Improve Your IELTS - Writing Skills

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<p>IMPROVEYOUR IELTS</p> <p>Sam McCarter Norman Whitby</p> <p> page 4</p> <p> Introductio n</p> <p>Contents </p> <p>TOp ic</p> <p>Tas k 1Describing trends Relal ed verbs a nd nouns Und e rs tandin g data</p> <p>Ta s k 2Understanding questions ExpreSSing soitllions Linking phrases Using trigger wordsUsing ifltlIl!yltltis/lht'st' Planning essays Developing ideasUsing whirh to organize in formalion Expressi ng result and PUIl)OS~Avoiding ovc rgcncra ii7.t1tion Developing reaS()IlS</p> <p>Unit 1 page 6</p> <p>Change andconsequences</p> <p>Unit 2pagt" 11</p> <p>Th e importan ceof the past</p> <p>Comparing informalion Adverbs in co mparisons Comparing and contrasting</p> <p>Unit 3 page 22 Unit 4page 30</p> <p>Machines. cycles,and processes</p> <p>The passi veSequencing Genera l and specific slatemelliS Compa ring information Describi ng proport ions</p> <p>Education</p> <p>Unit 5page 38</p> <p>Youth</p> <p>Describi ng changes Describi ng loca lionsConcluding StatementS Concession ( 1)</p> <p>Developing and justifying</p> <p>opinionsWriting in troducliom</p> <p>Unit 6page 46</p> <p>Culture</p> <p>Expressing ndvanlagcs and disadvanlage:, Advantage and di sa dv.1nlagc vocabulary ncession (2)</p> <p>Unit 7page 54</p> <p>Arts and sciences</p> <p>Adverbs 0 evaluate Using In gtntral, he jou,,,]OIlOj (or, t..n. l gol( w.1fY. .1 or P-"'""'l .... .... . .... furtl!r Ot\'t\~l\tn \ 1I''';tt' I1b,11f( tltt" jO/hlU'ill!l fl'pic'}'ll/l</p> <p>)~O Il1l9 PC(lPit' (Ire IIII IC /; IlIO n! (l IL 'o r e oj (I li a coll cern ed fl UOIl( is. m es lik e! ' lit' 1.' III 'i roJl Illc:11I. pOl'er r.\'. {/Ilti (II/ ; /I/ (I{ II'cffa rt! Ih rll l pre violls 9c /U: r ntiolls. Wha t is rOI/"</p> <p>OU'1/ Opill ic lH ?G , l 'c' 1'r?ITSlJllJ Jtll" .\"'lIr ,111511'(1" .lu d mdlllk 11/1.\' reltTaJU l'\-amp/t'5 {null 1'011 r ,1\l '1/</p> <p>kllf' Wftd.q. 11/</p> <p>t'Yl'l'ril'l/l'fI I'rllt"</p> <p>Ilr If. IS' :!50</p> <p>lI'Ilt"d.1</p> <p>45</p> <p>UN I T</p> <p>6</p> <p>Culture</p> <p>Unit aimsTIIS 1</p> <p> T 2ExDtBSSing advantages and diSadvantages Ad&gt;..ntage end dl..dVllnrngb vocabulary</p> <p>COl1cludlng st&gt; !em.nlS CuncIlSSlon ill</p> <p>eont.SIlon i2)</p> <p> 1</p> <p>Task 1 Co ncluding sta tementsHan k Ih l' id eas in Lhc li s! bel ow 1- 10 J co rdill ~ 10 h o w impOrt il lll Ihe y itrc in d evel oping u nders tanding b Clw l'e n di frcrclll cu ll urcs (I :: mos l im p o rta nt: 10:: leasl impo rl am ). Th ink or eSilmple s loj uslify yo ur idc.1S. organized s!udcm exchilngeo;1 ,1Ilj! lI a~e</p> <p>learningagrl'cnll~nt'i</p> <p>internJli('lnaitrade</p> <p>simila r climate and landscapejOin I</p> <p>cultural events</p> <p>trill1spon bnks lourism shared scientific and Icchn olog; oll know-how poSlOve media unages similarities in lUestyle and culture</p> <p>2</p> <p>Whl h or th e ideas in I can be carried OU1 by Indl vidllnls1 Wh ich ( :Ill be carried OUI by governments? Wh ich arC.' dlrncult 10 c h J lI g~ Sla lel1lC nlS a-c were used 10 o nclud e descripti o n s o f d ,l IJ. Put Ihe \'\ fords in inlllcs In Ih e co rreCI o rder.,l</p> <p>3</p> <p>It is clellr thai majorirylpt.opldo\'l:nvlldmIll9"'f/r/tt/lI'crtloflfal'('urllll scho(.\1 visll5 between countries.</p> <p>t'I</p> <p>O\'("rall. JUSt ver haU the p~ople surveyed lund Ihe cllmollc In Ih(' troPICS the most difficult Lhing 10 adapt to. almmrbir/ u11JrlsmJI/trl lllUflllJ81Jlldl ilfmyillF",JTh(' three languages in q ueslion Spall1~h _ ArabiC. and hlncsc. were named as WJr,'rramJrhtlianguDgtsl mosr after Engli5h by 10thi'll'''' Itie chan 1-1 on page 17 w uld be a good IlIu slro:ul')1l 01 each concluding statement in .l? Use Ihe proportions In each scnlCIlCC to hdp you .</p> <p>46 </p> <p>UN ll 6</p> <p>1,."1,,,, ..</p> <p>~</p> <p>)5oJ</p> <p>/ '"</p> <p>Pu:' \- h art s ilre rnqu emly us~d 10 sum m arize dat .l, ThNcfo rl..". the} t:an Ofl{,,11 by us\."d as th e basis for concluding 'i ' al\.'lnCIlIS . MJIi.h \.',1cll o llh e rollowi ll f.t t:o nclusi ons 10 one of the- pi~ charts 1- .:1 ;'tbo ve.</p> <p>U</p> <p>"</p> <p>"</p> <p>..</p> <p>To (o ncilldc. only a small minority tlf IIt.'HPIl"' felt li1.1llhc.'lan)AthlKt: ' .am":l w oul d pr{'\'(.'/H lhe devel opm ent of (u h llrJ! tll1k ...I l l ~ c\',d cnt lh.1' o pini ons arc: spill ..11111 0S1 t'quillIy bl'lWCCIl Ihe tl tr11lI t:U llllr,l l \CUItlH .. Ii w('\uld "'cern Ihallhc V,HI m.1Jnrily 411 pc.'f'pk Think 111.:11 Ilw dC'wlnpmt'OI or trade hn~s has the ~reate"l l mpalt cm Ul!C'II1i111I1n.,1 rd.lIl .. n .. JU'it under h,llf tile Pl'(lPJc ~un.c}ld ,Ul' ,iI II,, IIPlllll1l1ll1JI ( IUI1..1 \\ II!J Ih~ hl&amp;gC'&gt;t cultural mnut:nce m Ih(' world by 10';!U Al'llUI haIr of the hohda)&gt;' mah.l'r~ viSIted 11011) l'IClJU'tt' thl") \\\"rc: 1Il1l."IC~h:J in Ihe.Jn ar:d ruhure. whC'rcJs Ih(' food and the' dintal(" were n.lml'd.1 .. rhc mtl)t ImporJnt fa(1of1 bv appro\lInatt"l} ("0 22 " 57%141).0Oc</p> <p>v..</p> <p>5~o</p> <p>SumlHtlri:t: rlti' info nllDl iou by SLiu till9 a lld rtporrill8 rilL' "w i" [ a Hll n s. mI d mal\(' comparisolls 1\"1t~n! ,.d ela nl.</p> <p>8</p> <p>I~ca d the Tas k t qu eslion and ans wer q ll t:Sl io llS i.l-C." b(</p> <p>How d 's the :lge profile or pc pi c on celeh holldJ}, tyPt' lIi fl t!r'? Which age: group IS almost equally reprcsC.'mcd on ':iH;/i l}'(ll' l" huJtda}':OHow w/1u ld you descnb~ the oplllIon of IIw111t.. ' . lI ow('\ cr. Ih\.')' ''la y for fewer thaD len days on averageAl rh ough .......................................................................................... ,..................... .</p> <p>h</p> <p>Fo n y-five pe r cem of people spea k a rorelgn languagc . Nevcnhd(,'i!i:. tht: vast majonty are at a lo w level. A.llhough fort y-five per cent ................................ _ .............................................._</p> <p>c</p> <p>It has good weather. However. southern Friln is vlshcd by onl), two per cent 01 Asian t urists.</p> <p>Despi te ............................................................................d</p> <p>The COSt o f slude.nt ('xchanges went up Nne:nhdes' exchange: rose</p> <p>The oumberof srudem exchanges .............. " ............._ (only</p> <p>The c\'enl was promoted 10 t~enage~ Ne:H'rthcless n per cent of the audience .Allh ough ....................... _ ............................... ...... " ... ,...... ,</p> <p>I</p> <p>49</p> <p>UN I T</p> <p>7</p> <p>Arts and sciences Unit aimsTask I Adverbs U Sing ad,elbs 10 evaluate d"a A voiding I"erevance</p> <p>Task 2OiSl:uSSIIIll Dlhel people's opinions HYPolhesinng</p> <p> Task 1 Ad verbs</p> <p>1</p> <p>Read t h ese conOi cli ng view s abo ut sci Cnl iSIS mo vin g 10 rich co un lri es. Ans w e r q ues ti o ns a-c.Th e 'brn in drain ' 01 sk illed worke rs li ke soe nti Sl5 an d tcclin iciJ ll s 10 ri ch eco nomks is m ra ll y w ron g, P~o p le sh ou ld ha ve grea te r freedom to work w h ere th ey wa n t. Surely, iT '!; J p~rs o n.)l matter a b Which Vl('\\, S lio )'OU agre:e with ? ls t.h is 'brain drain ' a new phenomenon, or has If been around for a long lime'?</p> <p>c</p> <p>Shoul d something be done aboullhe situation or is it Ullsh1ppabk")</p> <p>2</p> <p>Head th e Task 1 quesli o n belo w, Tht.'n a n sw er qu es ti u ns a-c.Sources of fun ding for R&amp;D i n the U K</p> <p>o</p> <p>o2000</p> <p>Governmen t Bllli"us OVcr.leu</p> <p>200'</p> <p>" Tlli.' cl/Ot't above sltows sources of fUIIf/iu9 fo r t'i!SeO,.f IJ amI (le\'i:/opm c.'1/f (R&amp;[)'""0JO</p> <p>60</p> <p>iu ,Itt! UK from 1999 to 2001, T i lt! table below s h ows tllt:: pt.'reeuwgr! of Plmiolllll</p> <p>iw:omc ~'pellt Oil RlYD fo r 0 rouge of CO lllltr;e s .Proportion of n al income a ll o cated to R&amp;D ( \ 999)</p> <p>UK1.82%</p> <p>USA2.75 %</p> <p>Germany 2.4 %</p> <p>Fra nce 2.3%</p> <p>Italy1.1 %</p> <p>Japan 2 .9 %</p> <p>EU average:1.81 ~ o</p> <p>Su",,,,nr;.:e tltt: ;" formatioll by sI!Ieaill9 alld reporriug tlte mn iu fC {llll res. aud IIldke colllparjsolls where reicl'{mt.a What gellerallrend can yo u see in th e chart? What gen~ral pa ttern can yo u seC' in the labl~? Wh ich is dearly th e main source o r funding in Iht: " ar chart? Wh ich piece of dala in th e {able ca n you use as a standard fo r comparison? Whi ch pieces of in fo rmali n in t.h e table arc sig,ni fi cant?</p> <p>bc d e</p> <p>54 </p> <p>.,</p> <p>3Comp lelc the mod ell ext below w ith ver bs from th e box. rose contributed (x 2)is shown</p> <p>UNIT 7</p> <p>Arts l r,n')</p> <p>In general.</p> <p>aH~ most</p> <p>people concerned about reforest,mon or not?</p> <p>9</p> <p>Fi nd and correct six faCl uaJ errors in th e tex t be low .</p> <p>The ,haM .now for"".I. for Ine ,nnual c.\dort.f&gt;tailon rale. In ~\ region!. and worldw,de log,1 ner wilh Ih, wrrenlal11lude.IOW3rd~ c.OI'lc.ern</p> <p>It aiM Vlorth notu19 that the rr.forr.51allon rail. 11111,al\ nd 15 iU1ht'.lpllr..d 1 0 be</p> <p>for Iree. lo~~</p> <p>(",,,,r,lIj. il for''''l lh'l Ih, reforestation rate. ill the. four re9ion~ w,lI grow unlil 20". Iho"')" at va"1i"9 ral" \I " prQjul,d lt1allr,land will have Ih' nI9",,1 r. l, ,n 2Ot'5 al IS per "nl ollow,j,. Th, [or"..1 for both rt9lon~ for lOIS I'() the. !.amt at 1'5 per unl l1u"9'''1. 1&gt;j ,0ntra&gt;1. wllh Ih,low,,1 prOJUled rill' Ihroughoul tne penod. will e."'ptne.n.e. the. 9reale.~i ovenl\ tn..rta~ 11 6 antlc.lpalea Imt the. figure '.ul\ c.l.mb from OS per c.e.nt I n tol, 10 0 !, ptr .tnl ana Ihe.n nf&gt;t morr, m,rplj 10 II per eonl</p> <p>e'l-aGt\1In line with the. Vlor\c:\wldr, lvcrlgr [or bOlh 201'5 a"d tot'5. I, per "nl and 1.0 per cent reftpcc.h . . el~ Meanwl1~k. HUl1g3r"f will br. below the. 11l'1 e.I'I'1JhO \ rale!l, wl1llt both lrel3nd and T..I!TIJ!1I3 w,ll In,m</p> <p>,,,,ted</p> <p>From the PIe. ,hart. C.3,' be ~r.n thaI 1ft ~mc. obviOUS ,ana m abollt Ihf nc.t.o for planting man Irr.f.fI (.OI1.tnlt:(i' 3~ per .e.I1I, and 'nat . . cr'( wll.tmr.d '2.5 pel" Genl) , while al the. ~mt lime there I~ a 5luab\e proporiton of ~op\t who 3rc not Gonttrnr.d</p> <p>64 </p> <p>'.</p> <p>10ab</p> <p>U N IT</p> <p>8</p> <p>NII/IIfY</p> <p>In each of se n tences a-f th ere is a wo rd m iss ing. Add the m iss ing word.II predicled Ihal Ihe use of so lar energy will become m o re important.</p> <p>We see from the charllhal largesl conservation project.</p> <p>JIllOunt</p> <p>of mon~y wa s s pent on Ih e water</p> <p>C d</p> <p>The cha n shows th e dHfcren t types of trees are found in</p> <p>difl e r~nl</p> <p>region s.</p> <p>Fr m th e pic cha rt , ca n be seen that hydroelectric po r constitutcs St'vcn pe r cent of the world energy demand .</p> <p>ef</p> <p>It is dear that majori ty of people are very concerned abom clima te chan ge .</p> <p>Rece ntl y, a n um be r o r ca mpaigns have encou raged peo pk pla n [ trees.</p> <p>11</p> <p>Look aga in a l th e tex t in 9. There is a m iss ing w o rd in each o f [h e last [h [(.'e parag rap hs. Add Ih e m iss ing w o rd s in t h e correct p l ac~s . Read the tab le , w hi ch d escri bes in tho usands the esti ma ted and ar tuJl n u mbe rs o f ho uses b uilt in th e UK by r('g io n in 200 2. A nswer qu es tions a-h to ide n tify Ihe COrreCI fac ts. Regio ns Scoil and N on h em lan d Wa les Nonh of England Cent ral England Southern Eng land (exc. London) London Actual 3.000 5, 000 6.300 13. 500 16.20077. 500 4 7,800</p> <p>12</p> <p>Estim a led3.200 2.500 2.900 9.3 00 8. 100 51.100 24.800</p> <p>ab</p> <p>What information does the table give'? Ho w many regio ns of lhe UK is it div-id ed into? Usually. was the es timated n u mber above o r belowth~</p> <p>cd</p> <p>actu al</p> <p>number~</p> <p>In wh ich th ree regions were the high est numbers of houses buil l? How diU</p> <p>the fig u res for these regions compare wilh the es timates? c Wbich regio n had a clisparity of JUSt o ver four thou sand bctwc.-en the es tima te and the act ual fi gure? What were the figures for rhis regio n'? Which o the r two regions foll owed the usualucnd? What were th e figurl' s fo r lhese twO regions? gIn which region was [he lo west number of houses built?</p> <p>h Which region is an exceplion 10 ~lC generai lrcnd? Whal were lhe liguresfo r th is region?</p> <p>13</p> <p>Usi ng the fact s idemi fi ed in yo ur ans w e rs to the q uest io ns above. s umm ari ze the tab le b y sel ect ing an d re p o n ing the mai n fea lU res. and make com pariso ns w here re lev an t. Write a t Ica s t 150 w ord s .</p> <p>.,</p> <p>65</p> <p>Task 2 A elicies</p> <p>1</p> <p>Answer qu csli ons a-d .d b c d ""hal are the mOSt serious threats thai the natu ral world is laci ng 10 Ihet WCnI ),-rirsl</p> <p>century?</p> <p>What Is the most serious threat 10 the em'lronment In your Cf1untry' What J 1I n is being laken? What furth er steps do you think co uld be taken?</p> <p>2</p> <p>The paragraph b elow has bee.n taken rrom an t:ssay on measures to rcdllCl~ ri\'('r po liUl ion thr ughoul Lhe w o rld . Compi cle the gaps w h.h Ihe: nou ns in th e b ox. The firs l one ha s been done for yo u.faClo ries pollutants problem leisure action fish wildlife Incentives pressure</p> <p>&amp;j far Ih. bt ~'i to ",Ive Ih, 1.P'.tY,~!~!!.I" . of 'flattr po\lution 16 tolouie all 1- .. aw 3'j from river!! and \aKe~ and to Innta\\ '1'I3str. tnatmtn1 'enter!&gt; ,0. 11 the 1...... ......... Ln the wat er</p> <p>w ould be. abk to U5t tbc.m ort......... \I~t,</p> <p>6w lmmn'9 Jl u.i f,~hlr'9</p> <p>Tm:re I~ w nflldtrablt ' .................. 011 mJI'l'f roor 'Oll!ltnt6 1 0 rvrlop 1nrlr t(.onomlt.!I :lnd ~ ii would br dl iw\t 1 0</p> <p>would th,n b. de;tr"1eO, ,. has been ui lding good fl'lnltOl1sbips bel wCen dl rt l!ft ll I COll ntriC's. Childrc: n iHC Ihe people who will h:ad th l! world In thc rU~\Jrc so they sh uld prc:pare I r IhlS role. The knowh:dgc wluch can be gained [romlhe history is (Hle of Ihe mtlSt imp ft.1I1t sources lor lhc irskllb e,f understand in g the human socicty. As rnurh as the)'leJm Ir m the hfs iory. lh t"' y will be eUidenl In theIr ability 10 dcd ilt when the)' fact: an y problem In the future. Also the hiStOry can give a good InlormalloD dbllUl the dc ... ~ l oJ1m l!nt In dnre r ~nt bmndll'S of science. Some o llh ('s~ In formaLion rna)' have a good value fllr in ven tors. In conclusi n. it b undenIable Iha! hislory. th.: summary ~tr hUl1lan expc: ric.nce. Is wry Import.lnl i n improvcmt'"nl of human's fUlu re If Ihey can use ft prop rl)' (161)</p> <p>Grade: Co mm e n u: The (opic is ad equately covered. th ough th e re IS s me repc.: tflion Thc order a nd parag raphi ng o f id eas is mostly logical. Vocabu la ry is a Icquatl amf has SOfTIe pr eds l on~ Co mple x se ntences are well ma n,'ged. bu t Ih e re a re rnanv milwr grammatical e rro rs</p> <p>.. II II</p> <p>87</p> <p>Practice Tes t 3</p> <p>Ta k tTh~</p> <p>d'.gr.un tJIUSlr.JIc:S' tht: various 5lagc:s 1u the: desa linatio n I se~W iua 10 make lo t dnuklng</p> <p>It</p> <p>5ultabk</p> <p>Ftm uf ,,11. wal~r 15 1a.k~n [rom Ih~ sea and th~ pa.ssed lIn ouW1 a rr~~trr.1 tnH:1lI filler when: lht' t'lig )m'IU"l1~ &amp;lrc r~movt'd. This bac.i. wash Is then pl ~d ba ck Inlo d l~ sea through \lnmh",r (dler AI the n~1 stag~m the Pro(Oj. the rctnillnlng \\,.UI:r 15 torn d th rough a n\(mbr,lnf' at hl8h P[dSUI"I! and any impurities mdmhng sail . Ur" ff'mO\ cd. Afl e r trust</p> <p>Ihe e.Woller roocemralt:ls re-turned to the s~a whll~ Ihe r(!ntainlng W~t(J Ron Iluough d J)(JSll1c..llmcOl procen. In this phase. the wale:r Is trt'illed wIth lim.:. chlQrine: and flu oride: IU molkc II tinnkolbk bc fort it I.s stOred In a rc.scrvoir. FUt.1lJy. Ill e dc~alJnal cd Willer Is dt'flribulcd 10 Lhr" hl legraled watersupply )y5IeJJ] (orpCf,plc 1 0 IIsc.n drinking Wil ler. OcsaUI131 1on hIVIJlvC5 a proc~ss of purifiani(ln 01 w.ller fdl\llwed uy IIltrallun rind .. d dln~ ch~m l CitI ngcllls. ("J w...</p>