Get Ready for IELTS Series

Get ready for IELTS is a set of books not to be missed when starting to practice IELTS for yourself. So what is special about this series? Find out through the article below!

Currently, on the market there are many sets of IELTS exam preparation books for beginners with different prices and quality. If you are wondering what materials to use to start your IELTS self-study, choose high quality and well-known IELTS books. And Get Ready For IELTS will be the perfect choice for you.

Let’s explore this book with Wiki Study English below!

1. General introduction about Get ready for IELTS

Published by Collins English for Exams, a well-known publisher of good English books, Get ready for IELTS is one of the must-have IELTS books for beginners to learn English for themselves. However, it is not suitable for those who lost their root. Because the book has not been Vietnameseized, it is still written in 100% English. Therefore, if you do not know English, you will not be able to use this book

Get ready for IELTS consists of 4 books corresponding to 4 IELTS tests: Reading, Writing, Listening and Speaking. To know the content of each book, do not skip part 2

Get Ready for IELTS Full Set

Get Ready for IELTS Full Set

2. Detailed Review of the four books Get ready for IELTS

2.1. Get Ready for IELTS – Reading

2.1.1. Content of the book

  • The book is divided into 12 lessons corresponding to each topic that often appears in the IELTS test
  • You can revise the knowledge you just learned by doing the review that is integrated into the back of 3 units
  • In addition, at the end of the book, there will be a test to help you familiarize yourself with the IELTS test structure
  • There are answers and explanations at the end of the book.

2.1.2 Structure each lesson

Each lesson is divided into 3 parts
– Part 1: The author will give exercises and vocabulary related to the grammar section in each lesson
– Part 2: You will be given the system author and consolidate all the familiar exercises in the IELTS Reading test as well as the practice skills in Part 2
– Part 3: Self-help exercises help you revise the knowledge you just learned better
– And the last part is the core knowledge in each lesson

2.2. Get ready for IELTS – Listening

2.2.1. Content of the book

  • The book includes 12 topics that are common topics in the IELTS exam such as Food and Cooking, shopping, …
  • The sections of the IETLS exam are explained by the author through each lesson
  • In each lesson, the author will give you some tips to help you optimize the time you take to study and improve your listening skills

2.2.2 Structure each lesson

The structure of each topic will consist of 3 main parts:
– Part 1: Include exercises on issues around that topic such as main grammar, related vocabulary, and vocabulary.
– Part 2: You will get access to each type of question that will be in the test through examples and detailed instructions of the author on how to answer those questions. Tips are also incorporated into each lesson to help you optimize your study time and improve your listening skills
– Part 3: Is the test for task 1 or task 2 close to the actual exam structure This will help you accurately assess your score after using the book
– And at the end of each section is a summary of the key content of the paper

2.3. Get ready for IELTS – Writing

2.3.1. Content of the book

  • Like the two Reading and Listen books, Get ready for IELTS – Writing is also divided into 12 topics focusing on familiar topics in the IELTS exam such as Tourism, Films, …
  • The author has integrated the review after 3 lessons to help readers easily practice the content they have just learned
  • There is a test with a structure close to the actual exam questions at the end of the book
  • There are answers and explanations at the end of the book.

2.3.2 Structure each lesson

  • The book is divided into sections including Exam tip, Watch out, Exam information, …
  • These sections will help you remember effectively what you have learned in the lesson
  • The review will help you check and review the knowledge learned in each unit

2.4. Get ready for IELTS – Speaking

2.4.1. Content of the book

  • The content of Get ready for IELTS – Speaking still revolves around 12 familiar topics in the IELTS test such as Family, Freetime, Hometown.
  • You will be asked by the author to suggest open-ended answer options and sample answers to practice questions in Part 3 of each lesson.

2.4.2 Structure each lesson

For each unit, there will be composed of 3 cells including:
– Part 1: Knowledge of vocabulary, grammar … help get good marks on the speaking test
– Part 2: Skills, good answers in the speaking test
– Part 3: Practice and consolidate the knowledge learned smoothly through the test

Download Full Set “Get Ready for IELTS”

3. Advantages and disadvantages of the Get Ready For IELTS series

a. Pros

  • The book is compiled with content linking, logic between parts, clearly presented to help learners easily learn at home
  • Provide learners with a huge volume of vocabulary
  • Common mistakes in the test are explained by the author
  • Provide good tips to optimize the time taken to study as well as improve the skills of students in the use of books
  • The summary of the main content of each lesson helps you remember important knowledge more easily

b. Cons

  • New topics, exam trends today are not mentioned much in the book
  • Those who want to learn advanced should not use this book because it only provides learners with basic knowledge.
  • The Speaking and Writing section only covers what you need to learn. Therefore, mistakes made during practice will not be clearly indicated
  • Only suitable for a band score of 3.0 – 4.0 IELTS

4. Good tips when using the book Get Ready For IELTS

  • Following the advice of many people after using the book, to learn Get Ready For IELTS effectively, you need to spend 2-3 hours to learn by yourself!
  • Make a habit of guessing the meaning of a word based on the context before you look up the dictionary
  • Read the author’s instructions carefully before doing the assignment
  • It is recommended to repeat each topic 2 to 3 times to better memorize
  • To avoid boring learning, you can change the order of books. For example, studying Writing then Speaking, …
  • After completing Get Ready For IELTS, you can continue to Basic IELTS to improve your band score

Hopefully this article has more information about the Get Ready For IELTS series. Do not forget to share this article with your friends around so everyone has access to a very useful set of documents during IELTS preparation! All your questions about the IELTS test and documents are updated daily at the wiki-study.com website. Please contact Wiki Study English anytime when you need a reliable address to accompany you in the process of preparation and IELTS exam!

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Full Set Improve your ielts skills

Improve Your IELTS book series is considered to be a good document, helping you improve and improve all 4 skills in the IELTS test. Besides, a special kit for students preparing for IETLS exam at home. So let’s take a brief review of Wiki Study English to know what the book provides you with.

A set of 3 books: Improve Your IELTS Listening and Speaking, Writing and Reading is written for those who want to conquer the band score 6.5 – 7.5 IELTS.

I / Improve Your IELTS Writing Skills

The book equips you with the best equipment to pass 2 papers in the Writing section of the IELTS exam. The content of the book focuses on very small details, but it makes a huge decision to your score in the article.

The book consists of 10 units, each unit will discuss how to write task 1 and 2 with a variety of topics. Topics in the book such as: Change and consequences; The importance of the past; Machines, cycles, and process; Education; Youth; Culture; Arts and sciences; Nature; Health; Individual and society. At the end of each lesson, there will be a Practice Test section to help you practice writing more firmly, then an Answer Key section to help you check your writing.

Improve Your IELTS Writing Skills

Improve Your IELTS Writing Skills

Download Improve Your IELTS Writing Skills Book

II / Improve Your IELTS Reading Skills:

Similar to Writing, this book also provides learners with 10 units focused on practicing Reading methods in IELTS.

• Each topic will provide you with a variety of vocabulary on common topics in the IELTS Reading test such as Change and Consequences, The importance of the past, etc. will help you improve your vocabulary. basic to advanced.

• The question types in the test will also be practiced in books such as: True / False / Not Given, Filling the Missing Word, … Besides, the book also guides readers the skills of doing exercises such as: Scanning and Skimming, the Predict way, ..

• In addition, at the end of the lesson there will be Practice section with full test format in IELTS Reading.

Improve Your IELTS Reading Skills

Improve Your IELTS Reading Skills

Download Improve Your IELTS Reading Skills Book

III / Improve Your IELTS Listening and Speaking

This is considered a rare book that combines Listening and Speaking skills. Alternate exercises help you not be bored with a skill, but you also apply Listening knowledge to Speaking and vice versa.

This book also provides 10 units with many common topics in the IELTS test and the knowledge will mix between Listening and Speaking:

For Listening: The author provides the source of knowledge and guides you to access the smallest skills in IELTS
For Speaking: You will learn skills such as Discussion or Describe people, … combine with the exercises attached and provide detailed vocabulary.
At the end of the book, Pronunciation is extremely useful for both Speaking and Listening skills.

Improve Your IELTS Listening and Speaking

Improve Your IELTS Listening and Speaking

Download Improve Your IELTS Listening and Speaking Book

* Above is a share of Wiki Study English about Complete Improve Your Skills 4 Writing, Speaking, Listening & Reading Skills. You should consult all the books and find suitable documents to review well. Hopefully this article will answer the questions of the candidates preparing to enter the upcoming IELTS exam.

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Cambridge IELTS Academic 15 Full Version + Audio CD [Free Download]

Cambridge IELTS Academic 15

At the beginning of June, the hottest document in 2020 – IELTS Cambridge 15 was released. This is a quality resource that has been waiting for the IELTS learning community throughout 2020.

With the level of difficulty always with real exam, quality content, the Cambridge Cambridge IELTS test is still a reliable source for IELTS Learners. This is really a resource that is hard to ignore for you guys who are in the process of accelerating practice.

In today’s article, let’s take a look with Wiki Study English to review Cambridge 15 to see if there are any differences from the previous ones.

1, Introduction to the book series “IELTS Cambridge 15”

The Cambridge Press may have become too familiar with the IELTS classmates. With the very best IELTS training books that can be mentioned such as Cambridge Vocabulary for IELTS, The official guide of Cambridge to IELTS, … and can not mention the legendary IELTS Cambridge.

Despite the fact that it has been published until the 15th book, the collection has always kept the heat because the more recently published books are closer to the actual exam papers with new and updated topics. IELTS Cambridge 15 promises to be the hottest set of documents in 2020

Like the previous Cambridge series, IELTS Cambridge 15 includes 4 Listening, Speaking, Writing and Reading tests with detailed answers at the end of the book. This is very convenient for you to evaluate, correct and evaluate your ability compared to the standard Cambridge exam.

2, Review of the book “IELTS Cambridge 15”

Still quite similar to the previous series, IELTS Cambridge 15 has:

  • 4 Test Listening, Reading, Writing, and Speaking tests with the same difficulty level as the real exam questions. Following the correct structure of the Listening – Reading – Speaking – Writing test
  • At the end of the book, there are Audio Scripts for listening and Key Answers for other tests. The Writing section gives some answers from other candidates (band 6.0-7.0) with comments from the examiner.
  • Social issues and new trends are addressed in the Speaking and Writing sections
  • Answers complete sections, convenient for lookup and evaluation

3, Link to download FULL IELTS IELTS Cambridge 15 ANSWER – TEST – FILE AUDIO

Download IELTS Cambridge 15 PDF + ANSWERS + AUDIO

4, Instructions on how to study IELTS Cambridge 15 effectively

a, Listening Part
In IELTS Cambridge 14 there are 4 Test Listening, each test will have common types of Listening tests such as Form Completion (often appears in Section 1), Sentence Completion, Short Answer Questions, Labeling a Map / Diagram (Usually in sections 2, 3), Multiple Choice Questions (Usually in section 3), Table Completion, Pick From a List, Matching Information.

With the Listening test, you can refer to the following study method:

  • Step 1: You should know in advance the TIPS and how to do all kinds of Listening exercises to avoid losing points unfortunately.
  • Step 2: Stop the timer and take the test as the real exam, note that you should do it in quiet spaces.
  • Step 3: Only the answers should be checked, not Transcript, re-evaluate your results
  • Step 4: Try to listen to the sentences you got wrong, then review the Transcript to see where the error is. Notice the synonyms or how the paraphase questions appear in Listening. Often you miss these phrases, which leads to the wrong answers.

Listening tests are not just for practicing your listening, you can also use audio files to practice IELTS Speaking. Try to repeat the voice of the reader as closely as possible (Shadowing Method) and record it to see your progress. However, this method is more suitable for English-speaking students because most Audio is English. If you want to practice American English, you can refer to other sources such as VOA, Fox News, CNN, …

Shadowing is a pronunciation practice used by many people. And according to many IELTS learners, the correct pronunciation also improves your listening ability significantly if you really persevere.

b, IELTS Reading
With the IELTS Reading, you can refer to the following way:

  • Step 1: Master all the tips and tricks for each type in IELTS Reading to avoid losing famous points. Some popular forms of IELTS Reading include: Match Heading, Multiple Choice, …
  • Step 2: Press the clock to do the right exam time. Note to do in a quiet space.
  • Step 3: Mark, note down the phrases you often encounter in the IELTS questions. Pay special attention to synonyms

The important thing when taking the Reading test is the speed of the test. Many students take the IELTS Reading test due to a lack of reasonable time. So practice a lot to improve your reading speed.

Vocabulary is also a factor determining success of the Reading test. So, in parallel with learning to read, actively improve your vocabulary.

c, IELTS Speaking
For the Speaking test, remember to record your own speech to adjust the voice according to your preferences. Speaking practice in front of the mirror when practicing Speaking is also very good for you to adjust the speech and body language yourself.

It is better to have a partner to practice with. Having a good partner not only gives you suggestions, but also truly reflects your current level. And having a Speaking learner will help you not to get bored

As mentioned above, there is another way to practice speaking is to read the Listening exercises. This is a great way to learn pronunciation for those who want to practice Pronunciation.

d, IELTS Writing
Writing is a skill that many IELTS learners are having difficulty with. To write well you need determination and perseverance. Writing practice is not necessarily good results, you should pay attention to the quality of each article more.

And especially you need to find someone who can cure your problems, show you mistakes to learn from. That way you will progress faster.

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IELTS Academic Vocabulary by Rachel Mitchell (PDF Book)

IELTS Academic Vocabulary by Rachel Mitchell

IELTS Academic Vocabulary: Master 3000+ Academic Vocabularies by Topics Explained in 10 Minutes a Day!

  • Are you finding IELTS exam difficult and struggling with it?
  • Are you looking for an Ielts vocabulary book that helps you achieve an 8.0+ for lexical resource band score in an effortless way?
  • Would you like to learn all 3000+ IELTS academic vocabularies in just 10 minutes a day?

If your answer is “yes” to these above questions, then this book is perfect for you.

IELTS Academic Vocabulary by Rachel Mitchell

IELTS Academic Vocabulary by Rachel Mitchell

This book is well designed and written by an experienced native teacher from the USA who has been teaching IELTS for over 10 years. She really is the expert in training IELTS for students at each level. In this book, she will provide you with over 3000 Academic Vocabularies explained to help you easily achieve an 8.0+ for the IELTS Lexical Resource Band Score, even if your vocabulary is not rich enough from the beginning. This book will also walk you through all topics, such as education, work, health, hobbies, the media, books and films, urbanization, environment, weather, climate change and pollution, accommodation, houses, time, travel, tourism & holidays, music, food, technology, friends, towns and cities, family, people and relationships, law, crime and punishment, business, money, shopping, clothes and fashion, etc; clearly analyze, explain with examples for every single academic word. If you’d like to increase your wide range of IELTS Academic Vocabulary, then this book may be the most important book that you will ever read.

As the author of this book, Rachel Mitchell believes that this book will be an indispensable referenceand trusted guide for you who may want to maximize your band score in the IELTS exam. Once you read this book, I guarantee you that you will have learned an extraordinarily wide range of useful, and practical IELTS Academic Words that will help you become a successful IELTS taker as well as you will even become a successful English user in work and in life within a short period of time only.

Don’t delay any more seconds, scroll back up, DOWNLOAD your copy NOW and start learning to get an 8.0+ in IELTS LISTENING TODAY!


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English Grammar In Use 5th Edition 2020 by Raymond Murphy

English Grammar in Use 5th Edition

English Grammar in Use Fifth Edition

The world’s best-selling grammar series for learners of English.

Greeted everyone, after many days of waiting, the English Grammar In Use 5th Edition 2019 book was also “released” by Raymond Murphy at Cambridge Press, as you all know, it is an English grammar book. What is strange, especially for those who are preparing for TOEIC and IELTS.

Basic information:

Category: English Study Books
Level: Elementary
Title: English Grammar In Use Fifth Edition
Author: Raymond Murphy
Thickness: 396 pages
The book has a nice PDF ebook, with Audio, exercises & answers on Android or iOS phones
Design: Beautifully designed books, inside with theory and practical exercises
Content: 145 topics in English grammar and some additional topics, effective high school.
Download link: At the bottom of the article 😀

Who is the English Grammar In Use book suitable for?

English Grammar In Use 5th Edition is an English grammar study book, beginner level suitable for those who have a TOEIC score of 200 or above, if your English ability is a bit lower just you work hard on you You can still learn the content of this book.

English Grammar In Use 5th Edition

English Grammar In Use 5th Edition

Introducing the English Grammar In Use 5th Edition

This is the fifth download of the English Grammar In Use book in the English Grammar in Use Elementary + Intermediate + Advance.

Remembering about Julia’s student life, this is my favorite English grammar study book and has been with me since the first year, through the second year and until now.

Firstly, the English Grammar In Use book will provide you with basic and advanced grammar knowledge, which is an extremely scientific presentation system for learners to easily acquire their knowledge.

For beginners who need to learn from the simplest knowledge, this is a good choice for you.

What’s inside the book?

Everything is designed in an extremely scientific system (I’m talking about English grammar topics) in 145 grammar topics from basic to advanced.

You can see the list of books below:

Present and past (Unit 1 – 6)

Unit 1: Present continuous (I am doing)
Unit 2: Present simple (I do)
Unit 3: Present continuous and present simple 1 (I am doing and I do)
Unit 4: Present continuous and present simple 2 (I am doing and I do)
Unit 5: Past simple (I did)
Unit 6: Past continuous (I was doing) Present perfect and past

Present perfect and past (Unit 7 – 18)

Unit 7: Present perfect 1 (I have done)
Unit 8: Present perfect 2 (I have done)
Unit 9: Present perfect continuous (I have been doing)
Unit 10: Present perfect continuous and simple (I have been doing and I have done)
Unit 11: How Long have you (been) … ?
Unit 12: For and since When … ? and How Long … ?
Unit 13: Present perfect and past 1 (I have done and I did)
Unit 14: Present perfect and past 2 (I have done and I did)
Unit 15: Past perfect (I had done)
Unit 16: Past perfect continuous (I had been doing)
Unit 17: Have and have got
Unit 18: Used to (do)

Future tense (Unit 19 – 25)

Unit 19: Present tenses (I am doing / I do) for the future
Unit 20: (I’m) going to (do)
Unit 21: Will/shall 1
Unit 22: Will/shall 2
Unit 23: I will and I’m going to
Unit 24: Will be doing and will have done
Unit 25: When I do / When I’ve done When and if

Modals verb (Unit 26 – 37)

Unit 26: Can, could and (be) able to
Unit 27: Could (do) and could have (done)
Unit 28: Must and can’t
Unit 29: May and might 1
Unit 30: May and might 2
Unit 31: Have to and must
Unit 32: Must mustn’t needn’t
Unit 33: Should 1
Unit 34: Should 2
Unit 35: Had better lt’s time …
Unit 36: Would
Unit 37: Can/Could/Would you … ? etc.

If and wish (Unit 38 – 41)

Unit 38: If I do … and If I did …
Unit 39: If I knew… I wish I knew …
Unit 40: If I had known … I wish I had known …
Unit 41: Wish
Passive voice (Unit 42 – 46)
Unit 42: Passive 1 (is done I was done)
Unit 43: Passive 2 (be done I been done I being done)
Unit 44: Passive 3
Unit 45: lt is said that … He is said to … He is supposed to …
Unit 46: Have something done

Reported speech (Unit 47 – 48)

Unit 47: Reported speech 1 (He said that … )
Unit 48: Reported speech 2

Questions and auxiliary verbs (Unit 49 – 52)

Unit 49: Questions 1
Unit 50: Questions 2 (Do you know where … ? I He asked me where … )
Unit 51: Auxiliary verbs (have/do/can etc.) I think so I I hope so etc.
Unit 52: Question tags (do you? isn’t it? etc.)

Ing and to (Unit 53 – 68)

Unit 53: Verb+ -ing (enjoy doing I stop doing etc.)
Unit 54: Verb+ to … (decide to … I forget to … etc.)
Unit 55: Verb(+ object)+ to … (I want you to … etc.)
Unit 56: Verb+ -ing or to … 1 (remember/regret etc.)
Unit 57: Verb+ -ing or to … 2 (try/need/help)
Unit 58: Verb+ -ing or to … 3 (Like I would Like etc.)
Unit 59: Prefer and would rather
Unit 60: Preposition (in/for/about etc.)+ -ing
Unit 61: Be/get used to something (I’m used to … )
Unit 62: Verb + preposition + -ing (succeed in -ing I accuse somebody of -ing etc.)
Unit 63: Expressions+ -ing
Unit 64: To … , for … and so that …
Unit 65: Adjective+ to …)
Unit 66: To … (afraid to do) and preposition+ -ing (afraid of -ing)
Unit 67: See somebody do and see somebody doing
Unit 68: -ing clauses (Feeling tired, I went to bed early.)

Articles and nouns (Unit 69 – 81)

Unit 69: Countable and uncountable 1
Unit 70: Countable and uncountable 2
Unit 71: Countable nouns with a/an and some
Unit 72: A/an and the
Unit 73: The 1
Unit 74: The 2 (school I the school etc.)​
Unit 75: The 3 (children I the children)
Unit 76: The 4 (the giraffe I the telephone I the piano etc., the + adjective)
Unit 77: Names with and without the 1
Unit 78: Names with and without the 2
Unit 79: Singular and plural
Unit 80: Noun + noun (a tennis ball / a headache)
Unit 81: -‘s (your sister’s name) and of … (the name of the book)

Prounouns and determiners (Unit 82 – 91)

Unit 82: Myself/yourself/themselves etc.
Unit 83: A friend of mine My own house On my own/ by myself
Unit 84: There… and it…
Unit 85: Some and any
Unit 86: No/none/any Nothing/nobody etc.
Unit 87: Much, many, little, few, a lot, plenty
Unit 88: All/all of most/most of no/none of etc.
Unit 89: Both/both of neither/neither of either / either of
Unit 90: All, every and whole
Unit 91: Each and every

Relative Clauses (Unit 92 – 97)

Unit 92: Relative clauses 1: clauses with who/that/which
Unit 93: Relative clauses 2: clauses with and without who/that/which
Unit 94: Relative clauses 3: whose/whom/where
Unit 95: Relative clauses 4: extra information clauses (1)
Unit 96: Relative clauses 5: extra information clauses (2)
Unit 97: -ing and -ed clauses (the woman talking to Tom, the boy injured in the accident)

Adjective and adverbs (Unit 98 – 112)

Unit 98: Adjectives ending in -ing and -ed (boring/bored etc.)
Unit 99: Adjectives: a nice new house, you look tired
Unit 100: Adjectives and adverbs 1 (quick/quickly)
Unit 101: Adjectives and adverbs 2 (well/fast/late, hard/hardly)
Unit 102: So and such
Unit 103: Enough and too
Unit 104: Quite, pretty, rather and fairly
Unit 105: Comparison 1 (cheaper, more expensive etc.)
Unit 106: Comparis

All will give you an overview of English grammar.

The structure of the book

In this section Julia will explain specifically to you why English Grammar In Use is the best English grammar study book in the world.

The book is designed according to each grammar topic to provide readers with basic knowledge of English in general and TOEIC in particular, including the following 5 parts:

Part 1: Lesson

As you saw above in part 1 of the English Grammar In Use, there are 16 important grammatical topics allocated in 145 units.

Each lesson has theory, for example, with clear and vivid illustrations so that learners can understand grammar and how to apply it in the real world after learning.

The exercises are designed on the next page with the theory that ranges from easy to difficult according to each question, the exercises are diverse in sentence style so you will practice grammar while learning and improving the grammar of the version. body according to each new sentence.

Part 2: Appendix

This part of the book has 7 appendices attached:

Regular and irregular verbs
Present and past tenses
The future
Modal verbs (can / could / will / would etc.)
Short forms (I’m / alternateve / didn’t etc.)
American English
In each appendix, you will have to systematically revise the knowledge from related units and add the content of the grammar part that has not been mentioned in the article.

Part 3: Additional Exercises

This part is a practical exercise for you after having carefully studied the topics, grammar part 1.

Part 3 will include the grammar topic exercises for you to synthesize the knowledge just learned in part 1, to help you practice knowledge always.

The practice of regular exercises will help you have more content training skills to help you remember longer and understand your weaknesses to learn from lessons in the following exercises.

Part 4: Study Guide

This guide is to help you decide which units you need to study. The content of the guide is grouped together (Present and past, Impersonation and nouns, etc.) in the same way as in Units.

For the example sentences in this section, each sentence can have 1 or more answers (A, B, C, etc.).

If you’re not sure which is the correct solution, you can review that grammar in the unit list in the right column.

The answer of this section is available on page 372, after you finish, you can check it out later.

Part 5: Key to Exercises

This section helps you grade yourself and determine if your assignment has been done right or wrong.

Answers will help learners compare and assess their ability with the exercises done.

The answers presented are relatively easy to understand and clear for convenient searching.

Part 6: Index

Content Index will guide you the basic vocabulary arranged in the English alphabet will go with prepositions / nouns / … public, structure and how to use.

This section is necessary when readers need to quickly look up certain structures, students who will take the TOEIC exam will enjoy this part when reviewing TOEIC Reading.

–> Continue Reading and Get Download Link

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TOEFL IBT Reading Practice Test 07 Solution & Explanation

TOEFL IBT Reading Practice Test 07 Solution & Explanation


1. (B) 2. (A) 3. (A) 4. (B) 5. (B) 6. (B) 7. (B) 8. (BJ 9. (C) 10. (C) 11.0 12. (A), (C), (D)



13. (A) 14. (A) 15. (B) 16. (B) 17. (C) 18. (A) 19. (A) 20. (D) 21. (D) 22. (D) 23. (A) 24.(C) 25. (C) 26. (B), (C), (E)


27. (B) 28. (C) 29. (D) 30. (B) 31. (A) 32. (D) 33. (B) 34. (D) 35. (A) 36. (A) 37. (B) 38. (A) 39. Q 40. Relative Dating Method (A), (B), (C), (I) / Absolute Dating Method (D), (E), (G)


You can get the detail explanation in this file: TOEFL iBT Reading Test 7 Detailed Solution

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Cambridge IELTS 15 Academic Student’s Book with Answers with Audio with Resource Bank

Cambridge IELTS 15

Authentic examination papers from Cambridge Assessment English provide perfect practice because they are EXACTLY like the real test.

IELTS 15 gives students the perfect opportunity to familiarise themselves with IELTS and practise examination techniques using authentic test material. You can choose either an edition containing four complete tests for the Academic module or for the General Training module. An introduction to these different modules is included in each book, together with an explanation of the scoring system used by Cambridge Assessment English. The books come with answers and extra explanations, audio for the Listening tests, tapescripts, sample Writing answers and an example Speaking test video so they are ideal for self-study.

Recently, on the homepage of the IELTS publisher Cambridge has “revealed” an IELTS Listening test in the IELTS Cambridge 15 book about to be released on June 06/2020.

While waiting for the FULL version, please try this IELTS Listening test first! When the full version, Wiki Study English will update immediately for you.

Part 1: Questions 1-10

Part 2: Questions 11-20

Part 3: Question 21-30

Part 4: Question 31-40


Now you can download PDF Book, Audio File of this book (Cambridge IELTS 15) below link here:

Cam 15 PDF Book   Audio CD for Cam 15

And this is Answer Keys for Listening Practice Test 1 from Cambridge IELTS 15 Academic

Before the release of CAM 15, there were books from CAM 1-14, so they provided us with what, how to use the book effectively, take a look at the Complete Cambridge IELTS 1-14 Review right away. And If anyone care about Cambridge IELTS 15 General Training, you also can check this book following link: https://ieltsgeneral.net/cambridge-ielts-15-general-training-students-book-answers-audio-resource-bank/

In the process of using the document, if you have any questions, please comment below the post or inbox Wiki Study English Fanpage for the fastest support.

I wish you successfully conquer IELTS!

UPDATED: Now you can get the Cambridge IELTS 15 Full Book Version with Audio CD at here:


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Cambridge Grammar for IELTS with Answers (PDF + Audio CD)

Cambridge Grammar for IELTS with Answers

Grammar is one of four important criteria to assess your English level. In particular, the IELTS Writing test requires you to have a good command of grammar and vocabulary. Cambridge Grammar for IELTS with Answers is a very effective grammar book to help you prepare for the upcoming IELTS exam.

Only with Cambridge Grammar for IELTS, you can almost perfect your grammar. Because all of the grammar knowledge contained in this book is selected by the author from the actual IELTS test every year. Along with the audio CD, you can practice all 3 skills of Reading, Writing and Listening easily.

Book content Cambridge Grammar for IELTS with Answers

In general, with an academic competition like IELTS, there is no separate test for English grammar. But grammar is an indispensable knowledge to complement other skills to help you pass this exam. Grammar for IELTS focuses on important grammar issues such as:

  • Tenses in English (present, past, future);
    How to use prepositions, countable and uncountable nouns, etc.
  • The book has a total of 25 lessons, each with 4 parts:

A – Context listening
This section covers many listening exercises in each context of the IELTS test. Cambridge Grammar for IELTS with Answers will help you understand the meaning of each sentence, contributing to improve the vocabulary and grammar to prepare for Part B. Listen to the recording and answer questions, test. The result is at the end of the book before you do the Grammar part.

B – Grammar (Grammar)
The grammar section here has examples and interpretations very well. This is an important part, which is the foundation for you to complete the grammar exercises in Part C. So you can do the exercises and review the grammar here.

C – Grammar Exercises (Grammar Exercises)
Includes lots of practice grammar exercises to check the knowledge you have learned above.

D – Test Practice (Test)
Each test is part of the actual IELTS test. For those of you who have a good grammar foundation, Cambridge Grammar for IELTS with Answers will help you to revise your English knowledge perfectly (because no one can remember everything you have learned). If you are a newbie, the book will help you have a methodical, easy to understand to approach and solve the most accurate IELTS exam.

Download Cambridge Grammar for IELTS (PDF + Audio CD)

Link Google Drive: Cambridge-Grammar-for-IELTS-Students-Book-with-Answers-and-Audio-CD.zip

Mirror Link  Fshare: https://www.fshare.vn/file/DCEMN6MDNYIF

Effective Guide to self-study Cambridge Grammar for IELTS with Answer at home from Wiki Study English

  1. Learn grammatical structures: When learning a new structure or usage, you should apply this knowledge to specific, practical situations to describe everyday events. This will help you have a deeper impression with the knowledge that has just penetrated =))
  2. Pay attention to grammar structures when practicing Reading: when reading any text in English: a story, an article, a status … pay attention to the grammar used in that text. Please. If you do not understand how that structure is used, you can google online or ask teachers and friends.
  3. Learn the exception grammar rules: There are exceptions, so when you come across an exception of the structure you have learned, compare the rules and find the reason for the exception. Remember longer.
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5 WORDS absolutely should not be used in IELTS writing Task 2

5 WORDS absolutely should not be used in IELTS writing Task 2

1. First and foremost / Last but not least

Many people think that the word “first” is very simple, so it is often thought that the longer the sentences look, the more dangerous they will impress. So many of you change first to the phrase “first and foremost” similarly, you will think of the phrase “Last but not least“.

However, the examiners in the IELTS exam said that “first and foremost” and “Last but not least” would not be suitable for IELTS writing academic instead, instead of simply using “first” “firstly” and “last”. “,” Lastly

2. Good

Good” is a common word in English, but “good” is considered a “brainwashing word” because it has a general meaning that is not suitable for task 2.

3. Bad

In contrast to “Good“, we have “bad” as a generic word and you should not use it for your IELTS writing.

4. Moreover, Besides …

These are 2 words that the natives rarely use in academic writing, so you need to brainwash these two words and instead you can use instead of other words.

Moreover – Furthermore

Besides – In addition / Additionally

5. In a nutshell, To put in a nutshell …

These are “informal” phrases so we absolutely should not use them in the conclusion sentence.  You should use “In conclusion” instead.

Above are very important phrases that every article we need in IELTS Writing Task 2, but hope that you should know what words you use the most reasonable and safe way to get high scores, please “brainwash” inappropriate phrases. 

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5 IELTS Writing Task 1 Band 8.5 Sample

IELTS writing task 1 - Bar chart

Introduce you to practice IELTS writing 5 writing Task 1 special samples or 8.5 Writing. With 5 sample articles you can use to refer to good ideas, special sentence structures used for writing, and how the writer connects the paragraphs together to create a coherent link.

#Sample 1:

“The bar chart below give information about five countries spending habits of shopping on consumer goods in 2012. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.”

IELTS writing task 1 - Bar chart

IELTS writing task 1 – Bar chart

The chart compares the spending habits of shoppers in five European countries on six consumer products, recorded console games, outdoor game accessories, cosmetics, books, toys and camera. Overall, more money was spent on the latter two than on any other product.

It can be observed that in Britain, the highest amount of money was spent on camera (more than 160 million pounds), while similar amounts were spent on console games and outdoor game accessories. The Austrian spent the second highest amount of money on the first three products while they stood last in the latter three. It is also revealed that Spanish spent more money on toys than on any other product (a bit less than £ 150 million), but they also paid a lot for camera. Finally, Belgian spent the least overall, having similar spending figures for all 6 products compared in the bar chart.

To sum up, the British were the biggest spenders in all six categories among the nations compared in the bar chart while the lowest spending levels were attributed to the residents of Belgium.

#Sample 2:

“The chart below gives information about” Istanbul Promo plus “sales in 2007. Summarize the information by selecting and reporting the main features, and make comparisons where relevant”

IELTS writing task 1 sample

IELTS writing task 1 sample

The chart shows how Promo Plus in Istanbul fluctuated over a period of 12 months. It is observed that in the first month of 2007, Promo Plus sales stood at 200 million turkish lira and rose slightly to reach about 225 million in February. This was followed by another increase, although much steeper, in March when sales where almost 125 million turkish lira higher than February.

However, this upward trend was suddenly broken and sales plummeted dramatically over the next 4 months to reach a little over 100 million turkish lira in July. August sales showed a significant rise back to January levels as figures nearly doubled, but this was not to last as they dropped again in September to the same level as they were in July. October came with a small increase of about 100 million turkish lira in sales, after which sales figures levelled off and about relatively static over the last two months of 2007.

Overall, Promo Plus in Istanbul fairly relatively unchanged in 2007 as January and December sales were fairly equal. Also, sales were at their highest in March while the weakest sales figures could be observed in July and September.

(197 words)

#Sample 3:

“The graphs below show the development of the cutting tools made by stone, one was made 1.4 million years ago, and the other was made 800 thousand years ago, viewing from back view, front view and side view. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. “

The given diagram illustrates the cutting stone tool and how it was advanced, from 1.4 million years ago to 800 thousand years ago. It can be clearly seen that the stone tool was improved into a sharper and better one, over the years.

The stone tool made 1.4 million years ago was more rounded at the top and bottom edges. From the front and the back view of the tool it is clear that the diameter in the middle was almost 5 cm and towards the top and bottom, it was around 3 cm wide. The side view shows that the tool was wider in the middle, with a diameter of around 3 cm and it tapered towards the top and the bottom ends. The back of the stone had fewer cuts than the front and they were also not very fine.

800 thousand years ago, this tool developed into a sharper, more refined tool. In the front and the back view it can be seen that the maximum diameter of the tool was the same as in the older tool, but it was more towards the lower side. The bottom tapered into a 1 cm point, but the top tapered more sharply into a 1 cm point. The side view makes it clear that it was much lesser in width (1.5 cm) than the older tool. The stone was more chiseled than the previous one.

#Sample 4:

“The graph below shows the pollution levels in London between 1600 and 2000. Summarize the information by selecting and reporting the main features, and make comparisons where relevant”

The graph shows pollution levels in London between 1600 and 2000. It measures smoke and sulfur dioxide in micrograms per cubic meter. According to the information, the levels of both pollutants formed a similar pattern during this period, but there were always higher levels of sulfur dioxide than smoke in the atmosphere.

In 1600, pollution levels were low, but over the next hundred years, the levels of sulfur dioxide rose to 700 micrograms per cubic meter, while the levels of smoke rose increased to about 200 micrograms per cubic meter. Over the next two hundred years the levels of sulfur dioxide continued to increase, although there was some fluctuation in this trend. They reached a peak in 1850. Smoke levels increased a little more sharply during this time and peaked in 1900 at about 500 micrograms. During the 20th century, the levels of both pollutants fell dramatically, though there was a great deal of fluctuation within this fall.

Clearly air pollution was a bigger problem in London in the early 20th century than it is now.

(176 words)

#Sample 5

“The charts below show the results of a survey about what people of different age groups say makes them most happy. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.”

There are several similarities between what younger and older people say makes them most happy. However, there are several striking differences.

Firstly, let us look at the similarities. It is noticeable that for both younger and older people, the highest percentage says that achievement at work brings them most happiness: 31% for the younger age group and 32% for the older group. Doing hobbies is also very important for both groups: the second largest percentage of both age groups mention doing hobbies as making them most happy.

Turning now to the differences, many younger people regard having a good appearance as extremely important: 18% of them state this brings them most happiness. This is followed by 15% who state that travel brings them happiness. Neither of these two factors is mentioned by older people. Instead, 20% of older people report that having financial security is most important to their happiness and 14% say they feel most happy when they are with their family.

(163 words)

Above are 5 great special samples of IELTS writing task 1, we want to share for you who want to get to a high writing score. In the following articles, we will share more good examples with many different topics. Get ready for it!

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IELTS Reading Practice Test 10 from wiki-study.com

ielts reading practice test 10 from wiki-study.com


The Mozart Effect

A. Music has been used for centuries to heal the body. In the Ebers Papyrs (one of the earliest medical documents, circa 1500 B.C.), it was recorded that physicians chanted to heal the sick (Castleman, 1994). In various cultures, we have observed singing as part of healing rituals. In the world of Western medicine, however, using music in medicine lost popularity until the introduction of the radio. Researchers then started to notice that listening to music could have significant physical effects. Therapists noticed music could help calm anxiety and researchers saw that listening to music could cause a drop in blood pressure. In addition to these two areas, music has been used with cancer chemotherapy to reduce nausea, during surgery to reduce stress hormone production, during childbirth, and in stroke recovery (Castleman, 1994 and Westley, 1998). It has been shown to decrease pain as well as enhance the effectiveness of the immune system. In Japan, compilations of music are used as medication, of sorts. For example, if you want to cure a headache or migraine, the album suggested Mendelssohn’s “Spring Song,” Dvorak’s “Humoresque,” or part of George Gershwin’s “An American in Paris” (Campbell, 1998). Music is also being used to assist in learning, in a phenomenon called the Mozart Effect.

B. Frances H. Rauscher, Ph.D., first demonstrated the correlation between music and learning in an experiment in 1993. His experiments indicated that a 10 minute dose of Mozart could temporarily boost intelligence. Groups of students were given intelligence tests after listening to silence, relaxation tapes, or Mozart’s Sonata for Two Pianos in D Major for a short time. He found that after silence, the average IQ score was 110, and after the relaxation tape, scores rose a point. After listening to Mozart, however, the scores jumped to 119 (Westley, 1998). Even students who did not like the music still had an increased score on the IQ test. Rauscher hypothesized that “listening to complex, non-repetitive music, like Mozart, may simulate neural pathways that are important in thinking” (Castleman, 1994).

C. The same experiment was repeated on rats by Rauscher and Hong Hua Li from Stanford. Rats also demonstrated enhancement in their intelligence performance. These new studies indicate that rats that were exposed to Mozart showed “increased gene expression of BDNF (a neural growth factor), CREB (a learning and memory compound), and Synapsin I(a synaptic growth protein)” in the brain’s hippocampus, compared with rats in the control group, which heard only white noise (e.g. the whooshing sound of a radio tuned between stations)

D. How exactly does the Mozart affect work? Researchers are still trying to determine the actual mechanisms for the formation of these enhanced learning pathways. Neuroscientists suspect that music can actually help build and strengthen connections between neurons in the cerebral cortex in a process similar to what occurs in brain development despite its type. When a baby is born, certain connections have already been made – like connections for heartbeat and breathing. As new information is learned and motor skills develop, new neural connections are formed. Neurons that are not used will eventually die while those used repeatedly will form strong connections. Although a large number of these neural connections require experience, they also must occur within a certain time frame. For example, a child born with cataracts cannot develop connections within the visual cortex. If the cataracts are removed by surgery right away, the child’s vision develops normally. However, after the age of 2, if the cataracts are removed, the child will remain blind because those pathways cannot establish themselves.

E. Music seems to work in the same way. In October of 1997, researchers at the University of Konstanz in Germany found that music actually rewires neural circuits (Begley, 1996). Although some of these circuits are formed for physical skills needed to play an instrument, just listening to music strengthens connection used in higher-order thinking. Listening to music can then be thought of as “exercise” for the brain, improving concentration and enhancing intuition.

F. If you’re a little skeptical about the claims made by supporters of the Mozart Effect, you’re not alone. Many people accredit the advanced learning of some children who take music lessons to other personality traits, such as motivation and persistence, which is required in all types of learning. There have also been claims of that influencing the results of some experiments.

G. Furthermore, many people are critical of the role the media had in turning an isolated study into a trend for parents and music educators. After Mozart Effect was published to the public, the sales of Mozart CDs stayed on the top of the hit list for three weeks. In an article by Michael Linton, he wrote that the research that began this phenomenon (the study by researchers at the University of California Irvine) showed only a temporary boost in IQ, which was not significant enough to even last throughout the course of the experiment. Using music to influence intelligence was used in Confucian civilization and Plato alluded to Pythagorean music when he described is ideal state in The Republic. In both of these examples, music did not have caused any overwhelming changes, and the theory eventually died out. Linton also asks, “If Mozart’s Music were able to improve health, why was Mozart himself so frequently sick? If listening to Mozart’s music increases intelligence and encourages spirituality, why aren’t the world’s smartest and most spiritual people Mozart specialists?” Linton raises an interesting point, if the Mozart Effect causes such significant changes, why isn’t there more documented evidence?

H. The “trendiness” of the Mozart Effect may have died out somewhat, but there are still strong supporters (and opponents) of the claims made in 1993. Since that initial experiment, there has not been a surge of supporting evidence. However, many parents, after playing classical music while pregnant or when theft children are young, will swear by the Mozart Effect. A classmate of mine once told me that listening to classical music while studying will help with memorization. If we approach this controversy from a scientific aspect, although there has been some evidence that music does increase brain activity, actual improvements in learning and memory have not been adequately demonstrated.

Questions 1-5

Reading Passage 1 has eight paragraphs A-H.

Which paragraph contains the following information? Write the correct letter A-H in boxes 1-5 on your answer sheet.

1. Music influences brain development of baby.

2. Popularity of public to the introduction of Mozart Effect

3. Description of the pioneer experiment of a person

4. Music is helpful as a healing method in some places

5. Learning needs other qualities though

Questions 6-8

Complete the summary below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

Write your answers in boxes 6-8 on your answer sheet.

In the experiment carried out by Frances Rauscher, participants were immersed in the music for a …………6…………..period of time before they were tested. Rauscher suggested that enhancement of their performance is related to the…………7…………..nature of Mozart’s music. After that, another parallel experiment was also conducted on…………8…………..

Questions 9-13

Do the following statements agree with the information given in Reading Passage 1

In boxes 9-13 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information ừ not given in the passage

9 Music has the power to improve people’s brain performance according to the passage.

10 All neural connections are built up after a baby’s born instead of the time he or she had born.

11 There is no one who questions Mozart Effect so far.

12 Michael Linton carried out further experiment on Mozart’s life to support his viewpoint

13 Not sufficient evidence supports Mozart Effect from the very first experiment till now.



London Swaying Footbridge

A. In September 1996 a competition was organized by the Financial Times in association with the London Borough of Southwark to design a new footbridge across the Thames. The competition attracted over 200 entries and was won by a team comprising Arup (engineers), Foster and Partners (architects) and the sculptor Sir Anthony Caro.

B. The bridge opened to the public on 10 June 2000. Up to 100,000 people crossed it that day with up to 2000 people on the bridge at any one time. At first, the bridge was still. Then it began to sway just slightly. Then, almost from one moment to the next, when large groups of people were crossing, the wobble intensified. This movement became sufficiently large for people to stop walking to retain their balance and sometimes to hold onto the hand rails for support. It was decided immediately to limit the number of people on the bridge, but even so the deck movement was sufficient to be uncomfortable and to raise concern for public safety so that on 12 June the bridge was closed until the problem could be solved.

C. The embarrassed engineers found the videotape that day which showed the center span swaying about 3 inches side to side every second. The engineers first thought that winds might be exerting excessive force on the many large flags and banners bedecking the bridge for its gala premiere. What’s more, they also discovered that the pedestrians also played a key role. Human activities, such as walking, running, jumping, swaying, etc. could cause horizontal force which in turn could cause excessive dynamic vibration in the lateral direction in the bridge. As the structure began moving, pedestrians adjusted their gait to the same lateral rhythm as the bridge. The adjusted footsteps magnified the motion – just like when four people all stand up in a small boat at the same time. As more pedestrians locked into the same rhythm, the increasing oscillations led to the dramatic swaying captured on film.

D. In order to design a method of reducing the movements, the force exerted by the pedestrians had to be quantified and related to the motion of the bridge. Although there are some descriptions of this phenomenon in existing literature, none of these actually quantifies the force. So there was no quantitative analytical way to design the bridge against this effect. An immediate research program was launched by the bridge’s engineering designers Ove Arup, supported by a number of universities and research organizations.

E. The tests at the University of Southampton involved a person walking ‘on the spot’ on a small shake table. The tests at Imperial College involved persons walking along a specially built, 7.2m-long platform which could be driven laterally at different frequencies (n and amplitudes. Each type of test had its limitations. The Imperial College tests were only able to capture 7-8 footsteps, and the ‘walking on the spot’ tests, although monitoring many footsteps, could not investigate normal forward walking. Neither test could investigate any influence of other people in a crowd on the behavior of the individual being tested.

F. The results of the laboratory tests provided information which enabled the initial design of a retro- fit to be progressed. However, the limitations of these tests was clear and it was felt that the only way to replicate properly the precise conditions of the Millennium Bridge was to carry out crowd tests on the bridge deck itself. These tests done by the Arup engineers could incorporate factors not possible in the laboratory tests. The first of these was carried out with 100 people in July 2000. The results of these tests were used to refine the load model for the pedestrians. A second series of crowd tests was carried out on the bridge in December 2000. The purpose of these tests was to further validate the design assumptions and to load test a prototype damper installation. The test was carried out with 275 people.

G. Unless the usage of the bridge was to be greatly restricted, only two generic options to improve its performance were considered feasible. The first was to increase the stiffness of the bridge to move all its lateral natural frequencies out of the range that could be excited by the lateral footfall forces, and the second was to increase the damping of the bridge to reduce the resonant response.

You should spend about 20 minutes on question 14-26, which are based on reading passage 2 on the following pages.

Questions 14-17

Choose FOUR letters, A-H.

Write the correct letters in boxes 14-17 on your answer sheet.

Which FOUR of the following situation were witnessed on the opening ceremony of the bridge?

A The frequency of oscillation increased after some time.

B All the engineers went to see the ceremony that day.

C The design of the bridge astonished the people.

D Unexpected sideway movement of the bridge occurred.

E Pedesfrians had difficulty in walking on the deck.

F The bridge fell down when people tried to retain their balance.

G Vibration could be detected on the deck by the pedestrians.

H It was raining when the ceremony began.

Questions 18-22

Complete the following summary of the paragraphs of Reading Passage 2 using NO MORE THAN THREE WORDS from the Reading Passage for each answer.

Write your answers in boxes 18-22 on your answer sheet

After the opening ceremony, the embarrassed engineers tried to find out the reason of the bridge’s wobbling. Judged from the videotape, they thought that 18……….and 19……….might create excessive force on the bridge. The distribution of 20……….resulted from human activities could cause 21……….throughout the structure. This swaying prompted people to start adjusting the way they walk, which in turn reinforced the 22……….

Questions 23-26

Complete the table below.

Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer.

Write your answers in boxes 23-26 on your answer sheet.

Research programs launched by universities and organizations

Universities / People Activity
Test at 23………….  Limited ability to have 7-8 footsteps
‘walking on the spot’ at Southampton  Not enough data on 24…………
Crowd test conducted by 25……  Aim to verify 26…………


Book review on Musiccophilia

Norman M. Weinberger reviews the latest work of Oliver Sacks

A. Music and the brain are both endlessly fascinating subjects, and as a neuroscientist specialising in auditory learning and memory, I find them especially intriguing. So I had high expectations of Musicophilia, the latest offering from neurologist and prolific author Oliver Sacks. And I confess to feeling a little guilty reporting that my reactions to the book are mixed.

B. Sacks himself is the best part of Musicophilia. He richly documents his own life in the book and reveals highly personal experiences. The photograph of him on the cover of the bookwhich shows him wearing headphones, eyes closed, clearly enchanted as he listens to Alfred Brendel perform Beethoven’s Pathetique Sonata-makes a positive impression that is home out by the contents of the book. Sacks’s voice throughout is steady and erudite but never pontifical. He is neither selfconscious nor self-promoting.

C. The preface gives a good idea of what the book will deliver. In it Sacks explains that he wants to convey the insights gleaned from the “enormous and rapidly growing body of work on the neural underpinnings of musical perception and imagery, and the complex and often bizarre disorders to which these are prone.” He also stresses the importance of “the simple art of observation” and “the richness of the human context.” He wants to combine “observation and description with the latest in technology,” he says, and to imaginatively enter into the experience of his patients and subjects. The reader can see that Sacks, who has been practicing neurology for 40 years, is tom between the ‘ old-fashioned path o observation and the new fangled, high-tech approach: He knows that he n

eeds to take heed of the latter, but his heart lies with the former.

D. The book consists mainly of detailed descriptions of cases, most of them involving patients whom Sacks has seen in hispractice. Brief discussions of contemporary neuroscientific reports are sprinkled liberally throughout the text. Part, “Haunted by Music,” begins with the strange case of Tony Cicoria, a nonmusical, middle-aged surgeon who was consumed by a love of music after being hit by lightning. He suddenly began to crave listening to piano music, which he had never cared for in the past. He started to play the piano and then to compose music, which arose spontaneously in his mind in a “torrent” of notes. How could this happen? Was the cause psychological? (He had had a near-death experience when the lightning struck him.) Or was it the direct result of a change in the auditory regions of his cerebral cortex? Electroencephalography (EEG) showed his brain waves to be normal in the mid-1990s, just after his, trauma and subsequent “conversion” to music. There are now more sensitive tests, but Cicoria, has declined to undergo them; he does not want to delve into the causes of his musicality. What a shame!

E. Part II, “A Range of Musicality,” covers a wider variety of topics, but unfortunately, some of the chapters offer little or nothing that is new. For example, chapter 13, which is five pages long, merely notes that the blind often have better hearing than the sighted. The most interesting chapters are those that present the strangest cases. Chapter 8 is about “amusia,” an inability to hear sounds as music, and “dysharmonia,” a highly specific impairment of the ability to hear harmony, with the ability to understand melody left intact. Such specific “dissociations” are found throughout the cases Sacks recounts.

F. To Sacks’s credit, part III, “Memory, Movement and Music,” brings US into the underappreciated realm of music therapy. Chapter 16 explains how “melodic intonation therapy” is being used to help expressive aphasic patients (those unable to express their thoughts verbally following a stroke or other cerebral incident) once again become capable of fluent speech. In chapter 20, Sacks demonstrates the near-miraculous power of music to animate Parkinson’s patients and other people with severe movement disorders, even those who are frozen into odd postures. Scientists cannot yet explain how music achieves this effect

G. To readers who are unfamiliar with neuroscience and music behavior, Musicophilia may be something of a revelation. But the book will not satisfy those seeking the causes and implications of the phenomena Sacks describes. For one thing, Sacks appears to be more at ease discussing patients than discussing experiments. And he tends to be rather uncritical in accepting scientific findings and theories.

H. It’s true that the causes of music-brain oddities remain poorly understood. However, Sacks could have done more to draw out some of the implications of the careful observations that he and other neurologists have made and of the treatments that have been successful. For example, he might have noted that the many specific dissociations among components of music comprehension, such as loss of the ability to perceive harmony but not melody, indicate that there is no music center in the brain. Because many people who read the book are likely to believe in the brain localisation of all mental functions, this was a missed educational opportunity.

I. Another conclusion one could draw is that there seem to be no “cures” for neurological problems involving music. A drug can alleviate a symptom in one patient and aggravate it in another, or can have both positive and negative effects in the same patient. Treatments mentioned seem to be almost exclusively antiepileptic medications, which “damp down” the excitability of the brain in general; their effectiveness varies widely.

J. Finally, in many of the cases described here the patient with music-brain symptoms is reported to have “normal” EEG results. Although Sacks recognises the existence of new technologies, among them far more sensitive ways to analyze brain waves than the standard neurological EEG test, he does not call for their use. In fact, although he exhibits the greatest compassion for patients, he conveys no sense of urgency about the pursuit of new avenues in the diagnosis and treatment of music-brain disorders. This absence echoes the book’s preface, in which Sacks expresses fear that “the simple art of observation may be lost” if we rely too much on new technologies. He does call for both approaches, though, and we can only hope that the neurological community will respond.

Questions 27-30

Choose the correct letter A, B, C or D.

Write the correct letter in boxes 27-30 on your answer sheet

27 Why does the writer have a mixed feeling about the book?

A The guilty feeling made him so.

B The writer expected it to be better than it was.

C Sacks failed to include his personal stories in the book.

D This is the only book written by Sacks.

28 What is the best part of the book?

A the photo of Sacks listening to music

B the tone of voice of the book

C the autobiographical description in the book

D the description of Sacks ’s wealth

29 In the preface, what did Sacks try to achieve?

A make a herald introduction of the research work and technique applied

B give detailed description of various musical disorders

C explain how people understand music

D explain why he needs to do away with simple observation

30 What is disappointing about Tony Cicoria’s case?

A He refuses to have further tests.

B He can’t determine the cause of his sudden musicality.

C He nearly died because of the lightening.

D His brain waves were too normal to show anything.

Questions 31-36

Do the following statements agree with the views of the writer in Reading Passage 3?

In boxes 31-36 on your answer sheet write

YES if the statement agrees with the views of the writer

NO if the statement contradicts with the views of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

31 It is difficult to give a well-reputable writer a less than totally favorable review.

32 Beethoven’s Pathetique Sonata is a good treatment for musical disorders.

33 Sacks believes technological methods is of little importance compared with traditional observation when studying his patients.

34 It is difficult to understand why music therapy is undervalued

35 Sacks held little skepticism when borrowing other theories and findings in describing reasons and notion for phenomena he depicts in the book.

36 Sacks is in a rush to use new testing methods to do treatment for patients.

Questions 37-40

Complete each sentence with the correct ending, A-F, below.

Write correct letter, A-F, in boxes 37-40 on your answer sheet

37 The content covered dissociations in understanding between harmony and melody

38 The study of treating musical disorders

39 The EEG scans of Sacks’s patients

40 Sacks believes testing based on new technologies


A. show no music-brain disorders.

B. indicates that medication can have varied results,

C. is key for the neurological community to unravel the mysteries.

D. should not be used in Isolation.

E. indicate that not everyone can receive good education.

F. show a misconception that there is function centre localized in the brain

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Unit 12 – Writing task 2 – How to describe a topic with ‘Many’ and ‘Little’

Writing task 2 - How to describe a topic with 'Many' and 'Little'

If you notice, in the opening and closing sections we have written, there is a term used quite a lot, that is: more and less. We write many sentences like: there are many ways, there are many reasons, there are many causes … You can see that at one point, I cannot rely on “many” and ” a lot of “forever. You need to know other ways to say more and less.

A. Many

Apart from “many” and “a lot of”, there are several other ways you can use to say “many”. I will divide into two categories, “many” and “many and different”

a. Many:

many (many reasons)

a lot of (a lot of causes)

a myriad of (ways)

plenty of (resources)

a number of (choices)

countless / innumerable (people)

Some examples of possible nouns

With just the words above, you have expressed quite a lot of quantity already. Notice that the word pair at the bottom of “countless/innumerable” means quite heavy, not only many but also “countless, uncountable“, so you have to choose carefully accordingly.

For example you might say: Countless people prefer university. Many listeners still make sense, but avoid using “countless reasons“, because it’s obvious that the reason you listed only a few.

Apart from the above words, there is also a small branch of many “majority”.

a large part of

the majority of

most of

b, Just as much as different

We have a more specific meaning, “diversity”. To say “diverse”, you will have the following expressions:


a variety of

a wide variety of

a range of

many / a lot of / … (words above) + different

If you want to name and focus on categories, you should use the words above. They are more colorful than the “many” words listed earlier. For example, instead of “a lot of options“, you can use “various options“. Notice, the terms “more and more different” listed here should be avoided for people. We hardly say “a variety of people“, but we absolutely can say “a variety of food“. Don’t try to explain this in your native language (oh, but in my country follow this way), I’m learning English, and English speakers don’t think like that.

B. Little

Less” is also … less words. In fact, we say “a lot” in IELTS more than “a little” is a lot, but “less” has a lot of good expressions:

a. Basic:

few / little

(only) a handful of …

(only) a selected few …

Notice the word “only” here is used to emphasize the meaning (that’s all there is …)

b. Limited, rare



The words above refer to something that has a limited amount and is likely to run out. They are great if placed next to the words “resources“. You shouldn’t think of “resources” as just about “resources,” and its meaning is broad. It can be human resources, financial resources or intellectual resources. In addition, you can use words like resources, which means a “reserve” for something like: supply, funding, capabilities, …

c. Rare

This is the stronger word for “limited”. There are 2 common ways of saying “rare”, they are:



You can associate the two words with any word that comes with the words “limited”. For example, instead of limited supply, it could be scarce supply, scarce resources.

d. Not enough

If you use “not enough”, it is completely OK. I just introduce some more words for us to change the wind:



The meaning is not enough, it is often used: not enough money, not enough time, not enough resources, …

For example: The inadequate supply of workers has led to a rise in salary.

Wish you all good study!

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