Speaking for ielts

This helps you to build up a bank of vocabulary and ideas related to a variety of the topics.Units 1-11 cover the vocabulary, grammar, pronunciation and exam techniques to prepare you fo

Collins I Enqlish for ExamsThư viên — ĐHQN

Tai ngay!!! Ban co the xoa dong chu nay!!!

Collins I English for Exams

THÀNH PHÔ HO CHI' MINH

Collins Speaking for IELTS

Second edition 2020

Copyright © HarperCollins Publishers 2011, 2020

Vietnam's edition © 2020 by Nhan Tri Viet Co., Ltd

This edition is published in Vietnam under a license

Agreement between HarperCollins Publishers Limited, UK

and Nhan Tri Viet Co., Ltd Vietnam

The contents of this publication are believed correct at the time of printing Nevertheless, the Publisher can accept no responsibility for errors or omissions, changes in the detail given or for any expense or loss thereby caused

HarperCollins does not warrant that any website mentioned in this title will be provided uninterrupted, that any website will be error-free, that defects will be corrected, or that the website or the server that makes it available are free of viruses or bugs For full terms and conditions please refer to the site terms provided

on the website

Collins® and COBUILD® are registered trademarks of

HarperCollins Publishers Limited

Cover illustration: © Maria Herbert-Liew 2019 Audio recorded and produced by ID Audio, LondonAll 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 shal

not, by way of trade or otherwise, be lent, re-sold, hired out or

otherwise circulated without the Publisher's prior consent in an

form of binding or cover other than that in which it is publishe

and without a similar condition including this condition being

imposed on the subsequent purchaser

The Publishers gratefully acknowledge the permission granted

to reproduce the copyright material in this book Whilst every effort has been made to trace the copyright holders, in cases where this has been unsuccessful, or if any have inadvertently been overlooked, the Publishers would gladly receive any information enabling them to rectify any error or omission at the first opportunity

All exam-style questions and sample answers in this title were written by the author

Entered words that we have reason to believe constitute

trademarks have been designated as such However, neither thi

presence nor absence of such designation should be regarded

as affecting the legal status of any trademark

About the author

Karen Kovacs is a DELTA-qualified author with a Master's degree

in Linguistics and over 15 years' ELT experience She has taught both abroad and in the UK, helping to prepare students for their IELTS exams

C ultu re and m odern society 80

Who is this book for?

Speaking for IELTS will prepare you for the IELTS Speaking test w h e th e r you are taking th e test fo r the first tim e or re-sitting the test It has been written for learners w ith band score 5 - 5 5 w h o are trying to achieve band score 6 5

or higher

The structured approach, comprehensive answ er key and model answ ers have been designed so th at you can use the materials to study on your ow n However, the book can also be used as a supplem entary speaking skills course fo r IELTS preparation classes The book provides enough material fo r approxim ately 50 hours of classroom tim e

Content

Speaking for IELTS is divided into 12 units Each unit focuses on a topic area th at you are likely to enco unter in the IELTS Speaking test This helps you to build up a bank of vocabulary and ideas related to a variety of the topics.Units 1-11 cover the vocabulary, grammar, pronunciation and exam techniques to prepare you fo r the IELTS Speaking test Every exercise is relevant to the exam The aims listed at the start of each unit specify the key skills, techniques and language covered in the unit You w o rk tow ards Unit 12, w h ich provides a final practice IELTS Speaking test.Additionally, the book provides examination strategies telling you w h a t to expect and h o w best to succeed in the exam Exam information is presented in clear, easy-to-read boxes Exam tips in each unit highlight essential exam techniques and can be rapidly reviewed at a glance

The Pronunciation sections will help you to improve your speaking skills and increase your aw areness of the

characteristics of natural spoken English There are also Watch Out boxes that w ill help you avoid com m on errors made in the exam Finally, the Exam tutor at the end of each unit gives you the opportunity to revise and consolidate the exam skills you have studied

Unit structure

Each of the first 11 units is divided into tw o parts

Part 1 Language development introduces vocabulary, gram m ar and pronunciation related to the topic A range of exercises gives you the opportunity to express complex ideas and opinions so th at you are able to do so in the IELTS Speaking test The vocabulary is presented using Collins COBUILD dictionary definitions In every unit, you are given the opportunity to practise the new language you have learnt by attem pting questions from Part 1, Part 2 and Part 3

of the IELTS Speaking test These test questions increase your fam iliarity w ith the exam fo rm at and help to build yourconfidence

Part 2 Exam skills teaches you exam techniques The information and exercises raise your aw areness of w h a t constitutes an effective IELTS response and also provide you w ith strategies on how to achieve this Exam information

and Exam tips show you how to approach each question type and help you develop successful test-taking strategies.There is also an Exam tutor checklist after the exam practice that will help you assess your readiness for the

actual exam

Answer key and audio scripts

A comprehensive answer key is provided for all sections of the book including notes on why certain answers are correct or incorrect You will also find full audio scripts of all speaking exercises at the back of the book.

4

Using the audio

■3» This icon indicates th at there is an audio track to listen to You can dow nload the audio files at

.w w w n han triviet.co m /M P3 -C S FI2 E

Using the book for self-study

If you are n ew to IELTS, w e recommend that you w o rk system atically 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 o f each unit to select the most useful exercises

Each unit contains betw een three to four hours of self-study material Having access to som eone w h o can provide inform ed feedback on the speaking practice exercises is an advantage However, you can still learn a lot w orking alone

or w ith a study partner willing to give and receive peer feedback

Part 1: Language development

Ideally, you should begin each unit by w orking through the Part 1: Language development exercises Try to answer the questions w itho u t looking at a dictionary in order to develop the skill of inferring the meaning of unfam iliar words from context

Part 2: Exam skills

W ork through the Part 2 : Exam skills from beginning to end It is im portant to study the Exam information and Exam tips about each of the question types, so that you become fam iliar w ith how to approach the different question types

in the exam Doing this will also help you develop more general skills fo r speaking This section also contains exam practice questions and the Exam tutor. A fter you have done the exam practice questions, it is a good idea to spend some tim e reviewing w h y certain answ ers are the correct ones, then w o rk through the Exam tutor. For this reason, w e suggest you approach this part in the following w ay:

Record your answ ers to the exam practice questions if you can It will develop your self-awareness: you will be able to hear w here your strengths lie and w hich aspects of your speaking you need to improve In addition, hearing how your speaking has improved over time will increase your confidence and motivation Once you have answered the practice IELTS Speaking questions, listen to the sample answers You can also read the sample answers in the audio scripts section at the back of the book

Unit 12 Practice exam

This is a complete Speaking practice test This should be done under exam conditions including setting yourself the time limits that are suggested There is also a sample answ er for this exam so you can listen to the audio and read the audio script to further learn from the experience of sitting this practice exam

Using the book in the classroom

If you are a teacher, you can use Speaking for IELTS either as your main IELTS coursebook or as a supplementary

course Detailed teacher's notes for each unit are available at: w w w nhantriviet.com /collinsielts

5

The International English Language

Testing System (IELTS) test

IELTS is jointly managed by the British Council, Cam bridge ESOL Exam inations and IDP Educatio n, A u stralia T here are

tw o versions of the test:

• Academic

• General Training

Academic is for students wishing to study at undergraduate or postgraduate levels in an English-m edium environm ent General Training is for people w ho wish to migrate to an English-speaking country This book is prim arily fo r students taking the Academic version

The test

There are four modules:

Listening 30 minutes, plus 10 minutes for transferring answ ers to the an sw er sheet

NB: the audio is heard only once.

Approx 10 questions per sectionSection 1 : tw o speakers discuss a social situationSection 2: one speaker talks about a non-academ ic topicSection 3: up to four speakers discuss an educational projectSection 4: one speaker gives a talk of general academ ic interest

Writing Task 1 ■ 20 minutes: description of a table, chart, graph or diagram (150 w ords minim um )

Task 2: 40 minutes: an essay in response to an argum ent or a problem (25 0 w ords m inim um )

Speaking 11-14 minutes

A three-part face-to-face oral interview w ith 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 m inute to prepare, then talks for 1-2 minutes, w ith some questions from the examiner

Part 3: two-w ay discussion (4 -5 mins): the exam iner 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 Fram ework of Reference

The CEFR shows the level of the learner and is used for many English as a Foreign Language exam inations The table below shows the approximate CEFR level and the equivalent IELTS Overall Band Score:

iis table contains the general descriptors for the band scores 1—9:

ELTS Band

►core

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 inappropriades Misunderstandings may occur in unfamiliar situations Handles complex detailed argumentation well

7 Good user Has operational command of the language, though with occasional inaccuracies,

inappropriades and misunderstandings in some situations Generally handles complex language well and understands detailed reasoning

6 " Competent user Has generally effective command of the language despite some inaccuracies, inappropriades

and misunderstandings Can use and understand fairly complex language, particularly in familiar situations

5 fvfodest user H*s 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 limited

user

Conveys and'ünderstands only general meaning in very familiar situations 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 Did not attempt

tening: 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

ading: 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

'iting and Speaking are marked according to perform ance descriptors

'iting: examiners aw ard a band score for each of four areas with equal weighting:

• Task achievem ent (Task 1)

• Task response (Task 2)

• Coherence and cohesion

• Lexical resource and grammatical range and accuracy

eaking: examiners award a band score for each of four areas with equal weighting:

• Fluency and coherence

• Lexical resource

• Gram m atical range

• Accuracy and pronunciation

■ full details of how the examination is scored and marked, go to: vvww.ielts.org

7

\ people and relationships

Language d e ve lo p m e n t | A d je c tiv e s to d e s c r ib e p e r s o n a lit y ; R e la t io n s h ip p h r a s e s ; A d v e r b s

to m o d ify c h a r a c t e r a d je c t iv e s ; U sin g t e n s e s c o rr e c t ly ; P r o n u n c ia t io n : W e a k a n d s t r o n g f o r m s Exam skills | W h a t it m e a n s to 'k n o w ' a w o r d

Exam practice | P a rts 1, 2 a n d 3

Part 1: Language development

Vocabulary: Adjectives to describe personality

1 M atch th e adjectives (1 -1 5) w ith th e ir d e fin itio n s (a -o ).

in tellig en t and able to u n d e rstan d th in g s easily or plan th in g s w e ll

w illin g to listen to and co n sider o th er people's ideas and su g g estio n s putting a lot of effo rt into yo u r w o rk

saying exactly w h a t you th in k w ith o u t tryin g to be polite can be trusted to w o rk w e ll or to beh ave in th e w a y th a t so m eo n e

w a n ts you to

u n w illin g to spend m oney too quick to criticize people having co n fid en ce in your o w n abilities

w ith a strong desire to be successfulrich, or p o w erfu l

very friendly and likes m eeting and talking to people

too easily offendedinterested in things th a t do not concern you

The vocabulary' on personality and relationships w ill be useful

in Paris 1 and 2 of the exam

if you are asked to talk about yourself or people you know

m w ith the ability to invent and develop original ideas, especially in th e arts

n easily irritated by things

o enjoyable to be w ith because you say and do interesting or am using things

8 Speaking for IELTS

2 M a rk th e p o sitiv e a d je ctiv e s in Ex ercise 1 w ith (+) a n d th e n e g a tiv e a d je ctiv e s w ith (-).

3 W h ic h a d je c tiv e s fro m Ex ercise 1 w o u ld y o u use to d escrib e y o u rse lf?

I consider myself to be I would say I w a s

Vocabulary: Relationship phrases

4 M a tch p h ra se s 1 -8 w ith d e fin itio n s

5 U sing p h ra ses fro m Ex ercise 4, m a k e e ig h t se n te n ce s d escrib in g re la tio n sh ip s you have.

/ take after my dad - we're both quite careless.

6 Listen to th re e p e o p le ta lk a b o u t th e ir relative s M a k e n o tes as you listen H o w do th e y d escrib e

of rela tiv e s a n d th e ir rela tio n sh ip s w ith th e m ?

1

2

3

^ Listen a g a in Did you u n d e rsta n d m o re th is tim e ? M ak e fu rth e r n o tes ab o ve, if so Look up any

oi la n g u a g e you d o n ot k n o w in a d ictio n a ry an d m ak e a n o te o f it.

-h.

a argue and stop being friendly with somebody

b have a good relationship

c gradually have a less close relationship with somebody

d be in comm unication with somebody

e know som ebody well and see or talk to them often

f have many childhood and adolescent experiences in common with somebody

Vocabulary- Adverbs to modify character adjectives

8 Listen to Track 01 a g ain an d n o tice h o w t h e a d je ctiv e s d e scrib in g

*2^ character and perso n ality a re m o d ified C o m p le te se n te n c e s 1 -1 0

w ith th e m odifying ad verbs you hear.

10 She's self-assured and ambitious.

9 Read th e in fo rm atio n in th e box a b o u t m o d ify in g a d je ctiv e s T h e n

w rite descriptions, sim ilar to th o se on T rack 01, a b o u t d iffe re n t

m em bers of y ou r fam ily Inclu d e th e fo llo w in g :

• A d jectives fro m P art 1 o f th is u n it.

• M od ifiers w ith th e a d jectiv es t h a t h e lp to e x p la in o r e x p a n d

on each ch a racteristic.

• A t least o n e n e g a tiv e p o in t fo r e a ch p erso n

Modifying adjectives

1 We can use adverbs like really and so before a positive adjective:

She's really outgoing He was so creative.

2 W e can use the same adverbs before a negative adjective, but w e

normally do this only if w e do not like the person or are angry

with them.

She's so nosy

3 If w e say something negative about someone, e.g She is impatient,

or He is unreliable, it can sound rude or too direct W e often 'soften'

negative comments for this reason Here are two ways of doing this:

with can be a bit

with not very + a positive adjective:

He's not very reliable.

1 0 Read your d escriptions in Exercise 9 th en cover th em and practise

ta lk in g to an En glish-speakin g frien d ab o u t yo u r relative s or

record yourself D oing th is w ill help you practise you r sp eakin g

skills and rem em ber th e vo cab u lary you have learn t.

If you use a character adjective

to describe someone in the exam , you should expand on

it or explain it, e.g She's really outgoing - she's always going out with friends and colleagues, tie's not very reliable, so, for example, if l message him, he

Don't forget to add an s to present tense verbs for the third person (he, she, it), e.g She likes cooking.

It can be difficult to know which negative prefix to use with a word, so make an effort to learn them, e.g impatient, disloyal, unreliable.

%

Prat tise using the new language' Aon learn, Inil don't memorise whole senlenres or whole answers Non should speak spontaneousl\ in the e\am.

1 0 Speaking for IELTS

U n it 1

Speaking exam : Part 1

Part 1: Introduction and interview (4-5 minutes)

• The exam iner w ill introduce him/herself and confirm your identity

• The exam iner w ill then ask vou general questions on some familiar topics such as home, family, work, studies and interests In each unit of this hook, you w ill practise answering Part i questions on one topic

• Part I tests your ability to communicate opinions and information on everyday topics and common experiences

or situations

1 1 Y o u a re g o in g to h e a r q u e stio n s t h a t a re ty p ica l o f P a rt 1 o f t h e ex a m Listen to e a ch

q u e stio n a n d g iv e y o u r a n sw e r Try to use so m e o f th e v o c a b u la ry a n d la n g u a g e y o u h a v e

Part 2: Individual long turn (3-4 minutes, including preparation time) ,

• Tlx „ill (jivc you.! I.«k C I Hi.« " I- '™ « > ' I ' "1' ■ ' I“ “ " '"I "1 “ ‘

cover in vour talk You do not have to talk about the points in ok k 1 , 1 , 1

• Vou „ ¡II l x - , , , m i , M o , y o u I * » " > W " '<|U

w rite on the task card».

• You must talk for one to two minutes on tin1 lopk

• The examiner w'ill then ask vou one or two question^ on thi saiva topic.

• Par 2 tests vou, ability to talk a long*, using app.opriato language ami o rg a n ,* « xour u k , ■ o h , Vm vv

attempt a Part 1 answer in each unit in tins book.

Speaking exam: Part 2

13 R ead th is Part 2 q u e stio n G ive y o u rse lf o n e m in u te to plan y o u r answ er,

m a k in g n o tes if you w ish T h e n ta lk fo r o n e to tw o m in u tes.

Dc-senbe a close friend

You should Set■/:

hows long vou have known tins pci -on

how you met

w h a ’i kind of person he/she is

and explain why you like him/her

r*

)<m t an ,)Im » i •( • ihe \ < >< ahulara

\ ( I u ha\ r k u n i i " ! h w unit !( ) talk ahuuf liiendm ip a

People and relationships 11

Grammar: Using tenses correctly

1 4 Read th e exam q u estio n s b e lo w fro m Ex ercise 13 W h ic h te n se s

are you likely to use in y o u r resp o n ses?

1 How long have you known this person?

2 How did you meet?

3 W hat kind of person is he/she?

4 Explain why you like him/her.

1 5 Listen to th e sam p le a n sw e r to th e P art 2 Exam q u e stio n in

ol? Exercise 13 T h e n read th e extracts b e lo w W h a t te n se s d o e s th e

speaker use and w h y d o es h e use th o se te n se s?

1 We got to know each other on the tennis courts.

2 He'd often suggest doing something and I'd go along w ith it.

3 We've never fallen out.

«

In the exam , look carefully at the tenses used in the Part 2 questions, and listen carefully

to the exam iner to hear

w hich tenses they use in their questions Does the question relate to the past, present, future,

or something imagined? This w ill help you use the correct tenses when you speak

1 6 N ow a n sw er th e Part 2 Ex am q u e stio n in Ex ercise 13 a g a in Try to a im f o r a ccu ra cy in y o u r use of tenses.

Pronunciation- Weak and strong form s

17 Read sen ten ces 1-5 an d circle th e p repo sitio n s.

1 Can l have a cup of tea?

2 W e met at university.

3 I've known him for ten years.

4 I'm from Dubai.

5 It's quarter to ten.

C d PronunciationSome words have two pronunciations: a strong form and

a weak form, In normal speech, we usually use the weak form, as in the sentences in Exercise 17.

1 8

05

Listen to sen ten ces 1-5 fro m Exercise 17 and re p e a t th e m M a k e

sure you p ron o u nce th e w e a k fo rm s o f th e p rep o sitio n s co rre ctly

If you use weak forms correctly you will he more fluent, and yc will sound more like a native speaker This will get you high* marks in the exam Rocognisir weak forms will also help you understand the examiner more easily It is easy to miss weak lorms because they are unstressed.

1 2 Speaking for IELTS

Unit 1

1 9 L o o k a t t h e t a b le Listen a n d r e p e a t t h e stro n g a n d w e a k p re p o sitio n s.

N o te t h a t to a n d fo r h a v e d if fe re n t w e a k fo rm s w h e n th e y co m e b e fo re v o w e l so u n d s.

¡ vowel sound _ Sometimes, even in fast speech

e.g I'm going to Egypt

• if it comes before a pause

• if it comes at the end of a sentence

T/'wV Ic fr\r Anri\/

Pronunciation

Other function words (or grammatical words) also have weak forms Some

common ones are:

• positive au xiliary verbs (e.g can, must, do, shall, was, are)

• pronouns (e.g her, you, them, your)

• conjunctions (e.g and, but, because ('cos), than)

• articles {the, a, an)

20

a »

07

U n d e rlin e t h e fu n c tio n w o rd s th a t yo u th in k a re p ro n o u n ce d using a w e a k fo rm T h e n listen to

ch e ck y o u r a n sw e rs a n d re p e a t th e sen ten ces.

1 Sh e m et h er best frie n d at w o rk and th en th e y set up a business together

2 He can play th e piano really w e ll becau se he had lessons fo r years w h e n he w a s younger

3 W e h elped th e m , but th ey d id n 't th a n k us

*

A good dictionary w ill give you guidance on strong and weak pronunciation

Practise1 using weak forms by c boosing some sentenc es marking the words

with wc?ak forms and them reading out the sentences

People and relationships 1 3

tart 2: Exam skills

What it means to ‘know’ a word

1 Match words 1-7 w ith th eir more neutral synonyms a -g W hich of

the words 1-7 are inform al and w hich are old-fashioned?

6 other half f members of a family

7 in-laws g the parents of your husband or w ife

ft

In the Speaking exam , you

w ill be assessed on your use of vocabulary You should have a good range of vocabulary and know how to use the words

If you use slang, very formal

or old-fashioned language

in the exam , it might sound

2 To really icnow a piece of vocabulary, you should study th e inform ation in points 1-7.

Choose five items of vocabulary you have learnt in this unit and, fo r each item , an sw er th e

questions in points 1-7.

1 W hat part of speech is it? For example, noun, verb, adjective or adverb.

2 W hat are the other parts of speech for that w ord? For example, formality (n), formalise (v), formal (adj),

formally (adv).

3 Is the word slang, informal, formal, or old-fashioned? Is it used in all English-speaking countries or just in some countries? For example, bloke is used in the UK but not in the US.

4 Does the word have any connotations you should be aware of? For example, both slim and skinny mean

thin, but skinny is insulting and slim is complimentary.

5 How do you pronounce the word, and which syllable is stressed? For example, boyfriend /boifrend/.

6 Note the grammar of the word or phrase Is it an irregular verb (for example, se e k -so u g h t-so u g h t) or

a noun with an irregular plural (for example, m an-m en)? Is it followed by a particular preposition (for example, be anxious about something)?

7 Are there any useful collocations? For example, collocations with the word friend include: a close friend,

make friends (with somebody), a circle o f friends.

Speaking Part 3

i

Part \\ Discussion (4-5 minutes)

I’.ul is ,I dec ussion l.etween vi hi and the lA.m iiim In the units this liunk you will hear Ispical I’art questions

til K I ( Hi ll l i s e I l l V i i C l l i l ' ; I' l' MI l.

• ' l Ik* ( n h '-si iui b iii I', 111 » w i l l l x ' < i tnneued lo ih r inpit ( n l\iri J

• lh r\ allow \nu in disc iis mmv -e n u a l «nul absirai l issues and ideas

fail j lests M.ui linin', u and jnstns ,,pinions, and U analsse, disc UsS and spec ulate.

14 Speaking for IELTS

Unit 1

3 You are going to h ear tw o sets of Part 3 questions

05 abo u t fam ily and friends Record yourself answ ering

th e questions.

Listen to your responses Try to ju d g e your use o f

vocabulary, and ask an English-speaking friend to help you

if you like W ork thro ug h th e fo llo w ing :

• -Was your vocabulary appropriate, or did you use some very informal or old-fashioned language?

• Did you use a good range of vocabulary, or did you use the same words repeatedly?

• To enrich your vocabulary, find appropriate synonyms for five or more words or phrases.

4 Listen to th e sam ple answer Then answ er th e Part 3 questions again using these

1 What have you learnt in this unit that will help you in the exam

if you are asked about people and relationships? What have you

learnt in this unit that you can transfer to any topic?

2 When noting down new vocabulary, what information should

you include?

3 What kind of questions will the examiner ask you in Part 1 of

the exam?

4 What will you have to do in Part 2 of the exam?

5 What kind of questions will the examiner ask you in Part 3 of

the exam?

People and relationships 1 5

2 A healthy body

Language d evelo p m en t | Keeping fit; Talking about sport; Health and diet; Phrases

to express opinions; Pronunciation: Expressing enthusiasm; Phrases to express opinions;

Collocations

Exam skills | Planning your answer (Part 2)

Exam practice | Parts 1, 2 and 3

Part 1: Language development

Vocabulary: Keeping fit

1 U n d erlin e th e phrases in sen ten ces 1-3 th a t b est d escrib e y o u r lifesty le o r th e life sty le o f p e o p le in you r country.

1 M ost people in my co untry think it is im portant to keep fit / d o n 't really do anything sp e cific to keep in shape.

2 I keep fit by going running / going to the gym / walking everywhere.

3 / work out all the time. / I'm quite an active person. / / never do any exercise.

Vocabulary- Talking about sport

2 U n d erlin e th e w o rd s or phrases in sen ten ces 1-3 th a t best d escrib e h o w y o u fe e l a b o u t sp o rt.

1 W atching sport is tedious / entertaining / all right if there's nothing else on T V

2 Playing sports is exhilarating / good fun / exhausting / a g re at w ay to keep fit

3 I'm quite into sport / fanatical about sport / not the least bit interested in sport.

3 C o m p lete th e ta b le w ith th re e exam ples of each ty p e o f spo rt

1 C o n tact sports boxing

W hich sports do you most enjoy w atching or playing, and w hich

do you least en jo y? W h y? Practise giving your answer.

Listen to som eone talking abo u t a sport W hich sport is he

talking ab o u t?

Listen again and an sw er questions 1-7.

1 W hat phrasal verb m eans increases gradually?

2 W hat is a synonym for supporters?

3 W hat verb m eans have the same number o f points or goals at the

end o f the game?

4 W hat tw o words are used to describe w here this sport is played?

5 W hich phrase m eans scored the goal that won the match?

6 W hat phrase is used to describe som eone w ho is likely to be successful in the future?

7 W hat other w ords and phrases does the person use to talk about the sport?

Listen again and m ake notes Then read audio script 10 on page 99 and use the dictionary to check your answ ers.

in general, e.g I don't do any sports (not l-d o n 't-practise any-sp o rts). Us e g o with sports ending in -ing, e.g I go running.

Look at th e card Create a sim ilar card fo r your ow n favourite

sport and a second one fo r th e most popular sport in your

country (if this is different from your own favourite sport).

Tennis

Where is it played? on a tennis court

What equipment is needed to play it? a racquet, tennis balls

What is the most important event associated with this sport?

Wimbledon, held in London every summer

Terminology and phrases used to talk about the sport:

Describing the shots: serve, volley, smash, forehand, backhand,

on the line, out

Scoring: point,gam e, set, match

People: player, umpire, ball boy/girl, trainer/coach

Useful phrases: H es/Shes broken his opponents serve He’s/Sh e’s

served an ace Its gone to a tie-break What a great shot! H es/Shes

serving for the match.

Why do you/the people in your country like this sport? Its a

battle o f the mind as much as the body / find it interesting to see

how some players may be highly skilled but don’t have the mental

strength to win.

9

Watch your iaw write sport with commentary in English 'Listen caret’ull\ and write clown anv useful words and phrases you hear Books, magazines, newspapers and websites are other useiul source's tor voi ahulary.

TRƯ Ờ N G ĐẠI H Ọ C O U T NHƠt

T H Ư V I Ệ N _

Ị ị 3 _ j

A healthy body 1 7

Vocabulary- Health and diet

9 Read the definitions of diet. Notice that it has two distinct meanings.

a If you are on a diet, you eat special kinds of food or you eat less food th an usual b ecau se you are trying to lose weight.

b Your diet is the type and range of food that you regularly eat.

10 Read sen ten ces 1-3 W h ich d e fin itio n o f diet in Ex ercise 9 a p p lie s to e a ch s e n te n c e ?

1 I fear I have quite a poor d ie t. _

2 I think I have a balanced d ie t. _

3 I plan to go on a diet in the new y e a r.

11 Discuss th e q u estio n s w ith a frie n d , or reco rd y o u rse lf g iv in g y o u r a n sw e rs.

1 Would you say you have a balanced diet? Explain w hy or w hy not.

2 Do you eat a lot of junk food? W hat do you (not) like about it?

3 Have you ever been on a diet? If so, w hat kind of diet w as it and did it w o rk ? If you haven't been on a diet, explain why not.

12 Read th e d efin itio n s and th e n co m p le te th e w o rd s a n d p h rases T h e r e is o n e sp a ce p e r letter Som e letters have b e e n g iven to h e lp y o u

1 physically w eak because you do not eat enough food or do not eat the right kind of food:

ma

2 all the chemical processes in your body, especially those that cause food to be used for energy

and growth: me

3 substances, such as sugar and starch, that provide the body with energy: c a _

4 substances that you need in order to remain healthy, which are found in food or can be eaten

in the form of pills: vi

5 units used to measure the energy value of food: ca

6 a way of losing body weight quickly by eating very little: a c d

7 (of a person) become heavier: p o w

8 (of a person) become lighter: I _ w

9 extremely fat: ob

10 too thin, and therefore not healthy: un

13 C om p lete th e sen ten ces using th e vo cab ulary from Exercise 12.

1 Going on a - can be dangerous You can end up b eco m in g _ _ and very weak.

2 Athletes e a t - before a race because they give their bodies lots of energy.

3 Some people don't do enough exercise and eat more _ _than their bodies need This means they can b e co m e _ _

4 There are some people w ho have a fa s t _ and they d o n 't _ no matter how much they eat.

5 It's fine t o - - as thats generally considered healthier, but you shouldn't become

6 Fruit and vegetables are a great source o f _

18 Speaking for IELTS

Speaking exam : Part 1

1 4 You are going to hear questions th a t are typical of Part 1 o f th e exam Listen to each

^ question and give your answer Record your answ ers.

^ Then listen to th e sam ple answer (See also audio script 12, page 99.)

Speaking exam : Part 2

1 5 Read th e Part 2 question It asks about a 'com petition or

sporting event', so you do not have to talk about sport if

you are n ot interested in it Give yourself one m inute to

plan yo u r answer, m aking notes if you w ish Then talk for

one to tw o m inutes.

D escribe an e xcitin g co m p etitio n or sporting even t you have

w itn e sse d

You should say:

w h a t th e co m p etitio n or sporting event w a s

w h e n and w h e re it took place

w h o w o n

and explain w h y it w a s exciting

Remember lb.it vou can transfer vocabulary \ou have learnt to different topics, f or example,

in the exam sou mav he asked

to describe a lamnus person

Pronunciation: Expressing enthusiasm

1 6 Listen to four people talking about sport and com plete 1-4.

1

2

13 W hich speakers sound enthusiastic or bored?

How did you decide w ho sounds enthusiastic and w ho sounds bored?

Some of the people are using language like Oh great! Fantastic, but they are not enthusiastic W hy do you think they are using this kind of language?

Intonation is the 'melody' of language Listen to the people again and imitate their intonation.

A healthy body 1 9

We can express enthusiasm by using:

• expressive language, e.g It was amazing! The crowd went wild!

• eye contact and body language Look the examiner in the eye as you speak

When you are enthusiastic, your body language is more dynamic than usual.

• stress and intonation To express enthusiasm, you should put extra emphasis

on the stressed syllables of the most important words in a sentence In an

emphatic statement, the intonation tends to rise high and then fall dramatically.

17 Listen to th e sp e a k e r ex p ressin g e n th u sia sm , w it h o u t u sin g

^ w o rd s Copy th e sp e a k e r a n d also use b o d y la n g u a g e

1 8 N ow listen to th e sam e se n te n ce s w ith w o rd s R e p e a t th e

^ sen ten ces, im ita tin g th e s p e a k e r ’s in to n a tio n T h e sy lla b le s w ith

th e m ost stress a re in ca p ital letters.

1 It w as aMAzing!

2 It w as inCREdible!

3 It w as BRE ATHtaking!

4 The crowd w ent W ILD !

1 9 Listen to a sam p le a n sw e r to th e P art 2 q u e stio n in Ex ercise 15.

^ T h e n read a u d io script 16, p a g e 100 an d u n d e rlin e th e la n g u a g e

used to convey th e ex cite m e n t o f th e e ve n t Is th e r e a n y th in g y o u

co uld h ave used in yo u r o w n a n sw e r?

Expressing intense emotions may make you feel self-conscious, so practising before the exam with

a friend w ill help you

*

Intonation that reflects accurately how you feel w ill improve your marks The best way to improve your intonation

is to listen to how English speakers say something, as w ell

| a*» what they saw

20 A n sw e r th e Part 2 Exam q u estio n on p a g e 19 a g ain an d reco rd

y ou r answ er Try to im p ro v e on y o u r first p e rfo rm a n ce by sh o w in g

en th usiasm and using a p p ro p ria te in to n a tio n

Vocabulary: Phrases to express opinions

Remember that pronunciation |

is 25% of your total mark in

2 2 N ow express you r o pin ion s on som e of th e to pics in th e box using

th e phrases 1-6 fro m Exercise 21 Explain you r o p in ion s.

a Remember to use a range ot ways to express vour opinion in the Speaking exam Don’t just

use / think .

\ ffet total Inttrestitiftyart

TH*toost«lÿflt wit sport Th* b«t team sport

> • ' - -'"nj

2 0 Speaking for IELTS

T h e r e a re a n u m b e r o f o th e r u sefu l p h rases you can use w h e n O Watch out

y o u w a n t to g iv e y o u r v ie w s on co n tro v ersia l to p ics Listen an d

Use noun phrases or -ing after

3 I'm (strongly) a g a i n s t

4 I'm (strongly) in favour o f

5 I'm convinced that would work because .

6 I'm not convinced that would work because .

7 I'm sceptical of the idea t h a t

8 I must admit, I think .

raising

24 R ead th e p ro p o se d g o v e rn m e n t sch em es a n d resp o n d to th e m using p h ra ses 1 -8 fro m Exercise 23 Your governm ent w ants to:

1 tax people w ho are unfit, to help pay for their health care.

2 m ake all children do at least one hour of sport a day.

3 tax pensioners because they have more health problems than younger people.

4 run a campaign informing people w hat comprises a balanced diet.

Speaking exam: Part 3

25 Yo u a re g o in g to h e a r q u estio n s th a t a re ty p ical o f Part 3 o f t h e exam Listen to each

^ q u e stio n a n d g ive y o u r answ er.

2 q * N o w listen to th e sa m p le a n sw e r an d n o te d o w n a n y u sefu l vo cab ulary T h en a n sw e r th e Part

3 q u e stio n s a g a in , using th e useful vo cab ulary.

fit is to do exercise th at raises your

T h e best w a y t o _

heart rate

G o lf, in my opinio n, is not th e b e s t

You can have fu n w h ile exercising if y o u _

W ith o u t a T V people are m uch m ore likely t o _

Parents s h o u ld _ _ a g o o d exam ple to

Schools can teach children ab out eating a _

C hild ren w ill love t h e _o f achievem ent sport can give you

C dllo( alu »os arc' words (hal

arc oltcii lound together I sing them in fhr ■ Speaking exam \\ ill make \oui I n^lish sound m< mi ' naluial Remember lo learn new

< ollocaiious and make' a note

People o u gh t to be enco uraged t o _

People should not be allo w ed to eat on p u b lic

_ healthy lives.

27 Complete th e table w ith th e different types o f collocations fro m Exercise 26 T h e n fin d collocations related to sport and health and add them to th e tab le.

verb + adjective verb + noyn ■ ' verb + adjective ' noun + noun adjective + noun j

28 Answer the Part 3 questions in Exercise 25 again This tim e try to use som e of th e collocations you have learnt in this unit.

Part 2: Exam skills

Planning your answ er

l

When planning \ our answer to Part 1 , yo u don't have to talk about the points in the same order as on the exam card

| I low ever, it is usually a good idea because the points help you to organise what you are going to say.

Speaking exam: Part 2

1 Read the Part 2 task card and the notes that one candidate made for th e questions T hen answer questions 1-5.

1 W h ich tenses w ill the candidate use? W h y?

2 W h y do you th in k he has w ritten Don't sound bored?

3 Do his notes use full sentences? W h y (not)?

4 Is he going to fo llo w the order of the points on the card?

5 W h y do you th in k he has noted do w n vo cab ulary? Has he w ritte n ju st isolated w o rd s?

l )es( i ihe an rxciling < w ilnewed. ompetition oi spoiling event you have *

H When we make notes, we olten

leave' out less important words

what the competition or sporting ovcm H was I verbs and \\ rite using onlv

1■ w ill saw1 vi h i lime in thi' exam ^

2 2 Speaking for IELTS

Past tenses! Don't sound bored!!!

What? tennis match, final

Where, when? outside Sdx, 6 yrs ago

Who won? M~ won 2 -1 (leave till end) \ \

Why exciting? final - so atm ospk electric,

close to action, loser expected to win but fell apart

Vocab - court, crowd, h it balls down the line, serve for the match, be presented w the trophy

G ive yourself one m inute to plan your answ er to the Part 2 Exam

question using th e ideas in Exercise 1 Then talk for one to

two m inutes.

What have you learnt in this unit that will help you in the exam i

you are asked about sport or staying healthy? What have you earnt

in this unit that you can transfer to any topic?

How long do you have in the exam to plan your answer for Part 2

Do you have to talk about the points on the card in order?

Is it a good idea to use full sentences when planning your answer?

What notes should you make when you are planning your answer

for Piart 2?

How much of your mark does your pronunciation represent?

Whenever vou practise Pari 2 questions, niwvivs give voursell one mini.le Iniî no more, so that vou learn how best lo use

3 Studies and w ork

Language d evelo p m en t | Studies and work; Speculating with phrases, modal verbs and conditionals; Pronunciation: Word stress

Exam skills | Giving answers that are relevant and of the right length (Part 1)

Exam practice | Parts 1, 2 and 3

Part 1: Language development

Vocabulary: Studies and work

1 M atch th e h ea d in g s 1-5 w ith th e in fo rm atio n a -e Lo o k up a n y w o rd s yo u d o n o t k n o w

2 Using th e notes in Exercise 1, ta lk a b o u t M u b arak

Mubarak is from the United Arab Emirates A t school, his favourite subject was maths because .

3 Listen to M u b arak ta lk in g ab o u t his studies and d ream job

c3>)

2i 1 W h at advantage and disadvantage does he give fo r studying in Britain?

2 W h at are the three advantages of doing his dream job?

2 4 Speaking for IELTS

Listen again and w rite th e w ords and phrases th at correspond to th e definitions.

1 subjects such as history, literature or languages _

•2 the examinations that you have passed after completing a course _

3 the amount of money that you pay to a university for your education _

4 talks on subjects given to a group of people, especially students _

5 classes at a college or university in which the teacher and a group of students discuss a topic

6 I was unsuccessful in an exam _

7 take an exam again because you did not pass it the first tim e

-8 I w as of an acceptable standard (in an exam ) _

9 work done by a student during their studies that forms part of their final g rade

10 feeling safe and free from worry because your job is

permanent -Com plete th e passage abo u t Julia w ith w ords and phrases a -i and

th e passage abo u t Peter w ith w ords and phrases j-s.

a an office job b e$rn c job satisfaction d long hours

e own boss f redundant g retired h sacked i self-employed

Don't forget to use an article

¡} (a, an, the) when giving job

|| titles, e.g I'm a nurse, She's

I the managing director of our

§ company.

o responsible p stay-at-home mum q volunteer work ‘ r wage ' s m m O b

Studies and work

Learn the words tor »he job you do, the job you would most like to do, the job you would least like to do, the job you think is the most difficult, the most rewarding, and the most prestigious, etc.

• Make sure you can pronounce the jobs correctly.

• Practise talking about the jobs and explaining something about them

6 Complete the sentences w ith th e correct form of th e w ord s in brackets.

- -ls on trie rise again The queues outside the job centre are getting longer (employ)

\ i malCe 3 - in ^ront of 2 0 0 Peo P'e today I'm so nervous, (present)

t in I m due for a - soon because I've been in my current role for fo u r years now and I work very hard, (promote)

4 W e have _ — - - every six m onths, w hen w e discuss w ith the boss h o w w e've been doing and set our goals for the next six months, (appraise)

5 Lots of w orkers are b e in g - - at the m om ent - business is very slow, (lay off)

6 Trying to find staff with suitable levels of experience is _ (problem)

^ ~ — - include filing and answ ering the phone, (responsible)

eac ing is one of the m o st - jo b s there are - all those naughty kids! (stress)

10 used t o - - with custom ers, (deal)

10 My colleague w as given the job of team leader, w hich is strange as she is the m ost

- member of staff - she's only 19 (experience)

Speaking exam: Part 1

3» NOW listen the sample answe, and note down any useto, words and phrases.

2 6 Speaking for IELTS

Speaking exam : Part 2

8 Read this Part 2 question Give yourself one m inute to plan your answer, m aking notes if you

w ish Then talk fo r o ne to tw o m inutes.

Describe your dream job.

You sh o u ld say:

w h a t q u a lific a tio n s or e xp e rie n ce you w o u ld need

w h a t th e jo b w o u ld involve

Grammar.- Speculating with phrases, modal verbs and conditionals

Tn talk about an imaginary situation or to speculate, you The question in Exercise 8 asks about an imaginary situa

can use would + infinitive.

My dream job would be to teach children to sail.

9 Listen to a sample answer and then read audio scrip

24 cand idate uses to speculate abo u t th e job.

1 0 Use th e lang u ag e in th e tab le to com plete sen en

* 5 5 3 ^ ' Being a m iner m us, b e a

¡* s clu ^e -th a t m anag ers o ften w ish th ey didn't

have so m uch responsibility

1 - -— - _ th a t I w o u ld n 't fin d it a very satisfying role

* ,s fair,y — _ _ _ I w o u ld need m ore qu alificatio n s; they

have high stan d ard s

It is e x tre m e ly - th at I w o u ld ever get such a jo b

- - the jo b is m ore d ifficu lt th an it seem s

I m n° t sure, but I th a t it's not as w ell paid as an

acco u n tan t's jo b

Remember, the opposite of

must be (e.g It must be very hard work) h not mustn't - it's

can't be (e.g It can't be very hard work). Also remember that modal verbs are always followed

by the infinitive (without to).

O ffice ju n io rs

It

- - - earn th at m uch It seem s to be a very high salary!

be alm o st im possible to keep th e staff's m otivation levels high

Studies and work 2 7

11 Speculate about jobs 1-8 using th e language on page 27 T h in k ab o u t w o rk hours (h o w long and in

w hat part of the day they work), how much job satisfaction th ey have, w h a t th e ir jo b involves, etc.

Being a politician must be difficult because there's always som ebody w ho disagrees with y o u I'd hazard a guess that a ch ef works longer hours than a university lecturer.

1 a politician 2 a university lecturer 3 a graphic designer 4 a chef

5 a musician 6 an astronaut 7 a soldier 8 a personal assistant

1 2 Read the examples and forms of each conditional in th e box T h e n co m plete uses a -c w ith first, second,and third.

Examples and forms

1 First conditional: If I study harder; / will get my dream job.

If + present tense, will/can/may/might/could/be going to + infinitive O R

will/can/may/might/could/be going to + infinitive + if + present tense

2 Second conditional: If I studied harder; I would get my dream job

if + past tense, would/might/could + infinitive O R

would/might/could + infinitive + if + past tense

3 Third conditional: If I had studied harder, I would have got my dream job

if + past perfect, would/might/could have + past participle O R

wryuld/might/could have + past participle + if + past perfect

a T h e _ conditional indicates th a t the sp eake r th in ks it

im probable th at he/she w ill get his/her dream job

b The use of t h e _ conditional w ith will suggests th a t

the speaker thinks getting his/her dream job is likely

c T h e _ conditional is used to imagine the result of

something that did not happen in the past Therefore, this person

did not study harder and so did not get his/her dream job

1 3 R e w rit e t h e s e n te n c e s u sin g t h e a lte rn a t iv e s t o if in b ra c k e ts

1 I'll get into university if I get As in my exam s, (provided that)

W e use m ixed conditionals when the time of the //clause is not the same as the time of the result clause, e.g If you had taken that

jo b (in the past), you would be a manager now.

2 If my C V doesn t stand out, I w ill never be called fo r an interview , (unless)

3 If I pass my final exam s, l ve got a chance of getting my dream jo b (as long as)

4 I w ill never be an athlete, even if l train really hard, (no m atter h o w )

2 8 Speaking for IELTS

A n sw er th e Part 2 Exam question in Exercise 8 again, but this tim e include some of the language for speculation and cond itional constructions you have learnt.

Speaking exam : Part 3

15 You are going to hear questions th a t are typical o f Part 3 o f th e exam Listen to each I

25 question and record your answ ers.

N ow listen to th e sam ple answer W hat additional vocabulary could you use in your own

an sw ers?

14

Pronunciation: Word s tre ss

1 K

cd>) *{nc*e rl<ne th e syllable th a t is stressed in w ords 1-4 Then listen to

27 the w ords and practise pronouncing them correctly.

1 soldier 2 police 3 musician 4 progress

As you talk, the exam iner w ill he thinking 'Is this student easy to understand? To impiove \our mat ma c sun \ou

• don't hesitate ior too long

• don't speak too quietly

^ ^ |^ c le a r ^ ^ ¡sn 't too heavily influenced In \ ()ur lirst king g

or a verb If they are spelt the sam e and have tw o syllables, the noun (and adjective) is usually stressed on the first syllable, whereas the verb on the second syllable.

Rule c

W ords that end

in -sion, -tion and

-dan have the stress

on the penultimate (next to last) syllable.

Q Watch out

Stressing the wrong syllable in

a word is a common error in the exam It w ill make it harder tor the examiner to understand you Always mark the stressed syllable when you note down a new word and practise saying it correctly

1 Which words from Exercise 16 follow rule a? Can you think of three more?

2 W hich word from Exercise 16 is an exception to rule a? Can you think of any other exceptions?

3 W hich word from Exercise 16 follows rule b? Do you know any other words that follow rule b?

4 W hich word from Exercise 16 follows rule c? Try to think of three others.

18 T h e w o rd s in italics in th e se sen te n ce s fo llo w ru le b in E x e rcise 17 o n p a g e 29 D e c id e if t h e w o r d s are nouns, ad jectives or verbs and u n d e rlin e th e stressed sy lla b le T h e n p ra c tise p r o n o u n c in g th e m correctly in th e sen ten ces.

1 He presented me with my degree certificate.

2 l object to being treated like that I'm going to resign.

3 I suspect you mainly focus on your impending retirement.

4 This can lead to an increase in motivation.

5 They can progress steadily .

6 Has the transfer taken place?

7 My family have an export business.

19 Check th a t you k n o w th e m e an in g s o f th e w o rd s in t h e box T h e n p u t th e m in t h e c o rre c t c o lu m n

2^ 1-4, according to th e ir stress p a tte rn Listen a n d ch e ck y o u r a n sw e rs.

consider difficult entertaining experience foreigner frustrating fundam ental

interesting lecturer motivate prestigious redundant responsible security sem inar w orkaholic

20 Practise saying th e w o rd s fro m Exercise 19 Test y o u rse lf by w ritin g th e w o rd s o n ca rd s a n d try in g to rem em ber th e co rrect p ro n u n cia tio n

21 Listen to your reco rd ed a n sw er to th e P art 3 q u estio n s in Exercise 15 a n d th in k a b o u t t h e fo llo w in g

• Did you use any of the w o rd s from Exercise 18 or 19? If so, did you pro n o u n ce th em co rrectly?

• W rite dow n ten w o rd s you used in your an sw e r th a t you w a n t to ch eck th e pro n u n ciatio n o f W h e re is the main stress in these w o rd s? Practise saying them in isolation

• A n sw er the Part 3 questions on page 29 again, this tim e paying atten tio n to th e p ro n u n ciatio n o f th ese

w ords

Part 2: Exam skills

Giving answ ers that are relevant and of the right length

1 Read som e possible answ ers to th e Part 1 qu estion s you h ea rd in

Part 1, Exercise 7 on p ag e 26 For each q u estion :

• Decide w h ich you think is the best

• Give reasons w h y the other answ ers are less satisfactory

• Think about the length of the answ ers and w h e th e r the candidate's

answ er is relevant

I luentv and < oherence make

up oi your mark in ihr (*\am ( )ne \\u\ nt impro\ in^

\ our mark is in develop what

\ou sav In adding a lew details,

w illn )ul lea\ in^ lonft pauses.

3 0 Speaking for IELTS

2 " a , Track 22 and listen to the P a r ,, questions again and answer them This time try to make sure

■2 5 your answers are relevant and of an appropriate leng

Lan gu age d evelo p m en t | The environment; The clim ate; Cleft sentences; Complex

sentences; Subordinate clauses; Pronunciation: Long and short vowel sounds

Exam skills | Using news articles to improve your answers (Part 3)

Exam practice | Parts 1, 2 and 3

Part V Language development

1 Com plete th e sen ten ces w ith w o rd s a -g

1 paper, cans, plastic, glass and other item s like batteries

2 less w a te r in the house and garden

3 -your use of single-use plastics, such as disposable co ffe e cups

^ 3 9 reen energy supplier; th at is, one th a t gen erates its energy fro m re n e w a b le so urces

3 products th at harm the environm ent, such as those co n tainin g palm oil, w h ic h leads todeforestation

6 -/ cycle or use public transport instead of driving your car

7 -organic foods th at do not use harm ful artificial fertilisers and pesticides

2 A n s w e r t h e q u e stio n s

1 W hich of the things 1-7 in Exercise 1 do you do?

2 Do you do anything else to help the environm ent?

3 2 Speaking for IELTS

Unit U

3 P ractise t a lk in g a b o u t w h a t y o u d o fo r th e e n v iro n m e n t a n d

g iv e d e ta ils If y o u d o n o t d o a n y o f th e id e as in Ex ercise 1, say

w h ic h o n e s y o u t h in k so u n d th e m o st e ffe ctiv e a n d w hy U se th e

u sefu l p h ra se s b e lo w

In our household, we .

I try to reduce my carbon footprint b y ('ing)

I think (-ing) sounds like a g o o d idea.

ft

Lexical resource (= range of vocabulary) makes up 25% of your mark in the exam

Vocabulary: The clim ate

4 Listen to S p e a k e rs 1 - 3 ta lk in g a b o u t t h e ir co u n trie s' clim ates W h ich c o u n try is e a ch sp e a k e r ta lk in g

29 a b o u t ? W rite Wales, Saudi Arabia or Iceland. If you n e e d to, rea d a u d io script 29 on p a g e 104

to h e lp y o u a n sw e r.

Speaker 1 Sp ea k er-2 _ Speaker 3

-5 Find w o rd s a n d e x p re ssio n s in a u d io scrip t 29, p a g e 104, asso cia ted w ith ho t, cold, w e t a n d dry clim a te s a n d w r it e th e m in t h e ta b le

6

C o m p le te th e te x t w ith w o rd s a - j th a t co m b in e w ith th e

w ° r d s in italics.

a biting b bitterly c hot d heavy

g rainy h flooding i rain

e high f boiling unbearable

Q Watch out

A common mistake is leaving out it

in sentences like Its always windy

(Is alw ays w indy) The pronunciation

of the contraction it \ is /its/ or, in fast speech, /is/

In my country, we have a ( 1 ) season D uringthis tim e, there is really ( 2 ) _hum idity so itgets awfully (3 ) _a n d sticky, and we often get

_ In the early summer, before the rains come, ittends to be ( 6 ) _hot. Most tourists find (7) the heat

_ , actually, so I wouldn’t recommend visiting then

In the winter, it gets (8 ) _ cold. We get( 9 ) _w inds, so cold that I have heard o f peoplesears freezing and then snapping off! Not only that but we getsuch (1 0 ) _snow that som e people’s houses getcompletely covered by snowdrifts and they have to be dug out

The world around us 3 3

7 M atch sen ten ces 1-8 to th e p eo p le a -c in th e p h o to s.

1 I'm soaked to the s k i n _

2 I feel so d e h y d ra te d _

3 I w ish I had my w a terp ro o fs o n _

4 I'm d re n c h e d _

5 My teeth are c h a tte rin g _

6 l w ish I w a s w e arin g m ore la y e r s _

7 I'm fro zen to the b o n e _

8 I w ish I could find som e s h a d e _

8 Read th e in fo rm atio n in th e box a b o u t get an d tends to be. T h e n c o m p le te t h e s e n te n c e s to describe th e seasons in you r co u n try or reg io n

Get is one of the most common verbs in English It has many meanings Here are three:

• We often get thick fog. (get = have)

• In the winter, it gets absolutely freezing, (gets = becomes)

• The temperature often gets above 40°C. (gets = reaches)

Tends to be is another useful phrase for talking about the weather.

• In the summer, it tends to be hot. (tends to be = is usually)

In the spring, w e so m etim es g e t g u ite m ild w eather In th e rainy se a so n , it te n d s to b e v e ry h o t and sticky.

1 I n _ , w e (som etim es/often/alw ays) get _

2 I n it (som etim es/often/alw ays) gets

3 I n _ , the tem perature (som etim es/often/alw ays/never) gets a b o v e /b e lo w _-—

4 I n _ , it tends to be

Speaking exam- Part 1

9 You are going to hear questions that are typical of Part 1 of the exam Listen to each

ty question and give your answer using language from Exercise 5 Record your answers.

34 Speaking for IELTS

G ram m ar: Cleft sen ten ces

1 0 R e a d t h e in fo rm a t io n in t h e b o x a b o u t cle ft se n te n ce s R e w rite th e tw o sim p le se n te n ce s as it o r

w hat c le ft se n te n c e s.

We use cleft sentences to emphasise information we particularly w^nisto focus on This might be because.

• the information is new or surprising

• the information offers a contrast with what someone else has said

• we~are expressing a strong preference or attitude.

1 The typical structure of an it cleft sentence is: it + be + emphasised information + 1

Simple sentence: Torrential rain is the main cause o f flooding.

- relative clause.

Simple sentence: Torrential ram is liT/tf luaut - — ,

The typical structure of a what cleft sentence is: whar-dause + be + emphasised information.

Simple sentence: We like to spend our summers by the lake.

Cleft sentence: What we like is to spend our summers by the lake.

Cleft sentence: I t ’

2 Simple sentence: / want to go to the beac

Cleft sentence: What. - - -' ‘ , ,.

11 Listen to t h e sa m p le a n sw e r to t h e Part 1 d ues

3T P a g e 104, a n d u n d e rlin e th r e e c le ft sen ten ces.

1 2 T h e re a re o th e r k in d s o f d e f t s^ T h e re a re o th e r k in d s o f c le ft stru ctu res C o m p le te r, ^

T h e n re w r ite th e m as c le ft se n te n ce s u sin g th e stru ctu res g

Vou ( an use den senlenc es to answer questions •

vou use them r oner llv, hut don I nveiuse ll" 111 ■

Examiner: VVh.it do vou do when it's ,■1V1 |,|,ns.

Examiner: IVhn h season is votir lavountef , lslins uhen vou tiisl t''el ll'*' wf.'th* 1 *>c ,dn

Candidate: Well, uh.H I like Ix-st are the transitions beiweei

The world around us 3 5

Speaking exam: Part 2

13 Read th is Part 2 q u estio n and th in k a b o u t h o w y o u m ig h t a n s w e r it.

Grammar- Complex sentences

14 Read th e in fo rm atio n in th e box T h e n jo in th e tw o se n te n ce s in 1 a n d 2 u sin g although o r since.

You can achieve a higher score in the exam using more complex sentences.

1 We can join the f irst two sentences using although:

Although most people prefer the summer, my favourite season is spring. OR

My favourite season is spring although most people prefer the summer.

2 We can join the last two sentences using since (as a subordinating conjunction meaning because):

Since it is not too hot, / often go for long walks. OR

I often go for long walks since it is not too hot

A subordinate clause is a clause that cannot be a complete sentence in itself It must be joined to a main clause, which is

a complete sentence in itself The typical structure of a complex sentence with a subordinate clause is:

1 subordinating conjunction + subordinate clause + main clause OR

Whereas I like hot weather, my sister likes cold weather.

2 main clause + subordinating conjunction + subordinate clause

My sister likes cold weather whereas I like hot weather.

Grammar Subordinate clauses

1 Snow is beautiful to look at It makes it difficult to get to work.

2 It rains so much in my country W e spend a lot of our time

indoors.

3 6 Speaking for IELTS

Unit 4

1 5 C o m p le te se n te n c e s 1—5 u sin g y o u r o w n id e as T h e w o rd s in italics a re su b o rd in a tin g c o n ju n ctio n s.

B ecause I w a n t to help to p ro tect th e en viro n m en t,

Listen t o t h e sa m p le a n s w e r to th e P art 2 q u e stio n in Exercise 13

32 Fin d so m e u se fu l la n g u a g e to u se in y o u r o w n an sw ers.

Pronunciation: Long and short vowel sounds

™ ere are five long vow el sounds in English Listen to th e sounds and th e words w ith these sounds.

2 0 Listen ,0 th e pairs of w o r d , w here the only difference |s Q W a t c h o u t

p ro n o u n ce th e w o rd s accu rately with short and long vowel sounds

distinctly, e.g slip (short vowel) versus sleep (long vowel) This will

make it easier tor the examiner to understand you and it will improve your score.

21 Listen and underline th e w ord you hear in each o f th e pairs o f w o rd s 1-4.

36^ 1 skid - skied 2 pitch - peach • 3 full - fool 4 w o k - w alk

22 W ork with an English-speaking friend Say one of th e w ords fro m each pair Y o u r frie n d m ust guess

w hether it is a word w ith a long or short vow el sound T h en sw ap roles.

Pronunciation

In English spelling, certain letters are often used to represent certain sounds, and this can help you to guess whether a word has a long or short vowel sound.

23 Look at th e ta b les A d d a t least o n e m o re e x a m p le w o rd fo r e a ch v o w e l sp e llin g

sounds spellings Words 1 1

In ihr Speaking exam, ihr examiner w ill listen lor at ( male pronunciation of short and long vowel sounds.

I • Make a nolr ol \o\vrl Mmnds \ou lind ditik ult to pronounce and practise saving them.

• Make a note ol u »wcl m h iih I s von lind dilticull lo dilierenlinte.

I • l md minimal paws when* ihe onl\ dillerence between two words is the vowel sound Then practise pronouncing the

I minimal pairs at i uralel\.

38 Speaking for IELTS

Part 3: Exam skills

Using n ew s articles to improve your a n sw e rs

1 Read th e fo llo w in g excerpt from a n ew sp aper article and answ er

1 W hat do you think about the article?

2 Is rewilding a good idea?

3 What is your country doing to reduce its carbon emissions?

4 What are the environmental consequences of the lifestyles that the

people in your country lead?

The Parí I topics do no( inquire specialist knowledge end vou will not ho maiked on vour opinions However, vou should reed news eilie les re^ulerlv, es this will help vou heve opinions

on e \eriely ot topics end give vour enswers more depth.

>V/ Q(q) ír^^nil^ój lí¿)fri«^p ) Lkh’?-TT'X!!]iT)üTrT'' ^ 2

äiÖVc/ IJLn)3 jjjjiliq ] N ^ y o ^ jd i^Vlliiliite’.J«JLlCoÎüXiÿ

ll-nXp liif^ jin l íí I h X« (¿ú(^L¡TóXn) co)ir

ir â L hc ^ d ' i î 1 ¡iilrxiíi ?iy, rTiiilíú U lili ¿KS Xi 'CcpüTÍif,iu u i rijO'.iCnXs'i.ñJÍi ‘SiVl! u)?.îl;u lii(ir\’x r.

jC'UÙQîferliCêLC SlilUCsj inTiXoVifiiTiiinii»?., ¡J ,: ïi T i

/(p\in^|_^5íjnr5,^¡ir n^oXiCrn iJ'jiT

i) Xi il/(,'!'■ -¡0^7' 4 ^ J ÍÍ!''V yviO

Do som e research, m ake som e notes, and then discuss th e topic w ith som eone How do your view s differ?

^ P e a k i n g exam : Part 3

3 You are n o w going to hear som e Part 3 questions The research you have done, and your

Practice discussing th e topic, should m ean th at you have a lot to say Pause th e audio after each question and give your answer.

J Now listen to th e sam ple answer Then read audio script 38 on pages 105-106.

Exam tutor

What can y ^ <fo

~ • ' / 7 ■

-3 Are farts 1 and 2 of the eHanrvofi fhe same topic?

4 Are farts 2 and 3 of the exam on the same topic?

9 What percentage of your mark does your, use of vocabulary represent in the exam?

The world around us 3 9