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  | Writing  \u003Cbr>Task 1   | Describing graphs,  \u003Cbr>charts and diagrams   | Describing significant  \u003Cbr>features   | Describing a graph,  \u003Cbr>chart or diagram   | 30   |\n| Pick a number   | Writing  \u003Cbr>Task 1   | Expressing numbers  \u003Cbr>and statistics   | Compound adjectives  \u003Cbr>with numbers   | Describing data  \u003Cbr>presented in texts   | 32   |\n| Trending   | Writing  \u003Cbr>Task1   | Describing trends   | Word forms   | Describing trends ona   \u003Cbr>graph   | 34   |\n| The same but  \u003Cbr>different   | Writing  \u003Cbr>Task 1   | Making comparisons   | Comparative adjectives    | Comparing two sets of   \u003Cbr>data in a graph   | 36   |\n| What comes next?   |   Writing  \u003Cbr>Task 1   | Describing a process   | Sequencing   | Describing a process   \u003Cbr>from a diagram   | 38   |\n| In your own words   |  Writing  \u003Cbr>Task 1   | Expanding on and  \u003Cbr>rewording labels   | Collocations   | Summarising a graph    | 40   |\n\n| Title   | Exam  \u003Cbr>focus   | Topic vocabulary    | Lexical focus   | Exam task   | Page   |\n| --- | --- | --- | --- | --- | --- |\n| Who's who?   | Writing  \u003Cbr>Task 2   | Describing people  \u003Cbr>and groups   | Synonyms   | Essay   | 42   |\n| No magic bullet   | Writing  \u003Cbr>Task 2   | Describing problems  \u003Cbr>and solutions   | Noun phrases,  \u003Cbr>hedging language   | Essay   | 44   |\n| A matter of  \u003Cbr>opinion   | Writing  \u003Cbr>Task2   | Expressing opinions   | Noun and adjective  \u003Cbr>forms   | Single paragraph of  \u003Cbr>an essay   | 46   |\n| Who's to blame?   | Writing  \u003Cbr>Task 2   | Talking about cause  \u003Cbr>and effect   | Active and passive  \u003Cbr>verb forms   | Essay   | 48   |\n| A case in point   | Writing  \u003Cbr>Task 2   | Giving examples   | Giving relevant  \u003Cbr>supporting examples   | Single paragraph of   \u003Cbr>an essay   | 50   |\n| To sum up   | Writing  \u003Cbr>Task2   | Summarising and  \u003Cbr>concluding   | Avoiding  \u003Cbr>overgeneralization   | Concluding paragraph    | 52   |\n| All about me   | Speaking   | Talking about family,  \u003Cbr>friendsand home   | Adjective+noun  \u003Cbr>collocations   | Part 1   | 54   |\n| What are you up  \u003Cbr>to?   | Speaking   | Talking about work,  \u003Cbr>studies and interests   | Phrasal verbs   | Part 1   | 56   |\n| Love it or hate it   | Speaking   | Talking about likes  \u003Cbr>and dislikes   | Positive and negative  \u003Cbr>adjectives   | Part1   | 58   |\n| A funny thing  \u003Cbr>h","cbCaiq7Tc4IPjfMP","https://ap.wps.com/l/cbCaiq7Tc4IPjfMP","pdf",1203071,12,"English","# Contents\n## Reading\n## Writing - Task 1\n## Writing - Task 2\n## Speaking\n# Introduction\n## Who is this book for?\n# The IELTS test - an overview","[{\"question\":\"Who is the book intended for?\",\"answer\":\"The book is for English teachers preparing students for the IELTS Academic modules, and for candidates aiming for an IELTS score of 5.5–7.5.\"},{\"question\":\"Which IELTS skills and tasks does the vocabulary resource support?\",\"answer\":\"It supports Reading, Writing Task 1, Writing Task 2, and Speaking, with activities matched to typical IELTS Academic practice.\"},{\"question\":\"What is the target band range and how is it reflected in the content?\",\"answer\":\"The target is 5.5–7.5, and the topics and activities are designed to appeal to young adults while broadening vocabulary for academic study.\"}]","TIMESAVER FOR EXAMS - VOCABULARY (5.5-7.5) | PDF",1790588592]