Female: But you don’t have to be an expert on the topic. You need to show that you understand what the debate is about and then make some relevant points. You can balance your argument if you don’t have a strong opinion.
Male: So, I guess we should write about the history of the debate. You know, when the debate started and what different scientists have believed at various times in the past.
Female: Mm, I’m not sure about that. It doesn’t really answer the question. You could write pages about that too. First of all, we need to look at the statement and think about whether it’s obviously true or whether it’s there to be challenged. You know, whether the statement invites us to say that we don’t really agree.
Male: So, what do you think of the statement? Female: Well, it says that recent research shows that the characteristics we inherit are more important than what we experience as we go through life. I don’t think that’s true. What we’ve read this week does suggest that more may be passed on through our genes than was previously believed, but nobody’s saying that we inherit everything. I mean, what we experience is still a hugely important factor.
Male: So, you think disagree with the statement – say that life experience is more important?
Female: Not necessarily. I would say that environment and nurture is very important, but that the really important thing is the interaction between what’s inherited and what’s then learnt or experienced.
Male: OK, but we have to give reasons and say something about our personal experience. Shall we mention something about studies with twins?
Female: Yes, good idea. Mentioning twins is a good argument to support the idea that genetics is important.
Male: And also that nurture’s important. Twins are not exactly the same. Should we compare what’s definitely inherited, like eye colour, with what is probably influenced by environment, like our tastes and interests?
Female: Mm, maybe – let me check the instructions again. Mm, the instructions say characteristics that have an influence on our personality. I don’t think we need to mention physical characteristics at all. We could say something about why it’s worrying to accept that our personalities are determined only by our genes. I mean, if that’s the case, surely the children of aggressive or violent people will also be aggressive and violent. The nature only theory suggests that we are prisoners – we have no control over who we become.
Male: OK, but we have to write 250 words. We won’t be able to say everything. I don’t know what I can say that’s related to my own experience. I mean, I don’t know any twins.
194 Pathway to IELTS 6.0
Female: I don’t think that matters. You can say that you and your brother are very similar or very different, or that you’re different from your father because you had a different education – something like that, anyway. I suppose I’m lucky because my cousins are twins.
Male: That’s OK for you then. I must say I still find this part of the task a bit difficult.
Female: So, how do you think the composition should be concluded?
Male: Well, from what we’ve discussed that part should be easy now. We have to say that nature and nurture interact and that one is not more important than the other.
Female: OK, are you ready to start writing a rough plan then?
016 Unit 2 Writing 2
E Listen to the students in Exercise C again. Highlight the points in the composition as you hear them. [Play
015 again] 017 Unit 2 Consolidation – Speaking
B Look at the cards and then listen to two students doing the exam. Which words do they check? Speaker 1 Student: I just need to check a few words on the card before I make my notes? Is that OK?
Examiner: Yes, please do. Student: This word siblings – I guess it means brothers and sisters. Is that right?
Examiner: Yes, that’s what it means. Student: So, when it says a large family, it means with lots of brothers and sisters?
Examiner: Yes. Now are you ready? You have a minute to plan what you want to say and make notes.
Speaker 2 Student: I want to make sure I understand a couple of words before I begin making my notes.
Examiner: Yes, OK, what do you need to check? Student: Well, I guess it’s clear from the context – an only child is a child with no brothers and sisters.
Examiner: Yes, exactly. Student: OK, and siblings are brothers or sisters, then? I don’t know this word.
Examiner: Yes, it’s not a very common word. It’s used in academic language more. But, yes, it means brothers or sisters.
Student: Thank you. I’ll start making my notes.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227
