Official IELTS IELT The IELT Official Cambridge Guide To S .

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IELTS is jointly managed by the British byCambridgethe British EnglishCouncil,Language ,CambridgeEnglish LanguageAssessmentIDP: IELTS Australia andIELTSis jointly managedby the dge EnglishAssessmentIELTSThe OfficialCambridge Guide toIELTS is jointly managed by the British Council,The OfficialCambridgeIELTSis jointly managed by the GuideBritish Council, toIDP: IELTS Australia and Cambridge English Language CambridgeGuideCambridge English LanguageAssessment totoIELTS Australia uidetotoTheOfficialCambridgeFOR ACADEMIC & GENER AL TR AININGOR ACADEMIC & GENER AL TR AININGF O R A CF ADEMIC & GENERAL TRAININGFOR ACADEMIC & GENER AL TR AININGFOR ACADEMIC & GENER AL TR AININGFOR ACADEMIC & GENER AL TR AININGB1-C1-C1C1STUDENT'S BOOKWITH ANSWERSwith DVD-ROMB1-C1B1-C1with DVD-ROMDVD-ROM with DVD-ROMwith withDVD-ROMDVD-ROMPauline CullenAmanda FrenchSTUDENT'S BOOT' DHAONWE ROSKSNTITUTO'S KBOS T U D EWS EBNWITHANSWERKSO KSTUDENT'SBWITHWTE' SR B O OOSTAUND ES NT HA NA SNWS WWWI TI HE RES R SVanessa JakemanPauline CullenAmanda FrenchVanessa JakemanPauline CullenAmanda FrenchVanessa JakemanPauline CullenAmanda FrenchVanessa JakemanPaulineCullen AmandaAmanda man

The Official Cambridge Guide to IELTS Student's Book with answersIELTS is jointly managed by the British Council,IDP: IELTS Australia and Cambridge English Language AssessmentThe Official Cambridge Guide toIELTSFOR ACADEMIC & GENER AL TR AININGThe Official CambridgeGuide to IELTSThe definitive guide to IELTSCullen, French and JakemanStudent’s Book with answers with DVD-ROM 978-1-107-62069-8B1-C1STUDENT'S BOOKWITH ANSWERSwith DVD-ROMPauline CullenAmanda FrenchVanessa JakemanWho is it for?Test takers Self-study guide Revision companionTeachers All-in-one reference Class revision guideWhat is it?Comprehensive IELTS exam guideEasy access from Band 4.0Divided by skillsDevelops language level andexam techniquesGeneral Training and Academic

What’s inside?IELTS Introduction and SummaryListening: 8 UnitsReading: 8 UnitsGeneral Trainingand AcademicWriting: 8 UnitsGeneral Trainingand AcademicSpeaking: 4 Units17 Speaking Test Videos8 Practice Tests: First Test Fully GuidedUse the book section by section, or choose the parts you need, when you need themWhy buy it?400-page total solutionfor IELTSExercises to develop skillsMore than 100 ‘must have’Exam and Study TipsStrategies to improvetest performanceVideos of the Speaking test(DVD-ROM)8 full Academic practice testswith 2 additional GeneralTraining sectionsWhat is IELTS?IELTS: International English LanguageTesting SystemAccepted by 8000 organisations worldwideFor higher education and global migration2 million tests taken per yearTwo versions: General Trainingand AcademicTests the four skills (reading,writing, speaking and listening)Reflects real life use of EnglishUnique 9-Band scale accurately pinpointsEnglish levelIELTS is jointly managed by the BritishCouncil, IDP: IELTS Australia and CambridgeEnglish Language Assessmentwww.ielts.orgThe Cambridge English Corpus is a multi-billion word collection of writtenand spoken English. It includes the Cambridge Learner Corpus, a uniquebank of exam candidate papers.Our authors study the Corpus to identify typical mistakes made by exam candidates. Thismeans that Cambridge materials help students to avoid common errors and improve theirperformance.

ListeningEach skill has adedicated section.Study skill by skillor just the partsyou need.Listening skills4 Places and directionsIn this unit, you will practise: understanding a description of a place following directions labelling a map multiple choice1 Describing a placeTest TipFor some questions in the Listening paper, you need to look at a map ofa place, or a plan of a building.1.1Look at drawings A–F and decide what the images are.ADBEListening skills1.2Study the map in section 3.3 for 30 seconds.1.3CFTry to answer questions 1–4 without looking back at the map.1 What is it a map of?2 Name three landmarks on the map.Test Tip3 Where is the entrance?4 What is in the centre of the map?before youFeatures already on the map are often used as landmarks to help youfind your way.1.416 Listen to extracts from the four sections of the Listeningtest. Complete the first column in the table by choosing thecorrect letter (A, B or C).landmark(s)1toiletsB25Alocating

ListeningClear Test Tipsprovide studentswith examstrategies.Listening skills3 Labelling a mapTest TipSometimes, a map completion task asks you to identify an area on a mapthen choose an answer from a list. For this type of question, you need tofamiliarise yourself with both the list of options and the features on themap before you start.3.1Look at this map completion task. Which landmarks might beused to help you to find your way around?3.23.318Listen and label the map with the correct letter (A–F).Check your answers, then listen again.Q u estions 1 – 4L abel the map below.C hoose the correct letter A–F and write the answers next to q u estions 1 – 4 .ABCDfarm animalsfresh breadticket bootheFpicnic areasecond- hand book stallcookery showsB rook side M ark et2Barbecue3ToiletsListening skills1.5Listen again and complete the table on the previous page. Writedown the landmarks mentioned and fill in the gaps in thephrases that help you to locate the correct answer.Test Tip2 Following directions2.117 Listen and decide which diagram (A, B or C) showsthe directions described by the speaker.BankRiverside StreetPostOffice1Queens RoadHotelBridge StreetAInformationEntrance28Test Tip TheBridge StreetHotelBankRiverside StreetPostOfficeQueens RoadHotelBridge StreetB2.2BankRiverside StreetPostOfficeQueens RoadCListen again and make a note of any words or phrases that areused to give directions.274

ReadingClear unit goalshelp users find theareas they need topractise.Reading skills4 Locating and matchinginformationIn this unit you will practise: identifying types of information locating and matching information connecting ideas matching sentence endings matching information1 Identifying types of informationFor matching information tasks, you need to locate an idea or piece ofinformation in the text and match it to a phrase that accurately describes it.1.1Read the extracts from two separate paragraphs of a Readingpassage. What type of information has been underlined?A a description of an animal’s habitatB the issues that can cause something to happenC an argument for a type of actionAeer ts evote s n fi nt rtof their day to foraging for food withthe r sens t ve noses. hen the finit, they eat on the spot. Primarily,meerkats are insectivores, whichmeans their diet is mainly made upof insects.1.2BThese animals are transient byskillsnature and moveReadingif their foodis inshort supply or if they’re forced outby a stronger gang.gang TheseThe group’squestions describe the information you need to find.dominant male, the alpha male, marksthe group’s territory to protect theat extracts A–H from different Reading passages and match1.3boundary fromrivalsLookand predators.them to the type of information that best describes them.Water is forcedLook at this matching information task based on the pressurethrough a narrowWhich paragraph contains the following information?pipe. The watertwo situations that force meerkats to change where they live hits the top of12how meerkats generally spend their timethe water wheel,causing it to turn.1 For this type of question, do you need to look for individual wordsor a whole idea?E They live in dark,2 Question 1 matches the information underlined in the paragraphhumid areasabove, so the answer is B. Underline the part of paragraph A thatand so tend tomatches the information in Question found in andaround tropicalrainforests.Study Tips helpstudents identifyproblem areasand improve theirperformance.B The water iswarm thanksto a natural hotspring beneaththe riverbed.C Our study lookedat the surroundingenvironmentwhile previousresearchers haveconcentrated ondiet.D We achieved thisby weighing theanimals bothbefore and afterperiods of exercise.FG After ten years,they gave up.Theexperiment hadfailed and, as a result,the public grewangry at the wasteof public funds.H It takes 35 days forthe chick to leavethe nest and fly.A month later, wewere able to testit again and theresults showed asignificant change intemperature59 when theinsulation was used.Types of information123456782 Locating and matching informationJust like matching headings, matching information questions arenot in the same order as the passage.Study

ReadingTest Tips help avoidcommon mistakes.Reading skills2.2Look at this task based on the Reading passage. For eachquestion, underline the type of information you need to scan for.The first two have been done for you.Which parag raph contains the following information?N .B . Y ou may u se any letter more than onceWrite the correct letter, A – E, next to q u estions 1 – 7 b elow.2.31visual evidence of the gecko’s ability to resist water2a q uestion that is yet to be answered by the researchers3the method used to calculate the gripping power of geckos4the researcher’s opinion of the gecko’s gripping ability5a mention of the different environments where geckos can be found6the contrast between S tark’s research and the work of other researchers7the efin t on ofs ent fi termIt is important to fully understand what you are looking for inthe passage. Answer these questions, based on Question 1 in thetask above.1 Which of the following do you think is ‘visual evidence’?A something the researchers believeB something the researchers have seenC something the researchers have read aboutReadingskills2 Which of the followingmeansthe same as ‘ability to resistwater’?2.1A aresoaks up waterSpend two minutes skim reading the passage below, so that youB sinks in waterfamiliar with the type of information it contains.C stops water getting inWhat is the main purpose of the passage?3 Scan the passage to find ‘visual evidence’ of an ability to resistA to describe the habitat and eating habits of one specific animalwater. Which paragraph contains this information?B to explain the background to a proposed study into tropical animalsC to argue that scientists can learn a great deal from studying natureStudy Questions 2–7 in 2.2 carefully and match them toD to give the findings of new research into an animal’s2.4behaviourparagraphs A–E. Remember, the questions are not in the sameorder as the passage. This is because your task is to find outwhere the information is.How geckos cope with wet feet2.5A Geckos are remarkable little lizards, clinging to almostany dry surface, and Alyssa Stark, from the Universityof Akron, US, explains that they appear to be equallyhappy scampering through tropical rainforest canopiesas they are in urban settings. ‘A lot of gecko studieslook at the very small adhesive structures on theirtoes to understand how the system works at the mostbasic level’, says Stark. She adds that the animals gripsurfaces with microscopic hairs on the soles of theirfeet, which make close enough contact to be attractedto the surface by the minute forces between atoms.B However, she and her colleagues Timothy Sullivanand Peter Niewiarowski were curious about howthe lizards cope on surfaces in their natural habitat.Explaining that previous studies had focused onthe reptiles clinging to artificial dry surfaces, Starksays ‘We know they are in tropical environmentsthat probably have a lot of rain and geckos don’tsuddenly fall out of the trees when it’s wet’. Yet, theanimals do seem to have trouble getting a grip onsmooth, wet, artificial surfaces, sliding down wetvertical glass after several steps. The team decidedto find out how geckos with wet feet cope on bothwet and dry surfaces.C First, they had to find out how well their geckosclung onto glass with dry feet. Fitting a tiny harnessaround the lizard’s pelvis and gently loweringthe animal onto a plate of smooth glass, Starkand Sullivan allowed the animal to become wellattached before connecting the harness to a tinymotor and gently pulling the lizard until it cameunstuck. The geckos hung on tenaciously, and onlycame unstuck at forces of around 20N – about 20times their own body weight. ‘In my view, the geckoattachment system is over-designed,’ says Stark.Look again at Questions 2–7 and underline the parts of thepassage that gave you your answer.D Next, 62the trio sprayed the glass plate with a mist ofwater and re-tested the lizards, but this time theanimals had problems holding tight. The dropletswere interfering with the lizards’ attachmentmechanism, but it wasn’t clear how. And whenthe team immersed the geckos in a bath of roomtemperature water with a smooth glass bottom,the animals were completely unable to anchorthemselves to the smooth surface. ‘The toes aresuper-hydrophobic,’ (i.e. water repellent) explainsStark, who could see a silvery bubble of air aroundtheir toes. But, they were unable to displace thewater around their feet to make the tight contactthat usually keeps the geckos in place.E Then the team tested the lizard’s adhesive forces onthe dry surface when their feet had been soakingfor 90 minutes, and found that the lizards couldbarely hold on, detaching when they were pulledwith a force roughly equalling their own weight.‘That might be the sliding behaviour that we seewhen the geckos climb vertically up misted glass’,says Stark. So, geckos climbing on wet surfaces withdamp feet are constantly on the verge of slippingand Stark adds that when the soggy lizards werefaced with the misted and immersed horizontalsurfaces, they slipped as soon as the rig startedpulling. Therefore geckos can walk on wet surfaces,as long as their feet are reasonably dry. However,as soon as their feet get wet, they are barely able tohang on, and the team is keen to understand howlong it takes geckos to recover from a drenching.61Test Tiptwo examples of / thedifferent environments,

WritingWriting skills arecovered as follows:Academic Task 1 –four units;General TrainingTask 1 – one unit;Writing Task 2 –three units.Writing skills3 Academic Writing Task 1 –Describing diagramsIn this unit you will practise: improving coherence and cohesion1 Understanding a diagramTest Tip Try drawingyour own diagram ofan everyday machinein your home (e.g. awashing machine).Divide the process upinto different stagesand describe it.Another form of visual information is a diagram. Again, you need tospend a little time studying and understanding the diagram before youbegin to write. Remember, you need to include all of the most relevantinformation.1.1Look at the diagram below for one minute.How to make recycled paper from old newspapers.12Writing skills31.2Match the verbs to parts 1–9 in the diagram. You may use morethan one verb for each putslidetearbeatThere may be some labels included in the diagram. These are usuallythe names of different objects that you are not expected to know. Youshould use these in your description.1.3Study the diagram again and complete these sentences.1 You need old newspapers, ato hold the mixture andcontaining 250 ml of water.a782 An9is used to form the mixture into a pulp.3 The pulp is poured into a4 Some1065 A.Test Tip Remember,you have only 20minutes to completeWriting Task 1, soyou need to identifythe most importantinformation in only oneor two minutes. To helpplan your answer, writethe different verbs youwill use to describe eachstage on the diagramitself. This will help tomake sure you don’tmiss out any importantsteps in your used to lift the pulp out of the used to flatten the pulp and press the water out.2 Describing a process – coherence and cohesionYour Writing Task answer will be assessed based on its coherence (is it easy to understand?)and its cohesion (are the ideas connected well?). For every Writing Task answer, your ideasmust be organised in a logical way and be connected together. Your answer must not be a listof individual sentences.2.1Complete sentences 1–9 with endings A–I.12345The diagram explains how toFirst,Then, add 250 ml of water andNext, using an electric mixer,When it is ready,ABCDEFGHI6789Then, use a piece of mesh, to carefullyNext, open up an old newspaper andThen, use a rolling pin toFinally,place the pulp mixture inside.beat the mixture for about 45 seconds until it forms a pulp.leave your new paper to dry in a warm place for at least 24 hours.make recycled paper from old newspapers.tear some newspaper into small pieces and put them in a bowl.lift the pulp mixture out of the tray, allowing the water to the paper down and force out any excess water.leave the paper to soak for up to an hour.pour the pulp into a shallow tray and add a further 100 ml ofwater. Mix it together by

WritingCorpus-informedexercises trainstudents to avoidmistakes thatIELTS candidatesoften make.Writing skillsUsing the wrong noun3.2Accuracy in vocabulary also involves using the mostappropriate words. Improve the accuracy of the sentences belowby replacing the underlined words with one of the nouns fromthe d1 The number of traffic on the road continues to increase.2 The diagram shows the way for making canned food.3 The amount of children who do not have access to a computerat home is higher in Newtown than in Westbridge.4 The chart shows figures for four different ways of transport inThe Netherlands.5 Another significant figure is the percent of the budget that theschool spent on recruiting staff.6 The chart clearly shows the reasons that led to the currentenergy problems.Using the wrong form3.3Writing skillsTo describe a process, we usually use the passive voice.Active voiceFirst, tear some newspaper into small pieces.Passive voiceFirst, some newspaper is torn into small pieces.2.2Now complete the description below by changing the sentencesin 2.1 to the passive voice.Another accuracy problem occurs when you choosethe right word but use it in the wrong form. Complete thesesentences with the correct form of the words in brackets.between the two is only 9%. (different)1 The. (work)2 This involved a great deal of hard3 The chart shows several of the areas we tend to take for. (live)granted in ourin 2000.4 In the older group, there was a dramatic(increase)rate of women increased far5 The graph shows that themore than that of men. (attend)decrease from 2005 to 2010, but overall it6 There was aremained the same. (slight)7 The figures show how many people in the area make use of thecentre. (sport)localtrips to museums and art galleries.8 We often go on(education)The diagram explains how recycled paper is made from oldnewspapers. First, some newspaper is torn into small pieces andput into a bowl. Then,1092.3Look at the complete description in the Answer Key. Thebeginning of each sentence helps to organise the informationand link it together. Complete the list of words/phrases belowthat help do this.First, Then, 3 Lexical Resource – being accurateCommon spelling mistakes3.1Accuracy in vocabulary includes using the correct spelling.The sentences below each contain one spelling mistake. Find themistakes and correct them.1 The goverment increased spending in 1988 and again in 1998.2 The chart shows the persentage of students who have access tothe internet in their home.3 From the pie charts, we can see the diffrent sports enjoyed byeach age group.4 These figures remained steady untill 1990, when they rosesteeply.5 The charts show the energy use of four different contries over a50-year period.6 The highest rise occurred betwen 1970 and 1990.7 This figure had dicreased by 50% by the end of this decade.8 While the amount of money spent on education remained thesame, the budget for transport incresed considerably overthis time.108Test Tip Remember,your answer forWriting Task 1 will bemarked against specificcriteria. One of theseis Lexical Resource. Toget a good score, youneed to use a widerange of vocabulary(not repeating thesame common words)and use vocabularyaccurately (withoutmistakes).

SpeakingExercises developlanguage progressively.Speaking skills4 Checking, correcting andassessingIn this unit you will practise: dealing with problems pronunciation and intonation running words together (chunking) assessing your level1 Dealing with problems1.1Test Tip Listencarefully to theexaminer’s questionsto make sure that youanswer them fully andappropriately. Don’t betoo shy to ask for helpin the interview if youneed it.Video 14 Watch five extracts from different interviewsand decide which of the problems (A–D) each candidate isexperiencing. There may be more than one possible answer andyou may use any letter more than once.ProblemsA the candidate doesn’t understand the questionB the candidate hasn’t heard the question properlyC the candidate has made a mistakeD the candidate isn’t sure how to answer1 Emanuele:2 Saida:3 Melanie:1.24 Saida:5 Melanie:Speaking skillsWatch again and notice how the candidate responds tothe Here are some useful phrases you can use to deal with problems1.5problem. Choose the correct letter (A–D).in the test. Match the phrases to the problems (A–D) in 1.1. Youcan use any of the phrases more than once.Candidate’s response to the problemA the candidate stays silentB the candidate attempts an answer but is hesitantC the candidate asks a question to checkD the candidate corrects him/herself1.31.4Sorry, I meant to say I’m sorry, could you repeat the question?I honestly have no idea.I’m not really sure what you mean.I’ve never really thought about that before.2 thinkPronunciation, intonation and ‘chunking’Which of these ways of dealing with problems do youcould give you a lower mark? Why?Study Tip If you are unsure which individual sounds you are sayingtry reading a short passage from this book aloud and askingWhat did the examiner do in extracts 1 and 2 to help keepincorrectly,theanother student to write down what you say. Are there any words orcandidate talking?sounds that they have difficulty understanding? Or, record yourself andlisten back. How easy is it to write what you hear?The fourth criterion your examiner will use to assess your English149level is Pronunciation. This includes: pronouncing individual sounds clearly. using intonation and stress to help communicate your ideas. ‘chunking’ (running your words together naturally and clearly – notin a robotic way).Individual soundsHearing the difference between sounds you find difficult can be thefirst step to saying them correctly.2.134 To help you identify which English sounds you may havea problem with, listen and circle the word that you hear.147101316192225282.22.3it / eatbad / bedboard / birdstairs / starschest / chasedcould / codecan’t / countdepend / defendclose (adj) / close (v)bet / vet352 look / luck5 workmen / workman8 spot / sport11 heart / hot14 crawl / cruel17 fur / fair20 day / they23 bland / brand26 save / shave369121518212427full / foolfur / farankle / uncleknee / nearcon / coinback / bikebreathe / breezesort / thoughthair / airListen and practise saying all of the words correctly.Read one word from each pair in 2.1 to a friend and ask them to write downthe word they hear. Did they write the correct word?

SpeakingVideos of theSpeaking Test helpstudents preparefor a part of the testwhich is difficult toanticipate.Speaking skillsStress is also used to give emphasis to a word and add extra meaning to it.2.1038 You will hear part of a talk about conducting a jobinterview. As you listen, follow the script below and underlinethe words that the speaker stresses to give emphasis.Over the years // I’ve interviewed hundreds of candidates // for jobsat many different levels. // The point of every job interview is tomake sure a candidate has the skills necessary to do the work. Hiringthe wrong person can be an expensive mistake. But, apart fromreferences, how can you determine if the candidate actually knowswhat he says he knows? A very effective way to sort out the goodcandidates from the bad is by asking ‘How did you do that?’ and‘Why did you do that?’ at appropriate stages in the interview.Intonation is an important part of your pronunciation. Good intonationstops your speech sounding too monotonous.Chunking, or running words together, also helps to make your languagesound more natural.2.11The first few lines of the script above have // marks to show howthe speaker chunks words and phrases together. Listen again andadd // marks to show where the speaker naturally pauses.2.12Look at this extract from Sanem’s video and say it aloud.1 underline the words that you think should be stressed2 use // marks to show which phrases or groups of words should bechunked together.Speaking skillsEXAMINER: Let’s talk about music. How often do you listen to music?SANEM:Every day. I love music, yeah I’m a fan of music every type ofMake sure to focus on the way you pronounce word endingsas especially rock music and classical music and I like to search from theinternet, new groups, new bands, new type of genres. Yeah, every day.the2.4 Put the words into the correct column depending on howending is pronounced.2.13 Video 16 Watch the extract from Sanem’s video.basedplayedlaughedchangedwaited 1 Does she show a good use of stress and chunking?arrivedactedchasedincreasedlearned 2 Does she show a good use of intonation or does she .5/d/36Study Tip A good way to practise intonation and fluency is by copyingthe rhythm of native speakers. Choose a recording from the listeningsection and play it at a low volume. Read aloud from the script and tryto keep the same time and intonation patterns as the speaker on therecording./ɪd/152Listen and check your answers.2.6Listen again and practise saying the words aloud.2.7Video 15 Watch extracts from Saida and Melanie’s talks. Whatproblems can you hear with individual sounds?Stress, intonation, and running words togetherStress is used to accurately pronounce a word.2.8Which part of these words should be stressed? Underline thecorrect cticeenvironmenttechniqueexpensivedependexpert37 Listen and check your answers, then practise saying thewords with the correct stress.151

Speaking17 videos breakthe test intodigestible chunks.Students canwatch, answer,watch again,recordthemselvesand

Practice TestsEight practice testsprepare studentsprogressively to takethe exam on their own.L isteningseC tiOn 2Questions 11–2 0Q u estions 1 1 – 1 4C omplete the tab le b elow.Write NO MORE THAN THREE WORDS AND/OR A NUMBER foreach answer.P ACtOn- On- seA B U s tOU RB us stopsLocationth ings to seeB us stop 1train stationstart of tourB us stop 2the aq uariumdolphins and11B us stop 312yachts and powerboatsB us stop 413centrevery old14Test Tip Look carefullyat the table before youlisten. Note the headingsat the top – they tellyou what you need tolisten for. Use all theinformation providedin the table to help youpredict answers.You hear the answers inthe same order as thequestions.Use the words thatyou hear to answer thequestions.Study Tip11 ‘dolphins’ is pluralso the answer to thisquestion is also likely tobe plural – don’t forgetthe ‘s’.Study Tip 14 Youmay hear a synonymof ‘very old’ on therecording (e.g. ‘ancient’).Don’t repeat it in youranswer.Test 1ListeningseC tiOn 1Test Tip Rememberthat you only hear therecording once.Questions 1–10Check how many wordsyou can use for eachanswer.Q u estions 1 – 6C omplete the notes b elow.Write NO MORE THAN TWO WORDS AND/OR A NUMBERfor each answer.PRESTON PARK RUNDetails of runRead through the notesto get an overall idea oftheir content.Test Tip You can writea time in figures orwords, but figures arequicker and easier.ExampleDay of Park Run:SaturdayStart of run:in front of the 1Time of start:2Length of run:3At end of run:volunteer scans 4Best way to register:on the 5Cost of run:6 Study Tip 3 The answeris a distance. Make sureyou include the unit ofmeasurement – you canwrite this in an abbreviatedform, e.g. ‘km’ forkilometres or ‘m’ for miles.Q u estions 7 – 1 0C omplete the notes b elow.Write NO MORE THAN TWO WORDS AND/OR A NUMBER foreach answer.VolunteeringTest Tip If part of theanswer is given (e.g. , , etc.) remember not torepeat it in your answer.Test Tip Names are often spelled out on the recording.Make sure you know how all the letters of the Englishalphabet are pronounced. Listen carefully and write downthe letters as you hear them.Contact name: Pete 7Phone number: 8Activities: setting up course910154the runnersfor the weekly reportTest Tip Check that you havespelled all the answers correctly.155

Practice TestsT est 1Q u estions 1 5 – 2 0Test Tip Read thesentences through in thepreparation time andthink about what type ofinformation is missing.C omplete the sentences b elow.Write NO MORE THAN TWO WORDS AND/OR A NUMBER foreach answer.15Y ou need to have a16The bus tour lasts17The cost of the bus ticket includes entrance to the.18Y ou can listen to an audio commentary which has been made by19If the weather is wet, it is a good idea to bring20D on’t forget to bring youronline.theto buy a ticket for 1 0 .Study Tip 18 If youin total.Tests 1 and 2 provideintensive

CEFR level: IELTS band: C1 IELTS band: 8 IELTS band: 7.5 IELTS band: 7 B2 IELTS band: 6.5 IELTS band: 6 IELTS band: 5.5 IELTS : 4.5 IELTS band: 4 IELTS band: 5 978-X-XXX-XXXXX-X Author Title C M Cullen, French and Jakeman Y K Pantoene XXX STUDENT'S BOOK with DVD-ROM WITH ANSWERS B1-C1 The

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