor announced the quiz. The class groaned. 2 Gene could not fit any more groceries into his cart. He decided to go to the checkout counter. 3 Your car is out of commission. You should take it to Otto’s Transmission. 4 I received a raise at work. I called my boss to say thank you. 5 We owned four cats and a dog. No one would rent us an apartment. 31

WRITING VER.1.0 Practice 3; rewrite the following sentences, using subordination rather than coordination. Include a comma when a dependent statement starts a sentence. 1 Ruth turned on the large window fan, but the room remained hot. 2 The plumber repaired the water heater, so we can take showers again. 3 I washed the sheets and towels, and I scrubbed the bathroom floor. 4 You should go to a doctor, for your chest cold may get worse. 5 The fish tank broke, and guppies were flopping all over the carpet. Practice 4; combine the following simple sentences into complex sentences. Omit repeated words. Use the dependent words who, which or that. 1 The magazine article was about abortion. The article made me very angry. 2 The woodshed has collapsed. I built the woodshed myself. 3 The power drill is missing. I bought the power drill at half price. 4 Rita Haber was indicted for bribery. Rita Haber is our mayor. 5 The chicken pies contained dangerous preservatives. We ate the chicken pies. THE COMPOUND-COMPLEX SENTENCE A compound-complex sentence is made up of two (or more) simple sentences and one (or more) dependent statements. After I returned to school following a long illness, the math teacher gave me makeup work, but the history instructor made me drop her course. Practice 5; read through each sentence to get a sense of its overall meaning. Then insert a logical joining word [and, or, but, for, so] and a logical dependent word [because, since, when, although]. 1 .........................he suffered so much during hay fever season, Pete bought an air conditioner, ......................he swallowed allergy pills regularly. 32

EASY-IELTS 2 .........................I put on my new flannel shirt, I discovered that a button was missing, ...................I angrily went looking for a replacement button in the sewing basket. 3 .............................the computer was just repaired, the screen keeps freezing,...................I have to restart the program. 4 .............................I have lived all my life on the East Coast, I felt uncomfortable during a West Coast vacation, ...................I kept thinking that the ocean as on the wrong side. 5 ............................water condensation continues in your basement, either you should buy a dehumidifier........................you should cover the masonry walls with waterproof paint. REVIEW OF SUBORDINATION AND COORDINATION Subordination and coordination are ways of showing the exact relationship of ideas within a sentence. Through subordination we show that one idea is less important than another. When we subordinate, we use dependent words like when, although, while, because, and after. Through coordination we show that ideas are of equal importance. When we coordinate, we use the words and, but, for, or, nor, so, yet. Practice 6; use subordination or coordination to combine the following groups of simple sentences into one or more longer sentences. Be sure to omit repeated words. Various combinations are possible. 1 Louise used a dandruff shampoo. She still had dandruff. She decided to see a dermatologist. 2 Omar’s parents want him to be a doctor. He wants to be a salesman. He impresses people with his charm. 3 The instructor conducted a discussion period. Jack sat at his desk with his head down. He did not ant the instructor to call on him. He had not read the assignment.

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WRITING VER.1.0 4 Lola wanted to get a quick lunch at the cafeteria. All the sandwiches were gone. She had to settle for a cup of yogurt. 5 I was leaving to do some shopping in town. I asked my son to water the back lawn. He seemed agreeable. I returned three hours later. The lawn had not been watered. `

Three common irregular verbs; BE, HAVE, DO These verbs are auxiliary verbs. After be, we use either present participle (--ing) or past participle of the verb. She is writing a letter. A letter was written. After have, we use past participle of the verb. She has written the letter. And after do, bare infinitive (infinitive without to) is used. She doesn’t write letters. She didn’t write the letter. Practice 1; cross out the nonstandard verb form in each sentence. Then write the standard form of be, have or do. 1 If it be not raining tomorrow, we’re going camping. 2 You is invited to join us. 3 You has to bring your own sleeping bag and flashlight. 4 it don’t hurt to bring a raincoat also, in case of a sudden shower. 5 The stars is beautiful on a warm summer night. 6 Last year we have a great time on a family camping trip. 7 We done all the cooking ourselves. 8 The food tasted good even though if have some dead leaves in it. 9 Then we discovered that we has no insect repellent. 10 When we got home, we was covered with mosquito bites. Practice 2; fill each blank with the standard form of be, have or do. 34

EASY-IELTS My mother sings alto in our church choir. She........................to go to choir practice every Friday night and.....................expected to know all the music. If she....................not know her part, the other choir members...................things like glare at her and.......................likely to make nasty comments, she says. Last weekend, my mother......................houseguests and.....................not have time to learn all the notes. The music.............very difficult, and she thought the other people.....................going to make fun of her. But they.....................very understanding when she told them that she......................laryngitis and couldn’t make a sound.

Troublesome Irregular Verbs LIE (lay, lain) —LAY (laid, laid) To lie means to rest or recline. It doesn’t need an object. To lay means to put something down. It takes an object. Tony lies on the couch. I lay the mail on the table. Practice 1; choose the correct verb 1 Vicky is the sort of person who lies/lays her cards on the table. 2 I am going to lie/lay another log on the fire. 3 Lying/Laying down for an hour after supper helps Fred regain his energy. 4 I have lain/laid all the visitors’ coats in the master bedroom. 5 Frankenstein’s monster lay/laid on the table, waiting for lightning to recharge his batteries. SIT (sat, sat) —SET (set, set) To sit means to take a seat or to rest. It doesn’t need an object. To set means to put or to place. It needs an object. I sit down during work breaks. I set out the dishes on the table.

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WRITING VER.1.0 Practice 2; choose the correct verb. Use a form of sit if you can substitute rest/take a seat. Use a form of set if you can substitute place/put. 1 During family arguments I try to sit/set on the fence instead of taking sides. 2 I walked three blocks before sitting/setting down the heavy suitcases. 3 Lorenzo sat/set the grapefruit on the teacher’s desk. 4 That poor man has not sat/set down once today. 5 You can sit/set the laundry basket on top of the washer. RISE (rose, risen) —RAISE (raised, raised) To rise means to get up or to move up. It doesn’t need an object. To raise (which is a regular verb with simple –ed endings) means to lift up or to increase in amount. It needs an object. The crowd rose to applaud the batter. I raised the sheds to let in the sun. Practice 3; choose the correct verb. Use a form of rise if you can substitute get up/ move up. Use a form of raise if you can substitute lift up/ increase. 1 Even though I can sleep late on Sunday if I want to, I usually rise/raise early. 2 Some dealers rise/raise rather than lower their prices before a sale. 3 After five days of steady rain, the water in the dam had risen/raised to a dangerous level. 4 The landlord rose/raised the rent in order to force the tenants out of the apartment. 5 The cost of living rises/raises steadily from year to year.

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EASY-IELTS Subject—Verb Agreement A verb must agree with its subject in number. A singular subject takes a singular verb. A plural subject takes a plural verb. Mistakes in subject-verb agreement are usually made in the following situations; 1. 2. 3. 4. 5.

When words come between the subjects and the verb When a verb comes before the subject With indefinite pronouns With compound subjects With who, which, that

WORDS BETWEEN THE SUBJECT AND THE VERB Prepositional phrases usually come between the subject and the verb. Common prepositions; About above across among around at below beneath beside between by for from in inside into of off through to toward under with

before behind during except on onto over

Practice 1; draw one line under the subject. Then choose the correct verb. 1 The blue stain on the sheets comes/come from the cheap dish towel that I put in the washer with them. 2 The sport coat, along with the two pairs of pants, sells/sell for just 50 dollars. 3 The roots of the apple tree is/are very shallow. 4 Amir’s sister, who wanted to be at his surprise party, was/were unable to come because of flooded roads. 5 The dust-covered photo albums in the attic belongs/belong to my grandmother.

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WRITING VER.1.0 6 The cost of personal calls made on office telephones is/are deducted from our pay. 7 Two cups of coffee in the morning does/do not make up a hearty breakfast. 8 The moon as well as some stars is/are shining brightly tonight. 9 the electrical wiring in the apartment is/are dangerous and needs replacing. 10 Chapter 4 of the psychology book, along with six weeks of class notes is/are to be the basis of the test. VERB BEFORE THE SUBJECT A verb agrees with its subject even when the verb comes before the subject. Words that may precede the subject include there, here, and, in questions, who, which, what, and where. Inside the storage shed are the garden tools. At the street corner were two panhandlers. There are times I’m ready to quit my job. Where are the instructions for the DVD player? Practice 2; draw one line under the subject. Then choose the correct verb. 1 There is/are long lines at the checkout counter. 2 Scampering to the door to greet Martha Grencher was/were her two little dogs. 3 Filling the forest floor was/were dozens of pine cones. 4 There is/are pretzels if you want something to go with the cheese. 5 At the end of the line, hoping to get seats for the movie, was/were Janet and Maureen. 6 There is/are rats nesting under the backyard woodpile. 7 swaggering down the street was/were several tough-looking boys. 8 On the very top of that mountain is/are a house for sale.

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EASY-IELTS 9 At the soap opera convention, there was/were fans from all over the country. 10 Under a large plastic dome on the side of the counter lies/lie a single gooey pastry. INDEFINITE PRONOUNS The following words, known as indefinite pronouns, are always singular. One, someone, somebody, something, somewhere, no one, nobody, nothing, nowhere, anyone, anybody, anything, anywhere, everyone, everybody, everything, everywhere, each, either, neither. BOTH always takes a plural verb. Practice 3; choose the correct form of the verb. 1 Everyone in our neighbourhood hope/hopes the farm stays open. 2 Nobody dance/dances the way he does. 3 Either of our football team’s guards deserve/deserves to be an all-state guard. 4 Both of the race drivers was/were injured. 5 Everyone who received an invitation appear/appears to be here. 6 No one ever offer/offers to work on that committee. 7 One of my sisters own/owns a VW convertible. 8 Somebody has/have been taking shopping carts from the supermarket. 9 Everyone that I talked to think/thinks the curfew is a good idea. 10 Each of the candidates has/have talked about withdrawing form the race. COMPOUND SUBJECTS Subjects joined by and generally take a plural verb. Ambition and good luck are the keys to his success.

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WRITING VER.1.0 When subjects are joined by or, either......or, neither......nor, not only......but also, the verb agrees with the subject closer to the verb. Either the manager or his assistants deserve to be fired. Either the assistants or the manager deserves to be fired. Practice 4; choose the correct form of the verb. 1 This tie and shirt match/matches the suit, but the shoes look terrible. 2 The kitchen and the bedroom has/have to be cleaned. 3 A good starting salary and a bonus system is/are the most attractive features of my new job. 4 Neither Ellen nor her brothers plan/plans to work at a temporary job during their holiday break from college. 5 For better or worse, working on his van and playing video games is/are Pete’s main interests in life. WHO, WHICH AND THAT When who, which, and that are used as subjects, they take singular verbs if the word they stand for is singular and plural verbs if the word they stand for is plural. Gary is one of those people who are very private. Gary is a person who is very private. Practice 5; choose the correct the verb. 1 I removed the sheets that was/were jamming my washer. 2 This job isn’t for people who stumble/stumbles over tough decisions. 3 The radio that blare/blares all night belongs to my insomniac neighbour. 4 The Saturn is one of the small American cars that give/gives high gasoline mileage. 5 The strange smell that appear/appears in our neighbourhood on rainy days is being investigated. 40

EASY-IELTS Consistent verb tense Do not shift tenses unnecessarily. If you begin writing a paper in the present tense, don’t shift suddenly to the past. If you begin in the past, don’t shift without reason to the present. Notice the inconsistent verb tenses in the following example: Smoke spilled from the front of the overheated car. The driver opens up the hood, then jumped back as a steam billows out. The verbs must be consistently either in the present, or in the past. Practice 1; In each item, one verb must be changed so that it agrees in the tense with the other verbs. Cross out the incorrect verb and write the correct form. 1 Mike peels and eats oranges at movies; the smell caused other people to move away from him. 2 The nursing program attracted Juanita, but she weighed the pluses and minuses and then decides to enrol in the X-ray technician course instead. 3 I grabbed for the last bag of pretzels on the supermarket shelf. But when I pick it up, I discovered there was a tear in the cellophane bag. 4 Ruby waits eagerly for the mail carrier each day. Part of her hoped to get a letter in which someone declares he is madly in love with her and will cherish her forever. 5 The first thing Jerry does every day is weigh himself. The scale informed him what he can eat that day. 6 My sister sprinkles detergent flakes on my head and then ran around telling everyone that I had dandruff. 7 When Norm peeled back the old shingles, he discovers that the roof was rotted through.

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WRITING VER.1.0 8 My father knocked on the bedroom door. When he asks me if he could come in, I said, ‘Not right now.’ 9 Omar is so unaggressive that when a clerk overcharged him for an item, he pays the money and makes no comment. 10 When my doctor told me I needed an operation, I swallow hard and my stomach churned.

Additional Information about Verbs VERB TENSE Verbs tell us the time of an action. The time that a verb shows is usually called tense. The most common tenses are the simple present, past, and future. In addition, there are nine other tenses that enable us to express more specific ideas about time than we could with the simple tenses alone. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Present simple I work, she works Past simple; he worked Future simple; you will work Present progressive; she is working, we are not working Past progressive; he was working, they were working Future progressive; I will be working, she will be working Present perfect; I have worked, she has worked Past perfect; you had worked, he had worked Future perfect; you will have worked, she will have worked Present perfect progressive; we have been working, she has been working 11. Past perfect progressive; they had been working, he had been working 12. Future perfect progressive; you will have been working, she will have been working Practice 1; For the sentences that follow, fill in the present or past prefect or the present or past progressive of the verb shown. Use the tense that seems to express the meaning of each sentence best.

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EASY-IELTS 1 We................................for five miles before we realized we were lost. WALK 2 The new mail carrier.............................good about his job until the first dog bit him. FEEL 3 After an hour, the waiter..........................only a basket of stale rolls on our table. PLACE 4 All last winter, my little brother.........................to get a good job carrying groceries at the supermarket. TRY 5 This year, Aunt Agatha......................tomatoes—she must have about five hundred already. GROW 6 I.............................everywhere for the paper; finally, I found it under the cat. LOOK 7 Miriam.........................French for three years so she can talk to her poodle. STUDY 8 James loves karate; he.............................every Bruce Lee movie in existence. SEE 9 Nilsa.............................soap operas for four hours a day in the two months she was unemployed. WATCH 10 The pitcher.........................to second; unfortunately, the runner was on third. THROW VERBALS Verbals are words formed from verbs. Verbals, like verbs, often express action. They can add variety to your sentences and vigor to your writing style. Three kinds of verbals are infinitives, participles, and gerunds. Infinitives are TO plus the base form of verbs. I started to practice. Don’t try to lift that table. A participle is a verb form used as an adjective (a descriptive word). The present participle ends in –ing. The past participle ends in –ed or has an irregular

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WRITING VER.1.0 ending. The laughing child held up her locked piggy bank. A gerund is the –ing form of a verb used as a noun. Studying wears me out. Practice 2; identify the italicized word as a participle [P], an infinitive [I], or a gerund [G]. 1 The sobbing child could not find his parents. 2 Gossiping with neighbours is my favourite pastime. 3 Painting the front porch is a chore Fred promises to get to every spring. 4 All my brother ever wants to do is play video games. 5 Lola always like to race through a pile of dead leaves. 6 My boss’s graying hair gives him a look of authority. 7 Glowing embers were all that remained of the fire. 8 It doesn’t matter if you win or lose—just try to break even. 9 Holding her nose, my mother asked, ‘What’s the awful smell?’ 10 Wearing glasses makes that man look intelligent. ACTIVE AND PASSIVE VERBS When the subject of a sentence performs the action of the verb, the verb is in the active voice. When the subject of a sentence receives the action of a verb, the verb is in the passive voice. The passive form of a verb consists of a form of the verb be plus the past participle of the main verb. In general, active verbs are more effective than passive verbs. Active verbs give your writing a simpler and more vigorous style. The passive form of verbs is appropriate, however, when the performer of the action is unknown or is less important that the receiver of the action. Practice 3; change the following sentences from the passive to the active voice. Note that you may have to add a subject in some cases.

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EASY-IELTS 1 The surprise party was organized by Eliza. 2 Many people were offended by the comedian. 3 The old woman’s groceries are paid for by the neighbours. 4 The horse chestnuts were knocked off the trees by the boys. 5 The devil was driven out of Regan by the exorcist. 6 The huge moving van was loaded by four perspiring men. 7 A tray of glasses was dropped by the inexperienced waiter. 8 Umbrellas are always being lost by my forgetful Aunt Agatha. 9 Babe Ruth’s home run record was finally broken by Barry Bonds. 10 A bomb was found in the suitcase by the airport security staff.

Pronoun Reference, Agreement, and Point of View Pronouns are words that take the place of nouns. Pronouns are shortcuts that keep you from unnecessarily repeating words in writing. This part presents rules that will help you avoid three common mistakes people make with pronouns. The rules are as follows; 1—a pronoun must refer clearly to the word it replaces. 2—a pronoun must agree in number with the word or words it replaces. 3—pronouns should not shift unnecessarily in point of view. PRONOUN REFERENCE A sentence may be confusing and unclear if a pronoun appears to refer to more than one word; I locked my suitcase in my car, and then it was stolen. What was stolen, your car or your suitcase? A sentence my also be confusing if the pronoun does not refer to any specific word; We never buy fresh vegetables at that store because they charge too much. Who are they? Who charges too much?

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WRITING VER.1.0 Practice 1; rewrite each of the following sentences to make clear the vague pronoun reference. Add, change, or omit words as necessary. 1 Mario insisted to Harry that it was his turn to drive. 2 I failed two of my courses last semester because they graded unfairly. 3 Don was offered an accounting job, which pleased his parents very much. 4 When Tony questioned the mechanic, he became very upset. 5 I was very nervous about the biology exam, which was unexpected. 6 Paul told his younger brother that the dog had chewed his new running shoes. 7 My cousin is an astrologer, but I don’t believe in it. 8 Liz told Elaine that she had been promoted. 9 Whenever I start enjoying a new television show, they take it off the air. 10 When the centre fielder heard the crack of the bat, he raced toward the fence but was unable to catch it. PRONOUN AGREEMENT A pronoun must agree in number with the word or words it replaces. If the word a pronoun refers to is singular, the pronoun must be singular; if the word is plural, the pronoun must be plural. Not that the word a pronoun refers to is known as the antecedent. Practice 2; write the appropriate pronoun [they, their, them, it] in the blank space in each of the following sentences. 1 After the hikers arrived at the camp,......................removed...................heavy packs. 2 That breakfast cereal is delicious, but.....................has almost no nutrients.

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EASY-IELTS 3 I never buy gifts in stores anymore, for I use my computer to purchase...................on the Internet. 4 The heat was so oppressive during the race that.....................caused several runners to pass out. 5 Anna’s parents went to a marriage counsellor, and.....................are getting along better now. INDEFINITE PRONOUNS The following words, known as indefinite pronouns, are always singular. One, someone, somebody, something, somewhere, no one, nobody, nothing, nowhere, anyone, anybody, anything, anywhere, everyone, everybody, everything, everywhere, each, either, neither. Either of the apartments has its drawbacks. One of the girls lost her skateboard. Everyone in the class must hand in his paper tomorrow. Practice 3; choose the correct pronoun. 1 Neither of the boys brought [his, their] homework in today. 2 Each waitress is responsible for [her, their] own section. 3 It seems as though no one in my fraternity wants to pay [his, their] dues these days. 4 Only one of the boys remembered to bring [his, their] cell phone. 5 Each of my sisters has [her, their] own room. 6 Any man who purchased one of those ill-made suits probably wasted [his, their] money. 7 Almost every woman on our street leaves for [her, their] job about the same time each morning. 8 Before a discussion in our women’s club, each member must decide on one question that [she, they] wants to ask. 47

WRITING VER.1.0 9 Either of the travel routes has [their, its] share of places to see. 10 Any player on the men’s team who gains weight is in danger of losing [his, their] job. PRONOUN POINT OF VIEW Pronouns should not shift their point of view unnecessarily. When writing a paper, be consistent in your use of first-, second-, or third-person pronouns. For instance, if you start writing in the first-person I, don’t jump suddenly to the second-person you. Or if you are writing in the third-person they, don’t shift unnecessarily to you. One reason that I like living in the city is that you always have a wide choice of sports events to attend. [Inconsistent ] One reason that i like living in the city is that I always have a wide choice of sports events to attend. [consistent] 1.

First-person pronouns; singular [I, my, mine, me] plural [we, our, ours, us] 2. Second-person pronouns; singular [you, your] plural [you, your] 3. Third-person pronouns; singular [he, his, him/ she, her, hers/ it, its] plural [they, their, theirs, them] Practice 4; cross out inconsistent pronouns in the following sentences and write the correction above the error. 1 What I don’t like about eating Chinese food is that you always feel hungry an hour later. 2 Students may not leave the exam room unless you have finished the exam. 3 These days people never seem to get the recognition they deserve, no matter how hard you work. 4 If our pets could talk, we would find it easier to take care of them. As it is, you can never be sure what a pet means by a bark or a meow.

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EASY-IELTS 5 Whenever a woman feels she is being discriminated against, you should register a complaint. 6 If a person plans to make a complaint, you should check all the facts first. 7 I work at a shop where you do not get paid for all the holidays you should. 8 If you think you’re coming down with cold symptoms, one should take action right away. 9 Once we were at the campsite, you had only a radio as contact with the outside world. 10 In our office, we can have a long coffee break anytime you want it.

Pronoun Types SUBJECT AND OBJECT PRONOUNS Subject pronouns [I, YOU, HE, SHE, IT, WE, THEY] are subjects of verbs. 1.

Use a subject pronoun in a sentence with a compound (more than one) subject. Mary and me (and I) went shopping. 2. Use a subject pronoun after forms of the verb BE. It was me (I) who telephoned. It may be them (they) at the door. In spoken English we prefer ‘It was me’ but in written English it is considered incorrect. 3. Use a subject pronoun after than or as when a verb is understood after the pronoun. You read faster than I (read). NOT than me. Tom is as intelligent as I (am). Use object pronouns after as or than when a verb is not understood after the pronoun. The law applies to you as well as me. Our boss paid Monica more than me.

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WRITING VER.1.0 Object pronouns [ME, YOU, HIM, HER, IT, US, THEM] are the objects of verbs or prepositions. Practice 1; choose the correct subject or object pronoun in each of the following sentences. 1 I left the decision to she/her. 2 My sister and I/me decided to combine funds to buy our parents’ Christmas present. 3 He arrived sooner than they/them. 4 Give more spaghetti to Hal and she/her. 5 Sonia and she/her gave the car an oil change. 6 The two people failed for cheating on the test were Mary and he/him. 7 She/Her and Luisa are jealous of my success. 8 We/Us fellows decided to get up a football game. 9 I don’t feel he is a better volleyball player than me/I. 10 Her/She and I/me are not talking to each other. Practice 2; for each sentence write an appropriate subject or object pronoun. Try to use as many different pronouns as possible. The first one has been done for you as an example. 1 Lola ran after Sue and......me......to return the books she had borrowed. 2 Mr. Spud, our football coach, asked Gary and.....................to play on both offense and defence. 3 Pull the map out of the glove compartment and give it to.......................... 4 The bowling team presented..........................with a bronze trophy. 5 The instructor caught Ted and...........................whispering during the exam. 50

EASY-IELTS 6 No one was dressed up as much as...................was. 7 My sister and.....................decided to care for the stray puppy. 8 I’m tired of.....................and their polite artificial smiles. 9 The block party was organized by..................and our neighbours. 10 My uncle entertained........................kids with his scary ghost stories. RELATIVE PRONOUNS Relative pronouns do two things at once. First, they refer to someone or something already mentioned in the sentence. Second, they start a short word group that gives additional information about this someone or something. They are who, whom, which, that, whose. The only friend who really understands me is moving away. The child whom they adopted is from Korea. Chocolate, which is my favourite food, upsets my stomach. I guessed at half the questions that were on the test. 1.

Whose means belonging to whom. Be careful not to confuse whose with who’s, which means who is. 2. Who, whose, and whom all refer to people. Which refers to things. That can refer to either people or things. 3. Who, whose, whom and which can also be used to ask questions. When they are used in this way, they are called interrogative pronouns. 4. Who and whom are used differently. Who is a subject pronoun. Use who as the subject of a verb. Whom is an object pronoun. Use whom as the object of a verb or a preposition. Let’s see who will be teaching the course. Dr. Kelsey is the instructor whom I like best. I haven’t decided for whom I will vote. Practice 3; choose the correct pronoun in each of the following sentences. 1 My grandfather, who/which is seventy-nine, goes bowling every Friday. 2 The plant who/that Nita got for her birthday finally died. 51

WRITING VER.1.0 3 I wish I had a relative who/whom would give me a million dollars. 4 I don’t know to who/whom I should send my complaint letter. 5 Nobody knew who/whom was responsible for the mistake. POSSESSIVE PRONOUNS Possessive pronouns show ownership or possession. He shut off the engine of his motorcycle. The keys are mine. They are mine, yours, his, hers, ours, theirs. [possessive adjectives which are used before nouns are; my, your, his, her, its, our, theirs. A possessive pronoun never uses an apostrophe. That coat is hers’. Practice 4; cross out the incorrect pronoun form in each of the sentences that follow. Write the correct form. 1 That car won’t be safe until you get its’ brakes fixed. 2 If you are a friend of him, you’re welcome to stay with us. 3 The seat you are sitting on is mines. 4 The neighbours called they dogs to chase the cat off the lawn. 5 The coffeepot is ours’. DEMONSTRATIVE PRONOUNS Demonstrative pronouns point to a person or thing. They are this, these, that, those. Generally speaking this and these refer to things close at hand; that and those refer to things farther away. Do NOT use them, this here, that there, these here, or those there to point out. Use only this, that, these, those. Practice 5; cross out the incorrect form of the demonstrative pronoun and write the correct form. 1 That there dog will bite you if it gets a chance.

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EASY-IELTS 2 This here fingernail is not growing straight. 3 Them girls cannot be trusted. 4 Carry in those there shopping bags if you want to help. 5 The place where I’d like to live is that there corner house. REFLEXIVE PRONOUNS Reflexive pronouns are pronouns that refer to the subject of a sentence. They are myself, yourself, himself, herself, itself, ourselves, yourselves, themselves. Sometimes they are used for emphasis. You will have to wash the dishes yourself. Practice 6; cross out the incorrect form of the reflexive pronoun and write the correct form. 1 Tony considers hisself the strongest wrestler in the class. 2 The striking players are only making theirselves look greedy. 3 You must carry your luggage yourselfs. 4 Many firefighters themself do not have smoke detectors in their homes. 5 We decided to finish the basement by ourself.

Adjectives and Adverbs Adjectives describe nouns or pronouns. They usually come before the word they describe [a kind woman]. But they can also come after the verbs be, feel, look, smell, seem, sound, taste, appear, and become. Adjectives can be used to compare. For most short adjectives, add –er when comparing two things and – est when comparing three or more things. For most longer adjectives (two or more syllables), add more when comparing two things and most when comparing three or more things. Do not use both –er ending and more, or both an –est ending and most. Some adjectives have irregular forms; bad [worse, worst], good/well [better, best], little [less, least], much/many [more, most]. 53

WRITING VER.1.0 Adverbs describe verbs, adjectives, or other adverbs. An adverb usually ends in –ly. Perhaps the most common mistake that people make with adjectives and adverbs is to use an adjective instead of an adverb after a verb. I rest comfortable comfortably in that chair. She learned quick quickly. Two words often confused are well and good. Good is an adjective; it describes nouns. Well is usually an adverb; it describes verbs. Well (rather than good) is also used as an adjective when referring to a person’s health. Examples; I became a good swimmer. She was good at cooking. Mary did well on that exam. I told him that I wasn’t feeling well. Practice 1; write the comparative and superlative forms for the following adjectives.

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EASY-IELTS Fast timid kind ambitious generous fine likable

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WRITING VER.1.0 practice 2; write the correct form of adjectives. 1 My jeans are the.................................pants I own. COMFORTABLE 2 My biology exam was the.........................of my five exams. DIFFICULT 3 The......................way to get a good grade in the class is to take effective notes. EASY 4 I made..........................money in my job as a delivery boy than I made as a golf caddy. LITTLE 5 The....................pay I ever made was as a drill press operator in a machine shop. GOOD 6 The ticket lines for the rock concert were the.......................I had ever seen. LONG 7 The..................................days of my childhood were the ones I spent on trips with my grandfather. MEMORABLE 8 I am a...............................driver than my sister, but my brother is the.........................driver in the family. EXPERIENCED 9 This year’s drought is............................than last year’s; forecasters are saying that next year’s drought may be the.........................of this century. BAD 10 The diner’s cheesecake is.............................than its custard pie. GOOD Practice 3; choose the adjective or adverb needed. 1 Her pink top clashed violent/violently with her orange skirt. 2 If I had not run quick/quickly, the dog would have caught me. 3 The crowd pushed angry/angrily toward the box office window. 4 Sam peered with considerable/considerably effort through the grimy cellar window. 56

EASY-IELTS 5 The trees swayed gentle/gently in the wind. 6 I was real/really tired. 7 I exercise regular/regularly, and my eating habits are also regular/regularly. 8 Sarah sat very quiet/quietly on the stairs, listening to her parents quarrel angry/angrily in the kitchen. 9 I listened careful/carefully to the doctor’s exact, exactly instructions. 10 Slow/Slowly but sure/surely, I improved my grades in school. Practice 4; write well or good in the sentences that follow. 1 He writes............................enough to pass the course. 2 We always have a..............................time at the county fair. 3 The mayor and district attorney know each other very........................... 4 Jim has not been feeling......................lately. 5 I did not do...............................when I took the typing test.

Misplaced Modifiers Misplaced modifiers are words that, because of wrong placement, do not describe the words the writer intended them to describe. Misplaced modifiers often confuse the meaning of a sentence. To avoid them, place words as close as possible to what they describe. Look at these examples; We had hamburger after the movie, which was too greasy for my taste. [The film was greasy?] After the movie, we had a hamburger, which was too greasy for my taste. Our phone almost rang fifteen times last night. [The phone didn’t ring in fact? Almost?] Our phone rang almost fifteen times last night.

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WRITING VER.1.0 Other single-word modifiers to watch out for include only, even, hardly, nearly, often. Such words should be placed immediately before the word they modify. Practice 1; underline the misplaced word/words in each sentence. Then rewrite the sentence, placing related words together to make the meanings clear. 1 They finally found a Laundromat driving around in their car. 2 I read that Chuck Yeager was a pilot who broke the sound barrier in the library. 3 Evelyn was thinking about her lost chemistry book taking the elevator. 4 Lola selected a donut from the bakery filled with banana cream. 5 Howard almost worked twenty hours overtime to pay some overdue bills. 6 Tickets have gone on sale for next week’s championship game in the college bookstore. 7 I returned the orange socks to the department store that my uncle gave me. 8 The camper saw the black bear looking through the binoculars. 9 I nearly earned two hundred dollars last week. 10 Mushrooms should be stored in the refrigerator enclosed in a paper bag. Practice 2; rewrite each sentence, adding the italicized words. Make sure that the intended meaning is clear and that two different interpretations are not possible. 1 We agreed to go out to dinner tonight. [insert in our science class]

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EASY-IELTS 2 Bob and I decided to get married. [inset on a rainy day in June to show when the decision was made] 3 Suki decided to hail a taxi. [insert weighed down with heavy packages] 4 I’ve looked everywhere for an instruction book on how to play the guitar. [insert without success] 5 Mother told me to wash the car. [insert over the phone]

Dangling Modifiers A modifier that opens a sentence must be followed immediately by the word it is meant to describe. Otherwise, the modifier is said to be dangling, and the sentence takes on an unintended meaning. For example, look at this sentence; while sleeping in his backyard, a ball hit Bill on the head. The unintended meaning is that the ball was sleeping in the backyard. What the writer meant, of course, was that Bill was sleeping in his backyard. The writer should have placed Bill right after the modifier. While sleeping in his backyard, Bill was hit on the head by a ball. Or ‘While Bill was sleeping in his backyard, a ball hit him on the head. There are two ways of correcting a dangling modifier. Decide on a logical subject and do one of the following; [Having almost no money, my survival depended on my parents.] 1.

Place the subject within the opening word group Since I had almost no money, I depended on my parents for survival. 2. Place the subject right after the opening word group Having almost no money, I depended on my parents for survival. Practice 1; rewrite each sentence to correct the dangling modifier. Mark the one sentence that is correct. 1 Folded into a tiny square, I could not read the message. 2 Wading into the lake, tadpoles swirled around my ankles. 59

WRITING VER.1.0 3 Soaked to the skin, Chris was miserable waiting in the unsheltered doorway. 4 Hanging on the wall, I saw a photograph of my mother. 5 Settling comfortably into the chair, the television captured my attention for the next hour. 6 Driving home after a tiring day at work, the white line became blurry. 7 Soaring high over the left-field fence, the batter hit his first home run. 8 Threadbare and dirty, Myrna knew the time had come to replace the rug. 9 After spending most of the night outdoors in a tent, the sun rose and we went into the house. 10 Hot and sizzling, we bit into the apple tarts. Practice 2; complete the following sentences. In each case, a logical subject should follow the opening words. 1 Since failing the first test, ....................................................................... 2 Before learning how to dance,............................................................... 3 While flying the kite, ................................................................................ 4 After taking my coffee break, ................................................................ 5 Though very tired, ..................................................................................

Faulty parallelism Words in a pair or a series should have parallel structure. By balancing the items in a pair or a series so that they have the same kind of structure, you will make the sentence clearer and easier to read. Don’t worry about parallel [balanced] sentences in your first draft. But when you rewrite, you should try to put matching words and ideas into matching structures. Such 60

EASY-IELTS parallelism will improve your writing style. Look at the examples of nonparallel and parallel sentences; Fran spends her free time reading, listening to music, and she works in the garden. Fred spends her free time reading, listening to music, and working in the garden. After the camping trip I was exhausted, irritable, and wanted to eat. After the camping I was exhausted, irritable, and hungry. My hope for retirement is to be healthy, to live in a comfortable house, and having plenty of money. My hope for retirement is to be healthy, to live in a comfortable house, and to have plenty of money. Practice 1; the unbalanced part of each sentence is italicized. Rewrite this part so that it matches the rest of the sentence. 1 After the exercise class, I woke up with stiff knees, throbbing legs, and arms that ached. 2 Our favourite restaurant specializes in delicious omelets, soups that are freshly made, and inexpensive desserts. 3 The man running the checkout counter was tall, thin, and having a bad temper. 4 Caulking the windows, to replace weather stripping, and painting the garage are my chores for the weekend. 5 with her pale skin and her eyes that were green, she appeared ghostly in the moonlight. 6 As an Operah Winfery fan, I love to watch her show and reading her magazine. 7 After calling the police, checking the area hospitals, and we prayed, we could only wait. 8 The stars appeared on talk shows, signed autographs, and were attending opening nights in order to promote their latest movie.

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WRITING VER.1.0 9 Our teenage daughter ties up the phone for hours, giggling with her friends, deciding what to wear, complaints about her restrict parents. 10 In Allan’s nightmare, he was audited by the IRS, investigated by the police, and bill collectors were chasing him. Practice 2; complete the following sentences. The first two parts of each statement are parallel in form: the part that you add should be parallel in form as well. 1 Among the drawbacks of apartment living are noisy neighbours, yearly rent increases, and............. 2 Three bad habits I have resolved to change are losing my temper, showing up late for appointments, and....................... 3 The best features of my part-time job are good pay, flexible hours, and............................... 4 Cigarette smoking is expensive, disgusting, and.................................... 5 Lessons I had to learn after moving from my parents’ home included how to budget my money, how to take care of my own laundry, and......................................

Sentence variety This part will show you several ways to write effective and varied sentences. You will increase your sense of the many ways available to you for expressing your ideas.

--ing word groups Use an –ing word group at some point in a sentence. The doctor, hoping for the best, examined the X-rays. Jogging every day, I soon raised my energy level. [For more information refer to ‘participle’ section.]

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EASY-IELTS Practice 1; combine each pair of sentences below into one sentence by using an –ing word and omitting repeated words. Use a comma or commas to set off the –ing word group from the rest of the sentence. 1 Ginger refused to get out of bed. She pulled the blue blanket over her head. 2 Dad is able to forget the troubles of the day. He putters around in his basement workshop. 3 The crowd of dancers moves as one. They swayed to the music. 4 George tried to protect himself from the dampness of the room. He wrapped a scarf around his neck. 5 The woman listened intently to the earnest young man. She caressed her hair.

--ed word groups Use an –ed word group at some point in a sentence. Tired of studying, I took a short break. Mary, amused by the joke, told it to a friend. I opened my eyes wide, shocked by the red ‘F’ on my paper. Practice 2; combine each pair of sentences below into one sentence by using an –ed word and omitting repeated words. Use a comma or commas to set off the –ed word group from the rest of the sentence. 1 I called an exterminator. I was bothered by roaches. 2 Sam grew silent. He was baffled by what had happened. 3 The crowd began to file slowly out of the stadium. They were stunned by the last-minute touchdown. 4 I tried to stifle my grin. I was amused but reluctant to show how I felt. 5 Cindy lay on the couch. She was exhausted from working all day.

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WRITING VER.1.0 --ly openers Use an –ly word to open a sentence. Gently, he mixed the chemicals together. Anxiously, the contestant looked at the game clock. Skilfully, the quarterback rifled a pass to his receiver. Practice 3; combine each of the following pairs of sentences into one sentence by starting with an –ly word and omitting repeated words. Place a comma after the opening –ly word. 1 The burglars carried the television out of the house. They were quiet. 2 Janelle squirmed in her seat as she waited for her turn to speak. She was nervous. 3 I reinforced all the coat buttons with strong thread. I was patient. 4 He finished answering the last question on the test. He was quick. 5 I tore the wrapping off the present. I was excited.

To openers Use a to word group to open a sentence. To succeed in that course, you must attend every class. To get good seats, we went to the game early. Practice 4; combine each of the following pairs of sentences into one sentence by starting with a to word group and omitting repeated words. Use a comma after the opening to word group. 1 Doug ran five miles a day all summer. He wanted to prepare for the track season. 2 You should meet Al’s parents. This will help you understand him better. 3 She wants to get the stain off her hand. She will have to use an abrasive soap. 4 I left the house early. I had to get to the church on time. 64

EASY-IELTS 5 I punched in my code number. I did this to make the automatic banking machine work.

Prepositional phrase openers Use prepositional phrase openers. From the beginning, I disliked my boss. In spite of her work, she failed the course. After the game, we went to a movie. Practice 5; combine each of the following groups of sentences into one sentence by omitting repeated words. Start each sentence with a suitable prepositional phrase and put the other prepositional phrases in places that sound right. Generally, you should use a comma after the opening prepositional phrase. 1 I sat napping. I did this during my work break. I did this in the lunchroom corner. I did this with my head on my arm. 2 We played basketball. We did this in the church gym. We did this during the winter. We did this on many evenings. 3 Fred Grencher studies his bald spot. He does this with grave concern. He does this in the bathroom mirror. He does this before going to bed. 4 The car skidded. It did this on an oil slick. It did this on a sharp curve. It did this during the race. 5 The teenage driver raced his car to the busy intersection. He did this without slowing down. The intersection is in the heart of town.

Series of items Use a series of items. Following are two of the many items that can be used in a series: adjectives and verbs. The section on parallelism gives you practice in some other kinds of items that can be used in a series. The husky young man sanded the chipped, weather-worn paint off the fence.

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WRITING VER.1.0 [Adjectives] In my job as a cook’s helper, I prepared salads, sliced meat and cheese, and made all kinds of sandwiches. [Verbs] Practice 6; combine each of the following groups of sentences into one sentence by using adjectives in a series and omitting repeated words. Use a comma between adjectives only when and inserted between them sounds natural. 1 The boy stomped on the bug. The boy was little. The boy was angry. The bug was tiny. The bug was red. 2 The man slowly wiped his forehead with a bandanna. The man was tall. The man was thin. His forehead was sweaty. His bandanna was dirty. His bandanna was blue. 3 My sister is intelligent. My sister is good-natured. My sister is humorous. 4 The boy looked at the girl. The boy was shy. The boy was timid. The girl was grinning. The girl was curly-haired. 5 A man wearing work clothes strode into the tavern. The man was short. The man was muscular. The man was bald. The work clothes were wrinkled. The work clothes were green. The tavern was noisy. The tavern was smoke-filled. Practice 7; combine each group of sentences below into one sentence by using verbs in a series and omitting repeated words. Use a comma between verbs in a series. 1 When the popular comedian walked from behind the curtain, the crowd applauded. The crowd stomped their feet. The crowd shouted, ‘Hi ... oh!’ 2 Everywhere in the cafeteria students were pulling on their coats. They were scooping up their books. They were hurrying off to class. 3 By 6 A.M., I had read the textbook chapter. I had taken notes on it. I had studied the notes. I had drunk eight cups of coffee.

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EASY-IELTS 4 I pressed the Rice Krispies into the bowl. I poured milk on them. I waited for the milk to soak the cereal. 5 I am afraid the dentist’s drill will slip off my tooth. I am afraid it will bite into my gum. I am afraid it will make me jump with pain.

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WRITING VER.1.0 Language for graphs; a book for IELTS page 98 exe 2 Sentences with similar subjects to be compared better; 1. 2. 3. 4.

The price collapsed in 1994. The price plummeted in 1994. In 1994, the price fell steeply. The price plunged in 1994.

5. The price rose and fell over the period, but the trend was definitely upwards. 6. In spite of the sharp fluctuations in the price, the trend was obviously upwards. 7. The price was erratic. 8. The price did not change over the period. 9. The price remained stable. 10. The price was steady over the period. 11. The price remained static, before experiencing a period of erratic behaviour. 12. The price remained the same for a brief period and then fluctuated wildly. 13. The price fluctuated slightly over the period. 14. The price was fairly steady over the period. 15. The price plunged dramatically in 1994, but then it regained its previous level, before soaring to a new peak. 16. Having remained stable for several years apart from a plunge in 1994, the price leaped to a new peak at the end of 1997. 17. There was a steep fall in 1994 followed by a gradual improvement in the subsequent years.

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EASY-IELTS 18. The price dipped slightly several times before sinking to a new low at the end of 1997.

Page 100 exe 3 ; line graph ; subjects The average number of people attending the museum yearly stood at just under 700,000 at the beginning of 1985. Over the subsequent years, attendances saw a modest rise, followed by a period of volatility. During 1989, the museum suffered a steep decline in the number of visitors as a result of the introduction of voluntary charges. The recovery, fitful at first, lasted through to the beginning of 1993, by which time the number of people attending had climbed to a new peak of 750,000. In the first half of 1993, the attendance at the museum went into free fall, nose-diving to approximately 300,000 visitors after charging was introduced. Over the next two years and a half, the number of people coming to the museum fluctuated wildly; the trend, however, was obviously upwards. Exe 4 ; page 102 The share price of FF International Ltd soared spectacularly to more than nine times its value in the first year of the period, before plunging again in the following year losing more than half its previous gain. The share price then recovered, rising once again fairly steeply in the next twelve months, adding roughly a third to its value, only to fall back by more than the same amount in the next year. Over the next year, the price jumped to just under a hundred points short of its 1960 peak. Then, for the space of a year, the share value remained stable, but, in the subsequent three years, the share price experienced a sharp decline, increasing in speed at the end of the fall, to below its value at the beginning of the period. The next movement in the share price was markedly upwards, but then it fell back again to end at just over four times its value at the beginning of the 60s. Page 103 Page 103; bar chart In January, the number of flights from Cranby airport was exactly half that of those from Tinbury. In the following month, both airports saw a rise of 69

WRITING VER.1.0 about 50,000 flights, but in March, while flights from Cranby continued to increase, to 150,000, those from Tinbury dropped back to the January level. Flights from Cranby stayed at the March level for the following two months, but, in April, the number leaving Tinbury climbed to 175,000, remaining at this level for the subsequent month. The number of flights from both airports decreased in June, although the reduction was more dramatic in Tinbury than Cranby, by 50,000 and 20,000 respectively. Both cities experienced a rise in the number of flights leaving their airports in July, reaching a common level of 175,000. This increase continued in August, both airports having just over 200,000 outbound flights. Second paragraph; However, in September, while the number of flights out of Tinbury continued to climb, to 25,000 more than Februarry peak, those from Cranby remained at the same number as for the previous month. October saw an increase in the number of flights from Cranby, to 250,000, but a steep drop in those from Tinbury, to the June level. During the last two months of the year, the number of take-offs from both airports went up and then fell. From Cranby, a dramatic rise in November to 350,000 was followed by a slight decline in the subsequent month; while from Tinbury the increase in the number of flights was more marked in November, climbing to a new peak of 375,000, but December then saw the number of flights tumble to 75,000. Line graph exe 7 page 105 Page 105; The graph shows the energy consumption from fossil and non-fossil fuels in the UK in million tonnes of oil/ coal equivalent from 1992 to 1995. A striking feature of the graph is the rise in the use of natural gas. Gas consumption was steadily upwards, overtaking coal towards the end of 1992 and finally outstripping petroleum in 1995 to become, for a period, the second most common energy source.

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EASY-IELTS This increase coincided with a drop in the use of coal during the period 1992 to 1995. At the beginning of 1992, coal consumption stood at approximately 65 million tonnes. In the first quarter of 1992, there was a brief, steady climb and, from then until the beginning of the third quarter in 1995, the trend was markedly down. The fall, at first, was quite steep. From the end of 1993, consumption was steady with two minor peaks at the end of 1993 and 1994, which corresponded with two dips in the use of nuclear and hydro-electricity. Then from the beginning of 1995 coal consumption resumed its decline. As can be seen, petroleum was the main source of energy throughout the period with little or no change in the amount consumed. The use of nonfossil sources of energy, i.e. nuclear and hydro-electricity, over the period increased gradually with no dramatic rises or falls. Despite the variations, the overall amount of energy consumed during the period shown on the graph was little changed at the end of 1995. Page 106; exe 8 language of comparison and contrast 1. 2.

3.

4.

5. 6.

The number of seats filled at the Bartlett theatre was steady over the period, but at the Ritz attendance was very irregular. The trend in attendance at the Ritz was erratic, but nevertheless upwards, while that for the Bartlett enjoyed a steady rise before stabilising at around the 120 mark. While attendances at the Ritz rose steadily throughout the year, at the Bartlett they shot up initially before plunging steeply and then remaining stable for the rest of the year. Whereas the attendances at the Ritz dipped slightly at the end of March/ beginning of April and again in August/ September, those at the Bartlett rose the corresponding periods. The numbers attending Bartlett declined through the year, while, on the contrary, attendance at the Ritz climbed at an even pace. Attendances at the Ritz saw a steady rise, whereas the Bartlett’s fluctuated wildly.

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WRITING VER.1.0 7. Audiences at the Ritz, not very stable for the first part of the year, shot up dramatically. The Bartlett, on the other hand, went through a rather volatile period in the first half of the year, before settling down to a more stable period. 8. The number of theatre-goers at the Ritz was fairly steady in the first half of the year, but numbers, plunging in the middle of the year, gradually petered out. The Bartlett, however, experienced a steep rise in attendance in the first half of the year, before falling again. 9. The total number of theatre-goers attending the Bartlett fell off during the first part of the year before making a steady recovery. By contrast, the Ritz attendance figures showed a rise followed by a steep drop. 10. The attendance rate at the Bartlett went up and down considerably throughout the year with the Ritz, by contrast, enjoying a period of stable, through modest, attendance.

Compare these two versions; page 109 In the chart, in the first two months after the opening of the new shopping complex, the number of shoppers reached nearly 50,000, which is twice as much as the estimated figures. During March, however, the number of shoppers dropped slightly, before they went up during April and May, once again doing better than expected. The summer months were not only rather erratic with the shopper numbers at the end of August being no higher than they were at the end of February, and also falling well below the numbers which were predicted for the period. During September and October, the number of actual shoppers went down, but in November the number of shoppers increased again with the volume of shoppers rising dramatically, outperforming the figures predicted. December saw this spectacular rise continue with the number of people shopping at the centre for the year hitting a peak of nearly 160,000 visitors per month.

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EASY-IELTS The sales figures show that there was a change in spending patterns at the complex over the year with greater expenditure on Toys, Computers and Other items at the expense of Food and Clothes. For example, Toy sales soared from 5% to over 30%, while at the same time clothes sales fell by a large amount. Text 2 As can be seen from the chart, in the first two months after the opening of the new shopping complex, the number of shoppers reached nearly 50,000, double the estimate for the period. During March, however, the number of shoppers dropped slightly, before picking up during April and May, once again outstripping projections by a wide margin. The summer months proved not only rather erratic with the shopper numbers at the end of August being no higher than those at the end of February, and also falling well below the numbers forecast for the period. During September and October, the number of actual shoppers declined further, but November saw a noticeable turnaround with the volume of shoppers rising dramatically, during which time they did better than the figures predicted. December saw this spectacular rise continue with the number of people shopping at the centre for the year hitting a peak of nearly 160,000 visitors per month. The sales figures reveal a marked shift in spending patterns at the complex over the year with greater expenditure on Toys, Computers and Other items at the expense of Food and Clothes. For example, Toy sales soared from 5% to over 30%, while at the same time clothes sales experienced a hefty fall. Comparing two texts page 111 It is predicted that European Internet music sales will increase dramatically over the period covered by the graph. Rising fitfully at first, the sales will then leap in two stages to reach a high of $3900 million in 2012, before rocketing to a new peak of $8000 million at the end of 2014. Album sales, on the other hand, initially climbing until the end of 2006, are then set to drop steadily throughout the next five years, before bottoming out to end the period considerably below the $1000 million mark. 73

WRITING VER.1.0 As regards attendances at European cinemas, there are two diverging forecasts. The first estimate is for numbers to rise steadily between the year 2003 and 2008, increasing from just below 900 million people in 1200 million with the largest rise in numbers going to cinemas expected to be in the year 2008. By contrast, the second forecast paints a different picture. The projection for the first three years of the period shows a rise, but after that cinema attendances are forecast to fall to below 400 million people.

The prediction is that European Internet sales will go up a lot over the period which the graph covers. They will rise erratically at firs and will then leap in two stages to reach a high of $3900 million in 2012, before going up to a new peak of $8000 million at the end of 2014. Album sales, on the other hand, which will climb at first until the end of 2006, are then set to drop steadily throughout the next five years, before they bottom out and end the period a lot below $1000 million. With European cinema attendances, there are two diverging forecasts. The first estimate is for numbers to rise steadily between the year 2003 and 2008, and increase from just below 900 million visitors to 1200 and the biggest jump in cinema people is projected to be in the year 2008. But the second forecast is different. The projection for the first three years of the period shows a rise, but after that cinema attendances will fall to below 400 million people.

Exe 11 more comparison page 112 A comparison of the borrowings for 1996 and 1997 shows that they fall into three categories. On the one hand, those for fiction and the other category fell, the former by 50% from 30% of borrowings to 15% and the latter again by 50% from ten per cent to five per cent. By contrast, borrowings of children’s books, romance and sci-fi all rose by varying degrees. Children’s increased by several percentage points, whereas books taken out from the romance section rose by 50% between the two years. The number of books borrowed by those reading sciencefiction, however, went up threefold. In the third category come non-fiction and crime, neither of which saw any rise. 74

EASY-IELTS The contents of the library are in no way reflected by the books that are taken out in either of the years. For example, sci-fi books make up five per cent of the books in the library, while in both years borrowings exceed this amount, by three times as we have seen in 1997. Take non-fiction as another example. Lendings in both years stand at five per cent, whereas 20 per cent of the books fall into this category. Exe 12 complex terms The bar chart shows how many first year make and female university students read a range of publications. Whereas the female students appear to read more quality newspapers than their male counterparts by a margin of roughly 20%, male first year students read more tabloids. When it comes to non-fiction, the same pattern is repeated; only this time the difference is more pronounced with approximately 65% of female students reading non-fiction as opposed to 25% of the males. The pattern is reversed for comics. While over 60% of males read comics, only 25% of female students claim to do so. Where fiction is concerned, however, male students are ahead of females by a narrow margin, roughly 78% for the former and 75% for the latter. As regards magazines, both sexes are almost equal. From the pie charts, a number of differences between the two groups can be seen. Although female students work more (20% of their time rather than 15% for males), they devote 15% more of their time to studying. Females also spend less time socialising and much less than men on sport, allowing them more time for studying. [table exe 17 page 122] The data in the table relating to passenger death rates by mode of land transport in Great Britain between 1981 and 1993 can be divided into three categories. The first group, consisting cars, vans and bicycles experienced a significant reduction in the rate of road death over the period under study. For example, death among the car and van users declined by more than half, falling from 6.1 per billion passenger kilometres to 3.0 and 3.8 to 1.7, 75

WRITING VER.1.0 respectively. Cycling, however, despite a significant decrease from 56.9 per billion to 41.3, remained the second most dangerous type of land transport. In the second category, comprising motorcycles and rail, the rate dropped slightly between 1981 and 1993. Motorcycling was the most dangerous type of transport, averaging more than twice as many fatalities as cycling, and more than twenty times as high as cars. Regarding the third group, buses and coaches, the road death rate almost trebled over the period under review. Nevertheless, buses and coaches were still the second safest types of vehicular transport. [map page 123 exe 18] gave way became

changed

was converted took place

was straightened

As can be seen from the maps, the area of Barton Bingham 1…………significantly between 1937 and 1995. The road bisecting the area 2……………and on both sides various developments3 ……………. On the north side, the manor house 4……………into a health farm and part of the surrounding scrubland and adjacent woodland 5………………a golf course. The area immediately adjacent to the road 6………………to housing along its entire length. were turned over was constructed being built existed connected was halved was completed and opened was reopened was built

was

On the south side of the road, a railway station 7………………in 1990, which 8……………by a minor road to the main thoroughfare. In 1991, the disused railway line 9……………, with a bridge 10……………across the road. In the scrubland to the east of the lake, a leisure complex 11…………………in1993. In addition, the area of agricultural land which 12………………in 1937 13………………to make way for the construction of a new hospital and a car park both also with road access to the main highway. A farmhouse 14………………on the remaining agricultural land. Next to the agricultural land, the marshes that were there in 1937, 15…………………to a wildfowl sanctuary. 76

EASY-IELTS ANSWER 1 changed 2 was straightened 3 took place 4 was converted 5 became 6 gave way 7 was constructed 8 was connected 9 was reopened 10 being built 11 was completed and opened 12 existed 13 was halved 14 was built 15 were turned over [map page 123 exe 18] ///// As can be seen from the maps, the area of Barton Bingham changed significantly between 1937 and 1995. The road bisecting the area was straightened and on both sides various developments took place. On the north side, the manor house was converted into a health farm and part of the surrounding scrubland and adjacent woodland became a golf course. The area immediately adjacent to the road gave way to housing along its entire length. On the south side of the road, a railway station was constructed in 1990, which was connected by a minor road to the main thoroughfare. In 1991, the disused railway line was reopened, with a bridge being built across the road. In the scrubland to the east of the lake, a leisure complex was completed and opened in1993. In addition, the area of agricultural land which existed in 1937 was halved to make way for the construction of a new hospital and a car park both also with road access to the main highway. A farmhouse was built on the remaining agricultural land. Next to the agricultural land, the marshes that were there in 1937, were turned over to a wildfowl sanctuary. Exe 19 page 125 Process language Put them into correct order. A The next stage was the fact finding which was begun on 7 March. B Not long afterwards the programme was edited. C and the interviews were finally recorded two weeks later. D The required funding was secured just over four weeks afterwards. E The documentary was then televised at the end September. F The next phase, filming on location, began on 12 May and came to an end just over four weeks later. G Contact was then made with experts on Lenin. H The experts were interviewed

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WRITING VER.1.0 I The producer applied for funding of the documentary at the beginning of 1998. J The production crew were selected by the producer the following day. Exe 20 page 127 Process To create a daily newspaper the necessary material is taken from two sources, timber and recycled paper, and then passed through a series of machines. Trees are cut down to provide timber. In the first machine, the bark is removed and then the timber is chopped up into small pieces. These chippings are put into a mechanical refiner, and subsequently a hydrapulper where they are mixed with water and made into a pulp. At the next stage, the pulp is put into a blend chest where it is mixed with pulp from recycled paper. This mixture is then refined, cleaned and screened, before going into a large piece of machinery where it is made into rolls of paper. Once the newspaper has been printed, it is distributed. After the reader has finished with the paper, it is recycled. The recycling process first involves the paper being put into a hydrapulper to turn it into a pulp. A deinking cell then extracts the ink. After that, the solution is put into the blend chest: and the whole process is repeated. WORKBOOK Language for graphs; WB page 14, 15 There is a graph showing the number of visitors to a park each month last year. We are going to have a look at a variety of sentences. 1.

Attendances at the theme park can be divided into three distinct periods: January to May, June to September and October to December. 2. During last year, the trend was obviously upwards. 3. During the first four months, visitor numbers rose gradually. 4. Between April and May, the increase in the number of visitors was at a much slower pace than in the previous three months.

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EASY-IELTS 5. It is clear that for most of the year, monthly attendances were above trend. 6. In July, the number of visitors shot up dramatically. 7. In July, visitor numbers soared and then suddenly fell back again the following month. 8. In the last three months of the year, attendances were off their September peak, falling back by 30,000 visitors a month till the end of the year. 9. Numbers picked up in June, rocketing by almost 400%. 10. There was a marked improvement in July with the number of visitors surging 500%. 11. From May through to September, the number of people visiting the theme park monthly rose by approximately 70%. 12. The gradual rise in visitor numbers from 30,000 to approximately 45,000 in the first four months was followed by a sharper increase in May. 13. In July, there was a dramatic increase in visitor numbers to just short of 140,000 people, followed by a sudden decline in August. 14. August saw a sharp turnaround in attendances with numbers leaping from just under 80,000 to 140,000 people. 15. The period between May and September saw a steady growth in the number of visitors from 70,000 to 140,000.

Graphs WB page 16 Now let’s have a look at some other sentences which present the basic language for graphs. 1.

The number of books sold was fairly steady over the first few weeks of the year with a slight rise to 200 per day. 2. After that sales went up and down wildly, first doubling to 400 units, and subsequently falling back erratically again to 200 books. 3. These fluctuations were followed by a period of stability as sales hovered around the 200 marks. 79

WRITING VER.1.0 4. Book purchases, however, proved very erratic again, but the trend was upward this time, reaching the 400 per day level. 5. The number of books sold then plunged dramatically, hitting a low of 100, only to bounce back to 500 books a day. 6. The recovery was short-lived, however, as sales fell back again to 200 around which they remained for a short time before climbing again, albeit fitfully to 400. 7. Book sales then plummeted to a new low of 50 a day where they stabilized for a period before shooting up again to the 600 mark. 8. This was followed by a sharp drop of approximately 80% in the number of books purchased.

The number of books sold was fairly steady over the first few weeks of the year with a slight rise to 200 per day. After that sales went up and down wildly, first doubling to 400 units, and subsequently falling back erratically again to 200 books. These fluctuations were followed by a period of stability as sales hovered around the 200 marks. Book purchases, however, proved very erratic again, but the trend was upward this time, reaching the 400 per day level. The number of books sold then plunged dramatically, hitting a low of 100, only to bounce back to 500 books a day. The recovery was short-lived, however, as sales fell back again to 200 around which they remained for a short time before climbing again, albeit fitfully to 400. Book sales then plummeted to a new low of 50 a day where they stabilized for a period before shooting up again to the 600 mark. This was followed by a sharp drop of approximately 80% in the number of books purchased. A bar chart; WB page 19 1.

The bar chart shows the number of houses built per decade in two villages, Farkletown and Newtown, in the last century. 2. Overall, the number of houses that were erected in F exceeded the quantity constructed in N. 80

EASY-IELTS 3. The trend for the former was decidedly upwards, with F experiencing a steady rise from 40 new houses in the first 10 years of the century, to just under 120 during the 30s. 4. Over the next forty years, new house construction in F remained constant at just under 120. 5. This is in sharp contrast to the last two decades of the century when the number of houses that went up in F leapt, first to 280 and then to 350 houses. 6. House building in N, by comparison, was much more erratic. 7. In the first two decades of the century, more houses were erected in N than in F. 8. During the 1920s, however, construction declined to only 20. 9. Over the next three decades, house numbers rose steadily, only to drop practically to zero in the 60s. 10. There was then a dramatic surge in the 70s with over 200 houses being built. 11. While the 80s saw house building in N plummeting to only 10, in the 90s the number of new houses rocketed to 270, a rise of more than 2600% on the previous decade. In this writing sentence one is introduction, sentences 2 to 5 are the first paragraph and the others are for the last paragraph. Notice how the passage avoids repetition by using a variety of phrases like;         

The number of houses built The number of houses that were erected New house construction The number of houses that went up House building Construction House numbers Houses being built The number of new houses 81

WRITING VER.1.0 WB page 22 compare and contrast 1.

2.

3.

4.

5.

6.

7.

8.

9.

While the number of visitors to the Modern Sculpture Exhibition fell in February by 75%, attendances at the Ephemera Exhibition rose 50% to 60,000 people. Despite some poor figure from February to April, the attendance trend at the Modern Sculpture Exhibition was upward. Whereas, on the other hand, the number of visitors to the Modern Sculpture Exhibition hovered around the 20 to 25,000 mark form February to April, at the Ephemera Exhibition visitor numbers continued to rise. In May, the number of people visiting the Ephemera Exhibition fell back considerably before surging to a new peak of 150,000 visitors in August. At the Modern Sculpture Exhibition, meanwhile, attendances, although erratic, hit a new peak of 150,000 in May. Numbers at the Ephemera Exhibition, despite impressive attendances, ended the year not much above the January level. From January to April, the number of people visiting the Ephemera Exhibition monthly increased by 125%, with attendances at the Modern Sculpture Exhibition during the same period plunging 75% in February and then remaining at around the 25,000 mark till April. During May, visitor numbers surged at the Modern Sculpture Exhibition with a 500% leap corresponding with a 66% drop in attendances at the Ephemera Exhibition. June attendances at the Modern Sculpture Exhibition fell back dramatically with a 40% fall, by contrast the Ephemera Exhibition witnessed a dramatic turnaround which lasted through to August, when visitor numbers hit a peak of 150,000. In the last four months of the year attendances at the Ephemera Exhibition fell off substantially, whereas the number 82

EASY-IELTS of people coming to visit the Modern Sculpture Exhibition, while erratic, climbed to their May peak in November and remained there in December. 10. While the visitor numbers at the Ephemera Exhibition plunged by two thirds, from 150,000 to 50,000, between August and December, the number of visitors to the Modern Sculpture Exhibition rose erratically to more than 150,000. 11. Until August, the trend for the 20th Century Ephemera Exhibition was upward, but thereafter visitor numbers fell steeply.

Exe 6 page 25 The bar chart shows the results of a survey on the number of young people aged 11-16 in England, Scotland, Ireland and Wales who take part in four indoor activities, namely: Computer Games, Reading, Watching TV and Board Games. As can be seen clearly, the most striking feature of the chart is that in all four countries playing Computer Games has the highest participation rate. In England, for example, more young people (50% of the sample) play Computer Games than any other activity with 20% of young people participating in Reading, 25% in Board Games and 30% in Watching TV. A similar pattern is repeated in Ireland, but here the percentage of those playing Computer Games is higher than in England at 60% with Reading the lowest at 10%, Board Games at 20% and Watching TV at 30%. Computer Games come top in Scotland as well with a 40 per cent participation rate, but, unlike England and Ireland, the percentage involved Reading is greater at 25% as opposed to 20% and 10% respectively. In Wales, Computer Games come out first at 50%, but involvement in Reading was the lowest of the four countries at under 10% with Watching TV and Board Games equal at 30%.

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WRITING VER.1.0 MODEL TEXT 1: Line Graph The graph provides information about the income trends of four cafes over the last year. There are two basic general trends: downward and upward. As regards the first, the earnings for The Tea Room, were down over the year, falling significantly from almost $ 160,000 earnings a month to just under $ 50,000 in December. By contrast, the income for the other three cafes went up by varying degrees. There was a rise in Café Cool’s sales over the first ten months, followed by a sudden increase to $ 120,000. Furthermore, the income for both Internet Express and the Wi—Fi Café also ended the year up in December. The former experienced a steady fall to June, but after that, income rose steadily ending the year approximately $ 130,000. Likewise, the trend for Wi—Fi was upward. Between January to July, earnings doubled from $ 50,000 to nearly $ 100,000 and then rocketed to around $ 190,000. It is noticeable that the income for The Tea Room is lower in the winter months than for the other three cafes.

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EASY-IELTS MODEL TEXT 2; Bar Chart The chart provides information about how age groups participate in several clubs at a centre for adults. We can see from the data that the archaeological, keep fit, and social clubs are popular with both older and younger people. By contrast, the historical and arts and crafts societies clearly appeal more to one of the age groups. In the historical society, 50 of the members are between 45 and 65, while there are only 25 from the younger age group. For the arts and crafts society, the pattern is reversed. There are about 60 members aged between 20 and 30, whereas the number of people in the 45 to 65 age group is far lower. The keep fit and social clubs are popular with both age groups, although there are slightly fewer older people. Membership of the archaeological society stands at 45 for both groups. In general, the younger age group are noticeably more involved in the various societies than the 45—65 year—olds.

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WRITING VER.1.0 MODEL TEXT 3; Flow Chart/Process The diagram shows the various stages in the production of clean energy from coal. First of all, the coal is mined in deep pits underground and then carried to the surface. After that, it is carried along a conveyor belt to a power plant, where it is burned in a large furnace to which oxygen is added. From this, raw syngas is produced. At the next stage of the process, harmful substances like carbon dioxide, mercury, and sulphur are removed. Following that, the purified gas is used to drive a gas turbine. The turbine in turn powers a generator, producing electricity. The gas turbine also produces hot exhaust gases. These are then piped to a heat recovery steam generator, which converts the heat into steam. The steam is subsequently used to power a steam turbine, which again is used to generate electricity. The energy is clean because harmful products are removed and the coal is not transported to another site to produce electricity.

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EASY-IELTS MODEL TEXT 4; Pie Charts The three pie charts illustrate how many articles from academic journals are read weekly by PhD students and junior lecturers compared to other students at an Australian university. For example, the overwhelming majority of those studying doctorates read at least twelve articles per week in comparison with the average students. The figures were 80 per cent and twelve per cent respectively. Furthermore, only five per cent of PhD level students read between one and five articles, whereas the average for all students in this category is a hefty 67 per cent. Meanwhile, for junior lecturers the pattern appears to be slightly different. Most read six or more articles per week (99 per cent), but out of this total 24 per cent read twelve or more, which is almost a third of the corresponding figure for PhD level students. It is clear that those students who are researching for a PhD read more articles than either junior lecturers or other students.

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WRITING VER.1.0 MODEL TEXT 5; Maps The maps show the developments which took place in the coastal town of Youngsville between 1980 and 2005. In 1980, the town was a much greener residential area with a large number of trees and individual houses, but during the next 25 years the town experienced a number of dramatic changes. The most noticeable is that all of the trees south of the River Alanah were cut down, with all the houses along the railway line being knocked down and replaced by skyscrapers. Moreover, a new industrial estate with factories and warehouses sprang up around the airport. Only a few trees north of the river remained. The woodland was cleared to make way for a park, a golf course, and car parking facilities. Further developments were the construction of a stadium near the north-east corner of the lake and a new stretch of railway from the river running directly north. A marina was also built at the mouth of the river. Overall, a comparison of the two maps reveals a change from a largely rural to a mainly urban landscape.

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EASY-IELTS MODEL TEXT 6; Table & Pie Chart The table provides a breakdown by selected age group of those on backpacking and guided tours in New Zealand in 2005, with the pie chart indicating whether they enjoyed their holiday. As can be seen from the table, the age profile of people on the two different types of holiday varies considerably. For example, the majority (62 per cent) of those on backpacking holidays belong to the 18—30 age range, but the same age group accounts for a small proportion (seven per cent) of those on guided tours. However, the pattern is the complete reverse when it comes to 41—50 year— olds. These people make up 57% of those on guided tours, despite accounting for only ten per cent of backpackers. By contrast, the profiles for both backpacking and guided tours include roughly equal proportions from the 31—40 age group: 23 and 22 per cent respectively. It is clear from the pie chart that New Zealand is rated as a popular holiday destination among the majority of all holiday—makers, with a massive 83 per cent from both groups stating they enjoyed their holiday.

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WRITING VER.1.0 MODEL TEXT 7; Bar Chart & Table The chart shows information about the main sources of funding for scientific research and development (R&D) in the UK. The proportion of national income spent on R&D by country is shown in the table. Between 1999 and 2001, the amount of funding allocated from each source rose very slightly. Approximately half of all investment throughout the period came from business, while the government consistently contributed around seventeen per cent. It is also noticeable that in eighteen of 1999 overseas spending on R&D in the UK was comparable to the government’s, at around seventeen per cent. But for the last two years it overtook government spending in this area. As regards the proportion of national income allocated to R&D, the highest percentage (2.9 per cent) was spent by Japan, followed closely by the USA (2.5 per cent). By contrast, Italy contributed the smallest amount of national income to R&D, only 1.1 per cent, significantly below the EU average of 1.81 per cent. It is interesting to note that although the UK’s spending on R&D was above the EU average in 1999, it is considerably behind other close trading partners France and Germany.

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EASY-IELTS MODEL TEXT 8; 2 Bar Charts & Pie Chart The charts show forecasts for the annual reforestation rate in selected regions and worldwide together with the current attitude towards concern for tree loss. Generally, it is forecast that the reforestation rate in the four regions will grow until 2025, though at varying rates. It is projected that Ireland will have the highest rate in 2025 at 1.7 per cent followed closely by Tasmania. The forecast for both regions for 2015 is the same at 1.5 per cent. Hungary, by contrast, with the lowest projected rate throughout the period, will experience the greatest overall increase. It is anticipated that the figure will climb from 0.5 per cent in 2006 to 0.6 per cent and then rise more sharply to 1.1 per cent. It is also worth noting that the reforestation rate in Thailand is anticipated to be exactly in line with the worldwide average for both 2015 and 2025, 1.0 per cent and 1.3 per cent respectively. Meanwhile, Hungary will be below the international rates, while both Ireland and Tasmania will exceed them. From the pie chart, can be seen that there is some obvious concern about the need for planting more trees (‘concerned’ 39 per cent, and ‘very concerned’ 25 per cent), while at the same time there is a sizeable proportion of people who are not concerned.

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WRITING VER.1.0 TEXT 9; Bar Charts The bar charts provide information from a Greek survey about the main reasons for choosing a career among two age groups, 20—35 and 40—50. It is clear that the two groups were influenced by various factors to different degrees, with the most influential factors which contributed to career choice for the 20—25 age group being money (approximately 27 per cent) and then parents (23 per cent). However, the factors were the reverse for the 40—50 age group, with parents affecting them most at 30 per cent. As regards teachers and role models, the relative importance of each was again the other way round: nine and fifteen per cent respectively for the younger group, and fourteen and eleven per cent for the older. The only similarity between the two age groups was that friends had less influence over career choice for the younger and older groups that any other factors, seven and ten per cent respectively.

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EASY-IELTS MODEL TEXT 10: Line graph & Pie Charts The graph provides details about the average beds in use each year in three similar hospitals before and after the introduction of daycare surgery. Day-care surgery seems to have had an impact on bed use in all three hospitals. At the French hospital, the figures show an upward trend over the period from 40 beds to 46. However, in 2003 bed occupancy had reached a peak of just under 70 beds, before falling back. A similar pattern was repeated for the Ukrainian hospital, except that the decline in bed use after 2003 was not so marked (76 beds in 2003 as against 71 in 2006). The Chinese hospital, by comparison, experienced a continual rise in bed use between 1997 and 2006, 71 and 93 respectively. However, we see that after 2004 the rate of increase was significantly slower than in previous years. It is clear that the fall in bed use coincides with the reduction in the average budget at the three hospitals for in-patient care (35 per cent compared to 27 per cent) between 2002 and 2006.

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WRITING VER.1.0 GENERAL TRAINING TASK ONE—LETTER WRITING Lesson one; letter of introduction It is important to familiarize yourself with what you are expected to do in Writing Task 1. You need to know how much time you have (suggested time; 20 minutes) and how many words you have to write (at least 150 words). Before you begin writing, you should make sure you have understood the task correctly and that you know exactly what is expected in your letter, so read the task deeply. Now read the writing task and answer the following questions. Your English teacher has found a new penfriend for you. Write a letter to the penfriend and  Introduce yourself.  Tell them what you like doing in your free time.  Ask your penfriend to tell you about their hobbies and interests. Begin your letter as follows; Dear...........,

How well do you know the person you are writing to? What style of letter should you write? Formal or informal? How many points do you have to cover in this letter? What personal information would it be appropriate to include in this letter? According to the writing task, what do you have to ask the person you are writing to? Language of likes and dislikes There are several ways you can express likes and dislikes. You should try to use a variety of expressions in a letter like this. (I really like, I love, I adore, I dislike, I hate, I loathe, I can’t stand, I can’t bear, …) To show how often you do activities, try to use both frequency adverbs (always, usually, sometimes, seldom, never, …) and adverbial phrases (once a week, three times a month, every morning, …).

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EASY-IELTS Read this sample answer and find words and phrases the writer uses to express her likes and dislikes. Also, find all the words the writer uses to talk about how often she does things. Dear Pat, My English teacher has told me you’re looking for a penfriend so I’m writing to introduce myself to you. I’m 24 years old and live in Hong Kong. I work in the tourist industry as a tour guide. I live with my parents on an outlying island and I travel to work by ferry every day. I love my job as I get to meet so many interesting people from all over the world, but I don’t like having to work on public holidays and at the weekend! As for my hobbies and interests, I’m a bit of fitness fanatic! I go jogging every morning before I go to work and I always do some yoga before I go to bed. I play badminton twice a week and squash about once a fortnight. I enjoy hiking and try and get out to the country park at least once a month, but I prefer going swimming in the summer because I can’t stand the heat. And I absolutely detest gyms! I hate running on a treadmill that doesn’t go anywhere and staring aimlessly into space. Apart from sport, I also like dancing and I often go clubbing with friends at the weekend. I’m really keen on disco music and I can dance for hours. Anyway, enough about me! What about you? What do you like doing in your free time? I hope you’ll write soon and tell me all about yourself. Looking forward to hearing from you. Best wishes, Kim

When you write a letter it’s important to think carefully about who you are writing to, and why you are writing to them in order to select appropriate ways of starting and closing the letter. Read the writing task below and answer following questions.

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WRITING VER.1.0 Your English teacher has found a new penfriend for you. Write a letter to the penfriend and  Introduce yourself.  Tell them what you like doing in your free time.  Ask your penfriend to tell you about their hobbies and interests. Begin your letter as follows; Dear...........,

1 which of the beginnings would be most suitable for this letter? A My English teacher has told me you’re looking for a penfriend so I’m writing to introduce myself to you. B I’ve been given your name by my teacher and I’m writing because I’d like to become your penfriend. C I have seen your advertisement and would like to apply to become your penfriend. D I am writing to enquire about becoming your penfriend. E In reference to your advertisement, I would like to become your penfriend. F My teacher suggested I write to you because I’m looking for a penfriend. 2 which closing sentences would be most suitable for this letter? A I would appreciate a prompt reply. B I hope you’ll write soon and tell me all about yourself. Looking forward to hearing from you. C I very much hope that my application will be successful. D I look forward to a favourable reply as soon as possible. E I hope you’ll write to me, and I look forward to hearing all about you. F Thank you for taking the time to write to me. 3 which endings would be most suitable for this letter? A Lots of love B All the best C Best wishes D Kind regards E Yours sincerely F Yours faithfully

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EASY-IELTS You must remember to leave enough time to check your answer carefully. And don’t forget, there’s no ‘correct’ answer for Writing Task 1. This is just a sample letter. There are 10 mistakes in this sample answer. Try to find and correct them. Dear Pat, My teacher suggested I write to you because I’m looking for a penfriend. I’d like to know if you’d be interested in writing to me. I’m 21 years old and I live in Lisbon Portugal. I’m doing the second year of a computer science degree at Lisbon University. I live just outside Lisbon in a house with two other students—Jose and Paco. They’re good fun and I absolutely enjoy to live with them. I spend a lot of my free times on the beach as I love windsurfing. I go down there with a group of friends twice or three times a month and we have a great time. I love basketball too and I play for the university team. We have a match one time a week. I also really enjoy films and watch almost anything but I don’t stand musicals. I prefer science fiction and action adventure. I only get to the cinema about twice the month but I watch often videos at home in the evening. I read a bit too, although I’m not very keen in fiction. I like reading computer magazines and books and I also enjoy books about foreign places. Well, I hope you’ll write to me, and I look forward to hear all about you and how you spend your free time. All the best, Manuel

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WRITING VER.1.0 Lesson two; Letter—giving advice Before you begin writing, it’s a good idea to brainstorm some ideas and just jot them down. You can then organize them into paragraphs. Read the writing task below and then answer the questions. One of your penfriends wants to improve their English at a language school. They have never studied at a language school before and have asked for your advice on how to choose a good one. Write a letter to your penfriend. Advise them about the following;  the teaching method,  the number of students in a class  the number of hours a week. Begin your letter as follows; Dear………………, Put the following brainstorm notes under the correct paragraph heading to make a plan for the letter Paragraph 1; opening Paragraph 2; advice on teaching methods Paragraph 3; advice on number of students in class Paragraph 4; advice on number of hours a week Paragraph 5; closing 1 Few points to consider 2 Ask about methodology 3 Hope this is useful 4 Ten to fifteen good number 5 No more than 20 in a class 6 Find out class size 7 Think about intensity 8 Drop me a line for more advice 9 Good idea to go to language school 10 Choose school with group work and speaking practice 11 Study over longer period 12 Sitting in rows/doing written exercises is boring; no oral practice

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EASY-IELTS Giving Advice There are lots of different ways of giving advice. When writing a letter like this, you should try to use a variety of structures. You should try to watch what you eat. People shouldn’t eat a lot of fast food. You ought to get some rest. You’d better book a place in the gym. If I were you, I’d try to do more exercise. My advice to you is to go to the doctor’s. I suggest (that) you (should) cut down on coffee. I suggest cutting down on coffee. I recommend (that) you (should) relax a little more. I recommend relaxing more. I recommend you to relax. Why don’t you try doing some reading? It is a good idea to do more exercise. It is helpful not to work hard. Have you thought of playing a musical instrument? Read the sample answer and find all nine expressions used to give advice Dear Carl, Thanks for your letter. I think going to a language school is a great way to improve your English. As you know, I’ve done a few English courses so you’ve come to the right person for advice! There are definitely a few points you should consider before you enroll on a course. The first thing I’d do if I were you is ask about the methodology. Some schools have you sitting in rows doing lots of written exercises. I don’t think you should enroll at this type of school because the lessons can be very boring and you don’t get much oral practice. I’d advise you to choose a school that encourages lots of group work and speaking practice. You should check the school’s brochures and talk to the staff and students if you can. Also, you ought to find out what the maximum class size is. If I were you, I wouldn’t enroll in a class with more than 20 students because you won’t get enough attention from the teacher. What’s more, big classes tend to 99

WRITING VER.1.0 be mixed ability so you may find the pace is too slow or too fast for you. I think between 10 and 15 students is a good number. And another thing you’d better think about is the intensity of the course. You can do an intensive 100-hour course in a month but I wouldn’t advise you to do this. If you’ve got the time, I think you should study over a longer period to allow yourself time to assimilate everything. Anyway, I hope this is useful. If you need any more advice, just drop me a line. All the best, Ali Complete each sentence with a phrase for giving advice. 1 Find out about the school’s methodology. If I were you,…………………about the school’s methodology. 2 Choose the school carefully. You’d………………the school carefully. 3 Don’t enroll in a class with over 20 students. ………………….you should enroll in a class with over 20 students. 4 Don’t choose a short, intensive course. If I were you,………………… a short, intensive course. 5 Ask if the teachers are native speakers. I’d……………………ask if the teachers are native speakers. 6 Avoid mixed ability class. I think…………………..mixed ability class. 7 Don’t choose a school that uses old-fashioned teaching methods. I wouldn’t choose a school that uses old-fashioned teaching methods…………… 8 Don’t enroll in a class with fewer than six students. You’d…………………… a class with fewer than six students. 100

EASY-IELTS 9 Don’t do intensive courses. I wouldn’t…………………do intensive courses. 10 Find out what the maximum class size is. The first thing I’d do……………………is find out what the maximum class size is. Read the writing task and then read the sample. Complete the letter by putting the correct word into each gap.

One of your penfriends is going to emigrate to Australia in a few months. They want to improve their English before they leave and have asked for your advice. Write a letter to your penfriend and give them advice on how to improve their  speaking  listening  vocabulary Begin your letter as follows; Dear………………,

I were you, advise you to, think, I think, I’d,

better, you ought,

I don’t you should,

Dear Maria, You must be really excited about moving to Sydney. How are all the preparations going? In your letter you ask if I’ve got any advice about how to improve your English before you leave. Well, I’ve given it some thought and here are a few ideas. Speaking is probably going to be the most useful skill so, if I were you, 1……………try and speak in English as much as possible. And 2……………..you should do a short, intensive oral course before you go too if you have time. I wouldn’t 3……………buy one of those language courses on tape though because they’re expensive and you don’t get the opportunity to interact with other people. 101

WRITING VER.1.0 As for your listening skills, 4………………tune into English language programmes on television and the radio whenever you can. Also, don’t forget that lots of Australian, British and American web sites have audio that you can listen to so I’d make the most of the Internet if 5………………. Browsing the Internet will also help extend your vocabulary, but 6…………………to read books, newspapers and magazines as well. You’d 7……………….get a good English-English dictionary too. 8………………you should throw away your bilingual one, but only use it when you really have to! Well, I have to get back to work now. If you need any more advice, don’t hesitate to get in touch. Love, Miranda

A friend of yours would like to raise some money to send back to their country as it recently experienced terrible floods. They have asked for your advice. Write a letter to your friend  advise them on ways of raising money.  warn them of the problems involved  and offer to help. Begin your letter as follows; Dear…………………,

Read this sample answer to the writing task. Complete the letter by putting the correct word into each gap. There are more words than gaps. a advise better by come have hesitate hope it like should shouldn’t your the the them these think this wasn’t were weren’t wish would wouldn’t

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EASY-IELTS Dear Maria, Thanks for your letter. I 1………………your family is okay and 2……………affected too badly 3……………the awful floods last week. In your letter you ask for advice about ways of raising money for the disaster and I’ve 4…………up with a few ideas. I 5………………advise you to ask for donations because people might be suspicious that the money won’t get to 6……………victims. It’s also not very easy to ask people for money like this. If I 7…………you, I’d try to organize 8……………sponsored walk or run. I’m sure you could get lots of students from your university involved. You don’t 9……………to do too much for this. You 10……………just make sure people have enough time to get as many sponsors as possible before the event. If you want to do something in addition to 11……………, I’d 12……………you to hold a bring-and-buy sale. All you need to do is book a hall and get as many of 13……………friends involved as you can. However, I 14……………you should be aware that people can sometimes be unreliable and not turn up to events or not give you 15……………money they promised, so you’d 16……………not start working out how much you’ve raised until they’ve actually given 17……………to you. Anyway, I 18………………you the very best of luck and don’t 19………………to get in touch if you’d 20……………me to help in anyway. I love walking! With love, Melissa

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WRITING VER.1.0 Lesson three; Letters—asking for information You are planning a holiday in Scotland. You have been given the name and address of a hotel near the sea and would like some further information. Write a letter to the hotel.  Ask for information about the hotel’s exact location and facilities.  Explain any special requirements you have  Ask whether the hotel can accommodate them. Begin your letter as follows; Dear Sir/Madam Brainstorming Before you start writing, it’s a good idea to spend one or two minutes brainstorming ideas for you letter. Brainstorming just means thinking of as many ideas as possible. After brainstorming, you can then choose the best, most relevant ideas and decide how to organize them into paragraphs. Put each idea under the appropriate heading; Hotel facilities Location Special requirements

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EASY-IELTS Air conditioning in the rooms babysitting service bar car park children’s play area distance from airport distance from town centre gym Internet access laundry service proximity to areas of natural beauty proximity to beach proximity to tourist attractions restaurant room service single room on ground floor swimming pool tennis court vegetarian diet wheelchair acces

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WRITING VER.1.0 Indirect Questions Indirect questions are more polite than direct questions so we tend to use them in more formal situations. However, when we ask a series of questions it would be unnatural to make all of them indirect. We usually start off with one or two indirect questions to establish politeness, and then continue with direct questions. Using a mixture of direct and indirect questions will make your English sound more natural. Read the sample answer and find six phrases used to introduce questions and to make them less direct and more polite and formal. Dear Sir/ Madam, My family and I are planning a holiday to Scotland in August and I am writing for more information about your hotel. I know the hotel is close to the sea, but I would be grateful if you could give me details of its exact location. Can you tell me how close it is to the nearest beach? Also, how far is it from the town centre? Would we need to hire a car during our stay? I would also like to know what facilities the hotel has. Is there an indoor swimming pool, for example, and do you provide a babysitting service? Could you also tell me whether the rooms have an Internet connection? Lastly, my elderly mother will be coming with us and she has problems walking up stairs. I was wondering if the hotel has a lift. If not, please let me know whether it would be possible to book a single room on the ground floor for her. Also, will we have to pay a supplement for the single room? I look forward to hearing from you. Yours faithfully, Jenny Walsh

Change the direct questions to indirect questions, and vice versa. 1 Do the rooms have a view of the sea? [Please let me know] 106

EASY-IELTS 2 I would like to know if I can pay by credit card. 3 Which credit cards do you accept? [Could you let me know] 4 I was wondering if there is a car park. 5 Does the hotel have 24-hour room service? [I would like to know] 6 Please let me know whether I have to pay a deposit. 7 What time does the hotel restaurant close? [Can you tell me] 8 Could you let me know if there are any rooms available in August? 9 Can you send me a brochure? [ I would be grateful] 10 I would like to know what time you serve breakfast. 11 Is there air conditioning in the rooms? [I was wondering] 12 Can you tell me how long it takes to get to the hotel from the airport? Formal letters Answer the following questions. In most cases, there is more than one correct answer. 1 which of the following people would you write a formal letter to? A a close friend B someone you have never met C someone you do not know very well D a close relative E the editor of a newspaper F a prospective employer 2 when we do not know the name of the person we are writing to we begin the letter with ‘Dear Sir/Madam’. Which ending is the most appropriate? A Yours faithfully B Yours sincerely C All the best 3 when we know the recipient’s surname, we use it in the salutation, for example ‘Dear Miss Barnes’. Which of ending is the most appropriate? A Yours faithfully B Yours sincerely C All the best 4 which of the following openings are suitable for a formal letter? A I am writing to enquire about… B I am writing to inform you… 107

WRITING VER.1.0 C Just a quick note to… D This is just to let you know… E Thanks for your letter. It was great to hear… F Thank you for your letter of… G I am writing to apply for… H I saw your advertisement in… I Sorry I haven’t been in touch for so long but… J I am writing to apologise for… 5 which closing sentences are suitable for a formal letter? A I would appreciate a reply by return of post. B Hope to hear from you very soon. C I’m really looking forward to hearing all your news. D Drop me a line when you can. E I look forward to hearing from you in the near future. F With thanks for your help in this matter. G Thanks for everything H Thank you for your kind attention. I Please feel free to contact me for further information. J Take care and do keep in touch! 6 which of the following are found mainly in formal letters? A colloquial language B full forms (e.g. I am, I would like, I have written) C short forms (e.g. I’m, I’d like, I’ve written) D impersonal style and tone E personal style and tone F phrasal verbs G short, simple sentences H indirect questions I idioms

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EASY-IELTS Read this writing task and the sample answer. Complete the letter by choosing the phrase which best fits each gap. You are planning a holiday in Australia. You have been given the name and address of a hotel in the centre of Sydney and would like further information. Write a letter to the hotel.  Ask about the availability of rooms and the hotel’s facilities  Find out if the hotel arranges day trips  Ask them to send you a brochure Begin your letter as follows; Dear Sir/Madam

Dear Sir/ Madam I am writing to enquire about staying at your hotel as I am planning a trip to Sydney next month. First of all, I would like to know 1………………..possible to book a double room for 7 nights from Friday 16th to Thursday 22nd. Also, we would prefer to stay in a room with a view of Sydney Harbour so could you let me know whether 2…………….any available? Secondly, I would be grateful if 3……………….me details of the hotel facilities. I would particularly like to know what outdoor sports facilities 4……………… For example, 5……………a swimming pool and 6…………….any tennis courts in the hotel grounds? Lastly, I was wondering 7……………day trips to places in and around Sydney. 8………………trips to any of the historical sights or to the mountains, and how much 9……………… 10……………please send me any brochures you have so that I can plan in advance? Thank you for your kind attention. I look forward to hearing from you. Yours faithfully, Alison Howat 1 it would be/ if it would be/ would it be/ if would it be 109

WRITING VER.1.0 2 there is/ is there/ there are/ are there 3 you could send/ could you send/ you can send/ you send 4 does the hotel have/ has got the hotel/ has the hotel/ the hotel has 5 there is/ is there/ there are/ are there 6 there is/ is there/ there are/ are there 7 you arrange/ if you arrange/ do you arrange/ if do you arrange 8 You have/ Have you/ Do you have/ You do have 9 do they cost/ they cost/ cost they/ they do cost 10 You can/ You could/ Could you/ You will

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EASY-IELTS Lesson four; making a complaint Letters of complaint are often organized into three main paragraphs; a short paragraph stating the nature of the complaint, a longer paragraph giving details and another short paragraph saying what you think should be done. Read the writing task below and then answer the following questions. You live next to a large hotel. The hotel’s rubbish bins are kept directly below your bedroom window and this is causing you problems. Write a letter to the hotel.  Explain how you are being affected by this situation  And say what you would like them to do about it. Begin your letter as follows; Dear Sir/Madam,

Brainstorm activity; Here are the notes that a student made for the writing task. Put each point under the correct heading to make a plan for the letter. Paragraph1; reason for writing Paragraph 2; details of complaints Paragraph 3; request for action 1 Arrange for rubbish collection after 8 am 2 Bins spoil view from bedroom window 3 Build structure to house bins 4 Can’t open windows 5 Can’t sleep after 6 am 6 Hotel staff leave bin lids open 7 Live next door 8 Noise wakes me at 6 am 9 Open bins attract stray cats and dogs 10 Rubbish collection is noisy and smelly 11 Writing to complain Read the sample and identify thirteen linking words and phrases and other cohesive devices in it which help the ideas and sentences flow logically. 111

WRITING VER.1.0 Dear Sir/Madam, As you can see from the address above, I live in the house next door to your hotel and I am writing to complain about your rubbish collection and disposal system. To begin with, the ten large rubbish bins that you have lined up in the hotel courtyard completely spoil the view from my bedroom window. As if the ugly view were not enough, some members of your staff leave the lids of these bins open. This attracts stray cats and dogs and, consequently, the rubbish ends up strewn all over the road in front of my house. What is more, the noise the rubbish disposal truck makes when it lifts and empties the bins is deafening and I am woken up at 6 o’clock every morning. To make matters even worse, the smell that is produced as the rubbish is being emptied is revolting and lingers in the air for hours afterwards. As a result of this, I cannot continue sleeping and I cannot open any of the windows in my house. I feel that something needs to be done about this situation and I suggest that you build some kind of structure to house these bins, preferably at the back of the hotel. I would also appreciate it if you could arrange for the rubbish to be collected after 8 a.m. in the morning. I trust that you will give this matter your immediate attention. Yours faithfully, Mrs W. Smith Read the writing task below and then complete the sample answer to the writing task by putting the best word or phrase in each gap. You live in a flat above a restaurant. Recently the restaurant has started to put tables and chairs outside and this has resulted in an increase in noise. Write a letter to the restaurant.  Explain how you are being affected by this situation  And say what you would like them to do about it. Begin your letter as follows; Dear Sir/Madam,

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EASY-IELTS As a result first of all this this matter also make matters even worse

the noise from your customers this situation to

Dear Sir/ Madam, As you can see from my address, I live in the flat immediately above your restaurant and I am writing to complain about the open-air dining that you have started recently. 1…………………, I am disturbed almost every evening by the noise made by people sitting outside talking and laughing until the early hours of the morning. As if 2…………………were not enough, your staff leave the doors wide open and turn the music up as loud as possible. 3………………………makes it impossible for me to hear my own music or television. 4………………………, I am unable to fall asleep until after the restaurant has closed, and, 5…………………………, the only decent night’s sleep I have had recently was when it rained. I feel that something needs to be done about 6………………. I suggest that you either dispense with the tables outside altogether or restrict outside dining hours to no later than 9 p.m. I would 7……………………appreciate it if you could tell your staff to keep the doors closed and play the music at a reasonable volume. I would be grateful for your prompt attention in 8………………. Yours faithfully, Mr. M. Clowes

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WRITING VER.1.0 Lesson five; Giving information and making recommendations Read the writing task below then answer the questions. You have just finished reading a book you think your friend would enjoy. Write a letter to your friend  tell them about the book  explain why you enjoyed it  recommend that they read it. Begin your letter as follows; Dear………………. Here is a list of points that a student brainstormed for the writing task. Put each point under the most appropriate heading to make a plan for the letter. Opening paragraph; Body of letter; Closing paragraph; Book’s genre Main characters Name of author Offer to lend friend book Plot Reason for writing Reasons I enjoyed the book Recommend friend to read book Setting Title of book Present simple; relating stories of books, films, and plays When describing books, films or plays we tend to relate the story in the present tenses. Read the sample answer below and find all the verbs in the present simple. Group them according to whether they are in active or passive voice.

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EASY-IELTS Dear Hilary, I’ve just finished reading the most amazing book and I just had to write and tell you about it as I know you’d really enjoy it. You’ve probably heard about these books but won’t have read them because they are meant for children—J.K.Rowling’s “Harry Potter” series! Well, last night I stayed up all night reading the first in the series—“Harry Potter and the Philosopher’s Stone”. The plot of each book is based around a young boy called Harry Potter and his best friends Ron and Hermione. They all go to a school for wizards, which is where most of the story is set. In this book Harry learns lots of tricks like how to fly a broom and how to use a cloak to make himself invisible and has to go through a series of dangerous trials. My description makes the book seem childish but Rowling is a wonderful storyteller and her books are compulsive reading. The characters are amazingly three-dimensional, although I think in this particular book they start to behave a little out of character towards the end in order to serve the plot. However, the books are really quite special and I can’t recommend them enough. Anyway, just give one of the books a go. I know you’ll absolutely love them. If you don’t want to splash out on the books yourself, I have them all in a hardback and you are welcome to borrow them anytime. Looking forward to hearing from you soon. Lots of love, Janine Read the sample answer to the writing task below. Complete the letter by filling each gap with the present simple (either active or passive) of one of the verbs provided. You will have to use some of the verbs more than once. You have just seen a film you think your friend would enjoy. Write a letter to your friend and  tell them about the film  explain why you enjoyed it  recommend that they see it. Begin your letter as follows; Dear……………….. 115

WRITING VER.1.0 Be leave

begin rescue

bring go see tell

grow think

know unfold

Dear Justin, You won’t believe this but I’ve just sat through “Titanic”. I 1…………you and I swore we would never watch it but I really 2…………you might be missing a great film if you 3…………it. It’s not just about the sinking of the ship—it’s a romance and a disaster film rolled into one! It 4…………in modern times and then the whole story 5…………in flashbacks by Rose, a survivor of the tragedy. The main story 6…………about how Rose, as a young woman, 7…………from a suicide attempt by Jack, a passenger from the lower decks of the ship, and how they gradually 8…………closer to each other. The plot 9…………full of suspense and 10…………you breathless in parts. You really can’t help but get caught up in the emotions of their impossible situation and the tragedy that11…………, though there are a few corny moments! The two main stars and the supporting cast 12…………excellent though. The costumes and the sets inside the ship are fabulous and really 13…………the period to life. So do try and find a spare three hours or so and 14…………and 15…………it. I really do think you’ll be pleasantly surprised! Looking forward to catching up on all your news. All the best, Mary

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EASY-IELTS Lesson six; Thank-you letters Articles and possessives One of the most common areas of mistakes is the use and omission of the articles; a, an, the. You need to decide whether or not one is necessary, and, if it is, which one. Similarly, you have to take care to make appropriate use of possessive adjectives; my, your, his, her, its, our, their. Read the writing task and the sample answer. Complete the letter by choosing the correct option for each gap. A series of radio programmes which you enjoyed finished recently. Write a letter to the radio station.  Thank them for the series and  tell them why enjoyed it.  Ask if they are going to broadcast similar programmes in the future. Begin your letter as follows; Dear Sir/Madam

Dear Sir/Madam, I am writing to thank you for 1………fabulous series ‘2………Hundred Years of Radio’. 3………whole family thoroughly enjoyed each of 4………excellent broadcasts in 5………series so much, so that on 6………Thursday evenings we would all rush 7………home expressly to listen to them. 8………youngest son, who is only twelve, is not usually interested in 9………radio programmes but even he enjoyed them. In fact, he found them invaluable as he has been doing 10………project on 11………history of radio at 12………school. I must say we particularly enjoyed 13………fascinating narration by 14………George Pickering and 15………insightful comments, as well as all 16………wonderful recordings from 17………early days of radio. 18………original and creative style of 19………series was also extremely impressive.

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WRITING VER.1.0 We would very much like to know whether you are planning to air more stimulating programmes of this kind in 20………future. If so, we would appreciate if you could inform us in advance so that we do not miss them. Thank you once again. Yours faithfully, Mrs. M. Atri

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EASY-IELTS 1 a—my—your—no article 2 A—An—The—no article 3 A—My—Your—no article 4 the—an—its—no article 5 the—a—its—no article 6 the—our—your—no article 7 the—a—our—no article 8 The—A—my—no article 9 the—a—our—no article 10 the—a—our—no article 11 the—a—an—no article 12 the—a—our—no article 13 the—a—your—no article 14 the—a—your—no article 15 the—an—his—no article 16 the—a—its—no article 17 the—an—its—no article 18 The—An—His—no article 19 the—a—his—no article 20 the—a—our—no article Using Adjectives to praise Your ability to use a range of vocabulary is very much important. It is important to use a variety of strong adjectives in letters like this. Read the example letter below again and find all ten strong adjectives the writer uses to praise the radio series. Dear Sir/Madam, I am writing to thank you for your fabulous series ‘A Hundred Years of Radio’. My whole family thoroughly enjoyed each of excellent broadcasts in the series so much, so that on Thursday evenings we would all rush home expressly to listen to them. My youngest son, who is only twelve, is not usually interested in radio programmes but even he enjoyed them. In fact, he found them invaluable as he has been doing a project on the history of radio at school.

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WRITING VER.1.0 I must say we particularly enjoyed the fascinating narration by George Pickering and his insightful comments, as well as all the wonderful recordings from the early days of radio. The original and creative style of the series was also extremely impressive. We would very much like to know whether you are planning to air more stimulating programmes of this kind in the future. If so, we would appreciate if you could inform us in advance so that we do not miss them. Thank you once again. Yours faithfully, Mrs. M. Atri

Read the sample answer to the writing task below. Then complete the letter by filling each gap with a suitable word. Where a word is given after a gap, use it to form an adjective. Fill the other gaps with an appropriate article or possessive adjectives. Your local newspaper published series of articles recently which you thought were very good. Write a letter to the editor of the newspaper.  Thank them for the articles and  praise the journalist who wrote them.  Ask if they will be publishing more of their articles in the future. Begin your letter as follows; Dear Sir/ Madam

Dear Sir/Madam, I am writing to thank you for 1…………2…………[inspire] series of articles by Paul Hodgson on 3…………pressures of modern life. I only wish I had had 4…………benefit of 5…………6…………[value] insights ten years ago before 7…………son was born as it might have saved me a few heartaches.

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EASY-IELTS I believe Hodgson’s 8…………[fascinate] articles are among 9…………most 10…………I have ever read. This 11…………[impress] standard of journalism is sadly lacking in most newspapers today. Hodgson is not only 12…………eloquent and 13…………[power] writer, but it is also quite obvious that he undertakes painstaking research. I particularly enjoyed 14…………article ‘ Life with television’ in yesterday’s edition of 15…………newspaper. I found 16…………ideas on 17…………influence of television on family life both thought-provoking and extremely 18…………[insight]. I would very much like to see more of Hodgson’s articles in 19…………future, and sincerely hope that he will soon have 20…………regular column in the Post. Yours faithfully, Dora Ninian

You have had your computer repaired by your local computer supplier. You were extremely impressed with the service. Write a letter to the manager of the shop. Describe what happened when you called the shop. Praise the staff who helped you and ask the manager to thank those concerned. Begin your letter as follows; Dear Sir/Madam Read the following sample to the writing task and find 25 spelling mistakes. Don’t forget to check your spelling when you finished writing. Dear Sir/Madam, I am writting to express my gratititude for the way your staff responded to a problem I encountered wiht my computer last week. I work from home and my computer is an extreemly important peice of equipement so when it failed to work properly on Friday morning I was very conserned that I would not be able to have it repaired untill after the weekend. However, I telephoned your shop and spoke to a young man 121

WRITING VER.1.0 called Jonathan, who, with great patiense, talked me through various solutions on the phone. Unfortunatly, we were unable to ressolve the problem. He promised to send a tecnician and I was absolutely delighted to find a very helpfull young woman called Patricia on my doorstep less then thirty minutes later. Patricia identifed the problem almost immedietely and spent the best part of the next two hours working on my computer. She not only repared it but aslo talked me throught what she was doing so that I would be able to deal with the problem myself in future. I would be greatful if you could convey my sincere thanks to both your employes. I have no hesitation in recomending your services to my freinds and colleauges. Yours faithfuly, Claire Moody

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EASY-IELTS Unit seven; Apologizing Past tenses; relating real past events When we recount something that happened in the past, we mainly use past tenses. And we often need to use passive as well as active voice. The past simple form (for active voice) and the past participle form (for passive voice) of many common verbs are irregular so make sure you know them well! Read the sample letter to the writing task below, and find the verbs in the past (in the second paragraph) then put them in two groups; active and passive. You missed an appointment at the immigration department because you were involved in an accident. Write a letter to the immigration officer.  Apologise for missing the appointment  explain why you missed it  Ask if you can make a new appointment. Begin your letter as follows; Dear Sir/ Madam

Dear Sir/Madam, I am writing to apologise for missing my 3 p.m. appointment with you on Thursday, 12th November. I am terribly sorry but on my way to your office the taxi I was in collided with a bus. Although I only suffered minor bruising, the taxi driver hit his head against the windscreen, cut it very badly and was knocked unconscious. Also, several of the passengers on the bus were seriously injured and had to be taken to the hospital. Although I was not injured myself, I was in a state of shock for a number of hours afterwards. I made repeated attempts to contact your office but every time I rang, the line was engaged. I would like to know if it would be possible to rearrange the appointment. I am free on Tuesday and Thursday afternoons, however, if I have enough

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WRITING VER.1.0 notice, it would also be possible for me to rearrange my work schedule and meet at your convenience. Thank you for your kind attention. I look forward to hearing from you. Yours faithfully, Nilu Kamali Here are some extracts from letters from people explaining why they were unable to attend a meeting. Complete them by filling each gap with the past simple [active, or passive] of the verb given in brackets. My daughter 1…………[FALL] off a chair at school, 2…………[HIT] her head and 3…………[TAKE] to hospital. My dog 4…………[INVOLVE] in a fight with another dog and I 5…………[HAVE] to pull them apart. The other dog then 6…………[ATTACK] me and 7…………[BIT] extremely badly and 8…………[HAD] to go to hospital. The lift 9…………[BREAK DOWN] and I 10…………[TRAP] for over an hour. I 11…………[NOT HAVE] my mobile phone with me so I 12…………[HAVE] to wait for the emergency services to rescue me. I 13…………[RUN] over a stone on my bicycle, 14…………[GO] flying over the handlebars and 15…………[KNOCK] unconscious. I 16…………[GIVE] a hepatitis vaccination for my holiday and I 17…………[DEVELOP] a high fever and 18…………[FEEL] extremely nauseous. My five-year-old son 19…………[CATCH] chicken pox. He was running a fever and 20…………[COME] out in nasty skin rash so I 21…………[STAY] at home to look after him. I 22…………[UNDERGO] a minor operation last week but there 23…………[BE] complications and I 24…………[NOT DISCHARGE] from hospital until yesterday. 124

EASY-IELTS I 25…………[TRIP] over one of my children’s toys and 26…………[SPRAIN] my ankle. I 27…………[TELL] by doctor not to walk for three days. My wife and I 28…………-INVOLVE] in a minor car accident. We 29…………[NOT INJURE] but our car 30…………[DAMAGE] in the collision. Apologizing There are several ways of apologising in written English. Here are three of the most common structures; Formal I am writing to apologise for not informing you of my new address. Please accept my apologies for not informing you of my new address. Informal Please forgive me for not telling you my new address. Notice in all three structures, the introductory phrase is followed by the preposition “for” and the “—ing” form of the verb. Complete the apologies. 1 You cancelled an appointment at very short notice. I am writing to apologise…………………….our appointment at such short notice. 2 You didn’t attend a meeting last week. Please accept my apologies………………….the meeting last week. 3 You have taken a long time to reply to a letter. Please forgive me…………………so long to reply to your letter. 4 You lost a book your tutor lent you. I am writing to apologise……………………the book you lent me. 5 You didn’t return a phone call. Please accept my apologies…………………..your phone call. 6 You forgot your mother’s birthday. Please forgive me………………………….your birthday. 7 You didn’t meet the deadline for a written assignment. I am writing to apologise………………….the deadline for my written assignment. 8 You sent the wrong documents with your application. 125

WRITING VER.1.0 I am writing to apologise………………….the wrong documents with my application. Read the writing task below and then answer the questions. You were unable to give an assessed presentation at a tutorial at college because you were ill. Write a letter to your tutor.  Apologise for missing the tutorial  explain why you missed it  Ask if you can arrange to give the presentation another day. Begin your letter as follows; Dear......

Complete the letter by filling each gap with the past simple of one of the verbs provided. You may need to use some of the verbs more than once. Be say

catch discover spread tell

feel go wake up

have

prescribe

Dear Mr Robinson, I am writing to apologise for not being present at the tutorial on Friday. I am terribly sorry but I 1.............unable to attend because I 2....................well enough to travel into college. I 3...........the flu virus that 4.............through college last week and I had been trying to ignore it. However, on Friday morning I 5.....................with an extremely sore throat and 6.................that I had completely lost my voice. I also 7...........a high temperature and 8....................extremely weak. I 9…………… to the doctor in the afternoon and she 10…………… throat lozenges and aspirin. She also 11………………… me to stay at home and rest and 12……………… that my voice should be back in a few days. As the presentation is assessed I am very worried about having missed it and hope it will not affect my final result. I am feeling much better today and I was wondering if it would be possible for me to give the presentation later this week. 126

EASY-IELTS Thank you for your kind attention. Yours sincerely, Mark Cross

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WRITING VER.1.0 Unit eight; making an application Read the writing task below and answer the questions. You have seen an advertisement in your local newspaper for a part-time shop assistant in a bookshop. Write a letter of application to the manager of the bookshop.  Write about your experience and qualifications  say why you would like the job  state when you would be available for an interview. Begin your letter as follows; Dear Sir/Madam

1-Which of the following openings are the most appropriate for this letter? [more than one answer] A I am writing to apply for the position of part-time bookshop assistant as advertised in The Post on Monday, 12th December. B I’m writing about your ad for a shop assistant. C I read with interest your advertisement in The Post on Monday, 12th December and I would like to apply for the position of part-time bookshop assistant. D I saw your job in the paper and I want to apply. E I’ve always wanted a job in a shop so when I saw your advert in the paper on Monday, I decided to apply. F I would like to express my interest in the position of part-time bookshop assistant as advertised in The Post on Monday, 12th December. 2- Which is the best way to refer to your CV? [more than one answer] A Read my CV for more details. B You can check all this by looking at my CV. C Have a look at my CV and you’ll see that… D As you can see from my CV, … E Please find enclosed my CV. F Anyway, it’s all in my CV so you can see for yourself. 128

EASY-IELTS 3- Which is the best way to refer to your experience? [more than one answer] A I’ve worked in loads of bookshops before. B I have three years’ experience in the retail industry. C I have simply years of experience. D I’ve got lots of experience in this business already E you’ll be amazed at how experienced I am! F I have considerable experience in sales. 4- Which is the best way to express your availability for interview? [one answer] A I’m fee all the time. B I can come for an interview at a moment’s notice. C I can make it to an interview any time. D any time that suits you is fine by me. E I am available for interview at your convenience. F I can have an interview whenever you like. Here are the notes that a student made for the writing task. Put each point under the correct paragraph heading to make a plan for the letter. Paragraph 1; reason for writing Paragraph 2; work experience Paragraph 3; education and qualifications Paragraph 4; reason for wanting job Paragraph 5; availability for interview 1 good employer 2 good bookshop 3 available any time 4 love reading 5 Boutique [6 months] 6 advert-Post Monday 12th Dec 7 position advertised- part-time bookshop assistant 8 most recent post- book dept. in department store [6 months] 9 retail course- bookshop as case study 10 English literature degree 11 total in retail industry = 2 years 129

WRITING VER.1.0 12 Supermarket 1 year 13 Good working environment Prepositions Using correct prepositions is sometimes a problem for candidates. Try to learn prepositions which are used with verbs, nouns, and adjectives. Read the sample answer to the writing task and choose the correct prepositions. Dear Sir/ Madam, I am writing to apply 1 [to, for, about, in] the position 2 [to, at, of, for] parttime bookshop assistant as advertised 3 [at, on, in, by] The Post 4 [in, at, for, on] Monday, 12th December. As you can see 5 [from, at, for, with] my CV, I have two years’ experience 6 [at, in, by, from] the retail industry. This includes six months working as a sales assistant in a boutique, followed 7 [on, at, to, by] a year in a supermarket and my most recent post was in a large department store, where I spent six months in charge 8 [with, of, by, for] the book department. You will also wee that I am currently studying 9 [for, about, with, in] a degree 10 [of, on, in, about] English literature 11 [in, of, by, at] City University. In addition to this, while working 12 [for, at, in, by] my previous employer, I attended a short retail course and carried out a case-study on a bookshop. I have always loved books and am an avid reader, and I am particularly interested 13 [to, of, in, about] working 14 [in, on, with, by] your bookshop as it is considered to be the best 15 [in, of, at, from] the city. It is also has a reputation 16 [to, for, about, on] being an excellent employer and I believe it would offer a very pleasant working environment. I am available 17 [at, for, in, with] interview 18 [by, with, at, on] your convenience. I look forward 19 [in, about, at, to] hearing 20 [about, from, to, for] you. Yours faithfully, 130

EASY-IELTS Melanie Scott Complete sentences with the correct prepositions; 1, I am a student…………….the University of Manchester. 2, I have been working………..a mobile phone company since I left school. 3, I am writing to apply………….the position of security guard. 4, I am particularly interested…………working at your city branch. 5, I am available……………interview during morning hours. 6, I have five years’ experience…………..the field of education. 7, I have a diploma……………hotel management. 8, I was responsible…………..the final product. 9, I look forward………..hearing from you. 10, I was in charge…………..the sales department for three years. 11, This was followed……………two years overseas. 12, I am currently studying………….a master’s degree. 13, I mainly deal……………our overseas clients. 14, I can attend an interview…………….your earliest convenience. 15, I am writing in response to the advertisement you placed……………the Daily Record on Saturday, 15th December. 16, As you can see……………my CV, I am fully-qualified nurse.

You have seen an advertisement in your local newspaper for a hotel receptionist. Write a letter of application to the hotel manager.  Write about your experience and qualifications  say why you would like the job  state when you would be available for an interview. Begin your letter as follows; Dear Sir/Madam

There are 15 mistakes in this sample find and correct them. Dear Sir, I am writing to apply to the position of receptionist at The Grand Hotel as advertising in The Post in Monday, 23rd June. 131

WRITING VER.1.0 As you could see from my CV, I have three years’ experience as a receptionist. I worked in a dentist for a year and this was followed for two years in law firm. In both posts I was responsible of making appointments and dealing with waiting patients or clients. You will also see that I have recently completed a customer care course and that I am currently studying for a distance learning degree about tourism. I have always wanted to work at the tourist industry and I am particularly interesting in working at your hotel because I believe it to be one of the best of the city. I also think it would be an excellent starting place for a career at tourism. I am available for interview at your convenience and I look forward to hear from you. Yours sincerely, Peter Evans

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EASY-IELTS SOME USEFUL PHRASES/EXPRESSIONS SYMPATHY AND CONDOLENCE It was with deep sadness that I/we heard of the death of… I was/We were greatly saddened to learn of your wife’s death. I/We wish to extend our deepest sympathy on your sad loss. I was/We were terribly upset to hear of… I am writing to send you our warmest love and deepest sympathy. THANK-YOU LETTER I am writing to say thank you for… I would like to thank you for… I/We can’t thank you enough for… Thank you for your hospitality. …for the hospitality you showed me and my wife/husband or to me. We were both delighted you could come… It was really nice to see you at… Give my thanks to… Say thank you to… INVITATION AND REPLIES …request the pleasure of your company …request the honour of your presence …would like you to join us in celebrating our engagement/anniversary/etc Your kind invitation was received with sincere thanks. We would take great pleasure in attending… It is with great pleasure that we accept your kind invitation to… Unfortunately, we are unable to attend… Unfortunately, we are unable to attend…but wish you every happiness for the day. CANCELLING A RESERVATION Unfortunately I must/have to cancel… I regret I must cancel… I understand that I am not entitled to the refund of my deposit of [amount] I would appreciate the refund of my deposit of [amount] 133

WRITING VER.1.0 Please accept my apologies for any inconvenience caused I apologize for any inconvenience caused. EMPLOYMENT JOB APPLICATION I would like to apply for the position of… as advertised. I am writing in response to your advertisement in…for… I would like to be considered for the above post which your company advertised in… I enclose my CV for your consideration. I believe I am a suitable candidate because… I am confident that I can perform the job effectively because… I am computer literate/a good communicator/a good organizer. I have good computer/IT/written and verbal communication skills. I have a good knowledge/thorough understanding of general office software packages/purchasing systems. I enjoy a challenge and relish learning new tasks. I work well in a team/under pressure. I perform well under time constraints. I can handle multiple tasks simultaneously. My experience in…have taught me how to… I believe that my experience/qualification/skills would be of benefit to your company. Thank you for considering my application. I look forward to discussing this application in more detail with you. COMPLAINTS AND REPLIES I wish to draw your attention to… I wish to complain about… I wish to express my dissatisfaction regarding… I am extremely concerned that… When the goods arrived I found the following defects/damage… I experienced the following problems… The service we were offered was unsatisfactory in the following ways… Under the terms of your guarantee… It was implied in the contract between us… I look forward to your receiving your written reply within the next seven days. I look forward to your suggestions as to how the situation can be put right… I would be interested in any comments you might wish to make… 134

EASY-IELTS If we are still not satisfied… I was concerned to learn that… I would like to apologize for any inconvenience this has caused. I appreciate that this must be frustrating… …put things right at the earliest available opportunity. Thank you for your patience. If you have any questions, please contact… I am pleased to be able to inform you that… To compensate for the inconvenience caused to you/your company, we would like to… Please find enclosed…with our compliments.

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WRITING VER.1.0 QUESTION BANK GENERAL TRAINING WRITING TASK 1; Cambridge IELTS 1-8)

(with some sample answers from

1.

You have had a bank account for a few years. Recently you received a letter from the bank stating that your account is $240 overdrawn and that you will be charged $70 which will be taken directly from your account. You know that this information is incorrect. Write a letter to the bank.  Explain what has happened  And say what you would like them to do about it. (Dear Sir) 2. You borrowed some books from your school or college library. Unfortunately you have to go away to visit a sick relative and cannot return the books in time. Write a letter to the library.  Explain what has happened  And tell them what you want to do about it. (Dear Sir or Madam) 3. You travelled by plane last week and your suitcase was lost. You have still heard nothing from the airline company. Write a letter to the airline.  Describe your suitcase Tell  them what was in it  Find out what they are going to do about it. (Dear Sir/Madam) 4. You are due to start a new job next week but you will not be able to because you have some problems. Write a letter to your new employer. In your letter  Explain your situation  Describe your problems  Tell him/her when you think you can start. (Dear……….) 5. You are unhappy about a plan to make your local airport bigger and increase the number of flights. You live near the airport. Write a letter to your local newspaper. In your letter  Explain where you live  Describe the problem 136

EASY-IELTS 

6.

7.

8.

9.

10.

Give reasons why you do not want this development. (Dear Sir/ Madam,) You were hurt in a minor accident inside a supermarket, and you wish to complain to the supermarket. Write a letter to the manager of the supermarket. In your letter  Say who you are  Give details about the accident  Suggest how the supermarket could prevent similar accidents. (Dear Sir or Madam) You want to sell some of your furniture. You think a friend of yours might like to buy it from you. Write a letter to your friend. In your letter  Explain why you are selling  Describe the furniture  Suggest a date when your friend can come and see the furniture. (Dear……….) Your neighbours have recently written to you to complain about the noise from your house/flat. Write a letter to your neighbours. In your letter  Explain the reasons for the noise  Apologise  Describe what action you will take. (Dear……….) You have a full-time job and are also doing a part-time evening course. You now find that you cannot continue the course. Write a letter to the course tutor. In your letter  Describe the situation  Explain why you cannot continue at this time  Say what action you would like to take. (Dear……….) You and your family are living in rented accommodation in an English-speaking country. You are not satisfied with the condition of some of the furniture. Write a letter to the landlord. In your letter  Introduce yourself  Explain what is wrong with the furniture  Say what action you would like the landlord to take. (Dear……….)

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WRITING VER.1.0 11. You have just moved into a new home and are planning to hold a party. You are worried that the noise may disturb your neighbour. Write a letter to your neighbour. In your letter  Introduce yourself  Describe your plans for the party  Invite your neighbour to come. (Dear……….) 12. You have recently started work in a new company. Write a letter to an English-speaking friend. In your letter  Explain why you changed your jobs  Describe your new job  Tell him/her your other news (Dear………..) 13. Last month you had a holiday overseas where you stayed with some friends. They have just sent you some photos of your holiday. Write a letter to your friends. In your letter  Thank them for the photos and for the holiday  Explain why you didn’t write earlier  Invite them to come and stay with you (Dear………………..) 14. You have recently moved to a different house. Write a letter to an English-speaking friend. In your letter  Explain why you have moved  Describe the new house  Invite your friend to come and visit. (Dear……………………) 15. You recently bought a piece of equipment for your kitchen but it did not work. You phoned the shop but no action was taken. Write a letter to the shop manager. In your letter  Describe the problem with the equipment  Explain what happened when you phoned the shop  Say what you would like the manager to do. (Dear Sir or Madam,)

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EASY-IELTS You have recently moved to a different house. Write a letter to an Englishspeaking friend. In your letter  Explain why you have moved  Describe the new house  Invite your friend to come and visit. (Dear……………………)

Dear Dave I am writing to let you know that at last we have moved to a bigger house! We just couldn’t go on living in the two-bedroom bungalow now that the twins are growing up and the new baby has arrived. So we started looking - and one thing led to another and finally here we are in our new home. I’m sure you’ll like it. We have three bedrooms now, and a very modern bathroom and kitchen. The kids are happy because there is much more space with the big living room and the garden outside. But Michel is happiest of all because he doesn’t need to do much decorating. Why don’t you come round this weekend and see what you think of our new place? We would all love to see you and if the weather is good we can have a barbecue in the garden. Our new address and phone number are below, so give us a call and let us know when to expect you. Lots of love Francoise

You have recently started work in a new company. Write a letter to an English-speaking friend. In your letter  Explain why you changed your jobs  Describe your new job  Tell him/her your other news (Dear………..) 139

WRITING VER.1.0 Dear Jenny, I hope this finds you and your family well, and I’m sorry I haven’t been in touch recently. I’m writing now to let you know about my new job. You remember that I was working for that construction company a few miles outside the city? Well, I just go so fed up with it—I was just working a really long hours and, to be honest, the pay wasn’t great. So basically I applied for a job at a new international company that was looking for admin staff for a new branch in the city centre. I was a bit nervous in the interview, but in the end I got a job as one of the senior administrators. I am so happy! The pay is better, the working conditions are great and I don’t have to drive to work anymore. Anyway, I have to stop now because my sister is staying with me and has brought my baby nephew to meet me. She sends you lots of love and is asking when we can all meet up. Soon, I hope. With love, Tina

You and your family are living in rented accommodation in an Englishspeaking country. You are not satisfied with the condition of some of the furniture. Write a letter to the landlord. In your letter  Introduce yourself  Explain what is wrong with the furniture  Say what action you would like the landlord to take. (Dear……….) Dear Mr. Smith, I am your tenant from Flat 3 on Riverside Street. We met each other when I signed the rental agreement in your office. I have lived here for 6 months now and I am writing to complain about some of the furniture. As you may remember, the dining table is in very poor condition and has uneven legs. It also does not match the dining 140

EASY-IELTS chairs as these are too low to be comfortable for a table of that height. When I first pointed this out to you, you agreed to provide a brand new dining set. However, you have not done so and I would really like to resolve this matter as soon as possible. If is more convenient for you, perhaps you could simply replace the table by finding one of a suitable height for the chairs. This would solve the problems without too much cost, so I hope you agree to this proposed solution. Looking forward to hearing from you. Yours sincerely, M.M.Egil

Your neighbours have recently written to you to complain about the noise from your house/flat. Write a letter to your neighbours. In your letter  Explain the reasons for the noise  Apologise  Describe what action you will take. (Dear……….) Dear James, I was very shocked to get your letter saying that the noise from my flat has been spoiling your evenings and causing you some distress. I am really, really sorry about that. I had no idea that you would be able to hear so much, so I hope you will accept my apologies. As you may have guessed, I am trying to refit my kitchen in the evenings when I get home from work. Unfortunately it is all taking longer than expected and I have been having problems with getting things to fit properly. This has meant a lot of banging and hammering. As the kitchen is still not finished, I have decided to call in a professional builder who will finish the work in the next day or two. He’ll work only during daytime hours, so you won’t be disturbed in the evenings again, I promise. 141

WRITING VER.1.0 Sorry to have caused these problems. Bill You want to sell some of your furniture. You think a friend of yours might like to buy it from you. Write a letter to your friend. In your letter  Explain why you are selling  Describe the furniture  Suggest a date when your friend can come and see the furniture. (Dear……….) Dear Jan, As you know, we’ll be moving to a new house soon and there are a few things that I won’t be able to take with me. The new house is a bit smaller so I have to sell some furniture and I was wondering if you might be interested. In particular I want to sell my big dining table. Do you remember it—the one in the living room? It has wooden legs and a grey glass top and it’s big enough for six people. There are six matching chairs to go with it. I know you’ve always liked this furniture so I could let you have it at a good price. I’d rather sell it to you than to a stranger! Why don’t you come around and take another look at them on Saturday? We’ll be here all day, so maybe we could have some lunch together? Give me a ring and let me know. Love, Shanda You are due to start a new job next week but you will not be able to because you have some problems. Write a letter to your new employer. In your letter  Explain your situation  Describe your problems  Tell him/her when you think you can start. (Dear……….) 142

EASY-IELTS Dear Ms Barnes, I am writing concerning the position of Assistant Office Manager that I am due to begin next Monday. However, a problem has arisen. As you know, I currently work for my uncle’s food-packing business, and you will remember from my interview that I have gained valuable experience there. Unfortunately, he has had to go into hospital for an operation, leaving my aunt in charge of both the home and the business. She has asked me, as this is a particularly busy time of year, to stay on and help her with the running of the office. I realize this will be inconvenient to you, but very much hope that, given the circumstances, you would be prepared to allow me to take up my position with you two weeks later than planned. I would like to emphasise that I remain very keen to work with you, and that I will be gaining further useful experience during this time. I look forward to hearing from you. Yours sincerely, John Forbes You borrowed some books from your school or college library. Unfortunately you have to go away to visit a sick relative and cannot return the books in time. Write a letter to the library.  Explain what has happened  And tell them what you want to do about it (Dear Sir or Madam) Dear Sir or Madam I am writing this letter to explain why I have been unable to return the three books I have out on three-day loan, which are now overdue. After taking the books out on 16th March, I had an urgent phone call from my elderly aunt’s neighbor to say that my aunt had had a fall and had been taken into hospital. I am her only surviving relative in this country, so I felt I 143

WRITING VER.1.0 had to go and see her immediately. I travelled down to Surrey the following morning, thinking I would stay for only two or three days. Unfortunately, my aunt’s condition has only improved very slowly, so I have had to stay here longer than expected. However, the hospital says that if all goes well, she should be able to go home in two or three days’ time, in which case I will be back at the beginning of next week. Bearing in mind the circumstances, I trust you will kindly waive any fines that may have accumulated. Yours sincerely, J. Stevens

You have had a bank account for a few years. Recently you received a letter from the bank stating that your account is $240 overdrawn and that you will be charged $70 which will be taken directly from your account. You know that this information is incorrect. Write a letter to the bank.  Explain what has happened  And say what you would like them to do about it. (Dear Sir) Dear Sir, I am writing in reply to a letter I received from you a few days ago. In your letter you state that I am $240 overdrawn and that you will be charging me $70. I would like to point out that the reason I am overdrawn is because of a mistake made by your bank. If you look through your records you will see that I wrote several weeks ago explaining the situation. For the last twelve months, I have been paying $300 a month for a car I bought last summer. The monthly payments were taken directly from my bank account. However, two months ago I sold the car and I wrote to you instructing you to stop paying the monthly installments. I received a letter from you acknowledging my request, but, for some reason, nothing was done about it. Another $300 installment has been paid this month and this is the reason why I am overdrawn. 144

EASY-IELTS I would like you to contact the garage where I bought the car explaining your error. I would also like you to ask them to return the money. Yours faithfully, P Stoft

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WRITING VER.1.0 ADVANTAGES AND DISADVANTAGES 1 Writing Task 2 You should spend about 40 minutes on this task. Present a written argument or case to an educated reader with no specialist knowledge of the following topic. Television has brought great changes to the way many children spend their leisure time. While some of these changes have been beneficial, others have had a harmful effect. To what extent do you agree or disagree? You should write at least 250 words. You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.

Brainstorming & Making a plan It is important for your composition to have a clear structure so that the reader does not become confused while reading. A feature of good writing is well-organized paragraphs. Here are the notes that a group of students made for the writing task. Put them under four paragraph headings (introduction, advantages, disadvantages, conclusion) to make a plan for the composition. When you have finished, check your answers by reading the completed composition. After that read the composition and check. Do not worry about the gaps. Introduction; Advantages; Disadvantages; Conclusion; TV stimulates children’s interests Children are less sociable TV-most popular form of entertainment for children Children learn more about the world Children read less Parents should check on children’s viewing TV makes children less imaginative/inventive TV helps educate children in a variety of ways TV is easier and safer than other forms of relaxation 146

EASY-IELTS Children have fewer hobbies Adults often disapprove of children watching TV Children should do other activities as well Children are lonelier LINKING WORDS; It is important to use linking words and phrases in compositions so that the reader can follow the logical steps of your arguments easily. Linking words and phrases can be used for a variety of purposes. Put each one into the correct group according to how it is used. Listing points Giving examples Drawing conclusion Expressing result Expressing contrast first of all, like, in spite of, moreover, to sum up, what is more, as a result of this in contrast, although, therefore, including, even though, while, secondly, in consequence, for this reason , on the other hand, thirdly, however, for instance, in conclusion, furthermore, in addition, lastly, despite, consequently, finally, for example, whereas, as a result , such as, firstly Now read the sample answer to the writing task above. Check your ideas in brainstorming activity and complete the composition by choosing the linking words/ phrases which best fits each gap. In the past fifty years, television has become more popular among children than any other form of home entertainment and many children spend several hours a day watching it. 1.................... parents and teachers often disapprove of it, few would prevent their children from watching it altogether. As a leisure activity, television has several advantages for children.2...................., it is an easier and safer way for them to relax than, 3........................ playing in the street or in a park. 4........................, television can be highly educational because children can learn about subjects, 5...................... music or sport, that they might not read about in 147

WRITING VER.1.0 books. 6........................., they acquire a wider vocabulary and improve their general knowledge. 7......................., television fosters children’s interest in subjects and gives them interests in common. 8....................., they are better-informed about the world than children were in the past and they form attitudes and opinions about things outside their direct experience. 9.................., any invention as pervasive as television is bound to have some harmful effects. Nowadays perhaps, children in general are not as sociable as previous generations of children, who used to spend more time playing with friends. 10...................., some children may feel lonelier and more isolated. 11......................., they may be less imaginative than children in the past because they do not have to invent their own games and because they spend less time reading books. 12....................., since they spend so much time in front of the television, they may have fewer hobbies, and, 13............................, their range of leisure activities may be more limited than previous generations. 14....................., it is clear that television has had both positive and negative effects on the way children spend their leisure time. I believe that parents should monitor both how much time their children spend watching television and the type of programmes they watch, and encourage them to watch those which are either entertaining or education. 15.........................., children should also be encouraged to find time for other activities, 16........................ playing with friends or pursuing hobbies. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

[However, Although, Despite] [Furthermore, Moreover, Firstly] [for instance, like, such as] [Secondly, Consequently, For example] [like, in addition, even though] [In contrast, Moreover, Including] [To sum up, In conclusion, Lastly] [For example, In consequence, Despite this] [However, Although, Whereas] [However, Furthermore, As a result] [In contrast, In consequence, In addition] [However, Finally, As a result] [for instance, therefore, in conclusion] [Finally, Therefore, To sum up] [However, Although, Lastly] 148

EASY-IELTS 16. [moreover, as a result, such as] COMPARATIVE ADJECTIVES In order to show how the way in which children spend their leisure time has changed as a result of television, it is necessary to make comparisons between the present and the past. We often use comparative adjectives when we make comparisons. Put the following adjectives into 3 comparative form groups; Adjective + er More + Adjective Irregular Bad easy exact far harmful healthy imaginative limited lonely popular safe informed wide

fast few good important isolated sociable tiring well-

This exercise practices the following comparative structures; Television has become more popular than other leisure activities. Children today are less imaginative than children in the past. Children today are not as imaginative as children in the past. Any invention as pervasive as television is bound to have some harmful effects. At the same time, it will give you ideas for the writing task in the next exercise. Here are some comments made by people when they were asked about the advantages and disadvantages of having computer at home. The comments have been rewritten in a more formal style. Complete each sentence so that it has a similar meaning to the sentence before it. Fill each gap with an appropriate comparative form using one of the adjectives below. Creative easy fast healthy sociable wide well-informed

important

logical

sedentary

1A By using chat and e-mail, it’s easier to come into contact with people from all over the world-something we couldn’t do in the past.

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WRITING VER.1.0 B Computers allow people to have a ..............................social circle than in the past. 2A Computer games can be addictive and people who get hooked often stop doing things that are really essential. B Some people become addicted to computers and, as a result, they re distracted from doing other ...................things. 3A I’ve noticed that since I bought my computer I spend far more time sitting down than I used to. B Computers have resulted in many people leading a ..............................lifestyle. 4A My reactions have definitely speeded up since I started playing computer games at home. B Computer games give people ..........................reactions. 5A People spend more time indoors as a result of computers so they don’t speak to their neighbours as much. B People are .......................as they were in the past. 6A I think some computer games are very educational. I’m sure they’ve improved my son’s ability to think logically. B Computer games may help people to think in a .........................way. 7A I know that some doctors worry that all this sitting in front of computers all day, even in one’s free time, is having a really bad effect on people’s health. B People are ..................as they were in the past as a result of using computers. 8A One of the wonderful things about computers and the Internet is that I can exchange information with people all over the world who have the same hobby as me- I collect dolls. B Having a home computer makes it.............................to exchange information with people all over the world. 9A These days you can find information about almost anything on the Web. I think I’ve really broadened my knowledge about all sorts of things since I’ve had Internet access from home. 150

EASY-IELTS B For some people, Internet access at home has helped them become .................................. 10A Before computer games arrived, children used to spend more of their time building models or painting or inventing stories. They just don’t do those things anymore. B Children are .......................in their free time than they used to be.

Read the sample answer to the following writing task. Complete the composition by choosing the word or phrase which best fits each gap People increasingly spend their leisure time using computers, for example, surfing the Internet or playing computer games. This has brought benefits but has also created new problems. To what extent do you agree or disagree with this statement? The growing popularity of home computers has brought about the biggest single change in the way we spend our free time since the invention of television. This development is viewed by many people as a mixed blessing. Having a computer at home has undoubted advantages. 1........................, through the Internet we can make contact with many more people 2.........................we would normally meet in our everyday lives: people from other parts of the world and people with similar interests to our own. 3......................, it gives us the possibility of sharing information and interests with others more easily than in the past through the use of e-mail and chat programs. 4................................, some people believe that computer games are 5..........................for our brains than, 6......................., watching television because they improve our reactions and our ability to think logically. 7..........................., like television, personal computers tend to isolate us from the world just outside our front door. We may speak to friends and neighbours 8.........................because we are busy playing computer games indoors. 9........................., there is evidence that we are not as 10.........................as we used to be due to the sedentary lifestyle that computers encourage us to lead. Lastly, some psychologists argue that 151

WRITING VER.1.0 computer games are addictive, which means that some people may be distracted from doing more important things, 11...........................spending time on their studies or with their family. 12............................, I believe that computers are useful in the home, as long as we use them as a tool, 13....................., to communicate with friends or find information. 14......................, they may be harmful when they become our main source of entertainment. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

As a result, In addition, Firstly, However Who, that, as, than Moreover, Despite this, For instance, Therefore Consequently, Finally, In contrast, To sum up Stimulating, more stimulating, very stimulating, as stimulating Such as, for instance, therefore, however What is more, In addition, Therefore, On the other hand More, fewer, less, little What is more, In consequence, Lastly, As a result of this Health, healthy, healthier, healthiest As, whereas, such as, as well as Finally, Consequently, Lastly, In conclusion For example, including, such as, as well as Although, Consequently, Moreover, However

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EASY-IELTS ARGUMENTS FOR & AGAINST 1 Brainstorming ideas Brainstorming just means thinking of as many ideas as you can to include in your composition without worrying too much about whether they are ‘good’ or ‘bad’. It is a very useful technique for Writing Task 2 and you should brainstorm for ideas at the planning stage, before you start writing. After brainstorming, you can then choose the best and most relevant ideas and decide how to organise them into paragraphs. The aim of brainstorming is to generate as many ideas as you can before you start writing. However, as you only have about 40 minutes to write and as your composition should be around 250 words in length, you will not be able to use all your ideas. The next stage is to select the best arguments to include in your composition. The ‘best’ arguments may be the strongest ones or they may be the ones that you know most about and, as a result, the ones that you will probably be able to write about best. It is not a good idea to include arguments that you don’t know anything about, as you will find that you don’t have very much to say. Read the writing task and look at the list of ideas a group of IELTS students produced during a brainstorming session. Group the ideas according to whether they are arguments for an international language, arguments against it, or ideas which are irrelevant to the writing task; Writing Task 2 An international language would remove one of the main differences which separates people of different nationalities and this would lead to greater international understanding and co-operation. There should be one international language which everyone agrees to learn and speak. To what extent do you agree or disagree? Arguments For; Arguments Against; Irrelevant ideas; Many languages already have a large number of words in common would kill less widely-spoken languages many people enjoy learning new languages there are about 6000languages spoken in the world today 153

WRITING VER.1.0 reduce the amount of translation work needed interpreters and translators would lose their jobs improve international co-operation and understanding cost of teaching every one the language might not be used diversification of language into dialects reduce nationalism help international trade world would lose cultural diversity make international travel easier simplify electronic communication Here are 2main paragraphs from a sample answer to the writing task. Read them and decide which of the ideas in brainstorming exercise the writer has included. The arguments in favour of an international language are both ideological and practical. Firstly, it is sometimes said that linguistic diversity divides people and leads to conflict. In other words, if we removed language differences, we would find it easier to understand each other’s point of view and, as a result, co-operate more easily. Secondly, it is argued that if everyone learned the same language, a great deal of time-consuming and expensive translation work would no longer be necessary, and this would be of great benefit to international trade. Finally, it is generally agreed that a common language would make international travel much easier for everyone. However, there are strong arguments against the introduction of an international language. To start with, it is often pointed out that while an international language might initially facilitate communication, all languages tend to divide into dialects, some of which cannot always be understood by all native speakers. Secondly, it is often claimed that an international language would eventually come to dominate over, and in some cases cause the disappearance of, less widely-spoken languages. Furthermore, as culture and language are closely associated, it is widely believed that the threat to minority languages posed by an international one would also mean a threat to their related cultures. The result would be a dull world, lacking in both linguistic and cultural diversity.

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EASY-IELTS Passive voice Writers often introduce ideas and arguments using passive forms of reporting verbs such as ‘say’, ‘argue’, ‘suggest’ and ‘believe’ and this formal style is more appropriate for Writing Task 2. For example, instead of writing: ‘Many people believe that...’ It is better to write: ‘It is widely believed that...’ Remember that when you use this kind of passive construction, it is not necessary to include the agent, as it does not add any useful information to the sentence. For example ‘People think...’ just becomes ‘It is thought that...’ and not ‘It is thought by many people that...’ Now read the complete sample essay and find all the passive constructions using reporting verbs. It has often been suggested that we should all learn to speak an international language, and both artificial and natural languages, including Esperanto, Latin, and English, have been put forward at various times in history as candidates to fill this role. The arguments in favour of an international language are both ideological and practical. Firstly, it is sometimes said that linguistic diversity divides people and leads to conflict. In other words, if we removed language differences, we would find it easier to understand each other’s point of view and, as a result, co-operate more easily. Secondly, it is argued that if everyone learned the same language, a great deal of time-consuming and expensive translation work would no longer be necessary, and this would be of great benefit to international trade. Finally, it is generally agreed that a common language would make international travel much easier for everyone. However, there are strong arguments against the introduction of an international language. To start with, it is often pointed out that while an international language might initially facilitate communication, all languages tend to divide into dialects, some of which cannot always be understood by all native speakers. Secondly, it is often claimed that an international language would eventually come to dominate over, and in some cases cause the disappearance of, less widely-spoken languages. 155

WRITING VER.1.0 Furthermore, as culture and language are closely associated, it is widely believed that the threat to minority languages posed by an international one would also mean a threat to their related cultures. The result would be a dull world, lacking in both linguistic and cultural diversity. On balance, I believe that it would be undesirable to impose an international language on the world. I doubt that an international language would bring about international peace, and the disappearance of minority languages and cultures would be a sad loss. Complete each sentence so that it means the same as the sentence before it. Use the passive form of the highlighted verb in each case and do not include the agent.

1 Some people think that an international language would reduce nationalistic feelings. It .............................. that an international language would reduce nationalistic feelings. 2 Experts believe that about 6000 languages are spoken in the world today. About 6000 languages ........................to be spoken in the world today. 3 People often suggest that an international language would lead to disappearance of minority languages. It ..........................that an international language would lead to disappearance of minority languages. 4 People argue that an international language would facilitate international trade. It.................................. that an international language would facilitate international trade. 5 Some experts estimate that up to 1.5 billion people speak some English nowadays. There.........................to be up to 1.5 billion people speak some English nowadays.

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EASY-IELTS 6 Many people consider that biggest problem to be which language to choose as an international language. The biggest problem.......................... to be which language to choose as an international language. 7 Many people feel that if an international language was imposed on people, there would be a strong reaction against it. It................. that if an international language was imposed on people, there would be a strong reaction against it. 8 People say that an international language would increase international co-operation and understanding. It...................... that an international language would increase international co-operation and understanding. 9 People generally agree that artificial languages such as Esperanto are not the solution to the problem. It........................that artificial languages such as Esperanto are not the solution to the problem. 10 Linguists have pointed out that all languages diversify into dialects. It ................. that all languages diversify into dialects.

Conditionals In compositions where we want to discuss the arguments for and against something, it is sometimes necessary to discuss hypothetical situations. To do this we use “conditionals”—sentences with an “if” clause, for example; If we removed language differences, we would find it easier to understand each other’s point of view. In ‘if’ clause, the past tense of the verb is used (unreal past) to show that the situation is hypothetical (Not real, just Imagination) and in main clause, we often use ‘would + verb’. However, we can also use the conditional without an “if” clause. For example: It is generally agreed that a common language would make international travel much easier for everyone. Complete the sentences by one appropriate form of verbs provided. You will need to use one of the verbs more than once;

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WRITING VER.1.0 Agree teach

be write

find

have to

1 Perhaps there would be fewer everyone.................the same language.

make

prepare

conflicts

in

the

speak

world

if

2 It.....................a great pity if the thousands of languages still spoken in the world today died out. 3 Many people today...............................their working lives very difficult without modern means of communication such as e-mail and mobile phones. 4 Even if an international language everyone..................................to use it.

was

introduced,

not

5 Some minority languages have already disappeared and more would certainly die out altogether if governments..............................efforts to protect them. 6 If we.............................learn a foreign language at school, we would have more time to spend on other subjects. 7 It would be ideal if all children............................fluent in at least one foreign language by the time they left school. 8 If schools devoted more time to teaching modern communication skills, such as using e-mail, rather than traditional ones, like spelling and grammar, they...............................children better for the future. 9 Many people...................................to friends and family members at all if they did not have e-mail. 10 We would probably all be better communicators schools................................children to be more articulate speakers.

if

Read the writing task below and the sample answer. Complete the composition by choosing the word or phrase which best fits each gap.

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EASY-IELTS Ownership of mobile phones has risen dramatically in recent years despite the potentially harmful effects they may have on our health and on society. Governments should introduce measures to restrict ownership of mobile phones to those who need them for their work. To what extent do you agree or disagree with this statement? In many countries mobile phones have become a normal part of daily life for almost everyone, from professionals, such as doctors and lawyers, to young children. Some people, however, 1........................... to see ownership restricted because of the possible risks these phones pose to our health and the negative impact they are already having on society. But should such restrictions be imposed? There are some persuasive arguments in favour of restricting ownership. Firstly, radio wave emissions from mobile phones 2...................................... to affect brain activity and some scientists are worried about the effects this may have on the health of children who use such phones. 3.................................. that fewer people would 4.................................to these risks if restrictions 5................................... . Furthermore, it is 6...................................agreed that such measures would 7................................. the number of traffic accidents caused by people talking on their mobile phones. There is also the social impact to consider. It is now common for a concert, a theatrical performance or even a quiet meal in a restaurant to be disrupted by an inconsiderate mobile phone user. 8............................... that none of this would be the case if the government 9........................................ ownership to professional use only. On the other hand, there are strong arguments against such measures. Firstly, it is 10............................... believed that mobile phones are indispensable in the case of accidents, or when other difficult situations arise, and that everyone should have the right to the protection they offer. Secondly, it is argued that if phone companies 11........................................ more to raise public awareness of the risks posed by radio wave emissions, people would only make short calls from their phones and these risks would then be reduced. Finally, it is 12...................................pointed out that there will always be a minority of inconsiderate people and that restrictions on ownership would unfairly 13........................................ the majority of considerate users.

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WRITING VER.1.0 To sum up, 14.................................. that some restrictions on ownership to protect young people’s health 15.................................a good thing. However, adults should have the right to use mobile phones if they wish, for both personal and professional purposes. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Like/ would like/ liked Known/ are known/ have known I claim/ it is claimed/ it claims Be exposed/ exposed/ expose Have been introduced/ are introduced/ were introduced Sometimes/ often/ generally Reduce/ reduced/ be reduced We sometimes say/ they sometimes say/ it is sometimes said Will restrict/ restricts/ restricted Widely/ highly/ broadly Will do/ do/ did Always/ often/ never Penalise/ have penalised/penalised It is believed/ I believe/ I am believed Were probably/ would probably be/ would not be

Giving an opinion 1 Excessive traffic has made cities unpleasant places to live and work in. For this reason, private cars should be completely banned from city centres. To what extent do you agree or disagree?

Brainstorming ideas When you are faced with a writing task like this, you should try to think of as many ideas as possible, even arguments you don’t agree with. Some students are given a low band score for writing task 2 because they don’t include enough ideas in their compositions.

Introductory paragraphs It is very important to write a good introductory paragraph for your composition. If your introduction is good, it makes the rest of the composition easier to write and it makes a good impression on the reader. 160

EASY-IELTS Remember, if you decide not to write a balanced ‘for and against’ composition, you should give your personal opinion in the first paragraph and repeat it in conclusion. There are six introductory paragraphs for the writing task. Analyze them, and then read a teacher’s comments about them. Match the comments to the appropriate introduction. The motor car was invented in the late nineteenth century, and within about twenty years it replaced the horse as the main means of transport in most cities. This gave rise to a whole new range of problems. Whereas before the problems had been staling and feeding horses, now they were problems of accidents and parking. Most cities now have pedestrian precincts and from time to time cities are in the news because cars have been temporarily banned from the centre to reduce pollution. However, no town council has yet had the courage to completely prohibit private motor vehicles from entering the city centre. There are several reasons why I believe this should be done. Excessive traffic has made towns and cities unpleasant places to live and work in. For this reason, private cars should be completely banned from city centres, and there are several reasons why I suppose this idea. Traffic is an increasing problem in our cities, and there are several reasons why I think cars should be banned from the centre. At Christmas last year, I had to get home from my job in the centre of Barcelona, and with all the shopping traffic I was stuck in a traffic jam for an hour and a half. This problem would be avoided if the city authorities banned private cars from the city centre. Cars and other forms of transport have given rise to a variety of problems in our cities. For example, most cities are unpleasantly polluted both with exhaust fumes and noise, and, in spite of improvements in the public transport system, it is becoming increasingly difficult to move around town with the traffic congestion which exists at most times of day. However, having said that, few cities, if any, have banned private cars from their centres, and I believe, for a number of reasons, that it would be a mistake to do so. 161

WRITING VER.1.0 Teacher’s Comments; This introduction is too long almost 100 words. It is a good idea to include some of these ideas in the main body of your essay where you give reasons for your opinion. This is a good introduction. You’ve mentioned some general measures that have been taken to deal with cars, and your major opinion is clear. You’ve just copied some sentences from the writing task. It’s OK to briefly outline the issues involved in the introduction, but you should do it in your own words. Try not to copy the question word for word. This is supposed to be a serious essay, written in an academic formal style. Don’t start with personal anecdote you had in the past. Start with a more general statement, summarising the problem and using more formal language. It is too short. One way to expand is to give examples of kinds of problems heavy traffic in cities causes. You don’t have enough space in a 250-word essay to write about the history of the car, and the history of the problems it caused. And you haven’t said what your opinion is. A good introduction shows where the composition is going. It should prepare the reader for what is coming next.

Signposts It will help you in your writing if you use linking words and phrases and also ‘signposts’ to show what the purpose of each paragraph is. Examples of signposts are; The most important reason why cars should be banned is...... In conclusion, .............. The former indicates that this is the first reason or argument you are going to give to support your opinion. The latter indicates that this is your final paragraph where you will summarize you opinion.

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EASY-IELTS Put the linking phrases and signpost expressions into the correct group according to how each one is used. Giving opinion introducing reasons for opinions giving examples A case in point is a final reason is a further reason is a good example of this is for example for instance I agree I am against I am convinced that I am in favour of I am of the opinion that I am opposed to I am sure I believe I disagree I strongly support the idea that I think in my opinion including on that grounds that personally, I feel that such as the main reason is the most important reason is the second reason is

Read this sample answer to the writing task. Complete the composition by choosing the word or phrase which best fits each gap.

Most cities now have pedestrian precincts and from time to time cities are in the news because cars have been temporarily banned from the centre 163

WRITING VER.1.0 to reduce pollution. However, no town council has yet had the courage to completely prohibit private motor vehicles from entering the city centre. There are several reasons why 1 ..................................... this should be done. 2 ......................................... pollution from car exhausts, which damages people’s health causing respiratory disease such as asthma and bronchitis. At the same time, traffic fumes attack the stonework of historic monuments and buildings, while the vibrations from passing vehicles damage their foundations. This, 3............................................, has happened to many old cathedrals in Europe. 4 ............................................... why I am 5 .................................................cars being banned is in order to reduce the noise pollution from traffic, which forces people to keep their windows permanently closed and may cause psychological problems including stress and depression among people living in busy streets. 6 ........................................is that most cities were not designed for motor traffic. 7 .................................................. the historic centre of Valencia, which has narrow streets and few facilities for parking. As a result, traffic moves very slowly and there are frequent traffic jams. Beautiful buildings are sspoilt by always having cars parked in front of them and pretty streets become unpleasant due to permanent traffic congestion and exhaust fumes. Finally, 8 ............................................ that if cars were banned, people would find other more pleasant ways to move around cities. 9..............................................., they would walk or use bicycles as these would once more become safe and enjoyable activities within the city. This in turn would bring about a general improvement in people’s health. In conclusion, therefore, 10 ....................................... that traffic should be banned from city centres, as this would enable people to rediscover cities as pleasant and healthy places to live. 1. A I support B I believe C I am in favour of 2. A The most important reason is B I am opposed to good example of this is 3. A I agree, B for instance, C I am against 164

C

A

EASY-IELTS 4. A The most important reason B A second reason C A final reason 5. A in favour of B convinced that C of the opinion that 6. A The most important reason B The final reason C A further reason 7. A Personally, I feel that B I am strongly of the opinion that C A good example of this is 8. A I am sure B I strongly support C I am opposed to the idea 9. A A good example of this B For example C A case in point is 10. A I am in favour of B on the grounds C I strongly support the idea

The tourist industry has grown enormously over the last fifty years, and there are few places which are unaffected by it. However, tourism rarely benefits the countries which tourists visit. To what extent do you agree or disagree? Read the sample answer to the writing task above, and find 15 mistakes The growth of tourism means that nowadays most countries have a tourist industry and for many countries it is an essential sector of their economy. However, like any major industry, tourism may have some drawbacks, i strongly oppose that it rarely benefits countries. On the contrast, I am in favour of, for a number of reasons, the vast majority of countries derive great benefit from it. Another reason is that tourism provides regular employment for many local people who might otherwise be unemployed. They can find work in restaurants or hotels, or with tourist agencies as guides or drivers, for example, and earn regular wages. This, on the other hand, means that they may be able to save money and improve their standard of living. The main reason is that tourists spend money in the country and this allows local businesses as restaurants, bars and taxi companies to flourish. In turn, other businesses, food suppliers or petrol stations, including, may be established in order to provide services to support the companies

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WRITING VER.1.0 which cater for tourists. In other words, the whole economy of the region develops. A final reason is that in order for tourists to be able to visit remote areas, roads, airports and hotels have to be built and local people also benefit by being able to use these new facilities. Furthermore, when communications improve, it becomes possible for other industries to move into the area, bringing with them more employment opportunities and increased prosperity. A second reason why I am against tourism is that visitors from outside bring fresh ideas and different ways of doing things to the local community. For example, local people may learn from tourists. In contrast, visitors learn about the local people and culture, and return home with a deeper understanding of the host country. In conclusion, I firmly support that governments should encourage tourism because of the opportunities it offers for ordinary people to improve their quality of life.

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EASY-IELTS PROBLEM AND SOLUTION 1 The writing task may ask you to discuss a problem, saying what the causes are and suggesting possible solutions. There are basically two ways of organising this kind of composition and in this unit we look at one possible structure. The causes of the problem should be discussed in one paragraph and then possible solutions in another, separate paragraph. In order for this composition structure to work, it is best to have at least one solution for each cause. The solutions should be presented in the same order as the causes. We will look at an alternative structure later. Our cities are noisier than ever before. Why is this so, and what can be done about it? Read the writing task and match the paragraph headings to the appropriate paragraph. Paragraph 1; Paragraph 2; Paragraph 3; Paragraph 4; Possible solutions to the problem causes of the problem possible results of suggested solutions what the problem is and its effect It is important to brainstorm for ideas and organise them into paragraphs before you start writing your composition. Here are the notes that a group of students made for the writing task. Put each point under the correct paragraph heading to make a plan for the composition. Paragraph 1; what the problem is and its effect Paragraph 2; causes of the problem Paragraph 3; possible solutions to the problem Paragraph 4; possible results of suggested solutions Sleeplessness stress insulation in buildings noise pollution is a serious problem

traffic use better sound mental problems e.g. depression ban aircraft from

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WRITING VER.1.0 flying over urban areas show more consideration for our neighbours loss of hearing high blood pressure lower productivity at work low-flying aircraft build airports further from cities loud televisions, radios and music impose stricter speed limits in residential areas improved physical and mental health avoid the use of noisy tools noisy power tools better quality of life in cities

Cause—Effect In order to analyse the reasons why a problem exists and suggest solutions, you will needs to describe “cause and effect” relationships. There are certain phrases to show ‘cause and effect’, and to make suggestions. Read this sample answer to the writing task. Fill the gaps with appropriate words; There is no doubt that we have to live with far more noise than in the past, particularly in cities, and this may be the form of pollution which affects us most directly. For example, it has been found that prolonged exposure to high levels of noise can 1.............................hearing loss and high blood pressure. It may also 2........................stress, insomnia and mental problems, including depression. These problems, in turn, often 3.......................lower productivity at work 4.........................employees are too tired and stressed to work efficiently. In order to find effective solutions to the problem, it is necessary to understand what has 5..................this increase in noise. There are three main causes. Firstly, there is traffic noise, 6...................the ever-increasing number of vehicles on our roads. The second major source of noise in our cities is low-flying aircraft which have either just taken off, or are just landing at local airports. Finally, there is noise 7.........................neighbours listening to music or watching television at full volume, or using noisy power tools such as drills or lawn mowers. Clearly, noise is a serious problem. 8...........................measures should be taken to reduce the amount of noise in our daily lives. Regarding traffic noise, 9..........................improved soundproofing for buildings near busy roads. In addition, local authorities 10..............................imposing strict speed limits in residential areas. 11.............................aircraft noise could be lessened is by building airports further away from urban areas. Moreover, legislation 12.......................prohibit aeroplanes from flying over built-up areas. As far as noisy neighbours are concerned, 13................................for us all to behave more considerately by, for example, turning down the volume of our music or televisions and limiting our use of noisy power tools.

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EASY-IELTS In conclusion, there is no simple solution to the problem. However, if the measures i have suggested were introduced, we would all enjoy a better quality of life. 14.......................living and working in a quieter environment, people would feel more relaxed and they would be less prone to the physiological and psychological problems that are known to 15.........................exposure to high levels of noise.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Lead to/ be caused by/ be due to Be due to/ be caused by/ give rise to Result in/ result from/ stem from Due to/ because/ on account of Resulted from/ brought about/ stemmed from Because/ resulting in/ due to Leading to/ giving rise to/ caused by It is therefore essential that/ the most obvious answer for/ one way in which It is essential that/ the most obvious answer is/ one way in which Must/ should/ ought to consider One way in which/ one solution for/ the most obvious answer for Should/ might/ may One way in which/ it is essential that/ the only effective solution is As a result of/ because/ consequently Lead to/ stem from/ bring about

Now let’s practice more on cause-effect relationships. Complete sentences by choosing the correct words. There is more than one correct answer. 1 Many experts believe that CO2 emissions from industry and vehicles have [caused, stemmed from, brought about, led to, been caused by] global warning. 2 Sea levels have begun to rise [leading, owing, due, giving rise, thanks] to global warming. 3 The destruction of forest habitats has [led, resulted in, caused, brought about, given rise to] many animal species to die out. 4 Marine life in the world’s seas is being devastated [due to, as a result of, leading to, giving rise to, because of] overfishing.

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WRITING VER.1.0 5 In many parts of the world, once fertile land is turning into semi-desert [owing to, leading to, since, resulting in, on account of] intensive farming methods. 6 Accidents at sea involving large oil tankers have often [been due to, been caused by, given rise to, led to, stemmed from] environmental damage on a huge scale. 7 The difficulty meteorologists have in making predictions about climate change [results in, is due to, stems from, results from, brings about] the complexity of global weather systems. 8 Public awareness of environmental issues is far greater than it used to be [on account of, thanks to, as a consequence of, resulting in, because] energetic campaigning by environmentalists. 9 Zoos can sometimes help prevent certain species from becoming extinct [owing to, because, due to, on account of, since] they can breed the animals in captivity. 10 Poor air quality in urban areas is known to have [stemmed from, given rise to, resulted in, brought about, resulted from] an increase in breathing disorders such as asthma.

Many species of animals and plants are in danger of becoming extinct. What are the causes of this problem, and what can be done to prevent it from happening? This exercise will give you some ideas for the writing task. Remember, for every cause you mention in paragraph two, you should suggest at least one corresponding solution in paragraph three. One way to make suggestions is to use modal verbs such as ‘should’, ‘ought to’, but there are also some other useful phrases you can use. Read the writing task and look at the list of possible causes of the problem, then match each solution to the appropriate cause. Causes 1 Some species are unable to adapt to the changing climate brought about by global warming. 170

EASY-IELTS 2 Overfishing upsets the natural balance of marine life. 3 Logging to provide timber for industry destroys forests. 4 Some species under threat of extinction are still hunted due to the demand for traditional medicines, ivory, skins and other animal products. 5 Industry continues to pollute rivers, lakes and coastal areas. 6 Forests are cleared to provide agricultural land.

Possible solutions A There ought to be an international agency to stop the trade in products made from endangered species. B Companies that pollute must be heavily fined. C Woodlands should be harvested for natural resources rather than cleared in order to grow cash crops. D Governments should impose strict limits on fishing. E Industry ought to only use timber from renewable forests. F CO2 emissions from vehicles and industry should be reduced and more use made of renewable energy sources such as wind and solar power. Read the sample answer to the task and complete it with the missing sentences. Large number of animals and plants are threatened with extinction mainly as a result of human activity. Obviously this constitutes a major environmental disaster in itself since it reduces the biodiversity of our planet. However, it could also give rise to agricultural problems since the disappearance of many insects would affect pollination and pest control. Furthermore, many of the plants used for making medicines would also disappear forever. Before suggesting solutions to the problem, we need to examine some of the human activities that are causing the extinction of so many species. The most important cause is almost certainly the destruction of animal and plant habitats, particularly the destruction of forests where so many species live. 1............................... . Another significant cause is pollution, which poisons land, rivers and lakes. 2.................................. . A third cause is the hunting of rare species for food, traditional medicines and various animal products which can be sold at high prices to collectors.

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WRITING VER.1.0 A number of urgent measures need to be taken in order to solve the problem. Firstly, 3.......................................... In addition, local populations should be encouraged to make a living by harvesting the natural products which grow in forests, instead of burning them down in order to grow cash crops such as coffee. As regards pollution, 4................................................... This should discourage them from polluting again. Finally, 5..................................................... To sum up, this is a problem which cannot be solved until we humans learn to live in harmony with our natural surroundings and to respect them. By preserving natural habitats such as forests, preventing pollution and stopping illegal hunting an environmental disaster could be averted.

The hunting of rare species must be banned, and an international agency ought to be set up to prevent the trade in products made from rare species. The only effective way to prevent the contamination of natural habitats is to impose heavy fines on those companies that ignore regulations. This is partly due to the fact that industry needs the wood and because growing populations need the land for agriculture this leads to the extinction of the species which live there. To reduce or stop further deforestation, it is essential that timber for industry should be taken only from renewable forests.

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EASY-IELTS ADVANTAGES AND DISADVANTAGES 2 Many state-owned museums charge visitors an entrance fee. However, in some countries admission to public museums is free. While free admission to museums has obvious benefits, there are also certain drawbacks. To what extent do you agree or disagree? This writing task asks about the ‘benefits’ and ‘drawbacks’ of a situation, which is the same as asking about its advantages and disadvantages. Before you do this exercise, spend a few minutes noting down what you think the advantages and disadvantages of free admission to museums are.

Contrast—Concession It is important in IELTS Writing Task 2 to demonstrate your ability to use complex sentence structures. Using linking words and phrases to join your ideas together is one way to make your language more complex. This exercise focuses on the use of linking words and phrases to express contrast and concession, such as ‘although’, ‘whereas’, ‘while’, ‘despite’, ‘in spite of’ and ‘however’. Notice how these words and phrases are used in the composition.

The tradition which countries have of free admission to state-owned museums is coming under increasing threat due to rising costs and limited funding. Despite these pressures, many museums in these countries 1................................................... There are several advantages to allowing the public free access to museums. Firstly, whereas charging an entry fee means that a nation’s heritage is only available to those who can afford it,2............................................................... As a result, museums, like public libraries, are treated as an extension of the state education system, which is based on the principle of equal opportunity for all. A further advantage is that free museums attract far more visitors because, although many people make a special trip to visit them, 3............................................................................... Free museums, therefore, reach a much wider public. Finally, while private museums may be influenced by commercial pressures, 4........................................................................... 173

WRITING VER.1.0 However, a policy of free admission to museums also has a number of disadvantages. First and foremost, museums whose income comes entirely from public funds may be more subject to government policy, which sometimes means that exhibitions are expected to reflect the government’s views. Moreover, in spite of their popularity,5............................................................. Consequently, museums that do not charge admission may not always be able to afford ambitious projects, or to buy new items to add to their collections. Lastly, though museum directors want to attract large numbers of visitors,6....................................................................... In conclusion, I believe that children and students should have free admission to museums, while adults should 7.............................................. In this way, museums would be able to raise sufficient money to maintain the quality of their collections and add to them, and, at the same time, fulfil a valuable role in educating the general public. 1 A are reluctant to introduce entrance fees B have begun to charge entrance fees C want to charge entrance fees 2 A charging no fee would mean the same B free admission makes it accessible to everyone, regardless of income C but not everyone can afford it 3 A the number of people who visit them on impulse is also high B some people visit the same museum two or three times C some visitors are tourists and school children 4 A they also need to put on exhibitions which make money B free museums do not suffer from the same constraints, which may mean they present their exhibitions in a more serious way C free museums need to appeal to a wider public, which means they only put on popular exhibitions 5 A many museums have millions of visitors every year B hospitals and schools receive priority when it comes to government funding 174

EASY-IELTS C museums have to compete for funding with the health service and the education system, both of which tend to receive higher priority 6 A free museums often become unpleasantly overcrowded, especially during holiday periods, which can discourage more serious visitors B museums are always looking for ways to make their exhibits appeal to a larger audience C free admission would encourage more visitors to come 7 A not have to pay for them B be given free entrance C pay a moderate entrance fee Choosing the correct linking word or phrase depends partly on the meaning of the sentence and partly on the grammar of the sentence. You should pay careful attention to both. Many of the ideas in the composition that you read can be expressed in different ways. Here are some of the ideas from the composition and a few extra ones. Complete the sentences by choosing the best linking word for each gap. 1 State-owned museums generally suffer from rising costs. ..................., many are reluctant to introduce admission charges. Whereas However Although In spite of 2 ...................admission fees mean that a country’s national heritage is only available to those who can afford to pay for it, free entrance makes it accessible to everyone. While However In spite of Despite 3 ..................the fact that many people make a special trip to visit free museums, a lot of people visit them on impulse. While However Despite Although 4 Entrance fees mean that museums are under pressure to entertain the public, .....................free admission and state funding allow a museum to be more serious. though although in spite of whereas 5 ....................museums are popular attractions, they do not always receive sufficient funds. Although However Despite Nevertheless 6 Museums try to maximize the number of visitors..................this leads to overcrowding at times. whereas even though in spite of despite 175

WRITING VER.1.0 7 Museums should be free for children and students. ...................., adults should pay an admission fee. However Even though Despite Whereas 8 Some governments regard museums as part of the education system. ....................., for many visitors visiting them is first and foremost a leisure activity. Despite Nevertheless Although Whereas 9 ..................the increasing popularity of museums, taxpayers are generally unwilling to have their money spent on them. Nevertheless Although In spite of While 10 Some museums reflect mainstream culture, .....................others are very specialist. even though while in spite of despite

Relative Clauses Another way to make your language more complex is to join ideas together using relative clauses. There are two basic types of relative clause, defining and non-defining. For example: Museums which do not have an admission fee attract a lot of visitors. The relative clause gives essential information about ‘museums’, so it is a defining relative clause. Free museums, which do not have an admission fee, attract a lot of visitors. The relative clause gives additional information about ‘free museums’, so it is a non-defining relative clause. Only non-defining relative clauses need to be enclosed in commas. Read the composition again and put the examples of defining and nondefining relative clauses into the correct group; Defining relative clauses; Non-defining relative clauses; The tradition which countries have of free admission to state-owned museums is coming under increasing threat due to rising costs and limited funding. Despite these pressures, many museums in these countries are reluctant to introduce entrance fees. 176

EASY-IELTS There are several advantages to allowing the public free access to museums. Firstly, whereas charging an entry fee means that a nation’s heritage is only available to those who can afford it, free admission makes it accessible to everyone, regardless of income. As a result, museums, like public libraries, are treated as an extension of the state education system, which is based on the principle of equal opportunity for all. A further advantage is that free museums attract far more visitors because, although many people make a special trip to visit them, the number of people who visit them on impulse is also high. Free museums, therefore, reach a much wider public. Finally, while private museums may be influenced by commercial pressures, free museums do not suffer from the same constraints, which may mean they present their exhibitions in a more serious way. However, a policy of free admission to museums also has a number of disadvantages. First and foremost, museums whose income comes entirely from public funds may be more subject to government policy, which sometimes means that exhibitions are expected to reflect the government’s views. Moreover, in spite of their popularity, museums have to compete for funding with the health service and the education system, both of which tend to receive higher priority. Consequently, museums that do not charge admission may not always be able to afford ambitious projects, or to buy new items to add to their collections. Lastly, though museum directors want to attract large numbers of visitors, free museums often become unpleasantly overcrowded, especially during holiday periods, which can discourage more serious visitors. In conclusion, I believe that children and students should have free admission to museums, while adults should pay a moderate entrance fee. In this way, museums would be able to raise sufficient money to maintain the quality of their collections and add to them, and, at the same time, fulfil a valuable role in educating the general public. Here are some advantages and disadvantages of cultural tourism, which is the topic of the next writing task. Complete the sentences by choosing the correct options. There may be more than one correct option.

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WRITING VER.1.0 1 Cultural tourism, ................involves people travelling to a country in order to visit its museums and monuments, is generally considered to benefit the country. who which that Ø 2 the money...................is generated by cultural tourism pays for monuments to be restored and new museums and exhibitions to be opened. who which that Ø 3 Local people benefit from the income......................cultural tourism generates. who which that Ø 4 Through cultural tourism, visitors learn about the way of life and traditions of the people..................country they are visiting. who whose which that 5 People.......................live in the host country also learn from tourists. who which that Ø 6 National monuments and other important sites are often looked upon with great pride by the inhabitants of a country, ..........................welcome the chance to show them off to visitors. who which that Ø 7 Some countries.................monuments have great religious or cultural significance do not want to attract large numbers of tourists. which that whose Ø 8 Monuments...........................are fragile, such as ancient temples or cave paintings, can be damaged by large numbers of tourists. who which that Ø 9 At the height of the tourist season, .........................monuments receive large numbers of visitors, they require extra protection. when which where Ø 10 Small towns and seaside resorts......................large modern hotels are built may lose their unique local character forever. 178

EASY-IELTS when

which

where

whose

Read the writing task and the sample answer to it. Find the mistakes. There are 12.

Cultural tourism, where people travel in order to visit museums, monuments and archaeological sites among other things, is a growing industry. Having so many visitors may sometimes benefit a nation’s cultural heritage, but it can also cause problems. To what extent do you agree or disagree with this statement?

Nowadays, cultural tourism is welcomed and encouraged in most countries, which it is seen both as an opportunity to display national treasures and achievements to visitors, and also as a source of income and jobs. However, in despite of these benefits, it can also pose severe problems for the specific sites which are visited. There are various advantages of cultural tourism for the sites themselves. In particular, they may benefit from greatly increased income, part of this may be spent, for example, on improving museums and galleries and on more frequent and more ambitious exhibitions. Despite these may be designed primarily to attract tourists, they are also available for local people to enjoy. A further advantage is that local authorities recognise the value of their sites, that they then invest money in. As a result, monuments and historic buildings are restored and protected. Finally, visitors learn about the country, its culture and customs are consequently understood and appreciated better by both tourists and local people. As a result, they flourish. On the other hand, cultural tourism has a number of drawbacks. The main one in that, although protective measures being taken, the sheer number of visitors can cause serious damage to monuments such as ancient temples or cave paintings. This may mean that an important part of a country’s national heritage is lost. Furthermore, in a region whose the monuments are expected to generate income for the local economy, the site may be spoilt by being surrounded by ugly hotels and other tourist 179

WRITING VER.1.0 facilities. Finally, if too many tourists visit a site, it may lose its cultural significance within the local community. This is particularly the case for monuments their religious or social importance makes them a central part of community life. On the whole, when cultural tourism is generally beneficial, the problems what it causes can only be avoided with proper planning and sufficient investment in the protection and preservation of the sites which tourists visit. In addition, however cultural tourism in general should not be discouraged, the number of tourists visiting certain sites should be restricted and tourists should be educated to respect them.

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EASY-IELTS ARGUMENTS FOR AND AGAINST 2 ARGUMENTS FOR & AGAINST 2 Many television news programmes show pictures of events in the news which people find upsetting. While television has a duty to report important news, it should not bring disturbing images into people’s homes. To what extent do you agree or disagree? Read the writing task and then put the following ideas (from a students’ brainstorming activity) into two groups: arguments for and arguments against showing upsetting events. Arguments for; Arguments against; Pictures have more impact than words. Victims of violence may not want to be shown on television. If unpleasant images are shown on television, people may take action. Important news events must not be “censored” for the public, even if the images are unpleasant. Television news reports often trivialise tragic events by turning them into entertainment. Viewers are not always given enough warning before disturbing images are shown. If you find the images upsetting, you can turn the television off. Children may be traumatised by disturbing images. Some political systems work better when people know exactly what is happening in the world. Young people should not be sheltered from the unpleasant realities of the world. Viewers want to be entertained, not distressed, when they watch television. Too much exposure to disturbing images may accustom us to them, so we no longer react. The plan you saw is just one way to organise a ‘for and against’ composition, that is, one paragraph including arguments for and another paragraph including arguments against the idea. Another way is to form paragraphs by pairing arguments and counter-arguments. If you are going 181

WRITING VER.1.0 to use the composition shown in this exercise, the easiest way to do this is to state the argument you don’t agree with first, and then state a counterargument, which refutes it. In order to be able to write at least 250 words, you will need three or four arguments and the same number of counterarguments. This is a good structure to use if you find you have thought of a lot of arguments for and against. You will not have the time or space to include them all, and by using this composition structure, you will find it easier to decide which arguments to keep and which to reject. But remember, this structure only works when you have counter-argument to match each argument. Here is a different way arguments for and against an idea can be organised into a plan for the writing task. Complete the plan by matching a suitable counter-argument from the list to each argument. Not all counterarguments will be used. When you have finished, check your answers by reading the completed composition. Paragraph 1—introduction Paragraph 2—argument 1 + counter-argument If unpleasant images are shown on television, people may take action. 1............................................................................................................. Paragraph 3—argument 2 + counter-argument Young people should not be sheltered from the unpleasant realities of the world. 2........................................................................................................................... .... Paragraph 4—argument 3 + counter-argument If you find the images upsetting, you can turn the television off. 3................................................................................................... Paragraph 5—conclusion Children may be traumatised by disturbing images. Important news events must not be “censored” for the public, even if the images are unpleasant. Pictures have more impact than words. Some political systems work better when people know exactly what is happening in the world. Television news reports often trivialise tragic events by turning them into entertainment.

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EASY-IELTS Too much exposure to disturbing images may accustom us to them, so we no longer react. Victims of violence may not want to be shown on television. Viewers are not always given enough warning before disturbing images are shown. Viewers want to be entertained, not distressed, when they watch television. Now read this sample essay and check your answers; Nowadays, whenever a catastrophic event such as a war or an earthquake takes place, there is usually a television or video camera on hand which will film and broadcast images of it around the world almost instantly, no matter how disturbing they might be. It is often suggested that these are not the kind of pictures we should have to see in our homes, but there are some who think there are very good reasons why such images should be included in television news reports. Firstly, it is sometimes claimed that when disturbing images of war or some other disastrous event are broadcast, people become motivated to do something to remedy the situation or to help victims. Unless the public see these images, it is argued, they are unlikely to act. On the other hand, it is also said that if people see too many disturbing or violent scenes on the news, they grow accustomed to them and no longer react as if these events were something unusual. As a result, they may begin to think that what they are seeing is normal or even acceptable. Secondly, there is the issue of whether or not children should be exposed to such images. It is sometimes argued that television news reports should show the world as it really is and that it is best for children to be aware of this reality. The counter-argument to this, however, is that violent images on television can be particularly disturbing for children, and that some of them may be severely traumatised by seeing such things. Finally, it is often pointed out that if viewers find images upsetting, they can simply switch off the television or change channel. However, viewers are not always forewarned that a report may include distressing pictures. Besides this, most people would probably find flicking from one channel to another during a news programme rather frustrating.

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WRITING VER.1.0 On balance, I think the argument that this kind of television reporting can sometimes help bring an end to a tragic situation is a very powerful one. However, broadcasters must take care to protect children, and others who do not wish to be upset, by showing potentially disturbing images only after a certain time in the evening.

Conclusion; It is very important to create a good impression with your final paragraph. The conclusion should be relevant to the arguments you have included in the main body of the composition and it should also give your opinion, with brief reasons for it. Read the five conclusions and think how appropriate they would be for the composition. Then read the teacher’s comments about each one and match the comments to the appropriate conclusion.

1 To sum up, I believe that such events should be reported in a way which shows sensitivity towards victims and their families. Although we have a right to be informed of these events, they too have a right to their privacy. 2 In summary, I believe that television channels have a duty to show us events in as much detail as possible. However, news crews must edit disturbing images out of their reports before they are broadcast so that sensitive people, particularly children, are not upset. 3 In conclusion, I would say that viewers should not have to see such disturbing images in their own homes. 4 To conclude, some people feel that powerful images in news reports can motivate people to do something about situations such as famine or war. On the other hand, there are those who feel that such images are excessively upsetting, especially for children, and should not be broadcast at all. 5 On balance, I think the argument that this kind of television reporting can sometimes help bring an end to a tragic situation is a very powerful one. However, broadcasters must take care to protect children, and others

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EASY-IELTS who do not wish to be upset, by showing potentially disturbing images only after a certain time in the evening. Teacher’s comments; A You have raised points in your conclusion that you haven’t mentioned anywhere else in the essay. The idea of the conclusion is to express your opinion but based on the arguments which you have already discussed not on new ones. B You stated your opinion but you haven’t explained how you reached it. You should give reasons in the conclusion that explain why you hold this view. C You’ve summarised the couple of main arguments for and against, but you haven’t given your own opinion at all. Part of the purpose of the concluding paragraph is to express your own personal feelings about the issue. D This is a good final paragraph. It states your opinion and gives reasons for it. E You seem to contradict yourself here. It seems that you agree with both sides. That’s confusing. You really ought to think more carefully about what your opinion is and the reasons for it

Cohesive devices; They are words and phrases (e.g. it, this, who, such, one), which can be used to refer back or forward to other words and ideas in a text. Using them will help avoid repetition and they will also make your ideas clearer and easier for the reader to follow. Now read the sample essay again. What do the highlighted cohesive devices refer to? Nowadays, whenever a catastrophic event such as a war or an earthquake takes place, there is usually a television or video camera on hand (1) which will film and broadcast images of it around the world almost instantly, no matter how disturbing they might be. It is often suggested that these are not the kind of pictures we should have to see in our homes, but there are 185

WRITING VER.1.0 some who think there are very good reasons why (2) such images should be included in television news reports. Firstly, it is sometimes claimed that when disturbing images of war or some other disastrous event are broadcast, people become motivated to do something to remedy the situation or to help victims. Unless the public see these images, it is argued, (3) they are unlikely to act. On the other hand, it is also said that if people see too many disturbing or violent scenes on the news, they grow accustomed to (4) them and no longer react as if these events were something unusual. As a result, they may begin to think that what they are seeing is normal or even acceptable. Secondly, there is the issue of whether or not children should be exposed to such images. It is sometimes argued that television news reports should show the world as (5) it really is and that it is best for children to be aware of this reality. The counter-argument to (6) this, however, is that violent images on television can be particularly disturbing for children, and that some of (7) them may be severely traumatised by seeing such things. Finally, it is often pointed out that if viewers find images upsetting, (8) they can simply switch off the television or change channel. However, viewers are not always forewarned that a report may include distressing pictures. Besides (9) this, most people would probably find flicking from one channel to another during a news programme rather frustrating. On balance, I think the argument that this kind of television reporting can sometimes help bring an end to a tragic situation is a very powerful (10) one. However, broadcasters must take care to protect children, and others who do not wish to be upset, by showing potentially disturbing images only after a certain time in the evening. 1. 2. 3. 4. 5. 6.

A catastrophic event/ a war or an earthquake/ a camera Disturbing/ television/ news Disturbing images/ the public/ the victims A disturbing or violent scenes/ the public/ the news The news/ the world/ what’s best for children The argument that news reports should show events as they really happen/ the argument that children should not see disturbing images on television/ the argument that children ought to be aware of the real world 186

EASY-IELTS 7. News reports/ violent images/ children 8. Viewers/ children/ upsetting images 9. The fact that viewers find images disturbing/ The fact that viewers have to change channel/ The fact that viewers are not always forewarned 10. Situation/ argument/ television reporting Complete the sentences by putting the correct cohesive device into each gap. Not all are used. it’s its themselves

ones such theirs they those which who

them whose

them

1 Stories in the media about famous people often cause................distress. 2 Governments should avoid taking measures....................limit the freedom of the press. 3 Politicians who behave badly, whether in public or in private, should not be surprised if they find.................the object of media attention. 4 Politicians........................families are the objects of unwanted media attention have every right to complain. 5 Public figures........................lead discreet lives should be free from press harassment. 6 The fact that there are a large number of gossip magazines reporting on the private lives of the rich and famous is proof that there is a market for........................stories. 7 Trivial stories about the rich and famous often attract more media attention than more important....................... 8 Writing about famous people’s private lives does not serve the public interest................just a way to increase sales. 9 The press could not perform.....................role properly if the government imposed too many restrictions on journalists.

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WRITING VER.1.0 10 Some public figures encourage the media to report on their private lives when it suits...................

Read the sample answer to the writing task below. Complete the composition by choosing the word or phrase which best fits each gap. Many newspapers, magazines and television programmes make money by reporting on the private lives of public figures such as politicians, sports personalities and entertainers. While the media’s right to freedom of expression should be defended, the media should not intrude into people’s private affairs. To what extent do you agree or disagree? The media’s freedom of expression is an essential safeguard in a free society. However, it is often suggested that there should be limits to the media’s right to report on the private lives of public figures. 1.................are a number of arguments both in favour of and against 2.......................view. Firstly, it is argued that politicians should not be the objects of media scrutiny outside 3...................work and that the media should not report information about 4.........................., such as details of their relationships, 5........................is generally considered private. However, the counterargument is that there are some politicians 6..........................use privacy laws to cover up embarrassing information, for example, when they have accepted gifts in return for using 7...........................influence. In other words, it is sometimes in the public interest for the media to investigate politicians’ private lives to uncover and deter 8......................corruption. A further argument is that the media is more interested in making money than in telling the truth. Stories of scandals involving well-known people increase newspaper circulation and attract larger television audiences. An example of 9......................is gossip magazines 10.................invent stories about members of royal families, 11....................private lives are often treated like public property. However, 12.....................who disagree with 13.....................view point out that most well-known public figures make their living from being in the public eye, so 14.....................should accept the inconveniences as well as the benefits 15......................brings.

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EASY-IELTS A final argument is that when the media reports on famous people’s private relationships, it often puts 16..................relationships under so much pressure that they fail. On the other hand, opponents of 17.....................argument say that many celebrities promote 18.......................by publishing their private affairs in the media, and only complain about an invasion of privacy when problems arise. In conclusion, I believe that public figures have to expect some media scrutiny of their private lives. In the case of entertainment or sports celebrities, 19.....................reflects a market for stories about them, 20....................is part of being famous and earning large amounts of money. In the case of politicians, it is the media’s duty to examine and report on the behaviour of people in positions of power.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

They, these, there This, that, such Its, their, whose Them, themselves, it This, which, it They, which, who This, their, such Such, whose, these It, this, them That, they, these Their, whose, which They, those, these That, their, this They, these, those Which, this, such These, this, whose This, such, their Them, those, themselves Which, such, this That, which, it 189

WRITING VER.1.0 GIVING AN OPINION 2 If you find it difficult to think of ideas for Writing Task 2, remember that the topics you are asked to write about are often current issues and that these may be discussed in the press and on radio and television. It is good preparation, therefore, to spend time reading newspaper and magazine articles, listening to radio programmes and watching television programmes that deal with these kinds of topics as this will help you develop ideas on a wide variety of subjects. Read the writing task below and then put the students’ ideas into two groups of ‘arguments for’ and ‘arguments against’ GM crops. Biotechnology companies all over the world are developing different types of genetically modified (GM) crops. However, not enough is known about the effects of these crops on our health and on the environment. Interfering with nature in this way should be prohibited. To what extent do you agree or disagree?

Arguments for; Arguments against; Increased agricultural productivity GM crops interfere with nature Greater profits for the agriculture industry Farming in previously uncultivated areas such as semi-desert may damage natural balance of nature GM crops could be grown in difficult environments such as semi-desert Non-GM farmers will go out of business Tampering with nature is nothing new in agriculture Traditional farming methods will disappear GM crops last longer in storage GM crops may cause ecological damage e.g. kill harmful insects Farmers of GM crops are less dependent on environmentally harmful insecticides Taste and appearance of GM foods is unnatural Improved flavour and appearance of GM foods GM foods may be bad for our health Improved nutritional value of GM foods 190

EASY-IELTS In previous unit, we saw how a balanced ‘for and against’ composition can be written by matching arguments and counter-arguments to form paragraphs. A similar outline can be used for a ‘one-sided’ composition. In this case, however, linking phrases are used to ‘refute’ each argument with a counter-argument. Here is a different way arguments for and against GM crops can be organised into a plan for the writing task. Complete the plan by matching a suitable counter-argument from the list to each argument. There are more counter-arguments than arguments, so you will not use them all. Paragraph 1—introduction Paragraph 2—Argument 1 + Counter-argument GM crops interfere with nature 1.................................................. Paragraph 3—Argument 2 + Counter-argument GM foods may be bad for our health 2........................................................... Paragraph 4—Argument 3 + Counter-argument GM crops may cause ecological damage e.g. kill harmful insects 3........................................................................................................ Paragraph 5—Conclusion

Increased agricultural productivity Improved nutritional value of GM foods Tampering with nature is nothing new in agriculture Greater profits for the agriculture industry Improved flavour and appearance of GM foods GM crops could be grown in difficult environments such as semi-desert GM crops last longer in storage Farmers of GM crops are less dependent on environmentally harmful insecticides

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WRITING VER.1.0 For this kind of composition to be effective, as well as linking words and phrases, you also need to use phrases and expressions for refuting arguments so that the reader is clear which side of the argument you support. Complete the composition by choosing the best phrase for each gap. Genetically modified (GM) crops have the potential to increase agricultural productivity, make crops resistant to pests and herbicides, and produce foods with higher nutritional values. Despite these benefits, environmentalists have raised a number of objections to the introduction of GM crops and foods. Few of these objections, 1............................, have a solid basis in fact. Firstly, environmentalists argue that GM crops are unnatural and that by creating them we are altering the natural world. 2................................. though, since all modern crops have been manipulated by selective breeding to be more productive than their natural ancestors and are therefore equally unnatural. What genetic modification seeks to do is modify crops in a more planned way than is possible by merely selecting healthier seeds or by producing hybrids of successful plants. A more worrying argument raised by objectors to GM foods is that they could constitute a health risk, for example by causing allergies or even by being toxic. Yet 3..............................., since there have been no recorded cases. 4................, because GM foods can have improved nutritional value, they are more likely to be of benefit to the health of population than a risk. The final objection is strictly environmental. It is argued that crops which are genetically modified to kill the pests which attack them may also kill harmless insects. This, it is claimed, will have a disastrous effect on the wider environment beyond the crops themselves. 5..............................., since GM crops do not require spraying with toxic insecticides, environmental damage such as the indiscriminate killing of insects and the contamination of local soils and rivers are avoided. In conclusion, GM crops offer increased agricultural productivity and foods of higher nutritional value, both of which are essential if the growing world population of the twenty-first century is to be fed. 6....................................GM crops pose a risk to the environment or our health. 7...................., these crops have the potential to improve the health 192

EASY-IELTS of millions throughout the world while causing less environmental damage than standard farming methods used today. I think it is essential that, far from being prohibited, GM foods should be encouraged. 1 A nevertheless B despite this C however 2 A In fact, quite the opposite is true B This argument is not convincing C There is little evidence to support this 3 A there is little evidence to support this idea B all the evidence shows the opposite to be true C none of the evidence supports this idea 4 A In contrast B However C In fact 5 A In contrast B On the contrary C Indeed 6 A I am unconvinced that B It is impossible that C Who could believe that 7 A Nevertheless B However C Indeed

Probability Here is another sample answer to the writing task. This time, however, the writer is not entirely convinced that GM foods are good thing. Read the composition and put modal verbs and other expressions the writer has used to express probability into the correct groups. There are four examples of each.

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WRITING VER.1.0 Modal verbs for expressing probability Other ways of expressing probability The benefits that genetically modified (GM) crops are likely to bring have been well publicised by the biotechnology industry. However, recently environmentalists have raised important objections to the introduction of GM crops and foods which make it essential to proceed in this area with extreme caution. The first objection to GM crops is that they are unnatural. Biotechnologists argue that farming methods have always been unnatural since they involve selective breeding and methods of cross-population. However, this argument is unacceptable because genetic modification involves a totally new approach where genes from different species are introduced into a plant’s composition. These permanent genetic alterations could well have disastrous consequences which are impossible to predict. Another issue which provokes disagreement is the extent to which GM foods pose a health risk. Supporters of GM foods point out that so far no major health problems have arisen as a result of them. On the other hand, many people remain unconvinced as this technology is in its infancy, and there are real fears that GM foods may cause allergies and that some might just prove to be poisonous or toxic in some way. A final area of disagreement concerns the environment. Some crops have been genetically modified to kill the pests which attack them. Advocates of these modifications point out that this avoids the need for indiscriminate spraying of crops. However, this point of view is unjustifiable as it is quite possible that GM crops will also kill harmless or beneficial insects indiscriminately. What is more, due to cross-population, it is highly unlikely that modified genes will remain confined to the new crops. In all probability, the genes which kill insects will eventually escape into the wild plant population, thereby causing an environmental disaster. In conclusion, while GM crops may well help raise food production in a hungry world, they do so at great risk to human and environmental health. I believe that GM foods should not be prohibited, but that much tighter controls should be put in place for their development, testing and marketing to ensure that they are completely safe. 194

EASY-IELTS Complete each sentence so that it means the same as the sentence before it. Use the word given in brackets at the end of each sentence and any other words necessary. 1 It is unlikely that genetically modified crops will have such a disastrous effect on the environment. Genetically modified crops.................................such a disastrous effect on the environment. [likely] 2 Research into gene therapy will probably provide a cure for certain forms of cancer. ........................., research into gene therapy will probably provide a cure for certain forms of cancer. [probability] 3 People who eat a fatty diet could very well suffer from heart disease in later life. People who eat a fatty diet.....................................from heart disease in later life. [likely] 4 It is possible that a cure for AIDS will be available within the next decade. A cure for AIDS.........................available within the next decade. [just] 5 Viruses buried deep in the Arctic could well be released by a change in the Earth’s climate. .......................viruses buried deep in the Arctic will be released by a change in the Earth’s climate. [possible] 6 In the future most of the world’s population will probably live considerably longer. .................................., most of the world’s population will live considerably longer in the future. [likelihood] 7 People are likely to stop smoking simply because of the health warnings on cigarette packets. ................................people will stop smoking simply because of the health warnings on cigarette packets. [likely]

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WRITING VER.1.0 8 There is every likelihood that gene therapy will make some hereditary diseases a thing of the past. Gene therapy.................................some hereditary diseases a thing of the past. [well]

Topic sentences Good writers start each paragraph with a topic sentence to act as a ‘signpost’ for the reader. Topic sentences introduce the main idea of each paragraph so they make it easier for the reader to follow the arguments in a discussion. The paragraphs in your writing task 2 composition should include topic sentences of this kind. Here are some paragraphs from compositions about xenotransplantation (the use of animal organs for human transplant patients) and vivisection (the use of live animals in scientific research). The topic sentences for the paragraphs have been removed. Match each topic sentence to the correct paragraph. 1..................................... It is often claimed that drugs and cosmetics must be tested on animals to make sure that they are safe for human use. This, however, is no justification for the continuing use of vivisection as a standard research method. Many of these drugs are non-essential treatments such as vitamin tablets or eye drops. Similarly, lipsticks and deodorants are simply luxury items we could all live without. Should animals be made to suffer for these products? 2.................................... Opponents of xenotransplantation argue that it is unethical to treat animals as though they were simply ‘machines’ or ‘plants’ for organ production. It is argued that animals feel pain and fear, and that it is not right for one species to exploit another in this way. This is easily refuted, however, since nature is full of examples where one species exploits another for survival. The most obvious example is the natural food chain, of which humans are also a part. 3..................................... Some religious groups, for example, consider lifesaving blood transfusion to be unethical. Similarly, when heart transplants first became possible in 1967, many people thought them unnatural. Few people today hold such views. In fifty years’ time, our society will probably

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EASY-IELTS regard transplants of animal organs into human patients as perfectly normal. 4..................................... Those who oppose this kind of research often argue that other methods do exist, such as using tissue slices, cell cultures and computer models. In fact, these techniques are used by researchers, but as yet they are not reliable enough to replace animal experiments altogether. It would be irresponsible to release medicines on to the market which have not been tested with the most reliable methods available. List of Topic Sentences; A Another issue is whether or not the public want animal experimentation to continue. B But are the aims of animal research always defensible? C Much of the debate centres on whether it is morally correct to use animals as a source of transplant organs. D But are there other ways to meet the demand for organs for transplant patients? E There is also the question of how reliable it is to use animals in place of humans when testing drugs. F If there were reasonable alternatives to using live animals in experiments, no doubt scientists would use them. G Views of what is ethically ‘right’ and ‘wrong’ are affected by our culture and society.

Read the sample answer to the writing task below, and find the mistakes. There are fourteen. Rapid progress in the fields of genetics and gene therapy are likely to have profound effects on people’s lives in the foreseeable future. By altering people’s genetic make-up, it may be possible for doctors to cure hereditary diseases, and for parents to choose important characteristics for their children such as their sex or level of intelligence. Such a development would be a major breakthrough for humanity and would solve many present-day problems. To what extent do you agree or disagree?

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WRITING VER.1.0 The main aim of gene therapy until now has been to cure or prevent diseases which may in part have a genetic origin. In contrast, outside its medical applications, this area of science has a range of other possibilities, some of which are controversial. One opposition to gene therapy concerns the long-term consequences genetic manipulation is possible to have. Some of the techniques used in gene therapy involve artificially altered human genes being passed down from one generation to another. It is argued that these genes must well mutate in unexpected ways, and might even cause new and possibly worse diseases in the future. This belief, however, is unconvincing, since all new medical techniques involve some degree of uncertainty. While it is well possible that there will be some undesirable side effects, the potential benefits, particularly the eradication of crippling hereditary diseases, make the risk worthwhile. Another reason why some people oppose gene therapy has to do with individual consent. There is very likelihood that some parents will want to take advantage of gene therapy in order to enhance their children’s characteristics, such as hair colour or even intelligence. Opponents of gene therapy argue that parents would be doing this without the consent of either their children or the future generations who would be affected. consequently, it is absolutely unlikely that parents would choose to alter their children in ways which the children themselves would not want. A final objection is that some governments just could try to use gene therapy to create a kind of ‘super-race’ of people who are physically and intellectually superior, but lacking in individual character. This argument, indeed, is unjustifiable for two reasons. Firstly, in every probability, it would be impossible to practise genetic manipulation on such a massive scale. Secondly, there is small evidence to suggest that a person’s personality is determined by genetics alone. However, people will always acquire their individuality from their upbringing and education rather than solely from their genetic make-up. In conclusion, I believe that gene therapy has a number of interesting possibilities, not just in curing diseases, but also in allowing parents to ensure that their children enjoy the advantages of growing up to be healthy and intelligent.

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EASY-IELTS Problem—Solution 2 ORGANISATIONS IN PROBLEM—SOLUTION COMPOSITIONS One way to organise your ideas for a ‘problem—solution’ composition is to discuss all the causes of the problem in one paragraph and then to suggest solutions in another, separate paragraph. Another possible plan is to write about one cause and the solution related to that in one paragraph, cause two and solution two in another paragraph, etc. Plan 1 Paragraph 1: introduction Paragraph 2: cause 1, 2, 3 Paragraph 3: solution 1, 2, 3 Paragraph 4: conclusion Plan 2 Paragraph 1: introduction Paragraph 2: cause 1, solution 1 Paragraph 3: cause 2, solution 2 Paragraph 4: cause 3, solution 3 Paragraph 5: conclusion Increasing numbers of workers are suffering from stress-related illnesses. Why is the modern workplace so stressful, and what can be done to reduce this problem? Here are some notes from a brainstorming class. Match each suggested solution to the problem of work-related stress to the appropriate cause. Causes; Increased workloads and tighter deadlines Rapid pace of technological change in the workplace Lack of job security Solutions; Avoidance of unnecessary change More legal protection to ensure job security Greater commitment from employers Realistic workloads and deadlines agreed on by management and employees 199

WRITING VER.1.0 Legislation to limit working hours Provision of training and support for new technology

Read the sample answer. The topic sentences for body paragraphs have been removed. Match each topic sentence to the correct paragraph. Despite generally better working conditions and higher pay, workers today seem to suffer more than ever before from stress and stress-related illnesses, including headaches, depression and heart-disease. Since stress at work has a number of causes, there is no single ‘cure’. Each cause needs to be dealt with in a particular way. Firstly,1................................................................................................................ .......................... Companies today demand that employees cope with heavier workloads while working to tighter and tighter deadlines. This not only puts workers under great pressure but also means that they work far longer hours than they used to. For the sake of employees’ well-being, legislation limiting the number of hours worked should be strictly enforced. Furthermore, systems agreed on by both management and employees ought to be implemented to avoid excessive workloads and unrealistic deadlines. Secondly,2........................................................................................................... .......................... In order to keep ahead in business, companies need to invest in new technology. This often means, however, that employees are constantly having to get used to using new equipment, software or techniques, and this can be a frustrating and stressful process. It is essential, therefore, that whenever such innovations are introduced, employees should be given adequate training and support so that the changeover to new technologies is relatively stress-free. Also, perhaps managers should take a more judicious approach to the introduction of new technology so as to avoid unnecessary change, and not just make change for change’s sake. Finally,3............................................................................................................... ........................ Few employers these days offer long-term contracts. As a result, workplaces are becoming increasingly competitive as employees try to reach targets set by their managers in order to secure their future with the company. Clearly, the only way to address this is for employers to 200

EASY-IELTS show more commitment towards their employees. Legislation ought to be brought into force with the aim of protecting workers’ rights and ensuring a greater level of job security for employees. In conclusion, a certain amount of stress is a fact of life in all workplaces. However, since the consequences are harmful to both the company and to society as a whole, employers must take measures such as those suggested above to ensure that stress does not reach levels which threaten the mental and physical health of their employees.

a major source of stress in today’s workplace is the rapid pace of technological change today’s lack of job security and the consequent worry about the future contribute significantly to stress in the workplace work-related stress stems partly from ever-increasing workloads

PARTICIPLE CLAUSE; Demonstrate your ability to use complex sentence structures. You learned before how to make your language more complex by using adjective (relative) clauses. Sometimes you can use participle clause instead of a relative clause to express the same idea. Legislation that limits the number of hours worked should be strictly enforced. Legislation limiting the number of hours worked should be strictly enforced. Systems which are agreed on by both management and employees ought to be implemented. Systems agreed on by both management and employees ought to be implemented. Using both relative clause and participle clauses in your compositions will make your language more varied and will also show that you can use a range of grammatical structures. Complete each sentence so that it means the same as the sentence before it. Use a relative clause if the first sentence is written with a participle clause, and vice versa. 201

WRITING VER.1.0 1 Workers involved in decision making are more likely to remain loyal to the company. Workers..........................in decision making are more likely to remain loyal to the company. 2 Young people who leave school nowadays are finding it increasingly difficult to find jobs. Young people........................school nowadays are finding it increasingly difficult to find jobs. 3 Only those new businesses filling a real gap in the market can hope to survive. Only those new businesses...................................a real gap in the market can hope to survive. 4 Nowadays most people who are looking for work can only expect to be given short-term contracts. Nowadays most people......................................for work can only expect to be given short-term contracts. 5 Employees who are offered short-term contracts are likely to suffer from more stress than those with permanent jobs. Employees................................short-term contracts are likely to suffer from more stress than those with permanent jobs. 6 Unemployed people living in big cities have more chance of finding work than those in provincial towns. Unemployed people.................................in big cities have more chance of finding work than those in provincial towns. 7 Organisations which consist of fewer layers of management tend to be more efficient. Organisations.................................of fewer layers of management tend to be more efficient. 8 Employees who work from home as teleworkers enjoy more freedom to organise their time. Employees.....................................from home as teleworkers enjoy more freedom to organise their time.

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EASY-IELTS PURPOSE; When suggesting solutions to a problem, you need to explain what measures should be taken and also say what the purpose of each measure is. Now look at the three main paragraphs from the sample answer again and try to find expressions used to express purpose.

Firstly, work-related stress stems partly from ever-increasing workloads. Companies today demand that employees cope with heavier workloads while working to tighter and tighter deadlines. This not only puts workers under great pressure but also means that they work far longer hours than they used to. For the sake of employees’ well-being, legislation limiting the number of hours worked should be strictly enforced. Furthermore, systems agreed on by both management and employees ought to be implemented to avoid excessive workloads and unrealistic deadlines. Secondly, a major source of stress in today’s workplace is the rapid pace of technological change. In order to keep ahead in business, companies need to invest in new technology. This often means, however, that employees are constantly having to get used to using new equipment, software or techniques, and this can be a frustrating and stressful process. It is essential, therefore, that whenever such innovations are introduced, employees should be given adequate training and support so that the changeover to new technologies is relatively stress-free. Also, perhaps managers should take a more judicious approach to the introduction of new technology so as to avoid unnecessary change, and not just make change for change’s sake. Finally, today’s lack of job security and the consequent worry about the future contribute significantly to stress in the workplace. Few employers these days offer long-term contracts. As a result, workplaces are becoming increasingly competitive as employees try to reach targets set by their managers in order to secure their future with the company. Clearly, the only way to address this is for employers to show more commitment towards their employees. Legislation ought to be brought into force with the aim of protecting workers’ rights and ensuring a greater level of job security for employees.

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WRITING VER.1.0 Here are some sentences suggesting ways of dealing with the problem of youth unemployment, which is the topic of the writing task in the next exercise. Complete the sentences by putting the correct phrase or clause into each gap. Schools should provide students with more individual careers advice and guidance so that 1........................................... Secondary school education needs to be more practical so as to 2.......................................... The government should give subsidies to companies which employ school leavers with the aim of 3............................................................ In order to 4.................................., young people should stay in education longer. There need to be more youth training schemes for 5................................................. Young people should be given grants to 6................................................... Parents should not give so much money to their children so that 7.......................................... So as to 8................................, governments should make subsidised housing available for young people from other towns. More places should be created in higher and further education so that 9................................. In order to 10................................, schools need properly trained careers advisers. List of phrases/ clauses; encourage job mobility among the young encouraging them to take on more young people providing young people with practical work experience help young people find the right course of higher education and a job which suits them they can choose courses and careers that they are suited for help them start up their own businesses prepare themselves better for jobs in the new economy make school leavers more attractive to potential employers they have more of an incentive to leave home and look for a job young people can continue learning instead of being unemployed when they leave school

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EASY-IELTS Read this sample answer to the writing task. Complete the composition by putting the correct word in each gap. There are more words than gaps. In most countries, young people form a large proportion of those who are unemployed. Why is this the case, and what can be done to solve the problem?

demanded demanding faced facing in order to suggest leading leaving led left perceived perceiving so as to prepare so that to encourage who are often unwilling who take on with the aim of gaining

Large-scale unemployment among young people is one of the most serious problems 1........................... many governments. What is more, long-term unemployment in early adult life can cause feelings of alienation among those affected, 2.......................to higher levels of crime, drug abuse and social unrest. 3..........................................solutions, it is necessary first to identify the root causes of the problem. There are three main causes, each of which requires an appropriate response from governments and society as a whole. Firstly, information technology and automation have brought about a reduction in the number of unskilled jobs available. This means that, whereas in the past a young person 4........................school at the age of sixteen could join a company and carry out basic duties while being trained for more skilled work, nowadays this is rarely an option. 5....................................employers to provide more job opportunities for school leavers, the government should pay subsidies to those 6................................young people. These young employees could shadow experienced members of staff 7............................work experience, which would make them more employable in the future. Secondly, education systems have not managed to keep pace with the technological changes mentioned above. As a result, school leavers are often not equipped with the skills and qualifications 8..................................by employers nowadays. The obvious solution is for schools to include more vocational courses in the curriculum 205

WRITING VER.1.0 9..................................students are prepared for specific jobs and given the necessary skills. Finally, modern society and the media in particular create unrealistic expectations among unqualified young people, 10...............................to do the sort of work that is open to them. School leavers need to appreciate that certain jobs, although often 11.......................to be low status, have an important part to play in society. Parents need to talk to their children about such issues 12..................................them better for the realities of the job market. In addition, careers advisers should do more to help widen children’s perspectives on the higher and further education and career opportunities available to them. In conclusion, there is no blanket solution for the problem of youth unemployment. However, governments and educators should use all the means at their disposal to tackle the problem and reduce the social evils which accompany it.

Revision Before you start writing, you should analyse the question carefully and decide what type of composition would be the most suitable for the writing task. In cases where more than one type of composition is possible, you should choose the one that you feel you can write better. Read the following tasks and choose the type of composition which would be most appropriate for each one. In some cases there are more than one correct answer. 1 In most countries the majority of crimes are committed by young men under the age of 30. Why is this so, and what can be done to reduce the problem? A advantages and disadvantages B giving an opinion (one side of the argument only) C problem and solutions

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EASY-IELTS 2 Many judges prefer to sentence young offenders to do community service, such as working in an old people’s home, collecting litter, or painting a local school, rather than send them to prison. This form of punishments has a number of benefits and also some drawbacks. A advantages and disadvantages B giving an opinion (one side of the argument only) C problem and solutions 3 Prison serves no useful purpose for young first-time offenders. No young person committing a crime for the first time should receive a prison sentence. A for and against B giving an opinion (one side of the argument only) C problem and solutions 4 Prison should be a last resort for young first-time offenders. It is preferable to sentence young people who have broken the law to do community service, such as working in an old people’s home, collecting litter, or painting a local school. A for and against B giving an opinion (one side of the argument only) C problem and solutions 5 As population in developed countries age, those countries increasingly need workers from abroad. Developed countries should reduce restrictions on the immigration of workers and their families from poorer countries. A for and against B giving an opinion (one side of the argument only) C problem and solutions 6 Every year thousands of workers from poor countries enter richer, more developed countries illegally to live and work, and this gives rise to a variety of social problems in those countries. What can be done to deal with this situation? 207

WRITING VER.1.0 A advantages and disadvantages B giving an opinion (one side of the argument only) C problem and solutions 7 The birth rate in many developed countries is falling and, as a result, these countries increasingly need workers from poorer countries to help their economies grow. This movement of workers brings many benefits but also creates social problems for the countries involved. A advantages and disadvantages B giving an opinion (one side of the argument only) C problem and solutions 8 We are all citizens of the world. People should be allowed to move freely, and to live and work in the country of their choice without restrictions. A for and against B giving an opinion (one side of the argument only) C problem and solutions 9 Just as the state provides schools for the education of older children, it should provide facilities such as crèches and nurseries for babies and very young children so that working women can continue in their jobs when they become mothers. A for and against B giving an opinion (one side of the argument only) C problem and solutions 10 In many workplaces women still do not enjoy the same opportunities as their male counterparts. Why is this so, and what can be done to make opportunities for women more equal? A advantages and disadvantages B giving an opinion (one side of the argument only) C problem and solutions

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EASY-IELTS 11 Many of the problems in modern society arise because children do not receive enough attention from their mothers when they are very young. Mothers of young children should be obliged to stay at home and look after them rather go out to work. A for and against B giving an opinion (one side of the argument only) C problem and solutions 12 Some people argue that many of the problems in modern society arise from mothers going out to work and therefore spending less time with their children. Although the increasing number of working women causes some social problems, it also brings a number of benefits to society. A advantages and disadvantages B giving an opinion (one side of the argument only) C problem and solutions 13 More and more people throughout the world are now living to a very old age and it is unreasonable to expect their families to look after them. The state should take responsibility for caring for old people when they are no longer capable of looking after themselves. A for and against B giving an opinion (one side of the argument only) C problem and solutions 14 In many countries people are expected by law to work until they reach the age of 65, and then retire. Many people would prefer to retire younger, while some would like to continue working longer, for example until they are 70. Laws should be flexible in allowing people to choose when they want to retire. A for and against B giving an opinion (one side of the argument only) C problem and solutions

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WRITING VER.1.0 15 On reaching retirement age, many people feel that they are no longer useful members of society. Why do they feel like this, and what can be done to make them feel they still have a contribution to make to society? A advantages and disadvantages B for and against C problem and solutions 16 Advances in medicine and health care mean that increasing numbers of people are living to a very old age. This creates a number of social problems, but at the same time has some positive effects on society. A advantages and disadvantages B giving an opinion (one side of the argument only) C problem and solutions Formal Style; In Writing Task 2 you are expected to write in a fairly formal style. In practice this means that you should:  Avoid the use of phrasal verbs  Avoid the use of idioms and colloquial words and phrases  Avoid the use of informal intensifiers such as ‘really’  Use more formal equivalent of phrasal verbs, idioms, colloquialisms and intensifiers  Use full forms rather than contractions [ ‘it is’ NOT ‘it’s’]  Use passive voice more extensively (but not continually) Read the writing task and complete the sample answer by choosing the most formal word, phrase or structure for each gap. Prison serves no useful purpose for young first-time offenders. No young person committing a crime for the first time should receive a prison sentence. To what extent do you agree or disagree?

Most young criminals commit their first crime while they are teenagers and generally do so because 1.......................... seeking excitement, or because they are following the example of older 210

EASY-IELTS friends. I am convinced that sending these 2............................... to prison is a 3....................................... way of combating crime, and there are 4......................... of reasons why I believe 5............................................................................ The main reason is that the majority of young people who break the law do so because of their upbringing or social circumstances. For example, they may come from deprived families, or live in run-down areas that already have a 6..................................... Prison is highly unlikely to 7................................their problems. What these first-time offenders need is to be supervised by qualified and skilled professionals, who can guide them away from a life of crime. This best 8............................................by such means as youth centres and a system of probation or community service rather than by imprisonment. A further reason is that imprisoned is 9..............................unpleasant experience and one which is 10..........................to alienate young people even further, with the result that, when 11...........................served their sentence, they 12.........................with a grudge against society and a desire13........................... Moreover, prisons 14.....................prepare young offenders to live as lawabiding citizens on their release. On the contrary, they serve as ‘universities of crime’, where young delinquents 15............................skills from experienced criminals. 16..................................., young criminals who have 17................................... are more likely to re-offend than those who18............................. A final reason is that 19.......................a waste of young people’s time, at an age when they should either be 20............................their education or training for a job, the two activities which are most likely to steer them away from criminality. 21.................................., except in cases where they constitute a danger to society, I strongly believe that young first-time offenders 211

WRITING VER.1.0 should not receive prison sentences since imprisonment only increases the likelihood of their embarking on a career in crime. 22................................................., they should be rehabilitated and encouraged to lead constructive lives rather than punished. 1. 2. 3. 4. 5.

they’re / they are kids / young people useless / counter-productive a number / loads young first-time offenders should not be imprisoned / we should not imprison young first-time offenders 6. lot of crime / high crime rate 7. solve / get to the bottom of 8. pulled off / achieved 9. an extremely / a really 10. sure / likely 11. they’ve / they have 12. leave / go off 13. to get their own back / for revenge 14. don’t / do not 15. acquire / pick up 16. Not surprisingly / So of course 17. done time / served a prison sentence 18. haven’t / have not 19. prison’s / prison is 20. continuing / getting on with 21. In conclusion / At the end of the day 22. If you ask me / In my opinion

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EASY-IELTS Transition Words; Cohesive Devices Put the words and phrases into the correct group according to how each one is used.

Listing Points Expressing Cause and Result Giving Examples Drawing Conclusions Expressing Contrast Expressing Purpose Giving Opinions Personally I feel that As a consequence of I am convinced that I strongly support the idea that I am of the opinion that Such as A case in point is Although Thirdly With the aim of As a result Bring about Consequently Despite In my opinion Firstly For example For instance Furthermore Give rise to However I agree I am against In conclusion Though I am in favour of In contrast 213

WRITING VER.1.0 In addition Due to I am opposed to I am sure I believe I disagree Result in So as to So that I think Stem from To sum up What is more Finally Secondly In order to In spite of Including Lastly Lead to Like Moreover On account of On the other hand Owing to Whereas Complete the sentences by choosing the word or phrase which best fits each gap. 1 In many cases, if both parents did not work, the family.......................not be able to manage financially. A will B would C should 2 The introduction of laws......................police access to private phone lines and email correspondence would pose a threat to civil liberties. A allowed B allowing C allows 3 Many school leavers.......................even the hope of a job, eventually fall into bad company and may even resort to crime. 214

EASY-IELTS A denied

B denying

C deny

4 In my view, the technological development.......................has truly destroyed community spirit in today’s society in television. A who BØ C which 5 In all................., people will be even less involved in their communities in twenty years’ time than they are now. A likelihood B certainty C possibility 6 Increasing crime rates.........................feelings of insecurity and a tendency for people to stay indoors more than they used to. A are due to B stem from C have given rise to 7 Nowadays, anybody with a television or a personal computer and an Internet connection knows more about events on the other side of the world than.......................taking place in their own neighbourhood. A they B these C those 8 Courts need to impose harsher sentences on convicted drug traffickers.......................others are deterred from dealing in drugs. A so that B because of C in order to 9 A few decades ago most single-parent households consisted of divorced mothers and their children,...................nowadays a significant proportion consists of mothers who have never married. A consequently B whereas C furthermore 10 I am of the........................that the long-term unemployed who live off social security benefits should earn their keep by doing work for the community. A favour B agreement C opinion 11 If more parents.........................their children up to respect other people’s property, our cities would not suffer so much from vandalism and graffiti. A brought B bring C have brought 12 Homelessness is still a problem even in countries..........................social security benefits are available to all. 215

WRITING VER.1.0 A that

B which

C where

13 I am convinced that increasing levels of delinquency and anti-social behaviour among children today.......................poor parenting. A bring about B lead to C are due to 14 Professionals such as teachers, doctors and lawyers, ......................in the past exercised unquestioned authority and influence, no longer enjoy the same respect in our society. A that B who CØ 15 .................of their efforts, no government has yet found a satisfactory solution to the problem of unemployment. A In spite of B Despite C Although 16 Current social trends including rising divorce rates, falling birth rates and growing numbers of single people living alone mean that the typical family household......................be a rarity in the future. A just could B well could C could well 17 The declining number of people...........................in general elections clearly demonstrates the general apathy present in today’s society. A voted B voting C vote 18 Unfortunately, characteristics...............................as discourtesy, aggression and self-centredness are becoming increasingly common among young people today. A example B like C such 19 It is highly.......................that governments will be able to continue providing pensions for the growing population of over 65s. A impossible B unlikely C unrealistic 20 Traditionally, the old and infirm were looked after by younger members of their own family. ........................., in many societies today this is no longer the case. A Although B Whereas C However

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EASY-IELTS Arguments for and against Distance learning via the Internet has developed to such an extent in recent years that teachers and classrooms seem outdated and unnecessary. Schools, colleges and universities should abandon traditional teaching methods and deliver all their courses online. To what extent do you agree or disagree? Read this sample answer to the writing task above. Complete the composition by choosing the word or phrase which best fits each gap. The burgeoning number of distance-learning courses available on the Internet has led some people to speculate that the future of education is ‘online’. However, enthusiasm for 1..................... mode of learning is not universal, and many people feel that the limitations of online education mean that 2...................... should never replace traditional classroom teaching altogether. Advocates of online learning argue that the replacement of conventional classroom-based learning with wholly online courses 3......................... both pedagogical and practical benefits. It 4........................., for example, that 5.................... courses would allow students to organise their study programme and set the pace of their learning to suit 6........................ In addition, they would be able to concentrate and work more easily in the comfort of 7.................... own homes. It is also argued that online tutors would be able to provide students with far more individual attention than is possible in conventional classroom situations. Finally, it is 8................... suggested that education providers 9...................... benefit because 10................... could run online courses at a fraction of the cost of employing classroom teachers and operating premises. Despite 11....................... potential benefits, skeptics give equally convincing reasons 12........................ this new educational trend should not be allowed to replace classrooms and teachers entirely. Firstly, it is generally 13...................... that learning best takes place in environments 14..................... students work face-to-face in groups, sharing ideas and knowledge and solving learning problems together. This kind of interaction, it is said, would not be possible over the Internet. Secondly, a requirement of online learning is familiarity with computers and computer 217

WRITING VER.1.0 software, but not everyone feels comfortable using this technology. If courses 15........................ only available online, students 16..................... are not so at ease using computers would be severely disadvantaged. Finally, many courses involve hands-on practical work and it is 17..................... believed that 18................... kind of practical experience, 19....................... is an essential part of many subjects from natural sciences to vocational training, could not be provided over the Internet. On balance, I would say that educational establishments 20...................... include both online and traditional face-to-face elements in the courses they provide. In this way, students would benefit from the more personalised learning that Internet courses offer without losing opportunities for face-to-face interaction with fellow students and valuable practical work.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

A A A A A A A A A A A A A A A A A A A 20. A

This B their C such They B these C it Would bring B brought C would have brought claims B is claimed C has claimed their B this C such them B those C themselves their B whose C your always B often C seldom must B should C would they B these C those these B their C those which B why C that argued B pointed out C agreed which B where C whose are B were C had been who B which C they greatly B highly C widely a B this C such which B that C ...... will B would C should

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EASY-IELTS Giving an opinion Read the sample answer to the writing task below and find the mistakes. There are fifteen. One of the reasons why hunger and poverty still exist in many parts of the developing world is the continuing use of outdated, subsistence farming methods. These countries should change over to modern, large scale farming of cash crops for the export market. To what extent do you agree or disagree? Many developing countries continue to struggle against poverty and the constant threat of famine. It is often argued that the best way forward for these nations is a radical change of their economy and farming systems in order to grow cash crops example as coffee and animal feed for export. Consequently, there are several reasons why I support this idea is really unlikely to bring a solution. It is widely believed that foreign currency earned through large-scale, mechanised farming for export would give life to less developed economies. In turn, the argument goes, these earnings would help them become less dependent on loans and aid. In contrast, I think it is far more probably that they would become even more dependent on the economies of the affluent West. The West, for example, would set the price for goods imported from developing nations. Furthermore, these cash-crop economies would have to depend on imports of food to feed their populations. Consequently, a downturn in the economies of the West would bring almost probable disaster for these countries. It is often said that the money earned through exports of crops as tobacco or cocoa would end poverty and hunger in the developing world. However, there is little evidence to believe this, and in all possibility such a system would only serve to worsen the situation. Firstly, those who formerly lived off subsistence farming would become labourers and, in most cases, would be paid poverty wages. In addition, the best land would be devoted to growing cash crops, leaving only degraded or unsuitable land for the cultivation of food.

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WRITING VER.1.0 Another reason is that the modernised farming of cash crops is less damaging to the environment. Subsistence farmers, it is argued, farm their land to exhaustion and then search for new fertile areas. This leads to deforestation and soil erosion. Despite, intensive farming of cash crops can be equally damaging to the environment by, as instance, wasteful exploitation of water resources and excessive use of chemical pesticides and fertilisers. In summary, I am believed that a move to large-scale farming of cash crops would only replace one set of problems with another. In some cases, it must well exacerbate the most serious problems of all: hunger and poverty.

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EASY-IELTS Problem and solutions Information technology is making it increasingly easy to collect and access computerised data on individuals, which poses a threat to our privacy. In what ways can the information gathered be misused and what can be done to minimise these misuses and protect the privacy of the individual?

Read this sample answer to the writing task. Complete the composition by putting the correct word or phrase in each gap. As a result because consequently effective essential in order to leads to looking for not wanting to provided providing result in should since so that stems from which gather who apply for who are rejected with the aim of Information on private citizens has been collected and stored in electronic form by governments and organisations for many years. However, with the advent of the Internet, information about our finances, health, relationships and taste as consumers can now be easily accessed and disseminated without our knowledge or consent. 1.................... this, unscrupulous individuals and organisations can misuse this information and our privacy is threatened. There are a number of ways in which personal data can be misused. The most common is probably the trading of consumers’ personal details between commercial organisations 2............................targeting potential customers. This 3........................people being inundated with unsolicited promotional leaflets, catalogues and e-mails. More seriously, employers can run checks on prospective employees to glean details about their health, criminal record or political allegiances. Similarly, insurance companies, 4...........................pay out expensive medical claims, may access the health records of individuals 5.........................life insurance policies before deciding whether or not to insure them. How can such abuses be prevented? Regarding the exchange of customer information between companies, the only 6..............................solution is to make unsolicited promotional post and e-mail illegal. 7..........................., 221

WRITING VER.1.0 organisations would have no incentive to trade in people’s personal details. 8.........................protect people 9............................work, only information 10...........................by applicants themselves on the application form or during the interview 11..........................be legitimate grounds for rejection, and candidates 12...............................should have the right to ask for the reasons why. Finally, as a general measure to prevent misuse by insurance companies, it is 13............................that organisations 14......................data should inform individuals of the information that is collected. Individuals must be able to access the data themselves 15................................they can find out exactly what kind of information it is and check for inaccuracies, they must be allowed to choose how and to what extent it is used, and the data must be held securely. It is not likely that the above measures will 16.......................guaranteed individual privacy. However, I am convinced that they will go some way to help limit the misuse of personal information while at the same time giving individuals more control over the information that is held on them.

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EASY-IELTS Television has brought great changes to the way many children spend their leisure time. While some of these changes have been beneficial, others have had a harmful effect. To what extent do you agree or disagree?

In the past fifty years, television has become more popular among children than any other form of home entertainment and many children spend several hours a day watching it. Although parents and teachers often disapprove of it, few would prevent their children from watching it altogether.

As a leisure activity, television has several advantages for children. Firstly, it is an easier and safer way for them to relax than, for instance playing in the street or in a park. Secondly, television can be highly educational because children can learn about subjects, like music or sport, that they might not read about in books. Moreover, they acquire a wider vocabulary and improve their general knowledge. Lastly, television fosters children’s interest in subjects and gives them interests in common. In consequence, they are better-informed about the world than children were in the past and they form attitudes and opinions about things outside their direct experience.

However, any invention as pervasive as television is bound to have some harmful effects. Nowadays perhaps, children in general are not as sociable as previous generations of children, who used to spend more time playing with friends. As a result, some children may feel lonelier and more isolated. In addition, they may be less imaginative than children in the past because they do not have to invent their own games and because they spend less time reading 223

WRITING VER.1.0 books. Finally, since they spend so much time in front of the television, they may have fewer hobbies, and, therefore, their range of leisure activities may be more limited than previous generations.

To sum up, it is clear that television has had both positive and negative effects on the way children spend their leisure time. I believe that parents should monitor both how much time their children spend watching television and the type of programmes they watch, and encourage them to watch those which are either entertaining or education. However, children should also be encouraged to find time for other activities, such as playing with friends or pursuing hobbies. People increasingly spend their leisure time using computers, for example, surfing the Internet or playing computer games. This has brought benefits but has also created new problems. To what extent do you agree or disagree with this statement?

The growing popularity of home computers has brought about the biggest single change in the way we spend our free time since the invention of television. This development is viewed by many people as a mixed blessing. Having a computer at home has undoubted advantages. Firstly, through the Internet we can make contact with many more people than we would normally meet in our everyday lives: people from other parts of the world and people with similar interests to our own. Moreover, it gives us the possibility of sharing information and interests with others more easily than in the past through the use of e-mail and chat programs. Finally, some people believe that computer games are more stimulating for our brains than, for

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EASY-IELTS instance, watching television because they improve our reactions and our ability to think logically.

On the other hand, like television, personal computers tend to isolate us from the world just outside our front door. We may speak to friends and neighbours less because we are busy playing computer games indoors. What is more, there is evidence that we are not as healthy as we used to be due to the sedentary lifestyle that computers encourage us to lead. Lastly, some psychologists argue that computer games are addictive, which means that some people may be distracted from doing more important things, such as spending time on their studies or with their family.

In conclusion, I believe that computers are useful in the home, as long as we use them as a tool, for example, to communicate with friends or find information. However, they may be harmful when they become our main source of entertainment.

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WRITING VER.1.0 Many state-owned museums charge visitors an entrance fee. However, in some countries admission to public museums is free. While free admission to museums has obvious benefits, there are also certain drawbacks. To what extent do you agree or disagree? ARTS AN CULTURE; ADV & DISADV 2

The tradition which countries have of free admission to state-owned museums is coming under increasing threat due to rising costs and limited funding. Despite these pressures, many museums in these countries are reluctant to introduce entrance fees. There are several advantages to allowing the public free access to museums. Firstly, whereas charging an entry fee means that a nation’s heritage is only available to those who can afford it, free admission makes it accessible to everyone, regardless of income. As a result, museums, like public libraries, are treated as an extension of the state education system, which is based on the principle of equal opportunity for all. A further advantage is that free museums attract far more visitors because, although many people make a special trip to visit them, the number of people who visit them on impulse is also high. Free museums, therefore, reach a much wider public. Finally, while private museums may be influenced by commercial pressures, free museums do not suffer from the same constraints, which may mean they present their exhibitions in a more serious way. However, a policy of free admission to museums also has a number of disadvantages. First and foremost, museums whose income comes entirely from public funds may be more subject to government policy, which sometimes means that exhibitions are expected to reflect the government’s views. Moreover, in spite of their popularity, museums have to compete for funding with the health service and the education system, both of which tend to receive higher priority. Consequently, museums that do not charge 226

EASY-IELTS admission may not always be able to afford ambitious projects, or to buy new items to add to their collections. Lastly, though museum directors want to attract large numbers of visitors, free museums often become unpleasantly overcrowded, especially during holiday periods, which can discourage more serious visitors. In conclusion, I believe that children and students should have free admission to museums, while adults should pay a moderate entrance fee. In this way, museums would be able to raise sufficient money to maintain the quality of their collections and add to them, and, at the same time, fulfil a valuable role in educating the general public. Cultural tourism, where people travel in order to visit museums, monuments and archaeological sites among other things, is a growing industry. Having so many visitors may sometimes benefit a nation’s cultural heritage, but it can also cause problems. To what extent do you agree or disagree with this statement?

Nowadays, cultural tourism is welcomed and encouraged in most countries, where it is seen both as an opportunity to display national treasures and achievements to visitors, and also as a source of income and jobs. However, in spite of these benefits, it can also pose severe problems for the specific sites which are visited.

There are various advantages of cultural tourism for the sites themselves. In particular, they may benefit from greatly increased income, part of which may be spent, for example, on improving museums and galleries and on more frequent and more ambitious exhibitions. Although these may be designed primarily to attract tourists, they are also available for local people to enjoy. A further advantage is that local authorities recognise the value of their sites, which they then invest money in. As a result, monuments and 227

WRITING VER.1.0 historic buildings are restored and protected. Finally, visitors learn about the country, whose culture and customs are consequently understood and appreciated better by both tourists and local people. As a result, they flourish.

On the other hand, cultural tourism has a number of drawbacks. The main one in that, despite protective measures being taken, the sheer number of visitors can cause serious damage to monuments such as ancient temples or cave paintings. This may mean that an important part of a country’s national heritage is lost. Furthermore, in a region where the monuments are expected to generate income for the local economy, the site may be spoilt by being surrounded by ugly hotels and other tourist facilities. Finally, if too many tourists visit a site, it may lose its cultural significance within the local community. This is particularly the case for monuments whose religious or social importance makes them a central part of community life.

On the whole, while cultural tourism is generally beneficial, the problems which it causes can only be avoided with proper planning and sufficient investment in the protection and preservation of the sites which tourists visit. In addition, although cultural tourism in general should not be discouraged, the number of tourists visiting certain sites should be restricted and tourists should be educated to respect them.

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EASY-IELTS Many judges prefer to sentence young offenders to do community service, such as working in an old people’s home, collecting litter, or painting a local school, rather than sent them to prison. This form of punishment has a number of benefits but also some drawbacks. To what extent do you agree or disagree?[society and social issues 2nd]

The traditional method of dealing with young people who break the law has been to send them to prison. However, in many countries the juvenile crime rate has continued to rise and governments have had to look for other ways to tackle the problem, such as sentencing young offenders to community service. In common with all forms of punishment, this has both advantages and disadvantages. Community service has a number of benefits. First of all, offenders devote their time and energy to giving something back to the community that has suffered as a result of their criminal acts. Consequently, they make amends in the most positive way possible by helping those most affected. Secondly, they gain a sense of pride from the work they do and they also acquire useful skills, which raises their self-esteem. Finally, by working for and in the local community, they not only become more involved in it, but also develop feelings of responsibility towards their fellow citizens, and can begin to build relationships based on respect. This, in turn, reduces the likelihood of their re-offending. However, community service also has some drawbacks. Firstly, it may be regarded as a ‘soft’ option by some offenders and, as a result, it will not act as an effective deterrent to crime. Furthermore, although community service is appropriate for many young offenders, it is not suitable for all of them. Some are too dangerous to be allowed to move around freely in the community and need to be imprisoned both for their own safety and for that of others. Lastly, it may be difficult to implement community service 229

WRITING VER.1.0 satisfactorily. Whereas in prison convicts are concentrated in a small area where they can be supervised by a small staff, offenders sentenced to community service are dispersed over a wide area and providing adequate supervision may prove both costly and impractical.

In conclusion, I believe that community service is an effective form of punishment for young offenders who have committed only minor. An international language would remove one of the main differences which separates people of different nationalities and this would lead to greater international understanding and co-operation. There should be one international language which everyone agrees to learn and speak. To what extent do you agree or disagree? [for and against]

It has often been suggested that we should all learn to speak an international language, and both artificial and natural languages, including Esperanto, Latin, and English, have been put forward at various times in history as candidates to fill this role.

The arguments in favour of an international language are both ideological and practical. Firstly, it is sometimes said that linguistic diversity divides people and leads to conflict. In other words, if we removed language differences, we would find it easier to understand each other’s point of view and, as a result, co-operate more easily. Secondly, it is argued that if everyone learned the same language, a great deal of time-consuming and expensive translation work would no longer be necessary, and this would be of great 230

EASY-IELTS benefit to international trade. Finally, it is generally agreed that a common language would make international travel much easier for everyone. However, there are strong arguments against the introduction of an international language. To start with, it is often pointed out that while an international language might initially facilitate communication, all languages tend to divide into dialects, some of which cannot always be understood by all native speakers. Secondly, it is often claimed that an international language would eventually come to dominate over, and in some cases cause the disappearance of, less widely-spoken languages. Furthermore, as culture and language are closely associated, it is widely believed that the threat to minority languages posed by an international one would also mean a threat to their related cultures. The result would be a dull world, lacking in both linguistic and cultural diversity.

On balance, I believe that it would be undesirable to impose an international language on the world. I doubt that an international language would bring about international peace, and the disappearance of minority languages and cultures would be a sad loss. Ownership of mobile phones has risen dramatically in recent years despite the potentially harmful effects they may have on our health and on society. Governments should introduce measures to restrict ownership of mobile phones to those who need them for their work. To what extent do you agree or disagree with this statement?

In many countries mobile phones have become a normal part of daily life for almost everyone, from professionals, such as doctors and lawyers, to young children. Some people, however, would like to see ownership restricted because of the possible risks these 231

WRITING VER.1.0 phones pose to our health and the negative impact they are already having on society. But should such restrictions be imposed? There are some persuasive arguments in favour of restricting ownership. Firstly, radio wave emissions from mobile phones are known to affect brain activity and some scientists are worried about the effects this may have on the health of children who use such phones. It is claimed that fewer people would be exposed to these risks if restrictions were introduced. Furthermore, it is generally agreed that such measures would reduce the number of traffic accidents caused by people talking on their mobile phones. There is also the social impact to consider. It is now common for a concert, a theatrical performance or even a quiet meal in a restaurant to be disrupted by an inconsiderate mobile phone user. It is sometimes said that none of this would be the case if the government restricted ownership to professional use only. On the other hand, there are strong arguments against such measures. Firstly, it is widely believed that mobile phones are indispensable in the case of accidents, or when other difficult situations arise, and that everyone should have the right to the protection they offer. Secondly, it is argued that if phone companies did more to raise public awareness of the risks posed by radio wave emissions, people would only make short calls from their phones and these risks would then be reduced. Finally, it is often pointed out that there will always be a minority of inconsiderate people and that restrictions on ownership would unfairly penalise the majority of considerate users. To sum up, I believe that some restrictions on ownership to protect young people’s health would probably be a good thing. However, adults should have the right to use mobile phones if they wish, for both personal and professional purposes. 232

EASY-IELTS Many television news programmes show pictures of events in the news which people find upsetting. While television has a duty to report important news, it should not bring disturbing images into people’s homes. To what extent do you agree or disagree? mass media; arguments for & against 2

Nowadays, whenever a catastrophic event such as a war or an earthquake takes place, there is usually a television or video camera on hand which will film and broadcast images of it around the world almost instantly, no matter how disturbing they might be. It is often suggested that these are not the kind of pictures we should have to see in our homes, but there are some who think there are very good reasons why such images should be included in television news reports. Firstly, it is sometimes claimed that when disturbing images of war or some other disastrous event are broadcast, people become motivated to do something to remedy the situation or to help victims. Unless the public see these images, it is argued, they are unlikely to act. On the other hand, it is also said that if people see too many disturbing or violent scenes on the news, they grow accustomed to them and no longer react as if these events were something unusual. As a result, they may begin to think that what they are seeing is normal or even acceptable. Secondly, there is the issue of whether or not children should be exposed to such images. It is sometimes argued that television news reports should show the world as it really is and that it is best for children to be aware of this reality. The counter-argument to this, however, is that violent images on television can be particularly disturbing for children, and that some of them may be severely traumatised by seeing such things.

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WRITING VER.1.0 Finally, it is often pointed out that if viewers find images upsetting, they can simply switch off the television or change channel. However, viewers are not always forewarned that a report may include distressing pictures. Besides this, most people would probably find flicking from one channel to another during a news programme rather frustrating. On balance, I think the argument that this kind of television reporting can sometimes help bring an end to a tragic situation is a very powerful one. However, broadcasters must take care to protect children, and others who do not wish to be upset, by showing potentially disturbing images only after a certain time in the evening. Many newspapers, magazines and television programmes make money by reporting on the private lives of public figures such as politicians, sports personalities and entertainers. While the media’s right to freedom of expression should be defended, the media should not intrude into people’s private affairs. To what extent do you agree or disagree?

The media’s freedom of expression is an essential safeguard in a free society. However, it is often suggested that there should be limits to the media’s right to report on the private lives of public figures. There are a number of arguments both in favour of and against this view. Firstly, it is argued that politicians should not be the objects of media scrutiny outside their work and that the media should not report information about them, such as details of their relationships, which is generally considered private. However, the counterargument is that there are some politicians who use privacy laws to cover up embarrassing information, for example, when they have accepted gifts in return for using their influence. In other words, it is 234

EASY-IELTS sometimes in the public interest for the media to investigate politicians’ private lives to uncover and deter such corruption. A further argument is that the media is more interested in making money than in telling the truth. Stories of scandals involving wellknown people increase newspaper circulation and attract larger television audiences. An example of this is gossip magazines that invent stories about members of royal families, whose private lives are often treated like public property. However, those who disagree with this view point out that most well-known public figures make their living from being in the public eye, so they should accept the inconveniences as well as the benefits this brings. A final argument is that when the media reports on famous people’s private relationships, it often puts these relationships under so much pressure that they fail. On the other hand, opponents of this argument say that many celebrities promote themselves by publishing their private affairs in the media, and only complain about an invasion of privacy when problems arise. In conclusion, I believe that public figures have to expect some media scrutiny of their private lives. In the case of entertainment or sports celebrities, this reflects a market for stories about them, which is part of being famous and earning large amounts of money. In the case of politicians, it is the media’s duty to examine and report on the behaviour of people in positions of power.

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WRITING VER.1.0 EDUCATION; ARGUMENTS FOR AND AGAINST Distance learning via the Internet has developed to such an extent in recent years that teachers and classrooms seem outdated and unnecessary. Schools, colleges and universities should abandon traditional teaching methods and deliver all their courses online. To what extent do you agree or disagree?

The burgeoning number of distance-learning courses available on the Internet has led some people to speculate that the future of education is ‘online’. However, enthusiasm for this mode of learning is not universal, and many people feel that the limitations of online education mean that it should never replace traditional classroom teaching altogether. Advocates of online learning argue that the replacement of conventional classroom-based learning with wholly online courses would bring both pedagogical and practical benefits. It is claimed, for example, that such courses would allow students to organise their study programme and set the pace of their learning to suit themselves. In addition, they would be able to concentrate and work more easily in the comfort of their own homes. It is also argued that online tutors would be able to provide students with far more individual attention than is possible in conventional classroom situations. Finally, it is often suggested that education providers would benefit because they could run online courses at a fraction of the cost of employing classroom teachers and operating premises. Despite these potential benefits, sceptics give equally convincing reasons why this new educational trend should not be allowed to replace classrooms and teachers entirely. Firstly, it is generally agreed that learning best takes place in environments where students work face-to-face in groups, sharing ideas and knowledge and solving learning problems together. This kind of interaction, it is 236

EASY-IELTS said, would not be possible over the Internet. Secondly, a requirement of online learning is familiarity with computers and computer software, but not everyone feels comfortable using this technology. If courses were only available online, students who are not so at ease using computers would be severely disadvantaged. Finally, many courses involve hands-on practical work and it is widely believed that this kind of practical experience, which is an essential part of many subjects from natural sciences to vocational training, could not be provided over the Internet. On balance, I would say that educational establishments should include both online and traditional face-to-face elements in the courses they provide. In this way, students would benefit from the more personalised learning that Internet courses offer without losing opportunities for face-to-face interaction with fellow students and valuable practical work.

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WRITING VER.1.0 Excessive traffic has made cities unpleasant places to live and work in. For this reason, private cars should be completely banned from city centres. To what extent do you agree or disagree? Giving an opinion

Most cities now have pedestrian precincts and from time to time cities are in the news because cars have been temporarily banned from the centre to reduce pollution. However, no town council has yet had the courage to completely prohibit private motor vehicles from entering the city centre. There are several reasons why I believe this should be done. The most important reason is pollution from car exhausts, which damages people’s health causing respiratory disease such as asthma and bronchitis. At the same time, traffic fumes attack the stonework of historic monuments and buildings, while the vibrations from passing vehicles damage their foundations. This, for instance, has happened to many old cathedrals in Europe. A second reason why I am in favour of cars being banned is in order to reduce the noise pollution from traffic, which forces people to keep their windows permanently closed and may cause psychological problems including stress and depression among people living in busy streets. A further reason is that most cities were not designed for motor traffic. A good example of this is the historic centre of Valencia, which has narrow streets and few facilities for parking. As a result, traffic moves very slowly and there are frequent traffic jams. Beautiful buildings are spoilt by always having cars parked in front of them and pretty streets become unpleasant due to permanent traffic congestion and exhaust fumes. Finally, I am sure that if cars were banned, people would find other more pleasant ways to move around cities. For example, they would 238

EASY-IELTS walk or use bicycles as these would once more become safe and enjoyable activities within the city. This in turn would bring about a general improvement in people’s health. In conclusion, therefore, I strongly support the idea that traffic should be banned from city centres, as this would enable people to rediscover cities as pleasant and healthy places to live.

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WRITING VER.1.0 The tourist industry has grown enormously over the last fifty years, and there are few places which are unaffected by it. However, tourism rarely benefits the countries which tourists visit. To what extent do you agree or disagree?

The growth of tourism means that nowadays most countries have a tourist industry and for many countries it is an essential sector of their economy. Although, like any major industry, tourism may have some drawbacks, I strongly disagree that it rarely benefits countries. On the contrary, I am convinced that, for a number of reasons, the vast majority of countries derive great benefit from it. The most important reason is that tourism provides regular employment for many local people who might otherwise be unemployed. They can find work in restaurants or hotels, or with tourist agencies as guides or drivers, for example, and earn regular wages. This, in turn, means that they may be able to save money and improve their standard of living. The second reason is that tourists spend money in the country and this allows local businesses such as restaurants, bars and taxi companies to flourish. In turn, other businesses, food suppliers or petrol stations, for instance, may be established in order to provide services to support the companies which cater for tourists. In other words, the whole economy of the region develops. A further reason is that in order for tourists to be able to visit remote areas, roads, airports and hotels have to be built and local people also benefit by being able to use these new facilities. Furthermore, when communications improve, it becomes possible for other industries to move into the area, bringing with them more employment opportunities and increased prosperity.

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EASY-IELTS A final reason why I am in favour of tourism is that visitors from outside bring fresh ideas and different ways of doing things to the local community. Consequently, local people may learn from tourists. Likewise, visitors learn about the local people and culture, and return home with a deeper understanding of the host country. In conclusion, I firmly believe that governments should encourage tourism because of the opportunities it offers for ordinary people to improve their quality of life. Biotechnology companies all over the world are developing different types of genetically modified (GM) crops. However, not enough is known about the effects of these crops on our health and on the environment. Interfering with nature in this way should be prohibited. To what extent do you agree or disagree? HEALTH AND FITNESS; GIVING AN OPINION 2

Genetically modified (GM) crops have the potential to increase agricultural productivity, make crops resistant to pests and herbicides, and produce foods with higher nutritional values. Despite these benefits, environmentalists have raised a number of objections to the introduction of GM crops and foods. Few of these objections, however, have a solid basis in fact. Firstly, environmentalists argue that GM crops are unnatural and that by creating them we are altering the natural world. This argument is not convincing though, since all modern crops have been manipulated by selective breeding to be more productive than their natural ancestors and are therefore equally unnatural. What genetic modification seeks to do is modify crops in a more planned way than is possible by merely selecting healthier seeds or by producing hybrids of successful plants. A more worrying argument raised by objectors to GM foods is that they could constitute a health risk, for example by causing allergies or even by being toxic. Yet there is little evidence to support this 241

WRITING VER.1.0 idea, since there have been no recorded cases. In fact, because GM foods can have improved nutritional value, they are more likely to be of benefit to the health of population than a risk. The final objection is strictly environmental. It is argued that crops which are genetically modified to kill the pests which attack them may also kill harmless insects. This, it is claimed, will have a disastrous effect on the wider environment beyond the crops themselves. On the contrary, since GM crops do not require spraying with toxic insecticides, environmental damage such as the indiscriminate killing of insects and the contamination of local soils and rivers are avoided. In conclusion, GM crops offer increased agricultural productivity and foods of higher nutritional value, both of which are essential if the growing world population of the twenty-first century is to be fed. I am unconvinced that GM crops pose a risk to the environment or our health. Indeed, these crops have the potential to improve the health of millions throughout the world while causing less environmental damage than standard farming methods used today. I think it is essential that, far from being prohibited, GM foods should be encouraged.

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EASY-IELTS Biotechnology companies all over the world are developing different types of genetically modified (GM) crops. However, not enough is known about the effects of these crops on our health and on the environment. Interfering with nature in this way should be prohibited. To what extent do you agree or disagree? HEALTH AND FITNESS; GIVING AN OPINION 2 ANOTHER SAMPLE ANSWER

The benefits that genetically modified (GM) crops are likely to bring have been well publicised by the biotechnology industry. However, recently environmentalists have raised important objections to the introduction of GM crops and foods which make it essential to proceed in this area with extreme caution. The first objection to GM crops is that they are unnatural. Biotechnologists argue that farming methods have always been unnatural since they involve selective breeding and methods of cross-population. However, this argument is unacceptable because genetic modification involves a totally new approach where genes from different species are introduced into a plant’s composition. These permanent genetic alterations could well have disastrous consequences which are impossible to predict. Another issue which provokes disagreement is the extent to which GM foods pose a health risk. Supporters of GM foods point out that so far no major health problems have arisen as a result of them. On the other hand, many people remain unconvinced as this technology is in its infancy, and there are real fears that GM foods may cause allergies and that some might just prove to be poisonous or toxic in some way. A final area of disagreement concerns the environment. Some crops have been genetically modified to kill the pests which attack them. Advocates of these modifications point out that this avoids the need for indiscriminate spraying of crops. However, this point of view is 243

WRITING VER.1.0 unjustifiable as it is quite possible that GM crops will also kill harmless or beneficial insects indiscriminately. What is more, due to cross-population, it is highly unlikely that modified genes will remain confined to the new crops. In all probability, the genes which kill insects will eventually escape into the wild plant population, thereby causing an environmental disaster. In conclusion, while GM crops may well help raise food production in a hungry world, they do so at great risk to human and environmental health. I believe that GM foods should not be prohibited, but that much tighter controls should be put in place for their development, testing and marketing to ensure that they are completely safe.

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EASY-IELTS Rapid progress in the fields of genetics and gene therapy are likely to have profound effects on people’s lives in the foreseeable future. By altering people’s genetic make-up, it may be possible for doctors to cure hereditary diseases, and for parents to choose important characteristics for their children such as their sex or level of intelligence. Such a development would be a major breakthrough for humanity and would solve many present-day problems. To what extent do you agree or disagree?

The main aim of gene therapy until now has been to cure or prevent diseases which may in part have a genetic origin. However, outside its medical applications, this area of science has a range of other possibilities, some of which are controversial. One objection to gene therapy concerns the long-term consequences genetic manipulation is likely to have. Some of the techniques used in gene therapy involve artificially altered human genes being passed down from one generation to another. It is argued that these genes could well mutate in unexpected ways, and might even cause new and possibly worse diseases in the future. This argument, however, is unconvincing, since all new medical techniques involve some degree of uncertainty. While it is quite possible that there will be some undesirable side effects, the potential benefits, particularly the eradication of crippling hereditary diseases, make the risk worthwhile. Another reason why some people oppose gene therapy has to do with individual consent. There is every likelihood that some parents will want to take advantage of gene therapy in order to enhance their children’s characteristics, such as hair colour or even intelligence. Opponents of gene therapy argue that parents would be doing this without the consent of either their children or the future generations who would be affected. However, it is highly unlikely that parents would choose to alter their children in ways which the children themselves would not want. 245

WRITING VER.1.0 A final objection is that some governments just might try to use gene therapy to create a kind of ‘super-race’ of people who are physically and intellectually superior, but lacking in individual character. This argument, however, is unjustifiable for two reasons. Firstly, in all probability, it would be impossible to practise genetic manipulation on such a massive scale. Secondly, there is little evidence to suggest that a person’s personality is determined by genetics alone. In fact, people will always acquire their individuality from their upbringing and education rather than solely from their genetic make-up. In conclusion, I believe that gene therapy has a number of interesting possibilities, not just in curing diseases, but also in allowing parents to ensure that their children enjoy the advantages of growing up to be healthy and intelligent.

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EASY-IELTS One of the reasons why hunger and poverty still exist in many parts of the developing world is the continuing use of outdated, subsistence farming methods. These countries should change over to modern, large scale farming of cash crops for the export market. To what extent do you agree or disagree? DEVELOPING WORLD; GIVING AN OPINION

Many developing countries continue to struggle against poverty and the constant threat of famine. It is often argued that the best way forward for these nations is a radical change of their economy and farming systems in order to grow cash crops such as coffee and animal feed for export. However, there are several reasons why I believe this idea is highly unlikely to bring a solution. It is widely believed that foreign currency earned through largescale, mechanised farming for export would give life to less developed economies. In turn, the argument goes, these earnings would help them become less dependent on loans and aid. In fact, I think it is far more likely that they would become even more dependent on the economies of the affluent West. The West, for example, would set the price for goods imported from developing nations. Furthermore, these cash-crop economies would have to depend on imports of food to feed their populations. Consequently, a downturn in the economies of the West would bring almost certain disaster for these countries. It is often said that the money earned through exports of crops like tobacco or cocoa would end poverty and hunger in the developing world. However, there is little evidence to support this, and in all probability such a system would only serve to worsen the situation. Firstly, those who formerly lived off subsistence farming would become labourers and, in most cases, would be paid poverty wages. In addition, the best land would be devoted to growing cash crops, leaving only degraded or unsuitable land for the cultivation of food. 247

WRITING VER.1.0 Another claim is that the modernised farming of cash crops is less damaging to the environment. Subsistence farmers, it is argued, farm their land to exhaustion and then search for new fertile areas. This leads to deforestation and soil erosion. Nevertheless, intensive farming of cash crops can be equally damaging to the environment by, for instance, wasteful exploitation of water resources and excessive use of chemical pesticides and fertilisers. In summary, I am convinced that a move to large-scale farming of cash crops would only replace one set of problems with another. In some cases, it could well exacerbate the most serious problems of all: hunger and poverty.

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EASY-IELTS Prison serves no useful purpose for young first-time offenders. No young person committing a crime for the first time should receive a prison sentence. To what extent do you agree or disagree?

Most young criminals commit their first crime while they are teenagers and generally do so because they are seeking excitement, or because they are following the example of older friends. I am convinced that sending these young people to prison is a counterproductive way of combating crime, and there are a number of reasons why I believe young first-time offenders should not be imprisoned. The main reason is that the majority of young people who break the law do so because of their upbringing or social circumstances. For example, they may come from deprived families, or live in run-down areas that already have a high crime rate. Prison is highly unlikely to solve their problems. What these first-time offenders need is to be supervised by qualified and skilled professionals, who can guide them away from a life of crime. This best achieved by such means as youth centres and a system of probation or community service rather than by imprisonment. A further reason is that imprisoned is an extremely unpleasant experience and one which is likely to alienate young people even further, with the result that, when they have served their sentence, they leave with a grudge against society and a desire for revenge. Moreover, prisons do not prepare young offenders to live as lawabiding citizens on their release. On the contrary, they serve as ‘universities of crime’, where young delinquents acquire skills from experienced criminals. Not surprisingly, young criminals who have served a prison sentence are more likely to re-offend than those who have not. 249

WRITING VER.1.0 A final reason is that prison is a waste of young people’s time, at an age when they should either be continuing their education or training for a job, the two activities which are most likely to steer them away from criminality. In conclusion, except in cases where they constitute a danger to society, I strongly believe that young first-time offenders should not receive prison sentences since imprisonment only increases the likelihood of their embarking on a career in crime. In my opinion, they should be rehabilitated and encouraged to lead constructive lives rather than punished.

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EASY-IELTS Our cities are noisier than ever before. Why is this so, and what can be done about it? PROBLEM/SOLUTION

There is no doubt that we have to live with far more noise than in the past, particularly in cities, and this may be the form of pollution which affects us most directly. For example, it has been found that prolonged exposure to high levels of noise can lead to hearing loss and high blood pressure. It may also give rise to stress, insomnia and mental problems, including depression. These problems, in turn, often result in lower productivity at work because employees are too tired and stressed to work efficiently. In order to find effective solutions to the problem, it is necessary to understand what has brought about this increase in noise. There are three main causes. Firstly, there is traffic noise, due to the everincreasing number of vehicles on our roads. The second major source of noise in our cities is low-flying aircraft which have either just taken off, or are just landing at local airports. Finally, there is noise caused by neighbours listening to music or watching television at full volume, or using noisy power tools such as drills or lawn mowers. Clearly, noise is a serious problem. It is therefore essential that measures should be taken to reduce the amount of noise in our daily lives. Regarding traffic noise, the most obvious answer is improved soundproofing for buildings near busy roads. In addition, local authorities ought to consider imposing strict speed limits in residential areas. One way in which aircraft noise could be lessened is by building airports further away from urban areas. Moreover, legislation should prohibit aeroplanes from flying over built-up areas. As far as noisy neighbours are concerned, the only effective solution is for us all to behave more considerately by, for example, 251

WRITING VER.1.0 turning down the volume of our music or televisions and limiting our use of noisy power tools. In conclusion, there is no simple solution to the problem. However, if the measures i have suggested were introduced, we would all enjoy a better quality of life. As a result of living and working in a quieter environment, people would feel more relaxed and they would be less prone to the physiological and psychological problems that are known to stem from exposure to high levels of noise.

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EASY-IELTS Many species of animals and plants are in danger of becoming extinct. What are the causes of this problem, and what can be done to prevent it from happening?

Large number of animals and plants are threatened with extinction mainly as a result of human activity. Obviously this constitutes a major environmental disaster in itself since it reduces the biodiversity of our planet. However, it could also give rise to agricultural problems since the disappearance of many insects would affect pollination and pest control. Furthermore, many of the plants used for making medicines would also disappear forever. Before suggesting solutions to the problem, we need to examine some of the human activities that are causing the extinction of so many species. The most important cause is almost certainly the destruction of animal and plant habitats, particularly the destruction of forests where so many species live. This is partly due to the fact that industry needs the wood and because growing populations need the land for agriculture. Another significant cause is pollution, which poisons land, rivers and lakes. This leads to the extinction of the species which live there. A third cause is the hunting of rare species for food, traditional medicines and various animal products which can be sold at high prices to collectors. A number of urgent measures need to be taken in order to solve the problem. Firstly, to reduce or stop further deforestation, it is essential that timber for industry should be taken only from renewable forests. In addition, local populations should be encouraged to make a living by harvesting the natural products which grow in forests, instead of burning them down in order to grow cash crops such as coffee. As regards pollution, the only effective way to prevent the contamination of natural habitats is to impose heavy fines on those companies that ignore regulations. This 253

WRITING VER.1.0 should discourage them from polluting again. Finally, the hunting of rare species must be banned, and an international agency ought to be set up to prevent the trade in products made from rare species. To sum up, this is a problem which cannot be solved until we humans learn to live in harmony with our natural surroundings and to respect them. By preserving natural habitats such as forests, preventing pollution and stopping illegal hunting an environmental disaster could be averted.

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EASY-IELTS Increasing numbers of workers are suffering from stress-related illnesses. Why is the modern workplace so stressful, and what can be done to reduce this problem? WORK AND BUSINESS PROBLEM SOLUTION 2

Despite generally better working conditions and higher pay, workers today seem to suffer more than ever before from stress and stressrelated illnesses, including headaches, depression and heart-disease. Since stress at work has a number of causes, there is no single ‘cure’. Each cause needs to be dealt with in a particular way. Firstly, work-related stress stems partly from ever-increasing workloads. Companies today demand that employees cope with heavier workloads while working to tighter and tighter deadlines. This not only puts workers under great pressure but also means that they work far longer hours than they used to. For the sake of employees’ well-being, legislation limiting the number of hours worked should be strictly enforced. Furthermore, systems agreed on by both management and employees ought to be implemented to avoid excessive workloads and unrealistic deadlines. Secondly, a major source of stress in today’s workplace is the rapid pace of technological change. In order to keep ahead in business, companies need to invest in new technology. This often means, however, that employees are constantly having to get used to using new equipment, software or techniques, and this can be a frustrating and stressful process. It is essential, therefore, that whenever such innovations are introduced, employees should be given adequate training and support so that the changeover to new technologies is relatively stress-free. Also, perhaps managers should take a more judicious approach to the introduction of new technology so as to avoid unnecessary change, and not just make change for change’s sake.

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WRITING VER.1.0 Finally, today’s lack of job security and the consequent worry about the future contribute significantly to stress in the workplace. Few employers these days offer long-term contracts. As a result, workplaces are becoming increasingly competitive as employees try to reach targets set by their managers in order to secure their future with the company. Clearly, the only way to address this is for employers to show more commitment towards their employees. Legislation ought to be brought into force with the aim of protecting workers’ rights and ensuring a greater level of job security for employees. In conclusion, a certain amount of stress is a fact of life in all workplaces. However, since the consequences are harmful to both the company and to society as a whole, employers must take measures such as those suggested above to ensure that stress does not reach levels which threaten the mental and physical health of their employees.

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EASY-IELTS In most countries, young people form a large proportion of those who are unemployed. Why is this the case, and what can be done to solve the problem?.

Large-scale unemployment among young people is one of the most serious problems facing many governments. What is more, longterm unemployment in early adult life can cause feelings of alienation among those affected, leading to higher levels of crime, drug abuse and social unrest. In order to suggest solutions, it is necessary first to identify the root causes of the problem. There are three main causes, each of which requires an appropriate response from governments and society as a whole. Firstly, information technology and automation have brought about a reduction in the number of unskilled jobs available. This means that, whereas in the past a young person leaving school at the age of sixteen could join a company and carry out basic duties while being trained for more skilled work, nowadays this is rarely an option. To encourage employers to provide more job opportunities for school leavers, the government should pay subsidies to those who take on young people. These young employees could shadow experienced members of staff with the aim of gaining work experience, which would make them more employable in the future. Secondly, education systems have not managed to keep pace with the technological changes mentioned above. As a result, school leavers are often not equipped with the skills and qualifications demanded by employers nowadays. The obvious solution is for schools to include more vocational courses in the curriculum so that students are prepared for specific jobs and given the necessary skills. Finally, modern society and the media in particular create unrealistic expectations among unqualified young people, who are often 257

WRITING VER.1.0 unwilling to do the sort of work that is open to them. School leavers need to appreciate that certain jobs, although often perceived to be low status, have an important part to play in society. Parents need to talk to their children about such issues so as to prepare them better for the realities of the job market. In addition, careers advisers should do more to help widen children’s perspectives on the higher and further education and career opportunities available to them. In conclusion, there is no blanket solution for the problem of youth unemployment. However, governments and educators should use all the means at their disposal to tackle the problem and reduce the social evils which accompany it.

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EASY-IELTS Information technology is making it increasingly easy to collect and access computerised data on individuals, which poses a threat to our privacy. In what ways can the information gathered be misused and what can be done to minimise these misuses and protect the privacy of the individual?

Information on private citizens has been collected and stored in electronic form by governments and organisations for many years. However, with the advent of the Internet, information about our finances, health, relationships and taste as consumers can now be easily accessed and disseminated without our knowledge or consent. As a result of this, unscrupulous individuals and organisations can misuse this information and our privacy is threatened. There are a number of ways in which personal data can be misused. The most common is probably the trading of consumers’ personal details between commercial organisations with the aim of targeting potential customers. This leads to people being inundated with unsolicited promotional leaflets, catalogues and e-mails. More seriously, employers can run checks on prospective employees to glean details about their health, criminal record or political allegiances. Similarly, insurance companies, not wanting to pay out expensive medical claims, may access the health records of individuals who apply for life insurance policies before deciding whether or not to insure them. How can such abuses be prevented? Regarding the exchange of customer information between companies, the only effective solution is to make unsolicited promotional post and e-mail illegal. Consequently, organisations would have no incentive to trade in people’s personal details. In order to protect people looking for work, only information provided by applicants themselves on the application form or during the interview should be legitimate 259

WRITING VER.1.0 grounds for rejection, and candidates who are rejected should have the right to ask for the reasons why. Finally, as a general measure to prevent misuse by insurance companies, it is essential that organisations which gather data should inform individuals of the information that is collected. Individuals must be able to access the data themselves so that they can find out exactly what kind of information it is and check for inaccuracies, they must be allowed to choose how and to what extent it is used, and the data must be held securely. It is not likely that the above measures will result in guaranteed individual privacy. However, I am convinced that they will go some way to help limit the misuse of personal information while at the same time giving individuals more control over the information that is held on them.

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EASY-IELTS In Task 2 candidates are presented with a point of view or argument or problem. Candidates are assessed on their ability to: • present the solution to a problem • present and justify an opinion • compare and contrast evidence, opinions and implications • evaluate and challenge ideas, evidence or an argument The issues raised are of general interest to, suitable for and easily understood by candidates entering undergraduate or postgraduate studies or seeking professional registration. Candidates are assessed on their ability to: • provide general factual information • outline a problem and present a solution • present and possibly justify an opinion, assessment or hypothesis • present and possibly evaluate and challenge ideas, evidence and argument

The topics are of general interest and it makes no difference what subjects candidates study.

PRESENTING AND JUSTIFYING AN OPINION • Before writing your essay in Task 2, decide exactly what your own opinion is. • For each opinion you express, try to provide supporting examples. • Make sure your argument is clear to the reader. Use key phrases and separate your ideas into paragraphs.

COMPARING AND CONTRASTING OPINIONS, EVIDENCE AND IMPLICATIONS • In an essay, you often have to discuss the similarities or differences between two different opinions or ideas.

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WRITING VER.1.0 • Make sure the logic of your argument is clear: 1. use phrases such as On the other hand, to introduce differences and contrast. 2. use phrases such as In the same way, to introduce similarities and comparisons. 3. use phrases such as Because of this, to introduce effects and results.

PROVIDING SOLUTIONS TO A PROBLEM • When you are providing solutions to problems, explain the consequences of your suggestions. • Provide as much detailed explanation of your ideas and the effect they would have as you can.

EVALUATING AND CHALLENGING

• When you have to discuss two different views, you have to: 1. present both views. 2. evaluate the strength of the arguments on both sides. 3. challenge the ideas you disagree with and support the ideas you agree with by providing examples and evidence. • Remember that you don't have to totally agree with one of the views. Express your own opinion, whatever it is.

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EASY-IELTS UNIT 2; SOCIETIES WRITING SKILLS FOR IELTS PRESENTING AND JUSTIFYING AN OPINION GRAMMAR; Conceding and Contrasting Rewrite this sentence without changing the meaning. Start with the words given. Some young people get involved in crime despite coming from good families. 1 In spite of................................................................................................... 2 Although.......................................................................................................... 3 Despite the fact (that)............................................................................................... 4 Even though................................................................................................................ A Write one word in each gap. 1 Some people commit crimes in spite...of...having spent time in prison. 2 He was sent to prison ............. his claims that he was innocent. 3 Despite the ..............that a witness identified her, she was found not guilty. 4 Crime is still increasing ................... though there are more and more police. 5 ................... there was little evidence, he was still found guilty. B Choose the correct answer. 1 We were robbed, despite ...B... a really good alarm system. A we have B having C of having 2 Nobody was arrested, even though ............ witnesses. A being B there were C there being 3 In spite of ................, he refused to accept that he was guilty. A the evidence B being evidence C there was evidence 4 Although ............... the door, someone managed to break in. 263

WRITING VER.1.0 A locking

B having locked

C I locked

5 He decided to steal the car, even though ............... it was illegal. A he knew B knowing C of knowing 6 In spite of the fact ................ sent to prison, he didn't learn his lesson. A of being B being C that he was

C Rewrite each pair of sentences as one sentence using the word given. 1 The gang made very careful plans. They were still arrested. The gang...were still arrested, despite making very plans...(DESPITE).

careful

2 Karl was under eighteen. They still sent him to prison. They............................................................................................ (THOUGH). 3 He wore a disguise. The police still caught him. In.................................................................................................. (FACT). 4 Jane had lots of money. She still stole a mobile phone. Jane ............................................................................................ (SPITE). 5 I locked the car. It was still stolen. The car.........................................................................................(ALTHOUGH). 6 Crime is dropping in this area. It's still a major problem. Crime...........................................................................................(EVEN). Wordbank Choose the correct word. Use the words in italics to help you. 1 Many people hold / reach the belief that prison is an effective deterrent. 2 From my own experiences, I have taken / formed the impression that crime is on the increase. 3 It is impossible not to come / reach to the conclusion that poverty is linked to crime. 4 Most people seem to take / come the view that criminals should be punished. 264

EASY-IELTS 5 Over the years I have held / reached the conclusion that the law should be changed.

A Read this paragraph from an IELTS candidate's answer and decide which task (A or B) they were responding to. Despite the fact that prison produces only limited results, people seem reluctant to explore other ways dealings, with crime. My own personal view is that a more creative approach to sentencing is necessary. This belief is based on my understanding sentencing options that aim to tackle the causes of crime .In the UK, to take one instance, people convicted of minor crimes often do community service, which may help the offender understand the effect of their act on the local community. A Crime seems to be on the increase in many urban areas around the world. What causes can you suggest for this? B Prison is the most effective way of dealing with people who break the law. To what extent do you agree or disagree with this opinion? B Read the paragraph again and answer these questions. Which phrase........... 1 introduces the writer's own opinion?..................................................... 2 introduces a justification for that opinion?............................................ 3 presents an example to support that opinion?...................................... C Put each phrase below into the correct category. Consider, say... From my perspective... I am convinced that. .. I am of the view that... One instance of this is... Take, for instance... The basis for this view is... The reason for this is that...

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WRITING VER.1.0 Introducing an opinion

Justifying an opinion

Presenting an example

D Read this paragraph from another IELTS candidate's essay. Find and underline four more mistakes and rewrite them correctly above the line. Another reason why prison is ineffective is that it does nothing to alter people’s circumstances outside prison. I am for [of] the view that there is a strong link between criminality and a person’s background. This opinion is based from research which shows that people in prison often have, for instance, a low level of education. I convinced that this leads people into crime because of the difficulty of finding a decent job. In spite this, many prisons do very little to help inmates improve their education. E Read this question and decide whether you agree or disagree with the statement. Then, complete the appropriate notes. There are many ways of preventing crime that are much better than prison. Do you agree or disagree with this view? I agree

I disagree



One problem with prison: ................................................... .



One advantage of prison: ........................................... .......



One way of preventing crime that is better than prison: ................................................... ..



One problem with other ways of preventing crime: ........................................... ........

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EASY-IELTS F Write one paragraph (80-100 words) summarising and justifying your opinion. Provide one example to support your view.

• Before writing your essay in Task 2, decide exactly what your own opinion is. • For each opinion you express, try to provide supporting examples. • Make sure your argument is clear to the reader. Use key phrases and separate your ideas into paragraphs.

MORE ACTIVITIES Vocabulary D Write one word in each gap. 1 From what he said, I...formed...the impression that he was guilty. 2 Crime seems to be falling, but most people.................. the belief that it's on the increase. 3 The police.................the conclusion that the crime was committed by an employee. 4 The government......................... the view that the law needs to be changed. 5 I've gradually.......................to the conclusion that prison doesn't work. E Rearrange the letters to make a word that fits in the gap. 1What this problem needs is a new approach (CAPAPROH) based on scientific research. 2 Many in the local..................... (MCNOYITMU) are angry at the failure to prevent crime. 3 At this prison, we try to help the...................... (FEFSNODRE) understand how victims feel. 4 He was sentenced to 100 hours of community........................... (VSEERIC). 5 You can't blame the........................... (CMIRCASESTCNU) you grew up in for your behaviour. 6 The prison is home to approximately 500........................ (IASNTEM). 7 The government hasn't done enough to.......................... (ACKETL) crime. 267

WRITING VER.1.0 8The woman was............................ (NVDCTEICO) after a trial that lasted for three months.

F Match each word to the correct definition. Example; 1B 1 decent A not very large 2 ineffective B fairly good, not bad 3 limited C not willing to do something 4 minor D not very serious, unimportant 5 reluctant E not producing the desired results

G Choose the word from Exercise F which goes with each group of words. 1 limited - results - resources - vocabulary – power 2.............................. - job - meal - wage - clothes – education 3............................... - injury - crime – illness 4................................. - solution - protection – attempt Vocabulary: crimes and criminals H Write a word from below in each gap. Arson Murder

blackmail burglary forgery robbery theft vandalism

fraud

kidnapping

If someone is guilty of........... 1 ...forgery......, they create a fake version of something, such as a passport. 2 ....................., they get money by tricking people. 268

EASY-IELTS 3 ....................., they threaten to reveal a secret unless someone pays them money. 4 ....................., they damage someone else's property. 5 ....................., they take money from someone, often with violence. 6......................, they take something from a building, such as someone's home. 7 ....................., they take someone and keep them until they receive some money. 8 ....................., they kill someone. 9 ....................., they steal something. 10 ..................., they deliberately start a fire. I Write the word for the person who commits each of these crimes. 1 arson .......arsonist....... 2 blackmail...................... 3 burglary........................ 4 forgery.......................... 5 fraud.............................

6 kidnapping...................... 7 murder............................. 8 vandalism........................ 9 robbery............................ 10 theft................................

Word patterns J Write one word in each gap.

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WRITING VER.1.0 1 find evidence....of.... a crime 2 suspect someone........... a crime 3 accuse someone............. a crime 4 arrest someone.............. a crime 5 charge someone............ a crime 6 try someone................ a crime 7 find someone guilty/innocent.......... a crime 8 sentence someone............. time in prison

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EASY-IELTS K CD,4 Listen to this woman talking about a crime and decide whether the statements are TRUE or FALSE. 1 The crime took place in her street. TRUE /FALSE 2 She was arrested for the crime. TRUE / FALSE 3 She was found guilty of the crime. TRUE / FALSE

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WRITING VER.1.0 UNIT 4; ENVIRONMENTS WRITING SKILLS FOR IELTS: COMPARING AND CONTRASTING OPINIONS, EVIDENCE AND IMPLICATIONS GRAMMAR; MODALS Write a word from the list below in each gap to complete the sentences. If more than one word fits, write all the options. can

could

has

may

should

will

1 Most scientists believe climate change is happening but they................... be wrong. 2 We.................remember that the Earth's climate was very different 10,000 years ago. 3 Global climate change............. to be the most serious problem mankind has ever faced. 4 The last ice age, for example, ..................not have been caused by human activity. 5 There are many things, such as recycling, that each of us..................do to help. 6 To my mind, it is unlikely that we...................be able to prevent climate change completely. Wordbank; Choose the correct word or phrase. Use the words in italics to help you. 1 On / In the other hand, it is unlikely we will be willing to give up air travel. 2 On / In contrast, some oil companies are now investing in alternative energies. 3 Having said / told that, industry could do much more to prevent pollution. 4 In spite / Despite of this, the plan does have some disadvantages. 5 Even although / though it may be too late, we should all try to lead a greener lifestyle. 6 Even if / though the scientists are proved to be wrong, it will still be worth doing.

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EASY-IELTS A Read this paragraph from an IELTS candidate's essay. Tick the opinions which are mentioned in the paragraph. Global climate change.......... 1 is happening...................... 2 is getting worse every year.......................... 3 is caused by human activity.......................... 4 is not happening........................................... 5 has always happened................................... 6 is happening but might not be caused by human activity.......................... Most scientists now agree that global climate change is taking place. Likewise, the majority believe that it is being caused by human activity. However, there is a minority of scientists who disagree with this, either denying that it is a real phenomenon at all, or accepting it is happening but arguing that that humans may not be responsible for it. B Look at the paragraph in Exercise A again. For each of these words or phrases from the paragraph, choose a word or phrase which could replace it. More than one word or phrase may be correct. 1 agree (sentence 1) 2 Likewise (sentence 2) 3 believe (sentence 2) 4 However (sentence 3) Despite 5 disagree with (sentence 3) 6 accepting (sentence 3) acknowledging / approving

accept / permit / believe / confess In the same way / Similar / Similarly / Same tell / trust / accept / agree Although / Nevertheless / Nonetheless / dispute with / dispute / question / challenge recognising / comprehending /

C Read this paragraph from a different essay. Decide if the points below are definitely true (D) or possibly true (P), according to the writer. While there is no doubt that global temperatures have risen over the past 100 years, there is little firm evidence that it is human activity that has led to this. The most Widely-held view is that the man-made emission of CO2 and other greenhouse gases is responsible. We should, however, take into account the fact that natural phenomena such as volcanoes and changes in solar radiation have altered the altered climate throughout its history, and continue to have an effect. 273

WRITING VER.1.0 1 Global temperatures have increased in the last 100 years............................... 2 Human activity has caused these temperature increases............................... 3 CO2 and greenhouse gases have caused these increases................................ 4 Volcanoes and solar radiation affect the Earth's climate................................ D

Choose the correct word or phrase to complete each sentence.

1 Cars are an essential part of our lives so / so that banning them is not a realistic option. 2 Cars are so essential to our lives that / so that banning them is not a realistic option. 3 Because / Because of this, I do not believe that banning cars is a realistic option. 4 As a / the result, I do not believe that banning cars is a realistic option. 5 For this / the reason, I do not believe that banning cars is a realistic option. E Write a paragraph about climate change (80-100 words) using these notes. • topic: prevent climate change. Possible? • many people believe lifestyle change necessary • some things easy (e.g. recycling, reducing waste, saving energy) • other things more difficult (e.g. business, air travel) • so probably won 't be completely successful • but should still try • In an essay, you often have to discuss the similarities or differences between two different opinions or ideas. • Make sure the logic of your argument is clear: 1. use phrases such as On the other hand, to introduce differences and contrast. 2. use phrases such as In the same way, to introduce similarities and comparisons. 3. use phrases such as Because of this, to introduce effects and results.

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EASY-IELTS MORE ACTIVITIES A Choose the correct word or phrase. 1 In my opinion, the government ought /should ban factories from polluting the atmosphere. 2 Working in a coal mine must / should be an extremely demanding and dangerous job. 3 The oil tanker mustn't / can't have spilled its oil on purpose; it must / can have been an accident. 4 Everyone has / must to make an effort to be more environmentally responsible. 5 We do not know for certain, but the ancient city can / could have been destroyed by a tsunami. 6 Do you need / Need you to take the bottles to be recycled, or are they collected? 7 Antarctica shouldn't / couldn't always have been covered in ice; tropical plants used to grow there. B Write the correct form of the verb in each gap. Be careful! Some verbs might not change form. 1 We ought ........to get................. (GET) a guide book before we go on holiday. 2 We should..................... (BUY) a guide book before we went on holiday. 3 There must...................... (BE) at least 500 people at last night's meeting. 4 The hotel was nice, but it shouldn't..................... (BUILD) so far from the sea. 5 Who knows what might .......................(HAPPEN) if they discover a large meteor heading towards Earth? 6 Who knows what might ..................... (HAPPEN) if dinosaurs hadn't become extinct? 7 Did you ............ (HAVE) a tour guide, or could you............... (LOOK) round on your own? 8 You could ................ (ARREST) if they'd caught you there without permission. C Rewrite each sentence using the word in bold. 1 That almost certainly wasn't the right turning. HAVE ...That can't have been the right turning.... 275

WRITING VER.1.0 2 I'm almost certain we made a mistake. HAVE ............................................................................................................................. ............. 3 It would be a good idea for the council to renovate the old mill. OUGHT ............................................................................................................................. ............ 4 You were wrong to buy a car that uses so much petrol. SHOULDN'T ............................................................................................................................. ............ 5 If you have a solar-powered water heater, you aren't forced to use electricity to heat the water. NEED ............................................................................................................................. .............

Vocabulary D Write one word in each gap. 1 In...spite...of the cost, it would certainly be sensible for governments to invest in nuclear power. 2 ............. said ............... , we should not forget that there have been accidents at nuclear power stations in the past. 3 ........................contrast, wind-generated power is extremely safe and clean. 4 On............. other.................. , an enormous number of wind turbines are required to produce only a small amount of power. 5 ............. though electric cars have been developed, very few have been sold. 6 Even.............. we all stopped polluting the atmosphere tomorrow, the hole in the ozone layer would still exist. 7 .......................having gas installed, we still use a lot of electricity. 8.................... I agree we should all try to be carbon neutral, I recognise it is very difficult in practice.

E Match to make phrases. If more than one phrase is possible, write all of the possibilities. Example; 1H,F 1 firm A phenomena ................. 276

EASY-IELTS 2 widely-held 3 natural 4 human 5 solar 6 air 7 alternative 8 realistic

B activity C option D energy E travel F view G radiations H evidence

................. ................ ................. ................. ................ ................ .................

F Write one word in each gap so the sentences have the same meaning. 1 The locations of the 5 new eco-towns have not been finalised yet. a When choosing the best location for a new eco-town, a large number of factors have to be ...considered... . b When choosing the best location for a new eco-town, a large number of factors have to be ....................into account. 2 An annual ceremony is held to remember the victims of the fire. a It usually................ on the first of January. b It usually takes ...............on the first of January. 3 Coal from other parts of the world is cheaper than home-produced coal. a As a............... , most British coal mines have closed in the past 30 years. b For this................. , most British coal mines have closed in the past 30 years. 4 One alternative energy source which should be developed is wind power. a In the.............. way, further research should be done into wave power. b .............. , further research should be done into wave power. 5 I agree we should all try to be carbon neutral. a.................., I recognise it is very difficult in practice. b................., I recognise it is very difficult in practice.

G Choose the correct word. 1 Some scientists disagree /dispute the findings.

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WRITING VER.1.0 2 I don't really approve / agree of governments saying / telling people how to behave. 3 Parking is not accepted / permitted in this area between 9 am and 5 pm. 4 Do you deny / challenge that the polar ice caps are melting? 5 The scientist told / confessed that he had manipulated his results. 6 We all have to comprehend / recognise the fact that we share this planet with other species. 7 Reading that environmental report has made me dispute / question my own behaviour. 8 I challenge / question you to provide evidence to support your views. 9 It's difficult to comprehend / argue how big a problem this really is. 10 Not being experts ourselves, we often have to agree / trust and accept / approve the opinions of experts. Vocabulary: word formation H Complete the table.

1 2 3

Verb accept acknowledge agree

4

approve

5 6

challenge comprehend

7 8 9 10 11 12

confess deny dispute permit recognise trust

Noun ...acceptance... .......................... Positive: negative:................... Positive:..................... negative:................... .......................... Positive:..................... negative:................... .......................... .......................... .......................... .......................... .......................... Positive:..................... negative:...................

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.....................

EASY-IELTS UNIT 6; THE MEDIA WRITING SKILLS FOR IELTS: SOLUTIONS TO A PROBLEM

PROVIDING

GRAMMAR; CAUSATIVES Choose the correct phrase. 1 Children should ............ to them clearly. A have the rules explained B have explained the rules explained the rules

C be

2 Parents should.............. about more useful ways to spend their time. A have children to think B make children to think C have children think Wordbank; Match each verb to the correct definition. 1 alleviate problem or situation 2 analyse 3 compound 4 confront serious 5 resolve

a deal with or face up to a difficult b find a solution to a problem or situation c investigate a problem or situation d make a problem or situation less e make a problem or situation worse

A Read this exam question and choose T (true) or F (false).

Write about the following topic: In many countries parents worry about the amount of time their children spend watching TV and using the internet. What do you think are the causes of this? What solutions can you suggest?

1 You should explain whether you agree or disagree with the statement. T/F

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WRITING VER.1.0 2 You should say why parents are wrong to worry about the situation. T/F 3 You should explain in detail why doing these things is bad for children. T/F 4 You should focus on a few main causes, not everyone you can think of. T/F 5 Your solutions should clearly deal with the causes you mention. T/F B Choose the essay structure which would be more appropriate to answer the question in Exercise A. Explain why the other structure would be less appropriate. 1  short introduction to the problem  description of how it affects my life  explanation of who is to blame for the problem  proposed solutions  short conclusion and summary 2

    

short introduction to the problem description of main causes with details proposed solutions with explanation further suggestions with explanation short conclusion and summary

C Read this paragraph from an essay written by an IELTS candidate in response to the exam question in Exercise A. Complete the paragraph using the words below. brought

cause

consequently

due

result

A major 1 .................of the problem is that parents do not set reasonable limits for their children. This situation is 2................ about by the demands of modern life which mean that parents are often too busy to supervise their children properly. The problem is also 3 .................to the actions of the media, which encourage children to watch TV and use the internet as much as possible. As a 4 ......................... of this pressure, children spend a large amount of their free time on their computer or in front of their TV, and 5 280

EASY-IELTS ................their parents become concerned about the effects on their education and their health. D Tick the ideas which may help with the problem mentioned in Exercise A. Add one more idea of your own. 1 TV channels should show more cartoons........................ 2 Parents and children should agree to a limit on 'screen time'........................... 3 Children should have the right to spend their time as they wish......................... 4 Websites should be designed with children in mind................................... 5 Parents should remove TVs and computers from their child's bedroom........................ another possible idea: ......................................................... E Make a short list of other possible solutions to the problem.   

................................................................................................................ ... ................................................................................................................ ... ................................................................................................................ ...

F Choose three solutions from Exercises D and E to write about. For each solution, make notes explaining what the results of that solution will be. Solution 1: ........................................................................................................... Results: ............................................................................................................... Solution ........................................................................................................... Results: ...............................................................................................................

2:

Solution 3: .......................................................................................................... 281

WRITING VER.1.0 Results: ............................................................................................................... G Write a paragraph to follow on from the paragraph in Exercise C which suggests solutions to the problem.

• When you are providing solutions to problems, explain the consequences of your suggestions. • Provide as much detailed explanation of your ideas and the effect they would have as you can.

MORE ACTIVITIES Grammar A Choose the correct answer. 1 My view is that children these days ....A....... for them too much. A have their lives organised B have organised their lives 2 Parents should consider.................. on their internet connection A having put a parental lock B having a parental lock put 3 We are.................. at the start of next week and I can't wait. A having installed satellite TV B having satellite TV installed 4 You should................ your car for you if it keeps breaking down. A have someone check B have checked by someone 5 I need to .................my computer for me. A get someone repair B get someone to repair 6 It's time we................. stricter controls on the media. A had the government impose B got the government impose B Write a causative form in each gap using the verb and noun given. 282

EASY-IELTS 1 Reporters usually......have their work edited......(edit / their work) before it is published. 2 Many people................................... (influence / their opinions) by what they read. 3 In my opinion, parents should.................................. (do / children) more exercise. 4 My view is that we need to............................ (realise / parents) the harm TV can do. 5 In most countries the media............................ (impose / certain rules) on them. 6 All editors should................................ (check / the facts) before publishing a damaging story. C

Rewrite each sentence using a causative form.

1 Someone usually services our car for us once a year. We......have/get our car serviced......once a year. 2 An advertising agency makes all our commercials for us. We........................................................ by an advertising agency. 3 Outside companies make most of the BBC's programmes these days. The BBC .......................................................by outside companies these days. 4 A newspaper is delivered to our door every morning. We.......................................................................... to our morning.

door

every

5 Does someone check every story that appears in the paper each day? Do you............................................................... each day? 6 Someone took candid photographs of the celebrity for the magazine. The magazine................................................................ candid photographs of the celebrity. Vocabulary D Write a word from below in the correct form in each gap.

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WRITING VER.1.0 alleviate resolve

analyse

compound

confront

1 The government has given money to the people who lost their jobs. That......alleviates......the problem temporarily, but it doesn't solve the underlying problem. 2 The government needs to ...................... the media over its handling of the case and not just ignore the problem. 3 The fact that so much of the media is owned by very few people just ................. the problem of media bias and something should be done about it. 4 It should be clear to anyone who................... the situation objectively that the media have done a good job in exposing corruption. 5 The only way we can finally....................... the problem of media harassment of celebrities is to introduce a new law.

E Choose the correct word. 1 It doesn't seem thoughtful /reasonable to expect the media not to report stories that they know the public are interested in. 2 The media's inability to regulate themselves is the real cause / effect of a large number of complaints. 3 There are various laws that exist to protect the rights of the individual, and consequently / subsequently the media are careful about the claims they make. 4 The mistakes in the report were caused / due to poor journalism. 5 The number of TV channels has increased recently as a result / reason of the changes to the regulations. 6 The need to provide for their families places great commands / demands on people. 284

EASY-IELTS F CD, 12 Listen and match each year to the correct statement. 1 1941……F…… A No major media company can buy another major media company. 2 1946………… B Stations are allowed to broadcast as many advertisements as they like. 3 1970………… C No media company can own a radio and television station in the same market. 4 1985…………..D Stations are no longer required to present a balanced view. 5 1987…………..E There is no limit on the number of radio stations a media company can own. 6 1996………….F No broadcaster is allowed to reach more than 35% of the population. Word formation G Write the correct form of the word in bold in each gap. DIRECT 1 The......director......spends a long time discussing the script with the writer. 2 I'm concerned at the............................ the current government is taking. 3 The connection isn't obvious, but the scandal led ....................to a change in the law. FORTUNE 1 The media have been very................. to avoid further rules being imposed on them. 2............................... , my application to work at the company was turned down. 3 The reporter said that the explosion was the result of an ..................... accident. HARM 1 Do you think television has any......................... effects on children? 2 In my view, TV is......................... entertainment and does not affect children badly at all. 3 The news report said that all the people involved in the crash escaped.....................

285

WRITING VER.1.0 PERSUADE 1 TV advertisers use all their powers of ..................... to get you to part with your money. 2 Although the argument seemed...................... , I could see a number of points against it. 3 Due to the ........................... of the politician's speech, voters returned his party to power for another term. Phrases H Write a verb from below in each gap. You need to use some verbs more than once. bear

draw

give

make

raise

take

1........give........your opinion 2......................someone's attention to something 3......................sense of something 4......................something in mind 5......................control of something 6......................someone's point 7......................a question I Write the correct form of a phrase from Exercise G in each gap. 1 I......take.....your.....point......., but I'm afraid I still don't agree with you. 2 We shouldn't allow a few large businesses to...................... the media. 3 I'd like to....................... to what it says on page 117. 4 Everyone had the opportunity to .................. before the decision was made. 5 One role of the media is to help us..................... a very confusing, fastchanging world. 6 The scandal ...................... about the President's ability to show strong leadership. 7 When you are talking about the media, you need to .................... the effect the internet has had.

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EASY-IELTS UNIT 8; HISTORIES WRITING SKILLS FOR IELTS: EVALUATING AND CHALLENGING GRAMMAR; COMPLEX SENTENCES Choose the correct word or phrase. 1 Were / If we to suddenly find ourselves back in the Stone Age, how well will / would we be able to find food, keep warm and stay healthy and safe? 2 Not only this ignores / does this ignore the incredible achievements of ancient cultures, but / that it also / and presumes that our modern societies are more successful than the societies of previous generations. 3 To / By comparing life-expectancy statistics over the years, we can clearly see that the standard of living for the majority of humans is / are higher now than it ever / always has been. 4 Anyone which / who argues that humans have learnt little in the past 10,000 years ignores the simple fact that we have developed technology to such extent / an extent that we ca n leave our planet, and even / ever destroy it. Word bank Put each word into the correct form. While it is 1 ..................... (doubt) true that humans have achieved much in the past 10,000 years, contrary to popular 2 .................(believe) there is no 3 ..............(evident) at all that our brains have evolved. We may be more 4............................... (knowledge) than we were in the past, but, 5........................ (accord) to evolutionary biologists, at least, we are not more intelligent. Indeed, we are 6...................... (argue) less able to deal with the modern world than our ancestors were able to deal with their world, as humans evolved to exist in small hunter-gatherer societies, and not large urban societies.

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WRITING VER.1.0 A Write a word from the list below in each gap to complete these sentences. Contrary

however

while

1........................ it is undoubtedly true that we have technologies, such as the internet, that ancient cultures could not have imagined, it is a mistake to view these ancient cultures as ignorant. 2 There is, ....................., little real evidence to suggest that humans today are more content spiritually and emotionally. 3 For example,................. to popular belief, the ancient Greeks and Romans did not believe that the world was flat. B Choose the correct word or phrase to complete the sentences. 1 For instance, it / this has been told / said that, even with all we know today, we do not have the technology to build the Pyramids of Egypt. 2 According to me / In my view, there is no comparison between what we can achieve today and what people even 200 years ago could achieve. 3 One argument that is sometimes put forward / ahead is that much ancient technology and wisdom has been lost. C Write ONE WORD in each gap to replace the words in italics. 1 There is not any ..................... doubt that the Chinese had been using gunpowder for hundreds of years before it reached the West. 2 There is not much...................... proof that the Nazcans flew in balloons, although the theory has not been ruled out. 3 Not many people................. would argue that the builders of the Sphinx were typical primitive cavemen, for example. D Look at the sentences in Exercises A and B. Circle the words and phrases which are used to show that something is an example.

288

EASY-IELTS E Look at the sentences in Exercises A, B and C. Underline all the ideas the writer disagrees with or challenges. F Look at this example essay question. Make notes to complete the table. Some people think that human history has been a journey from ignorance to knowledge. Others argue that this underestimates the achievements of ancient cultures, and overvalues our own achievements. Discuss both these views and give your own opinion.

'human history has been a journey from ignorance to knowledge' argument • we know so much more about medicine, the world, the s in universe, etc. favour:  .....................................................................................  .....................................................................................  ..................................................................................... argument s against:

• ancient cultures invented writing, farming, construction techniques, etc.  .....................................................................................  .....................................................................................  .....................................................................................

G Write your answer to the question in Exercise F. Use your notes to help you. Write at least 250 words. • When you have to discuss two different views, you have to: 1. present both views. 2. evaluate the strength of the arguments on both sides. 3. challenge the ideas you disagree with and support the ideas you agree with by providing examples and evidence. • Remember that you don't have to totally agree with one of the views. Express your own opinion, whatever it is.

289

WRITING VER.1.0 MORE ACTIVITIES A Rewrite each sentence starting with the word given. 1 If the diary was proved to be genuine, it would change history forever. Were the diary proved to be genuine, it would change history forever. 2 If you went to Russia, which cities would you like to visit? Were.................................................................................................................. 3 If the last Ice Age had not ended when it did, our civilization might well not have developed. Had...................................................................................................................... .. 4 If the Romans hadn't invaded Britain, Hadrian's Wall would never have been built. Had...................................................................................................................... . B Write the words in bold in the correct form. 1 Not only......did the fire damage......(the fire / damage) the building but it also destroyed all the books inside. 2 Under no circumstances......................................... (children / allow) out alone in those days. 3 No sooner............................................ (the war / end) than a violent earthquake hit the country. 4 Neither..................................... (they / have) the vote back then, nor............................. (they / be) able to enter public life. 5 Hardly.............................. (he / become) Prime Minister when he had to resign due to ill health.

290

EASY-IELTS 6 Not until 1969............................. (a human / walk) on the Moon for the first time. 7 Rarely...................................... (there / be) a more peaceful civilization since the Minoans. 8 Never..................................... (they / see) Europeans before. C Write one word in each gap. 1 There are more people on Earth today...than...there ....................... have been before. 2 There was so .............................. smoke ........................they were unable to find the exit. 3 The news spread to....................... an extent that, within an hour, half the country had heard it. 4 The flood-waters were so high that ..................... the church on the top of the hill was in danger. 5The plan was ......................complicated than we had anticipated it would be. D Write one word in each gap. Archimedes, (1)...who...was born in Syracuse in about 287 BC, is considered to be one of the greatest scientists and mathematicians (2)....................... all time. Archimedes invented numerous mechanical machines, including the screw pump, (3)................................. is named after him as the Archimedes Screw. One of the most famous stories about Archimedes concerns his discovery, (4).............................. in the bath, of how to measure the volume and density of an irregular-shaped object. On (5)......................... his discovery, Archimedes is believed to have shouted 'Eureka!; (6)......................... is Greek for 'I've found it! '. (7)........................ to put on his clothes because of his excitement, he then ran naked down the street. Archimedes died in approximately 212 BC (8)........................ the Siege of Syracuse, (9)........................ he was killed by one of the Roman soldiers who had just invaded the town and to (10)...................... Archimedes had been disrespectful.

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WRITING VER.1.0 Vocabulary from the Wordbank E Complete the table. Include negative forms. Noun

Verb

...belief... ................ ................ doubt ............... evidence

Adjective

Adverb

Phrases

....believe... .................. ................. ..................

.....................

look/stare, etc.In....... contrary to popular....

.................

..................

...................

............... Thomas

-

.................. self-.............

...................

-

F Choose the correct words or phrases. Be careful! More than one option might be correct. 1 Contrary /Contrary to/ Against popular belief, slaves were not used to build the Pyramids of Egypt. 2 There is some evidence to suggest this. Although / However / Nevertheless, none of it is conclusive. 3 While / Although / However the quote 'Let them eat cake' is often attributed to Marie Antoinette, there is no evidence at all that she actually said it. 4 This is, in my opinion / in my view / according to me, the most likely explanation. 5 In scientists' view / In the opinion of scientists / According to scientists, this is the most likely explanation. 6 One view that has been put ahead / forward / up by some academics is that the king actually escaped in disguise.

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EASY-IELTS Vocabulary: irregular verbs G Complete the table. Bare Past Past infinitive simple participle be was/were Been become begin break bring build buy catch choose come cost deal do drive eat fight find forget get give go have hear hold Keep

Bare Past Past infinitive simple participle Know Lead Leave Lose Make Put Read Say See Sell Send Set Show Speak Spend Spread Stand Steal Take Teach Tell Think Understand Win Write

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WRITING VER.1.0 UNIT 1; THE ARTS WRITING SKILLS FOR IELTS: UNDERSTANDING AND INTERPRETING DATA GRAMMAR; PASSIVE One of the following sentences is correct. Tick the correct sentence and underline the incorrect phrases in the others. Rewrite the phrases correctly. 1 It can see that there has been a significant increase in cinema visits....be seen... 2 The ballet is visited by less than ten per cent of the population.......................... 3 Arts events attended by more men ten years ago than now................................ 4 Plays are seeing by approximately a quarter of the people surveyed......................... Wordbank; In IELTS Writing Task 1, you often have to describe how data changes over time. Put each word or phrase listed below into the correct category. Considerable decline increase Insignificant large steady sudden go up

go down

slow

decrease

drop

rise

fall

sharp

Quick

294

gradual

significant

small

big

slight

EASY-IELTS Some of these words are verbs. Find them, and look at how the nouns are formed from them. what do you notice? A Each of these graphs shows something changing over time. For each one, choose the phrase that best describes the data.

a b c d

a steady increase followed by a gradual decline a sharp drop followed by a steady decrease a gradual decrease followed by a sudden fall a gradual rise followed by a sharp increase

B This bar chart shows art gallery attendance. Look at the data and decide if the statements are true or false.

295

WRITING VER.1.0

1 The number of men attending fell between 1995 and 2000. True/ false 2 The number of children attending has increased gradually until today. True / false 3 There has been a slight fall recently in the number of women attending. True/ false 4 Since 2005, the number of men attending has shown a significant increase. True/ false 5 Overall, the number of children attending has remained constant. True/ false

C Write two sentences of your own to describe how the number of men attending art galleries has changed over time according to the bar chart in Exercise B. D This table shows the results of a ten-year study about people who attend cultural events in the UK. Look at the table and read the paragraph from an IELTS candidate's description of the data. Find three factual mistakes and underline them. The first one has been done as an example.

296

EASY-IELTS Attendance at cultural Percentages attending type of event events (UK) First year Fifth year Tenth year Cinemas 33 47 49 Theatres 20 24 26 Art galleries 11 13 6 Classical music concerts 10 7 5 Ballet 6 2 8 Opera 5 7 76 It can be seen that the number of people attending the cinema dropped sharply (from 33% to47%) before rising slightly. Cinemas were attended by approximately half the population in the fifth and tenth years of the study. The number of people going to the theatre showed a significant increase over ten years, from 20% to 26 %, while attendance at art galleries rose slightly to 13% before gradually dropping to 6% over the last five years of the study. E Write a similar paragraph describing the remaining data in the table.

• With graphs, make sure you understand what each axis is measuring. • With bar and pie charts, there is often a key which tells you what each different bar or area represents. • With tables, read the data across the rows and down the columns to identify the key features

/// using the passive MORE ACTIVITIES A Underline five mistakes in the passive voice in this text. Rewrite each verb form correctly in the space below. From the data which has presented in this table, it can see that the cinema is becoming less popular with young people aged 14-18. Although the cinema was mention as a leisure activity by 68% of 14- to 18-year-olds ten years ago, today the figure is only 59%. In contrast, 70% of 19- to 23-yearolds who questioned said that they go to the cinema at least twice a month. In the next age group (24 to 37-year-olds), the cinema was been chosen by 65% of those asked. 297

WRITING VER.1.0 1 ...is presented... 3....................... 5..............................

2............................. 4.....................

B Rewrite each sentence using an appropriate passive form. 1 You can see a large increase over ten years. ...A large increase can be seen over ten years.... 2 They asked over a 1,000 people for their opinions. ............................................................................................................................. ....... 3 Someone designed the study to discover attitudes towards forms of entertainment. ............................................................................................................................. ....... 4 Almost half of the people surveyed described concerts as “very enjoyable”. ............................................................................................................................. ....... 5 They can solve this problem by encouraging more art education. ............................................................................................................................. ........ C Complete the text by putting the verbs provided into their passive forms. The data which (1)...is provided/has been provided...(PROVIDE) in the table shows that modern art (2)........................ (CONSIDER) by many people to be shocking. Over 75% of the people who (3).......................... (ASK) to take part in the survey said that they (4)....................... (SHOCK) by a piece of modern art in the past. At the same time, modern art (5)........................ (DESCRIBE) as 'important' by over half of the people surveyed (53%).Traditional art (6)...................... (PREFER) by those over 50, with 85% saying that more exhibitions should (7) (ORGANISE).................................. by local museums. The percentage of over-505 who believed that young people would (8)................................ (ATTRACT) to such exhibitions was high at 79%. However, when young people themselves (9)..................................... (INTERVIEW) as part of the survey, only 38% 298

EASY-IELTS thought that youngsters could (10)............................... (INTEREST) in traditional art by such means.

D Choose the word or phrase which means the same as the word or phrase in italics. 1 There has been a gradual increase in the number of people attending the ballet. A steady B stable 2 The percentage attending concerts has declined from 46% to 41 %. A fallen B risen 3 This represents a considerable increase on the data from ten years before. A slight B significant 4 The figures show a drop over three years of around 5%. A decrease B rise 5 The sharp increase in the first two years was followed by a gradual fall in numbers. A sudden B steady 6 The number of people choosing this option has stayed constant over ten years. A fallen slightly B remained stable E Write a short phrase to describe these graphs, as in the example.

299

WRITING VER.1.0

1 ...a steady decline (followed by a sharp increase)... 2........................................................................... 3.......................................................................... 4.......................................................................... 5.......................................................................... 6.......................................................................... F Look at this table and choose the correct word or phrase. Visits to the cinema

Ten years ago (%)

Today (%)

Less than once per month

40

27

Once per month

25

22

Once to three times per month

20

23

More than three times per 15 month

28

1 The number of people visiting the cinema less than once per month has dropped significantly / slightly. 300

EASY-IELTS 2 There has been a considerable / a slight fall in the number visiting the cinema once per month. 3 The number of people who go to the cinema from one to three times per month has risen considerably / slightly. 4 The data show a slight / considerable increase over ten years in the number visiting the cinema more than three times per month. Vocabulary: topic vocabulary G Match each type of picture to the correct description.

301

WRITING VER.1.0 1 cartoon .........c............. 2 diagram........................ 3 illustration..................... 4 portrait.......................... 5 sketch........................... 6 symbol..........................

302

EASY-IELTS A This is a small picture that presents information, such as a warning, clearly and simply. You might see one of these in a guidebook. B This is a painting or a photograph of a person. You might see this in a biography of that person. C This is a drawing which is funny or which makes a political point. You might see one of these in a newspaper. D This is a quick drawing, usually with a pencil. You might see this in somebody's notebook. E This is a picture which goes with text and shows you what something being described looks like. You might see one of these in a children's storybook. F This is a picture which shows you how a device or a process works. You might see one of these in an instruction manual. Vocabulary: prepositions H Choose the correct word. 1 Let me take a photo of/ from you standing over here. 2 I think the statue is made with / of gold, isn't it? 3 The artist has used a special kind of paint which is made of / from plants. 4 I've never heard that piece of music played on / by the guitar before. 5 Da Vinci 's famous painting, the Mona Lisa, hangs at / in the Louvre. 6 The artist has put a lot of emotion into / onto the painting

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WRITING VER.1.0 UNIT 3; FUTURES WRITING SKILLS FOR IELTS: DESCRIBING A PROCESS OR OBJECT GRAMMAR; Using participles Put each verb into the correct form to complete the sentences. 1.................. (have) foldable wings, the car plane can be easily stored in a garage. 2.................. (give) the diagram, I began to understand the point she was making. 3 After................ (finish) the test flight, the pilot writes a report. Wordbank; Write one word in each gap. Use the words in italics to help you. 1 The equipment consists .................. several different pieces. 2 The building is shaped...................... a tall cylinder. 3 The object is completely round............. shape. 4 The car is made ..................Iightweight plastic. 5 The area on the ground is divided..................... four different sections. 6 It is slightly bigger...................... a washing machine. 7 It is approximately the same size....................a mobile phone. 8 It is roughly the size and shape.......................a pencil.

304

EASY-IELTS A Look at this diagram and the paragraph below it and decide if the statements are TRUE or FALSE.

The diagram shows a potential future means 0f transport, the Sky Drive 6000, and how it can serve as both a car and a light aircraft. In driving mode, the Sky Drive 6000 is not dissimilar to cars we have today The only main difference is the presence 0f folded wings on the side of the car. 1 This is probably the first paragraph of an IELTS candidate's description. ........... 2 This paragraph provides a basic introduction to the object in the diagram. ........... 3 It mentions the purpose of the object. ........... 4 It describes the basic appearance of the object. ........... 5 It describes the process of going to the airport and taking off. ........... B Note down all the different stages the car plane goes through. ...Driving in normal driving mode,...

305

WRITING VER.1.0 C Read this extract which describes the same diagram. Then choose the correct word or phrase to complete the sentences. Once everything is ready, a final check is performed by a mechanic. Approved for take-off the car plane then speeds down the runway. Shortly after taking off the car plane enters full flight mode; where its wheels automatically retract for the flight and it is controlled by the automatic pilot. 1 This is probably the second / final paragraph of the description. 2 The main verb tense is / isn't present simple. 3 The writer uses one / more than one verb in the passive. 4 The writer uses / doesn't use a present participle clause. 5 The paragraph covers one stage / several stages of the process. 6 It is / isn't important to use time words and phrases to introduce each stage. D Write a word from the list below in each gap to complete the sentences. Having once shortly stage where

1...................................it has arrived at the airport, the car plane is then prepared for the flight. 2..................................arrived at the airport, the driver prepares the car plane for the flight. 3..................................after arriving at the airport, the car plane is prepared for the flight. 4 The car plane then arrives at the airport,.............................the driver prepares it for the flight. 5 The car plane then arrives at the airport. At this............................., it is prepared for the flight. E Complete the middle paragraph of the description in your notebooks. Follow the instructions in the box to help you. Unlike some car plane designs, the Sky Drive 6000 appears not to have been designed to take off and land on normal roads. For a flight,... • Use at least one verb in the passive. 306

EASY-IELTS • Use at least one present/past participle clause such as 'having been checked'. • Use time words/phrases such as 'at this stage' and 'shortly after' to introduce each stage. • When describing an object, focus on its appearance, its main parts and how it works. Don't focus on minor details. • Make comparisons with other things if that helps the description. • When describing a process, study the diagram carefully so you understand what each stage involves. • Use time words and phrases to introduce each stage. • It's often appropriate to use the passive, and present and past participle clauses.

MORE ACTIVITIES A Choose the correct word or phrase. 1 While landing/ handled the material, you should always wear gloves. 2 The electricity producing / produced is stored in a battery. 3 After examined / having examined the wreckage, the investigator writes a report. 4 Having / Had large handles, the machine is easy to carry. 5 Giving / Given the choice, I would prefer the first option. 6 He was the person driving / was driving the car at the time. 7 Having seen / Seeing the film once already, I didn't really want to see it again. 8 After stirred / being stirred, the liquid is poured into a large storage tank. 9 Having been transferred / Having transferred to a larger container, the mixture is left to cool. B Write each verb in the correct form. 1....containing....... (CONTAIN) bars of gold, the boxes are extremely heavy. 2............................ (TAKE) to a laboratory, the material is analysed. 3............................ (ENTER) the code, the technician uses a special keypad. 307

WRITING VER.1.0 4............................ (GIVE OFF) is used to power a motor. 5............................ (CHECK) the brakes, the mechanic checks the tyres. 6............................ (REGULATE) the temperature is a thermostat. 7............................ (PLACE) on a flat surface, the package is carefully opened. 8............................ (WASH), the walls are ready to be painted. 9............................ (MAKE) this dish before, I was confident it would turn out well. C Each of these sentences is incorrect because the participle clause has a different subject to the main clause. Rewrite them so the two clauses agree. 1 Having prepared the equipment, the experiment is started by the research team. ...Having prepared the equipment, the research team starts the experiment. 2 After connecting the cables, the equipment is turned on by an operator. ............................................................................................................................. ..................................... 3 Wearing a mask, the wood is spray-painted by a skilled technician. ............................................................................................................................. ..................................... 4 Looking at the map, the town was six kilometres away. ............................................................................................................................. ..................................... 5 Having been assembled, they put the furniture into position. ............................................................................................................................. ..................................... Vocabulary D Choose the correct word. 1The second device is slightly smaller from /than first one. 2 It is approximately the same size of / as a mobile phone. 3 It is approximately the size of / as a mobile phone. 4 The instrument is shaped like / as a long sharp pencil. S The structure of the building is made from / of steel. 6 The experiment is divided into / by three different stages. 7 The plans consist of / from several sets of drawings. 8 The tunnel is cylindrical in / by shape. 308

EASY-IELTS E Write full sentences. 1 car - make - aluminium ...The car is made of aluminium.... 2 process - consist - number of stages ....................................................................................................... 3 box - same height – human ....................................................................................................... 4 machine -large - car engine ....................................................................................................... 5 skyscraper - shape - enormous cigar ....................................................................................................... 6 area - divide - four sections ....................................................................................................... 7 wings - triangular – shape ....................................................................................................... 8 all the furniture - make – wood ....................................................................................................... 9 control panel - size - small laptop ....................................................................................................... 10 interior - colourful – exterior .......................................................................................................

F Match to make phrases. Example; 1D 1 washing A pilot 2 mobile B transport 3 automatic C plastic 4 light D machine 5 means of E aircraft 6 final F phone 7 lightweight G check

G Write one word on each line to replace the word or phrase in italics. The first letter is given to help you.

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WRITING VER.1.0 1 When the batteries have been installed, the equipment is ready to be used. ..Once.. 2 When the batteries have been installed, the equipment is ready to be used. A............. 3 A little time after landing, the plane taxis slowly to the gate. S.............. 4 At this point, the ingredients are mixed together in a large bowl. s.................. 5 The liquid is pumped into a tank, in which it is left to cool. w................... Word formation H Complete the table. Be careful! Some of the words have irregular forms. Adjective 1 Long 2 Short 3 High 4 Low 5 Deep 6 Wide 7 Narrow 8 Large I

Noun .....lenght.... .................... .................... .................... .................... .................... .................... ....................

Verb ...elongate/................. .................... .................... .................... .................... .................... .................... ....................

CD6 Listen and complete the table.

Noun 1 Size 2 Space

Adjective ....sizeable........ ..........................

3 Spot 4 Substance

.......................... ..........................

5 Extend

..........................

6 Signify 7 Consider

.......................... ..........................

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Meaning of adjective Large Having a lot of space inside Extremely clean Large in size or amount Covering a large/wide area Large, important Large in size or amount

EASY-IELTS UNIT 5; SCIENCES WRITING SKILLS FOR IELTS: ORGANISING AND SELECTING DATA GRAMMAR; RELATIVE (ADJECTIVE) CLAUSES Read these two sentences and answer the questions. a The science lessons, which I really enjoyed, took place in the school laboratory. b The science lessons which I really enjoyed took place in the school laboratory. 1 In which sentence did all the science lessons take place in the laboratory?................ 2 In which sentence did the speaker enjoy only some of the lessons?.................... Wordbank; Use these words to form adjectives which can all be used to describe the most important aspects of a set of data. 1 centre 2 essence 3 notice 4 prominence 5 signify 6 strike

................ ................ ................ ................ ................ ................

What adverbs can be formed from these adjectives? A Look at this graph showing how admissions to university courses have changed over time. Tick the three statements that correctly describe some of the important aspects of the data.

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WRITING VER.1.0

1 Admissions to all sciences except medicine are down............................ 2 Admissions to chemistry and medicine started at the same level........................... 3 Physics admissions were once higher than other sciences and are now lower............................. 4 Admissions to medicine equalled biology about five years ago.............................. 5There are now more admissions to medicine than the other sciences............................ B Look at this table, which shows attitudes to science amongst pupils of different ages. Write sentences, one for each statement pupils responded to, to describe the differences between the two age groups. All figures % I enjoy science lessons.

11-13 years 55

16-18 years 25

I find science lessons difficult.

20

65

I plan to study science in the future.

9

6

All students should study science.

35

34

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EASY-IELTS The percentage of pupils who enjoy science lessons is significantly lower in the 16-18 age group at 25% than it is in the 11-13 age group, where the, figures is 55%. C Read this extract from a description of the data in the table. Match each paragraph (A-D) with one of your sentences in Exercise B. If you cannot find a match for one of the paragraphs, think about the main points of the data again. The table gives information about the attitude towards science of pupils ranging in age from 11 to 18.

A (sentence ................) The first noticeable aspect of the data is that the number of pupils who enjoy science lessons is significantly lower in the 16-18 age group than in the 11-13 age group. While 55% of children aged 11-13 state that they enjoy science lessons, only 25% of those aged 16-18 share that attitude. B (sentence ..............) A further prominent feature of the data is that relatively low numbers (less than 10%) of pupils in both age groups plan to study science. Slightly more pupils in the younger age group have this ambition than in the older age group (9% compared to 6%). C (sentence................) Another striking trend in the data is that the number of pupils finding science difficult increases sharply across the age groups ......................................................................................................... ............................................................................................................................. .............................. D (sentence................) Finally, the number of children who believe that science should be studied by all pupils is approximately the same in both age group. 35% of pupils aged 1113 believe this is important, while the number in the older age group is a mere 1% less.

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WRITING VER.1.0 D Complete paragraph C in your own words. Remember to refer to the data you are given.

• Focus on the most important aspects of any data you are given. Do not quote the data mechanically. Link your ideas together naturally while referring to specific data. • Think about the most significant changes over time or the key points of comparison between different categories. • Organise your description of the data around these key points, and include any relevant secondary points.

MORE ACTIVITIES GRAMMAR A Write a word from below in each gap. You need to use some words more than once. When there is more than one correct answer, write all the possible answers.

whose

That why

when

where

which

who

1The person...who/that...I admire the most is the inventor, Thomas Edison. 2 The reason....................... science is important is that it helps us understand the world. 3 Natural selection,.....................was an idea developed by Charles Darwin, is still controversial. 4 Yale,......................I studied, has world class research facilities. 5 One question.............................scientists have yet to solve is how life started. 6 Albert Einstein, ...........................ideas revolutionised science, was born in 1879. 7 The day........................... we landed on the moon was a day I shall never forget. 8 This is the very room.......................nitrogen was first discovered.

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EASY-IELTS B In some sentences there is an extra word. Cross the extra word out. If a sentence is correct, put a tick. 1 Medical science, which...it... is one of the most popular courses, lasts four years. 2 The course which I applied for was cancelled, which it was very annoying..................... 3 Maths, which I did badly in at school, is now a big part of my working life...................... 4 Tony, who he was planning to be an engineer, failed all his exams......................... 5 The reason that I chose to study here was the fees, which they are quite low................ 6 There's a woman on my course who she is brilliant at maths........................... C Rewrite each pair of sentences as one sentence using a relative clause. If there are different ways of answering, write them too. 1One of the men is talking. He is my physics teacher. The man...who (that) is talking is my physics teacher.... 2 Iron conducts electricity. Its chemical symbol is Fe. Iron ..................................................................................... 3 I saw a documentary. It explained how magnets work. I saw .................................................................................... 4 Dr Carlisle was an expert in genetics. He has died. Dr Carlisle............................................................................. 5 Hydrogen explodes easily. It used to be used in airships. Hydrogen............................................................................. 6 I found an article. It was all about working in science. I found.................................................................................. Vocabulary D Write the correct form of the word in bold in each gap.

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WRITING VER.1.0 1The most ...significant..... (SIGNIFY) feature of the data is the sharp drop over the last five years. 2 It's very..................... (NOTICE) that the figure has more than doubled in two years. 3 A.....................(CENTRE) feature of the graph is that it has remained steady for a decade. 4 The most ................. (PROMINENCE) aspect of the chart is the increase in recent years. 5 One .............. (STRIKE) feature is that the number has dropped to almost zero recently. 6 The most ................. (ESSENCE) feature is the sudden rise in numbers since 2005.

E Match each word to the correct definition. Example; 1E 1 laboratory A the science which studies living things 2 biology B the science which studies elements and how they react 3 physics C the science which studies illnesses and disease 4 chemistry D the science which studies energy, light, etc. 5 medicine E a place where experiments are carried out F Choose the correct answer. 1The study looked into the......A......of young people towards science. A attitude B mood C emotion 2 The most obvious ............... in the data is a gradual increase over time. A fashion B motion C trend 3 A ................... 2% of people were able to name a scientist working today. A just B mere C minor 4 The ages of the participants ................ from 16 to 29. A covered B included C ranged 5 Ten percent of the people asked preferred not to.................... a preference. 316

EASY-IELTS A tell

B state

C utter

6 Science subjects were most popular with people in the 18-24 age.............. A group B circle C set Word formation G Write the correct form of the word in bold in each gap. PHYSICS 1 Most .....physicists........ agree that the universe started with a Big Bang. 2 It's ................. impossible to travel faster than the speed of light. 3 It's amazing to think that we can work out the .....................laws behind nature. CHEMISTRY 1Although I studied chemistry at university, I never wanted to become a................ 2 Silver and tin may look a little similar, but................... they're quite different. 3 Be careful when you are handling such dangerous................ BIOLOGY 1 There seems to be no ..................... reason why the animals are dying. 2 A number of..................... think that life may have originated on another planet. 3 Mice and rats are................. very similar. SCIENCE 1 To believe in UFOs without any real evidence is completely ...................... 2 Do you accept the ..................proof that climate change is caused by humans? 3 Is it ................possible to travel backwards in time? Vocabulary: sciences H Match each science to the correct definition. Example; 1E 1 anatomy A the study of ancient societies through old objects 2 anthropology B the study of rocks 3 archaeology C the study of the weather 317

WRITING VER.1.0 4 geology 5 linguistics 6 meteorology 7 psychology 8 zoology

D the study of animals E the study of the human body F the study of languages G the study of the mind H the study of human cultures

I CD, 10 Listen to these extracts from lectures. Write the subject of the lecture. 1 Speaker 1: 2 Speaker 2: 3 Speaker 3: 4 Speaker 4: 5 Speaker 5: 6 Speaker 6:

......geology...... ........................ ........................ ........................ ....................... .......................

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EASY-IELTS UNIT 7; LANGUAGES WRITING SKILLS FOR IELTS: COMPARING DATA GRAMMAR: Tense revision 2 - Using perfect tenses Put the verbs into the correct tense. 1 Written language ........................ (exist) for more than 5,000 years. 2 Humans ...........................(use) language for at least 100,000 years. 3 Since it was written in 1948, the UN's Universal Dec/oration of Human Rights.......................... (translate) into more than 320 languages. 4 Until Burnt By The Sun in 1994, no film in Russian ................. (win) an Oscar at the Academy Awards. 5 By 2050, how many languages ................... (become) extinct? Wordbank; Put the words into the correct form. 1 The number of speakers of English as a first language (200,000) is ...................... (particular) low. 2 The number of speakers of English as an additional language, 36 million, is ................. (consider) higher than in the UK (only 1.5 million). 3 Here, they are.......................... (main) speakers of English as an additional language (75 million out of 79 million). 4 The number of speakers of English as a first language, four million, is............. (strike) low compared to the 75 million who speak English as an additional language. 5 People who speak English are ........................(large) speaking it as a first language (215 million first language speakers out of a total of 251 million). 6 With fewer than 60 million English speakers in total, there are ..................(notice) fewer speakers of English as an additional language than in the other three countries .

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WRITING VER.1.0 A Match each sentence in the Word bank with a country in the table below. Sentence 1 .......India............... Sentence 2 .............................. Sentence 3 ..............................

country

Sentence 4 ..................... Sentence 5 ..................... Sentence 6 .....................

Number of Number speakers of speakers English as a first English as language additional language United 215000000 36000000

The State India 200000 Nigeria 4000000 The United 58100000 Kingdom

90000000 75000000 1500000

of Total number of of English speakers an

251000000 90200000 79000000 59600000

B Read this sentence written by an IELTS candidate. Tick the words and phrases below which can be used to replace 'Whereas' at the beginning. Although ................ on the other hand ................. However .................

While ................ In contrast ................

Whereas the vast majority of English speakers in the UK, more than 58 million out of a total of just over 515 million, speak English as a first language, in India only a tiny minority (200,000) of the 90.2 million English speakers speak English as a first language. C Look at the three words and phrases which you didn't tick in Exercise B. How are they used to introduce contrast? Rewrite the sentence above using each of the words or phrases. 1 ............................................................................................................................. ........................ 320

EASY-IELTS ............................................................................................................................. .......................... 2 ............................................................................................................................. ....................... ............................................................................................................................. .......................... 3 ............................................................................................................................. ....................... ............................................................................................................................. .......................... D Read the paragraph written by an IELTS candidate. Tick the words and phrases below which can be used to replace 'Similarly’. As well.......... Likewise...........

Equally..........

In the same way..........

The vast majority of English speakers in the United States speak English as a first language (215 million out of a total 251 million). Similarly, most English speakers in the UK, just over 58 million out of a total of 59.6 million, speak English as a first language. E Write a word or number in each gap to complete this paragraph. Make sure all numbers actual are correct according to the table in Exercise A. There are approximately 1..................... more speakers of English in Nigeria than there are in the UK. 2............................ , of the 3....................... English speakers in Nigeria, the vast majority 4................. _speak English as an additional language. In 5............................ , in the UK it is only a small minority that speaks English as an additional language: 6...........................out of 59,600, 000. F Use the information in the table in Exercise A to write a short paragraph comparing India and Nigeria.

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WRITING VER.1.0 • Comparing data involves recognising similarities and differences. • Focus on the data that shows the main similarities/ differences. • Use words and phrases such as In the same way and Similarly to introduce the similarities. • Use words and phrases such as Whereas and In contrast to introduce the differences. • Use adverbs such as considerably plus a comparative adjective (e.g. higher or lower) to emphasise difference. • Always mention the data (numbers, percentages, dates, etc.) in your comparison but make sure it is relevant to the point you are making.

MORE ACTIVITIES GRAMMAR A Each of the words or phrases in bold contains a mistake. Rewrite them correctly. 1 It was the first time I ever attempt to write a poem so it wasn't very successful. .....I’d ever attempted...... 2 I'm translating this article all morning and I'm not even halfway through. ............................................................................ 3 The Nobel Prize for Literature had never won by an Australian before. ............................................................................ 4 The novel has been existing as a concept for several hundred years. ............................................................................ 5 By the end of the year, more than 50,000 Euros will give out to first-time playwrights. ............................................................................ 6 How long you wait before the book came out? ............................................................................ 7 Do you think you will finished the article by then? ............................................................................ B

Write each verb in the correct form. Use contractions where possible.

1 How many times have we been (we / go) to see that musical so far? 322

EASY-IELTS 2...................... (I / sit) here for the past half an hour and I haven't written a single word. 3The textbook ..................... (fully / revise) to take changes in the exam into account. 4By the end of today, ........................ (I / write) more than 5,000 words. 5...............................(there / have) ever been a more ridiculous plot for a story? 6 Is it the first time.................. (you / ever / have to) give a speech in public? C Choose the correct word. 1 I've been learning Mandarin Chinese from/since I was five years old. 2 I've been finding out about the ancient Sumerian language for / since the past month or so. 3 Have you before / ever wondered what the language of the first humans was like? 4 At that point I hadn't still / yet decided which language to choose. 5 I've never met a Scottish person already / before. Will I understand her accent? 6 I don't feel that I've done enough listening practice already / yet. 7 Have you finished writing the essay already / yet? That was very quick! 8 By / To the end of next week, we'll have been living here for a year. 9 I've done three IELTS practice exams so far / long. 10 Have you really ever / never had English lessons? That's amazing! Your English is so good! Vocabulary D Choose the correct word or words. Be careful! More than one word may be correct. 1The cost of English language textbooks is particularly / largely / strikingly high in Greece. 2 The number of students on science courses is mainly / particularly / considerably lower than the number on language courses. 3 Lessons in these three countries are mainly / largely / strikingly in afterschool hours. 4 The number of dictionaries actually sold is particularly / strikingly / noticeably low compared to the expected sales figures. 5 People learning English are largely / strikingly / considerably doing so between the ages of eight and eighteen. 323

WRITING VER.1.0 6 There are noticeably / largely / considerably fewer students doing online courses than classroom-based learning. E Write a sentence or short paragraph using the word in bold so that it means the same as the first sentence. 98% of the population speak English but only 4.8% speak Maori. 1 (although) Although 98% of the population speak English, only 4.8% speak Maori./ 98% of the population speak English, although only 4.8% speak Maori. 2 (however) ......................................................................................................................... ............................................................................................................................. ................. 3 (contrast) .......................................................................................................................... ............................................................................................................................. ................. 4 (hand) ............................................................................................................................. ... ............................................................................................................................. .................. 5 (while) ............................................................................................................................. ... ............................................................................................................................. .................. 6 (whereas) .......................................................................................................................... ............................................................................................................................. ..................

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EASY-IELTS A minority of the population knows Maori and a minority knows New Zealand Sign Language. 7 (similarly) ............................................................................................................................. .............. ............................................................................................................................. .................................. 8 (equally) ............................................................................................................................. ............... ............................................................................................................................. .................................. 9 (way) ............................................................................................................................. .................... ............................................................................................................................. .................................. 10 (likewise) ............................................................................................................................. ............ ............................................................................................................................. ................................. Topic vocabulary F The gaps in each pair of sentences can be filled with the same word. Write the word in each gap. 1 The dog......barked......loudly as we approached. 'Attention!' .......barked......the sergeant aggressively. 2 Your..................... sorry now doesn't change what you've done. There's an old............... where I come from: 'the sky is always bluer than the sea'. 3 My stereo's not working properly - there's no sound coming out of the left............... 325

WRITING VER.1.0 He's not a native.................. , but he's practically fluent. 4 Don't...................... in front of your mother! Do you......................... to tell the truth, the whole truth and nothing but the truth? 5 From the .........................on her face, I think she was teasing you. Do you know what the ...................'make do' means? 6 'Shut up!' doesn't have a subject or an object, but it's a/an ................ , isn't it? He was given a ten-year prison ..................... 7 If you're tired, why don't you........................ down for a while? Don't ........................ to me! I know when you're not telling the truth! G Write a verb from below in the correct form in each gap. accept

admit

apologise

regret

suspect

confess

deny refuse

doubt

persuade 1 I initially thought going on a cruise was a bad idea, but Shareen's .....persuaded.... me it's a good way to visit a number of different places. 2 I asked my neighbour to move his car because it was blocking mine but he.............................! 3 I really................................ not carrying on with German when I had the chance. 4 I'm not totally sure who did that graffiti, but I.................... it was one of the Hadley twins. 5 Adrian Charleston finally .......................... to the crime after his fingerprints were found on the stolen property. 6 You can't ..................... that you were in the town centre this afternoon I saw you! 7 I'll ................... to them for losing my temper, but frankly I had every right to be annoyed. 8 I just don't ........................ your argument; it's illogical. 9 I do ...................... that I lied, but it was only a white lie.

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EASY-IELTS 10 I don't ..................you had good reasons for doing what you did, but it was still wrong.

327

WRITING VER.1.0

GRAMMAR REFERENCE SECTION 1: Talking about the present We use present simple for: • regular or current habits I get up at seven thirty. • permanent situations Do you share a room with your sister? • general truths or facts More than a million students take lELTS every year. • states Does he have any brothers or sisters? Note: For emphasis, we can use emphatic present simple. This uses do or does in statements. I don't play any musical instruments but I do like singing. We use present continuous for: • actions/situations happening now The cast are rehearsing for the play. • temporary situations I'm staying with friends until I find a flat to rent. • developing situations lELTS is becoming more and more popular. • annoying habits (usually with always) Why is she always criticising me? We use present perfect simple for: • situations that started in the past and are still true I've known Sun Li for over 20 years. • a series of actions continuing up to now How many listening tasks have you done this morning so far? • actions in the past (where the specific time is not mentioned) I’ve never been to Singapore. • actions in the past (where the present result is still important) She's registered for the lELTS exam. We use present perfect continuous for: 328

EASY-IELTS • actions continuing up to now I've been writing this essay for an hour and I still haven't finished. • actions stopping just before now She's been cleaning the house all day and she's only just finished. Note: Some verbs (such as believe, exist, think, know, understand, love, appear, need) aren't usually used with continuous tenses because they describe states not actions.

SECTION 2: Using the passive The passive is often more formal than the active voice and is more common in written than in spoken English. In the IELTS exam, you will use the passive in the Writing module, although it may also at times be appropriate to use it in the Speaking module. We form the passive using the verb be in an appropriate tense together with the past participle of the main verb: The exam is taken at test centres all over the country. Which tense is appropriate depends on the same rules that apply to tenses in the active voice. Following modal verbs, the verb be should be in the infinitive, without to: The exam can be taken at test centres all over the country. We use the passive for: • actions where we don't know who or what caused the action My bicycle has been stolen! • actions where who or what caused the action isn't important or relevant Has the TV been repaired yet? • actions where who or what caused the action is obvious The man was arrested outside the bank. • emphasising what is the topic and what is new information Gunpowder has been around for hundreds of years. It was invented by the Chinese. (Compare: The Chinese were responsible for many innovations. They invented gunpowder, for example.)

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WRITING VER.1.0 When we want to mention the agent (the person or thing which causes an action), we use by: The exam is marked by trained examiners. When we don't know what or who the agent is, we usually don't say or write 'by someone/something'. When we want to mention the instrument (the thing we use to do an action), we usually use with: It looks like the window was opened with a screwdriver.

SECTION 3: Talking about the past We use past simple for: • finished actions in the past We moved here four years ago. • regular habits in the past I played tennis a lot when I was younger. • states in the past His family didn't have much money when he was a child. Note: For emphasis, we can use emphatic past simple. This uses did in statements: I didn't really enjoy my time at school, but I did like one or two teachers. We use past continuous for: • actions happening at a particular moment in the past At six yesterday evening, I was watching TV o temporary situations in the past He was working as a waiter at the time. o background information in stories It was raining and the wind was blowing. I decided to go out anyway. o developing situations in the past In the 1990s, more and more people were beginning to worry about climate change. Note: When we want to describe an action in the past that interrupted another action, we use the simple past with the past continuous: I was doing my homework when the phone rang.

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EASY-IELTS We use past perfect simple for: o actions happening before the main time in the past we are talking about Before I passed my driving test, I had already failed it twice. We use past perfect continuous for: o actions continuing up to or stopping just before the main time in the past we are talking about I had been working all day and so I decided to take a break.

SECTION 4: Conceding and contrasting Some facts may seem surprising or unexpected in contrast with other facts about the same subject. When we want to refer to these facts together, we often use the following phrases: in spite of plus noun: He was very fit, in spite of his age. plus -ing: In spite of being over eighty, he was very fit. plus the fact that: He was very fit, in spite of the fact that he was over eighty. despite plus noun: Despite the problems, I'm sure we'll succeed. plus -ing: I'm sure we'll succeed, despite facing problems. plus the fact that: Despite the fact that there are problems, I'm sure we'll succeed. although plus clause: Although she did well on the Reading module, I'm afraid she didn't do so well in Writing. even though plus clause: I'm afraid she didn't do so well in Writing, even though she did well on the Reading module.

SECTION 5: Talking about the future will / be going to / present continuous / present simple

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WRITING VER.1.0 Often there is not much difference in meaning between will and be going to. However, be going to is less formal, and so sounds more natural when we're speaking. When talking in the Speaking module, contractions are appropriate, e.g. I'll, There'll, I won't, I'm going to. When writing in the Writing module, use the full forms, e.g. I will, There will be .. . Plans and intentions In the IELTS Speaking module, you'll probably be talking about your plans and intentions. Use be going to for this: I'm going to study in the UK in September. Arrangements If you're talking about arrangements that you've already made, you can use be going to or present continuous: I'm going to stay on the university campus for the first year. / I'm staying on the university campus for the first year. Note: You can't use present continuous for intentions, dreams and ambitions that have not been arranged yet: I'm going to be a successful businesswoman one day! I'm being a successful businesswoman one day! Timetables For timetables and fixed events which the speaker can't change, we can use present simple: Term starts on October 1st so I leave for Australia on September 28th. Time clauses Words and phrases used in time clauses, such as after, as soon as, before, once, till, until, when, while, are followed by a present tense (present simple, present continuous, present perfect) and NOT will or be going to . I'll call you as soon as I finish the exam. I'll call you as soon as I'll finish the exam. future continuous / future perfect simple / future perfect continuous We use future continuous for: 332

EASY-IELTS • situations happening at a point in the future This time next week, I'll be taking the IELTS exam. • repeated actions at a point in the future In a thousand years, we'll all be flying to other planets on a regular basis. We use future perfect simple for: • situations which finish between now and a point in the future By the end of today, I'll have written two essays. We use future perfect continuous for: • situations still happening at a point in the future In a month, I'll have been living in Japan for three years.

SECTION 6: Using participles We can use present participles: • after prepositions and conjunctions After looking at the diagram, I understood what she meant. • to explain the reason for something Having a driver's licence, Sean was allowed to drive the car. • to replace some relative clauses She was the person asking the questions. (= who was asking) We can use past participles: • to replace some relative clauses The option chosen was the least expensive. (= which was chosen) • to replace some passive forms Given the document, I studied it carefully. (= When I was given) We can use perfect participles: • after prepositions and conjunctions After having looked at the diagram, I understood what she meant. • to explain the reason for something Having passed the exam, Amy was awarded a place at university. • to describe past actions happening in sequence Having done Task 1, I started to think about Task 2. Note: The subject of a participle clause must be the same subject as the rest of the sentence. 333

WRITING VER.1.0 Having done Task 1, I found Task 2 easy. Having done Task 1, Task 2 was easy.

SECTION 7: Using countable and uncountable nouns / articles Countable nouns: • can be used in the singular and the plural: one book, two books • can be used with many, few, and a few: Not many people took the exam. Singular uncountable nouns: • can only be used in the singular: The information is important. • can be used with much, little, and a little: There's a little milk left in the fridge. • can only be used with a piece of: Would you like a piece of cake? Plural uncountable nouns: • can only be used in the plural: These clothes are too small. • are sometimes used with a pair of: I'm going to buy a pair of jeans/ glasses/ trousers. Note: • a lot of / lots of can be used with countable and uncountable nouns • a few / a little = some • few / only a few = not many • little / only a little = not much A / An • Use a before singular countable nouns when not being specific or when talking about something for the first time: Have you got a cat? • Use an before singular countable nouns which start with a vowel sound when not being specific or when talking about something for the first time: Have you got an umbrella? The Use the with: • singular and plural countable nouns when being specific: [ hope I pass the exam.

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EASY-IELTS • singular countable nouns when talking generally: The introduction of the car changed the world. (= cars) • uncountable nouns when being specific: I got the money out of the bank. No article Don't use an article with: • plural countable nouns when talking generally: DVDs hold more information than CDs. • uncountable nouns when talking generally: Knowledge is power. Note: Whether we use a/an, the or no article often depends on the particular phrase or expression being used, e.g. see a film, go to the cinema, go to school.

SECTION 8: Using modals Modals (will, would, shall, should, can, could, may, might, must) and semimodals (ought to, have to, need to) can be used to express ability, permission, criticism, advice, obligation, necessity and degrees of certainty. However, in the IELTS Writing module, you will probably use them most to describe degrees of certainty, and to express your opinion. We shall only focus on these uses here. For other uses of modals, consult a good grammar book. • Expressing opinion (i.e. giving advice) about now, the future or generally must / have to / ought to / need to / should + bare infinitive Governments should do more to tackle climate change. • Expressing opinion (i.e. criticising behaviour) about the past ought to / should + perfect infinitive Governments ought to have done more years ago to tackle climate change. • Expressing certainty or near certainty about now or generally must / can't / couldn't + bare infinitive There must be a solution to the problem. • Expressing certainty or near certainty about the past must / can't / couldn't + perfect infinitive Humans can't have been around 10,000,000 years ago. 335

WRITING VER.1.0 • Expressing probability about now, the future or generally ought to / should + bare infinitive This technology should develop further in the next few years. • Expressing probability about a hypothetical past ought to / should + perfect infinitive The meteor ought to have destroyed all life on Earth, but it didn't. • Expressing possibility about now, the future or generally could / may / might + bare infinitive Humans might live on other planets in the future. • Expressing possibility about the real past could / may / might + perfect infinitive The first humans might have left Africa a million years ago. • Expressing possibility about a hypothetical past could / might + perfect infinitive If the Tee Age had lasted much longer, the human race could have become extinct.

SECTION 9: Using verbs + -ing/infinitives When we use two verbs together, the form of the second verb depends on what the first verb is. You need to learn the structures that follow different verbs. Verbs + -ing Some verbs are followed by -ing. These include: admit avoid deny enjoy mind miss suggest She avoided answering the question. Verbs + full infinitive Some verbs are followed by the full infinitive, with to. These include:

336

EASY-IELTS afford agree plan pretend

arrange decide fail promise refuse

hope seem

learn tend

manage want

I hope to study in the United States. Some verbs take an object before the full infinitive. These include: Allow order ask force persuade help remind teach

invite

Could you remind Richard to call me? Some verbs take an object and the bare infinitive, without to. These include: let make My parents don't let me stay out late at night. Note: • Let is not used in the passive. Use allow: I'm allowed to stay up late. • Make in the passive is followed by the full infinitive: I was made to take the test again. Verbs + full infinitive and -ing Some verbs can take either the full infinitive or -ing, with little or no change in meaning. These verbs include: begin continue like love start I was nine years old when I started learning / to learn English. Note: • I'd like and I'd love are not followed by -ing: I'd love to visit China. Some verbs can take either the full in finitive or -ing, with a change in meaning. These verbs include: FORGET with –ing; no longer recall a past event (often I’ll never forget doing ... ) with full infinitive; fail to do something you should have done REGRET with –ing; wish you hadn't done something in the past 337

WRITING VER.1.0 with full infinitive; give someone bad news (regret to tell/inform) REMEMBER with –ing; be able to recall a past event with full infinitive; not forget something you have to do STOP with –ing; no longer do an activity with full infinitive; interrupt an activity to do something else TRY with –ing; do something as an experiment with full infinitive; attempt a difficult task

SECTION 10: Using relative clauses Relative clauses give us extra information about the subject. In some cases, this extra information is necessary to identify what we are referring to. In other cases, it is just extra information which is not necessary to identify what we are referring to. We use defining relative clauses: • to identify which person/thing we are referring to The shoes that I bought were black. We use non-defining relative clauses: • to provide extra, non-essential information My new shoes, which are black, were really expensive. Note: Non-defining relative clauses are separated from the rest of the sentence by commas. Non-defining relative clauses cannot be introduced by that . Our school, which was founded in 2005, has over a thousand students. Our school, that was founded in 2005, has over a thousand students.

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EASY-IELTS SECTION 11: Using conditionals zero conditional: if + present tense, present tense We use the zero conditional to talk about: • general truths If you divide 324 by 6, you get 54. first conditional: if + present tense, will + bare infinitive We use the first conditional to talk about: • real possibilities If you work hard, you will pass the exam. Note: We can use other modals (may, might, can) in first conditionals. second conditional: if + past tense, would + bare infinitive We use second conditionals to talk about: • hypothetical or unlikely situations If I won the lottery, I would stop working. Note: We can use other modals (might, could) in second conditionals. third conditional: if + past perfect tense, would have + past participle We use third conditionals to talk about: • hypothetical past situations If I had known the exam was so hard, I would have studied more. Note: We can use other modals (might, could) in third conditionals. mixed conditional: if + past perfect tense, would + bare infinitive We use this type of mixed conditional to talk about: • hypothetical past situations and their present results If I had passed the exam, I would be at university now. Note: We can use other modals (might, could) in mixed conditionals. 339

WRITING VER.1.0 SECTION 12: Using causatives We use causatives to refer to actions that we ask other people to do for us. have/get + object + past participle We use this causative to talk about: • things that other people do for us We are having our house decorated. have somebody + bare infinitive; get somebody + full infinitive We use this causative to talk about: • the process of asking somebody to do something for us I'm going to get someone to have a look at my computer. I'm going to have someone look at my computer. Note: In general, causatives with have are more formal than causatives with get. In the IELTS Writing module, you should use causatives with have. In the Speaking module, it's fine to use causatives with either have or get.

SECTION 13: Making complex sentences In the IELTS Writing module, you have to show that you can write sentences which are more than just subject + verb + object. Try to use some of these structures to make your writing more impressive. • Prepositional phrase: The way of life for these tribes has not changed for thousands of years. • Comparative adjective + than: This approach would be more successful than merely looking at the technology available today. • Adverb or adverbial phrase - always / ever / even / so much / to such an extent: It has been researched to such an extent that we can now be certain that the ancient Mayans knew and could use the number pi. 340

EASY-IELTS • Relative clause: Some geologists believe that the Sphinx, which most Egyptologists say is only a couple of thousand years old, could be more than ten thousand years old. • Participle clause: After examining the remains, scientists concluded that it must have been a temple. • Conditional: If people in ancient cultures had not been expert astronomers, they would not have been able to create accurate calendars. • Inverted conditional: Had people in ancient cultures not been expert astronomers, they would not have been able to create accurate calendars. • Inverted conditional + rhetorical question: Were aliens to visit Earth, would they think that we were a peaceful race? • Inversion - Not only ... but also: Not only do we have to remember that ancient cultures were able to move enormous stones thousands of miles, but we should also consider the fact that their construction techniques were of a very high standard. • Other inversions – Under no circumstances / No sooner ... than / Neither ... nor / Hardly/ Barely ... when / Not until / Rarely / Never / At no time/point / Little ... / Little did they realise how important their discovery was.

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WRITING VER.1.0

IELTS VOCABULARY BUILDER 1 Word families 1 Form nouns from the following verbs. Use a dictionary to check your answers.

1 admit ... admission… 2 announce ..... ... ... ... ... .............. 3 appear .. .... ... ...................... 4 apply ... ... ...................... ... 5 assist .... ... ... ... ........ .......... 6 cancel ..... ..........................

7 develop . ............................ .. 8 employ . .... ... ... ... .......... ...... . 9 encourage .... .......................... . 10 predict . ............................. . 11 resist . .......................... ... . 12 solve ............ ....... .. ..... .....

2 Complete the following sentences using words from the exercise above. 1 The experts' ...... .. ... ...... ... about an upturn in the economy have not come true. 2 I heard a station ... .......... ....... about the delayed Glasgow train. 3 We are currently looking at a number of possible ..... .............. . to the problem. 4 The price of ............... ..... to the museum includes a helpful guidebook. 5 The proposed new .............. .... .. laws have met ...... .............. from trade unions. Prepositions 3 Add suitable prepositions to complete the following sentences. 1 I don't spend much time .. .... housework ...... a rule. 2 He worked ...... a waiter last summer. 3 It can be difficult to get a taxi late ...... night. 4 He's applied ...... a place on a Law course. S Some students were interviewed ... ... telephone. 6 Our education system is different ...... the British one. 7 People carry umbrellas to protect them ...... the sun. 8 Most people eat rice ...... breakfast. 9 I don't usually go ... ... bed until midnight. 10 I hope to build a successful business ...... the future. Pronunciation: Syllables 342

EASY-IELTS 4 Words consist of one or more syllables, each containing a vowel sound. Study the examples and put the words below into the correct group. There should be five words in each group. breakfast encourage telephone

detail

cheap develop law future solve time train

country interview

difficult taxi

1-syllable words e.g. have, find 2-syllable words e.g. study, careful 3-syllable words e.g. remember, decision

IELTS VOCABULARY BUILDER 2 TV programmes 1 Choose types of programmes from the box to match the definitions below. You do not need to use all the words in the box.

Chat show Quiz show Soap opera programme

News

Sitcom

Drama

Reality TV

Documentary Wildlife

1 An amusing programme in which there is a different story each week about the same group of people, e.g. Friends. 2 A television or radio story about a group of people and their lives, which is broadcast regularly for many years, e.g. Neighbours. 3 A programme which features ordinary people (not actors), who are usually in competition with each other to win money and become famous, e.g. Big Brother. 4 A programme in which famous people talk about themselves and answer questions about their lives, opinions, etc. 5 A programme in which people or teams compete to answer questions.

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WRITING VER.1.0 6 A programme that gives you facts and information about a serious subject, such as history, science or social problems. Word partners: do, give and make There isn't always a logical reason for the choice of verb in a phrase. The only way to use many common phrases correctly is to make a point of learning them. 2 Add the correct verb do, give or make to complete the following expressions. 1 .................... a note of/notes 2 .................... an answer 3 .................... an exercise examination/test 4 .................... a mistake 5 .................... homework 6 .................... some practice announcement 7 .................... a plan call

8 .................... instructions 9 .................... an explanation 10 .................... an 11 .................... a lecture 12 .................... advice 13 .................... an 14 .................... a telephone

3 Complete the sentences with the correct expression from exercise 2. 1 If you hope to .................... the IELTS .................... , you'll need to study hard. 2 This book will .................... you plenty of helpful .................... on exam techniques. 3 If you don't .................... a .................... before writing an essay, you could easily leave something important out. 4 You can still pass the writing test even if you ....................a few minor grammatical.................... . 5 If you want to progress quickly, it's a good idea to....................some extra language.................... outside class. 6 In the listening test the recording will ....................you clear....................for each part.

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EASY-IELTS

IELTS VOCABULARY BUILDER 3 Word partners 1 Match words from columns A and B to make common work expressions. A 1 self2 job 3 work 4 white-collar 5 sick 6 working 7 assembly 8 pay

B a) pay b) rise c) conditions d) line e) employed f) experience g) satisfaction h) worker

2 Complete the following sentences with expressions from exercise 1. 1 Bank employees and other... ... ... ..............have less job security now. 2 Although she's well -qualified she has no relevant........................ . 3 It's great being your own boss as a ..... .. .... ... .. .... ... . person, but you can't afford to get ill because you won't receive any .. ...................... . 4 I worked on a/ an ..... .. .................in a car factory one summer but the heat and noise made the ........................ terrible. 3 Choose verbs from the box to complete the following sentences. Make any necessary changes. Do take

give

go

hand in

make

meet

1 For years I managed to .... ... ... ...... ..... .. . a living as an office temp. 2 I had to ........................ a day off work to attend a hospital appointment. 3 He's a good person to ........................ business with - tough but fair. 4 I knew the boss wasn't happy with my work so I decided to.. ............ .......... my notice before he could ........................ me the sack. 5 The fire fighters have threatened to ........................ on strike unless their pay demands are.... .... ................ .

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WRITING VER.1.0 Pronunciation: Word stress 4 Practise saying the following two-syllable words according to the stress pattern. O0 e.g. MANage, collar, worker, recent 0O e.g. comPLETE, suggest, decide, correct 5 Match the following words to the correct stress pattern. afford although answer career employ involve office person receive sentence stressful workforce O0 ....... ... ...... ........................... ............................. .................. ... ........................................ . 0O ........ ............................................... .................. ........................ ..... ... ............... ............. .

IELTS VOCABULARY BUILDER 4 Family tree 1 Draw your family tree; try to use the following words Grandmother mother mother-in-law aunt wife sister niece daughter

grandfather father father-in-law uncle husband brother nephew son

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EASY-IELTS Right word/wrong word 2 Complete the sentences by choosing one word from each pair in the box. Check the meanings of any words you don't know in a dictionary. 1 In Greece, it's traditional for wedding guests to pin paper money to the (bride's/groom's) dress. 2 After their wedding, they left for a ten-day (reception/honeymoon) in the Caribbean. 3 When their marriage ran into trouble, they decided to (divorce/separate) for a while. 4 He's stayed good friends with his (widow/ex-wife) since the divorce. 5 Everyone was invited to bring their (partner/fiancé) to the office party. Word families 3 Make nouns from the following adjectives. Use a dictionary to check your answers. 1 brave………………… 2 engaged………………… 3 generous………………… 4 high……………………… 5 warm…………………….. 6 kind……………………… 7 loyal……………………… 8 reliable…………………… 9 responsible………………. 10 warm……………………

IELTS VOCABULARY BUILDER 5 Sports and games 1 Use words from the box to complete the sentences below. amateur coach compete course event goals pool professional record spectators supporters teams train

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court stadium

WRITING VER.1.0 1 If you want to ......................in a marathon, you'll need to ...............for at least six months beforehand. 2 He won his first ever golf tournament while he was still a/an...... ......... .... .......... . but he went .............................. shortly after that. 3 He holds the .............................. for the highest number of .............................scored in a single football season. 4 Over 20,000 .............................. are expected to attend the match, and .......................of the two ....... ............... will occupy separate areas of the………………… 5 The sports centre has an Olympic-sized swimming .........................., an 18hole golf ........... ........... and a squash .............. ... .... ......... . 6 Working with a new .............................. improved her technique and helped her to win a silver medal in the women's 200m .............................. in the last Olympics. Word partners: do, ploy, go 2 Which verb is needed to complete the following expressions? 1……………………exercise 2……………………baseball 3……………………running 4…………………...sport 5……………………karate 6……………………climbing Pronunciation: Word stress 3 Practise saying the following words according to the stress pattern: O0 e.g. HELmet, courage, fitness, cyclist 0O0 e.g. kaRAte, equipment, condition, fantastic 00O e.g. JapanESE, underneath, disagree, overcharge 4 Match the following words to the correct stress pattern. Athletics referee umpire disappear supporter football understand contest athlete entertain spectator gymnastics O0……………………………………………………………………………… ……

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EASY-IELTS 0O0…………………………………………………………………………… ……. 00O…………………………………………………………………………… …….

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WRITING VER.1.0 IELTS VOCABULARY BUILDER 6 Prepositions 1 Add suitable prepositions to complete the following sentences. 1 Zoos need to concentrate .................education and conservation. 2 What do the letters TVE stand ......................? 3 There are plenty of courses to choose……………... 4 In most cases, the relationship ............. humans and animals is based…………a misunderstanding. 5 Taking a dog .....................a walk every day helps you keep fit. 6 I'll take care ..................the finances if you look .....................advertising. 7 It's important to look .......................both sides of the argument. 8 The bald eagle is endangered .........................a result of hunting. Word families 2 Fill in the missing words to complete the table. You can check your answers in a dictionary. Verb

Noun

Adjective

Capture

A;

B;

Behave

C; Ø

Conserve

Ø

Extinction

D;

E; Ø

Ø

Zoology

F;

Migrate

G;

H;

Enclose

I;

J;

Survive

K;

Ø

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EASY-IELTS Right word/wrong word 3 Choose the correct word from each pair to complete the sentences. Check the meanings of any words you don't know in a dictionary. 1 He didn't (speak/talk) very good English when he arrived. 2 The only radio programme I (hear/listen to) is the morning news. 3 Cats can (see/look) better in the dark than humans. 4 Few people think that politicians always (say/tell) the truth. 5 A knee injury (avoided/prevented) the horse from racing.

IELTS VOCABULARY BUILDER 7 Environment 1 Put the following words or phrases into the right category A- C. There are six words in each. bay coastline cyclone flooding forest humidity mineral deposits oil reserves plain timber valley water

A Climate/Weather

B Geography

drought

estuary

monsoon rubber

natural gas showers

C Natural resources

Word families 2 The nouns below can be used in describing areas of a country. What are the corresponding adjectives? * These adjectives are completely different from the nouns. 1 agriculture 2 town/city* 3 coast 4 countryside* 5 forest 351

WRITING VER.1.0 6 hill 7 industry 8 marsh 9 mountain Pronunciation: Sounds 3 /au/ is the sound in how or shout. Which TWO words in the following list do not have this sound? brown sound

crowd tough

drought

grow

house

loud

plough

4 /o:/ is the sound in law or door. Which TWO words in the following list do not have this sound? bought shore

cough though

caught

fought

four

ought

raw

5 Practise these sounds. If you can work with a partner, take it in turns to say one of the words below. Your partner must say which column the word was from. A torn fall bought

B town foul bout

A all nor core

B owl now cow

IELTS VOCABULARY BUILDER 8 Computer terms Answer the clues below to complete this crossword.

352

A floor lord short

B flower loud shout

EASY-IELTS

Across 2 When your computer is 0n ............................ it is saving energy. (7) 5 You use a .............................. like Yahoo or Google to find the site or information you want. (2 words) (6,6) 7 Junk email that arrives in your mail box without your permission. (4) 9 Someone who can get into another person's computer system to use or change the information there. (6) 10 To wander from site to site on the Internet, looking for something to interest you. (4) 11 When you .............................. on you connect your computer to a computer system so you can start work. (3) 12 The term cyber...... ... ....... ............. describes the world that exists only on computers. (5) Down 1 This is an electronic document stored on your computer. (4) 3 To transfer information from the Internet to your computer, you need to ..............................it. (8) 4 When you are on............................you are connected to the Internet. (4) 5 You use a mouse wheel to .............................. up or down a page on your computer. (5) 6 This is a place you can go to 'talk' to Internet users fro111 around the world. (2 words) (4, 4) 353

WRITING VER.1.0 8 A set of pages of information on the Internet about a particular subject. (7)

IELTS VOCABULARY BUILDER 9 Word partners 1 The words in column A are the first half of common expressions connected with environmental problems. Choose words from column B to complete each expression. A 1 global 2 renewable 3 air 4 greenhouse 5 environmentally6 ozone 7 power 8 acid 9 exhaust 10 fossil

B a) station b) fuels c) pollution d) ram e) fumes f) warming g) gases h) energy i) layer j) friendly

2 Make a note of THREE expressions you could easily make a spelling mistake with and THREE expressions that would be useful in an essay on world traffic problems. Check the meanings of any expressions you're not sure about in a dictionary. Word families 3 Make adjectives from the following words. Example industry ~ industrial 1 atmosphere 3 commerce 5 culture 7 economy 9 resist 11 suburbs

2 benefit 4 comparison 6 democracy 8 effect 10 science 12 technology

Nouns with general meaning

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EASY-IELTS 4 Which general terms can be used to include the following words in groups? Example cabbage, cauliflower, potato:…vegetables… 1 saw, hammer, drill, screwdriver: 2 bronchitis, asthma, pneumonia, cancer: 3 car, lorry, van, tanker: 4 oven, refrigerator, washing machine, freezer: 5 TV, radio, newspapers, magazines: 6 school, college, university, academy: 7 dictionary, grammar book, lexicon, thesaurus: 8 park, library, museum, swimming pool: 9 Boeing 747, helicopter, glider, jet fighter: 10 leather, wood, plastic, steel:

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WRITING VER.1.0 IELTS VOCABULARY BUILDER 10 Healthcare and medicine 1 Complete the following sentences with suitable words. The first letters have been given to help you. 1 He received t…………..for a broken ankle in the C.......................Department of the local hospital. 2 Fortunately the passengers suffered only minor i. ....................... in the accident. 3 As yet there is no c ........................ for AIDS. 4 You need a doctor's p ....................to obtain these painkillers. 5 Her doctor arranged for her to see a skin s.............. ... .. for further tests. 2 Complete the table by writing the correct branch of medicine in each space. Cardiology Psychiatry Branch of medicine 1 2 3 4

Neurology

Physiotherapy

What it deals with Brain and nerves Heart and arteries Exercise and massage of the body Mental illness

Prepositions 3 Fill in the missing prepositions. Use a dictionary to check your answers. 1 The human skeletal system is made .............. 206 individual bones. 2 The ear canal is about 2.5 cm ....... length. 3 Hormones in the blood can have powerful effects ....... the body's systems. 4 The spinal column consists ....... 26 separate bones called vertebrae. 5 Your brain sends messages ....... a rate of 386 kph. 6 The thickness of the skin varies ....... 5 and 6 millimetres, depending ....... the area of the body. 7 The circulation pumps blood around the body ....... means of the heart. 356

EASY-IELTS 8 She suffers ....... very severe headaches. Register 4 The expressions on the left below are formal or technical. Match them to the non-specialist expressions on the right. 1 undergo surgery 2 fracture 3 cardiac arrest 4 injection

a) heart attack b) jab c) have an operation d) break

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WRITING VER.1.0 IELTSVOCABULARY BUILDER 11 Opposites 1 Choose the correct prefix to form the opposite of the following words. Dis—

in—

1 ....... satisfaction 2 ... .... equality 3 ....... employment 4 ... .... security 5 ....... agreement 6 ....... understand

mis—

un—

7 ....... happy 8 ....... f1exible 9 ....... interesting 10 ....... interpret 11 ....... appropriate 12 ....... courage

Word families 2 Make nouns from the following adjectives and verbs. 1 adaptable 2 exist 3 healthy 4 expect 5 stable 6 different

7 achieve 8 able 9 co· operate 10 friendly 11 observe 12 grow

Expressions with self3 Complete the sentences by choosing a suitable noun or adjective to combine with self—.

confident esteem expression

contained

358

discipline

employed

EASY-IELTS 1 I've been self—............................ .... all my life and I couldn't imagine working for anyone now. 2 People who work from home need the self—……………………to get up at a set time. 3 Children do various writing and artistic activities which are designed to encourage their self—…….. 4 It's easy to suffer from low self—…………………when you've been unemployed for a long time. 5 We need a leader who is self—…………………enough to make speeches and appear on TV. 6 After staying with an English family for three months, 1 moved to a self— …………………flat.

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WRITING VER.1.0 IELTS VOCABULARY BUILDER 12 Materials and structures 1 Underline the four words in the following list that describe building materials. Then match them to the definitions below. Arch Column Foundations Span stone timber

brick dome plumbing steel storey tower

1 a hard, strong metal containing mainly iron and used for making things like tools and parts of buildings………………………… 2 a hard rectangular block of baked clay used for building…………………… 3 natural rock often used in building………………………… 4 wood or trees used for building………………………… 2 Circle the four words in the list that describe architectural shape. Can you draw them? I .................... . 2 ................ .... . 3 .. .................. . 4 ............ ... ... .. 3 Match the remaining words to the following definitions. 1 the distance from one side of something to the other (e.g. a bridge) .................... . 2 a floor or level in a building .. ........... ... .... . 3 a solid base deep in the earth on which something is built .................... . 4 all the pipes that water flows through in a building .................... . Pronunciation: Sounds 4 Put the following words in the correct column according to how they are pronounced. There should be five words in each column.

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EASY-IELTS chief height laid weight

deep key light

/ei/ e.g. date

design metre

frame

great

heat

shape

site

type

/ai/ e.g. wide

/I:/ e.g. three

ACADEMIC WORD STUDY 1 In these sections you will meet important vocabulary that you need to understand and learn. All the words come from the Academic Word List (AWL), a list of the most common words in academic texts. Increasing your academic vocabulary is a key way of improving your reading and writing in the IELTS test. When you've completed the exercises, check the answers and correct any mistakes so you can use this page as a reference point for revision. Understanding academic words 1 Academic vocabulary is generally fairly formal. Match these common academic verbs to a less formal verb with the same meaning from the box below. 1 assist 2 construct 3 indicate 4 obtain 5 purchase 6 require 7 respond 8 select answer show

He was assisted by a colleague. The bridge took 4 years to construct. The graph indicates a rise in sales. You can obtain a visa at the embassy. Tickets may be purchased in advance. The problem requires careful thought. They did not respond to my letter. You must select an answer A-D. build

buy

choose

361

get

help

need

WRITING VER.1.0 2 The examples below come from Reading academic texts. Each one contains an academic word in bold. Study the way the academic word is used and write the correct part of speech, noun (N), verb(Vb) or adjective (Adj), in the right-hand column. 1 academic fields like computer sciences…adjective… 2 to see if a book is relevant or not.............. 3 to extract deeper meaning.......... .... 4 there’s no substitute for careful reading.............. 5 your short term memory does not retain information.............. 6 short term memory can ... retain only about six items.............. 7 One popular technique is to look for signals..... ....... 8 the structure of a passage of text.............. 3 Study the meanings below and match each one to an academic word 1-8 from exercise 2. Meanings a) relating to education, especially at college or university level…1… b) a special way of doing something………… c) to keep or store…………… d) to remove or take…………… e) a single thing (e.g. on a list)…………. f) something which can be used instead of another thing…………… g) the way in which the parts of something are connected together…………. h) containing information which is useful…………… Using academic vocabulary 4 Complete the following using academic words from exercises 1 and 2. Make any changes necessary. 1 Saccharin is a chemical substance which tastes sweet and is often used as a ........................for sugar. 2 A cut in income tax was the most popular………………………on the government's agenda. 3 Exam information can be ..........................from the www.ielts.org website. 4 50% of the patients in this hospital .............................long-term care.

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EASY-IELTS 5 Scientists are now able to……………………………DNA from a single hair. 6 New medical........................mean that people spend less time in hospital after an operation. 7 The government is planning to ........................500,000 new homes in the south east. 8 I found several articles on the Internet which are................. ........ to my essay topic. 5 Choose four academic words from this page and write personal examples to help you remember them. 1………………………………………………………………… 2…………………………………………………………………. 3 .. ... ... ......... .............. ... ... .......... .............................. ... ...... . 4 ................................ ......... ...... ... ... ... ... ............ ............... .

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WRITING VER.1.0

ACADEMIC WORD STUDY 2 Understanding academic vocabulary NOUN SUFFIXES 1 You probably know more common academic words than you realise. Write a noun ending in -ation to match each definition below. Example Exchanging ideas or information by writing speaking…communication… 1 showing how something works 2 a statement that two amounts are equal (e.g. E = mc2) 3 picture in a book or magazine 4 entering another country to make your home there 5 an official attempt to find out the truth (e.g. about a crime) 6 the act of making laws 7 place or position 8 taking part in an activity

or

Using academic vocabulary It's not enough to understand academic vocabulary—you also need to know how to use some of the most common expressions: for example, which word partner to choose, or which grammatical pattern should follow. WORD PARTNERS 2 In each sentence ONE of the words in brackets cannot be used. Cross out the incorrect word in each group. 1 A (big/high/large) proportion of people voted in the election. 2 It is (fairly/clearly/perfectly) obvious that we need to make changes. 3 The (great/vast/big) majority of people know little about science. 4 The graph (covers/lasts/represents) a period of five years. 5 It needs a brave person to (perform/undertake/make) such a dangerous task. 6 You have to (do/meet/satisfy) the entry requirements of the university. GRAMMATICAL PATTERNS

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EASY-IELTS 3 Rewrite the following sentences, using the academic word in brackets, so that the meaning is the same. Do not change the form of the word in brackets. Example People have a choice of three methods of payment. (select) People can select from three methods of payment. 1 There are only two or three people in most families. (consist) ……………………………………………………………………. 2 The company introduced pay cuts even though there were angry protests. (despite) ………………………………………………………………………………… …………… 3 The police still don't know who carried out the crime. (established) …………………………………………………………………………… 4 There are various things the government could do. (options) …………………………………………………………………… 5 The data is not correct. (error) …………………………………... 6 In recent years people have begun to marry later. (trend) ………………………………………………………………… 7 You should start by saying what you mean by 'success'. (definition) …………………………………………………………………………… 8 It's difficult to find accommodation. (available) …………………………………………………….. 4 Choose four academic words from this page and write personal examples to help you remember them. 1…………………………………………………… 2 ..................................................... ........ .......... ... 3……………………………………………………. 4 .................................................................. ....... ...

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WRITING VER.1.0 ACADEMIC WORD STUDY 3 Understanding academic vocabulary 1 The following words come from the reading texts. Decide what part of speech each word is, noun (N), verb (Vb), adjective (Adj) or adverb (Adv), then match to the correct definition from the list a- h. 1 components…Noun, plural 2 affect................... ... ... ... .... ................... . 3 decade... ....................... ... .................. .. 4 crucial…………………………………… 5 constantly............... .... ... ..................... . 6 monitor.......................... ............... ......... .. 7 consequence……………………………. 8 achieve………………………………… Definitions A Nouns a) result b) period of ten years c) parts (that make up a whole system) B Verbs d) succeed in doing something e) make a change in something f) check regularly C Adjectives g) very important D Adverbs h ) very regularly Using academic vocabulary 2 Complete the following extracts with the correct academic word from exercise 1. You may need to make small grammatical changes. The course has two main 1.........................: literature and language, and your tutor will 2……………… your progress throughout the year. It's important that you complete all the assignments because your marks 3

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EASY-IELTS ................... ...... your final grade. If you miss an assignment, the 4 ........................ could be that you fail the course. The forests where the gorillas live are 5 ......... ....... . threatened by timber companies and others, but if we want to save these fascinating animals, it's 6 .................. ....... that we preserve their habitat. That's what the Gorilla Trust has been working to 7 ......... .. ... ... ........ over the last 8 ....... .................. . WORD PARTNERS 3 Choose the correct verb from the box to combine with academic words in the sentences below. Make sure the verb fits grammatically. Do reach

face

give

have

play

1 The president is ...................... a challenge to his leadership. 2 The committee has not ...... ................ a conclusion yet. 3 He ..................... an indication of his intention to resign. 4 An increase in the price of fuel will .....................consequences on the economy. 5 He's ............................................research into the subject. 6 Diet can ...................... a role in preventing some diseases. 4 Choose a suitable adjective from the box to go before each academic word in exercise 3. Clear important significant

crucial in -depth

fascinating major

final serious

5 Choose four academic expressions from exercises 3 and 4 and write personal examples to help you remember them. 1…………………………………………………………….. 2 ......................................... ...... ...................................... . 3……………………………………………………………. 4 ... ....... .......... ... ................ .... .. ...... .................................. .

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WRITING VER.1.0 ACADEMIC WORD STUDY 4 Understanding and using academic vocabulary VERBS ENDING IN –ise/-ize 1 Study the following definitions and then complete each example with a verb ending in -ise. NB These words are sometimes spelled -ize, especially in American English. Example; complete an arrangement, e.g. We can't finalise the booking. 1 examine carefully, e.g. to ..... .......... ...... the evidence. 2 give a short account including only the main points, e.g. to .... .. .. ............. an argument. 3 give special importance to something or stress, e.g. to………………..the financial benefit. 4 make as small as possible, e.g. to ............... the risk. 5 make as large as possible, e.g. to………………………the company's profits. 6 be a sign or symbol of something, e.g. Kangaroos ..... .... ... .. ..... .. Australia. GRAMMATICAL PATTERNS 2 Rewrite the following sentences, using the academic word in brackets, so that the meaning is the same. Do not change the form of the word in brackets. 1 The maximum temperature is about 40°C and the minimum is about 10°C. (varies) ………………………………………………………………………………… ………… 2 You're not allowed to use a calculator in the exam. (prohibited) ……………………………………………………………………….. 3 I can't connect to the Internet on my present computer. (access) …………………………………………………………………………. 4 Low-cost flights have played a part in the growth of tourism. (contributed) ………………………………………………………………………………… …. 5 The sports facilities will be useful for the whole community. (benefit) ……………………………………………………………………………… 368

EASY-IELTS 6 Most people live by the coast. (majority) OPPOSITES 3 Choose the correct prefix to form the opposite of the following adjectives. When you've finished, choose 5 opposites and use them in sentences of your own. il— 1 accurate 2 aware 3 consistent 4 flexible 5 legal

in—

ir—

un—

6 predictable 7 relevant 8 reliable 9 secure 10 significant

4 Replace the parts in italics in the following sentences with academic words from earlier Academic Word Study sections. Example She finally got to her goal of becoming a professor. Answer achieved 1 The report is based on very detailed scientific facts and figures . 2 It's very, very important that everyone follows safety procedures. 3 Researchers who tested the drug over a three-month length of time say that the results they have got so far are positive. 4 Your password should be made up of four letters and a number. 5 The Student Services department can lend you a hand with finding accommodation. 6 Your tutor will keep an eye 0n your progress during the course, and discuss the various things you could choose for your case study. 5 Make personal examples to illustrate four of the opposites in exercise 3 above. 1…………………………………………………………… 2…………………………………………………………… 3…………………………………………………………… 4……………………………………………………………

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WRITING VER.1.0 ACADEMIC WORD STUDY 5 Understanding and using academic vocabulary ADJECTIVES ENDING IN -ical 1 Write an adjective ending in -ical to match each definition below. Example related to a subject of present interest: a topical joke 1 not costing a lot of money: a(n) ......................... way to travel 2 seeming reasonable and sensible: a(n) ......... ............ .... solution 3 relating to the treatment of disease: The ................. ... .. ... Faculty 4 relating to the body: a(n) ............. .... ...... .. examination 5 relating to the way the mind works: a(n) .................... ... .. thriller 6 connected with knowledge of how machines work: free .. .. ..................... support 7 connected with machines: a(n) ... .......... ............ failure 8 exactly the same: ... ......... .. ... ... .... twins RIGHT WORD/WRONG WORD 2 Circle the correct word in brackets in each sentence below. 1 The country is facing an (economic/economical) crisis. 2 Water is the country's most valuable natural (source/resource). 3 It is (estimated/predicted) that one in ten people are colour blind. 4 The college has (acquired/required) an excellent reputation. 5 Public protests were a major (factor/sector) in the government's decision to cancel plans for a new power station. 6 The company has (transformed/transferred) its head office to Rome. 7 On a clear night the moon's craters are (visual/visible) from Earth. 8 The most important (aspect/prospect) of my job is dealing with people. PREPOSITIONS 3 Complete the following sentences by adding the correct preposition 1 There's no alternative ......... the present system. 2 The minister refused to comment ... ...... the situation. 3 The firm compensated workers ......... loss of earnings. 4 We need to concentrate ......... the key issues. S The problem is how to dispose ......... toxic waste. 6 Some important data was excluded ......... the study. 7 The substance was identified ......... poison. 370

EASY-IELTS 8 Every student can participate ......... the election. WORD BUILDING 4 Complete the table by writing the nouns formed from the verbs 1-8. Verb Noun 1 contribute………………………………. 2 dispose………………………………….. 3 erode……………………………………. 4 exclude…………………………………. 5 identify…………………………………. 6 react……………………………………. 7 remove…………………………………. 8 substitute………………………………. 5 Choose four academic words from this page and write personal examples to help you remember them. 1…………………………………………………………… 2 ...................................................................................... . 3 ........................... ........................................................... . 4 ...................................................................................... .

ACADEMIC WORD STUDY 6 Understanding academic vocabulary 1 The following academic words come from a text. Match each one with an expression which means approximately the same from the box below. 1 random 2 data 3 precise 4 attitude 5 distinct 6 pursue 7 significant 8 status

at random times interpreting the data no precise equivalent a fatalistic attitude a distinct sense of self to pursue ... happiness one of the most significant observations the pursuit of status

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WRITING VER.1.0 a) exact b) without any pattern c) follow/try to achieve d) social position e) important f) facts/information g) clearly different h) way of thinking Using academic vocabulary WORD PARTNERS 2 Match each verb 1- 3 with two academic words from the list below. a comment a task a trend

an error

a function

instructions

1 perform:……………………………………………………… 2 make:………………………………………………………… 3 follow:……………………………………………………….

PREPOSITIONS 3 Complete the following sentences by adding the correct prepositions. 1 Water power can be converted ......... electricity. 2 The symbols on the map correspond ........information in the Key. 3 She needs to focus more ......... grammatical accuracy. 4 Conjunctions are defined ......... connecting words. 5 This book must not be removed ......... the library. 6 My views on the matter are similar ......... yours. 7 The building was designed ......... a school. 8 The study looks at different attitudes ........happiness. SPELLING 4 The underlined words in these sentences come from earlier Academic Word Study sections but SIX of them have been wrongly spelt. Find and correct the errors. 1 It takes years for a surgeon to acquire the necessary skills. 2 Good comunication is vital in a large organisation. 372

EASY-IELTS 3 It's a simple equasion: time equals money. 4 Police need to estimate the time of death. 5 It's difficult to etablish how long it will take. 6 Let me give you an ilustration of what I mean. 7 It's obvious that we need to seek expert advice. 8 I wasn't expecting a major problem to ocur. 9 You should only include relevant information. 10 I have a useful tecnique for learning vocabulary. 5 Choose four academic words from this page and write personal examples to help you remember them. 1……………………………………………………………. 2…………………………………………………………… 3…………………………………………………………… 4……………………………………………………………

What is the Academic Word List?

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WRITING VER.1.0 Academic Word List Averil Coxhead, Massey University, New Zealand The Academic Word List (AWL) is a list of 570 word families that are commonly found in academic texts. This list was selected by examining a large corpus (or collection) of written academic texts and selecting the words that occurred: 1 In texts from all four academic faculty sections: Arts, Commerce, Law and Science. 2 Over 100 times in the corpus overall. 3 At least 10 times in each academic faculty section. 4 Outside the 2000 most frequent words on Michael West’s General Service List (GSL). The GSL includes everyday words such as I, house and do. These principles ensured that only words that occurred reasonably frequently in a variety of study areas were selected. The AWL targets vocabulary that occurs most often in written academic texts. These words also occur in newspapers but not as often as they do in textbooks. The AWL words appear even less in fiction. If your focus is learning academic vocabulary, you need to make sure you read academic textbooks so that you encounter these words in context. How is the AWL organized? The AWL is organized into Word Families. Word families are made up of the ‘parent word’ and ‘family members’. Take for example the word maximise. Its family members include inflections of the verb such as maximised, maximises and maximising as well as the noun maximum. The word family also includes the British spelling of the noun maximisation, as well as maximization, the US spelling. If you learn the verb maximise, you will be able to recognise other family members such as maximised when you encounter them in your reading. These words are closely related and the meaning is likely to be the same or similar. When you are looking for words in this dictionary, think about other word family members too. Finally, there are some academic words that do not have a word family. These words occur on their own and do not have any inflections. Examples include nonetheless, so-called and behalf. Why is the AWL important?

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EASY-IELTS The AWL is intended as a reference for students who are studying or preparing to study at a tertiary level in English. As a university lecturer, I was aware of the difficulties that students had in mastering the vocabulary necessary for written assignments. The AWL does not include ‘content’ vocabulary for particular subjects which students obviously need to learn as well. The AWL focuses instead on the non-subject-specific vocabulary that students of any discipline will need to master in order to produce coherently-structured written assignments.

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WRITING VER.1.0 Academic Word List LETTER A abandon 1 v abandoned adj abnormal adj abstract 1 adj abstract 2 n abstract 3 v abstraction n academic1 adj academic 2 n academy n access 1 n access 2 v accessible adj accommodate v accommodation n accompaniment n accompany v accumulate v accuracy n accurate adj achieve v achievement n acknowledge v acknowledgement n acquire v acquisition n adapt v adaptable adj adaptation n adequate adj

adjacent adj adjust v adjustment n administration n administrative adj adult 1 n adult 2 adj advocacy n advocate 1 v advocate 2 n affect v aggregate 1 n aggregate 2 adj aggregate 3 v aid 1 n aid 2 v albeit conj allocate v allocation n alter v alteration n alternate 1 adj alternate 2 v alternative 1 adj alternative 2 n ambiguity n ambiguous adj amend v amendment n analogous adj

analogy n analyse v analysis n analyst n analytical adj analyze v annual 1 adj anticipate v anticipation n apparent adj append v appendix n appreciable adj appreciate v appreciation n approach 1 v approach 2 n appropriate 1 adj approximate 1 adj approximate 2 v approximation n arbitrary adj area n aspect n assemble v assembly n assess v assessment n assign v assignment n

assist 1 v assistance n assume v assuming conj assumption n assurance n assure v attach v attachment n attain v attainment n attitude n attributable adj attribute 1 v attribute 2 n author 1 n author 2 v authoritative adj authority n authorship n automate v automated adj automatic 1 adj automatically adv automation n available adj aware adj awareness

bias 1 n bias 2 v biased adj bond 1 n bond 2 v

brevity n brief 1 adj brief 2 n brief 3 v briefing n

briefly adv bulk 1 n bulky adj

LETTER B behalf n beneficial adj beneficiary n benefit 1 n benefit 2 v

LETTER C 376

EASY-IELTS capability n capable adj capacity n category n cease 1 v challenge 1 n challenge 2 v challenging adj channel 1 n channel 2 v chapter n chart 1 n chart 2 v chemical 1 n chemical 2 adj circumstance n citation n cite v civil adj clarification n clarify v clarity n classic 1 adj classic 2 n classical adj clause n code 1 n code 2 v coded adj coding n coherence n coherent adj coincide v coincidence n coincident adj coincidental adj collapse 1 v collapse 2 n colleague n commence v commencement n comment 1 n comment 2 v commentary n commentator n

commission 1 n commission 2 v commit v commitment n committed adj commodity n communicable adj communicate v communication n communicative adj community n compatibility n compatible 1 adj compensate v compensation n compensatory adj compilation n compile v complement 1 n complement 2 v complementary adj complex 1 adj complex 2 n complexity n component 1 n component 2 adj compound 1 n compound 2 v compound 3 adj comprehensive adj comprise v computation n compute v computer n computing n conceivable adj conceive v concentrate 1 v concentration n concept n conception n conceptual adj conclude v concluding adj conclusion n

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conclusive adj concurrent adj conduct 1 v conduct 2 n confer v conference n confine v confined adj confirm v confirmation n conflict 1 n conflict 2 v conform v conformation n conformist adj conformity n consensus n consent 1 n consent 2 v consequence n consequent adj consequently adv considerable adj considerably adv consist v consistency n consistent adj constancy n constant 1 adj constant 2 n constantly adv constituency n constituent 1 n constituent 2 adj constitute v constitution n constitutional 1 adj constrain v constrained adj constraint n construct 1 v construct 2 n construction n

constructive adj consult v consultancy n consultant n consultation n consultative adj consume v consumer n consumption n contact 1 n contact 2 v contact 3 adj contemporary 1 adj contemporary 2 n context n contextual adj contextualize v contract 1 n contract 2 v contractor n contradict v contradiction n contradictory adj contrary 1 n contrary 2 adj contrast 1 n contrast 2 v contrasting adj contribute v contribution n contributor n controversial adj controversy n convene v convention n conventional adj converse 3 adj conversely adv conversion n convert 1 v convertible 1 adj convince v convinced adj convincing adj cooperate v

WRITING VER.1.0 cooperation n cooperative 1 adj coordinate 1 v coordinate 2 n coordinate 3 adj coordination n coordinator n core 1 n core 2 adj

core 3 v corporate adj corporation n correspond v correspondence n corresponding adj couple 1 n couple 2 v create v

creation n creative 1 adj creativity n creator n credit 1 n credit 2 v creditor n criterion n crucial adj

cultural adj culturally adv culture 1 n currency n cycle 1 n cycle 2 v cyclic adj

derivation n derivative 1 n derivative 2 adj derive v design 1 n design 2 v designer 1 n despite prep detect v detection n detective n detector n deviate 1 v deviation n device n devote v devoted adj devotion n differentiate v dimension n diminish v diminution n discrete adj discretion n

discretionary adj discriminate v discrimination n disestablish v displace v displacement n display 1 n display 2 v disposable adj disposal n dispose v disproportion n disproportionate adj dissimilar adj distinct adj distinction n distinctive adj distinctly adv distort v distribute v distribution n distributive adj diverse adj diversify v

diversity n document 1 n document 2 v documentation n domain n domestic 1 adj domesticate v domesticated adj dominance n dominant 1 adj dominate v draft 1 n draft 2 v draft 3 adj drama n dramatic adj dramatist n dramatize v duration n dynamic 1 adj dynamic 2 n

LETTER D data n debatable adj debate 1 n debate 2 v decade n decline 1 n decline 2 v deduce v deduction n define v definite adj definitely adv definition n definitive adj demonstrable adj demonstrate v demonstration n demonstrative adj demonstrator n denial n denote v deny v depress v depression n

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EASY-IELTS LETTER E economic adj economical adj economically adv economics n economist n economy 1 n edit v edition n editor n editorial 1 adj editorial 2 n element n eliminate v elimination n emerge v emergence n emergent adj emerging adj emphasis n emphasize v emphatic adj empirical adj empiricism n enable v enabling adj encounter 1 v encounter 2 n

energetic adj energy n enforce v enforced adj enforcement n enhance v enhanced adj enormity n enormous adj enormously adv ensure v entity n environment n environmental adj environmentalist n equate v equation n equip v equipment n equivalent 1 adj equivalent 2 n erode v erosion n erroneous adj error n establish v established adj

establishment n estate n estimate 1 n estimate 2 v estimation n ethic n ethical adj ethnic 1 adj ethnic 2 n evaluate v evaluation n eventual adj eventuality n eventually adv evidence 1 n evident adj evidential adj evidently adv evolution n evolutionary adj evolve v exceed v exclude v excluding prep exclusion n exclusive 1 adj

exclusively adv exhibit 1 v exhibit 2 n exhibition n expand v expansion n expansionism n expansive adj expert 1 n expert 2 adj expertise n explicit adj exploit 1 v exploitation n export 1 n export 2 v exporter n expose v exposed adj exposure n external adj externalize v extract 1 v extract 2 n extraction n

final 1 adj final 2 n finality n finalize v finally adv finance 1 n finance 2 v financial adj financier n finite adj flexibility n flexible adj fluctuate v

fluctuation n focus 1 v focus 2 n focussed adj format 1 n format 2 v formula n formulate v forthcoming adj found 2 v foundation n founder 1 n

founding n framework n function 1 n function 2 v functional adj fund 1 n fund 2 v fundamental adj fundamentally adv funding n

LETTER F facilitate v facilitator n facility n factor 1 n factor 2 v feature 1 n feature 2 v federal adj federation n fee n file 1 n file 2 v filing n

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WRITING VER.1.0 furthermore

adv

LETTER G gender n generate v generation n

globalization n globe n goal n

grade 1 n grade 2 v graded adj grant 1 v

hierarchy n highlight 1 v hypothesis n

hypothesize v hypothetical adj

implication n implicit adj imply v impose v imposition n imprecise adj inaccessible adj inaccuracy n inaccurate adj inadequacy n inadequate adj inappropriate adj incapable adj incapacitate v incentive n incidence n incident n incidentally adv inclination n incline 1 v incline 2 n incoherent adj income n incompatible adj

inconceivable adj inconclusive adj inconsistency n inconsistent adj incorporate v incorporated adj indefinite adj indefinitely adv index 1 n index 2 v indicate v indication n indicative 1 n indicative 2 adj indicator n indiscretion n indistinct adj individual 1 adj individual 2 n individualism n individualist n individuality n individually adv induce v induction n inevitability n

grant 2 n guarantee 1 v guarantee 2 n guideline n

LETTER H hence adv hierarchical adj

LETTER I identical adj identifiable adj identification n identify v identity n ideological adj ideology n ignorance n ignorant adj ignore v illegal 1 adj illogical adj illustrate v illustration n illustrative adj image n imagery n immature adj immigrant n immigrate v immigration n impact 1 n impact 2 v implement 1 v implement 2 n implicate v

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inevitable adj inevitably adv infer v inference n infinite adj infinitely adv inflexible adj infrastructure n inherent adj inhibit v inhibition n initial 1 adj initially adv initiate 1 v initiation n initiative n initiator n injure v injured adj injury n innovate v innovation n innovative adj innovator n input 1 n input 2 v insecure adj insert 1 v insertion n

EASY-IELTS insight n insightful adj insignificant adj inspect v inspection n inspector n instability n instance 1 n instance 2 v institute 1 n institute 2 v institution n institutional adj institutionalized adj instruct v instruction n instructive adj instructor n

insufficient adj integral adj integrate v integrated adj integration n integrity n intelligence n intelligent adj intense adj intensify v intensity n intensive adj interact v interaction n interactive adj intermediate 1 adj internal adj internalize v

interpret v interpretation n interpretative adj interpretive adj interval n intervene v intervening adj intervention n intrinsic adj invalidate v invalidity n invariable adj invariably adv invest v investigate v investigation n investigative adj investigator n investment n

investor n invisible adj invoke v involve v involvement n irrational adj irrelevance n irrelevant adj irreversible adj isolate v isolated adj isolation n isolationism n issue 1 n issue 2 v item n

justifiable adj justification n

justified adj justify v

lecturer n legal adj legality n legally adv legislate v legislation n legislative adj legislator n legislature n levy 1 v levy 2 n

liberal 1 adj liberal 2 n liberalism n liberalize v liberally adv liberate v liberated adj licence n license v licensed adj likewise adv

link 1 v link 2 n linkage n locate v location n logic n logical adj logician n

manipulative adj manual 1 adj manual 2 n margin n marginal adj

marginally adv maturation n mature 1 adj mature 2 v maturity n

maximize v maximum 1 adj maximum 2 n mechanism n media n

LETTER J job n journal n

LETTER L label 1 n label 2 v labor n labored adj labour 1 n labour 2 v laboured adj layer 1 n layer 2 v lecture 1 n lecture 2 v

LETTER M maintain v maintenance n major 1 adj majority n manipulate v

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WRITING VER.1.0 mediate v medical 1 adj medium 1 adj medium 2 n mental adj mentality n method n methodical adj methodology n

migrant n migrate v migration n migratory adj military 1 adj military 2 n minimal adj minimize v minimum 1 adj

minimum 2 n ministerial adj ministry n minor 1 adj minority n misinterpret v mode n modification n modify v

monitor 1 v motivated adj motivation n motive 1 n motive 2 adj mutual adj mutually adv

neutrality n neutralize v nevertheless adv nonconformist n

nonetheless adv norm n normal 1 adj normal 2 n normality n normalize v

normally adv notion n notwithstandin g prep nuclear adj

occupational adj occupier n occupy v occur v occurrence n odd adj odds n offset 1 v ongoing adj option n

optional adj orient 1 v orientate v orientated adj orientation n oriented adj outcome n output 1 n output 2 v overall 1 adj overall 2 adv

overestimate 1 v overestimate 2 n overlap 1 v overlap 2 n overseas 1 adv overseas 2 adj

participatory adj partner 1 n partnership n passive 1 adj passive 2 n perceive v percent 1 adj percent 2 n percentage n perception n

period 1 n periodic adj periodical n persist v persistence n persistent adj perspective n phase 1 n phase 2 v phenomenal adj

phenomenon n philosopher n philosophical adj philosophize v philosophy n physical 1 adj physically adv plus 1 prep plus 2 n

LETTER N negate v negative 1 adj negative 2 n network 1 n network 2 v networking n neutral 1 adj

LETTER O objective 1 n objective 2 adj objectively adv obtain v obtainable adj obvious adj obviously adv occupancy n occupant n occupation n

LETTER P panel n paradigm n paragraph n parallel 1 n parallel 2 adj parallel 3 v parameter n participant n participate v participation n

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EASY-IELTS plus 3 adj policy n portion 1 n pose 1 v pose 2 n positive 1 adj positively adv potential 1 adj potential 2 n potentially adv practitioner n precede v precedence n precedent n preceding adj precise adj precisely adv precision 1 n precision 2 adj predict v predictable adj

prediction n predominance n predominant adj predominantly adv predominate v preliminary 1 adj preliminary 2 n presumably adv presume v presumption n previous adj previously adv primacy n primarily adv primary 1 adj prime 1 adj principal 1 adj principally adv principle n principled adj

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prior 1 adj prioritize v priority 1 n procedural adj procedure n proceed v proceeding n proceeds n process 1 n process 2 v processed adj professional 1 adj professional 2 n professionalism n professionally adv prohibit v prohibition n prohibitive adj project 1 n project 2 v projection n

promote v promoter n promotion n proportion 1 n proportional adj proportionate adj prospect 1 n prospective adj protocol n psychological adj psychologist n psychology n publication n publish v publisher n publishing n purchase 1 v purchase 2 n pursue v pursuit n

WRITING VER.1.0 LETTER Q qualitative adj

quotation n

quote 1 v

quote 2 n

regime n region n regional adj register 1 n register 2 v registration n regulate v regulation 1 n regulator n regulatory adj reinforce v reinforcement n reinvest v reject 1 v rejection n relax v relaxation n release 1 v release 2 n relevant adj reliable adj reliance n reliant adj relocate v reluctance n reluctant adj rely v removable adj

removal n remove 1 v remove 2 n require v requirement n reschedule v research 1 n research 2 v reside v residence n resident 1 n resident 2 adj residential adj resolution n resolve 1 v resolve 2 n resource 1 n resource 2 v resourceful adj respond v respondent n response n responsive adj restoration n restore v restored adj restrain v restraint n

restrict v restricted adj restriction n restrictive adj restructure v retain v retainer n retention n retentive adj reveal v revealing adj revelation n revenue n reversal n reverse 1 v reverse 2 n reverse 3 adj reversible adj revise v revision n revolution n revolutionary 1 adj revolutionary 2 n revolutionize v rigid adj role n route 1 n route 2 v

scope 1 n section 1 n section 2 v sector n secure 1 adj secure 2 v

securely adv security n seek v select 1 v select 2 adj selection n

selective adj selector n sequence n sequencing n sequential adj series n

LETTER R radical 1 adj radical 2 n random adj range 1 n range 2 v ratio n rational adj rationalism n rationalize v react v reaction n reactionary 1 adj reactionary 2 n reactivate v reactive adj reactor n readjust v reassess v reconstruct v reconstruction n recover v recovery n recreate v redistribute v redistribution n refine v refined adj refinement n

LETTER S scenario n schedule 1 n schedule 2 v schematic adj scheme 1 n scheme 2 v

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EASY-IELTS sex 1 n sexism n sexual adj sexuality n shift 1 v shift 2 n significant adj significantly adv signify v similar adj similarity n similarly adv simulate v simulated adj simulation n site 1 n sole 1 adj solely adv somewhat adv source 1 n source 2 v specific 1 adj specific 2 n specifically adv specification n

specify v sphere n spherical adj stability n stabilize v stable 1 adj statistic n statistician n status n straightforward adj strategic adj strategist n strategy n stress 1 n stress 2 v stressed adj stressful adj structural adj structure 1 n structure 2 v structured adj style 1 n style 2 v styling n

stylish adj stylized adj submission n submit v subordinate 1 adj subordinate 2 n subordinate 3 v subsequent adj subsequently adv subsidiary 2 adj subsidize v subsidy n substitute 1 n substitute 2 v substitution n succession n successive adj successor n sufficiency n sufficient adj sum 1 n sum 2 v summarize v summary 1 n

summary 2 adj summation n supplement 1 n supplement 2 v supplementary adj survey 1 n survey 2 v survival n survive v survivor n suspend v suspension n sustain v sustainable adj sustained adj sustenance n symbol n symbolic adj symbolism n symbolize v

tense 1 adj tension n terminal 1 adj terminal 2 n terminate v termination n text 1 n textual adj thematic adj theme n theoretical adj theoretically adv theorist n theory n

thereby adv thesis n topic n topical adj trace 1 v trace 2 n tracing n tradition n traditional adj traditionalist n transfer 1 v transfer 2 n transference n transform v

transformation n transit n transition n transitional adj transitory adj transmission n transmit v transport 1 n transport 2 v transportation n transporter n trend n trigger 1 n trigger 2 v

LETTER T tape 1 n tape 2 v target 1 n target 2 v task 1 n task 2 v team 1 n team 2 v technical adj technically adv technique n technological adj technology n temporary adj

LETTER U

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WRITING VER.1.0 ultimate 1 adj ultimately adv unaccompanied adj unaffected adj unaided adj unalterable adj unambiguous adj unanticipated adj unapproachable adj unattached adj unattainable adj unavailable adj unaware adj unbiased adj uncharted adj

unconstitutional adj unconventional adj undeniable adj underestimate 1 v underestimate 2 n undergo v underlie v underlying adj undertake v undertaking n underwent v undiminished adj uneconomical adj unethical adj unfounded adj

unification n unified adj uniform 2 adj uniformity n unify v unique adj unjustified adj unlicensed adj unobtainable adj unparalleled adj unprecedented adj unpredictable adj unprincipled adj unpublished adj unregulated adj

unreliable adj unresolved adj unresponsive adj unrestrained adj unrestricted adj unscheduled adj unspecified adj unstable adj unstressed adj unstructured adj unsustainable adj utility n utilize v

vary v vehicle n version n via prep violate v violation n virtual adj virtually adv

visibility n visible adj visibly adv vision n visual 1 adj visualize v visually adv volume n

voluntarily adv voluntary 1 adj volunteer 1 n volunteer 2 v

LETTER V valid adj validate v variable 1 adj variable 2 n variance n variant n variation n varied adj

LETTER W welfare n whereas conj whereby adv widespread adj

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EASY-IELTS

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