Key Skills Extension
Session 1
Tax sugar, alcohol and tobacco to help the poor, say experts
A - Illnesses caused by lifestyle, such as cancer, diabetes, heart disease and strokes, have
overtaken infectious diseases to become the biggest killers of the modern age.
B - So called “sin taxes” on sugary drinks, alcohol and tobacco not only work, but will help
rather than unduly penalise the poor, according to a major new international analysis.
C -Just a day before the UK brings in a levy on sugary drinks; experts are urging every
country in the world to use taxes to deter people from the eating, drinking and smoking
habits that will damage their health. They warn of the urgent need to check the spread of
cancers, diabetes, heart disease, stroke and other conditions caused or exacerbated by our
lifestyles which have overtaken infectious diseases as the biggest killers of the modern age.
D -Five papers published in the Lancet medical journal say these non-communicable
diseases (NCDs) are having a big and growing impact in low and middle-income countries,
following in the footsteps of affluent nations. Those countries have 80% of resultant deaths.
“There is a vicious cycle of NCDs leading to poverty and poverty leading to NCDs,” said Dr
David Peters, professor of international health at the Johns Hopkins Bloomberg School of
Public Health, one of the authors. But the global scale of the problem has gone under the
radar.
E - NCDs cause 38m deaths a year and 16m of those are premature – in people under 70.
The experts analysed the effects of taxes on sugary drinks, tobacco and alcohol in countries
that have introduced them and found that the criticism that they are regressive – penalising
the poorest – is unfounded.
F - The research focused on 13 countries: Chile, Guatemala, Panama, Nicaragua, Albania,
Poland, Turkey, Tajikistan, Tanzania, Niger, Nigeria, India and Timor-Leste. They found that
wealthier families generally spend more on alcohol, soft drinks and snacks. In India, for
instance, wealthier households spent seven times more on alcohol and three times more on
soft drinks and snacks compared to poorer households. So those households end up paying
a larger proportion of any tax.
G -On the other hand, taxes have a greater impact on the smaller household budgets of
poorer families. They respond by buying less, with greater benefits for their health. In the
UK, say the authors, the response to the possible introduction of a minimum price for alcohol
was estimated to be 7.6 times larger in the poorest households, compared with the
wealthiest.
H - In Mexico, the introduction of a sugary drinks tax resulted in an average of 4.2 litres less
of soft drinks purchased per person, with a 17% decrease in purchases among lower income
groups and almost no change in higher income groups. In Lebanon, they say, a 50%
increase in the price of cigarettes would lead to twice as many people quitting smoking in
poorer households as affluent families.
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Key Skills Extension
Session 1
i) - “Some degree of taxation on tobacco is common in many countries, and while we are
starting to see progress on alcohol taxes, there is much more governments should be doing
– in both high and low income countries – to consider the careful introduction of taxes on
other unhealthy products like soft drinks and snacks. Price policies such as taxes will be a
key part of the response to rising rates of non-communicable diseases.”
j) -The UK sugar tax is a levy on the manufacturers of 18p per litre for drinks containing 5g of
sugar per 100ml and 24p on those with 8g per 100ml. Many companies have reformulated
their products, often swapping artificial sweeteners for sugar. Some – like Coca-Cola – have
decided to stick to the original recipe and the price will rise, although the bottles and cans
will shrink to reduce the impact.
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Key Skills Extension
Session 1
IELTS Reading –Question Types
True, False, Not Given
Perhaps the question type that gives most pain to most IELTS candidates is the
True/False/Not given question type. In fact there are two question types here:
True/False/Not given:
FACT based
Yes/No/Not given:
OPINION based
In each case you need to decide if the information in the text agrees with the information in
the question. You should note that in the “Yes/No/Not given” questions, you are normally
asked to look for the writer’s opinions rather than facts.
Note the key skill
The key skill here is to understand that you are interpreting the text and the question. This
means that you need to read very closely and pay attention to what the writer means. Don’t
think of it just as a skimming question, rather a question where you need to read parts of the
text and the whole question closely and decide what the writer means.
How to get the answers right
True/Yes
There is information in the text that agrees exactly with the statement in the question. Note
that you will almost certainly need to look for synonyms here and match meaning and not
words.
False/No
There is information in the text that is directly opposite to or contradicts the statement in the
question. Again note that you will also need to think about meaning here. You should pay
careful attention to “little” words that qualify or change meaning such as: some , all, often,
occasionally
Not Given
This is the one that normally causes the most problems. Something is not given if there is no
information about it in the text. Do not spend ages looking for Not Given answers because
you will waste time.
Guessing intelligently
This is probably the hardest question type. Don’t despair though you have a good chance of
guessing correctly.
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Key Skills Extension
Session 1



If you find information in the text about the statement in the question:
guess True or False but remember to read the whole question and not just match
words in it
If you find no information in the text about the statement guess Not Given – don’t
waste time. Typically, answers are Not Given when they match just one or two
words in the question.
If you have no idea, then guess Not Given. You have a one in three chance of being
right and you may have no idea because it isn’t there!
Some examples of how the questions work
Macallan is one of the four top selling brands of malt whisky in the world. It is made in
barrels made of Spanish oak that have previously been used for sherry because this
adds sweetness to its flavour.

Macallan is globally successful.
This is true because top selling brands of malt whisky in the world matches globally
successful.

Macallan is made in metal containers.
This is false because the text says it is made in barrels of Spanish oak. Because oak is a
wood this contradicts the words inthe question metal containers. Note that you need to think
about meaning

Macallan is made in Spain.
There is no information about where it is made. Be careful of the trap of seeing the
words Spanish and made in the text. Usually with Not Given answers you will find some
words in the text that match words inthe question without matching the meaning of the whole
question.
More problematic – Not Given
The “Not Given” variation is probably what makes this type of question so difficult. How can
you deal with this problem? You need to understand that:
“Not given” does not mean no words in the question are used in the text. Typically, you will
find some of words from the question in the text – they simply don’t answer the whole
question.
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Key Skills Extension
Session 1
Note: You cannot add information that is probably true: you can only use the
information given in the text
Some practical tips






Read the whole question. Do NOT focus on key words. Think about the meaning of
the question.
Be especially careful with words such as “often” and “some”. They can change the
meaning of the question dramatically.
Be careful with questions beginning “The writer says”: here you need to think about
the writer’s opinions and not about facts.
The questions will follow the order of the text: if you can’t find answer 12, you know it
must be somewhere between 11 and 13.
Do not spend too long on any one question. If the answer is “Not Given”, there may
be nothing for you to find.
One possibility is to mark all the “True” answers and all the “False” answers and then
guess “Not Given” for the others.
Now, look back at the passage on ‘Sugar Tax’.
Using the rules stated above, consider whether these sentences are True / False / Not
given;
e.g.1 A tax on sweet drinks will benefit poor people.
Find the sentence in the passage which relates to this question:
‘So called “sin taxes” on sugary drinks, alcohol and tobacco not only work, but will help
rather than unduly penalise the poor, according to a major new international analysis.’
So called “sin taxes” on sugary drinks
=
A tax on sweet drinks
will help rather than unduly penalise the poor
=
benefit poor people,
So this statement is TRUE, according to the passage.
e.g. 2 Infectious diseases are still the major cause of death nowadays.
‘They (experts) warn of the urgent need to check the spread of cancers, diabetes, heart
disease, stroke and other conditions caused or exacerbated by our lifestyles which have
overtaken infectious diseases as the biggest killers of the modern age.’
conditions caused or exacerbated by our lifestyles which have overtaken infectious
diseases as the biggest killers of the modern age.
So we see that ‘infectious diseases’ are no longer the biggest killers (major cause of death)
nowadays (modern age).
So this statement is FALSE
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Key Skills Extension
Session 1
e.g.3 In Mexico a sugar tax meant that fewer people died of obesity.
In the passage, we find the part relating to Mexico:
‘In Mexico, the introduction of a sugary drinks tax resulted in an average of 4.2 litres less of
soft drinks purchased per person, with a 17% decrease in purchases among lower income
groups and almost no change in higher income groups.’
Although the tax resulted in ‘4.2 litres less of soft drinks purchased per person’, there is no
actual mention of a reduction in the number of deaths.
So the answer for this statement is NOT GIVEN.
Now, decide whether the following statements areTRUE / FALSE / NOT GIVEN:
1.
Medical conditions as a result of poor life-styles are impacting on less wealthy
nations just as they do in developed countries.
2.
Non-communicable diseases are both the result and the cause of poverty.
3.
The majority of deaths caused by non-communicable diseases involve people under
the age of 70.
4.
Critics of the sugar tax claim that the tax adversely affects the poorest people.
5.
People in poorer countries tend to spend more money on soft drinks and snacks than
people in wealthier nations.
6.
Consumption of alcohol and soft drinks among rich people tends to fall if a sugar tax
is introduced.
7.
An increase in the tax on tobacco in Lebanon would result in a large number of rich
people giving up cigarettes.
8.
Some companies are reacting to the sugar tax by using sugar substitutes to avoid
paying tax.
9.
The Coca-Cola company has decided to make no changes to the formula of the drink
or to the packaging.
10.
According to the diagram, all mineral water is sugar-free.
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Key Skills Extension
Session 1
Writing - Task 1
The bar-chart below shows the average monthly amount (in dollars) spent on fastfood by people in three age groups.
The pie-chart gives details of the types of fast-food purchased by all groups in 2010
(in percentages).
70
60
50
1990
40
30
2000
20
2010
10
0
Under 20s
21 - 40s
Over 40s
Types of fast food
Other, 10
Hot-dogs, 15
Burgers, 50
Pizzas, 25
Main points:

What is the overall trend from the beginning of the period to the end?

Which age group consumes the most fast food?

Which age group consumes the least fast food?

Which types of fast food seem to be the most popular?
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Key Skills Extension
Session 1
Writing Task 2
Essay types – advantages and disadvantages
A common type of essay is one which asks you to identify advantages and disadvantages
about a certain topic. Such an essay will also expect you to state your own opinion. This
shows that you can present a balanced argument as well as evaluating the strengths and
weaknesses of the argument, and drawing your own conclusions about the issue.
Look at this essay title:
Recent developments in food production such as GM crops have resulted in an
increased yield and disease resistant crops. Many people believe, however, that GM
food is not the solution to the world’s food shortage.
What are the advantages and disadvantages of genetically modified crops?
Stage 1:
Planning the essay - Underline the key words in the title:
recent developments
food production
increased yield
disease resistant crops
the world’s food shortage
GM crops

Are there any synonyms to paraphrase these terms?
o
o
o
o
recent developments
food production
increased yields
disease resistant crops




o
o
the world’s food shortage
GM crops


innovations in the last few years
growing and processing food
higher production; larger crops
plants which are less prone to
disorders and infestations
global lack of food
plants whose natural genetic make-up
has been scientifically altered

What does the essay ask me to do? State advantages and disadvantages(present
a balanced argument)

Brainstorming - Possible areas which arise from this title may be:
scientific research
starving nations
government intervention
Can you think of any other ideas?

Organising ideas: When you have made notes, you have to organize the information
so that you present it in a logical order so that the reader can easily follow your
meaning. Try to organize your ideas so that one area leads on naturally to the next.
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Key Skills Extension
Session 1
Stage 2:
Writing the essay - Once you have prepared the essay, it is time to write.
Don’t forget that an essay like this will probably consist of 4 paragraphs:

Introduction:
Give the essay a context
State what the essay will be about (paraphrase the title)



Body paragraph 1
Body paragraph 2
Conclusion
Advantages
Disadvantages
Summarize the main points (don’t simply repeat them)
Suggest further action needed to address the issue
State your own opinion
Paragraph coherence and cohesion - A good paragraph should contain




A topic sentence to state what the paragraph will cover
Illustrations (examples) to support your main points
Linking words so that sentences relate logically to each other
Use of reference and substitution (e.g. use of pronouns) to avoid repetition
Some more useful vocabulary for this topic
‘green’ revolution
research
abundant
monopoly
disease resistant
scientists
plantation
economic impact
prolific
interfere
unforeseen
genetic structure
experiment
nature
side-effects
modify
Exercise 1 - Now, write the essay using the notesand suggestions above.
Recent developments in food production such as GM crops have resulted in an
increased yield and disease resistant crops. Many people believe, however, that GM
food is not the solution to the world’s food shortage.
What are the advantages and disadvantages of genetically modified crops?
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Key Skills Extension
Session 1
IELTS Writing: Task 2 essay – Now you try
In recent years there has been a sharp increase in the number of obese young people.
List some of the reasons why young people are becoming overweight and suggest
what could be done to address this problem.
Brainstorming
Think of some reasons for this increase in obesity. Use the sunburst diagram to help
______________________________
______________________________
Why are young people becoming
overweight?
______________
________________
___________________________
Alternatively, you might want to use a table to help you to plan:
CAUSES
SOLUTIONS
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Key Skills Extension
Session 1
IELTS Speaking Test
Food is a very common topic in the IELTS examination, especially in the Speaking Test.
In Part 1 of the test you might be asked about any of the following:
Let’s talk about fruit and vegetables.




Do you eat plenty of fruit and vegetables?
How easy is it to get fresh fruit and vegetables where you live?
Is it important for people to eat fruit and vegetables?
Do you think you will eat more fruit and vegetables in the future?
Let’s talk about eating out e.g. in restaurants.




Do you prefer eating at home, or eating out in restaurants?
Do families tend to eat together in your culture?
What’s the difference between eating in a restaurant and eating at a cafe?
Do you think you will eat out more or less in the future?
Let’s talk about eating habits.




How many meals do you eat each day?
Have your eating habits changed since you were a child?
Do you think people in your country eat healthily?
Do you think eating habits will change in the future?
Let’s talk about chocolate.




Do you like chocolate?
Did you eat much chocolate when you were younger?
Have you ever given someone chocolate as a gift?
Why do you think chocolate is so popular around the world?
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Key Skills Extension
Session 1
Part 2
In Part 2 (sometimes referred to as the long turn) you have to speak about a given topic for
2 minutes. Topics could include any of the following:
I’d like you to describe your favourite restaurant
You should say



Where the restaurant is
The kind of food you can get there
The kinds of people who eat there
and why you like this restaurant so much.
Sample answer:
Today I’d like to talk about my favourite restaurant. The restaurant is called ‘Nai Bliss’ and
it’s located in HuaHin about 2 hours to the south of Bangkok. It is situated near the beach
and looks out onto the sea. The views are quite spectacular, especially if you can get a seat
near the balcony overlooking the beach.
The food they serve there is a mix of Thai and European dishes. You can get spicy Issan
food such as papaya salad and sticky rice or the hot coconut curries which come from the
south of Thailand. They serve Italian food such as spaghetti and pizza as well as French
cuisine such as frogs legs and snails. The food is always fresh and served hot. The food is
also reasonably priced so you don’t have to be rich to eat there. It is a good idea to make a
booking, though, especially at weekends, when the place can get quite crowded.
The people who eat there come from a range of backgrounds. It’s a favourite for old people
and young people alike. The setting also suits couples looking for a romantic dinner for two.
Not many families choose to eat there, however. Some of the customers are single diners
who come to relax after a hard day’s work. Many of them bring their laptops and take
advantage of the free wi-fi network.
I think what makes the place so special is the décor. There are a number of beautiful
paintings on the wall depicting scenes of HuaHin over the last hundred years or so. They
show the history of this famous town, which is very interesting. Another special feature is the
live entertainment which is provided there. They have a small group of musicians who play
traditional Thai music every evening. At the weekends, they also have Thai classical dancing
and this is a favourite among tourists on holiday there.
All in all, this restaurant has everything: excellent food, a good ambience, friendly service,
magnificent views, and all at a very reasonable cost. It’s not surprising that so many people
choose to eat there.
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Key Skills Extension
Session 1
Now, you try it:
I’d like you to describe a special meal you enjoyed
You should say



What the meal was
Who you ate with
Where you ate the meal
and why the meal was so special.
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Key Skills Extension
Session 1
Part 3
In Part 3 the topic from Part 2 will be developed into a discussion.
1. Technology and food production



How has technology affected the way we produce and prepare food?
How could we solve the global food shortage?
How will technology affect our eating habits in the future?
2. Transporting food



Why is some food transported around the globe?
What are the advantages and disadvantages of being able to ship food around the
world?
Why are local farmers unhappy about food imports?
3. Healthy eating



Would you say that people in your country have a healthy diet?
How popular is fast food in your country?
What are the long-term results of eating too much fast food?
4. Farming



Would you say that farming is an easy job?
How do climatic conditions impact on farming?
Should the government subsidize crops grown by farmers in their country?
5. The benefits of families eating together



Do families tend to eat together in your culture?
What are the advantages of families eating together?
Are families likely to eat together more or less in the future?
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Key Skills Extension
Session 1
Vocabulary for food
Amazing
tasty – the food we ate yesterday was amazing
Appealing
looks good – the food looks very appealing
Delectable
enjoyable – the food was delectable
Delightful
enjoyable
Devour
to eat something very quickly
Divine
amazing – the food we ate was divine
Enjoyable
delightful
Enticing (before you eat)
looks good – the food looks very enticing
Excellent
very good – the food at the hotel was excellent
Exotic foods
food from faraway places and unusual in taste
Exquisite
amazing – the food we ate was exquisite
Extraordinary
very good
Fantastic
very good
Fusion
a mixture of foods from around the world
Mouthwatering
tasty – the food we ate was mouthwatering
Palatable/edible
the food was average – not good/not bad
Pleasant
the food was average – not good/not bad
Rich in flavor
tasty – the food we ate yesterday was rich in flavor
Sumptuous
amazing – the food we ate was sumptuous
Signature dish
the number one dish of the restaurant
Superb
very good – the food at the hotel was superb
Tantalizing (before you eat)
looks good – the food looks tantalizing
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Key Skills Extension
Session 1
To be full up
to eat to the until you are full
To be starving/famished
to state that you are very hungry
To eat a balanced diet
to eat the correct type and amount of food
To foot the bill
to pay all the bill in a restaurant
A fussy eater
somebody who only eats certain types of food
To grab a bite to eat
to eat something quickly (when you’re in a rush)
To have a sweet tooth
to enjoy sugary food
Home-cooked food
food cooked at home
The main meal
the most important meal of the day
Local supermarket
supermarket closest to your house
Nutritional benefits
nutrition gained from essential food
To play with your food
to push food around the plate to avoid eating it
Processed food/ready meal
commercially prepared food bought for convenience
A quick snack
to eat a small amount of food between meals
A slap up meal
a nice meal in a nice restaurant
Balanced portion
not too much/too little food on your plate
Staple ingredients
a main or important element, rice is the staple in Asia
To spoil your appetite
to eat something that will stop you feeling hungry
To wine and dine
to entertain someone by buying them food and drink
To work up an appetite
to do physical work that leads to you becoming hungry
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Key Skills Extension
Session 1
Pronunciation Practice
In the IELTS Speaking Test, one of the 4 assessment criteria is Pronunciation. In order to
achieve a band 6 for Pronunciation, you need to demonstrate a variety of different skills. One
of these is ‘appropriate chunking’.
Chunking means putting groups of words together which belong together, not splitting them
up:
e.g. 01
He wanted to go shopping – to buy some new shoes – so he took a train
– and went to his favourite shop – in the city.
Each group of words is spoken in one breath, without pauses. In contrast, this is not
appropriate chunking:
e.g. 02
He wanted – to go shopping to buy – some new shoes – so – he took a
train and went – to his favourite – shop in the city.
Look at these sentences. Which groups of words belong together? Mark the places where
you need to pause:
1. A lot of people in Thailand eat spicy food sometimes adding a large number of red
hot chilies to make their food tastier.
2. One of the best known Thai dishes is tom yum koong which is a kind of spicy soup
with ingredients such as lemon grass and different herbs to give it a distinct taste and
some kind of meat or seafood to give it body.
3. Isaan is an area of Thailand which is well known for its love of spicy food especially a
dish called som tam which consists of shredded papaya together with a range of
ingredients including garlic onions tomatoes and carrot
4. In contrast the states in the south of Thailand adjacent to the Malaysian border are
famous for their spicy curries especially the fish-head curry which is popular with
locals and tourists alike.
5. The north of Thailand on the other hand is well known for its love of insects
especially the larvae of the silk worm which is used for spinning silk a traditional skill
for which people in the north of Thailand are renowned.
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Key Skills Extension
Session 1
Now, look at this sample long turn response to the prompt:
‘I’d like you to describe your favourite restaurant.’
Today I’d like to talk about my favourite restaurant he restaurant is called ‘Nai Bliss’ and it’s
located in HuaHin about 2 hours to the south of Bangkok it is situated near the beach and
looks out onto the sea the views are quite spectacular especially if you can get a seat near
the balcony overlooking the beach
The food they serve there is a mix of Thai and European dishes you can get spicy Isaan
food such as papaya salad and sticky rice or the hot coconut curries which come from the
south of Thailand they serve Italian food such as spaghetti and pizza as well as French
cuisine such as frogs legs and snails the food is always fresh and served hot it is also
reasonably priced so you don’t have to be rich to eat there it is a good idea to make a
booking though especially at weekends when the place can get quite crowded.
The people who eat there come from a range of backgrounds it’s a favourite for old people
and young people alike the setting also suits couples looking for a romantic dinner for two
not many families choose to eat there however some of the customers are single diners who
come to relax after a hard day’s work many of them bring their laptops and take advantage
of the free wi-fi network.
I think what makes the place so special is the décor there are a number of beautiful
paintings on the wall depicting scenes of HuaHin over the last hundred years or so they
show the history of this famous town which is very interesting another special feature is the
live entertainment which is provided there they have a small group of musicians who play
traditional Thai music every evening at the weekends they also have Thai classical dancing
and this is a favouriteamong tourists on holiday there.
All in all this restaurant has everything excellent food a good ambience friendly service and
magnificent views and all at a very reasonable cost it’s not surprising that so many people
choose to eat there.
First of all, chunk the phrases which belong together (you can do this using lines to
break up the script).
Then practice reading the response to yourselves, and then to a partner, who will
offer some feedback about your chunking. You can record your reading aloud if you
wish so you can listen to yourself after reading.
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Key Skills Extension
Session 2
Page | 19
Key Skills Extension
Session 2
Reading
PLASTIC PACKAGING
A - Close up, plastic packaging can be a marvelous thing. Those who make a living from it
call it a forgotten infrastructure that allows modem urban life to exist. Plastics have helped
society defy natural limits such as the seasons, the rotting of food and the distance most of
us live from where our food is produced. And yet we do not like it. Partly we do not like
waste, but plastic waste, with its hydrocarbon roots and industrial manufacture is especially
galling. In 2008, the UK, for example, produced around two million tonnes of plastic waste,
twice as much as in the early 1990s. The very qualities of plastic – its cheapness, its
indestructible aura – make it a reproachful symbol of an unsustainable way of life. The facts,
however, do not justify our unease. All plastics are, at least theoretically, recyclable. Plastic
packaging makes up just 6 to 7 per cent of the contents of British dustbins by weight and
less than 3 per cent of landfill. Supermarkets and brands, which are under pressure to
reduce the quantity of packaging of all types that they use, are finding good environmental
reasons to turn to plastic: it is lighter, so requires less energy for transportation than glass,
for example; it requires relatively little energy to produce; and it is often re-usable. An
Austrian study found that if plastic packaging were removed from the supply chain, other
packaging would have to increase fourfold to make up for it.
B- So are we just wrong about plastic packaging? Is it time to stop worrying and learn to love
the disposable plastic wrapping around sandwiches? Certainly there are bigger targets for
environmental savings such as improving household insulation and energy emissions.
Naturally, the plastics industry is keen to point them out. What’s more, concern over plastic
packaging has produced a squall of conflicting initiatives from retailers, manufacturers and
local authorities. It’s a squall that dies down and then blows harder from one month to the
next. ‘It is being left to the individual conscience and supermarkets playing the market,’ says
Tim Lang, a professor specializing in food policy. ‘It’s a mess.’
C - Dick Scarle of the Packaging Federation points out that societies without sophisticated
packaging lose half their food before it reaches consumers and that in the UK, waste in
supply chains is about 3 per cent. In India, it is more than 50 per cent. The difference comes
later: the British throw out 30 per cent of the food they buy – an environmental cost in terms
of emissions equivalent to a fifth of the cars on their roads. Packagers agree that cardboard,
metals and glass all have their good points, but there’s nothing quite like plastic. With more
than 20 families of polymers to choose from and then sometimes blend, packaging
designers and manufacturers have a limitless variety of qualities to play with.
D - But if there is one law of plastic that, in environmental terms at least, prevails over all
others, it is this: a little goes a long way. This means, first, that plastic is relatively cheap to
use – it represents just over one-third of the UK packaging market by value but it wraps
more than half the total number of items bought. Second, it means that even though plastic
encases about 53 per cent of products bought, it only makes up 20 per cent by weight of the
packaging consumed. And in the packaging equation, weight is the main issue because the
heavier something is, the more energy you expend moving it around. In view of this,
righteous indignation against plastic can look foolish.
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Key Skills Extension
Session 2
E - One store commissioned a study to find precise data on which had less environmental
impact: selling apples loose or ready-wrapped. Helene Roberts, head of packaging, explains
that in fact they found apples in fours on a tray covered by plastic film needed 27 per cent
less packaging in transportation than those sold loose. Steve Kelsey, a packaging designer,
finds the debate frustrating. He argues that the hunger to do something quickly is diverting
effort away from more complicated questions about how you truly alter supply chains. Rather
than further reducing the weight of a plastic bottle, more thought should be given to how
packaging can be recycled. Helene Roberts explains that their greatest packaging reduction
came when the company switched to re usable plastic crates and stopped consuming
62,000 tonnes of cardboard boxes every year. Plastic packaging is important, and it might
provide a way of thinking about broader questions of sustainability. To target plastic on its
own is to evade the complexity’ of the issues. There seems to be a universal eagerness to
condemn plastic. Is this due to an inability to make the general changes in society that are
really required? ‘Plastic as a lightweight food wrapper is now built in as the logical thing,’
Lang says. ‘Does that make it an environmentally sound system of packaging? It only makes
sense if you have a structure such as exists now. An environmentally driven packaging
system would look completely different’ Dick Scarle put the challenge another way. “The
amount of packaging used today is a reflection of modern life.”
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Key Skills Extension
Session 2
The following questions are based on the reading passage: Plastic Packaging.
The passage has 5 paragraphs. Choose the correct heading for each paragraph, A – E from
the list of headings below:
List of headings
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
A lack of consistent policy
Learning from experience
The greatest advantage
The role of research
A unique material
An irrational anxiety
Avoiding the real challenges
A sign of things to come
Questions 1-5
1.
2.
3.
4.
5.
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
=
=
=
=
=
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Classifying: who said what?
Some tips for dealing with this type of question:
1) Skim the text to get a general idea of the content.
2) Look for key words and phrases in the statements and find the same idea in the text. Also
find the names in the text.
3) Read carefully to see which person is being referred to. Match each statement to the
correct person.
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Key Skills Extension
Session 2
Questions 6-10
Match the statement to the correct person A – D. You may use any letter more than once.
People
A
B
C
D
6.
7.
8.
9.
10.
Tim Lang
Dick Searle
Helene Roberts
Steve Kelsey
Comparison of 2 approaches to packaging revealed an interesting result.
People are expected to do the right thing.
Most food reaches UK shops in good condition.
Complex issues are ignored in the search for speedy solutions.
It is merely because of the way societies operate that using plastic seems valid.
Questions 11 – 13
Complete the summary below. Write NO MORE THAN ONE WORD from the text for each
answer.
A revolutionary material
Plastic packaging has changed the way we consume food. However, we instinctively
dislike it, partly because it is the product of 11.………… processes, but also because it
seems to be 12……………. so we feel it is wasteful. Nevertheless, it is thanks to plastic
that for many people their choices of food is no longer restricted by the 13……………. in
which it is available or the location of its source.
11.
__________________________
13.
__________________________
12.
__________________________
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Key Skills Extension
Session 2
Listening:
GREEN PACKAGING
Listen to the talk about Green Packaging and complete the notes below.
For each answer write no more than ONE WORD.
GREEN PACKAGING
Marketing relies heavily on packaging nowadays but this can have adverse
effects on the 1………………………………………….
Two reasons:


Production is energy-intensive
Difficult to get rid of 2………………….. cartons and wrappers
Because of this, most countries are concerned about the problem and are
actively working to protect the environment for the sake of future generations.
As a result governments and scientists are trying to find
3……………………………..ways of getting rid of garbage.
Packaging should be either 4………………………….or biodegradable. In many
countries there are special containers for collecting rubbish which can be
recycled. Other waste for example, fruits and vegetable skins slowly
5…………….. and disappears.
Products made by manufacturing processes are more problematic. Oneof the
biggest problems is 6…………………..since it is so difficult to get rid of. Most of
this is buried in large 7………………… sites but the problem remains for future
generations.
Toxic waste from factories is another serious problem which can pollute the
waterways. This effluent has to be carefully 8………………….to make sure it
doesn’t pollute water systems.
The introduction of nuclear power is a further concern since the waste produced
by this form of energy is 9…………………. and poses a serious threat to human
life.
All these different forms of toxic waste materials can adversely affect the
Earth’s10…………...... and governments must take immediate action to limit the
damage caused by this waste.
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Key Skills Extension
Session 2
Page | 25
Key Skills Extension
Session 2
Task 2 Writing - Identifying reasons and suggesting solutions to a problem
One type of essay which you may have to write asks you to write about problems and
possible solutions to a problem. In effect, you need to list the problems in one paragraph and
suggest solutions in the next paragraph.
Let’s consider this essay:
In the last few decades there has been a sharp increase in the amount of household garbage.
List some of the reasons for this increase, and suggest what we can do to help solve this problem.
1. Planning the essay
First of all, you need to understand the title. Underline the key words in the title.
In the last few decades there has been a sharp increase in the amount of household garbage.
List some of the reasons for this increase, and suggest what we can do to help solve this problem.
You need to paraphrase these words for the introduction:
last few decades
the last few years / recently
sharp increase
dramatic rise
household garbage
domestic rubbish
reasons
causes
solve this problem
find a solution
Next you need to make some notes to help you plan the essay. You can use a variety of
different note-making techniques. Perhaps for the first part we can brainstorm using a cloudburst plan.
e.g. 1
More processed food
More packaging
Plastic bags
lack of awareness
Reasons for increased amount of rubbish
____________
General apathy
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Key Skills Extension
Session 2
e.g. 2 Annotated table




2.
What can we do to solve this problem?
Refuse - say no to plastic
Reduce - use less packaging
Re-use - use containers again
Recycle - use disposed containers to make new containers
Writing the essay
Introduction

Paraphrase the question and describe what the essay is going to do:
In the last few decades there has been a sharp increase in the amount of household garbage.
List some of the reasons for this increase, and suggest what we can do to help solve this problem.
For example:
Recently there has been a dramatic rise in the amount of domestic rubbish. There are a
number of causes of this problem, yet the problem is not insurmountable. This essay will list
some of the causes for this and make suggestions how to find a solution to this problem.
Body - As mentioned earlier, there are likely to be 2 body paragraphs in an essay like this.
Each paragraph should contain



A topic sentence
Supporting ideas, with examples
Linking words so that sentences are fluently linked
Body paragraph 1:
The causes
Body paragraph 2:
The solutions
The causes
There are a number of reasons why the amount of rubbish produced in the home is
rising .First of all, people are eating more processed food nowadays. Apart from being
unhealthy, this processed food also needs to be wrapped and sealed, usually in plastic. In
addition, items on shop shelves tend to have more packaging in general. This may be due to
the fact that manufacturers want to make their products more attractive. Another cause for
this increase is the number of plastic bags handed out by supermarkets. These plastic bags
are non-bio-degradable: that means they do not break down in nature and remain as
garbage for many, many years. Furthermore, a lack of education means that people are not
aware of the dangers posed by all this rubbish. Finally, the attitude of ‘I don’t care’ reflects
the general apathy shown by society nowadays.
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Key Skills Extension
Session 2
The solutions
In spite of this, there are a number of things we can do to help solve this problem. The
first thing we need to do is to educate people about the need to produce less household
garbage. We can do this at school or through campaigns on the television and magazines.
Basically these measures are referred to nowadays as the ‘3 Rs: namely, reduce, re-use and
recycle. The first of these, reduce, means using fewer plastic bags. Customers should
demand that supermarkets hand out fewer plastic bags, and that manufacturers use less
unnecessary packaging. The second, re-use, refers to the practice of using bags and
containers again and again, without simply throwing them away when they have been used
once only. Finally, the notion of recycling means that container materials are used
repeatedly to produce new containers: for example, paper, glass and some metals can be
recycled easily and effectively.
Conclusion
The conclusion should summarize the main points expressed in the body paragraphs (not
simply repeat them). This paragraph is usually signaled by a phrase (e.g. In conclusion, In
summary/ To sum up). It often contains suggestions for further action.
For example
In conclusion, we need to take action to reduce the amount of garbage produced in the
home. If we do not take action immediately, the environment may be irreparably damaged. If
we act now, using the strategies mentioned above, the problem can be solved. Prevention is
better than the cure.
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Key Skills Extension
Session 2
Writing Task 2
Nowadays the amount of rubbish produced on a daily basis is increasing
dramatically.
What are the reasons for this and what can the government do to help reduce the
amount of rubbish produced?
Write at least 250 words.
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Key Skills Extension
Session 2
Speaking Test
Part 1 style questions
Examiner: Are there any environmental problems in your country?
Kelly: Yes … we have a serious issue with pollution levels in some of our big cities
… exhaust fumes from cars and lorries are definitely one reason for the problem but we
also have a lot of heavy industry in some areas and this also results in poor air quality …
Examiner: Do you take an interest in nature?
Jenny: Well … I’m a city person through and through and don’t get back to nature very
often I’m afraid … but like everyone else I’m fascinated by the natural world and I like
watching documentaries showing wild animals in their natural habitat …
Examiner: Do you or your family take steps to help the environment?
Mira: My parents have always tried to make us aware of our impact on the
environment… they’re really into energy conservation … and always try to
buy environmentally friendly products if they have the chance …
Describe an environmental problem that has been in the news. You should say



when this was
where the event happened
what actually took place
and say how you felt about this problem.
Part 2-style task
Martin: Well … this is an interesting question … there are so many issues I could think of
… natural disasters like earthquakes and floods seem to be in the news almost every year
… but there was one story recently about some animals that were under threat … it wasn’t
focused on one place in particular … it was looking at various animals that could
actually become extinct in different African countries … if we don’t take steps to protect
them … these were really iconic animals like gorillas … leopards … rhinos … and apparently
they’re now listed as endangered species … what made it really depressing was they were
in danger thanks to us … in some cases it was due to a loss of habitat either because
people need more agricultural production … or even worse I think … because of hunting
and poaching … I hate to think of future generations being robbed of the chance to see
creatures like these in their natural environment … it’s lucky we have lots of
organisations that focus on wildlife conservation … hopefully with their help we can put
pressure on those in power to do something to stop creatures like these dying out …
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Key Skills Extension
Session 2
Part 3-style questions
Examiner: What do you think is the main danger the world faces in terms of the
environment?
Spencer: Well … climate change is a real issue … in my country we have flash floods and
heatwaves on a yearly basis … so yes … I think global warming is the biggest issue.
Examiner: What examples are there of how we damage the natural world?
Stella: There are so many examples … there are factories that empty toxic waste into rivers
and oceans … oil spills that damage the coastline … the way we destroy vast areas of
land and rain forests in search of fossil fuels or to increase agricultural production …
Examiner: In which ways do we respond well to environmental problems?
Mathius: Well … on the one hand there are various worldwide agencies that are always the
first on the scene with humanitarian aid after natural and man-made disasters … and on
the other hand we have environmental pressure groups that are constantly raising
awareness of issues and trying to stop disasters happening …
Page | 31
Key Skills Extension
Session 2
Definitions




























air quality: the cleanliness of the air we breathe
to become extinct: to no longer exist
to be under threat: to be in danger of becoming extinct
climate change: the change in worldwide weather patterns
to die out: see ‘to become extinct’
endangered species: categories of animals or plants that are in danger of becoming
extinct
energy conservation: the careful management of energy resources to ensure they
last as long as possible
environmentally friendly: behaviour and products that do not harm the environment
exhaust fumes: the toxic gases given off by vehicles powered by petrol
flash floods: floods that happen quickly
fossil fuels: energy resources like gas and oil that are produced deep below the
ground over millions of years
future generations: the people who live after us
to get back to nature: to live a life that is closer to nature
global warming: the increasing temperature of the world brought about by gases
such as carbon dioxide
heavy industry: the manufacture of heavy articles and materials in large numbers
humanitarian aid: the act of showing support to people struggling to survive
impact on: the effect on
loss of habitat: the decline in areas of land where animals and plants would
normally exist
man-made disaster: widespread damage or loss of life brought about by the action
of humans
natural disaster: an event such as an earthquake, flood or hurricane which causes
widespread damage or loss of life
natural environment: the place where animals and plants would normally be found
in nature
the natural world: the world of nature
oil spill: waste usually deposited in the seas and oceans after an accident at sea
poaching: to hunt and kill wild animals illegally
pollution levels: the amount of toxic waste
pressure group: a group of people who try to raise awareness of issues and try to
affect the views and actions of people and organisations
toxic waste: poisonous, unwanted rubbish often produced by industrial processes
wildlife conservation: to protect animals and plants and their habitats
Page | 32
Key Skills Extension
Session 2
Pronunciation Practice
In order to reach a band 6 for Pronunciation in the IELTS Speaking Test, you need to
demonstrate appropriate sentence rhythm and stress.
This means that your delivery of what you say sounds quite similar to a native speaker in
terms of natural stress patterns, both at word level and at whole sentence level:
Stress -Stress is when we emphasize (say strongly) certain words or syllables.
There are two types of stress:
1. Word stress
2.
Sentence stress
Word Stress
Every word is made up of syllables and normally one or more of these are said more
strongly than the others. If we don’t do this correctly it is often difficult for a native speaker to
understand what is being said and this can lose you marks on the IELTS test.
Think about these words:
Photograph
Photographer
Photographic
How many syllables do they have? Which syllables do you stress?
Exercise 1
In most two syllable nouns and adjectives, the _______ syllable takes on the stress.




samples
carton
colourful
rainy
In most two syllable verbs and prepositions, the stress is on the _______ syllable.
Examples:

relax
receive
direct
Sentence Stress -Think about the following sentence:
Meet me at 9pm on the corner of 5th and 6th Streets on Saturday.
Which words would you stress?
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Key Skills Extension
Session 2
There are two different kinds of words in a sentence:
1. Content words
2.
Function words
Content words are the words that carry meaning. They are often (but not always) verbs,
nouns, adjectives or adverbs. We normally stress content words because they are the most
important. Without them the sentence has no meaning.
Function words carry no meaning and instead are mostly grammar rules. They are not as
important as content words and we don’t stress them. They are words like pronouns, articles
and prepositions.
Exercise 2 - Look at the sentences below and underline the content words:
1. Have you seen the new film about Dinosaurs?
2. What did he say to you in the park?
3. He’s had a heart attack.
4. How long are you going for?
5. Do you want to go to the market?
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Key Skills Extension
Session 2
Exercise 3
Look at the passage below. This is a long turn in response to the prompt:
‘Describe something which you do to help the environment.’
Which words would you stress (underline)?
Today I’d like to talk about something which I do which is good for the environment.
Every year my school organizes an environmental awareness day. It usually takes place in
the spring when the weather is neither too warm nor too cold. We tend to refer to it as our
‘spring-cleaning’ day. Each year we choose a different venue, usually a section of the beach
or a park, depending on which is in greater need of a clean-up.
The clean-up starts early in the morning and usually takes the whole day to complete. The
students usually gather at school at around 7.00 am and climb onto the school bus which
takes us to our destination. A number of teachers also accompany us on the bus. Other
teachers drive their own vehicles and meet us at the clean-up site.
When we arrive, we split into teams and each team is given one part of the location to work
on. The teachers hand out large black plastic bags for us to collect the rubbish.
They also hand out metal tongs for us to pick up the garbage, since some of the garbage
can be dangerous: for example, if there are any discarded syringes or broken bottles.
We usually wear gloves as well as the work is very dirty. Apart from emptying the rubbish
bins, we also pick up discarded trash from the beach or the park. There’s usually plenty of
trash and litter to get rid of, including rubbish from picnics, polystyrene food boxes, plastic
bags and other assorted trash, including empty cans and bottles. We tend to sort out the
garbage into items that can be recycled and those which cannot.
At lunchtime we take a break and the teachers hand out lunch-boxes with sandwiches and a
bottle of water. After eating, we make sure we throw the used food boxes and empty bottles
into the black plastic bags. After all, we don’t want to make extra work for ourselves by
dropping more litter.
At the end of the day we usually have a large number of full sacks, which are then taken
away by large garbage trucks sent by the local council. The work is very hard and tedious
but we all agree it really needs to be done. Our efforts make the beach and parks a cleaner,
safer place for children to play, as well as restoring the place to its natural beauty. It also
reduces the risk of serious pollution, which would create an unhealthy environment.
Page | 35
Key Skills Extension
Session 3
Page | 36
Key Skills Extension
Session 3
Reading
The Teak Houses of Bangkok
Pre-reading
1. What kind of accommodation do most people in your country prefer to live in?
2. What is the most common building material used for constructing houses where
you live?
3. Do many people still live in the older style, traditional houses where you live, or
do most people prefer modern houses?
A - A stroll through any of Bangkok’s many inner city districts gives an immediate
impression of a concrete jungle with towering blocks. But stray from the beaten track and
you may find yourself confronted by one of the many beautiful examples of traditional teak
houses which break the monotony. The best known of these is the house that belonged
to the former so-called silk king of Thailand, Jim Thompson. Thompson transported four
pre-fabricated teak houses to Bangkok from Ayutthaya.
B - Once plentiful in Thailand, teak was the ideal material for constructing these houses.
As well as being beautiful, it is tough enough to withstand all types of weather and even
repels insects. In addition, the timber is traditionally coated with a preservative that gives
the home its reddish lustre. Roofs can be of nippa palm or banana leaf thatch, shingles or
baked clay tiles. The space beneath the steep roof effectively draws hot air well away
from and above the living areas. The steeply sloping roof also facilitates the collection of
rainwater, which is directed into large ceramic jars. It is auspicious for such jars to be
always full — and a ladle will always be found within reach for the use of thirsty passersby.
C - Harmony and balance are the ultimate goals. In architecture, the Chinese have a
word for this — fengshui. Construction techniques handed down for generations through
an apprenticeship system ensure that teak homes not only meet all the practical
requirements of comfort and pragmatism, but also reflect the economic and social status
of those who own and inhabit them.
D - Always rectangular in shape, the traditional Thai teak house is built on stilts to keep
the living quarters safe from rising floodwaters and, in heavily forested regions, safe from
animals. The basement serves as a storage area and offers a cool retreat during the
hottest time of the day.
E - The positioning is considered to be of the utmost importance. The narrow, gabled
ends ought to point towards the east and the west. The setting sun is the symbol for
death, which is why it is considered inauspicious for the front of the house to be facing
west. The house’s wider parts should face north and south, allowing the passage of
southerly breezes in through the rear windows and out through the veranda at the front.
Built this way, only the narrow ends of the house bear the brunt of the sun’s hot rays. The
veranda runs along virtually the whole length of the house. Facing north, it is shielded
from the sun by the broad eaves that are an extension of the roofline. There is no
partition between the veranda and the sitting room. Airy and open, the veranda is the
ideal place to welcome guests and enjoy the fragrant evening breezes.
Page | 37
Key Skills Extension
Session 3
Difficult words and
concepts
A concrete jungle
The beaten track
Break the monotony
Pre-fabricated
Shingles
Ladle
An apprentice system
Pragmatism
Stilts
Gable
Bear the brunt
Eaves
Explanation
Rows upon rows of concrete buildings, as opposed to the large
number of trees found in the forest
Places where most people go, especially tourists
Provide some variation of style
Built in pieces (usually in a workshop or factory somewhere else)
which can be assembled or dismantled at a different site
Small flat pieces of wood which are used for making a roof
A large spoon used for drinking water or serving soup or rice
A system whereby young people learn skills from more
experienced craftsmen
Being functional and practical rather than simply attractive
Long wooden ‘legs’ or columns
The triangular shaped top part of a walk, just below the roof
To receive the worst, most extreme part
The bottom edge of the roof which continues out and provides
shade and shelter
Exercise 1
TRUE
FALSE
NOT GIVEN
1.
2.
3.
4.
5.
if the statement agrees with the information
if the statement contradicts the information
if there is no information on this
Four of Jim Thompson’s teak houses can still be seen in Bangkok today.
Jars of drinking water are strategically located outside the homes.
Teak houses are more expensive to construct than modern day houses.
The lowest part of the home is used to keep things cool.
The front part of the house usually faces west.
Exercise 2
Multiple Choice questions
Choose the best answer from the given options. Sometimes more than one answer is
correct.
1.
In spite of the widespread modernization in Bangkok,
a) old buildings seem to be everywhere in spite of this modernization.
b) some of the buildings have been relocated elsewhere.
c) there are still some good examples of old style teak houses in existence.
d) the old buildings have all disappeared.
Page | 38
Key Skills Extension
Session 3
2.
Fengshui can be described as
a) The ultimate goal in building.
b) A construction technique from China.
c) An apprenticeship system.
d) The achievement of harmony and balance.
3.
Why is teak such a good construction material?
a) There is an abundant supply of it.
b) It is attractive to look at.
c) It is insect-resistant.
d) It can withstand harsh weather conditions.
4.
What is a ‘ladle’ used for?
a) To fill ceramic jars
b) To collect rain water from the roof
c) To bring good luck to the residents of the house
d) For people who pass by to have a drink
5. What determines the positioning of a teak house?
a) climatic features
b) cultural beliefs
c) the number of residents
d) the number of guests who visit
Exercise 3 - Identify the paragraphs which contain the following information.
Paragraph
6. Reasons why the teak houses are built off the ground.
______
7. Properties of the material used to build the houses.
______
8. Cultural beliefs determining why the houses are built facing certain directions. ______
9. A combination of good looks and functionality.
______
10. The relocation of a famous person’s home.
______
Exercise 4 - Understanding cohesive devices in the passage
What do the underlined words in the passage refer to?
11. these
12. them
13. it
=
=
=
_________________________________________________
_________________________________________________
_________________________________________________
Page | 39
Key Skills Extension
Session 3
Listening (1)
Complete the notes below.
Write ONE WORD ONLY for each answer.
DESIGNING A PUBLIC BUILDING: THE TAYLOR CONCERT HALL
Introduction
The designer of a public building may need to consider the building’s
•
function
•
physical and (31) _______________ context
•
symbolic meaning
Location and concept of the Concert Hall
On the site of a disused (32) _______________
Beside a (33) _______________
The design is based on the concept of a mystery
Building design
It’s approached by a (34) _______________ for pedestrians
The building is the shape of a (35) _______________
One exterior wall acts as a large (36) _______________
In the auditorium:

the floor is built on huge pads made of (37) _______________

the walls are made of local wood and are (38) _______________ in shape

ceiling panels and (39) _______________ on walls allow adjustment of
acoustics
Evaluation
Some critics say the (40) _______________ style of the building is inappropriate
Page | 40
Key Skills Extension
Session 3
Listening (2) - SECTION 4
Complete the notes below.
Write ONE WORD ONLY for each answer.
The Gherkin Building
Commissioned by: (31) _______________ firm called Foster and Partners.
The features of its appearance:




Its shape is like a (32) _______________.
It can reduce the carbon (33) _______________ of the city.
It lets (34) _______________ pass through the building, both reducing heating costs and
brightening up the workspace.
One false story claims that the exterior of the building is partly made of (35)
_____________
Architectural concept:


Links(36) _______________ with the workplace.
Relies less on (37) _______________ for temperature control than other similar
buildings.
The features of its interior:


The atria that let fresh air pass through the interior function as (38) _______________.
There is a place for entertainment called the (39) _______________ at the top of the
building.
The future of urban planning and architecture:


It is likely that the entire (40) _______________ will be designed with more similarly ecofriendly buildings in future.
A new building will be constructed aiming to produce zero waste and remove carbon
dioxide from us as much as possible.
Page | 41
Key Skills Extension
Session 3
Speaking
In Part 1 of the Speaking Test, you may have to talk about the place where you are
living. This could take several different formats:
Let’s talk about where you’re living now.



Do you live in a house or an apartment?
How long have you lived there?
Do you think you’ll stay there in the future?
Let’s talk about the place where you are living.



Do you live in a village, town, or a city?
What do you like about living there?
Is there anything you don’t like about living there?
Let’s talk about the area where you are living.



Is your area a good place to live?
Is the public transport good in your area?
Is your area a good place to bring up children?
Let’s talk about your home.



Do you live in a house or an apartment?
Is there anything you’d like to change about your house/apartment?
What kind of home would you like to have in the future?
Page | 42
Key Skills Extension
Session 3
Part 1-style questions
Examiner: Do you live in a house or an apartment?
Callum: Actually I live on campus … in a single room in halls of residence … all first year
students are encouraged to do that as they’re close to the university … next year I plan to
move into student digs in town …
Examiner: Tell me about where you live.
Julia: I live with my parents in the suburbs of Madrid … we only moved in recently … in
fact we had a house-warming party just a few weeks ago …
Examiner: What kind of accommodation do most people live in, in your city?
Maria: In the city itself the majority of people live in apartment blocks … that’s what
surprised me about England … most people seem to live in terraced houses with
lovely back gardens …
Describe a house or an apartment you would like to live in.
You should say



what kind of accommodation it would be
where it would be
who would live there with you
and say why you would enjoy living in this place.
Part 2-style task
Paolo: I think most people when answering this question would say they’d like to live in a
big detached house with spacious rooms … views of the countryside and so on … but
actually my ideal home would be a lot different … I’ve always loved the idea of having
a mobile home … a really expensive one with all the mod cons … so I could live wherever
I wanted or at least have lots of holidays and be able to take all my home comforts with me
whenever I travelled … I realise this would have to be a second home as I’d need a base …
a permanent address … but the mobile home would be the accommodation I’d find it
exciting to live in … I suppose once I settle down and have children I’ll want to get on the
property ladder … I’ll be like everyone else … saving up to put down a deposit on a
house or an apartment … I don’t think my family would want to live in a mobile home … but I
like to think I’ll still keep that dream home in mind …
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Key Skills Extension
Session 3
Part 2 The long turn
Describe a house or apartment that you have lived in that you really liked.
You should say:



Where it is located
How long you stayed there
Who else lived there with you
and why this home was so special for you.
Describe your idea of the perfect home.
You should say:



What kind of home it is
Where it is located
Who else would live there with you
and why this home would be perfect for you.
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Key Skills Extension
Session 3
Part 3-style questions
Examiner: Is it better to own your own home or to rent?
Ana: I think both have their advantages … living in rented accommodation isn’t necessarily
a bad thing … you don’t have a huge debt like you do when you take out a mortgage but I
suppose the property market offers you an investment for the future … I’m sure that’s why
most people prefer to own their own home …
Examiner: What options are available to young couples looking for accommodation in your
country?
Toni: If they want to buy their own home it isn’t easy for first-time buyers … mortgages are
hard to get so most people live with their parents or in rented accommodation … but that
can also be very expensive … you often have to pay rent in advance … and if the
accommodation isn’t fully furnished you have the expense of buying furniture …
Examiner: What are some of the pleasures involved in making a home for ourselves?
Suki: I suppose it starts with house-hunting … finding your ideal home … some people
enjoy doing up an old property … giving a property that’s old and tired a new lease of life
… others like making wherever they live feel like home with some home comforts …
Page | 45
Key Skills Extension
Session 3
Definitions





























(all the) mod cons: technology at home that makes jobs easier such as a washing
machine, dishwasher etc.
apartment block: a large building made up of smaller units of apartments
back garden: a garden at the rear of the house
detached house: a house that is not physically connected to another property
to do up a property: to repair an old building
dream home: a home you regard as perfect
first-time buyer: someone buying a property for the first time, especially when taking
out a loan (mortgage)
fully-furnished: a rented property with all furniture included
to get on the property ladder: to buy a property with the aim of buying another
bigger or more expensive one later in life
hall of residence: a college or university building where students live
home comforts: things that make a home feel comfortable to live in
house-hunting: looking for a property to live in
house-warming party: a party to celebrate moving into a new home
ideal home: a perfect home
to live on campus: to live on the university or college grounds
mobile home: a home that can be moved by a vehicle or one that has its own engine
to move into: to begin to live in a property
to own your own home: to have bought the property you live in
to pay rent in advance: weekly or monthly rent paid at the beginning of the week or
month
permanent address: a fixed address
property market: the buying and selling of land or buildings
to put down a deposit: to pay an amount of money as the first in a series of future
payments
rented accommodation: property owned by someone else and for which a person
pays a fixed amount to live in
single room: a room for one person
spacious room: a large room
student digs: student accommodation
the suburbs: a residential area on the edge of towns or cities
to take out a mortgage: to borrow a large amount of money, paid back over several
years, in order to buy a house
terraced house: a house connected on both sides by other properties
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Key Skills Extension
Session 3
Part 3: The discussion phase
Different places to live

What kinds of home do most people choose to live in where you live?

Do people generally prefer to live in a modern home, or a traditional home?

Is it better to live in a small apartment in the town centre, or a large house in the
suburbs?

Why do some people prefer to live in a small house rather than a large house?
Living in the city and living in the countryside

What are the advantages / disadvantages of living in the city?

Would you say that life in the countryside is easier than city living?

What can the government do to encourage people to move to the countryside?

Do you think urban migration will continue to increase into the future?
Designing homes

What factors need to be considered when people design a home?

Does climate have an impact on house design?

Is it better to have a home which looks good, or which is functional?

How is the design of homes likely to change in the future?
Living in high-rise apartments

Why do you think some people choose to live in very tall buildings?

What are some of the disadvantages of living in high-rise buildings?

How high can skyscrapers get (how many floors)?

Is a city’s skyline likely to keep getting higher in the future?
Page | 47
Key Skills Extension
Session 3
Writing skills:
Task 2 essay
‘Some people believe that rather than spend money on preserving old buildings, they
should be demolished and replaced by modern buildings.
To what extent do you agree with this statement?’
Remember that in an essay of this nature, you must express the degree to which you agree or
disagree with the statement: e.g. I totally agree… / I completely disagree…/ I agree/disagree to a
certain extent…/.
If you agree/disagree to a certain extent, it is expected that you present arguments both in favour
of and against the statement.
First of all, you need to understand the title. Underline the key words in the title.
Some people believe that rather than spend money on preserving old buildings, they should
be demolished and replaced by modern buildings.
To what extent do you agree with this statement?
You need to paraphrase these words for the introduction:
spend money
preserving
demolished
replace
modern buildings
invest
conserving, keeping, restoring
torn down, removed
substitute; take the place of, in place of
modernisation (noun phrase)
Planning - You can use the cloudburst note-taking system or the table, depending on
whether you agree or disagree totally (cloudburst), or agree to a certain extent (table):
e.g. 1
____________________
____________________
Traditional or modern buildings?
________________
__________________
_________________________
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Key Skills Extension
Session 3
e.g. 2
Traditional
Modern
Writing the essay
Introduction

Paraphrase the question and describe what the essay is going to do:
‘Some people believe that rather than spend money on preserving old buildings, they
should be demolished and replaced by modern buildings.
To what extent do you agree with this statement?
In certain countries, generally in the developed world, governments tend to invest
money on restoring old buildings. This is not a global trend, however, and many
believe that the money could be better spent on modernizing cities. While there are a
number of arguments to support both viewpoints, I tend to support the
preservation/demolition of old buildings.
Body paragraphs
If you totally agree or completely disagree with the statement, then the body of your essay
may look like this:
Body - 2 - 3 paragraphs:
Body paragraph 1:
The first reason
Body paragraph 2:
The second reason
(Body paragraph 3: The third reason)
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Key Skills Extension
Session 3
Totally disagree
Reason 1
There are many reasons why historical buildings should be conserved. First of all,
they are part of the nation’s cultural heritage. When most of history can only be read
about in books, the old buildings provide a visual representation of life as it used to
be in the past.
Reason 2
In addition, they are also great tourist attractions. Take, for example, the pyramids
and other ancient monuments in Ancient Egypt. In addition, these buildings are
themselves works of art, functioning museums of past events. In short, although they
may need money for repairs and redecoration, the money can easily be recouped by
the number of tourists who visit these places.
Totally agree
Reason 1
There are a number of reasons for replacing older buildings with modern high-rise
structures. First of all, modern buildings can be designed to be environmentallyfriendly. They can incorporate energy-efficient systems which reduce the amount of
power needed to run them. For example, modern insulation can reduce the need for
air-conditioning. Alternative energy sources can also be built in to minimize electricity
costs. Water systems can be designed to recycle used water, and glass buildings
can be designed to take advantage of available light, while at the same time
reflecting unwanted heat. In short, modern design features can substantially
decrease energy consumption, as well as making these building more functional.
Reason 2
Another reason for modernization is that the older buildings tend to occupy too much
space. As cities grow and develop, every square metre of land needs to be utilised
fully and, as a result, these older buildings should be demolished and replaced by
buildings which are more space-efficient. In this way, more accommodation can be
provided in city centres, thereby reducing the need for so many people to commute
from the suburbs to work.
Page | 50
Key Skills Extension
Session 3
If you agree to a certain extent, then your essay may have this structure:
Body paragraph 1: Reasons for conserving old buildings
There are many reasons why historical buildings should be conserved. First of all,
they are part of the nation’s cultural heritage. When most of history can only be read
about in books, the old buildings provide a visual representation of life as it used to
be in the past. They are also great tourist attractions. Take, for example, the
pyramids and other ancient monuments in Ancient Egypt. In addition, these buildings
are themselves works of art, functioning museums of past events. In short, although
they may need money for repairs and redecoration, the money can easily be
recouped by the number of tourists who visit these places.
Body paragraph 2: Reasons for replacing them with modern buildings
There is, though, a case for continuing to construct modern high-rise buildings. First
of all, modern buildings can be designed to be environmentally-friendly. They can
incorporate energy-efficient systems which reduce the amount of power needed to
run them. For example, modern insulation can reduce the need for air-conditioning.
Alternative energy sources can also be built in to minimize electricity costs. Water
systems can be designed to recycle used water, and glass buildings can be
designed to take advantage of available light, while at the same time reflecting
unwanted heat. In short, modern design features can substantially decrease energy
consumption, as well as making these building more functional.
Conclusion
Totally agree
In conclusion, for the reasons presented above, it is clear that money should not be
spent on the preservation of old buildings, but rather should be invested in the
construction of modern buildings.
Totally disagree
To sum up, it is clear that older style structures represent the cultural heritage of a
nation and, therefore, money should be invested on their preservation.
Agree to a certain extent(balanced argument)
In conclusion, there are arguments both for and against the conservation of old
buildings. Personally I would recommend integrating both historical and modern
buildings in cities. By doing so we can prevent the creation of concrete jungles, and
at the same time place the older style buildings within a modern, functioning
environment. If this is done sensitively and sensibly, the end result may well be a city
of perfect architectural harmony.
Page | 51
Key Skills Extension
Session 3
Sample answer
In certain countries, generally in the developed world, governments tend to invest
money on restoring old buildings. This is not a global trend, however, and many
believe that the money could be better spent on modernizing cities. While there are a
number of arguments to support both viewpoints, I tend to support the preservation
of old buildings.
There are many reasons why historical buildings should be conserved. First of all,
they are part of the nation’s cultural heritage. When most of history can only be read
about in books, the old buildings provide a visual representation of life as it used to
be in the past. They are also great tourist attractions. Take, for example, the
pyramids and other ancient monuments in Ancient Egypt. In addition, these buildings
are themselves works of art, functioning museums of past events. In short, although
they may need money for repairs and redecoration, the money can easily be
recouped by the number of tourists who visit these places.
There is, though, a case for continuing to construct modern high-rise buildings. First
of all, modern buildings can be designed to be environmentally-friendly. They can
incorporate energy-efficient systems which reduce the amount of power needed to
run them. For example, modern insulation can reduce the need for air-conditioning.
Alternative energy sources can also be built in to minimize electricity costs. Water
systems can be designed to recycle used water, and glass buildings can be
designed to take advantage of available light, while at the same time reflecting
unwanted heat. In short, modern design features can substantially decrease energy
consumption, as well as making these building more functional.
In conclusion, there are arguments both for and against the conservation of old
buildings. Personally I would recommend integrating both historical and modern
buildings in cities. By doing so we can prevent the creation of concrete jungles, and
at the same time place the older style buildings within a modern, functioning
environment. If this is done sensitively and sensibly, the end result may well be a city
of perfect architectural harmony.
Your turn to write:
Modern buildings change the character and appearance of towns and cities. The
government should insist that new buildings be built in traditional styles to protect
cultural identity.
To what extent do you agree or disagree?
Page | 52
Key Skills Extension
Session 3
Writing Task 1
Maps
The diagrams below show the site of a school in 2004 and the plan for
changes to the school site in 2024.
Write a report describing the planned changes.
Main points:

What are the overall changes between the two maps?

What are the most noticeable changes?

Is there a way to group the information?
Page | 53
Key Skills Extension
Session 3
Sample answer (1):
The maps show a number of changes that will be made to a school to accommodate the
increase in student numbers, from 600 up to 1,000, which will occur by the year 2024. It can be
seen that these changes will impact on the number of buildings for teaching, plus changes to
sports facilities and access roads.
The number of school buildings will increase from 2 to 3. Building 3 will be located on the site
of the current sports field, which will be relocated to the south of its current position. To cater for
the increased number of students, one more car-park will be added and will be located
immediately to the east of Building 3. An access road will join the 2 car-parks, running between
the school buildings and the sports field. Also with regard to the school buildings, there will be
access linking Building 1 and Building 2, with a path also connecting with Building 3. As a result,
the path currently linking the car-park to the sports field will be reduced in size.
In order to create more space for these changes, a number of trees will becut down, or
repositioned, and there will be some new trees planted around the school, to the north of
Building 3 and to the east of the new car-park, in order to provide some shade and reduce the
temperatures there.
While the sample answer is a very good example of a high level response, it can be even
better (in terms of LR (lexical resource) and GRA (grammar range) if there is some
variation in the use of ‘will’.
Sample answer (2):
The maps show a number of changes that will be made to a school to accommodate the
increase in student numbers, from 600 up to 1,000, which is expected to occur by the year
2024. It can be seen that these changes are likely to impact on the number of buildings for
teaching, plus changes to sports facilities and access roads.
The number of school buildings is projected to increase from 2 to 3. Building 3 will be located
on the site of the current sports field, which is planned to be relocated to the south of its current
position. To cater for the increased number of students, one more car-park is going to be added
and will be located immediately to the east of Building 3. An access road is projected to join
the 2 car-parks, running between the school buildings and the sports field. Also with regard to the
school buildings, there will be access linking Building 1 and Building 2, with a path also
connecting with Building 3. As a result, the path currently linking the car-park to the sports field is
likely to be reduced in size.
In order to create more space for these changes, a number of trees are likely tobecut down, or
repositioned, and there will be some new trees planted around the school, to the north of
Building 3 and to the east of the new car-park, in order to provide some shade and reduce the
temperatures there.
Page | 54
Key Skills Extension
Session 3
Task 1
The maps below show how a town called Denham will be developed in the future.
Write a report describing the changes which are planned to take place.
2026
Main points:

What are the overall changes between the two maps?

What are the most noticeable changes?

Is there a way to group the information?
Page | 55
Key Skills Extension
Session 4
Page | 56
Key Skills Extension
Session 4
Parents on Trial
1. What kinds of crime are most common?
2. Is there a high juvenile crime rate in your town? Why? / why not?
a) At what age does a young person cease to be a ‘child’, and take on the responsibilities
facing an adult? This largely depends on established traditions in each society: for example,
an adolescent in the USA may feel old enough at the age of sixteen to leave home and go
his own way, while young adults in certain parts of Asia may feel reluctant to cut their family
ties until their mid-20s. As the saying goes, different countries, different cultures.
b) With some issues, such as when to when to leave home, it is largely a matter of personal
choice. But in the eyes of the law, the line between adolescence and adulthood needs to be
more clearly defined. Take, for example, the recent case of Alex, a 16 year-old adolescent in
the USA. After a string of criminal offences the young man had been arrested and charged
by the police. Following pleas of his parents to release their son, police agreed to do so, as
long as the father ‘took control of his home’.
c) The following month Alex attacked his father with a golf club.He was again arrested and
spent one night in police custody. The parents again pleaded for their son’s release into
parental custody. During the next few weeks Alex burgled numerous homes, stashing the
loot in his bedroom. As Alex grew more confrontational, his father began to fear for the
safety of the rest of his family. Finally, when police wanted to return Alex to a youth home,
the parents did not resist.
d) Shortly after this, Alex and his parents found themselves once again standing before a
judge. This time, however, it wasn’t Alex on trial, but his parents. The couple were accused
of violating a law which requires parents to exercise reasonable control over their children. It
was the first time that any parents had been charged under this law. When asked if she felt
responsible for Alex’s behaviour, his mother replied: 'I feel partly to blame, but I do not feel I
was negligent as a mother.'
e) Plainly, the four men and two women in the jury box felt otherwise. After just 15 minutes
of deliberation, they found the parents ‘guilty’. They were fined $100 each and ordered to
pay $2,000 in court costs. Given that they could have been hit by civil damages of $27,000,
it could be said they got off lightly.
f) Many experts doubt the constitutionality of parental responsibility laws. A basic principle of
our society is that we are each responsible for our own behaviour. Criminal psychologists
have claimed that family life will never be strengthened or improved by the intrusion of the
criminal justice system. In addition, since current legislation prevents parents from exercising
control over their children in the form of physical or psychological punishment, critics have
rightly pointed out the difficulties the new legislation would present to them. Time will tell, but
it may just be one more desperate attempt to find a solution to the growing incidence of
juvenile crime.
Page | 57
Key Skills Extension
Session 4
Difficult words and
concepts
adolescent
reluctant
A string of criminal offences
confrontational
Stashing
Constitutionality
To contest (note word
stress)
A basic principle
Intrusion
Explanation
A teenager, someone ‘becoming an adult’
Unwilling
A number of different crimes being committed
Aggressive, wanting to argue with someone
Hiding, concealing
Whether the law is within the rules set out in the country’s
constitution
To deny; to say that you disagree with something
A basic belief
Interference, going where you are not welcome
Exercise 1 - Do the following statements agree with the information given in the passage?
TRUE
FALSE
NOT GIVEN
if the statement agrees with the information
if the statement contradicts the information
if there is no information on this
1. There is generally a cross-cultural agreement on the age when childhood ceases and
adulthood begins.
2. Alex’ parents did not feel any guilt at all about their son’s behaviour.
3. Alex burgled a golf club.
4. The police had never before charged parents with negligence in controlling the actions of
their children.
5. A number of efforts have been made to reduce the amount of crime committed by young
people.
Exercise 2 - Choose the best answer for each question from the given options.Sometimes
there may be more than one correct answer.
1.
Why didn't the police put Alex into a youth home after his string of crimes?
a.
b.
c.
d.
2.
He was found 'not guilty'.
His parents pleaded for the release of their son.
Alex had hidden the loot in his bedroom.
Alex had refused to spend any time behind bars.
Why were Alex’s parents on trial?
a.
b.
c.
d.
Because their son had beaten his father with a golf club.
Because the police had allowed Alex to return to his parents’ home.
Because Alex hadto spend a year in a youth detention centre.
Because they had failed to exercise enough control over their son.
Page | 58
Key Skills Extension
Session 4
3.
What do we know about the jury?
a.
b.
c.
d.
4.
How much did Alex’s parents have to pay?
a.
b.
c.
d.
5.
It consisted of twelve people.
There were equal numbers of men and women on the jury.
Women on the jury were outnumbered by 2 to 1.
They found Alex’s parents ‘guilty' after just 15 minutes discussing
the case.
$2,200
$4,200
$27,000
$29,200
Experts believe that
a.
b.
c.
d.
Exercise 3
The law that saw the Alex’s parents convicted goes against the constitution.
Such laws will improve family life by strengthening ties.
Such laws would make parenting an even more difficult job.
Each individual is responsible for others in their immediate family.
Understanding cohesive devices in the passage
Look at the bold underlined words in the passage. What do they refer to?
to do so
=
his
=
otherwise
=
they
=
them
=
Working with words
1.
The suffix ‘…hood’
The suffix ‘hood’ is added to a noun to indicate a ‘state’ or ‘condition’
e.g.
e.g.
childhood, adulthood
or, belonging to a certain group:
brotherhood, neighbourhood
Page | 59
Key Skills Extension
Session 4
There are other examples as well. What do the following mean?
livelihood
likelihood
falsehood
unlikelihood
parenthood
2.
Words and phrases relating specifically to the law - Find words and
phrases in the passage which mean the same as the following:
From the passage
Money which a convicted person pays as compensation to the
victim
Breaking into a building in order to steal something
Breaking (a law)
Officially accused (by the police) of committing a crime
Stolen goods
Being taken care of by someone e.g. either the police, or by
one or both parents
Ignoring one’s duty
A group of people whose job it is to decide whether someone
is guilty or not guilty of a crime
Page | 60
Key Skills Extension
Session 4
Discussion
1.
Do you agree that parents should be made responsible for the crimes of their
children?
2.
Do you think it’s normal for parents to help their children, even when they have
broken the law? Would you plead for the release of your child to keep him / her out of
prison?
3.
Why do you think there is an increasing juvenile crime rate nowadays?
4.
What do you think society should take in order to reduce the incidence of juvenile
crime?
Look at the categories below. Decide at which age your son or daughter
should be allowed freedom of choice.
Does the choice depend on the sex of your child i.e. is there a different age for
boys or girls?
Boys (Age)
Girls (Age)
1. Choosing own clothes
2. Going to mixed-sex parties
3. Dating
4. Taking a part-time job
5. Choosing school subjects
to study
6. Sleeping over with friends
7. Decorating their own room
8. Responsible for tidying
their own room
9. What or how much/how
little to eat
10. Which videos to watch
Page | 61
Key Skills Extension
Session 4
Listening
Exercise 1 - Comprehension - Choose the best answer for each question:
1.
Some people believe that juvenile crime
a.
b.
c.
d.
2.
…………. Is among the most common crimes committed by young people.
a.
b.
c.
d.
3.
Stealing things from shops.
Stealing things from cars.
Stealing cars from shops.
Littering the beach.
Joyriding is the crime of
a.
b.
c.
d.
4.
is not a problem.
must be dealt with firmly by the authorities
affects only car owners and shopkeepers.
is committed by adults as well.
stealing the car and using it to get to work.
stealing a car and selling it.
stealing a car and driving it around for fun.
stealing a car and using it to give a friend a lift.
Which of these is TRUE?
a.
Most young people do not commit more crimes after they have been
punished for the first one.
b. Most teenagers commit crimes to hurt their families.
c. Many young people commit crimes to prove they are as good as adults.
d. The majority of young criminals go on to commit crimes when they reach
adulthood.
5.
Why do young people steal things?
a. They have no job
b. They are bored.
c. They want to have things they cannot afford.
d. All the above reasons.
Page | 62
Key Skills Extension
Session 4
Exercise 2
Complete the annotated table below. For each answer write NO MORE THAN ONE WORD:
Juvenile Crime
A growing trend in all countries
Why?

Part of growing up

Adolescents (1) _____________________ rules and regulations set down by
society to see the extent of what’s possible
Most frequent types of offence:

Stealing cars for fun, often referred to as (2) _____________________

(3) _____________________is stealing small items from shops
Outcomes

After first offence, usually will not (4) _____________________ further crimes

Occasionally further appearances in (5)_____________________

May even (6) _____________________criminal activities into adulthood
Causes

Perhaps a correlation between juvenile crime and lack of (7)___________________

Boredom can result in the need to find (8)_____________________

Desire to buy consumer goods such as electronic devices and (9)
_____________________clothing
Solutions

Society should assist with adolescent development to help young people (10)
_____________________criminal activity

Alternatively government should take firm action to (11)________________ crimes

Society must act: cannot simply close our (12) _____________________to the
problem
Page | 63
Key Skills Extension
Session 4
Writing Task 2
Brainstorming and evaluating ideas
When it comes to preparing to write an essay, the brainstorming phase is very important as it
gives you some time to consider the essay title and come up with some ideas. There are a
number of ways to brainstorm ideas: you can use a table or cloud-burst format, or just write
words and phrases randomly on a piece of paper. Once you have done this, you need to
take a short break (if it is not an examination situation) before returning to your notes in order
to evaluate what you have written: to assess the strengths and weaknesses of your ideas.
After this, you can organise your ideas and then the writing can begin.
Evaluating
There has been a dramatic increase in the incidence of juvenile crime recently.
What are the reasons for this? What action can the government take to deal with this
problem?
Look at the following ideas which address the first part of the essay (reasons), and decide if
these ideas are strong or weak. You can prioritise the reasons where the number 5 means
VERY STRONG, and the number 1 means VERY WEAK:
Young people commit crimes because:

they feel bored if they have nothing to do

they need money to buy the latest electronic gadgets

they get low grades at school

their parents do not spend much time with them

their teachers make them do a lot of homework

the unemployment rate among young people is high

young people watch too much television

they do not have many friends

their friends bully them

their parents also commit crime

their friends also commit crimes
Can you think of any other reasons of your own?
Page | 64
Key Skills Extension
Session 4
Now, turning to the second part of the essay: ‘What action can the government take to deal
with this problem?’ consider the following possible actions and evaluate them using the
same system as above: (5 = very strong: 1 = very weak)
In order to reduce the incidence of juvenile crime, the government should

give harsher penalties for juvenile offenders

impose a ‘curfew’ so that young people are not allowed outdoors after dark

make their parents responsible for the crimes of their children

make sure schools teach young people the difference between ‘right’ and ‘wrong’

provide jobs for young people who leave school

pay unemployment benefit to all young people

make military service (e.g. join the army or navy) compulsory for all young people
Can you think of any other possible solutions of your own?
Page | 65
Key Skills Extension
Session 4
The recent increase in the number of crimes committed by young people is a serious
concern for society.
What are the reasons for this increase, and suggest measures the government could
take to help reduce juvenile crime.
Reasons:







Measures:



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Page | 66
Key Skills Extension
Session 4
Task 1
The bar-chart below shows details of the number of crimes committed by men and
women in one particular country between 1995 and 2010. Figures are given in
thousands. The pie-chart shows the proportion of each kind of crime committed in
one particular year
60
50
40
30
Men
20
Women
10
0
1995
2000
2005
2010
Types of crime
Burglary
Other, 20
Burglary, 25
Shoplifting,
20
Shoplifting
Murder
Driving offences
Driving
offences,
Driving offences, 30
30
Other
Murder, 5
Main points:

What is the overall trend from the beginning of the period to the end?

Which gender committed the most crimes?

Which type of crime has the highest percentage?

Can you identify any similarities?
Page | 67
Key Skills Extension
Session 4
Look at the sample essay below, can you think of a word(s) to compete the sentences.
The bar-chart gives information about how many crimes were committed by both males and
females in a certain country from 1995 to 2010. Figures are given in thousands. The piechart shows percentages of the four most (1) crimes carried out in one particular year, as
well as the percentage of other crimes committed. Overall, it can be seen that (2) the
number of crimes committed by men (3), females (4) to be more involved in crime as the
period progressed. In addition, the most common type of crime involved driving offences.
To begin with the bar-chart, we can see that at the start of the (5) in 1995, there were fifty
thousand crimes committed by men with only fifteen thousand committed by women. Five
years later, the (6) for men had reduced to forty thousand, while the number for women had
(7) to eighteen thousand. These trends continued into the new (8), with figures of thirty
thousand and twenty-five thousand crimes for men and women (9). By the end of the period
the number of crimes by males and females had reached parity with twenty-eight thousand
for both.
With (10) to the types of crime committed in a certain year, we can see that driving offences
accounted for almost one (11) of all crimes, at thirty percent. Theft, in the form of burglary
and shoplifting took up the next two (12) with 25 and 20 percent respectively, while the more
serious crime of murder accounted for only five percent of the total. The remaining twenty
percent of crimes was given over to ‘other crimes’, which were not specified.
1.
_______________
2.
_______________
3.
______________
4.
_______________
5.
_______________
6.
______________
7.
_______________
8.
_______________
9.
______________
10.
_______________
11.
_______________
12.
______________
Page | 68
Key Skills Extension
Session 5
Page | 69
Key Skills Extension
Session 5
THE END OF PRINT BOOKS: fact or fiction?
a) When Peter James published his novel Host on two floppy disks in 1993, he was illprepared for the “venomous backlash” that would follow. Journalists and fellow writers
berated and condemned him; one reporter even dragged a PC and a generator out to the
beach to demonstrate the ridiculousness of this new form of reading.
b) Shortly after Host’s debut, James also issued a prediction: that e-book would spike in
popularity once they became as accessible and enjoyable to read as printed books. What
was a novelty in the 90s, in other words, would eventually mature to the point that it
threatened traditional books with extinction. Two decades later, James’ vision is well on its
way to being realised.
c) That e-books have surged in popularity in recent years is not news, but where they are
headed – and what effect this will ultimately have on the printed word – is unknown. Are
printed books destined to eventually join the ranks of clay tablets, scrolls and typewritten
pages, to be displayed in collectors’ glass cases with other curious items of the distant past?
d) And if all of this is so, should we be concerned?
e) Answers to these questions do not come easily, thanks to the variability in both e-reading
trends and in research findings on the effects (or lack thereof) that digital reading has on us.
What we do know, according to a survey conducted last year by Pew Research, is that half
of American adults now own a tablet or e-reader, and that three in 10 read an e-book in
2013. Although printed books remain the most popular means of reading, over the past
decade e-books have made a valiant effort at catching up.
f) Pinpointing the emergence of the first digital book is challenging, however, mostly because
people’s definition of what constitutes an e-book varies. Towards the end of the last
millennium, programs and devices for accessing early e-books included the Palm Pilot,
Microsoft Reader and Sony Reader. “Microsoft and the Palm experiments around the turn of
the century began to really sort of make e-books happen, although not in a substantial,
commercial way,” says Mike Shatzkin, founder and CEO of the Idea Logical Company, a
consultancy group in New York City specialising in publishing’s digital transformation.
g) Indeed, despite the hand wringing that Jones’ Host – said by some to be the first digital
novel – caused in 1993, publishers weren’t too concerned. ‘This has nothing to do with us.
People will never read on screens’,” says Robert Stein, founder of the Institute for the Future
of the Book.
h) In 2007, with Amazon’s release of the Kindle, that attitude abruptly changed. Almost
immediately, the device began causing palpitations in the publishing industry. From 2008 to
2010 e-book sales skyrocketed, jumping up to 1,260%. “By that time, the publishing industry
had lost all possible ability to regain any initiative and momentum,” Stein says.
Page | 70
Key Skills Extension
Session 5
i) For the past two years, there has been a shift. According to the Association of American
Publishers, e-book sales, which constitute about 20% of the book-buying market, have
plateaued. What’s more, the Times indicates that the first few months of 2015 actually saw a
decline in the number of e-books sold. While no one can say with certainty what the future
holds for paper books, Stein believes that what is a plateau now will, at some point, return to
a steep incline. “We’re in a transitional period,” he says. “The affordances of screen reading
will continuously improve and expand, offering people a reason to switch to screens.”
j) Stein imagines, for example, that future forms of books might be developed not by
conventional publishers but by the gaming industry. He also envisions that the distinction
between writer and reader will be blurred by a social reading experience in which authors
and consumers can digitally interact with each other to discuss any passage, sentence or
line. Indeed, his latest project, Social Book, allows members to insert comments directly into
digital book texts and is already used by teachers at several high schools and universities to
stimulate discussions.
k) Books themselves, however, likely won’t disappear entirely, at least not anytime soon.
Like woodblock printing, hand-processed film and folk weaving, printed pages may assume
an artisanal or aesthetic value. Books meant not to be read but to be looked at – art
catalogues or coffee table collections – will likely remain in print form for longer as well.
“Print will exist, but it will be in a different realm and will appeal to a very limited audience,
like poetry does today,” Stein says. “I think printed books just for plain old reading will, in 10
years from now, be unusual,” Shatzkin adds. “Not so unusual that a kid will say, ‘Mommy,
what’s that?’ but unusual enough that on the train you’ll see one or two people reading
something printed, while everyone else is reading off of a device.”Shatzkin does believe,
however, that the eventual and total demise of print “is inevitable,” though such a day won’t
arrive for perhaps 50 to 100 or more years.
l) While some might mourn the aesthetic loss of the printed book, is there anything else we
risk forfeiting should print disappear entirely? Some research indicates that there is cause for
concern.
m) “The reality is that there is great anxiety that the book might disappear,” says Maryanne
Wolf, director of the Center for Reading and Language Research at Tufts University in
Massachusetts. “But people like myself have good reason to hope that that will not be true,
for readers’ sakes.”
n) According to Wolf and others’ research findings, electronic reading can negatively impact
the way the brain responds to text, including reading comprehension, focus and the ability to
maintain attention to details like plot and sequence of events. Research roughly indicates
that print falls on one end of the reading spectrum (the most immersive) and that online text
occurs at the other end (the most distracting). Kindle reading seems to fall somewhere in the
middle. “A lot of people are worried that our ability to enter into the story is changing,” Wolf
says. “My worry is that we’ll have a short-circuited reading brain, excellent for gathering
information but not necessarily for forming critical, analytical deep reading skills.”
Page | 71
Key Skills Extension
Session 5
Questions 1 – 6 - Read through the passage ‘The End of Print Books’ and match the
statements with the people who made those statements. You can use each letter more
than once:
People
A. Mike Shatzkin
B. Maryanne Wolf
C. Peter James
D. Robert Stein
Statements:
1. Many people are very concerned that print books will disappear completely.
2. In the next decade reading e-books will be the norm.
3. Electronic books can have a negative effect on the way people interact with the
written text.
4. Electronic books are likely to increase in popularity as soon as people can easily get
hold of them and get as much pleasure from them as from printed books.
5. The launching of the ‘Kindle’ signaled the ‘beginning of the end’ for printed books.
6. The future of e-books may well be in the hands of companies who currently create
computer games
Questions 7-10 - True / False / Not given?
7. There has not been a great deal of research done on the impact of e-reading.
8. Fifty percent of Americans read an e-book in 2013.
9. After the launch of Kindle, e-book sales increased dramatically.
10. The main reason why people will switch from print to e-books is the cost factor.
1.
_______________
2.
_______________
3.
______________
4.
_______________
5.
_______________
6.
______________
7.
_______________
8.
_______________
9.
______________
10.
_______________
Page | 72
Key Skills Extension
Session 5
Questions 11 – 15 – Multiple Choice Questions
For each of the following questions choose the best option from a-d:
11.
The reaction to Peter James’ novel ‘Host’ can best be described as
a.
b.
c.
d.
12.
Why does the writer compare e-books with clay tablets, scrolls and typewritten
pages?
a.
b.
c.
d.
13.
d.
There’s no general agreement on what an e-book actually is.
The first e-books were not particularly successful financially.
No one really paid much attention to the early efforts to produce books
electronically.
The early types of e-book were not considered much of a threat to the
publishing industry in general.
What happened in the first few months of 2015?
a.
b.
c.
d.
15.
Because they are all relics from the past.
Because no one knows what will happen to them
Because they all contain text which was written down at some stage of
publishing in the past.
Because printed books may well become merely museum pieces in the
future.
Why is it difficult to state exactly when the first e-book appeared?
a.
b.
c.
14.
Great enthusiasm
Slight apprehension
Severe disapproval
Moderate surprise
Sales of e-books made up approximately one fifth of all books sold.
There was a fall in demand for electronic books.
The sale of e-books plateaued.
The future of print materials looked uncertain.
According to research, why might reading e-books be bad for you?
a.
b.
c.
d.
Reading e-books might lead to reduced understanding of the passage.
Readers may not be able to give in-depth focus to plot development.
E-books may seriously impede out ability to critically analyze test.
All of the above reasons
Page | 73
Key Skills Extension
Session 5
IELTS Listening:
SECTION 2
You will hear a tour guide giving details of a library.
Before you hear the talk you have some time to look at questions 11 to 15.
Questions 11 to 15 - Choose the correct answer from the given options. Write, A, B, C or D
11.
Which of the following is not included in the price of a ticket?
a.
b.
c.
d.
12.
Which of the following is not included in the tour?
a.
b.
c.
d.
13.
people who wanted to read or listen to music.
young people who had to do some homework.
older people who wanted to learn how to use the computer.
lonely people who just wanted a place to relax.
What happened in 2000?
a.
b.
c.
d.
15.
The multimedia centre
The reading rooms
The art gallery
The catalogue centre
When the library first opened it was used mostly by
a.
b.
c.
d.
14.
A tour of the library
The chance to win a prize
A hot snack
A cup of coffee
A large new computer room with 30 computers was added.
The council provided money to increase the capacity of the library.
Library membership grew dramatically.
The library started to exhibit artwork.
Which of these was the most recent addition to the library?
a.
b.
c.
d.
The new computer room.
The snack bar.
The homework centre.
The art gallery.
Page | 74
Key Skills Extension
Session 5
Questions 16 to 20
Plan of the library
Catalogue centre
Ground floor
Reception desk
20. ____________
Main door
Garden area
Stairs
Toilets and
cloakroom
16. ______________
Stairs
First floor
17. __________________
Reading rooms
Book shelves
Book
shelves
18, ________________
Homework Centre
19. ___________
Questions 16 to 20, Label the map - Write i – viii
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Multimedia Centre
New computer room
Cafeteria
Art gallery
Librarians’ room
Old computer room
Conference Centre
Coin and stamp collections
16.
_____
17.
_____
18.
_____
19.
_____
20.
_____
Page | 75
Key Skills Extension
Session 5
IELTS Listening:
SECTION 3
You’ll hear 2 students talking about the text books for their new Education course at
university.
Questions 21 – 25 - Complete the information in the table.
WRITE NO MORE THAN THREE WORDS FOR EACH ANSWER
Name of Book
Author
Good points
Bad points
Qualitative Research
Methods
John Greenham
Detailed & thorough
Good case studies
21. ______________
Language
Acquisition in Young
Learners
Fred Westleigh
22. ______________
Good contents page
Not enough source
references
Effective lessons for
tired teachers
23. ______________
Good photos.
Reasonable price
Poorly organised
Sociolinguistics
Jean Hollingstead
Compact & concise
Well structured
Too much
24. ______________
Psycholinguistics
Paul Stevens
Clear explanations
Good summary
Currently
25. ______________
Questions 26 to 30- Match the books with the options A – C
A. Buy a new copy
B. Buy a used copy
C. Borrow a copy
Qualitative Research Methods
26.
_________
Language Acquisition in Young Learners
27.
_________
Effective Lessons for Tired Teachers
28.
_________
Sociolinguistics
29.
_________
Psycholinguistics
30.
_________
Page | 76
Key Skills Extension
Session 5
IELTS Listening:
SECTION 3
You are going to hear a student making enquiries at the university library.
Questions 21 – 25 - Match the resources with the library.Write a letter, A, B or C
A. Social Sciences library
B. Pure Science library
C. Both libraries
21.
Current magazines and newspapers
__________
22.
Academic journals
__________
23.
Practical teaching resources
__________
24.
Fiction
__________
25.
Movies
__________
Questions 26 – 30 - WRITE NO MORE THAN TWO WORDS FOR EACH ANSWER
Registration procedure:



Complete registration form
Attach recent photo
Ask 26.________________________ to sign the form
Costs:

All services free EXCEPT
o
o
Deposit of £50, refunded on submission of 27. ________________________
Fine of £1.50 per day for 28.________________________books
Rules for borrowing



No of books: 4 books; 2 weeks per book
Recalls:
informed by email – must be returned on same day
Lost items:
full replacement cost plus 29.________________________
Opening times
Mon-Fri:
7.00 am – 10.00 pm
Weekends:
9.00 am – 10.00 pm
CLOSED:
30.________________________
Page | 77
Key Skills Extension
Session 5
Task 1 Writing
The diagrams below give details of movies watched in both Australia and the United
Kingdom in 2001 in terms of where those movies were produced.
The line-graph shows cinema attendance in those countries between 1975 and 2005,
measured in millions of viewers.
1
1
2
2
Page | 78
Key Skills Extension
Session 5
Look at the following statements and decide where they belong. Some statements may be
incorrect.




Introduction
Overview
Body paragraph 1
Body paragraph 2
(I)
(OV)
(B1)
(B2)
a) Cinema admissions experienced a drop between 1975 and 1985.
b) Generally speaking, films from other countries were more popular in Australia than
movies from the UK, the US and from Australia itself.
c) Cinema attendance grew in both countries over the period.
d) The difference in numbers of cinema viewers in Australia and the UK stood at around
70 million for most of the period with the exception of the decade 1975 to 1985.
e) Films produced in Hollywood were by far the most popular in both countries in 2001.
f) Almost four-fifths of all movies viewed in the UK in 2001 were made in the UK.
g) Figures are given as percentages and stated in millions of admissions respectively.
h) Both countries experienced drops in attendance in the early 1980s.
i)
The resurgence of cinema attendance started towards the end of the 1980s.
j)
British films were more popular than Australian movies in Australia.
k) Films produced in other countries were more popular in Australia than in the UK.
l)
Cinema attendance enjoyed a steady increase in both countries after 1985 until the
early part of this millennium.
m) Both countries showed a slight dip in figures towards the end of the period.
Now, write the report for this Task 1 question.
Page | 79
Key Skills Extension
Session 5
Writing:
Task 2 essay
Some people believe that watching a movie is a better way to learn a foreign language
than reading a book in that language.
To what extent do you agree with this viewpoint?
Read the sources articles below and make annotated points in favour of both watching a
movie and reading in terms of learning a foreign language.
Watching movies
Reading books
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Page | 80
Key Skills Extension
Session 5
Source articles
Films have been considered a great source of entertainment, but they can also act as a
language learning medium if you are prepared to change your perception about it.
Advantages:





The biggest benefit of language learning through movies is that you can master any
language of your choice without anyone’s help. You can learn the target language
even though you don’t live in the country where people speak your target language.
If you are a shy person who is afraid of interacting with others in your target language
because of the fear of making mistakes, then movie-based language learning might
be one of the best options for you.
You don’t have to empty your pockets to join language classes. Today, everything is
available on the internet, and that does not cost much to use.
Movie-based learning makes you an incredible listener. You develop an ear for
pronunciations, dictions, dialects, etc. You also pick up in-fashionand idiomatic
phrases by watching movies.
You can control the pace of your learning. You can pause, rewind, fast forward or
slow down the movie at will to grasp the language at your own convenience.
Reading at even a slow pace also exposes us to more sentences per minute than the
average movie or TV show. (Just think of all the pauses, transitions, and action scenes
where characters are not speaking.) This is exactly the reason why heavy readers of just
English tend to speak more articulately than average English speakers, despite theoretically
having had the same number of years of exposure to the language. Being exposed to a
larger “brain feed” of vocabulary and grammar simply trains you to use your language better
in your own speech.
The main difference between reading in a foreign language and reading in your native
language is, naturally, that you began reading your native language once you were already
speaking it fluently, while as a beginner in a foreign language you don’t quite have that
luxury. The challenge is therefore finding foreign-language reading materials that are
commensurate with your level of vocabulary and grammar. If the reading is too difficult, it
can create an excessive cognitive load, inhibit any real learning, and discourage you from
reading further.
Page | 81
Key Skills Extension
Session 5
Tips and Tricks
Start basic and small. Children’s books are great practice for beginners, as are software
programs with short sentences or passages that allow you to listen to accompanying
audio. (Try “Charlotte’s Web” in Spanish, or the BBC’s “Learn French” series.) Don’t try to
dive into a novel or newspaper too early, since it can be discouraging (or might take too long
to constantly look up every word you see!).
Read things you’ve already read in your native language. Even if you last read something
15 years ago, the fact that you at least know the gist of it will help you tremendously to pick
up context clues and implicitly learn new vocabulary and grammatical
constructions. Otherwise, if you get lost in a new story in a foreign language, it is difficult to
recover.
Read books with their accompanying audio books. Reading just a single book while listening
to the accompanying audio — even if you don’t understand everything completely — will
dramatically improve your “ear training” and habituate you to the general speed and cadence
of a native speaker. Alternatively, using an audio book alone (if you are a beginner) risks
completely missing certain words that you might have otherwise recognized.
Note that watching TV or movies with closed-captioning in the native language
can sometimes be a decent substitute for this last tip, but be careful: most closed captions
fail to mimic the spoken lines word-for-word, which can result in a confusing audiovisual
disconnect. And even in cases where the text and audio are in sync (particularly in slowlyspoken documentaries), remember that the use of pauses and other audio-free visual effects
reduces the words-per-minute exposure of screen versus print. If you want the most efficient
word-feed for your brain, audio books paired with their original text provide the best practice
possible.
Page | 82
Key Skills Extension
Session 5
Task 2 essay
Some people believe that reading is better than watching television since it
improves people's creativity and imagination.
To what extent do you agree with this view?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Agree
Disagree

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Page | 83
Key Skills Extension
Session 5
Speaking Test Practice
It’s quite possible that the examiner will ask you questions about your reading habits or ask
you to say something about a book you’ve read or a film you’ve seen.
Use the ‘vocabulary’ section below to answer the questions.
Vocabulary

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
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

an action movie: a film with fast moving scenes, often containing violence
bedtime reading: something to read in bed before you go to sleep
to be a big reader: someone who reads a lot
a box office hit: a financially successful film
a blockbuster: a film that is a big commercial success
to catch the latest movie: to see a film that has just come out
to come highly recommended: to be praised by another person
to flick through: to look quickly through a book
to get a good/bad review: to receive positive or negative feedback
a low budget film: a film made with a small amount of money
on the big screen: at the cinema
a page turner: a book that you want to keep reading
paperback: a book with a flexible cover (see ‘hardback’ above)
plot: the main events in a film or book
to read something from cover to cover: to read a book from the first page to the
last
sci-fi: science fiction
to see a film: to see a film at the cinema (see ‘watch a film’ below)
soundtrack: the music that accompanies a film
special effects: the visuals or sounds that are added to a film which are difficult to
produce naturally
to take out (a book from the library): to borrow a book from the library
to tell the story of: to outline the details of someone’s life or an event
to watch a film: to watch a film on TV (see ‘to see a film’ above)
Page | 84
Key Skills Extension
Session 5
Now you try. Work with a partner, and practice answering these questions.
Part 1-style questions



Do you like to read books?
How often do you go to the cinema?
Do you prefer reading books or watching films?
Part 2-style task
Describe a book you have read, or a film you have seen. You should say



What this book or film was
When you read or saw it
Why you decided to see the film or read the book
And say if you enjoyed it and why
Part 3-style questions



Is reading as pleasurable in digital format?
Do you think bookshops will survive the digital revolution?
Statistics show that visits to the cinema are up despite the availability of DVDs and
online downloads. Why do you think this might be?
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Key Skills Extension
Session 6
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Key Skills Extension
Session 6
Listening - Divorce
Exercise 1 - You will hear four people talking about their recent divorces. As you listen,
complete the information table below:
NAME
How long
married?
Reasons for
divorce
No. of
children
Custody of
children
Plans for
future
Monica
George
Lisa
Edward
Exercise 2 - Look at the following questions and choose the best answer for each question:
1.
How did Monica NOT feel after the divorce?
a. sad
2.
d. hopeful
She told him not to be stupid.
She had a boy-friend.
He'd been down the pub.
He started to kick her.
Which of the following statements is NOT TRUE?
After the first time Tom beat Monica,
a.
b.
c.
d.
4.
c. afraid
Why do you think Tom slapped Monica across the face?
a.
b.
c.
d.
3.
b. relieved
Monica had to go to the hospital.
Monica was seriously injured.
The situation at home did not improve.
Tom did not beat Monica again.
Which of the following statements is TRUE?
a.
b.
c.
d.
Monica saw the counselor before she saw the lawyer.
Monica saw a counselor about a divorce.
Monica spoke to the lawyer immediately after seeing the counselor.
Tom tried to discuss the situation with Monica.
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Key Skills Extension
Session 6
5.
Why does Monica feel sorry for Tom?
a.
b.
c.
d.
6.
Which of the following did George NOT feel on the evening his wife told him
about her boyfriend?
a.
b.
c.
d.
7.
More than a year.
Less than a year.
Twenty-one years.
Over four years.
Which of the following describes Harry's feelings towards his first child?
a.
b.
c.
d.
11.
He has forgiven Gloria.
He'd like Gloria to come back to him.
He feels resentful about the whole thing.
He has accepted the situation.
How long did Lisa's engagement last?
a.
b.
c.
d.
10.
He hadn't suspected anything.
Gloria had planned the whole thing.
He didn't feel like eating the dinner.
Gloria had ordered a beautiful dinner.
Which of the following statements about George is most accurate?
a.
b.
c.
d.
9.
devastated
angry
shocked
incredulous
Why did George feel naive?
a.
b.
c.
d.
8.
He's lost his children.
She feels he has nothing to look forward to.
He has nothing left but memories.
All the above reasons.
love
jealousy
interest
fear
When Lisa started going out more frequently,
a.
b.
c.
d.
the children became more independent.
Harry’s first novel was rejected by the publishers.
she found she had more time on her hands.
she realized her life up to that time had been boring.
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Key Skills Extension
Session 6
12.
How did Harry feel about the divorce?
a.
b.
c.
d.
13.
Why did Edward's mother not go to his wedding?
a.
b.
c.
d.
14.
She didn't want Edward to marry Susan.
The wedding was low-key.
She didn't like Susan.
There was a strange atmosphere at the wedding.
'...I suppose we needed someone to push us together.' What was the reason for
this?
a.
b.
c.
d.
15.
happy
sad
angry
indifferent
Neither Susan nor Edward were out-going people.
Susan had had one or two boyfriends before.
Their friend thought they would hit it off.
Edward had never had a girlfriend before.
Why did Edward go to the bar that night?
a.
b.
c.
d.
So that he would get home after Susan had gone to bed.
He wanted to meet William.
He wanted a couple of drinks.
Because Susan had been to see a counselor.
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Key Skills Extension
Session 6
Speaking Test Practice
It’s quite possible that the examiner will ask you questions about friendships.
Use the ‘vocabulary’ section below to answer the questions.
VocabularyDefinitions


























to break up: to end a romantic relationship
to drift apart: to become less close to someone
to enjoy someone’s company: to like spending time with someone
to fall for: to fall in love
to fall head over heels in love: to start to love someone a lot
to fall out with: to have a disagreement and stop being friends
to get on like a house on fire: to like someone’s company very much indeed
to get on well with: to understand someone and enjoy similar interests
to get to know: to begin to know someone
to go back years: to have known someone for a long time
to have a lot in common: to share similar interests
to have ups and downs: to have good and bad times
a healthy relationship: a good, positive relationship
to hit it off: to quickly become good friends with
to be in a relationship: to be romantically involved with someone
to be just good friends: to not be romantically involved
to keep in touch with: to keep in contact with
to lose touch with: to not see or hear from someone any longer
love at first sight: to fall in love immediately you meet someone
to pop the question: to ask someone to marry you
to see eye to eye: to agree on a subject
to settle down: to give up the single life and start a family
to strike up a relationship: to begin a friendship
to tie the knot: to get married
to be well matched: to be similar to
to work at a relationship: to try to maintain a positive relationship with
someone
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Key Skills Extension
Session 6
Now you try. Work with a partner, and practice answering these questions.
Speaking Test Part 1 Practice
Examiner: Do you see your friends very often?
Louisa: Yes … we meet up most weekends … we all get on really well and have a lot in
common so we’re always happy doing the same things and going to the same places.
Examiner: What do you like about your close friends?
Anna: I think we enjoy each other’s company … we see eye-to-eye on most things so we
rarely fall out with each other.
Examiner: Have you known each other long?
Amy: Most of them yes … although my closest friend Carrie … we struck up a relationship at
college and got on like a house on fire … but yes … my other friendships go back years to
when we were at school.
Let’s talk about people you spend your free time with
1.




Who do you enjoy spending your free time with?
What do you like to do with your family/friends when you meet up?
Is it better to spend your free time with a large group, or a small group of friends?
Do you think you will see your family/friends more or less in the future?
Let’s move on and talk about friends
2.




Is it better to have just one good friend, or lots of friends?
How often do you meet up with your friends?
Are your friends today mostly the people you work/study with?
What is the best way to meet new friends nowadays?
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Key Skills Extension
Session 6
Part 2-style task
Describe a person you are very close to. You should say:



who this person is
when you met them
where you met them
and say what it is about them you like so much.
Reiko: I’d like to talk about my boyfriend … Jose … we got to know each other at University
almost 4 years ago … we were in the same department … initially we were just good
friends and used to go out in a group with our other friends … when Jose went back to
Spain for the holidays we would keep in touch with each other … then one year he invited
me to come to Spain with him … and that’s when we fell for each other I think … so you
couldn’t really say it was love at first sight as it had been over a year since we’d met … but
we really hit it off and by the time we got back to university in September we were able to
tell all our friends that we were in a relationship… what do I like about Jose … well he’s
very kind … very funny … and very supportive … and we’re really well matched in our
interests … he hasn’t popped the question yet though … we’ve talked about getting
married and I think we’re both ready to settle down and have children … we’ll just have to
wait and see …
Speaking Test Part 2
Describe your best friend. You should say



Who he/she is
When you met him/her
Why he/she is so close to you
And say what you like about your friend the most.
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Key Skills Extension
Session 6
Part 3 Discussion
Examiner: Do you think marriage is still as important as ever?
Christine: Yes … it certainly is in my country … I think the problem for some people is a lack
of commitment … all relationships have their ups and downs …. but some people prefer
to break uprather than working at the relationship.
Examiner: What do you think is the ideal time to get married?
Terry: Personally … I think you should wait until you’ve found yourself first … decided if you
want a career … perhaps do some travelling … you should do this before tying the knot …
although if you fall head over heels in love plans like these can easily be forgotten.
Examiner: Is it important to keep in contact with our friends when we’re in a
relationship?
Maria: Absolutely … it’s so easy to drift apart from your friends when you fall in love … but
I think both partners should try not to lose touch with their friends … that’s the best way to
have a healthy relationship with your partner.
• Is friendship important in your culture? How many close friends can you have?
• Are friends more important than family?
• What are the important things among good friends?
• Do you have any friends from a foreign country?
• What are the differences between real life friends and pen friends?
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Key Skills Extension
Session 6
Writing skills development: Suggesting reasons for a trend and evaluating that trend
Some essays ask you to list reasons for a trend as well as evaluating the trend (positive or
negative impacts).
Look at this essay title:
‘In the last few decades families are becoming smaller.
What are the reasons for this trend? Is it a positive or negative development?’
Identifying ideas
Read each statement and decide whether it belongs with Part 1 of the essay (reasons for
smaller families), or Part 2 (positive or negative trend). If the statement belongs in Part 2,
decide whether it is a positive (P) or negative (N) evaluation.
Statements
Part
P
N
Nowadays both parents choose to work.
Raising a large family is expensive
Smaller families mean less support for the individual family members.
Young people are deciding to delay getting married.
Smaller families tend to be financially more stable.
Older generations tend to live by themselves or in old folks’ homes.
Children have less interaction with the older generation.
It is harder to find suitable accommodation for larger families.
Children may not have anyone to play with.
The younger generation may have no role models to follow
There’s more ‘private space’ for individuals.
Parents can spend more time with each child.
Young children may become selfish if they don’t have to share things.
Fertility rates among young people are falling nowadays.
Effective birth control measures are more widely available.
Children in small families have a better chance of higher education.
There tend to be fewer family arguments, especially among siblings
Can you add any further ideas?
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Key Skills Extension
Session 6
An essay of this type would probably consist of 4 paragraphs.
What would each paragraph contain?
Paragraph 1: ______________________________________________________________
Paragraph 2: ______________________________________________________________
Paragraph 3: ______________________________________________________________
Paragraph 4: ______________________________________________________________
Now, using the ideas given above, write the essay. Don’t forget to use linking words to link
sentences smoothly together, and reference and substitution (e.g. pronouns) to avoid
unnecessary repetition.
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Key Skills Extension
Session 7
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Key Skills Extension
Session 7
Reading:
What is ‘development’?
Development means “improvement in country’s economic and social conditions”. More
specially, it refers to improvements in ways of managing an area’s natural and human
resources. In order to create wealth and improve people’s lives, it includes:
i. The capacity to obtain physical necessities, particularly food;
ii. A job (not necessarily paid employment) but including studying, working on a family farm
or keeping house;
iii. Equality, which should be considered an objective in its own right;
iv. Participation in government;
v. Belonging to a nation that is truly independent, both economically and politically; and
vi. Adequate educational levels (especially literacy).
a) The people are held to be the principal actors in human scale development. Respecting
the diversity of the people as well as the autonomy of the spaces in which they must act,
converts the present day object person to a subject person in the human scale development.
Development of the variety that we have experienced has largely been a top-down approach
where there is little possibility of popular participation and decision making.
b) Human scale development calls for a direct and participatory democracy where the state
gives up its traditional paternalistic and welfarist role in favour of a facilitator in enacting and
consolidating people’s solutions flowing from below. “Empowerment” of people takes
development much ahead of simply combating or ameliorating poverty. In this sense
development seeks to restore or enhance basic human capabilities and freedoms and
enables people to be the agents of their own development.
c) In the process of capitalistic development and leading national economy towards
integration into foreign markets, even politically democratic states are apt to effectively
exclude the vast masses from political and economic decision-making. The state itself
evolves into a national oligarchy hedged with authoritarian and bureaucratic structures and
mechanisms that inhibit social participation and popular action.
d) The limited access of the majority to social benefits and the limited character of
participation of the masses can often not be satisfactorily offset by the unsuccessful and
weak redistributive policies of the government. Powerful economic interest groups set the
national agenda of development, often unrepresentative of the heterogeneous and diverse
nature of our civil society making for a consolidation and concentration of power and
resources in the hands of a few.
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Key Skills Extension
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e) Also, a focus on people and the masses implies that there could be many different roads
to development and self-reliance. The slogans “human centered development”, “the
development of people”, “integrated development”, all call for a more inclusive and sensitive
approach to fundamental social, economic and political changes involved in development so
that all aspects of life of a people, their collectivity, their own history and identity, and their
relations with others result in a balanced improvement.
f) The challenge of human scale development is to celebrate individual differences instead of
being threatened by them, to develop processes of political and economic decentralisation,
to reinforce democratic, indigenous traditions and institutions, and to encourage rather than
repress emerging social movements which reflect the people’s need for autonomy and
space.
g) The fruits of economic development may be distributed more equitably if local spaces are
protected, micro- organisations are facilitated and the diverse collective identities that make
up society are recognised and represented. Greater control of environmental issues by
society in general is a must. In fact this concept of development seeks for the civil society
rather than the state to nurture development, so that the role of grass roots citizens is
enhanced.
h) Social and Human Development, therefore necessarily requires a unified approach,
integrating the economic and social components in plans, policies and programmes for
people’s betterment. The challenge is to simultaneously integrate cross sectoral and regional
developmental needs as well as to make for a participative development. The issues of
environment, pollution, women, habitat, hunger and employment have come to the fore one
by one and continue to require public and institutional attention along with resource
allocations. Two major contemporary concerns that require focus in any development
initiative are that of human security and sustainability.
i) We need to ensure that development does not mean social dislocation, violence and war
and that we meet “the needs of the present generation without compromising the ability of
future generations to meet their own needs.”
j) Each of these problems is interrelated in complex ways and requires a unified approach.
The purpose of development should be to develop people and not to end with developing
things. Fulfillment of basic needs of mankind should be the true objective of development
and achievements that either do not contribute to this goal or even disrupt this basic
requirement must not be pursued as a development goal.
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Key Skills Extension
Session 7
Questions 1 – 5
1.
According to the passage, which of the following is NOT included in the true meaning
of ‘development’?
a.
b.
c.
d.
2.
It confronts the problems of poverty head on.
It places the people directly at the heart of the development process.
It challenges the basic principles of traditional development.
It forces the ruling party to hand over most of its power.
Why do governments sometimes fail to include grass roots citizens in making
important national decisions?
a.
b.
c.
d.
5.
The donor nations
The government of the receiving nation
The democratic process
People at grass roots level
Why is the concept of ‘empowerment’ so important in true development?
a.
b.
c.
d.
4.
The enhancement of the nation’s economic status
The improvement of society’s overall quality of life.
The provision of salaried employment.
The protection of the nation’s natural environment.
Who should play the major role in implementing development?
a.
b.
c.
d.
3.
Multiple choice questions
Because top-down government structures tend to leave most people out of the
process.
Because the process involves integrating foreign markets into the national
economy.
Because decisions made by the government are generally popular with its
citizens.
Because grass roots individuals have little experience in capitalistic
development.
What is a major result of the masses not being involved in the nation’s development?
a.
b.
c.
d.
The government may make weak decisions on matters of development.
The nation’s development is decided by a small number of individuals.
There’s no agreement on the form the development should take.
No development takes place.
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Key Skills Extension
Session 7
Questions 6 –12 - Completing a passage
Choose one of the answers below to complete this paragraph.
a.
government
b. threats
c.
finance
e.
diversity
f. essential
g. prevent
i.
improvement
j environment
k freedom
d. strengthen
h. benefits
The challenge of human scale development is to celebrate (6) instead of being threatened
by it, to develop processes of political and economic decentralisation, to (7)democratic,
indigenous traditions and institutions, and to encourage rather than (8) the emergence of
social movements which reflect the people’s need for autonomy and space.
The (9)of economic development may be distributed more equitably through the protection of
the (10),and by real representation of the diverse collective identities that make up society.
Greater control of environmental issues by society in general is (11). In fact this concept of
development seeks for the civil society rather than the (12) to nurture development, so that
the role of grass roots citizens is enhanced.
6.
___________________________
7.
___________________________
8.
___________________________
9.
___________________________
10.
___________________________
11.
___________________________
12.
___________________________
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Key Skills Extension
Session 7
Task 1
The chart below shows the amount of foreign aid donated by 5 different regions to
Asia, Africa and South America in 2008. Figures are given in millions of dollars.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant
3000
2500
2000
Asia
1500
Africa
S. America
1000
500
0
USA
UK
EU
China
Australasia
Main points:

What type of graph is this (static or dynamic)?

Which country gives the most/least foreign aid to the three continents?

What would you write for your overview?

Are there any noticeable differences in the amount of aid given by any particular
country?
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Key Skills Extension
Session 7
Task 2 - Writing an essay
Essay 1
International aid has become a regular feature of life in some developing nations.
While there can be no doubt that international aid brings relief to a large number of
poor people, many people argue that some of this aid is unnecessary.
Discuss the advantages and disadvantages of giving international aid to poor
countries.
Some topic related vocabulary:
developed
developing
industrialised
industrialising
donate
donor nations
charity
investment
corruption
dependent
independent
poverty
debt relief
economic development
hunger
promote peace
ADVANTAGES
DISADVANTAGES
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Key Skills Extension
Session 7
Appropriate foreign aid: look at the list of foreign aid and decide which is appropriate and
which is not appropriate. Give your reasons:
Kind of aid
Appropriate?
yes or no
Why?
Military aid
Famine relief
Reconstruction after natural disasters
Interest free loans for building dams
Scholarships at overseas universities
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Key Skills Extension
Session 7
Essay 2
International aid is common nowadays. Developed nations provide assistance to less
developed nations for a number of reasons. Many people criticize this, however,
saying that such assistance does not help the poorer nations to become independent
enough to be able to solve their own problems.
To what extent do you agree with this statement?
Remember that in an essay of this nature, you must express the degree to which you agree
or disagree with the statement: e.g. I totally agree… / I completely disagree…/ I
agree/disagree to a certain extent…/.
If you agree/disagree to a certain extent, it is expected that you present arguments both
in favour of and against the statement.
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Key Skills Extension
Session 7
Speaking Practice - Charity

Do you give to charity or volunteer?

What do you think are some important charities people should give to?

Do you give money to homeless people? Do you think people should give
money to homeless people?

Who do you think needs charity the most?

How much do you think governments should give to help other countries?

Should rich people and corporations be forced to give to charity?

Do you think there are charities that are scams?

Does your country have a holiday when it is traditional to help out people in
your community? If not, should there be a holiday like that?

Do you think it is better to give time or money?
Part 2
Describe a charity which is important to you. You should say



What the charity does
Why you are interested in this charity
How this charity raises money
And explain whether you think it is important for people to get involved in charity work
Describe a person who has done a lot of work to help people. You should say



Who this person is/was
Where this person lives/lived
What he/she has done/did to help people
And explain how you know about this person.
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Key Skills Extension
Session 7
Part 3 - Helping other people in the community:



What are some of the ways people can help others in the community? Which is most
important?
Why do you think some people like to help other people?
Some people say that people help others in the community more now than they did in
the past. Do you agree or disagree? Why?
Community Services:



What types of services, such as libraries or health centres, are available to the
people who live in your area? Do you think there are enough of them?
Which groups of people generally need the most support in a community? Why?
Who do you think should pay for the services that are available to the people in a
community? Should it be the government or individual people?
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Key Skills Extension
Session 8
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Key Skills Extension
Session 8
Where women wear the trousers - Pre-reading
1. What does the word ‘matriarchal’ mean? Is the place where you live a matriarchal
society?
2. Are there any jobs or duties that are traditionally carried out by either men or
women in your culture? If so, which?
A - Lijiang, a city of around one and a quarter million inhabitants, is located in Yunnan
province in China. It is less remote than it once was since the opening of the new airport,
but for the moment, it retains its relative isolation. Lijiang is really two towns. One is
comprised of the drab-grey, low-rise concrete buildings seen throughout mainland China.
The other is a centuries old village of cobblestoned streets lined with old wood, stone and
mud-brick houses, shops and restaurants. A collection of building materials, wooden
carts and fuel for wood fires are stacked against old walls, cluttering the labyrinth of
narrow alleyways. In this part of Lijiang, time seems to have stopped. Shops don’t have
glass facades; wooden shutters are pulled aside when it’s time to open for business. And
although electricity is available, much of this district’s machinery is still hand operated.
B - A new day dawns on the old town in much the same way it has done for generations;
women emerge into the streets carrying enormous cane baskets on their back, while the
men sit chatting on doorsteps as they soak up the early warmth of the sun. In small,
windowless shops, other women fry flat breads and boil water for tea in large kettles
heated over red hot coals. Even in the old market square, the stalls are run by women.
From tailors to tea shop proprietors and from vegetable sellers to butchers, most of the
stall-holders there are female. And it’s not just in the field of commerce; from labourers to
construction workers to artisans, most of Lijiang’s productive activity has historically been
the province of women.
C - The reason why women dominate here is because Lijiang is the centre of the ancient
Naxi people, a matriarchal society in which females fill the significant roles. With a
recorded history dating back almost 2,000 years, the Naxi are thought to have originated
in Burma and Tibet. Today, their population numbers only around 250,000.
D - There is one activity, however, which is the domain of Lijiang’s men — music. But
because younger men are now reluctant to learn how to play traditional Naxi instruments,
the average age of the members of the village orchestra is about 70 years. Yet the
musicians practice faithfully every day and continue to be in great demand for weddings,
ceremonies and other social functions.
E - The traditional Naxi social structure is undergoing a slow, but inevitable change. More
businesses are being run by men. And although many men continue to wear national
dress, the ubiquitous Mao cap is increasingly replacing traditional head-dress, and
running shoes are often preferred to traditional footwear. Meanwhile, hidden from sight, a
group of elderly men practise traditional instruments. Their haunting melodies drift along
Lijiang’s alleys, reflecting the spirit of one of the last remaining enclaves of a unique page
in this region’s history.
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Key Skills Extension
Session 8
Difficult words and concepts
facades
Proprietors
Artisans
Matriarchal society
Mao cap
Enclave
Explanation
The front part of the building which faces the street
People who own a business
People who make things by hand: craftsmen
A society where women play key roles in the
economy and government of the place
Head-wear typically worn by former Chinese leader
Mao Zedong
Area or region inhabited by a certain group of
people
Exercise 1 - Do the following statements agree with the information given in the passage?
TRUE
FALSE
NOT GIVEN
1.
2.
3.
4.
5.
if the statement agrees with the information
if the statement contradicts the information
if there is not enough information on this
Getting around the streets of the old town is not easy.
Most of the district’s machines are hand operated because of a lack of electricity.
Concrete is the preferred building material in the old town.
There is little demand nowadays for the traditional style of music.
The young men are unwilling to learn traditional instruments because they prefer
western-style music.
Exercise 2 - Choose the best answer for each question from the given options. Sometimes
more than one answer is correct.
1.
Why is Lijiang less remote now than it used to be?
a.
b.
c.
d.
2.
Because it consists of two towns.
Because people can now access Lijiang by air.
Because it has managed to retain its isolation.
Because its streets are so cluttered.
What do we know about the two distinct towns of Lijiang?
a
b
c
d
They are both quite modern.
They resemble each other quite closely.
They are built in contrasting styles.
They look like most other towns in China.
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Key Skills Extension
Session 8
3.
Which of the following are you NOT likely to see the women doing?
a.
b.
c.
d.
4.
What do we know about the Naxi people?
a
b
c
d
5.
Transporting large baskets on their backs.
Relaxing in the sun as they talk to their friends.
Playing musical instruments.
Selling vegetables in the market.
Women occupy the dominant roles in society.
Their recorded history goes back more than two thousand years.
They originally came from Burma and Tibet.
Their population has increased over the years.
Why is Lijiang’s musical tradition at risk?
a.
b.
c.
d.
Women do not take part in music there.
Young men are not interested in learning how to play the instruments.
Naxi social structure is undergoing a slow but inevitable change.
Most of the men prefer to wear western style fashion instead of traditional
costumes.
Exercise 3 - Understanding cohesive devices in the passage. What do the underlined
words refer to?
The other
they
there
their
=
=
=
=
Exercise 4 - Identify the paragraphs which contain the following information.
Paragraph
1
2
3
4
5
The origins of the inhabitants of Lijiang.
A reason why the town’s orchestra is composed of older people.
Limited availability of energy.
Changing customs.
Early morning activities.
Page | 110
Key Skills Extension
Session 8
Working with words Synonyms and paraphrasing
Find words in the passage which have similar meanings to the following:
In the passage
Contains, consists of
Making a place untidy and crowded
Small streets, lanes
Not keen on picking up a new skill
Never miss a practice session
Cannot be avoided
Can be found everywhere
Page | 111
Key Skills Extension
Session 8
Listening activity - Focus on Mosuo
Questions 1 – 10
For each answer WRITE NO MORE THAN ONE WORD
Matriarchal Societies:
The Mosuo
The role of Mosuo males:


Primary role is to 1 ______________________ females
Hardly involved in rearing of off-spring
Background of Mosuo tribe:




Location:
Nationality:
Religion:
Social structure:
Yunnan, South-west China
Tibetan
Buddhist
Live in 2 ______________________ families
A case-study:



Name of researcher:
Nationality:
Job:
ChooWaihong
3 ______________________
Corporate 4 ______________________
Research findings:




Mosuo children reared by female relatives as well as 5 ______________________
Society made up of 6 _________________ mothers condemned by most other ethnic
groups in China.
No formal marriage but 7______________________marriage does exist: generally, shortterm, secretive partnerships with ‘axia’.
For most women ‘axia’ is an enjoyable pastime to escape the
8 ______________________of daily life, as well as being a possible sperm donor
More detailed Gender Roles:
Women:
 Property is passed down through females
 Agriculture: sowing crops
 Running the 9______________________
 Bringing up children
Men
 Jobs requiring physical 10______________________e.g. ploughing the fields
Session 8
 No paternal responsibilities but usually take care of sisters’ off-spring
Page | 112
Key Skills Extension
Session 8
Questions 11 – 15
Multiple Choice Questions
Choose the best answer for each question from the given options:
11.
Which of the following are among the ‘usual reasons’ why couples would usually stay
together in a traditional society?
a.
b.
c.
d.
12.
Why did the researcher ChooWaihong ‘feel at home’ with the Mosuo?
a.
b.
c.
d.
13.
remain childless for her whole life.
try to find a suitable axia to produce a child.
take someone else’s child and bring it up as her own.
move away from the tribe and choose to live somewhere else.
Which of the following is NOT an example of the way things are changing in Mosuo
society?
a.
b.
c.
d.
15.
She was a single mother.
She felt comfortable living away from Singapore.
She did not miss her own family in Singapore.
She did not feel ‘out of place’ in Mosuo society.
In a case where a Mosuo woman cannot conceive children, she would
a.
b.
c.
d.
14.
For pleasure
For economic reasons
For true love
For company
Developments in transportation infrastructure
An increase in foreign visitors
The lack of education opportunities
Changes in employment for Mosuo people
In what way does Waihong think the Mosuo can have an effect on Chinese traditional
beliefs?
a.
b.
c.
d.
She thinks that Chinese tourists will want to change the Mosuo family
structure.
She thinks Mosuo traditional life-style will disappear in the next few decades.
She thinks that Chinese people may change their attitude towards
family structure.
She thinks that Chinese women may want to live as single mothers.
Page | 113
Key Skills Extension
Session 8
IELTS Listening - Study on Gender in Physics
1.
The students in Akira Miyake’s study were all majoring in
a. physics
b. psychology or physics
c. science, technology, engineering or mathematics
2.
The aim of Miyake’s study was to investigate
a. what kind of women choose to study physics.
b. a way of improving women’s performance in physics.
c. whether fewer women than men study physics at college.
3.
The female physics students were wrong to believe that
a. the teachers marked them in an unfair way.
b. the male students expected them to do badly.
c. their test results were lower than the male students’.
4.
Miyake’s team asked the students to write about
a. what they enjoyed about studying physics.
b. the successful experiences of other people.
c. something that was important to them personally.
5.
What was the aim of the writing exercise done by the subjects?
a. to reduce stress
b. to strengthen verbal ability
c. to encourage logical thinking
6.
What surprised the researchers about the study?
a. how few students managed to get A grades
b. the positive impact it had on physics results for women
c. the difference between male and female performance
7.
Greg and Lisa think Miyake’s results could have been affected by
a. the length of the writing task.
b. the number of students who took part.
c. the information the students were given.
8.
Greg and Lisa decide that in their own project, they will compare the effects of
a. two different writing tasks.
b. a writing task with an oral task.
c. two different oral tasks.
Page | 114
Key Skills Extension
Session 8
9.
The main finding of Smolinsky’s research was that class teamwork activities
a. were most effective when done by all-women groups.
b. had no effect on the performance of men or women.
c. improved the results of men more than of women.
10.
What will Lisa and Greg do next?
a. talk to a professor
b. observe a science class
c. look at the science timetable
Page | 115
Key Skills Extension
Session 8
Writing
Task 1
The chart shows the division of household tasks by gender in Great Britain, showing
how much time is spent on household tasks each day.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant
Main points:

Which task accounted for the highest proportion of males and females?

Which gender had the highest/lowest rate in household tasks jobs?

Can you identify any similarities or differences?
Page | 116
Key Skills Extension
Session 8
Writing 2 essay
In some countries women no longer feel the need to get married, as they are able
to earn their own income and do not have to rely on the financial security that
marriage can bring. In other countries people still consider marriage to be an
important institution that should always be respected.
Discuss both points of view and give your own opinion.
Page | 117
Key Skills Extension
Session 1
Self-access
Workbook
The activities in the following pages are designed to reinforce
work done in class. This is a self-access workbook and so
the answers are provided along with the exercises.
Page | 118
Key Skills Extension
Food: You are what you eat
Activity 1 - Categorizing different foods - Look at the following types of food. Put them in
the correct lists below:
lobster
cray-fish
cauliflower
corn
mushrooms
tapioca
mangosteen
cucumber
salmon
chicken
turkey
durian
tuna
grapefruit
wild boar
octopus
tomato wheat
venison
pineapple
pomegranate
pumpkin
barley
bacon
millet
Meat
Activity 2
1.
2.
3.
4.
a)
Sea-food
Vegetables
Fruit
Cereals
Eating out
Why do people decide to eat out (e.g. in a restaurant) rather than eat at home?
What is the difference between a ‘café’ and a ‘restaurant’?
Identify some special occasions when people might choose to eat out.
Can you explain the following:
A la carte
b)
Four-course meal
c)
Buffet
Activity 3 - Pre-cooking - When preparing food, there are a number of options.Look
at the words in the box and match them with their meanings
chop
grate/shred
mash
baste
beat
knead
sauté
blend
fillet
marinate
mince
season
1.
2.
3.
4.
5.
6.
7.
Remove the bones (e.g. fish and meat)
Scrape against a sharp object to make thin pieces (e.g. cheese)
Squash food with a fork or spoon
(e.g. potatoes)
Cut into small pieces with a sharp knife (e.g. meat)
Soak food in a liquid to make it tender or add flavor (e.g. meat)
Mix ingredients together, usually using a machine
Coat with oil or margarine to prevent drying out and also add flavor (e.g. chicken)
Page | 119
Key Skills Extension
8. Cook lightly in a small amount of fat to turn slightly brown
(e.g. meat)
9. To hit repeatedly with a fork or similar object (e.g. eggs)
10. Stretch dough repeatedly (e.g. bread)
11. Cut into very small pieces usually using a machine (e.g. meat)
12. Add herbs and spices to give flavor (e.g. a soup or stew)
Activity 4 - Different ways of cooking - There are a number of ways to cook food:
bake
steam
fry
barbecue
simmer
toast
stew
boil
grill
roast
poach
broil


Can you explain how each method of cooking works?
Which of these involve liquid, and which do not?
Liquid
No liquid
Activity 5 - Different tastes - There are basically 4 different tastes. What are they? Can you
give examples of food with those tastes?
1. ___________
2. ___________
3. ___________
4. ___________
e.g.
e.g.
e.g.
e.g.
________________________________________
________________________________________
________________________________________
________________________________________
What about chillies? They are very spicy. How would you describe that ‘taste’?
Activity 6 - Food allergies - Some people are allergic to certain foods. What does that
mean? Can you think of any food allergies which affect people?
Page | 120
Key Skills Extension
Activity 7 - Too much or too little? - Look at the phrases below and decide whether they
refer to eating ‘too much’ or ‘too little’:
famine
hunger
obesity
count the calories
malnourished
anorexic
Too much
go on a diet
bulimia
slim down
under-weight
Too little
Activity 8 - Match the cause / effect relationships:
1. A lot of people are allergic to nuts.
2. Many people do not trust genetically modified food.
3. Organic vegetables are more expensive but also more healthy.
4. We refuse to eat battery chickens
5. Free range meats taste much nicer.
6. The harvest has been bad this year.
7. There’s a food scarcity in Africa following terrible floods in the region.
8. There have been outbreaks of salmonella and listeria in the capital.
9. Too many people don’t eat a balanced diet.
10. Fast food is popular with youngsters.
A. This is because they are grown naturally without using chemical pesticides and fertilizers.
B. After this disaster, there wasn’t enough food for everyone.
C. They aren’t convinced that altering the composition of cells won’t have adverse side-effects.
D. That’s probably because the animals are not miserable being cooped up in confined spaces.
E. It’s not because it tastes better but the marketing is very effective.
F. They don’t consume sufficient quantities of the different food groups.
G. They experience a severe physical reaction to them.
H. This is because they are forced to spend their lives confined in a small cage.
I.
A lot of people ended up in hospital.
J.
Insufficient sunshine prevented the crops from fully ripening.
Page | 121
Key Skills Extension
Activity 9 - Some vocabulary to describe food
Description
Crispy / Firm and fresh, and easily
crunchy breakable
bland
Without any taste
greasy
rancid
Food that has been fried in oil
Food that has ‘gone off’
ripe
Ready to eat (fruit)
mushy
Soft food
Examples
She ate a crisp green apple after lunch.
That stew is bland; it needs some spices
adding.
He ate a greasy burger for lunch.
The butter was rancid; it was well past
its use-by date.
The bananas are ripe so you can eat
them now.
She had some fish and chips with
mushy peas.
Activity 10 - Some food idioms
1. No use crying over spilt milk.
2. As cool as a cucumber.
3. It’s not my cup of tea, I’m afraid.
4. If I were you, I’d take it with a pinch of salt.
5. She’s walking on egg-shells.





Need to tread carefully.
Nor exactly what I like; not my style.
No point in dwelling on something that went wrong in the past.
Not affected by disasters; calm and collected.
Don’t believe it wholeheartedly.
Page | 122
Key Skills Extension
Insects as food: from ‘yukky’ to ‘yummy’
Pre-reading
1.
2.
3.
4.
Have you ever eaten insects? Do people generally eat insects in your country?
If so, what kinds of insects are popular? If not, why do people not eat insects?
How are the insects cooked: barbecued, boiled?
Are there any foods which are considered ‘taboo’ in your culture?
Have you ever feasted on creepy-crawlies? Maybe you have, without even knowing it,
because insects have long been an integral ingredient in some products such as canned
tomatoes and peanut butter in many countries around the world. It has been estimated that
as many as 80% of the world’s population regularly consume six-legged food items,
especially in developing nations located around the tropics, where insects thrive.
Bugs have long been a primary source of food in many cultures, ranging from ants and
termites eaten by tribes in Africa and Asia to the slippery, slimy mollusks extracted by
Aboriginals from trees in outback Australia. In countries such as Thailand, fried locusts and
beetles are a popular delicacy with the hordes of foreign tourists keen on sampling exotic
dishes at first hand.
According to the UN’s Food and Agriculture Organisation, entomophagy, or ‘insects as food’
makes good sense, and endorse their consumption. Apart from being in abundant supply,
insects are more healthy and nutritious than other sources of protein such as chicken and
beef. They are also more sustainable than fish, and easier to catch. Hamburger, for
example, contains around 18 percent protein and just as much fat. A bugburger, by
contrast, consists of 60 percent protein with only 6 percent fat.Cholesterol levels are also
much lower in insects than in other meats. What’s more insect fatty acids are similar to fish
in that they are unsaturated, providing additional health benefits.
When it comes to farming, the arguments are also overwhelming. In cattle farming, for
example, ten kilograms of cattle feed is required to produce just one kilogram of beef, a ratio
of ten to one. By contrast, the same amount yields approximately five kilos of edible bugs, a
ratio of 2 to 1. In addition, the use of hormones to stimulate growth in livestock is having
questionable effects on consumers, especially in the developed world. No such methods
are required in bug farming.
On a broader front, it is possible that entomophagy could alleviate some of the problems of
the imminent global food shortage. After all, insects are in abundant supply and require low
maintenance farming methods. Ironically, the use of pesticides in agriculture is decimating
insect populations in some parts of the world, as well as poisoning the soil, thereby depleting
an otherwise sustainable food source. Rather than regarding bugs as ‘the enemy’, we should
embrace them for what they really are: potential partners in the fight against global hunger.
Page | 123
Key Skills Extension
Difficult words
and concepts
Creepy-crawlies
Bugs
Outback Australia
Sampling
Cattle feed
Yields
Livestock
Pesticides
Unsaturated fat
Explanation
A children’s term used for all insects based on the way the
insects move: creep or crawl
Another word for ‘insects’
The remote rural areas of Australia
Trying something new
The food given to cattle to help them grow
Produces; gives up
The collective word used for farmed animals
chemicals used to kill insects
A fat which comes from plants and some animals e.g. fish,
which is liquid at room temperature
Exercise - Do the following statements agree with the information given in the passage?
TRUE
FALSE
NOT GIVEN
1.
2.
3.
4.
5.
if the statement agrees with the information
if the statement contradicts the information
if there is no information on this
According to the passage, the majority of people have eaten insects at some time.
Aboriginal people in Australia do not eat ants and termites.
Most foreign visitors to Thailand have eaten barbecued bugs.
The Food and Agriculture Organisation encourage people to eat insects.
Insect farming is more problematic than rearing livestock.
Exercise - Choose the correct answer from the given options. Sometimes more than one
option is possible
6.
Where do people knowingly eat insects?
a.
b.
c.
d.
7.
In tropical countries.
In developed nations..
In parts of Australia.
In most countries around the world.
According to the Food and Agriculture Organisation, it is good to eat insects because
a.
b.
c.
d.
they contain higher levels of cholesterol.
they contain healthy fats.
they consist of just as much protein as fat.
there are plenty of insects available.
Page | 124
Key Skills Extension
8.
In what way can insects be compared to fish?
a.
b.
c.
d.
9.
Why does it make sense to farm insects commercially?
a.
b.
c.
d.
10.
They are both in abundant supply.
They both cost less than other meat products.
They both contain healthy fats.
They are both less likely to result in health problems.
Because there are plenty of bugs living in plants and trees..
Because less space is needed to farm insects than other livestock.
Because insects produce more food per kilo of feedstuff.
Because insects don’t need growth hormones.
What does the writer suggest in the final paragraph?
a.
b.
c.
d.
We should turn to insect farming for future needs.
We should see bugs as what they really are: man’s enemies.
We should reduce the amount of chemical fertilizers used in farming.
We should stop breeding livestock as a source of food.
Exercise - Understanding cohesive devices in the passage - What do the underlined
words in the passage refer to?
11.
it
=
12.
their
=
13.
just as much
=
14.
the same amount
=
15.
no such methods
=
Exercise - Working with words
In the passage find words and phrases which have similar meanings to the following:
From the passage
An important part of a dish
Flourish, grow very well
Crowds or visitors from other countries
Able to be replenished, not likely to run out or stop
suddenly
Can be eaten
To make something become bigger
Get rid of some problems, make them easier to deal with
Reduce drastically (2 different words)
Page | 125
Key Skills Extension
Things to think about
1. Since there is a world shortage of food, would it be a good idea to encourage people
to eat insects instead of meat?
2. What could Western governments do to encourage people to turn to insects as a
food source?
3. Is it better to catch insects for food (in the wild), or to set up insect farms to grow
insects?
4.
Page | 126
Key Skills Extension
Writing Task 1 - Describing data in pie-charts
Pie-charts are used to show proportions and percentages of the whole. They give an
immediate visual illustration of the data. They can also be used to show changes which have
occurred over the years, as well as projections for the future.
Look at the charts below. They show how land was used by 2 different countries in 1950 and
in 2000, with projected use for 2050.
Country A
1950
Land use
2000
2050
Land use
Land use
Cash crops
Cash crops
Cash crops
10
20
20
20
Food crops
livestock
20
Food crops
30
Food crops
20
20
livestock
40
30
Forested
land
50
livestock
20
Forested
land
Forested
land
Country B
1950
2000
Land use
Land use
Cash crops
10
10
45
livestock
Forested
land
Cash crops
10 0
Food crops
40
10
Land use
Cash crops
5
Food crops
40
2050
40
Food crops
20
livestock
Forested
land
70
livestock
Forested
land
Page | 127
Key Skills Extension
Proofing and editing
Look at the following report describing the data above. The report contains a number
of errors in spelling, punctuation and grammar.
The sets of pie-charts give details of how land was using in two countries in 1950 and in
2000. With predicted figures for 2050. Land was used for four distinct purposes namely for
grow cash crops food crops for rearing livestock such as cattle and for forests. Overall it can
be seen that the land in both countries is been used increasingly for the cultivation of cash
crops. A trend which is likely to continue into the future.
If we beginning with the first time period, 1950, we can see that in both Country A and
Country B, the same proportion of land was used for growing food, at 40%. Forested land
accounted for 20% in Country A and 40% in country B. In Country A cash crops and
livestock accounted equally for the remaining 40% with 20% each. In Country B the figures
for livestock and cash crops was also equal, at 10%. By the end of the century, there was a
slight difference in land use in Country A. While forested land and land used for livestock
remained constant at 20%, the figures for food crops and cash crops change slightly: the
former decreased from 40% to 30% whereas the amount of land used for cash crops
showed an increase of 10% to stand at 30%, the same figure as for food crops. The changes
in Country B, however, were more significant. While the land used for food crops and
livestock remained constant at 40% and 10% respectively, much of the land which had
previously been used for forestry was converting into cash crops. There was a 35%
reduction for forestry, reflected in a similar rise for cash crops.
If we look at projected figures for the year 2050, we can seen that the trend towards planting
cash crops continues. In Country A it is expected that half of all available land will be used to
cultivate cash crops. This is an increase of 20%, which is taken equally from forested land
and land used for food crops (10% each). In Country B, the increase for cash crops is
greater still, with 70% of all land been used for this purpose. As a result, land used for food
crops are likely to be halved, from 40% to 20%, with forested land predicted to disappear
altogether. Land for livestock, however, is likely to remain unchanged at 10%.
Page | 128
Key Skills Extension
Exercise 1 – Punctuation
The punctuation in the introductory paragraph is wrong or insufficient. Re-write the
paragraph using correct punctuation.
Exercise 2 – Spelling
There are a number of spelling errors in the body paragraphs. Find them and write the
correct spelling.
Wrong spelling
Poportion
Equaly
Diference
Significiant
Respectivly
Tend
Halfed
Dissappear
Correct version
Exercise 3 – Verbs
There are a number of problems with verb forms, subject / verb agreement, and verb tenses.
Identify them and correct them.
Wrong
What it should be
Was using
For grow
Is been used
If we beginning
The figures…was
Change slightly
Was converting
We can seen
Been used
Land…are likely..
Page | 129
Key Skills Extension
Task 1 - Writing a process
Sometimes the Task 1 in the Writing Test takes the form of a process, and often the process
describes some aspect of food (growing or processing).
Look at the example:
The following diagram shows how cocoa beans are grown and processed. Write a
report describing the information.
Sample answer:
The diagram shows how cocoa beans are grown and processed.
The cacao tree grows in South America, Africa and Indonesia. It has large pods
growing on it. The ripe red pods are harvested and white cocoa beans come out. The
beans are fermented for a while and they are spread in the sun to dry. When they are
dry, they are put in large sacks. The sacks are transported by train or by lorry. They are
taken to the factory. At the factory the beans are roasted at a temperature of three
hundred and fifty degrees Celsius. The roasted beans are crushed and the outer shell
is removed. The cocoa is now ready to use.
Page | 130
Key Skills Extension
Notes on the sample answer:






The sample answer is too short. It should be 150 words in length.
The question needs to be paraphrased.
There needs to be some kind of grouping of the stages.
There’s no appropriate overview.
In reporting the data, most of the vocabulary and structures are taken directly
from the text input on the diagram. You need to paraphrase using synonyms,
different parts of speech, and a greater range of sentence structures.
Linking words to show sequence will provide greater cohesion, as well as
adding to the word total.
In more detail: - Exercise 1 - The first paragraph
1.
2.
Paraphrase the question:
diagram
=
sequence of pictures
grown
=
cultivated
Group the information
‘There are nine stages.’
Well, there are nine pictures but they don’t all represent major stages. On closer
scrutiny, you can group them into 5 main stages:





Growing
Fermenting
Drying
Roasting
Crushing
Exercise 2 - Reporting the data
The sample answer uses the Passive to describe the process. That’s good, but most of the
vocabulary is lifted directly from the input data on the diagram. You need to paraphrase, and
combine sentences to improve the style.
e.g.
The beans are fermented.
The beans are placed in a large container (to allow them) to ferment.
e.g.
The sacks are transported by train or by lorry. They are taken to the factory. At the
factory the beans are roasted at a temperature of three hundred and fifty degrees
Celsius.
The sacks are taken by rail or by road to the factory, where the roasting stage takes
place at a temperature of three hundred and fifty degrees Celsius.
Page | 131
Key Skills Extension
Exercise 3 - Linking words
With a process description like this, sequencing words provide the framework for
cohesion within the paragraphs:
First
Then
Next
After that
Subsequently
Finally
Revised sample answer:
The sequence of pictures shows how cocoa beans are cultivated and processed. There are
five distinct stages involved in this process: growing, fermenting, drying, roasting and
crushing. While the first three stages are conducted using the elements of nature, the final two
stages occur in a factory environment.
During the first stage of the process, the cacao tree is cultivated as a cash crop in three
regions: namely, South America, Africa, and Indonesia. The cocoa beans grow inside large
pods. When the pods are ripe, they turn red and are ready for harvesting. Then the next stage
begins. The white cocoa beans are extracted from the pods and are placed in a large
container to allow them to ferment. After that, the fermented beans are placed on a wooden
tray in the sun to dry. After they have dried, they are put into large sacks and transported by
road or rail to a factory, where the roasting stage occurs. A temperature of 350 degrees
Celsius is required to roast the beans. Once the roasting stage has been completed, the
beans are crushed and the outer shell is removed. The process is now complete and the
cocoa beans are ready to use.
Words: 201
Page | 132
Key Skills Extension
The diagram below shows how coffee is produced and prepared for sale in supermarkets
and shops.
Summarise the information by selecting and reporting the main features and make
comparisons where relevant.
Page | 133
Key Skills Extension
ANSWER KEY
Activity 1 - Categorizing different foods
Meat
chicken
turkey
wild boar
venison
bacon
Sea-food
lobster
cray-fish
salmon
octopus
tuna
Vegetables
cauliflower
mushrooms
cucumber
tomato
pumpkin
Fruit
mangosteen
durian
grapefruit
pineapple
pomegranate
Cereals
tapioca
rice
wheat
barley
millet
Activity 2 - Eating out
A la carte: choosing food from a menu with a wide choice of options, as opposed to having
a set meal.
Four-course meal: a meal consisting of 4 distinct parts: e.g. starter, main dish, dessert,
cheese and biscuits
Buffet: a meal where you choose from a variety of dishes which are all displayed on a long
table. You serve yourself. You can generally eat as much as you want in a buffet.
Activity 3 - Pre-cooking
1.
Fillet
2.
Grate
3.
Mash
7.
Baste
8.
Sauté
9.Beat
4.Chop
5.
Marinate 6.
10. Knead
11. Mince
Blend
12. season
Activity 4 - Different ways of cooking
Bake
Steam
Fry
Barbecue
Simmer
Toast
Stew
Boil
Grill
Roast
Poach
Broil
You bake something in the oven e.g. bread, cakes.
You use boiling water to cook something, but you don’t put the food into the
water. You use the hot steam to do the cooking.
You fry something in a frying pan or wok, usually using some sort of oil.
You cook meat, fish, or other food out of doors on a rack over an open fire or on
a portable grill.
You simmer by leaving food in a hot liquid, just below boiling point and let it
cook for some time.
To heat thoroughly and let the food become crisp and brown e.g. bread.
To cook meat and vegetables for some time in boiling liquid.
To cook food in liquid at 100 degrees Celsius.
To cook something using a grill: a support made up of metal bars with spaces in
between cf. barbecue.
To cook (food, especially meat) by prolonged exposure to heat in an oven or
over a fire.
To cook in a boiling or simmering liquid e.g. fish or eggs.
To cook (meat or fish) by exposure to direct, intense radiant heat.
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Key Skills Extension
Liquid
Steam
fry
simmer
stew
boil
poach
No liquid
bake
barbecue
toast
grill
roast
broil
Activity 5 - Different tastes
1.
2.
3.
4.
salty e.g.
bitter e.g.
sweet e.g.
sour e.g.
ham
coffee
sugar
lemon
What about chillies? They are very spicy. How would you describe that ‘taste’?
It’s a sensation’ of burning, not a taste as such.
Activity 6 - Food allergies
They get sick when they eat certain types of food: e.g. they may come out in a rash or a
fever, experience difficulty breathing, and some allergies can even result in death.
Allergic reactions can result from eating sea-food, nuts, dairy products.
Activity 7
Too much
bulimia
Obesity
Go on a diet
Count the calories
Slim down
Too little
malnourished
famine
hunger
anorexic
Under-weight
Activity 8
1
2
3
4
5
G
C
A
H
D
6
7
8
9
10
J
B
I
F
E
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Key Skills Extension
READING ANSWER KEY: Insects as food: from ‘yukky’ to ‘yummy’
1. TRUE
2. NG
3, NG
4. FALSE
5. FALSE
6. A
7. B
8. C
9. D
10. A
11.
it
=
(the fact that you are eating insects)
12.
their
=
(insects’)
13.
just as much
=
(18%)
14.
the same amount
=
(ten kgs of cattle feed)
15.
no such methods
=
(using growth hormones)
Exercise - Working with words
An important part of a dish
Flourish, grow very well
Crowds or visitors from other countries
Able to be replenished, not likely to run out or stop
suddenly
Can be eaten
To make something become bigger
Get rid of some problems, make them easier to deal with
Reduce drastically (2 different words)
From the passage
An integral ingredient
thrive
Hordes of foreign tourists
sustainable
edible
To stimulate growth
Alleviate
Decimate; deplete
The sets of pie-charts give details of how land was used in two countries in 1950 and in 2000, with
predicted figures for 2050. Land was used for four distinct purposes: namely, for growing cash crops,
food crops, for rearing livestock such as cattle, and for forests. Overall, it can be seen that the land in
both countries is being used increasingly for the cultivation of cash crops, a trend which is likely to
continue into the future.
If we begin with the first time period, 1950, we can see that in both Country A and Country B, the
same proportion of land was used for growing food, at 40%. Forested land accounted for 20% in
Country A and 40% in country B. In Country A cash crops and livestock accounted equally for the
remaining 40% with 20% each. In Country B the figures for livestock and cash crops were also equal,
at 10%. By the end of the century, there was a slight difference in land use in Country A. While
forested land and land used for livestock remained constant at 20%, the figures for food crops and
cash crops changed slightly: the former decreased from 40% to 30% whereas the amount of land
used for cash crops showed an increase of 10% to stand at 30%, the same figure as for food crops.
The changes in Country B, however, were more significant. While the land used for food crops and
livestock remained constant at 40% and 10% respectively, much of the land which had previously
been used for forestry was converted into cash crops. There was a 35% reduction for forestry,
reflected in a similar rise for cash crops.
Proofing and editing - Exercise 2 – Spelling
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Key Skills Extension
There are a number of spelling errors in the body paragraphs. Find them and write the
correct spelling.
Wrong spelling
Poportion
Equaly
Diference
Significiant
Respectivly
Tend
Halfed
Dissappear
Correct version
proportion
equally
difference
significant
respectively
trend
halved
disappear
Exercise 3 – Verbs
There are a number of problems with verb forms, subject / verb agreement, and verb tenses.
Identify them and correct them.
Wrong
Was using
For grow
Is been used
If we beginning
The figures…was
Change slightly
Was converting
We can seen
Been used
What it should be
Was used
For growing
Is being used
If we begin
The figures…were
Changed slightly
Was converted
We can see
Being used
Land…are likely..
Land… is likely..
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Key Skills Extension
Session 2
Self-access
Workbook
The activities in the following pages are designed to reinforce
work done in class. This is a self-access workbook and so
the answers are provided along with the exercises.
Green crude
Pre-reading
1. What do you think the title: ‘Green crude’ means?
2. Is bio-fuel used in your country? If so, what is it used for, and which plants are used
to produce it?
3. Are vehicles able to run on bio-fuel where you live? Are there any government
subsidies to convert vehicles to use bio-fuel? If not, should there be?
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Key Skills Extension
A - Geologists have predicted for some time that the world’s supply of fossil fuels will
eventually be depleted. No one took much notice, though, until the oil crisis in the 1970s,
when the high price of fuel and long queues at the pumps pulled people out of their
complacency. Only then did gas guzzlers such as the USA take decisive action to find an
alternative fuel source.
B - A number of alternatives have been tried out, with varying rates of success. Probably the
most successful of these is the production of ethanol using plants high in sugar content or
starch, for example sugar cane and cassava. Both the USA and Brazil have exploited these
crops effectively, using the ethanol in its pure form, or mixed to varying percentages with
other fuels. In Europe bio-diesel is the preferred option, produced by extracting the oil from
plants such as rapeseed, mustard or palm oil. The major drawback of using these alternative
fuels, however, is the fact that they require a large mass of fertile land to grow the crops, and
an abundant supply of fresh water: resources which could otherwise be used to produce
edible crops to address the acute global food shortage.
C - With these considerations in mind, scientists turned to the idea of using algae as biofuel.Algae grows easily and rapidly in any environment, including semi-arid, barren
wasteland, where no food crops will grow. In addition, it thrives in brackish or saline water,
thereby not posing a threat to valuable finite fresh water sources. What’s more, it is versatile
and can be used to produce a range of different products, from fuel for cars, food additives
and lubricants for industrial purposes. A further advantage is its ability to absorb huge
quantities of harmful carbon dioxide from the atmosphere, a major contributing factor to
global warming.
D - So why hasn’t algae for bio-fuel taken off in a big way? Cost-effectiveness is the key
reason. The costs of generating fuel from algae are prohibitively high. Combined with the
fact that fossil fuels are still relatively abundant and cheap, this is likely to mean that
dependence on oil will continue.
E. - But R&D initiatives are in place, aimed at reducing production costs. One such research
cultivates algae in huge brine open ponds fed by high concentrations of carbon dioxide
taken from emission chimneys at coal-powered power plants. The environmentally-friendly
end product has a negative carbon footprint. Initial trials are encouraging, although sufficient
quantities cannot yet be produced. As researchers refine the production process, it is hoped
that by 2018 around 10,000 barrels of crude can be produced on a daily basis. The day of
the green crude may well be approaching.
Difficult words and
concepts
Predicted
Depleted
Complacency
Gas-guzzlers
cost-effectiveness
relatively abundant
Explanation
Forecast; said what is likely to happen in the future
Stocks will run out
The feeling that the problem can easily be dealt with, without
understanding how serious the problem is.
People who use large quantities of fuel.
If the returns are not as high as the initial investment, then this is not
cost-effective
There’s quite a lot of it available
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Key Skills Extension
Preferred option
Thrives
Finite sources
Food additives
Negative carbon footprint
TRUE
FALSE
NOT GIVEN
1.
2.
3.
4.
5.
The fuel which they prefer to use
Grows very well; flourishes
When there is a limited amount available; not a never-ending supply.
Small amounts of chemical substance added to food to make it last
longer or look more attractive
When a product does not create harmful carbon emissions, but rather
helps get rid of these gases
if the statement agrees with the information
if the statement contradicts the information
if there is no information on this
Geologists expect the world’s fossil fuels to run out by 2050.
The USA uses a different form of bio-fuel from that used in Europe.
Ethanol performs better as a fuel when mixed with other fuels.
Scientists do not have the technology to produce bio-fuel from algae.
By 2018 algae bio-fuel will replace fossil fuels for industrial purposes.
Choose the correct answer for each question from the given options. Sometimes more than
one answer is correct.
6. Why did US scientists try to find alternative forms of fuel to replace fossil fuels?
a.
b.
c.
d.
Because the Americans were using so much oil.
Because algae bio-fuel was cheaper to produce than fossil fuels.
Because there was difficulty obtaining sufficient amounts of fossil fuel.
Because they had to queue for a long time to buy petrol.
7. Why is algae bio-fuel still not being used on a large scale?
a.
b.
c.
d.
Because it is too difficult to produce sufficient quantities of the fuel.
Because the cost of producing bio-fuel from algae is prohibitively expensive.
Because there is not enough fertile land available to grow the crops.
Because it is cheaper to continue using the stocks of fossil fuels.
8. What are the arguments against producing fuels such as ethanol and bio-diesel?
a.
b.
c.
d.
These two fuels are not as efficient as fossil fuels.
They can be grown only in certain parts of the world.
They take up large amounts of fertile land.
They require a large amount of fresh water.
9. Which of the following is NOT an advantage of using algae for bio-fuel?
a. It produces a large amount of harmful gases.
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Key Skills Extension
b. It doesn’t take long to grow.
c. It can grow in a variety of soil types and with varying amounts of water.
d. It can be used to produce a range of different products.
10. In what way can the algae bio-fuel be called ‘environmentally-friendly’??
e.
f.
g.
h.
It is becoming cheaper to produce as a result of R&D.
It rids the world of dangerous gas emissions.
It does not use up valuable land and water resources.
It may be possible to produce large amounts on a daily basis in the future.
Exercise
In which paragraph can you find the following pieces of information?
Paragraph
11. Two reasons why we are likely to continue using fossil fuels.
12. Cleaning up the pollution from power stations
13. Some successful experiments with alternative fuel sources.
14. A wake-up call to attention.
15. A number of reasons for producing algae bio-fuel.
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Key Skills Extension
Working with words
1. In Paragraph C three different types of water are mentioned: fresh, brackish, and
saline. What is the difference between them? Where can you find each type of
water?
2. Explain the words: ‘arid’ and ‘semi-arid’. What kind of vegetation grows in such
areas?
3. The pre-fix ‘semi-‘ -This prefix means ‘half’ or ‘partly’.
What do the following words mean?
Meaning
Semi-circle
Semi-colon (punctuation)
Semi-conductor
Semi-skilled (job)
Semi-automatic (weapon)
Semi-detached (house)
Semi-literate
Semi-final (sports)
Can you add any other words to the list (with their definitions)?
Discussion
1. There are a number of alternative energy sources which are available. Can you
identify some of these? What are the advantages and disadvantages of using each
one?
2. The passage describes how bio-fuel can replace fossil fuels, mostly for fuelling
automobiles. Apart from using fossil fuels or bio-fuels to run vehicles, what other
alternatives are available? (If you don’t know, do some research.)
3. What will the car of the future look like? How might it be different from, or the same
as, today’s cars? How will vehicles in the future be fuelled?
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Key Skills Extension
Writing skills
Proofing and editing
Reviewing your written work is very important and can result in a substantially improved
grade. Look at the question below:
The bar-chart shows oil production and consumption in a number of regions in 2011.
Figures are given in millions of barrels.
Write a report describing the data.
2500
2000
1500
Consumption
Production
1000
500
0
Africa
Middle East
Europe
Asia
USA
Sample answer
The bar-chart give detail of how much oil was produced and used in 2011 by 5 region:
namely, Africa, the Middle East, Europe, Asia and the United States. Overall, it can be
seen that the Middle East produced the largest amount of oil, while the USA used
more than any other region.
To begin with oil production. The Middle East produced 2000 million barrel of oil in
2011, this was more than twiceas much as any other region. Asia and the USA both
produced 900 million barrel. With Africa producing slightly less oil at around 750 million
barrel. Europe produced the least oil of all the region with a total of 500 million barrel.
Moving on to oil consumption, the USA consume far more oil than the other region, at
around 1800 million barrel. Next came Europe, with 1500 million barrel. The other
three region all using considerably less than this. Asia using 500 million barrel, while
Africa and the Middle East consuming 300 and 200 million barrel respectively .
To sum up, it seem that the developed region use more oil than they produce.
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Key Skills Extension
Exercise 1
There are a number of examples (16) where the final ‘s’ has been omitted from words in the
report. Can you find them?
Exercise 2
In the second paragraph, the punctuation is faulty. Can you fix it?
Exercise 3
In the whole report there are inconsistencies with verb tenses. Read through the report and
correct the verb tense errors.
Page | 144
Key Skills Extension
Answer Key
Reading: Green crude
1. NG
3. NG
5. NG
7. B, D
9. A
11. D
13. B
15. C
2. T
4. F
6. C
8. C, D
10. B, C
12. E
14. A
Working with words
1. In Paragraph C three different types of water are mentioned: fresh, brackish, and
saline. What is the difference between them? Where can you find each type of
water?
(fresh = not salty e.g. in rivers and lakes; brackish = a mix of fresh and salty water
e.g. in swamps and near coastal areas; saline = salt water e.g. in seas and oceans)
2. Explain the words: ‘arid’ and ‘semi-arid’. What kind of vegetation grows in such
areas?
(arid = very dry with little rainfall: the soil is generally not fertile and only certain
plants such as cacti and tough grasses grow well there. Semi-arid = dry for most of
the time; when rain does fall plants spring up quickly and have a generally short lifespan.)
3. The pre-fix ‘semi-‘
This prefix means ‘half’ or ‘partly’. What do the following words mean?
Meaning
Semi-circle
Semi-colon (punctuation)
Semi-conductor
Semi-skilled (job)
Semi-automatic (weapon)
Semi-detached (house)
Semi-literate
Semi-final (sports)
Half a circle
;
A solid substance that allows some electricity to pass through it
Work which needs some basic skills
A weapon which keeps moving the next bullet into position but
not totally automatic
A house which is joined to another house on one side
Having an ability to read but by no means proficient
The match before the final
Page | 145
Key Skills Extension
Writing Task 1
The bar-chart shows oil production and consumption in a number of regions in 2011. Figures
are given in millions of barrels.
Write a report describing the data.
2500
2000
1500
Consumption
Production
1000
500
0
Africa
Middle East
Europe
Asia
USA
Sample answer
The bar-chart givesdetails of how much oil was produced and used in 2011 by 5 regions:
namely, Africa, the Middle East, Europe, Asia and the United States. Overall, it can be
seen that the Middle East produced the largest amount of oil, while the USA used more
than any other region.
To begin with oil production, the Middle East produced 2000 million barrels of oil in 2011.
This was more than twiceas much as any other region. Asia and the USA both produced
900 million barrels with Africa producing slightly less oil at around 750 million barrels.
Europe produced the least oil of all the regions with a total of 500 million barrels.
Moving on to oil consumption, the USA consumed far more oil than the other regions, at
around 1800 million barrels. Next came Europe, with 1500 million barrels. The other three
regions all used considerably less than this. Asia used 500 million barrels, while Africa and
the Middle East consumed 300 and 200 million barrelsrespectively .
To sum up, it seems that the developed regions use more oil than they produce.
Page | 146
Key Skills Extension
Session 3
Self-access
Workbook
The activities in the following pages are designed to reinforce
work done in class. This is a self-access workbook and so
the answers are provided along with the exercises.
Page | 147
Key Skills Extension
Reading
Homelessness: Society’s forgotten few
What causes homelessness?
People become homeless for lots of different reasons. There are social causes of
homelessness, such as a lack of affordable housing, poverty and unemployment; and life
events which cause individuals to become homeless.
People can become homeless when they leave prison, care, or the army with no home to go
to. Many homeless women have escaped a violent relationship.
Many people become homeless because they can no longer afford the rent.
And for many, life events like a relationship breaking down, losing a job, mental or physical
health problems, or substance misuse can be the trigger. Being homeless can, in turn, make
many of these problems even harder to resolve.
How many people are homeless?
There is no national figure for how many people are homeless across the UK. This is
because homelessness is recorded differently in each nation, and because many homeless
people do not show up in official statistics at all.
Government street counts and estimates give a snapshot of the national situation. The latest
figures showed that 4,751 people slept rough across England on any given night in 2017 - a
15% increase compared to the previous year, and more than double the amount in 2010.
Last year 57,890 households were accepted as homeless in England. In Scotland, 34,100
applications were assessed as homeless and in Wales 9,210 households were threatened
with homelessness.
Types of homelessness
1. Rough sleeping
Rough sleeping is the most visible form of homelessness, and when most people think of a
homeless person they tend to think of someone sleeping rough on the streets. While many
people who sleep rough will suffer from multiple health conditions, such as mental health
problems and drug misuse, they are also in greater danger of violence than the general
population.
2. Statutory homelessness
Local authorities have a duty to secure a home for some groups of people. This is often
referred to as the main homelessness duty. Every year, tens of thousands of people apply to
their local authority for homelessness assistance.
To be legally defined as homeless you must either lack a secure place in which you are
entitled to live or not reasonably be able to stay. However, in order to receive assistance
under the main homelessness duty, there are further strict criteria that you have to meet.
Local authorities may initially provide temporary accommodation to households who might
meet these criteria, mainly families with children.
3. Hidden homelessness
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Key Skills Extension
Many people who are not entitled to help with housing, or who don’t even approach their
councils for help, aren’t counted in the official statistics.
Many stay in hostels, squats or B&Bs, in overcrowded accommodation or ‘concealed'
housing, such as the floors or sofas of friends and family.
Homelessness is devastating, dangerous and isolating.
People sleeping on the street are almost 17 times more likely to have been victims of
violence. More than one in three people sleeping rough have been deliberately hit or kicked
or experienced some other form of violence whilst homeless.
Homeless people are over nine times more likely to take their own life than the general
population.
An article from the Guardian (UK newspaper)
The number of homeless people recorded dying on streets or in temporary accommodation
has more than doubled over the last five years in the UK, according to the Guardian.
With people found dead in supermarket car parks, church graveyards and crowded hostels,
the number of deaths has risen year on year, from 31 in 2013 to 70 in 2017. At least 230
people have died over that period. The figures compiled by the Guardian, which include an
average of more than one death a week in 2017, are likely to be a substantial underestimate,
as no part of the UK government records homeless death statistics at a national level, and
local authorities are not required to count rough sleeper deaths. According to the Guardian’s
figures, the average age of a rough sleeper at death was 43, nearly half the UK life
expectancy. Around 90% of those who died in the last five years were men, when the gender
was provided.
Experts have put the rise down to a rapidly increasing homeless population, rising rents,
welfare cuts and lack of social housing, and have called for the government to take urgent
action to address the root causes of poverty. The sub-zero temperatures and heavy snow
brought by Siberian air early in 2018 signalled a continuation of a deadly 2017, with at least
23 homeless deaths on the streets and in temporary accommodation reported by local
media so far this year.
“These figures are a devastating reminder that rough sleeping is beyond dangerous – it’s
deadly, and it’s claiming more and more lives each year,” said Matthew Downie, of the
homeless charity Crisis. He added: ‘Those sleeping on our streets are exposed to everything
from sub-zero temperatures to violence and abuse, and fatal illnesses. They are 17 times
more likely to be a victim of violence, twice as likely to die from infections, and nine times
more likely to commit suicide. What’s worse, we know these figures are likely to be an
underestimate.’
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Key Skills Extension
Questions 1 – 5
True, False, Not given
1. Homelessness can occur because of social problems, financial problems as well as
by people’s personal problems.
2. Most women who are victims of domestic violence end up homeless.
3. Most homeless people are accounted for in national statistics.
4. The number of homeless people in the UK has more than doubled since 2010.
5. Homelessness was a bigger problem in England than in either Scotland or Wales.
Questions 6 – 10
MCQs
Choose the best answer for each question from the given options:
6. Which of the following groups of people would fall into the group of ‘hidden
homeless’?
a. People who lack a safe place to stay.
b. Women and children in temporary accommodation.
c. People who meet the strict criteria for being defined as homeless.
d. Unemployed people staying temporarily with friends.
7. Which of the following statements about homeless people is NOT true?
a. People sleeping on the streets are more likely to commit a crime?
b. People sleeping rough are more likely to be victims of crime.
c. Homeless people are more likely to kill themselves.
d. Homeless people are likely to enjoy a much shorter life expectancy.
8. What does the Guardian report about the number of homeless people who died on
the streets?
a. On average, more than one person died each week of the year between 2013
and 2017.
b. At least 230 people died in 2017.
c. There was an increasing trend throughout the period.
d. The number of deaths is likely to decrease because of government
assistance for homeless people.
9. What are the causes of this increase in homeless deaths?
a. The fact that more people are becoming homeless.
b. Adverse weather conditions.
c. A lack of government action to deal with the problem.
d. All the above reasons.
10. According to Matthew Downie, what is the depressing aspect of ‘these figures’?
a. The fact that the numbers involved are probably much higher than recorded.
b. The fact that the government is doing nothing to address the issue.
c. The fact that so many people are dying from illness and suicide.
d. The fact that the crime rate against homeless people continues to rise.
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Key Skills Extension
Task 2 essay
Some people prefer to live in house, while others feel that there are more
advantages to living in an apartment.
Are there more advantage of living in a house compared with living in an
apartment?
This question is a little tricky. If you try to answer it as an advantages and disadvantages
essay you will probably have some problems.
Compare organizing this as an IELTS advantages and disadvantages essay with an IELTS
two points of view essay.
Which way do you think is easiest for you?
Advantages / disadvantages
Advantages
+ positives about living in a house
+ positives about living in a house
Disadvantages
– negatives about living in a house
– negatives about living in a house
OR
Points of view
Reasons why living in a house is better
1. positives about living in a house
2. negatives about living in an apartment
Reasons why living in an apartment is better
1. positives about living in an apartment
2. negatives about living in a house
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Key Skills Extension
Sample answer
Recently, many people have become more concerned about whether they should live in an
apartment or in a house. The question is, which is better?
On the one hand, there are several reasons why living in an apartment is superior. First, they
are smaller than houses, which means they tend to be much easier to look after and keep
clean. This is especially helpful if you people are busy working and entertaining and
therefore are not interested in maintenance. Second, since they are smaller, apartments are
generally much cheaper. As a result, they are a good option if you are flatting as a student,
or if you are planning a place to buy as your first home.
On the other hand, living in a house may be more beneficial in some situations. To start with,
they are often better for families with young children who need space to run around because
they generally have an outside front or back yard. Another reason is that modern houses
tend to be quieter than apartments as the latter pack more people into multiple floors in a
building. Finally, in many cities, buying and living in a house is an excellent investment, and
it is partly for this reason that many people aspire to buying a home as they age.
In conclusion, the choice of living in either an apartment or a house totally depends on your
current situation, especially your age, wealth, and whether or not you have children.
Therefore, there is not one correct answer.
Answers
Reading: Homelessness
1. T
2. NG
3. F
4. NG
5. T
6. D
7. B
8. C
9. D
10. A
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Key Skills Extension
Session 4
Self-access
Workbook
The activities in the following pages are designed to reinforce
work done in class. This is a self-access workbook and so
the answers are provided along with the exercises.
Page | 153
Key Skills Extension
Task 1
The chart below shows how many serious crimes were committed in 4 countries from
1990 to 2005.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant
25000
20000
France
15000
USA
UK
10000
Australia
5000
0
1990
1995
2000
2005
The bar-chart gives information about the number of serious crimes such as murder, rape and violent
theft, which took (1) in a four different countries, namely, France, the USA, the UK and Australia,
between 1990 and 2005. It can be seen that the USA (2) the group in (3) of the frequency of serious
crimes in all years, and the trend is (4).
To begin with those countries which (5) an increasing trend, we can see that the United States started
with around 1000 serious crimes at the beginning of the period in 1995. This (6) grew steadily over
the years to end the period at 2,000, a 100% increase. France (7) experienced an increasing trend,
(8) the period at around 7,000 and increasing steadily until 2000 when it reached 12,000. It remained
at this figure in 2005.
(9)to the countries which showed a decreasing trend, we can see that the United Kingdom started the
period at 9,000, the (10) number of all the countries, and this (11).steadily in stages over the years to
finish at 6,000. Australia, similarly, experienced a decrease over the years. It started at 7,000 in 1995
and fell steadily to a (12) of 5,000 in 2000. The following year, however, saw a slight rise to end the
period at 6,000.
Can you think of a word(s) to compete the sentences.
1.
_______________
2.
_______________
3.
______________
4.
_______________
5.
_______________
6.
______________
7.
_______________
8.
_______________
9.
______________
10.
_______________
11.
_______________
12.
______________
Reading passage - The criminal’s rights
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Key Skills Extension
Exercise 1
While law enforcement is generally regarded as the protection of society from the activities
of a minority who break the social rules, no-one would deny criminals their own human
rights. These rights guarantee protection from unreasonable behaviour and unusual
punishment, and from unjust violations of the body. Such violations include compulsory
blood-tests to check for drug abuse, or the existence of the AIDS virus, and more serious
abuse such as castration.
But what happens if the criminal agrees to undergo treatment which is outside of thenorm, or
to submit to unusual punishment in return for remission of a prison sentence? Take, for
example, the case of a convicted rapist who agrees to be castrated so that he can be
released on probation without any lengthy stay in jail. This was exactly what happened in
Texas earlier this year. An agreement was reached between the judge and the accused
man, who had been convicted of the rape of a 13 year-old girl while he was on parole
following a prison sentence for the sexual assault of a seven year-old girl. The agreement
caused outrage amongst legal experts and human rights activists, who drew attention to the
implications of allowing convicted people to bargain for their freedom with parts of their body.
As it happens, the convicted man later withdrew his agreement and the operation never took
place.
It seems that the authorities have no qualms about forcing communities to undergo
compulsory vaccination programmes as effective public health procedure, or to enforce a
law compelling people to wear seat-belts or bicycle helmets for the general good of the
whole of society. By a logical progression of the same argument, surely it would benefit
society as a whole to have rapists castrated. Rapists have previously been allowed to evade
prison by agreeing to use medication to reduce their sex urge, but surgical procedures,
which are irreversible, whereas medication is not, makes legal authorities more cautious.
Even medical treatments which are reversible have to be carefully considered if they affect
the ability to reproduce. An illustration of this is the case of a woman found guilty of physical
abuse against her two young children. The woman agreed to use birth control medication in
return for a probation arrangement. When the woman later withdrew her agreement, the
court did not compel her to continue the medication.
At one end of the spectrum, then, there is the police officer who gently pushes back a crowd
when the Prime Minister drives by in his limousine; at the other end is the executioner. What
lies in between is less clear-cut, a grey area which is open to interpretation. Exactly how
each case is interpreted depends largely on the nature and severity of the crime, and to a
certain degree, on public opinion of the day.
Page | 155
Key Skills Extension
Exercise 2- Comprehension
Questions 1 – 5 - True, False or Not Given?
1.
Everyone has human rights, even criminals.
2.
The convicted rapist in Texas was castrated so that he didn't have to go to prison.
3.
The major legal difference between castration and the taking of medication is that
the effects of the medication are usually reversible, whereas castration is not.
4.
The woman who beat her two children was given medication to make her less
aggressive.
5.
According to the writer, there is only one interpretation of the law.
Questions 6 – 8 – Multiple Choice Questions
6.
In line with the criminal’s human rights, which of the following is not a violation of
those rights?
a.
b.
c.
d.
7.
Why do some prisoners agree to undergo unusual treatment?
a.
b.
c.
d.
8.
Being forced to undergo extreme physical punishment.
Being forced to spend long periods imprisoned.
Being forced to give blood samples to check for diseases.
Being forced to take medication to change a person’s behaviour.
They feel remorse for their crimes.
They want to make sure they do not commit the crime again.
They want to reduce the severity of their punishment.
They want to draw attention to the use of this unusual treatment.
What do we know about the woman mentioned in Paragraph 4?
a.
b.
c.
d.
She was accused of harming her children.
She took birth control treatment to reduce her prison term.
She was put on probation for refusing to take the medication.
She was ordered by the court to continue taking the medication.
Page | 156
Key Skills Extension
Questions 9 – 13 - Gap-fill
Complete the passage using some of the words below:
a. sex offenders
c. concern
e. worried
g. drive
b.
d.
f.
h.
encourage
escape
forcing
compulsory
It seems that the authorities are not (9) about forcing communities to undergo compulsory
vaccination programmes as effective public health procedure, or to enforce a law (10)people
to wear seat-belts or bicycle helmets for the general good of the whole of society. By a
logical progression, surely it would benefit society as a whole to have (11) castrated.
Rapists have previously been allowedto (12) a prison sentence by agreeing to use
medication to reduce their sex (13), but surgical procedures, which are irreversible, whereas
medication is not, makes legal authorities more cautious.
9.
_________________________
10.
________________________
11.
_________________________
12.
________________________
13.
_________________________
Page | 157
Key Skills Extension
Reading passage - Payback Punishment System
A man lies in a Northern Territory hospital in great pain and unable to walk following the
repeated spearing of both his legs. His right thigh is scarred with spear holes - nine, to be
exact, - and causes the greatest pain. His left thigh was speared only five times. He appears
to be another victim of senseless, violent crime. But this could not be further from the truth.
The man is happy that the attacks took place: they were part of a traditional system of
punishment, known as *'pay-back', a form of 'compensation', which is still carried out by
Aborigines in the more remote parts of Australia.
Speaking from his hospital bed in Katherine, about 300 kilometres south of Darwin, the 28year-old man described how members of his own family had speared him a total of fourteen
times. He said he felt relieved that the punishment was now over and that he could get on
with his life again.
'I knew I had to face the family and suffer the consequences of what I'd done,' he said. His
crime was that of having killed his 23-year-old nephew in a drunken brawl.
'I got speared by one person at a time,' he explained. 'First by my own family, then by my
close family, brothers, nephews and my cousin's brothers. Then my sisters hit me with a
'nullanulla', a big stick, on the head three or four times. That hurt the most.'
'It's bad, these holes in the leg, but I'm really happy I've been through it. After my
punishment, my family started talking to me again. I've paid for what I did so we can all get
back to normal.'
The man was also relieved to hear that the local community had agreed to have him back
and he planned to return home and resume his career as a teacher, once the wounds in his
leg had healed sufficiently.
The spear attack came after a brief court appearance during which the man was found guilty
of manslaughter and sentenced to three years' jail. However, since the man had already
spent almost that amount of time behind bars awaiting trial, the judge ordered his immediate
release, noting that the man's family were keen to 'carry out pay-back'.
Aboriginal elders praised the decision of the judge to release the man into the custody of his
family to face the 'pay-back' punishment. 'It's really important that Australian courts accept
traditional Aboriginal punishment,' a spokesperson said. 'In the old days, the punishment for
a crime like this was usually death, but today they have people there from your own skin
group making sure it's done the proper way, checking the spears don't go in vital areas, just
in the legs. But the severity of the punishment should only equate with the seriousness of the
crime.'
Page | 158
Key Skills Extension
Comprehension questions
Questions 1- 6 - TRUE, FALSE, NOT GIVEN
1.
2.
3.
4.
5.
6.
7.
The man in hospital was a victim of senseless, violent crime.
‘Pay-back’ is a form of punishment carried out by Aboriginals living in cities?
The man feels happy to have been punished in this way.
When the man killed his nephew, the rest of his family refused to talk to him.
He killed his nephew with a long spear.
The man had been teaching just south of Darwin.
It took nearly 3 years for the crime to be heard in court.
Questions 8 - 10 - Multiple Choice Questions
8. What form did the man’s punishment take?
a.
b.
c.
d.
His sisters stabbed him in the legs a number of times.
His close relatives hit him with a heavy club.
He was rejected by his own community.
None of the above.
9. Traditional Australian law nowadays would normally require that the man
a.
b.
c.
d.
spend some time behind bars.
be sentenced to death.
be dealt with by his own community.
be released as soon as payback was completed.
10. According to traditional Aboriginal law
a.
b.
c.
d.
the punishment should be handed out in the Australian courts.
the punishment should reflect the severity of the crime.
the punishment should be carried out by the Aboriginal elders.
the punishment should be carried out after a short time in prison.
Page | 159
Key Skills Extension
Task 2
The death penalty is tantamount to government sanctioned murder. There can
be no occasion on which this punishment should be carried out.
To what extent do you agree with this statement?
Sample answer:
In many country around the world, capital punishment has been abolished. There citizenbeleive
that the death penalty is not a suitable punishment for a free, democratic nation. Some nation,
however, persist in its use for serious crime such as murder, rape and hi-jacking, regarding it as a
necessary deterent to serious crime. Personnally, I agree strongly that there is no place for capital
punishment in a modern-day society and will outline reason for this below.
The Biblical saying, ‘an eye for an eye’, has been quoted for centuries as justification for the
execution of criminals who comitted serious crimes. However, the belief that the person who comits
a crime should recieve a similar fate to that of the victim, can also be regarded as little more than a
case of government approved murder, or an act of vengeance to satisfy the family of the victim.
Instead of exacting revenge for the crime, the government should find out the reason why the crime
was commited and take measures to eradicate causes of serious crime. As they say, ‘prevention is
better than the cure’.
In a perfect worldwith a flawless judicial system there may be grounds for carrying out the death
penalty for serious crimes,however the fact is that the world is not perfect and we all make
mistakes in judgement. Often our judgement is impaired by emotions especially predjudice and
biass,what happens then in the case when someone is executed only to be proved inocent at some
later date. After the sentence has been carried out, it is ireversible,what form of compensation can
possibly be adequate for such a miscarriage of justice.
For all the above reason, the death penalty is not an appropriate punishment in today flawed
society. Many serious crime such as murder, rape and political event such as hi-jacking tend to
arouse strong emotion which prevent clear vision, and compromise the sense of justice.
Exercise 1 - Spelling
There are a number of spelling mistakes in the sample answer. Identify them and correct
them.
Page | 160
Key Skills Extension
Paragraph Spelling mistake
1
1
1
1
2
2
2
2
3
3
3
3
What it should be
Exercise 2 - Punctuation
The punctuation in the third paragraph is incorrect. Re-write the paragraph using correct
punctuation.
Page | 161
Key Skills Extension
Exercise 3 - Final ‘s’
In the introduction and conclusion (Paragraphs 1 and 4), a number of words are missing the
final ‘s’. Identify which words they are and add the final ‘s’. (Be careful One of them is an
apostrophe ‘s’)
Paragraph
1
1
1
1
1
4
4
4
4
4
Words without the final ‘s’
What it should be
Page | 162
Key Skills Extension
Answers
Writing 1
1.
place
2.
leads/tops
3.
terms
4.
increasing/growing
5.
experienced/showed
6.
number
7.
also
8.
starting
9.
Moving
10.
largest/highest
11.
dropped/fell
12.
low
Reading – The criminals rights
1.
True
2.
False
3.
Not Given
4.
Not Given
5.
False
6.
B
7.
C
8.
A
9.
worried
10.
forcing
11.
sex offenders
12.
escape
13.
drive
Reading – Payback Punishment System
1.
False
2.
False
3.
True
4.
True
5.
Not Given
6.
Not Given
7.
True
8.
C
9.
A
10.
B
Writing – Death Penalty
Spelling
1.
countries
2.
believe
3.
deterrent
4.
personally
5.
committed
6.
commits
7.
receive
8.
committed
9.
prejudice
10.
bias
11.
innocent
12.
irreversible
Page | 163
Key Skills Extension
Punctuation
Final S’
1.
countries
2.
citizens
3.
nations
4.
crimes
5.
reasons
6.
reasons
7.
today’s
8.
crimes
9.
events
10.
emotions
Page | 164
Key Skills Extension
Session 5
Self-access
Workbook
The activities in the following pages are designed to reinforce
work done in class. This is a self-access workbook and so
the answers are provided along with the exercises.
Reading - Comic strips
Page | 165
Key Skills Extension
A - Long before the comic strip became the fashionable art form it is today, a hotel in
Brussels gave complete freedom to cartoonists and artists. When it changed hands in
1981, its seven storeys were taken over by 130 artists who converted it into a true ‘live-in’
museum. Each of its 101 rooms was decorated by a different Belgian artist, and its
corridors were lined with the works of comic strip artists who painted on the theme of
Travel. Today’s guests can sleep under ceilings crammed with suitcases, riddled with
arrows or filled with birds. They can share a room with celebrity stars or find themselves
in a room painted as a library. Room numbers are painted on palettes and paint pots are
used as key-holders.
B - The history of the comic strip’s development is so respected in Belgium that it is
taught in the local schools, and since the artist HergecreatedTintin and his faithful dog
Snowy in 1929, over 700 important cartoon artists have emerged from Belgium — more
than from any other country in the world. Every year, Belgian comic strip publishers print
over 30 million books, three quarters of which are exported — mostly to France, where
they represent more than half that country’s annual comic strip sales.
C- Now known as the ‘ninth art’, the comic strip has come a long way since the days
when it was seen as nothing more than an attempt to increase the newspaper sales of the
two press magnates who first used them — Joseph Pulitzer and William Randolph
Hearst. In 1895, Pulitzer’s New York World publication showed a series of illustrations
entitled “At the Circus in Hogan’s Alley”, a squalid lane peopled by homeless people in
ragged clothes, philosophical bystanders and bad tempered women. Amongst these
characters stood a mischievous boy in a nightshirt, conspicuous with his shaven head
and big flappy ears. Across his clothing was written a comment, and with the passing of
the years, society’s fascination for the ‘Yellow Kid’, as he became known, was so great
that his image appeared on biscuit tins, toys, cigarette boxes, post cards and
paperweights. The character inspired the creation of a popular song, a musical comedy
and an entire magazine, and brought about the expression, ‘yellow journalism’ or ‘gutter’
press.
D - This single image wasn’t yet the comic strip in the sense we know today. For that,
one had to wait until the 18th of October 1896, when the Yellow Kid finally appeared with
his message spread through a series of boxes in familiar ‘balloons’. The ‘funnies’, as
such illustrations were called, were extremely successful, especially between World War
1 and the late 1940s when many truths were communicated in images that mirrored the
views of millions of people throughout the world. In Brussels, the comic strip saga began
in 1920 with the appearance of the Petit Belge (Young Belgian) named ‘Tintin’, a boy
reporter and adventurer. Here the world’s two permanent comic strip archives now reside
in the Belgian Centre for Comic Strips. Today, exhibits are housed beneath a bright
domed glazed ceiling. Most of the main floor is given over to the ‘Museum of Imagination’
in which the work of 650 Belgian comic strip artists, representing the art form until the
mid-1960s, can be seen.
E - Rare films about comics can be viewed in individual booths and the Centre’s SaintRoch Gallery displays a continuously changing selection of original works by some of the
most famous names in comic strip art. A permanent display explains how a comic strip is
Page | 166
Key Skills Extension
born and evolves, while another displays everything there is to know about the making of
an animated film. Drawings show how dramatically many famous characters have
changed since their conception.
F - Meanwhile, as The Centre’s fame spread, the Deputy Mayor was planning an even
more ambitious programme — to bring the comic strip out into the streets of the city by
entrusting some of its best masters with the task of transforming grey walls into colourful
frescoes. Thus in 1991 the first of Brussels’ comic strip murals was introduced to the
general public. Twelve more previously characterless Brussels neighbourhoods have
since been similarly embellished and plans to create a couple of new murals every year
are sure to brighten the city even more. Along a ‘Comic Strip Route’ established by the
Brussels Tourist Board, wanderers can meet some of Belgium’s best loved comic strip
characters. Comic strips also enliven three of Brussels’ underground stations. In the
Stockel underground, two 135 metre long friezes portraying 140 characters of Herge’s
comic strips blaze across the walls.
G - Brussels’ importance as a producer of comic strip art means that it also has more
comic bookshops than any other city. A stone’s throw from Brussels’ flamboyant Grand
Place is the ‘Tintin Shop’, where you will find pictures of the boy-adventurer and the rest
of the characters all printed on hundreds of articles, from school bags to bath towels.
H - A city so fully dedicated to the comic strip celebrated its centenary with a grand
display of related events, all under the patronage of His Majesty King Albert II. Thirty-nine
Belgian towns and villages joined in festivities that were organised in collaboration with
museums, art and cultural centres and leisure parks. There were countless exhibitions,
guided tours of subway stations and bookshops, comic strip conferences and week-ends,
competitions for budding comic strip artists, dedication sessions and window dressing
competitions. Namur province dedicated a centre to the late Willy Wandersteen, a highly
celebrated and very productive Flemish cartoonist. Luxembourg rethought its roadsigns
with the help of a cartoonist, and the 1996 Walloon Festival was centredaround the comic
strip.
Page | 167
Key Skills Extension
Questions 1 – 5 - Choose the best answer for each question from the given options.
For Questions 1 – 5 write the letter a, b, c, or d
1.
What do we know about the hotel mentioned in the first paragraph?
a.
b.
c.
d.
2.
The first function of comic strip was
a.
b.
c.
d.
3.
it showed a number of characters living in a dirty street.
there was only one picture.
the main character inspired people to write a song about him.
it gave rise to the term ‘gutter’ press.
Which of the following can you NOT see in the Belgian Centre for Comic
Strips?
a.
b.
c.
d.
5.
to express the opinions of many people around the world.
to help sell more newspapers.
to make people laugh.
to paint a depressing picture of society.
The ‘Yellow Kid’ of 1895 was different from modern comic strips because
a.
b.
c.
d.
4.
It was decorated by over a hundred artists from around the world.
Some of the rooms are decorated as libraries.
It changed ownership in the early 1980’s.
Famous celebrities often stay there.
Examples of work by Belgian comic strip artists of the late twentieth century.
Some rare films about comics.
A display to show how comic strips are created and developed.
A comprehensive display showing how animated movies are produced.
Which of the following did not take place in Belgium to celebrate the centenary
of Brussels?
a.
b.
c.
d.
A large number of exhibitions were held.
Almost forty communities participated in the celebrations.
Various competitions were held to identify future comic strip artrists.
Cartoon artists redesigned some of the road signs.
Page | 168
Key Skills Extension
Questions 6 – 10 - Identify the paragraphs which contain the following information. For
Questions 6 to 10 write the letters A – H
Paragraph
6
Where to purchase a school bag with a picture of Tintin’s pet dog.
7
The development of comic strips as part of the school curriculum.
8
An unusual place to stay.
9
Large paintings on city walls.
10
Another name for the comic strip.
Questions 11 – 14 - Complete the following passage using words from the box.
For Questions 11 – 14, write the letters a – h
a. cartoon
b.
popular
c.
depicting
d.
illustrations
e.
tourists
f.
show-time
g.
decorate
h.
delighted
Along a ‘Comic Strip Route’ established by the Brussels Tourist Board, wanderers can
meet some of Belgium’s most (11) comic strip characters. (12)strips also enliven three of
Brussels’ underground stations. In the Stockel underground, two 135 metre long friezes
(13)140 characters of Herge’s comic strips (14)the walls.
11.
_______________________
12.
_______________________
13.
_______________________
14.
_______________________
Page | 169
Key Skills Extension
Bollywood - Pre-reading
1. Do people enjoy going to the cinema in your country?
2. Which kinds of movie are popular?
3. Is there a strong local movie industry in your country or are most movies imported?
For millions of cinema-goers the short phrase "lights, camera, action!"conjures up a picture
of Hollywood. However, a new star is rising in the film making industry and casting its
shadow over the business in the United States; that star is Bollywood, the centre of the
Indian film-making industry.
In terms of history, both of them celebrated their centenaries not so long ago: Hollywood in
2010 and Bollywood three years later. But that is about as far as common ground goes.
India’s film entertainment market has been growing at double digit rates for the past three
years. The more than eight hundred movies churned out annually attract an audience of
around fourteen million viewers on a daily basis. That is 1.4 percent of the total population.
This far exceeds the respective figures for Hollywood with 400 movies and four million visits
to the cinema each day.
The Indian film making industry has set itself apart from its Western competitors by
enhancing visual stimulation with their decadent settings, along with the expected audience
participation: audiences are encouraged to clap, boo, whistle, or even imitate the dancing
actors on screen. The cost-factor also shows variation. A Bollywood film costs a fraction of
one from Hollywood: a small budget in India might be $200,000 to $1 million, and a big
budget is up to $4 million. The largest-budget Bollywood films have never touched the $20
million mark, which is common for movies produced in Hollywood.
Language diversity is a further difference. While the majority of Bollywood movies are made
in Hindi, there are also 20 or more other languages which feature in major box-office hits.
This is a far cry from the monolingual domination of their Hollywood counterparts.
But it is not only people in the Indian subcontinent who are obsessed with these movies.
People from such diverse backgrounds and ethnicity as the Middle East, Africa and parts of
South-east Asia count themselves among the billions of Bollywood fans around the
globe.Bollywood stars are extremely popular both inside India and abroad, attaining almost
god-like status in places. It is hardly surprising, then, that megastars can demand up to 40%
of a film’s total budget. What’s more, some of the most popular stars can be involved in a
dozen or so movies simultaneously.
Page | 170
Key Skills Extension
Difficult words,
concepts
Decadent settings
Boo
Language diversity
counterparts
megastars
Explanation
Unnecessarily expensive scenes and locations
To show disapproval by making a ‘boo’ sound
When people in a country speak a range of different languages
Similar films in Hollywood
Very famous actors, superstars
Exercise - Do the following statements agree with the information given in the passage?
TRUE
FALSE
NOT GIVEN
1.
2.
3.
4.
5.
if the statement agrees with the information
if the statement contradicts the information
if there is no information on this
The Hollywood movie industry can be described as a ‘rising star’.
India’s movie entertainment market has been growing faster than Hollywood.
In the USA, audiences are not encouraged to actively participate.
Most Hollywood movies cost around US$20 or more.
Cinema tickets in the USA are more expensive than in India.
Exercise - Choose the best answer for each question from the given options.
1. In what way are Hollywood and Bollywood similar?
a. The movie industry has been in existence in both places for around the same
number of years.
b. They produce a similar number of movies each year.
c. The audiences have similar expectations from the movies that are screened.
d. Most of the movies use the English to enable a wider audience to participate.
2. Why is it not surprising that India’s movie industry has shown dramatic growth in the
last few years?
a.
b.
c.
d.
The settings are more colourful and exotic.
Audiences are encouraged to take an active part during the screening.
Bollywood movies are cheaper to produce than Hollywood movies.
All the above reasons.
3. Which of these statements do we know for sure?
a. More people around the world watch Bollywood movies rather than Hollywood
movies.
b. Bollywood produces far more movies per year than Hollywood does.
c. People in south-east Asia and Africa do not go to watch Hollywood movies.
d. Hollywood movies are much better quality than Bollywood movies.
Exercise - Find numbers in the passage for the following:
Page | 171
Key Skills Extension
1.
2.
3.
4.
5.
Bollywood celebrated its one hundredth birthday in ______
A high budget movie in India may cost up to US$_____
What proportion of the Indian population go to the cinema every day?
Each year Bollywood produces in excess of ____ movies.
The percentage of a movie’s budget which may be paid to its lead actor.
Working with words
Synonyms and paraphrasing - Find words and phrases in the passage which have similar
meanings to these:
From the passage
Growth of ten per cent of more
It is hardly surprising
Every day
Produced en-masse
People from different social and
cultural groups
Happening at the same time
1. Definitions - In your own words, explain what the following words and phrases
mean:
In your own words
Casting its shadow
Common ground
Enhancing visual
stimulation
Audience participation
Monolingual domination
Discussion points
1. Do foreign movies and popular music have much of an impact on people in your
country? If so, where do these movies and the music come from?
2. What are the benefits of being exposed to foreign culture through entertainment
media such as cinema and music? Are there any negative effects?
3. Should governments censor or even ban movies and music form alien cultures?
4. To what extent should governments subsidize the local film industry?
Page | 172
Key Skills Extension
Answers
Reading - Comic strips
1.
C
2.
B
3.
B
4.
A
5.
D
6.
G
7.
B
8.
A
9.
F
10.
C
11.
popular
12.
cartoon
13.
depicting
14.
decorate
3.
T
Bollywood – True, False, Not Given
1.
F
2.
NG
4.
NG
5.
NG
800
5.
40%
Bollywood – Multiple Choice Questions
1.
A
2.
D
3.
B
4 million
3.
1.4% 4.
Bollywood – Numbers
1.
2013
2.
Bollywood – Synonyms
Growth of ten per cent of more
It is hardly surprising
Every day
Produced en-masse
People from different social and cultural
groups
Happening at the same time
Casting its shadow
Common ground
Enhancing visual stimulation
Audience participation
Monolingual domination
From the passage
Growing at double-digit rates
There is little wonder why
On a daily basis; daily
Churned out
People from diverse backgrounds
and ethnicity
simultaneously
In your own words
Creating a feeling of gloom, taking away the
light
Characteristics shared by both
Improving the appearance of something
When the people watching take an active part
Where a single language is spoken
Page | 173
Key Skills Extension
Session 6
Self-access
Workbook
The activities in the following pages are designed to reinforce
work done in class. This is a self-access workbook and so
the answers are provided along with the exercises.
Writing skills development: Proofing and editing
Page | 174
Key Skills Extension
Writing an essay involves a number of different stages:
 Planning and preparing to write: brainstorming and organizing ideas
 Writing: 1st draft and perhaps 2nd draft if you have time
 Checking: for spelling, grammar and punctuation errors
Each stage is equally important and none of these should be left out of the writing process.
In this unit we’ll focus on the third stage: CHECKING.
Take a look at the following essay. There are a number of problems with the sample answer.
Some people prefer to live in an extended family, where a number of generations live
together. Others, however, prefer to live in a small, nuclear family.
What are the pros and cons of living in a large family?
Sample answer:
Over the last few decades the family structure in Thailand has changed. Years ago, it was
common for many generations to live together as an extended family. Nowadays, however,
family units tend to be smaller, especially in urban areas. This essay will examine the
advantages and disadvantages of living in a large family environment.
There are a number of positive aspects of living in a large family. One important aspect is
that a large family can provide support in a variety of ways, first of all the total income
generated by a number of working adults in the family helps to give financial stability to all
members of the family. Even if one person is unemployed they will still have the support of
other family members to ensure they have food and accommodation. In addition family can
provide psychological support when people are faced with serious problems, shared
problems tend not to be so serious and solutions are usually easier to find in a group setting
rather than on ones own. Furthermore raising children is much easier in a large family where
parents’ grandparents cousins and aunts can all assume part of the responsibility.
However, life in big family can have its drawbacks. Lack of space can have detrimental effect
on people. If extended family lives in confined space, it may lead to aggression. Young
people, especially, prefer to have some space to develop on their own. For them, privacy is
important part of growing up as they find their own identity within limits of their family
environment. Pressures of living within highly structured family hierarchy may hinder
personal development in young people. They may have no say in deciding which TV
programmes to watch, when to use internet and so on. Finally, there is problem of organizing
outings with large numbers of people. It is difficult to be spontaneous when large numbers of
people are involved. Any family outing needs lots of planning and preparation.
In conclusion, then, while living in a large family can provide support and help, the rigid
hierarchical structure can also result in unwanted constraints.
Exercise 1 - Spelling
Page | 175
Key Skills Extension
There are a number of spelling mistakes in the sample answer. Identify them and correct
them.
Paragraph
1
1
2
2
2
3
3
3
Spelling mistake
What it should be
Exercise 2 - Punctuation
The punctuation in the second paragraph is faulty. Re-write the paragraph using correct
punctuation.
Exercise 3 - Articles
In Paragraph 3 there are ten instances when the article (a, an, the) is missing. Insert the
correct article in the appropriate places.
Page | 176
Key Skills Extension
Exercise 1
Passage 1
Read the following passage quickly. As you read, find answers to the following questions:
1.
How long have Bob and Isabelle been married?
2.
What was the divorce rate in the 1960's?
3.
What is the divorce rate today?
Bob and Isabelle Van Kempe didn't really plan their marriage. 'It just sort of happened,'
confessed Bob. 'Back in the 60's, marriage was just the next logical step after courtship. It
just happened.' Twenty-four years and three children later Bob and Isabelle are still together
and still happy. As they reminisce, they look affectionately at one another and smile at
shared memories. Though there have been difficult times, the couple have no regrets.
'When you make the decision to wed,’ admits Isabelle, ' you have to be prepared to take the
rough with the smooth;for better or worse, literally. I don't think any marriage is perfect; there
have to be times when you don't see eye to eye with your partner, it's only natural.'
Australian society has changed a great deal since the time when Bob and Isabelle tied the
knot: last year, 116,945 hopeful couples walked up the aisle, into a registry office, or into a
favourite garden to get married. In a third of those couples, at least one partner had been
married previously. But a high percentage of new marriages will end in pain and tears. In
1990, 42,635 couples admitted defeat before the Family Court. Although many divorced
people do re-marry, unions involving divorcees have an even higher divorce rate than first
marriages. When Bob and Isabelle got married in the 60's, the divorce rate was around
10%. Today, it is a steady 35%.
Exercise 2 - True False or Not Given?
1.
Bob and Isabelle Van Kempe discussed the idea of getting married a great deal
before they decided to tie the knot.
2.
Bob and Isabelle have never had a serious argument.
3.
Isabelle believes they have the perfect marriage.
4.
Of the 116,945 couples who married last year, more than a third will end up in
divorce.
5.
The divorce rate has more than doubled in the last 30 years.
Page | 177
Key Skills Extension
Exercise 1
Passage 2
Read the following passage quickly. As you read, find answers for these questions:
1.
Where does Mohammad come from originally?
2.
Where does he live now?
3.
Where does Hameeda live?
Mohammad Hussaini has lived most of his life in Australia, and he talks - and admits that he
thinks largely - like an Aussie. That is, until the time came to choose a wife. He opted to
abandon Australian-style courtship, and preferred instead to follow the traditions of his native
Afghanistan by allowing his parents to choose his bride-to-be.
After all, he confessed, a matter as important as marriage should be left to people with
experience in these things; and who better to make such a crucial decision than people for
whom he feels absolute respect and trust - his parents.
Arranged marriages are not uncommon among Afghanis, and Mohammad's parents already
had a particular girl in mind. She was the daughter of long-standing friends of theirs. The
problem was that she lived in Brisbane, almost six hours by plane from Mohammad's home
in Perth. The two families spent a great deal of time initially in correspondence to try and
establish that the couple had enough in common to give their marriage an opportunity to
work out. When the couple finally met for the first time, all the field-work proved worthwhile:
Mohammad and Hameeda hit it off immediately. Within two weeks they were married.
They decided to spend the rest of their lives together on the strength of first impressions:
Hameeda liked the fact that, while other suitors had asked her stupid questions about
whether she went out dancing a lot, Mohammad wanted to know what sort of books she
read. Hameeda, an only child, was pleased to be marrying into a family with sisters, and she
liked her open-minded parents-in-law. Mohammad was happy that Hameeda had not had
too traditional an upbringing - she had a degree from university and had travelled extensively
with her parents. And apart from all that, the young couple liked the way their partner looked
and talked and laughed.
'I hope that when we have children,' said Mohammad, ' they will value traditions, too, and
ask their parents to choose their partners in marriage.
Exercise 2 - True False or Not Given?
1.
2.
3.
4.
5.
Mohammad Hussaini was probably born in Afghanistan.
Mohammad felt it was very important for him to be involved in choosing his bride-tobe.
It is unusual for Afghanis to arrange marriages for their children.
Mohammad wrote a great number of letters to Hameeda before the couple met.
Traditionally, Afghani girls do not have a university education and experience in
travelling to different places.
Page | 178
Key Skills Extension
Passage 3
Exercise 1
Read the following passage. As you read, find answers for these questions:
1.
How old was the young girl who was being sent to Saudi Arabia?
2.
Did the girl travel to Saudi Arabia?
3.
Is Hazra Hamid happy with her marriage?
What do you do if you've got a wife and ten kids to support, work 60 hours a week, earn less
than enough to pay all the bills and see no light at the end of the tunnel?
Well, one thing you could do is to sell your daughters for marriage. Sounds harsh, doesn't
it? Yet that is exactly what happens in some parts of the world, and has been happening as
long as some people can remember.
A recent case in point drew media publicity in *India, where a thirteen year-old girl was being
'exported' to Saudi Arabia to marry a man who had paid her father $200 for her. However,
the young girl was rather distraught and her sobbing attracted the attention of airline officials
who acted swiftly to prevent the girl leaving the country.
The plight of this thirteen year-old girl once again focussed attention on an increasingly
common phenomenon in India: the sale of young virgins whose fathers worry how to amass
the wealth necessary to pay the *dowry for their daughters to marry. All too often, these
marriages do not succeed, and the bride finds herself being shipped around from one
husband to another, or even worse, forced into prostitution.
Not all stories end like this, however, as Hazra Hamid will confirm. Hazra's father passed
away when she was only 10 years old; faced with ten other children to feed, her mother
opted to let Hazra marry a 62 year-old widower in Abu Dhabi. Although Hazra was slightly
dubious about the marriage initially, she soon realized that she had fallen on her feet; with
four children - the product of a very happy marriage-, Hazra admits: 'My husband has
given me a life that I could never have dreamed of if I had married a local boy. I am
extremely happy.
Exercise 2 - True False or Not Given?
1.
Selling child brides is a recent phenomenon.
2.
Airline workers stopped the young girl from leaving the country.
3.
Fathers sell their daughters because they cannot afford to feed them.
4.
Most of these brides-for-sale marriages work out successfully.
5.
Hazra never had any doubts that she would be happy with her husband.
6.
Hazra was the oldest child in her family.
Page | 179
Key Skills Extension
Exercise 1
Passage 4
Read the following passage quickly. As you read, find answers for these questions:
1.
How many children has Rosanna got?
2.
Who is Frank?
3.
Are Rosanna and Frank happy with their marriage?
Rosanna Velletri's wedding day was a day she'll never forget. 'I felt just like a princess,’ she
recalls. It was beautiful. I was wearing a white dress with a long train and had six
bridesmaids all dressed in pink and carrying pink roses. My parents spent weeks planning
the whole thing.' She's able to reminisce as she watches the video film of the occasion for
the umpteenth time.
Today, she is a wife, and the mother of a very active toddler and a demanding baby, and
can't recall the last time she had a decent night's sleep. 'It's very exhausting,' she admits.
'I'm on the go from morning till night every day without a break.'
Husband Frank, a motor mechanic at a garage in Melbourne, says he doesn't help out much
because he's busy with his own responsibilities. 'I understand the amount of pressure she's
under, but when I get home in the evening I need to relax for a while. And then I have to sort
out things in the yard or in the garden. Sundays are usually spent working on the car, tuning
it up and that sort of thing. '
Frank, the youngest of a family of seven, did not expect the responsibilities and restrictions
which marriage and fatherhood have brought. Rosanna, whose family were very protective
towards her, feels that in one sense she gained her independence with marriage. The eldest
of four, she feels that she was better prepared for marriage than her husband. The tensions
arise over the question of who does how much of the housework, and when; both feel that
Frank has the better deal here. Marriage, they concur, is better for men than for women.
'He does nothing,' says Rosanna, ' apart from going to work and the odd job around the yard
and garden. I have no free time at all. He's got everything: wife, kids, freedom and someone
to take care of him.
Consequently, there's a good deal of bickering, and some days the couple are not on
speaking terms. "That's when I have to put the video of the wedding on again and watch it
through, so that I don't get totally depressed. If it wasn't for the kids, I'd seriously consider
moving out and starting again somewhere else. But next time I certainly wouldn't get
married!'
Exercise 2 - True or False?
1.
Married life is exactly as Rosanna and Frank had imagined.
2.
Rosanna does not go out to work.
3.
Both Rosanna and Frank agree that married life is easier for Frank than for Rosanna.
Page | 180
Key Skills Extension
These questions refer to all 4 passages in this section.
1.
2.
3.
4.
5.
Of the marriages referred to in this section, how many can be said to be
successful?
a.
All of them.
b.
None of them.
c.
The majority of them.
d.
Half of them.
Which passage deals with two separate marriages?
a.
Passage 1
b.
Passage 2
c.
Passage 3
d.
Passage 4
Which couple has probably been married the longest?
a.
Bob and Isabelle
b.
Mohammad and Hameeda
c.
Hazra and her husband
d.
Rosanna and Frank
Which woman had doubts about getting married?
a.
Isabelle
b.
Hameeda
c.
Hazra
d.
Rosanna
Which couple does not have any children yet?
a.
Isabelle and Bob
b.
Hameeda and Mohammad
c.
Hazra and her husband
d.
Rosanna and Frank
Page | 181
Key Skills Extension
Answers
Exercise 1 - Spelling
Paragraph
1
1
2
2
2
3
3
3
Spelling mistake
nowsaday
enviroment
accomodation
granparents
responsability
affect
agression
enviroment
What it should be
nowadays
environment
accommodation
grandparents
responsibility
effect
aggression
environment
Exercise 3 - Articles
However, life in a big family can have its drawbacks. Lack of space can have a detrimental
effect on people. If the extended family lives in a confined space, it may lead to aggression.
Young people, especially, prefer to have some space to develop on their own. For them,
privacy is an important part of growing up as they find their own identity within the limits of
their family environment. The pressures of living within a highly structured family hierarchy
may hinder personal development in young people. They may have no say in deciding which
TV programmes to watch, when to use the internet and so on. Finally, there is the problem of
organizing outings with large numbers of people. It is difficult to be spontaneous when large
numbers of people are involved. Any family outing needs lots of planning and preparation.
Reading Answer Key
Passage 1
1.1
Twenty-four years
1.2
Around 10%
1.3
Thirty-five per cent
2.1
False: ...didn't really plan their marriage. It just happened.
2.2
Not given
2.3
False: ...I don't think any marriage is perfect.
2.4
True
2.5
True
Passage 2
1.1
Afghanistan
1.2
Perth
1.3
Brisbane
Page | 182
Key Skills Extension
2.1
True
2.2
False: ...marriage should be left to people with experience in these things...
2.3
False: ... it is usual,...traditional.
2.4
False: ... Mohammad's family wrote letters to Hameeda's family
2.5
True
2.6
Not given
Passage 3
1.1
Thirteen years old
1.2
No, she didn't
1.3
Yes, she is
2.1
False: ... has been happening as long as some people can remember.
2.2
True
2.3
False: ... they cannot afford the dowry
2.4
False: ... all too often these marriages do not succeed.
2.5
False: ...was slightly dubious about the marriage initially...
2.6
Not given
Passage 4
1.1
Two: a toddler and a baby
1.2
Rosanna's husband
1.3
No, they aren't
2.1
False: ...Frank did not expect the responsibilities and restrictions...
2.2
True
2.3
True
2.4
False: ...Frank..the youngest of a family of seven...Rosanna...the eldest of four...
2.5
Not given
2.6
False: ...' I would seriously consider moving out.' This does not show intention.
These questions refer to all 4 passages in this section.
1.
C. The majority of them
Page | 183
Key Skills Extension
2.
C. Passage 3
3.
A. Bob and Isabelle
4.
C. Hazra
5.
B. Hameeda and Mohammad
Sample answer:
Over the last few decades the family structure in Thailand has changed. Years ago, it was common
for many generations to live together as an extended family. Nowadays, however, family units tend
to be smaller, especially in urban areas. This essay will examine the advantages and
disadvantages of living in a large family environment.
There are a number of positive aspects of living in a large family. One important aspect is that a
large family can provide support in a variety of ways. First of all, the total income generated by a
number of working adults in the family helps to give financial stability to all members of the family.
Even if one person is unemployed, they will still have the support of other family members to
ensure they have food and accommodation. In addition, family can provide psychological support
when people are faced with serious problems. Shared problems tend not to be so serious and
solutions are usually easier to find in a group setting rather than on one’s own. Furthermore,
raising children is much easier in a large family, where parents, grandparents, cousins and aunts
can all assume part of the responsibility.
However, life in a big family can have its drawbacks. Lack of space can have a detrimental effect
on people. If the extended family lives in a confined space, it may lead to aggression. Young
people, especially, prefer to have some space to develop on their own. For them, privacy is an
important part of growing up as they find their own identity within the limits of their family
environment. The pressures of living within a highly structured family hierarchy may hinder
personal development in young people. They may have no say in deciding which TV programmes
to watch, when to use the internet and so on. Finally, there is the problem of organizing outings
with large numbers of people. It is difficult to be spontaneous when large numbers of people are
involved. Any family outing needs lots of planning and preparation.
In conclusion, then, while living in a large family can provide support and help, the rigid hierarchical
structure can also result in unwanted constraints.
Page | 184
Key Skills Extension
Session 7
Self-access
Workbook
The activities in the following pages are designed to reinforce
work done in class. This is a self-access workbook and so
the answers are provided along with the exercises.
Page | 185
Key Skills Extension
Minimum labour standards - Pre-reading



Would you describe your country as a ‘developed’ or a ‘developing’ nation?
What kinds of industries are found where you live? Are the products mostly for
domestic use or export?
What kinds of products does your country import? From which countries?
Globalization and enhanced communication technology have contributed to growing
economic interdependence among nations, but these have also made people in importing
countries aware of the poor conditions under which certain export goods are being
produced.
Initiatives to link international trade and workers' rights have a long history. Concern about
poor working conditions in exporting countries has caused consumers in importing countries
to bring pressure on their governments to encourage foreign governments to improve those
conditions. Governments of exporting countries, however, have tended to resist such moves
and the issue is possibly as controversial today as ever. In a number of countries, the
conditions under which goods are produced are often appalling. In many places
internationally recognized minimum labour standards are disregarded. Children perform
hazardous factory jobs. Labour laws are not enforced. Every year, moreover, trade union
leaders are harassed, jailed, or even murdered.
International action in response to this takes on a wide variety of forms. It has ranged from a
trade union boycott of a soft drink company where union leaders were being kidnapped or
murdered, to the UN-sponsored programme of economic sanctions against certain offending
countries. These initiatives have, on the whole, been of an ad hoc nature. Establishing a
formal 'social clause' would have the effect of institutionalising such pressure.
Several arguments have been put forward in favour of a social clause. For one thing, such a
clause would promote fair competition between developing country exporters by ensuring
that those who respect minimum labour standards are not penalised for their efforts. For
another, it would enable working people to benefit from increased trade. Without such a
clause, increased international competition might lead to a destructive downward spiral in
the conditions of work and life of working people all over the world. Worse, Western
countries could be perceived to be collaborating in the exploitation of workers in Third World
countries if they failed to press for universal minimum labour standards.
Many developing country governments, however, do not see it this way. They feel that
developed countries' concern about working conditions in their countries stems from their
own export success. They consider the social clause proposal to be disguised protectionism
that could obstruct their industrial development and deprive them of one of their key
comparative advantages: the ability to use low-cost labour productively. Whatever the pros
and cons of a social clause, the bottom line is that only if it is seen to be fair by all will it
stand a chance of being adopted and of functioning effectively.
(Adapted from a paper by Gijsbert van Liemt in International Labour Review, 1989)
Page | 186
Key Skills Extension
Difficult words
and concepts
Enhanced
Interdependence
Initiatives
Interest group
Bring pressure
on
Mooted
Trade union
Minimum labour
standards
Institutionalizing
Destructive
downward spiral
Exploitation
protectionism
The bottom line
Explanation
improved
Needing each other to succeed
Action taken in order to help something else happen
A number of people drawn together to work for a particular issue
Try to force someone to do something, strongly encourage someone to
act in a certain way
Discussed, mentioned
An organized group of workers from a given profession who negotiate
with government and employers to try to improve working conditions for
the workers.
The most basic conditions under which employees should be able to
work
Giving something greater structure, and therefore better organized
Becoming worse and worse, with no hope of improvement
Using someone badly, abusing
When one country tries to protect its own trade interests by applying
taxes or tariffs on imports
The final result, the most important issue, often used in terms of financial
matters
Exercise 1
TRUE
if the statement agrees with the information
FALSE
if the statement contradicts the information
NOT GIVEN
if there is no information on this
1. There has not been much progress in terms of establishing a social clause.
2. In many countries workers are not paid sufficient wages for the jobs they perform.
3. Coordinated efforts at trade union and United Nations level have been implemented
to try to improve working conditions in developing nations.
4. Developed nations might be seen as exploiting workers in developing countries if
they do not support a social clause.
5. Governments in some developing countries believe that their counterparts in
developed nations are not really concerned with improving working conditions for the
Third World workers.
Page | 187
Key Skills Extension
Exercise2 -Choose the best answer for each question from the given options.
Sometimes more than one answer is correct:
1. Which groups of people are pressing for the introduction of a social clause to help
improve working standards?
a.
Governments in developing countries.
b.
Governments in developed countries.
c.
Concerned groups in exporting countries.
d.
Concerned groups in importing countries.
2. Which of the following is a form of pressure to promote the improvement of working
conditions in exporting countries?
a.
Kidnapping and murdering union leaders in offending countries.
b.
United Nations trade sanctions against the offending countries.
c.
Refusal to buy goods from offending countries.
d.
Pressurising governments in importing countries.
3. Governments in developing countries regard a social clause as
a.
a benefit to their trade relationship with importing countries.
b.
a move by importing countries to block the development of developing
countries.
c.
a way to increase their exports to developed countries.
d.
a way to improve the working conditions in their own countries.
4. A social clause is likely to have a direct impact only if
a.
interest groups in importing countries are happy with its implementation.
b.
people in both importing and exporting countries feel happy about its
introduction.
c.
it can improve working conditions in exporting countries.
d.
current trade between importing and exporting countries remains at the same
level.
Page | 188
Key Skills Extension
Exercise 3 -Understanding cohesive devices in the passage. What do the underlined words
in the passage refer to?
these
____________________________________________________
such moves.
____________________________________________________
this
____________________________________________________
another
____________________________________________________
them
____________________________________________________
Working with words - Find words in the passage which mean the same as the following:
likely to cause discussion or argument
=
very bad, shocking
=
dangerous
=
troubled, disturbed, intimidated
=
refusing to trade with someone
=
agreed moves against a person or country =
punished, at a disadvantage
=
working together
=
Discussion
1. In the era of globalization, it is common for multi-national companies to set up
factories in countries where production costs are cheaper. What are the pros and
cons of this practice? Who benefits most?
2. Minimum labour standards vary from country to country. In some countries children
are allowed to work full-time at an early age. At what age do you think children
should be allowed to work full-time?
3. In many countries women earn less than men for the same work. Is this the case
where you live? Should there be a discrepancy between the wages men and women
receive for the same work?
Page | 189
Key Skills Extension
Answers - Reading – Minimum Labour Standards
Exercise 1 – True, False, Not Given
1.
True
2.
Not Given
4.
True
5.
True
3.
False
Exercise 2 – Multiple Choice Questions
1.
D
2.
B,C,D
3.
B
4.
B
Exercise 3
these
= (globalization and enhanced communication technology)
such moves.' = (efforts by concerned interest groups to bring pressure on governments to
try to improve working conditions)
this
= (trade union leaders being harassed, jailed, disappear or murdered)
another
=(another thing)
them
= (developing countries)
Working with words - Find words in the passage which mean the same as the
following:
likely to cause discussion or argument
=
controversial
very bad, shocking
=
appalling
dangerous
=
hazardous
troubled, disturbed, intimidated
=
harassed
refusing to trade with someone
=
boycott
agreed moves against a person or country =
sanctions
punished, at a disadvantage
=
penalized
working together
=
collaborating
Page | 190
Key Skills Extension
Exercise 1
Spelling
Paragraph
1
1
2
2
2
3
3
3
Exercise 2
Spelling mistake
nowsaday
enviroment
accomodation
granparents
responsability
affect
agression
enviroment
What it should be
nowadays
environment
accommodation
grandparents
responsibility
effect
aggression
environment
Punctuation
Look at the second paragraph in the sample answer to check where the punctuation needs changing.
Exercise 3
Articles
Look at Paragraph 3 to see where the articles belong.
Page | 191
Key Skills Extension
Session 8
Self-access
Workbook
The activities in the following pages are designed to reinforce
work done in class. This is a self-access workbook and so
the answers are provided along with the exercises.
Page | 192
Key Skills Extension
Writing:
Task 1
The two pie charts below show some employment patterns in Great Britain in 1992.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Employment by sex and occupation, 1992
Sample answer
The charts provide information on the proportion of males and females in employment in 6
broad categories, divided into manual and non-manual occupations. In general, a greater
percentage of women work in non-manual occupations than work in manual occupations,
and the reverse is true for men.
In the non-manual occupations, while a greater percentage of working women than men are
found in clerical-type positions, there is a smaller percentage of women than men employed
in managerial and professional positions. The percentage of women employed in other nonmanual occupations is slightly larger than the percentage of men in these occupations.
In manual employment, the biggest difference between the two sexes is in the employment
of craft workers, where males make up 24% of the workforce and females just 3%.
Furthermore, the percentage of women working as general working as general labourers is
very small, only 1%. There is not a great deal of difference between the percentage of men
doing other forms of manual work (26%) and women in other manual work (27%).
In summary, the two charts clearly show that women do not have the same access as men
to certain types of employment.
Page | 193