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S.mccarter. Ready For IELTS Coursebook

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S.mccarter. Ready For IELTS Coursebook

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Ivan
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fr ) MACMILLAN EXAMS Ready for coursebook with key coursebook Unit Language focus eared fend now 1 Preset sinple resent contoas and 1 patsinpe a 2 hes rd lies 1 Fasting andes pect, Tecnology —now and then 2 2 Habitin the past ae ‘Abs of frequency 3 Diilsetes 1 Comparison Page 30 2 Adjectives wit prepositions Vocabulary = 1 Desarbing people Vers of cue nd ete Wor bldg: Qualvig adjectives Spars Wr bang Aectves ering in sngied 4, Sitaipoien steppers 1 Courabe an uncountable nouns rat 2 Nong signs 5 Masking te 6 ee Tare and intransitive vers General atgor nouns 2 Developing eas by exandng the meaning ot asec 1 Ajecvaun colocation: 2 Vets of predcion Word bude: Foring adjectives from nuns Condon 7 Revatidolnakandtnng Page 2 B_Rebavatoenenhy Page tot Feferingina tert 9 en Moda vets for valuing 10, Dering and non defning aes 11 Seep Conétorals2 Trveing ries 12 preteen 1 Work 2 Coltcatons 1 Nounstelating tw plces 2 Vetslatngo hangs n-ne seauy Word buling Profs vr. ad under ae Thefaiy Word biking: sues hood and stip Adjectives wth maltiple mesing 13. Beingrareeofitsrvce ere Cencesion 1.4 Mersnttasos Sabsttuon and lis Page 94 ‘Adsiionl materi Checks Page 205 age 208 Nouns ated to stems Word bud Mosal verb to aectnes Money mates ‘Word buidre Values and beets Worst | Page 211 Reading Writing Listening speaking Choosing stable section headings rom alist Hecate fnkmatoa inte tor a eased SS Roefaellot Gen Bp scetcstion of iteration inthe text ee vested? veseton2 eusran2 " ‘HELIS Part 1 etc aan versnd1 1ESSecion3 estan ae ‘FIELTS Part 3 Milecoice Senay conpcton IBS Par Serco of wit’ ews vers Tak lets Secien4 2 a Par? FP eronercien 3 IBS Fat sexy completion FP wiplectcice veusTask1 ATS Secton 3 verses Pp ser-arsner questions {cating infomaton ‘seroeaton of infomation he tat oe verstask2 ets Secion2 vase Eowchat completion wg 1 she sss veasasa cessed ae coin Seconpen east lesson etme con versa? resend desea o 1 Tsar veusrask2 Ie Secton2 ARE Dry 9 iomaton Sentence capleon ves tak2 les Scion ‘eusran2 Matile doce ‘Srheten forte inte reste essecin? oat neat 2S Pet? ‘PueraleMot Given cag formation erection of rte vewsiains = ses eee ti rasta lets secon lus an? Matipe Workinpats Tey pane your seencs hen 7 ona oskeath othe questions nd moe dts Use the idaplsicrensiomedfve Wecirmedhevebeen ‘folowing words inyou quesions when, why why not, ‘tansformed) kitchenware. what, how, how long. 23 SS aaa [EBD Technology-now and then Word building: Qualifying adjectives 3 1 IMTELTS Writing Task 2, IELTS Speaking Part 3 and IELTS Listening itis important bbe able to qualify ideas and recognize when ideas are being qualified. In the listening practice on page 20 you heard people using adjectives like foo big, stylish and handy to ‘make positive or negative comments about objects. For each adjective 1-12 below, write the opposite form in the correct column of the table. insim- uns “less. 1 convenient inconvencent 2 practical 3 important 4 necessary 5 significant 6 harmful | 7 valuable 8 vel 9 effective +0 appealing 11 worthwhile +2 inspting 2. Decide which of the words below are synonyms for the word important. crucial pointless vital-~«essential © empty key critical 3. Decide which of the words below is a synonym for the word vtimportant. trivial harmless worthless insignificant 4. Forsentences 1-6 below, decide which adjective from exercise 1 can be used to replace the underlined words. Make any necessary changes. Example: | Many of the early technologies we take for granted are those thal we cannot do without necessary 11 Some ideas from the 1950s were not very sensible oreasy touse, 2 Using hydrogen cars to combat global warming is a solution that produces the desired result. 3. Underground transport systems built in the 19th ‘century are still easy to use for commuters. 4 The coordination skills learnt when doing practical ‘work like making things by hand proved to be ‘extremely useful for young people. 5 Instead of being an activity which does no harm, playing computer games can cause emotional damage to young players. 6 The work of people lke Louis Daguerre, who shaped the world of cinema, can only be considered 4 stimulating and motivating to later generations. 24 Technolégy-now and then @iea 2 Complete the remaining gap in the ine with a suitable adverb of frequency. Look tte follwing statements fom thestering ractce 3. Decide where on the line you can athe words in the box Language focus 2: Habitin the past ‘on page 2. They remembered how they would all go round to... wall oF whom used to have one Statements a-c below explain the reasons why we use would and used toto tak about the past. Decide which statements describe why they are usd in the examples above, Like the simple past, would and used to show repeated actioslactivtes that no langer happen. 'b- Would is used for reminiscing about the past. ‘¢ Used tois used to tak about states that no longer exist, \While would is only used to describe repeated actions! activities. Would's not usually used in negative or yes!no questions. © Bead more about would and used ton the Grammar reference on page 220. For 1-8 below decide which sentences are correct. Then decide why the incorrect sentences are wrong, 11 | would work atthe post office during holidays when | was young 2. Students used to pay silly games, but they would never: hurt anyone 3 My father would work as a lawyer but he cit doit for long 4 People in my hometown would hold lots of partes at all times ofthe yer. 5 My.uncle used to mend machinery and would even build his own car. 6 Mybrothers and sisters didn’t use to go to university They went straight into work after secondary school. 7. Asarul, people left their doors unlocked; there never used tobe any break-ins. {8 People did't use to throw things out rather than ‘mending them, as they do now. ‘Adverbs of frequency Look atthe following sentence from the listening practice on page 20 and underline the adverb of frequency. Decide where this word fits in the line below showing adverbs of frequency. They remembered how they would sometimes all go round to someone's house to watch TV asa special treat: 1 Always 100% 2 3 Frequently 4 5 Seldom 6 Never 0% below. [ eccasionally often notoften normally regularly hardly ever rarely commonly BD Fea more about adverbs af frequency in the Grammar reference on page 220. For questions 1-8 below decide if the adverb of frequency in italics suitable. Replace the adverbs that are not suitable. 1 Lalvays read the newspaper in the moming,lonly reat inthe afternoon 2. I would sometimes play games with my tiendsin the summer evenings. We used to meetup about fv times a week 3. Ihave never liked any computer games, but asa teenager | would play board games 4. Governments seldom listen to their people Ithappens ‘only once in a while 5 Where! come from, people usualy tend to greet each cher in the street each ime they meet, but sometimes they don't 66 Insome parts of the world people have hardly ever left thet villages, maybe cy onc inalifetime 7. When was a cil often used to watch my arandfather working 2s a rule nearly every day ‘8 Atschoo,| would avays do my homework on tim. I wes never late Write a sentence about your childhood and eal life for each of the sentence beginnings below. Example: | would I wouldgo to the nvernear my homerather than stat home all day infront of machine. 1 Lusedto 2 | would sometimes... 3 lused to always... 4 |would hardly ever... 25 eed about it Technology-now and then 1. Work in pairs. Look at the following Part 2 task card and make notes, Describe something which you have made. ‘You should say: whatitwas When you made it how you felt about making it ‘and explain why you made it Compare your notes with another pair: Consider the following: + The number of words in your notes * Are your notes easy to read at a glance? Why/Why not? Work in pairs, Take turns talking about the topic, using your notes to guide vou. ‘You should speak for up to two minutes; time each other using a stopwatch. When your partner has finished speaking, give him/her feedback using the checklist on page 210. What to expect in the exam Work in pairs. Read the Task 2 question below and answer questions 1-10 which follow. WRITING TASK 2 You should spend about 40 minutes on this task. Write about the following topic: ‘Some people fear that technology is gradually taking over control of our lives, while ‘others think that it has led to many positive developments in all aspects oftheir lives. Discuss both these views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words. 1 |Isiterucial to write more than 250 words? 2. Do you need to give reasons and examples to support your answer? Should the ‘examples be personal or abstract? acs eee oe pn cena men oor support your answer? 4 Isthere an upper and lower limit to the number of paragraphs you can write? 5 How many parts are there in the above question? 6 How many ideas do you need to write about? 7 Can you state your opinion in the first paragraph? {8 How long should each paragraph be? 9 Is there only one way to answer the question? 10 What are complex sentences? How do you write them? Technology-now and then Ql 2. Workin pairs. Look atthe following introductions to an answer to the question. Decide which two are suitable and why. 41 Technology's now used n all areas of our lives: the home, at work ann education, Most ‘people use computers everyday. 2. Some people tear shat tachnology is gradualy taking control ofour lies. Others think that ithas led to mary positive developments inal areas of shel ives, 3 Insome people’ eyes the influence of technology over our ives is beneficial and yet to others It is harmful. The arguments on both sides are vald, but therein my opinion, little tobeannious about regarding the use of technology. 4 Aswith any development, people worry about how new technology wilaffect their lives. There are, however many people who see the benefits of technology, and eo aren Favour of itouse 3. The paragraph below continues the argument from one of the introductory paragraphs in exercise 2, Read the paragraph and match it to an introduction. 4. Puteach of the linking words in bold in exercise 3 into the correct box in the table below. Example | Reason | Resut | AddOr=! | purpose | Contrast Conjunction 5 Decide what other words can be used to indicate examples and add them to the table. 6 Decide which words in the box below can be used to replace the words in exercise 3and 4 and add them to the table. but although since as similarly furthermore consequently despite so. therefore accordingly whatismore also. andso— to. 7. Write your own answer for the Task 2 question in exercise 1, When you have finished, ‘check your answer using the checklist on page 209. 27 @Qreview Vocabulary Complete the gaps in 1-8 below with a suitable word, There may be more than one possible answer 1 How have young people been. by video games? 2 What do you think has been the greatest in the world in recent years? ‘3 Who do you think has done the most to the worid in the past 50 years? 4 Whats the of overusing computers? 5 Has technology the way we live? 6 7 ‘What has been the most crucial in your life in the past year? Do you believe that as human beings we are the planet? 8 What do you think you can do to your career? Word building 1. Complete the following qualifying adjectives from page 24. freee "i 268 3u an Bw. 6a Th Bi ae 01 2 For 1-6 below, underline the correct adjective in italics. 1 The restrictions on car movements are harmiess/harmiuto the economy. 2 Insome ways using technology is dangerous, but by and large itis very usetulitetrimental 3 Many people thought the fm was rather inspiring/aul, but the eics fet it was just very ordinary 4 Training courses need to teach relevant practical skills, but in most cases they are totally practicalimpractical. 5 Learning to read efficiently is crucial/unimportant in today's world, but unfortunately not {enough is being done to improve people's skis. 6 Do you think itis necessarylinconvenient to know how things work or are made? Oris it unnecessary in the modern world?” 28 Technology-now and then Past simple and present perfect In three of the sentences below the underlined phrases need to change places. Decide ‘which three sentences need to be changed and correct them. Make any necessary changes. Example: | have listened tothe radio yesterday, but | did lsten tit this morning | istened to the radio yesterday, but | haven't listened to It this morning. 1 | have played the piano yesterday at home, but | didn’t play it today yet. 2 | have never eaten dates, but | had figs for the first time a few days ago. 3 More new inventions have been created since 1900 than were created at any time before: then 4 Although the latest developments in technology affected the way we live, | think the wheel has made a greater impact when it was invented. 5 Many people throughout the ancient world developed ideas that have influenced modern ‘education more than is realized. 6 My grandfather has designed a new type of car engine when he was in his twenties. | designed one to as part of the engineering course Im doing. Habit in the past In the following extract from IELTS Speaking Part 2, underline the five mistakes in the verbs and verb phrases in italics. Then decide what the candidate was asked to describe. Spelling check {As quickly as you can, look at the following lists of words and @irel8)the correct spelling. 1 convenent convenient ‘convenient | 2 whorthwhile worthwhile worthwile 3 appealing apealing apealiing 4 ineffectiv inefective “ineffective 5 useful usfull usefull 6 unecessary unnecessary unnecesary 7 impractical Inpractical impracticel 29 Vocabulary: Sports 1 © Witha partner, describe what is happening in each ofthe photographs. Then 7 Do you think extreme sports are more challenging/challenged than other sports? 8 Do you fel vigorated)invigorating when yOu d6 any type of energetic activity? 2 © Work in pairs. Choose three questions from exercise 1 to ask your partner. Take ‘tums asking and answering the questions. Give reasons and examples in your answers. 3. Work in pairs. For 1-8 below, use a form ofthe word in brackets (noun, verb or adjective) to complete the sentences, 1 tis rare to see a whole stadium (electrify) by a players performance. 2 These days | don't think young people fee! (challenge) enough physically at school or work. 3 Where | come from people find football more (interest) than other sports. 4 Some sports like snowboarding and skateboarding seem to hold some (fascinate) for young people. Being (motivate) to take up some activity, however gentie, is not always easy. The thrill of modern computer games is as (excite) as some real sports. People often fee! (refresh) after doing strenuous physical exercise. Other people may find as much (excite) in reading a book as in climbing a mountain 3 Thrill seekers | (etree ed 1. Make examiner’ questions from the following lists of words. 11 whatikinds/sports/populariyour country? 2 theylas populartused bern past? 3 are/same games/popularias in past? 4 dofyoung people/more physical actviies/extreme sports/now past? 5 what/makes/these games/interesting/people? 6 sports/challenging!now thanvthey in the past 7 young people/challenged moreinowadays in the past? 2 ©) Work in pairs. Take turns playing the role of the examiner and the candidate. Askand answer the questions. Try to use some of the adjectives from the Word building section on page 33, ieee Don't forget! Work in pairs. Look at the photograph. Describe what kinds of rides you would expect to find in an amusement park or fairground, READING PASSAGE ‘You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below. Readers can join a unique experiment to discover what goes on in our brains and bodies at the fairground. Roger Highfield reports. A. For decades, thrll-seekers have happily queued to ‘experience a few seconds of the adrenaline-spiking, intestine-twisting thrills of roller coaster and other unfair joy rides, Nowadays, people also spend hours living out the virtual excitement of computer games. B An experiment will soon lay bare the science of thrills. and help to build the foundation of the next generation of funfair rides and sensational computer games. Brendan Walker, a self-proclaimed ‘thrill engineer’, is curating this extraordinary venture where people can become a guinea pig. Fairground: Trill Laboratory at the Science Museum's Dana Centre, will include three different rides over three weeks ~ the Booster, to measure the physiology of excitement and thi: a ghost ‘rain, to measure fear and the tinglelof anticipation; and Miami Trip, a gentler ride designed to explore pleasure. 34 So << Thrill seekers One ofthe collaborators in the thrilab is Prof Tom Rodden. its impetus fs the blurring af the boundary ‘between the real and the digital worlds, he explained: today, trainers count footsteps, wrist watches can | rescue hear rat, stelites can detect where we ar and, all the while, computer games are being played Inthe sveets not just te livingroom, and computer accessories such as joysticks are being replaced with real-world objects such as tennis racquets. Doctors already understand the broad effects of oy rides. As a rollercoaster puts the body through weightlessness, high gravitational forces and acceleration, the brain struggles to make sense of conflicting dnd changing signals fom the senses. There are effects on the vestibular system, located inthe inner ea that detects position and motion, and onthe somatic nervous system, which controls voluntary systems in the body such asheartbeat.—” Added to the confusion ofthese signals ae the messages from the eye, which may be diferent from those ofthe other systems. This can lead to peculiar effects such as the vecton illusion (think of when you are Stopped ata wafic ight and te car next to you edges forward — you fel as though you are moving). Overall the brain responds to an exhilarating ride by triggering the release of a potent cocktail of biochemicals to deal with the bodys stress, including more adrenaline (epinephrine) and norepinephrine vnhich can suppress pain and boost the glow of euphoria that follows The result can be pleasure but can also be nausea, Miltary and Nasa researchers have studied the problem for half a century calling t ‘simulator sickness’. G But engineers and scientists have not figured out how to fool the senses atthe same rate at the same time, ‘They stil don't know fr sure whe might get sick. Meanwhile, the latest rides are pushing the boundaries of endurance. Te human body cannot take much more of a Gforce than te latest rollercoasters, so we need {o understand more about what distinguishes a spinetingling til from a gut-emptying fright to ensue the ‘experience is memorable forthe right reasons. H. At the tril lab volunteers will be asked to try the fairground rides while hooked upto special equipment. ‘his includes an accelerometer that measures the G-foce their body is subjected to; a measure of blood ciygen levels; measures of skin conductance (sweating) and an ECG monitor that Keeps tack oftheir heart ‘an in addition, 2 helmet-mounted video camera wil film their expressions rom the fist gasp to the last ‘ream. As with astronauts and test pilots information will be beamed in realtime to a computer And measurements will be displayed publi. Aside from providing for onlookers, participants can relive their terfying experiences. 1 This study wil help designers of amusement parks to squeeze more shrieks out of people by creating the ilusion of imminent death, said Prof Rodden. Equally, the next generation of rides will sense when too many people feel nauseous and wind dawn accordingly, In short, they will be able to distinguish teror from Tiilavin. This work will also help computer games to escape the boundaries of the Xbox and PlayStation, Steve Benford, ofthe mixed-ealty lab atthe Univesity f Nottingham, believes that the tril lab wil help to design more immersive rides and games, ‘eal-time adaptive spaces ‘ Questions 1-6 “The reading passage has nine paragraphs, ACL Which paragraph contains the following information? [NB You may use any letter more than once. 1 tne mpacton the human auditory system > 2. what the lab experiments will show onlookers 3 the purpose of having diferent testrides\- /~ «the various types of meccal apparatus employed to monitorthe research 5 the substances produced in reaction othiling rides. | 6 specific assistance to those designing amusement parks in the future eel” 35

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