English for Exams Writing for IELTS rs Anneli Williams | J vHarperCollins Publishers 77-85 Fulham Palace Road Hammersmith London W6 88 First edition 2011 Reprint 109876543210 © HarperCollins Publishers 2011 ISBN 978-0-00-742324-8 Collins ® is a registered trademark of HarperCollins Publishers Limited www [Link] A catalogue record for this book is available from the British Library Typeset in India by Aptara Printed in italy by LEGO SpA, Lavis [Trento] All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher. This book is sold ‘subject to the conditions that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise Circulated without the publisher's prior consent in any form of binding or cover other than that in which itis published and without a similar condition including this condition being imposed on the subsequent purchaser. ‘About the author Anneli Williams has taught English for academic purposes at university level in the UK for over 15 years, developing ‘extensive experience assessing and preparing candidates for the IELTS examination. Author's acknowledgements The author would like to thank her editors Katerina Mestheneou, Tasia Vassilatou and Howard Middle for their valuable input and Louis Harrison for his advice and support.Contents Ciao fous Ge 10 " 12 Introduction Gender roles Family matters Understanding visual prompts; Analysing the question Diet & Health and fitness Describing a line graph; nutrition Generating ideas for an essay; Presenting arguments Educational Education Describing a chart; goals Selecting and organising ideas; Comparing contrasting quantities and numbers Biodiversity Nature andthe Describing a process: environment Signposting a sequence of events Global Language and Writing an introduction and English communication _conclusion; Describing a diagram The Internet Science and Interpreting a table; technology Signposting main points; Modifying statements Consumer Employment and Working with two visual prompts; spending —_finances Making correlations; Developing supporting examples Children and Youth Developing and linking supporting parents examples; Writing the conclusion Anageing People and places Using cohesive devices; population Using punctuation effectively; Writing topic sentences Fame Culture and Using appropriate vocabulary; modern society Avoiding repetition by use of synonyms The car Holidays and Learning how to correct errors; travel Practising proofreading Practice test Additional model essays Answer key freune 4 8 16 24 32 40 48 56 64 72 80 88 % 98 110Introduction Who is this book for? Writing for IELTS will prepare you for the IELTS Academic Writing test whether you are taking the test for the first time, or re-sitting the test. It has been written for learners with band score 5-5.5 who are trying to achieve band score 6 or higher. ‘The structured approach, comprehensive answer key and model answers have been designed so that you can use the materials to study on your own. However, the book can also be used as a supplementary writing skills course for IELTS preparation classes. The book provides enough material for approximately 50 hours of classroom activity. Content Writing for IELTS is divided into 12 units. Each unit focuses on a topic area that you are likely to meet in the IELTS exam. This helps you to build up a bank of vocabulary and ideas related to a variety of the topics. Units 1-11 cover the key stages of the writing process: everything from analysing the task to proof-reading a completed response. Every exercise is relevant to the test. The aims listed at the start of each unit specify the key skills, techniques and language covered in the unit, You work towards Unit 12, which provides a final practice IELTS Writing test. Additionally, the book provides examination strategies telling you what to expect and how best to succeed in the test. Exam information is presented in clear, easy-to-read chunks. ‘Exam tips’ in each unit highlight essential exam techniques and can be rapidly reviewed at a glance. Unit structure Each of the first 11 units is divided into 3 parts. Part 1 introduces vocabulary related to the topic as well as a selection of the most common academic words and expressions needed for the writing functions covered in the unit. A range of exercises gives you the opportunity to use the vocabulary - clearly and effectively — in a variety of contexts. The vocabulary is presented using Collins COBUILD dictionary definitions. Part 2 provides step-by-step exercises and guidance on the key stages of the writing process. Both writing Task 1 and Task 2 are covered in each unit. There are guided questions and worked examples to show you what an effective IELTS response looks like. Useful expressions and grammatical forms are highlighted, and there are exercises to help you to develop good range and accuracy in your writing. You are encouraged to apply what you have learnt while at the same time writing your own responses to task questions. Part 3 provides exam practice questions for Task 1 and Task 2 in a format that follows the actual exam. You can use this as a means of assessing your readiness for the actual exam.Answer key A comprehensive answer key is provided for all sections of the book including recommended answers and explanations for more open-ended writing tasks. There are model answers for all of the writing questions. For one of the practice exam questions in each unit, two model answers are given ~ one of them annotated. This shows you that a variety of approaches to each writing task can be taken Using the book for self-study Ifyou are new to IELTS, we recommend that you work systematically through the 12 units in order to benefit from its progressive structure. If you are a more experienced learner, you can use the aims listed at the start of each unit to select the most useful exercises, Each unit contains between three and four hours of study material. Having access to someone who can provide informed feedback on writing practice exercises is an advantage. However, you can still learn a lot working alone or with a study partner willing to give and receive peer feedback. Ideally, you should begin each unit by working through the Part 1 vocabulary exercises. Try to answer the questions without looking at a dictionary in order to develop the skill of inferring the meaning of unfamiliar words from context. This is important because dictionaries cannot be used during the actual exam. Avoid writing the answers to vocabulary exercises directly into the book so that you can try the exercises again once you have completed the unit. Work through the Part 2 writing exercises from beginning to end. It is important to study the examples given in order to become familiar with the type of writing required. Doing this will also help you become a perceptive - and critical - reader of your own work. The grammar points covered should be thoroughly mastered so that during the actual exam you can focus on the higher order skills of planning and effectively communicating your response. All learners, including those who are working on their own, should attempt the writing tasks as writing is a skill that can only be improved through extensive practice. At the same time, you should aim to become well-informed about a wide variety of subjects, not just those covered in the book. The IELTS Writing test can cover almost any topic considered to be within the grasp of a well- educated person. Part 3 contains exam practice with timed questions. This gives you the opportunity to practise writing to a time limit. If you find this difficult at first, you could focus first on writing a high- quality response of the correct length. Then you could start to reduce the time allowed gradually until you are able to write an acceptable answer within the time limit. You should become familiar enough with your own hand writing so that you can accurately estimate the number of words you have written at a glance. Model answers should be studied to identify the underlying approach and effect on the reader. Try not to memorise essays or reports or to attempt to fit a pre-existing response around another exam question. If you work systematically through the book, you should develop the skills and language to effectively express your own responses to unseen exam questions on the day.The International English Language Testing System (IELTS) Test IELTS is jointly managed by the British Council, Cambridge ESOL Examinations and IDP Education, Australia, There are two versions of the test: * Academic * General Training Academic is for students wishing to study at undergraduate or postgraduate levels in an English-medium environment. General Training is for people who wish to migrate to an English-speaking country. This book is primarily for students taking the Academic version The Test There are four modules: Listening 30 minutes, plus 10 minutes for transferring answers to the answer sheet NB: the audio is heard only once. Approx. 10 questions per section Section 1: two speakers discuss a social situation Section 2: one speaker talks about a non-academic topic Section 3: up to four speakers discuss an educational project Section 4: one speaker gives a talk of general academic interest, Reading 60 minutes 3 texts, taken from authentic sources, on general, academic topics. They may contain diagrams, charts, ete. 40 questions: may include multiple choice, sentence completion, completing a diagram, graph ‘or chart, choosing headings, yes/no, true/false questions, classification and matching exercises. Writing Task 1: 20 minutes: description of a table, chart, graph or diagram (150 words minimum) Task 2: 40 minutes: an essay in response to an argument or problem (250 words minimum] Speaking 11-14 minutes AA three-part face-to-face oral interview with an examiner. The interview is recorded. Part 1: introductions and general questions (4-5 mins) Part 2: individual long turn (3-4 mins) - the candidate is given a task, has one minute to prepare, then talks for 1-2 minutes, with some questions from the examiner. Part 3: two-way discussion (4-5 mins]: the examiner asks further questions on the topic from Part 2, and gives the candidate the opportunity to discuss more abstract issues or ideas. Timetabling Listening, Reading and Writing must be taken on the same day, and in the order listed above. ‘Speaking can be taken up to 7 days before or after the other modules. Scoring Each section is given a band score. The average of the four scores produces the Overall Band Score. You do not pass or fail IELTS; you receive a score. IELTS and the Common European Framework of Reference ‘The CEFR shows the level of the learner and is used for many English as a Foreign Language examinations. The table below shows the approximate CEFR level and the equivalent IELTS Overall Band Score: Pantene fae teed Proficient user 2 9 (Advanced) C1 18 Independent user 82 5-65 {intermediate - Upper Intermediate) 81 4-5This table contains the general descriptors for the band scores 1-9: err) Scores 9 Expert user 8 —_Verygood user 7 Good user 6 Competent user 5 Modest user 4 Limited user 3 Extremely limited 2 Intermittent user 1 Non user © Did not attempt the test Marking Has fully operational command of the language: appropriate, accurate and fluent with complete understanding Has fully operational command of the language, with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well. Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning. Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations. Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language. Conveys and understands only generat meaning in very familiar situations. Frequent breakdowns in communication occur. ‘No real communication is possible except for the most basic information using isolated words or short formutae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English. Essentially has no ability to use the language beyond possibly a few isolated words. No assessable information provided The Listening and Reading papers have 40 items, each worth one mark if correctly answered. Here are some examples of how marks are translate, into band scores: Listening: 16 out of 40 correct answers: band score 5 23 out of 40 correct answers: band score 6 30 out of 40 correct answers: band score 7 Reading 15 out of 40 correct answers: band score 5 23 out of 40 correct answers: band score 6 30 out of 40 correct answers: band score 7 Writing and Speaking are marked according to performance descriptors. Writing: examiners award a band score for each of four areas with equal weighting ‘+ Task achievement (Task 1) Task response (Task 2) Coherence and cohesion + Lexical resource and grammatical range and accuracy Speaking: examiners award a band score for each of four areas with equal weighting: Fluency and coherence Lexical resource + Grammatical range Accuracy and pronunciation For full details of how the examination is scored and marked, go to: [Link]1 Gender roles Aims: Understanding the task | Understanding visual prompts Overview of the writing task and process | Analysing the question Part 1: Vocabulary ‘1 Many people believe that men and women are different in fundamental ways. Decide which words are commonly associated with men and which words with women. a aggressive e gentle b authoritative f strong © competitive 9 vulnerable d- compliant 2 Aknowledge of abstract nouns is essential for academic writing. Complete the sentences 1-6 with the noun form (singular or plural) of the adjectives in brackets. Example: Aggression is commonly considered a masculine trait. (aggressive) 1 I believe that men and women have different ____. [strong] 2 is not an exclusively feminine characteristic. (gentle] 3. Many men have difficulty showing __. [vulnerable] 4 Some people have difficulty working with female ______ figures. [authoritative] 5 Women are often praised for__, whereas men are praised for leadership. {compliant} 6 There is some evidence that girls are better at cooperation, while boys are happier when they are in ________ with one another. [competitive] 3 In IELTS Writing Task 1, you have to summarise information which is usually presented ina visual form. Match the figures 1-6 with the headings a-f. Then complete the descriptions with the words i-ix. The first one has been done for you. a barchart ¢ flow chart e pie chart b diagram d_ line graph f table i comparisons iv trends vii segment axis Vv percentage viii features columns vi vertical ix stage 8 — Writing for IELTSUnit 1° pla 21 Men C1 Women | }2!— | 4 1900” 1960” 2000 This type of figure can be used to show [7]_iv_. The horizontal (8) often indicates time, and the (9) axis often shows what changes over time. These figures are useful for illustrating (10) between items or categories of items. This one compares men and women You can use a figure like this to show how a whole is composed of parts. Here, each (11) indicates a (12] of the whole. te Ge 4 [= 6 o-— So cE You should present data like this if you need to give precise numbers. This example contains four rows and five This type of figure is useful for representing a process. Each box represents one (14) in the process. Figures like this are also used to represent a process. They can also illustrate the (15) of an object. (13) 4, InlELTS Writing Task 2, you have to write an essay discussing opinions and the reasons for holding these opinions. Complete the Task 2 essay questions 1-5 with the words a-e. a agree b consider © feel d see e view 1. Many people think that boys and girls learn better when they are educated separately. How do you about this view? 2 Inyour . what should be done to promote equality of opportunity for men and women? 3 Doyou boys to be naturally more aggressive than girls? 4 Many people argue that governments should intervene in the labour market to ensure that more women are promoted to positions of power. To what extent do you with this practice? 5 What do you as the main reasons for gender inequality in the workplace? Family matters 9Part 2: Practice exercises: Task 1 oe Exam information: In IELTS Writing Task 1, you have to summarise information which is usually presented in the form of a table, a pie chart, a line graph, a bar chart, a diagram, or a flow diagram. 1 Read the Task 1 instructions below and answer the questions 1-4. _ WRITING TASK 1 You should spend about 20 minutes on this task | The chart below shows the numbers of male and female research students studying six science-related subjects at @ UK university in 2009. | Summarise the information by selecting and reporting the main features, and make comparisons where relevant. | Write at least 150 words. 250) Research students 1 How long should you spend on this task? 2 How many words do you need to write? 3 Will you score higher marks if you include all the information in the chart? 4 Are you expected to give your opinion about the information? 2 Your answer to Task 1 should include a brief introductory paragraph, 1-3 body paragraphs and, if you wish, a brief concluding paragraph. Read the sample answer on page 111 and answer the questions 1-6 below. 1. What information does the introduction contain? What is the main focus of the first body paragraph? What is the main focus of the second body paragraph? What is the purpose of the first sentence in each of the body paragraphs? What is the purpose of the second and third sentences in each body paragraph? What is the purpose of the conclusion? canon 10 — Writing for IELTSUnit T The bar chart shows the gender distribution of students doing scientific research across a range of disciplines at a UK university in 2009. In five of the six disciplines, males outnumbered females. Male students made up a particularly large proportion of the student group in subjects related to the study of inanimate objects and materials: physics, astronomy, and geology. The gender gap was particularly large in the field of physics, where there were five times as many male students as female students. Men and women were more equally represented in subjects related to the study of living things: biology, medicine, and veterinary medicine. In biology, there were nearly as many women [approximately 200] as men (approximately 240). This was also true of medicine. Veterinary medicine was the only discipline in which women outnumbered men (roughly 110 women vs. 90 men]. Overall, the chart shows that at this university, science-related subjects continue to be male-dominated; however, women have a significant presence in fields related to medicine and the life sciences. 3 Study the pie chart and read the sample answer below. Underline and correct the mistakes the writer has made. Average weekday activities of women in paid employment Mealtimes 2 hours ‘Leisure 2 hours Sleeping 8 hours Domestic chores 5 hours Paid employment 7 hours The pie chart shows the numbers of hours devoted to various activities in the average working woman's day. Women spend the largest proportion of their waking day working in paid employment (seven hours] and doing domestic chores {five hours). Women have on average relatively little time for themselves; only two per cent of their day is devoted to leisure activities and two per cent to mealtimes. Overall, the chart shows that working women are busy every day of the week. Exam tip: Always look carefully at what figures represent. If they represent percentages, you must use expressions such as a large/small/higher/lower percentage of men... If the fi write many/more/most/tew/fewer men... Family matters 11Part 2: Practice exercises: Task 2 © Exam information: In IELTS Writing Task 2, you have to write an essay of 4-6 paragraphs in answer to a question. The question will ask you to evaluate or present an idea or solution to a problem. Your aim should be to present a strong argument supported by evidence. 4 Read the Task 2 instructions below and complete the statements 1-4 by circling a or b. You should spend about 40 minutes on this task. | Write about the following topic: | In spite of the many advances women have made in education and employment, they | continue to be at a disadvantage when it comes to pay and promotion. In your view, what should be done to promote equality of opportunity for men and women in the workplace? Give reasons for your answer and include any relevant examples from your own knowledge or experience. | Write at least 250 words. 1 You should spend a more time on Task 2 than on Task 1 b the same amount of time on Task 2 and Task 1 2. Inyour response you should mainly a. explain why women are at a disadvantage. b suggest solutions to the problem of inequality in the workplace. 3. To support your opinion, you should a. give reasons and examples. b give reasons or examples. 4 You have to write a more than 250 words. b fewer than 250 words. 5 Read the sample answer on page 13 and the explanatory comments in the boxe: Complete the boxes 1-5 by adding the comments a-e. Then answer questions 1- an example summary of your main points a better solution an acknowledgement that there are difficulties advantage of this solution eance 12 Writing for IELTSdescription of the situation and opinion problem an opposing ‘—in many parts of the world, there is now greater equality between working men and women. Nevertheless, women still tend to earn less and enjoy fewer promotions than men. \—Some would argue that this situation will correct itself over time. However, in my view, there is much that can be done to address the problem constructively. One possible approach would be for- governments to force employers to promote the same numbers of men and women and to pay them the same salaries. This would certainly tackle the problem quickly. However, measures a disadvantage of |_Jike this would probably be seen as excessive this solution and difficult to enforce. ‘Amore feasible approach would be for governments themselves to take the lead by ensuring that their male and female employees earn the same for equivalent work and that women are promoted fairly. This would help to — establish gender equality as a norm and set a good example for companies in the private sector. Countries, such as Sweden and Iceland, 2 |__which have done this are often regarded by another solution others as socially-advanced models. |—1o further encourage equality, companies could be required to publish figures on the rank and average earnings of men and women in would create a bad impression. In order to avoid bad publicity, companies might consider it worthwhile to pay fairer wages and promote more women to management positions. |_ Its true that the problem of gender inequality RON= in the workplace will probably not be solved quickly. However, that is not a reason to avoid taking action. Governments can encourage change by showing the way forward and taking. advantage of the need for companies to present themselves as fair and reasonable. How long is the introduction? How many body paragraphs are there? How many main points are there? In what order are solutions discussed: from strongest to weakest or from weakest to strongest? 5 What is the main purpose of the conclusion? their workforce. Evidence of large inequalities —[ 3 Unit 1° your opinion and plan one possible but not ideal solution an advantage of this solution an advantage of this solution restatement of your opinion Family matters 1%© Exam information: There are four types of Task 2 questions {a-d below]. The question type will determine how you plan and write your essay. Each type requires you to do something different. oi eee a Propose one or more This type of question either contains the word should or it can be solutions to a problem _rephrased with should, $ Questi Example: How can the problem of inequality in the workplace best 4 ‘ § 5 be addressed? = How should we solve the problem of inequality? b Evaluate one or more You will recognise this type of que: solutions toa problem above Example: Many people believe that boys and girls learn better when they are educated separately. What is your view on this practice? = Should boys and girls be educated separately? ¢ Present your ideas about This type of question usually requires you to make a prediction or a topic write about causes and/or effects. Example: What do you see as the main reasons for gender, inequality in the workplace? = What are the causes of gender inequality in the workplace? d Evaluate an idea about This type of question asks you to consider the truth value of a a topic prediction, explanation or statement. Example: Many people maintain that boys are naturally more aggressive than girls, To what extent do you agree with this view? = Consider the truth value of the statement that boys are naturally more aggressive than girls. n in the same way as a 6 Read the essay questions 1-5 below and indicate the type of essay (a-d) you need to write. (See the Exam information box above.) Underline the words in the essay question that helped you decide. 1. Why do you think women generally hold fewer positions of power? 2. In many parts of the world, unemployment among men is rising whilst the number of positions in jobs traditionally held by women is increasing. Do you think that women will overtake men as the main wage earners? 3 To what extent should governments intervene in the labour market to ensure that men and women are paid the same amount for equivalent work? 4 Although there has been a large increase in the numbers of women who go out to work, ‘women continue to do a disproportionate amount of housework and childcare. What can be done to promote greater equality between men and women within the home? 5 Some people believe that boys and girls behave differently only because society teaches them that they are different. What is your view? | Exam tip: You should spend 6-7 minutes on the first 3 stages of writing: analysing the question, thinking of ideas, and making a plan. You should spend about 30 minutes writing your essay, and 3-4 minutes checking your essay for mistakes. 14 — Writing for IELTSUnit 1° Part 3: Exam practice WRITING TASK 1 You should spend about 20 minutes on this task. The chart shows the percentage of male and female teachers in six different types of educational setting in the UK in 2010. ‘Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. % 100 80 60 4- 40 20 institute WRITING TASK 2 You should spend about 40 minutes on this task. Write about the following topic: Women and men are commonly seen as having different strengths and weaknesses. Is it right to exclude males or females from certain professions because of their gender? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words. Family matters 1£2 Diet & nutrition PNT een ar eat Generating ideas for an essay | Presenting arguments and reasons for your opinion fh | Using tense and time expressions | Taking a position Part 1: Vocabulary 1 Match the expressions 1-9 with the correct definitions a-i. 1. organic food a physical weakness resulting from lack of food or poor diet 2 dietary supplement b fruit and vegetables available at particular times of the year 3 obesity ¢ food that needs little preparation and can be used at any time 4 fast food d a diet without meat or fish 5 genetically modified food e food containing genes which have been altered 6 seasonal produce f condition of being very overweight 7 convenience food g tablets or foods taken to improve nutrition 8 malnutrition - fh food grown without artificial fertilizers or pesticides 9 vegetarianism i. food that can be obtained quickly from a restaurant 2 The verbs a-h can all be used to describe line graphs. Match each expression with the part of the graph it best describes. ‘Average houschold expenditure ‘leek ‘on convenience foods (UK) a rise (rose, risen) 60: b fall (fell, fallen) ¢ peak [-ed, -ed) reach (-ed, -ed) its lowest point e level [-Led, -led) off f dip (-ped, -ped) remain (-ed, -ed) the same h fluctuate (-d, -d) 1996 1998-2000 2002-2004 200620082010 16 — Writing for IELTSUnit 2’ There be + noun (+ in} can also be used to describe trends. Example: There was a rise in fast food consumption Write the noun form of the verbs 1-7. Example: rose rise 1 increased 5 fell 2 peaked & dropped 3. decreased 7 fluctuated 4 dipped The adjectives a-g can be used to describe the degree of change represented in a line graph. Adjectives are placed before the noun. Example: There was a sharp rise in fast food consumption. Match each adjective with the line that it best describes. gradual moderate modest sharp dramatic slight steep ereance Adverbs can also be used to describe the degree of change. Adverbs come after the verb. Example: Fast food consumption rose sharply. The sentences 1-5 on the left describe trends using there be + adjective + noun. Complete the sentences on the right using the corresponding verb + adverb. Example: There was a steep increase in _ Sales of convenience food increased steeply. sales of convenience food. 1. There was a dramatic decrease inthe The use of dietary supplements use of dietary supplements. 2 There was a modest dip in levels of Levels of obesity obesity. 3 There was a slight fall in the production The production of genetically modified food of genetically modified food. es Coes 4 There was a significant drop in levels of _ Levels of malnutrition malnutrition. 5 There was moderate fluctuation in the The availability of seasonal produce availability of seasonal produce. Health andfitness 17Part 2: Practice exercises: Task 1 1 In order to describe a line graph, you need to understand the time frame and use the correct tense. Study the graph below. Then read the passage and draw a solid line (__} under examples of the past tense, a dotted line (......] under examples of the present perfect tense, and circle the expressions which refer to the future. Then answer questions 1-4. Consumption of fresh fruit and g/person _Average consumption of fresh produce vegetables rose steadily from 600 1970 to 1990, and then levelled off. 300 There was a dip in the early and 400 mid 1990s, and then a further rise 200 until it reached a peak of 500g per person in 2005. Since then consumption has fluctuated. Over the next ten years, consumption is expected to fall steadily. Between 2020 and 2038, it is also projected to decline, but more gradually. 200 100 1970 1980 1990 2000 2010 2020-2030 When should you use the past tense in describing a line graph? When should you use the present perfect tense? What other expressions can you use for future trends? RON a When would you use the present tense? 2 Complete the passage below using verbs, adverbs, adjectives and nouns. Make sure you use the correct verb tenses. The first one has been done for you. * ‘Malnutrition among the elderly 20 18 16 4 2 10 - 8 6 ‘ : 2 1970 1980 1990 2000 2010 2000 2030 The percentage of malnourished elderly people in the EU fell gradually between 1970 and 1978. Over the following seven years, it (1]_ __(2}___ until 1990, when it (3] _____at 16 per cent. After falling slightly, the rate of malnutrition (4) _____for a decade. Since 2000, there (5) ___a (6) ___fall. Over the next ten years, it is (7) ________ to (8) _____{9] 18 — Writing for IELTSUnit 2° When describing a line graph, you should also indicate precisely the time you are referring to. Use the expressions a-e to complete the passage below. % Use of dietary supplements by children 25 a over the next .../for the following 20 b thereafter 1s ¢ from... to/between ... and 10 ds suntil ein (x2) 3 i MA M yA 8 OND Months The percentage of children using supplements is at its highest level (1 January ________ March. It then falls sharply and fluctuates (2) ________ two months. Supplement use continues to fall gradually (3) ____it reaches its lowest point (4) _____ August. (5) ____ it increases gradually during the autumn months and more sharply (7) ____ December. You can also use from ... to to describe the amount of change | Example: The percentage of children taking dietary supplements fell from 21 per cent in | January to 6 per cent in March. Notice that the start and end points are indicated by in (in January... in March]. If you find this word order confusing, put the time frame at the start of the sentence and the amount of change at the end | Example: Between January and March, the percentage of children taking dietary : supplements fell from 21 per cent to 8 per cent. Compare the two descriptions of a graph on obese adults. Underline any differences that you find. Description 1 Description 2 The percentage of obese adults rose steadily from. The percentage of obese adults rose steadily from 8 per cent in 1950 to 15 per cent in 1970. There 8 per cent in 1950 to 15 per cent in 1970. There was a slight dip, and then there was a gradual rise was a slight dip, followed by a gradual rise until Until 1990. It rose steeply for the next ten years, 1990. After rising steeply for the next ten years, ‘and then it levelled oft It has risen even more it levelled off. Since then, it has risen even more sharply, and itis projected to peak at 35 per cent sharply. Itis projected to peak at 35 per cent in in 2010 and then it will level off. 2010, and level off thereafter. Now use the expressions: followed by... after + -ing and since then to rewrite the description below. Remove any unnecessary words. Between 1996 and 1999, expenditure on convenience foods fell gradually from approximately €25 per week to half that amount. It rose sharply over the next three years and then levelled off at £30 per week. It remained the same for over two years. It dipped briefly and then rose slightly. Between 2005 and 2007 it fluctuated. It rose sharply and peaked at nearly £50 per week in 2008 and then started to fall. Health andfitness 19Part 2: Practice exercises: Task 2 5 Once you have analysed the title, you need to generate ideas. It helps to begin by identifying how you feel about the topic. Look at the statements 1-5 below and mark them according to how closely they represent your opinion. SA (Strongly agreel, A (agree), D [disagree], SD (strongly disagree) 1 We should return to more natural methods 4 Because fast food is generally of food production, such as organic farming, unhealthy, governments should even if this means that we produce food less regulate the fast food industry in efficiently. ‘the same way that they regulate 2. inorder to improve public health, governments the alcohol and tobacco industries. should require food manufacturers to add 5 Convenience food will become nutrients to their products. increasingly prevalent and 3° The problem of rising levels of obesity in many eventually replace traditional parts of the world is mainly due to people's foods and traditional methods of lack of knowledge about food and nutrition food preparation. 6 — When you write your essay, you must give reasons for your opinions. You should also show that you have ‘tested’ your opinion by comparing it with at least one other opinion and examined the reasoning behind it. Look at the two opinions below and the reasons a-g. Indicate which reasons support each opinion by writing letters a-g in the spaces provided. The first one has been done for you. 1. Some people strongly agree that we should return to more natural methods of food production, such as organic farming, even if this means that we produce food less efficiently. They believe this because:¢ ,__,_ 2 Other people strongly disagree that we should return to more natural methods of food production, such as organic farming, even if this means that we produce food less efficiently. They believe this because: __, __, __, __ Reasons: a More people will need to be employed on farms, and fewer people will be available to do work that will help the country develop economically. b Producing food less efficiently could lead to food shortages. € tis better for the environment to produce food using fewer chemicals such as pesticides and herbicides. d Organically produced food is no more nutritious than food produced using pesticides and artificial fertilisers. Naturally produced food tastes better than food produced using more artificial methods. Food that has been produced without preservatives is less likely to stay fresh, so more food may be wasted. 9 Man-made chemicals used in modern methods of food production could be harmful to human health. Exam tip: Templates are useful for training yourself to think of a range of points quickly and write about them in an organised way. However, during the actual exams, you should spend only 3-4 minutes on this stage, so you will probably have to do your | preparation in your head rather than on paper. 20 = Writing for IELTSTemplates A and B below can be used for essay questions that involve writing about solutions to problems. Read the essay questions 1 and 2 and complete Templates A and B with the missing information a-h below. 1 What can governments do to encourage children to eat a healthier diet? ne ees rr What specific action |Whatare the positive | What are the drawbacks? eee Ca eeu ee euered Bomirueed 1 Regulate the Require food je This would be unpopular food industry. producers to fortify & expensive for food their products with producers vitamins, 2 Regulate Paes Children would have at This would not stop school meals least 1 healthy meal per children from bringing day. unhealthy packed lunches or going out for lunch to fast food outlets. 3 3_______ Require schools to Childrencantake pride & teach children to _in their learning & cook healthy foods. transfer these skills to the home. Schools may not have the facilities to teach cooking Children would eat healthier food without having to change their habits. Require schools to provide only healthy food and drink at lunch time. Educate children about healthy eating. aocw 1 2. Should the government regulate the fast food industry in the same way that it eee regulates the drug, alcohol and tobacco industries? Pinetree Cine eae Pao) Eee POC Solution in the question: Restrict opening hours. Sendaclear signal This would not stop Regulate the fastfood Restrict location, e.g. __ that fast food is bad people cooking & industry like drug, alcohol not near schools. for health. eating unhealthy food & tobacco industries. Soe at home. 6 Other possible solution: television advertising Help people change People could ignore public health campaign showing long-term their eating habits government advice. explaining the dangers of consequences of fundamentally. 8 eating too much fast food = unhealthy diet 7 e Reduces people's access to unhealthy foods. f Effectiveness of public health campaigns can be difficult to measure. 9 Allows freedom of choice. h_ Too much government interference is unpopular with business & bad for the economy. Health and fitness 21Similar templates can be used for Task 2 essay questions that require you to discuss ideas. However, instead of listing ‘positive consequences’ and ‘drawbacks’, you will list ‘evidence for the idea’ and ‘evidence against’ Read the essay questions 1 and 2 and complete Templates C and D with the missing information. 1. Dieting to lose weight has become increasingly prevalent in the developed world Why do you think people nowadays are so concerned with body shape and size? ce eae ee |_| Whatare your ideas? __| What is the evidence for? __| Whats the evidence against? 1 Advertisements Advertisements often ‘Advertisers wouldn't use slim encourage people to show desirable consumer _ models unless the public value slim figures. products alongside slim _already had a favourable view models. of them. 2 People associate People who donot eattoo 1 slimness with positive much are seen as having character traits. good self-control. Sele If people diet too much, they may become malnourished. | 2. The problem of obesity is mainly due to people's lack of knowledge about healthy eating. To what extent do you agree with the statement above? Idea in the question: Be 5 Obesity is due to lack of knowledge about healthy eating. Other possible idea: Wega oie. 6 22 = Writing for IELTSs Part 3: Exam practice WRITING TASK 1 You should spend about 20 minutes on this task. The graph shows the percentage of UK adolescents following a vegetarian diet. ‘Summarise the information by selecting and reporting the main features. Write at least 150 words. ad UK adolescents following a vegetarian diet 20 1s 10 5 1960 1970 1980 1990 2000 2010 2020 WRITING TASK 2 You should spend about 40 minutes on this task. Write about the following topic: Convenience foods will become increasingly prevalent and eventually replace traditional foods and traditional methods of food preparation. To what extent do you agree or disagree with this opinion? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words. Health andfitness 2:3 Educational goals Describing a chart | Expressing language of quantities and numbers omparing and contrasting quantities and numbers Selecting and organising ideas | Writing a basic argument outline Part 1: Vocabulary ‘1 Match the school subjects a-h with the pictures 1-8 above. a Mathematics b Biology ¢ Chemistry d Art and Design Media, Film and Television Studies f Physical Education (PE) g Health and Food Technology (HFT) h Computing 2 Each adjective in column 1 commonly collocates with one of the nouns in column 2. Complete the sentences 1-6 with one adjective and one noun. Adjectives Nouns rote standards critical education higher dishonesty academic assessment continuous, learning formal thinking educational examinations Example: Cheating in examinations is one form of academic dishonesty. 24 = Writing for IELTSUnit 3° 1 Ifyou need to memorise large amounts of information, —______is probably a good method to use. 2. Ifyou need to evaluate information, you need —__skills. 3 Inmany countries, students sit_____in order to graduate: & Access to____ is often determined by performance in university entrance examinations. 5 In some countries, progress is measured by _____ instead of by end-of-term examinations. & Some people worry that without examinations, _____________will decline The expressions i-vi are useful for describing quantity. Match them with the percentages a-f below. i nearly half a 85% ii the vast majority __ b 75% ili a small minority © 46% iv three quarters __ d 31% v just under a third © 26% vi roughly one in four f 15% The bar chart below shows the results of a survey of how people felt about examinations. Complete the sentences 1-6, which describe the chart, using the expressions i-vi from Exercise 3. Examination survey *% results 100 Fae eeagees 80 60 +4 40 i no te i Hein s ¢ of those surveyed said they found the challenge exciting of respondents said they felt anxious. said they felt more compet of those surveyed replied that they felt more focused. indicated that examinations made them lose interest in their studies. eon Ons of those who responded said they felt motivated to work harder. Education 2Part 2: Practice exercises: Task 1 1 The bar chart below shows the numbers of students sitting examinations in eight different subjects and the percentage of students gaining top marks. For this type of data, you are expected not just to describe, but also to compare and contrast the information. You can use comparative forms to compare two or more items: more/fewer/less + noun + than Overall, more students sat examinations in science-related subjects than in arts-related subjects. adjectives of one syllable: -er + than A higher percentage of students gained top marks in Mathematics than in Chemistry. more/less + adjective of two or more syllables + than Science-related subjects were more popular than arts-related subjects. You can use superlative forms to compare one item with the remainder of the group: the most/least + adjecti The most popular subject was Mathematics. adjectives of more than one syllable: -est The highest percentage of students gaining top marks was in Mathematics. You can use as + adjective + as to express similarity: Art and Design was nearly as. popular as Chemistry. Complete the sentences 1-6 with a comparative or superlative form. Health + Food Technology Media, Film + TV [ET ——]13% [16% [14% Computing fJ—]16% Physical Education (1 Number of entries Percentage awarded Korat aS a ea 30 thousands Nearly many students sat the Art and Design exam did the Chemistry exam. The percentage of students gaining top marks in Art and Design was slightly the percentage of students achieving top marks in Chemistry. The popular subjects were Physical Education, Health and Food Technology, and Computing. The HFT examination was taken by However, a The Studies than students than the PE examination. percentage of students taking the HFT exam gained top marks. percentage of students gaining top marks was in Media, Film and Television 26 — Writing for IELTSUnit 3° ! Exam tip: Use adverbs to make your comparisons more exact. To emphasise a difference, you can use: many, much, far, and significantly. Many more students sat examinations in science subjects. Science-related subjects were much more popular than arts-related subjects. For small differences you can use: slightly or nearly as ... as. The percentage of students gaining top marks in Chemistry was slightly higher than the | percentage of students gaining top marks in Art and Design. | Nearly as many students sat the Art and Design exam as did the Chemistry exam. You can use expressions such as in contrast to express difference, or the same to express similarity. Read the sentences 1-4 below. Write S if the sentence expresses similarity and Dif it expresses difference. Underline the words which helped you decide. 1 The percentage of top marks was quite high in subjects such as Mathematics, which are traditionally regarded as difficult. On the other hand, the percentage of top marks was relatively low in subjects such as HFT, which are commonly regarded as ‘soft’ 2 Whereas 45 per cent of Mathematics candidates gained top marks, only 12 per cent of Media, Film and Television candidates gained top marks. 3 Similar numbers of students sat examinations in Art and Design and in Chemistry. 4 Sixteen per cent of students gained top marks in both Physical Education and Computing. To do well in IELTS Writing Tasks, you must show that you can use a range of expressions and structures for functions like comparing and contrasting. Re-write the sentences 1-5 using the words in brackets. 1 More girls than boys passed their English examinations. (fewer) 2. The same number of boys and girls achieved a passing grade in Mathematics. (as... as] 3 Boys did well in Technology; girls, in contrast, did well in language-related subjects. (whereas] 4 The number of passes in Religious Studies was higher for girls than for boys. (lower) 5 Nearly as many girls as boys passed the Economics exam. (similar] Education 2Part 2: Practice exercises: Task 2 4 Read the Task 2 question below. In order to be truly employable, the educated person should be able to demonstrate not just knowledge but also the ability to work independently in teams. How can teamwork best be encouraged and assessed in educational settings? Once you have analysed the question, taken a position and generated some ideas, you need to decide which of your ideas to include and in what order to include them. You can use an essay outline to do this. Look at the example below and answer questions 1-4, Ideas Soe Specific action require students assign group i towork on group research project * students would learn to individual students investigating aspect work as a team contribution to team. of local history * students would make + some projects would more friends be poor quality 2 group project could ask students to * teacher could monitor + some teachers be done partly periodically present students’ work more wouldn't be good inschool, partly ‘workin progress’ in _ easily at this outside school class * it's better for students to. * time-consuming for bein classrooms because _large classes that's what people expect 3° some teacher students keep a + burden of monitoring and» some students would monitoring + learning journal ‘assessing progress shared dishonesty claim they student self- throughout the byteacher and students -_ worked harder than assessment project they did Essay outline Introduction: importance of training students in teamwork Boi : Solution 1: require students to work on group projects outside of school Specific action: assign group research project investigating aspect of local history Positive consequences: motivating for students; students would learn to work as a team independently Drawback: difficult to assess individual student's contribution to team effort B jh 2: Solution 2: group project could be done partly in school, partly outside of school Specific action: ask students to periodically present ‘work in progress’ in class Positive consequences: teacher could monitor students’ work more easily Drawback: time-consuming for large classes 28 — Writing for 1ELTSUnit 3 Body paragraph 3: Solution 3: in addition to some teacher monitoring, students assess own progress Specific action: students write a learning journal throughout the project Positive consequences: burden of monitoring and assessing progress shared by teacher and students Conclusion: teamwork can be taught and assessed but needs to be done in the right way 1 What type of question is this: A: propose a solution, B: evaluate a solution, C: present an idea or D: evaluate an idea? Which of her ideas has the writer omitted from body paragraphs one and two? Why? Why has the writer chosen to list her main ideas in this order? Why has the writer included drawbacks in body paragraphs one and two but not in three? 5 Read the Task 2 question below and complete the table with your own ideas. Take a position. Then select the most appropriate ideas and write an outline using the headings given. Success in formal ‘pen and paper’ examinations is often seen to be a sign of intelligence. To what extent do you agree with the view that formal examinations measure intelligence? Ideas Idea in the questior People who do well in exams often Pen & paper exams are often Exams measure do well in other types of tasks, e.g. _ predictable - students can prepare by intelligence. assignments. rote learning. Exams usually include a range of tasks 1 to measure different abilities. Other possible idea: ‘Some people express themselves 3 There are probably much better verbally than in writing. different types of a intelligence - these can only be measured in different ways. Essay outline Introduction: Body paragraph 1: Evidence for: Evidence against: Body paragraph 2: Evidence against: Evidence for: Conclusion: Education 2!ik ; oe Exam information: Ifyou are aiming for an IELTS band 6.0, it is probably sufficient simply to list your main points along with reasons and examples (Firstly, ... Secondly, ... Thirdly, ...). If you are aiming for a band 6.5 or above, you are more likely to achieve this score if you demonstrate some critical thinking skills. This means discussing the advantages and disadvantages of different solutions and ideas. 6 Read the Task 2 question below and complete the table with your own ideas. Take a position, select the most appropriate ideas, and write an outline. In many countries, students attend private ‘cram schools’ for extra coaching in test-taking techniques. What is your view of this practice? Ideas, What are the possible Positive consequence(s) Drawback{s) ‘solutions? Solution in the question: Other possible solution: Essay outline Inte ie nel i 7 Look at Template C ‘Discuss your ideas’ in Unit 2. Draw up headings for an outline for this type of question. Introduction: Body para |: dy paragr: G Conclusion: 30 = Writing for IELTSUnit 3° Part 3: Exam practice WRITING TASK 1 You should spend about 20 minutes on this task. The graph compares the percentage of international and the percentage of UK students gaining second class degrees or better at a major UK university. ‘Summarise the information by selecting and reporting the main features. Write at least 150 words. UK and international students gaining second class degrees or better (2009) % 1005 WRITING TASK 2 You should spend about 40 minutes on this task. Write about the following topic: Many people believe that formal ‘pen and paper’ examinations are not the best method of assessing educational achievement. What is your view of examinations? Give reasons for your answer and include any relevant examples from your own knowledge or experience. : Write at least 250 words. Education 314 Biodiversity Dee CE eee Reet ence Signposting a sequence of events | Using the language of cause and effect OOM RUE eT Cue cy Part 1: Vocabulary 1 Match the pictures 1-6 above with the natural habitats a-f a estuary © mangrove swamp e grasslands b forest d desert f rainforest 2 The expressions a-g below describe sources of damage to the environment. Complete the sentences 1-7 using these expressions. The first one has been done for you. a oil spills logging f overgrazing b intensive farming e acidrain g global warming strip mining 1 Intensive farming in wheat-growing countries like Canada has led to the loss of natural grasslands. x causes damage to forests as well as limestone monuments. 3 Indiscriminate _________ of tropical hardwoods has contributed to the destruction of rainforests. 4 ________ of grasslands by cattle and sheep is associated with soil erosion and desertification. 5 Off-shore___ frequently result in damage to mangrove swamps and the unique species that live there. & The thinning of the arctic icecap has been attributed to for minerals near river banks is linked to soil erosion and degradation of estuaries. 32. — Writing for IELTSUnit 4° Look again at sentences 1~7 in exercise 2 and answer the questions 1-3. 1 Which sentences express a cause-and-effect relationship? 2. Which sentences express an association (possibly, but not necessarily, cause-and-effect]? 3. How is contribute to different from cause? Cause-and-effect relationships can also be expressed using a number of different words and expressions: because + dependant clause Because mangrove swamps have been damaged, many unique species are now endangered. Many unique species are now endangered because mangrove swamps have been damaged. because of + noun phrase Because of damage to mangrove swamps, many unique species are now endangered. due to Many unique species are now endangered due to damage to mangrove swamps. therefore/consequently/as a result + clause Mangrove swamps have been damaged; therefore, many unique species are now endangered. so Mangrove swamps have been damaged, so many unique species are now endangered. so + that + clause Mangrove swamps have been so damaged that many unique species are now endangered. Re-write the sentences 1-4 below using the words in brackets. Make any other changes necessary. 1 Land has been farmed so intensively that there has been a significant decline in biodiversity. [contributed to} Intensive farming 2. Loss of vegetation has caused a decline in the insect population. (consequently) Vegetation 3 Because there are fewer insects, the small animals that feed on them have moved elsewhere. {so} There are 4 The disappearance of prey species has resulted in a marked reduction in numbers of predators such as wild cats and owls. (because of} There has been Each pair of words or phrases in italics in the sentences 1-5 below expresses a similar meaning. Underline the word which makes the sentence more moderate. 1. Acid rain has damaged/destroyed acres of forest. 2 Asarresult, many woodland species have become extinct/are endangered. 3. The loss/disappearance of predator species has caused an increase in numbers of prey species. 4 Many forests can no longer be used/exploited for commercial purposes. 5 Governments should ban/limit the burning of fossil fuels, which causes acid rain. Nature andtheenvironment 3534 Part 2: Practice exercises: Task 1 1 Read the two process descriptions below, Use information from the second description to complete the flowchart. become established b « Provide | shade a trees grow Clear cutting The flow chart illustrates the process of clear cutting, a logging practice which involves the complete removal of trees from a given area. Firstly, access roads to the area are cut. Secondly, the entire crop of standing trees is felled by mechanized harvesters. The trees are then ‘extracted’, or brought to the road side. Once the trees have been extracted, they are processed by chain saw. The limbs and tree tops are removed. The stems are ‘bucked’, that is cut into logs of a specified length. The logs are then sorted by size and loaded onto logging trucks for transport to the sawmill In the final stage, the land is prepared for future harvests. The remaining scrub is gathered into large piles and burnt. The area is then re-planted Forest re-growth The flowchart illustrates the process of forest re-growth following a pi deforestation. The first plants to grow are ‘pioneer’ plants, which can survive in harsh conditions. They provide shade, gather moisture, and return organic material to the soil. They therefore create the conditions for other plants to thrive iod of widespread In the second phase of re-growth, shrubs emerge. They quickly cover the ground, crowding out the pioneers. However, they too eventually die off as young trees push through the brush. Within ten years, trees finally take over, preventing light from reaching the forest floor. for IELTSunit 4" Now look at options i and ii and decide in each case whether you would normally use the active or the passive voice. i when the process is natural ii_ when there is a human agent The descriptions on page 34 contain examples of how several stages of a process can be combined in one sentence. Read the descriptions again and notice how the groups of sentences 1-5 below have been combined. Study the examples and then join each group of sentences without looking at the model texts. The first one has been done for you. Example: The first plants to grow are pioneer plants. Pioneer plants can survive in harsh conditions. The first plants to grow are pioneer plants, which can survive in harsh conditions. 1 Pioneer plants provide shade. Pioneer plants gather moisture. Pioneer plants return organic material to the soil 2. Shrubs quickly cover the ground. Shrubs crowd out the pioneers. 3 However, shrubs too eventually die off. Young trees push through the brush. 4 The logs are sorted by size. The logs are loaded onto logging trucks. They are transported to the sawmill. 5 The trees have been extracted. The trees are processed by chain saw. The descriptions in Exercise 1 also contain examples of signposting language, which mark the stages of the process. Find examples from the texts in Exercise 1 that signpost the following stages: beginning stages: Firstly middle stages: end stages: Exam tip: Do not overuse signposting expressions. One signposting expression at the start, one or two in the middle and one at the end are sufficient in most cases, | In process descriptions, the most frequently used signpost is the adverb then. It is normally placed between the subject and verb (Precipitation then increases] or between the auxiliary verb and the main verb (The trees are then extracted] Nature andthe environment 34 The process diagram below includes both man-made and natural phenomena. Complete the sentences 1-10 using an active or passive verb form. The first one has been done for you. 1 Adam is constructed at the river head. ry 2 The flow of water down —_——— 3 Flooding __ less frequent. Jess slower 4 Asand bar__ across the estuary. was a 5 The quantity of nutrients on land declines Aooding water and agricultural output __. 6 Salinity in the estuary __ ] x i formation 7 The human population _. dec in eaeea) 8 Fewer fish __. fa across estuary 9 Mangrove trees__. I T 10 Mangrove cover in the estuary reduced decreased agricultural salinity in growth of output estuary human wea J I cutting of smaller fish mangrove }— catches in trees estuary — loss of mangrove cover 5 Join each pair of sentences a-f below using the structure, word or expression in brackets. Make any other necessary changes. Then rewrite the sentences as a passage, adding any signposting expressions from Exercise 3 that you think are suitable. a land 2{-ing clause] Example: A dam is constructed at the river head, slowing the flow of water. 3nd 5 (because) 4and 6 [as a result) 6 and 8 [as) 7,8 and 9 (due to) se ane 9 and 10 [once} ss 36 Writing for IELTSunits * Part 2: Practice exercises: Task 2 & Compare the introductions and first body paragraphs of two responses to the Task 2 question below. Underline the differences and then answer questions 1-2. Many species of plants and animals have come and gone throughout the history of the Earth. From this perspective, extinction can be seen as part of a natural process. Some people have argued that we should not, therefore, make heroic efforts to preserve the natural habitats of endangered plants and animals when doing so would conflict with human interests. Response 1 Ifyou look at it that way, it’s true that humans and animals have conflicting interests. People have ‘always exploited animals for food and clothing, and farmers have brought bigger and bigger areas of land under cultivation. But should we keep on doing this? In regions of the world where the population is growing, and there aren't enough resources, the conflict between humans and animals is really bad. If you go to Africa, for example, you can see large nature reserves alongside really poor human settlements. | love the idea of elephants and lions living in the wild. But often it's the poor farmer living nearby who's got to pay the cost in terms of land and lost earnings. To what extent do you agree with this view? Response 2 Looked at from a broad historical perspective, it is true that humans and animals have conflicting interests. People have always exploited animals for food and clothing, whilst farmers have brought ‘ever-increasing areas of land under cultivation. Whether this process should continue is a question that requires careful consideration. In regions of the world where the population is ‘growing, and resources are scarce, the conflict between humans and animals is particularly problematic. This can be seen in parts of Africa, for example, where large nature reserves sit alongside very poor human settlements. People living thousands of miles away may value the idea ‘of elephants and tions living in the wild. However, often its the poor farmer living nearby who must pay the cost in terms of land and lost earnings. 1 What is the main difference between these two responses? 2. What are the main characteristics of the style of the second response? The table on page 38 outlines four characteristics of academic style. Complete the table with examples from the texts in Exercise 6. | Exam tip: If writing in an academic style is new to you, make sure that you do not write | inan overly complicated way. Above all, your writing should be clear and easy to read. Avoid writing more than one subordinate clause in each complex sentence. Do not write ina way that is so impersonal that your message is obscured. Do not use a lot of words to express an idea when a few words would be sufficient, Nature andthe environment 37Geant eet aed Seeeuce ee mee) Informal style ‘Academic style ‘Academic style is impersonal. Avoid overusing Ifyou look atit that Looked at from a broad Personal pronouns (e.g. /,you, we) and addressing way, historical perspective, the reader directly, ‘Academic style is not emotional, Avoid absolute bad problematic statements and exaggeration (e.g. totally, perfect), ‘emotive words (e.g. terrible, adore) and words that express value judgments (e.g. immoral]. Academic style uses fewer conjunctions (and, but) and farmers whilst farmers and more subordinators (whereas, because] and sentence linkers (nevertheless, therefore). ‘Academic style uses different vocabulary. Avoid Its Itis colloquial expressions, phrasal verbs (e.g. take up, break out], double comparative [e.g. more and morel, contacted forms e.g. isn’t, won't} and the words get, a lot of and really. 8 _ Re-write the second half of the essay below in the academic style. But if you think about plants, the advantages of conservation are more apparent. You have to remember that wild plants aren’t just things of beauty; they're also a really valuable resource. Wild plants have been used throughout history to make medicines. Take aspirin, for example. And if certain varieties of crops are prone to disease, you could use wild plants to develop new varieties. There are lots of plants that we haven't even discovered yet, so you never know what they might be useful for. Allin all, I'd say it's worth trying to preserve natural habitats because wild animals and plants are really special and they could be life savers. But we've got to remember that people's basic needs have to be met too. So, we have to do it in a fair way. 9 — Re-write the sentences 1-2 below to make them clearer and easier to read. Remove unnecessary words and divide long sentences if required. Example: The desirability of avoiding environmental degradation is an idea that most people probably agree with. Most people do not want to damage the environment. 1 It could be argued, though the opposite view might be equally true, that the tendency that many people have to acquire riches and material wealth is one of several possible factors that may encourage people to exploit the natural environment excessively. 2. tis possible that some people may believe that environmental degradation is a process that cannot be avoided in the long term because the countries of the world do not have a way or means of enforcing environmental agreements which their leaders may have committed themselves to, possibly for the wrong reasons, for instance simply to create a favourable impression in the mass media and television. 9 for IELTSPart 3: Exam practice WRITING TASK 1 You should spend about 20 minutes on this task. The flow chart illustrates the consequences of deforestation. Summarise the information by selecting and reporting the main features. write at least 150 words. ‘Clear cutting of forests ‘heavy logging equipment | [fewer roots hold Tncreased risk of burning plants return ‘compresses the soil thetop soil in place | | (deliberate or accidental) | | less moisture to air [soit becomes ‘waste wood from 5 | ities top soil erodes ead less precipitation ‘micro-organisms sain water runs off ‘eater ain increased drought ee pioneer species move in, e ‘vegetation is degraded less biodiversity WRITING TASK 2 You should spend about 40 minutes on this task. Write about the following to} The importance of biodiversity is being more widely recognised as increasing numbers of species come under threat. What can be done to maintain biodiversity? unit 4 Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words. Nature andthe environment 355 Global English Part 1: Vocabulary 1 The expressions a-h below are all related to language. Use each expression once to complete the sentences 1-8. bilingual a mother tongue b foreign language c d non-native official language standard form lingua franca minority languages yar 1 The majority of people living in the US, the UK, Canada, Australia, and New Zealand speak English as their = 2 English is ain} in a further fifty-three countries, including India and the Philippines. 3° English is the most widely taught in the world 4 Because English is used by so many people around the world for so many purposes, it is widely regarded as a__ 5 The ratio of three to one. — speakers to native speakers of English is roughly 6 People who can speak two languages fluently are commonly referred to as. 7 There are many different varieties of English spoken throughout the world; in fact, there is no single Many people fear that the spread of English as a global language will contribute to the death of 2 Match the types of words and expressions 1-7 below with the examples ag. 1 a loanword a lol 2 acolloquialism b thou 3 adialect of English c café 4 a technical term d There's more than one way to skin a cat. 5 an obsolete term © Geordie 6 assaying f wanna [= ‘want to’) 7 text speak g refraction 40 — Writing for 1ELTSunit. In IELTS Writing Task 2, you are often required to express more than one point of view. You can use reporting verbs to do this. In English, there is a wide variety of reporting verbs, which can be used: «to express beliefs: believe, maintain, suspect, think + indiscussion: argue, assert, claim, insist, say + to show agreement: accept, acknowledge, admit, advocate, agree, concede, support «to show disagreement: challenge, deny, disagree, dismiss, doubt, object, question, refute «to give suggestions: imply, suggest, urge Reporting verbs can be tentative le.g. suspect, suggest), neutral (e.g. say, agree], or emphatic (e.g. assert, dismiss). Look at the sentences 1-7 below and underline the stronger of the two reporting verbs. 1 Many people insist/argue that there is one ‘best’ variety of English. However, | question/refute the idea that one variety of the language is better than another. ‘Some people doubt/deny the value of a bilingual education. Others accept/advocate the idea of a bilingual education, even for very young children. | would urge/suggest that educational authorities do all they can to promote minority languages. & Some people suspect/maintain that within a century, there will only be two or three languages spoken in the world. 7 Other people dismiss/doubt the idea that all but two or three languages will die out. anon Different reporting verbs are followed by different structures: «that + clause: Some people argue that governments should subsidise .. © whether + clause: Others question whether governments should subsidise ... * reporting verb + + preposition + noun/noun phrase: / object to the policy of government subsidies + noun/noun phrase: Most people support the idea of subsidising ... «gerund: Educators recommend subsidising ... + object + infinitive verb: / would urge the government to subsidise ... ‘Some reporting verbs can be followed by more than one type of structure. For example: * question + + whether + clause: Others question whether schools should promote ... + noun phrase: Others question the feasibility of promoting Re-write the sentences 1-4 below using the phrases a~d. Make any changes necessary for a more academic style. a Some people insist... © I concede b Teachers recommend... d_ |refute the idea... 1 Maybe making English a mandatory subject in primary schools isn’t such a good idea. 2 The world definitely needs one common language for trade. 3. Itis highly unlikely that everyone in the world will speak the same language at any point in the future. 4 You should practise a foreign language outside the classroom if you want to become really fluent in it Language and communication 411Part 2: Practice exercises: Task 1 1 Sometimes IELTS Writing Task 1 requires you to describe a diagram. Read the response below, which describes a diagram showing the relationship between a number of different languages. Sketch the diagram to see how well you understood the description. The diagram shows the languages of Europe, Iran, and the Indian subcontinent and how they are related through a common Indo-European root language. There are seven main branches: three represent the languages spoken throughout Western Europe, and four represent the languages spoken further to the east. The Western European branches include the Celtic, Germanic, and Italic languages. Some of these languages, such as Scots or Welsh, are spoken by relatively few people, but others, including German and English (from the Germanic branch] and French and Spanish [Italic branch) are among the most widely spoken languages in the world. The eastern Indi Indian Subcor European branches include the languages spoken in Iran, the ent, Greece, and the Slavic countries. The Indian branch comprises several languages including Hindi, Urdu and Bengali. The Slavic branch covers languages spoken in Eastern Europe, such as Russian and Polish, as well as Czech. Overall, the diagram shows that languages that are commonly regarded as very different are, in fact, related. 2 a-d in the correct order. Then answer the questions 1-4. ——__ AMERICAN ENGLISH BRANCH ENGLISH BRITISH ENGLISH BRANCH Look at the diagram below and the text on page 43 which describes it. Put the paragraphs Philipines ‘American ‘Samoa usa canapn oamsa | | us| adh. co tact | Angie Pantone we) | | Mam Cat” I fel et mm w, |S ws soit] | al Coast co Indian i Een ws soutien amtca few tanico aid ts a a = hegre 42 Writing for 1ELTS ‘SAthcn FAREAST Malay Chinese AUSTRALASIA [ Australia New Zealand