Unit 4: Exercise 1

To be successful in the IELTS Reading test it is important to understand how paragraphs are written and
used. 
Read the statements. Are they True or False? Choose the correct answers.
1. In English, long passages are usually divided up into paragraphs. T
2. Paragraphs are always one long sentence. F
3. Paragraphs always have headings. F
4. A paragraph should have one main topic. T
5. A paragraph usually has one sentence which explains the topic of the paragraph. F
Unit 4: Exercise 2 Read the title of the Reading passage and the paragraph headings (i–iii). What is the
passage about?
Choose the correct answers to complete the sentences.
The annual Busójárás celebration
i Rituals (nghi thức) that have continued to the present day
ii A connection between the carnival and historical events
iii The effect of the things people wear during the carnival
1. The topic of the Reading passage is likely to be about a traditional festival/ people’s everyday
habits.
2. The writer will explain why the celebration is no longer popular / is still popular .
3. The celebration might involve people dressed in special clothes/ people using special equipment .
Unit 4: Exercise 3
Read the information. Then look at the paragraph headings (i–iii) again. Choose the key information in each
heading.
It is very useful to decide what the key words are in the headings. This will help you decide
what you need to find when you start reading the passage.

i Rituals that have continued to the present day

ii A connection between the carnival and historical events
iii The effect of the things people wear during the carnival
1. The key word in the first heading is
o Rituals
o Continued
o present day
2. The main idea of the second heading is
o the carnival
o historical events
3. The key information in the third heading is
o the things people wear
o people and carnival
Unit 4: Exercise 4
Read the information. Then match the words and phrases in the box with the underlined key words in the
headings.
After you have decided what the key words are in a heading, you can then scan (look quickly
for details) the paragraph for any words or phrases that match those key words.

i Rituals that have continued to the present day

ii A connection between the carnival and historical events
iii The effect of the things people wear during the carnival

rituals historical events things people wear

set on fire a famous battle a man-like figure is
constructed
people from the town hold managed to repel the costumes
hands and dance invaders
makes the man is paraded

cloaks

Unit 4: Exercise 5
Read the information. Then match the paragraph headings with the paragraphs. 
In the IELTS Reading test, you may be asked to match headings with paragraphs.
First, it is a good idea to pay attention to any key words in the headings. Then, look at the paragraphs
quickly, to find out what kind of information they contain. Next, read each paragraph in detail and decide
which heading fits best.

The annual Busójárás celebration

Agnes Kovacs travels to a small Hungarian town to witness a local festival that has entertained people for
hundreds of years
A The costumes are intentionally frightening. Several people walk around the square of the small town
wearing masks. The faces are red, with small eyes and large pointed teeth. Then, there are the horns. In
some of the costumes, they look like goat’s horns. Other masks have bull’s horns. The people wear huge
cloaks made of sheepskin, which make them look bigger than they really are. With the sticks and rattles
they carry to make noise with, they look like monsters.
B This carnival has been a tradition in southern Hungary for several centuries. The town of Mohács was the
site of a famous battle between the Hungarians and the Ottoman Empire 500 years ago. The Turkish army
was far superior at the time and would eventually overrun most of Hungary. However, the small town of
Mohács managed to repel the invaders, albeit briefly. Legend has it that the townspeople dressed up as
monsters and managed to drive away the Turks.  
C The carnival is a celebration of continued life and combines historical events with ancient traditions of
chasing away the winter darkness. It is held at the end of each winter and, as in many other winter festivals
around Europe, a man-like figure is constructed from straw. On the final night of the carnival, the man is
paraded through the town and set on fire. People from the town hold hands and dance around the burning
man until dawn.

1. Paragraph A _____ iii The effect of the things people wear during the carnival _____
2. Paragraph C ____ii A connection between the carnival and historic events____
3. Paragraph B _____ i Rituals that have continued to the present day _____
Unit 4: Exercise 6
Read the information. Then skim read the paragraphs with the headings again. Choose the correct options to
answer the questions.
It is not only the vocabulary of a paragraph than can help you understand what its main idea is. The
grammar of a paragraph can also help you.

The annual Busójárás celebration

Agnes Kovacs travels to a small Hungarian town to witness a local festival that has entertained people for
hundreds of years
A The effect of the things people wear during the carnival
The costumes are intentionally frightening. Several people walk around the square of the small town
wearing masks. The faces are red, with small eyes and large pointed teeth. Then, there are the horns. In
some of the costumes, they look like goat’s horns. Other masks have bull’s horns. The people wear huge
cloaks made of sheep skin, which makes them look bigger than they really are. With the sticks and rattles
they carry to make noise with, they look like monsters.
B A connection between the carnival and historical events
This carnival has been a tradition in southern Hungary, for several centuries. The town of Mohács was the
 site of a famous battle between the Hungarians and the Ottoman Empire 500 years ago. The Turkish army
was far superior at the time and would eventually overrun most of Hungary. However, the small town of
Mohács managed to repel the invaders, albeit briefly. Legend has it that the townspeople dressed up as
monsters and managed to drive away the Turks.
C Rituals that have continued to the present day
The carnival is a celebration of continued life and combines historical events with ancient traditions of
chasing away the winter darkness. It is held at the end of each winter and, as in many other winter festivals
around Europe, a man-like figure is constructed from straw. On the final night of the carnival, the man is
paraded through the town and set on fire. People from the town hold hands and dance around the burning
man until dawn.
1. Which paragraph mostly uses the past form of verbs? A/B/C
2. Which paragraph uses the present simple and describes things as if the writer is actually there?
A/B/C
3. Which paragraph uses the present simple to talk about things that regularly happen? A/B/C
Unit 4: Exercise 7
Read the information. Then read the headings and decide which words are the key words. Choose the correct
answers.
With IELTS Reading matching headings tasks, the headings will always summarise the paragraphs. So it
makes sense to look at them first before you look at the whole Reading passage. Try to spend no more than
one or two minutes doing this. At this point, you only need to get a general idea of what the Reading
passage is likely to be about.
1. The role of the Matariki in bringing different generations of people together
 role
 Matariki
 bringing
 different
 generations
 together
2. Different ancient legends told in New Zealand about how the Matariki were created
 ancient
 legends
 New Zealand
 How
 Matariki
 created
3. The possibility of the Matariki replacing traditional national holidays
 possibility
 Matariki
 traditional
 national
 holidays
4. Current interest in a craft once commonly associated with celebrating Matariki
 interest
 craft
 celebrating
5. The importance of the Matariki as a navigational tool in the past
 importance
 navigational
 tool
 past
6. Other cultures’ legends about the origin of the seven stars
 legends
 origin
 stars
7. The Matariki’s influence on customs associated with agriculture
  influence
 customs
 agriculture
8. The decline and later revival of the celebration of Matariki
 decline
 revival
 celebration
 Matariki
9. The kind of traditional dishes guests can expect to receive during Matariki
 traditional
 dishes
 guests
 receive
10. A strategy for locating the formation of the stars that make up the Matariki
 strategy
 locating
 formation
 stars
 make
Unit 4: Exercise 8
Read the information. Then do the IELTS Reading task.  
The text has seven paragraphs, A–G. Choose the correct heading for each paragraph and move it into the
gap. You do not need to use all the headings.
 You have already looked through the headings. Now, read the title and look quickly over the
paragraphs to get a general idea of what the passage is about.
 Read the first paragraph and decide which headings might fit and which do not.
 Read the first paragraph again in more detail and choose the one heading that fits best.
 Do the same for the other paragraphs. If you have any time at the end, check your answers. If you
have the same answer for two paragraphs, you need to look again!

The meaning and celebration of Matariki

Henry Wilkes travels to New Zealand to investigate (khám phá) an ancient Māori tradition
A Over the cliffs (vách đá) at Mission Bay in Auckland, New Zealand, an incredible number of kites give
extra colour to the cold blue sky. It is no coincidence (sự trùng hợp ngẫu nhiên) that so many people have
gathered here to fly them; they have come together to celebrate the arrival of the Matariki, the group of
seven stars that appear in mid-winter. Many of the kite fliers are Māori, descendants of the people who first
arrived in New Zealand in the 13th century, but others have European ancestors, or are recent
immigrants(người nhập cư) to this country. What all of them have in common is that they are keen to take
part in the celebration, and a key part of this is the designing and making of a kite. The Māori used to make
them out of pampas grass, flax (sợi lanh) and the bark (vỏ cây) of the mulberry (cây dâu tằm) tree, and
would often decorate them with shells or feathers. Nowadays, although it is easy enough to make a modern
plastic kite, people prefer to follow their customs and use traditional methods and materials.
B Before the Europeans began to arrive and settle in New Zealand, festivities associated with the Matariki
were popular amongst all Māori tribes. They gradually began to disappear, eventually coming to an end
with the last traditional festival held in the 1940s. It wasn’t until the beginning of the 21st century that
people began calling in large numbers for Matariki to be brought back as a cultural event. In 2000, around
500 people attended a community gathering and public firework display in Hastings, New Zealand, to mark
the return of Matariki. This year, over 20,000 people are expected to participate in the same event. And
around the rest of New Zealand, other similar events are co-ordinated.
C Māori have several stories about the origins of the Matariki. One is connected to their creation myth, in
which the god of the weather and winds threw his eyes into the heavens, where they became the seven
stars. In another version, the god of the forests, Tāne Mahuta, became jealous of a very bright star which
everyone admired. He angrily threw the star to destroy it but instead it broke up into seven smaller stars. In
a third myth, the main star is a mother and the six smaller ones are her daughters. Regardless of the origins,
Māori communities have traditionally celebrated in similar ways.
 D Although Māori living in New Zealand recognise January 1st as the official start of the year, it is the
appearance of the Matariki which traditionally marks the beginning of the Māori New Year. Of course,
people living in different parts of the world will be able to see the cluster of seven stars at different times of
year. However, for New Zealanders hoping to see the Matariki, they should keep an eye out from the
second week of June. If they look towards the north-east horizon, slightly to the west of where the sun
rises, they should have a good chance of spotting it in the tail of the Milky Way. Of course, it is best to get
up an hour before dawn, so the stars are bright enough to be easily noticed. A pair of binoculars can come
in handy, too.
E Like the first people to settle in Tonga, Samoa, Niue, the Cook Islands, Hawaii and Tahiti, the Māori
were great sailors. All these Polynesian peoples were able to travel long distances over water by observing
the position of the stars. The seven stars that made up the Matariki were especially useful due to the fact
that they changed position during the year, showing a clear direction for the huge traditional canoes to
follow. It’s easy to see the common ancestry of the people of Polynesia when you look at the names for the
Matariki in the different countries: it is Matali’l in Samoa, Makali’l in Hawaii, and Mataliki in Tonga, for
example.
F Nowadays, as in the past, Matariki celebrations provide an excellent opportunity for communities to
unite. It is a time when people reflect on the experiences of the year which has just passed, give thanks for
the good things they have received from the land and the sea, and look forward to the year ahead. It is also
the perfect time for older members of the extended family or local tribe to share their knowledge with the
young. They may teach them traditional songs or stories, demonstrate old ways of fishing or catching eels,
or show them how to prepare hangi (food which is cooked on heated stones in a hole in the ground). For
many Māori children, this contact and experience gives them a strong sense of cultural identity and
belonging.
G While Māori arts such as carving and weaving were practised during Matariki celebrations in the past,
the arrival of the seven stars had another significant role. Māori decided when to plant their crops
according to how easily the stars could be seen. If they were clear and bright, Māori believed that the
growing season would be a productive one, and they would plant their crops in September. But if they
appeared to be out-of-focus and closer together than usual, they knew that the winter was going to be an
extremely cold one. This meant they wouldn’t start planting until October. But Matariki also occurred at
harvest time, so there was plenty of food to share around between family members and visitors. This kind
of feasting is still very much part of the modern celebrations.

iii The possibility of the Matariki replacing traditional national holidays

ix The kind of traditional dishes guests can expect to receive during Matariki
vi Other cultures’ legends about the origin of the seven stars

Paragraph A iv Current interest in a craft once commonly associated with celebrating Matariki
Paragraph B viii The decline and later revival (hồi sinh) of the celebration of Matariki
Paragraph C ii Different ancient legends told in New Zealand about how the Matariki were created
Paragraph D x A strategy (chiến lược) for locating the formation of the stars that make up the Matariki
Paragraph E v The importance of the Matariki as a navigational (sự điều hướng) tool in the past
Paragraph F i The role of the Matariki in bringing different generations of people together
Paragraph G vii The Matariki’s influence on customs associated with agriculture (nông nghiệp)
Unit 4: Exercise 9
What was the information you needed to find the correct headings in Exercise 8? Match the underlined
information in the headings with the information from the passage.
The meaning and celebration of Matariki
Henry Wilkes travels to New Zealand to investigate an ancient Māori tradition
A Current interest in a craft once commonly associated with celebrating Matariki
Over the cliffs at Mission Bay in Auckland, New Zealand, an incredible number of kites give extra colour to
the cold blue sky. It is no coincidence that so many people have gathered here to fly them; they have come
together to celebrate the arrival of the Matariki, the group of seven stars that appear in mid-winter. Many of
the kite fliers are Māori, descendants of the people who first arrived in New Zealand in the 13th century, but
others have European ancestors, or are recent immigrants to this country. What all of them have in common
is that they are keen to take part in the celebration, and a key part of this is the designing and making of a
 kite. The Māori used to make them out of pampas grass, flax and the bark of the mulberry tree, and would
often decorate them with shells or feathers. Nowadays, although it is easy enough to make a modern plastic
kite, people prefer to follow their customs and use traditional methods and materials.
B The decline and later revival of the celebration of Matariki
Before the Europeans began to arrive and settle in New Zealand, festivities associated with the Matariki
were popular amongst all Māori tribes. They gradually began to disappear, eventually coming to an end
with the last traditional festival held in the 1940s. It wasn’t until the beginning of the 21st century that
people began calling in large numbers for Matariki to be brought back as a cultural event. In 2000, around
500 people attended a community gathering and public firework display in Hastings, New Zealand, to mark
the return of Matariki. This year, over 20,000 people are expected to participate in the same event. And
around the rest of New Zealand, other similar events are co-ordinated.
C Different ancient legends told in New Zealand about how the Matariki were created
Māori have several stories about the origins of the Matariki. One is connected to their creation myth, in
which the god of the weather and winds threw his eyes into the heavens, where they became the seven stars.
In another version, the god of the forests, Tāne Mahuta, became jealous of a very bright star which everyone
admired. He angrily threw the star to destroy it but instead it broke up into seven smaller stars. In a third
myth, the main star is a mother and the six smaller ones are her daughters. Regardless of the origins, Māori
communities have traditionally celebrated in similar ways.
D A strategy for locating the formation of the stars that make up the Matariki
Although Māori living in New Zealand recognise January 1st as the official start of the year, it is the
appearance of the Matariki which traditionally marks the beginning of the Māori New Year. Of course,
people living in different parts of the world will be able to see the cluster of seven stars at different times of
year. However, for New Zealanders hoping to see the Matariki, they should keep an eye out from the second
week of June. If they look towards the north-east horizon, slightly to the west of where the sun rises, they
should have a good chance of spotting it in the tail of the Milky Way. Of course, it is best to get up an hour
before dawn, so the stars are bright enough to be easily noticed. A pair of binoculars can come in handy,
too.
E The importance of the Matariki as a navigational tool in the past
Like the first people to settle in Tonga, Samoa, Niue, the Cook Islands, Hawaii and Tahiti, the Māori were
great sailors. All these Polynesian peoples were able to travel long distances over water by observing the
position of the stars. The seven stars that made up the Matariki were especially useful due to the fact that
they changed position during the year, showing a clear direction for the huge traditional canoes to follow.
It’s easy to see the common ancestry of the people of Polynesia when you look at the names for the Matariki
in the different countries: it is Matali’l in Samoa, Makali’l in Hawaii, and Mataliki in Tonga, for example.
F The role of Matariki in bringing different generations of people together
Nowadays, as in the past, Matariki celebrations provide an excellent opportunity for communities to unite. It
is a time when people reflect on the experiences of the year which has just passed, give thanks for the good
things they have received from the land and the sea, and look forward to the year ahead. It is also the perfect
time for older members of the extended family or local tribe to share their knowledge with the young. They
may teach them traditional songs or stories, demonstrate old ways of fishing or catching eels, or show them
how to prepare hangi (food which is cooked on heated stones in a hole in the ground). For many Māori
children, this contact and experience gives them a strong sense of cultural identity and belonging.
G Matariki’s influence on customs associated with agriculture
While Māori arts such as carving and weaving were practised during Matariki celebrations in the past, the
arrival of the seven stars had another significant role. Māori decided when to plant their crops according to
how easily the stars could be seen. If they were clear and bright, Māori believed that the growing season
would be a productive one, and they would plant their crops in September. But if they appeared to be out-of-
focus and closer together than usual, they knew that the winter was going to be an extremely cold one. This
meant they wouldn’t start planting until October. But Matariki also occurred at harvest time, so there was
plenty of food to share around between family members and visitors. This kind of feasting is still very much
part of the modern celebrations.

1. Wh
at
craft is mentioned in paragraph A? making traditional kites
 2. What words also mean decline and revival? disappear brought back
3. What words have similar meanings to legend and created? Myth (thần thoại) and origins
4. What word has a similar meaning to locating? spotting
5. What type of people need to use navigational tools? sailors
6. What word also means bring ... people together? unite
7. What words are associated with the idea of agriculture? Crops , plant and harvest
Unit 4: Exercise 10
Think about some of the skills you needed when you approached the IELTS Reading test in this unit.
Choose the correct options.
You needed to:
 start by reading the whole passage in detail.
 identify the topic of the Reading passage before you started reading.
 understand almost every word in the passage.
 decide what you needed to find before you started reading.
 decide what the key information is in each heading.
 read the Reading passage once only.
 decide what the writer’s main idea is, in each paragraph.

WRITNG
Ví dụ 5: the different modes of transport used to travel to and
from work in one European city
You should spend about 20 minutes on this task.
The following bar chart shows the different modes of transport used to travel to and from work in one
European city in 1960, 1980 and 2000.
Summarize the information by selecting and reporting the main features and make comparisons where
relevant.Write at least 150 words

Task 1 plan:
 paraphrase task heading
 summary paragraph – key features [1] use of cars increased [2] percentage
of travellers by bike and on foot fell dramatically.
 paragraph 3: compare all 4 modes of transport in 1960 and 1980.
 paragraph 4: compare the final figures for 2000.

The bar chart illustrates the different types of transports used to travel in a European City from 1960
to 2000.

It is clear from the chart that the car was gradually increasing through the period, while the other
transports were declined.

To begin, car travelers stood at just 5 percent in 1960, which was 5 times less than for the bike
traveler, and this was far less than on foot. In 1960, the car was the least used means of transport with
 only about 7%, but the use of the car has grown strongly, reaching about 23% of the population in
1980. However, the popularity of car walking, which was once the most popular means of transport
with 35% of the population in 1960 plummeted to 20%. Bicycle use also went down by about 27% in
1960 to 20% in 1980. Bus use was fluctuated, being popular with almost 20% of the population in
1960 and rising to a peak of about 27% in 1980.
Secondly, bus use, which was 20% in 1960 increased to 27% in 1980 and then decreased to 15%. In
spite of starting with just 5% in 1960, by 2000, car travelers were hit the highest point of 35%.
Besides, bicycle use also dropped dramatically from a high of about 27% in 1960 to only 7% in 2000.
After peaking in 1960, walking plummeted below 10% by 2000.

Unit 5: Exercise 2
Listen to the first part of a talk, which relates to question 1.
Match the functions in the box with the extracts from the talk.
Unit 5: Exercise 3 Read the information. Then listen to the next part of the talk, which relates to
question 2.
Select the words that refer back to the word bottles.
In this next part of the talk, the main point is ‘You need to put them on the tables’. Speakers often refer
back to something they mentioned earlier. Here, the word ‘them’ refers back to ‘bottles’. This helps you to
realise that the missing word in the summary is not ‘tables’ or ‘boxes’.
Complete the notes. Write ONE WORD ONLY for each answer.
Newtown Marathon
23 July, 9 a.m.
Volunteers are needed to help runners during the marathon
• get your (1) uniform from the race centre
• set up the (2) bottles at your station
• make sure there is no (3) litter on the road near you
Unit 5: Exercise 4
Listen to the next part of the talk, which relates to question 3.
Choose the correct word that completes question 3.
OK, there will be one other thing to check before the race begins, and it concerns safety on the road. The
runners need to go past your station easily. It might rain tomorrow, and there could be large puddles of water
on the roads, but there is nothing we can do about that. However, we must be careful about litter. If you see
anything on the road that you, or someone else has dropped, pick it up, no matter how big or small it is. It’s
easy for runners to slip on something, and needless to say, this could be dangerous when there are hundreds
of people running near each other, in wet conditions.
Complete the notes. Write ONE WORD ONLY for each answer.
                                 Newtown Marathon
23 July, 9 a.m.
Volunteers are needed to help runners during the marathon
• get your (1) uniform from the race centre
• set up the (2) bottles at your station
• make sure there is no (3) litter/rain/rubbish/water on the road near you
Unit 5: Exercise 5
Listen and complete the notes.
Write ONE WORD ONLY for each answer.
 Quickly read the notes, especially the heading, to get an idea of what the talk will be
about, and what type of word could go in each gap.
 Remember that each bullet point in the notes refers to the main point that the speaker
will make.
 As the speaker is talking, complete each gap with a word that the speaker uses.
 When the talk is finished, check your answers. You should now have notes about the
five main points the speaker made. Make sure you only write one word in each gap,
and that your spelling is correct.
Presenter: You will hear the organiser of a school sports event talking to a group of parent volunteers.
 Speaker: Hello. Thanks to everyone for coming to the meeting and volunteering to help at next week’s
sports day. As you know, the event will be held at the local Athletics Centre. Although the students don’t
start competing until later, Mr Robinson, the sports teacher, does need some help between 8 and 9 o’clock –
before it all gets going. So, he would like some parents to help transport a few large pieces of equipment that
we’ll need to the Athletics Centre. If you can help with that, and you’ve got room in your car, please let me
know after the meeting. Also between 8 and 9 a.m., Mr Robinson is hoping that a couple of parents will get
to the Athletics Centre nice and early so they can display some signs that he’s made – some for the car park,
and some around the Athletics Centre itself, with directions to the toilets, the first-aid centre, that kind of
thing. So again, if you can help with that, please come and tell me.

OK, our students will be coming on the school bus and arriving shortly before 10 a.m. at the Athletics
Centre. When they come off the bus, we’ll need two or three parents to help direct them to where they can
pick up their sports kits – their T-shirts and shorts. That’ll be in the large tent we’ll be putting outside the
main hall. You can’t miss it. They can then head to the changing rooms to get ready for the day. There’s one
kit for every child – and we’ve labelled them all according to size.

What else? Oh yes, the children already know which individual event, or events, they’re taking part in, and
at what time. Please do remind them that we can’t have them taking their mobile phones to the events – they
should be left in their bags in the changing room – which will then be locked for safety reasons. Also please
remind the children to bring water with them, because it’s likely to be a hot day. Just check that everyone
takes some to their event.

One other thing I need to mention: I think everyone here knows Jane Wright – she’s one of our heads of
department and she’ll be coming along to sports day to help out. Students will need to go directly to her if
they receive an injury – she’ll have plenty of ice packs and plasters and that kind of thing. So, do take
students to Jane if you think they need that kind of attention. Thanks.
School Sports Day at the Athletics Centre
Between 8 a.m. – 9 a.m.
Parents are needed to help Mr Robinson
 take some (1) equipments to the Athletics Centre
 put up a few (2) _________________ in different places at the Athletics Centre
After 10 a.m.
Parents are needed to help make sure that students
 get their sports kit from the (3) _large tent_ near the main hall
 take (4) _far from the mobile phone_ to the individual sports events
 go to Jane Wright if students get any kind of (5) _injuries__
Unit 5: Exercise 6
Read the information. Then look at a map of the Athletics Centre. 
Complete the descriptions with the words in the box. There are two words you don’t need.

In the IELTS Listening test, you may hear someone explaining a map, and where things are.
They will describe things you can see on the map.
 Bottom left top

1. At the __ south__ of the map is Southgate Road, where you can find the entrance to the
Athletics Centre.
2. Eastgate Road is on the __ right__ -hand side.

3. There is a large __ square__ shape under the trees on the right.

4. See the large ____oval____ shape, above the trees?

5. At the top of Eastgate Road, you can see a long, __ narrow__ building.

6. The boathouse, where the kayaks are all kept, is on the left, ___ bottom___ of the river.

7. The main field is in the __middle__ , north of the hall.

Unit 5: Exercise 7

Read the information. Then listen and complete the directions.

When someone explains where things are on a map, they often give directions describing how
to get from one point to another. It’s important to listen for key phrases for giving directions
as this will help you to locate where things are on a map.

1. Come in through the entrance, and keep ____straight__ on. Don’t turn left
or right. ___Carry___ on until you get to a large building. 1.MP3

2. If you’re walking from the main entrance, take the road that goes ___on___
to the left. __And__ for the river, and you’ll see a building in front of the
bridge. 2.MP3

3. You enter from Southgate Road, and __keep__ going until you see a large
building. You can __caught__ through it, or walk __arounded__ it, to get
to a large, open space. 3.MP3

Unit 5: Exercise 8

Look at the map. Then listen and match the places with the descriptions.
 Boathouse
nit 5: Exercise 9
Listen and label the map.
Write the correct letter A–I.
OK, let’s have a look at a map of the Athletics Centre. You can see Southgate Road along the bottom of the
map, going horizontally, and there’s Eastgate Road on the right-hand side – going from the bottom up to the
top of the map. And there’s the main entrance – also there at the bottom of the map on Southgate Road.

So, first of all, you’ll need to know where to send other parents to park their cars. That’ll be car park 3.
Actually, there are several car parks at the centre, on both sides of the main entrance. See the large square-
shaped area on the map? Car park 3 is the top half of that square – just below the trees. So please send
parents over there.

Now, the changing rooms. You’ll need to know where to find them. I remember they used to be up near the
running track – you can see the running track is that large oval  area on the map. But the changing rooms are
much more conveniently located now. All you have to do is come in through the main entrance, immediately
take the road that goes off left, and aim for the building that looks a bit like a cross. That’s where the kids
will be getting changed for this year’s sports day.

Right, the first-aid centre. Hopefully we won’t be taking too many children there but you do need to know
where it is. So, if you’re starting from the main entrance, the quickest route is to walk around the hall – on
the right-hand side. There’s no path so you’ll be walking on the grass. Keep straight on so you’re
walking between the main field and the oval running track, – and then you can see on the map there – that
the first-aid centre is just above those two locations, and right below that little bridge.

The café is a bit of a walk from the main entrance. It’s in that long, narrow building – the one that’s near the
northern end of Eastgate Road, and sort of above the oval running track. If you’re walking from the hall,
you’ll probably want to cut through that line of trees to get up there. Anyway, you can see that that building
is divided into two and you want the room with a view of the river, not of Eastgate Road.

Finally, when the kids go kayaking on the river, they’ll all have to be wearing lifejackets. The lifejackets are
 kept in a small building near the boathouse. There’s no actual road to the lifejacket shed – but it’s just a
short walk from the boathouse – you can see it there – not far from Southgate Road. So make sure no-one
gets into a kayak without first getting themselves a lifejacket. So, the other …

• Look quickly at the map and identify any important features (roads, rivers, bridges, etc.).
Buildings which are already labelled (the hall, the entrance, etc.) are also important.
• The speaker will talk about the five places in order.
• Listen and pay attention to how the speaker describes things which are already on the map.
Also pay attention to how the speaker explains how to get from one place to another.
• As the person is talking, decide where each place is on the map. Write a letter, identifying
where each building is.
1. Car park 3 ____ main field_____
2. Changing rooms ___ hall___
3. First-aid centre _________
4. Café __________
5. Lifejackets __________
Unit 5: Exercise 10
Think about what you have learnt in this unit.
Are the statements True or False? Choose the correct answers.
1. When speakers give a talk, they usually talk about one main point at a time. T
2. Speakers only mention their main point once, and usually very quickly. F
3. Speakers often use words like it, them or this to avoid repeating words or phrases they have just
used.T
4. Speakers often describe a map by talking about things on the map. T
5. When speakers give directions, they often use phrases like Do you want to …? or Would you like to
…? T