IELTS|Upper-Intermediate|Revise and Check 2

pic1_IELTS|Int|Revision 5

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

Have you ever conducted/participated in a research?

Wordlist

1. carry out
2. come to
3. concept
4. consistent
5. entity
6. haphazard
7. narrow down
8. novel
9. property
10. point out
11. turn out
12. turn up
13. work out

Useful language

  • to come up with
  • to measure knowledge


What is the event you would definitely recommend to visit?

Wordlist

1. alter
2. beige
3. camouflage
4. external
5. house
6. vibrant
7. tan

Useful language

  • a bold colour
  • deep pink
  • a hands-on exhibit
  • an interactive display
  • visual disability


Enumerate the words expressing opinion.

Wordlist

1. apparently
2. arguably
3. as far as I am concerned
4. clearly
5. colour scheme
6. domestic
7. entirely
8. inevitably
9. pastel
10. potentially


What is the most colourful thing you have ever had?

Wordlist

1. ablaze
2. attached
3. batik
4. draw
5. expressive
6. eye-catching
7. frightening
8. limb
9. magical
10. puppet
11. wooden

grammar

Read the grammar rules

Use of articles

The indefinite article a/an is used to:

  • stress the idea of being general/non-specific: Can I borrow a pen? (= any pen)
  • refer to someone’s job or function: She’s a physiotherapist.
  • mean one: The flat has a sitting room and two bedrooms.

The definite article the is used:

  • to refer to something specific or unique: The university is holding the seminar next Wednesday. (= the university we study at, the seminar we have already mentioned)
  • with plural countable nouns to refer to something known, something specific or to something that has been mentioned before: An experiment was carried out on 500 school children. The children were divided into two groups.
  • with superlative and other similar adjectives: The most surprising result was also the most significant.
  • in the … the comparative structures: The harder you study, the more you’ll learn.
    with the following names:

1. some countries, especially consisting of several parts: the United States, the Netherlands;

2. rivers, seas and oceans, island groups, mountain ranges and deserts: the Amazon, the Black Sea, the Pacific, the Bahamas, the Alps, the Sahara.

We use no article:

  • with plural countable nouns and uncountable nouns with a general meaning or when we are generalising: Behaviour is very influenced by colour. People generally react unconsciously to it.
  • in certain expressions connected with places, institutions or situations: Did you go to university? (= Were you a student?) What did you do in class today? (= What did you learn?).
  • with the majority of countries: China, England.
  • with individual islands and mountains have no article: Majorca, Everest.

Revise the exam format

pic2_Business|Adv|L11

Exam information
Reading 60 min.

no transfer time

3 reading passages in increasing order of difficulty

40 questions (1 mark each)
different types of questions

Part 1 – Narrative/descriptive passage 20 minutes

Part 1 is the easiest of the 3 Reading sections. The passage tends to be descriptive and factual.

Part 2 – Descriptive/discursive passage 20 minutes

Reading passage 2 is usually divided into paragraphs or sections (А, В, C, etc.). It may be descriptive, discursive or a combination of the two. There will usually be three tasks, often including either a ‘matching headings’ task (which comes before the passage) or a ‘matching information’ task.

Part 3 – Argumentative/discursive passage

6.5-7.5 band score (advanced level) requires 26-34 marks

Exam tips

Matching headings

1. Go through the list of headings and underline the key words.

2. Read the passage and identify the main idea or theme of each paragraph.

3. Choose the correct heading for each paragraph/section. Be careful to match the heading to the main idea of the paragraph, not just similar words or a part of a section.


Exam tips

Summary completion

1. Read the summary carefully first and decide what type of information is missing.

2. Use the title to find the correct section of the passage, then read it carefully.

3. Copy words exactly from the passage.

4. Check your summary when you have finished to ensure that it makes sense grammatically and reflects the meaning of the passage.


Exam tips

Pick from the list

1. Use words in the question to help you find the right places in the passage.

2. First, identify the answers in the passage and then choose the correct options. Reading the options in advance may cause you to misread or misunderstand the passage.

3. The answers may come from one part or different parts of the passage.


Exam information
Listening 30 min
+
10 min transfer time
4 recordings in increasing order of difficulty

40 questions (1 mark each)

recordings are heard only once

Section 1 – a conversation set in an everyday context.

Section 2 – a monologue

In Section 2, you hear one speaker talking about a social or general topic. This part of the test is slightly harder than Section 1.

Section 3 – a conversation

Section 4 – a monologue

6.5-7.5 band score

(advanced level) requires 26-34 marks

🔗More information


Exam advice

Table completion

1. Check how many words you are allowed to use.

2. Read around the gaps and make sure the word(s) you choose make sense.

3. Spell your answers correctly.


Exam tips

Pick from a list

1. Underline the key ideas in the questions.

2. Read through the options and remember that only two of them are correct.

3. As you listen, tick the options you hear. The correct answers may not come in the same order in the recording as they do in the questions.

4. You may hear a paraphrase of a correct option.


Exam information
Writing

60 min.

2 tasks (a summary and an essay)

both must be completed

Task 1 – Summary 150 words, 20 minutes

Task 2 – Essay 250 words, 40 minutes

Candidates are given a topic to write about using an academic or semi-formal/neutral style. The task may contain more than one point to address. Answers should be a discursive consideration of the relevant issues. Test takers should make sure that they read the task carefully and provide a full and relevant response.

Task 2 assesses the ability to present a clear, relevant, well-organised argument, giving evidence or examples to support ideas and use language accurately.

🔗More information

Exam tips

Writing Task 2

1. Analyse the task carefully first. You will lose marks if you misread the question or fail to deal with all parts of the task.

2. Brainstorm ideas, make a quick plan and write following your plan.

3. Provide some arguments in favour of your opinion. In a discursive essay, you should also give one or two counter-arguments that go against your opinion.

4. Use appropriate attitude adverbials to indicate your views in a clear and consistent way.


Exam information
Speaking

1-14 min.

3 parts

oral interview: an examiner + a candidate
speaking test is recorded

Part 1 – Introduction and interview 4-5 minutes

Part 2 – Long turn 3-4 minutes including the preparation time

Part 2 is the individual long turn. The examiner gives the test takers a task card which asks the test takers to talk about a particular topic, includes points to cover in their talk and instructs the test takers to explain one aspect of the topic. Test takers are given one minute to prepare their talk. The examiner asks the test takers to talk for 1 to 2 minutes, stops the test takers after 2 minutes, and asks one or two questions on the same topic.

Part 3 – Discussion 4-5 minutes

Making notes during the preparation time helps the test takers think of appropriate things to say, structure their talk, and keep talking for 2 minutes.

🔗More information

Exam tips

Speaking Part 2

1. Use appropriate phrases to introduce and end your talk and to help you keep going.

2. Paraphrase when you don’t know the word(s).

3. Use intonation to show how you feel.


You will be able to:

  • check your skills of dealing with table completion and pick from the list tasks in Listening Section 2 IELTS Exam;
  • check your skills of dealing with matching headings, summary completion, pick from the list tasks in Reading Part 2 IELTS Exam;
  • check your speaking skills while talking about a thing and an event in Speaking Part 2 IELTS Exam;
  • revise the cases of use of articles;
  • revise vocabulary on the topics «Conducting a research», «A must attend event», «Expressing opinion and doubt», «Describing an object».

pic1_IELTS|Upper-Int|Revision 2

Read the passage and do the tasks below

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

Three dimensional films

A. In the theatre of the Ambassador Hotel in Los Angeles, on the evening of 27 September 1922, a new form of film-making made its commercial debut: 3D. The film, The Power of Love, was then shown in New York City to exhibitors and press, but was subsequently not picked up for distribution and is now believed to be lost. The following three decades were a period of quiet experimentation for 3D pioneers, as they adapted to new technologies and steadily improved the viewing experience. In 1952 the «golden era» of 3D is considered to have begun with the release of Bwana Devil, and over the next several years audiences met with a string of films that used the technology. Over the following decades it waxed and waned within filmmaking circles, peaking in the 1970s and again in the 1990s when IMAX gained traction, but it is only in the last few years that 3D appears to have firmly entered mainstream production.

B. Released worldwide in December 2009, the fantasy film Avatar quickly became the highest-grossing film ever made, knocking Titanic from the top slot. Avatar, set in 2154 on a planet in a distant solar system, went on to become the only film to have earned US$2 billion world-wide, and is now approaching the $3 billion mark. The main reason for its runaway popularity appears to be its visual splendour. Though most critics praised the film, it was mostly on account of its ground-breaking special effects. Kenneth Turan of the Los Angeles Times praised Avatar’s ‘powerful’ visual accomplishments, but suggested the dialogue was ‘flat’ and the characterisations ‘obvious’. A film analyst at Exhibitor Relations has agreed, noting that Avatar has cemented the use of 3D as a production and promotional tool for blockbuster films, rather than as a mere niche or novelty experiment. «This is why all these 3D venues were built», he said. «This is the one. The behemoth… The holy grail of 3D has finally arrived».

C. Those who embrace 3D note that it spices up a trip to the cinema by adding a more active «embodied» layer of experience instead of the viewer passively receiving the film through eyes and ears only. A blogger on Animation Ideas writes, «… when 3-D is done well, like in the flying scenes in Up, How to Train Your Dragon and Avatar, there is an added feeling of vertigo. If you have any fear of heights, the 3D really adds to this element …» Kevin Carr argues that the backlash against 3D is similar to that which occurred against CGI several years ago, and points out that CGI is now widely regarded as part of the film-maker’s artistic toolkit. He also notes that new technology is frequently seen to be a «gimmick» in its early days, pointing out that many commentators slapped the first «talkie» films of the early 1920s with this same label.

D. But not everyone greets the rise of 3D with open arms. Some ophthalmologists point out that 3D can have unsettling physical effects for many viewers. Dr. Michael Rosenberg, a professor at Northwestern University, has pointed out that many people go through life with minor eye disturbances — a slight muscular imbalance, for example, that does not interrupt day-to-day activities. In the experience of a 3D movie, however, this problem can be exacerbated through the viewer trying to concentrate on unusual visual phenomena. Dr. Deborah Friedman, from the University of Rochester Medical Center, notes that the perception of depth conjured through three dimensions does not complement the angles from which we take in the world. Eyestrains, headaches and nausea are, therefore, a problem for around 15% of a 3D film audience.

E. Film critic Roger Ebert warns that 3D is detrimental to good film-making. Firstly, he argues, the technology is simply unnecessary, 2D movies are «already» 3D, as far as our minds are concerned. Adding the extra dimension with technology, instead of letting our minds do the work, can actually be counter-purposeful and make the overall effect seem clumsy and contrived. Ebert also points out that the special glasses dim the effect by soaking up light from the screen, making 3D films a slightly duller experience than they might otherwise be. Finally, Ebert suggests that 3D encourages film-makers to undercut drama and narrative in favour of simply piling on more gimmicks and special effects. «Hollywood is racing headlong toward the kiddie market,» he says, pointing to Disney’s announcement that it will no longer make traditional films in favour of animation, franchises, and superheroes.

F. Whether or not 3D becomes a powerful force for the film-maker’s vision and the film-going experience, or goes down in history as an over-hyped, expensive novelty, the technology certainly shows no signs of fading in the popularity stakes at the moment. Clash of the Titans, Alice in Wonderland and How to Train Your Dragon have all recently benefited at the box office due to the added sales that 3D provides, and with Avatars record set to last some time as a totem of 3D’s commercial possibilities, studios are not prepared to back down.


Questions 14-19

Reading Passage 2 has six sections, A-F.

Choose the correct headings for sections A — F from the list of headings below.


Questions 20-26

Look at the following statements (Questions 20-26) and the list of people below.

Match each statement with the correct person, A-G.

Write the correct letter, A-G, in boxes 20-26 on your answer sheet.

NB You may use any letter more than once.

NB Some options may not be used.

pic22_Grammar act|El|L7

Practice doing exam section 2. Listen and do all the tasks

Section two.

You will hear a talk about keeping children safe on the Internet. First, you have some time to look at questions 11 to 16.

Listen carefully and answer questions 11 to 16.

Thank you for coming. It’s good to see so many of you interested in keeping your children safe on the Internet. What’s in store? Well, firstly, I’m going to talk in general about some common sense ideas and rules for young ones using the computer. Then, I’ll give you some information on free, educational websites. Finally, we’ll finish with question time.

I’m sure most of you think that the Internet can be a frightening place in which to let your children roam loose, but, let me remind you that it can also be a fountain of knowledge and education. The trick is to avoid the former and utilize the latter. There are programs available, both in your local electronics supply shop and free to download, that will keep your child safe to a certain degree on the World Wide Web. A popular one is Online Family Norris which bars things like military and social websites. I wouldn’t advise you to rely solely on a program to protect your family though. As good as it is, you cannot abdicate your responsibility as a parent. I’m sure you all know that or you wouldn’t be here. When all is said and done, the best way to keep children safe is to educate them and keep an eye on them. For this reason you should make sure the computer, which your child uses, is kept in a communal space, where you can look over their shoulder from time to time.

It is paramount that you teach them never to divulge their proper or full name, and to never provide personal information such as where they live or what their phone number is. Tell them that online friends must remain just that, online, unless they are supervised. It is difficult, I know, to teach children about the dangers of the world when they are so naive, so trusting and innocent. But, without going into great detail, you must alert them to the possibility that the people they are chatting with may not be who they say they are.

It’s also sensible not to give them their own email address until they are old enough to use the Internet safely, so, all communication from websites will go through you. When they are old enough to use social sites, like Facebook and My Space, teenagers need to know that whatever postings they put on the Web will remain accessible forever. Nothing is ever really deleted there, and embarrassing pictures or remarks may come back to haunt them one day. For instance, when they apply for a job, they could jeopardize their chances as the employer or human resources staff will look on the Web to find out more about their potential employee, and they may be shocked by what they find there not the sort of stuff an applicant would want on his or her CV. It can also make them more vulnerable to bullying.

Unfortunately, bullying on social sites is another thing to look out for and, I have to tell you, it’s on the increase. It’s a very difficult issue to deal with, but something that is more easily detected if the computer is kept in a family space. If we can put these negative issues aside, let’s not forget that the Internet is also a wonderful place for children of all ages. Teenagers may be mostly networking on social sites or completing research that they’ve been asked to do as part of their homework assignments, but younger children can get assistance with mathematics, spelling and reading on a variety of free and paid for sites.

Before you hear the rest of the talk, you have some time to look at questions 17 to 20.

Now listen and answer questions 17 to 20.

A good way for children to learn and have fun at the same time is the website mathtutor.com. They can practise mathematics on this site, no matter what their level, while they compete against other children from all over the world. And here’s a fun way for primary school children to learn the spelling words for the week. It can be such a chore for some children, they just type them in and play games to learn them. What’s that? The Website? Oh, sorry, yes, you’ll need to go to… spellcity.com for that. The one I’m going to tell you about now is one of the most practical sites that’s popular with people of all ages. Children (or parents for that matter) can learn to touch type as they sing along with songs and there’s a variety of funny characters to help you enjoy yourself as you learn. In this day and age, typing is essential, everyone should be able to type fast and accurately, so go to beeb.com/typing and try it out.

Don’t just leave it up to the kids, here’s a site that parents can use to download worksheets to extend their children by giving them further practice. It’s called coolresources.com a nd I can really recommend it, particularly for middle school students.

Now, are there any questions?

That is the end of section 2. You now have half a minute to check your answers.

Now turn to section 3.


Questions 11-16

Complete the notes below.

Write no more than two words for each answer.


Read the task and prepare your 2-minute speech on the topic «The picture I remember well»

pic6_IELTS|Upper-Int|L5

Part 2 Individual Long Turn

Before you talk, you’ll have one minute to think about what you’re going to say. You can make some notes if you wish.

IELTS Speaking Part 2

Describe a picture or photograph that you have seen which you remember clearly.

You should say:

  • what the image was;
  • where and when you saw it;
  • what type of feelings you had when you saw it

and say why you think you remember it.


Exam tips

Speaking Part 2

1. Use appropriate phrases to introduce and end your talk and to help you keep going.

2. Paraphrase when you don’t know the word(s).

3. Use intonation to show how you feel.

4. Speak no longer than 2 minutes

5. Cover all of the points and provide a relevant answer:

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

Read the task in the green box. Then plan your answer by writing the key notes that are true for you in the table below

pic7_IELTS|Upper-Int|L6

Writing Task 2

Some people think that museums should be enjoyable places to entertain people, while others believe that the purpose of museums is to educate.

Discuss both views and give your own opinion.

Plan
Introduction: 1
Second paragraph:
Third paragraph:
Fourth paragraph:
Conclusion: 5

Write a discursive essay making use of the notes above. You should write at least 250 words, and spend about 35 minutes on the task

  • apparently;
  • arguably;
  • as far as I am concerned;
  • clearly;
  • to come to;
  • to come up with;
  • a concept;
  • consistent;
  • to measure knowledge;
  • a hands-on exhibit;
  • an interactive display;
  • visual disability;

Exam tips

Writing Task 2

1. Analyse the task carefully first. You will lose marks if you misread the question or fail to deal with all parts of the task.

2. Brainstorm ideas, make a quick plan and write following your plan.

3. Provide some arguments in favour of your opinion. In a discursive essay, you should also give one or two counter-arguments that go against your opinion.

4. Use appropriate attitude adverbials to indicate your views in a clear and consistent way.

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

  • Revise the vocabulary
  • Revise the grammar
  • My achievements
  • Visual effects
  • Listening task
  • An image to remember
  • Museums
  • Homework
  1. 1. IELTS|Adults|Advanced|Unit 1|1. Information overload
  2. 2. IELTS|Adults|Advanced|Unit 1|2. The mind. Vocabulary practice
  3. 3. IELTS|Adults|Advanced|Unit 2|1. Human nature: character, psychology
  4. 4. IELTS|Adults|Advanced|Unit 2|2. Only a game
  5. 5. IELTS|Adults|Advanced|Unit 2|3. Planning an essay
  6. 6. IELTS|Adults|Advanced|Unit 3|1. Brands
  7. 7. IELTS|Adults|Advanced|Unit 3|2. Time for a change. Business and marketing
  8. 8. IELTS|Adults|Advanced|Unit 4|1. Spotlight on communication
  9. 9. IELTS|Adults|Advanced|Unit 4|2. Fame and the media. Media bias
  10. 10. IELTS|Adults|Advanced|Unit 5|1. Is plastic fantastic?
  11. 11. IELTS|Adults|Advanced|Unit 5|2. Energy. Natural resources
  12. 12. IELTS|Adults|Advanced|Unit 6|1. IELTS Speaking and Listening tips
  13. 13. IELTS|Adults|Advanced|Unit 6|2. Striving to achieve: study, work
  14. 14. IELTS|Adults|Advanced|Unit 7|1. Music matters
  15. 15. IELTS|Adults|Advanced|Unit 7|2. The arts. Writing practice
  16. 16. IELTS|Adults|Advanced|Unit 8|1. Worlds to explore
  17. 17. IELTS|Adults|Advanced|Unit 8|2. Science and discoveries
  18. 18. IELTS|Adults|Advanced|Unit 9|1. Culinary tools
  19. 19. IELTS|Adults|Advanced|Unit 9|2. Modals in conditional sentences. Revision
  20. 20. IELTS|Adults|Advanced|Unit 10|1. Old and new
  21. 21. IELTS|Adults|Advanced|Unit 10|2. The Garden City
  22. 22. IELTS|Adults|Advanced|Unit 11|1. In your dreams
  23. 23. IELTS|Adults|Advanced|Unit 11|2. The selling of the Senoi
  24. 24. IELTS|Intermediate| 13. Old innovation
  25. 25. IELTS|Intermediate|1. Dream city
  26. 26. IELTS|Intermediate|10. On board
  27. 27. IELTS|Intermediate|11. Travelling around
  28. 28. IELTS|Intermediate|12. Different ways
  29. 29. IELTS|Intermediate|14. At an exhibition
  30. 30. IELTS|Intermediate|15. Electronic devices
  31. 31. IELTS|Intermediate|16. Inventions
  32. 32. IELTS|Intermediate|17. Wild animals
  33. 33. IELTS|Intermediate|18. In the zoo
  34. 34. IELTS|Intermediate|19. Animals in our life
  35. 35. IELTS|Intermediate|2. Booking an apartment
  36. 36. IELTS|Intermediate|20. Animal life
  37. 37. IELTS|Intermediate|21. It makes difference
  38. 38. IELTS|Intermediate|23. Human memory
  39. 39. IELTS|Intermediate|22. Successful people
  40. 40. IELTS|Intermediate|24. Talent and success
  41. 41. IELTS|Intermediate|3. Talking about your hometown
  42. 42. IELTS|Intermediate|4. Where to go?
  43. 43. IELTS|Intermediate|7. Family and childhood
  44. 44. IELTS|Intermediate|5. Explorer and writer
  45. 45. IELTS|Intermediate|6. Travelling companions
  46. 46. IELTS|Intermediate|8. Families around the world
  47. 47. IELTS|Intermediate|9. Machines in our life
  48. 48. IELTS|Intermediate|Exam: listening and writing
  49. 49. IELTS|Intermediate|Exam: reading and speaking
  50. 50. IELTS|Intermediate|Revise and Check 1
  51. 51. IELTS|Intermediate|Revise and Check 2
  52. 52. IELTS|Intermediate|Revise and Check 3
  53. 53. IELTS|Intermediate|Revise and Check 4
  54. 54. IELTS|Intermediate|Revise and Check 5
  55. 55. IELTS|Intermediate|Revise and Check 6
  56. 56. IELTS|Upper-Intermediate|1. Being a high achiever
  57. 57. IELTS|Upper-Intermediate|12. Leading a healthy life
  58. 58. IELTS|Upper-Intermediate|10. Placebo effect
  59. 59. IELTS|Upper-Intermediate|11. Changing life expectancy
  60. 60. IELTS|Upper-Intermediate|13. Works of art
  61. 61. IELTS|Upper-Intermediate|14. Aboriginal art
  62. 62. IELTS|Upper-Intermediate|19. The Earth's interior
  63. 63. IELTS|Upper-Intermediate|15. Being good at arts
  64. 64. IELTS|Upper-Intermediate|16. What is a masterpiece?
  65. 65. IELTS|Upper-Intermediate|17. Collecting fossils
  66. 66. IELTS|Upper-Intermediate|18. Evolution and survival
  67. 67. IELTS|Upper-Intermediate|2. University life
  68. 68. IELTS|Upper-Intermediate|20. A valuable possession
  69. 69. IELTS|Upper-Intermediate|21. The role of technology
  70. 70. IELTS|Upper-Intermediate|22. Film making and technology
  71. 71. IELTS|Upper-Intermediate|23. The impact of IT on society
  72. 72. IELTS|Upper-Intermediate|24. Number one website
  73. 73. IELTS|Upper-Intermediate|Revise and Check 6
  74. 74. IELTS|Upper-Intermediate|Revise and Check 8
  75. 75. IELTS|Upper-Intermediate|Revise and Check 7
  76. 76. IELTS|Upper-Intermediate|Revise and Check 5
  77. 77. IELTS|Upper-Intermediate|9. In therapy
  78. 78. IELTS|Upper-Intermediate|Revise and Check 4
  79. 79. IELTS|Upper-Intermediate|Revise and Check 3
  80. 80. IELTS|Upper-Intermediate|Revise and Check 2
  81. 81. IELTS|Upper-Intermediate|Revise and Check 1
  82. 82. IELTS|Upper-Intermediate|Exam Part 2
  83. 83. IELTS|Upper-Intermediate|Exam Part 1
  84. 84. IELTS|Upper-Intermediate|8. Adding colour
  85. 85. IELTS|Upper-Intermediate|4. Career plans
  86. 86. IELTS|Upper-Intermediate|7. The best colour
  87. 87. IELTS|Upper-Intermediate|28. A symbol of a nation
  88. 88. IELTS|Upper-Intermediate|6. The art of colour
  89. 89. IELTS|Upper-Intermediate|29. Exploring space
  90. 90. IELTS|Upper-Intermediate|5. Perceiving colours
  91. 91. IELTS|Upper-Intermediate|27. Endangered species
  92. 92. IELTS|Upper-Intermediate|32. Extraterrestrial phenomena
  93. 93. IELTS|Upper-Intermediate|26. Wildlife wonders
  94. 94. IELTS|Upper-Intermediate|25. Environmental issues
  95. 95. IELTS|Upper-Intermediate|31. Space tourism prospects
  96. 96. IELTS|Upper-Intermediate|30. Observing the stars
  97. 97. IELTS|Upper-Intermediate|3. Getting a qualification