Day 7

1h 6j
2a 7g
3i 8d
4b 9e
5c 10f
b

vii
iii
i
viii
v
MATCHING HEADINGS
• Topic: connect the most repeated words → WHAT this text is about
• Controlling idea: answer the HOW question → HOW the subject is talked
about in the text (negative/ positive/ neutral)
• Main idea: Topic + Controlling idea
• Topic sentence contains the main idea
• Match the heading and the paragraph:
• Match the heading and the main idea of the paragraph
• Match the heading and the pattern of organization of the paragraph (signposts)
• Listing
• Sequence – History
• Comparison/contrast
• Cause-Effect
▪ Introduction
▪ Topic introduction: Introduce settings/ Introduce topic generally
▪ Thesis statement: Introduce the main ideas of the text

▪ Body (structure of each paragraph)

▪ Topic sentence: Introduce the topic/main idea of the entire paragraph
▪ Supporting ideas: Support/ Reinforce the idea in the Topic sentence/ Examples
▪ Concluding sentence (optional): Summarise the idea discussed in the paragraph

▪ Conclusion: Summarise the main ideas of the entire text

→ The topic/main idea of the text/paragraph is constantly repeated
In developing countries, poor people have suffered the most from shortages of clean
water. There are several reasons for this. First, in many developing countries, the
majority of houses in poor villages and urban slums are not yet served by a piped
water system. People living in these places often have to walk many miles to find
water and carry it home in jugs and plastic containers. Second, these people usually
have few alternatives to piped water supply. There may be water closer by in rivers or
lakes, but this is often dangerously polluted. In poor areas, street vendors often sell
water by the liter, but they often charge extremely high prices for water that is not
always safe to drink.

Frequently repeated words: water, poor

What is associated with “water” and “poor areas”? → shortages
Topic: shortage of clean water in poor areas
▪ Paragraphs in English usually contain a topic sentence.
▪ Topic sentence lets readers know what the paragraph is about.
▪ Topic sentence is usually near the beginning of the paragraph
▪ Topic sentence can also be found in the middle or at the end.
▪ Most topic sentences tell the writer’s main idea.
▪ The main idea is explained by many specific supporting details in
the paragraph.
▪ Sometimes, topic sentences do not contain main ideas. In this case,
main ideas are expressed in another sentence or in many other
sentences. → Combine ideas.

▪ Note: The main idea statement should always be stated in a

complete sentence with a subject and verb.
▪ Writers usually use patterns to develop their ideas.
▪ Finding the patterns helps to find the main idea.
▪ Four common types:
1. Listing
2. Sequence
3. Comparison/contrast
4. Cause-Effect

▪ Signal words help to identify the patterns (signpost).

▪ The writer’s main idea is stated in the form of a generalization,
followed by a list of supporting details.
▪ Signal words

a few other(s) another first

several many in addition second

numerous a variety besides third

the main for example one last

E-mail (electronic mail) uses computers for communication. It has several important
advantages over phones and regular mail. The main advantage of e-mail is that it
takes very little time to send and receive messages. From your computer, you can
contact someone far away (or in the next office). Seconds later, they have your
message. If they are at their computer you can get a response instantly, too. Another
reason people like to use e-mail is that for just a few cents you can send a message to
someone in another part of the world. You don’t have to worry about the time
difference or slow mail delivery. Your message is sent immediately, and your friends or
colleagues can send a response at their convenience. Lastly, e-mail allows you to send
a single message to many people at the same time.

Main idea: E-mail has many advantages over the telephone and regular mail service.
Signal words: The main, another, lastly
Communicating by e-mail is becoming increasingly popular for many
reasons. First, it is a popular way to send messages among people who do not
like to use the telephone. Second, it is useful for sending suggestions or
request. The person who receives them has time to think about their response.
Also, e-mail messages always look the same, no matter who sends them. This
means you don’t have to worry about the quality of your letter paper.
Furthermore, e-mail messages are uniform. They give no clues to the sender's
age, gender, race, or physical condition. In addition, they do not give away the
sender’s feelings or emotional condition.

Main idea: E-mail is increasingly popular for several reasons.

Signal words: First, second, also, furthermore, in addition
▪ The writer’s main idea includes a series – events ordered by time, or
steps that follow one after another (in a process).
▪ Signal words

first next last after

at last finally later before

while at the same time

Franklin D. Roosevelt, the thirty-second president of the United States, served
his country for most of his life. He was the only president to be elected four
times. He was born in Hyde Part, New York, on January 30, 1882, and he began
his studies at Harvard in 1903. In 1905, he married Eleanor Roosevelt, a distant
cousin, and they had six children. After serving in the New York State Senate,
Roosevelt worked in Washington as Secretary of the Navy until 1921. At that
time, he became very ill with polio and lost the use of his legs. In 1928,
Roosevelt ran for governor of New York. After serving two terms as governor, he
was elected to the presidency in 1933. Roosevelt died in office on April 12,
1945.

Main idea: Franklin D. Roosevelt served his country for most of his life.
Making orange juice concentrate from fresh oranges is done entirely be
machines. First, oranges are dumped onto a moving belt. They travel into a
machine which washes them with detergent. Next they are rolled into juicing
machines, where seven hundred oranges per minute are split and squeezed.
Then the rinds (the skin of the oranges) are thrown out the end of a long tube.
At the same time, the juice goes through small holes in the bottom of the tube.
Next, the juice goes into another machine called the finisher. There, the seeds
and other tiny objects are removed. Last, the juice goes into large tanks, where
most of the water is removed.

Main idea: Making orange juice concentrate from fresh oranges is done
entirely be machines.
▪ The writer’s main idea explains similarities and/or differences.
▪ A comparison can include:
▪ Only similarities
▪ Similarities and differences

▪ A contrast includes only the differences.

 on the other
however but unlike
hand
in contrast while although conversely

instead yet rather different from

more than less than

like both similarly in the same way

as same also in common

High school graduates are sometimes nervous about attending college,
because they fear that everything will be different. In fact, there are some
important similarities between college and high school. In both places,
academic success depends on being a responsible student. This means
attending classes regularly, doing your homework, and studying new materials
carefully. Similarly, social success in college is like high school. If you have had
friends in high school, chances are you will have friends in college, too. College
also resembles high school in student activities. Musical groups, sports teams,
special interest clubs, and other activities are found in both institutions.

Main idea: In some ways, college life is very similar to high school life.
Signal words: in both places, similarly, also resembles
The University of Bologna in northern Italy is different from most North
American universities. One important difference is its age. Founded in the tenth
century, it is the oldest university in Europe. Its ancient halls give students a strong
sense of history. This is in sharp contrast to the usual attitude of American students
who study in newer surroundings. The University of Bologna is different, as well,
because of its location. While North American universities are often located outside the
city center, Bologna’s campus is in the heart of the city. Unlike the American university
campus, there are no trees or open spaces near this old Italian institution. Instead,
students meet on the streets, in cafes, and in the courtyards of the historic buildings.

Main idea: The University of Bologna is different from most North American
universities.
Signal words: important difference, different, in sharp contrast to, unlike
VV

C
1F 4B 7A
2G 5D
3C 6E
vi
iii
v
i
iv
ix
vii
i
x
ix
iii
iv
vi
1. stadium
2. windmill
3. skyscraper
4. residential area
5. motorway
6. east
7. north
8. fields
9. hills
10.bridge
11.river
12.farm
13.pond
14.church
15.west
16.south
 3 kinds of map questions
1. DEVELOPMENT MAP
2. BEFORE AND AFTER MAP
3. COMPARISON MAP
 Development map similar to a “process diagram” = describe stages

Chorleywood is a village near London whose population has increased steadily since the middle of
the 19th century. The map below shows the development of the village (Cambridge IELTS book 1)
The map shows the growth of a village called Chorleywood between 1868
and 1994.
 
It is clear that the village grew as the transport infrastructure was
improved. Four periods of development are shown on the map, and each of
the populated areas is near to the main roads, the railway or the motorway.

From 1868 to 1883, Chorleywood covered a small area next to one of the
main roads. Chorleywood Park and Golf Course is now located next to this
original village area. The village grew along the main road to the south
between 1883 and 1922, and in 1909 a railway line was built crossing this
area from west to east. Chorleywood station is in this part of the village.

The expansion of Chorleywood continued to the east and west

alongside the railway line until 1970. At that time, a motorway was built
to the east of the village, and from 1970 to 1994, further development of
the village took place around motorway intersections with the railway and
one of the main roads.
(174 words, band 9)
 Before and after map similar to a “before and after diagram” = describe changes
The two maps below show an island, before and after the construction of some tourist facilities.
(Cambridge IELTS book 9)
The diagrams illustrate some changes to a small island which has been
developed for tourism.
 
It is clear that the island has changed considerably with the introduction of
tourism, and six new features can be seen in the second diagram. The main
developments are that the island is accessible and visitors have somewhere
to stay.

Looking at the maps in more detail, we can see that small huts have been
built to accommodate visitors to the island. The other physical structures
that have been added are a reception building, in the middle of the island,
and a restaurant to the north of the reception. Before these developments,
the island was completely bare apart from a few trees.

As well as the buildings mentioned above, the new facilities on the island
include a pier, where boats can dock. There is also a short road linking the
pier with the reception and restaurant, and footpaths connect the huts.
Finally, there is a designated swimming area for tourists off a beach on the
western tip of the island.

(175 words, band 9)

 Comparison map similar to a “comparison diagram” = compare the locations

The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town.
The map shows two possible sites for the supermarket. (Cambridge IELTS book 5)
The map shows two potential locations (S1 and S2) for a new
supermarket in a town called Garlsdon.
 
The main difference between the two sites is that S1 is outside the town,
whereas S2 is in the town centre. The sites can also be compared in terms
of access by road or rail, and their positions relative to three smaller towns.

Looking at the information in more detail, S1 is in the countryside to the

north west of Garlsdon, but it is close to the residential area of the town. S2
is also close to the housing area, which surrounds the town centre.

There are main roads from Hindon, Bransdon and Cransdon to Garlsdon
town centre, but this is a no traffic zone, so there would be no access to S2
by car. By contrast, S1 lies on the main road to Hindon, but it would be more
difficult to reach from Bransdon and Cransdon. Both supermarket sites are
close to the railway that runs through Garlsdon from Hindon to Cransdon.

(171 words, band 9)

 The must-have items for a MAP report

Vocabulary & Cohesive devices Grammar

Prepositions (locations
and directions)  ‘Map’ structures
 Locations & Directions
Verbs to describe  Verb: Active & passive forms
changes
 Noun
Nouns to describe
changes
 Varied tenses
 Past perfect
Introducing and linking
expressions  Past simple
 ?
Floor Plan Layout

Compass
 To describe changes

Verbs – Burnt Clay Bricks Nouns – Fireclay bricks

Lay bricks

You need...?
Cement – Linking expressions
VOCABULARY
• Prepositions (locations and
directions)

• Verbs to describe changes

• Nouns to describe changes

• Introducing and linking

expressions

GRAMMAR
‘Map’ structures
 Locations & Directions
 Verb: Active & passive
forms
 Noun
Varied tenses A complete wall
 Past perfect
 Past simple
 Action plan

Bring the necessary items along Use what is available

1. Vocabulary 1. Prompt
1. Prepositions
2. Verbs 2. Title
3. Nouns
3. Key
4. Introducing and linking
expressions 4. Labeled objects
2. ‘Map’ structures
3. Varied tenses
 Use what is available
The map below shows three proposed sites for a new hypermarket (A, B and C) in the
city of Pellington. Prompt
Title
Key

Labeled objects

Comparison map
The maps below show the changes that have taken place at the seaside resort of Templeton
between 1990 and 2005. Summarise the information by selecting and reporting the main
features, and make comparisons where relevant.
 Prepositions
LOCATIONS AND DIRECTIONS
 ‘Map’ structures to describe locations & directions

1. Locations & Directions: located/ situated, be, lie

Noun + be located/ situated + preposition/ direction

→ The school was located/ situated in the Northeast corner of the city.

→ The school lay/ was in the Northeast corner of the city.

There + be + (a/an) N preposition/ direction

→ There was an airport to the South of the lake.

Preposition/ Direction + be/ lie + N

→ North of the residential blocks was/lay a supermarket.

 ‘Map’ structures to describe changes

2. Destruction
passive: demolish, knock down, cut down, chop down
active: disappear
The school was demolished/ knocked down.
All the trees were cut down/ chopped down.
The airport disappeared.
 ‘Map’ structures to describe changes

3. Construction
add, build, construct, erect, introduce, appear
Verb:
Passive: Skyscrapers were built/constructed/
erected/introduced.
Active: A car park appeared.
Noun:
There was a construction of a new hospital.
 ‘Map’ structures to describe changes

4. Replacement
convert, make into, replace, turn into, redevelop,
make way for
The airport was demolished to make way for a
new hospital.
All the trees were replaced by a stadium.
A stadium was built and replaced all the trees.
 ‘Map’ structures to describe changes

5. Expansion
passive: enlarge, expand, extend, widen, lengthen,
active: become bigger
The car park near the river was expanded/
widened/ extended.
Active: The school became bigger.
Passive: The railway was lengthened.
 ‘Map’ structures to describe changes

6. Narrowing
passive: narrow, shorten, reduce
active: become smaller
The school was narrowed.
The car park became smaller.
The railway was shortened.
 ‘Map’ structures to describe changes

7. Relocation
move, relocate, reconstruct
The stadium was moved/ relocated to the North.
reconstructed
 ‘Map’ structures to describe changes

8. Remaining unchanged
The airport still remained (unchanged)/ existed.
 General information about an area

9. A way running through an area

run through
goes through
pass through
cross
In 1909 a railway line crossed this area from west to east.
In 1909 a railway line was built crossing this area from west to east.
 General information about an area

10. Population of an area

The population of Oxford is…….
Oxford has a population of ……..

11. General statements about changes

industrialize, urbanize, modernize, improve,
renovate, transform, improve, develop, change
 extend expand
renovate/modernize
modernize/renovate
replace
improve
reduce
develop
add
remove
reconstruct