IELTS|Intermediate|Exam: listening and writing

pic3_IELTS|Int|Revision 6

Revise the exam format

IELTS Listening Test

Timing

Approximately 30 minutes (plus 10 minutes’ transfer time).

Questions

There are 40 questions.

A variety of question types are used, chosen from the following:

  • multiple choice
  • matching
  • plan/map/diagram labelling
  • note completion
  • table completion
  • flow-chart completion
  • summary completion
  • sentence completion

Test Parts

There are 4 sections.

Section 1 is a conversation between two people set in an everyday social context (e.g. a conversation in an accommodation agency).

Section 2 is a monologue set in an everyday social context (e.g. a speech about local facilities or a talk about the arrangements for meals during a conference).

Section 3 is a conversation between up to four people set in an educational or training context (e.g. a university tutor and a student discussing an assignment, or a group of students planning a research project).

Section 4 is a monologue on an academic subject (e.g. a university lecture).

Each section is heard only once. A variety of voices and native-speaker accents are used.

Skills assessed

A wide range of listening skills is assessed, including:

  • understanding of main ideas;
  • understanding of specific factual information;
  • recognising opinions, attitudes and the purpose of a speaker;
  • following the development of an argument.

Marking

Each correct answer receives 1 mark.

Scores out of 40 are converted to the IELTS 9-band scale.

Scores are reported in whole and half bands.


IELTS Writing Test

Timing

60 minutes

Tasks

There are 2 tasks. You are required to write at least 150 words for Task 1 and at least 250 words for Task 2.

Test Parts

There are 2 parts.

Academic Writing

In Task 1, you are presented with a graph, table, chart or diagram and are asked to describe, summarise or explain the information in your own words. You may be asked to describe and explain data, describe the stages of a process, how something works or describe an object or event.

In Task 2, you are asked to write an essay in response to a point of view, argument or problem. The issues raised are of general interest to, suitable for and easily understood by test takers entering undergraduate or postgraduate studies or seeking professional registration.

General Training Writing

In Task 1, you are presented with a situation and are asked to write a letter requesting information or explaining the situation. The letter may be personal or semi-formal/neutral in style.

In Task 2, you are asked to write an essay in response to a point of view, argument or problem. The essay can be slightly more personal in style than the Academic Writing Task 2 essay. Topics are of general interest.

Skills assessed

In both tasks, you are assessed on your ability to write a response which is appropriate in terms of:

  • content;
  • the organisation of ideas;
  • the accuracy and range of vocabulary and grammar.

Academic Writing

In Task 1, depending on the task type, you are assessed on your ability:

  • to organise, present and possibly compare data;
  • to describe the stages of a process or procedure;
  • to describe an object or event or sequence of events;
  • to explain how something works.

In Task 2, depending on the task type, you are assessed on your ability:

  • to present a solution to a problem;
  • to present and justify an opinion;
  • to compare and contrast evidence, opinions and implications;
  • to evaluate and challenge ideas, evidence or an argument.

General Training Writing

In Task 1, depending on the task type, you are assessed on your ability to engage in personal correspondence in order to:

  • elicit and provide general factual information;
  • express needs, wants, likes and dislikes;
  • express opinions (views, complaints, etc.).

In Task 2, you are assessed on your ability:

  • to provide general factual information
  • to outline a problem and present a solution
  • to present and possibly justify an opinion
  • to evaluate and challenge ideas, evidence or an argument

Marking

You are assessed on your performance on each task by certificated IELTS examiners according to the IELTS Writing test assessment criteria:

  • Task Achievement/Response
  • Coherence and Cohesion
  • Lexical Resource
  • Grammatical Range and Accuracy

The public version of the 🔗assessment criteria.

Task 2 contributes twice as much as Task 1 to the Writing score. Scores are reported in whole and half bands.

pic2_Business|Adv|L11

You will be able to:

  • apply your skills in dealing with Listening Sections 1, 2, 3 and 4 of the IELTS Exam;
  • apply your writing skills in dealing with Writing Sections 1 and 2 of the IELTS Exam.

pic1_IELTS|Int|Exam: listening and writing

Listen and complete the form below

Hotel clerk Customer

Hotel clerk: Good morning, Atlas Hotel, can I help you?
Customer: Oh yes — a friend has told me about your hotel, and I’d like to book some rooms, please.
Hotel clerk: OK, when would you like to stay here?
Customer: Well, we’ve booked flights on the 23rd of August.
Hotel clerk: OK … I’ll just find that date.
The arrival date is the 23rd of August. So 23rd August has been written in the space. Now we shall begin you should answer the questions as you listen because you will not hear the recording and second time. Listen carefully I don’t say questions 1 to 5.

Hotel clerk Customer

Hotel clerk: Good morning. Atlas Hotel, can I help you?
Customer: Oh yes — a friend has told me about your hotel, and I’d like to book some rooms, please.
Hotel clerk: OK, when would you like to stay here?
Customer: Well, we’ve booked flights on the 23rd of August.
Hotel clerk: OK … I’ll just find that date. That seems to be fine — we have a few rooms available then.
Customer: Oh, that’s good. I was a bit worried — we’ve left things rather late.
Hotel clerk: Well, you’re lucky we had two cancellations last week.
Customer: Oh!
Hotel clerk: Now, how long do you want to stay for?
Customer: Well, last year we only stayed a week, and it wasn’t long enough … so, this time we thought two weeks if it’s possible.
Hotel clerk: Mmm, that looks fine … yes, you do need plenty of time here to really relax … it’ll be getting towards the end of the tourist season as well, so it won’t be quite so hot then.
Customer: Oh good. Um … we’ve got two children, and I was wondering if you have any rooms that are next to each other?
Hotel clerk: Hmm, let’s see. I’m afraid that is impossible, but we do have what we call a family room, which is a lot bigger than a double room and can take two adults and two children.
Customer: Oh, that sounds perfect.
Hotel clerk: OK, I’ll book you in for that. So, can I have your name and address, please?
Customer: Yes, it’s Mr and Mrs Shriver.
Hotel clerk: Can you spell that for me?
Customer: Yes, it’s S-H-R-I-V-E-R.
Hotel clerk: Thank you. And you said two children, didn’t you?
Customer: Yes, they’re two boys of ten and 12.
Hotel clerk: Fine, and can I have your home address?
Customer: Yes, we live at flat 29, Tower Heights.
Hotel clerk: OK, is that England?
Customer: No, it’s Scotland, actually. We’re from Dunbar. The postcode’s EH41 2GK.
Hotel clerk: OK. Great, that’s a country I’d really like to visit!
Customer: You’d have to bring a lot of warm clothes!
Hotel clerk: I know … And can I have a contact telephone number?
Customer: Sure, our home number is 0-1-3-1-double 9-4-6-5-7-2-3.
Hotel clerk: … 7-2-3. Thank you, I hope you don’t mind, but we always ask our guests what the purpose of their trip is. I’m guessing yours is a holiday?
Customer: Yes, we’re really looking forward to it!
Before you hear the rest of the conversation you have some time to look at questions 6 to 10. Now listen and answer questions 6 to 10.

Hotel clerk Customer

Hotel clerk: As you’ve been here before, I wonder if you’d mind answering a few short questions for our tourist board?
Customer: No, not at all.
Hotel clerk:
Customer: That’s a good idea.
Hotel clerk: OK, um … so, what type of holiday activity do you like best?
Customer: Well, I like a lot of things … I like shopping and sightseeing … but I think as a family, we all enjoy swimming the most.
Hotel clerk: OK … and do you go to the beaches to do that?
Customer: Well, sometimes we do. We also like to sit around the pool at the hotel.
Hotel clerk: When you go to the beaches, what do you think of them?
Customer: Well, they’re a bit crowded …
Hotel clerk: I know.
Customer: But then you expect that in the holidays. The main thing is that they’re very clean. That’s why we come back.
Hotel clerk: I’m glad to hear that. And you said you like shopping … ?
Customer: Yes, it’s fun.
Hotel clerk: How are the shop staff? Are they …
Customer: Well, I don’t want to criticise, but sometimes … well, they’re a bit too helpful.
Hotel clerk: … trying to sell you souvenirs.
Customer: Yes, I prefer to choose things myself.
Hotel clerk: Uh-huh … What about eating … and the service in the restaurants?
Customer: Oh, the food is delicious, always. And the waiters, well, they’re polite and so fast … Nothing takes very long.
Hotel clerk: That’s good news. Sometimes people complain, but …
Customer: Well, I haven’t been to every restaurant, there are rude waiters everywhere, I suppose.
Hotel clerk: Well, we like to avoid it if we can. Do you have suggestions for things which might improve your holiday experience here?
Customer: Um, not really. Let me think … Oh, yes. I did notice last time I was there that there are local buses, but you don’t seem to have any bikes.
Hotel clerk: No, we don’t, most people have cars.
Customer: Mmm, it’s just nice to hire one and get some exercise … go at a slower pace so that you can really see the landscape.
Hotel clerk: OK, I’ll note that down. Well, thank you very much …


Write no more than two words and/or a number for each answer.

Questions 1-5


Questions 6-10

Listen and complete the notes

listen and write

You will hear someone talking about a wildlife park. Before you listen, you have some time to look at question 11 to 15.

Now, listen carefully and answer questions 11 to 15.

Good morning, everyone. I’m a keeper here at Orana Wildlife Park, and that means that my job is to look after some of the animals that we have here. First, let me tell you a bit about us. Um, the word «Orana» means «welcome» in the local Maori language, and we are very pleased to see you all here.

As you probably know, we’re run by a chanty and we specialise in endangered species of animals, birds and reptiles. The park grounds cover 80 hectares of land, and we have 400 animals altogether, from 70 different species. So that you can see the animals in their natural environment, we’ve built streams and banks to separate you from the animals and make sure your trip around the park is safe.

Our animals come mainly from here — New Zealand — and from Australia, Africa and South America. There are a lot of animals to see and quite a number of things you can do here, so let me tell you about a few of the exciting encounters before you decide where to go.

One of our most popular animals is a type of giraffe called a Rothschild. It’s easy to spot — it has three horns, rather than the usual two. Giraffes are amazing animals close up, and you have an opportunity to hand-feed them here at the park at 12 noon or three in the afternoon. This is one of the most popular activities and will be one that you’ll never forget.

In fact, we believe hands-on education is very important. So, you can touch or pat a variety of friendly animals, such as cows and goats, at the farmyard. This experience goes on all day and is designed to help children take an interest in animals and their environment. I can assure you it’s not at all dangerous.

Another exciting activity for visitors is watching some of our big cats reach speeds of up to 70 kilometres per hour during their exercise run. The cheetah is the fastest land mammal, and this «event» takes place at 3:40 every day. You can watch them go down their paddock in under 30 seconds.

Before you hear the rest of the talk you have some time to look at question 16 to 20.

Now listen and answer questions 16 to 20.

So, here’s a plan of the park. As you can see, we’re here at the main entrance, and there’s an information centre to your right.

Now, it’s quite easy to get around the park. We have daily guided walkabout tours, which let you get up close to the animals. Or if you prefer to be at a distance, you can take the safari bus and drive around with a wildlife expert.

If you decide to take the walkabout tour, it leaves at 10.45 — that’s in just under an hour — from the meerkats’ enclosure next to us. From there, the walk passes the adventure playground, and the otters in the first enclosure, and then arrives at the New Zealand birds area in the next enclosure just in time to see them being fed. Then you go on to the reptile house and the tigers and the rest of the animals!

Alternatively, you can wait until the afternoon walk. There are plenty of other things to see in the morning. One of these is the African Village. Just turn to your right from the main entrance, walk past the first bus stop and it’s just before the African wild dogs’ enclosure. It’s a wonderful, colourful experience.

You can also go to the shop and buy your souvenirs there. We have beautiful soft toys — giraffe and zebra — for children and a whole range of T-shirts, hats and skin-care products with an African theme. After that, why not have lunch in the picnic area on the far eastern side of the park? I’d recommend this because, while you’re eating, you might catch sight of the ostriches on one side of you or buffalo on the other.

For the afternoon walkabout tour, you’ll need to find your own way to the African lion habitat, which is on the west side of the park, just past the Conservation Centre. To join the tour, you actually go past the lion habitat. You’ll see two bus stops … keep walking, and the meeting place is about half a kilometre after the second one. If you’ve gone past the zebra, you’ve gone too far!

For those of you who would prefer to travel on the safari bus, this runs from 10:30 to 4:00 p.m. There are stations throughout the park, but the first one is at Jomo’s Cafe, which is directly opposite where we’re standing — go straight ahead and it’s just in front of the giraffes. There are various feeding times for the animals, and the bus stops in time for all of these. So, let me just give you some safety guidelines …


Questions 11-15

Write no more than two words and/or a number for each answer.


Label the plan below. Write correct letters A-I next to Questions 16-20


Listen and choose the right answers to Questions 21-27

pic2_IELTS|Int|Exam: listening and writing

You will hear two students giving the results of a survey they conducted. First, you have some time to look at questions 21 to 25.

Now, listen carefully and answer questions 21 to 25.

Tutor Sylvie Daniel

Tutor: Right, now it’s time for Sylvie and Daniel to give us the results of their survey into the study skills course that some of you did last term.
Sylvie: Thanks, Mr Driver. Um, shall I start, Daniel?
Daniel: Sure, go ahead.
Sylvie: OK. Well, as you know, some students in our year did the study skills course run by the English department last term.
Daniel: Um, it was interesting because it was completely voluntary … It wasn’t a compulsory component of the exam course or anything that we need in that way … but Mr Driver thought it would be a good idea … that it would help with our other work.
Sylvie: Yeah, so, after the course finished, Daniel and I decided to review it, ask students what they thought about it … as part of our education assignment.
Daniel: Yeah.
Sylvie: So, this is how we did it, our study method. At first, we thought about interviewing students face to face. But we have so much other work and we knew it’d be quicker to use email and just send out a questionnaire.
Daniel: Though we also had to write that!
Sylvie: Yes, and this method does rely on students filling it in and sending it back … but the response rate was pretty good.
Daniel: Yeah, 70 per cent, I think.
Sylvie: OK, so, first of all, 33 students signed up for the course.
Daniel: And we did 12 sessions over the term, and they took place every Monday morning.
Sylvie: A good start to the week, I thought.
Daniel: Yeah, and the rest of the week, we could put things into practice.
Sylvie: Mmm. So, what did we expect?
Daniel: For me … I expected it to be useful for all my subjects, things like philosophy.
Sylvie: Yeah, that’s what Mr Driver had said.
Daniel: And I was right … I feel more able to deal with difficult texts now, you know, like the ones we have in economics.
Sylvie: You feel you can do it. Yeah, I think other people found that it actually made them want to read more frequently … and read books outside the course list.
Daniel: If you’ve got time! Um, as for our teacher on the course — Jenny — everyone felt she was really good. We learned a lot from her. Not because she sent a lot of homework or anything like that.
Sylvie: The thing people said was that she gave us fascinating articles and ideas to work with … some of them … well, we were quite happy to carry on looking at them at home.
Daniel: Yeah, that’s so important. It’s really easy to get bored in class, but that didn’t happen.

Before you hear the rest of the conversation you have some time to look at questions 26 to 30.

Now listen and answer questions 26 to 30.

Tutor Sylvie Daniel

Daniel: OK, so, we’ve done a couple of charts … Let’s have a look at the findings. I’ll put up the first chart …
Sylvie: This is your overall view of the usefulness of the course.
Daniel: … and as you can see, only a small percentage of students didn’t feel it was useful.
Sylvie: Which is good …
Daniel: Yeah, everyone else had a positive view of the course, and more than half of us — that’s about 60 per cent — thought it was very useful.
Sylvie: Which … well, as this is the first time the course has been run, I guess this is a strong recommendation for it to take place again next year.
Daniel: The next chart shows how useful you felt each part of the course was.
Sylvie: So, just to remind you, there was the speed-reading component that came out top.
Daniel: No surprise there, really.
Sylvie: Mmm. On the other hand, giving talks was … well, we all like talking, but it’s not something we have to do that often.
Daniel: Yeah, so that was the least useful. Then the note-taking component you found to be quite useful, and you had a lot of comments about that.
Sylvie: OK, so let’s have a look at some of your comments. You said a lot about the activities, but the main comment seemed to be that the techniques we learned on the note-taking course helped us focus more in lectures.
Daniel: Several people said that they daydream much less.
Sylvie: Yeah, have a longer attention span.
Daniel: So, that’s the first benefit. The second is that students said they really appreciated the instruction on when to use a diagram to take notes.
Sylvie: Mmm, like many people. I’d never thought of this technique, but now I find it really helpful.
Daniel: And it’s much more fun!
Sylvie: Yeah. And then the last comment we wanted to mention was about the type of paper that we used in the notetaking sessions.
Daniel: It seems obvious now that a wide margin down the side of the paper provides another area where you can add points that you’ve missed.
Sylvie: And that makes it a lot easier to read the notes afterwards.
Daniel: OK, so now we’ll look at the results …


Questions 21-27


Complete the sentences

Use no more than two words for each answer.

Listen and complete the notes

You will hear a lecture about airport design. First, you have some time to look at questions 31 to 40.

Now, listen carefully and answer questions 31 to 40.

Good morning, everyone. Well, last week, we looked at some of the architectural features of modern house design and today we’re going to move on to look at airport design and how this has changed over the years.

So, if we start by going back to … um the 1960s and 70s when there were a lot fewer airports than there are today, well, check-in desks, customs and waiting areas were all very basic. They were rather like a bus station, er, designed to allow air traffic in and out of the terminal, but not very welcoming for passengers. Even though passengers spent a lot of time there, the important features were related to the flights, rather than the people who took them … or indeed the places where the airports were built.

But that all changed in the next few decades, and if you look at any big airport now, it’s more like a mini city. It combines a transport centre with a mall full of shops and facilities designed to make passengers feel more comfortable. So, airports have been transformed. And as with any city building, their design now takes into account features outside the airport terminal as well.

So, why did this change happen? Well, there are two main reasons. The first was the huge increase in passenger numbers, in the number of people travelling by plane.

And this was a direct result of mass tourism, with things like, um, cheap holiday packages and low-cost airlines … with the construction of high-rise hotels and hotel complexes. And then people started travelling more regularly from one country to another for things like meetings, and so the growth in international business also pushed numbers up. In fact, passenger growth has been so significant over the past 30 years that it’s estimated that some 21st-century airports will need to handle up to 50 million passengers a year by 2020.

The second reason for the change is — and this is a key aspect of airport design — people have realised that the airport is the first place you see when you visit another country. This means it forms your first impression of that country and that impression has to be good. Airports are now called «gateways» to the cities they serve, and that raises visitor expectations.

Now, what are the changes that have taken place in airport design? Well, the interior design — the inside of most airports — is now completely different. First, the dark, enclosed airports of the past have been replaced by large, open areas that look out onto the surroundings. Look at this picture of Beijing airport — there’s a huge amount of space and light, and this is typical of many airports today.

Second … well, in the past, you had to go outside the airport to get trains to terminals, but now these are integrated into the design. Also, airport walkways are wide and can cope with the large volume of people, people who want to feel calm and relaxed, who want to get around the airport easily. In this way, the stress of modern travel has been minimised.

Outside, the buildings have changed, too. Airports were once ugly buildings with large towers and concrete boxes around them. Now, they’re designed to fit into their surroundings.

Look at this picture of the Arctic Circle Airport in Norway. The airport itself is surrounded by mountains. So, as you can see, the roof of the airport has been designed so that it’s shaped like a range of mountains. There are peaks at the top and then steep sides that touch the ground.

In the same way, these airports in Thailand and India have beautiful shaded gardens all around them that reflect the landscape of the country. They also provide a connection with local tradition and art … another feature that is important inside airports, too.

And there’s one final but very important issue. It’s been said that airports are a «new building type». They’re often light, steel structures with what looks to the passenger like a lot of glass. But this is special glass that can maximise daylight and comfort and cut down on energy use. Bangkok’s main airport is flooded with controlled daylight in a tropical climate … and this is achieved through the use of new materials and modern technology, which have also allowed engineers to come up with methods of reducing costs. So, let’s take a closer look at some of these …


Questions 31-40

pic7_IELTS|Int|Exam read and speak

Revise the information about the IELTS Writing Sections

General tips on the IELTS Writing Section

  • You may write your answers in pencil or pen.
  • Pay attention to the number of words required for each task. You will lose marks if you do not write at least 150 words for Task 1 and at least 250 words for Task 2.
  • You should spend approximately 20 minutes on Task 1 and approximately 40 minutes on Task 2.
  • You must write your answers in full; answers written in the form of notes or in bullet points will lose marks.
  • Pay attention to spelling, grammar and punctuation; you will lose marks for mistakes.
  • You may write your answers entirely in capitals if you wish.
  • You may make notes on the question paper, but nothing you write on the question paper will be marked.

IELTS Writing

Section 1

Exam information

  • For Writing Task 1, you write a summary of information from graphs, tables, charts or diagrams.
  • You should spend about 20 minutes on this task.

Exam advice

Chart summary

  • Think about and analyse the information in the chart(s) and table(s) before you write.
  • Study the chart(s) carefully and look for the most important features.
  • Write an introductory sentence which says what the chart(s) show(s).
  • Make sure the facts you write are correct.
  • Organise the information into paragraphs and include a general overview.
  • Make sure that you compare information in the chart(s) and table(s).


IELTS Writing

Section 2

Exam information

  • For Writing Task 2, you write an essay.
  • You should spend about 40 minutes on this task and write not less than 250 words.
  • Essays can be of different kinds: an opinion essay, an advantages and disadvantages essay, a problem and solution essay, a discussion essay («Discuss both views»), and a two-part question essay.

Exam advice

Essay

  • Read the question carefully first and make sure you know what you must write about.
  • Brainstorm ideas before you start and make a plan.
  • Write your essay following your plan.

Plan

Introduction

1. Sentence 1 − Paraphrase question

2. Sentence 2 − Outline sentence

Supporting Paragraph 1 (Opinions)

3. Sentence 3 − Topic sentence (Opinion 1)

4. Sentence 4 − Explain topic sentence

5. Sentence 5 − Example

Supporting Paragraph 2 (Opinions)

6. Sentence 6 − Topic sentence (Opinion 2)

7. Sentence 7 − Explain topic sentence

8. Sentence 8 − Example

Conclusion

9. Sentence 9 − Summary of main points

For more information, refer to the following 🔗website.

Read the IELTS Writing task 1 instruction and get ready to write a description of the diagram

IELTS Writing Part 1

You should spend about 20 minutes on this task.

The chart below gives information on the global sale of hybrid vehicles* between 2006 and 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

*vehicles that use both fuel and electricity

Write at least 150 words.


Global hybrid vehicle sales

pic3_IELTS|Int|L19

Read the IELTS Writing task 2 instruction and get ready to write the essay

IELTS Writing Part 2

You should spend about 40 minutes on this task.

Write about the following topic:

Inventors are not as important to society as doctors.

To what extent do you agree with this statement? Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.

Inventors and doctors

  • Exam format
  • My achievements
  • Listening Section 1
  • Listening Section 2
  • Listening Section 3
  • Listening Section 4
  • Writing strategies
  • Writing part 1
  • Writing part 2
  • Writing strategies
  • Writing part 1
  • Writing part 2
  1. 1. IELTS|Intermediate|1. Dream city
  2. 2. IELTS|Intermediate|2. Booking an apartment
  3. 3. IELTS|Intermediate|3. Talking about your hometown
  4. 4. IELTS|Intermediate|4. Where to go?
  5. 5. IELTS|Intermediate|Revise and Check 1
  6. 6. IELTS|Intermediate|5. Explorer and writer
  7. 7. IELTS|Intermediate|6. Travelling companions
  8. 8. IELTS|Intermediate|7. Family and childhood
  9. 9. IELTS|Intermediate|8. Families around the world
  10. 10. IELTS|Intermediate|Revise and Check 2
  11. 11. IELTS|Intermediate|9. Machines in our life
  12. 12. IELTS|Intermediate|10. On board
  13. 13. IELTS|Intermediate|11. Travelling around
  14. 14. IELTS|Intermediate|12. Different ways
  15. 15. IELTS|Intermediate|Revise and Check 3
  16. 16. IELTS|Intermediate| 13. Old innovation
  17. 17. IELTS|Intermediate|14. At an exhibition
  18. 18. IELTS|Intermediate|15. Electronic devices
  19. 19. IELTS|Intermediate|16. Inventions
  20. 20. IELTS|Intermediate|Revise and Check 4
  21. 21. IELTS|Intermediate|17. Wild animals
  22. 22. IELTS|Intermediate|18. In the zoo
  23. 23. IELTS|Intermediate|19. Animals in our life
  24. 24. IELTS|Intermediate|20. Animal life
  25. 25. IELTS|Intermediate|Revise and Check 5
  26. 26. IELTS|Intermediate|21. It makes difference
  27. 27. IELTS|Intermediate|22. Successful people
  28. 28. IELTS|Intermediate|23. Human memory
  29. 29. IELTS|Intermediate|24. Talent and success
  30. 30. IELTS|Intermediate|Revise and Check 6
  31. 31. IELTS|Intermediate|Exam: reading and speaking
  32. 32. IELTS|Intermediate|Exam: listening and writing