Evaluation Edition 2012
TA T ARGETBAND
How Not to Fear IEL IELTS A Complete Practical Guide
http://www.facebook.com/ieltsband8
SAZZAD A CHOWDHURY
[email protected]
TA T ARGETBAND ABOUT THIS BOOK Is it Easy to Score Band 8?
Yes, it is easy. Why? Because, you need to correct only 35 out of 40 questions to get 8 in the Reading and Listening section. Don`t you think that`s a big error margin?...........5 answers can be remained incorrect!!! But, millions of candidates are sitting for the IELTS every year and a very few can ever score 8. Why? Because, nobody is out there to tell them the secret way that can bring them that high score. Tons of books/CDs and thousands of training centers are devoted to help the candidates but most of them are loaded with only Sample Questions or Mob Tests or list of tips. So, is there any practical guide to get get that higher band?
You are here to find so!!! Prepare you for the Reading section at Band 9 Level •
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Make plenty of time time (within (within allotted 60 minutes) by following a tricky technique. NO MORE MORE FEAR for the HEADINGS MACHING tasks. Answer True/False/Not Given questions within a minute. Master to art of scan, skim and speed reading.
Score 9 in the Listening section!!! How? •
Speaking section....What makes you score better? Avoid simple traps of examiner that my hinder you to score high Motivate the examiner to questions that you already prepared in your home Use some universal techniques to sound your conversation as natural as possible Know some trips/secrets to score 7+ in this section following some styles of speaking
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Predict what the speaker will say in the recording in advance Avoid different accent trap in the audio recordings Skillfully Skillfull y handle monologues and dialogues of the recordings Know the test takers tricks that can baffle you during the test
. Writing section is not hard anymore!!! How?
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Know some common frames to answer the Task-1 questions Practice with words usage that will boost your score Careful about the words words and types types of sentence that can decrease the score. Write about almost anything in Task type2 by following some simple structure
TA T ARGETBAND ABOUT THIS BOOK Is it Easy to Score Band 8?
Yes, it is easy. Why? Because, you need to correct only 35 out of 40 questions to get 8 in the Reading and Listening section. Don`t you think that`s a big error margin?...........5 answers can be remained incorrect!!! But, millions of candidates are sitting for the IELTS every year and a very few can ever score 8. Why? Because, nobody is out there to tell them the secret way that can bring them that high score. Tons of books/CDs and thousands of training centers are devoted to help the candidates but most of them are loaded with only Sample Questions or Mob Tests or list of tips. So, is there any practical guide to get get that higher band?
You are here to find so!!! Prepare you for the Reading section at Band 9 Level •
•
•
•
Make plenty of time time (within (within allotted 60 minutes) by following a tricky technique. NO MORE MORE FEAR for the HEADINGS MACHING tasks. Answer True/False/Not Given questions within a minute. Master to art of scan, skim and speed reading.
Score 9 in the Listening section!!! How? •
Speaking section....What makes you score better? Avoid simple traps of examiner that my hinder you to score high Motivate the examiner to questions that you already prepared in your home Use some universal techniques to sound your conversation as natural as possible Know some trips/secrets to score 7+ in this section following some styles of speaking
•
•
•
•
•
Predict what the speaker will say in the recording in advance Avoid different accent trap in the audio recordings Skillfully Skillfull y handle monologues and dialogues of the recordings Know the test takers tricks that can baffle you during the test
. Writing section is not hard anymore!!! How?
•
•
•
•
•
•
Know some common frames to answer the Task-1 questions Practice with words usage that will boost your score Careful about the words words and types types of sentence that can decrease the score. Write about almost anything in Task type2 by following some simple structure
HOW NOT TO FEAR IELTS
Table of Contents Reading Section.................... .................................. ........................... ........................... ............................ ........................... ................... ...... 1 Match Headings .................................................................................................................. 1 True/False/Not Given ……………………………..…………………………………………….13 Gap fill task ……………………………………………………………………………...……….22 Sentence Completion ……………………………………………………………...…………...31 Table/Chart/Diagram Filling ……………………………………...…………………………… 40 Multiple Choices ………………………………………………………………………………...52 Short Answers …………………………………………………………………………………...65 Classification …………………………………………………………………………………….76
Writing Section .......................... ....................................... ........................... ............................ ........................... ........................... ................ 1 Table ................................................................................................................................... 1 Graph ………………………………………………………………………………………………9 Chart …………………………………………………………………..………………………… 15 Diagram …………………………………………………………………………………………..22 Problem and Solution ………………………………………………………………...………...31 Cause and Effect ………………………………………………………………………………..42 Advantage and Disadvantage ……………………………………...………………………… 48 Argument ………………………………………………………………………………………...55
Listening Section ............................. ........................................... ............................ ........................... ........................... ...................... ........ 1 Numbers & Letters .............................................................................................................. 2 Dates…………………… …………………………………………………………………………3 Spelling Letters…………………………………………………...…..………………………… ..4 Signpost Words……………………………………………………………………………………5 Handle Multiple Speaker…… ……………..………………………………………...………...,.8 Predict Earlier ……………………………………………………………………………….…. 12 Accent Trap ……………………………………………………………………………………...15 Different types of Questions……………………………………………………………………18
Speaking Section ........................... ......................................... ............................ ........................... ........................... ........................ .......... 1 Part 1: Introduction .................................................. ......................... .................................................. .................................................. ................................... .......... 2 Part 2: Individual Long Run…………………… ……..…………………………………………9 Part 3: Two Way Discussion ………………………………..………………………………….18 Common Framework to speak………………………………………………………...……… 23 Avoiding common traps ………………………………………………………………………...30
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Readin!
Eight Types Types of Questions in the Reading Setion
T
here are 8 basic types of IELTS reading qestion tas!s"
REA5IN6 TAS7S *" 0" 2" 4"
3 AT,H HEA5IN6S " TA9LE:,HART:5IA6RA3 FILLIN6 TR;E :F ALSE :N OT 6I
" SHORT SHORT ANSW ANSWERS ERS SENTEN,E ,O31LETION 8" ,LASSIFI,ATION TAS7S
reqires a certain strategy or approach in order to #a!e the best se of yor ti#e" $o sh o%d be f%e&ib%e enogh to se a%% these different approaches that sit the qestion tas!" In this gide' yo (i%% not on%y find the strategies to approach a%% these eight Each type of qestions
types of tas!s' bt a%so practica%
de#onstration of each"
!ath Headings This task task is prett prett strai!ht strai!ht forward" forward" o# are !i$en !i$en a set of para!ra para!raphs phs witho#t witho#t their their headin!s headin!s%% o# are to select the ri!ht para!raph headin! from a !i$en list. &or e$er test takers this is a prett labo#r'intensi$e tpe of (#estion% and the strate! shown in this !#ide will certainl make o# appreciate how eas it is. Ho( to so%)e #atch headings Step *+ ,%assify the Headings according to -organi.ing (ords/ Step0+ ,atch the tone of 1aragraphs by s!i##ing * st' 0nd' 2rd and %ast %ine Step2+ 3atch paragraphs (ith headings by organi.ing (ords Step4+ S!i# for the best ans(er
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Organi.ing Words
Title of headin!s can be !ro#ped to!ether #nder some common or!ani)in! words. *ike o# can !ro#p these three title'''+En$ironmental effect,% +The financial cost of recent technolo!ical impro$ements,% +-rri!ation sstems fall into dis#se,''''#nder the or!ani)in! word +Effect, Eample of r!ani)in! 0ord
Fact' 5escription' 1rob%e#s' Effects' ,ases' 1rpose' 1rocess etc"
Tone of the paragraphs in the reading passage
Each para!raph in the readin! passa!e can be identified #nder a or!ani)in! word. 1o# can do it b identifin! the tone of a para!raph. A para!raph statin!% +The conse(#ences of o#r water policies..2eopardisin! h#man health. Tens of millions of people ha$e been forced to mo$e from their homes....., can be identified as Effect para!raph.
#ratia$ E%erise -t is the time to look at the aforementioned strategies in action and disco$er ho( easy it is to answer match headin!s (#estions. 3ambrid!e -E*T4 practice book is #sed on this re!ard% beca#se it is the onl official practice test book in the market. 1o# can open the hard cop book if o# alread bo#!ht it. therwise% follow the passa!e cited below from the 3ambrid!e -E*T4 5. 9assa!e 4o#rce pa!es ; ' < in 3ambrid!e -E*T4 5.
Reading 1assage has se)en paragraphs' A?H 3hoose the correct headin! for para!raphs A and 367 from the list of headin!s below 0rite the correct n#mber" i6i% in boes on o#r answer sheet. List of Headings Scientists’ call for a revision of policy I An explanation for reduced water use ii How a global challenge was met iii Irrigation systems fall into disuse iv Environmental effects v The financial cost of recent technological improvements vi The relevance to health vii Addressing the concern over increasing populations viii A surprising downward trend in demand for water ix The need to raise standards x A description of water xi . ancient 9ara!raph A supplies
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E&a#p%e 9ara!raph A * 1aragraph 9 . 9ara!raph 3 =. 9ara!raph D <. 9ara!raph E >. 9ara!raph & ?. 9ara!raph G 5. 9ara!raph 7
ns(er iii
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MAKING EVERY DROP COUNT A The histor of h#man ci$ili)ation is entwined with the histor of the was we ha$e learned to manip#late water reso#rces. As towns !rad#all epanded% water was bro#!ht from increasin!l remote so#rces% leadin! to sophisticated en!ineerin! efforts s#ch as dams and a(#ed#cts. A t the hei!ht of the Roman Empire% nine ma2or sstems% with an inno$ati$e lao#t of pipes and well'b#ilt sewers% s#pplied the occ#pants of Rome with as m#ch water per person as is pro$ided in man parts of the ind#strial world toda. B D#rin! the ind#strial re$ol#tion and pop#lation eplosion of the @th and ; th cent#ries% the demand for water rose dramaticall. nprecedented constr#ction of tens of tho#sands of mon#mental en!ineerin! pro2ects desi!ned to control floods% protect clean water s#pplies% and pro$ide water for irri!ation and hdropower bro#!ht !reat benefits to h#ndreds of millions of people. &ood prod#ction has kept pace with soarin! pop#lations mainl beca#se of the epansion of artificial irri!ation sstems that make possible the !rowth of <; of the worldCs food% Nearl one fifth of all the electricit !enerated worldwide is prod#ced b t#rbines sp#n b the power of fallin! water. 3 1et there is a dark side to this pict#re: despite o#r pro!ress% half of the worldCs pop#lation still s#ffers% with water ser$ices inferior to those a$ailable to the ancient Greeks and Romans. As the nited Nations report on access to water reiterated in No$ember ;;% more than one bill ion people lack access to clean drinkin! water" some two and a half billion do not ha$e ade(#ate sanitation ser$ices. 9re$entable water6related diseases kill an estimated ;%;;; to ;%;;; children e$er da% and the latest e$idence s#!!ests that we are fallin! behind in efforts to sol$e these problems. D The conse(#ences of o#r water policies etend beond 2eopardi)in! h#man health. Tens of mil lions of people ha$e been forced to mo$e from their homes 6 often with little warnin! or compensation 6 to make wa for the reser$oirs behind dams. ore than ; of all freshwater fish species are now threatened or endan!ered beca#se dams and water withdrawals ha$e destroed the free'flowin! ri$er ecosstems where the thri$e. 3ertain irri!ation practices de!rade soil (#alit and red#ce a!ric#lt#ral prod#cti$it. Gro#ndwater a(#ifers are bein! p#mped down faster than the are nat#rall replenished in parts of -ndia% 3hina% the 4A and elsewhere. And disp#tes o$er shared water reso#rces ha$e led to $iolence and contin#e to raise local% national and e$en international tensions. E At the o#tset of the new millenni#m% howe$er% the wa reso#rce planners think abo#t water is be!innin! to chan!e. The foc#s is slowl shiftin! back to the pro$ision of basic h#man and en$ironmental needs as top priorit 6 ens#rin! Fsome for all% instead of Fmore for someH. 4ome water eperts are now demandin! that eistin! infrastr#ct#re be #sed in smarter was rather than b#ildin! new facilities% which is increasin!l considered the option of last% not first% resort. This shift in philosoph has not been #ni$ersall accepted% and it comes with stron! opposition from some established water or!ani)ations. Ne$ertheless% it ma be the onl wa to address s#ccessf#ll the pressin! problems of pro$idin! e$erone with clean water to drink% ade(#ate water to !row food and a life free from pre$entable water'related illness. & &ort#natel 6 and #nepectedl 6 the demand for water is not risin! as rapidl as some predicted. As a res#lt% the press#re to b#ild new water infrastr#ct#res has diminished o$er the past two decades. Altho#!h pop#lation% ind#strial o#tp#t and economic prod#cti$it ha$e contin#ed to soar in de$eloped nations% the rate at which people withdraw water from a(#ifers% ri$ers and lakes has slowed. And in a few parts of the world% demand has act#all fallen. G 0hat eplains this remarkable t#rn of e$entsI Two factors: people ha$e fi!#red o#t how to #se water more efficientl% and comm#nities are rethinkin! their priorities for water #se. Thro#!ho#t the first three'(#arters of the ;th cent#r% the (#antit of freshwater cons#med per person do#bled on a$era!e" in the 4A% water withdrawals increased tenfold while the pop#lation (#adr#pled. B#t since @8;% the amo#nt of water cons#med per person has act#all decreased% thanks to a ran!e of new technolo!ies that help to conser$e water in homes and ind#str. -n @?>% for instance% Japan #sed approimatel = million !allons of water to prod#ce K million of commercial o#tp#t" b @8@ this had dropped to =.> million !allons Le$en acco#ntin! for inflationM' almost a (#adr#plin! of water prod#cti$it. -n the 4A% water withdrawals ha$e fallen b more than ; from their peak in @8;. 7 n the other hand% dams% a(#ed#cts and other kinds of infrastr#ct#re will still ha$e to be b#ilt% partic#larl in de$elopin! co#ntries where basic h#man needs ha$e not been met. B#t s#ch pro2ects m#st be b#ilt to hi!her specifications and with more acco#ntabilit to local people and their en$ironment than in the past. And e$en in re!ions where new pro2ects seem warranted% we m#st find was to meet demands with fewer reso#rces% respectin! ecolo!ical criteria and to a smaller b#d!et.
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Step *+ ,%assification of Headings
There are headin!s listed for the passa!e and n#mber iii is !i$en as eamples. 4o there are total ; headin!s need to be cate!ori)ed accordin! to some or!ani)in! word. B !lancin! at these ; headin!s we can !#ess that the passa!e wo#ld be abo#t en$ironment. 4o% there wo#ld be 9roblems and their Effects and moreo$er we can epect the article will offer some sol#tion. *ets 3ate!ori)e these headin!s on these cate!ories. Notice the bold words in headin!s that helped to cate!ori)e them. Organi.ing Word
Headings
1rob%e#
i$
-rri!ation sstems fa%% into disse En$ironmental effects
$i
The financia% cost of recent technolo!ical impro$ements
$ii
The rele$ance to health L prob%e# M
$iii
Addressin! the concern o$er increasin! pop#lations
Fact
i
A s#rprisin! downward trend in demand for water
5escription
ii
An e&p%anation for red#ced water #se
&i
A description of ancient water s#pplies
-
4cientistsC call for a re)ision of polic
The need to raise standards
So%tion
Step 0+ Identify Each 1aragraph (ith a Organi.ing Word
4o far o# ha$e listed para!raph headin!s #nder some or!anisin! words. Now% its the time to look at para!raphs in the readin! passa!e and determine whether the can fall #nder those or!anisin! words. To do this% o# can skim st% nd% =rd and last line of each para!raph. -n most of the cases% o# dont need to !o thro#!h =rd or last line of the passa!e" st and last line wo#ld be eno#!h to identif them.
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How to Identify the Tone of a #aragraph
To !et an idea of the tone/s#b2ect matter/topic of para!raph% o# can skim tho#!h the *st'' 0nd and %ast %ine of each 9ara!raph. The intention wo#ld be to get the tone Le. 9roblem% description% sol#tion etcM of it #nder pre$io#s +or!ani)in! words, of headin!s classification. 4ee the ill#strated eample below and note the Red 3olo#red words which helps to !et the tone of para!raph.
Paragraph A The history of human civiliation is entwined with the history of the ways we have learned to manipulate water resources! As towns gradually expanded" water was brought from increasingly remote sources" leading to sophisticated engineering efforts such as dams and a#ueducts! At te eigt of te Ro!an E!"i#e$ nine !a%o# s&ste!s$ 'it an innovative (a&o)t of "i"es and 'e((*+)i(t se'e#s$ s)""(ied te o,,)"ants of Ro!e 'it as !),'ate# "e# "e#son as is "#ovided in !an& "a#ts of te ind)st#ia( 'o#(d toda&-
This $ast $ine desri)es water supp$y syste* of the Ro*an E*pire+ So, #aragraph A fa$$s under organi-ing word .desription/
Paragraph $ Yet te#e is a da#. side to tis "i,t)#e/ des"ite o)# "#og#ess$ a(f of te 'o#(d0s "o")(ation sti(( s)ffe#s$ 'it 'ate# se#vi,es infe#io# to tose avai(a+(e to te an,ient G#ee.s and Ro!ans- As the %nited &ations report on access to water reiterated in &ovember '(()" more than one billion people lac* access to clean drin*ing water+ some two and a half billion do not have ade#uate sanitation services! Preventable water,related diseases *ill an estimated )("((( to '("((( children every day" and the latest evidence suggests that we are falling behind in efforts to solve these problems!
This first $ine te$$s us a)out pro)$e*s+ So, #aragraph 0 fa$$s under organi-ing word .#ro)$e*/
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Paragraph 0 The conse#uences of our water policies extend beyond 1eopardiing human health- Tens of !i((ions of "eo"(e ave +een fo#,ed to !ove f#o! tei# o!es 2 often 'it (itt(e 'a#ning o# ,o!"ensation 2 to !a.e 'a& fo# te #ese#voi#s +eind da!s- 2ore than '( 3 of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free4flowing river ecosystems where they thrive! $ertain irrigation practices degrade soil #uality and reduce agricultural productivity! 5roundwater a#uifers6 are being pumped down faster than they are naturally replenished in parts of India" $hina" the %SA and elsewhere! And disputes over shared water resources have led to violence and continue to raise local" national and even international tensions!
This seond $ine te$$s us a)out pro)$e*s+ So, .#aragraph 2/ fa$$s under organi-ing word .#ro)$e*/
Paragraph E At the outset of the new millennium" however" the way resource planners thin* about water is beginning to change! The focus is slowly shifting bac* to the provision of basic human and environmental needs as top priority , ensuring -some for all." instead of -more for some/! Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities" which is increasingly considered the option of last" not first" resort! This shift in philosophy has not been universally accepted" and it comes with strong opposition from some established water organiations! Neve#te(ess$ it !a& +e te on(& 'a& to add#ess s),,essf)((& te "#essing "#o+(e!s of "#oviding eve#&one 'it ,(ean 'ate# to d#in.$ ade1)ate 'ate# to g#o' food and a (ife f#ee f#o! "#eventa+(e 'ate#*#e(ated i((ness-
This $ast $ine te$$s us a)out So$utions+ So, .#aragraph E/ fa$$s under organi-ing word .So$ution/
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Paragraph 7 3o#t)nate(& 2 and )nex"e,ted(& 2 te de!and fo# 'ate# is not #ising as #a"id(& as so!e "#edi,ted! As a result" the pressure to build new water infrastructures has diminished over the past two decades! Although population" industrial output and economic productivity have continued to soar in developed nations" the rate at which people withdraw water from a#uifers" rivers and la*es has slowed! And in a few parts of the world" demand has actually fallen!
This 1st $ine te$$s us a)out a fat 4a pratia$ situation5+ So, #aragraph F fa$$s under organi-ing word Fat
Paragraph 5 4at ex"(ains tis #e!a#.a+(e t)#n of events5 T'o fa,to#s8 "eo"(e ave fig)#ed o)t o' to )se 'ate# !o#e effi,ient(&$ and ,o!!)nities a#e #etin.ing tei# "#io#ities fo# 'ate# )se! Throughout the first three4#uarters of the '(th century" the #uantity of freshwater consumed per person doubled on average+ in the %SA" water withdrawals increased tenfold while the population #uadrupled! 9ut since ):;(" the amount of water consumed per person has actually decreased" than*s to a range of new technologies that help to conserve water in homes and industry! In ):<=" for instance" >apan used approximately )? million gallons of water to produce @) million of commercial output+ by ):;: this had dropped to ?!= million gallons even accounting for inflationB4 almost a #uadrupling of water productivity! In the %SA" water withdrawals have fallen by more than '( 3 from their pea* in ):;(!
This 1st $ine gi6es the desription 4e%p$anation5 of two fators+ So, #aragraph 7 fa$$s under organi-ing word .2esription/
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Paragraph H On te ote# and$ da!s$ a1)ed),ts and ote# .inds of inf#ast#),t)#e 'i((sti(( ave to +e +)i(t$ "a#ti,)(a#(& in deve(o"ing ,o)nt#ies 'e#e +asi, )!an needs ave not +een !et! 9ut such pro1ects must be built to higher specifications and with more accountability to local people and their environment than in the past! And even in regions where new pro1ects seem warranted" we must find ways to meet demands with fewer resources" respecting ecological criteria and to a smaller budget
This 1st $ine te$$s us a)out so$ution+ So, #aragraph H fa$$s under organi-ing word ;So$ution/
Step 2+ 3atching 1aragraphs @ Headings by Organi.ing Words
4o far o# ha$e listed para!raphs #nder some or!anisin! words. Now% its the time to comparati$el look at o#r findin!s/research. 1o# can see the o#tcome of o#r obser$ation in the table below. Organi-ing Words
#aragraph
Headings
#ro)$e*
092
iv 6 v 6 vi 6 vii 6 viii
Fat
F
ix
2esription
A97
ii 6 xi
So$ution
E9H
i6x
Things are 7etting Easy Now:
After matchin! the headin!s with para!raph n#mbers as it is shown in the table abo$e% donCt o# think it is !ettin! eas now to answer the (#estionsI The answer for 9ara!raph & is fo#nd i. There is a >;/>; possibilit in answerin! Description O 4ol#tion 9ara!raphs. nl o# need to eliminate = headin!s for the 9roblem 3ate!or. *et do this in the net step.
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Step 4+ S!i# 1aragraphs for the 9est Ans(er
After the end of step % it is clear that se$eral headin!s need to be eliminated to find the best match. -n this step o# need to skim each para!raph to find the best answer. This process is ill#strated below. Note the Red 3olo#red words that help to determine the best answers
Organi-ing Word= #ro)$e* 1aragraph ,
1et there is a dark side to this pict#re: despite o#r pro!ress% half of the worldCs pop#lation still s#ffers% with water ser$ices inferior to those a$ailable to the ancient Greeks and Romans. As the nited Nations report on access to water reiterated in No$ember ;;% more than one billion people lack access to clean drinkin! water" some two and a half billion do not ha$e ade(#ate sanitation ser$ices. 9re$entable water6related diseases !i%% an esti#ated *' to 0' chi%dren e)ery day% and the latest e$idence s#!!ests that we are fallin! behind in efforts to sol$e these problems. 9ossible 3hoices: B i$ B$
-rri!ation sstems fall into dis#se L-t does not sa anthin! abo#t irri!ationM En$ironmental effects L-t does not sa anthin! abo#t en$ironmentM
B $i costM
The financial cost of recent technolo!ical impro$ements LThere is no mention of
$ii
The rele$ance to health L- does sa abo#t disease or health problemM
B $iii Addressin! the concern o$er increasin! pop#lations LThere is no mention abo#t increasin! pop#lationM 1aragraph 5
The conse(#ences of o#r water policies etend beond 2eopardi)in! h#man health. Tens of millions of people ha$e been forced to mo$e from their homes 6 often with little warnin! or compensation 6 to make wa for the reser$oirs behind dams. ore than ; of all freshwater fish species are now threatened or endan!ered beca#se dams and water withdrawals ha$e destroyed the free'flowin! ri)er ecosyste#s where the thri$e. 3ertain irri!ation practices degrade soi% qa%ity and red#ce a!ric#lt#ral prod#cti$it. Gro#ndwater a(#ifers are bein! p#mped down faster than the are nat#rall replenished in parts of -ndia% 3hina% the 4A and elsewhere. And disp#tes o$er shared water reso#rces ha$e led to $iolence and contin#e to raise local% national and e$en international tensions. B i$ $
B $i costM
-rri!ation sstems fall into dis#se L-t does not sa anthin! abo#t irri!ationM En$ironmental effects L-t does not sa abo#t en$ironment/Ecosstem/4oil P#alitM The financial cost of recent technolo!ical impro$ements LThere is no mention of
B $iii Addressin! the concern o$er increasin! pop#lations LThere is no mention abo#t increasin! pop#lationM <
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Organi-ing Word= 2esription 1aragraph A
The histor of h#man ci$ili)ation is entwined with the histor of the was we ha$e learned to manip#late water reso#rces. As towns !rad#all epanded% water was bro#!ht from increasin!l remote so#rces% leadin! to sophisticated en!ineerin! efforts s#ch as dams and a(#ed#cts. At the hei!ht of the Ro#an E#pire% nine ma2or sstems% with an inno$ati$e %ayot of pipes and (e%%C bi%t se(ers% s#pplied the occ#pants of Rome with as m#ch water per person as is pro$ided in man parts of the ind#strial world toda. 9ossible 3hoices: B ii #seM
An eplanation for red#ced water #se LThere is no mention abo#t red#ced water
i
A description of ancient water s#pplies LThere is mention of a ancient/ Roman water s#ppl sstemM 1aragraph 6
As there are two possible answer choices and one is 2#st fied for 9ara!raph A% the answer is ii
An eplanation for red#ced water #se
Organi-ing Word= So$ution 1aragraph E
At the o#tset of the new millenni#m% howe$er% the wa reso#rce planners think abo#t water is be!innin! to chan!e. The foc#s is slowl shiftin! back to the pro$ision of basic h#man and en$ironmental needs as top priorit 6 ens#rin! Fsome for all% instead of Fmore for someH. 4ome water e&perts are no( de#anding that eistin! infrastr#ct#re be #sed in s#arter (ays rather than b#ildin! new facilities% which is increasin!l considered the option of last% not first% resort. This shift in philosoph has not been #ni$ersall accepted% and it comes with stron! opposition from some established water or!ani)ations. Ne$ertheless% it ma be the onl wa to address s#ccessf#ll the pressin! problems of pro$idin! e$erone with clean water to drink% ade(#ate water to !row food and a life free from pre$entable water'related illness. 9ossible 3hoices: i
4cientistsC call for a re$ision of polic LThere is mention for eperts/scientists
demandM B
The need to raise standards. LThere is no mention of standardsM
1aragraph H
There are answer choices for so%tion cate!or and one is 2#st fied for 9ara!raph E% so 9ara'7 is
The need to raise standards 1>
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True? Fa$se? Not 7i6en or @es? No? Not 7i6en This is part of the readin! test where most of the st#dents !et worried abo#t. ost candidatesC dot not #nderstands the difference between No or &alse and Not Gi$en. *et #s clear this contro$ers% .No?Fa$se/ *eans there is so*ething in the passage with is ust opposite?against the state*ent+ .Not 7i6en/ *eans there is nothing in the reading passage to support or ontradit with the Buestion state*ent+ The go$den ru$e for reading part in the IELTS is not to fo$$ow your own idea )ut to fo$$ow the idea stated in the te%t+
*ets test o#r capabilit of readin! b simpl testin! the abo$e para!raph in -E*T4 stle.
Test+
0rite:
5o the state#ents agree (ith the infor#ation gi)en in the paragraphD
Tre if the statement a!rees with the information Fa%se if the statement contradicts the information Not gi)en if there is no information on this
.
FNoC and FfalseC represents the same thin!
.
an -E*T4 candidates score comparati$el lower band in this part of the test.
=.
FNot !i$enC means that o# sho#ld #se o#r own ideas.
Answers to e%erise a)o6e
.
Tr#e LBeca#se% No and &alse are 2oined with +and, in the tetM
.
Not Gi$en LThere is no mention of !ettin! lower band score in the tetM
=.
&alse
L-t is stated in the tet that st#dents sho#ld not follow their own ideasM
How to so$6e True?Fa$se?Not 7i6en Step *+ Identify !ey (ords in the qestion Step0+ Scan reading passage to find the !ey(ord Step2+ Read the passage %ine (hich contains the !ey(ord Step4+ 5eter#ine (hether it is sa#e' opposite or ot of conte&t 11
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So*e #ages are Not A6ai$a)$e in this E6a$uation 0opy
1"
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0ritin!
Two Types of Questions in the Writing Setion
T
here are 0 basic types of IELTS (riting qestion tas!s"
WRITIN6 TAS7S *W:03 TAS7 0+ A N ESSA$ OR R E1ORT 0W:43 1RO9LE3 AN5 SOL;TION , A;SE AN5 EFFE,T
T AS7 *+ 5 ATA OR 1RO,ESS T A9LE 6RA1H ,HART 5IA6RA3 OF A 1RO,E5;RE
A5
A R6;3ENT
reqires a certain strategy or approach in order to #a!e the best se of yor ti#e" $o sh o%d be f%e&ib%e enogh to se a%% these different approaches that sit the qestion tas!" In this gide' yo (i%% not on%y find the strategies to approach a%% these eight Each type of qestions
types of tas!s' bt a%so practica%
de#onstration of each"
TasC 1= Ta)$e A table will be presented to o# and o# m#st write o#t approimatel a * (ord disc#ssion on it within approimatel 0 #intes. 1o# m#st e$al#ate the table% or!ani)e o#r ideas% and de$elop them into a cohesi$e and coherent eplanation.
Ho( to (rite abot a tab%e 1aragraph * Write a descripti)e introdction 1aragraph 0 Write a o)er)ie( 1aragraph 2 @ 4""" 5escribe !ey infor#ation
1
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#ratia$ E%erise -t is the time to look at the aforesaid strategies in action and disco$er ho( easy it is to write abo#t a Table. 3ambrid!e -E*T4 practice book is #sed on this re!ard% beca#se it is the onl official practice test book in the market. 1o# can open the hard cop book if o# alread bo#!ht it. therwise% follow the table cited below from the 3ambrid!e -E*T4 .
Table 4o#rce pa!es 8 in 3ambrid!e -E*T4 .
The tab%e be%o( sho(s the cons#er drab%es te%ephone' refrigerator' etc" o(ned in 9ritain fro# *G>0 to *G82"
0rite a report for a #ni$ersit lect#rer describin! the information shown below. 1o# sho#ld write at least >; words 3ons#mer d#rables
@5
@5<
@5?
@58
@5@
@8
@8
@8=
3entral heatin!
=
<=
<8
>
>>
>@
?;
?<
Tele$ision
@=
@>
@?
@?
@5
@5
@5
@8
9ercenta!e of ho#seholds with:
ideo
8
ac##m cleaner
85
8@
@
@
@=
@<
@>
Refri!erator
5=
8
88
@
@
@=
@=
@<
0ashin! machine
??
?8
5
5>
5<
58
5@
?;
=
=
<
<
>
?;
?5
5>
5?
55
Dishwasher Telephone
<
>;
><
1aragraph *+ Write a descripti)e introdction
1o# sho#ld write total = sentences in the first para!raph. First sentence wo#ld be introdctory sentence b paraphrasin! the (#estion statement beca#se writin! the eact (#estion statement will c#t down o#r score. The second @ third sentence wo#ld be o)er)ie( sentence abo#t the table.
"
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How to #araphrase the Question State*ent
As it is stated abo$e% o# sho#ld write a introd#ctor sentence in the first para!raph. So#e stdents spend a %ot of ti#e (riting an introdction . 7ere is a (#ick wa to write an introd#ction. The $er first step to paraphrase the (#estion statement is to chan!e the reporting )erb of the (#estion statement. -n the (#estion statement o# will find somethin! like: QThe table below shows the...., The most commonl #sed reportin! $erbs for this p#rpose tend to be QshowsQ. 7owe$er% this is not the onl $erb #se to refer the data of table or !raph. To% paraphrase the (#estion statement" o# can choose from the followin! list of reference $erbs: E&a#p%e of Reporting
The tab%e pro)ides infor#ation abot"""
Represent
The tab%e represents statistics on""""
Indicate
The tab%e indicates the n#ber of""""""
J#st after chan!in! the reportin! $erb% o# can write abo#t what the data represents in the table in o#r own words. 3heck whether the table presents total $ol#me or percenta!e. Net to this 2#st write the time d#ration showed in the table. 4o% the shortc#t form#la wo#ld be:
0hanging the reporting 6er) DD Write what is the data a)out DD Ti*e duration E&a#p%e of Introdctory Sentence The tab%e pro)ides percentage of hoseho%ds in 9ritain sing different cons#er drab%es fro# *G>0 to *G82 The tab%e represents the percentages of hoseho%d possess a range of cons#er drab%es in eight different years" The tab%e indicates the hoseho%d statistics sing cons#er drab%es in 9ritish hoseho%ds fro# *G>0 to *G82"
Now% it is the time to write o$er$iew sentences. -n the first sentence o# can write the !eneral trend of the table. -n the second sentence o# can write an contrast or compare $isible in the table. 4o#nds diffic#ltI J#st follow the sentence format presented in the net pa!e and o# will find it eas.
&
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O)er)ie( For#at for Writing 0 Sentences *"
O)era%%' increased:decreased bet(een "6enera% trend In partic%ar (hi%e ,ontrast
0"
It is c%ear fro# the figres that 6enera% trend Near%y ' (ith a %itt%e differentiation in case of ,ontrast
2"
Not srprising%y' 6enera% trend Ho(e)er' s%ight%y fe(er:%ess:#ore than did" ,o#pare
Now lets p#t these sentence str#ct#re format for writin! o$er$iew for the abo$e table. E&a#p%e of O)er)ie( Sentences O)era%%' the hoseho%d o(nership of cons#er drab%es in 9ritain increased bet(een *G>0 and *G82" In partic%ar' the percentage of hoseho%ds (ith centra% heating rose' (hi%e the n#ber of hoseho%ds (ith a (ashing #achine fe%%" It is c%ear fro# the figres that there is an increasing se of cons#er drab%es in 9ritain fro# *G>0 to *G82" Near%y' a%% prodcts sage sho(ed an p(ard trend (ith a %itt%e differentiation in case of (ashing #achine" Not srprising%y' the o(nership of cons#er drab%es rose in 9ritain o)er the years" Ho(e)er' the sage centra% heating increased s%ight%y #ore than dish(asher did"
1aragraph 2 @ 4+ 5escribe 7ey Infor#ation To describe !ey infor#ation in a tab%e yo sho%d describe the i#portant data in the tab%e" $o cant (rite abot e)ery co%#n and ro(' so %oo! for the+C
The biggest and s#a%%est n#ber in co%#ns or ro(s
The biggest change in n#bers o)er the
ti#e period
The c%osest si#i%arity' dissi#i%arity and e&ceptions a#ong categories of data
'
H O W
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The iggest and S*a$$est Nu*)er in o$u*ns or rows LooCing at the ta)$e, we an see that the )iggest nu*)er in rows goes to te$e6ision 4<& +++<8+5 ategory and the s*a$$est nu*)er goes todishwasher 4&+++(5 ategory+ ,entra% heating
2*
42
48
0
G
=
=4
Te%e)ision
@=
@>
@?
@?
@5
@5
@5
@8 8
85
8@
@
@
@=
@<
@>
Refrigerator
5=
8
88
@
@
@=
@=
@<
Washing #achine
??
?8
5
5>
5<
58
5@
?;
=
=
<
<
>
?;
?5
5>
5?
55
5ish(asher Te%ephone
<
>;
><
The 9iggest and S#a%%est N#ber For#at for Writing It is interesting to see that the #aJority of" In contrast' the %o(est percentage:n#ber of"
Now lets p#t these sentence str#ct#re format for the abo$e table. E&a#p%e It is interesting to see that the #aJority of hoseho%ds o(ned Te%e)ision in *G>0 and the figre has risen to G8K fro# G2K by *G82" In contrast' the %o(est percentage of hoseho%ds sed dish(asher and the figre rose fro# on%y 2K in *G>8 to Jst K by *G82" Notice the se of qantifiers e&" -the #aJority of/ for contab%e non -hoseho%ds/ in (riting tab%e" $o sho%d be caref% in sing the# (ith contab%e and ncontab%e for#s" On%y (ith ncontab%e nons a little
With ncontab%e and contab%e nons no/none
On%y (ith contab%e nons a few
a bit of C a great dea% of a %arge a#ont of
not any so#e any a %ot of p%enty of
a n#ber of se)era% a %arge n#ber of a great n#ber of
C
%ots of
The #aJority of (
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Therefore' (hi%e describing the abo)e tab%e' yo can a%ternati)e%y (rite %i!e+ It is interesting to see that the #aJority of:a %arge n#ber of:a great n#ber of: hoseho%ds o(ned Te%e)ision in *G>0 and the figre has risen to G8K fro# G2K by *G82" Notice the se of connecti)e (ords e&" -in contrast/ in (riting tab%e" Fo%%o(ing %ist contain other connecti)e (ords yo can se describing this type of co#parison or contrast" On the contrary
A%ternati)e%y
On the other hand
Ho(e)er
Whereas
C
So' yo can (rite""" On the contrary: A%ternati)e%y: On the other hand: Ho(e)er: Whereas: In contrast' the %o(est percentage of hoseho%ds sed dish(asher and the figre rose fro# on%y 2K in *G>8 to Jst K by *G82"
The iggest 0hanges in Nu*)ers o6er the Ti*e #eriod LooCing at the ta)$e, we an see that the )iggest hange in nu*)ers fro* 1<3" to 1<8& goes to Te$ephone 433'"G&(5 and ne%t is 0entra$ heating 4'&1G&&5 ,entra% heating
2*
42
48
0
G
=
=4
Te%e)ision
@=
@>
@?
@?
@5
@5
@5
@8 8
85
8@
@
@
@=
@<
@>
Refrigerator
5=
8
88
@
@
@=
@=
@<
Washing #achine
??
?8
5
5>
5<
58
5@
?;
=
=
<
<
>
?;
?5
5>
5?
55
5ish(asher Te%ephone
<
>;
><
The 9iggest ,hanges in N#ber For#at for Writing The greatest increase (as in rising fro#" Ne&t ca#e to category (ith second biggest change' rising fro#"
H O W
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T O
F E A R
I E L T S
Now lets p#t these sentence str#ct#re format for the abo$e table. E&a#p%e The greatest increase (as in te%ephone o(nership' rising fro# 40K in *G>0 to >>K in *G82" Ne&t ca#e centra% heating o(nership' rising fro# 2>K of hoseho%ds in *G>0 to =4K in *G82"
The 0$osest Si*i$arity, 2issi*i$arity and E%eptions a*ong 0ategories of data LooCing at the ta)$e, we an see that 6ideo ategory is a e%eption as it has data a6ai$a)$e on$y for 1<8& and washing *ahine shows dissi*i$arity )eause fro* 1<8& to 1<3" a$$ data shows a inrease )ut the househo$ds perentage with washing *ahine o*es down to > fro* in "<8&+ ,ons#er drab%es
*G>0
*G>4
*G>=
*G>8
*G>G
*G8*
*G80
*G82
,entra% heating
=
<=
<8
>
>>
>@
?;
?<
Te%e)ision
@=
@>
@?
@?
@5
@5
@5
@8
1ercentage of hoseho%ds (ith+
8
85
8@
@
@
@=
@<
@>
Refrigerator
5=
8
88
@
@
@=
@=
@<
Washing #achine
??
?8
5
5>
5<
58
5@
?;
=
=
<
<
>
?;
?5
5>
5?
55
5ish(asher Te%ephone
<
>;
><
3
H O W
N O T
T O
F E A R
I E L T S
The c%osest si#i%arity" dissi#i%arity and e&ceptions (riting for#at Fina%%y' it is (orth noting that ' #ean(hi%e "
Now lets p#t these sentence str#ct#re format for the abo$e table. E&a#p%e Fina%%y' it is (orth noting that o(nership of (ashing #achine acta%%y fe%% by *GK bet(een*G80 @ *G82' #ean(hi%e the )ideo reorder Jst got introdced into the #ar!et in *G82"
The Fina$ Writing 41> words in "> !inutes5 Adding up a$$ the e%a*p$es of writing different parts of a ta)$e, $et see what o*es up fina$$y+
The ta)$e pro6ides perentage of househo$ds in ritain using different onsu*er dura)$es fro* 1<3" to 1<8&+ O6era$$, the househo$d ownership of onsu*er dura)$es in ritain inreased )etween 1<3" and 1<8&+ In partiu$ar, the perentage of househo$ds with entra$ heating rose, whi$e the nu*)er of househo$ds with a washing *ahine fe$$+ It is interesting to see that the *aority of househo$ds owned Te$e6ision in 1<3" and the figure has risen to <8 fro* <& )y 1<8&+ In ontrast, the $owest perentage of househo$ds used dishwasher and the figure rose fro* on$y & in 1<38 to ust ( )y 1<8&+ The greatest inrease was in te$ephone ownership, rising fro* '" in 1<3" to 33 in 1<8&+ Ne%t o*e entra$ heating ownership, rising fro* &3 of househo$ds in 1<3" to ' in 1<8&+ Fina$$y, it is worth noting that ownership of washing *ahine atua$$y fe$$ )y 1< )etween1<8" 9 1<8&, *eanwhi$e the 6ideo reorder for onsu*er ust got introdued into the *arCet in 1<8&+
8
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I E L T S
So*e #ages are Not A6ai$a)$e in this E6a$uation 0opy
<
H O W
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I E L T S
*istenin!
Se6en Types of Questions in the Listening Setion
There are > basic types of IELTS (riting qestion tas!s"
LISTENIN6 TAS7S 3;LTI1LE ,HOI,E L A9ELI N6 A 3A1 S ;33AR$ ,O31LETION SHORT ANSWER ;ESTIONS SENTEN,E ,O31LETION ,LASSIFI,ATION 5IA6RA3 :T A9LE :FLOWC,HART ,O31LETION
For 1arts in the Listening Section
*istenin! test is the st test o# will be doin! on the test da. 1o# will write answer on (#estion paper as o# listen and at the end of a#dio listenin! o# will ha$e ; min#tes to transfer o#r answers from the (#estion booklet to the ans(er sheet. *istenin! answer sheet can be downloaded here. Typica% IELTS Listening Test Situation Social Needs
Part Section 1
Someone making complaint/booking
Someone asking for information
Someone describing rules and regulations about a restaurant/hotel
Procedure you need to follow to get a driving license or to make a complaint
Section 3
Students discussing lecture or planning assignment/thesis/talking to college or university authority
Section 4
An expert/professor/researcher talking about something.
Section 2
Education & Training
Topics Discussion on TV Program
1
H O W
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F E A R
I E L T S
How to #repare for Listening Setion
The onl wa to do well at listenin! section is 9ractice. B#t% o# dont need to practice tons of eercises. -n this book% - am !oin! to compartmentali)e the practice lession for -E*T4 listenin! mod#le.
Nu*)er 9 Letters Practice listening for numbers. They can occur in any section of the listening test. You may be required to listen out for a telephone number, someone’s height or weight, the number of a bank account, a sports score, the cost of a gift, the dimensions of an object and others. A common problem with the listening test is that you may have trouble distinguishing what the number is. Is it 15 or 50, 17 or 70? Remember codes, reference numbers and policy numbers are quite often written with numbers and capital letters. They should be written like this, “W3E1R6”.
5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin! (#estions. https://www.opendri$e.com/filesI&8TETE@TS1; Number and Letters It is a very good listening practice for section 1. keep in mind that 'reference number', 'flight number', 'passport number' and ' post number' are all combinations of letters and numbers. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Flight number: _____ Flight number: _____ Reference number: _____ Reference number: _____ Surname: _____ Surname: _____ Address: _____ _____ Address: _____ _____ Telephone number: _____ Telephone number: _____
"
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2ates The most significance about writing dates in IELTS listening module is never to write dates like 12/07/2010. If you have written so, an American person will interpret it to be the 7th December 2010. However, a British citizen will read the same date to be the 12th July 2010. You must write dates in IELTS listening as 12 July 2010 instead of 12/07/2010. Otherwise, you can also write July 12, 2010. 12th July 2010 and July 12th, 2010 are also correct. Similarly, days and months must also be written in full spelling. For example, you should write Saturday instead of Sat. One more thing is the capitalization of the first letter. Writing 'december' or 'saturday' will be considered spelling errors. So, you must write months and days with first letters capitalized like 'December' and 'Saturday'.
5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin! (#estions. https://www.opendri$e.com/filesI&8T-<2!;)N=-= Dates It is a very good listening practice for section 1. Keep in mind that dates should be written like: 12
July 2012 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Lincolns’ Birthday: _____ Valentine’s Day: _____ Washington`s Birthday: _____ April Fool Day: _____ Easter Date: _____ Mothers Day: _____ Memorial Day: _____ Fathers Day: _____ Independence Day: _____ Friendship Day: _____ Halloween Day: _____ Thanks Giving Day: _____
&
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Spelling Letters Do you know a British Native can speak A-E-I, G and J, B and V in a very close tone, so that it become difficult to distinguish them. Here is an Example Exercise for you to Practice
5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin! (#estions. https://www.opendrive.com/files?MF8yOTI4MzM3X3JzbTJz
Spelling Letters Listen to the downloaded audio file and listen to a women speaking to a bank manager about opening a bank account and answer the following questions. 1. 2. 3. 4. 5. 6.
Customer Name: _____ Adresss: _____ Mother’s Maiden Name: _____ Living Before: _____ Road Address: _____ Reference Number: _____
1.
Irene
2. Walker
6. 21 eo!il "oad
3. 27 Scythe Close
4. Gibson
5. Inglewood
7. #$4625%&
To #ratie *ore Listening Letters 2own$oad an E%e$$ent Software at http=??engspe$$+soureforge+net?
To #ratie *ost freBuent *isspe$t words in the IELTS Test 0$iC at http=??www+a*)ridge+org?ser6$et?fi$e?store3?ite*"1><3?6ersion1?Joa)ForI ELTSKWL!KFreBuent$y!isspe$tWords+pdf
Complete Exercise Now, you may have practice enough and achieve excellent listening skills to hear numbers and letter in English conversation. It is the time to go for a test comprising both number and letters.
5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin! (#estions. https://www.opendri$e.com/filesI&8T-<)c;)h
H O W
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F E A R
I E L T S
Complete Exercise Listen to the downloaded audio file and listen to a man speaking to a customer service female representative for reporting a problem about a credit card account and answer the following questions.
Example
Identification and security check: Platinum Card Service 1. Card number: 2. Name: 3. Postcode: 4. Address: 5. Date of birth: 6. Mother`s maiden name:
1.
6''2 3443 1147 ('21 2. Carlos da Sil!a Close+ ,ondon 5. 13 July 1963/'63
3. SE1 8PB
4. 43 &a)*hall
6. Moore
Signpost Words To recognize signpost words and anticipate what the speaker would say are importing skills for the listener listening module. Signpost indicates direction where to go, for example when you drive you see road signs saying turning left, right or giving you information where the read leads to. Signpost words conjunctions used for result, contrast, comparison, illustration/example, reasons and addition. Some examples of signposts are: To introduce a new point: “right, Okay, good, now, well” To list points: “first, first of all, for a start, second, another, also, then, next, finally, last” To explain: “In other words, that is, I mean, look at it this way” To signal important points: “the important/central point, I would like to stress, You have to remember that, the fact is that, so you see that, in fact, what I am saying is that” To express result: “so, therefore, as a result” To give an example: “for instance, for example, take the case of , imagine, like, such as, let`s look” (
H O W
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To show contrast: “but, however, on the other side” To sum up at the end: “In conclusion, In short, In brief, summing up, so you see , the result is that”
5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin! (#estions. https://www.opendri$e.com/filesI&8T-
Signpost Word Exercise Listen to the downloaded audio file and listen to an expert speaking about personal saving practices in the USA and answer the following questions. Write NO MORE THAN THREE WORDS for each answer. 1. According to George Bernard Shaw, men are supposed to understand ................... economics and finance. 2. However, women are more prepared to .................................about them 3. Women tend to save for ............................... and a house 4. Men tend to save for ................................and for retirement. 5. Women who are left alone may have to pay for .......................when they are old.
Do You Find it Difficult? Just follow the Answer discussion below and see how easy it is to answer these questions using Signpost Words. First %isten for 6eorge 9ernard Sho(
7i!hli!ht the keword Geor!e Bernard 4haw and wait for the speaker to sa the word QGeor!e Bernard 4hawQ . Accordin! to Geor!e Bernard 4haw% men are s#pposed to #nderstand ................... economics and finance. Net% listen to the si!npost word Q7e also saidQ Lhe also said a women ha$in! fewer pretensions is far more willin! to learn M . 7owe$er% women are more prepared to .................................abo#t them
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Secondly, wait for the Change of Direction
There were (#estions abo#t QGeor!e Bernard 4howQ. 0e alread answered them. 4o% wait for listenin! net si!npost word to answer the net (#estions. After takin! abo#t Geor!e Bernard show% speaker is chan!in! the direction of his speech b sain! the si!npost word QLetMs %oo! Lwhat man and women act#all sa$e forMQ. 7i!hli!ht the keword Q0omenQ O Qsa$e for Q and wait to listen these kewords and o# can hear Q Research st#dies of women in North America ha$e fo#nd that women are far more likel to sa$e for their chi%dren edcation and the are also more likel to sa$e #p in order to b# a ho#se one da =. 0omen tend to sa$e for ............................... and a ho#se Net% hi!hli!ht the keword +en, O +sa$e for,. *isten the speaker is sain! the si!npost word on the other hand LThe same st#dies ha$e fo#nd that man on the other hand tend to sa$e for car M. Notice% how interestin! it is that answer arri$es 2#st after the si!npost word. 4. Men tend to save for ................................and for retirement.
To answer (#estion no.>% hi!hli!ht kewords QwomenQ Qha$e to pa for LwhatIMQ. 1o# will hear Q4ince women are likel to be the ones left witho#t a partner in old a!e% the ma therefore ha$e to pa for nrsing careQ. >. Women who are left alone may have to pay for .......................when they are old
THEOR@ OF HI7HLI7HTIN7 E@WOR2S AS THE QMESTION WHAT WHERE HOW
Wo#en prepared for WhatD Wo#en sa)e for WhatD 3en sa)e for WhatD Wo#en ha)e to pay for WhatD
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So*e #ages are Not A6ai$a)$e in this E6a$uation 0opy
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4peakin!
Three Types of Inter6iew in the SpeaCing Setion
There are 2 basic pats of IELTS spea!ing tas!" S1EA7IN6 TEST
INTRO5;,TION IN5I
Scenario in the Spea!ing Section
4peakin! test is the last test o# will be doin! before or after the test da. 1o# will be sittin! in front of an eaminer and o#r inter$iew will be recorded on a a#dio plaer% so that after the res#lt !et p#blished if o# complain abo#t o#r score" o#r test can be re'eamined. 1o# will ha$e '< min#tes to complete the test co#ntin! from o#r entrance to the eaminers room to the end of farewell con$ersation. 3ost co##on IELTS Spea!ing Topic Round 1
2
Interview Type Introduction
Individual Long Run
Topics Your living
Your interests
Your Hobby
People who influences you
Your clothing/thought of fashion
Favorite book, film, music or TV program
Your memorable travel/journey
A special day of your life
Skills you have learned
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Two Way Discussion
Precious Person re Object in personal life
Free conversation between the examiner and candidate link to the subject from round-2
How to #repare for the SpeaCing Test
1o# alread !et the list of topics of -E*T4 speakin!. Do not take it li!htl% beca#se it took me ears to broadl cate!ori)e the speakin! test topics in these narrow lists and o# will be happ to know that almost @@.@@ test (#estions co$ers these topics. 4o% - !#ess o# alread fi!#re it o#t. 9reparin! to speak all these listed topics will make o# tension free d#rin! the inter$iew. -n the third ro#nd% the eaminer en2os cent percent freedom to ask o# an (#estion related to the topic o# spoke in part'. 4o% it seems there is nothin! to prepare for that ro#nd. B#% in this book - will disc#ss some common (#estion framework #s#all asked in part'=.
#art1= Introdution D#rin! this first ro#nd the eaminer will introd#ce him/her and ask o# to show o#r 9hoto -D. 7e will ha$e a (#ick check on o#r -D and ask o# a personal (#estion statin! o#r name from the -DU*ike so r. 9a#l% do o# work or st#dII
Re*e*)er, students genera$$y get a $ow sore in this setion )eause of short or one word answers . -f the st#dent onl !i$es short answers% e$en if it is d#rin! part one% the sho#ld not epect a !ood score. This is d#e to the fact that this is a test and in an En!lish speakin! test st#dents sho#ld be showin! off their En!lish speakin! abilit rather than !i$in! short answers or worse% repeatin! the (#estion in the answer. At least = sentences are recommended for e$en part answers. 4o% answer of +Do o# work or st#dI, can be Actually … I am studying medicine. It was not something I always wanted to do although both my parents are doctors. That might sound surprising, but I really loved to be a musician. As I grew up, however, I saw the work my parents did and was really impressed by how much they helped people so I decided I would follow in their footsteps and study medicine too.”
Or, Well… I’m an engineer, in fact, I am civil engineer. Although, for a time when I was young, I really wanted to study science, I found that engineering was really a fascinating field. Civil engineering in particular attracted me because it is so important for society – bridges, dams, roads … things people need everyday … civil engineers play a role in all of these.
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!any suessfu$ andidates stated that they were asCed Buestions in the speaCing setion whih they were prepared in ho*e+ It he$ps the* to sore high+ ut, re*e*)er that your speaCing shou$d not sound $iCe you are speaCing *e*orised answers+ For that you need to de6e$op to speaC $ear$y in aade*i tone+ Lets re*ind that you do not need to de*onstrate aent or speed in this test rather you need to show auray and f$ueny where auray *eans speaCing with *ini*a$ gra**atia$ error and f$ueny doesnt *eans speaCing BuiC$y, )ut to a6oid pause $iCe h**+++4si$ene5++I *ean++ 4si$ene5+ This is an ora$ testP you ha6e to speaC so*ething than re*ain si$ent+ NOTI0E, HOW S#EAIN7 EN7LISH 2IFFER FRO! WRITTEN EN7LISH
- am !oin! to list speakin! (#estions of part' from official -E*T4 tests held on different months in ; in different parts of the world. There is no specific best answer for each (#estion" o# can tr o#r own to speak abo#t these (#estions. B#t% - am !oin! to !i$e a Band 8 answer of all these (#estions. 7a$e a look at these answers. Get some idea% so that o# will not lost o#rself in answerin! these (#estions in the real test.
$or Interest 2o you $iCe sports Q= 2esri)e the Cind of sports peop$e do in your ountry+ Why
At this time 3ricket is the most pop#lar sports in o#r co#ntr. Beca#se% we ha$e a !or!eo#s national cricket team #se to pla in the 0orld 3#p and the ha$e done (#ite well with some of the best all'ro#nder rankin! at top of the world.
Q= Ha6e you e6er tried any sport
- am a bi! 3ricket fan% e$en tho#!h - am not $er !ood at plain! cricket mself. - lo$e to watch the sport on T. - ha$e plaed 3ricket whene$er !et a chance since - st#died in the middle school.
- think an kind of sports acti$it not onl refreshes the bod b#t also makes mentall alert and read and ea!er to en!a!e in the work of the da. -n addition% a reasonable amo#nt of sports acti$it prepares the bod for a !ood ni!htHs sleep. 7owe$er% o$er'ind#l!ence in phsical eercise can do more harm than !ood. Beca#se% it can make o# too tired to sta awake d#rin! the work. Q= 2o you thinC sport affets the person doing it
Q= Is there any other sport you wou$d $iCe to try in future
h. ff co#rse% - like to pla tennis beca#se most of friends are inclined towards tennis recentl. The place where - li$e offer a nice facilit b#t the problem is it is bit epensi$e. - am lookin! forward to afford it in the near f#t#re.
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2o you $iCe f$owers - lo$e all tpes of flowers% theHre 2#st ama)in!. top fa$orite flowers are Roses% Dais and 4#nflowers. B#t the best one - like is rose. - like flowers beca#se% the bloom from b#ds and offer hope% man of them smell hea$enl% especiall the Jasmine% the petals are soft and $el$et% the colors can bri!hten m da% the si!nal 4prin! time...and often are smbolic of lo$e Q= 2o you $iCe f$owers Why
-$e sent flowers a co#ple of times altho#!h not on $alentineCs da b#t on the birthda of m close friends. - think flowers are !ood !ift to epress the emotion for someone in a (#ite modest wa. &or me% it was both kind of orthodo b#t prett cool. -f% - deser$e an !ift from someone% -Hd epect rather epect flowers from m well'wishersC. Q= Ha6e you e6er gi6en f$owers to any)ody
2o you $iCe 0o*puter
How often do you use a o*puter
E$er da% b#t so m#ch in the weekends . - need m 93 a lot for st#din!% b#t in the weekends -Hm mostl !et b#s in social networks. -t help me to learn man new thin!s each da and !et connected some interestin! people
so far . What do you $iCe?dont $iCe a)out it
- find comp#ter as a bi! factor to ed#cation beca#se it is helpin! teachers%
st#dents and parents comm#nicate. nline search en!ines and libraries help make learnin! a lot easier and faster. - reall think the #se of comp#ters will chan!e the method of ed#cation from Hpaper bookH to H
monitor basedH. n the contrar% - find comp#ter are can se$erel affect the concentration of a workin! person b distractions like #nnecessaril listenin! m#sic% online chattin! and watchin! $ideos. A!ain% there is lot of contro$ersies !oin! aro#nd like a comp#ter cant deli$er information like a teacher and that comp#ters are 2#st a distraction to st#dents 2#st like $ideo !ames.
2id you $iCe toys as a hi$d - liked mildl dan!ero#s and !ender appropriate tos. 3ap !#ns/Barbie L choose accordin! to o#r !enderM were m fa$orite. And m dadHs stereo. - 2#st lo$ed p#shin! the b#ttons% flippin! switches and t#rnin! the dials. -Hd ha$e to sa rather than tos. - mostl plaed with o#r pets% cats% do!s% li)ards% t#rtles% etc. 0e had a pond in o#r backard and wo#ld catch them. That was b far more f#n than act#al tos. What toys did you usua$$y p$ay with as hi$d
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How did these toys- think tos make me to learn how to make life en!a!in!. To make the life inf$uene your $ife s#ccessf#l it is $er important how effecti$el one en!a!e with it oreo$er%
tos fosters m ima!ination and creati$it% it stim#lated m tho#!hts patterns and problem sol$in! abilities. What types of toys - wo#ld prefer wou$d you gi6e as ed#cational tos a gift to hi$dren
ed#cational tos like p#))le bo% 2i!saws. - fo#nd that are $er helpf#l for a child to learn to think% to make decisions% to be creati$e% to de$elop their comm#nication skills% and b#ild their self confidence. The will also learn skills like hand'ee coordination% memor retention% readin! skills and motor skills. And these are 2#st a few skills% there is so m#ch more the will learn.
2id you $iCe your shoo$
Te$$ *e a)out the e$e*entary shoo$ you went to+
-t was a small school in the $icinit of m home co$ers from !rade to > classes. - en2oed the plain! in the school ard with m friends% most of them were from m nei!hborhood. ost of all% teachers were reall friendl and - fo#nd mself comfortable to st#d there.
Thin!s ha$e chan!ed so far. *ast ear - ha$e $isited the school for the time - left it. -t is the first time -C$e been in m old school d#rin! class time. and - felt like a combination airline passen!er and criminal while enterin! the b#ildin!. &irst o# empt o#r pockets and !o thro#!h a metal detector. - had to show m identification twice and finall sat in a chair while the took m photo. - !#ess% safet and sec#rit ha$e been ti!htened with the ad$ancement of technolo! B#t it is the si!n of the times. 2id you 6isit your shoo$ reent$y
What do you *iss fro* your shoo$ days
4ocial interaction% wonderf#l teachers and friendships..i had some wonderf#l friends in hi!h school. - had some wonderf#l teachers. - ha$e remembered them almost e$er da of m life. - hope for their well bein! and happiness. - hope the think of me often as well.
Are you in ontat with your shoo$ friends
- miss m friends. $er the ears% most of #s ha$e mo$ed awa% started families% made new friends and 2#st lost to#ch. -Hm fort#nate to still see some of m friends e$er now and then% b#t itHs #s#all at a (#ick l#nch or a drink after work.
@our fa6orite ho$iday destination 0ell% itHs hard for What ho$iday destination do you beach and - also wish to 6isit
me to cate!ori)e mself as one of it. - like to !o to the en2o to !o to mo#ntain. Each place has its different appeal. B#t% it wo#ld be en2oable for me to $isit a place that offers both (
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mo#ntain trackin! and sea beach. 4o% - prefer to $isit Greece. Greece is the perfect place whether o# want to en2o mo#ntaino#s landscapes% lon! sand beach and more. Ha6e you a$ready )een there
Wou$d you go there again and why
*ots of times. E$er time is better than the last time. There is alwas more to eplore spots of infinite bea#t and ama)ement. Greece wo#ld be m lifetime fa$orite holida destination. &ood and weather was !reat. - didnt find anthin! ob2ectionable abo#t this place.
$or Hobby @our WeeCend To m mind How do you usua$$y spend your (#ickl and if days off
e$er da off needs some special plannin!. Time passes o# ha$e no plans o# can be s#re to !et no res#lts% as o# ma find spend o#r whole da doin! nothin!. - #s#all ha$e some prefied plans like $isitin! some am#sin! p#blic places with m famil. therwise% weather permittin! - #s#all can be fo#nd on the !olf co#rse. 7owe$er -$e recentl taken #p photo!raph so - am hopin! to spend some time on thatV
Reading ooC 2o you $iCe reading 1es - do. 9lease allow me to eplain. &irstl% )ooCs #s sho#ld read a lot. &or eample% when o#
- belie$e that all of read o# ac(#ire new knowled!e% which in t#rn will broaden o#r $iews on important matters. -n addition - also like readin! 3ra) En!lish in the web. The topics are interestin! and short% and the translations ens#re that - Dont waste time lookin! #p #nfamiliar words. What Cind of )ooCs - like to read historical books. - ha$e recentl read a book abo#t the histor do you $iCe to of 4o#th Africa. -t is called The 3o$enant% and was written b a famo#s read
American a#thor called James itchener. -t describes the histor from the $er first das% #p to the present. -t co$ers all aspects of the co#ntr% b#t foc#ses on the people of the co#ntr. &or eample% he looks at the political sit#ation o$er the past fift ears% which was based on racial discrimination and had become known to the world as apartheid.
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$or Li)ing @our o) 2o you $iCe your o)
0ell% off co#rse. 0hat - mean is that - am $er happ in m present 2ob. -n addition% in m present 2ob - !et alon! well with m collea!#es.
What part Bein! partiu$ar$y do you 2ob is $iCe a)out it
part of a breakthro#!h team is an eperience -Hd lo$e to repeat. This a !ood fit for what -H$e been interested in thro#!ho#t m career. -t offers a nice mi of short' and lon!'term acti$ities. short'term achie$ements keep me cranked #p and the lon!'term accomplishments make me feel like a billion b#cks.
Wou$d you $iCe to - ha$e no plan do so. 7owe$er% - mi!ht not find s#ch nice do the sa*e o) in with and co#ld be $er #nhapp. *astl% - belie$e - will be the future
people to work able to de$elop m career here. &or instance% if - keep #p the !ood work that - am presentl doin!% - co#ld be promoted in two ears time and so become the head of a department.
@our Li6ing #$ae Where did you grow up
- !rew #p in North P#eensland% A#stralia and still li$e there b#t - was born in 9hilippines. mom mo$ed here when - was fo#r beca#se she wanted me to !et a !ood ed#cation. 2o you $iCe this p$ae
-tHs been wonderf#l. - s#ppose o# co#ld sa the town is medi#m'si)ed. -tHs completel safe to walk aro#nd the town with friends and han! o#t at the mo$ies or shoppin! centres. -tHs !ot beaches% bea#tif#l parks% b#sh and the most awesome swimmin! hole" and within onl a few ho#rs dri$e o# can hit lakes% mo#ntain ran!es and rainforestsV And the people are all prett friendl% #nlike the Hbi! citH mentalit - see when we !o on holidas% with people p#shin! in% bein! impatient and simpl r#de. - lo$e this kind of lifestle and once - ha$e kids cannot see mself settlin! down in a town an lar!er than this. What dont you $iCe 0ell% a)out this p$ae
- can sa traffic is a bi! problem. 9#blic b#ses are not fre(#ent eno#!h and there are places that do not ha$e road access. Alon! with transportation scarcit% there are prett reckless dri$ers with road'ra!e are not too far from the ed!e. Apart from these% - lo$e li$in! here with the lo$e of m familV 3
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@our House 3ertainl. 0e are a normal -ndian famil. -t consists of m father% m mother% and me. am the onl child% so - dont ha$e an brothers or sisters. !randparents passed awa when - was still $er o#n!% so - did not ha$e the pri$ile!e of knowin! them. father was one of fo#r children% and m mother has a brother% so - ha$e a n#mber of #ncles and a#nts% and man co#sins. 0ou$d you te$$ *e so*ething a)out your fa*i$y
2o you $i6e in a house or an apart*ent
I am living in a house in a nice neighbourhood. It feels so comfortable of me to be in that a caring, loving, inviting home. We are not that fortunate to own that house, although you have a plan to buy a
2o you rent or own it
house in the same neighbourhood in future.
2o you $iCe $i6ing in there Why
As I have already told you I like to live there because of space., for the first time I have a home with lots of room. I also like the breeze. I'm on a hill so
looking out my back windows all I see are rooftops. This means opening my windows pulls through an awesome breeze.
@our Transportation What type of transport peop$e use in your ountry, *ost$y
Here the public transportation are mainly buses and trains. People own motorcycles and bikes for transportations. Motorcycles are very popular and convenient. More and more people have private cars. Because of the prevalence of those, environmental pollution is a very serious problem here
2o you use it as we$$
I don`t own any private car. So, most of the time I use public transport.
What In my opinion, one of the biggest problems of transportation is traffic jams in the i*pro6e*ents an )e *ade in your city. In view of the seriousness of this problem, effective measures must be taken itys pu)$i before things get worse. On the one hand, the government should invest more transport syste*
money in the building of new roads and the repairing and maintenance of old
ones, particularly those in busy areas of the cities. On the other hand, the number of private cars in urban areas should be limited while t he number of public buses should be increased. At the same time, it is essential that stricter, traffic rules and regulations be issued to strengthen traffic control.
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