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731 views145 pagesWriting For IELTS Anneli Williams PDF
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mae annCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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/ 145
Writing
oa aa
ST ETS AY HarperCollins Publishers
177-85 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.collinselt.com
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)
Al 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
land support. Contents
1
8
10
W
12
Title iow eee
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;
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
feud
4
8
16
24
32
40
48
56
64
72
80
88
96
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 toa
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
If you 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, etc.
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
A 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:
Eire ees
Proficient user c2 9
(Advanced! ci 78
Independent user 82 5-65
(intermediate - Upper Intermediate} BI 65 This table contains the general descriptors for the band scores 1-9.
errr)
Scores
9 Expert user Has fully operational command of the language: appropriate, accurate and fluent
with complete understanding
8 Very good user 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.
7 Good user Has operational command ofthe language, though with occasional inaccuracies,
inappropriacies and misunderstandings in some situations. Generally handles
complex language well and understands detailed reasoning
& Competent user Has generally effective command of the language despite some inaccuracies,
inappropriacies and misunderstandings. Can use and understand fairly complex
language, particulariy in familiar situations.
5 Modest user 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
4 Limited user Basic competence is limited to familiar situations. Has frequent problems in
understanding and expression. Is not able to use complex language
3 Extremely imited _Conveys and understands only general meaning in very familiar situations.
user Frequent breakdowns in communication occur.
2 Intermittent user No real communication is possible except for the most basic information using
isolated words or short formulae in familiar situations and to meet immediate
needs. Has great difficulty understanding spoken and written English.
1 Non user Essentially has no ability to use the language beyond possibly a few isolated words.
0 Didnot attempt No assessable information provided.
the test
Marking
The Listening and Reading papers have 40 items, each worth one mark if correctly answered. Here are
some examples of how marks are translated 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:
‘* Fluency and coherence
* Lexical resource
‘* Grammatical range
* Accuracy and pronunciation
For full details of how the examination is scored and marked, go to: www.ielts.org
sxaminers award a band score for each of four areas with equal weighting: 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)
& 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
in a visual form. Match the figures 1-6 with the headings a-f. Then complete the
descriptions ix. The first one has been done for you.
a bar chart € flow chart e pie chart
b diagram 4 line graph f table
i comparisons iv trends vii segment
ii axis Vv percentage viii features
iii columns vi vertical ix stage
8 — Writing for IELTS Unit 1°
a ==
[bee yu Ss,
This type of figure can be These figures are useful You can use a figure like this to
used to show [7]__iv_. The for illustrating (10) show how a whole is composed
horizontal (8) often between items or categories _of parts. Here, each [11]
indicates time, and the of items. This one compares _ indicates a [12] of the
(9) axis often shows men and women whole.
what changes over time.
WJ 3J— é
Tas. ¢
> a
You should present data like This type of figure is useful for Figures like this are also used
this if you need to give precise representing a process. Each __ to represent a process. They
numbers. This example box represents one (14]______ can also illustrate the
contains four rows and five in the process. (15) of an object.
(13)
4, In IELTS 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
© 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 a 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
150
100
Research students
50
How long should you spend on this task?
How many words do you need to write?
Will you score higher marks if you include all the information in the chart?
Rona
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 11 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 1ELTS Unit 7
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 $ 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
res give numbers, you can write many/more/most/few/fewer men
Family matters 1 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 boxes.
Complete the boxes 1-5 by adding the comments a-e. Then answer questions 1-5.
a anexample
b summary of your main points
¢ abetter solution
dan acknowledgement that there are difficulties
advantage of this solution
12 — Writing for IELTS Unit 1°
| description of }|—1p many parts of the world, there is now greater
| the situation and | — equality between working men and women.
problem Nevertheless, women still tend to earn less and
— enjoy fewer promotions than men.
an opposing \—-Some would argue that this situation will correct
opinion itself over time. However, in my view, there is your opinion
much that can be done to address the problem and plan
constructively.
One possible approach would be for | 9Ne possible but
governments to force employers to promote the not ideal solution
same numbers of men and women and to pay
them the same salaries. This would certainly
an advantage of
tackle the problem quickly. However, measures this solution
a disadvantage of |—ike 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 an advantage of
establish gender equality as a norm and set this solution
a good example for companies in the private
sector. Countries, such as Sweden and Iceland,
2 |__which have done this are often regarded by
others as socially-advanced models.
‘another solution [Te further encourage equality, companies
could be required to publish figures on the rank
and average earnings of men and women in
their workforce. Evidence of large inequalities ——— 3
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.
4 |_Itis true that the problem of gender inequality
in the workplace will probably not be solved
quickly. However, that is not a'reason to.avoid——| "estatemment of
taking action. Governments can encourage your opinion!
change by showing the way forward and taking 5
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?
Rona
Family matters © Examinformation:
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.
oe
| 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.
Example: How can the problem of inequality in the workplace best
be addressed? = How should we solve the problem of inequality?
b Evaluate one or more You will recognise this type of question in the same way as a
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
atopic 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.
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 Inmany 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 Oo
|
{ 1 I Zi Men
| |
80 eae | eee
| Piet
eo fzs] (SBaay fetes ie Fe
40 Yy Ks
AEN EPS May <0 COUN POR Ua
Pre-school school school training
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
ON eee eT ee Re Cue en att renee MeL ene}
Generating ideas for an essay | Presenting arguments and reasons for your opinion
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
week ‘on convenience foods (UK)
a rise [rose, risen) 60:
b fall (fell, fallen}
¢ peak (-ed, -ed)
d_ reach (-ed, -ed) its lowest point
e level (-led, -led) off
f dip [-ped, -ped)
9 remain (-ed, -ed) the same
h fluctuate (-d, -d)
1996 1998-2000 2002-2004 +~—-2005 «2008-2010
16 — Writing for IELTS 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 6 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.
a gradual
moderate
modest
sharp
dramatic
slight
steep
w@reanc
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 in the 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.
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 Imorder 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 glperson 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 300
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 2039, it is also projected
to decline, but more gradually.
200
100
1970 1980 1990 2000 20102020 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
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
Is
16
4
2
10
8
6
4
2
1970 1980 1990 2000 2010 2020 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)_____ faa
Over the next ten years, it is (7) _____to (8) ____ (9)
18 — Writing for IELTS 4
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.
2 Use of dietary supplements by children
a over the next ..../for the following 20
b thereafter Is
¢ from... to/between ... and
10
d- until
ein (x2) 5
.EMAMIJJSA
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.
Exam tip: 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 fin January ... in Marchi. 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
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 off. 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. It is 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 agree], 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 al:
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.
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.
f 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?
icuses Perce
ies What specific action | What are the positive | What are the drawbacks?
oad oie trs
Patines
1 Regulate the Require food (tee ee This would be unpopular
food industry. producers to fortify & expensive for food
their products with producers.
vitamins.
2 Regulate Soa 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 schoolsto Children can take pride 4
teach childrento _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.
anco
2 Should the government regulate the fast food industry in the same way that it
regulates the drug, alcohol and tobacco industries?
Pe man eee ee eas
Sees What specific action can | Positive Petree
Potinuees be taken? Eres
Solution in the question: Restrict opening hours. Senda clear 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. Socaee 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 z
e Reduces people's access to unhealthy foods.
f Effectiveness of public health campaigns can be difficult to measure
g Allows freedom of choice.
h_ Too much government interference is unpopular with business & bad for the economy.
Health andfitness 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?
Template C: ‘Discuss your ideas’ essay questions
CC
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 eat too 1
slimness with positive much are seen as having
character traits good self-control.
aisle 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?
‘Template D: ‘Evaluate an idea’ essay questions
What is the evidence ag.
Bee 5
What are the ide.
Idea in the questior
Obesity is due to lack of knowledge
about healthy eating.
Other possible ide if
(a
Wimeeroeear ented
22 writing for 1ELTS 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.
% UK adolescents following a vegetarian diet
20
15
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.
Healthandfitness 2% 3 Educational goals
De Cus Scone to Re Cuore
Comparing 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
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 dards
critical education
higher dishonesty
academic assessment
continuous learning
format 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.
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 Insome countries, progress is measured by____________instead of by
end-of-term examinations.
6 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%
iii a. small minority c 46%
iv three quarters —__ d 31%
vy just under a third __ e 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
ee results
100 pt
80, LS
o +
ao Go Ee
2 a
i
1 of those surveyed said they found the challenge exciting
2 of respondents said they felt anxious.
3 said they felt more competitive.
4 of those surveyed replied that they felt more focused.
5 indicated that examinations made them lose interest in their studies,
6 of those who responded said they felt motivated to work harder.
Education 25 Part 2: Practice exercises: Task 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 + adjective
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.
Media, Film +TV [iT ]13%.
Physical Education [2
C1. Number of entries
Health + Food Technology [IT —]14%
Percentage awarded
Computing [J —]16% ‘Aorat
a ry 80 thousands
1 Nearly many student sat the Art and Design exam did the
Chemistry exam.
2 The percentage of students gaining top marks in Art and Design was slightly
the percentage of students achieving top marks in Chemistry.
3 The popular subjects were Physical Education, Health and Food Technology,
and Computing.
4 The HFT examination was taken by students than the PE examination.
However, a percentage of students taking the HFT exam gained top marks.
6 The percentage of students gaining top marks was in Media, Film and Television
Studies
than
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
CL
require students assign group ‘* motivating for students —_* difficult to assess.
to work on group research project * students would learn to individual students’
investigating aspect. work asateam 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
in school, partly ‘work inprogress’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 _dishonestly 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
Bo :
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
Body paragraph 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 IELTS 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
Rta aa eed
What are the ideas Wimeeure cued What is the evidence against?
Idea in the questior People who do well in exams often Pen & paper exams are often
Exams measure
intelligence.
do well in other types of tasks, e.g.
assignments.
Exams usually include a range of tasks
to measure different abilities.
Other possible idea: Some people express themselves
There are probably much better verbally than in writing.
different types of 2
intelligence - these can
only be measured in
different ways.
Essay outline
Introducti
Body paragraph 1:
Evidence for:
Evidence against:
Body paragraph 2:
Evidence against:
predictable ~ students can prepare by
rote learning
1
2s
Education a8
§
© Exam information:
If you 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
ue eee ee
What are the possible Positive consequencels) Drawback(s)
Solution in the question:
Other possible solution:
Essay outline
Introduction:
Body paragraph 1:
Body paragraph 2:
Conclu:
7 Look at Template C ‘Discuss your ideas’ in Unit 2. Draw up headings for an outline for this
type of question.
Introduction:
Body paragraph 1:
Body paragraph 2:
Conclusion:
30 Writing for 1ELTS 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
ie class degrees or better (2009)
100 7 7a T y = ray
1 a fe
|
o4 |
40
205
Ba 2
au i
=2
UK students International students.
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
Pea Le ot ee cee een ers
Signposting a sequence of events | Using the language of cause and effect
OOM Rue Cui)
11 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 4 logging f overgrazing
b intensive farming acid rain 9 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.
6 The thinning of the arctic icecap has been attributed to
7 ________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. Howis 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.
50+ 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. Asa result, 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 andthe environment 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
