IELTS FIGHTER

UNIT 5: HISTORY

A. READING
Exercise 1: Read the statements about different kinds of questions in the IELTS Reading test.
Choose True or False.

Exercise 2: Read the information. Then read the statements. Do they give facts or the writer’s
opinions? Choose Fact or Opinion.

UNIT 5 1
IELTS FIGHTER

Exercise 3: Read the information. Then read the adjectives in the box. The adjectives can all be
used by writers to give their opinions or to evaluate what other writers have said. Choose the
correct adjectives for each category. The first one has been done for you.

Exercise 4: Read the statements. What opinions are being expressed by the phrases in bold?
Choose the correct answers.

UNIT 5 2
IELTS FIGHTER

Exercise 5: Read the sentences. Then choose the correct answers to complete the second sentences
which explain the meaning of the first sentences.
1. Subsequent research has undermined Kolowski’s original findings.
The research strengthens / weakens Kolowski’s claims.

2. Although it was influential at the time of publication, Lowton’s 1927 book has been widely
discredited.
The reputation of Lowton’s 1927 book has been harmed / improved .

3. While Dupont’s hypothesis has gained popularity, it is almost impossible to verify.

Evidence supporting Dupont’s ideas can / cannot easily be found.

4. Other studies appear to confirm Mitchel’s theory.

Other work provides evidence that disproves / supports Mitchel’s theory.

5. Rowe’s work has been widely endorsed by the scientific community.

Scientists say they agree / disagree with Rowe.

6. Nowadays, the profession almost universally refutes the conclusions of Gavi’s 2004 paper.
Gavi’s ideas have been accepted / rejected .

Exercise 6: Read the verbs in the box. The verbs can all be used to express either agreement or
disagreement. Complete the table with the verbs.

UNIT 5 3
IELTS FIGHTER

Exercise 7: Read the information. Then read the statements and the extracts. Is the information
given in the statements expressed, contradicted or not made clear in the extracts? Choose Yes if
the information is expressed, No if the information is contradicted and Not Given if the
information is not made clear.

UNIT 5 4
IELTS FIGHTER

Exercise 8: Read the information. Then match the paraphrases with the opinions.

UNIT 5 5
IELTS FIGHTER

Exercise 9: Read the article. Do the statements agree with the views of the writer of the article?
Choose Yes, No or Not Given.

Why study history?

by Professor Percy Adams, head of history at Hardwick University

I am often asked, ‘What’s the use of history?’ As a professional historian, I can think of a number of uses. I
sometimes reply by asking what the use of studying French is for someone who isn’t about to go to France. A
wide-ranging list of uses usually follows, ranging from the intellectual to the more practical, such as familiarity
with phrases like de rigueur that have entered the English language from French. Many of these reasons have a
parallel with history – both in the purely intellectual and the more practical sense.

UNIT 5 6
IELTS FIGHTER

It is undeniable that historians don’t perform life-saving medical operations, fly planes or design labour-saving
software. These tasks are clearly crucial to the general population, and it is not my opinion that the work of a
historian is in the same category. But one of the more practical applications of history has been articulated by
Peter Stearns, for whom history provides us with a way of making sense of events. How do you interpret a
recession if the country is enjoying a boom, other than by using historical references? He argues that to
comprehend the events we experience, we must look to factors that took shape earlier, whether it is a fall in crime
statistics or a political protest in a far-off country. Whether a day earlier or a century ago, previous events hold the
key.

Back in 1906, the historian John Acton identified one central role of the study of history. Its role was not to
promote the accumulation of knowledge, but to train people to investigate history, to separate truth from
dishonesty and certainty from doubt. Acton saw the historian’s role as being to carefully analyse any statement
before drawing conclusions as to its validity. And this viewpoint is just as appropriate nowadays as it was over a
century ago.

However, there are still those who remain doubtful. Many hold the opinion credited to Henry Ford, that ‘history is
bunk’. In actual fact, Ford’s original comment was not so succinct, and it was a journalist who came up with the
three-word phrase that is so well recognised today and often used by those who are critical of the value of history.
For a man like Ford, the technological progress he was to become famous for depended on the development of the
new technologies of the future, and not looking back at the past.

A century on, this way of thinking is still common and is underpinned by the government’s highly controversial
decision to remove history from the compulsory curriculum for schoolchildren over the age of 14. Some
distinguished historians, such as Niall Ferguson, have supported the government, accusing critics of the policy,
such as Oxford historian David Priestland, of pursuing an inward-looking and heavily politicised agenda,
questioning when they last stepped into an actual school to discuss the curriculum with teachers and students. And
yet, it must be said that little thought appears to have been given to the consequences of this and the potential
limitations it places on youngsters progressing through the school system.

Admittedly, the study of history was justified in the past for reasons that can no longer be considered valid, such
as differentiating between an educated and an uneducated person when there was a job vacancy to be filled – the
applicant who could recite the dates of kings’ and queens’ reigns was deemed to be a stronger candidate than the
one who couldn’t. Fortunately, times have moved on.

UNIT 5 7
IELTS FIGHTER

Exercise 10: Read the information. Then read the article “Why study history?” again. Match the
people with the opinions. Write the correct letter, A–E, for each answer.

UNIT 5 8
IELTS FIGHTER

B. WRITING
Exercise 1: Read the IELTS Writing Task 1 question and look at the table. Then read the
sentences. Do they contain grammatical errors? Choose Yes or No.

The table below shows the percentage of people employed in six different industries in Country A and
predictions for 2025.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

UNIT 5 9
IELTS FIGHTER

Exercise 2: Read the information. Then choose the correct words and phrases to complete the
summary of the table.

It is striking / What stands out is the huge decline in employment in the agricultural sector during the period
shown. It is striking that / Surprisingly, having stood at 20% in 1995, it is forecast that it will have fallen to just
0.7% by 2025. By contrast / It is surprisingly, the employment figures for the finance and transportation fields
have increased significantly, both rising from 3% in 1995 to reach a predicted percentage of 15% and
13%, obviously / respectively. By the end of the previous shown / Finally , employment in transportation will have
reached 13%; the clear trend / whereas being a substantial rise from the percentage in 1995 of 3%. Moving onto /
Turning next construction, the figures remain stable between 1995 and 2015, fluctuating between 5% and
6%. Likewise / Nevertheless , it is predicted to be 5% in 2025. Regarding to / With reference to employment in
retail, the figures rose slightly from 12% in 1995 to 13% in 2015 but will at last / nevertheless fall back again to
12% in 2025.

Exercise 3: Read the information. Then complete the sentences with the referencing words in the
box.

UNIT 5 10
IELTS FIGHTER

Exercise 4: Read the information. Then choose the correct alternatives to replace
the underlined words in the sentences.

1. The table depicts the percentage change in the employment rate in Country A between 1995 and
2015, with predictions for 2025, and these percentages data / figures vary across a wide range of
industrial sectors.

2. The agricultural sector experienced a considerable fall in the number of people employed and
this sector area / job fell from 20% in 1995 to 0.7% in 2015.

3. Employment in the construction industry fluctuated between 5% and 6% from 1995 to 2015, and
this fluctuation sway / variation may well continue into the future.

4. The share of employment in finance has increased significantly and this share portion / zone is
expected to continue rising to stand at around 15% in 2025.

5. There was little variance in the data for retail in the period 1995 to 2015, and there is unlikely to be
much variance continuation / movement in the figures in the near future.

Exercise 5: Read the information. Then read the sentences. Do they correctly reflect the
information shown in the table? Choose Yes if they do or No if they include irrelevant, inaccurate
or inappropriate details.

UNIT 5 11
IELTS FIGHTER

The table below shows the percentage of people employed in six different industries in Country
A and predictions for 2025.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

UNIT 5 12
IELTS FIGHTER

Exercise 6: Read the information. Then read the IELTS Writing Task 1 question and the
introductions to some responses to the task. Would the introductions receive a word count penalty
for copying from the question? Choose Yes or No.

The bar chart below shows the total percentage of people employed in different sectors of the
economy in Country A in 2005 and 2015 with projections for 2025.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

UNIT 5 13
IELTS FIGHTER

Exercise 7: Choose the correct discourse markers to complete the sentences.

1 In terms of / Obviously / With reference to management and business will continue to be the most
important sector for employment in the future.

2 The textile industry will experience a decline in the proportion of people

employed, falling from about 30% to a projected rate of 20% in 2025, in comparíon to / interestingly /
whereas the figures for both the service and the production and logistic sectors are predicted to rise to
15% and 20%, respectively.

3 It is clear / Moving on to / Surprisingly that coal mining is no longer as important as it once was in
terms of employment. From a peak of 25%, it fell to 10% in 2005 and is forecast to fall further to just
under 5% in 2025.
4 By contrast / In comparison to / In terms of the textile sector, the service industry has undergone a rise
in employment, rising from just over 5% in 2005 to approximately 15% in 2015. In the future, both of
these sectors are predicted to reach 20% in 2025.

5 Interestingly / Nevertheless / Whereas , people working in the management and business sector and the
textile industry in Country A accounted for roughly the same percentage, at about 30%, in 2005.

6 Obviously / Surprisingly / With reference to the trend for employment in production and logistics, it
has seen a steady rise, starting from about 8% and reaching 10% in 2015. This phenomenon is likely to
continue and it will most probably rise to about 15% in 2025.

Exercise 8: Choose the correct words and phrases to complete the sentences about the chart.

1 There will be roughly a fivefold / quadruple / quintet decrease in the percentage of people employed in
the coal mining industry during the period depicted.

UNIT 5 14
IELTS FIGHTER

2 The percentage of people working in the field of production and logistics will double / twofold / twice
between 2005 and 2025.

3 The percentage of people working in the services industry is likely to more than threefold / triple /
third between the years 2005 and 2025.

4 In 2005, 30% of workers were employed in management and business, and this figure rose to reach a
tenth / two-fifths / two-thirds of the total working population in 2015.

5 A few of / By far the fewest / Far fewer people will be involved in coal mining in 2025 compared to
2005.

6 Approximately the same percentage of people will be employed in the field of management and
business in 2015 as / than / then  in 2025.

Exercise 9: Read the information. Then read the summary paragraphs of the data shown in the
chart. Do they include inaccurate, inappropriate or irrelevant information? Choose the correct
responses.

1 To summarise, more people were working in management over the period shown and this trend is
expected to continue. Whilst those employed in the coal mining and textile sectors will both decrease
dramatically and those involved in services and production and logistics will remain roughly the same.
inaccurate / inappropriate / irrelevant

 2 In conclusion, there are many more graduates in financial subjects now, so it stands to reason that
there will be more people working in the area of management and business in future years in comparison
to the other sectors of the economy such as coal mining. inaccurate / inappropriate / irrelevant

 3 So overall, loads of people are going to be working in the management and business sector in the
future whereas coal mining and textiles employment are in complete free fall. inaccurate / inappropriate
/ irrelevant

UNIT 5 15
IELTS FIGHTER

Exercise 10:

WRITING TASK 1

You should spend 20 minutes on this task

The bar chart below illustrates five different industries’ percentage share of Country B’s economy in
1995 and 2015 with a forecast for 2025.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

Write at least 150 words.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................

UNIT 5 16
IELTS FIGHTER

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
C. LISTENING
Exercise 1. In this unit, you will learn about IELTS Listening Section 3 and practise the skills you
need to identify speakers’ attitudes and opinions. Read the information. Then complete the
phrases for agreeing and disagreeing. Use the words in the box.

UNIT 5 17
IELTS FIGHTER

Exercise 2. Read the information. Then listen to a conversation about a project. What time period
do the speakers agree to? Choose the correct answer. (Track 5.1)

Exercise 3. Read the information. Then listen to a short conversation. Which speaker expresses
the views? Choose Sarah or Tom (Track 5.2)

UNIT 5 18
IELTS FIGHTER

Exercise 4. Read the information. Then listen to a short conversation between two students.
Choose the correct letter, A, B or C. (Track 5.3)

Exercise 5. Listen to a conversation between two students, Tony and Sue. Which two topics is

Tony including in his project? Choose the correct letters, A–E. (Track 5.3)

UNIT 5 19
IELTS FIGHTER

Exercise 6. Listen to Tony and Sue talking about Sue’s project. Which three areas does Tony
suggest changing? Choose the correct letters, A–F. (Track 5.4)

Exercise 7. Listen to another conversation between Tony and Sue. Which five things helped Sue?
Choose the correct letters, A–H. (Track 5.5)

D. SPEAKING
Exercise 1. Read the information. Then look at the phrases in the box. What are their functions?
Complete the table with the phrases.

UNIT 5 20
IELTS FIGHTER

Exercise 2. Watch the video of three native English speakers asking and answering IELTS-style
questions about history. Choose the seven phrases that the speakers use to express their opinions
or to agree or disagree with the propositions in the questions. (Video 5.1)

Exercise 3. Read the IELTS Speaking Part 3 questions and responses. Choose the most
appropriate phrases for agreeing and disagreeing to complete the responses.

1
Examiner: Should history be a compulsory subject at school?
Student: Absolutely/ Definitely not/ Well, there are two ways of looking at this. I think that if we are
going to understand the world we live in, we have to understand where we came from. For example,
there is a lot of conflict in the world at the moment, and history gives us a context, a way to understand
how these conflicts started and why it is so difficult to resolve them. I would add that history as a subject
shows us the mistakes that mankind has made, and if we are going to learn from these mistakes and not
repeat them, then it makes sense to study history all our lives. So yes, I think it should be compulsory.

2
Examiner: Many people would argue though that we need to change the way that history is taught in
schools. Do you agree?
Student: Certainly not/ Up to a point/ Without a doubt. By that I mean, I can understand why some
people don’t like studying history; all those names and dates can be difficult to remember. Perhaps a
different approach, something more interactive or twenty-first-century, can help bring history to life for
students who feel this way. But on the other hand, when I learnt history at school, I loved the classes,
and I am sure that many other students did, too. I am not sure we should change everything just because

UNIT 5 21
IELTS FIGHTER

some students find it difficult. So, maybe I will change my mind about your first question and say that
history shouldn’t be a compulsory subject. Maybe it isn’t for everyone.

3
Examiner: Let’s talk about family history. Do you think it is important to know your own family
history?
Student: It depends on how I look at it/ No, not at all/ Yes, I would say so. As I said, I prefer history as a
larger subject that explains how the world works. But on the other hand, I guess for some people it’s
really important, or at least really interesting, to know where they are from and what their family past is.
I think that’s fine, but personally speaking, it doesn’t interest me.

4
Examiner: Many people are now using online services that test their DNA to find out their cultural
origins. Do you think this is a good idea?
Student: Sure/ That’s not how I see it/ To some extent, yes. I know people who have done this, and the
test results say that they come from many different countries, places they didn’t expect. Perhaps if
people realise that their origins are more international than they thought, then it might help reduce
racism. The thing is, I am not convinced that these tests are scientifically accurate. I don’t really
understand how they can accurately come up with all this information about your origins from your
DNA. I have looked at the science behind it, and I am not convinced it is valid. But that is just my
opinion.

Exercise 4. Match the phrases with the definitions.

Exercise 5. Read the three questions (A–C). Then read the phrases below. Which questions would
the phrases be used to answer? Choose the correct answers. Then watch the video and check your
answers. ( Video 5.2)

A What do you think the benefits of visiting historical monuments are?

B Who should be responsible for maintaining historical sites?
C How do you think history will be taught in schools  in the future?

UNIT 5 22
IELTS FIGHTER

Exercise 6. Read the information. Then watch the video of a native English speaker responding to
IELTS Speaking Part 3 questions. Match the grammar descriptions in the box with
the underlined sections in the speaker’s responses. There are six grammar descriptions that you
don’t need.

UNIT 5 23
IELTS FIGHTER

Exercise 7. Read the IELTS Speaking Part 2 task card. Then read the student’s response. Correct
the underlined grammar mistakes

Describe a special occasion in your life.

You should say

where the special occasion took place
when this special occasion took place
who else was there
and explain how you felt on this special occasion.
The special occasion I choose to talk about is when I passed my driving test. This happened three years
ago, and I sat the test itself in my hometown of Perugia. Already I had passed the theory test a few week
beforehand, because in Italy you do the theory test first and then the practical test comes a short time
afterwards. So, on the day of the practical test I was driving to the test centre with the instructor from
my driving school. I remember I feel incredibly nervous on the day of the test and even the night before.

UNIT 5 24
IELTS FIGHTER

All I could think was, if I will pass, I can be much more independent. I had already saved up enough
money for buy a small car, and so now all I needed was to pass the test. Anyway, my instructor and I
arrived and met the examiner, which looked incredibly serious. I don’t think she smiled even once the
whole time. That only made me more nervous. The test itself, well, to be honest, I can’t remember too
much of it. I think I was concentrating so hard on get everything right that, well, my mind was too busy
to remember, I don’t know.
However, I do remember what happened at the end. When the instructor told me I had passed, I
screamed with happiness, that made the instructor jump with surprise, and then I gave her a hug. When
I got out of the car, I saw that my dad was there, too, waited with my instructor. So, I ran over to them
and hugged them, too. And then my Dad pulled some keys out of his pocket and pointed to a brand-new
car that was parked in the car park. It took me a second or two to realise that the car was for me. At
that point, I burst into tears – happy tears, of course. It was an amazing surprise. Not only I had passed,
but I also had the car I wanted. And I even got to drive home in my new car.
How did I feel at that moment? I guess a mixture of pride that I had passed, and also relief. Just
imagine how embarrassing it would have been if I haven’t passed. But fortunately, I did. A perfect day,
really.
Exercise 8. Read the information. Then read the responses to some follow-up questions for the
IELTS Speaking Part 2 task in Exercise 8. Match the follow-up questions in the box with the
responses.

UNIT 5 25
IELTS FIGHTER

Exercise 9. You are going to do IELTS Speaking Parts 2 and 3. You will need some paper and a
pencil.
Part 2
Describe a special occasion in your life.

You should say

where the special occasion took place
when this special occasion took place
who else was there
and explain how you felt on this special occasion.

Part 3
1. Do you think history should be a compulsory school subject?
2. How can history be made a more interesting subject to study at school?
3. What are the benefits of visiting historical sites in person?
4. Do you think the maintenance of historical sites and historic buildings should be paid for by
government?
5. If you could visit any historical site in the world, which would you choose?
E. VOCABULARY AND GRAMMAR

UNIT 5 26
IELTS FIGHTER

Exercise 1. Match the words with the definitions.

Exercise 2. Read the information. Then correct the underlined mistakes.

abdicate: to make a formal statement that you no longer wish to be king or queen

constitution: a set of political principles by which a state or organisation is governed

coronation: a ceremony at which a person is made king or queen

emperor: the ruler of an empire

monarchy: a country that has a king or queen

president: the person who has the highest political position in a republic

reign: period of time ruling as king or queen of a country

throne: a special chair used by a ruler, especially a king or queen

1 Clause 7 of the throne states that people should pay taxes to the government.
2 The date of the princess’s monarchy will be Saturday 12 April.
3 The king announced on the news that he intended to reign with immediate effect.
4 Nelson Mandela became monarch of the Republic of South Africa on 10 May 1994.
5 Julius Caesar is probably one of the most famous Roman monarchs.
6 The queen sat on her constitution throughout the coronation ceremony.

Exercise 3. Read the information. Then choose the correct sentences to match the types of
conditional shown in bold.

UNIT 5 27
IELTS FIGHTER

UNIT 5 28
IELTS FIGHTER

UNIT 5 29
IELTS FIGHTER

Exercise 4. Complete the sentences with the types of conditional shown in bold. Use the verbs in
brackets.

Exercise 5. Read the information. Then add the words in the box to the correct groups of
expressions.

UNIT 5 30
IELTS FIGHTER

Exercise 6. Read the comments made by different speakers. Choose the correct words to match
the speakers’ attitudes.

Exercise 7. Choose the correct prepositions or time phrases to complete the sentences about
history
1 At/ During/ On the reign of Queen Victoria, Britain became a world power.
2 In the beginning/ early/ end twentieth century, many people living in large cities in Britain suffered
from poor health.
3 The Stonehenge monument in the west of England was built in the elderly/ old/ prehistoric period.
4 Over the latest/ past/ recent 30 years, there has been a huge amount of change in people’s living
standards.
5 At/ In/ On the fifties and sixties, there were massive social changes affecting all aspects of life around
the world.

UNIT 5 31
IELTS FIGHTER

6 The Titanic sank during the dynasty/ realm/ reign of King George V.

7 At/ Before/ Since 2000, there has been a massive increase in the use of mobile technology globally.
8 The 1960s was the century/ decade/ millennia that saw humans first explore outer space.
Exercise 8. Complete the table with the phrases in the box.

Exercise 9. Read the extract from a seminar discussion between a history professor and two of his
students. Complete the sentences with the expressions in the box.

UNIT 5 32
IELTS FIGHTER

UNIT 5 33
IELTS FIGHTER

AUDIO SCRIPT
Exercise 2.
Speaker 1: So, we need to make a decision about the project?
Speaker 2: Yes, I know. It’s hard choosing the right topic and time frame though, isn’t it?
Speaker 1: Right. Well, I really liked your idea about how society has changed over the past few decades. It’s
quite topical, and I think we’d be able to find a lot of supporting material.
Speaker 2: Hmmm, I’m having doubts about that now. I think we need go back further, to be honest. Maybe look
at early nineteenth-century family values, compared to now. It’s a great period to study. So many changes were
going on.
Speaker 1: Are you sure? Wouldn’t that give us a lot of extra work? It’s not like we can go out and ask the
general public for an opinion, is it? I’m not convinced it’s feasible within the time frame we have.
Speaker 2: Hmmm, I see what you’re getting at. What about looking at the mid to late 1940s until now? We
could include industrialisation and possibly the introduction of the National Health Service. And just think about
the fifties, sixties and seventies. Society was changing all the time.
Speaker 1: I admit it’s interesting …
Speaker 2: But ...?
Speaker 1: Well, it’s been done too often for my liking, and a 70-year time frame is a little long. There would be
too much material.
Speaker 2: So, where does that leave us?
Speaker 1: How about earlier that century? Say, the first few decades? We could incorporate changing attitudes
to women in society. There’s plenty of material online, but the limited period means we won’t overload ourselves.
Speaker 2: OK, I’ll go along with that. Shall we go to the library this afternoon and start our research?

Exercise 3.
Sarah: Hi, Tom. Did you have a look at my assignment? I could really do with your advice.
Tom: Oh. Hi, Sarah. Yes, I did. I thought it was great overall.
Sarah: Really? Thanks. But I’m having doubts about the length of the introduction.
Tom: Hmmm, I do see what you mean, Sarah, but I’d say it was concise – remember, it’s only supposed to be
10% of the word count. I’d leave it as it is. I was a bit confused about the methodology though. I think you could
make that section a little more transparent.
Sarah: OK. I guess I could do that, although I thought it was quite clear myself. What did you think about the
findings? I’ve been really thorough with my analysis of the questionnaires. I think it’s one of the strongest
sections.
Tom: Well, yes, I agree to a point. You’ve clearly done a lot of work, but I do think you’d benefit from adding a
bar chart or two – something to help the reader understand the data.
Sarah: Oh, do you think so? OK. Well, you’ve given me something to think about. Thanks, Tom.

Exercise 4.
Speaker 1: I’m so pleased we’ve got permission to collaborate on the family values interviews. It’s such an
important part of the project. I don’t think I could’ve done them on my own.
Speaker 2:  Definitely. You always have more fun working together. But we don’t have a lot of time, so I think
we’ll need to split them in half.
Speaker 1: I’d go along with that. Although interviewing people together would have been easier, not to mention
more enjoyable, we do have a tight deadline. It just won’t be feasible if we don’t divide the work.

UNIT 5 34
IELTS FIGHTER

Exercise 5.
Sue: Hey, Tony. How’re you finding university?
Tony: Hi, Sue. I love it but it’s tough at times. The project I’m working on now, for instance, has been
particularly challenging.
Sue: Oh, really? Why? I thought you had it all under control. You’re doing the Industrial Revolution, aren’t you?
I know you’ve always loved machines and industry.
Tony: Well, yes, I have. But I started to get overloaded by the amount of material available online. So, although
the Industrial Revolution is something I’m really interested in, I decided I’d look at the Victorian era instead –
you know, the late nineteenth century. I wanted to focus on the fight of women to be treated equally in that
period.
Sue: OK, right! Well, I think you’ll find that far from boring.
Tony: Absolutely! But I discovered several others had already chosen that topic, so it just wasn’t possible. Then, I
thought about family life post-1945.
Sue: That’s great! I’m doing changes in family values at the end of the twentieth century. Perhaps we can see if
we can collaborate?
Tony: Well, that would’ve been good, but as I did that at school, I thought it might be a bit tedious. You know,
researching the same topic twice, so I reconsidered.
Sue: And?
Tony: Well, I’ve always found the subject of the monarchy a bit dull, as you know, but I thought I’d give that a
go. With the right angle, I think it could be really motivational. I’ll question their relevance in the modern world.
Sue: Hmmm. You won’t catch me choosing a topic like that. I remember studying kings and queens at school,
and let’s just say it’s not something I’ll be doing again! I just can’t get inspired by it. So, what else are you doing?
Tony: Well, I want to look at the effect learning has on those who are extremely poor. I had my doubts at first,
but the more I think about it, the more I think it’s feasible.
Sue: I think that’s a great idea, Tony. Good luck!

Exercise 6.
Tony: So, Sue, you said you wanted help with your project. Though I don’t know why – you’re miles ahead of
me!
Sue: I know it seems that way, but I’m really having doubts about several aspects. Can we go through it? It’s on
the laptop.
Tony: Sure, fire away!
Sue: Right, well, let’s start with the aims and objectives. I’ve listed both the broad purpose and what I want to
achieve. I am going to move them around a bit, but overall I think that section is all in order.
Tony: Next!
Sue: OK, so, the background. Here, I’m talking about values and social change and the morals of young people.
Tony: It looks quite thorough, Sue, but you’ve neglected the plans that teenagers put in place to prepare
themselves for their next life stage. It’s a difficult period, if I remember rightly. I think you should include that
somewhere.
Sue: Yes, I see what you mean. I hadn’t thought of that, but I remember that turning 18 was an important event
for me. What about the methods? I admit, I found that section challenging. I think I’ve said the same thing over
and over and need to be more succinct.
Tony: Hmmm, not necessarily. Sometimes, a little repetition simply underlines the point you’re trying to make.
Right, let’s look at the structure.
Sue: Now, about that, I’m uncertain if some of my research questions are feasible, and I just don’t like the way
my questionnaire is presented.

UNIT 5 35
IELTS FIGHTER

Tony: In what way?

Sue: Well, I adapted some of the questions from a youth development questionnaire I found online – one from the
late twentieth century. I guess I’m fairly happy with the content now, although I reckon I could make some
improvements. But I’m really concerned about how I’ve arranged it. I just couldn’t get it looking right.
Tony: Hmmm, I’m not sure, to be honest, Sue. I think the structure’s not unclear, and I like the way you’ve put it
together. I think you just need to shorten the list of questions. I’m not convinced anyone would want to give you
that much information. Perhaps halve the number to 50 items. You’ll be more likely to get a response.
Sue: Well, I guess I could. Maybe 100 is a little too many!  What about the conclusion?
Tony: Well, I like the way you’ve connected youth values with education, and you’ve got some strong evidence
to support your argument about illegal activities and being extremely poor, so I think you should make this link a
little more obvious, to be honest.
Sue: OK, I’d go along with that. Thanks for your advice, Tony. You’ve been brilliant!

Exercise 7.
Tony: So, how did your presentation go, Sue? I heard it was a great success.
Sue: It went well overall, thanks. I managed to get the deadline extended. I’m not sure I would have finished it in
time otherwise. Of course, I did get a lot of support.
Tony: Yes, I remember you said you got permission to go to the local prison and interview some of the young
people who have broken the law. Did you find that helpful?
Sue: Well, I’d hoped it would give me more insight into their behaviour and how upbringing may have influenced
the desire to commit a crime, but it wasn’t useful in the end.
Tony: That’s a shame. I know you were looking forward to it.
Sue: Yes, but the local youth centre asked if I could help for a few weeks – without pay, of course. And in doing
so, I got a much deeper understanding of some of the issues teenagers face, particularly around their relationships
with their parents and siblings.
Tony: Wow, that’s brilliant! I’ve always thought you should get involved in something like that.
Sue: Well, yes, I’ve decided to keep it up, actually. It’s only once a week, and I’ve become quite friendly with
some of the older kids. If I can help them, you know, find the right path, then that’s a good thing. And it might
help me find a job in the future.
Tony: Good for you. How did you find working with your tutor? I’ve heard he’s a bit difficult to communicate
with and can be a little unhelpful.
Sue: On the contrary. I met him once a fortnight and his advice was invaluable. Although, he didn’t think it was a
good idea if I worked with anyone else – which I didn’t really agree with, as I find it much harder working alone.
He did recommend I use the knowledge I’d gained from some research that I carried out last year, and I’m so glad
I did – it must’ve saved me hours.
Tony: How did you find the university resources? I didn’t find them of any use whatsoever when I was working
on my project. The books I wanted to borrow were never available, so I just didn’t bother in the end.
Sue: I know what you mean about the library books. But the library has a good quiet area at the back. I went there
quite a bit – usually when I wanted some peace and quiet. It made studying a bit easier at times.
Tony: Well, that’s great, Sue. I’m so pleased it was successful.
Sue: Well, I couldn’t have done it without you, Tony. We’ve been mates for years and, well, you gave me a lot of
support when I was feeling down about it.
Tony: Don’t mention it, Sue. That’s what I’m here for!

UNIT 5 36
IELTS FIGHTER

UNIT 5 37