ielts 8

TARGET BAND

8

How Not to Fear IELTS

A Complete Practical Guide

Evaluation Edition 2012

SAZZAD A CHOWDHURY

http://www.facebook.com/ieltsband8

[email protected]

http://www.facebook.com/ieltsband8

ABOUT THIS BOOK

Is it Easy to Score Band 8?

Yes, it is easy. Why? Because, you need to correct only 35 out of 40 questions to get 8 in the Reading and Listening section. Don`t you think that`s a big error margin?...........5 answers can be remained incorrect!!! But, millions of candidates are sitting for the IELTS every year and a very few can ever score 8. Why? Because, nobody is out there to tell them the secret way that can bring them that high score. Tons of books/CDs and thousands of training centers are devoted to help the candidates but most of them are loaded with only Sample Questions or Mob Tests or list of tips. So, is there any practical guide to get that higher band?

TARGET BAND

Speaking section....What makes you score better?

• Avoid simple traps of examiner that my hinder you to score high

• Motivate the examiner to questions that you already prepared in your home

• Use some universal techniques to sound your conversation as natural as possible

• Know some trips/secrets to score 7+ in this section following some styles of speaking

You are here to find so!!! Prepare you for the Reading section at Band 9 Level

• Make plenty of time (within allotted 60 minutes) by following a tricky technique.

• NO MORE FEAR for the HEADINGS MACHING tasks.

• Answer True/False/Not Given questions within a minute.

• Master to art of scan, skim and speed reading.

Score 9 in the Listening section!!! How?

• Predict what the speaker will say in the recording in advance

• Avoid different accent trap in the audio recordings

• Skillfully handle monologues and dialogues of the recordings

• Know the test takers tricks that can baffle you during the test

. Writing section is not hard anymore!!! How?

• Know some common frames to answer the Task-1 questions

• Practice with words usage that will boost your score

• Careful about the words and types of sentence that can decrease the score.

• Write about almost anything in Task type-2 by following some simple structure

H O W N O T T O F E A R I E L T S

Table of Contents

Reading Section .................................... .......................................................... 1 Match Headings .................................................................................................................. 1 True/False/Not Given ……………………………..…………………………………………….13 Gap fill task ……………………………………………………………………………...……….22 Sentence Completion ……………………………………………………………...…………...31 Table/Chart/Diagram Filling ……………………………………...…………………………… 40 Multiple Choices ………………………………………………………………………………...52 Short Answers …………………………………………………………………………………...65 Classification …………………………………………………………………………………….76

Writing Section ................................... ............................................................ 1 Table ................................................................................................................................... 1 Graph ………………………………………………………………………………………………9 Chart …………………………………………………………………..………………………… 15 Diagram …………………………………………………………………………………………..22 Problem and Solution ………………………………………………………………...………...31 Cause and Effect ………………………………………………………………………………..42 Advantage and Disadvantage ……………………………………...………………………… 48 Argument ………………………………………………………………………………………...55

Listening Section ................................. ........................................................... 1

Numbers & Letters .............................................................................................................. 2 Dates…………………… …………………………………………………………………………3 Spelling Letters…………………………………………………...…..………………………… ..4 Signpost Words……………………………………………………………………………………5 Handle Multiple Speaker…… ……………..………………………………………...………...,.8 Predict Earlier ……………………………………………………………………………….…. 12 Accent Trap ……………………………………………………………………………………...15 Different types of Questions……………………………………………………………………18

Speaking Section .................................. .......................................................... 1 Part 1: Introduction .............................................................................................................. 2 Part 2: Individual Long Run…………………… ……..…………………………………………9 Part 3: Two Way Discussion ………………………………..………………………………….18 Common Framework to speak………………………………………………………...……… 23 Avoiding common traps ………………………………………………………………………...30


1

Eight Types of Questions

in the Reading Section

here are 8 basic types of IELTS reading question tasks.

Each type of questions requires a certain strategy or approach in order to make the best use of your time. You should be flexible enough to use all these different approaches that suit the question

task. In this guide, you will not only find the strategies to approach all these eight types of tasks, but also practical demonstration of each.

Match Headings

This task is pretty straight forward; you are given a set of paragraphs without their headings, you are to select the right paragraph heading from a given list. For every test takers this is a pretty labour-intensive type of question, and the strategy shown in this guide will certainly make you appreciate how easy it is.

How to solve match headings Step 1: Classify the Headings according to “organizing words” Step2: Catch the tone of Paragraphs by skimming 1st, 2nd, 3rd and last line Step3: Match paragraphs with headings by organizing words Step4: Skim for the best answer

Reading

T READING TASKS

1. MATCH HEADINGS 5. TABLE/CHART/DIAGRAM FILLING

2. TRUE/FALSE/NOT GIVEN 6. MULTIPLE CHOICES

3. GAP FILL TASK 7. SHORT ANSWERS

4. SENTENCE COMPLETION 8. CLASSIFICATION TASKS


2

Organizing Words

Title of headings can be grouped together under some common organizing words. Like you can group these three title---“Environmental effect”, “The financial cost of recent technological improvements”, “Irrigation systems fall into disuse”----under the organizing word “Effect”

Example of Organizing Word

Fact, Description, Problems, Effects, Causes, Purpose, Process etc.

Tone of the paragraphs in the reading passage

Each paragraph in the reading passage can be identified under a organizing word. You can do it by identifying the tone of a paragraph. A paragraph stating, “The consequences of our water policies..jeopardising human health. Tens of millions of people have been forced to move from their homes.....” can be identified as Effect

paragraph.

Practical Exercise

It is the time to look at the aforementioned strategies in action and discover how easy it is to answer match headings questions. Cambridge

IELTS practice book is used on this regard, because it is the only official practice test book in the market. You can open the hard copy book if you already bought it. Otherwise, follow the passage cited below from the Cambridge IELTS 7.

Reading Passage has seven paragraphs, A—H Choose the correct heading for paragraphs A and C—H from the list of headings below Write the correct number; i—xi, in boxes on your answer sheet.

1. Paragraph A

Passage Source pages 20 - 24 in Cambridge IELTS 7.

List of Headings

I Scientists’ call for a revision of policy

ii An explanation for reduced water use

iii How a global challenge was met

iv Irrigation systems fall into disuse

v Environmental effects

vi The financial cost of recent technological improvements

vii The relevance to health

viii Addressing the concern over increasing populations

ix A surprising downward trend in demand for water

x The need to raise standards

xi A description of ancient water supplies

Example Answer

1 Paragraph A

Paragraph B iii

2. Paragraph C

3. Paragraph D

4. Paragraph E

5. Paragraph F

6. Paragraph G

7. Paragraph H


3

MAKING EVERY DROP COUNT

A The history of human civilization is entwined with the history of the ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today. B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the world’s food, Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water. C Yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water—related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems. D The consequences of our water policies extend beyond jeopardizing human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers* are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions. E At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority — ensuring ‘some for all`, instead of ‘more for some'. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organizations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness. F Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures has diminished over the past two decades. Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen. G What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation)- almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980. H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.


4

Step 1: Classification of Headings

There are 11 headings listed for the passage and number iii is given as examples. So there are total 10 headings need to be categorized according to some organizing word. By glancing at these 10 headings we can guess that the

passage would be about environment. So, there would be Problems and their Effects and moreover we can expect the article will offer some solution. Let`s Categorize these headings on these categories. Notice the bold words in headings that helped to categorize them.

Organizing Word Headings

Problem iv Irrigation systems fall into disuse

V Environmental effects

vi The financial cost of recent technological improvements

vii The relevance to health (problem)

viii Addressing the concern over increasing populations

Fact ix A surprising downward trend in demand for water

Description ii An explanation for reduced water use

xi A description of ancient water supplies

Solution I Scientists’ call for a revision of policy

x The need to raise standards

Step 2: Identify Each Paragraph with a Organizing Word

So far you have listed paragraph headings under some organising words. Now, it`s the time to look at paragraphs in the reading passage and determine whether they can fall under those organising words. To do this, you can skim

1st, 2nd, 3rd and last line of each paragraph. In most of the cases, you don`t need to go through 3rd or last line of the passage; 1st and last line would be enough to identify them.


5

How to Identify the Tone of a Paragraph

To get an idea of the tone/subject matter/topic of paragraph, you can skim though the 1st,, 2nd and last line of each Paragraph. The intention would be to get the tone (ex. Problem, description, solution etc) of it under previous “organizing words” of headings classification. See the illustrated example

below and note the Red Coloured words which helps to get the tone of paragraph.

Paragraph A

The history of human civilization is entwined with the history of the ways we have learned to

manipulate water resources. As towns gradually expanded, water was brought from

increasingly remote sources, leading to sophisticated engineering efforts such as dams and

aqueducts. At the height of the Roman Empire, nine major systems, with an innovative

layout of pipes and well-built sewers, supplied the occupants of Rome with as much water

per person as is provided in many parts of the industrial world today.

This last line describes water

supply system of the Roman

Empire. So, Paragraph A falls

under organizing word

“description”

Paragraph C

Yet there is a dark side to this picture: despite our progress, half of the world’s population

still suffers, with water services inferior to those available to the ancient Greeks and

Romans. As the United Nations report on access to water reiterated in November 2001, more

than one billion people lack access to clean drinking water; some two and a half billion do not

have adequate sanitation services. Preventable water—related diseases kill an estimated 10,000

to 20,000 children every day, and the latest evidence suggests that we are falling behind in

efforts to solve these problems.

This first line tells us about

problems. So, Paragraph C

falls under organizing word

“Problem”


6

Paragraph E

At the outset of the new millennium, however, the way resource planners think about water is

beginning to change. The focus is slowly shifting back to the provision of basic human and

environmental needs as top priority — ensuring ‘some for all`, instead of ‘more for some'. Some

water experts are now demanding that existing infrastructure be used in smarter ways rather

than building new facilities, which is increasingly considered the option of last, not first, resort.

This shift in philosophy has not been universally accepted, and it comes with strong opposition

from some established water organizations. Nevertheless, it may be the only way to address

successfully the pressing problems of providing everyone with clean water to drink, adequate

water to grow food and a life free from preventable water-related illness.

This last line tells us about

Solutions. So, “Paragraph E”


“Solution”

This second line tells us

about problems. So,

“Paragraph D” falls under

organizing word “Problem”

Paragraph D

The consequences of our water policies extend beyond jeopardizing human health. Tens of

millions of people have been forced to move from their homes — often with little warning

or compensation — to make way for the reservoirs behind dams. More than 20 % of all

freshwater fish species are now threatened or endangered because dams and water

withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain

irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater

aquifers* are being pumped down faster than they are naturally replenished in parts of India,

China, the USA and elsewhere. And disputes over shared water resources have led to violence

and continue to raise local, national and even international tensions.


7

This 1st line tells us about a

fact (a practical situation).

So, Paragraph F falls under

organizing word Fact

Paragraph F

Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some

predicted. As a result, the pressure to build new water infrastructures has diminished over the

past two decades. Although population, industrial output and economic productivity have

continued to soar in developed nations, the rate at which people withdraw water from aquifers,

rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen.

Paragraph G

What explains this remarkable turn of events? Two factors: people have figured out how to

use water more efficiently, and communities are rethinking their priorities for water use.

Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed

per person doubled on average; in the USA, water withdrawals increased tenfold while the

population quadrupled. But since 1980, the amount of water consumed per person has actually

decreased, thanks to a range of new technologies that help to conserve water in homes and

industry. In 1965, for instance, Japan used approximately 13 million gallons of water to produce

$1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even

accounting for inflation)- almost a quadrupling of water productivity. In the USA, water

withdrawals have fallen by more than 20 % from their peak in 1980.

This 1st line gives the

description (explanation) of

two factors. So, Paragraph

G falls under organizing

word “Description”


8

Step 3: Matching Paragraphs & Headings by Organizing Words

So far you have listed paragraphs under some organising words. Now, it`s the time to comparatively look at our findings/research. You can see the outcome of our observation in the table below.

Organizing Words Paragraph Headings

Problem C & D iv / v / vi / vii / viii

Fact F ix

Description A & G ii / xi

Solution E & H i / x

Things are Getting Easy Now!

After matching the headings with paragraph numbers as it is shown in the table above, don’t you think it is getting easy now to answer the questions? The answer for Paragraph F is found ix. There is a 50/50 possibility in

answering Description & Solution Paragraphs. Only you need to eliminate 3 headings for the Problem Category. Let do this in the next step.

This 1st line tells us about

solution. So, Paragraph H


‘Solution”

Paragraph H

On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built,

particularly in developing countries where basic human needs have not been met. But such projects

must be built to higher specifications and with more accountability to local people and their

environment than in the past. And even in regions where new projects seem warranted, we must find

ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget


9

Step 4: Skim Paragraphs for the Best Answer

After the end of step 2, it is clear that several headings need to be eliminated to find the best match. In this step you need to skim each paragraph to find the best answer. This process is illustrated below. Note the Red Coloured words that help to determine the best answers

Organizing Word: Problem Paragraph C

Yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water—related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems.

Possible Choices:

× iv Irrigation systems fall into disuse (It does not say anything about irrigation)

× v Environmental effects (It does not say anything about environment)

× vi The financial cost of recent technological improvements (There is no mention of cost)

�� vii The relevance to health (I does say about disease or health problem)

× viii Addressing the concern over increasing populations (There is no mention about increasing population)

Paragraph D

The consequences of our water policies extend beyond jeopardizing human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions.

× iv Irrigation systems fall into disuse (It does not say anything about irrigation)

�� v Environmental effects (It does not say about environment/Ecosystem/Soil Quality)

× vi The financial cost of recent technological improvements (There is no mention of cost)

× viii Addressing the concern over increasing populations (There is no mention about increasing population)


10

Organizing Word: Description Paragraph A

The history of human civilization is entwined with the history of the ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.

Possible Choices:

× ii An explanation for reduced water use (There is no mention about reduced water use)

�� xi A description of ancient water supplies (There is mention of a ancient/ Roman water supply system)

Paragraph G

As there are two possible answer choices and one is just fixed for Paragraph A, the answer is

�� ii An explanation for reduced water use

Organizing Word: Solution Paragraph E

At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority — ensuring ‘some for all`, instead of ‘more for some'. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organizations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness. Possible Choices:

�� i Scientists’ call for a revision of policy (There is mention for experts/scientists demand)

× x The need to raise standards. (There is no mention of standards)

Paragraph H

There are 2 answer choices for solution category and one is just fixed for Paragraph E, so Para-H is

�� x The need to raise standards


11

True/ False/ Not Given or Yes/ No/ Not Given

This is part of the reading test where most of the students get worried about. Most candidates’ dot not understands the difference between No or False and Not Given. Let

us clear this controversy, “No/False” means there is something in the

passage with is just opposite/against the statement. “Not

Given” means there is nothing in the reading passage to

support or contradict with the question statement. The golden

rule for reading part in the IELTS is not to follow your own idea

but to follow the idea stated in the text.

Let`s test your capability of reading by simply testing the above paragraph in IELTS style.

Test: Do the statements agree with the information given in the paragraph?

Write: True if the statement agrees with the information

False if the statement contradicts the information

Not given if there is no information on this

1. ‘No’ and ‘false’ represents the same thing

2. Many IELTS candidates score comparatively lower band in this part of the test.

3. ‘Not given’ means that you should use your own ideas.

Answers to exercise above

1. True (Because, No and False are joined with “and” in the text)

2. Not Given (There is no mention of getting lower band score in the text)

3. False (It is stated in the text that students should not follow their own ideas)

How to solve True/False/Not Given

Step 1: Identify key words in the question Step2: Scan reading passage to find the keyword Step3: Read the passage line which contains the keyword Step4: Determine whether it is same, opposite or out of context