IELTS|Upper-Intermediate|Revise and Check 1

pic1_IELTS|Int|Revision 6

Before the lesson, think over these questions and revise the vocabulary

What is the role of education in gaining success?


1. advancement
2. adaptability
3. augmented reality
4. continuous assessment
5. inspire
6. master

Useful language

  • to bring people together
  • a common desire
  • to channel resources into
  • to extend human potential
  • to take something for granted
  • a vast range of
  • to work in an iterative way

What skills do you need to get to the top?


1. aspiration
2. dedication
3. determination
4. field
5. high achiever
6. job satisfaction
7. related to

Useful language

  • to achieve an aim
  • available for
  • to fulfil a lifelong ambition
  • to get to the top
  • a recruitment programme
  • relevant for
  • suitable for

What are the current trends in education?


1. drop
2. fluctuate
3. stagnate
4. flatten out

Useful language

  • a current figure
  • a dramatic increase
  • to fall gradually
  • to remain stable
  • a steady growth
  • to reach a peak

Are you satisfied with your lifestyle, or would you change anything?


1. bond
2. convenience food
3. role model
4. sedentary
5. strain
6. toddler
7. work-life balance


Read the grammar rules

Degrees of comparison

1. We can make comparisons using superlatives in combination with the numerals: the second, the third, the fourth, etc.: The chart shows that the second most important reason for emigrating is work.

2. To express a big difference between the largest, most important, etc., we use by far, much e.g. Getting useful qualifications is by far the most important reason for studying abroad.

3. To say something is a little less than the largest, most important, etc., we use nearly, almost, not quite e.g. It is not quite the oldest university in the country.

4. To say something is a part of a group of the largest, most important, etc., we use one of, among e.g. The Komodo dragon is among the largest reptiles in the world.

Note: we use least with amounts, but lowest with numbers e.g. The 60-75 age group ate the least amount of food. Men in their 70s engaged in the lowest number of calls.

Note: we say least favourite, but not most favourite.

We use the Present Perfect Tenses to describe:

1. a past event that has a result in the present e.g. Scientific research has led to the discovery of an important new antibiotic.

2. something that started in the past and is still happening now e.g. The authorities have worked on this project for six months (and they’re still working on it).

We use the Past Simple Tense to describe:

1. an action or a state that happened at a specific time in the past e.g. At the time of the American Declaration of Independence, the United States consisted of just 13 states.

2. things that happened over a period of time in the past, but not now e.g. The number of overseas students in Canadian universities rose between 2008 and 2011.

3. actions or events that happened one after the other e.g. They dug the foundations, then they built the walls and finally they put on the roof.

The Past Perfect Tense is used:

1. to indicate an action or state that took place before another activity or situation in the past e.g. When I got to the lecture theatre, the class had already started.

Table1_IELTS_Upper-Int|Revision 1

Revise the exam format


Table2_IELTS|Upper-Int|Revision 1

🔗More information

Exam tips

Form completion

1. You will have about 15 seconds to read the questions. Use this time to decide what information is needed for each gap.

2. Follow the instructions on how many words are to be used in each gap as the use of wrong number of words is penalised.

3. Check your spelling and any standard abbreviations (e.g. cm for centimetres) that you use.

4. If you need to write numbers, write them as figures, not words, as you are less likely to make mistakes.

Table3_IELTS|Upper-Int|Revision 1

A variety of question types are used, chosen from the following: multiple choice, identifying information, identifying the writer’s views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion and short-answer questions.

Exam tips

True / False / Not Given

1. The questions in TFNG tasks usually contain one or two words, which are the same as or similar to a word or phrase in the passage. It helps him locate the part of the passage which relates to the statement.

2. Proper names (e.g. MIT, Silicon Valley) in the questions are almost always going to serve as key words, since they cannot be paraphrased and are therefore easy to scan for in the passage.

3. Underline words or phrases in the question that will help you quickly scan for the right place in the passage.

4. Read each statement carefully and decide on the main idea. Compare this with what is stated in the passage.

a) write ‘True’ if the ideas are the same;

b) write ‘False’ if the passage says the opposite of the information in the question;

c) write ‘Not given’ if the passage does not include the information expressed in the question.

Exam tips

Note completion

1. Follow the instructions that tell you how many words you can use for each gap.

2. Read the notes and decide what type of information you need for each gap. Underline key ideas so as to save time.

3. The information in the notes may be in a different order from the information in the passage.

4. Be careful to copy words from the passage in exactly the same form.

5. After completing the task, reread it in order to check that they make sense and reflect the ideas expressed in the passage.

6. Avoid misspelling words when you copy them. (This includes the use of a singular form, when the word in the passage is plural, e.g. size/sizes.)

Exam tips

Short answer questions

1. Underline the words in each question which help to find the right place in the passage.

2. Mind that the questions follow the order of information in the passage.

3. Read the part of the passage containing the answer carefully and underline it.

4. Proper names, which cannot be paraphrased, are often an obvious choice.

5. Copy the answer exactly, without including any unnecessary words.

Table4_IELTS|Upper-Int|Revision 1

Exam tips

Writing Task 1

1. Mind that an introductory paragraph must give the general idea of what the graph shows (this may be one sentence).

2. Decide on the key features and the important details in the graph.

3. Support the key features with appropriate figures.

4. Think over how to group the information into paragraphs, remembering that there are different ways this can be done.

5. Do not provide your own interpretations, reasons for the information or any information which is not presented in the task.

Table5_IELTS|Upper-Int|Revision 1

Exam tips

Speaking Part 1

1. You can expect to be asked questions on a range of familiar topics. Prepare yourself for this by thinking of a range of higher-level vocabulary you can use with these topics.

2. Aim to answer questions using two to three sentences, giving reasons and extra details.

3. Use stress to emphasise important information.

You will be able to:

  • check your skills of dealing with form completion task in Listening Section 1 IELTS Exam;
  • check your skills of dealing with TFNG questions, note completion and short answer questions tasks in Reading Section 1 IELTS Exam;
  • check your skills of writing a summary in Writing Task 1 IELTS Exam;
  • check your speaking skills while answering questions about yourself, your lifestyle, career and education in Speaking Part 1 IELTS Exam;
  • revise grammar: degrees of comparison, Present Perfect Tenses, Past Simple, Past Perfect, used to, be/get used to would;
  • revise vocabulary on the topics «Education», «Career», «Trends», «Family and lifestyle».

pic16_T|Grammar act|L13

Listen to the recording and do the tasks below. The example is given for you

You will hear a conversation between the Head Librarian and a student who wants to do voluntary work in the Children’s Section of the library. First you have some time to look at questions 1 to 6.

You will see that there is an example that has been done for you. On this occasion only the conversation relating to this will be played first.

Librarian Tessa Speaker

Librarian: Good morning. You’d like to volunteer for the Children’s Section, is that right?
Tessa: Yes. I spoke to you on the phone yesterday.
Librarian: That’s right. Tessa, isn’t it?
Tessa: Yes, Tessa Bridges.
Speaker: The applicant’s name is Tessa Bridges, so Bridges 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 a second time. Listen carefully and answer questions 1 to 6.
Librarian: Good morning. You’d like to volunteer for the Children’s Section, is that right?
Tessa: Yes. I spoke to you on the phone yesterday.
Librarian: That’s right. Tessa, isn’t it?
Tessa: Yes, Tessa Bridges.
Librarian: Thank you for coming in today, Tessa. Before we discuss what a volunteer does in the library, I’ll need to get some details from you.
Tessa: No problem — what would you like to know?
Librarian: Where do you live, Tessa?
Tessa: I still live with my family in Northwood, 51 Matthew Drive.
Librarian: M-A-T-H-E-W? Matthew Drive?
Tessa: Actually, there are two Ts: M-A-DOUBLE T-H-E-W.
Librarian: Oh, thank you. And the post code for Northwood is …?
Tessa: Oh, I’m still confused about that. It used to be 2614 — which of course I still remember — but the post office has recently changed it to … 4126.
Librarian: So, 4126. Now, you’re a university student, aren’t you?
Tessa: Not exactly. I go to Northwood Polytechnic. I’m in my final year.
Librarian: In your final year … so what are you studying — I mean your main subject?
Tessa: Oh, I’m majoring in Creative Writing.
Librarian: And are you enjoying that?
Tessa: Very much so. I love it. When I graduate I want to write children’s books.
Librarian: That’s great. Now, I can see why you’re keen to volunteer at the library. We’re always grateful for the extra help but I still have to ask you some more questions — about your previous experience.
Tessa: That’s fine, but I haven’t had a full-time paid job yet.
Librarian: Not to worry — part-time work or voluntary work gives you the experience most employers are looking for.
Tessa: Well, to start with, when I was 16, I had a babysitting job.
Librarian: And who did you work for?
Tessa: Oh, just family friends.
Librarian: How long did you babysit for family friends?
Tessa: Oh, about 2 years — on and off.
Librarian: After those two years were up, what did you do then?
Tessa: Well, I was still working as a babysitter on the occasional evening and weekend, when I became a peer tutor at school. I did that for one year — my last year at Senior High.
Librarian: And what does being a peer tutor involve?
Tessa: Mostly it means staying behind after school one or two afternoons a week to help fellow students in the subject that they’re having difficulty with.
Librarian: And what subject did you tutor in?
Tessa: English, actually.
Librarian: I see … Do you have any other experience?
Tessa: I worked at the Ace Sports Academy as a tennis coach but that was only for about 12 weeks over the summer before I enrolled at the Polytechnic.
Librarian: So, you’re good at sports?
Tessa: Not everything, just tennis.
Librarian: And are you currently working?
Tessa: Yes, well, unpaid work, that is. I’m a volunteer at the local hospital where I visit sick children who would otherwise not have any visitors.
Librarian: Well, it certainly seems as if you like children.
Tessa: Yes, I do.
Speaker: Before you hear the rest of the conversation, you have some time to look at questions 7 to 10. Now listen and answer questions 7 to 10.
Librarian: Well, Tessa, what I need to know now is what your schedule is like so that we can fit you into the roster here. Can I assume that you’re not able to work Monday to Friday during office hours?
Tessa: Right. I’m very busy with lectures, workshops and assignments during the week.
Librarian: How about week nights? Say five to seven in the evening? That’s a very busy time in the Children’s Section.
Tessa: Well, I couldn’t commit to more than three evenings a week and even then it would depend on my schedule.
Librarian: Yes, I understand. If possible, we could make arrangements a week in advance, would that help?
Tessa: Yes. That might work.
Librarian: Are weekends okay?
Tessa: Well, Sundays are out … actually, only every other Sunday, because that’s when I’m usually needed at the hospital. But I’m free on Saturday afternoons.
Librarian: All right, we could roster you for the odd weekend then. What about school holidays?
Tessa: Definitely, no problem whatsoever. I don’t have any other commitments during the holidays.
Librarian: That’s good to hear. We have droves of children here in the holidays as you can imagine. Thank you. Well, Tessa, we’ll send you a letter of appointment in the mail and we look forward to having you join us as a volunteer.
Tessa: Thanks very much.
Librarian: Now, as for your duties …

That is the end of Section 1. You now have half a minute to check your answers.

Questions 1-3

Complete the form below.

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

Questions 4-6

Complete the form below.

Write no more than two words for each answer.

Questions 7-10

Is Tessa available for work at the times listed below? Write the correct letter, А, В or C next to questions 7-10.

A She is definitely available for work at these times.

B She might be available for work at these times.

C She is not available for work at these times.


Read the passage and do the tasks below

You should spend about 20 minutes on Questions 1-14, which are based on Reading Passage 1 below.

The Value of a College Degree

The escalating cost of higher education is causing many to question the value of continuing education beyond high school. Many wonder whether the high cost of tuition, the opportunity cost of choosing college over full-time employment, and the accumulation of thousands of dollars of debt is, in the long run, worth the investment. The risk is especially large for low-income families who have a difficult time making ends meet without the additional burden of college tuition and fees.

In order to determine whether higher education is worth the investment, it is useful to examine what is known about the value of higher education and the rates of return on investment to both the individual and to society.

The economic value of higher education

There is considerable support for the notion that the rate of return on investment in higher education is high enough to warrant the financial burden associated with pursuing a college degree. Though the earnings differential between college and high school graduates varies over time, college graduates, on average, earn more than high school graduates. According to the Census Bureau, over an adult’s working life, high school graduates earn an average of $1.2 million; associate’s degree holders earn about $1.6 million; and bachelor’s degree holders earn about $2.1 million (Day and Newburger, 2002).

These sizeable differences in lifetime earnings put the costs of college study in realistic perspective. Most students today — about 80 percent of all students — enroll either in public four-year colleges or in public two-year colleges. According to the U.S. Department of Education report, Think College Early, a full-time student at a public four-year college pays an average of $8,655 for in-state tuition, room, and board (U.S. Department of Education, 2002). A fulltime student in a public two-year college pays an average of $1,359 per year in tuition (U.S. Department of Education, 2002).

These statistics support the contention that, though the cost of higher education is significant, given the earnings disparity that exists between those who earn a bachelor’s degree and those who do not, the individual rate of return on investment in higher education is sufficiently high to warrant the cost.

Other benefits of higher education

College graduates also enjoy benefits beyond increased income. A 1998 report published by the Institute for Higher Education Policy reviews the individual benefits that college graduates enjoy, including higher levels of saving, increased personal/professional mobility, improved quality of life for their offspring, better consumer decision making, and more hobbies and leisure activities (Institute for Higher Education Policy, 1998). According to a report published by the Carnegie Foundation, nonmonetary individual benefits of higher education include the tendency for postsecondary students to become more open-minded, more cultured, more rational, more consistent, and less authoritarian; these benefits are also passed along to succeeding generations (Rowley and Hurtado, 2002). Additionally, college attendance has been shown to «decrease prejudice, enhance knowledge of world affairs and enhance social status» while increasing economic and job security for those who earn bachelor’s degrees (Ibid.). Research has also consistently shown a positive correlation between completion of higher education and good health, not only for oneself, but also for one’s children. In fact, «parental schooling levels (after controlling for differences in earnings) are positively correlated with the health status of their children» and «increased schooling (and higher relative income) are correlated with lower mortality rates for given age brackets» (Cohn and Gesbe, 1992).

The social value of higher education

A number of studies have shown a high correlation between higher education and cultural and family values, and economic growth. According to Elchanan Cohn and Terry Gesbe (1992), there is the tendency for more highly educated women to spend more time with their children; these women tend to use this time to better prepare their children for the future. Cohn and Geshe (1992) report that «college graduates appear to have a more optimistic view of their past and future personal progress.»

Public benefits of attending college include increased tax revenues, greater workplace productivity, increased consumption, increased workforce flexibility, and decreased reliance on government financial support (Institute for Higher Education Policy, 1998).


While it is clear that investment in a college degree, especially for those students in the lowest income brackets, is a financial burden, the long-term benefits to individuals as well as to society at large, appear to far outweigh the costs.

Questions 1-4

Do the following statements agree with the information in Reading Passage 1?

Choose true if the statement agrees with the idea in the passage;

false if the statement contradicts the passage;

not given if there is no information about this in the passage.

Questions 5-9

Complete the fact sheet below.

Choose no more than three words from the passage for each answer.

Write your answers in boxes 5-9 on your Answer Sheet.

Questions 10-13

The list below shows some benefits which college graduates may enjoy more of as compared to noncollege graduates.

Which four of these benefits are mentioned in the article?

Write the appropriate letters A-G in the boxes 10-13 in the order the information appears in the article.

A They own bigger houses.

В They are more optimistic about their lives.

С They save more money.

D They enjoy more recreational activities.

E They have healthier children.

F They travel more frequently.

G They make more purchases.

Look at the graph and read the task in the green box

pic1_IELTS|Upper-Int|Revision 1

Writing Task 1

The graph shows the number of students enrolled on different course types in China. Summarize the information by selecting and reporting the main information.

Write at least 150 words.

Write a summary describing the graph

Exam tips

Writing Task 1

1. Mind that an introductory paragraph must give the general idea of what the graph shows (this may be one sentence).

2. Decide on the key features and the important details in the graph.

3. Support the key features with appropriate figures.

4. Think over how to group the information into paragraphs, remembering that there are different ways this can be done.

5. Do not provide your own interpretations, reasons for the information or any information which is not presented in the task.

Useful language

  • a current figure
  • a dramatic increase
  • to drop
  • to fall gradually
  • to fluctuate
  • to remain stable
  • to stagnate
  • a steady growth
  • to flatten out
  • to reach a peak

Writing task 1


Read the task and prepare your 3-minute speech on the topic «Your family life and studies»

pic1_Grammar act|El|L26

Part 1 Questions

1. What family members do/did you live with?

2. What are you studying?

3. What do you like about your studies?

4. What do you like about learning English?

5. How often do you use English?

Exam tips

  1. Give reasons for your answers.
  2. Offer extra details, extend your answer.
  3. Stress the important ideas in your answer.
  4. Speak clearly so that the examiner can hear you easily.
  5. Use wide range of vocabulary and grammar patterns.
  6. Make your answer coherent by using linking phrases.

Speak no longer than 3 minutes

Cover all of the points, use the active vocabulary of the lesson

Allow your browser access to your microphone, press the button «Record» and record the speech you have prepared

If you open the lesson plan you will be able to assign separate pages as homework or all the homework pages at once.

Урок Homework Курс
  • Revise the vocabulary
  • Study the grammar
  • My achievements
  • Job interview
  • Benefits of higher education
  • Top Chinese courses
  • Your life and study
  • Homework