Ted the turtle (gerund and present participle) version

Living in a cave, a turtle enjoys roaming around the deep dark forest.

Living in a cave (present participle phrase – fronted)

A turtle (subj)
enjoys (verb)
roaming around the deep dark forest. (gerund phrase)

He(s) spends(v) his mornings (dir obj) in the river. (prep phrase, swimming is used as a noun).

The weather feels [particularly hot].
adverb phrase

Swimming along the river feels exhilarating for Ted.

Subject: The subject of the sentence is the gerund phrase “Swimming along the river.” This phrase functions as a noun, representing the activity of paddling.
Verb: The main verb is “feels.” This is a linking verb, connecting the subject to the subject complement.
Subject Complement: The subject complement is the adjective “exhilarating.” This adjective describes how the activity of paddling feels to Ted.
Prepositional Phrase: The prepositional phrase “for Ted” further clarifies who experiences the exhilarating feeling.

Crawling out from the water, Ted looks up.
One of the birds, flapping its wings, lands gently onto the ground.

One of the birds – subj
flapping its wings – present participle phrase as non-restrictive
lands – verb
floating gently onto the ground – present participle phrase

Suddenly, the bird turns into a big phoenix.

The phoenix spews fire, waving his head to and fro.

The forest animals runs away, begging for their lives!

Present Participles and Present Participle Phrases

ref – https://www.esu.edu/writing-studio/guides/participles.cfm

Initially we mentioned present participles in Present Continuous, where the participle is used to represent the main verb and we had a helping verb to help express the tense.

I(subj) am (helping verb) working (main verb) on a project.
They(subj) are (helping verb) eating (main verb) fried chicken.
She(subj) is (helping verb) sleeping (main verb) on (prep) the sofa (obj).

But let’s look at participles more in detail:

Present Participles act as:

Adjectives

  • The running water tastes fresh.
  • I know a pond teeming with fish.
  • The smiling child waved at us.

(As nonessential (没必要) information modifying a noun) (non-restrictive Participle phrase)

  • Delores, walking along the shoreline, noticed her cousin.
  • The old house, creaking with every gust of wind, stood on the hilltop.
  • The dancer, twirling gracefully across the stage, captivated the audience.

As nonessential (没必要) information modifying independent sentences

If the nonessential (没必要) element is at the end of the sentence, you need a comma in front. These commas are called “only” commas because they are used when only one thing can be referred to (one person, one type, one item), thus rendering the specifier within the commas nonessential.

  • He ran carrying two plates of food.

    ran is the main verb.
    He ran, carrying two plates of food.

  • The warrior jumps (into battle), [swinging an ax].

    The warrior jumps into battle is an independent sentence.
    swinging an ax is called nonessential information. We add it to be more descriptive.
    Hence, we must add a comma between the independent sentence and our nonessential information.

    • The warrior jumps into the [unwavering] battle. (present participle as adjective)
    • The warrior notices the battle [ending abruptly]. (present participle phrase modifies object ‘battle’ as adjective)
  • I stood staring at the sunset.

    stood is the main verb.

    I stood, staring at the sunset

  • In these examples –
    independent sentence, [nonessential information]:

    She walked away, [whistling a tune].
    She walked out of the room, [slamming the door behind her].
    He left the room, [whistling a tune].
    She walked down the street, [smiling happily].

Fronted Participle Phrase – Modify entire sentences (as a sentence adverb)

Time: [Finishing his homework], he went out to play.
Reason or cause: [Feeling tired], she decided to go to bed early.
Condition: [Weather permitting], we will have a picnic tomorrow.
Manner: [Smiling broadly], she accepted the award.
Concession: [Admitting his mistake], he apologized sincerely.

[Laughing hysterically], the children ran around the playground.

Forming part of a verb phrase:

Present Continuous:
subj + [is/am/are/..etc] + verb+ing + [complements]

Examples:

They are (helping verb) playing (main verb) in the park.
She is (helping verb) helping (main verb) with the dishes.
I am (helping verb) having (main verb) the time of my life.

Participles vs Gerunds

  • Present Participle usage: He ran, carrying two plates of food.

    ran is main verb
    “carrying” describes an action happening simultaneously with ‘run’.

    Gerund usage: Carrying luggage is hard work.
    ‘Carrying’ is used as a noun, in the subject position.

  • Present Participle usage: The warrior jumps into battle, swinging a mighty ax.

    jump is main verb
    “swinging a mighty ax” (挥hui1 舞着)is nonessential information that modifies the sentence “The warrior jumps into battle”.

    Gerund usage: The warrior likes [swinging axes].
    swinging is a gerund. “swinging axes” is a gerund phrase acting as the direct object of the verb “like”. It functions as a noun.

  • Present Participle usage: I stood, looking at the sky.

    stood is the main verb
    “looking at the sky” is nonessential information.

    Gerund usage:

    [Looking at the sky] is my favorite pastime.
    “looking” is the subject of the sentence, and functions as noun.

    “Looking at the sky” is a gerund phrase and acts as the subject of the sentence.

Sample Story

Participle Practice (1-5):

A tiger appears [waving its tail]. // no distance, no comma needed

It roars (out loud), [baring its teeth]. // distance, so we need a comma

He notices a bunch of chickens [strutting around]. // as adjectives to describe ‘chickens’

[Crouching comfortably], the tiger waits to pounce.

The chickens, [being clueless], stares into the tiger’s hot dark mouth.

A turtle lives in a [soothing] forest. (modifies forest as adjective)

His name is Ted.

Ted jumps (into a cool pond), [paddling his flippers]. // nonessential info ‘paddling…’

He swims in the cool water.

He resurfaces, [kicking frantically with his short stubby flippers]. // nonessential info ‘kicking…’

Ted sees a group of birds [landing on a tree branch]. (“landing on a tree branch” modifies birds as an adjective)

adjective clause video

ADJECTIVE CLAUSE (形容词从句)

Adjective clauses are used to provide additional information about a noun or pronoun in a sentence.

提供 (ti gong) 更多 (geng duo) 详细 (xiang xi) 信息 (xin xi)

They are used to give more detail about the sentence and to help clarify the meaning.

帮助吧意思搞了更清楚。

Adjective clauses and adjective phrases:

– Both describe a noun.
– Adjective phrases are a few additional words that “bulk up” an adjective, while adjective clauses reiterate the noun (重申名词 chong sheng ming ci) and often use a pronoun.
– Adjective phrases are a group of words without a subject or verb that modify a noun, while adjective clauses are a group of words that contain an adjective, a subject, and a verb

Requirements

1. Starts with a ‘relative pronoun’ (关系代词) (that, who, whom, whose, which)
2. Subject + verb
3. It tells us something about the noun.

That


ex for ‘that’:

subject complement = phrase (noun, adjective, prepositional)


1) The rat(subj) is (linking verb) in (prep) the kitchen (obj). // prepositional phrase
The rat [that John saw yesterday] is in the kitchen.

1. That
2. John + saw
3. Info about noun ‘rat’ √




1) The car is worthless. // linking verb ‘is’
2) The car [that they stole] is worthless.


1) The book has been published. // present perfect
2) [The book that I wrote] has been published.


1) I like movies.
2) I like movies [that make me think].


1) People like clothes.
2) People like clothes [that make them look better].


I need something.
I need something [that works].

This is the mail [that arrived this morning].
adjective clause modifying noun ‘mail’.

These are the tasks [that must be completed today].
adjective clause modifying noun ‘tasks’.

Who

The beggar who lied about a limp sprinted after the bus.

1. who
2. who lied
3. Tells us something about the noun ‘beggar’

She is the one [who stole my bike].
adjective clause modifying noun ‘one’.

The burglar [who robbed us] was captured this morning.
adjective clause modifying noun ‘burglar’.

There are lots of kids [who would be interested].
There’s this guy at work who eats lunch with a butter knife.

Whom – Use whom when the person is the object of the verb.


You can trust [her].
She is someone [whom you can trust].

(whom refers to the person that you can trust)


I have consulted those [managers].
The response of those managers [whom I have consulted] has been positive.

(whom refers to those managers and is the object of consulted in the relative clause)

He had loved [her].
She was a celebrated actress [whom he had loved].

(whom refers to the actress, and is the object of loved)

Whose

indicate possession by people.

He married a girl [whose family doesn’t seem to like him].
adjective clause modifying object

Shang Xian, whose love gave me life, has passed away.
adjective clause modifying subject

John works with a guy [whose name I can’t remember].
adjective clause modifying object

Shirley has a 17-year-old daughter [whose ambition is to be a clown].
adjective clause modifying object

This is the book [whose title I couldn’t remember].
adjective clause modifying object

Which

Which vs. that
Both which and that are relative pronouns that help describe or define nouns.

While which provides an optional description, that introduces essential information that defines or identifies a person or a thing.

Electric cars that drive themselves are already here.

My trusty old hatchback[, which I bought in the ’90s, ]has finally broken down.

Munro’s stories[, which often deal with moral conflict, \resonate with readers of all generations.

She bakes cakes that are healthy[, which isn’t easy].

EXAMPLE
Nonrestrictive: This book on baking[, which was published in 1823, ] is a useful little guide for home bakers.
The which clause provides extra information.

Restrictive: The book that Maya wrote last year has just been published.

Farley’s new phone, which he bought yesterday, has stopped working.

We already know what is being referred to: Farley’s new phone. Use which instead of that to present the extra details enclosed in commas.

This alarm clock[, which I found in the attic, ]is an antique.

The pronoun which connects the relative clause to the noun it describes.

Also use which instead of that to describe an entire clause.
My parcel didn’t arrive today[, which is disappointing.]

Poco bought me chocolate, which is interesting because he knows I’m allergic to cocoa.

I love my new shoes[, which are not just stylish but also comfortable].

The latest report[, which was published last Monday, ]is now available for download.

The dodo[, which went extinct in the 1600s, ]was a flightless bird.

Fables[, which are stories with animal characters, ]are a useful way to teach children right from wrong.

The humble cactus[, which requires minimal care to grow, ]has become a popular indoor plant.

They were immediately informed about the incident[, which occurred last Friday].

Farley has lost the lottery again, which is not surprising.

Restrictive: I have a chair [that] swivels.

Nonrestrictive: This amazing chair[, which not only swivels but also tilts, ]costs just twenty dollars.

The Relative Pronoun Can Be Omitted

It is sometimes ok for the relative pronoun to be omitted.

remove [that]:
The rat John saw yesterday is in kitchen. √

The carpets [which] you bought last year have gone moldy. √
The film [which] you recommended scared the kids half to death. √

Not always though:

remove [who]:

The beggar lied about a limp sprinted after the bus. (X)

The person who speaks first will die:

The person speaks first will die. (X)

When the adjective clause starts with a relative adverb (when, where or why), the relative adverb cannot be omitted.

Relative Adverb: when, where, or why

Video 2

ref – https://www.grammar-monster.com/glossary/relative_adverbs.htm

Relative Adverb (when, where, why)

preposition and prepositional phrase video

Preposition and Preposition Objects

Adverb –

I(s) cook(v) quickly(adv).
I(s) cook(v) the beef (obj) quickly (adj).

Prepositional Phrase

The witch sits [on her broom] (prepositional phrase).

on (prep) her (modifier) broom (prep obj).

Purpose

Prepositional phrases function as either:

  • adjectives modifying nouns
  • adverbs modifying verbs.

Functions as adjectives that modify nouns:

I know the policeman [with the radio]. // modifying noun at the obj

“with (prep) the (modifier) radio (prep obj)” modifies noun policeman, and functions as an adjective.

My father buys the scarf [with dots]. // modifying noun at the obj

“with (prep) dots (prep obj)” modifies noun scarf, and functions as an adjective.

The man [on the radio] has a boring voice. // modifying noun at the subj

“on (prep) the (modifier) radio (prep obj)” modifies noun “man”, and functions as its adjective.

Give me one [of the brown ones]. // modifying noun at the obj

“of(prep) [the brown] (modifier) ones (prep obj)” describes pronoun ‘one’.

Functions as Adverbs modifying verbs:

I live [near the stadium]

“near(prep) the(modifier) stadium(prep obj)” modifies verb ‘live’, and functions as as an adverb.

She speaks [with notable enthusiasm].

“with(prep) notable(modifier) enthusiasm(prep obj)” modifies verb ‘speaks’, and functions as an adverb.

Yes, the verb “eat” can function as both a transitive and an intransitive verb, depending on how it is used in a sentence.

He eats.

He eats [with enthusiasm (热情)] // prepositional phrase […] describes verb ‘eats’.

He eats beef. // beef is direct object

He eats beef [with enthusiasm (热情)] // prepositional phrase […] describes verb ‘eats’.

Dawn is tired [from the hike]. // prepositional phrase […] describes “Why” Dawn is tired.

“from(prep) the(modifier) hike(prep obj)” modifies the verb “is”. It tells us ‘why’ she “is” tired.

She kicks.

She kicks [with power]. // prepositional phrase […] describes verb ‘kicks’.

She kicks the ball (direct obj) [with power]. // prepositional phrase […] describes verb ‘kicks’. ‘The ball’ is a direct object.

She took notes (obj) [during the lecture]. // prepositional phrase […] describes verb ‘took’.

Other prepositions

at – location
I cook [at(prep) home(pre obj)].
I eat at(prep) home(pre obj).
Let’s meet at(prep) Manners(pre obj).

at – direction
I look at(prep) you(prep obj).
I smile at(prep) Sara(prep obj).
The flashlight shines at(prep) us(prep obj).

at – time
I will meet you at(prep) midnight(prep obj).
Let’s meet up at(prep) Terry’s(prep obj).
Rebecca will meet us at(prep) 8pm sharp(prep obj).

with
I speak [with] anger.
I play [with] Rover.
I watch [with] awe.

in – The way something is done.

I ponder [in] silence.
I stare [in] awe.
They rejoice [in] victory.

in – inside a space

I live [in] a cave.
Let’s look [in] the box.
The birds fly [in] the sky.

in – a specific point in time

We visit [in] the summer.
I’ll see you [in] five days.
Let’s start [in] a few moments.

Don’t treat a prepositional phrase as subject

A box of knives were found at the scene.

A box “is” found. (not were)

A combination of factors were the cause of the crash.

A combination “was” the cause. (not were)

The noun in a prepositional phrase influences the verb

subj – Most of my friends
aux verb – have
main verb – left // used in passive constructions
college.

(The noun in the prepositional phrase (“friends”) is plural. Therefore, “most” is treated as plural.)

More than half of the people [are] idiots. √
(“Half” is plural because “people” is plural.)

Half of the world [knows] nothing. √
(“Half” is singular because “world” is singular.)

All politicians [give] hope. √

Over eighty percent of the human race [wants] love. √
(“Eighty percent” is singular because “human race” is singular.)

IELTS speaking questions

P1 – challenge

What subject do you think is the most challenging at school?

I think foreign language is the most challenging subject at school. The main reason is due to a lack of immersive practice. There is only one teacher that can help you, and you are at the mercy of her availability. Furthermore, a foreign language has rules, structure, and grammar that needs a lot of practice to get down. You have very few, if any, people in the vicinity to practice with you. A great example would be English in China. Every elementary student has to learn English, but they have no native friends to practice with. With no environment, there is no immersion. And that is why foreign language is the most challenging subject in school.

Do you like to challenge yourself?

I love to challenge myself. Challenging oneself creates growth and in order to get better, we must find our weak spots. And the best way to do that is to seek out challenges. We find competition in order to expose our weakness and what we’re not good at, then work hard to fix it. And with every hole we patch, with every problem we fix, we improve into a better version of ourselves. And that is the epitome of what every successful person should do.

Do you like to live a life that has a lot of challenges?

A life without challenges would be very boring. Every accomplishment feels better if we work for it. Whenever we take on a challenge and succeeds, the rewards taste a bit sweeter. This is because we spend time, energy, and sweat to become better at it, and when we reach our goals and put our hands on the reward, the dopamine hit feels like heaven. However, I think everything should be balanced. I wouldn’t want to be a helpless child in a war zone being bombed day in and day out with no clean water, food, nor shelter. I would hate to see my parents work hard for basic necessities and having to claw their way through life. Living a life in a war zone is sad and a tragedy so I wouldn’t wish it on anyone.

Do you like eating chocolate? Why or why not? How often do you eat chocolate?

I love chocolates because its cocoa beans smell amazing. It is aromatic, and the bitterness from chocolates goes perfectly with any sweetener. I eat chocolate every now and then because it is a delight to my tastebuds. However, I’d rather reserve my stomach for more beneficial foods like vegetables and fruits.

Describe a kind of foreign food you have had

    You should say:

  • When you had it
  • Where you ate it
  • What it was
  • And explain how you felt about it

When I was 19, I tried Indian food for the first time. I was visiting my friend in Berkeley, CA, and we had just arrived in Berkeley after a tumultuous six hour drive. I was starving and tired, so I picked up my buddy and we went to a local Indian diner. We had Butter Chicken, Rogan Josh which is lamb curry, garlic nan, and white Basmati Rice. It was simply delicious. The richness of the curry complemented the tender meat perfectly. The blend of spice was aromatic, and I would scoop up the curry morsels with my nan. The juices from the curry was made for the rice and it danced in perfect sync with my taste buds. I felt great about trying Indian food because it gave me a whole new perspective to food. I didn’t know such delicious cuisine could created from spices and yogurt, and I was more open to trying other cuisine in the future. Ever since then, curry became part of my diet.

Is there a relationship between food and health?

IELTS-Writing-Tourists

Millions of tourists visit places of natural beauty (mountains, lakes, and beaches) every year. However, they sometimes leave rubbish behind in these places.

Why has this happened?

What can be done to solve this problem?

Every year, waves of happy visitors would vacation at scenic spots, and unfortunately, leave trash behind, debasing the place and its beauty. Let’s delve into this issue and propose a resolution to this predicament.

Scenic parks wants to keep the environment pristine but to no avail. Visitors continue to litter. The first reason why tourists do this is because they are on vacation, and as a result, they will undoubtedly be a lot less concerned about upkeep. They consume, purchase souvenirs, gorge on delicious cuisine, and leave trash whenever it’s convenient. To them, it’s the simple matter of a business transaction. They pay for a service, enjoy the place to the fullest, and expect others to clean up their mess afterwards. The second reason why visitors would leave rubbish at places of natural beauty is because of inconvenience. As travelers, people are too busy running about and don’t have the energy, nor the patience, to hold on to their trash until the next available trash can. This is why they discard rubbish at scenic spots.

An organic solution to such a sensitive problem would be to charge a Clean Up Tax. The Clean Up Tax is a fifteen percent surcharge that is included in all park fees. This money will be used to hire clean up crews, build recycling centers, and dispatch nightly sanitation services. At night, while everyone is dozing off after a hard day of trekking, sanitation service vehicles will come and sweet the streets, throw away garbage, and make sure the place is good as new for the next batch of visitors. During the day, instead of leaving all these glass bottles and rubbish sitting along the roadside, vacationers can drop them off at recycling bins. As far as travelers who find holding onto trash an inconvenience, the parks can hire trash collectors. Similar to the Sherpa guides that would help trekkers up Mount Everest, we can dispatch trash guides whos job is to specifically seek out and pick up trash. All the cups, plastic and glass bottles, barbeque equipment, and food wrappers laying around are damaging to the landscape’s vistas, so they need to be collected right away.

All in all, it is good business for fun loving visitors to come and enjoy the beauty of earth’s natural wonders. However, we need to maintain this beauty with a clean up surcharge that will help pick up the trash, recycle them, and keep the place as pristine as it once was. Only then can humans enjoy Earth’s gifts, which is meant for each generation after the next.

IELTS-written-exam-prevent-animals-from-dying

Far too little has been done to prevent animals from dying out.

Analyze why
and give your suggestions as to how to solve this problem.

WHY far too little has been done to prevent animals from dying out

Our short sightedness and lack of free time is the reason why little has been done to prevent animal extinction. Thus, I propose that we need to use fear-induced media to curb shortsightedness, and birth control strategies to free people from the burdens of raising a family and give them more time.

As human development pushes animals out of their habitat, the effects cascade detrimentally. Animals die out, forests get chopped down, and species disappear forever. Unfortunately, those effects are not at our doorsteps yet so we ignore it. This is why we don’t volunteer, teach our children, or join activists to prevent animals from dying out. Another reason why so little has been done is the lack of time. The human proclivity to reproduce and modernize have resulted in more children, more cars, and more houses. This means the wage earners are shackled by the ball and chains of mortgages, car loans, and family. As a result, people have absolutely no time to help prevent animal extinction and the tragedy of this parasitic relationship continues to spiral out of control.

Fear makes people pay attention and fear-inducing media is a great way to bring the issue of animal extinction into everyone’s living rooms. Movies like Contagion, Outbreak, and Carriers were all box hits that brought terror to its audience. Endowed with great scripts and acting, these movies have shown the deadly results of displacing animals and furthering their extinction. However, a common theme missing in these movies is the connection that modernization encroach wildlife, and it unseats animal species from their natural habitats. These movies should emphasize that when displaced animals come into contact with humans, dangerous pathogens are transmitted, and that’s how pandemics start. We can also base drama series after real life situations. A perfect example would be Covid-19. With around twenty to thirty million deaths, it has ravaged the human population and a potential TV series about its impact would stir up fanfare and attention. Now, more than ever, we need to use the power of media to get people out of their seats and prevent animal extinction.

To give people more time for the environment, I propose a two pronged birth control strategy: we need to remove their innate need for procreation and then push more environmental marketing. First, governments should furtively start infertility programs aimed to stop pregnancies. A few drops of chemicals in the drinking water, and encouraging a sedentary lifestyle will do the trick. As a result, an overworked employee who is a couch potato and drinks tainted water is the prime candidate to be single for the rest of their lives. It is then the best time to use wildlife marketing and the messages will get through to them. They have no children, are educated, and can be easily influenced to do more in preventing animals from dying out.

People will only fight against animal extinction if the issue is in their face, and the challenges of pursuing higher education and having a more sedentary lifestyle can steer humanity towards more time to save animals, instead of more overpopulation. Therefore, for the sake of a pandemic free future and a cleaner world, let’s all work towards these goals to make it a better place for future generations.

IELTS Reading Tip – Fill in missing word Questions

For these kind of questions, you need to fill in the expected word. The paragraph is just basically a paraphrased version of the original paragraph. The challenge is how do we know what paragraph it is?

The key to finding which paragraph lies in the title of the question: “Advantages of green roofs”

This is the thesis of our passage, so we need to look through all the mini-thesis of each paragraph.

Luckily, we find the answer in the SECOND sentence of the FIRST paragraph.

“More and more private companies and city authorities are investing in green roofs, drawn to their wide-ranging benefits.

So we know right away, our fill in questions will match that of paragraph 1.

So let’s keep reading.

The passage says:
“Among the benefits are saving on energy costs, mitigating the risk of floods, making habitats for urban wildlife, tackling air pollution, and even growing food.”

In the answer, 6 says:

reducing how much money is spent on ____________, which paraphrases “saving on energy costs”.

So we’d put energy for 6.

In the answer, 7 says:

In many cases, they can also be used for producing _________________, which paraphrases “even growing food”.

So we’d put “food” for 7.

There’s a tab space, so we know the answers to fill in the next few sentences are for the next paragraph, which is paragraph #2.

So move on to the next paragraph and keep going until we get to “social benefits”.

In the answer, we see the first line is :

There are also social benefits of green roofs. So you know what we’re trying to fill in is something about social benefits. Let’s find:

‘to demonstrate the social value of green roofs’

the next few sentences is critical as our answer follows exactly that.

  • Doctors are increasingly prescribing time spent gardening outdoors for patients deal with anxiety/depressions.
  • research has found that access to even the most basic green spaces can provide a better quality of life for dementia suffers and help people avoid obesity.

Thus, the answers for 8 says:

“For example the medical profession recommends 8________________ as an activity to help people cope with [mental health issues]. ”

[mental health issues] would be anxiety/depression, so obviously its gardening.

“Studies have also shown that the availability of green spaces can prevent physical problems such as 9_______________________”

[access to basic green space] is same as [availability of green spaces].
[prevent physical problems] is same for [people avoid obesity].

prevent physical problem does not work for “provide better qualiyt of life”.

So for 9, we’d fill in obesity.

IELTS Reading Tip – Reading Paragraph # Exposed

For reading, there will be problems that tell you exactly which paragraph to read. These are easiest.

Hence we must do these problems first!

Look at question 10-11

It asks for TWO advantages of using newer buildings for green roofs.

We have located the part where it starts talking about benefits of new buildings (red).

We keep going to find TWO advantages.

First, we see something about keeping enough water at roof height.
Then we keep going and see that its “also easier to grow a greater variety of plants”

So let’s look at our answer selection:

A – a longer growing season for edible produce (eliminate)
B – more economical use of water (economical use means sparringly. Passage talks about saving and distributing)
C – greater water-storage capacity (paraphrase – keep enough water)
D – ability to cultivate more plant types (paragraphse – to grow a greater variety of plants)
E – a large surface area for growing plants (eliminate)

Question 12-13

Which TWO aims of new variations on the concept of green roofs are mentioned in Paragraph E.

We find the keywords “new variations”. After that it gives three examples.

only solar panels (because it generates power as a sustainable source of power)

and maximize biodiversity (provides habitat)

matches what’s in our answers.

The ‘holding water over longer periods of time’ is vaguely given in E but the details are wrong.

“Blue roofs hold water instead of draining it quickly”
DOES NOT EQUAL
“to collect water to supply buildings”

So we E is not it.

A – to provide habitats for a wide range of species (paraphrase: maximize biodiversity)

B – to grow plants successfully even in the wettest climates (not mentioned X)

C – to regulate the temperature of immediate environment (not mentioned X)

D – to generate power from a sustainable source (paraphrase: solar panels)

E – to collect water to supply other buildings. (X)

IELTS-Practice-Test4-Passage2-Growth-Mindset

Look at the problems right away. They are multiple choice problems where it tells you which paragraph to read.

This is by far the hardest as you’re not sure which paragraph is which and this section should be left for last.

The first one to read is for first paragraph.
The answer is B when ideas about the nature of intelligence began to shift

This is the exact paraphrase of the first sentence (hook):

“Over the past century, a powerful idea has taken root in the educational landscape”.

When you do process of elimination, we know that A and D cannot be it. B and C seems OK. B is closer to the paraphrase of the hook, but what about C?

Now, the other potential answer is the main-thesis, which is “Instead, educators …. argued that every child’s intelligence could be developed…”

Notice that answer C uses “scientists” and the thesis uses “educators”, and there was a use of “psychologist” in the paragraph. So it doesn’t match. Thus, B is the best answer. However, for context, always read the whole paragraph. Its just that when you’re down to selecting the answer, analyze the first and last sentence.

For 15, it tells you right away read the second paragraph to see “how schools encourage students to”.

Paragraph 2

Again, you must read the whole paragraph for context. There is a word that italicized: “believed”.

It says that athletes believed their way to the top. This is a synonym for confidence. And that schools is coaxing students students to see failures as a chance to improve themselves. “smart is something you can get”

So, process of elimination:

A obvious not
B not really – this paragraph is about improving, and believing. Not realize goals.
C Best choice. confidence is synonymous with believing.
D obvious not

For 16 It tells you right away to look in the third paragraph

Paragraph 3

it asks “the writer suggests that students with a fixed mindset” something.

As a habit, read the whole paragraph. The paragraph says that one group is pushed for their innate ability, and the other group is pushed for their efforts. The second group (effort, growth mindset) were more likely to put effort into future tasks.

fixed mindset –> fear of failure

This is just paraphrase for “are afraid to push themselves beyond what they see as their limitations”. So the answer is D

Questions 17-22 are matching List of People

This is medium hard and should be left for the middle. Let’s see if there’s anything easier.

Now we move on to paragraph 4, but we don’t see any authors in paragraph 4 so we skip.

We move on to paragraph 5, and then see Andrew Gelman. At this point, it’s about paraphrasing.

In the article, the passage is:

‘their research designs have enough degrees of freedom that they couldn’t take their data to support just about any theory at all.”

If you look at 17- 22, it’s kind of confusing because the answers all seem like they can go either way.

So my logic is that just keep reading the passage for an author until you get a more obviousi answer.

This came with the author Carl Dweck (B) “she argues that her work has been misunderstood and misapplied in a range of ways…..her theories are being misappropriated by being conflated with the self-esteem movement”.

18’s sentence mostly matches this so 18 should be B

17
18 B
19
20
21
22

If you keep reading into the next paragraph, you’ll see that “David yeager and Gregoy Walton” claim that interventions should be delivered ina. subtle way Go back to your questions and if you read it, 20 pops up to match E, because 20 says:

“the growth mindset should be promoted without students being aware of it” which is a great paraphrase for E.

17
18 B
19
20 E
21
22

Alfred Binet (A) was mentioned in paragraph 1 (intro) so when it comes to a list of people, you’ll have to scan the entire story to find them. Alfred Binet mentions intelligence being innate, so this matches up with 19 the best.

17
18 B
19 A
20 E
21
22

You keep going in this pattern

Yes Not Not Given questions

These questions are the easiest because it tells you which paragraph to look at. You should try to do this first.

23 – Dweck has handled criticisms of her work in an admirable way.

The answer is Yes because in Paragraph 7, it says:

“she deserves great credit for responding to it and adapting her work accordingly.”

This is just paraphrase for Dweck handling criticism.

24 – Students’ self-perception is a more effective driver of self-confidence than actual achievement is.

Self-Perception on self confidence > Achievement on self confidence?

This has been disapproved in paragraph 9:

The min-thesis statement matches we’re saying here: “There is a strong correlation between self-perception and achievement”.

self-perception –> achievement.

However!

“but there is evidence to suggest that actual effect of achievement on self-perception is STRONGER

Achievement –> self-perception √

So the answer is NO. Student’s actual achievement has more effect on self-perception.

25. Recent evidence about growth mindset interventions has attracted unfair coverage in the media

In the next paragraph, we read that

Recent evidence would suggest that growth mindset interventions are not the elixir of student learning.”

Nothing was mentioned about the media, so it would be “not given”.

Not Given.

26 – Deliberate attempts to encourage students to strive for high achievement may have a negative effect.

The last paragraph depicts clearer the message that “Teaching concrete skills such as how to write an effective introduction to an essay then praising students’ effort in getting there is probably a far better way of improving confidence than telling them how unique they are.”

Hence, “Deliberate attempts to encourage students to strive for high achievement” = praising their effort

may have a negative effect is True