Collins Vocabulary for IELTS

ContentsU n it T opic1 People and O relationsh ips2 H ealth3 Education4 A dventure5 Gadgets6 CitiesV o c a b u la ry S k i llS u b - s k illsExamp ra c tic ePagen u m b e rN ouns f o r people and re la tio n s h ip s ; ad je ctive s to d e s c rib e c h a r a c te rL is te n in gR ecognizing a d je c tiv e s fr o m t h e ir e n din g s; w o rk in g out th e m eaning o f w o rd s fr o m lis te n in g c o n te x tL is te n in g Section 4 - MCQs6N ouns f o r s y m p to m s ; v e rb s f o r tre a tm e n tsReadingR ecognizing syn o nym s and c o llo c a tio n sReading - T/F/N G10N ouns fo r a c a de m ic s u b je c ts ; v e rb s f o r a ca de m ic stu d yW ritin g Choosing the r ig h t p a rt of speech; w r itin g in an a c a de m ic styleW ritin g Task 214Verbs and nouns f o r tr a v e llin g ; ad je ctive s to d e s c rib e ex p e rie n c e sSpeaking E xp re ssin g fin e r shades of m e a n in g ; using c o m m o n and le s s c o m m o n vo c a b u la ry ; w o rd s tre s sSpeaking P a rt 218N ouns to d e s c rib e d im e n s io n s ; v e rb s to d e s c rib e pro cesse sL is te n in gC o llo c a tio n s ; w o rd s w ith d iffe r e n t sensesL is te n in g S e ctio ns 1 and 2 - la b e llin g a d ia g ra m - c la s s ify in g22N ou n s a ssociated w ith hu m an ge og ra p hy; ad je c tiv e s to d e s c rib e placesReadingR ecognizings u p e ro rd in a tete r m s ;re c o g n iz in gpo sitive andnegativec o n n o ta tio nReading -m a tc h in gheadings26fbhw Rh1mC o nt e s P np i s p h H E uh c A v G n u u v E H g T G nuuT P c h p tnp m o E w H m cNThe a r t ofR e p o rtin g v e rb s ; W ritin gE x p re ssin g W ritin g30persuasionnoun s a sso c ia te d w ith p e rs u a s io nd if fe r e n t p o in ts of v iew ; p re s e n tin g an a r g u m e n tT a s k 28Getting involvedN ou n s f o r fo r m sS p e akin gE x p re ssin gS peaking34o * 1 1 *of e n te r ta in m e n t;lik e s and P a rt 1v e rb s a sso c ia te d w ith in v o lv e m e n td is lik e s ; using p h ra s a l v e rb s ; p ro n o u n c in g th e le t t e r 's ’9Global w a rm in gVerbs to de scrib eL is te n in g R ecognizingL is te n in g38o* 1 I *n a tu ra l processes; a n to n y m s ;S e ctio n 4 -nouns associated w ith c lim a tep re fix e sc o m p le tin gn otes10Revision 1S e le c tio n of w o rd sA l l s k ills S e le c tio n of s u b -42Qfr o m u n its 1 -9s k ills fr o m u n its 1 -911W ords fo rN ouns f o r types o f W r itin g D e s c rib in g andW ritin g46describingg ra p h ic s and t h e ir s u m m a riz in gT a s k 1graphs andc o m p o n e n tsv is u a l datadiag ram s12W ords fo rN ou n s and v e rb s S p e akingP o sitive andS p e aking50describingf o r d e s c rib in gnegative P a rt 3■■ rchangech ange; tim e e x p re s s io n sc o n n o ta tio n ;p ro n o u n c in gc o n s o n a n ts13W ordsW o rd s f o rL is te n in g C o llo c a tio n ;L is te n in g54( ^ expressingc o m p a ris o n and p a rts of speechS e ctio n 3 -•• rs im ila r ity andc o n tr a s tc o m p le tin g ad iffe re n c es u m m a r yuW ordsV e rb s and nouns Reading R ecognizingReading -58describingin d ic a tin g cause syn o nym s,MCQscause and e ffec tand e ffe c t a n to n y m s , s u p e ro rd in a te s and e x a m p le sExamUnit TopicVocabulary S k illS u b -skillspractice15SignpostingW o rd s f o r W ritin gL in k in gW ritin gexpressions fo ro rd e rin g , a d ditio n ,s e n te n c e s ;T a sk 2w ritin gconcession, g e n e ra liz a tio n s , and c o n c lu s io n s (w ritte n re g is te r)sig n p o s tin g an essay16AdverbsA d ve rbs f o r S peakingA dd in g in te r e s tSpeakingOe x p re s s in gto spoken P a rt 1 -a ttitu d e and adding d e ta ila n s w e rs ;p ro n o u n c in gschwain tro d u c tio n and in te rv ie w17W ords fo rN ouns f o rL is te n in g R ecognizingL is te n in g -prob lem s andd iffe r e n t c o llo c a tio n s ;s h o r t- a n s w e r■i i 1solutionsp ro b le m s ; v e rb s f o r s o lvin g p ro b le m ss p e llin gq u e s tio n s18W ords fo rNouns associatedReading R ecognizing Reading -ta lk in g aboutw ith ideas; f in e r shades c o m p le tin gideasa d je c tiv e s fo r e v a lu a tin g ideasof m e a nin g ; po sitive and negative c o n n o ta tio na s u m m a ry ; m a tc h in g sentence endin g s19Emphasis andW o rd s d e s c rib in gW ritin g R ecognizing W ritin gu n d e rs ta te m e n tq u a n tity , de gre e and de gre e of c e rta in tys tre n g th of c la im ; m o re c o llo c a tio n sTask 1 - s u m m a riz in g v is u a l in fo rm a tio n20Revision 2S e le c tio n of w o rd sA ll s k illsS e le c tio n ofofr o m u n its 11-19s u b - s k ills fr o m u n its 11-19Audio script A n sw er key Collocations IELTS inform atio nPagen u m b e r62667074788286104111124IntroductionW h o is th is book fo r?Vocabulary fo r IELTS h elps you im pro ve y o u r v o c a b u la ry w hen p re p a rin g f o r th e IELTS e xa m in a tio n. You can use the book to s tu d y on y o u r own o r as s u p p le m e n ta ry m a te r ia l f o r IELTS p re p a ra tio n classes. It is s u ita b le fo r le a rn e rs at leve l 5.0 to 5.5 a im in g f o r band score 6.0 o r hig h e r.S u m m a r yThe Vocabulary fo r IELTS book and CD c o v e r v o c a b u la ry ite m s and s k ills w h ic h a re re le v a n t to a ll f o u r exam pa pe rs: L is te n in g , Reading, W r itin g and S peaking. In each u n it, you w o r k to w a rd s an exam p ra c tic e e x e rc is e w h ic h is m o d e lle d on th e a c tu a l IELTS exam . Each u n it c o n ta in s a c tiv itie s th a t h e lp you develop, s te p -b y -s te p , th e v o c a b u la ry k n o w le d g e and s k ills to h e lp you ta c k le the exam . Exam tip s th r o u g h o u t th e book h ig h lig h t e s s e n tia l v o c a b u la r y -r e la te d le a rn in g s tra te g ie s and exam te c h n iq u e s .C o n te n tUnitsEach u n it is divided into th re e p a rts.P a rt 1: V ocabulary in tro d u c e s v o c a b u la ry re la te d to the to p ic o r fu n c tio n of th e u n it. D e fin itio n s f o r th is v o c a b u la ry a re p re s e n te d using C o llin s COBUILD fu ll- s e n te n c e d e fin itio n s , and IELTS- s ty le e x a m p le s e n te n c e s s h o w how the w o r d s a re used in c o n te x t. P a rts of speech and the d iffe r e n t fo r m s of the w o rd s are also lis te d .P a rt 2: Practice exercises p rovide a s tr u c t u r e d se t of e x e rc is e s w h ic h h e lp you develop th e s k ills to s u c c e s s fu lly a p p ly v o c a b u la ry k n o w le d g e to the exam . Each u n it fo c u s e s on develo p in g v o c a b u la ry and s k ills f o r a p a r tic u la r paper, and th e p ra c tic e e x e rc is e s pro vid e p ra c tic e f o r the p a r t ic u la r paper.P art 3: Exam practice provides exam p ra ctice exercises in a fo rm a t th a t fo llo w s the a c tu a l exam giving you the o p p o rtu n ity to fa m ilia riz e y o u rs e lf w ith the kinds of q u estio n s you w il l e n c o u n te r in the exam. This section focuses on a p a rtic u la r exam paper and is h ig h lig h te d in grey f o r easy reference.Exam tipsT h e re a re exam tip s and s tr a te g ie s in each u n it. These a re in boxes f o r easy re fe re n c e .Audio scriptA ll audio f o r th e L is te n in g and S peaking p a p e r has been re c o rd e d on th e CD u sing native s p e a k e rs of E n g lish . A f u l l a udio s c r ip t is p ro vid e d at th e back of th e book so th a t you can ch eck th e la n g u a g e used in th e lis te n in g and s p e a k in g e xe rc is e s , if needed.Answer keyA c o m p re h e n s iv e a n s w e r key is p rovided f o r a ll s e c tio n s of th e book in c lu d in g m o d e l a n s w e rs f o r m o re o p e n -e n d e d w r it in g and s p e a k in g ta s k s .CollocationsA t th e back of th e book, you can f u r t h e r de velo p y o u r v o c a b u la ry by s tu d y in g th e lis t of th e m o st c o m m o n c o llo c a tio n s f o r th e v o c a b u la ry p re s e n te d in th e u n its .H ow to use this bookThe book is divided into 20 u n its. U nits 1 -9 c o v e r v o c a b u la ry f o r to p ic s th a t fr e q u e n tly a p p e a r in th e exam , such as h e a lth and e d uca tio n . U nits 11-19 c o ve r w o rd s fo r g e n e ra l fu n c tio n s , such as d e s c rib in g p ro b le m s and s o lu tio n s . U nits 10 and 20 provide re visio n e xe rcise s. U nit 10 re vise s the v o c a b u la ry and s k ills covered in U n its 1-9, and U n it 20 re vise s th e v o c a b u la ry and s k ills covered in U n its 11 -19. A ll 20 u n its h elp you develop s k ills such as p a ra p h ra s in g and w o rk in g out th e m e a nin g of u n f a m ilia r w o rd s fr o m context.Each u n it is s e lf-c o n ta in e d so th a t you can s tu d y th e u n its in any o rd e r. You can choose th e u n it you w a n t to s tu d y e it h e r by s e le c tin g th e to p ic you w a n t to study, o r by s e le c tin g w h ic h exam p a p e r you w a n t to p ra c tis e . Only th e u n its w ith p ra c tic e on th e S peaking and L is te n in g pa pe rs c o n ta in audio. The c o n te n ts pages at th e b e g in n in g of th e book provide an o v e rvie w of w h a t is in each u n it so you can use th is to choose w h ic h u n its you w o u ld lik e to s tu d y f ir s t. These pages also give you in fo rm a tio n on w h ic h u n its c o n ta in audio.You w il l p ro b a b ly fin d it h e lp fu l to begin each u n it by re a d in g th e v o c a b u la ry ite m s in p a rt 1, then w o rk in g th ro u g h th e e x e rc is e s in p re p a ra tio n f o r th e exam p ra c tic e e x e rc is e at the end. T ry to do th e exam e x e rc is e s w ith in th e tim e lim it to give y o u r s e lf r e a lis tic exam p ra c tic e .In o r d e r to le a rn a new w o rd , it is u s u a lly n e c essa ry to re v is it it s e v e ra l tim e s . The re v is io n u n its h elp you to do th is . However, it is a lso a good idea to avoid w r it in g y o u r a n s w e rs in th e book so th a t you can do th e e x e rc is e s again at a la te r date.It is a lso a d visable to keep a v o c a b u la ry notebook. K now ing a w o rd and how to use it involves u n d e rs ta n d in g m any asp ects of it. The m o re in fo r m a tio n you can re c o rd ab ou t the w o rd s you are le a rn in g , th e m o re u s e fu l it w il l be. Key d e fin itio n s , p a r tis ] of speech, c o m m o n c o llo c a tio n s and e x a m p le se n te n c e s are a ll v e ry h e lp fu l. D on’t fo r g e t to use th e C o llo c a tio n s s e ctio n at th e back of the book to help w ith th is .G etting w e ll- in fo r m e d fe e d b ack on y o u r w r it in g and s p e akin g exam p ra c tic e e x e rc is e s w o u ld also be an advantage. H ow ever, if th is is not p o ssib le it is s t i l l im p o r ta n t to do th e e x e rc is e s in f u ll. S tudying m o d e l a n s w e rs can help you develop th e a b ility to assess y o u r own w o rk . If p o ssible, re c o rd y o u r s e lf w hen sp e akin g , and lis te n c a r e fu lly to y o u r p e rfo rm a n c e . Avoid m e m o ris in g m o d e l a n s w e rs . R e m e m b e r th a t in th e a c tu a l exam , it is im p o r ta n t to a n s w e r th e q u e s tio n and not j u s t sp e ak o r w r ite a b out th e to p icAs a fin a l p re p a ra tio n be fo re th e exam, you co uld r e - re a d th e exam tip s in th e boxes. T his w il l re m in d you of th e s tra te g ie s f o r success in th e exam.01 People and relationshipsD e s c r ib in g p e o p le I R e c o g n iz in g a d je c t iv e s I W o r k in g o u t m e a n in g f r o m c o n te x tVocabularyPeople in relationship:• c lien t (clients)NOUN A c lien t of a p ro fe s s io n a l p e rson o r o rg a n iz a tio n is a p e rson th a t re ce ive s a s e rv ic e fr o m th e m in r e tu r n f o r p a ym en t. ■ a s o lic ito r and his c lie n t ■ The company re q uire s c lie n ts to pay s u b s ta n tia l fees in advance.• colleag u e (colleagues)NOUN Y o u r colleagues a re th e people you w o r k w ith , e s p e c ia lly in a p ro fe s s io n a l job.■ Female academics are s t i l l paid less than th e ir m ale colleagues. ■ In the corporate world, the best sources o f business are y o u r fo r m e r colleagues.• e m p lo y e r (em p loyers)NOUN Y o u r e m p lo y e r is th e pe rson o r o rg a n iz a tio n th a t you w o r k fo r. ■ em ployers who h ire ille g a l w o rk e rs ■ The telephone com pany is the country's la rg e s t employer.• p a re n t (parents)NOUN Y o u r parents a re y o u r m o th e r and fa th e r. ■ C hildren need th e ir parents. ■ When you become a p a re n t the things you once cared about seem to have less value.• sibling (siblings)NOUN Y o u r siblings a re y o u r b r o th e r s and s is te r s . [FORMAL] ■ Some studies have found th a t c h ild re n are m ore frie n d ly to y o u n g e r s ib lin g s o f the same sex. ■ Sibling r iv a lr y often causes p a ren ts anxieties.• spouse (spouses)NOUN S om eone’s spouse is the person they are m a rrie d to. Husbands and wives do not have to pay any inheritance tax when th e ir spouse dies.Describing people:• autonomousADJECTIVE An autonomous personm a k e s t h e ir own d e c is io n s r a t h e r th a n being in flu e n c e d by so m e on e e lse ■ They p ro u d ly de cla re d them selves p a r t o f a new autonom ous province. ■ the lib e ra l idea o f the autonom ous individual• consistentADJECTIVE Som eone w ho is consistent a lw a ys behaves in th e sam e way, has the sam e a ttitu d e s to w a rd s people o r th in g s , o r achieves th e sam e le v e l of s u cce ss in s o m e th in g . ■ B e cke r has never been the m o st con sisten t o f pla ye rs anyway. ■ his co nsistent s u p p o rt o f free trade ■ a co n sisten t c h a ra c te r w ith a m a jo r th e m a tic function• conventio nalADJECTIVE S om e on e w h o is conventio nal has b e h a v io u r and o p in io n s th a t a re o r d in a r y and n o r m a l. ■ a re spectable m a r r ie d woman w ith conventional opinions■ th is close, fa ir ly c onventional English fa m ily• co -o p era tiv e also cooperativeADJECTIVE If you say th a t so m e on e is co-op erative, you m ean th a t th e y do w h a t you ask th e m w it h o u t c o m p la in in g o r a rg u in g . ■ The p re s id e n t said the v isit w ould develop frie n d ly and co-operative re la tio n s between the two countries. ■ a contented and co-operative w orkforce• efficien tADJECTIVE If s o m e th in g o r so m e on e is efficient, th e y a re a b le to do ta s k sLnr2xl125j En5 Qu6sRT E p p m T T WE uuA 4 - nt ^ s E t - h T tno 1 tnw m s c momc1Aq , With today’s m ore e ffic ie n t contraception women can plan th e ir fam ilies and careers. ■ Technological advances a llo w m ore e ffic ie n t use o f labour. ■ an e ffic ie n t way o f testing thousands o f compounds• fle x ib leADJECTIVE S o m e th in g o r so m eone th a t is fle x ib le is able to change e a s ily and adapt to d iffe r e n t c o n d itio n s and c irc u m s ta n c e s .■ m ore flexible arran g e m e nts to a llo w access to services a fte r n o rm a l w orkin g hours • We encourage flexible working.• idealisticADJECTIVE If you describe someone as idealistic, you mean th a t they have ideals, and base th e ir behaviour on these ideals, evenif th is may be im pra ctica l. ■ Idealistic young people died fo r the cause. ■ an over-sim plistic and idealistic vision o f fam ily dynamics• to le ra n tADJECTIVE If you de scrib e som eone as to leran t, you approve of the fa c t th a t they a llo w o th e r people to say and do as they like, even if they do not agree w ith o r like it. ■ [+of] They need to be to le ran t o f d iffe re nt points o f view. ■ Other changes include more to le ran t attitudes to un m arrie d couples having children.• v u ln e ra b leADJECTIVE Som eone w ho is v u ln e ra b le is w e a k and w ith o u t p ro te c tio n , w ith th e r e s u lt th a t th e y a re e a s ily h u r t p h y s ic a lly o r e m o tio n a lly . ■ Old people are p a r tic u la r ly vulnerable m em bers o f o u r society.Practice exercisesC irc le th e w o r d s th a t you a s s o c ia te w it h f a m ily r e la tio n s h ip s . U n d e r lin e th e w o r d s you a s s o c ia te w it h p r o fe s s io n a l r e la tio n s h ip s .a c lie n t d c o lle a g u eb p a re n t e spousec s ib lin g f e m p lo y e rL is te n to th r e e s p e a k e rs t a lk in g a b o u t p e o p le w h o have been im p o r ta n t to th e m . In d ic a te th e p e rs o n each s p e a k e r d e s c rib e s by w r it in g a l e t t e r a - f fr o m E x e rc is e 1 in each space.1 2 3 j E x a m tip :i • You can o ften re co gn ize w h e th e r a w o rd is a noun, verb, a d je ctive o r adverb fr o m its ending.: • A d je c tiv e s can have m any d iffe r e n t e n din g s, but th e s e a re co m m o n .- a b le / - ib levulnerable, flexible-icide a listic- a lconventional-iveco-operative- a n t / - e n ttolerant, consistent, e ffic ie n t-o u sautonom ousj • L e arn to re co gn ize these.pTnc1T 2i3 5T12tVnioaVcoC o n L is te n a g ain to th e th r e e s p e a k e r s and w r it e d o w n th e a d je c tiv e s f r o m th e ta b le above01 th a t you h e a r. L is te n f o r th e w o r d e n d in g s : -a b le , - ib le , - a l, - a n t, - e n t, -ic , -iv e , -o u s .123Exam tip: In P a rt 4 of th e IELTS L is te n in g exam you have to lis te n to a ta lk on a to p ic of g e n e ra l a c a d e m ic in te re s t.You do not need to k n o w a ll of th e v o c a b u la ry .If you h e a r a w o rd you d o n ’t know , lis te n f o r e x p re s s io n s lik e :a i.e.b in o th e r w o rd s c th a t is d by ... I m ean e th a t is to sayThe te x t th a t fo llo w s th e s e e x p re s s io n s h e lp s you u n d e rs ta n d th e w o rd .E xa m p le : Em ployers value c o n s c ie n tio u s w orkers, th a t is w o rke rs who com plete tasks w ith care.L is te n to th e e x tr a c t fr o m a le c t u r e a b o u t o n ly c h ild r e n and n o tic e th e e x p re s s io n th e02 s p e a k e r uses to in d ic a te she is d e fin in g th e ke y e x p re s s io n s 1 -6 b e lo w . L o ok back a t th eExam t ip and w r it e a l e t t e r a - e in each space.1o n ly c h ild re n2p a re n ta l re s o u rc e s3t o le r a n t ......4r n - n p e r a tiv e5a u to n o m y6u n c o n v e n tio n a l0 5 L is te n to th e e x tr a c t a g ain and c o m p le te th e d e fin itio n s th e s p e a k e r g ive s f o r w o r d s 1 - 602 above. W r ite one w o r d in each space.1 o n ly c h ild r e n - ‘ c h ild r e n w i t h o u t____________’2 p a re n ta l re s o u rc e s - ‘ not ju s t m oney, b ut a l s o____________a n d____________’3 to le r a n t - ‘able to a c c e p t___________’4 c o -o p e ra tiv e - ‘able to w o r k____________w i t h---------------------’5 a u to n o m y - ‘a b ility t o____________t h e ir o w n---------------------’6 u n c o n v e n tio n a l - ‘ n ot q u i t e____________in s o c ia l t e r m s ’q Lnr2xl125j En5 Qu6sRExam practice: Listening exam Section 4Unit 1O L iste n to th e le c t u r e e x t r a c t a b o u t b irth o r d e r and p e r s o n a lity and a n s w e r 03 q u e s tio n s 1 - 5 by ch o o sin g th e c o r r e c t l e t t e r A, B o r C.Exam tip: L is te n fo r key a d je c tiv e s and c lu e s in th e c o n te x t f o r w h a t th e y m ean.1 W hat does th e s p e a k e r d is c u s s in re la tio n to p e rs o n a lity ?A F a m ily sizeB The re la tio n s h ip betw een c h ild re n and th e ir p a re n ts C P e o p le ’s p o s itio n in th e fa m ily2 W hat does th e s p e a k e r im p ly a b o u t anxiety?A It is a positive tr a it .B It is a negative t r a it.C It is e x p e rie n c e d by y o u n g e r s ib lin g s .3 W hat do som e r e s e a rc h e rs say ab ou t y o u n g e s t c h ild re n ?A They fo r m r e la tio n s h ip s easily.B They a g ree w ith th e o p in io n s of o th e r people.C They lik e it if people a g ree w ith th e m .4 W hy are m id d le c h ild re n c o n s id e re d to be re b e llio u s ?A They d o n ’t lik e to be to ld w h a t to do.B They d o n ’t k n o w how to be a g ree a b le .C They lik e to be d if fe r e n t fr o m o th e rs .5 W hat does th e s p e a k e r say a b ou t th e q u a lity of re s e a rc h on b irth o rd e r?A M o st re s e a rc h has been done c o rre c tly .B M ost re s e a rc h has been done in c o rre c tly .C M ost re s e a rc h has com e to a c le a r c o n c lu s io n .pTnc1T 2i3 5T12tVnioaVco O2 HealthN a m in g h e a lth p r o b le m s and t r e a t m e n t s I R e c o g n iz in g s y n o n y m s | R e c o g n iz in g c o llo c a tio n sVocabularyHealth problems:• addiction (addictions)NOUN Addiction is th e c o n d itio n of ta k in g h a r m f u l d ru g s and being u n a b le to stop ta k in g th e m . ■ lo n g -te rm addiction to nicotine• a lle r g y (a lle rg ies )NOUN If you have a p a r tic u la r a lle rg y , you becom e i l l o r get a rash w hen you eat, s m e ll, o r to u ch s o m e th in g th a t does not n o r m a lly m ake people ill. ■ Food alle rg ie s can r e s u lt in an enorm ous variety o f d iffe re n t symptoms.• cancer (cancers)NOUN C ancer is a s e rio u s disease in w h ic h c e lls in a p e rs o n ’ s body in c re a s e ra p id ly in an u n c o n tro lle d way, p ro d u c in g a b n o rm a l g ro w th s . ■ a cancer research c h a rity• dehydrationUNCOUNTABLE NOUN You a re s u ffe rin g fr o m d ehydration if you lose too m u ch w a t e r fr o m y o u r body. ■ Cholera causes severe dehydration.• disease (diseases)NOUN A disease is an illn e s s th a t a ffe c ts people, a n im a ls o r p la n ts , f o r e x a m p le one w h ic h is caused by b a c te ria o r in fe c tio n .■ the ra p id spread o f disease in the area• infection (infections)NOUN An infection is a disease caused by g e rm s o r b a c te ria . ■ E ar infe ction s are com m on in p re -s c h o o l children.• obesityUNCOUNTABLE NOUN S om eone s u ffe r in g fr o m obesity is e x tr e m e ly fa t. ■ The excessive consum ption o f s u g a r leads to obesity• stroke (strokes)NOUN If so m e o n e has a s tro ke, a blood v e s s e l in t h e ir b ra in b u rs ts o r becom es b lo cke d , w h ic h m ay k i l l th e m o r m a ke th e m u n a b le to move one side of t h e ir body. ■ He had a m in o r s tro k e in 1987, which le ft him p a r tly paralyzed.Verbs associated with trea tm en t:• a d m in is te r (a d m in iste rs , a d m in isterin g , a d m in is te re d )VERB If a d o c to r o r n u rs e ad m in is te rs a d ru g , th e y give it to a p a tie n t. ■ Param edics are tra in e d to a d m in is te r ce rta in drugs.• a d m it (adm its, ad m ittin g , adm itted )VERB If so m e o n e is ad m itte d to h o s p ita l th e y a re ta k e n in to h o s p ita l f o r tr e a tm e n t and ke p t th e re u n til th e y a re w e ll enough to go hom e. ■ She was a d m itte d to h o spita l with a so a rin g te m perature.• diagnose (diagnoses, diagnosing, diagnosed)VERB If so m e o n e o r s o m e th in g is diagnosed as having a p a r tic u la r illn e s s o r p ro b le m , t h e ir illn e s s o r p ro b le m is id e n tifie d .■ A lm o s t a m illio n people are diagnosed w ith colon cancer each year.• discharge (discharges, discharging, discharged)VERB W hen so m e on e is discharged fro m h o s p ita l, th e y a re o f fic ia lly a llo w e d to leave, o r to ld th e y m u s t leave. ■ He has a broken nose b ut m ay be discharged today.• exam in e (exam ines, exam in ing , exam in ed)VERB If a d o c to r exam in es you, he o r she lo o k s at y o u r body, fe e ls it, o r does s im p leLnr2xl125j En5 Qu6sRUnit 2tm T tT no s c ( m c ts p^m pG ^s- ^ m h ut^ A AsE hcmq, A n o th e r d o c to r examined h e r and could s t ill fin d nothing wrong.• screen (screens, screening, screened) VERB To screen fo r a disease m eans to e xa m in e people to m ake su re th a t they do not have it. ■ Men over 50 are ro u tin e ly screened fo r p ro sta te abnorm alities.• vaccinate (vaccinates, vaccinating, vaccinated)VERB A v accine is a h a rm le s s fo r m of th e g e rm s th a t cause a p a r tic u la r disease. If a person o r a n im a l is vaccinated, th e y a re given a vaccine, u s u a lly by in je c tio n , to p re v e n t th e m g e ttin g th a t disease. ■ Dogs m u s t be vaccinated against distemper.Practice exercisesThe w o r d s b e lo w d e s c rib e d if fe r e n t d is o r d e r s . C irc le th e w o r d s th a t you a s s o c ia te w it h ric h c o u n tr ie s . U n d e r lin e th e w o r d s you a s s o c ia te w it h p o o r c o u n tr ie s .a in fe c tio n e s tro k eb h e a rt disease f d e h y d ra tio nc a lle r g ie s g a d dictio nd ob esityRead th e passage b e lo w and c o m p a re y o u r a n s w e rs to E x e rc is e 1 w it h th e in f o r m a tio n in th e passage.Diseases of Affluence - Diseases of PovertyH ea lth c o n d itio n s a sso cia te d w ith w e a lth are s o m e tim e s r e fe rre d to as diseases of a fflu e n c e . These in c lu d e d iseases w h ic h are not c o m m u n ic a b le , such as Type 2 d iabetes, ca n cer, and s tro k e as w e ll as a lc o h o l and d ru g a d d ic tio n , o b e s ity and som e a lle rg ie s .Risk fa c to r s f o r th e se c o n d itio n s are a sso cia te d w ith th e life s ty le of th e e c o n o m ic a lly p ro s p e ro u s , in p a r tic u la r : p h y s ic a l in a c tiv ity , easy a v a ila b ility of m eat, su g ar, s a lt and p ro cesse d foods, excessive c o n s u m p tio n of a lc o h o l and tobacco, and lo w e r e x p o s u re to in fe c tio u s agents.The diseases of poverty, in c o n tra s t, are p re d o m in a n tly in fe c tio u s d iseases such as HIV/AIDS, tu b e rc u lo s is , m a la ria and d ia r r h o e a l diseases. Risk fa c to rs f o r th e se c o n d itio n s in c lu d e : o v e rc ro w d in g , ina d e q ua te s a n ita tio n , m a ln u tr itio n , and in a d e q ua te access to h e a lth care. M illio n s of lives co uld be saved every y e a r by a d d re s s in g th e se u n d e rly in g p ro b le m s and by s im p le p re ven tive m e a s u re s such as im m u n iz in g th e p o p u la tio n a g a in s t c o m m o n in fe c tio u s agents.Exam tip: In th e IELTS Reading exam you m ay have to in d ic a te w h e th e r s ta te m e n ts ab ou t a passage are True, False o r N ot given (i.e. not m e n tion e d ).You can o fte n re co gn ize a T ru e s ta te m e n t if you can m a tch it to a p a rt of the passage th a t e x p re s s e s th e sam e idea in d iffe r e n t w o rd s .Recognizing synonym s (words w ith a p p ro x im a te ly the sam e meaning) can help you do this.E xam ple: A lle rg ie s are common in w e a lth y countries. A lle rg ie s are common in a f f lu e n t countries.sbfyaS w wd U n d e r lin e w o r d s in th e passage f o r E x e rc is e 2 w h ic h c o u ld be re p la c e d by th e w o r d s in b o ld b e lo w .1 M in o r s k in d is o r d e r s do not n o r m a lly re q u ire h o s p ita l tr e a tm e n t.2 M is u s e of p r e s c rip tio n d ru g s is a g ro w in g p ro b le m .3 G e rm s can cause s to m a c h upsets.4 V a c c in a tin g c h ild r e n a g a in s t m e a s le s has re d uce d th e p re v a le n c e of th is disease.4 The w o r d s b e lo w d e s c rib e a c tio n s t h a t m e d ic a l s t a ff m a y ta k e w h e n a p e rs o n e n te r s h o s p ita l. N u m b e r th e v e rb s fr o m 1 to 5 to s h o w th e o r d e r in w h ic h th e y t y p ic a lly o c c u r.d ia g n o s e___ d is c h a r g e___ a d m i t___ t r e a t____ e xa m in eExam tip: In th e IELTS Reading exam you m ay have to c o m p le te gaps in s e n te n c e s w ith w o rd s fr o m a re a d in g passage. R ecognizing c o llo c a tio n s (i.e. w o rd s th a t c o m m o n ly go to g e th e r) can h e lp you do th is .If you lo o k c a r e fu lly at th e w o rd s on e it h e r side of the gap you m ay be able to use y o u r k n o w le d g e of c o llo c a tio n s to choose th e r ig h t w o rd (s ).E xa m p le : The p a tie n t w a s_______fo r cancer. The p a tie n t was tre a te d fo r cancer.C o m p le te th e s e n te n c e s b e lo w w it h w o r d s a - e . L o o k c a r e f u lly at th e p r e p o s itio n s a f t e r th e gaps to h e lp you choose th e r ig h t w o r d .a va cc in a te d b diagnosed c s c re e n e d d a d m in is te re d e d is c h a rg e d1 In p o o r c o u n trie s p a tie n ts are s o m e t im e s ___________________fr o m h o s p ita l b e foreth e y a re f u lly cu re d .2 If a ll w o m e n ove r th e age of 50 a r e__________________f o r b re a s t ca n cer, m any livescan be saved.3 The p a tie n t w a s ___________________w ith h e a rt disease.U A ll c h ild r e n s h o u ld b e ___________________a g a in s t in fe c tio u s d iseases such asm e a s le s .5 The d o c t o r_a d ru g to th e p a tie n t to help h im sleep.Lnr2xl125j En 5 Qu6sRUnit 2Exam practice: Reading - answering T r u e /F a ls e / Not given questions - com pleting sentencesQUESTIONS 1 - 4Do the sta te m e n ts 7-4 be lo w agree w ith the in fo rm a tio n given in the fo llo w in g text? Write:TRUE FALSE NOT GIVENi f the text co n firm s the sta te m e n ti f the text c o n firm s the opposite o f the sta te m e n ti f it is im possible to know fro m the textT ip : Look f o r syn o nym s f o r key te rm s .S c ie n tis ts fr o m th e UK and USA have r e c e n tly re p o rte d th a t o ve r th e la s t 30 y e a rs th e in c id e n c e of Type 2 d ia b e te s has m o re th a n d o ubled. They e s tim a te th a t n e a rly 350 m illio n a d u lts w o rld w id e now have th e disease. In every c o u n try s tu d ie d , ra te s of d ia b e te s had e it h e r re m a in e d the sam e o r in c re a s e d . The ris e has been p a r tic u la r ly a cu te in th e P acific Is la n d s w ith up to th ir t y p e r c e n t of w o m e n in som e a re as s u ffe rin g fr o m th e c o n d itio n .Type 2 d ia b e te s is a c h ro n ic p ro g re s s iv e c o n d itio n w h ic h o c c u rs w he n th e r e is too m u ch g lu c o s e in th e blood, e it h e r because th e pa ncre a s does not p ro d u c e enough in s u lin o r because c e lls have becom e r e s is ta n t to in s u lin . C o m p lic a tio n s r e s u ltin g fr o m d ia b e te s in c lu d e dam age to kidneys, b lin d n e s s , h e a rt disease and s tro k e s .The c o n d itio n is a s s o cia te d w ith o b esity; h o w ever, n e a rly t h r e e - q u a r te r s of th e rise has been a ttr ib u te d to lo n g e r life s p a n s and b e tte r d ia g n o sis. Having a c lose re la tiv e w ith th e disease is also a r is k fa c to r.Type 2 d ia b e te s has also becom e a m a jo r b u rde n on h e a lth care s y s te m s a ro un d th e w o r ld . E xp e nd itu re on tre a tin g the co n d itio n is p ro je cte d to rise to o ver £30 b illio n a n n u a lly w ith in the next th re e years. However, a re c e n t study has show n th a t if th e co n d itio n is diagnosed w ith in fo u r ye ars of onset, it can be re ve rse d by fo llo w in g a lo w - c a lo r ie d iet. L im itin g food in ta k e to 600 c a lo rie s p e r day f o r e ig h t w e e k s w as shown to have a la s tin g e ffe c t on th e m a jo rity of s u b je c ts w ho to o k p a rt in th e tr ia l. F or many, Type 2 dia b e te s can be cured - and it need not cost th e e a rth .1 M ore th a n tw ic e as m any a d u lts have Type 2 d ia b e te s as did t h ir t y y e a rs ago.2 N e a rly a th ir d of people in th e P acific Is la n d s have d iabetes.3 Type 2 d ia b e te s is a lo n g - te r m illn e s s w h ic h can be caused by in s u ffic ie n t in s u lin p ro d u c tio n .4 The in c re a s e in Type 2 d ia b e te s is p a r tly due to g r e a t e r life expectancy.QUESTIONS 5 - 7Complete the sentences 5 - 7 using NO MORE THAN THREE WORDS fro m the passage above.5 T re a tin g d ia b e te s places a s ig n ific a n t on h e a lth care budgets.6 If a p e rson _7 M ost peoplew ith d ia b e te s e a rly , he o r she can be cu re d._ in the lo w - c a lo r ie d ie t s tu d y m ade a good recovery.bT21ta g G3 EducationN a m in g a c a d e m ic s u b je c ts I V e rb s , n o u n s an d a d je c tiv e s a s s o c ia te d w it h a c a d e m ic s tu d y I C h o o s in g th e c o r r e c t p a r t o f s p e e c hVocabularyAcademic subjects:• arch aeology also archeologyUNCOUNTABLE NOUN Archaeology is the s tu d y of th e s o c ie tie s and peoples of th e past by e x a m in in g the re m a in s of t h e ir b u ild in g s , to o ls , and o th e r o bjects. ■ an archaeology p ro fe s s o r a t Florida State University• astro nom yUNCOUNTABLE NOUN A stron om y is the s c ie n tific s tu d y of th e s ta rs , p la n e ts , and o th e r n a tu r a l o b je c ts in space. ■ a 10-day a stro n o m y m ission• economicsUNCOUNTABLE NOUN Economics is the s tu d y of th e w ay in w h ic h m oney, in d u s try , and tra d e a re o rg a n iz e d in a society.■ He g ained a f ir s t class Honours degree in economics. ■ having p re vio u sly s tu d ied econom ics and fine a r t• geologyUNCOUNTABLE NOUN Geology is th e s tu d y of th e E a r th ’s s tr u c tu r e , s u rfa c e , and o rig in s . ■ He was visiting p ro fe s s o r o f geology a t the U niversity o f Jordan.• linguisticsUNCOUNTABLE NOUN Linguistics is th e s tu d y of th e w ay in w h ic h lan g u a g e w o rk s .■ M odern lin g u is tic s em erged as a d is tin c t fie ld in the n ineteenth century.• psychologyUNCOUNTABLE NOUN Psychology is th e s c ie n tific s tu d y of th e h u m an m in d and th e re a s o n s f o r p e o p le 's b e h a v io u r. ■ P ro fe sso r o f Psychology a t B edford College ■ research in educational psychology• sociologyUNCOUNTABLE NOUN Sociology is the s tu d y of s o c ie ty o r of th e w ay s o c ie ty is o rg a n iz e d . ■ a sociology p ro fe s s o r a t the U nive rsity o f N o rth Carolina ■ a tre a tise on the sociology o f re lig io nAcademic activities:• analyse (analyses, analysing, analysed)VERB If you analyse s o m e th in g , you c o n s id e r it c a r e fu lly o r use s ta tis tic a l m e th o d s in o r d e r to f u lly u n d e rs ta n d it. [US analyze]■ M cCarthy was asked to analyse the data fro m the fir s t phase o f tria ls o f the vaccine.■ [+ what] This book teaches you how to analyse what is causing the stress in y o u r life.• claim (claim s, claim in g, claim ed)VERB If you say th a t som eone claims that s o m e th in g is tru e , you m ean they say th a t it is tr u e but you are not s u re w h e th e r o r not they are te llin g the tr u th . ■ [+ that] He claim ed that it was a ll a conspiracy against him. ■ [+ to -in f]A man claim ing to be a jo u rn a lis t threatened to reveal details about h e r private life. ■ He claims a 70 to 80 p e r cent success rate.• define (defines, defining, defined)VERB If you defin e a w o rd o r e x p re s s io n , you e x p la in its m e a n in g , fo r e x a m p le in a d ic tio n a ry . ■ [+ as] C ollins English D ictio n a ry defines a w o rk a h o lic as 'a p erson obsessively addicted to w ork'.• ev alu a te (evalu ates, evaluating , evaluated)VERB If you ev alu a te s o m e th in g o r s o m e on e , you c o n s id e r th e m in o r d e r to m a ke a ju d g m e n t a b o u t th e m , f o r e xa m p le a b o u t how good o r bad th e y a re . ■ They w illBonfvtyfLx qo L +i]pjUnit 3a Ep H u HGcA Ec upt Ec G A cspHGH uo GbtPstuG uvG needs o f the individual situation. ■ The m a rke t situ a tion is d iffic u lt to evaluate. ■ [+ how] we evaluate how w e ll we do som ething• investigate (investigates, investigating, investigated)VERB If you in v e s tig a te s o m e th in g , you s tu d y o r e x a m in e it c a r e fu lly to fin d out th e t r u th a b ou t it. ■ Research in Oxford is now investigating a possible lin k between e n dom etriosis and the im m une system.■ [+ how] Police are s t i l l investigating how the accident happened.Nouns associated with research:• evidenceUNCOUNTABLE NOUN Evidence is anything th a t you see, experience, read, o r are told th a t causes you to believe th a t so m e th in g is tru eo r has re a lly happened. ■ [+ of/for] a re p ort on the scientific evidence fo r global warm ing■ [+ that] There is a lot o f evidence that stress is p a rtly responsible fo r disease. ■ [+ to - in f] To date there is no evidence to support this theory.• hypothesis (hypotheses)NOUN A hypothesis is an idea w h ic h is su g ge sted as a p o s s ib le e x p la n a tio n f o r a p a r tic u la r s itu a tio n o r co n d itio n , but w h ic h has not yet been proved to be c o rre c t. [FORMAL] ■ Work w ill now begin to te s t the hypothesis in rats. ■ D iffe re n t hypotheses have been p u t fo rw a rd to explain why these foods are m ore lik e ly to cause p roblem s.• th e o ry (theories)NOUN A th e o ry is a fo r m a l idea o r set of ideas th a t is inte nd e d to exp la in s o m e th in g .■ [+ of] Einstein fo rm u la te d the Theory o f R elativity in 1905.Practice exercisesExam tip: W o rd s f o r a c a de m ic s u b je c ts can have m any d iffe r e n t e n din g s, but th e se are c o m m o n .- ic s : s ta tis tic s- lo g y : biology- y : philosophyLe arn to re co gn ize these.C o m p le te w o r d s 1 - 7 b e lo w w ith th e e n d in g - ic s , - lo g y , o r - y to fo r m th e na m es of s u b je c ts . Then m a tc h th e m to th e to p ic s o f s tu d y a - g .1a rch ae o ath e h u m an m ind2a s trn n n m bpeople of th e past3e ro n n m cs o cie tyUgeodm oney, in d u s try and tra d e5lin g u is t eth e Earth6p s y c h o............................f how lan g u a ge w o rk s7 s o c io.......gs ta r s and p la n e tsExam tip: W o rd s f o r n a m in g people by t h e ir o c c u p a tio n s o fte n end in -er.E xa m p le s: te a c h e r/fa rm e r/m in e r W o rd s f o r n a m in g people w ho s tu d y a c a de m ic s u b je c ts f o r a livin g u s u a lly end in - is t.E xa m p le s: b io lo gist/p hysicist L e arn to re co gn ize these.u3lr2tVni g 02 ^ssTm t^ m p s c c m p t - s c ( T W s c h p h ( m w np T E H ym p tT ho( t^ m P m s P um - ^ s T tE ( A t^ m w tsp s w P um tm T m o tm o p m T l gN ql ] oJJJJJJJJJJJ ht t^m SsAhu 9 HTmcUhtscA ^hT (nTpsUmcm( h om- wsso no s E c T s uh c TATtmw q2 She w an ted to u n d e rs ta n d w hy people feel, th in k , and behave in c e rta in ways, so shedecided to do a d e gree i n___________3 ___________is th e s tu d y of la n g u a g e in g e n e ra l, not any p a r t ic u la r lan g u a g e such asF re n ch o r M a n d a rin .U The g o v e r n m e n t’s p re d ic tio n s f o r e c o n o m ic g ro w th and in fla tio n w e re not e n d o rse d by le a d in g___________5 S tu d e n ts fr o m th e d e p a r tm e n t o f___________s p e n t th e w e e k e n d s tu d y in g ro c kf o r m a tio n s o ff th e coast of S co tla n d .6 G ra d u ate s i n ___________o fte n ta k e jo b s w h ic h involve a n a ly s in g data and f o r m u la t in gs o c ia l policy.7 ___________ w ere called in to investigate the Iron Age to o ls discovered on the building site.j E xam t ip : When w r it in g in the IELTS exam you need to use not only th e rig h t w o rd s but j a lso th e rig h t p a rts of speech, f o r e x a m p le :Thompson and h e r colleagues analyse IverbJ the sam ples using the antibody test.The main re s u lts o f the analysis [noun] are su m m a rize d below. i I have an analytical Iadjective] approach to every survey.I When you le a rn a new w o rd , le a rn its asso cia te d p a rts of speech.3 The w o rd s in th e ta b le a re c o m m o n ly lin k e d to a c a d e m ic s tu d y . Use y o u r d ic tio n a r y to c o m p le te th e ta b le .noun adjectivec la im xd e fin itio n xe valuatein v e s tig a tio nXevidenceh yp o th e sisth e o r e t ic a l4 Choose th e c o r r e c t p a r t o f speech fr o m th e w o r d s in ita lic s f o r s e n te n c e s 1 -6 .1 When giving a p re s e n ta tio n , it is im p o r ta n t to d e fine /de fin ition key te rm s .2 An e ffe c tiv e essay is not j u s t d e s c rip tiv e but also evaluation/evaluative.3 It is im p o r ta n t to investigate/investigation th e causes of in e q u a lity .U It is now evidence/evident th a t s tre s s c o n trib u te s to disease.5 M ost s c ie n tific re s e a rc h begins w ith a hypothesize/hypothesis.6 There is no theory/theoretical m o d e l to explain the im pa ct of in fla tio n on econom ic grow th. verbLnr2xl125j En5 Qu6sRUnit 3r 2^ssTm - s c ( T W c s w t^ m th H um no f b m cp nT m d ts p s w P um tm t^ m T m o tm o p m T l gr ql 0o h p h (m w np ( nT p E T T ns o T 4 nt nT nw P s c th o t t sJJJJJJJJJJJJh c1 E w m o tT W s c t ^ m nc T tc m o 1 t^ Tho( - mh Go m TTm Tqa 0t - sEu( Hm ( nWWnp E ut ts (mTn1o h T p nm o tnWnp m b P m cnw m o t ts tmTt t ^ mJJJJJJJJJJJJt^ h t w E utnP umtnw m (nw moTnsoT mbnTtqd es (htm t^ m cm nT o sJJJJJJJJJJJJts T E P P s ct t^ nT t^ m s cAqO ] W t m c um o 1 t ^ AJJJJJJJJJJJJ4 t^mA - m cm T t n u u E o hH um ts n( m o tnWA t^ m T s E cp m sW t^ m umhGqr e ^ m cm nT os 1 m o m ch u h 1 cm m w m o t so h T t h o ( h c (JJJJJJJJJJJJsW t^ m tm c w Y no t m uun1 m o p m F qExam practice: W riting Task 2B e lo w is a s tu d e n t’s a n s w e r to an IELTS W ritin g T a sk 2, in w h ic h c a n d id a te s a re re q u ire d to w r it e a 250 w o rd essay on a given to p ic. C o m p le te th e essay w ith w o rd s fr o m th e u n it. T h e re m ay be m o re th a n one c o r r e c t a n s w e r. H in t: m ake s u re you choose th e c o r r e c t p a rt of speech.WRITING TASK 2W r ite a b o u t th e f o llo w in g to p ic :Is there any value in studying academ ic subjects th a t are not 'u se fu l' in te rm s o f generating w ealth fo r the country?Give re a s o n s f o r y o u r a n s w e r and in c lu d e any r e le v a n t e x a m p le s f r o m y o u r o w n k n o w le d g e o r e x p e rie n c e .W r ite a t le a s t 250 w o rd s .Many people these days (1 )__________that a u s e fu l education is one th a t p repares graduates fo roccupations th a t create w ealth. However, when we (2 )__________the usefulness of an academ icsubject we should th in k c a re fu lly about how we (3 )__________the te r m ‘u s e fu l’ . In th is essay, I argueth a t many academ ic subjects th a t do not d ire c tly g enerate g re at w ea lth can s t ill be very useful.Some s u b je c ts can be u s e fu l because they c re a te k n o w le d g e th a t can be ap plied in re la te d fie ld s .(4 ) , f o r exam ple, s tu d y th e way language w o rk s . T h e ir ( 5 )__________can be used toc re a te m o re e ffe c tiv e m e th o d s of language te a c h in g . Im proved in te r n a tio n a l c o m m u n ic a tio n canr e s u lt in b e tte r tra d in g re la tio n s , w h ic h can in tu r n g e n e ra te w e a lth . ( 6 )__________( 7 )__________the lives of people in th e past th ro u g h t h e ir a rtifa c ts . Many of th e se w i l l be displayed in m u s e u m s , w h ic h can a ttr a c t to u r is ts w ho g e n e ra te incom e f o r h o te lie rs , re s ta u ra n ts and so on.Many a c a d e m ic s u b je c ts can also be ‘ u s e fu l’ in t e r m s of c o n tr ib u tin g to p e o p le ’s q u a lity oflife . Some people p u rs u e hobb ie s in fie ld s such as ( 8 )__________in o r d e r to have a b e tte ru n d e rs ta n d in g of th e p la n e t w e live on. O the rs w ith an in t e r e s t in s ta r s and p la n e ts m ay becom ea m a te u r ( 9 )__________C u rio s ity is an im p o r ta n t h u m a n tr a it , and m any a c a de m ic s u b je c tsa llo w people to s a tis fy th is need.In s h o rt, th e re is lit t l e (1 0 )__________th a t s im p ly e d u c a tin g people to be e ffic ie n t w o r k e r sm a ke s th e m h a p p ie r o r r ic h e r in th e b ro a d e r sense. H um an c u r io s ity and th e u n p re d ic ta b le n a tu re of k n o w le d g e c re a tio n mean th a t a v a rie ty of a c a d e m ic d is c ip lin e s s h o u ld be va lu e d .N ow c o m p le te th e e ssay in y o u r ow n w o rd s .u3lr2tVni g Hi m c H T ho ( o s E o T h T T s p nh tm ( - nt ^ t c h U m u h o ( h ( U m o t E c m 0 3 m ttno 1 - s c ( T t c m T T c n 1 ^ t 0 2 ^ s s T no 1 U s p h H E uh c A ts m b P c m T T A s E c T m u W P c m p nT m uAVocabularyVerbs associated with tra v e l and adventure:• accompany (accompanies, accompanying, accompanied)VERB If you accompany som e on e , you go s o m e w h e re w ith th e m . [FORMAL] ■ Ken agreed to accom pany me on a trip to Africa.■ The P rim e M inister, accom panied by the governor, led the P resident up to the house.• e n c o u n ter (encoun ters, encountering, encoun tered)VERB If you encounter p ro b le m s o r d iffic u ltie s , you experience them . ■ Everyday o f o u r lives we encounter stresses o f one kind o r another. • Environmental problem s they found in Poland were among the w orst they encountered.• overcom e (overcomes, overcoming, overcam e)VERB If you overcom e a p ro b le m o r a fe e lin g , you s u c c e s s fu lly d e al w ith it and c o n tr o l it. ■ M o lly had fo ught and overcome h e r fe a r o f flying. ■ One way o f helping ch ild re n to overcome shyness is to boost th e ir se lf-confidence.• resch ed u le (reschedu les, rescheduling, rescheduled)VERB If so m e o n e reschedu les an event, th e y change th e tim e at w h ic h it is supposed to happen. ■ Since I ' l l be away, I'd lik e to reschedule the m eeting. ■ [+ fo r] They've re sch ed u led the opening fo r F e b ru ary 14th.• seek (seeks, seeking, sought)VERB If you se ek s o m e th in g , you t r y to fin d it o r o b ta in it. [FORMAL] ■ F o u r people who so u gh t refuge in the Italia n embassy have le ft voluntarily. ■ [+ fo r] Candidates are u rg e n tlyso u gh t fo r the p o st o f Conservative P arty chairm an. • Always seek p ro fe ssio n a l legal advice before e n te rin g into any agreem ent.■ [+ fro m] The couple have so u gh t help from m a rria g e guidance counsellors.• v e n tu re (ven tu res, v e n tu rin g , v en tu red )VERB If you v e n tu re s o m e w h e re , you go s o m e w h e re th a t m ig h t be d a ng e ro us. [LITERARY] ■ People are a fra id to venture out fo r fe a r o f s n ip e r attacks.Nouns associated with tra v e l and adventure:• challen g e (challenges)NOUN A challen ge is s o m e th in g new and d if fic u lt w h ic h re q u ire s g re a t e ffo r t and d e te rm in a tio n . ■ I like a big challenge and they d o n ’t come m uch b ig g e r than this. ■ The new g o v e rn m e n t’s fir s t challenge is the economy.• destination (destinations)NOUN The destination of som eone o r so m e th in g is the place to w hich they are going o r being sent. ■ Spain is s till o ur m ost popular holiday destination. ■ Only h a lf o f the emergency supplies have reached th e ir destination.• itin e ra r y (itin e ra rie s )NOUN An itin e ra ry is a plan of a jo u rn e y , in c lu d in g th e ro u te and th e pla ce s th a t you w i l l v is it. ■ The next place on o u r itin e r a r y was S ilis tra .• jo u rn e y (journeys)NOUN When you m ake a journey, you tra v e l fr o m one place to a n o th e r. ■ [ + to ] There is an express service from Paris which com pletes the jo u rn e y to Bordeaux in u n de r 4 hours.BonfvtyfLx qoL +i]pjAdjectives to describe experiences:• d re a ryADJECTIVE If you d e s c rib e s o m e th in g as d reary, you mean th a t it is d u ll and d e p re s s in g . ■ a d re a ry lit t le town in the M idw est• intenseADJECTIVE Intense is used to d e scrib e s o m e th in g th a t is v e ry g re a t o r e x tre m e in s tre n g th o r degree. ■ He was sw eating from the intense heat. ■ His threats become more intense, agitated, and frequent.• pivotalADJECTIVE A pivotal ro le , point, o r fig u re in s o m e th in g is one th a t is v e ry im p o r ta n t and a ffe c ts th e succe ss of th a t th in g . ■ The Courto f Appeal has a pivotal role in the English legal system. ■ The elections may prove to be p ivo tal in Colombia's p o litic a l history.• profoundADJECTIVE You use profound to e m p h a s iz e t h a t s o m e th in g is v e ry g re a t o r in te n s e .■ discoveries which had a p ro fo u n d e ffe c t on m any areas o f m edicine ■ The o v e rw h e lm in g fe e lin g is j u s t deep, p ro fo u n d shock and anger. ■ A nna's p a tr io tis m was profound.• v a lu ab leADJECTIVE If you d e s c rib e s o m e th in g o r so m e on e as valuab le, you mean th a t th e y are v e ry u s e fu l and h e lp fu l. ■ Many o f o u r teachers also have valuable academic lin ks w ith Heidelberg University. • The experience was very valuable.Practice exercisesL is te n to s p e a k e rs 1 -6 d e s c rib in g t h e i r a d v e n tu re s . In d ic a te w h ic h o f th e v e rb s a - g each s p e a k e r uses by w r it in g a l e t t e r in th e sp a ces b e lo w :aa cco m pa n yS p e a k e r 1 .............bre s c h e d u leS p e a k e r 2......cv e n tu reS p e a k e r 3de n c o u n te rS p e a k e r Leove rcom eS p e a k e r FifseekS p e a k e r 6 ................Exam tip: You can im p ro v e y o u r m a rk in th e IELTS S peaking exam if you le a rn to p ro n o u n c e w o rd s c o rre c tly .F or m u lt i- s y lla b le w o rd s it is im p o r ta n t to get th e s tre s s p a tte rn rig h t.When you le a rn a new w o rd , le a rn w h ic h s y lla b le is p ro n o u n ced m o s t s tro n g ly .L is te n a g ain to s p e a k e rs 1 -6 in E x e rc is e 1. U n d e r lin e th e s tre s s e d s y lla b le of each key v e rb a - f . P ra c tis e saying th e w o r d s o u t lou d .y3STitl5Tf bhw t nP . 0o t^ m 0fVev v PmhGno1 mbhw AsE omm( ts T ^ s - t^ h t AsE ^hUm h Hcsh( U s p h H E uh cA q0o f o 1 unT^ t^ m c m h cm w hoA - s c( T t^ h t ^hUm t^ m Thw m 1 m o m ch u w m h o no 1 x ^ s - mUmc4 t^ m A w hA ^hUm T E H tuA ( nW Wm c m o t ( m Wno ntns o T qf bh w P um . challenge and obstacle can both r e fe r to a d iffic u lty . H ow ever, if you use the w o rd challenge, you im p ly th a t you m a y be a b le to o v e rc o m e th e d iffic u lty . If you use obstacle, you im p ly th a t th e d iffic u lty is h a r d e r to o ve rcom e .L e arn to d is tin g u is h th e s e s u b tle d iffe re n c e s of m e a n in g to e x p re s s y o u r s e lf p re c is e ly .L o o k a t th e s e p a ir s o f w o r d s w it h s i m i l a r m e a n in g s . C o m p le te th e s e n te n c e p a ir s 1 -8 w it h w o r d s fr o m th e ta b le .itin e r a r yjo u rn e ye n c o u n te r m e e tp iv o ta l s ig n ific a n tseek lo o k f o rinte nse p ro fo u n dd re a ry d u llva lu a b le p ric e le s sd e s tin a tio n g o a l1 a You can use th e e x p r e s s io n________if you a re try in g to fin d s o m e th in g .b ________is a m o re f o r m a l w o rd th a t you can use if you a re tr y in g to fin d s o m e th in gth a t is q u ite im p o r ta n t, a jo b f o r e xa m ple .2 a If s o m e th in g i s________, it is b o rin g and d e p re s s in g .b If s o m e th in g i s________, it is not in te r e s tin g o r e x c itin g .3 a Y o u r________is th e p lace th a t you hope to reach.b Y o u r________is s o m e th in g th a t you hope to achieve.U a If y o u________so m e on e , you m ay com e a c ro s s th e m u n e x p e c te d ly o r because youhave a rra n g e d to get to g e th e r.b If y o u________som e on e , you com e a c ro s s th e m , u s u a lly u n ex p e c te d ly .5 a W hen you m a ke a________, you tr a v e l fr o m one p lace to a n o th e r.b A n________is th e plan you m a ke b e fo re you tra v e l.6 a If som ething i s________, it is very m e a nin g fu l and may affect the way you th in k and feel.b If s o m e th in g i s________, it is e x tre m e in s tr e n g th o r d egree.7 a A________ro le , p o in t o r fig u r e in s o m e th in g is one th a t is im p o r ta n t.b A_________ro le , p o in t o r fig u re in s o m e th in g is one th a t is ve ry im p o rta n t anda ffe c ts th e su cce ss of th a t th in g .8 a If s o m e th in g i s_________ it is v e ry u s e fu l a n d / o r w o r t h a lo t of m oney.b If s o m e th in g i s________, it is e x tr e m e ly u s e fu l a n d /o r w o r t h a g re a t d e a l of m oney.Lnr2xl125j En5 Qu6sRUnit 4d Choose w o r d s f r o m th e ta b le o f p a irs in E x e rc is e 2 to c o m p le te th e s e n te n c e s 1 -8 .1 A c c o rd in g to o u r________we s h o uld be in Z a n z ib a r by 8.30 Tuesday evening.2 Many people tr a v e l to th e t r o p i c s ,________- in g sun and a d v e n tu re .3 T h e i r_______th ro u g h A fric a w as one th a t th e y had been lo o k in g fo rw a rd to f o r years.4 If you tr a v e l w it h o u t m a k in g re s e rv a tio n s , you are lik e ly t o________p ro b le m s .5 O ur t r ip to th e coast w as r a t h e r________as it w as o v e rc a s t and th e beaches w e re d irty .6 R etrie vin g m y s to le n p a s s p o rt w as a________m o m e n t - a f te r th a t, e v e ry th in g w e n ts m o o th ly .7 A fte r e x p lo rin g the caves, w e ’ re going t o________my cousin and his w ife at the lo c a l bar.8 Seeing th e po verty in th a t p a rt of th e w o rd w as a v e r y________e x p e rie n c e - it m ademe sad and th o u g h tfu l.Exam practice: Speaking Part 2In P a rt 2 of th e IELTS S peaking exam you have to speak f o r one to tw o m in u te s a b ou t a to p ic you are given. You w i l l receive a ta s k card lik e th e one below . You have one m in u te to p re p a re w h a t to say and to m a ke a fe w w r it t e n n o tes if you w is h .O F o r t h is p ra c tic e e x e rc is e , lis t e n to th e m o d e l a n s w e r and w r it e d o w n seven ta r g e t w o r d s fr o m05 U n it 4 t h a t th e s p e a k e r uses.D escrib e an a d v e n tu re th a t you have had, e ith e r at hom e o r a broad.You s h o u ld say:w h a t you did w h y you did it how you f e lt a b o u t it and e xp la in w h a t you le a rn e d fr o m th e exp erie n ce.W hen you a re re a d y, t r y th e e x e rc is e y o u r s e lf. B e fo re you s p e a k , n o te d o w n f o u r to e ig h t key w o rd s .Tip: M ake s u re you have s tu d ie d th e d e fin itio n s and s a m p le s e n te n c e s f o r y o u r key w o rd s c a re fu lly .y3STitl5T C g5 GadgetsD e s c r ib in g d im e n s io n s , a c t io n s a nd p r o c e s s e s I R e c o g n iz in g w o r d s w it h s e v e r a l m e a n in g s I U s in g c o llo c a t io n s an d c o n t e x t to id e n t i f y th e r i g h t m e a n in gVocabularyNouns to describe dimensions:• a n g le (angles)NOUN An a ngle is th e d iffe re n c e in d ire c tio n b e tw ee n tw o lin e s o r s u rfa c e s . A n g le s a re m e a s u re d in d e gre e s. ■ The boat is now teaning a t a 30 degree angle.• circ u m fere n c eUNCOUNTABLE NOUN The c irc u m fere n c e of a c irc le , place, o r ro u nd o b je c t is the d is ta n c e a ro u n d its edge. ■ a s c ie n tis t c a lc u la tin g the E arth's circum ference■ The is la n d is 3.5 k m in circum ference.• d ia m e te r (d iam e te rs )NOUN The d ia m e te r of a ro u n d o b je c t is the le n g th of a s t r a ig h t lin e th a t can be d ra w n a c ro s s it, passing th r o u g h th e m id d le of it.■ [+ of] a tube less than a fifth o f the d ia m e te r o f a hum an h a ir ■ a length o f 2 2 -m m d ia m e te r s te e l pipe• h e ig h t (h eig h ts)NOUN The height of a person o r th in g is t h e ir size o r le n g th fr o m th e b o tto m to the top. ■ H e r w eight is about n o rm a l fo r h e r height. ■ I am 5 ’6 " in height. ■ [+ of] The tree can g ro w to a h e ight o f 20ft. ■ He was a man o f m edium height.• length (lengths)NOUN The length of s o m e th in g is the a m o u n t th a t it m e a s u re s fr o m one end to th e o th e r a long th e lo n g e s t side. ■ It is about a m e tre in le n g th.■ [+ of] the length o f the fie ld■ [+ of] The plane had a wing span o f 3 4 ft and a length o f 22ft.• radius (rad ii)NOUN The radius a ro u n d a p a r t ic u la r p o in t is th e d is ta n c e fr o m it in any d ire c tio n .■ [+ around] N ig e l has searched f o r w ork in a te n -m ile ra d iu s aro un d his home.■ [+ of] w ithin a fifty - m ile ra d iu s o f the town■ F ragm ents o f tw is te d m e ta l were sca tte re d across a wide radius.• volu m e (volumes)NOUN The vo lu m e of s o m e th in g is the a m o u n t of it th a t th e re is. ■ [+ of] S e n io r o ffic ia ls w ill be discussing how the volume o f sales m ig h t be reduced. ■ [+ of] the s h e e r volum e o f tra ffic and accidents• w id th (widths)NOUN The w id th of s o m e th in g is th e d is ta n c e it m e a s u r e s fr o m one s id e o r edge to th e o th e r . ■ [+ of] M easure the f u l l w id th o f the window. ■ The ro a d was re d u c e d to 18ft in w id th by adding p a rk in g bays. ■ Saddles are m ade in a wide ra n ge o f d if fe r e n t w idths.Actions:• adjust (adjusts, adjusting, adjusted)VERB W hen you adjust to a new s itu a tio n , you get used to it by ch a ng in g y o u r b e h a v io u r o r y o u r ideas. ■ [+ to] We are p re p a rin g o u r fig h te rs to a d ju st them selves to civil society. ■ [+ to] I fe lt I had a d justed to the idea o f being a m o th e r very well.• convey (conveys, conveying, conveyed) VERB To convey in fo r m a tio n o r fe e lin g s m e a ns to cause th e m to be kno w n o r u n d e rs to o d by som e on e . ■ S em iological analysis sees a sign as any c u ltu ra l sym bol which conveys a meaning. ■ In every one o f h e r p ic tu re s she conveys a sense o f immediacy.■ He also conveyed his views and the views o f the bureaucracy.BonfvtyfLx qo L +i]pjU n its• launch (launches, launching, launched)VERB If a co m p an y launches a new p ro d u c t, it m a ke s it a v a ila b le to the p u blic. ■ Crabtree& Evelyn has j u s t launched a new ja m , W orcesterberry Preserve. ■ M arks & Spencer re c e n tly h ire d m odel Linda Evangelista to launch its new range.• reinforce (reinforces, reinforcing, reinforced)VERB If som ething reinforces a feeling, situation, o r process, it makes it s tro n g e r o r m ore intense. ■ A stronger European Parliament would, they fear, only reinforce the power of the larger countries. ■ This sense of privilege tends to be reinforced by the outside world.• secu re (secures, securing, secured)VERB If you secu re s o m e th in g th a t you w a n t o r need, you o b ta in it, o fte n a fte r a lo t of e ffo r t. [FORMAL] ■ Federal leaders continued th e ir e ffo rts to secure a ceasefire. ■ G raham ’s achievem ents helped secure him the job.• suspend (suspends, suspending, suspended)VERB If you suspend s o m e th in g , you delay it o r stop it fr o m h a ppening f o r a w h ile o r u n t il a de cisio n is m ade ab ou t it. ■ The union suspended s trik e action this week. ■ [+ u n til]A U.N. o ffic ia l s aid aid p ro gra m s w ill be suspended u n til there's adequate p ro te ction fo r r e lie f convoys.Practice exercisesM atch th e w o r d s a - h to p ic tu r e s 1 -8 .a a n glec d ia m e te re le n g thgv o lu m eb c irc u m fe re n c ed h e ig h tf ra d iu shw id thk23-Tto C Ga L is te n to th e d e s c r ip tio n o f th e p in h o le c a m e ra and c o m p le te th e d ia g ra m by w r it in g th e c o r r e c t d im e n s io n s in gaps 1 -4 .i Exam tip: M any w o rd s in E n g lish have m o re th a n one m e a n in g .I You need to pay a tte n tio n to th e c o n te x t so th a t you in t e r p r e t w o r d s c o rre c tly , j C o llo c a tio n s (w ord s th a t c o m m o n ly go to g e th e r) can help you re c o g n iz e w h ic h m e a nin g j of a w o rd is in te n d e d in th a t co n te x t.! E xa m p le : I f you c o n v e y g o o d s fro m one place to a n o th e r you c a rry o r tra n s p o rt them. I f you c o n v e y a m e s s a g e you m ake it understood.I L e arn to re c o g n iz e c o llo c a tio n s and th e m u lt ip le m e a n in g s of w o rd s .3 Use th e w o r d s f r o m th e box to c o m p le te s e n te n c e p a ir s 1 -5 .a d ju s t la u n c h r e in fo rc e s e c u re su spend1 a We had t o____________ th e m e e tin g because th e f ir e a la rm w e n t o ff unexp e cte d ly.b If y o u ____________ the lig h t d ir e c tly above th e obje ct, you w i l l see i t ’s shape m o rec le a rly .2 aWhen we noticed the bulge in the w a ll, we had to call in the h u ild e rs tnbHe pro du ce d som e good data to .his a rg u m e n t.3 aYou’ ll have tn th a t ca m e ra len s tn get a r l e a r im agebIt to o k me s e v e ra l ye a rs toto th e c lim a te in N a iro b i.UaFew c o u n trie s have th e fa c ilitie s toa ro c k e t into space.bThe c o m p an y a re hoping toth e new phone in tim e f o r C h ris tm a s .5 aIn o r d e r to buy a house, you have toa Inan.bif you w a n t th e hnnkcase to s ta y in place, you sh o u ld it to th e w a ll.Lnr2xl125j En 5 Qu6sR