Unit 1 Getting higher qualifications

Cambridge University Press
978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
Unit 1 Getting higher qualifications
Unit objectives
• Listening Section 1:introductiontoform
completion;identifyingwhatinformationisneeded
• Vocabulary:dependentprepositions
• Reading Section 1:introductiontoskimmingand
scanning;recognisingreferences;‘True/False/
NotGiven’,notecompletionandshort-answer
questiontasks
• Speaking Part 1:usinghigher-levelvocabulary;
talkingaboutpasthabitsandstates
• Pronunciation:sentencestress1–stressing
importantwordsthatanswerquestions
• Writing Task 1:rephrasinginformationinthetask
usingyourownwords;writingtheintroductory
sentence;analysinggraphsanddescribingthe
mainfeatures;paragraphing,organisingand
structuringananswer
• Key grammar:pastsimple,presentperfectsimple
andpastperfectsimple
Starting off
1 As a warmerWritethesequestionsontheboardand
askstudentstodiscusstheminsmallgroupswith
booksclosed.
– Why are you preparing for the IELTS test?
– What personal qualities help people to be successful
at language exams?
Ifyouwish,roundupwiththewholeclassandturnit
intoageneralclassdiscussion.
• Withbooksopen,askstudentstolookatthe
exampleandsaywhetheritisadefinitionoran
example(answer:anexample).
Alternative treatmentAskstudentstolookatthe
exampleinthebook.Thenaskthemtoworkin
pairsandhandeachpairapieceofpaperwithone
oftheotherpersonalqualities(b–h)writtenonit.
• Askstudentstolookattheotherqualities(b–h)
andwritedownwhatitmeanstohavethatquality,
withoutnamingit.
• Whenstudentsareready,theyreadoutwhatthey
havewrittentothewholeclass.Theclassthensays
whichqualitytheyaredescribinganddiscusses
howaccuratetheythinkthedescriptionis.
• Whentheyhavefinished,askstudentstocompare
theiranswerswiththesuggestedanswerson
page96.
6
Suggested answers
a Youdothingslikereaddocumentsvery
carefullyandfocusonallthesmallpoints,
checkingtheiraccuracy.
b Youareabletothinkaboutsomethingandcome
upwithanoriginalorunusualapproachtoit.
c Whenyoucomeacrosssomethingnew,youare
eagertolearnorfindoutaboutit.
d Youareableandwillingtoworkwithother
peopleaspartofagroupinorder,forexample,
tosolveproblemsordevelopnewideas.
e Youcanlookaheadandplanhowan
organisationorcompanymightbestmeetthe
needsofthefuture.
f Youarefriendlyandenergetic,andfinditeasy
andenjoyabletobewithothers.
g Youfinditeasytoexchangeideaswithothers;
youlistenwellandcanaccuratelyputacross
yourownideas.
h Youcanlookafterandorganisegroupsof
employeessothattheyareperforminginthe
bestinterestsofthecompany.
2 Tellstudentstogivereasonsfortheiranswers.
Suggested answers
1a,c 2f,g,h 3d,g,h 4a,c 5a,b,e 6f,g
Extension idea Ask students to choose two of the
photos and say what other personal qualities the people
need (apart from a–h).
3 Tellstudentsthat,intheSpeakingtest,theywill
usuallybeexpectedtogivequitelonganswers,
backinguptheiropinionsbygivingreasons.
Extension idea Ask students to say what qualities they
personally already have.
Listening
Section 1
1 As a warmer Withbooksclosed,askstudentsto
discussinsmallgroups(youcanwritethequestions
ontheboard):
– How can students in your country find out about
careers and jobs?
– How do young people in your country decide what
job they would like to do?
– What did you decide to study, and why?
Unit 1
© in this web service Cambridge University Press
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Cambridge University Press
978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
• I fanyofthemmentiongraduaterecruitmentfairs,
usethisasasteppingstonetothequestionsinthe
book.Iftheydonot,writethetermontheboard
andaskthemwhattheyunderstandbyit.
• Focusstudentsonthethreequestionsinthebook
andaskthemtodiscussthequestionsinpairs.
• Whenstudentshavefinished,particularlyifyou
areteachingamulticulturalclass,roundupwith
thewholeclass.
Suggested answers
1 Peoplefromdifferentcompaniesadvertise
fornewstaff./Displaysattractcandidates./
Candidatesseekoutjobopportunities.They
provideanopportunityforgraduatestomeet
directlywithpotentialemployers.
2 Therearefewerjobs,sogreatercompetition
foreachjob.Vocationaltrainingmaybemore
useful,astherearenowmorestudentswith
degrees,andvocationalqualificationsmay
beamorereliableassessmentofskillsand
competenciesforpracticaljobswhere
experiencecounts.
3 experienceinthefield/otherpositionsof
responsibility/engagementatinterview
Extension idea Ask students: Do you have graduate fairs
in your country? Have you ever been to one? What was
it like?
2 • Drawstudents’attentiontotheExam
informationonpage9.Pointoutthat,inthe
IELTStest,theyheareachsectiononceonly,so
itisimportanttoknowwhattoexpectbefore
listening.Alsomentionthattheyneedtowrite
theiranswersinthequestionbookletwhilethe
recordingisplaying;theyhavetenminutesto
transferthemontoananswersheetattheendof
thetest.Thismeanstheycanunderlinethings
inthequestionbookletastheydothetest,but
theyneedtomakesuretheycanreadtheir
answerslateron.
• Referstudentstothepointabouttheincreasing
difficultyofthetest.Atthislevel,theyshould
findSection1easyandtheyshouldbeableto
getclosetofullmarks.
• Form-completiontasksteststudents’ability
tolistenforspecificdetails.Itisimportantfor
studentstoknowwhatdetailstheyshouldlisten
forbeforehand.
• TellstudentsthatSection1nearlyalways
includesaformortabletocomplete.Inthe
exam,theywillhaveashorttime(about15
seconds)toreadthequestionsanddecidewhat
informationtheyneed.Theirperformancewill
improveiftheyknowwhatinformationthey
shouldbelisteningforbeforetheystart.
• D
rawstudents’attentiontotheinstructionsin
Questions1–10.Tellthemthattheinstructions
willalwaysclearlystatehowmanywordstheycan
write,(e.g.ONE WORD / NO MORE THAN TWO/
THREE WORDS AND/OR A NUMBER),soitis
importanttoalwayscheckbeforetheystart.Ifthe
instructionsstateONEWORD,buttheywritetwo,
theywillnotgetanymarksforthatquestion.
• Askstudentstodiscusswhatinformationthey
needinpairs.
Suggested answers
1 asurname/familynamethatmaybe
spelledout
2 anationality
3 anemailaddressthatmaybespelledout
4 atypeofBA
5 adate
6 anactivityoreventwhichmightraisemoney
7 someinterests
8 namesofjob(s)
9 thenameofajob
10howtheyheardaboutthefair
Extension idea Tell students that, in Section 1, they will
usually have to write a name that is spelled out for them
and/or write a number. Ask them which questions might
require this (answer: Questions 1 and 3).
• Askthemifthereareanylettersorsymbolswhich
they are not sure how to pronounce in English and
resolve any doubts.
• Askthemtowritetwoorthreenamesandemail
addresses on a piece of paper, and then spell them
aloud to their partners, who should write them down.
3
Alternative treatmentAlthoughintheexameach
sectionisheardonlyonce,youcanplaytherecording
asecondtimeforstudentstochecktheiranswers.
• D
rawtheirattentiontoQuestion7,wherethey
needtwointerests.Tellthemthatiftheyonlywrite
one,theywillnotgetthemark.
• Tellthemthatsometimeswordscanbeaddedor
omittedwithoutpenalty(seewordsinbracketsin
theanswerkey).
Answers
1 Alexandrovna
2 (Sheis)Russian
3 dom54
4 (a)full-time
5 21stJuly/21/7/21July/July21/July21st/
7/21
6 competition
7 cooking/cookery;swimming(must have both)
8 (a)children’stutor
9 (a)projectmanager
10(a)friend
Getting higher qualifications 7
© in this web service Cambridge University Press
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Cambridge University Press
978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
Extension idea Go through the Exam advice box with
students.
• Stressthatcorrectspellingisessentialandthatthey
should check it when they transfer their answers to
the answer sheet.
• Elicitsomecommonabbreviations(youcanask
students to write these on the board), e.g. kilometres
(km); seconds (secs); minutes (mins/min); hours (hrs/
hr); Jan, Feb, etc.; Mon, Tues, etc.
• Tellstudentsthatiftheyarenotsurehowtowritethe
abbreviations correctly, they should write them in full.
4 Tellstudentsthattheyarequitelikelytobeasked
aboutthetopicsinthisexerciseinPart1ofthe
Speakingtest,soitisagoodideatohavesome
ideasandvocabularytodescribethemselvesbefore
theexam.Givestudentsafewminutestothink
aboutwhattheywanttosayandhowtoexpressit
beforetheystart.Wherenecessary,helpthemwith
vocabulary.
Alternative treatmentYoucanaskstudentstodo
thisexerciseaftertheyhavedonethevocabulary
sectionwhichfollows.Inthisway,theywillhave
anopportunitytopractisethevocabularyand
prepositions.
Vocabulary
Dependent prepositions
1 Wrongchoiceofprepositionisamajorareaoferror
forIELTScandidatesatthislevel.
As a warmer Writeontheboard:
– He wasn’t aware …… the time.
– How do you prepare …… exams?
• Askstudentstosaywhatprepositionshouldgoin
eachgap(awareof,preparefor).Writeget ready
andconsciousandaskthemwhatpreposition
followseach(get readyfor,consciousof).Point
outthatwordswithsimilarmeaningsoften(but
notalways)havethesamepreposition,sothisis
agoodwayofguessingwhentheyarenotsure
whichprepositiontowrite.Otherexamplesyou
cangiveorelicit:afraid of,frightened of,scared of;
angry with,irritated with,annoyed with.
Answers
1to 2of/in/with 3on
4for 5at 6to/for/in
Extension idea Check that students know the correct
dependent preposition for each word, then ask them
to think of synonyms that use the same preposition:
concentrate (focus on); available (free for); useful
(essential/vital/important for).
8
2 Beforedoingthisexercise,brieflyreferstudentstothe
Languagereference(page112).
• Tellthemthatthewordsanddependent
prepositionsinthissectionaregenerallyusefulin
IELTSexams.
• Tellthemtodotheexerciseandthenchecktheir
answersintheLanguagereference.
Answers
1on 2to 3for 4in 5in 6of
Extension idea Tell students that, in IELTS, it is
important to use a range of vocabulary appropriately.
Working with words with similar or synonymous
meanings helps to build vocabulary.
Write these words on the board and ask students to
find words in the exercise which are close in meaning
to them (though not all synonyms) and to decide if they
need to change the preposition or not.
is known keep an eye responsive take part trust
(answers: is known for / has a reputation for; keep an
eye on / take care of; responsive to / sensitive to; take
part in / participate in; trust in / have confidence in.)
3 Pointouttostudentsthattheyhavetolearn
dependentprepositionswiththewordsthemselves,so
itmaybeworththemstudyinglistssuchastheones
intheLanguagereference.Again,whentheyhave
finishedtheexercise,askthemtousetheLanguage
referencetochecktheiranswers.
Answers
2withfor 3intoin 4studentsthestudentswith
the 5responsibletoresponsiblefor 6onto
7dealmanydealwithmany
Reading
Section 1
1 As a warmer Askstudentstoworkinsmallgroups
andlookattheExaminformation,particularlythe
lastbullet.
• Askthemtosuggestwaystheycancontroltheir
timeandmakesuretheyhaveenoughtimeforthe
wholepaper.
• Whentheyhavefinished,roundupwiththe
wholeclass.(Suggestionstheymaycomeupwith:
spendlesstimeonSection1soastoleavemore
timeforthemoredifficultsections;dothemore
difficultsectionsfirst;puttheirwatchonthetable
andkeepastrictcontrolovertheirtime.)The
importantpointisthattheyshouldrealisethat
timemanagementisessentialtosuccessin
theexam.
• Tellthemthattheywillbepractisingdifferent
readingtechniqueswhiledoingthissectioninthe
book,sodoingthesectioninclasswilltakelonger
thanthemaximum20minutestheywouldspend
intheexam.
Unit 1
© in this web service Cambridge University Press
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Cambridge University Press
978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
• Beforetheydotheexerciseinthebook,elicitthat
prestigiousmeans‘ithasagoodreputation’.
Suggested answers
2 higherthanaverageresults/strongleadership/
longhistory/ground-breakingresearch/
goodteaching
3 theirdegreemaybeworthmore/itmayhelp
themgetabetterjob/itgivesthemprestige/
theygetbetterteaching
2 Answers
1 aScanningbSkimming
2 Youcanscanforakeyword/phraseina
questiontoquicklyfindtheplacewherethe
answeris.
Youcanskimpartsofthepassagetounderstand
thekeyideasandquicklymatchtheseto
questionsorstatements.
3 Beforestudentsread,elicitthemeaningofskim.
• Explainthatitisimportanttoskimthepassageto
getageneralideaofthecontentsbeforereading
itmorecarefully.Iftheydothis,theywillfindit
easiertolocatetheanswerstoquestions,dealwith
tasksandsosavetimeastheyworkthroughthe
section.
• Tellstudentsthattheyshouldnottryto
understandeverywordandeverysentence;give
themthreeminutestoskimthepassage.Bestrict
withthetimelimit.
Answer
b
4 Tellstudentsthatfindingtheanswerstoquestions
oftenrequiresthemtounderstandtwoorthreelinked
sentencesoftext,andthatwritersusereferencing
techniquestolinksentencestogether.
• Toillustratethepoint,youcanwriteontheboard:
There has been a rapid expansion of the university
system. This has meant that many more young
people are attending such institutions, and the
result of this is that the labour market is being
deprived of their services until later.
• Askstudentstopointoutthereferencingdevices
andsaywhattheyreferto(answers:thisrefers
totherapidexpansionoftheuniversitysystem;
such institutionsreferstouniversities;the result
of thisreferstomoreyoungpeopleattending
university;their servicesreferstotheservicesof
youngpeople).
• Elicitthemeaningofscan.
Answers
2 to leap into the dark and reach for the unknown
3 The telephone, electromagnets, radars, highspeed photography, office photocopiers, cancer
treatments, pocket calculators, computers, the
Internet, the decoding of the human genome,
lasers, space travel
4 Knowledge was at a premium, but it had to be
useful. (also the German system of learning based
on reseach and hands-on experimentation)
5 symbiosis referstothemotto Mind and hand
andthelogoshowing a gowned scholar standing
beside an ironmonger bearing a hammer
and anvil.
6 he might be just too late in taking his concept to
market, as he has heard that a Silicon Valley firm
is already developing something similar.
7 What MIT delights in is taking brilliant minds
from around the world in vastly diverse disciplines
and putting them together.
5 True/False/NotGiven(TFNG)taskstestwhether
candidatescancorrectlyidentifyinformationis
expressedinthetextornot.
TellstudentsthattheTFNGtaskisoftenfoundin
ReadingSection1.
• TellthemthatthequestionsinTFNGtasksusually
containoneortwowords,e.g.MIT campus,which
arethesameasorsimilartoawordorphrasein
thepassage.Thisistohelpthemlocatethepartof
thepassagewhichrelatestothestatement.
• Pointoutthat,sincetheyskimmedthepassage
earlier,locatingthisinformationshouldbequicker
andthatitmaynotbenecessaryatanystageto
readthewholepassageslowlyandindetailto
answerthequestions.Thekeywords,ineffect,
serveasashortcuttotherelevantpartsofthe
passage,andstudentsshouldscanuntiltheyfind
these.
• Tellstudentsthatpropernames(e.g.MIT,Silicon
Valley)inthequestionsarealmostalwaysgoing
toserveaskeywords,sincetheycannotbe
paraphrasedandarethereforeeasytoscanforin
thepassage.
Suggested underlining
2 2Harvard/MIT 3motto/MITstudent
4logo 5SiliconValley
Getting higher qualifications 9
© in this web service Cambridge University Press
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Cambridge University Press
978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
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6 Beforestudentsanswerthequestions,drawtheir
attentiontotheExamadvice.Tellthemthatitisoften
difficulttodecideifaquestionisFalseorNotGiven.
StudentsshouldchooseFalsewhentheinformation
inthepassagecontradictsthestatement.Theyshould
chooseNotGivenwhenthereisno informationabout
thestatementinthepassage.
Extension idea Ask students to work in pairs and
compare their answers. Ask them to quote the actual
words from the passage which gave them their answers.
Answers
1 FALSE(…there’s precious little going on that you
would normally see on a university campus.)
2 FALSE(While Harvard stuck to the English
model of a classical education, with its emphasis
on Latin and Greek, MIT looked to the German
system of learning based on research and handson experimentation.)
3 NOTGIVEN(Themottoismentioned,butwe
arenottoldwhosuggestedit.)
4 TRUE(…its logo, which shows a gowned scholar
standing beside an ironmonger bearing a hammer
and anvil. That symbiosis of intellect and
craftsmanship…)
5 NOTGIVEN(Thereisnothinginthetextabout
howmuchMITgraduatesarepaidinSilicon
Valley.)
7 Note-completiontasksteststudents’abilitiesto
scanthepassageforspecificinformation.They
reflectthetypeofreadingactivitythatmightbe
requiredonanundergraduatecourseofstudy.The
instructionswilltellstudentshowmanywordsthey
canuseforeachgap.
Beforestudentsdothetask,drawtheirattentionto
theExamadvicebox.
• Pointoutthatbyreadingthetitleandscanningto
findtherightpartofthepassage,theycansave
time.
• Tellthemthat,astheyreadthenotes,theyshould
underlinekeyideas.Thiswillhelpthemtoidentify
whatinformationandwhattypeofword(s)they
need.
• Whenstudentshavefinished,tellthemtoread
throughtheirnotestocheckthattheymakesense,
thattheyreflecttheideasexpressedinthepassage
andthattheiranswersarespelledcorrectly.Many
candidateslosemarksbymisspellingwords
whentheycopythem.(Thisincludestheuseof
asingularform,whenthewordinthepassageis
plural,e.g.size/sizes.)Theyshouldalsocheckthat
theyhaveusedtherequirednumberofwords–
studentswillloseamarkiftheywritethreewords
10
whentheinstructionsspecifynomore
thantwo.
• Whenstudentshavefinishedthetask,theycan
comparetheiranswerswithapartner.
Answers
6computerscience 7program
8adaptability 9contactlens
8 Short-answerquestionsteststudents’abilitytoscan
apassageforspecificinformationordetails.
AswithTFNGquestions,studentsshouldidentify
wordsinthequestionswhichwillhelpthemto
quicklyscanthepassagetofindthepartcontaining
theanswer.Propernames,whichcannotbe
paraphrased,areoftenanobviouschoice.
• Tellstudentsthattoanswerthesequestions,
theyshouldcopywordstheyfindinthepassage
exactly.
2 Suggested underlining
11problem/Energyinitiative
12‘green’innovation/viruses
13partoftheuniversity/TimBerners-Lee
3 10a/onequarter 11globalwarming
12electriccars 13(the)corridors
9 Askstudentstochecktheiranswersinpairs.
• Drawtheirattentiontothebulletpointsinthe
book.Tohelpstudentsconcentrateonproducing
accurateanswers,youcanremindthemthat:
– a nswersmustbespelledcorrectly,including
doublelettersandfinal‘e’s,otherwisetheywill
losethemark,althoughwritingaAmerican
EnglishvariantinsteadofaBritishEnglish
term(andviceversa)isacceptable
– w ritingonewordwhentwogivestheexact
answerwilllosethemark.Equally,writing
threewordswhentheyareaskedfortwowill
alsolosemarks
– t heydoneedtoreadthequestioncarefully.
ToclarifyQuestion10,youcanaskthemwhat
thenumbers28,500andthreemillionrefer
to(thenumberofcompaniesformedbyMIT
studentsandthenumberofemployeesinthese
companies).
10Askstudentstoworkingroupsoffour(orthreeif
yourclassdoesn’tcontainamultipleoffour).
• Giveeachstudentapaperwithanumber(1–4)
onitandtellthemtheyaregoingtogiveashort
presentationofabouttwominutestoanswerthe
questionwiththenumbertheyhavebeengiven.
• Givethemaminuteortwotoprepare.
• Theythentaketurnstogivetheirpresentationsto
theotherpeopleintheirgroup.
Unit 1
© in this web service Cambridge University Press
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Cambridge University Press
978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
• Thestudentswhoarelisteningshouldeachthink
ofafollow-upquestiontoaskthepresenteratthe
endofeachpresentation.
Speaking
Part 1
1 AskstudentstolookattheExaminformationbox.
• Pointoutthatthereisashortintroductionatthe
startofthetest,andthisisnotassessed.
• ExplainthatinPart1,theywillbeaskedsome
verystraightforwardquestionsaboutthemselves.
Therearealwaysquestionsonfamiliartopics,e.g.
travelling or where you live.Suggesttostudents
thattheyusePart1togetwarmedupandstart
feelingconfidentabouttalkinginEnglish.
• As a warmerAskstudentstoworkinpairsand
thinkoffiveorsixquestionstheythinkthe
examinermightasktheminthispart.Thenask
themtochangepartnersandtaketurnstoaskand
answertheirquestions.
• Askthemtolookatthequestionsintheexercise
andask:Do any of these questions look similar to
ones you asked?
•
Playtherecordingforstudentstolisten.Atthis
level,studentsshouldbeabletocopewithallfour
speakersatonce,withoutpausinginbetween.
Answers
2pet 3hand/yourself 4exercise/sport
2
Alternative treatmentAskstudentstoworkin
pairsandtrytorememberwhateachofthespeakers
said.Theythenlistenagaintochecktheiranswers.
• Pointouttostudentsthat:
– t heygainmarksfortherangeandappropriacy
oftheirvocabulary,andthattoachieveahigh
bandscore,theywillhavetouselow-frequency
vocabularyaccurately
– t heanswersarethreetofoursentenceslong,
andthattheyshouldaimatthisleveltogive
answersofthislengthtoPart1questions,as
thisshowstheirabilitytolinkideas,usea
rangeofappropriategrammarandshowthat
theycanusecorrectpronunciationpatterns.
Answers
1hotelindustry 2full-timeemployment
3veryaffectionate 4high-pitchednoises
5toddler 6reallyimpressed 7moreawareof
8facilities
Extension idea Ask students to work alone and think
of three or four less-common words they could use to
answer each of the questions so that the answers are
true for them. They then work in pairs and take turns to
ask and answer the questions.
3 Tellstudentsthattheyarealsomarkedfortheiruseof
arangeofappropriategrammar.Usingusedtototalk
aboutthepastisoneaspectofthis.
Answers
1have 2sit 3think 4seeing 5do 6being 7be
Extension idea When students have finished the
exercise, elicit the difference between:
• used to do, used to doing and get used to doing
• used to do and would in these contexts (see
Language reference in the Student’s Book (page 120)
for an explanation).
If necessary, go through the Language reference with
students.
4 Alternative treatment Askstudentstoworkinsmall
groups.Tellthemtheyaregoingtotrytodeceive
othermembersofthegroup.
• First,theyshouldworkaloneandcompletethe
sentences,butthreesentencesshouldbetrueand
threeshouldbelies.
• Theythentaketurnstoreadtheirsentencesout
tothegroupandthegroupthenhavetodecide
whethereachsentenceisthetruthoralie.
• Studentsgetapointeverytimethegroupmakesa
wrongdecision(i.e.decidesthetruthisalieora
lieisthetruth).Thestudentwiththemostpoints
isthewinner.
Note:nowisagoodtimetodothepronunciation
workonsentencestress.
5 Alternative treatment 1Givestudentsafewminutes
toworkaloneandthinkofideasandvocabularythey
canusetoanswerthequestionsbeforetheystart.
• Alternative treatment 2Askstudentstogiveeach
otherfeedbackontheiranswers.Youcanelicit
criteriafromthewholeclassandwritethemonthe
board,e.g.
– Did your partner give fairly long answers?
– Were the answers well structured and coherent?
– Did they use a range of higher-level vocabulary?
– Did they use a range of appropriate grammar,
including accurate tenses?
– Were their answers always relevant?
Extension idea Draw students’ attention to the Exam
advice box.
• TellthemthattypicaltopicsforPart1arefamily
life, languages, traffic, shopping, weather, cooking,
animals, housework and reading (you can write these
on the board).
• Tellstudentstoworkinpairsandthinkofthreeor
four questions which they could ask on one of
the topics.
• Theythenchangepartnersand,withtheirnew
partner, take turns to ask and answer questions.
Getting higher qualifications 11
© in this web service Cambridge University Press
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Cambridge University Press
978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
Pronunciation
Sentence stress 1
AskstudentstolookattheSpeakingreferenceon
page100andpointoutthatpronunciationcounts
foraquarteroftheirIELTSscoreforspeaking.
Thismeansthatinadditiontolisteningtotheir
grammar,vocabularyandfluency,examinersalso
notehoweasilytheycanunderstandthecandidate:
candidateswhospeaktoofast/slowlyormutter
willlosemarksforpronunciation;thosewhospeak
clearlyandatthecorrectpacewilldobetter.
Explainthattherearerecognisedfeaturesof
pronunciation,andexaminerswanttoseehowwell
candidatescanuseandcontrolthese.Sentence
stressisoneofthesefeatures,alongwiththings
likeintonation,rhythmandthepronunciationof
sounds.Iftheystressthewrongwordsortoomany
wordsinasentence,itcansignificantlyaffectthe
meaningand/orsoundveryodd;iftheystressthe
rightwords,itwillhelptheirlistenerunderstand
them.Studentsneedtohaveahighdegreeof
controlofpronunciationfeaturesinordertoachieve
ahighbandlevelforthiscriterion.
1
Alternative treatmentAfterstudentshaveread
theintroductiontothissection,askthemtoworkin
pairsandpredictwhichwordwillbestressedineach
sentence.Theythenlistentochecktheiranswers.
Answers
1 Suggested underlining
2that’s/(hotel)management/two 3cats/
this/did 4two/toddler 5fitness/bit/used
2 a Insentence2,that’srefersbacktothe
importantdecisioninthefirstsentence.
b Insentence3,this onerefersbacktothecat
anditsdifferencefromothercats.
2
Answers
1 1 don’t(like)(emphasisingstrengthof
feeling)/criminals(importantinformation)/
home(importantinformation)
2 r unning(importantinformation)/afternoon
(importantinformation)/more(for
contrast)/that(referringbacktoafternoon)/
energetic(importantinformation)
3 too(foremphasis)/anything(refersto
handmadeitemsandstressesthefactthat
nonecanbemade)/hard(important
information)
4 sewing(importantinformation)/couldn’t
(emphasisinginability)
12
5 brother(importantinformation)/badly
(importantinformation)/he(referringto
brother)/Ido(referringtoselfandcontrast)
Extension idea Ask students to work alone and choose
one of the questions from Speaking Exercise 1. Tell them
to write a two- or three-sentence answer, but not to
underline any words.
• Theythenworkinpairsandtaketurnstoreadtheir
answers aloud, stressing the words they feel are
important.
• Askthemtoexchangetheirwrittenanswersandask
them to read their partner’s written answer aloud.
They can follow up by discussing how any changes
in stress that their partner has made change the
meaning or emphasis of the answer.
3 Extension idea Ask students to work in pairs and
look at the sentences in Exercise 2 again. Ask them to
suggest another way in which each of the sentences can
be stressed and read their ideas aloud to the class. The
class should then say how the meaning changes.
Writing
Task 1
1 As a warmer 1Withbooksclosed,askstudents:How
have the proportions of male and female students
at university in your country or at your university
changed over recent years? What reasons can you
think of for those changes?(Youcantreatthisasa
classdiscussion,oraskstudentstodiscussinsmall
groups.)
• As a warmer 2Askstudentstoopentheirbooks,
lookattheExaminformationboxandsaywhat
thedifferenceisbetweengraphs,tables,charts
anddiagrams.(Graphstendtobelinegraphslike
theoneshown,tablescontaincolumnsandrows
offigures(seeStudent’sBookpage37),charts
mayeitherbepiecharts(seeStudent’sBook
page38)orbarcharts(seeStudent’sBookpage
37),diagramsaresimpleplansshowingsystems,
machinesorprocesses(seeStudent’sBook
page60).)
• Tellstudentsthattheywilllosemarksifthey
simplycopywordsfromthetasktotheiranswer;
theyshouldrephrasetheinformationusingtheir
ownwords,andthisexerciseshowsthemhowto
dothisfortheintroductorysentence.
Suggested answer
Thegraphgivesinformationabouthowmanymale
andfemalestudentsgraduatedfromCanadian
universitiesbetween1992and2007.
Extension idea Ask students to look at how the
information has been rephrased. Ask them if they
can suggest another way of writing the introductory
sentence using their own words.
Unit 1
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Guy Brook-Hart and Vanessa Jakeman
Excerpt
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2 Alternative treatmentBeforedoingthisexercise,
tellstudentstolookattheWritingtaskinstructions
againandpointoutthattheyshouldreportthemain
features.Askstudentstoworkinpairsanddecide
whatthemainfeaturesare.Theyshouldthenlookat
sentences1–7andsaywhichonestheyhavealready
identifiedasmainfeatures.
• Thisexerciseasksstudentstodistinguishmain
featuresfromminor(thoughtrue)details.
• Tellstudentsthattheyshouldaimtosummarise
theinformationgiventothem,notprovide
interpretations,reasonsfortheinformationor
introduceanyinformationwhichisnotpresented
inthetask.
Answers
2,4,6,7
3 Tellstudentsthatinordertoachieveahighband
score,theywillhavetosummarisethemainfeatures,
butalsosupportthesewithdetailedstatistical
informationfromthegraphsorchart.Askthemto
lookathoweachofthesentencesdescribingmain
featuresisaccompaniedbysentencescontaining
supportingdetails.
Answers
Graduatenumbersroseduringthe15yearsand
reachedtheirhighestlevelsin2007,butthere
werealwaysmorefemalethanmalegraduates.
(paragraph 2)
Thusthegapbetweenthenumberofmaleand
femalegraduateshadwidened.(paragraph 2)
Amoredetailedlookatthegraphrevealsthatthe
overallgrowthinnumberswasnotalwayssteady.
(paragraph 3)
Clearly,thereweresimilartrendsformaleand
femalegraduatesoverthisperiod,butthenumber
ofwomengraduatingincreasedatahigherrate
thanthenumberofmen.(paragraph 4)
4 Tellstudentsthatthereisnotonecorrectwayto
organisetheiranswer,butdividingthegraphbefore
theystartisonewayofworkingouthowtodoit.This
maynotbeapplicabletoallPart1tasks.
Suggested answer
Thelinesshouldcutthehorizontalaxisat1995and
2000.Thedatahasbeengroupedaccordingtothe
years.
Extension idea Ask students to compare where they
have drawn lines with each other and with the suggested
answer.
5 Tellstudents:
– t heywillachieveahigherbandscoreiftheir
answerisclearlyandlogicallyorganised.This
includeswritingparagraphseachwithaclear
focus
– itisessentialtoincludeanoverviewofthe
informationatsomestageintheirsummary,
otherwisetheywilllosemarks.Thisiscoveredin
moredetailinUnit3
– t heirbandscorealsodependsonthechoiceand
appropriatenessoftheirvocabulary,withlesscommonwordsusedappropriatelygettingthema
highermark.
Answers
1 Paragraph2looksattheoverallriseandthegap
betweenmalesandfemales,whileparagraph3
isacloseanalysisoftheyearlydata.
2 Itistheoverview.
3 aless marked bmore significant
4 widen
5 A more detailed look at the graph reveals…
6 flattened out
7 just over
8 slight
Extension ideas
1 Ask students to copy the words and phrases focused
on in this exercise into their notebooks and suggest
they revise them and try to incorporate some of them
in their own Part 1 answers when the time comes.
2 Ask students to read the sample answer again and
highlight words and phrases they think would be
useful when doing other Part 1 Writing tasks. They
should also copy these into their notebooks.
6 Answers
Graduatenumbersroseduringthe15yearsand
reachedtheirhighestlevelsin2007…
After2000,however,graduatenumberssawtheir
strongestgrowthrate,…
Extension idea Go through the Language reference
on page 119 with students and ask them to supply extra
examples for each point alongside the examples in the
reference.
7 TellstudentstoreferbacktotheLanguagereference
whenindoubt.Tellthemthatthisareaofgrammaris
essentialforIELTScandidatestomaster,astheywill
almostcertainlyneedittodescribeanytypeofchart
orgraph.
Answers
1steadiest 2mostpopular 3lowest 4Themost
5greatest 6mostimportantarea 7one
8favourite
Getting higher qualifications 13
© in this web service Cambridge University Press
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Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
Extension idea Ask students to write four or five
sentences like those in the exercise to describe higher
education in their country.
• Whentheyhavefinished,askthemtoworkinsmall
groups and compare their sentences. If they are
all from the same country, do they agree that the
sentences are true? If they come from different
countries, they can discuss how higher education is
different in each country.
Note:nowwouldbeagoodtimetodotheKey
grammaronpage17,whichisonthepastsimple,
presentperfectsimpleandpastperfectsimple.
8 A lthoughyourstudentshavequiteanadvanced
levelofEnglish,theymaynotbeadeptatanalysing
statisticaldata,soitisworthroundingupwiththe
wholeclassaftertheyhaveworkedinpairs.
• Elicitthattheyshouldintroducethetaskby
expressingtheinformationgiventhemintheir
ownwords.Youcanelicitsuggestionsforthis,e.g.
international students – overseas students/students
from other countries/from abroad; graduating –
obtaining degrees,etc.
9 YoucanaskstudentstodotheWritingtaskfor
homework.Tellthemtheyshouldspendabout20
minuteswritingandthattheyshouldsetasidea
coupleofminutesattheendtochecktheiranswer.
Extension idea When students have done the Writing
task, but before they hand it in, photocopy the sample
answer printed below and the questions which follow
and give a copy to each student.
• Askstudentsto
– work in pairs and answer the questions
– compare their answers with the sample answer and
make any changes they want to their answers
– exchange answers with a partner and comment
or make suggestions for improvements to their
partner’s answer.
• Whentheyareready,theycanhandtheiranswerin
to you for correction.
Answers to the questions below the sample
answer
1 Paragraph1isanintroduction,Paragraph2
looksatthefiguresfor2001acrossthe
provinces,whileParagraph3looksatthe
changesfrom2001to2006.Paragraph4
suppliesanoverview.
2 between
3 experienced
4 occurred
5 pattern
14
Sample answer
Thechartcomparesthechangesthattookplace
between2001and2006inrelationtothepercentage
ofoverseasstudentswhograduatedfrom
universitiesinCanada.
In2001,theproportionofstudentsfromother
countrieswhograduatedinCanadarangedfrom
threepercentinOntariotosevenpercentinNew
Brunswick.NovaScotiahadthesecondhighest
percentageat6.5.Fiveyearslater,thefiguresfor
mostprovinceshadrisenbytwotothreepercent,
withtheexceptionofAlberta.There,figuresfellby
onepercenttojustoverfourpercent.
Acloserlookatthechartrevealsthatsignificant
growthoccurredinNewBrunswick,wherethe
figuresrosefromseventojustunder12percent.
However,thebiggestincreasetookplaceinBritish
Columbia,wherethepercentageofgraduatesmore
thandoubled,almostreachingalmost11percentin
2006.
Overthisfive-yearperiod,somepartsofCanada
experiencedaconsiderableincreaseintheir
proportionofoverseasgraduates,althoughNew
Brunswickremainedtheprovincewiththehighest
percentageoverall.
Key grammar
Past simple, present perfect
simple and past perfect simple
1 TellstudentsthatIELTScandidatesoftenmake
mistakeswiththeformorspellingoftheseparticular
verbs.Whentheyhavefinished,gothroughthe
Languagereferenceonpage115withthem.
Answers
3fellback 4fallenback 5rose 6risen
7widened 8widened 9tookplace
10takenplace 11experienced 12experienced
2 EncouragestudentstousetheLanguagereference
whennecessarytohelpthemanswerthesequestions.
Answers
1graduallyfell 2haddecreased 3haveremained
4hasbeen 5tookplace 6haveexperienced
7remained 8hadfluctuated
3 Answers
2hasnotalwaysbeen 3experienced 4dropped
5remained 6saw 7(had)reached 8fellback
Unit 1
© in this web service Cambridge University Press
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Cambridge University Press
978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
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Unit 1 photocopiable activity
Skills for sale
Time: 60 minutes
Objectives
• Tocheckstudents’knowledgeofdependent
prepositions
• Topractisesuperlativeforms
• Toraiseawarenessofstressinpronunciation
• Tobuildconfidenceindealingwithinterview
questions
• Topractisevocabularyrelatedtoskillsand
qualifications
• Tohelpstudentstogettoknoweachotherbetter
Before class
Youwillneedtomakeonecopyoftheworksheeton
page16foreachstudent.
1 As a warmerAskstudents:Have you ever had to ‘sell’
your skills or experience during a job or university
interview? Do you think it is an easy thing to do?
Why? / Why not?
6 Tellstudentstolookattheirsevenquestionsagain
andtounderlinethewordswhichreceivethemain
stressineachquestion.Goroundandmonitoras
studentsdothis.Ifnecessary,workthroughsome
examplesontheboardanddrillthecorrectsentence
stress.
7 Arrangetheclasssothatstudentsareallworking
withdifferentpartners.Theynowtaketurnsto
intervieweachotherusingtheirquestions.During
theinterviews,monitorstudents’useofstressand
vocabulary,sothatyoucangivefeedbacklateron.
8 Whenalltheinterviewsarefinished,studentsreturn
totheiroriginalpartnersandreportbackonhow
goodtheircandidateswereatsellingtheirskills.
Roundupbyaskingtheclasstonominatethemost
convincinginterviewee.
Extension idea If you have access to video equipment,
film some of the interviews and post them on your class
VLE or website.
2 Giveeachstudentacopyoftheworksheet.Tellthem
thattheyhaveanimportantinterview(forajobor
auniversitycourse)comingsoon,andtohelpthem
prepare,theyhavesearchedtheInternetforuseful
videos.Tellthemtolookatthescriptsofthreevideo
clipswhichtheyhavefoundandtoskimthevideo
scriptstodecidewhichcandidatetheythinkisbest.
Roundupanswerswiththewholeclass,reminding
studentsthatthereisnocorrectanswerhere.
3 FocusstudentsonquestionsA–Dinthescriptsand
tellthemtochoosethecorrectoptions.Checkanswers
withthewholeclass.
Answers
Abest Bmost Cleast Dgreatest
4 Tellstudentstocompletegaps1–9withthecorrect
preposition.
Answers
1on 2on 3with 4to 5for 6of 7about
8in 9in
5 Putstudentsinpairsorgroupsofthree.Askthem
tomakealistofsevenquestionstheywouldaskan
interviewcandidateandwritethemontheworksheet.
Iftheyfinditdifficulttothinkofquestions,allow
themtousesomeofthequestionsfromthevideo
scripts.
Getting higher qualifications 15
© in this web service Cambridge University Press
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Cambridge University Press
978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
Unit 1 photocopiable activity
Skills for sale
Steve: 26, Jamaican, student nurse
0.10/0:50
Alessia: 43, Italian, graphic designer
A What do you like better / best about your current job or studies?
Well,that’sadifficultquestiontoanswer,becausetherearealotof
thingsI’mkeen1
whenitcomestonursing.Inthe
end,though,itallcomesdowntothepeoplearoundme,bothpatients
andcolleagues.Seeingthatsmileonsomeone’sfacewhentheyget
betterafteraperiodofillness,orknowingthatyourcolleaguesare
relying2
youtoplayyourpartintheteam–that’s
whatmakesthejobsospecial.
B Who do you admire most / mostly, and why?
I’mabigfanofUsainBolt.Heshowsthatit’spossibletocompete
3
yourrivals,withoutbecomingarrogant.
He’sanamazingathleteandhecombinesthatwithareally
outgoingpersonality.IfIcanachieveevenhalfofhisdedication
4
whathedoes,I’llbeproudofmyself.
C What’s your less / least attractive characteristic?
Well,IguessthatsometimesmycreativevisionfortheprojectsI’m
workingoncanbealittletoostrong.SometimesIendupfeelingas
ifI’mresponsible5
everything,whenactually,I
couldprobablyallowmyassistantstotakecare6
moreaspectsofeachproject.It’seasiersaidthandone,though,
becauseIamreallypassionate7
mywork.
0.10/0:50
Imran: 31, Indian, IT consultant
D What’s your greatest / most great achievement so far?
Ithinkitwasmyfirstpresentationataconference.Iwaspresenting
theresultsofaprojectI’dbeeninvolved8
for
overayear,soIwasreallynervousabouthowitwouldgo.Inthe
end,itwentdownreallywell,andgettingpositivefeedbackfrom
membersoftheaudiencereallyhelpedmetogaingreaterconfidence
9
presentingmyownwork.
0.10/0:50
Interview questions
1
2
3
4
5
6
7
16 Complete IELTS Bands 6.5–7.5 by Guy Brook-Hart and Vanessa Jakeman with David Jay © Cambridge University Press 2013 PHOTOCOPIABLE
© in this web service Cambridge University Press
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978-1-107-60964-8 – Complete IELTS Bands 6.5–7.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
Word list
Unit 1
Abbreviations: n/np=noun/nounphrase;v/vp=verb/verbphrase;adj/adjp=adjective/adjectivephrase;
adv/advp=adverb/adverbphrase;pv=phrasalverb;T/I=transitive/intransitive;C/U=countable/uncountable
automated adj(13)donebymachinesandnotpeople
base somethingon somethingvp[T](11)Ifyoubase
somethingonfactsorideas,youusethosefactsorideas
todevelopit.
bring peopletogethervp[T](11)Ifanorganisationor
activitybringspeopletogether,itcausespeopletodo
somethingasagroup.
by the timephrase(14)atthepointwhen
channel resourcesinto somethingvp[T](12)touse
energyandeffortforaparticularpurpose
a common desirenp[C](11)astrongfeelingofwanting
toachieveorhavesomething,feltbyallthemembersof
agroup
concentrate on somethingvp[T](12)tousemostof
yourtimeandefforttodosomething
crucial adj(12)necessarytomakesomethingsucceed
down-to-earth adj(11)practicalandrealistic
discipline n[C](11)aparticularsubjectofstudy
everyday adj(11)normalandusedeveryday
extraordinary adj(11)veryunusual,specialor
surprising
facilities pluraln(10)buildings,equipmentorservices
thatareprovidedforaparticularpurpose
field n[C](RS)anareaofstudyoractivity
get to the topphrase(RS)tosucceedingettingoneof
themostimportantjobsinaparticularcareer
go on to do somethingvp(12)todosomethingafter
firstdoingsomethingelse
institute n[C](11)anorganisationwherepeopledoa
particularkindofscientificoreducationalwork
interact with someone/somethingvp[T](11)Iftwo
peopleorthingsinteractwitheachother,theyspeakor
dothingswitheachother.
master v[T](11)tolearnhowtodosomethingverywell
obtain v[T](17)togetsomethingthatyouwant
recruitment program(me)np[C](RS)aseriesofactions
intendedtogetpeopletojoinanorganisationorworkfor
acompany
remain unchangedvp(17)tostaythesame,not
changinginanyway
responsible for somethingadj(11)beingtheperson
whocausessomethingtohappen
sensors pluraln(11)piecesofequipmentthatcanfind
heat,light,etc.
take something for grantedphrase(11)touse
somethingallthetime,withoutthinkinghowusefulitis
orhowluckyyouaretohaveit
telecoms n[U](9)shortfortelecommunications,the
processorbusinessofsendinginformationormessages
bytelephone,radio,etc.
thus adv(16)inthisway
a vast range(of)np[C](11)averylargenumberof
differentthings
visible adj(11)abletobeseen
vocational trainingnp[U](9)thelearningofskillsthat
prepareyouforajob
growth ratenp[C](16)thespeedatwhichsomething
increases
high achievernp[C](9)averysuccessfulpersonwho
achievesalotintheirlife
highly giftedadj(11)extremelyintelligent,orhavinga
naturalabilitytodosomethingextremelywell
human potentialnp[U](11)people’sabilitytodevelop
andachievegoodthingsinthefuture
inspire v[T](11)tomakesomeonefeelenthusiastic
aboutasubjectandgivethemtheideatodosomething
Complete IELTS Bands 6.5–7.5 by Guy Brook-Hart and Vanessa Jakeman with David Jay © Cambridge University Press 2013 PHOTOCOPIABLE
© in this web service Cambridge University Press
17
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Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
Vocabulary extension
Unit 1
Abbreviations: n/np=noun/nounphrase;v/vp=verb/verbphrase;adj/adjp=adjective/adjectivephrase;
adv/advp=adverb/adverbphrase;pv=phrasalverb;T/I=transitive/intransitive;C/U=countable/uncountable
achieve an aimvp[T]tosucceedindoingsomething
thatyouhavebeentryingtodo
postgraduate course of studyn[C]acourseofstudy
thatsomeonedoesaftergettingafirstdegree
aspiration n[C/U]somethingthatyouhopetoachieve
award a degreevp[T]togivesomeoneaqualification
forcompletingauniversitycoursesuccessfully
professional qualificationn[C]aqualificationthat
showsyouhavetheskillsandknowledgetodoa
particularjob
conclusive resultsplural nresultsfromatestor
experimentthatprovethatsomethingisdefinitelytrue
pursue one’s dreamvp[T]totrytoachievesomething
thatyouhaveverymuchwantedtodoforalongtime
conduct an experimentvp[T]todoatest,especiallya
scientificone,inordertolearnsomethingordiscoverif
somethingistrue
recognise a qualificationvp[T]toofficiallyaccepta
qualification
confirm a theoryvp[T]toprovethatanideaistrue
research papern[C]apieceofwritingonanacademic
subjectthatcontainsresearch
cutting-edge researchn[U]researchthatisvery
modernandshowsallthenewestdiscoveries
scientific journaln[C]amagazinethatcontainsarticles
aboutscience
dedication n[U]whenyougivealotoftimeandenergy
tosomethingbecauseyoubelieveitisveryimportant
thesis n[C]alongpieceofwritingthatyoudoaspartof
anadvanceduniversitycourse
determination n[U]thedesiretokeeptryingtodo
something,althoughitisverydifficult
thorough investigationn[C/U]theprocessoftryingto
discoverallthefactsaboutsomethingusingverycareful
anddetailedtechniques
dissertation n[C]averylongpieceofwritingona
subjectthatisdoneaspartofauniversitydegree
undertake researchvp[T]todoresearch
doctorate n[C]themostadvancedqualificationfroma
universityorcollege
extensive research n [U]verydetailedresearchthat
involvesalotofinformation
fulfil a lifelong ambitionvp[T]tosucceedindoing
somethingthatyouhavewantedtodoformostofyour
life
fund researchvp[T]toprovidethemoneyforresearch
highlight a problemvp[T]toemphasiseormakepeople
noticeaproblem
investigate v[T]totrytodiscoverallthefactsabout
something
ongoing trialsplural ntestshappeningnowof
somethingnewtofindoutifitissafeorworkscorrectly
painstaking investigationn[C/U]theprocessoftrying
todiscoverallthefactsaboutsomethingusingvery
carefulanddetailedtechniques
PHD n[C]anadvanceduniversityqualification,ora
personwhohasthisqualification
18 Complete IELTS Bands 6.5–7.5 by Guy Brook-Hart and Vanessa Jakeman with David Jay © Cambridge University Press 2013 PHOTOCOPIABLE
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