Unit 4 - Answer Key
Unit 4 - Answer Key
Unit 4 - Answer Key
UNIT 4
FOOD AND DRINK
A. VOCABULARY:
Exercise 1: Put the words in the correct categories to complete the table.
milkshake yoghurt cabbage basil butter cheese lamb
side dishes
(food that you eat along soft drinks vegetables
with the main course)
bread juice onion
rice milkshake cabbage
salad lemonade carrot
Exercise 2: Complete the definitions. Use the sentence endings in the box.
you cook it at a temperature below boiling. you cook it for too long and it goes black.
you cook it in an oven. you cook it in hot oil or fat. you cook it under a very hot place.
you cook them in water that is boiling (= very hot). you cut it into long, thin pieces.
you cut them into pieces with knife. you put it on plates so that people can eat it.
1. When you chop vegetables, you cut them into pieces with knife.
2. When you boil potatoes, you cook them in water that is boiling (= very hot).
3. When you fry meat, you cook it in hot oil or fat.
4. When you simmer soup, you cook it at a temperature below boiling.
5. When you turn toast, you cook it for too long and it goes black.
6. When you slice cheese, you cut it into long, thin pieces.
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1. A frying pan is a wide pan that you use to fry food in.
2. The general name for knives, forks and spoons is cutlery .
3. A napkin is a small piece of cloth or paper used while you’re eating to protect your clothes or
clean your mouth or fingers.
4. The general name for cups, plates, bowls, etc. is crockery.
5. A tin opener is something that you use to open tins of food.
6. A saucepan is a deep pan that you use for cooking vegetables or pasta in water.
7. You can use scales to weigh ingredients.
8. A serving dish is a bowl where you keep food before you put it onto plates.
9. The general name for wooden spoons, kitchen knives and other things that help you cook is
kitchen utensils.
10. You can use a kettle to boil water.
1. I love spicy food. It’s hot and has lots of strong flavors.
2. I prefer mild food. It still tastes good, but it’s not hot and the flavors aren’t very strong.
3. Sweet pies, like apple pie, are popular in many countries.
4. Savory pies, like meat pie, are also popular in some countries.
5. I don’t like hot chilli. It’s too strong for me.
6. This meal is delicious. It tastes really nice.
7. I don’t like mashed potato. It’s so bland and doesn’t really taste of anything.
8. These carrots are very salty. There’s too much salt on them.
9. This meat is still raw! Please cook it a bit longer.
10. The meal was disgusting. It tasted horrible!
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Uncountable nouns:
Things that we don’t normally count, e.g. water, fun.
1. I went to the shop and bought two ice creams, one for me and one for you.
In this sentence, ‘ice cream’ is
o countable
o uncountable
2. For dessert, we’ve got ice cream.
In this sentence, ‘ice cream’ is
o countable
o uncountable
3. In my family, we often have pizza for dinner. It’s our favourite meal.
In this sentence, ‘pizza’ is
o countable
o uncountable
4. I ordered a takeaway pizza, but when it arrived, it was really small.
In this sentence, ‘pizza’ is
o countable
o uncountable
5. Would you like a chocolate?
In this sentence, ‘chocolate’ is
o countable
o uncountable
6. I never eat chocolate. It’s too sweet for me.
In this sentence, ‘chocolate’ is
o countable
o uncountable
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Exercise 4: Complete the description of how to make scrambled eggs. Use a, the, some or any.
1. You will need some butter, two or three eggs and a large frying pan.
2. First of all, break the eggs into a bowl.
3. Make sure there aren’t any pieces of eggshell in the bowl.
4. Mix the eggs with a fork .
5. Now melt the butter in a frying pan.
6. When the butter has melted, pour the eggs into the frying pan.
7. Use a wooden spoon to stir the eggs in the pan .
8. When it’s nearly ready, add some salt and pepper to the eggs.
9. Keep mixing the eggs with the wooden spoon.
10. When it’s ready, serve the scrambled eggs with some toast.
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UNIT 4_KEY 5
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2000s 2010s
Exercise 2: What words and phrases do you already know for describing communication?
Match the words and phrases with the definitions.
formal interaction online forum relationship social media
social network to get in touch to keep in touch to respond update
1. to begin communicating with someone, for example, by email or telephone: to get in touch
2. to continue communicating with someone, for example, by email or telephone:
to keep in touch
3. new information on a particular topic: update
4. the different groups of people that you know: social network
5. websites and computer programs that allow people to communicate on the internet: social
media
6. a time when two or more people communicate with or react to each other: interaction
7. to say or do something in reply to something that has been said or done earlier: to respond
8. describes language, clothes and behavior which is used in important and serious events, for
example a job interview: formal
9. a place on the internet where people can leave messages or discuss particular topics: online
forum
10. the way in which two or more people feel and behave towards each other: relationship
Exercise 3: Read the information. Then match the phrases describing types of information
with the words in bold in the statements.
In an IELTS Reading matching information task, you will read a text and some statements
about it.
It is important to understand what types of information the statements need you to find. The
types of information might be:
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1. Young students use Instagram far more than they use SnapChat. a comparison between
2. Digital devices will probably replace books in all UK schools by 2030. a prediction about
3. The new phone has a great camera and a clever feature which makes apps easy to use.
a description of
5. There are many reasons why I stopped using social media, such as the huge amount of time
it took up.
an example of
Exercise 4: Read this paragraph from the text. What information does it contain? Choose the
correct answer.
How technology has changed the way we communicate
Paragraph A
It’s often impossible for teenagers to imagine that in the past we all had to make our social
arrangements either face-to-face or using a telephone landline. Just 20 years ago, trying to organize a
visit to the cinema meant that you had to call your friends at least a day in advance and hope they’d
be home when you rang. If someone didn’t turn up, you could try to call them from a public
telephone box. If their parents were home, you could leave a message, but your plans for the evening
would probably be ruined.
Exercise 5: Read the information. Then match the types of information with the sentences.
When reading an IELTS Reading text, it is important to think about what type of information
it covers. Other types of information could be:
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Exercise 6: Read the next paragraph. Then match the information statements (A–D) with the
numbered parts of the paragraph (1–3). There is one information statement that you do not
need.
Paragraph B
Nowadays, getting in touch is a lot easier. Almost every aspect of human communication has
changed: we have email, text, Skype, Facebook and Instagram, and we are certainly busy using them
to build and maintain our relationships. According to recent reports, the top social networks now
each have more than a billion monthly active users. And keeping in touch isn’t just something we do
in class or at work any more: we continue to communicate with friends, strangers, family and
colleagues (1) while we’re on the train, in the living room and at the dinner table, for instance.
One recent British study indicated that (2) 79% of teens even put their phone under their pillow
so they can keep up-to-date with whatever is happening on social media day and night, and not
miss out on updates. As for adults, a recent survey showed that (3) they now spend 20 to 28 hours
a week on social media and have on average 275 personal connections. However, in contrast,
only 11% of these same people actually meet their social connections in an actual physical
environment on a regular basis.
A. a comparison between the time spent online with friends and time spent in real places
B. some examples of typical locations in which digital technology may be found
C. the reason why some young people feel the need to keep a digital device with them at all times
D. the suggestion that adults could learn about digital communication from their children
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Exercise 7: Read the next paragraph. Then complete the matching information statements for
the numbered parts of the paragraph. Use the words in the box.
Paragraph C
Email is now one of the most common means of communication. At the moment, over 100 billion
emails are sent and received per day for business purposes. (1) This trend is expected to continue,
and business email will account for over 132 billion emails sent and received per day two years
from now. The number of letters which are sent through the post, however, has decreased
dramatically. (2) A consequence of this is that many town and village post offices have closed.
These were once places where a great deal of social interaction used to take place between local
people. Now it is no longer possible for neighbors or workers in the area to meet up with each
other like this, and older people in particular are often unhappy about this development. But
certainly the advantages of email cannot be ignored: in the past, the post would only be delivered
once or twice a day. If a letter was sent to an overseas destination, it could take months. Without
doubt, email has made it easier to do business.
Exercise 8: Quickly skim read the next paragraphs. Then do the exercise.
Paragraph D
However, there are several downsides to this form of technology. Firstly, no one would disagree that
email puts pressure on people to respond immediately as soon as they find a new message in their
inbox. A recent French report says that anxiety and general tiredness has risen dramatically amongst
office workers, largely because they carry their digital devices with them, feeling obliged to
constantly check for new mail from clients. A further problem is how to write an email, especially
when communicating with people we don’t know well. In the past, everyone knew that it was
‘correct’ to begin a letter ‘Dear Sir/Madam’ and end with ‘Yours faithfully’. Nowadays, these
phrases often feel too formal. No one wants to give the wrong impression when writing an email, but
without ‘rules’, this can easily happen.
Paragraph E
Another significant impact technology has had on methods of communication is in the field of
education. Traditionally, if someone wanted to take a higher education course, they would have to
travel to attend lessons on a university campus. Nowadays, it is possible to take a range of courses
through distance learning, and the number of these is likely to rise in the next few years. What is the
appeal of studying this way? Many online courses encourage students to take part in online forums
and post comments about their learning experiences, reading assignments and projects. They must
also comment on their classmates’ posts. In one way, this approach certainly appears to encourage
communication.
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Paragraph F
However, some surveys have found the opposite to be true. Because online students are physically
separated, and indeed may never have met, they do not have the opportunity to build a good
relationship. Students who come to campus regularly have the chance to get to know and support
each other, and feel part of a community, so when they are asked to comment on the other person’s
work, they can do this in ways they know the other person will appreciate. For example, some
students prefer their peers to be direct in their criticism, whereas others might prefer a more sensitive
approach. But when students are asked to comment on the work or opinions of people they have
never met, they are often reluctant to do so. Interestingly, one of the main reasons why people give
up studying on their online courses is that they miss the face-to-face interaction with others.
Certainly technology has made our lives more ‘convenient’ but perhaps also more complicated.
There are many questions still to be answered about how we can and should use our modern digital
tools to enable effective communication, an evolutionary skill that has been centuries in
development.
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8. a prediction about the way that an academic service might develop in the future
o D
o E✓
o F
9. an example of a traditional practice in writing that people used to use more often
o D✓
o E
o F
10. a comparison between the ways that different people like to be given feedback on their
work
o D
o E
o F✓
EXAM PRACTICE:
Passage 1:
GRAPHIC NOVELS
People who think graphic novels are just comics with a different name should think again
A. Graphic novels, as the name suggests, are books written and illustrated in the style of a comic
book. The term graphic novel was first used in 1978 by author and artist Will Eisner to distinguish
a comic novel he had written and illustrated from newspaper comic strips. He described graphic
novels as consisting of 'sequential art' — a series of illustrations which, when viewed in order, tell
a story.
B. Although today's graphic novels are a recent phenomenon, this basic way of telling stories has
been used in various forms for centuries. Early cave drawings, hieroglyphics and medieval
tapestries are examples of this. The term graphic novel is now generally used to describe any book
in a comic format that resembles a novel in length and narrative development.
C. Many adults feel that graphic novels are not the type of reading material that will help young
people become good readers. They believe that graphic novels are somehow a bad influence that
prevent 'real' reading. In other words, they think that they are not 'real' books.
D. However, many quality graphic novels are now being seen as a method of storytelling on the
same level as novels, films or audio books. From originally appealing to a small following of
enthusiasts, they are now being accepted by librarians and teachers as proper literature for children
and young adults. The main advantages are that they promote literacy, and attract and motivate
young people to read.
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E. How do we know this? In the last few years, teachers and school libraries have reported
outstanding success getting children to read with graphic novels. Many have mentioned the
motivational factor of the graphic novel. This has been especially true with children who are
usually reluctant to read, especially boys. The colorful pictures attract them, and then encourage
them to find out what the story is about. Providing young people of all abilities with a wide range
of reading materials, including graphic novels, can help them become lifelong readers.
F. Furthermore, one of the main benefits of a graphic novel is that it can help students who are
learning a foreign language, and who are having problems improving their reading skills. This is
because the pictures provide clues to the meaning of the words. Language learners are therefore
more motivated by graphic novels, and will acquire new vocabulary more quickly.
G. Many teachers have reported great success when they have used graphic novels with their
students, especially in the areas of English, social studies and art. They have discovered that, just
like traditional forms of literature, they can be useful tools for helping students examine aspects of
history, science, literature and art.
H. The idea that graphic novels are too simple to be regarded as serious reading is no longer valid.
The excellent graphic novels available today demand many of the same skills that are needed to
understand traditional works of fiction. Often they actually contain more sophisticated vocabulary
than traditional books. Reading them can help students develop the skills that are necessary to read
more challenging works.
Questions 1 -7:
The Reading passage has eight paragraphs, A-H.
Which paragraph contains the following information?
Write the correct letter, A-H.
NB You may use any letter more than once.
A. Wheat farmer Gang Liu is a worried man. The annual rains have not arrived, and there is a
danger that unless there is substantial rainfall soon, his annual wheat crop will fail. As he looks
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anxiously at the clouds which promise rain but are failing to deliver it, there is a sudden loud roar,
and from fields for miles around, hundreds of small rockets are fired into the clouds. Within
twenty minutes, the farms around the eastern Chinese city of Luohe are experiencing their first
rain for many weeks. Gang Liu's valuable wheat has been saved, thanks to a technique known as
'cloud seeding', in which the chemical silver iodide (Agl) is introduced into clouds. This causes
the tiny drops of moisture in the clouds to turn to ice. These tiny ice particles join until they
become heavy enough to fall from the sky, turning into rain as they melt.
B. But did cloud seeding really cause the rain in Luohe to fall, or was it just a coincidence?
Experts often question whether cloud seeding actually works. It is hard to tell how effective cloud
seeding actually is, they say, as it might have rained anyway, without human intervention. But
this has not stopped many governments and organisations from trying. There are currently 150
weather-modifying projects taking place in more than 40 countries. Not all of them are aimed at
creating rain. The Eastlund Scientific Enterprises Corporation in the USA, for example, is
experimenting with firing microwaves into clouds to prevent the tornadoes which cause
enormous damage to the country every year. In Russia, experiments have been carried out to
make sure the sun shines during important national events.
E. "We want to understand what makes clouds rain," says Philip Brown of the UK
Meteorological office, explaining why so much time, effort and money are being invested. "But
there is a more powerful economic reason. A lot of countries around the world are at risk from
drought, and governments will try anything to make sure that doesn't happen, even if the
scientific evidence is weak. The potential economic value is greater than the scientific value.
Making it rain might allow you to keep agriculture going where, without human intervention, it
might fail."
F. Some people are concerned, however, that altering the weather can have negative
consequences. Leonard Barrie, director of the research department at the World Meteorological
Organisation in Geneva, explains why. "All areas of weather modification are still very
controversial. Some people think that diverting water for irrigation benefits some people, but is a
disadvantage to others. Someone in one area will get more water, but as a result, someone
somewhere else could get less." His fears may be justified. Recently, the town of Zhoukou in
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China's Henan province accused neighbouring town Pingdingshang of 'stealing' rain from clouds
that were due to pass over its own farms, prompting what may be the world's very first
documented incident of 'rain rage'.
Questions 1-6
Complete the sentences below.
Choose NO MORE THAN ONE WORD AND/OR A NUMBER from the passage for each
answer.
Exercise 2: In IELTS Speaking Part 2 you will speak about your personal experience of a topic.
Then, in Part 3, the examiner will ask you about your general opinions on the same topic.
Look at a student’s answers and decide if each one describes a personal experience (for Part 2)
or a general opinion (for Part 3).
1. We should eat healthier food because we need healthy bodies to work and study.
This is personal experience for Part 2./ This is a general opinion for Part 3.
2. In my country, we eat noodles and rice for breakfast.
This is personal experience for Part 2./ This is a general opinion for Part 3.
3. I think that buying fast food is often easier than cooking for yourself.
This is personal experience for Part 2./ This is a general opinion for Part 3.
4. I think governments should give people more advice about healthy food.
This is personal experience for Part 2./ This is a general opinion for Part 3.
5. I think I have a recipe to show me how to cook it.
This is personal experience for Part 2./ This is a general opinion for Part 3.
6. No, I don’t think so, because it is now more expensive to import food from foreign countries.
This is personal experience for Part 2./ This is a general opinion for Part 3.
7. I think we’re healthier than in the past because nowadays we concentrate on the ingredients
in meals.
This is personal experience for Part 2./ This is a general opinion for Part 3.
8. I don’t like milk. I just drink it because it’s healthy.
This is personal experience for Part 2./ This is a general opinion for Part 3.
9. Yes, I think so, because nowadays we are unhealthy because of fast food.
This is personal experience for Part 2./ This is a general opinion for Part 3.
10. In the morning, I like to have eggs, juice and toast.
This is personal experience for Part 2./ This is a general opinion for Part 3.
Exercise 3: Read the information. Then put the letters in the correct order to complete the food
collocations.
One way to build your vocabulary is to learn different collocations. Collocations are pairs or groups
of words that are commonly used together.
Example:
homemade + food = homemade food
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1
fresh f r u i✔ t
2
mineral w a✔ t e r
3
English b r e✔ a✔ k✔ f a s t
4
fast f o✔ o d✔
5
fruit j u i c e
6
green t e✔ a
7
scrambled e g g s
8
strawberry y o g h u r t
9
roast c h i c✔ k e n
10
Italian p i✔ z✔ z✔ a
Exercise 5: Read the IELTS Speaking Part 3 questions and answers. Highlight the words that
the student uses to paraphrase the examiner’s words in bold.
1. Examiner: Do you think it’s easy to buy many types of food in your country?
Student: Yes, there is definitely a wide variety of things to eat where I am from.
2. Examiner: Some people say it’s better to eat mostly local food rather than food imported from
other countries. Do you agree?
Student: Yes, I think it is important to buy food that was grown near where you live.
3. Examiner: Do you think that your country’s traditional food might disappear in the future?
Student: No, it simply isn’t possible that people would stop eating what we have always eaten
where I am from.
4. Examiner: Do you think that the food people eat in your country now is better than the food that
they ate in the past?
Student: No, I don’t. I think what people used to eat was healthier.
5. Examiner: What are the reasons why unhealthy food is so popular in many countries these days?
Student: I think there are several reasons why people like eating things that are bad for them.
Exercise 6: In IELTS Speaking Part 3 you can use and, but, so, and because to help explain
your opinions.
Read the information, then complete the sentences. Use the words in the box.
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Use and to join two ideas that are similar. (e.g. I like coffee and tea.)
Use but to join one idea that is different from another idea. (e.g. I like apple juice but not
orange juice.)
Use so to join one idea that is the result of another idea. (e.g. I want to be healthier, so I’m
eating more fruit.)
Use because to join one idea with the reason for another idea. (e.g. I am going to a restaurant
on Saturday because it’s my friend’s birthday.)
1 Sugar causes a lot of health problems, so people should eat fewer things that contain sugar.
2 In my country, it’s easy to have a healthy diet because we grow a lot of fruit and vegetables.
3 Fast food is unhealthy but it’s tasty and cheap.
4 One reason I like fruit is that it tastes nice and another reason is because it’s healthy
5 People drink a lot of water in the summer because it’s very hot.
Exercise 7: Watch the video of a student doing IELTS Speaking Part 3. Listen and complete
the examiner’s questions.
1. Examiner: OK, we’ve been talking about food and drink and I’d like to
discuss with you one or two more general questions related to this. So let’s
consider, first of all, local and foreign food. Do you think it’s easy to buy many
types of food in your country?
2. Examiner: Some people say it’s better though to eat mostly local food rather
than food imported from other countries. Do you agree?
3. Examiner: Do you think it’s healthier? Why?
4. Examiner: Do you think though that your country’s traditional food might
disappear in the future?
5. Examiner: OK, let’s think about food quality and healthy food. Do you (Unit 4_Video 2)
think that the food people eat in your country now is better than the food that
they ate in the past?
6. Examiner: What are the reasons why unhealthy food is so popular in many
countries these days?
7. Examiner: Do you think that governments should make laws which
encourage people to eat healthy food and avoid unhealthy food?
8. Examiner: Do you think people would obey the rules, the government rules,
about healthy food?
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Exercise 8: There is one mistake in each of the student’s answers. Find the mistakes and
correct them.
1. Examiner: Do you think it’s easy to buy many types of food in your country?
Student: Yes, I think is easy to buy international food in Hong Kong. → it is easy
2. Examiner: Do you like international food?
Student: I prefer eat local food from my country → prefer to eat
3. Examiner: Do you think though that your country’s traditional food might disappear in the
future?
Student: As far I as can see, it’s possible, but unlikely. → as far as I
4. Examiner: Why is unhealthy food so popular in many countries these days?
Student: Unhealthy food is usually faster food, which is often cheap and easy to buy. → fast food
5. Examiner: Do you think that the food people eat in your country now is better than the food that
they ate in the past?
Student: Personally, I thinking that it’s better nowadays → think
Exercise 9:
You are going to do IELTS Speaking Part 2. You will need some paper and a pencil.
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Exercise 2: Labelling maps is an important skill in the IELTS Listening test. It’s a good idea to
familiarise yourself with key vocabulary that you might hear when labelling maps.
Read and listen to the extract of John and Denise’s conversation. Choose the correct words and
phrases you hear to complete the extract. (Track 4.2)
Denise: Great. That’ll be interesting, I expect. Now, what activity did our tutor say we had to
complete when we arrived at the Information Centre/ Welcome Hall/ Gift Shop at the museum?
John: Well, we’ve already got our timetables/map/ brochure for the whole visit, so we don’t need to
pick those up.
Denise: Oh, I remember – we’re supposed to introduce ourselves to someone from the museum – the
person who’s going to show us around the museum later on and talk to us about some of the
displays/ paintings/ exhibits.
John: You’re right. That’s it. OK, well, we’d better do that first.
Exercise 3: Read the information. Then listen to the next part of the conversation between
John and Denise and answer the question. (Track 4.3)
What activity (A–E) do the students need to complete at this location at the Museum of Transport?
1. The Space Travel building
o A do an interview
o B watch a short film
o C do a quiz
o D listen to a recording
o E learn to use some equipment
Exercise 4: Listen to the rest of the conversation. Which activity (A–E) do the students need to
complete at the Trains and Travel room, Central Hall and ‘Going Second Class’ room at the
Museum of Transport? (Track 4.4)
Write the correct letter (A, B, D or E) next to the locations (2–4)
A do an interview
B watch a short film
C do a quiz
D listen to a recording
E learn to use some equipment
2 Trains and Travel room A
3 Central Hall B
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Speaker 1
1. Starting point? Welcome Hall
2. Time of visit? Present
Speaker 2
3. Starting point? Café
4. Time of visit? Present
Speaker 3
5. Starting point? Museum Shop
6. Time of visit? Future
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Exercise 6: For the IELTS map labelling task, it is a good idea to learn words and phrases for
giving directions and instructions. (Track 4.6)
Read and listen to the tour guide giving directions to three locations. Complete the directions
with the correct word or phrase you hear.
OK, I’m going to tell you where some of the important rooms in the museum are. We’ll start
with the ‘Car Collection’ room. So we’re here in the Welcome Hall, (1) facing the Central
Hall. You need to go through the door over there on the right. That’ll take you to the room that
(2) leads out to the café, but don’t go that way – take the other door instead. Go across the
corridor and then you’ll enter a long, (3) narrow room. Walk all the way through this room,
through the corridor and into the next one. That’s where you’ll find our collection of cars.
Alright, you’ll also be visiting the exhibition called ‘Going Second Class’. Let me explain how
to find it. From here, the Welcome Hall, go (4) straight ahead into the Central Hall, and then
head for the door on the left on the (5) west side of the hall. Go through the door that leads
outside – and then you’ll see a row of three buildings. When you’re facing the buildings, the
middle building will be directly (6) in front of you, and you want the one on the left of it.
Alright, what about the ‘Fashion and Travel’ room? There are a couple of ways to get there,
but I suggest you leave here, the Welcome Hall, and go into the Central Hall. (7)Turn left, but
don’t go all the way to the end. You want the door on your right, as you’re facing the western
exit. That’ll (8) take you into the ‘Fashion and Travel’ room.
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Exercise 7: Listen to the tour guide. Choose the correct letters (A–L) from the map for each of
the three rooms (Track 4.7)
Car
collection
Fashion
and Travel
Going second
Class
A B C D E F G H I J K L
Crossing New Horizons
building ○ ○ ○ ○ ○ ○ ● ○ ○ ○ ○ ○
Map room
○ ○ ○ ● ○ ○ ○ ○ ○ ○ ○ ○
Explorers room
● ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
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1. gift shop F
2. restaurant E
3. picnic area A
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LISTENING SCRIPT
Exercise 1. Track 4.1
Announcer: You will hear two students, John and Denise, talking about a future trip to a Museum of
Transport.
John: Hi, Denise. Are you looking forward to our field trip to the Museum of Transport tomorrow?
Denise: Yes, absolutely. I haven’t been there for ages.
John: Well, I think they’ve added some new buildings in the last few years, and they’ve increased
the number of exhibitions. Like, there’s a new section on space travel.
Denise: Great. That’ll be interesting, I expect. Now, what activity did our tutor say we had to
complete when we arrived at the Information Centre at the museum?
John: Well, we’ve already got our timetables for the whole visit, so we don’t need to pick those up.
Denise: Oh, I remember – we’re supposed to introduce ourselves to someone from the museum – the
person who’s going to show us around the museum later on and talk to us about some of the exhibits.
John: You’re right. That’s it. OK, well, we’d better do that first. Oh, and I saw on the website that
they’ve got a great room full of maps, too. I’d like to see that if we have time.
Denise: OK, so what other …?
Exercise 3. Track 4.3
John: … to see that if we have time.
Denise: OK, so what other activities do we have to complete?
John: Well, we have to visit the Space Travel building, right?
Denise: Yes, I’m looking forward to seeing some of the engine designs. I saw a great documentary
on TV recently about how engine design has really progressed over the last 30 years and it really got
me interested.
John: Hm, OK, that sounds cool. Anyway, I think that what we have to do is pick up a worksheet
from the tour guide and answer a lot of questions about the different engines and the space missions
they were used for.
Denise: Yes, so there’ll be quite a bit of information we need to look for in that building. We’ll have
to allow ourselves enough time to read it all.
John: OK, maybe we should do that first, then.
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IELTS FOUNDATION 2
Denise: That's a good idea, but I don't know if we can do that. I'll email the museum later and try to
find out.
John: Would you? That’d be great, Denise, thanks. I’m sure we’ll hear some pretty interesting
stories about ‘the old days’ from them.
Denise: Yes, and how things have changed. Now, what about the Central Hall. What’s the activity
there?
John: Let me see. I made some notes when the tutor was talking to us about it. OK, here it is.
There’s a large screen somewhere in the hall that the museum’s got to show a short documentary
about the way the city started off in the 19th century – how it was built by the first people who came
to live here.
Denise: OK, great. Let’s make sure we watch that when there’s not too many people around – I want
to make sure I can hear it properly.
John: Alright. And there’s another location that the tutor said was part of the tour. The ‘Going
Second Class’ room.
Denise: What can we see in that room?
John: Well, I had a look on the website. It’s part of an exhibition about travelling by ship – when
people went on really long voyages and they were at sea for weeks, sometimes even months.
Denise: So I suppose that ‘Going Second Class’ is about the people who bought the cheaper tickets?
John: That’s right. If you were rich, you could have a nice room all to yourself on the ship. But for
many passengers, they all slept in the same space full of lots of beds.
Denise: And lots of noise!
John: So, in the ‘Going Second Class’ room, I think they’ve made it look exactly like the area where
those people had to sleep – and there’s a lot of headphones in there, and you can use them to listen to
people talking about their memories of travelling like this.
Denise: I guess we should take some notes, then. We might be able to use them for our assignment
next week.
John: Good idea. OK, is there anything else …?
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Speaker 3: … OK, so the bus will get us to the Museum of Transport for about ten o’clock in the
morning and we’re going to be arriving at the back car park. So that means we’re going to go to the
Museum Shop first. If you want to see the new exhibition in the Space Travel building, you’ll have
to go out of the shop and into the Central Hall first, and then go through the door that is immediately
on your left. You’ll see two small rooms on your right and the Trains and Travel room in front of
you. Turn right outside the Trains and Travel room and go through the narrow corridor in front of
you – that’s the one that goes between the two long rooms – and then you’re outside. Then turn right
and walk past the L-shaped building until you get to the Space Travel building.
Exercise 7. Track 4.7
Tour guide:
The building called ‘Crossing New Horizons’ contains many types of boat from different countries.
What you need to do is walk straight ahead from the Welcome Hall into the Central Hall. From there,
you want to head out of the exit that you can see in the right corner of the north wall. That’ll take you
into a long, narrow corridor with two small rooms on the left-hand side. Opposite those is a door that
leads into a long room. Walk straight across to the door on the far side and that leads out to the ‘New
Horizons’ building. It’s an L-shaped building. You can’t miss it.
Now, we have a new exhibition of some very old maps. It’s really worth a look. So to get to the Map
room, the easiest route would be to leave the Welcome Hall and go through the Central Hall. You’ll
see the Museum Shop on your left, and a couple of small rooms on your right. It’s the little room
that’s nearest to ‘Trains and Travel’ that you want for the maps.
The room called ‘Explorers’ is definitely somewhere you should spend some time in. From here, the
Welcome Hall, go through into the Central Hall and then walk towards the door furthest to the left on
the north wall. Go through that door and walk all the way to the door on the other side – you pass the
Museum Shop on your right as you go through. Just walk across the corridor and you'll see the sign
for ‘Explorers’ room right over the door. Not only does it contain some fascinating information about
the men and women who first explored this country, but it also has a great view of the park. OK,
does anyone …
Exercise 8. Track 4.8
Man So we have to do a presentation on a successful person at our next seminar.
Woman Yes, do you have any ideas?
M Well, I’ve been on the Internet and picked out a couple.
W Ok – I’ve got some suggestions, too.
M Right, well, you start.
W Ok … um, his name’s Mahmoud Kaboor and he’s a film maker in Dubai in the United
Arab Emirates.
M Sounds good.
W Yes. He’s the managing director of a very big film company.
M So what made him successful?
W Apparently his uncle was a film student and because of that, he started making short
films when he was only 16.
M That’s quite young … and were they good?
W Yup. He won a scholarship to go to Canada and study film, and that’s how his career
developed.
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If you’re thinking of having a picnic, the best place to go is the picnic area, and for this you need to
turn left at the crossroad and walk along a few meters. At the end of the path, you’ll find the picnic
area on your left.
Now, if you have any questions, I’d be happy to answer them and, once again, I really hope you
enjoy your visit. Thank you.
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