IELTS FOUNDATION 2

UNIT 7
FAME AND THE MEDIA
A. VOCABULARY & GRAMMAR
Exercise 1. Complete the descriptions with the words and phrases in the box.
celebrity fan film star lead singer paparazzi reporter
role model supporter
1. A celebrity is someone who is famous
2. A film star is a famous movie actor
3. The lead singer of a band is the main (and sometimes the only) singer.
4. A fan is someone who really likes a particular person, group or team.
5. Your role model is a person who you like and want to be like.
6. A supporter is someone who likes a particular sports team, person or group and wants them
to do well.
7. A reporter is a person whose job is to find information about news events and describe them
for newspaper, on TV, etc.
8. The paparazzi are photographers who follow famous people and try to take photos of them.
Exercise 2. Choose the best words to complete the sentences.
1. Everybody knows his name. He’s really talented/ well-known/rich .
2. He’s a really good-looking actor. He’s so popular/ handsome/famous .
3. She’s very attractive. She’s such a beautiful/ talented/ well-known woman.
4. Everybody loves that band. They’re really attractive/ pretty/popular at the moment.
5. She’s got lots of money. She’s extremely popular/ well-known/ wealthy .
6. He can do amazing things that other people find difficult. He’s so talented/ stylish/ attractive
7. Her clothes are always really cool. She’s very fashionable/ handsome/famous .
8. They wear beautiful clothes. They look very rich/ stylish/ talented.
Exercise 3. Complete the text. Use the words in the box.

appear attend earn own passed on

present recognise sign star take
I’m going to be famous when I’m older. I’m going to present a TV rogramme about a films. Later,
they’ll ask me to star in fims and I’ll have my name in big letters on movie posters. I’ll earn a
fortune for every film I make and I’ll incredibly rich. I’ll also own a luxury yatcht and perhaps I’ll
have my own private island. My photo will appear on the cover of lots of magazines. I’ll attend film
primiers (and see movies before anyone else), where I’ll wear stylish clothes. Of course, it won’t be
so nice if thousands of people recognize me in the street. I don’t really want to sign hundreds of
autographs every day. It’d be horrible if newspapers and magazines passed on rumours and gossip
about my private life. I also don’t think I’d like to take part in lots of boring interviews and press
conferences. Maybe being famous wouldn’t be so nice after all.

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Exercise 4. Complete the sentences. Use the words in the box.

blogs broadcasting internet magazines media movies
newspapers radio social media television

1. The media is general name for the group which includes the Internet, newspapers, magazines,
television, etc.
2. One of the oldest branches of the media is newspapers. They are written by journalists and
then printed on printing presses or can be read online.
3. Magazines are similar to newspapers, but they’re generally more colorful and entertaining.
They are usually weekly or monthly.
4. Films became popular around the beginning of the 20th century, when people visited cinemas
to watch moving pictures (or movies) for the first time.
5. The 20th century was the age of broadcasting- sending programs to lots of people at the same
time, using, for example, television or radio.
6. Radio was the first way of broadcasting spoken words and music, and it continues to be
popular today.
7. In the middle of the 20th century, as television sets became cheaper, TV took over from radio
as the most popular form of broadcast media.
8. At the end of he 20th century, the internet added a new way of providing traditional media,
such as news, music and films.
9. However, in the early 21st century, millions of ordinary people started creating their own
online ‘newspaper’, where they reported whatever they found interesting in their web logs
(later shortened to blogs).
10. Later, thanks to social media sites like YouTube, Facebook and Twitter, everybody could
broadcast everything to the world, instantly.

Exercise 5. Read the information. Then complete the sentences. Use the idioms in the box.
An idiom is a group of words in a fixed order which has it own meaning. Even when you know the
meaning of each of the words in an idiom, you will need to learn the meaning of the whole idiom.

are in the public eye claim to fame make it big paying the price
rising star victim of her own success

1. I don’t know why she’s famous. Her only claim to fame is that her dad was a famous singer.
2. I don’t feel too sorry for celebrities who complain about the paparazzi. They’re just paying
the price for being famous.
3. This singer isn’t famous yet, but she’s been on TV a few time, so she’s definitely a rising star
– I’m sure everyone will know her name this time next year.
4. I think all people who are in the public eye should be very careful about what they say and
do in public – many people look up to them and copy their actions.
5. She was a great songwriter before she was famous, when she was poor and angry. But now
she’s rich and happy, she’s got nothing to write about! She’s a victim of her own success.

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6. It’s very difficult to make it big in the music business. Many people try, but only a small
number succeed.
Exercise 6. Match the sentence endings with the correct beginnings.

It’ll be the best day of my life. do you ask them for an autograph?
their fans won’t be happy at all. there aren’t any tickets? they go on tour.
they keep printing private pictures of celebrities.
1. I’ll definitely go and see them in concert if, they go on tour.
2. If you see famous people, do you ask them for autograph?
3. If the lead singer leaves the band, their fans won’t be happy at all.
4. I’m going to see my idol next week! It’ll be the best day of my life.
5. What will you do if there aren’t any tickets?
6. I won’t buy that magazine again if they keep printing private pictures of celebrities.
Exercise 7. Correct the first conditional sentences by changing the incorrect use of will. Use
contractions where possible. The first one has been done for you.
1. I’m going to start writing about my life on social media. If it’ll be interesting, I’m sure
people will want to follow me.  it’s
2. If I’ll get lots of followers, I’ll start my own YouTube channel and make funny videos.
 I get
3. All my followers will watch my YouTube channel if I’ll tell them about my funny videos.
 I tell
4. If they’ll like my videos, they’ll keep coming back for more.  they like
5. If enough people will watch my videos and share the links on social media, they’ll go viral –
thousands of people all over the world will watch them.  people watch
6. TV and newspaper reporters will notice if my videos will go viral, and they’ll tell even more
people about them.  my videos go
7. If a TV or film producer will hear about my videos, he/she will pay me to make professional
films or TV programs.  a TV or film producer hears
8. I’ll make a fortune if that’ll happen.  that happens
9. On the other hand, if nobody will follow me on social media, none of those things will
happen.  nobody follows
10. But if I won’t try, I’ll never know.  I don’t try
Exercise 8. Read the information. Then match the situations with the examples.
Can, could, may and might
Talking about ability
 Present: can / can’t
 Past: could / couldn’t
 Future: will be able to / won’t be able to

Asking for permission

 Formal: May / Could I / we … ?
 Less formal: Can I / we … ?

Giving permission (saying ‘yes’) and refusing permission (saying ‘no’)

 Very formal: You may / may not …

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 Less formal: You can / can’t …

Asking for help

 Formal: Could you … ?
 Less formal: Can you … ?

Offering help
 I can … / Can I (help) … ?

Talking about things that aren’t certain in the future

 Positive: It may / might / could happen.
 Negative: It may not happen / It might not happen.

Asking for help Asking for permission Giving permission Offering help
Refusing permission Talking about future ability Talking about
past ability
Taking about present ability Taking about something that’s not certain
in the future

1. May I leave early, please? Asking for permission

2. You can leave when you’re ready. Giving permission
3. I’m afraid you can’t sit there. Refusing permission
4. I didn’t enjoy the concert because I couldn’t see the stage.
Talking about past ability
5. She isn’t talented – she can’t even sing! Taking about present ability
6. Don’t phone me when I’m at the concert later. I won’t be able to talk to you.
Talking about future ability
7. I might go to the cinema tonight – I haven’t decided yet.
Taking about something that’s not certain in the future
8. Could you hold my camera for me? Asking for help
9. Can I help you with your bags? Offering help

Exercise 9. Choose the correct modal verbs to complete the sentences.

1. Do you/May I /Will I be able to have your autograph, please?
2. I’m sure I may not/might/ won’t be able to get into the concert tomorrow without a ticket.
3. Let’s go to the party – it can/couldn't/might be quite good.
4. I’m afraid you can't/couldn't/might not take photos inside the cinema – it’s against the rules.
5. When the film star said ‘Hello’, I couldn’t/might not/ won’t be able to think of anything to
say, so I just smiled.
6. I know lots of famous sports stars. I can / I’ll be able to / I may not get you their
autographs if you like.
7. Could/May/Might you be quiet, please? I’m trying to listen to the radio.
8. I’m not sure about my plans for next weekend. I couldn’t/ might not/ won’t be able do
anything.

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9. The TV program is on again tomorrow evening, so if you miss it tonight, you may/you could/
you’ll be able to watch it tomorrow

Exercise 10. Match the sentence endings with the correct beginnings.

I may ask? they put the price up again. you become famous?
you can send me a text and I’ll come and find you.
you manage to get tickets for the concert? you might be famous one day.

1. I might stop buying that magazine if they put the price up again.
2. If you can’t find the concert hall, you can send me a text and I’ll come and find you.
3. If you work really hard and practice every day, you might be famous one day.
4. Will you still be able to have a normal life if you become famous?
5. Could you send me a text if you manage to get tickets for the concert?
6. Do you enjoy being famous, if I may ask?

B. READING
Exercise 1. In this unit, you will look at an IELTS Reading matching features task and read a
text on the topic of work and jobs. What vocabulary from the topic of work and jobs do you
already know? Match the words with the definitions.

automation employee employer flexibility manufacturing

opportunity organization profit self-employed workforce.

1. A person or company that employs people: employer

2. All the people who work in a company, industry, country, etc.: workforce
3. Another name for a company (often one that is very big): organization
4. Money that a business earns after it has paid for everything it needs (e.g. offices, factories,
workers, etc.): profit
5. Someone who is paid to work for someone else: employee
6. The ability to change or be changed easily according to the situation: flexibility
7. The business of producing things (e.g. cars) in large numbers: manufacturing
8. The chance to get a job or do something that you want to do: opportunity
9. The use of machine or robots to do the work in a factory: automation
10. Working for yourself or having your own business: self- employed

Exercise 2. Read the information. Then skim read the title and the first paragraph of the text
below. Choose three statements from the list which express the main ideas of the paragraph.

In the IELTS Reading matching feature task you read an article which contains the
opinions of different people who have knowledge or experience of the topic of the text.
For example, they may be academics or researchers.
The first paragraph of the article introduces the main ideas or topic that the people
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discuss.
Remember that you can predict the topic of the article from the title and that you can
usually find the main ideas at the end of the instruction.
IELTS FOUNDATION 2

The Change Face of Work

Until the 19h century, there was a fairly good chance that a young man would follow in his father’s
footsteps and work in the same profession or trade. If the plan was to become a doctor, lawyer or
engineer, he would simply take the necessary subject at university. If he was planning to do manual
work, as a builder, miner or factory worker for example, he would learn through practical
experience. As the 20th century progressed, both men and women moved to cities to find work, in
industries such as advertising, banking and retail. They may have started at a company at age 17
and probably wouldn’t have left until they retired at 60 or 65. Now, in the 21st century, new
technology is being developed all the time, and it is having a dramatic effect on the kind of jobs
people do and they ways in which they work. The speed of change is so great that it is almost
impossible to predict how people’s careers may develop 20 years from now.

○ Women now work in all the same professions that men do.
● In the area of work, things change more quickly now than they used to.
● Technology has a big influence on how people do their jobs.
○ People don’t have enough free time because they work too much
● It’s unclear what type of jobs people might do in the future.
○ Some industries have not been affected by new technology.
Exercise 3. Read the second paragraph of the text and the four statements. Choose
the two statements that best match the opinions of Patrick Carter and Adrian Gates.

For an IELTS Reading matching features task, you need to match a set of statements or
pieces of information to list of options, so it is important to be able to locate specific
information in the text.

Statements

1. An increasing number of employers will want employees to have the right personality.
2. It is normal for companies to reduce the number of employees so that they can increase their
profits.
3. Some jobs that people did in the past were boring and led to health problems.
4. Companies will increasingly appreciate the abilities of young people.

Many people are optimistic about these changes. Patrick Carter, educational consultant at City
University, looks forward to a world where the types of jobs people will be more rewarding than
ever before: ’Think of the jobs many people have been forced to do throughout history that were

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poorly paid and caused illness or injury’, he says. ‘People look back and say “the old day” were
great, but they forget how difficult life was for many employees in factories, who often had to do
the same task again and again, for ten or more hours a day’. Carter feels that the use of robots to
build and make products can only bring positive change. However, not everyone shares this kind of
optimism. Adrian Gates, a human resources consultant at Pro-Corn Enterprises, points out that, as
new technologies replace humans, there will be a huge decrease in the demand for employees:
‘Jobs for accountants and retail workers, for example, will disappear. History proves that
employees will find it very difficult to retrain for a completely different career.’

1 2 3 4
Patrick Carter
○ ○ ● ○
Adrian Gates ○ ● ○ ○
Exercise 4. Read the information. Then complete the table with the words and phrases in the
box. The words and phrases are all taken from the Reading text ‘The Changing Face of Work’.
the better option may not be very useful to invest in further
learning and training
be forced to do (something) people can qualify for jobs they really want
to do
welcome and value (somebody) cause (something to happen, e.g.
illness)
huge decrease in the demand for employees

Positive meaning Negative meaning

to invest in further learning and training be forced to do (something)
the better option cause (something to happen, e.g. illness)
people can qualify for jobs they really want to do may not be very useful
welcome and value (somebody) huge decrease in the demand for employees

Exercise 5. Read the numbered quotes in bold (1–6) from the third paragraph of the article. Is
each person expressing a positive view, a negative view or are they making a claim? Choose the
correct answers.
Carter thinks differently: (1) ‘If we introduce more automation, we don’t have to pay wages to so
many emplyees’, he explains, (2) ‘and then we will have more money to invest in further
learning and training for more people, so that they can qualify for jobs they really want to do.’
So will there still be enough jobs for people if robots replace human workers? Joanna Hardinf, a
lecturer in music technology at Mapplethorpe University, makes an interesting point about job
creation and loss: (3) ‘Recent developments in technology mean we can all listen to music when
and where we want. Certainly, these develops have created jobs for people in the digital music
industry, especially in engineering and in factories,’ she says. (4) ‘However, those same
developments have unfortunately caused huge job losses in the traditional music industry. It’s
this kind of dramatic change we often find hard to imagine’ . Harding explains that because of
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the digital music industry and the fact that milions of people download music illegally, many record
companies can no longer afford to pay songwriters, producers, technicians and marketing teams. (5) ‘
A large number of people download music illegally just because everyone else seems to be doing
it – but really, (6) they ought to consider what consequences their selfish actions could have on
other people, in this case, loss of employment.’

a positive a negative a
view view claim
1 
2 
3 
4 
5 
6 

Exercise 6. Look at the statements and read the third paragraph of the text again. Who said
what? Match the statements with the correct person.

Statements
1 If more robots do manufacturing jobs, it will create opportunities for people to get a better
education.
2 People should think more carefully about how their behaviour might affect others.
3 Some traditional jobs will continue to exist but in a different location.
4 We cannot always predict how new technology will affect jobs in a particular industry.

Carter thinks differently: ‘If we introduce more automation, we don’t have to pay wages to so many
emplyees’, he explains, ‘and then we will have more money to invest in further learning and training
for more people, so that they can qualify for jobs they really want to do.’ So will there still be enough
jobs for people if robots replace human workers? Joanna Hardinf, a lecturer in music technology at
Mapplethorpe University, makes an interesting point about job creation and loss: ‘Recent
developments in technology mean we can all listen to music when and where we want. Certainly,
these develops have created jobs for people in the digital music industry, especially in engineering
and in factories,’ she says. ‘However, those same developments have unfortunately caused huge job
losses in the traditional music industry. It’s this kind of dramatic change we often find hard to
imagine’ . Harding explains that because of the digital music industry and the fact that milions of
people download music illegally, many record companies can no longer afford to pay songwriters,
producers, technicians and marketing teams. ‘ A large number of people download music illegally
just because everyone else seems to be doing it – but really, they ought to consider what
consequences their selfish actions could have on other people, in this case, loss of employment.’

Patrick Joanna Neither

carter Harding person

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1. If more robots do manufacturing jobs, it will

create opportunities for people to get a better
● ○ ○
education.
2. people should think more carefully about how
their behavior might affect others.
○ ● ○
3. Some traditional jobs will continue to exist but in
a different location.
○ ○ ●
4. We cannot always predict how new technology
will effect jobs in a particular industry.
○ ● ○
Exercise 7. In an IELTS Reading matching features task, you will need to use your knowledge
of synonyms and paraphrases. Match the words on the left with the synonyms and paraphrases
on the right. The synonyms and paraphrases are all taken from the text ‘The Changing Face of
Work’.
Choose
● ● The next few generations
Self- empoyed
● ● New enviroments
Empoyers
● ● Companies
Traditional
● ● Knowledge and skills
Personality
● ● Welcome and value
Different location
● ● Decide
Young people
● ● Working for themselves
Abilities
● ● The kind of character
Appreciate
● ● Older

Exercise 8. Read the final three paragraphs of the text. Look at the statements and the list of
researchers. Match each statement with the correct researcher, A–D.

However, many large corporations have been created in the last 20 years because of the existence of
the internet. It is the internet that allows them to sell their apps or online services as downloads.
Professor of Sociology, Sara Milington, researches employment at these massive internet- based
companies. ‘They make enormous profits but employ few people, and thousands of applicants hope
to get the same few jobs,’ she says. ‘ If you decide to apply, you need to have the right skills and
qualifications, but you also need to have exact qualities they are looking for,’ she says. ‘More and

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more companies are interviewing people to find out if they have the kind of character that fit in with
their company culture – and this trend is going to continue.’
The way that people work is also likely to change. Nadia Campbell, who works for the Independent
Professionals Group, can see this trend already developing. ‘Many people no longer want to do a
nine – to – five job every day. And in this future they will want even more flexibility in regards to the
hours they work, and with the place they choose to work from,’ she says. ‘The idea of working for
one boss will become less option. ‘ New technology might mean new types of jobs, but it is also likely
that certain ‘older’ jobs will have to evolve to suit future needs. A recent study from researchers in
Finland concluded that ‘ many of these jobs won’t disappear completely… they will move into new
environments, such as into outer space – work.’ Although change in the types of work we will do is
causing anxiety for many, it must be remembered that the generation that controls much of the
workforce, people now in their fifties and sixties, may retire in the next ten to fifteen years.
Jack McCaw, a researcher for Career magazine suggests that the next few generations will have a
completely different experience of work: ‘ in the year 2020, 50 % of the US workforce will be people
born after the year 2000. These people know how to connect to others, learn and work together in a
digital way, organizations today will welcome and value them as they have the knowledge and skills
they need. ‘ These are exactly the kind of people now taking Joanna Harding’s music technology
course. She knows that some of the things she is teaching them now may not be very useful in ten
years’ time, as the technology will completely different.

List of researchers

Sara Millington
A
Nadia Campbell
B
Researchers in Finland
C
Jack McCaw
D

A B C D
1. An increasing number of employers will want employees to have
the right personality ● ○ ○ ○
2. Some traditional jobs will continue to exist but in a different location.
○ ○ ● ○
3. More and more people will choose to become to become self-
employed. ○ ● ○ ○
4. companies will increasingly appreciate the abilities of young
people. ○ ○ ○ ●
C. LISTENING

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Exercise 1. In this unit, you will practise the skills you need to answer a diagram labelling task
in IELTS Listening Section 4. The topic of this unit is survival and the environment. Read the
information. Then choose the correct words to form collocations about the environment.

When you learn a new word, try to learn some collocations. Collocation are words that
are commonly used together. For example, here are some typical collocations using the
word environment:
Noun+ noun:
environment agency, environment policy
Adjective + noun:
1. noun + noun
new environment,
weather branches/safe environment
forecast /storm
2. noun + noun
snow slope/ storm/ weather
3. adjective + noun
survival branches/wall/ situation
4. noun + noun
body situation/ slope/ temperature
5. noun + noun
cave forecast/ slope/wall
6. noun + noun
mountain forecast/ slope/ temperature
7. noun + noun
tree branches/ slope/wall

Exercise 2. Look at the diagram of a snow cave. Complete the descriptions of the diagram with
the words in the box.

In the IELTS Listening test, you may have

to label a diagram. Before you listen, it’s a
good idea to think about the words the
speaker may use to describe the direction
(e.g. away from), the position (e.g. on the
bottom) or the location (e.g. the roof) of
different parts of diagram.

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away from back bottom entrance inside on the left

on the right on top of outside roof towards tunnel

1. Number 1 is on the left of the diagram. 5. Number 5 is the roof of cave

2. Number 2 is outside the cave. 6. Number 6 is at the back of the cave.
3. Number 3 is on the right of the diagram. 7. Number 7 is inside the middle of the cave.
4. Number 4 is on top of the cave. 8. Number 8 is the entrance to the cave.

9. Number 9 is moving away from the entrance.

10. Number 10 is moving towards the entrance.
11. Number 11 is the tunnel.
12. Numeber 12 is the bottom of the entrance to the cave.

Exercise 3. Listen to the first part of a survival expert’s talk about snow caves. Write the
correct letters (A–H) next to the descriptions (1–2) (Track 7.1)
In an IELTS labeling a diagram task, you
match the letters on the diagram to the correct
descriptions in the questions. In order to do
this, you need to:
 Listen carefully to descriptions of
direction, position and location.
 Listen for the same information you
see in the questions.
You do not need to use all the letters (i.e. there
are more letters than questions).
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1. reduces the chance of accidents B

2. soft branches are best H

Exercise 4. listen to the second part of the survival expert’s talk about snow caves. Write the
correct letters (A–H) next to the descriptions (3–4) (Track 7.2)
3. piled-up snow adds strength C
4. allows air in and smoke out D

Exercise 5. Read and listen to the extracts from the recording. Complete the extracts with
between one and three words for each gap. (Track 7.3)
1. Reduces the chance of accidents – B
That could be a rock or a large stone or even just a large snowball- and you put it thre to remind
yourself where the roof is. This is so you don’t walk on it and fall through when you’re outside.
2. Soft branches are the best – H
Um, before you shut yourself inside the cave for the night, do go out and collect some tree branches
– braches from fir trees are the best type – as they’re nice and soft. You can then place these inside
the cave, on top of the flat shelf- the one towards the back of the cave and away from the entrance.
3. Pile-up snow adds strength – C
It’s a good idea to pile up as much snow as possible over the top of your cave – on the outside, I
mean, so it’s good and thick. And you can see from the diagram that the pile has formed into a
pyramid shape. When the snow turns to ice and becomes really hard, your cave will be less likely to
fall in.
4. Allows air in and smoke out – D
If your cave is big and wide enough for you to have a small fire inside, of course you’ll need to let
the smoke out. And if you’re inside for the whole night, you’ll need to let some air in, too. To do
this, you’ll need to make some small holes.

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Exercise 6. It is common in IELTS Listening tasks that you will not hear the same words in the
recording as you read in the questions. Match the possible paraphrases with the words in
bold from the descriptions (5–7).
5. cold air gets trapped …
6. a thick jacket or backpack work best …
7. melting is reduced by keeping smooth walls …

1. cold heavy coat

● ●
2. trapped no pieces of ice or snow that stick out
● ●
3. thick jacket freezing
● ●
4. backpack there aren’t so many
● ●
5. Work best won’t be able to escape
● ●
6. is reduced these would be ideal
● ●
7. smooth rucksack
● ●
Exercise 7.
Listen to the recording. Write the correct letters (A–H) next to the descriptions (5–7)
(Track 7.4)
5. cold air get trapped G
6. a thick jacket or backpack work best F
7. melting is reduced y keeping smooth
walls A

Exercise 8. When you are preparing for the IELTS Listening test, it is a good idea to make
notes of useful collocations. Match the words on the left to the words and phrases on the right
to form collocations.

1. reduce clothes
● ●
2. dry melts more slowly
● ●
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3. snow as warm as possible

● ●
4. whole space
● ●
5. keep that possibility
● ●
6. narrow night
● ●
D. SPEAKING
Exercise 1. Put the letters in the correct order to find the jobs of the famous people in the
pictures.

t e r n a p i
 painter

n r r n u e

 runner

TV e p s n r e t e r

 TV presenter

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o a t c r

 actor

o b l a f l r e o t
 footballer

i c n i i o p t a l
 politician

s c t s r e a

 Actress

i n g r s e
 Singer
Exercise 2. Read the task card from IELTS Speaking Part 2. Then watch the video of the
student doing the exam task, and answer the questions. ( Unit 7_Video 1)

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Describe a famous person you know about.

You should say:
Who the famous is
Why this person í famous
What you think about this person
And explain how you feel when you see or hear something about this person.
1. Does the student look at his notes while he is speaking?
●Yes ○No
2. Does the student answer all parts of the question ?
●Yes ○No
3. Does the student speak for 2 minutes?
○Yes ●No
4. Does the student have enough to say?
○Yes ●No

Exercise 3. In IELTS Speaking Part 2, it can sometimes be difficult to think of enough things to
say about the topic. Look at the task card and watch the video again. Then complete the
sentences with extra information the student could have added. Use the words in the box.

American Championships example gold kind news

proud team
1. He is American and he is a player for the Cleveland Cavaliers basketball team.
2. LeBron James has also won several NBA Championships and two Olympic gold medals.
3. I think that LeBron James is a very kind and thoughtful person, and is a good example for
children.
4. When I saw the news, I feel very proud be a fan.

Exercise 4. Look at the IELTS Speaking Part 2 task card. Then put the words you could use in
your answer into the correct categories.

Describe a famous person you know about.

You should say:
Who the famous person is
Why this person is famous
What you think about this person UNIT 7_KEY 17
And explain how you feel when you see or hear something about this person.
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guitarist pleased proud excited generous

artist funny intelligent footballer

Why this person is famous What I think How I feel

He is a basketball player He is: warm-hearted I feel: happy
guitarist generous pleased
artist intelligent excited
footballer funny proud

Exercise 5. In the IELTS Speaking test you might sometimes want more time to think of what
to say. If this happens, you can use a phrase that gives you more time. Complete the phrases
that you can use to give you more time. Use the words in the box.
1. Examiner: Are there any disadvantages to being famous?
Student: The first thing that comes to mind is that journalists might write bad things about you.
2. Examiner: Do you think it’s right that the media can talk about the private lives of famous
people?
Student: I’ve never really though about that before. I suppose a lot of people want to read about
famous people.
3. Examiner: How do people become famous in your country?
Student: Let me think. I know! I’d like to manage a famous restaurant one day.
4. Examiner: How do people become famous in your country?
Student: That’s an interesting question! There are a lot of talent shows on TV.
5. Examiner: Are you interested in any well-known or famous people?
Student: Let me see. Yes, I am a big fan of the tennis player Novak Djokovic.
6. Examiner: Would you enjoy being famous yourself?
Student: That’s a difficult question! I don’t think I would like photographers following me.
7. Examiner: Have you ever met a famous person?
Student: I don’t remember it very but a famous football player came to my school when I was six
or seven.
8. Examiner: Why do the media often report embarrassing things that celebrities do?
Student: I’m not an expert on this but it’s probably because embarrassing stories are more
interesting and sell magazines.

Exercise 6. Put the words in the correct order to complete the phrases.
1. first comes that The to mind is… thing
 The first thing that comes to mind is…
2. before. I’ve though about that never really

 I’ve never really thought about that before.

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3. me Let think  Let me think

4. an interesting question! That’s  That’s an interesting question!

5. me Let see.  Let me see.

6. difficult a That’s question!  That’s a difficult question!

7. it but … well remember don’t very I

 I don’t remember it very well but…

Exercise 7. Match the examiner’s questions with the student’s clarifying questions.
If you are not sure what the examiner’s question means you can ask a question that clarifies it.
Clarifying means asking for more information that makes the question clearer or easier to
understand.

Examiner: Have you ever met Student: Sorry, when you say
a famous person?
● ● ‘the media’, do you mean
‘journalist’?
Examiner: Do you think it’s Student: Sorry when you say
right when the media talk
● ● ‘downside’, do you mean
about the private lives of ‘disavantage’?
famous people?

Examiner: Woud you enjoy Student: Sorry, can I just check

being a star yourself?
● ● what you mean by ‘star’? Are you
asking me if I woud enjoy being
famous?
Examiner: Is there a downside Student: sorry, can I just check
to being famous?
● ● what do you mean by
‘celebrities’? Do you mean
‘famous people’?
Examiner: How do people Student:Sorry, could you explain
become celebrities in your
● ● what do you mean when you say
country? ‘famous’?

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Exercise 8. You are going to do IELTS Speaking Part 2 and Part 3. You will need some paper
and a pencil.
Describe a famous person you know about.
You should say:
Who the famous person is
Why this person is famous
What do you think about this person
and explain how you feel when you see or hear something about this person.

E. WRITING
Exercise 1. When a graph or chart appears in IELTS Writing Task 1, it will either compare
data at the same point in time or show trends over a period of time. A trend is a general
development or a change in a situation.
Look at the graphs and charts. Then choose the correct descriptions.
1 Tourist in Mexico
300000
200000
100000
0
o o a lco a
ab ill an u rt
C an ic p ll a
a az er ca a
eli m tA
V
M sM A rt
o
a ta on e
ad les m P u
sH F ir
La Fa

● This chart compares the number of visions to five different holiday destinations in Mexico at the
same point in time.

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○ This chart shows the number of visitors to five different holiday destinations in Mexico over a
period of time.

2 The populations of five different cities

25000000

20000000

Tehran, Iran
15000000
New York City, USA
Beijing, China
10000000 Moscow, Russia
Lagos, Nigeria
5000000

0
1970 1975 1980 1985 1990 1995 2000 2005 2010 Now

○This graph compares the populations of five differrent cities in the world at the same time.
● This graph compares the populations of fives differrent cities in the world over a period of time.
3 Animals in the Maasai Mara

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22%
Big cats
Zebra
42%
Elephants
5%
Rhino
Birds
13%

18%

●This chart shows the numbers of different types of animal in the Maasai Mara National Reserve in
Kenya at the same point in time.

○This chart shows the numbers of different ypes of animal in the Maasai National Reserve in
Kenya over the period of time.

4 The age of the population of Ireland between 1985 and 2010

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50%
45%
40%
35%
30% 65 and over
55-64
25%
25-24
20% 15-24
15% 0-14

10%
5%
0%
1980 1990 2000 2010

○This chart compares the ages of the population of Ireland at the same point in time.
●This chart compares the ages of the population of Ireland over a period of time.
Exercise 2. Look at the graph. Then choose the correct answers to complete the statements.
The population of five different cities

25000000

20000000

Tehran, Iran
15000000
New York City, USA
Beijing, China
10000000 Moscow, Russia
Lagos, Nigeria
5000000

0
1970 1975 1980 1985 1990 1995 2000 2005 2010 Now

1. The population of Lagos increased by just under 4 million between 1970 and 1980.
/decreased by just over 8 million between 1970 and 1980. /stayed about the same between

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1970 and 1980.

2. The population of New York City increased by just over 2 million between 1970 and 1980.
/decreased by about 1 million between 1970 and 1980./ stayed about the same between 1970
and 1980.

3. The population of Moscow increased by about 2 million between 1990 and 2000.
/decreased by about 2 million between 1990 and 2000. /stayed about the same between 1990
and 2000.

4. The population of New York City increased by about 6 million between 1990 and 2010./
decreased by about 2 million between 1990 and 2010. /stayed about the same between 1990
and 2010.

5. The population of Tehran has increased by about 5 million between 1970 and now./ has
decreased by about 2 million between 1970 and now. /has stayed about the same between
1970 and now.

Exercise 3. Look at the graph again. Choose the correct verb forms to complete the sentences.
1. The population of Moscow increased/has increased by about 2 million between 1990 and
2000.
2. The population of Tehran increased/has increased by approximately 5 million between 1970
and the present time.
3. Between 1975 and 1980 the number of people living in Lagos rose/has risen by nearly 3
million.
4. The population of Beijing at the present time is/has been about 22 million.
Exercise 4. Put the words in the correct columns to complete the table.

drop decrease stay the same fall

rise increase grown remain

go up go down no change
increase decrease stay the same
rise fall remain
grown drop

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Exercise 5. Look at the graph again and read the student’s report. Then complete the report
with the correct form of the verbs in brackets.
The line graph compares the number of people living in five cities in the world between 1970 and the
present.
On the whole, the population of these cities has grown (grow) a lot since 1970. The number of
residents in Lagos and Beijing has risen (rise) the most, while the number in Moscow and Tehran
has increased (increase) too.
In Lagos, the number of residents rose (rise) from about 1 million in 1970 to 2 million 1975, but
since then the population has grown (grow) quickly from 2 million in 1975 to 18 million at the
present time. Similarly, the number of people living in Beijing also increased (increase) from 8
million in 1970 to just under 20 million in 2010.

By contrast, the population of New York City has stayed (stay) the same since 1970. During the
1970s it fell (fall) from 8 million to about 6.5 million. The number of residents then remained
(remain) at about 7.5 million between 2000 and 2010, and since then it has grown (grow) slowly to
around 8 million people at the present time.
Exercise 6. Choose the correct prepositions to complete the student’s report.
The age of the population of Ireland between 1980 and 2010
50%
45%
40%
35%
30% 65 and over
55-64
25%
25-24
20% 15-24
15% 0-14

10%
5%
0%
1980 1990 2000 2010

The bar chart compares the different ages of people living in Ireland between 1980 and 2010.
All in all, the size of the 25–54 age group increased the most about/over the period while the size of
the two younger age groups decreased a little bit. The number of people in/to the two older age
groups stayed about the same.

The 25–54 age group grew from/over approximately a third of the population in 1980 to nearly half
of the population in 2010. By contrast, the 0–14 age group fell from/in just over 25% in 1980 from/to

UNIT 7_KEY 25
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just under 20% in 2010. Similarly, the 15–24 age group dropped from just over 20% of the
population in 1980 to just over/under 10% of the population in 2010.

The older two age groups did not increase or decrease much. The size of the 65 and over age group
remained at/in about 12%, whereas the size of the 55–64 age group only fell from/under about 12%
at/to about 10% of the population.

Exercise 7. Read the information. Then look at the graph. Put the paragraphs in the correct
order to complete the report.

The report should have:

 An introduction that includes 2 or 3 main features of the chart.
 Two paragraphs that provide details of the main features mentioned in the introduction.
(The main features are the most important pieces of information on the chart.)

The age of the population of Ireland between 1980 and 2010

50%
45%
40%
35%
30% 65 and over
55-64
25%
25-24
20% 15-24
15% 0-14

10%
5%
0%
1980 1990 2000 2010
The bar chart compares the different ages of people living in Ireland between 1980 and 2010.

The 25-54 age group grew from approximately a third of the population in 1980 to nearly half of the
population in 2010.

The older two age groups did not increase or decrease much. The size of the 65 and over age group
remained at bout 12%, whereas the size of the 55- 64 age group only fell from about 12% to about
10% of the population.

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By contrast, the 0-14 age group fell from just over 25% in1980 to just under 20% in 2010. Similarly,
the 15-24 age group dropped from just over 20% of the population in 1980 to just under 10% of the
population in 2010.

All in all, the size of the 25-54 age group increased the most over the period while the size of the two
younger age groups decreased a little bit. The number of people in two older age groups stayed about
the same.

Answer:
The bar chart compares the different ages of people living in Ireland between 1980 and 2010.

All in all, the size of the 25-54 age group increased the most over the period while the size of the
two younger age groups decreased a little bit. The number of people in two older age groups stayed
about the same.

The 25-54 age group grew from approximately a third of the population in 1980 to nearly half of the
population in 2010.

By contrast, the 0-14 age group fell from just over 25% in1980 to just under 20% in 2010. Similarly,
the 15-24 age group dropped from just over 20% of the population in 1980 to just under 10% of the
population in 2010.

The older two age groups did not increase or decrease much. The size of the 65 and over age group
remained at bout 12%, whereas the size of the 55- 64 age group only fell from about 12% to about
10% of the population.

Exercise 8. Look at the line graph. Then complete the statements with the phrases in the box.
Museum visitors

10000

8000

6000 Hermitage
Egyptian Museum
4000 Tokyo National Museum
National Museum of An-
thropology
2000

0
80 985 990 995 000 005 010 015
19 1 1 1 2 2 2 2

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between 1980 and 1985. each had more than 9 million visitors in 2015.

from just over 4 million in 1980 to around 2 million in 2015.

from just under 4 million in 1980 to just over 3 million in 2000.

from just under 5 million in 1980 to around 9 million in 2015. over the thirty-five year period.

with between approximately 8 and 9 million visitors each year.

with no more than 4 million visitors each year.

1. The Egyptian Museum was the most popular.

with between approximately 8 and 9 million visitors each year.
2. the number of visitors to the Hermitage stayed about the same
over the thirty-five year period.
3. The Egyptian Museum and the Tokyo National Museum
each had more than 9 million visitors in 2015.
4. The number of visitors to Hermitage fell
from just under 4 million in 1980 to just over 3 million in 2000.
5. The number of visitors to the National Museum of Anthropology stayed the same
between 1980 and 1985.
6. The number of visitors to the Tokyo National Museum increased
from just under 5 million in 1980 to around 9 million in 2015.
7. The least popular were the Hermitage and the National Museum of Anthropology,
with no more than 4 million visitors each year.
8. The visitors to the National Museum of Anthropology decreased slowly
from just over 4 million in 1980 to around 2 million in 2015.

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Exercise 9. WRITING TASK 1

You should spend about 20 minutes on this task.
The graph shows the number of visitors to four international museums between 1980 and 2015.
Summarise the graph by selecting and reporting the main features and make comparisons where relevant.
Write at least 150 words.
Museum visitors
10000

8000

6000 Hermitage
Egyptian Museum
Tokyo National Museum
4000 National Museum of An-
thropology

2000

0
1980 1985 1990 1995 2000 2005 2010 2015
Sample answer
The line graph shows how many people visited four museums in different countries in the world
between 1980 and 2015.
All in all, the Egyptian Museum was the most popular, with between approximately 8 and 9 million
visitors each year. The least popular were the Hermitage and the National Museum of Anthropology,
with no more than 4 million visitors each year.
The number of visitors to the National Museum of Anthropology decreased slowly from just over 4
million in 1980 to around 2 million in 2015. By contrast, the visitors to the Tokyo National Museum
increased from just under 5 million in 1980 to around 9 million in 2015.
In addition, the number of visitors to the Hermitage stayed about the same over the thirty-five year
period. They fell from just under 4 million in 1980 to just over 3 million in 2000 and then rose to just
under 4 million again in 2015.
(154 Words)

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LISTENING SCRIPT
Exercise 3.
Announcer: You will hear an expert on survival describe a snow cave.

Lecturer: OK, so let’s think about another kind of survival situation. Imagine you’re on a mountain
slope and suddenly you can see a snow storm coming. The only way to survive is to build a snow
cave. Let’s have a look at a diagram.
So here you can see that the entrance to the snow cave is towards the right of the diagram – and that
a tunnel has been dug down. There’s a reason for this, and that’s to stop the wind blowing directly
into your cave, which would make you extremely uncomfortable. A lot of things you can see in this
diagram are just very sensible things to do. Like, for example, you really don’t want to have any kind
of accident or injury while you’re digging your cave, you want to reduce that possibility. So you can
see that on the roof of the cave – on the outside – more or less diagonally opposite the entrance to the
cave on this diagram – you can see there’s a round-looking object there. That could be a rock or a
large stone or even just a large snowball – and you put it there to remind yourself where the roof is.
This is so you don’t walk on it and fall through when you’re outside.
Um, before you shut yourself inside the cave for the night, do go out and collect some tree branches
– branches from fir trees are the best type – as they’re nice and soft. You can then place these inside
the cave, on top of the flat shelf – the one towards the back of the cave and away from the entrance.
Certainly don’t put them at the bottom of the cave – the deepest part near the tunnel, I mean. You can
store your dry clothes on the branches or lie on them – and it means you’re not lying directly on top
of the snow.
Exercise 4.
Announcer: You will hear an expert on survival describe a snow cave.
Lecturer: Now it’s important to make your cave as strong as possible. So, once you’ve dug out the
inside of the cave, it’s a good idea to pile up as much snow as possible over the top of your cave – on
the outside, I mean, so it’s good and thick. And you can see from the diagram that the pile has
formed into a pyramid shape. When the snow turns to ice and becomes really hard, your cave will be
less likely to fall in.
If your cave is big and wide enough for you to have a small fire inside, of course you’ll need to let
the smoke out. And if you’re inside for the whole night, you’ll need to let some air in, too. To do
this, you’ll need to make some small holes. So see on the diagram how the roof inside the cave has a
dome shape? The holes have been made near the top – on the right hand side – and they go all the
way through to the outside of the cave to that slope just above the entrance. They should be narrow,
of course, and if you have something very thin, like a ski pole, use that to slowly make the holes.
Exercise 7.
Announcer: You will hear an expert on survival describe a snow cave.
Lecturer: Now, obviously you need to keep your body temperature up, which means avoiding very
cold air. As you probably know, cold air sinks, so see where the lowest part of the cave is – where

UNIT 7_KEY 30
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it’s a bit deeper. That’s where the cold air is going to remain. It won’t be able to escape into the rest
of the cave. So of course, it’s not where you’re going to sleep.
There are other items you can use to keep as warm as possible. If you have something like a thick ski
jacket or a backpack, these would be ideal for pushing into the narrow space towards the bottom of
your tunnel. That’s the oval shape you can see. This will help prevent the wind or any more snow
from blowing into the cave. You might think it would be a better idea to wear the coat, but it’s much
better to use it to block the wind.

What can you do to make sure that the snow melts more slowly and there aren’t so many drips
falling on your head? You can see that on the left-hand side of the diagram, towards the back of the
cave, that the wall is curved and there are no pieces of ice or snow that stick out. Try to build and
keep the walls like this. Of course, it depends on the tools and equipment that you have with you, but
yes, do try and keep them smooth.

UNIT 7_KEY 31