CAMBRIDGE Pte a Steed_ VANESSA JAKEMAN AND CLARE McDOWELL Insight into IELTS Students Book The Cambridge IELTS Course ‘ Insight into IELTS offers comprehensive preparation for the International English Language Testing System, known as IELTS!* ‘The course progressively develops skills and language for each test paper by ‘examining the four IELTS papers one by one, including both Academic and General Training modules for the Reading and Writing papers. While keeping examination needs in mind throughout, Insight into IELTS also introduces students to the types of communication tasks which they are likely to meet in an English-speaking study environment. \ Insight into IELTS: *+ adopts a systematic approach to preparing for IELTS. By exploring the exam paper by paper, and looking in detail at the task types candidates will meet, the course gradually builds up the skils, language and exam techniques that students will need to deal successfully with each task type. * provides extensive practice material for the test: exam-type exercises are a regular feature of the course, and are clearly signalled, so that students know which part of the exam is being practised. © ‘* contains supplementary activities for further practice or homework. ** finishes with a full IELTS practice test. + is equal sutabe for us a a coursebook in the classroom or 8 home. ‘detailed introduction tothe exam, with overviews of each module, together with helpful advice on how to approach it, and a thorough answer key make the course easy to use as self-study material * prepares students for studies abroad by reflecting the broader range of language students will encounter at an English-speaking university or college. Insight into IELTS consists of Student's Book with answers Cassette CAMBRIDGE Mi eee 9 '7805: WIINTRODUCTION 5 aL eee OTS Introduction 7 UNIT1 Orientating yourself to the text. 8 Who are the speakers? Where are they? Why are they speaking? UNIT2 Listening for specific information 10 uNiT3 UNIT 4 UNITS UNIT 6 UNIT 7 What are the key words? IELTS Section 1 task — table and note completion IELTS Section 1 task ~ form filling Identifying detail 4 When do we need to listen for detail? IELTS Section 1 task - ‘multiple-choice pictures Identifying main ideas 16 What are the speakers talking about? What are the main ideas and how are they are developed? IELTS Section 2 task ~ multiple choice and note completion Seeing beyond the surface meaning 19 What does the speaker mean exactly? How can we interpret intonation? Following signpost words 2 What are ‘signpost words? How do they help us to understand? IELTS Section 3 task - note completion and labelling a diagram Being aware of stress, rhythm 25 and intonation How do intonation and word stress help us to understand? IELTS Section 4 task — following a flow chart IELTS Section 4 task ~ table/fiow chart completion and ‘multiple choice Contents Ma Introduction 28 UNIT 1 UNIT 2 UNIT3 UNIT 4 UNITS: UNIT 6 UNIT 7 UNIT 8 UNIT 9 Orientating yourself to the text. 29 Titles and sub-headings Paragraphs ‘Skimming/scanning for specific 33 information and detail Short-answer questions IELTS task — labelling a diagram IELTS task chartitable completion Identifying main and supporting 38 ideas Multiple choice TELTS task - multiple choice TELTS task note-taking Improving global reading skills 42 Paragraph headings IELTS task — paragraph headings summarising 46 Completing a summary Understanding paraphrase Understanding argument 49 Argument or fact? TELTS task ~ identifying arguments IELTS task - matching Identifying opinion/attitude and 53 making inferences Fact, opinion or claim? IELTS task ~ YesINoiNot given IELTS task - Multiple choice The General Training module, 57 Section 1 Multiple choice IELTS task — True/FalseiNot given IELTS task - matching The General Training module, 62 Section 2 IELTS task ~ matching IELTS task - paragraph headingsETD Introduction 66 UNIT1 Describing facts and figures 67 Bar charts Pie charts Tables Describing trends 69 Line graphs Examining the axes UNIT 2 UNIT3 Summarising data 3 Selecting important information Comparing data Grouping information Describing a process 76 IELTS Task 1 General Training, Task 1 8 The task The purpose Explaining the situation General Training, Task I contd 80 The message JELTS Task 1 Academic and General Training, 82 Task2 Understanding the instructions Approaching the task Forming ideas Planning a structure 85 Organising ideas The introduction The conclusion UNIT 4 UNITS UNIT 6 UNIT? UNIT 8 UNIT Introducing topics and main ideas 88 Expressing views Making concessions Refuting an argument Defininglexplaining UNIT10 Developing an argument 2 Making the main argument clear Providing support UNIT 11 Writing your answer 8 Writing coherently Building complex sentences MEDS Introduction 96 UNIT1 Phases one and two 97 Becoming more fluent Willingness to participate and expand Topics for conversation UNIT2 Phase two continued 100 Giving an opinion Giving reasons ‘Comparing and contrasting UNIT3 Phase three 103 Question starters ‘Making accurate questions using dofdoes and did IELTS task ~ Changing prompts to questions UNIT4 Phase four 106 Planning and speculation Talking about employment Giving a short talk Extended discourse Stee ea Ss Listening 109 Reading m1 Writing 115 Speaking 122 TRS aie Se Listening 127 Academic Reading 133 Academic Writing 44 General Training Reading 6 General Training Writing 157 Speaking 159Introduction WHO IS THIS BOOK FOR? Insight into IELTS has been designed as a course book for an IELTS preparation course. However, it is equally appropriate as a self-study resource book for students wishing to improve their IELTS skills on their own as it contains helpful advice, sample IELTS material throughout the units and detailed answer keys. The book is appropriate both for learners seeking to enter an English-speaking university, school or college, as well as for people who may need to provide an IELTS score for the purposes of immigration to an English-speaking country. The book is targeted at students of approximately Band 6 level; however, the earlier units in each section are designed for lower-level learners or students not familiar with the IELTS test format, while the later units are intended to stretch the stronger candidates beyond their immediate IELTS needs and enhance their language skills overall. CONTENT OF THE BOOK ‘The book consists of four parts: + Listening, Reading, Writing and Speaking sections + Supplementary activities for each unit + Acomplete practice test + Recording Script and Answer Key Taken as a whole, the book contains ample classroom-based material within the units for a preparation course of between 40 and 50 hours. When used with the Supplementary activities which accompany each unit, the material will last much longer. ‘The first part of the book is divided into four sections: Listening, Reading, Writing and Speaking, to reflect the format of the test, and these are broken down into manageable units. Each section begins with an overview of the IELTS test and students who work their way through the book will become familiar with all question types and tasks that they are likely to meet in the test. The skills covered are not restricted to test-taking strategies alone but also reflect the broader range of language that students will encounter in an English-speaking environment, whether at university or in the wider community. ‘The units contain class and pair activities and the opportunity for individual practice. Teachers may choose to work systematically through each section, taking advantage of the graded approach, or, alternatively, select material to suit their learners’ needs as required. The Supplementary activities can be used to expand the units as follow-up work in class or as homework exercises. For students working on their own, they provide further opportunity to practise and consolidate the language covered in each unit or they can help students to structure their revision schedule once they have covered the units in the first part of the book.{Introduction ‘The final part of the book offers a full practice IELTS test which is accompanied by a band conversion table (on page 189) to allow students to assess their approximate level in the Reading and Listening sections from their performance in this test. A Recording Script is provided for the Listening units and the Listening part of the practice test and this is annotated to show where the answers are located in the text, A thorough Answer Key is provided for all sections of the book, including the practice test. The Key provides a framework of support to ensure that students can receive feedback on all activities and exercises undertaken. It includes a selection of model Band 9 answers to a number of the writing questions. We would like to stress that these model answers represent only a sample of the many possible ways of approaching the writing tasks, but we hope that learners will ind them a useful guide. ABOUT THE TEST ‘There are two versions of the IELTS test. ‘Academic Module General Training Module for students seeking entry toa for students seeking entry to a secondary university or institution of higher school, to vocational training courses or ‘education offering degree and for people taking the IELTS test for diploma courses immigration purposes Note: All candidates must take a test for each of the four skills: listening, reading, writing and speaking. All candidates take the same Listening and Speaking modules but may choose between the Academic or Genera! Training versions of the Reading nd Writing sections of the test. You should seek advice from a teacher or a student adviser if you are in any doubt about whether to sit for the Academic module or the General Training module. The two do not carry the same weight and are not interchangeable. TEST FORMAT Listening 4 sections, 40 questions 30 minutes +10 minutes transfer time ‘Academic Reading General Training Reading 3 sections, 40 questions on 3 sections, 40 questions 60 minutes 60 minutes ‘Academic Writing General Training Writing 2 tasks on 2 tasks (60 minutes 60 minutes ‘Speaking 10 to 15 minutes Total test time 2hours 55 minutesAcknowledgements ‘The authors and publishers would like to thank the teachers and students who trialled and ‘commented on the material: Australia: Lynn Banbrook, Pauline Cullen, Carolyn. ‘Watts, Katie Dunworth; Greece: Annette Obee; Japan: Miles Craven; Malaysia: A. Sundram; Thailand: Dennis Derkenne, Bette Bowling, Paul Wallis; UK: Anthea Bazin, Jan Farndale, Don Hassett, Pat O'Sullivan, Carolyn Walker, Buddug Temple ‘The authors and publisher are grateful to the following for permission to use copyright material in Insight into IELTS. While every effort has been made, it has not been possible to identify the sources ofall the material used and in such cases the publishers would welcome information from the copyright owners: ‘The Geographical Magazine or the extract on pp. 29-30 and 38 from "The Dynamic Continent’ by Adrian Fox and Janet Taylor, The Geographical Magazine Dec 1995, for the article on p. 49 ‘Penguins show signs of stress’ by Frank Nowikowski, The Geographical Magazine October 1995 and for the extract on pp. 133-4 from “Industrial Revolution’ by Claire Hutchings, The Geographical Magazine May 1996; Sir John Houghton for the extract on p. 30 from ‘Why we must be stewards of our soil, published in The Independent, 2 Mar 1996; Independent Newspapers for extracts a) and c) on p. 56 from ‘When an clephant gets emotional’ by Hugh Aldersley Williams; Focus Magazine for the extract on p. 31 from “The undersea world of sound’ by Peter Evans, Focus April 1995, for the extract on p. 34 from ‘Sifting through the sands of time’ by Carol ‘Muskoron and Piers Alder, Focus July 1994, and for the extract on pp. 153-4 from 00-year-old secrets of Stradivarius’ by Julian Brown, Focus July 1994; Curtis Brown on behalf of David Lodge for the extracts on pp. 32 and 53-54 from The Practice of Writing by David Lodge, published by Secker & ‘Warburg, copyright © 1996; The Times or the extract on p.38 from ‘Divers speed hunt for ruins of Pharos lighthouse’ by Christopher Walker from The Times, 21 july 1995, © Times Newspapers Limited 1995, and for the extract on p. 40 from ‘Salty rice plant boosts harvests’ by Sean Hargrave from The Sunday Times, 26 January 1997, © Times Newspapers Limited 1997 and for the extract on pp. 46-7 from ‘Prehistoric insects spawn new drugs’ by Steve Connor, The Sunday Times, 1 September 1996, © Times Newspapers Limited 1996 and for the 192 diagram on p. 74, © John Smith/The Sunday Times, Ist une 1996; BBC Wildlife Magazine for the article on p.37 ‘Baby Love’ by Angela Turner, BBC Wildlife Magazine, March 1996; Robert Nurden for the extract on p65 from ‘Visit student fais vital homework published in The European, 20 March 1997; Hallmark Editions for the extract on pp. 44-5 from ‘Australia’ first commercial wind farm, published in GEO, vol. 17, no. 6, Nov/Dec 1995; Runner's World for the extracts on p.61 ftom ‘Six of the best rain jackets; Runner's World Dec 1995; New Scientisrfor the extract on p51 from Australia’s growing disaster’ by lan Anderson, New Scfentist 28 July 1995; Verdict Research Limited for graphs 12 a) and 12.¢) on p. 71, © Verdict Research Limited 1995; The Policy Studies Institute, University of Westminster Press forthe graph at the top ofp. 7 The Guardian for the graph on p.75 from The Guardian, 30 September 1997; Cambridge University Press for listening material in Unit 7, Extract 2, derived from The Cambridge Encyclopedia of Language, © Cambridge University Press the exercise on pp. 151-2 s based on information that appeared in the program for the University of Sydney's Courses and Careers Day in 1997; Buderim Ginger for information used on pp. 129-30. Gerrit Buntrock for p. 37. Christies Images for p. 153. Bruce Coleman Collection/Jens Rydell for p. 44, The Guardian/Jenny Ridley for p. 77. The rion Publishing Group Ltd for p. 56. Tony Stone Images/ Chuck Davis for p. 31, /Stephen Frink for p. 133, /Howard Grey for p. 47, /Kevin Schafer for p-49. Max Glaskin/The Sunday Times 1996 for p. 76, SYGMA/Jacques Delacour for p. 34. Telegraph, Colour Library/John Lythgoe for p. 40. The photo of the artificial reef on p. 133 is © Southampton. ‘Oceanography Centre/Dr Anthony Jensen, ‘The photos on pp. 56 and 58 were taken on commission by Trevor Clifford, and those on pp. 7, 28, 66, 96, 100 and 103 by Gareth Boden and Rebecca Watson. Illustrated by Kathy Baxendale: pp. 10, 79, 122, 126; Nick Duffy: pp. 14, 97; Gecko DTP: pp. L1, 20, 67, 68, 69, 70, 71, 72, 73, 74, 75, 78, 77, 144, 147; ‘Amanda McPhail: ons; Martin Sanders: pp. 24, 36, 156; Jamie Sneddon: pp. 12, 13, 22, 107, 115, 116, 117, 129, 146, 149, 151; Sam Thompson: pp. 8, 15, 127; Kath Walker: p. 17; Celia Witchard: p. 99. Produced by Gecko Ltd ‘The cassette recording was produced by Martin Williamson at Studio AVE London