How to Master the ielts

9 no fish
10 2
Section 2, Questions 11 to 20.
11 Arts (Centre)
12 Sports (Hall)
13 Reed dining (room)
14 Information (Services)
15 Union shop
16 car park
17 Education centre
18 Moore (Hall)
19 Hepworth (Hall)
20 North (Road)

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ANSWERS
169
Section 3, Questions 21 to 30.
21 A
22 C
23 A
24 B
25 C
26, 27 and 28 BDG
29 instruments
30 candidates
Section 4, Questions 31 to 40.
31 confusion
32 clouds
33 east
34 25
35 earth
36 Asia
37 65
38 position
39 male and female
40 several

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HOW TO MASTER THE IELTS
170
Academic reading
Reading Passage 1, Questions 41 to 53.
Shedding light on it
41 TRUE
42 FALSE
43 NOT GIVEN
44 TRUE
45 FALSE
46 NOT GIVEN
47 TRUE
48 carbon footprint
49 warm
50 insulated
51 cold
52 mercury
53 efficient
Reading Passage 2, Questions 54 to 66.
Taking soundings
54 B
55 A
56 D
57 E
58 B
59 major concern

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ANSWERS
171
60 training exercises
61 common sense
62 migration routes
63 navigation
64 predators
65 cannot
66 social
Reading Passage 3, Questions 67 to 80.
Oxbridge
67 D
68 A
69 B
70 C
71 TRUE
72 FALSE
73 NOT GIVEN
74 FALSE
75 TRUE
76 NOT GIVEN
77 I
78 D
79 H
80 G

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HOW TO MASTER THE IELTS
172
Academic writing
The following writing-task answers have been written by the author. The method
used is explained at the end of each task. There are no right or wrong answers but 
you must cover all parts of the question. Marks are lost for mistakes in grammar, 
punctuation and spelling, as well as repetition of words. A higher mark is awarded
for well-constructed sentences that communicate a clear message using sufficient 
vocabulary.
Writing task 1
The graph shows the use of wood, coal, oil and gas for a period between the years 
1800 and 2000. Only wood was used for fuel in 1800. The use of wood declined
following the advent of coal. This decline continued in a steady fashion for the next 
150 years and after 1950 there was negligible use of wood.
No coal was used in 1800 but its use increased rapidly over the next 100 years.
By about 1925, coal and wood were used in equal amounts, after which time coal 
became the most popular fuel. Coal reached its peak around 1900 and then, like 
wood, it declined steadily, as oil and gas became more popular.
Oil came into use after 1900. Starting at a low level, the percentage of oil rose 
quickly over the next 50 years before levelling off after about 1970.
Gas came into use at the same time as oil, and although less popular at first, the 
use of gas grew steadily over the next 100 years to eventually match oil.
It can be seen that coal, oil and gas account for roughly one-third each of the fuel 
used in the year 2000. At this time, coal was in decline, oil use was holding steady 
and gas was continuing to climb.
Method
The first paragraph introduces the graph stating what it does, taking care not to copy 
the words in the question. It then describes the change (trend) in wood usage over 
time. The second paragraph describes the trend in coal usage over time. The third 
paragraph describes the trend in oil usage over time. The fourth paragraph describes 
the trend in gas usage over time. The final paragraph compares all the fuels for the 
most recent time.

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ANSWERS
173
Writing task 2
The electronic calculator is a very useful tool for carrying out basic calculations
and it is hard to imagine anyone never having used one. They are ideal for adding
up large columns of numbers quickly and reduce the chances of making a mistake. 
This does not mean that a calculator should be used for making every calculation. In 
some maths problems – for example, fractions – it is not possible to find the solution 
with a calculator. For this reason, pupils should be able to solve arithmetic problems 
either in their head or by writing the calculation down on paper.
If calculators are introduced in school too early, the pupils will not have developed 
their mental arithmetic skills. In a situation where a calculator is not available, the 
pupils will find that they are unable to solve the problem. Calculators can save time 
but this is not always more important than being able to work out the right answer 
unaided. In the real world it is important to have a good grasp of numbers, even for 
simple things like money.
I believe that calculators should be allowed in schools but only after the pupils can 
remember their multiplication tables and work out basic arithmetic problems. It is 
very important that pupils have competent number skills so that they can work out
a wide range of mathematical problems. Calculators are not the answer to every 
problem and it is still possible to make a mistake if you press the wrong button. 
Mental arithmetic is particularly useful for checking if an answer makes sense. A
calculator is not an alternative to pupils using their brains.
Method
The first paragraph expands on what has been said in the question and includes
the advantages of calculators and also some limitations. The second paragraph 
focuses on why calculators should not be allowed in school before number skills 
have been mastered. The third paragraph is used for the writer’s own opinion as 
expressed by the words ‘I believe’. It also brings together the advantages and dis-
advantages of calculator use so as to create a balanced argument.

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HOW TO MASTER THE IELTS