Writing Task 1

March 01, 2020

IELTS Grammar: adjectives after nouns?

As I'm sure you know, we normally place the adjective in front of the noun in English e.g. "the red car" instead of "the car red".

However, English is a crazy language, and rules are there to be broken!

If you read yesterday's lesson (and clicked on this link), you may have seen the following examples of noun + adjective:

someone important
somewhere nice
the best room available
the only decision possible
the worst choice imaginable
the person responsible

Remember: The 'rules' that you find in an intermediate (or even 'advanced') grammar book are probably a simplification. There are deeper levels to be discovered!

February 29, 2020

IELTS Grammar: 'any product imaginable'

There was an interesting discussion in the comments below Wednesday's lesson about the phrase "I can buy any product imaginable".

Here's a summary of the questions in that discussion:

1) Why did I write any product imaginable instead of any imaginable product?
2) Would any imaginable product also be correct?
3) Is there a difference in meaning between the two phrases?

I'll try to answer without going deep into grammar, but if you really like the grammar side of things, have a look at this page (especially the part about 'the only decision possible' and 'the worst choice imaginable').

The simple answer is that "any product imaginable" sounds better to me as a native speaker. This phrase isn't my own original creation; I've probably heard or read it many times in similar contexts, so it's the instinctive phrase to use.
Note: There are 14,300 Google search results for this collocation.
While "any imaginable product" is also grammatically correct, it seems just a little less natural to me. The emphasis is slightly different, and the meaning could also be understood in a slightly different way.
Note: There are only 905 Google search results for this collocation.
This is debatable. If I had to give you my view, I would say that an "imaginable product" could include products that don't currently exist (e.g. a flying car), whereas my phrase "any product imaginable" tends to refer to products that currently exist.

In the end, the Google results and my instinct as a native speaker are probably your best guide. In normal English usage, "any product imaginable" is the typical collocation.

February 27, 2020

IELTS Writing Task 1: notice real examples

I was reading The Economist yesterday, and I noticed these sentences:

America's total student debt, at over $1.5trn, is larger than the national borrowing of most countries. It has quintupled in size since 2004, overtaking both borrowing on credit cards and car finance.

I've highlighted a few useful features in the two sentences:

adding a statistic between two commas using "at"
a comparative: larger than
cohesion (referencing) using the pronoun "it"
quintupled = increased fivefold
overtaking: you may be able to use this word when describing a graph
comparing and contrasting using "both... and..."

If you're reading articles in English, look out for real examples of the types of description that you might use for an IELTS task.

February 23, 2020

IELTS Advice: "I only improved by 0.5"

I often hear from students who are disappointed because their scores have only improved by half a band. For example: "I've been studying for 3 months but my score has only improved by 0.5".

My reply is always this: You should be happy! An improvement of half a band is great, and it shows that you are on the right track.

Remember: small, gradual improvements are signposts on the path to success!

February 22, 2020

IELTS Grammar: linking with 'this'

All students learn to link ideas using words like "however", "furthermore" etc. Most students don't realise that the word "this" is also a linking word. Look at the following examples:

Nowadays, people can use the Internet to work from home. In this way, people who do not have access to transport can find employment.
Most products are built to last only a short time, and this creates a "throw-away" culture.
A global economy means free trade between countries. This can strengthen political relationships.

The word "this" refers to the sentence or idea that came before. "This" helps you to link ideas and avoid repetition. Native speakers and good writers use "this" a lot, and the IELTS examiner will be impressed if you can use it.

February 20, 2020

IELTS Writing Task 1: comparing numbers

Fill the gaps in the following text using the words below it. If you find any of the gaps difficult, miss them and come back to them after doing the easier ones.

Emigration from the UK

The number of people leaving the UK for 12 months or more ______ ______ record ______ in 2008, ______ an estimated 427,000 people emigrating. This ______ ______ from 341,000 in 2007.

There has been a large ______ ______ the number of people emigrating for work related reasons, particularly those with a definite job to go to. In 2008 an estimated 136,000 people emigrated from the UK to take up a definite job, ______ ______ 100,000 in 2007.

- in
- high
- increase
- up
- reached
- with (x2)
- a
- compared
- was

February 15, 2020

IELTS Advice: knowledge vs skill

I studied French at school for seven years, and my teachers helped me to accumulate quite a lot of knowledge about the language.

However, when I visited France I still felt like a beginner. I found it difficult to understand native speakers, and I couldn't speak naturally; I had to construct sentences in my head before I spoke, and I was constantly worried about making mistakes. In short, I had knowledge but not much skill.

Do you feel like this when you speak or write in English? Maybe it's time to stop studying English and start practising it as much as possible!

February 13, 2020

IELTS Writing Task 1: the opposite of 'doubled'?

You probably know how to describe a 'double' increase. For example:

The number of x doubled.
There was a twofold increase in x.

But how do we express the opposite e.g. a decrease from 10 to 5?

February 08, 2020

IELTS Grammar: mixed conditional

Yesterday I asked you to look at the sentence below.

There would be no computer programmers if the computer hadn't been invented.

This sentence contains a mixed conditional: would + infinitive (2nd conditional) with if + past perfect (3rd conditional).

Notice that I'm imagining the present result of an imagined event in the past.

To learn more about this type of construction, visit this web page.

February 06, 2020

IELTS Writing Task 1: paraphrasing examples

Here are my suggestions for the paraphrasing exercise that I gave you last Thursday. Notice that I try to keep my paraphrasing quite simple.
a

consumer spending on five different products =
the amount of money that people spent on five items
the consumption of rice and pasta in three European countries =
the amounts of rice and pasta that people in (name the countries) eat
changes in the cost of renting a home between 2009 and 2019 =
information about residential rental prices over a 10-year period
the market share percentage of four UK electricity suppliers =
the proportion of the UK electricity market served by (four names)

February 02, 2020

IELTS Vocabulary: editing and improving

You won't have time to do this in your test, but it's a good idea to edit and improve the essays that you write at home.

For example, in the music essay that I shared on Wednesday, there's a phrase that we could improve: "the planet's global language".

While this phrase is fine and wouldn't affect the essay's score, you could argue that it contains repetition because 'planet' and 'global' communicate similar meanings. Note: We could simply write "the planet's language" or "the global language", but I wanted to use this structure: noun + adjective + language.

So let's think about some possible alternatives:

the planet's shared language
the planet's common language
humanity's global language
our global language

Notice that I changed the adjective 'global' in the first two examples, I used a different noun (humanity) in example 3, and I used a pronoun instead of the noun 'planet' in example 4. Which alternative do you prefer?

February 01, 2020

IELTS Grammar: I was hoping that...

A student asked me about the phrase "I was hoping that you could help me".

Why do we use the past tense (was hoping) if we're asking for help now?

Here's the answer that I gave the student:

I know it seems strange, but this is a common way to ask for something in English. For example:

I was hoping that you could help me = I hope you can help me.
I was hoping to get your advice = Can you give me your advice?

Perhaps you could think about it like this: the "hoping" happened in my head before I decided to ask for the help.

Or you could just see this as a fixed phrase, and a typically English way to ask politely and indirectly!

January 30, 2020

IELTS Writing Task 1: noun phrase practice

Can you paraphrase (rewrite in a different way) the noun phrases below?

consumer spending on five different products
the consumption of rice and pasta in three European countries
changes in the cost of renting a home between 2009 and 2019
the market share percentage of four UK electricity suppliers

Note: There are no verbs in the phrases above, so they are not sentences.

January 25, 2020

IELTS Grammar: do you make this 'pronoun' mistake?

Look at the sentences below. Can you see the mistake in each one?

Children who play chess, they become more creative as adults.
A lot of political leaders, they are corrupt.
My brother, he is studying at university in Canada.
My writing exam, it was very difficult.

I've underlined the problem: each sentence contains an unnecessary pronoun. Many students make this mistake, especially when speaking. If you can avoid it, your English will sound much more natural.

Here are the correct versions:

Children who play chess become more creative as adults.
A lot of political leaders are corrupt.
My brother is studying at university in Canada.
My writing exam was very difficult.

January 23, 2020

IELTS Writing Task 1: long noun phrases

One feature of many academic task 1 answers is this: the verbs that we use are often easy, but the noun phrases that we write are long and relatively difficult.

Look at the following examples from my most recent sample answer:

Verbs are highlighted in green.
Noun phrases are highlighted in blue.

Export revenues in all but one of the five product categories increased.
The country’s export earnings from these goods went up by 8.5%.

So, don't try to impress the examiner with the verb structures that you use in writing task 1. Work on your noun phrases instead.

January 19, 2020

IELTS Advice: long and short sentences

Many students seem to think that the following is true:

long, complex sentences = difficult = high score

But this isn't necessarily correct. First, long sentences are just short sentences (or clauses) that have been linked together, so it's not difficult to write them. Second, you won't get a high score if your long sentences are full of mistakes.

The best writers use a mix of long and short sentences. This is the ideal style to aim for because it makes your writing 'smoother', more varied, and easier to read.

January 16, 2020

IELTS Writing Task 1: collocations and phrases

Here are some good collocations and phrases from the sample answer that I shared last week.

Remember: a collocation is a group of words that are often used (and work well) together e.g. increased significantly, export earnings, textile industry.

a country's export earnings
export revenues
income from
earnings from
the highest earning exports
it is noticeable that
five product categories
over the period shown
the textile industry
saw the most significant growth in
rose from... to...
which was an increase of
reached a similar level
went up by... to approximately...
there was a ...% increase in
rising from roughly... to...
there was almost no change in
the amount of money earned
which remained at just over
decline in income
fell by ...% to...

January 12, 2020

IELTS Advice: tangible daily progress

If you want to make tangible progress every day, aim to do one of the following:

Analyse one grammar or vocabulary mistake that you made, and understand the correction.
Analyse one mistake in a reading or listening test, and understand why you got the answer wrong.
Learn one new word, collocation or phrase.
Learn how to express one idea in a 'natural' way. Find out how a native speaker would say it.
Prepare ideas, opinions and vocabulary for one IELTS topic.
Read one sample band 9 essay, and highlight anything useful e.g. vocabulary, cohesive devices, how ideas are developed.
Write one paragraph and get it checked by a teacher.
Record yourself doing one speaking test. Transcribe the recording and analyse the transcription or get it checked by a teacher.

I could add more points, but I'm sure you get the idea. Just do one thing that feels like real progress every day. Imagine where you'll be after 100 days!

January 11, 2020

IELTS Advice: tangible progress

Here's a nice collocation: tangible progress e.g. I'm making tangible progress every day.

Tangible means real and definite, or something that you can touch.

This is the type of progress that we should be aiming for. So how can we make our IELTS preparation progress more tangible? What can you do each day that gives you a sense of real improvement?

January 09, 2020

IELTS Writing Task 1: two-chart answer

The chart below shows the value of one country's exports in various categories during 2015 and 2016. The table shows the percentage change in each category or exports in 2016 compared with 2015.

(Source: Cambridge IELTS 14)

Here's my band 9 sample answer:

The bar chart and table give information about a country's export earnings from five groups of products in 2015 and 2016.

It is noticeable that export revenues in all but one of the five product categories increased over the period shown. While petroleum products were the highest earning exports in both years, the textile industry saw the most significant growth in earnings.

Export earnings from petroleum products rose from around $61 billion in 2015 to $63 billion in 2016, which was an increase of 3%. Income from engineered goods reached a similar level. The country’s export earnings from these goods went up by 8.5% to approximately $62 billion in 2016.

From 2015 to 2016, there was a 15.24% increase in export revenue from textiles, with earnings rising from roughly $25 billion to over $30 billion. By contrast, there was almost no change in the amount of money earned from agricultural products, which remained at just over $30 billion. Finally, the only decline in income occurred in the gems and jewellery product group, where export earnings fell by around 5% to approximately $40 billion in 2016.

January 04, 2020

IELTS Advice: try a (slightly) new approach

Preparing for a test can become boring and repetitive. To keep things interesting, I recommend that you try something new from time to time.

I'm not suggesting that you should change your whole approach to the IELTS test. Just find ways to add variety to your study plan.

For example, you could

work on a different aspect of your writing e.g. coherence
record yourself speaking and listen to your hesitations
analyse the correct answers to a reading test, instead of doing the test
try this writing exercise

How do you intend to add variety to your study plan this year?

January 02, 2020

IELTS Writing Task 1: one-sentence introduction

The easiest way to write your task 1 introduction is by paraphrasing the task statement.

The task statement in this lesson contains two sentences:

The chart below shows the value of one country's exports in various categories during 2015 and 2016. The table shows the percentage change in each category or exports in 2016 compared with 2015.

Let's try to paraphrase this in just one sentence:

The bar chart and table give information about a country's export earnings from five groups of products in 2015 and 2016.

Note:
- "give information about" is a good phrase when we have two related charts.
- Try to make your introduction concise rather than complicated.

December 22, 2019

IELTS Grammar: corrections

Here are my corrections for the sentences in yesterday's lesson.

1. "There are many reasons to believe why" is a clumsy phrase. Instead, write:

- There are many reasons why this is detrimental.
- There are many reasons why I believe that this is detrimental.
- I believe that this is detrimental for several reasons.

2. They have an impact on young adults' health. (plural possessive)

3. We need to use the uncountable (not plural) form of the word exercise. We're talking about 'exercise' in general, not a specific number of exercises.

- The number of people doing physical exercise is falling.

4. "By spending hours on television" is a problematic phrase because "on television" is usually used when we're talking about the people who appear on TV. For example, if you say "I was on television yesterday", it means that you appeared on a TV programme. To avoid confusion, we need to write:

- By spending hours watching television...
- We lead a sedentary life because we spend so many hours watching TV.

December 21, 2019

IELTS Grammar: explain these little mistakes

In Wednesday's video presentation, I showed you a band 8 paragraph that contained four little mistakes. Here they are (in simplified form). Can you explain what is wrong in each case?

There are many reasons to believe why this is detrimental.
They have an impact on young adult's health.
The number of people doing physical exercises is falling.
By spending hours on television, we lead a sedentary lifestyle.

December 19, 2019

IELTS Writing Task 1: connecting related information

When there's a strong relationship between the two charts (as below), it makes sense to connect the information in your 'details' paragraphs.

Let's try writing two sentences using the information that I've highlighted.

1) Connect the information highlighted in yellow:

Export earnings from petroleum products rose from around $61 billion in 2015 to $63 billion in 2016, which was an increase of 3%.

2) Connect the information highlighted in green:

There was a 15.24% increase in export revenue from textiles, with earnings rising from roughly $25 billion to over $30 billion.

December 15, 2019

IELTS Advice: you can study alone (and pass)

Here's a screenshot of an email that I received from a student called Pegah this week. I think it's interesting that Pegah says she studied alone, without a face-to-face teacher.

I recently rewrote my 'welcome' page to include my IELTS teaching 'mission', and creating materials for self-study was one of my key aims. If you're organised and motivated, you can study alone and get the IELTS scores you need!

December 12, 2019

IELTS Writing Task 1: identifying key features / trends

The overview or summary is a very important part of your task 1 answer. Before you write your overview, you need to identify the key features, trends or differences. Look at the 'big picture' rather than small details, and summarise the information without mentioning any numbers.

Look at the key features that I've highlighted in yellow below.

Here's a two-sentence overview, describing the highlighted features:

It is noticeable that export revenues in all but one of the five product categories rose over the period shown. While petroleum products were the highest earning exports in both years, the textile industry saw the most significant growth in earnings.

December 08, 2019

IELTS Advice: examples bring your answers to life!

Examples are important because they bring your answers to life*. They make your message clearer and your answers more real.

Look at the examples that I used in my 'difficult jobs' answers in Friday's speaking lesson. Without these examples, my answers would be boring and abstract.

concert pianist
surgeon
police officer
firefighter
soldier
paramedic

*Look up the phrase "bring something to life". What does it mean?

December 07, 2019

IELTS Vocabulary: 'less common' phrases

Here's a list of the 'less common' phrases that I used in yesterday's speaking answers. Notice that I'm highlighting phrases and collocations, not individual 'big' words.

are difficult in the sense that
they require a high level of skill
that must be developed through many years of study and practice
might not require such high skill levels
they are known to be extremely stressful and sometimes traumatic
do something meaningful
achieving a great ambition
for altruistic reasons
it's their duty to contribute to society
in the grand scheme of things
a tight deadline
minor inconveniences
the horrors of war that soldiers face
life-and-death situations

December 05, 2019

IELTS Writing Task 1: bar chart and table

A few people have asked me for help with the following task from Cambridge IELTS 14. Let's start with a simple question:

Would you compare the chart and table, or describe them separately?

The chart below shows the value of one country's exports in various categories during 2015 and 2016. The table shows the percentage change in each category or exports in 2016 compared with 2015.

December 01, 2019

IELTS Vocabulary: personal examples, stories

Yesterday we looked at two simple methods that can help you to generate ideas for IELTS topics.

Here's a third tip: Think about personal examples or stories.

So, do you have a personal example or story about how the arts have affected your life? I'm sure you remember a special experience, such as seeing a famous painting, attending a wonderful concert, or reading a great work of fiction. Practise telling your story!

November 30, 2019

IELTS Vocabulary: topic idea preparation

On my member site I asked students to prepare vocabulary ideas for the following topic:

What do the arts contribute to our lives?

I gave two tips that can help you to think of vocabulary ideas.

1) Start by thinking of examples to make the topic (the arts) more real.

- Paintings e.g. in the National Gallery in London
- Music e.g. live concerts and performances
- Theatre e.g. a Shakespeare play

2) Then think about the topic from different perspectives.

- Personal: enjoyment, inspiration, enrich our lives, capture our imagination
- Cultural: heritage, national identity, connection to the past
- Economic: employment, boost the economy, attract visitors, tourism

Some of the students shared many more ideas, and they seemed to find the 'perspectives' idea useful. Try it yourself.

November 28, 2019

IELTS Writing Task 1: past and future

Let's look at the 'future tense' exercise that I gave you last Thursday. Have you ever tried playing around with verb tenses like this?

Here's the original paragraph, with verbs in the past tense:

In 1985, the average person travelled 3,199 miles by car, and this rose to 4,806 miles in the year 2000. The figures for miles travelled by train, long distance bus, taxi and other modes also increased from 1985 to 2000. Travel by taxi saw the most significant change, with more than a threefold increase from 13 miles per person per year in 1985 to 42 miles in 2000.

Now let's write the same description as a future prediction:

In 2025, it is predicted that the average person will travel 3,199 miles by car, and this will rise to 4,806 miles in the year 2030. The figures for miles travelled by train, long distance bus, taxi and other modes are also expected to increase from 2025 to 2030. Travel by taxi should see the most significant change, with a projected increase from 13 miles per person per year in 2025 to 42 miles in 2030.

November 24, 2019

IELTS Advice: don't use these phrases

Do not use the following phrases instead of "Firstly" when you are organising ideas in an essay:

At first
Initially
In the beginning
At the beginning
In the first place

These phrases do exist in English, but they are not the same as "Firstly".

In the same way, do not use these phrases instead of "Finally":

At last
At the end
In the end
In the last place

You don't need to learn different ways to say "Firstly" or "Finally". The examiner is not looking for 'difficult' organisational phrases. Spend your time learning topic vocabulary instead.

November 23, 2019

IELTS Advice: task 1 overview / purpose

In the latest lesson on my member site I explain the importance of the overview (academic) and purpose statement (general) in writing task 1.

In the following short excerpt from the lesson, I highlight the differences between bands 5, 6 and 7 in terms of task achievement. I also mention bands 8 and 9.

Join me on the member site to see the full lesson!

November 21, 2019

IELTS Writing Task 1: charts showing future years

A student asked me for advice about describing future years. Let's do a simple exercise to practise this.

Change the following 'past description' into a future description.

For example, we could begin like this:

In 2025, it is predicted that the average person will travel 3,199 miles by car...

November 15, 2019

IELTS Grammar: clause lists

A student asked me about the following type of sentence:

It was a lovely day, the children were playing happily, and everyone was enjoying the party.

Can we put three independent clauses together in a 'list' like this? The answer is yes. This is a normal sentence structure in English. Maybe you could try writing an IELTS-style sentence in the same way.

November 13, 2019

IELTS Writing Task 1: synonyms or collocations?

In the latest lesson on my member site, I talked about the problem of using synonyms. For example, if you're describing a chart that shows percentages of poverty, you might think that you need to use synonyms of the word poverty in your answer.

If you look for synonyms of 'poverty' in a dictionary, you'll find words like:

destitution, pennilessness, deprivation, impoverishment, pauperism

Unfortunately, these words will seem forced and unnatural. Also, you don't have access to a dictionary in your test, and it's unlikely that you would have these words in your head.

My advice in the video lesson was this: Add variety by using collocations instead of synonyms. For example:

Collocations with the word poverty:

poverty rates
levels of poverty
below the poverty line

Collocations with the adjective (poor) instead of the noun (poverty):

poor people
people who were classed as poor
poorer individuals

In the academic test, this is the best way to reduce repetition and to add variety to your task 1 answers.

November 09, 2019

IELTS Vocabulary: good essay phrases

Let's review the good vocabulary from the essay that I shared on Wednesday. It was full of 'less common' collocations and phrases.

with broad implications for
may have its dangers
the negative implications
the cloning of humans
genetically modified crops
damage whole ecosystems
foods become resistant to
natural predators
humans could be modified or cloned
provide body part replacements
would be unprecedented
a more optimistic prediction
mitigate the risks
genetic technologies
famine in developing countries
can be grown in harsh conditions
from a medical perspective
produce vaccines
cure diseases
to correct a genetic defect
if properly regulated
the cloning of individual organs
for transplant purposes
have a positive impact on our lives
people's fears will be unwarranted

November 06, 2019

IELTS Writing Task 1: word form practice

Fill the gaps below with different forms of the word 'rise'.

Sales of product A _____ in 2015.
By 2017, revenue _____ _____ to a peak of $3 million per month.
There was _____ _____ in sales of product B over the same period.
_____ profits are predicted for the next two years.
Sales of both products are on _____ _____.

November 02, 2019

IELTS Advice: try worring about just two things

In Thursday's lesson I wrote about word choice, and I want to stress how important this idea is.

As I write this blog post, I'm not thinking about grammar, and I don't have any pre-prepared words or phrases that I'm hoping to use. My only aim is to communicate a message, and my only task, in terms of language, is to choose the right words in order to deliver my message clearly.

Try this yourself when you're speaking or writing in English. Push all of your worries out of your mind e.g. grammar, impressing the examiner, your score, what you've studied etc.

Instead, just focus on two things:

The message that you want to communicate.
Choosing your words carefully to deliver that message.

November 01, 2019

IELTS Vocabulary: where do you get your language from?

Where are you getting your English language from? Look at the lists below.

List A

I use a dictionary to find new words.
I often translate vocabulary from my own language.
I learn lists of words from a vocabulary textbook.

List B

I learn by reading ‘real’ native-speaker texts (e.g. newspaper articles, books, essays by Simon and other reliable teachers).
I watch lots of ‘real’ English videos online, and I record useful vocabulary in a notebook.
I chat to native English speakers and try to copy the expressions that they use.
My English teacher gives me authentic English texts, video and audio, and we get our vocabulary from those sources.

Which list describes you best?

October 30, 2019

IELTS Writing Task 1: the 'word choice' skill

You might assume that mistakes affect only your grammar score. But some mistakes are vocabulary mistakes. For example:

a spelling mistake
a word formation mistake (e.g. incorrect formation of a past participle)
a word choice mistake (e.g. inappropriate or unnatural use of a word)

For me, word choice is the big one. If you want to be a good writer, even in your own language, word choice is the skill that you need to develop. Interestingly, we refer to the greatest writers, like Shakespeare, as 'wordsmiths' due to their mastery of word choice.

So, the next time you're writing in English, try to imagine yourself as a 'wordsmith'. Think about the different vocabulary options that you have, and make word choice your priority as you write.

I'll be going deeper into this aspect of the writing test in the next few video lessons on my member site.

October 23, 2019

IELTS Writing Task 1: easy verbs, difficult noun phrases

One feature of many academic task 1 answers is this: the verbs that we use are often 'easy', but the noun phrases that we write are long and relatively difficult.

Look at the following examples from last week's answer:

Verbs are highlighted in green.
Noun phrases are highlighted in blue.

The total number of miles travelled by English people using all modes of transport increased significantly.
The figures for miles travelled by train, long distance bus, taxi and other modes also increased.
There was a fall in the average distances for three forms of transport, namely walking, bicycle and local bus.

We could represent these sentence structures like this:

x increased significantly.
x also increased.
There was a fall in x.

(x = noun / noun phrase)

Have a look at your own task 1 answers. Can you find some 'easy' verbs and long noun phrases?

October 19, 2019

IELTS Vocabulary: usage intead of explanation

A student asked me to explain the difference between the words below:

trait
personality
character
characteristic

But when we explain vocabulary, we're not getting the full picture. An explanation might help you to understand a meaning, but it won't necessarily help you to use the vocabulary in a natural way.

Instead of explaining, which is a 'grammar mindset' exercise, let's shift to a 'vocabulary mindset' and look at usage.

Fill the gaps below using the word that seems most natural.

My client is a person of good ______.
My worst ______ is that I am sometimes self-centred.
A key ______ of entrepreneurs is that they are action-oriented.
She's a little girl with a big ______.

October 18, 2019

IELTS Grammar: 'sticking points'

In last week's grammar lesson on my member site I highlighted some key mistakes in a student's task 1 answer. The most important mistake involved the student's use of the word 'while'.

The student wrote something like this:

Spending on salaries rose. While, spending on resources fell.
(Note: the student used 'while' incorrectly between two simple sentences)

The correct version would be this:

Spending on salaries rose, while spending on resources fell.
(Note: the correct version is a complex sentence)

The student made three similar mistakes with the word 'while', and I gave the answer a band 6 for grammar. If the student had written three correct 'while' sentences, I would have given a 7 for grammar.

I call this type of mistake a 'sticking point' because it keeps you stuck on a lower band. In this case, the 'while' mistake is important because the student missed the opportunity to create three complex sentences.

Ask a teacher to help you to look for 'sticking points' in your writing. Getting past these sticking points could be the fastest route to a higher score.

October 16, 2019

IELTS Writing Task 1: 'modes of travel' answer

The table below gives information about changes in modes of travel in England between 1985 and 2000.
m

Average distance in miles travelled per person per year, by mode of travel

a
Here's my full sample answer. We'll analyse it next week.

The chart shows average distances that people in England travelled using different forms of transport in the years 1985 and 2000.

It is clear that the total number of miles travelled by English people using all modes of transport increased significantly between 1985 and 2000. The car was by far the most used form of transport in both years.

There was a fall in the average distances for three forms of transport, namely walking, bicycle and local bus. In 1985, English people walked an average of 255 miles, but this figure fell by 18 miles in 2000. Bicycle use fell from 51 to 41 miles over the period shown, while the biggest downward change was in the use of local buses, with average miles per person falling from 429 to 274 over the 15-year period.

October 12, 2019

IELTS Vocabulary: the academic word list

I sometimes receive questions from students about the 'academic word list'. Here's what people want to know:

Is this list useful for IELTS preparation?

The short answer (in my opinion) is no. I've never used the academic word list with IELTS students.

Here's a longer answer:

Of course there are lots of useful words on the academic word list, and it would be great if you knew all of them. But remember: understanding is not the same as using. You would need to spend time learning how to use the words correctly in phrases and sentences. Furthermore, the list contains only individual words; you need to build your knowledge of phrases and collocations, and the list doesn't help you with that.

If you're preparing for IELTS, I think you have other priorities: test practice, exam techniques, question types, topic vocabulary, phrases and collocations, reducing grammar mistakes etc. Unless you have a lot of study time, I wouldn't include the academic word list in your study schedule.

October 11, 2019

IELTS Grammar: using the word 'mere'

Look at the sentence below. Is the word 'mere' used correctly?

6.1% of women in Scotland were unemployed in 2013, and this figure rose by a mere of 0.6% one year later.

October 09, 2019

IELTS Writing Task 1: too much information!

When the graph or chart contains a lot of information, you won't be able to include every number. Here's an example of how you might deal with this problem.

Task: My aim is to write a paragraph about the information highlighted in yellow. I want to write three sentences only!

Average distance in miles travelled per person per year, by mode of travel

Here's my three-sentence paragraph about the 'yellow' data:

Analysis questions:

1. Did I mention every mode of travel highlighted in yellow?
2. How many numbers did I mention specifically?
3. Which modes of travel did I choose to focus on, and why?

October 05, 2019

IELTS Advice: method or language (part 2)

Here's my answer to the task in yesterday's lesson: the method was fine, but the language can be improved.

The method is fine:
The student wrote the introduction in the way that I recommend: the first sentence introduces the topic, and the second sentence answers the question.

But there are some language problems (underlined below):
There are different views regarding on question that should children be punished to learn the discrepancy between wrong and right. From my perspective, some sorts of punishments as well as rewards are necessary to teach children, however, parents and teachers should apply soft and simple forms of punishment.

Here's my improved version:
People have different views with regard to the question of whether children should be punished in order to teach them the difference between right and wrong. In my opinion, simple or 'soft' punishments are a necessary tool for parents and teachers as they raise and educate children.

Note:
Sometimes people make 'mistakes' in their choice of vocabulary. For example, in English we say "the difference between right and wrong", not "the discrepancy between wrong and right". This is not a grammar mistake, it's a collocation mistake.

October 04, 2019

IELTS Advice: method or language?

I often tell students that there are two things that we need to work on: 1) method i.e. exam techniques 2) improving your English language knowledge.

Let's look at an essay introduction (writing task 2) that a student wrote. The topic is: should children be punished?

There are different views regarding on question that should children be punished to learn the discrepancy between wrong and right. From my perspective, some sorts of punishments as well as rewards are necessary to teach children, however, parents and teachers should apply soft and simple forms of punishment.

Task:
Read the introduction above. What should this student work on: method or language? In other words, is there a problem with the way that the introduction is written, or with the language that it contains? I'll tell you what I think in tomorrow's lesson.

October 02, 2019

IELTS Writing Task 1: paragraph 'grouping'

To describe the information in the table below, it would be a good idea to find a way to group it.

I usually try to create two information groups, so that I can write two separate 'details' paragraphs. I've used green and yellow highlighting to suggest a way to create these two paragraph groups.

..........

The table below gives information about changes in modes of travel in England between 1985 and 2000.

Average distance in miles travelled per person per year, by mode of travel

..........

Can you see what connects the data in the green and yellow groups?

September 28, 2019

IELTS Advice: avoid proverbs and clichés

A proverb is a short saying like "There are two sides to every story" or "Many hands make light work". These sayings are nice for grandmothers who want to give advice, but they are not appropriate for academic writing! Click here to see some more proverbs - but don't learn them!

A cliché is an overused phrase like "in a nutshell" (which means "in summary" or "summed up briefly"). This website explains more about clichés and gives some more examples.

PS. Sorry for joking about grandmothers :)

September 25, 2019

IELTS Writing Task 1: two 'overview' examples

The table below gives information about changes in modes of travel in England between 1985 and 2000.
m

Average distance in miles travelled per person per year, by mode of travel

Here are two 'overview' paragraphs for the table above. Which do you prefer? What 'technique' did I use when writing them?

Overview 1
It is clear that the car was by far the most used mode of travel in both years. Overall, English people travelled significantly more in 2000 than in 1985.

Overview 2
It is clear that the total number of miles travelled by English people using all modes of transport increased significantly between 1985 and 2000. The car was by far the most used form of transport in both years.

September 21, 2019

IELTS Advice: don't forget the 'English' part!

As you prepare for the IELTS test, you might be concentrating on exam techniques and practice. But don't forget to keep working on your English!

If your English is at intermediate level, no secret tip or technique is suddenly going to take you to band 7 or higher. You'll need to spend time gradually improving your language skills.

September 17, 2019

IELTS Writing Task 1: 'modes of travel' table

A student asked me to look at the following task, which comes from Cambridge IELTS book 6 (test 2).

The table below gives information about changes in modes of travel in England between 1985 and 2000.

Quick task: What main or general trends would you choose for your overview paragraph? Think about how to summarise the information.

September 13, 2019

IELTS Grammar: to + ing

You've probably been taught not to write things like "to having" or "to doing". But this grammar 'rule' doesn't always work.

For example, here's a correct sentence that I wrote in a recent lesson:

I was always a bit shy when it came to having my photo taken.

"when it comes to + ing" is a normal construction in English, and there are several other constructions that break the rule. Click here to see some of them.

September 10, 2019

IELTS Writing Task 1: 'fish pie' sentence

In last Thursday's lesson I asked you to suggest where we could add one extra detail to my 'fish pie' answer. I had forgotten to write that the pie is in a microwaveable container.

People suggested two sensible places to add this detail.

1) At the beginning of paragraph 2:

The fish pie contains salmon, peas, sauce and potatoes in a microwaveable container.

2) In the last sentence of paragraph 4:

The resulting fish pies are placed in microwaveable containers, wrapped, frozen and then stored or dispatched.

September 03, 2019

IELTS Writing Task 1: 'fish pie' answer

Here's my full description of the fish pie process diagrams:

..........

The pictures illustrate the ingredients that go into a factory-made fish pie, and the various steps in its production.

The pie contains salmon, peas, sauce and potatoes, and there are ten stages in its manufacture, from delivery to dispatch. One of the ingredients, potato, goes through its own six-stage preparation process before it can be added to the pie.

Potatoes are the first ingredient to be prepared on the production line. They are delivered to the factory up to a month before the process begins, and they must be cleaned, peeled and sliced. Potato peelings are thrown away, and the sliced potatoes are boiled, then chilled and stored.

When fresh salmon arrives at the factory, lemon juice and salt are added, and the fish is cooked in a steam oven within 12 hours of delivery. Next, factory workers remove and dispose of the skin and bones, and the fish is inspected. Following inspection, pre-prepared peas, sauce and potatoes are added. The resulting fish pies are wrapped, frozen and then stored or dispatched.

(175 words, band 9)

..........

Task: I forgot to mention that the fish pie is in a microwaveable container. Where could you add this information in my answer?

August 27, 2019

IELTS Writing Task 1: process paragraph

Can you create a paragraph from the following list of sentences? You'll need to use linking and sequencing words (and, then, next, after which etc.).

The sentences describe part of this diagram.

- Fresh salmon is delivered to the factory.
- Lemon juice and salt are added to the salmon.
- The salmon is cooked in a steam oven within 12 hours of delivery.
- Factory workers remove and dispose of the skin and bones.
- The fish is inspected.
- Prepared peas, sauce and potatoes are added.
- The resulting fish pies are wrapped.
- They are frozen and then stored or dispatched.

August 23, 2019

IELTS Advice: improve your learning environment

Last Sunday I asked for your comments regarding the following question:

How can you improve your environment so that it accelerates your learning?

People shared lots of good ideas in the comments below the lesson. Here are a few of my own tips:

First, it's important to realise how important your environment is. If you live and work with native English speakers and you're surrounded by the English language all day, you're going to improve much more quickly than someone who studies English from a book for one hour each day. Knowing that the 'native speaker' environment is the ideal, try to set up your environment so that it is a close to this ideal as possible.
Second, I recommend finding an environment that challenges you. If you attend a course of English lessons, for example, it shouldn't be an easy course. You need to feel like you're learning something useful in every lesson, and your teacher should be highlighting your mistakes and pushing you to perform better.
Third, I think it helps if you feel that you're part of a community of learners who have shared goals. By following this blog, you are already doing this to some extent.
Finally, use the Internet to get as much language 'input' as you can. Even if you're studying alone, you have access to a world of English content online. You can probably also find people to talk to and practise with.

Here's a shorter answer: Surround yourself with as much English as you can, and take every opportunity to practise what you learn.

August 20, 2019

IELTS Writing Task 1: passive verbs practice

The potato preparation part of the 'fish pie' diagram (see this lesson) gives us a useful grammar exercise:

Can you describe the following stages of the process using passive verbs?

Potatoes...

- delivery
- clean
- peel
- slice
- boil
- chill
- store

e.g. Potatoes are delivered.

August 16, 2019

IELTS Advice: your learning environment

Yesterday I gave some advice about putting yourself in an English language environment. But how do you do that? How can you improve your environment so that it accelerates your learning?

Several people asked these questions in the comments below yesterday's lesson, so let's have a discussion: what do you think?

August 15, 2019

IELTS Advice: the fastest way to improve your English

What's the fastest way to improve your English?

Well, in my opinion the answer is this: put yourself in the best possible English language environment.

Studying alone is a slow, hard journey. But if you can find a way to surround yourself with English speakers, or a community of English learners, you'll make faster progress and the journey won't seem so arduous.

If you're feeling stuck or isolated as you learn English and prepare for the IELTS test, perhaps you need to find an environment or community that can carry you forward.

August 13, 2019

IELTS Writing Task 1: process overview

When describing process diagrams, many people struggle to write a good overview or summary of the information.

Have another look at the task that I shared last week:

Here's my 2-sentence overview, summarising the information:

The factory-made fish pie contains four ingredients, and there are ten stages in its production, from delivery to dispatch. One of the ingredients, potato, goes through its own six-stage preparation process before it can be added to the pie.

August 09, 2019

IELTS Advice: small, gradual improvements

Many students ask how long it will take to get from an intermediate level (maybe IELTS band 5) to an advanced level (band 7).

If you were learning to play the piano, would you expect to go from intermediate to advanced in a few weeks? Would you expect to find a special technique that suddenly makes you an advanced pianist? The answer is no. Most people know that they would need to work hard and practise every day to get to an advanced level on the piano.

In my opinion, learning a new language is a similar challenge. You should aim to make small, gradual improvements because it isn't realistic to expect sudden changes.

August 08, 2019

IELTS Advice: trust me, and save time

A student asked me whether I thought it was a good idea for him to develop his own way of doing the IELTS test. He wanted to take my advice, mix it with advice from other sources, and find his own 'method'.

Here's my response to the student's question:

It's fine to mix ideas and develop your own way, but please remember that I have spent more than 10 years doing that job for you. You'll save time if you trust me as your expert guide.

August 06, 2019

IELTS Writing Task 1: process diagram

Last week I said that we would start looking at a new question, and I don't think we've done a 'process diagram' task for a while.

The task below was sent to me by a student. I wasn't sure whether to use it, because I don't know where it comes from, but let's give it a go.

The diagrams below give information about the manufacture of frozen fish pies.

(Click on the image to enlarge it)

August 02, 2019

IELTS Advice: 'plethora'

Yesterday I told you that my examiner friend and I advise students not to use the word 'plethora' in their essays. Why not? Well, for a plethora ;) of reasons:

Plethora means 'many'. If you write that there are a plethora of reasons and then give only one or two reasons, you've used the word wrongly.
The word plethora seems too exaggerated, pompous or pretentious for an IELTS essay. It doesn't suit the 'measured' academic style that we're aiming for.
If the rest of your essay is written in a more basic style, a word like plethora will stand out as strange and unnatural.
If you attempt to use 'impressive' words but your essay is full of mistakes, it is obvious to the examiner that you're trying to show off. When surrounded by grammar mistakes, a word like plethora looks even more unnatural.
I'm a native speaker, and I would only use the word plethora if I really wanted to exaggerate something, or to sound pretentious on purpose (perhaps for humorous effect). I wouldn't use it in an academic essay.
Finally, plethora is an example of what I call an 'any essay word'. Students learn words like this because they hope to use them in any essay, regardless of the topic. In other words, these students are trying to 'trick' the examiner into being impressed - this doesn't work. If you want to impress the examiner, you should focus on specific topic vocabulary.

I hope this convinces you to stop learning words like plethora. Just write "there are several reasons" or "there are two main reasons" and then focus on describing them. Leave the pompous language to politicians!

July 22, 2019

IELTS Writing Task 1: question types

Here are the six question types that we need to prepare for:

Line graph
Bar chart
Pie chart
Table
Diagrams / maps that compare things
Diagrams that show a process

We'll start looking at a new task next Thursday, so let me know which type you find most difficult.

PS. Thanks to those of you who wished me a nice holiday!

July 19, 2019

IELTS Advice: you can't prepare everything!

Many students write to me because they are worried about strange or difficult questions they have found (usually for writing task 2).

I think you need to remember that it's impossible to prepare for every topic or question that might appear in the exam. You will go mad if you try to do this!

The solution is to make sure you "know what you know". Focus on the common topics that appear regularly, not the strange topic that your friend found on a website.

July 18, 2019

IELTS Grammar: errors vs complex structures

Too many students (and teachers) waste time worrying about the 'complex structures' aspect of the grammar score in the writing test.

From what I've seen when marking essays, 99% of students are able to write sentences with more than one clause, using words like and, but, because, while, which, if... to connect ideas. Therefore, they are able to meet the requirement for 'complex structures'.

On the other hand, many of the same students are not able to produce frequent error-free sentences (band 7), and it's rare for me to see essays in which the majority of sentences are error-free (band 8).

So, if people can't produce error-free sentences, why are they worrying about complex structures? In most cases, the key to a high grammar score is fewer mistakes, not more complex sentences.

July 16, 2019

IELTS Writing Task 1: three types of linking

Here are three types of linking (cohesive devices) with some examples from last week's 'maps' answer for types 2 and 3.

1) The 'normal' linking words that everyone learns

and, but, because, while, whereas, by contrast, however, furthermore etc.

2) Using pronouns and determiners to refer to a previous idea

- three main modifications were made... These involved
- there were three bus stops... These were
- the addition of a bus station... This bus station
- the car park, which was situated... this original car park

3) Using synonyms or paraphrasing to connect ideas

- some changes were made... three main modifications... the changes
- the hospital's transport infrastructure... the hospital's vehicle access
- at the intersection... at the junction
- parking facilities... parking areas... car park... area for parking
- public... visitors... members of the public

July 11, 2019

IELTS Vocabulary: from yesterday's answers

You don't really need to impress the examiner with 'less common' vocabulary in part 1 of the speaking test. However, without trying to show off, I used some nice words and phrases in the answers that I shared yesterday:

I'd like to think that = I hope
in ten years' time = ten years from now
I can't imagine changing profession (imagine + ing)
essential
field of work
research is being done
is published in English
see more of the world (see the world = travel to many countries)
it would be nice to
travel extensively
at some point
when I'm retired
make progress
in terms of my home life
what technologies come along (come along = appear / emerge)
in the next decade or two

Notice that I tend to highlight collocations (groups of words) rather than individual words e.g. "make progress" (verb + noun collocation) instead of just "progress".

July 09, 2019

IELTS Writing Task 1: 'maps' answer

Here's the map task that we've been looking at, with my band 9 sample answer below it.

(Cambridge IELTS 13)

The maps illustrate some changes that were made to a city hospital's transport infrastructure between the years 2007 and 2010.

It is noticeable that three main modifications were made to the hospital’s vehicle access. These involved the building of a new bus station, new roundabouts and new parking facilities.

Looking at the changes in more detail, we can see that in 2007 there were three bus stops on either side of Hospital Road. These were no longer present in 2010, and instead we see the addition of a bus station on the west side of Hospital Road. This bus station is accessed via two new roundabouts; the first roundabout is at the intersection of City Road and Hospital Road, while the second is at the other end of Hospital Road, at the junction with the hospital ring road.

The two maps also show that changes were made to public and staff parking areas. In 2007, staff and visitors used the same car park, which was situated to the east of Hospital Road and accessed via the ring road. However, by 2010 this original car park had become a designated area for staff parking only. A new car park, located on the east side of the ring road, provided parking for members of the public.

July 05, 2019

IELTS Vocabulary: collocations

I keep seeing comments and questions from students that include the following sentences:

- I gave the test on Saturday.
- I gave my IELTS exam last week.

Both of the sentences above are wrong! You don't "give" a test or exam. This is the wrong verb + noun collocation.

Here are some correct collocations with the words test or exam:

- I took the test / exam.
- I sat the test / exam.
- I did the test / exam.
- I passed the test / exam.

It's important to use the right collocations. Getting them wrong makes your English sound strange. "I gave the test" sounds completely wrong.

July 02, 2019

IELTS Writing Task 1: 'maps' introduction and overview

Here are my first two paragraphs (introduction and overview) describing the maps below.

The maps illustrate some changes that were made to a city hospital's transport infrastructure between the years 2007 and 2010.

It is noticeable that three main modifications were made to the hospital’s vehicle access. These involved the building of a new bus station, new roundabouts and new parking facilities.

June 28, 2019

IELTS Advice: stories and 'natural' linking

Did you notice that my sample answer in Friday's speaking lesson was a story?

When telling stories, native speakers use lots of 'natural' linking words and phrases. Have a look at the following examples from my description:

This happened (referring to previous sentence)
and at some point
so
It (referring to the restaurant previously mentioned)
But as soon as
and we
After standing around for a few minutes
So, I went
so I suggested
But the manager
; our only option was
By this time
yet (meaning 'but in spite of that')
We decided
and fortunately

Notice that I didn't use any of the typical linking words that people learn (Moreover, Furthermore etc.). Those lists of typical linking phrases won't help you to get a higher score. Try to practise 'natural' linking instead!

June 27, 2019

IELTS Vocabulary: from yesterday's answer

Here's a list of some good phrases that I used in yesterday's sample speaking answer. Notice that some of the phrases are perfect for the speaking test, but a little too informal for a written essay.

experience poor service
have a bite to eat (informal)
come across something (meaning 'find by chance')
book in advance
as soon as we walked through the door
things started to go wrong (informal)
not at all impressed with
the attitude of the staff
standing around (informal)
attract the attention of someone / attract someone's attention
only to be told that
a party of our size
to be adamant that
our only option was to
getting fed up (informal)
being treated as if
where we felt unwelcome
we left feeling disappointed
to be dismissive
a much friendlier place
just around the corner

June 25, 2019

IELTS Writing Task 1: 'maps' plan

I don't usually write a plan for task 1. I have a basic plan in my head (because I always follow the same method) and I simply highlight a few key features on the chart or diagram.

To give you an idea of the "plan in my head", here's what I would be thinking about for the 'map' task below:

Introduction paragraph: paraphrase the question statement
Overview paragraph: state how many changes were made, summarise what type of changes they were (e.g. three changes; parking, bus stops, roundabouts)
Details paragraph: describe changes to infrastructure for bus access, including roundabouts
Details paragraph: describe changes to parking areas
a

June 21, 2019

IELTS Advice: an example of 'general to specific'

Look at the two short paragraphs below. Can you see the difference between them?

Paragraph 1
Every member of society should contribute to improving the environment. We all need to take responsibility for the environmental issues that face the planet. If each individual person plays his or her part, our world will remain habitable for future generations.

Paragraph 2
Every member of society should contribute to improving the environment. Small daily actions, like turning lights off or recycling paper, glass and plastics, can make a difference. I also try to play my part by walking or by taking public transport rather than driving.

Analysis

Paragraph 1 might look good in terms of the vocabulary that I used, but it doesn't really move forward. The three sentences basically say the same thing in different ways. It's all too general.

Paragraph 2 might seem simpler, but it's much better in terms of 'task response' and 'coherence' because the main idea is extended and we can see some progression. Can you see the movement from general to specific in this paragraph?

June 20, 2019

IELTS Advice: general to specific

I've been checking students' essays this week, and one of the most noticeable problems has been this: most essays are too general, and so there's not enough development and progression of ideas.

When writing a paragraph, or when giving a longer answer in part 3 of the speaking test, try to use a general to specific approach. Start with a general idea, then explain it in more detail.

Note: Don't just explain the same general idea in a different way. Your answer needs to move forward.

June 18, 2019

IELTS Writing Task 1: two maps

We haven't looked at a map task for a while, so here's one from Cambridge IELTS book 13:

Before we write anything, how many changes can you see? Make a list of these changes, and then we can turn that list into full sentences.

June 12, 2019

IELTS Advice: "the method isn't working"

One of the main aims of this blog is to give people a method for tackling each aspect of the IELTS test.

I hear from many people who have been successful after following my advice, but I also hear from people who haven't passed yet. And when people are stuck on the same score, they sometimes think that "the method isn't working". But this is the wrong way to think.

Methods / exam techniques will only help you to get the score that reflects your current level of English. If your English level is 'beginner' or 'intermediate', no method will suddenly give you a band 7. Exam techniques don't increase your vocabulary knowledge or your grammatical accuracy.

Remember that we're working on 2 things here:

Methods e.g. knowing how to write an essay.
English language e.g. expressing your ideas using good vocabulary and without making mistakes.

If you've been following my advice but you're stuck on the same score, don't change your method! Instead, work on point 2 above.

June 10, 2019

IELTS Writing Task 1: don't write 'came first'

Don't describe items on a graph or chart in terms of coming first, second or last. This makes it seem like you're describing a competition!

For example, don't write:

Theme parks were first.
Theme parks came first, and museums were in second place.
In last place were wildlife parks and zoos.

Instead, you should write:

Theme parks were the most popular type of tourist attraction.
Theme parks attracted the highest proportion of visitors, and museums were the second most visited attraction.
Wildlife parks and zoos were the least popular of the four types of tourist attraction.

June 06, 2019

IELTS Vocabulary: 'easy' words in 'less common' phrases

You might think that a word is 'easy' because you understand it. But do you really know all the uses of that word? There might be some 'less common' uses that would impress the examiner.

Take the word "interest" for example. When teaching a class of advanced-level students, I used the phrase "out of interest" (e.g. I decided to take the course out of interest in the subject*). My students admitted that they had never heard the phrase "out of interest" before.

*out of interest in the subject = because I'm interested in the subject

Can you think of any other examples of 'easy' words that are used in 'less common' phrases?

June 05, 2019

IELTS Advice: 'know what you know'

People often ask me what they should do in the final week before an exam.

My advice is that it's probably too late to learn anything new. It's best to review what you have already studied and make sure you "know what you know".

Go through the topics and techniques that you have studied, and make sure that you have learnt from any mistakes you have made. It's too late to worry about what you haven't studied; just focus on what you have.

June 03, 2019

IELTS Writing Task 1: checklist

Here's my preparation checklist for writing task 1. Can you put a tick next to each point on the list?

Know what the six types of question are (e.g. line graph...).
Try several real test examples of each type.
Know the 4-paragraph method suggested in lessons on this site.
Practise paraphrasing the question to write introductions.
Understand why we don't write a conclusion for task 1.
Know how to write an 'overview', and what to include in this paragraph.
Practise selecting key information, rather than describing everything.
Be able to write good 'comparing' sentences.
Be able to describe changes and trends (e.g. increase, decrease).
Be able to use the passive to describe steps in a process.

Note: I shared this checklist a couple of years ago, but I think it's worth looking at again (if you've seen it before).

May 30, 2019

IELTS Grammar: easy examples to help understanding

A student asked me to explain the grammar of the sentences below. In particular, the word 'rise' was confusing the student.

Samsung saw sales rise.
Apple saw the biggest rises in sales.

A good way to understand grammar is by looking at some very easy examples of the same type of construction. Here are some sentences that you could compare with those above:

I saw the accident happen.
I saw her leave.
I saw a big change in his behaviour.

Can you explain the grammar of the examples above? Hopefully the two sentences with 'rise' will then seem easier to understand.

May 27, 2019

IELTS Writing Task 1: only 9 sentences

Yesterday I wrote that you only need 13 sentences in your task 2 essay. For the task 1 report, I aim for 9 sentences:

Introduction: 1 sentence
Overview (summary): 2 sentences
First 'details' paragraph: 3 sentences
Second 'details' paragraph: 3 sentences

Remember that this is just my approach, and it's what I tell my students to aim for (some reports might contain 8, 10 or 11 sentences, which is fine).

May 23, 2019

IELTS Vocabulary: 'topic specific' vocabulary

Yesterday I said that linking words don't help your vocabulary score, and that you need to use 'topic specific' vocabulary if you want a high score.

But what is 'topic specific' vocabulary?

The answer is: vocabulary that you would probably only use for one particular essay topic. For example, I used this vocabulary in a lesson last week:

- no visual element
- brings us closer to reality
- presented in limited depth
- excellent communication tools
- an even greater impact on the viewer

You might be able to adapt these phrases to a different topic, but it wouldn't be easy; they are quite specific to the particular question in this lesson. However, these are the kind of words and phrases that you need if you want to get a good vocabulary score.

May 22, 2019

IELTS Advice: phrases for any essay?

I've written about this several times before, but people still ask me for lists of phrases for any essay. For example, I received this question the other day:

"Please send me some common phrases that I will write in many essays."

If you've followed my lessons on this blog, you'll know that "any essay" phrases are not the secret to getting a high score in IELTS writing. In fact, I recommend that you work on the opposite: vocabulary for specific topics like education, family, work or the environment. You can use linking words/phrases in any essay, but these only help your coherence and cohesion, not your vocabulary score. So please forget the idea of "phrases for any essay", and focus instead on vocabulary for topics.

May 20, 2019

IELTS Writing Task 1: stop using 'given'

I've noticed that a lot of people use the word "given" in their writing task 1 introductions. For example:

Given is a chart showing...
The given chart shows...
The chart given shows...

Although it isn't grammatically wrong, I don't like this use of "given". It's completely unnecessary, and it seems forced (like you're trying too hard).

Don't try to do anything 'less common' in the first few words of your task 1 introduction. Just keep it simple and clear: The chart shows... (or compares or illustrates).

May 16, 2019

IELTS Advice: big words don’t impress

One of my IELTS examiner friends sent me a message the other day. Here’s a short version of what he said:

”Who is teaching candidates words like ‘plethora’, ‘myriad’ and ‘recapitulate’? These words stand out like a sore thumb.”

As I’ve said many times before, individual big words won’t impress the examiner. They’re more likely to have the opposite effect.

PS. The 25% discount on my writing course runs out in three days.

May 13, 2019

IELTS Writing Task 1: 'languages charts' answer

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

Here's my band 9 sample answer:

The tables compare the percentages of British university students who spoke different languages in addition to English in two separate years.

It is noticeable that in both years, 2000 and 2010, the majority of British students at the university in question were able to speak at least one other language. We can also see an increase in the proportion of second and third language speakers over the 10-year period.

In the year 2000, 80% of the students were able to speak one or two foreign languages, and 20% only spoke English. Ten years later, there was a rise of 5% in the proportion of those who spoke a second language. There was also an increase, from 10% to 15%, in the proportion of students who were able to speak two foreign languages.

Looking at the specific second languages spoken, in 2000, 30% of the students were able to speak Spanish, 15% spoke French, and 10% spoke German. By 2010, the proportion of Spanish speakers had risen to 35%, there were 5% fewer French speakers, and the figure for German speakers remained at one in ten. Finally, we can see that the percentage of speakers of other second languages, apart from Spanish, French and German, rose from 15% to 20% over the period shown.

May 06, 2019

IELTS Writing Task 1: grouping the information

Look at the information in the tables, and then look at the two paragraphs below them. Can you see how I've grouped the information? In other words, what is the main idea of each paragraph?

May 02, 2019

IELTS Advice: linking

Many IELTS students become obsessed with 'linkers' - words or phrases that link ideas together in a paragraph e.g. firstly, secondly, furthermore, moreover. There is nothing wrong with using linkers, and they can certainly help you to write good paragraphs.

However, linkers become a problem when they are the only thing that students care about. Examiners care much more about the content between the linkers.

As an experiment, try writing a paragraph without linking words. Can you still make your paragraph coherent? Note: you probably don't use many linkers when you write in your own language!

May 01, 2019

IELTS Grammar: for band 7 and higher

Many students believe that they need to use difficult grammar in order to get a band 7 or higher. But, in fact, the secret to a high grammar score is being able to write error-free sentences.

Look at the band descriptors for writing task 2 and you'll see this:

Band 7: frequent error-free sentences
Band 8: the majority of sentences are error-free

So, there's no point trying to impress the examiner with difficult structures if none of your sentences are error-free. It's better to keep things simple and avoid mistakes.

April 29, 2019

IELTS Writing Task 1: 'languages' charts

Here are my first two paragraphs (introduction and overview) for the task that I shared in last Thursday's lesson:

The tables compare the percentages of British university students who spoke different languages in addition to English in two separate years.

April 25, 2019

IELTS Advice: vocabulary is the key!

As I've said before, there is no 'secret' way to improve your IELTS score. You just need to study hard and keep practising. However, if I had to give one piece of advice, it would be this: work on vocabulary.

If you use a wide range of vocabulary in the speaking and writing exams, you are more likely to get a high score. Vocabulary is also the key to finding the answers in the reading test and understanding the speakers in the listening test.

So, are you writing new words and phrases in a notebook every day? Do you read something in English every day? Do you use a dictionary? Do you use Google or Wikipedia to look up words and phrases? If you don't do these things, start now!

April 24, 2019

IELTS Advice: smiling won't help your score, but...

Regarding the advice that I gave yesterday (stop and smile), I just want to clarify that there are no marks for body language in the speaking test. The "stop and smile" idea is simply a way to show the examiner that you're ready for the next question in part 1 of the test.

So, smiling won't help your score, but it can help with the "flow" of questions and answers in part 1.

April 22, 2019

IELTS Writing Task 1: 'languages' charts

A student asked me to look at the task below. It comes from Cambridge IELTS book 11, and the data was originally shown on two pie charts. I've used tables just to make things really clear.

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

Note:
I gave a useful tip for this task in this lesson from back in 2016.

April 18, 2019

IELTS Advice: the week before your exam

What are the best things to do in the last week before your exam? Here are some tips:

1. Nothing new
It's often best not to study anything new just before an exam. "Revision" means studying what you have already studied to make sure that you know it well. The aim is to be confident about what you do know, rather than worrying about what you don't know.

2. Common topics
It's always a good idea to look again at the most common topics for IELTS writing and speaking. Make sure you have some ideas, opinions and vocabulary for topics like 'education', 'environment' etc.

3. Test practice
If you have never done a full test (e.g. a full one-hour reading test) before, you might get a shock in the real exam! Timing is a big problem, so practise a full test in strict exam conditions. Don't worry about your score; just focus on finishing everything within the time limit.

April 15, 2019

IELTS Writing Task 1: a grammar question

A student asked me about the following sentence from this lesson:

After heating, the resulting mixture is ground, and cement is produced.

The student asked why I wrote after heating instead of after being heated.

Both phrases are correct, but can anyone explain why? What is the difference, in terms of grammar, between these two alternatives?

April 11, 2019

IELTS Advice: having the right aims

Many people work hard but with the wrong aims. Their hard work takes them in the wrong direction.

Here are two examples of the wrong aims (for IELTS students):

Learning "impressive" phrases for linking and organising your ideas.
Becoming better at English grammar by working through exercises in a grammar book.

You could do many hours of hard work on these two aims, but I doubt that your IELTS scores would improve.

Your next question should be: What are the right aims? If you've read enough of my lessons, you'll know what I think. Maybe you would like to share your aims in the comments below this lesson, and we can discuss and refine them.

April 08, 2019

IELTS Writing Task 1: easy but accurate

If you can use "less common" vocabulary correctly, that's great. However, using "difficult" words or grammar often leads to lots of mistakes. It would be better to choose "easy but accurate" language instead.

For example, here are some students' sentences, with mistakes underlined:

1) The highest number of people residence in Australia are those living in cities.
2) The highest population of birth are those born within Australia.
3) This figure was over 50% of those given birth to outside Australia.

Let's rewrite these sentences in an "easy but accurate" way:

1) The majority of Australians live in cities.
2) Most of the people who live in Australia were born there.
3) This was over 50% higher than the figure for people born outside Australia.

April 03, 2019

IELTS Advice: do the basics well

People who become good at things do the basics well, and they only show off occasionally.

For example, native speakers (of any language) spend most of their time using clear and relatively simple language. They might add a 'flourish' here and there, but it's rare to meet a native speaker who tries to make every sentence seem impressive.

I try to persuade students to aim for this 'natural' native-speaker style of writing and speaking. Learn to write and speak in a clear, simple, accurate and coherent way. Leave the rhetorical flourishes to politicians and professional writers!

April 01, 2019

IELTS Writing Task 1: question types

I received a message from a student who said that she had been surprised to see a diagram question in writing task 1. She had done lots of preparation for graphs and charts, but was unprepared for diagram questions.

So, make sure you have prepared for all of the following question types:

Line graph
Bar chart
Pie chart
Table
Comparison diagram (a diagram or map that compares things)
Process diagram (a diagram or map that shows steps in a process)

If you look through the lessons on this blog, you'll find advice and examples for all six question types. I've also covered each one in detail on my video course.

March 28, 2019

IELTS Advice: a little every day

Instead of worrying about study timetables or how many hours of IELTS practice you think you need to do, just make one simple rule for yourself: do something every day, no matter how small.

A lot can be achieved if you commit to doing a little every day.

March 27, 2019

IELTS Advice: methods and principles

Every IELTS teacher will suggest a slightly different way of doing each part of the test. In other words, teachers have different methods.

An example of a method is my 13-sentences approach to writing a task 2 essay. This is how I like to break down the writing task, but it isn't the only way. Other teachers' methods can be equally good.

On the other hand, there are principles that all IELTS teachers should agree on. For example, when you write an essay, you need to present a clear position and answer all parts of the question.

Many IELTS students are confused by all of the different 'methods' that teachers give them. Perhaps we need to focus more on 'principles'.

March 25, 2019

IELTS Writing Task 1: quick gap-fill exercise

The following sentences describe a bar chart about electricity in Cambridge IELTS book 13. Choose words from the list below to fill the gaps.

ranked, was, that, far, just, it, of, of

China and the United States produced and consumed ______ more electricity than any other country in 2014.
______ the ten countries shown on the chart, only Germany consumed more electricity than ______ produced.
In 2014, China was ______ first in terms ______ the amount of electricity that it produced and consumed.
China produced 5398 billion kWh of electricity in ______ year, while the US, which ______ ranked second, produced ______ over 4000 billion kWh of electricity.

March 21, 2019

IELTS Advice: understanding vs using

I've written about the difference between understanding and using before, but I think it's worth repeating this idea.

Have another look at the list of phrases in yesterday's lesson. Perhaps you understand all of the individual words in that list. But ask yourself this: would you have been able to use those words to create correct phrases, and a coherent essay, in the same way that I did?

Using words and phrases is much more difficult than simply understanding what they mean. While understanding only requires a quick dictionary search, using requires considerable language experience and practice.

March 20, 2019

IELTS Vocabulary: 'choices' essay review

Here's a list of the 'band 7-9' vocabulary in my most recent essay:

modern life presents us with
an overwhelming number of choices
the two major factors involved
a dramatic expansion in
online media options
almost endless
countless websites
on-demand TV
music streaming
abundance of media
on the part of the average user
the content that we consume
compounding this problem
faced with a world of options
limited but simple travel choices
our grandparents' generation
the same is true
the increasing tendency for
the opportunity for overseas study
seems appealing
which path to take
more bewildering than beneficial

March 18, 2019

IELTS Writing Task 1: sentence analysis

Let's analyse some of the sentences in the bar chart answer that I wrote last week. Maybe you could analyse the other sentences in the same way.

Sentence 1

The purpose of this sentence is to begin the description by stating what the bar chart shows. The main feature of the sentence is the paraphrasing (of the question statement) that it contains:

The bar chart = the chart
shows = compares
the percentage of = the proportions of
men and women = males and females
in different age groups = in six age categories
did regular physical activity = were physically active on a regular basis
in 2010 = in the year 2010

Sentence 2

The purpose of this sentence is to give a general overview of the information, by describing an overall trend. Some useful language:

roughly speaking - a nice way to introduce an approximate overall trend
close to half of Australian adults - grouping men and women in all age categories together, in order to describe an overall trend
some kind of routine physical activity - paraphrasing ‘regular physical activity’

Sentence 3

The purpose of this sentence is to continue the overview by highlighting the highest and lowest figures on the chart. Some useful language:

Middle aged females - more than one age category grouped together
the most physically active - highlighting age categories with the highest figures
proportionally - this word is necessary because the figures show percentages of people in each age group, not raw numbers
while males - contrasting with the statement about females
the least physical activity - contrasting the highest with the lowest

March 14, 2019

IELTS Advice: reading vs studying

There's a big difference between reading a book and studying a book. When you study something, you analyse it in detail and you learn a lot more.

Maybe you read the essay that I shared on Wednesday, but did you study it? The deeper you study something, the more you'll learn from it. So go deeper, study hard, and you're sure to improve!

March 11, 2019

IELTS Writing Task 1: 'physical activity' answer

Let's return to the task below and look at my sample answer.

The bar chart below shows the percentage of Australian men and women in different age groups who did regular physical activity in 2010.

(Cambridge IELTS 12)

The chart compares the proportions of Australian males and females in six age categories who were physically active on a regular basis in the year 2010.

Roughly speaking, close to half of Australian adults did some kind of routine physical activity in 2010. Middle aged females were the most physically active, proportionally, while males aged 35 to 44 did the least physical activity.

In the youngest age category (15 to 24), almost 53% of Australian men but only 47.7% of women did regular physical activity in 2010. However, between the ages of 25 and 44, men were much less active on average than women. In fact, in the 35 to 44 age group, a mere 39.5% of males did some form of regular exercise, compared to 52.5% of females.

Between the ages of 45 and 64, the figure for male physical activity rose to around 45%, while the proportion of active females remained around 8% higher, at 53%. Finally, the percentages of Australian women and men aged 65 and over who exercised regularly were almost identical, at approximately 47%.

(179 words, band 9)

March 06, 2019

IELTS Grammar: 'by/in contrast' and 'on the contrary'

A few people have asked me about these phrases. Do they have the same meaning? When is each one used?

By contrast / In contrast
I often use these two phrases in both writing task 1 and 2. They are exactly the same, and are used in a similar way to "however" or "on the other hand" to introduce a contrast / comparison. Put "By / In contrast" at the beginning of a sentence, with a comma after "contrast".

Example
Unemployment rose in the UK. By contrast, the number of unemployed people in Canada fell.

On the contrary
I don't think you'll need this phrase for any part of the IELTS test. It doesn't mean the same thing as "by / in contrast". We use "on the contrary" to deny that something is true, and to explain that the opposite is true.

Example
- Person 1: "You had some problems with your hotel, didn't you?"
- Person 2: "On the contrary, the hotel was great, but the airline lost my suitcase."

March 04, 2019

IELTS Writing Task 1: two mistakes

Two of the sentences below contain a small mistake. Can you find the two mistakes?

In 2008, British parents spent an average of around £20 per month on their children’s sporting activities.
Parents’ spending on children’s sports was increased gradually over the following six years, and by 2014 the average monthly amount had risen to just over £30.
The number of British children who played football remained relatively stable over the six-year period, at around 8 to 9 million.
Swimming rose from approximately 2 million children in 2008 to around 4 million in 2014.
There was a slight fall in participation in athletics between 2012 and 2014.

February 28, 2019

IELTS Advice: it isn't about 'big' words

The list of less common vocabulary in yesterday's lesson didn't contain any words that are 'big' or impressive on their own.

In fact, if you're trying to impress the examiner with good vocabulary, you shouldn't be worrying about individual words at all. Instead, you should be trying to show that you can use interesting groups of words.

Here's an easy example. The three words below are not particularly special or impressive on their own:

- incredible
- beautiful
- images

But look at how I put these words together in the sentence below:

The TV trailers were really eye-catching because they showed incredibly beautiful images of nature.

The phrase "incredibly beautiful images" is much more interesting (and 'less common') than the three individual words that it contains.

Remember: It's only when you start putting words together that the language comes alive. Focus on groups of words, not individual 'big' words.

February 27, 2019

IELTS Vocabulary: 'less common' phrases

Did you note down the following 'less common' phrases from the description that I wrote yesterday? Could you use these phrases in your own sentences?

each episode featured
spectacular footage
it was broadcast
the DVD box set
it was advertised repeatedly
it was aired (means 'it was shown on TV')
the trailers were eye-catching
incredibly beautiful images
the voice of the narrator
stunning photography
global scope
to film such interesting creatures in so many locations
opened my eyes to the hidden wonders of our planet

Note:
The phrase 'less common vocabulary' (or 'uncommon lexical items') is used in the examiner's mark scheme. It refers to any vocabulary that examiners don't expect most candidates to use. But this doesn't mean 'difficult' words; it means the kind of 'natural' phrases that native speakers use. A good example is "DVD box set" - this isn't a difficult phrase, but it's something that English learners might not be expected to use.

February 25, 2019

IELTS Writing Task 1: statistical terms?

Here's a useful question that someone asked me:

Is it a good idea to use statistical terms such as linear / exponential growth instead of more general phrases like gradual / significant increase?

My answer is no. I don't advise you to write about linear or exponential growth in writing task 1. You are not expected to have any technical knowledge of statistics in this task, and so this kind of "statistics language" seems a little forced and inappropriate to me.

Just use the 'normal' phrases that I use in my example answers here on the blog. Don't try to write like a professional statistician, and don't use the exaggerated language that I mentioned in this lesson.

February 21, 2019

IELTS Advice: 'easy' can be difficult

IELTS isn't simply a test of how much 'difficult' vocabulary and grammar you can use. It also tests your ability to do 'easy' things with the language, like making a simple sentence that contains no mistakes.

Speaking part 1 is a good example of this. In this part of the speaking test, you will impress the examiner by answering without hesitation, by speaking in a natural and fluid way, and by using error-free simple sentences. You can show off your best language later in the test, but you should start, in part 1, by showing the examiner that you can do the 'easy' things well.

Note: many people don't do the easy things well.

February 20, 2019

IELTS Advice: fear of failure

A colleague asked me for some advice about how to help a student who is so worried about the IELTS writing test that she feels unable to write an essay. She says she has a mental block and just can't start writing.

In my opinion, this student's problem is that she is aiming too high too soon. She wants to write the perfect essay now, but she is afraid that she won't. She's putting too much pressure on herself to be successful.

So here's some advice for people who feel stuck or afraid: aim much lower! Imagine you're a lazy student who just wants to do his/her homework as quickly as possible, and write an essay that you know isn't your best work - write it quickly and carelessly. Write another 'bad' essay the next day and the day after that. Soon the fear of essay writing will have disappeared, and you'll start wanting to improve your 'bad' essays. When the fear of failure has gone, you'll be free to enjoy the challenge and to do your best work.

Note: if you are not suffering from this essay writing 'fear', please ignore the advice above. Aim high, enjoy the challenge, and do your best work now!

February 18, 2019

IELTS Writing Task 1: ways to prepare

Here are some study ideas for task 1:

1) Print a collection of questions
Before you start writing any task 1 reports, it's a good idea to have an overview of the different types of questions that you might face. Try to get paper copies (printed) of around 10 different questions - it's useful to be able to see them all in one place. Your 'pack' of questions should include: a line graph, bar chart, pie chart, table, 2 different charts, 3 or more similar charts, process diagram, comparison diagram, life cycle, map.

2) Practise parts of reports
Instead of writing a full report, try writing 10 introductions - one for each of the questions in your 'pack' (see point 1 above). The next time you are studying, just focus on writing overviews. On a different day, practise describing percentages, or comparing numbers etc...

3) Use model answers
If you look through my task 1 lessons on this site, you'll find examples of the 10 question types mentioned in point 1. Use my answers as models, and try to copy my way of writing as closely as you can.

February 14, 2019

IELTS Vocabulary: paraphrasing techniques

Here are some techniques that should help you to paraphrase (to say the same thing in different ways):

1) Use a synonym

This is important = This is significant / crucial / vital

2) Use an opposite

I found it difficult = It wasn't easy for me

3) Change active to passive

You should not do this = This should not be done

4) Use a related word (e.g. change the verb into a noun)

The number rose = There was a rise in the number

5) Consider a more formal or informal version

I am worried = I am extremely concerned (formal) / I'm stressed out (informal)

Task:
Try using some of these techniques, and let me know if you think of any others.

February 13, 2019

IELTS Advice: don't ask the examiner questions

In the speaking test, some candidates try to involve the examiner in the conversation. For example:

Examiner: Do you like cooking?
Student: Not really, I prefer eating in restaurants. And you?

You should definitely not do this!

In fact, the only time that you might need to ask a question is if you don't hear what the examiner said. Just say: "Sorry, can you repeat that please?"

February 11, 2019

IELTS Writing Task 1: pie charts are easy!

A lot of people seem to be worried about pie charts. Here are some questions to get you thinking about how to describe them:

What does a pie chart always show?
Are pie charts used for comparing?
Do pie charts show changes (increase, decrease)?
What verb tense would you use to describe pie charts?

February 07, 2019

IELTS Advice: basic study plan

People often ask me to give them a study plan. If I haven't taught the student, I can't suggest a detailed plan because I don't know anything about him/her.

However, I often suggest a basic study plan like this:

Spend Monday to Friday preparing vocabulary for common IELTS topics, working on exam 'methods', and practising small parts of tests with no time limit.
Test yourself on Saturday or Sunday (in all four parts) to see if what you studied during the week has helped you to improve.
Don't spend any time working on grammar, unless you have identified specific problems / mistakes that you keep making.

February 06, 2019

IELTS Vocabulary: from my GT answer

The vocabulary below comes from the 'General' IELTS task that I looked at last weekend. I think these phrases could be useful for both General and Academic students.

available to help
after-school lessons
missed the majority of the term
due to illness
struggling to catch up
his problems stem from the fact that
unable to attend
he lacks confidence
are you familiar with...?
topics that are covered
perhaps you could also tell me
build students' pronunciation and conversation skills
in the late afternoon or early evening
would be ideal

February 04, 2019

IELTS Writing Task 1 is important!

A student wrote to me saying that he didn’t understand why his most recent writing test score was so low. He wanted my advice on how to improve his writing task 2 essays.

Before giving any advice, I asked the student whether he thought he had done well or badly in writing task 1. His answer surprised me: he hadn’t written anything at all for task 1; he had spent the whole hour in the test doing task 2.

Hopefully you can guess what my advice was! I think students often worry so much about task 2 that they really neglect task 1. If you’re not getting the score you need, it might be that task 1 is the problem.

January 28, 2019

IELTS Writing Task 1: fill the gaps

Look at the bar chart, and fill the gaps in the sentences below it.

1) Almost 53% of Australian men ______ 15 to 24, but only 47.7% of women of the ______ age, did regular physical activity in 2010.

2) Between the ages of 25 and 44, men were much less ______ on average than women. In fact, in the 35 to 44 age group, just under 40% of males did some form of regular ______, compared to 52.5% of females.

3) The proportions of men and women aged 65 and over who were ______ active were almost ______, at approximately 47%.

January 21, 2019

IELTS Writing Task 1: overview sentences

Here are my answers to the three 'overview' questions that I posed in last Thursday's lesson:

Roughly speaking, close to half of Australian adults in the six age categories were physically active on a regular basis in 2010.
Overall, the figures for females were higher than those for males.
Middle aged females were the most physically active, proportionally speaking, while males aged 35 to 44 did the least physical activity.

Notes:
- I would choose just two of these ideas for my overview.
- We need to think about how to paraphrase 'physical activity'. Any suggestions?

January 17, 2019

IELTS Advice: learn by copying

Yesterday I wrote that your English teacher should take you just outside your comfort zone. Your teacher should also be your best source of language and the 'model' that you try to copy.

Don't be afraid to copy the way I write or the way your favourite English speaker speaks. Copying is the best way to learn a language; it's much more reliable than translating word by word using a dictionary.

January 16, 2019

IELTS Advice: just outside your comfort zone

In the comments below Wednesday's lesson, one student wrote that he/she isn't able to write at the same level as me. This is a good thing!

If you can already write at the same level as me, you don't need my help!

The best way to learn is to have a teacher who takes you just outside your comfort zone. If the work is too easy you won't progress, and if it's far too difficult you won't be able to do it. A good teacher should give you work that is difficult, but achievable with help. Hopefully the paragraph that I wrote on Wednesday fits that description.

January 14, 2019

IELTS Writing Task 1: 'physical activity' bar chart

Several people have asked me for help with the following task from Cambridge IELTS book 12 (test 5).

The bar chart below shows the percentage of Australian men and women in different age groups who did regular physical activity in 2010.

Before we describe the chart, let's get one important thing right: 'the big picture'. In other words, I want you to think about the information that you would put in your overview / summary paragraph.

Try to answer the following questions:

What was the overall percentage (i.e. average or range) of all Australian men and women who did regular physical activity in 2010?
Are there any differences between the figures for men and women, looking at all age groups?
Were any age groups noticeably more (or less) active than the others?

Remember: Most IELTS candidates fail to write a good overview of the information in writing task 1. We need to practise looking at the 'big picture'.

January 10, 2019

IELTS Vocabulary: 'easy' theme

Here's my quick brainstorm on the theme of the word 'easy'. I've divided it into a few different categories; you might find it helpful to do this yourself when brainstorming ideas.

Synonyms of 'easy'

simple, straightforward, uncomplicated, effortless

Informal phrases

a piece of cake, a walk in the park, a breeze, a doddle

Phrases with opposites

it wasn't difficult, it wasn't hard, it didn't take much effort, it wasn't very challenging, it didn't present any real problems, I didn't really struggle

Use an example to create context e.g. 'the exam was easy'

it was fairly simple, I found it quite straightforward, I breezed through it, I could have done it in my sleep, it was easier than I expected

January 09, 2019

IELTS Vocabulary: brainstorm themes

In yesterday’s lesson I brainstormed the theme of a modern apartment. It’s easy to brainstorm ideas when you focus on a specific word, and I was able to produce a useful list of ideas related to the word ‘modern’.

You can use this technique as a way to prepare for topics and to expand your overall vocabulary knowledge. Just choose a word (your ‘theme’) and brainstorm ideas related to it. You could also use the Internet as a source of ideas.

Task: Let’s take the word ‘easy’ as our theme. Can you list between five and ten words or phrases related to this theme?

January 07, 2019

IELTS Writing Task 1: forget about 'grammatical range'

When I'm writing a task 1 report, either for this blog or with my students, I never worry about 'grammatical range'. Here's why:

First, how many different 'grammatical structures' can we really use in the space of only 8 or 9 sentences?
Second, do we have time to think about including an example of a passive, a conditional, various types of clause etc.?
Third, will these different structures be relevant? Will they work in the context of the description?

I think it's much more important to spend the 20 minutes thinking about how best to describe the information on the chart in a clear and logical way. In other words, I suggest that you focus on task response, coherence and accuracy. This is what examiners are really looking for in task 1.

January 03, 2019

IELTS Advice: how I can help you

Yesterday I suggested that you'll need to work on both exam technique and English language as you prepare for the IELTS test. So how can IELTS-Simon help you with these two things?

Exam technique
The fastest way to learn how to approach the IELTS test is to watch the video lessons that I published on this website. The videos take you step by step through each part of the test, and you'll see me giving band 9 answers using clear and simple exam techniques. I consider the video lessons to be my best work, and I don't know of any other course that provides such a methodical and effective approach.

Of course, this blog contains the same advice that you'll find in the video lessons. The difference is that the blog isn't written as a step-by-step course. If you have the time, go back through the blog's archives or search the blog for anything that you need. I think I've probably written a lesson about almost any IELTS problem that you might have.

English language
The ultimate aim of this blog is to help you to improve your English. You'll find many lessons in which language, rather than exam technique, is the main focus.

I'm also trying to cover as many IELTS topics as possible here on the blog, and you'll find plenty of vocabulary ideas (words, phrases, examples, opinions etc.) that you can 'copy' from me and use in your own answers.

January 02, 2019

IELTS Advice: advice for the new year

Let's think about what you're going to do in 2019. Broadly speaking, you'll probably need to work on two main things:

Exam technique
English language

Both of these areas are important, but if we're talking about a whole year of study, I think it's far more important to improve your English.

Imagine yourself at the end of 2019. Surely your priority should be to have a better overall level of English, not just to collect more exam tips and techniques.

December 31, 2018

IELTS Writing Task 1: corrected sentences

Here are the three incorrect sentences from last Thursday's lesson:

In 1985, Canada was about 19 million tonnes.
Australia was lower, at 15 million tonnes of wheat exports.
In 1988, Canada increased by 5 million tonnes of wheat exports.

And here are the correct versions of those sentences:

In 1985, Canada exported about 19 million tonnes of wheat.
The figure for Australia was lower, at 15 million tonnes.
In 1988, Canada's wheat exports increased by 5 million tonnes.

December 27, 2018

IELTS Advice: 'I know this already'

Language learners often think they know something (e.g. a word, phrase, grammar rule) because they understand it or because they have studied it before. However, there is a huge difference between understanding something and really knowing it.

'Really knowing' means being able to use the word, phrase or grammar rule.

For example, you might understand the vocabulary in this lesson. But does that mean that you know it? Could you use those words and phrases in different contexts in your own essays or spoken answers?

December 25, 2018

IELTS Advice: your 'repertoire'

'Repertoire' is an interesting word. It is used by musicians to mean 'all of the songs or pieces of music that they can play or that they perform'.

Instead of learning linking words or worrying about grammatical structures, it might be better to think about your 'IELTS repertoire'. For example: What topics can you write or speak about with confidence? What band 7 words and phrases are you confident about using?

A large repertoire of ideas, opinions, words and phrases for a wide range of topics is the sign of someone who will probably get a high IELTS score.

December 23, 2018

IELTS Writing Task 1: a big mistake

Many students make a big mistake when describing numbers. For example, look at the graph below.

Now look at these four sentences:

In 1985, Canada was about 19 million tonnes.
Australia was lower, at 15 million tonnes of wheat exports.
In 1988, Canada increased by about 5 million tonnes of wheat exports.
Australia exported about 11 million tonnes of wheat in 1990.

Only one of these sentences is written correctly. Can you say which one is correct, and explain the big mistake in the other three?

December 20, 2018

IELTS Advice: concise and succinct

Yesterday I advised you not to "waffle" in the speaking and writing tests. As one of my high school teachers used to tell us, the opposite of waffling is to be "concise and succinct". Look these two words up if you're not sure what they mean.

December 19, 2018

IELTS Advice: give direct answers

Hopefully you noticed what was wrong with the beginning of the student's answer in yesterday's lesson: the first two sentences were unnecessary and irrelevant. Let's take another look:

Question:
Describe an interesting house or apartment.

First three sentences of the answer:
Well, living in an apartment is an overgrowing trend not only in my country but all over the world. We have our own apartment which is really awesome. By the way, I would like to talk about a new apartment/flat that I have recently visited.

The real answer begins in the third sentence with the words "I would like to talk about". This is where I would begin. Everything before that is just background waffle*. Examiners don't like this waffle; you'll impress them more if you get straight to the point and answer directly.

waffle = lengthy but vague or trivial talk or writing (i.e. useless extra words that you don't need)

December 17, 2018

IELTS Writing Task 1: past simple, past perfect

Several people have asked me to explain how the past perfect tense can be used in writing task 1. The example below might help.

Look at the following description:

In 2002, the cost of an average house in the UK was £130,000. By 2007, the average house price had risen to almost £190,000.

Notice the verbs used with "in" and "by":

I used "in" with the past simple "was" to talk about what happened in one year only (2002).
I used "by" with the past perfect "had risen" to talk about an increase that happened in the years before 2007 (from 2002 to 2007).

Try writing your own sentences with "in" and "by" to practise describing numbers with the past simple and past perfect.

December 13, 2018

IELTS Advice: just find a good English teacher

Instead of worrying about finding a good IELTS teacher, just look for a good English teacher.

If you practise with the official Cambridge books and follow the advice on this blog, you don't really need any more IELTS help.

Many IELTS students would benefit more from taking 'normal' English lessons, rather than attending a 'tips and techniques' course.

December 12, 2018

IELTS Advice: if you have a teacher

If you are taking IELTS preparation lessons with a teacher, here's a tip:

Make sure that your teacher is helping you to improve your English, rather than just giving you exam tips and techniques. If you don't seem to be improving your overall knowledge of the English language, you might need to consider changing your teacher.

Remember: exam tips and techniques are useful and important, but the surest way to improve your IELTS score is by improving your English.

December 10, 2018

IELTS Writing Task 1: three sample sentences

Let's look at some sample sentences that describe the highlighted information on the table below.

1) A simple description of one number:

In 2006, 17% of mobile phone owners played games on their phones.

2) Comparing three numbers in the same sentence:

In 2010, 73% of mobile phone owners used their phones to search the Internet, while 41% of users played games and only 26% of people played music on their phones.

3) Describing a change in numbers:

Between 2008 and 2010, the proportion of mobile phone owners who recorded videos on their phones rose by 26%, from 9% to 35%.

Tip:
These three types of sentence are so important. If you want to do well in IELTS writing task 1, you should practise them a lot!

December 06, 2018

IELTS Advice: deviating from the topic (writing)

Yesterday I suggested that it is possible to deviate from the topic a little in the speaking test, as long as you do this skilfully (read yesterday's lesson to see what I mean).

But can you do the same thing in the writing test? No. You should never deviate from the topic in either of the writing tasks. You'll get a lower score if you do.

December 03, 2018

IELTS Writing Task 1: more sentence practice

Let's try another exercise to practise writing sentences. Can you describe the figures that I've highlighted on the table below?

Note: I'm asking you to write three easy sentences. Please don't try to show off; just describe the information as clearly as you can.

For the first sentence, you're just describing one number.
The second sentence will compare three numbers in one year.
The third sentence should describe a change.

November 28, 2018

IELTS Grammar: using 'they' with a singular

A student asked me about this page on Wikipedia, which gives three examples of the words "they" and "their" being used to refer to singular nouns:

Somebody left their umbrella here. Would they please collect it?
The patient should be told how much they will be required to pay.
A journalist should not be forced to reveal their sources.

They and their are used instead of he or she and his or her.

This is very common in English, and it is unlikely that someone would say: "Somebody left his or her umbrella. Would he or she please collect it?"

But can we use "they" with a singular in the IELTS test?

The simple answer is yes, but my own preference is a little more complicated. When speaking, I naturally use "they" with singular nouns from time to time. But I tend to avoid doing this in written essays, as I prefer to stick to the normal grammatical conventions. For example, I used "he or she" in the sentence below, which comes from this essay.

Firstly, it is hard for a person to be happy if he or she does not have a safe place to live and enough food to eat.

November 26, 2018

IELTS Writing Task 1: mistakes in an easy sentence

Last week, I asked you to try writing three sentences about a graph. The first sentence should have been very easy:

In 2008, around 8 million children played football.

But several people made mistakes because they tried to make this sentence more complicated. Can you identify the mistakes below?

Nearly 8 million children have participated in the football game in 2008.
The number of children attending in football match were approximately 7.5 million in 2008.
In 2008, nearly 8 million children had participated in the football game.
The glance of the graph reveals that number of children who prefer football was approximately 7.6 millions.
In 2008, football was by far the highest number of teenage participants, with over 8 million.

Tip: You need to be able to write a simple sentence that describes one number without making any mistakes! Work on this before you try anything more complicated.

November 21, 2018

IELTS Vocabulary: range and flexibility

If you take lessons with an English teacher, I recommend that you ask yourself this question at the end of each lesson:

Did I learn some new language in this lesson, or did I become better at using some language that I already knew?

In other words, you are asking yourself whether you worked on your vocabulary range (new words and phrases) or on your flexibility (becoming better at using the language that you already knew).

Note: examiners are looking for range and flexibility when they assess your vocabulary in the writing and speaking tests.

November 13, 2018

IELTS Writing Task 1: back to basics

If you're preparing for IELTS writing task 1 (academic), here are three basic skills that you need to work on:

Write a sentence about one particular number.
Write a sentence that compares two numbers.
Write a sentence that describes a change.

For example, can you create three sentences using the information that I've highlighted on the line graph below?
nn

November 07, 2018

IELTS Advice: 'deep' answers

Unfortunately, many candidates give shallow answers in their IELTS speaking and writing tests. They mention a few different ideas, but fail to develop any of them in detail. They would get higher scores if they just took one idea and developed it in detail; this is what I call a deep answer.

Practise explaining just one idea in as much detail as you can. The ability to do this could really benefit your speaking and writing scores.

November 06, 2018

IELTS Advice: don't forget the easy words!

One thing I noticed as an examiner is that many students forget to use simple words like "and" or "but". At the same time, they overuse words like "moreover" and "furthermore".

Native speakers use "and" all the time (in both speech and writing). You can use "and" or "but" as many times as you want; the examiner will not notice!

On the other hand, if you use "moreover" or "furthermore" more than once, the examiner will notice straight away. These words do not get you a high score. In fact, in the speaking exam, they make your English sound 'forced'.

November 04, 2018

IELTS Writing Task 1: lists and list sentences

Examiners don't like lists. For example, look at the following description:

In 2005, 50% of the population went on holiday abroad. In 2010, 60% of people travelled abroad on holiday. In 2015, 70% of residents went abroad on vacation.

Here you have three simple sentences with the same basic word order, the same subject-verb relationship, and with the year and percentage in the same position. As a result, the description seems a bit like a list.

The list sentences that I showed you in last week's lesson do not create the same problem. There's nothing wrong with listing three different figures within the same sentence. This is just one way to compare figures.

Tip: Examiners like variety. So if you've written a list sentence, don't write another one straight after it.

October 31, 2018

IELTS Vocabulary: paraphrasing practice

Paraphrasing = expressing the same idea in a different way.

Here are some phrases from Friday's speaking lesson. Can you find a different way to express each idea?

I was never much of a singer.
I was always a little shy.
This happens once a week or less.
I prefer to listen to a variety of music.
Singing contests are hugely popular at the moment.

October 30, 2018

IELTS Grammar: subject + verb

Question: Which of the following is a correct sentence?

Learning a foreign language.
Firstly, learning a foreign language in order to improve your career prospects.
For example, learning a foreign language by living in a country where that language is spoken, and communicating with native speakers on a daily basis.

Answer: None of these are correct sentences. None of them has a main verb.

To make a sentence, you need a subject (noun/noun phrase) and a verb:

I am learning a foreign language. OR, Learning a foreign language is useful.
Firstly, many people learn a foreign language in order to improve their career prospects.
For example, some people learn a foreign language by living in a country where that language is spoken and communicating with native speakers on a daily basis.

Some students really need to work on writing correct "subject + verb" sentences. Missing the verb in a sentence is a serious mistake that will definitely affect your score.

October 28, 2018

IELTS Writing Task 1: 'list' sentences

One easy way to describe the information on a graph or chart is by writing a sentence that lists three related figures. For example:

In school A, 30% of students chose to study languages, 40% selected an art or music course, and 50% chose a science option.
In the year 2010, over 5 million people bought product A, around 7 million bought product B, and nearly 10 million consumers purchased product C.

Notice that I tried to vary the vocabulary in each list:

chose = selected, course = option, people = consumers, bought = purchased

October 24, 2018

IELTS Advice: the 'structures' we use

One of the things that I liked about the presentation in this lesson was the idea that 'structures' are so important in any form of communication. When you are speaking or writing (in any context, not just for the IELTS test), the way you structure your ideas makes a difference. A good structure keeps your audience (the listener or reader) interested and on track; it will also add to the coherence, power and persuasiveness of your message.

Consider this example: a sales presentation using a "problem and solution" structure. The sales person explains a problem and then tells the audience how his/her product or service can solve this problem. This simple structure is used in countless advertising and marketing campaigns.

Now let's think about the structures that we use in the IELTS test. Can you list the structures that I've used in my speaking and writing lessons? Here's one example: "answer, explain, example" in part 3 of the speaking test.

October 23, 2018

IELTS Advice: the confidence to be 'simple'

For many of the students I've taught, a breakthrough (or big improvement) came when they found the confidence to write and speak in a more 'simple' way.

When you stop worrying about whether you need to use passives, conditionals or 'difficult academic words', you are free to focus on answering the question and explaining your ideas coherently. It takes confidence to change your approach and to believe that the 'simple' way will work.

Note: Remember that 'simple' is not the same thing as 'easy'!

October 21, 2018

IELTS Writing Task 1: process diagram answer

Here's my full answer for the process diagram task below.

The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.

(This task comes from Cambridge IELTS book 8)

The first diagram illustrates the process of cement manufacture, and the second diagram shows the materials that go into the production of concrete.

It is clear that there are five stages in the production of cement, beginning with the input of raw materials and ending with bags of the finished product. To produce concrete, four different materials are mixed together.

At the first stage in the production of cement, limestone and clay are crushed to form a powder. This powder is then mixed before it passes into a rotating heater. After heating, the resulting mixture is ground, and cement is produced. Finally, the cement is packaged in large bags.

Cement is one of the four raw materials that are used in the production of concrete, along with gravel, sand and water. To be exact, concrete consists of 50% gravel, 25% sand, 15% cement and 10% water. All four materials are blended together in a rotating machine called a concrete mixer.

(160 words, band 9)

October 17, 2018

IELTS Vocabulary: from the 'advertising' essay

Here are some good phrases from the essay that I shared in Wednesday's lesson. Write them down in your notebook, and see if you can use them in your own sentences.

we are increasingly surrounded by
has an impact on
tempt people to buy products
that they might not otherwise want
queuing to buy the latest models
does not need replacing
the influence of marketing
leads us to make decisions
stay up to date
the latest fashions
a high-status device
make choices
make a purchase
new versions of products
improved features
improved safety features
more economical to run (referring to a car)
pollute less
communicate more quickly or effectively
enhancing their quality of life
our buying behaviour
their real needs

October 16, 2018

IELTS Vocabulary: are you a collector?

In my opinion, a good language learner is someone who collects words and phrases. But the best learners don't simply store their collections and allow them to get dusty; they use them.

How about you? Are you a language collector? Did you collect any good phrases from the essay that I shared on Wednesday? Did you note them down? Do you regularly review your collection and try to use it?

October 14, 2018

IELTS Writing Task 1: verbs for processes

Looking at the 'cement process' diagram below, let's think about the verbs that we'll need to use. There are various options.

Let's start with the 5 nouns that mark the 5 stages of this process:
crusher, mixer, heater, grinder, bags

We can convert these nouns into passive verb forms:

Limestone and clay are crushed.
The resulting powder is mixed.
It is heated.
Then it is ground.
The final product, cement, is bagged.

Or we can keep the original nouns, and use active or passive verbs:

Limestone and clay are placed in a crusher. (passive)
The resulting powder goes into a mixer. (active)
It then passes through a rotating heater. (active)
The heated mixture is put into a grinder. (passive)
The cement is packaged in large bags. (passive)

Of course, the best approach is to use a mix of the above options:

At the first stage in the production of cement, limestone and clay are crushed to form a powder. This powder is then mixed before it passes into a rotating heater. After heating, the resulting mixture is ground, and cement is produced, Finally, the cement is put in large bags.

October 10, 2018

IELTS Advice: are you going too quickly?

Yesterday I advised you to start slowly when studying something new. Today I'd like to share a short conversation that I had with a student. I think this is a good example of a problem that many students face: they don't take the time to do things slowly and properly!

The student's question:
Hi Simon. Brainstorming ideas when I'm writing essays didn't work for me. My essays look better when I'm writing without planning and brainstorming. Should I continue brainstorming until I'm good at it or write without planning. What do you advise?

My answer:
My advice is this: whenever you try a new technique, start very slowly. So, try following my planning advice again, but give yourself as much time as you need. It doesn't matter if it takes you an hour to create a good essay plan at first - just aim to get the plan right. Then see what happens when you write an essay using a really good plan. Again, don't give yourself a time limit. When you're comfortable planning and writing in this way, gradually speed up! Perhaps your problem was that you were going too fast.

The student's response:
Definitely, yes you are right I'm going too fast and I always place importance on the speed of my writing. The reason I am in a hurry is I think there are lots of topics I need to work on.

October 09, 2018

IELTS Advice: start slowly

Imagine a musician (pianist, guitarist etc.) who is learning a new technique, or a new piece of music or song. Musicians learn by going slowly at first and gradually speeding up as they become familiar with the technique or music.

I recommend the same when you start preparing for IELTS, or when you learn a new exam technique or study a new topic: start slowly. Try to achieve the score you need at slow speed, and then gradually reduce the time until you can do the same at exam speed.

October 07, 2018

IELTS Writing Task 1: diagram introduction & overview

To write an introduction about a process diagram, just paraphrase the question statement as usual.

For the overview, here are some general things that you could mention:

- the number of stages in the process
- where / how the process begins and ends
- the items (e.g. materials) involved in the process

Let's return to the 'cement' task and write the introduction and overview.

The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.

Introduction and overview:

The first diagram illustrates the process of cement manufacture, and the second diagram shows the materials that go into the production of concrete.

October 03, 2018

IELTS Advice: the 'vocabulary mindset'

I've written about this before, but I think it's a message that I need to keep repeating:

Too many candidates approach the IELTS exam with a grammar mindset. They go into the test with their heads full of 'grammatical structures' that they think will impress the examiner. Unfortunately this approach is more likely to hinder you than help you.

I'm trying to persuade people to have a vocabulary mindset. This means that you go into the test knowing that you have prepared ideas for common IELTS topics, and with the aim of expressing your ideas coherently and in as much detail as you can.

Here's a quick question to see which mindset you have:

Which of the two activities below do you spend more time doing?

practising complex sentences, passives and conditionals; learning lists of linking words and phrases; worrying that you make too many mistakes
collecting ideas for IELTS topics and past exam questions; reading and listening to English (not just IELTS related); trying to copy the way native speakers write and speak

October 02, 2018

IELTS Advice: daily Facebook tips

Over the last couple of weeks I've started to use Facebook to complement my blog lessons. The simple reason is this: I use my laptop for blogging, but it's easier to use Facebook on my phone.

If you're not on Facebook, don't worry. I'm not giving any 'new' information there; it's the same message, just delivered in a slightly different way. If you are on Facebook, maybe you'll visit me there. As I said, I think the Facebook page can complement this blog and perhaps offer some alternative ways to prepare for the IELTS test.

Click here to see my most recent Facebook posts.

September 30, 2018

IELTS Writing Task 1: 'cement' diagram

Someone asked me for help with the diagram task below. I wrote one paragraph about this diagram in this lesson back in 2012, but I didn't finish the full answer. So let's take another look:

The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.

Of course, we're going to describe the steps in the cement-making process and the method for making concrete.

But before doing that, we need an introduction and overview. How would you write these two paragraphs?

September 23, 2018

IELTS Writing Task 1: about 'super cohesion'

Here are a few things to remember with regard to the 'super cohesion' technique that we looked at in last week's lesson:

I chose the name 'super cohesion' for two reasons: first, because I think it's a great way to structure a task 1 answer; and second, because it's a name that I hope people will remember (nobody remembers the word 'good', but maybe you'll remember 'super').
You'll need to practise this way of writing several / many times before you become confident enough to use it in a real exam.
I don't always use the 'super cohesion' structure myself. It's a nice option, but it's not something that you must do.

September 19, 2018

IELTS Vocabulary: review of the week

Here's a list of some of the good words and phrases that I've used in my blog lessons this week:

certain special occasions
is likely to have (meaning 'probably has')
you would hope that (common expression meaning 'hopefully')
the end result
a set of stunning photographs
thinking back to... (this is a nice way to give a personal example)
knew exactly what he was doing
the bride, groom and guests
(can't) trust an amateur
a once-in-a-lifetime event
a shift towards eating fast food less frequently
restaurants = outlets = establishments
at the other end of the scale
the weekly fast food habit
became a monthly or twice monthly habit
historical events
a sense of continuity across the generations
passing down knowledge
a consistent curriculum
limits to the teaching scope
visit key locations

September 18, 2018

IELTS Advice: the performance gap

There is usually a gap between the IELTS scores that people get when they practise at home and the scores they get when they take a real test.

For example, maybe you can achieve a band 7 when you write essays without a time limit, but you get a band 6 when you take the test. This is a gap of one band.

Here are some tips relating to this 'performance gap':

There should be a gap!
If there isn't a gap, something is wrong with the way you're studying.
If the gap is too big, you're doing something wrong in the exam.
First, try to make the gap bigger through study and learning.
Then try to make the gap smaller by practising in exam conditions.

I hope this makes sense! Let me know if you've noticed this gap. How big is it, and what are you doing to make it bigger or smaller?

September 16, 2018

IELTS Writing Task 1: 'super cohesion'

If you go back to this lesson, you'll see some advice about "developing the overview". The idea was that you write two sentences in your overview paragraph, and then you write each 'details' paragraph (3 and 4) by developing one of these overview sentences.

I'm calling this 'super cohesion' because it creates a very logical and connected structure. There is cohesion across the paragraphs, as well as within them.

I tried the same technique when I wrote last week's task 1 answer. Here it is again, with the 'super cohesion' highlighted:

..........

The bar chart illustrates the frequency with which Americans ate in fast food establishments from 2003 to 2013.

It is clear that the majority of Americans ate in fast food restaurants between once a week and once a month in all three years. We can also see a shift towards eating in these restaurants less frequently by the end of the 10-year period.

In each of the years shown on the chart, close to 60% of people in the US ate in fast food restaurants between once and four times a month. Roughly 15 to 20% of Americans reported eating in fast food outlets several times per week, while 3 to 4% of people ate in these outlets daily. At the other end of the scale, around 4% of people avoided fast food restaurants completely.

Between 2006 and 2013, the total proportion of Americans who ate in fast food establishments either once a week or several times a week fell by almost 10%. At the same time, there was an increase of around 8% in the ‘once or twice a month’ category. In other words, the weekly fast food habit that was common in 2003 and 2006 became a monthly or twice monthly habit in 2013.

..........

Can you see what I've done? The first sentence of the overview (green) is developed in paragraph 3, and the second sentence of the overview (blue) is described in more detail in paragraph 4.

Tip: Try reading all of the 'green' sentences together, then read the 'blue' sentences separately. This should help you to see how the overview and main paragraphs are connected.

September 12, 2018

IELTS Advice: the first rule of 'brainstorming'

A few days ago, I asked people the following question on my Facebook page:

When you "brainstorm" ideas for an IELTS essay, what is the number one rule?

Only one person gave an answer that was close to what I was looking for. Here's my answer to this question:

The key idea behind "brainstorming" is that you write down anything that comes into your head: good ideas, bad ideas, irrelevant ideas... just write them all down. You can organise them and cross out the bad ones later.

People who forget this 'rule' often get stuck because they are afraid that their ideas aren't good enough. Don't judge yourself at the brainstorming stage.

September 11, 2018

IELTS Grammar / Vocabulary: correct the mistakes

Here are some of the sentences that people wrote below last Sunday's lesson. They all contain grammar mistakes or 'unnatural' use of vocabulary. Can you correct and/or improve them?

I’m in the dilemma of whether to get a job or continue my education.
I am uncertain about to a get a job or go to university.
I am thinking about to get admission in university or to start work.
I am undecisive of going to a university or getting a job.
I am a bit confused if I get a job or go to university.
I haven't decided if I should step into society or enrol in tertiary education.

September 09, 2018

IELTS Writing Task 1: 'fast food' answer

The chart below shows how frequently people in the USA ate in fast food restaurants between 2003 and 2013.

(Source: Cambridge IELTS 12)

Here's my full sample answer. Fill the gaps to complete it.

The bar chart illustrates the frequency with ______ Americans ate in fast food establishments from 2003 to 2013.

It is clear that the majority of Americans ate in fast food restaurants between once a week and once a month in all three years. We can also see a shift ______ eating in these restaurants less frequently by the end of the 10-year period.

In each of the years shown on the chart, ______ to 60% of people in the US ate in fast food restaurants between once and four times a month. Roughly 15 to 20% of Americans ______ eating in fast food outlets several times per week, while 3 to 4% of people ate in these outlets daily. At the other ______ of the scale, around 4% of people avoided fast food restaurants completely.

Between 2006 and 2013, the total proportion of Americans who ate in fast food establishments either once a week or several times a week ______ by almost 10%. At the same time, there was an ______ of around 8% in the ‘once or twice a month’ category. In other words, the weekly fast food habit that was ______ in 2003 and 2006 became a monthly or twice monthly habit in 2013.

Use the following words:
end, close, increase, which, reported, common, towards, fell

September 05, 2018

IELTS Vocabulary: the paraphrasing skill

How good are you at finding different ways to communicate the same message? Let's practise using the following sentence from yesterday's lesson:

I am considering whether to get a job or go to university.

How many different ways can you find to communicate this idea? You don't need to change all of the words in the sentence, and it doesn't matter if your suggestions are less (or more) formal than the original. Just practise the paraphrasing skill.

Here's one example:
I'm not sure if I should look for work or apply to university.

September 04, 2018

IELTS Grammar: whether

Look at the two sentences below. Both are normal and correct.

A) I am considering whether to get a job instead of going to university.
B) I am considering whether to get a job or go to university.

Now look at this sentence from the introduction in Wednesday's lesson:

People have different opinions about whether schools should prioritise the teaching of national literature and history, instead of taking a more global view of these subjects.

Task: Can you change the sentence above into a type 'B' sentence?

September 02, 2018

IELTS Writing Task 1: bar chart overview

How would you write an overview of the information in the bar chart below? My tip is to look at two things: 1) every year 2) across the years.

In every year: what can we say was true in all three years on the chart? One possible answer: most Americans ate in fast food restaurants between once a week and once a month (the two middle categories have the highest bars in all three years).
Across the years: is there a change or trend across the 10-year period? One possible answer: Americans ate in fast food restaurants less frequently in 2013 (once or twice a month instead of once a week).
mm

Here's an overview paragraph using the ideas above:

It is clear that the majority of Americans ate in fast food restaurants between once a week and once a month in all three years shown on the chart. We can also see that there was a shift towards eating in these restaurants less frequently by the end of the 10-year period.

August 29, 2018

IELTS Grammar: opinion + conditional

Try this useful technique for IELTS writing and speaking:

Give an opinion, then follow it with a conditional sentence.

Look at these examples:

In my opinion, governments should invest more money in public transport. If rail and bus services were more reliable, fewer people would need to drive.
Schools have an important role to play in children's health. If schools banned junk food, they would help to reduce the problem of childhood obesity.
In the future I think more people will do their shopping online. But if Internet shopping becomes more popular, many traditional shops will lose customers.

I've underlined the conditionals. Examples 1 and 2 are second conditionals, while 3 uses the first conditional.

Practice:
Prepare your own "opinion + conditional" ideas for different topics. Having a few of these ideas ready could help you in the writing and speaking tests.

August 26, 2018

IELTS Writing Task 1: introduction paraphrasing

When writing your task 1 introduction, there are two types of paraphrasing that you can use:

"Word by word" paraphrasing: Use the task statement (from the question paper) as your template. Change the main words but keep the same sentence structure.
"Loose" paraphrasing: Rewrite the task statement in a completely different way, making sure that the overall message is still correct.

Let's have a look at how we might paraphrase the task statement below using these two methods.

..........................

Task statement
The chart below shows how frequently people in the USA ate in fast food restaurants between 2003 and 2013.

1. Word by word paraphrasing
The bar chart illustrates the frequency with which Americans ate in fast food establishments from 2003 to 2013.

2. Loose paraphrasing
The bar chart gives information about fast food eating habits in the US over a 10-year period.

..........................

The first method ensures that we include all of the information, but the resulting sentence might seem a little 'forced'.

The second method is less precise (we haven't mentioned frequency or restaurants). However, we have shown that we don't need to copy the task statement, and the sentence might seem a bit more 'natural'.

Both methods are equally acceptable. Which one would you use? Or is there a way to blend the two methods?

August 22, 2018

IELTS Vocabulary: from yesterday's lesson

Have a look at the following phrases from yesterday's lesson. There is some interesting vocabulary here, even if you're not doing the General IELTS test.

the unacceptable state of
the neglected and shabby state of
carry out maintenance work
in all that time
paint is peeling off the walls
floor tiles are cracked
there is mould and mildew growing
we are being treated like farm animals
putting our health at risk
the customer experience
address the issue
as a matter of urgency
a full refurbishment
consider some form of compensation
tolerate a situation

August 19, 2018

IELTS Writing Task 1: 'fast food' bar chart

Let's have a look at another task from Cambridge IELTS book 12:

The chart below shows how frequently people in the USA ate in fast food restaurants between 2003 and 2013.

Before you write anything, think about the overall trend that the chart shows us. For example, how often did most people in the USA eat in a fast food restaurant, and did habits change over the 10-year period?

August 12, 2018

IELTS Writing Task 1: students' questions

Here are some questions about writing task 1, with my answer below each one.

1) Can I write "A glance at the graph shows..." in my overview paragraph?

No, I don't recommend using this phrase. It's not normal to use the word "glance" when describing graphs or charts, and it seems strange to me as a native speaker. If you try too hard to use 'original' words, your writing will probably seem forced, unnatural or inappropriate to the examiner.

2) Can I write "the rate of" instead of "the figure for"?

In many cases, no you can't. I like the phrase "the figure for" because it can be used instead of "the number of" e.g. "the number of people who live in cities" could be "the figure for people who live in cities". But I wouldn't write "the rate of people who live in cities". You have to be careful with the word "rate" - look it up on Google to find common uses e.g. unemployment rate, birth rate, crime rate, rate of change. Here's my tip: if you're not sure, don't use it.

3) Can we use "the data of" instead of "the number of"?

No. I would only use "data" instead of the word "information" e.g. "the chart gives/shows information about..." could be "the chart gives/shows data about...".

August 08, 2018

IELTS Advice: where to find vocabulary

I noticed a common question in the 'comments' area below Friday's lesson:

Can you suggest some websites for vocabulary, idioms and phrasal verbs for IELTS?

Here's another comment (written by shokhrukh) that answers this question:

I often wonder why so many people look for vocabulary websites when they have one right under their noses: ielts-simon.com. If you went through all the lessons Simon has posted over the years and picked up all the great words and phrases along the way, I'm sure you'd be well on your way to getting band 7+ in IELTS.

Obviously I agree with shokhrukh. I believe this website contains all the IELTS vocabulary that you need!

August 07, 2018

IELTS Vocabulary: essay review

Here's a quick review of the 'band 7 to 9' vocabulary in the essay that I shared on Wednesday:

shoulder a huge responsibility
raising children
by no means an easy task
attend parenting courses
take a parenthood preparation course
prospective parents
busy schedules
may not be willing or able to
this raises the question of
to enforce the idea
compulsory training
what good parenting entails
to suit everyone
without formal help
official interference
the surrounding culture
learn by instinct
learn by trial and error
try different strategies
a badly-behaved child
develop an understanding
a taught course
such a scheme
unworkable and largely pointless

What connection do you see between the list of vocabulary above and the advice in yesterday's speaking lesson?

August 05, 2018

IELTS Writing Task 1: where to put the figure

Let's compare some sentences with figures in different positions.

1) Figures at the beginning of sentences:

10 million people voted in the election.
A quarter of the population voted.
25% of people voted in the election.

2) Figures at the end of sentences:

The number of people who voted in the election was 10 million.
The proportion of the population that voted was a quarter.
The figure for people who voted in the election was 25%.

For me, the sentences in the first group (with figures at the beginning) seem clearer and more natural. While it's good to vary your sentence structure, it's probably best to have the "figure at the beginning" structure as your first choice.

July 29, 2018

IELTS Writing Task 1: collocations

Collocations are groups of words that often go together. For example, I'm sure you've use the collocation "increased significantly".

Here are some collocations from my most recent sample answer:

proposed changes
central area
the principal change
ring road
main road
runs through
the planned pedestrianisation
diverted traffic / to divert traffic
dual carriageway
form a ring
town centre
row of shops
along either side of
pedestrian street
to make way for
bus station, shopping centre, car park, housing area
reduced in size

Tip: try using the online Oxford Collocations Dictionary.

July 25, 2018

IELTS Advice: why did my scores drop?

Students often ask me to explain why their scores have dropped. For example, one student got a band 7 in speaking last month, but his speaking score dropped to 6 this month. How is that possible?

You might think that the examiner has been too strict or has done something wrong, but this is probably not the case. The best explanation for fluctuating IELTS scores is performance on the day.

Some days you perform well: the topics in the exam seem to suit you, your brain seems to find good answers and remember good words or phrases, and you finish all parts of the test in the time allowed. Other days nothing seems to go right; you simply have a bad day.

Don't worry if your score fluctuates; this is completely normal. One day everything will go perfectly, and you'll get the scores you need!

Note: Your scores will also fluctuate if you keep changing the 'method' that you use.

July 24, 2018

IELTS Advice: are you using too many resources?

A student wrote to me the other day to ask about an IELTS book that she had bought. The book contained tips that were completely different from the tips that I give. The student felt confused and wanted to know which tips were right.

I see this problem all the time. Students use different books and websites that contain different tips and methods. The resulting confusion hinders* students instead of helping them.

Here's my solution to this problem: stop using so many different books and websites! Choose one website, or one book, or one teacher, and follow one consistent method. If you read contradictory advice in a different book, ignore it - it's just a different method.

*to hinder = to stop someone or something from making progress

July 22, 2018

IELTS Writing Task 1: 'while' sentences

I often write 'while' sentences in my task 2 introductions and conclusions (see yesterday's lesson for example). I also like using 'while' in writing task 1 to make comparisons.

In the following example sentences, notice the position of 'while' and where I put the comma that separates the items being compared.

1) 'while' at the beginning of the sentence:

While the number of people who travelled by train increased gradually, the number of bus passengers fell steadily.

2) 'while' in the middle of the sentence:

In 1970, around 5 million UK commuters travelled by car on a daily basis, while the bus and train were used by about 4 million and 2 million people respectively.

July 17, 2018

IELTS Grammar: conclusion mistakes

The following sentences come from conclusions that people shared below this lesson. Can you improve them by correcting mistakes or by choosing more natural phrasing?

Organising a same parenting course for mothers and fathers with different family, culture and education background is impractical.
I do not see it as applicable to force parents to attend special courses.
That is a hard journey with fully challenges.
I disagree with the need for parents attending a mandatory parenting course.
I disagree with the view that parents should be made to undertake a parenting course instead these factors should rather be taken into consideration.

July 15, 2018

IELTS Writing Task 1: develop the overview

A good way to write the main body (paragraphs 3 and 4) in your task 1 answer is by developing the two ideas that you wrote in the overview (paragraph 2).

To show you what I mean, I've highlighted parts of the answer below.

..........

The diagrams illustrate some proposed changes to the central area of the town of Islip.

It is clear that the principal change to the town will be the construction of a ring road around the centre. Various other developments with regard to shops and housing will accompany the building of this road.

Looking at the map of Islip as it is now, we can see that a main road runs through its centre from east to west. The second map shows the planned pedestrianisation of this road. Traffic will be diverted on to a dual carriageway that will form a ring around the town centre.

Currently there is a row of shops along either side of the main road. However, it appears that the shops along the north side of the new pedestrian street will be demolished to make way for a bus station, shopping centre, car park and new housing area. The shops along the south side of the street will remain, but it seems that the town’s park will be reduced in size so that more new houses can be built within the ring road.

..........

Can you see what I've done? The first sentence of the overview (green) is developed in paragraph 3, and the second sentence of the overview (blue) is described in more detail in paragraph 4.

Tip: Try reading all of the 'green' sentences together, then read the 'blue' sentences separately. This should help you to see how the overview and main paragraphs are connected.

July 10, 2018

IELTS Advice: there's no best method, but...

People often argue that "there's no best method" with regard to learning a language, or perhaps with regard to IELTS preparation.

While I agree with the "no best method" idea to a large extent, I believe that we should add to this statement:

"There's no best method, but you still need to choose a method."

And perhaps we could add a bit more:

Don't keep changing methods. Find one that works and stick to it.
Trust the method of an 'expert' e.g. your teacher or someone who has already been successful.
There may be several good methods, but bad methods also exist. Choose a good method and avoid the bad ones!

July 08, 2018

IELTS Writing Task 1: 'map' answer analysis

I think it's worth taking some time to analyse the 'map' answer that I wrote for last Thursday's lesson.

Look carefully at my answer and answer the following questions?

How many sentences did I write for each paragraph?
What examples of paraphrasing can you find?
What connection can you see between the two sentences in paragraph 2 and the information in paragraphs 3 and 4?
Which verb tenses did I use in the answer? Give examples.
How did my use of directions (north, south, east, west) help the description?
Can you find any examples of 'cohesive devices' (linking)?
Can you find any 'comparison' language?
Are there any examples of 'less common' vocabulary?

July 04, 2018

IELTS Vocabulary: from the 'money' topic

Here are some good phrases from the answers in Friday's speaking lesson:

in the long term
save for retirement
have a certain amount of money saved
deal with unexpected problems
in the less distant future
put some money aside (= save some money)
to come in useful
be in the red / go into the red (be / become overdrawn)
there's no need for
I remember being given money
I don't see any reason why
or vice versa
summon the willpower

Note:
The phrase 'in the red' means overdrawn (i.e. your bank account is showing negative numbers). Do you know what the opposite of 'in the red' is? Click here to find out.

July 03, 2018

IELTS Grammar: 'onto' or 'on to'?

In Thursday's lesson I wrote this: "Traffic will be diverted on to a dual carriageway".

But why didn't I write 'onto' as one word? Do you know when to write the single word 'onto' and when to write 'on to' as two separate words?

Here's the answer:

When the meaning is 'to a position on the surface of', we can use the single word 'onto' e.g. The child climbed onto the chair.
But if the meaning is 'onwards' or 'towards', we should use the two words 'on to'. In my example ("on to a dual carriageway"), the meaning was 'towards', not 'to a position on the surface of'.

July 01, 2018

IELTS Writing Task 1: band 9 map answer

Today I'm sharing my full answer to the task below.

The maps below show the centre of a small town called Islip as it is now, and plans for its development.

The diagrams illustrate some proposed changes to the central area of the town of Islip.

(187 words, band 9)

June 27, 2018

IELTS Advice: 'difficult' words and how to learn vocabulary

Note: I'm re-posting this lesson because people keep asking me about 'difficult' words.

Here's a useful question from a student who asked about "difficult" words and how to learn new vocabulary:

Hi Simon. Reading your blog and studying your ebook, I’ve noticed your English is perfect, but you don’t use difficult words. Also, regarding the process of learning new words, some teachers say that we should write them on cards and write the adjective, noun, verb associated with the new word. Do you think this is a good idea?

Here's my answer:

I don't believe in the idea of a "difficult word" - any individual word can be learnt easily. What is difficult is using words together in phrases. So, I tell my students not to write down individual words, but to investigate how words work in real contexts. Instead of writing single words on cards, I'd write phrases or even sentences in a notebook. It's definitely a good idea to look for associated nouns, verbs and adjectives, but always try to find examples of how those words are used (just search for them on the Internet). Remember: it's easy to understand a word, but it's not so easy to use it in a range of full sentence contexts.

June 26, 2018

IELTS Advice: model essays

Model essays can be extremely useful because they show you what you are aiming for, and they contain good vocabulary and correct grammar. However, the model essays in some IELTS books seem to confuse students because they are written in too many different ways (so the 'method' isn't clear).

Although there is no 'right way' to write an essay, I think that you should find one way and stick with it. If you read a model essay that is written in a different way, don't worry! Use the essay for ideas and vocabulary, but don't change your method. Maybe you could even rewrite the model essay using your method.

June 24, 2018

IELTS Writing Task 1: map introduction and overview

Here's the map task that I asked you to look at last Thursday. I've written the first two paragraphs of my answer below it.

The maps below show the centre of a small town called Islip as it is now, and plans for its development.

Introduction and overview:

The diagrams illustrate some proposed changes to the central area of the town of Islip.

June 20, 2018

IELTS Vocabulary: if you use an idiom...

Look at these two phrases from yesterday's lesson. Are they correct?

save something for the rainy day
save something for rainy days

The answer is no. Both phrases contain a mistake.
The correct form is this: save (something) for a rainy day

If you use an idiom, you need to get it exactly right. Even a small mistake in an idiomatic expression makes it sound strange and completely wrong.

June 19, 2018

IELTS Grammar: correct the mistakes

Here are some sentences that people wrote below yesterday's lesson. Can you correct the mistakes or change the sentences to improve them?

By giving some pocket money to a kid for a fixed period of time can help with planning and being responsible for the choices.
Personally, Everyone should set money aside just because it will help them to achieve their long-term goals.
I have always reminded by my parents to save something for the rainy day.
One should manage financial well so as to get the things they want.
It is also said that save something for rainy days.

June 17, 2018

IELTS Writing Task 1: 'before and after' map

Here's an interesting task from Cambridge IELTS book 12. How many changes can you find on the 'planned development' diagram?

The maps below show the centre of a small town called Islip as it is now, and plans for its development.
mm

June 13, 2018

IELTS Grammar: passives with 'will be' and 'being'

Here are some more examples of the construction in yesterday's lesson:

There is a danger that this will be misunderstood. =
There is a danger of this being misunderstood.

Employers should assess the risk that staff will be affected by stress. =
Employers should assess the risk of staff being affected by stress.

What is the likelihood that the project will be completed by Friday? =
What is the likelihood of the project being completed by Friday?

June 12, 2018

IELTS Grammar: passive with 'being'

A student asked me about the use of 'being' in the following sentence.

"There is a danger of nuclear weapons being obtained by terrorists."

Here's my (updated) explanation:

First, imagine that the simplest version of this sentence is this: "There is a danger of x" (in which x is a noun).
Now we can consider "nuclear weapons being obtained by terrorists" as a big noun phrase.
The "being obtained" part of this phrase can be called a passive gerund. It is not a verb or verb phrase, so the word "are" (are being) is not missing and cannot be added.

Note: When we use the phrase "there is a danger of...", there is a future implication. So, "there is a danger of x" means "there is a danger that x will happen".

Therefore, our sentence really means this:
- There is a danger that nuclear weapons will be obtained by terrorists" OR
- There is a danger that terrorists will obtain nuclear weapons.

Thanks to Morteza and Oleg for pushing me towards a better explanation!

June 10, 2018

IELTS Writing Task 1: how to use the 20 minutes

You have 20 minutes for task 1, so try spending 5 minutes on each paragraph. This might help you to organise your time better.

First 5 minutes
Read the question, make sure you understand the chart, highlight key information, then write your introduction by paraphrasing the question.

Second 5 minutes
Look at the chart and try to find 2 general points. Don't look at specific details; look for "the big picture". Write 2 sentences summarising the information.

Final 10 minutes
Describe specific details. Try to break this part into 2 paragraphs because it looks better. You could spend 5 minutes on each paragraph. Aim to write 3 sentences for each paragraph.

June 06, 2018

IELTS Grammar: I'm agree or I agree?

In the comments below a recent lesson, I noticed that several people had written "I'm agree with you". This is incorrect.

You can't say "I'm agree" in English. You must say "I agree".

I think this mistake is caused by people translating from their own languages. For example, I know that in French and Spanish, the verb 'be' is used when people want to say that they agree, so it looks something like "I am agree" or "I am agreed". It's not the same in English.

In English, we simply use 'agree' as a normal verb: I agree, I prefer, I like...

May 29, 2018

IELTS Vocabulary: when do we use 'soar' and 'plummet'?

In Thursday's lesson I told you not to use words like soar, rocket, shoot up, creep up, dive and plummet in IELTS writing task 1.

But what's wrong with those words?

The problem with those words is that they are too figurative for writing task 1. Think about the normal use of these verbs (e.g. the bird soared into the air, the climber plummeted to his death). If you use these words to describe figures on a graph, it seems too sensational or exaggerated. This is why I prefer to stick with increase, decrease, rise and fall.

So can we ever use these words to describe figures?

If you're writing for a newspaper, yes you can! You'll often see phrases like this in newspapers: house prices soared, share prices plummeted, the price of petrol crept up. Newspapers and magazines love idiomatic and descriptive language, but this style does not suit academic graph descriptions.

May 27, 2018

IELTS Writing Task 1: use adverbs!

The advice that I gave yesterday, about considering alternatives to adverbs, doesn't apply to IELTS writing task 1. For example, look at these verb-adverb phrases:

increase dramatically
rise steadily
decrease significantly
fall gradually

These phrases are fine, and I use them all the time.

If you avoid adverbs in task 1, you'll end up using words like this: soar, rocket, shoot up, creep up, dive, plummet. These words are not appropriate for an academic-style report, so I recommend that you avoid them.

Remember that you can also use adjective-noun phrases:

a dramatic increase
a steady rise
a significant decrease
a gradual fall

May 23, 2018

IELTS Advice: why I teach using a blog

Someone asked me this question the other day: Why do you use a blog to teach IELTS?

Here's my answer:

The advantage of a blog is that it can keep going and going (unlike a book or a course). Over the years, this blog has evolved as I've learnt more about students' problems, and as I've gradually refined my IELTS preparation methods.

The disadvantage of the blog is that the lessons aren't in a particular order, so there isn't a starting point or a step-by-step progression. However, I find this lack of structure interesting. I don't think we always need to study in a perfectly organised way. Perhaps the act of searching through the lessons and reading them in your own unique order makes the study process more engaging and creative.

May 22, 2018

IELTS Advice: from a student who passed

I'd like to share a comment that a student called Sana wrote below yesterday's lesson here on the blog:

..........

Dear Simon,

I just checked my IELTS result now and found out that finally I got the results I always wanted.

I got 7.5 for reading this time and 8 and 7.5 for the rest. And without your clear guidelines and methods I could never achieve this!

Thank you so much!

..........

If you're struggling with the IELTS test and you feel frustrated, I hope Sana's success inspires you to keep going. If you work hard and use this blog well, I'm confident that you'll pass in the end.

May 20, 2018

IELTS Writing Task 1: answer analysis

Let's look at a few useful things in last week's sample answer.

1) Phrases to begin main paragraphs

These phrases aid coherence by telling us what each paragraph is about:

It is clear that... (overview)
Looking first at the older age groups,...
At the other end of the age scale,...

2) Paraphrasing of "attendances at hospital emergency care departments"

visits made to hospital emergency wards
visitors to A&E (accident and emergency) departments
emergency care attendances
attended A&E wards
require emergency treatment
figures for A&E visits

3) Language for comparisons

the most frequent visitors
less than half as likely to
made the fewest visits
almost no difference in the figures for

4) Language for describing changes

there was a slight increase in
and this rose to almost... one year later
rose marginally from... to...

5) Giving the figures

roughly 65 out of every 1000 people
almost 70 attendances per 1000-population
around 30 attendances per 1000-population
from around 50 to approximately 52 per 1000-population
just over 20 per 1000-population

6) Easy verbs, but 'big' noun phrases

If you look closely at the answer, you'll see that the verbs are easy (e.g. were, was, rose, attended, made). However, there are lots of big noun phrases (e.g. hospital emergency wards, emergency care attendances, those aged 65 to 74). This is quite typical in IELTS writing task 1 answers.

May 16, 2018

IELTS Vocabulary: from speaking part 2

Here's a list of the good phrases from Friday's speaking lesson. See if you can use them in your own description of a maths lesson.

multiplication tables
times tables (informal)
the penultimate year
as far as I remember
we gradually worked our way through
learnt the answers by heart
learn by rote
keen to get good marks
ingrained into my mind
do quick calculations without having to think
the answer just popped into my head
another instance that I can think of
bill payments, earnings and savings over a 12-month period
teachers were so insistent about

May 15, 2018

IELTS Vocabulary: from this week's essay

Here's a list of the good 'topic vocabulary' from Wednesday's essay:

in the modern workplace
dress codes
should be seen as irrelevant
in many work contexts
certain professions
technology giants like Google and Facebook
create relaxed office environments
encouraged to dress casually
are rarely seen wearing anything other than...
produce work of outstanding quality
global dominance
in the technology sector
a practical or safety function
identify the person's position or role in society
to portray an image of
authority, trustworthiness and diligence
smart, formal attire
not applicable to all occupations
sectors of the economy

May 13, 2018

IELTS Writing Task 1: 'hospital attendances' answer

This is my sample description of the bar chart that you can see here:

The bar chart compares the number of visits made by people in six age categories to hospital emergency wards in Northern Ireland in the December of 2016 and 2017.

It is clear that elderly people and the youngest children were the most frequent visitors to A&E (accident and emergency) departments. Also, there was a slight increase in the rate of emergency care attendances among all six age groups from December 2016 to December 2017.

Looking first at the older age groups, roughly 65 people, per 1000 population, aged 75 and over attended A&E wards in December 2016, and this rose to almost 70 attendances per 1000-population one year later. Interestingly, those aged 65 to 74 were less than half as likely to require emergency treatment, with around 30 attendances per 1000-population in both months.

At the other end of the age scale, the figures for A&E visits by under-5s rose marginally from around 50 to approximately 52 per 1000-population over the one-year period. Children aged 5 to 15 made the fewest visits, at just over 20 per 1000-population in both months. Finally, there was almost no difference in the figures for emergency care attendances among people aged 16 to 44, 45 to 64 and 65 to 74.

(217 words, band 9)

Note:
This answer is a little longer than necessary. We could probably remove a few phrases without affecting the score.

May 09, 2018

IELTS Advice: more about clear thinking

With yesterday's advice in mind, let's look at some reasons why students don't write clear, coherent essays:

They don't have a mental picture of what they are aiming to produce.
They don't take the time to think about the question before they start writing.
They don't spend enough time planning. A few ideas are not enough; a good essay plan should be detailed and organised. Do some "clear thinking" before you start writing!
They are thinking about the big words, complex grammar and memorised phrases that they hope to use in the essay, instead of thinking about how to answer the question. You can't think clearly about the question if your brain is focused on these other things.
They are thinking clearly in their own languages, but they are not able to translate these ideas into 'natural' English.

Can you see how important 'clear thinking' is? Everything that you write is a manifestation of the thoughts in your head. In other words, your writing demonstrates exactly how clear your thinking is.

May 08, 2018

IELTS Advice: clear thinking = clear writing

On Tuesday I used part of a very interesting speech by a university professor. I could sum up his message in this way:

There's no difference between thinking and writing. We should teach people to write well so that they learn to think well.

Of course, the opposite must also be true: If you want to write clearly and coherently, you need to think clearly and coherently.

Ask yourself this: When I'm writing an IELTS essay, does my thinking feel clear, coherent and organised? Or do I feel confused and disorganised?

May 06, 2018

IELTS Writing Task 1: introduction and overview

Let's write the first two paragraphs of our description of this bar chart.

Introduction: paraphrase the question statement

The bar chart compares the number of visits made by people in six age categories to hospital emergency wards in Northern Ireland in the December of 2016 and 2017.

Overview: describe two main / general features

It is clear that there was a slight increase in the rate of hospital emergency care attendances among all six age groups from December 2016 to December 2017. In both of those months, elderly people and young children were the most frequent visitors to Northern Irish emergency care departments.

May 02, 2018

IELTS Advice: memorised 'show-off' phrases

On Wednesday I wrote a lesson about irrelevant information. Here's a writing tip that I gave in the comments area below the lesson:

Look at the phrases you use, and ask yourself this:

Am I writing this phrase because it really expresses my ideas in response to the question, or am I just writing this phrase because I memorised it and because I want to 'show it off'?

I believe you'll get a better score if you stop memorising 'show-off' phrases. Instead, work on building your knowledge of 'topic vocabulary', and focus on answering the question with relevant ideas.

May 01, 2018

IELTS Grammar / Vocabulary: correct or improve

The following sentences (and parts of sentences) come from the 'comments' area below Thursday's lesson. Can you correct the mistake(s) in each one?

The number of participants at hospital emergency care departments...
People in the age of 75 and over were the most visitors’ emergency care.
In overall, there was an increase in the proportion of patients.
...proportion of patients who went for a visit in the ER department...
The infants and elderlies suffered delicately illness than the other groups.
Obviously, a period of one year from December 2016 until December 2017 is observed upward trend in the need for hospital service.

April 29, 2018

IELTS Writing Task 1: the overview is key

Look at the writing task 1 band descriptors for "task achievement", and you'll see the following points:

Band 5 = no clear overview
Band 6 = presents an overview
Band 7 = presents a clear overview

So, if you want a high score, your overview needs to be good. This is why I recommend a separate overview paragraph with two sentences.

Look at the bar chart below, and try writing a 2-sentence overview:
- One sentence that compares the two months (the blue and green bars).
- One sentence describing the overall trend by age group.
mm

The chart below shows figures for attendances at hospital emergency care departments in Northern Ireland by age group in December 2016 and December 2017.

Attendances at emergency care departments per 1000-population

April 25, 2018

IELTS Advice: 'tighten up' your writing

I often use the phrasal verb 'tighten up' when I'm talking about improving essays. Here's what I mean when I use this verb:

- Make your writing clear, concise and succinct
- Remove anything that is irrelevant or vague
- Avoid unnecessary repetition
- Check that each sentence follows on logically from the sentence before it
- Make sure that your sentences move your paragraphs forward

Think about the job of an editor (for a newspaper, magazine or book publisher). Editors check other people's writing and "tighten it up" so that it's easier to read. This is what you should try to do with your own writing.

April 24, 2018

IELTS Grammar: lowest, least, minimum

Look at this sentence from Thursday's lesson:

"The lowest number of attendances was recorded in the 5 to 15 age group."

Can you explain why we can't use "least" or "minimum" instead of "lowest" in this sentence? Note: there's a different problem with each of these two words.

April 22, 2018

IELTS Writing Task 1: 'hospital attendances' bar chart

The chart below shows figures for attendances at hospital emergency care departments in Northern Ireland by age group in December 2016 and December 2017.

Attendances at emergency care departments per 1000-population

(Source: health-ni.gov.uk)

Use the chart above to fill the gaps in the sentences below.

The rate of hospital emergency care attendances in Northern Ireland _____ for all age groups between December 2016 and December 2017.
In both of the months shown, the highest number of emergency care visits was recorded for those _____ _____ _____ _____.
The _____ number of attendances was recorded in the 5 to 15 age group.

April 18, 2018

IELTS Advice: opposite answers

Have another look at the negative answers that I gave in Friday's lesson. What would the opposite (positive) answers be? For example:

Question
Did you enjoy doing art lessons when you were a child?

Negative answer
No I didn't. I was never very good at drawing or painting, and I found art lessons quite slow and boring. I preferred language and science lessons.

Opposite answer (positive)
Yes I did. I was always quite good at drawing and painting, and I found art lessons enjoyable and fascinating. Art was one of my favourite subjects.

Practice tip:
Look through some more sample answers, and see if you can give the opposite answer or express the opposite opinion. The ability to see both sides could be really useful in the speaking and writing tests.

April 15, 2018

IELTS Writing Task 1: avoid common mistakes

Here's some advice to help you avoid common mistakes in IELTS writing task 1:

Don't copy the question for your introduction. You should paraphrase the question (i.e. rewrite it using some different words).
Don't forget to separate your paragraphs clearly.
Don't forget to write a good summary/overview of the information. A quick one-sentence conclusion is not good enough. I prefer to put the overview straight after the introduction, and I try to write 2 sentences describing the information in general. You won't get a high score if you don't write a good overview.
Don't describe items separately (e.g. 2 lines on a graph). You should always try to compare things if it is possible to do so. Instead of describing 2 lines separately, compare the 2 lines at key points.
Don't try to describe every number on a chart or graph (unless there are only a few numbers). A key skill in task 1 is being able to select the key information and describe or compare it well. I usually mention around 6 or 7 numbers in my main paragraphs.
Don't spend longer than 20 minutes on task 1. Practise spending 5 minutes on each of your 4 paragraphs. Stop yourself after 20 minutes; remember that task 2 is worth more marks.

April 11, 2018

IELTS Advice: 10 study tips

I first published the following video in 2014, but as the first tip in the video is "you need a method" (the same tip that I gave in yesterday's lesson), I thought it would be a good time to repost it.

These are still my top ten study tips, four years after I recorded them:
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And here's an audio recording in case you can't see the video:

Click here to listen

April 10, 2018

IELTS Advice: the first thing that I say

When people ask me for general advice about how to improve their IELTS scores, the first thing that I say to them is: you need a method for everything.

Do you have a method or a way of approaching every part of the test? If you don't have a method, you're not as well prepared as you could be.

April 08, 2018

IELTS Writing Task 1: don't describe lines separately

I've given this advice before, but I think it will be useful to look at an example of what happens when you describe lines separately.

In the first comment below last week's lesson, a student called Beyonce tried describing the three lines on this graph separately. Here are Beyonce's main paragraphs:

..........

In 1997, the top spending category (at $260) was business visitors. It rose by about a third to peak in 2002/3, and then dropped by nearly half. In the decade to 2015, it fluctuated wildly but the trend remained flat.

Spending by those visiting friends or relatives began much lower and also peaked in the early 2000s and then, after falling back to around its original figure, recovered slowly but comparatively steadily, to end the period as the highest spending category at $250 per day, significantly more than its original value, and $40 above the final business figure.

The last cohort, people visiting friends or relatives, remained in third place throughout, and, apart from doubling early on, showed much less variability in general, trailing away in from its peak to a $140 endpoint.

..........

Analysis:

In a later comment below last week's lesson, Beyonce agreed that her description seemed "mechanical": most of her sentences seem to follow an "It did this, then it did this" format. And of course, the main problem is that there aren't any true comparisons between the three categories in her paragraphs.

Looking at Beyonce's writing, I can see that her level of English is very good. But if she experiments like this in her test, she's likely to get a lower score than she deserves. There's no need to experiment; just follow my advice and try to write like this.

April 04, 2018

IELTS Vocabulary: collocations and phrases

There were some really good collocations and phrases in the letter that I wrote last Sunday. Note them down, even if you're not doing the General Training test.

recommend someone for something
work closely with someone
provide a reference
highly qualified
have significant (sales, teaching, management) experience
to be given a post / job / position
demonstrate skills
exceptional skills
organisation skills
team building skills
describe someone as (dedicated, hard-working, enthusiastic)
professionalism in (e.g. in the classroom, in her job, in the workplace)
commitment to something
the perfect candidate ('ideal candidate' is another common collocation)
If you have any further questions
do not hesitate to contact me

April 03, 2018

IELTS Advice: 3 hours!

A student called Wanda left a really good piece of advice in the comments area below Wednesday's lesson. I think it's worth repeating the advice so that more people read it.

Here's what Wanda wrote:

"The IELTS exam takes three hours, so to my mind you should be used to spending at least this long thinking in English every day. Anything less, and your mind will be exhausted with the effort on exam day."

So, ask yourself this question: Are you regularly using English or thinking in English for three hours each day?

April 01, 2018

IELTS Writing Task 1: 'range' and 'flexibilty'

If you look at the band 7 description for 'lexical resource' (vocabulary), you'll see the words 'range' and 'flexibility'. You need to use a range of vocabulary in a flexible way.

But how can we demonstrate 'range' in such a short piece of writing? And what does 'flexibility' really mean in this context?

Let's look at two aspects of my most recent line graph answer.

1) Paraphrasing:

average daily expenditure / daily spending / spent... per day
types of traveller / international visitors / travellers / people visiting / those visiting
holidaymakers / tourists / vacationers
friends or relatives / relations or friends / loved ones

2) Repetition:

spent the most
spent the least
spent an average of
spent around
spent less than
spent roughly
spending was at its highest
spending increased dramatically
spending suddenly fell
spending had risen to approximately

For me, paraphrasing is probably the best way to demonstrate 'range' and 'flexibility'. You are using a range of vocabulary items and your English is 'flexible' because you are able to describe the same thing in a number of different ways.

Repetition is interesting, especially because most IELTS students see it as a bad thing. This is not always true!

If you're describing a graph that shows spending, it's almost impossible to avoid repetition of the words 'spent', 'spending' and 'expenditure'. However, if you use these key words in a variety of contexts (i.e. with different words around them), I think you are demonstrating 'flexible use'. You are showing that you are able to use the same word in a number of different ways. I would also argue that you are demonstrating 'control' or 'precision' if you can do this without making mistakes; repetition is not necessarily as easy as it looks!

March 27, 2018

IELTS Advice: expose your weaknesses

In last Sunday's lesson I suggested that you identify and work on your weaknesses. It's not always easy to identify your own weaknesses, so here are three tips to help you to expose them:

Break each part of the test into smaller tasks. For example, you could spend time working on multiple choice questions in the reading test, idea generation for speaking part 2 (see yesterday's lesson), trend descriptions for writing task 1, or main body paragraphs for writing task 2. If you practise "small pieces" of the test, it's likely that you'll discover which "pieces" are problematic.
Put yourself under pressure. Some people only discover their weaknesses on the day of their real IELTS tests. A good way to create this kind of pressure at home is to give yourself less time than normal. For example, you could try to write a task 2 essay in just 30 minutes, finish a reading test in 50 minutes, or do a full listening test with no breaks (i.e. fast forward the recording every time there is a break). Going too quickly will expose your weak points, and then you can go back and analyse them.
Ask a teacher. If nothing else seems to work, you'll need to get some feedback from a teacher. Ask your teacher to identify the main weaknesses that are stopping you from getting a higher score.

Note: Be careful with point 2 above. It's fine to test yourself or "go too quickly" occasionally, as a way to expose weaknesses, but you should spend most of your time preparing slowly and carefully.

March 25, 2018

IELTS Writing Task 1: simplify to avoid mistakes

Compare the sentences in last Thursday's lesson with the five sentences below. By simplifying the sentences, we can avoid mistakes and communicate a much clearer message.

In the year 2000, business travellers spent the most money per day.
Three different categories of visitors are shown on the graph.
The figures for all three categories fluctuated.
In 2005, the figures for business travellers and tourists were similar.
Those visiting friends or relatives spent the least.

March 21, 2018

IELTS Advice: work on your weaknesses

It's often the case that just one particular weakness is stopping people from getting a higher score. For example, the student that I wrote about yesterday had a problem with idea generation. His English was very good, but he struggled to think of good ideas, especially when under pressure.

I told him to stop writing essays and to spend time working only on his weakness (as described yesterday). In other words, we identified a weakness, we isolated it, and then we came up with a simple action plan to tackle it. Perhaps you can do the same.

March 20, 2018

IELTS Advice: practise generating ideas

I got chatting to a student in a café the other day, and he told me that his big problem was not being able to think of good ideas for writing task 2.

When I asked the student about how he practised for this part of the test, it became clear that he wasn't working on his weakness. He wasn't practising idea generation.

So here's a summary of the advice that I gave the student:

First, watch my video lesson about planning ideas.
Then print a big list of questions, like this one.
The next time you're sitting in a café, take your list out and try brainstorming ideas for two or three of the questions.
Don't write an essay or even any sentences. Just note down ideas on a piece of paper.
If you can't think of good ideas in English, try thinking in your own language. Don't translate the ideas into English at this stage. Your only aim is to turn on the creative part of your brain!
Start with your real opinion. Ask yourself what you really think about the topic; if you were debating the topic with a friend, what would you say?
Start with examples. If the topic is 'unhealthy food', think about McDonald's or Coca Cola. If the topic is 'work', think about doctors, teachers, computer programmers etc.

Imagine spending 15 minutes each day just thinking of ideas, questioning your own opinions, and making notes on a wide range of IELTS topics. With practice, I'm sure you can turn a weakness into a strength!

March 18, 2018

IELTS Writing Task 1: improve the sentences

Can you correct, change or improve the following sentences?

Overall, at first, in the year of 2000, average daily spending of business visitors was the highest and the peak point.
And the spending trend divided into three different categories.
Overall, all three categories showed fluctuation trend.
Between 2000 and 2010 precisely at the middle it was just a slight different between the business and the holiday categories.
Visiting friend or relatives is considered to be the least amount of expenses people spend on.

March 13, 2018

IELTS Advice: simple and difficult

Many students are concerned that the language they use might be too 'simple', so they try to find more 'difficult' words or phrases.

In my opinion, words and phrases are never 'difficult' in the way that a subject like mathematics can be difficult. Anyone can understand and learn a word or phrase. What is difficult about learning a language is building a large repertoire of words and phrases that you can use flexibly to express a wide variety of ideas.

Examiners don't really think in terms of 'simple' and 'difficult'. They look for:

range and variety of vocabulary
detailed explanation of relevant ideas
ability to put groups of words together correctly (e.g. collocation)
accurate use of small words (e.g. articles) as well as big words

March 11, 2018

IELTS Writing Task 1: don't describe lines separately

In last Thursday's lesson I showed you a graph that would never appear in an IELTS test. The reason why you won't see that type of graph is that it only has one line and there's nothing to compare it with.

IELTS line graphs always have two or more lines, and your job is to compare the lines; don't describe each one separately.

This also means that it is pointless to practise sentences like this:

"The percentage of x rose gradually between 2005 and 2008, and then remained stable for the following two years, before dropping again in 2011 and reaching its lowest point in 2012."

It's unlikely that you'll ever write such a long sentence about only one line on a graph. Hopefully you'll be too busy comparing figures for more than one line!

March 07, 2018

IELTS Advice: intelligent comments

Yesterday I mentioned that people are writing some really intelligent comments below lessons here on the blog. Today I'd like to share a comment written by Kali. I think this is a great example of 'deep work'.

Kali took five of my task 2 essays and shared the following analysis:

Each essay averaged 13 sentences, the longest 32 words, the shortest 10 words.
One in three sentences was complex in the sense that it contained a subordinate, noun, or relative clause.
On average ONE of the following: "Though/although", "because", "whereas", "while", "whilst",or "if" occurred ONCE per essay.
"In conclusion" ONCE per essay.
"Also" almost ONCE per essay.
Either "On the other hand" or "however" ONCE per essay.
"This" (as a cohesion device) in two out of five essays.
"but" occurred on average once or twice per essay.
"or" comes up about twice per essay.
"and" seven times per essay on average.

Here's Kali's summary of the above analysis:

In my view, what this demonstrates is that Simon's writing is both normal, and that its simplicity is deceptive. There is comparatively little reliance on connective adverbs, such as "moreover" or "consequently", at the start of sentences. Although some sentences are technically and grammatically more complex, the complexity passes unnoticed to the average reader.

If you find this kind of analysis useful, read the third comment below this lesson (written by csaj). This is a great example of how Google Books and Ngrams can help us.

March 06, 2018

IELTS Advice: using Google Books and Ngrams

Over the last few months I've noticed that people have been writing some really intelligent comments below lessons here on the blog.

In particular, many people are searching 'Google Books' and using the 'Google Ngram Viewer' to check collocations and phrases.

Some of you may be wondering what I'm talking about, so let's discuss the two tools in the comments area below this lesson. How can we search Google Books and use the Ngram Viewer to "investigate" the English language?

March 04, 2018

IELTS Writing Task 1: don't practise this!

I don't recommend that you practise describing graphs like the one below. Can you explain why I'm giving this advice?

February 28, 2018

IELTS Vocabulary: weekly review

There were plenty of good phrases and collocations in this week's lessons. Here are just some of them:

From the reading lesson:

internationally known
a teaching philosophy
create an environment
to foster good moral character
pick up their native language
acquire their native language
become proficient
raise generations of children

From the writing task 2 lesson:

a positive trait or attitude
in the realm of education
diligently follow instructions
achieve good grades
take their first steps
the path to a successful career
in an employment setting
the most motivated, industrious and committed individuals
rise to the top
experts in their fields
an unhealthy obsession with
outcompeting others
neglect family and relationships
stressed and irritable
a positive trait

Task: Can you list the good phrases and collocations from Friday's speaking lesson?

February 27, 2018

IELTS Advice: 'deep work'

Did you quickly scan through this week's lessons here on the blog, or did you spend the time to do some 'deep work'? For example: Did you write all of the useful vocabulary in a notebook? Did you analyse my task 1 and task 2 paragraphs carefully, looking at organisation, coherence, grammar and word choice?

If you read through my lessons quickly, I'm sure you'll pick up some useful tips. But if you go deeper, you'll learn a lot more!

PS. There's an interesting book called 'Deep Work'. You can read about it here.

February 25, 2018

IELTS Writing Task 1: shorter version

Here's a shorter version of the answer that I shared in last week's lesson:

The line graph compares three types of traveller to New Zealand between 1997 and 2017 in terms of their average daily expenditure.

It is noticeable that spending by these international visitors was at its highest between the years 2000 and 2003. Overall, business travellers spent the most per day, while people visiting friends or relatives spent the least.

In 1997, business visitors to New Zealand spent an average of almost $260 per day, while holidaymakers spent around $190 and people visiting friends or relatives spent less than $120. Over the following five years, spending by all three types of traveller increased dramatically, to peaks of around $330, $270 and $220. However, visitor spending suddenly fell again between 2003 and 2005.

From 2005 to 2015, the daily expenditure of business travellers and tourists fluctuated around the $200 mark, whereas people visiting relations or friends spent roughly 60 to 80 dollars less per day. By 2017, daily spending had risen to approximately $250, $210 and $140 respectively for vacationers, business people and those visiting loved ones.

(174 words)

Task:
Compare the answer above with the longer report that I shared last week. How did I manage to reduce my answer from 240 words to 174 words? What can we learn from the differences between the two answers?

February 21, 2018

IELTS Advice: become a collocations collector!

Native speakers instinctively know which words work well together. In our native languages, we don't usually need to think about grammar because we have a vast store of 'correct' collocations and phrases in our heads; some people refer to these as 'chunks' of language. It's incredible how quickly our brains are able to retrieve these 'chunks' and piece them together to form sentences and express ideas.

Unfortunately most of us don't use our brains in this way when we're learning a second language. We learn grammar rules and individual words, and we fall into the trap of translating from our native languages. As a result, we often make the wrong word choices and produce 'unnatural collocations'.

Part of the solution to this problem, in my view, is to become a collocations collector! Collect groups of words that native speakers actually use (see yesterday's lesson for some examples). Write them in a notebook, reread them regularly, and try to use them when you're speaking or writing,

Note: How many collocations can you find in the paragraphs above?

February 20, 2018

IELTS Vocabulary: collocations

Did you notice the following collocations (words that often go together) in Wednesday's lesson?

main factors
key factor
work hard
study hard
hard work
goal-oriented
parental pressure
graduate successfully
escape poverty
a new life
truly enjoy

A student called DaNang even made a collocations exercise in the comments area below Wednesday's lesson. Good work DaNang!

February 18, 2018

IELTS Writing Task 1: too long!

The report below describes the line graph in this lesson. It's a really good answer (band 9), but the problem is that it contains 240 words.

I don't think many people would have time to write such a long answer in only 20 minutes, so let's try the following exercise.

Task: Edit the following report, reducing it to between 150 and 180 words.

The line graph compares three types of traveller visiting New Zealand between 1997 and 2017 in terms of the average amount of money that they spent each day during their trips.

It is noticeable that overall spending by international visitors to New Zealand was at its highest between the years 2000 and 2003. Also, over the 20-year period shown, business travellers spent the most per day, on average, while people visiting friends or relatives spent the least.

In 1997, business visitors to New Zealand spent an average of just under $260 per day, while holidaymakers spent around $190 and people visiting friends or relatives spent less than $120. Over the following five or six years, spending by all three types of traveller increased dramatically, to peaks of around $330, $270 and $220 for the three respective categories. However, visitor spending suddenly fell again between 2003 and 2005.

Over the 10 years from 2005 to 2015, similar daily travel expenditure levels can be seen for both business visitors and tourists, with figures fluctuating around the $200 mark. By contrast, people who were in New Zealand to see friends or family spent roughly 60 to 80 dollars per day less than the other visitors over this time period. In the final year shown on the graph, 2017, the figures for average daily spending stood at approximately $250, $210 and $140 respectively for vacationers, business people and those visiting family or friends.

February 14, 2018

IELTS Advice: the path to improvement

If you're looking for the path to improvement, my advice is to let your mistakes guide you. Think of your mistakes as a torch lighting up the path in front of you. They will show you what your weaknesses are, and what you need to work on.

February 13, 2018

IELTS Advice: using the archives on this blog

A student thanked me recently for keeping my blog going for 10 months. This confused me because I've been writing lessons here since 2009 / 2010. But then I realised what the problem is:

The 'Archives' menu on the left only shows the most recent 10 months of blog lessons.

There are many more lessons that you can find if you "dig a bit further"! Click here to see the full list of monthly archives. Alternatively, click on any link in the "Categories" menu and keep clicking on "Next" at the bottom of each page to go back to older lessons.

One day I'll make a proper index for the site, but for now you'll need to do your own "digging" to find things!

February 10, 2018

IELTS Writing Task 1: only 6 sentences!

After you've written the introduction and overview, you should aim to write just 6 sentences describing specific information. For example, here's the graph task that we've been looking at:
...

The graph below shows the average daily spend of three categories of international visitor to New Zealand from 1997 to 2017.
...

...
We've already written the introduction and overview in previous lessons. Now follow the instructions below to write 6 sentences to describe details.

Paragraph 3

1) Compare all three lines in 1997.
2) Compare the trends between 1997 and 2002/3.
3) Say what happened in 2003 - 2005.

Paragraph 4

4) Compare the figures for ‘business’ and ‘holiday’ visitors from 2005 to 2015.
5) Contrast the above with the figures for ‘visiting friends or relatives’.
6) Compare all three lines in 2017.

February 06, 2018

IELTS Advice: five procrastination tips

It was interesting to read about people's procrastination problems in the comments below last Saturday's lesson. I think we all experience these problems when we're trying to do something difficult.

Here are five tips that help me to fight procrastination:

Just make a start. If you've been procrastinating about writing an essay, for example, make it your goal to write the first sentence only. The hardest thing is to get started, and the idea of writing a full essay can be daunting. Put this idea out of your mind, and focus instead on writing just one sentence.
Find a nice place. Whenever I have some difficult writing to do, I find it much easier to get started if I'm sitting in a café with a cup of coffee. It doesn't feel like such hard work when you're in a nice environment.
Aim lower (at first). Sometimes our frustration is caused by the high expectations that we have. Instead of jumping into a 10-hour-a-day study programme, it's better to start with 10 minutes, then gradually do more each day.
Get some help. It's hard to study alone, so try to find a study partner, teacher or someone who can occasionally check your progress and give you advice.
Form a daily habit. For me, doing something every day is the ultimate weapon in the fight against procrastination. Doing something once a week (or even 5 times a week) doesn't work as well. There's something magic about daily practice: when a daily action becomes as normal as brushing your teeth, big changes start to happen!

February 04, 2018

IELTS Writing Task 1: two things about the overview

Here are two useful questions that people have asked me about the overview paragraph that I shared in last week's lesson, with my answers below.

1) Are two points always enough for the overview? Can we add a third point?

I believe that it's best to stick to just two main or general points, even if you can see other general trends that could be mentioned. Here are four reasons: First, I would rather describe two things well and then move on to the details. Second, I think the overview loses its impact if it becomes too long - it stops being a summary. Third, one of the requirements of task 1 is that you "select" information; you are not expected to describe everything. Finally, I like to have a method and stick to it, so I know what to do without having to think too much.

2) Is it better to put the overview after the introduction or at the end of the report?

Both positions are fine. However, I prefer to write the overview straight after the introduction for two reasons: First, I find it easier to describe general information before looking at specific details. Second, I know that the overview is very important. If you want a good score, you need to take the time to write a good overview; when people write the overview at the end, they often find themselves rushing and they do a bad job!

January 31, 2018

IELTS Advice: the positive thing about procrastination

I'll share some tips on beating procrastination next weekend, but I thought I'd say just one thing about it today, and it's something positive.

The positive thing about procrastination is that it tells you what is important. The more you procrastinate and leave something for later, the more important that task probably is in your life. So, let your procrastinating guide you towards what needs to be done, and begin to confront that task now. You'll feel much better if you do.

January 30, 2018

IELTS Advice: procrastination

Do you find it difficult to study as much as you would like to? Perhaps you make study plans but then decide to "do it later". This is what we call 'procrastination'.

Most of us procrastinate, put things off, or tell ourselves that we'll do it later, especially when the task is difficult and we feel stuck.

Let me know if procrastination is a problem for you (with regard to your IELTS preparation, or anything else), and we can discuss some ways to beat it.

January 28, 2018

IELTS Writing Task 1: 'daily spending' overview

On the line graph below, I've labelled the two main points or general trends that I'll describe in my overview. Look at the big red numbers 1 and 2.

Point 1 refers to the years when all three lines were at their highest points. Point 2 refers to the line for "business visitors", who appear to have spent the most overall.

So here's my overview paragraph:

January 24, 2018

IELTS Advice: your 'learning situation'

Many people ask how long it will take them to get the score they need. The answer is that it depends on several factors.

One of the most important factors is your 'learning situation'. This includes:

the amount of time that you can use for study each day
whether you have the opportunity to speak to native English speakers
whether you have a teacher who checks your written work

Have a look at your own learning situation. How good is it? What can you do to make it better?

January 23, 2018

IELTS Grammar: correct the mistakes

Can you correct the mistakes in the following sentences that students wrote about yesterday's 'status symbols' topic?

Owning a house is symbolised for having enough money to live.
I don’t think the possessions take an important role for our life.
People has a high regards to personality possessing extremely huge houses.
Owning summerhouse which is usually a little cottage in countryside is a status symbol.
They are considered as status symbols of the upper class people which make them proud to see people marvelling at these things.

January 20, 2018

IELTS Writing Task 1: introduction paraphrasing

Here's the question statement from last week's lesson:

The graph below shows the average daily spend of three categories of international visitor to New Zealand from 1997 to 2017.

An easy way to paraphrase this sentence (for our introduction) is to change its order. I'll try to put the part about "visitors to New Zealand from 1997 to 2017" before the part about "the average daily spend".

Here's my introduction:

The line graph compares three types of traveller visiting New Zealand between 1997 and 2017 in terms of the average amount of money that they spent each day during their trips.

Question:
What was the key phrase that helped me to change the order of the sentence?

January 14, 2018

IELTS Writing Task 1: 'daily spending' line graph

Over the next few weeks I'll show you how I would describe the line graph below. Feel free to try it yourself, or to share your ideas in the "comments" area.

Tip: Ignore the fluctuations. Focus on overall trends and a few key figures.
mm

The graph below shows the average daily spend of three categories of international visitor to New Zealand from 1997 to 2017.
mm

(Source: http://www.mbie.govt.nz)

January 10, 2018

IELTS Grammar: mistakes and corrections

Let's look at the grammar problems in last Sunday's lesson.

1. Don't write "growth population". You need to write "population growth".
2. You can't write "the number of public" because 'public' is uncountable.
3. Don't write "there was" when giving a future prediction.
4. You can't put "alike" before a noun, so "alike growth rate" is wrong.
5. Don't put "is" after a plural (prospects is), and you can't write "by meanwhile".

Here are my corrected versions of the sentences:

Population growth in England is projected at 5.9%.
The number of people living in England is projected to grow by 5.9%.
There will be a 5.9% increase in England's population.
There are similar population growth trends in Northern Ireland and Scotland.
The population is expected to grow by 3.2% in Scotland and by 4.3% in Northern Ireland.

January 09, 2018

IELTS Advice: if you're worrying

I think it's important to remember that you can never be 100% prepared for any exam. One of the aims of an exam is to take you out of your 'comfort zone' in order to find the limit of your current ability. There will always be surprises and difficult questions; otherwise everyone would get full marks.

So, don't worry if there are topics that you haven't studied, or words that you don't understand, and try not to get too nervous or frustrated. Just keep working hard, do your best, and try to enjoy the challenge of the exam!

January 07, 2018

IELTS Writing Task 1: easy paraphrasing

Here's the sentence that I asked you to paraphrase in last Thursday's lesson:

Projected growth in England's population is put at 5.9%, while the predicted figures for Northern Ireland and Scotland are 4.2% and 3.2%.

And here are two easy ways to paraphrase it:

1) Put all three figures together and use 'respectively':

The populations of England, Northern Ireland and Scotland are expected to grow by 5.9%, 4.2% and 3.2% respectively.

2) Divide the information between two sentences:

It is predicted that England will see a 5.9% increase in its population. By contrast, lower population growth rates are projected for Northern Ireland, at 4.2%, and Scotland, at only 3.2%.

Note: I've underlined a few other interesting features of sentence 2 above.

January 03, 2018

IELTS Grammar: correct the mistakes

Here are some sentences that people wrote below Thursday's lesson. Can you correct the mistakes that they contain?

Growth population in England is projected at 5.9%.
The number of public living in England is projected to grow by 5.9%.
There was a slight increase in England's population approximately 5.9%.
There is alike growth rate trend in Northern Ireland and Scotland population.
By meanwhile the growth prospects is expected to be almost 3.2% in Scotland and 4.3% in Ireland.

January 02, 2018

IELTS Vocabulary: review of this week

Here's a list of useful vocabulary from this week's lessons:

Reading and listening

make a resolution
keep a resolution
achieve a resolution
draw a conclusion
slip or make a mistake
double your efforts
break a goal into smaller steps
give yourself a reward
map out your progress

Writing task 2

experience various problems
considerable numbers of people
intense competition
oversupply of labour
an abundance of working-age adults
higher rates of poverty
falling living standards
meet the demand for
provision of housing and public services
rates of crime and antisocial behaviour
the needs of .......... are not met
poorer working conditions
bring wages down
exploit workers
forced to migrate abroad
in search of work
an exodus of well-qualified young graduates
brain drain
not a desirable outcome

Speaking

a specific example of
it's thought to be
I'd probably say that
the most impressive .......... that I've ever seen
areas of woodland
commonly found in
it stands out from
has traditionally been used in
a tourist attraction
to marvel at something
it symbolises history, strength and reliability
legendary or mythical status
the stories that are associated with it

December 31, 2017

IELTS Writing Task 1: paraphrasing practice

A good way to practise your task 1 writing skills is to take a sentence and try to rewrite it in several different ways.

Take this sentence for example:

Projected growth in England's population is put at 5.9%, while the predicted figures for Northern Ireland and Scotland are 4.2% and 3.2%.

Can you rewrite this sentence in two or three different ways? Feel free to experiment with two sentences instead of one, as well as different sentence orders and structures.

December 21, 2017

IELTS Advice: start off slowly

When learning something new, it's always best to start off slowly. If you want to master a skill, you need to learn the necessary techniques and practise them slowly before you can gradually build up speed.

This was the idea behind yesterday's lesson. Start by practising 10-minute plans for speaking part 2, and gradually reduce your planning time. If you practise enough, you'll become much better at thinking of ideas for this part of the speaking test, and you'll be able to use your minute more effectively on the day of your test.

Tip: think about other parts of the IELTS test that you could practise slowly.

December 16, 2017

IELTS Writing Task 1: the most important skill

Probably the most important skill for writing task 1 is being able to describe numbers correctly. IELTS candidates make a lot of basic mistakes in this area.

Take the simple table below for example. It shows the percentages of people who used two different forms of communication in the year 2012.

Can you write one correct sentence to describe the numbers in the table? Here is the big mistake that examiners see all the time:

In 2012, text message was 95%, while email was only 52%. (don't write this)

Can you see what the problem is here? Try translating the sentence into your language exactly as it is. Does it make sense?

December 12, 2017

IELTS Advice: more about 'model sentences'

In the comments below Thursday's lesson, I noticed a useful question from nav, and a very thoughtful response from Kati. It's great to see people discussing things and helping each other in the comments below my lessons!

To add to Kati's response, I'd like to say a little more about using 'model sentences'. First, I'll quickly repeat two useful points from Kati's comment:

As Kati points out, the 'model sentences' exercise is probably more suited to writing task 1. This is because task 1 is quite predictable: we know that we'll have to describe trends, compare numbers or describe steps, so we can practise specific types of sentence for these purposes (e.g. 'while' sentences, 'respectively' sentences etc.).
There are some sentence types that I repeatedly use in writing task 2 (e.g. a 'while' sentence in the introduction). See Kati's comment for links to lessons about these sentence types.

Now here's the final tip that I wanted to add:

Try not to confuse 'model' sentences with 'template' sentences. Examiners don't like essays that are full of memorised template language (read this warning).

On the other hand, any correct sentence can be used as a model. For example, we could take the first sentence of today's lesson ("In the comments below Thursday's lesson, I noticed a useful question.") and invent a new sentence that follows a similar structure or pattern (e.g. On the way home from yesterday's lecture, I read an interesting article in the paper.).

I think you could turn this into a great daily exercise. But the aim would be to improve your English, not to collect template sentences for IELTS.

December 11, 2017

IELTS Grammar: mistakes using model sentences

On Thursday I suggested that you write some sentences using two of my own sentences as models. Here are the model sentences:

More waste goes to landfill sites than to any other refuse management facility.
Austria and Belgium are the most environmentally friendly of the fifteen countries, recycling around 60% and 50% of their waste respectively.

And here are some sentences that people wrote in the 'comments' area below the lesson. Can you find and correct the mistakes?

More expenditure spends on cars than to any other consumer goods.
More women go to science degrees than any other university courses.
America and China are the most exported countries of all, exporting almost 2300 billion and 1600 billion respectively.
America and Canada are the most culturally friendly of the fifteen countries, with welcoming 50% and 60% of foreigners respectively.

December 09, 2017

IELTS Writing Task 1: using model sentences

Here's a nice exercise that you could try: Take a good sentence from one of my lessons, and rewrite it using the exact same structure but different information. Here are two examples:
...

1) More waste goes to landfill sites than to any other refuse management facility.

Now I'm going to use the same structure, but invent some new information:

More British people go on holiday to Spain than to any other country.
...

2) Austria and Belgium are the most environmentally friendly of the fifteen countries, recycling around 60% and 50% of their waste respectively.

Again, I'll invent my own sentence using the same structure:

Apple and Google are the most successful of the five tech companies, recording profits of $45 billion and $20 billion respectively.
...

Task:
Can you create your own invented sentences using the two models above, or by choosing a different model sentence from one of my lessons?

December 04, 2017

IELTS Advice: what have you learnt?

When I teach lessons here in Manchester, I always ask my students one question at the end of the day: What have you learnt? I ask the students to tell me the one key thing that they will remember the next day.

So, can I ask you the same question? If you have been following the lessons on this blog, what is the most useful thing that you have learnt?

December 03, 2017

IELTS Advice: you are not being compared with others

Some students have the mistaken idea that examiners compare candidates, and that you'll therefore get a lower score if you use words or phrases that "too many other candidates use".

This is not true!

Examiners are trained to mark candidates according to a defined set of criteria. For example, look at these phrases from the band descriptors for band 7 in writing task 2:

- addresses all parts of the task
- presents a clear position throughout the response
- logically organises information and ideas
- there is clear progression
- uses a sufficient range of vocabulary to allow some flexibility

You won't find phrases like this in the band descriptors:

- too many candidates use ..... in their essays
- reduce the score if the word ..... is used

Remember: the only comparison that examiners make is between your answer and the band descriptors.

December 02, 2017

IELTS Writing Task 1: 'waste chart' answer

Today I'm sharing my full sample answer for the task below.

The chart below compares levels of recycling, as well as some less environmentally friendly forms of waste management, in fifteen European countries.

mm
The bar chart shows the percentage of waste that is recycled, put into landfill or incinerated in various EU countries.

If we look at the fifteen EU countries as a whole, it is clear that more waste goes to landfill sites than to any other refuse management facility. In fact, while around half of the countries put the majority of their waste into landfill sites, only two countries recycle at least 50% of the waste that they produce.

Austria and Belgium are the most environmentally friendly of the fifteen countries, recycling around 60% and 50% of their waste respectively. Germany, Sweden and Belgium also appear to have effective recycling programmes, resulting in roughly 40% of waste being processed in this way in each country.

Other EU countries recycle far less. Greece, Ireland and the UK, for example, only recycle around 10% of refuse, and put between 80 and 90 per cent of their waste into landfill. Finally, while most non-recycled waste in the EU area goes to landfill, four countries, namely Luxembourg, Sweden, the Netherlands and Denmark, incinerate more waste than they bury.

(184 words, band 9)

November 28, 2017

IELTS Grammar: imagining something that doesn't exist

An interesting aspect of the speaking part 2 question that I answered on Friday was that I had to imagine a sports centre that doesn't currently exist.

Look at the phrases that I used when imagining:

The place of entertainment that I wish we had
My ideal sports centre would have...
I can think of the perfect place for this
It would be easy for people to get to
I think a sports centre would be much better
There could be sports lessons
I’m sure many adults would join the gym
The centre could hold sports events
A sports complex would give young people...
A sports centre would brighten up my local area

Notice that I mostly used 'would' and 'could' to imagine things. Try preparing an 'imagining' description yourself, and make sure you use these words.

November 27, 2017

IELTS Vocabulary: good phrases

Did you note down the following phrases from yesterday's description?

indoor and outdoor football pitches
an all-purpose area
a disused piece of land
just down the road from where I live
an old warehouse was knocked down
a plot of land
local residents
team practice sessions
join the gym
use the pool
book the courts for games of tennis
hold sports events
attract spectators as well as participants
facilities, activities, lessons and clubs
something fun and productive to do
brighten up my local area
improve our quality of life

November 25, 2017

IELTS Writing Task 1: task 1 writing in 'real life'

I'll finish the waste chart question next Thursday, but today I want to show you a 'real' example of some writing in the style of writing task 1.

Here are some sentences from a BBC article about the UK population:

The UK population was estimated to stand at 65.6 million in 2016.
2016 saw the biggest UK population rise for 70 years.
Over the decade from mid-2016, projected growth in England's population is put at 5.9%, for Northern Ireland the figure is 4.2%, while for Scotland and Wales the percentages are 3.2% and 3.1% respectively.
The study puts projected UK population growth between 2015 and 2040 at 16%, compared with 10% growth for France and 4% for Germany.
The study also says that the number of people aged 85 and over will have doubled from 1.6m in 2016 to 3.2m in 2041.

The reason why I wanted to share these sentences is that they are written in a very similar style to the style that I use in my model answers here on the blog. You'll see that I've highlighted some typical task 1 vocabulary.

If you'd like to read the full article, click here. You might even notice a few mistakes in the original article - it was probably written too quickly!

November 21, 2017

IELTS Advice: the importance of focus

Here's a piece of advice that I gave in a blog lesson a few years ago. I forgot that I had written this, and I think it's worth repeating:

In my experience, people become good at what they focus on. Are you constantly reading things in English, thinking about English, watching English videos, and making notes of anything new that you learn? If English is your main focus each day, I'm sure you'll improve.

November 20, 2017

IELTS Advice: before you retake the exam

Before you retake the exam, ask yourself some questions:

What specific areas have I worked to improve since my last exam?
How do I know that I have improved?
Can I get higher scores when I'm practising than the scores I need?

Here's an example of an ideal response to these questions:

Since my last exam, I've been doing a lot of work to improve my 'main body' paragraphs for writing task 2. I now spend more time planning and organising my ideas before I start writing, so my paragraphs are a lot better. My teacher noticed this improvement and gave my most recent essay a band 7. I only need a 6.5.

November 18, 2017

IELTS Writing Task 1: describing details

Here are my answers to the task that I gave you in last week's lesson:

1) Figures for the two countries that recycle the most

Austria and Belgium are the most environmentally friendly of the fifteen countries, recycling around 60% and 50% of their waste.

2) Figures for recycling and landfill in Greece

By contrast, Greece only recycles 10% of its waste and is the country that puts the highest proportion of refuse (90%)* into landfill.

3) Figures for incineration in Denmark and Luxembourg

Only two countries, Denmark and Luxembourg, incinerate over half of the waste that they produce; more precisely, figures for incineration are almost 60% and roughly 55% in the two countries respectively.

*It's ok to put numbers in brackets, but don't do this more than once or twice in your answer.

November 14, 2017

IELTS Vocabulary: band 7-9 phrases

Here are the best words and phrases from Wednesday's essay. Note them down, and try to use them in your own sentences - perhaps you could even try rewriting the essay using the list below to help you.

household waste
new legislation
just one possible way to tackle the problem
a legal obligation
householders
fail to adhere to this law
prison sentences for repeat offenders
act as a deterrent
encourage people to obey
improved behaviour of homeowners
a clean, waste-free environment
put education at the centre of a recycling campaign
the environmental impact of household waste
Another tactic that governments could use
create stricter regulations
packaging for household products
recycling facilities and systems
waste is processed more effectively
dispose of their waste more responsibly

November 12, 2017

IELTS Advice: part 1 speaking technique

Did you notice how I answered each question in yesterday's lesson? Here's the first part of each of the four answers:

- No, not at all.
- Yes, definitely.
- Yes, unfortunately it does.
- Yes, many times.

After answering with these short phrases, I then explained my answers in more detail, using full sentences.

I think this is a nice technique that you could try. Start with a short "yes or no" answer (e.g. yes I do, no we don't, yes it certainly is...), and then explain your answer fully. Perhaps this technique will give you a few extra seconds to think before you give your full answer.

November 10, 2017

IELTS Writing Task 1: describing numbers correctly

The key skill in writing task 1 is to be able to describe numbers correctly. If you can't write a correct sentence that describes a number, you're unlikely to get a good score in this part of the test.

Look again at the following chart, and try the exercise below it.
...

...
Can you describe the information below, using one full sentence for each point?

Recycling percentages for Austria and Belgium, mentioning that they are the most environmentally friendly countries.
Figures for landfill and recycling in Greece, mentioning that it is the country that puts the highest proportion of waste into landfill.
Figures for incineration of waste in Denmark and Luxembourg, mentioning that only these two countries incinerate over half of their waste.

November 05, 2017

IELTS Advice: some ideas for repeated practice

In last Saturday's lesson I asked you to think about the power of repetition in terms of developing your English skills. Here are a few ideas:

Listening: Listen to the same recording several times, but focus on something different each time you listen. I explained this idea here.
Speaking: Compile a list of questions, and practise answering them every day. Record yourself so that you can listen for mistakes, and make notes about how you could improve. The aim is to 'master' your list of questions before you move on to anything new.
Reading: If you've done all of the tests in the official Cambridge IELTS books, do them all again, and again! It doesn't matter if you remember some of the answers; you'll still learn something new each time you do the tests. If you can 'master' every reading test in the Cambridge books, I guarantee you'll get a high score in the test (but you'll only master them if you repeat each test several times).
Writing: Instead of writing four different essays (which will probably all get the same score), try rewriting the same essay four times. Each time you rewrite the essay, try to improve one aspect of it. For example, for the first rewrite you could work on grammar, then the second time you could try to add more detailed explanation, then for the third rewrite you could improve the vocabulary or the coherence.

Repetitive exercises might seem like boring hard work, but I believe that you can use them as a form of 'training' to develop both your English skills and your exam skills.

November 03, 2017

IELTS Grammar: 'rain' topic mistakes

The following sentences were written by students below yesterday's lesson. Can you correct or improve them?

Yes, I like when it rains. Because it makes the weather awesome.
People say environment affects mood and I am with this.
After few seconds it started raining and I was beaten heavily.
Taichung, my city only rain in summer.
I don't like the rainy day, when it is dropping on my face, let me feel sticky.
I've got caught in the rain several times so far as I got nothing to cover me at that time.

November 01, 2017

IELTS Writing Task 1: a more general overview

Last week I showed you a "highest and lowest" overview, but I also said that a more general overview would have been better.

Let's look at the chart again:

Instead of writing about the "highest and lowest" figures, let's describe something more general. For example, landfill seems to be the most popular form of waste management overall, and only two countries (Austria and Belgium) recycle at least 50% of their waste.

So, here's an overview using the observations above:

October 28, 2017

IELTS Advice: more about 'highest and lowest'

In Thursday's lesson about IELTS writing task 1, I wrote that it's ok to describe the highest and lowest figures in your 'overview' paragraph. However, thanks to a comment by Erika, I've realised that I should add some extra advice or some warnings about this:

First, it's important to remember that the best type of overview is one that describes overall trends, rather than specific details. The highest and lowest figures on a chart are normally considered to be specific details, so they shouldn't be your first choice for the overview.
If you can't see a clear general trend, it's ok to describe the highest and lowest, but don't mention any numbers.
Look for the highest and lowest category overall, rather than a single highest or lowest point. For example, if you're writing an overview about a line graph, it's fine to say that one of the lines was highest for most of the period, but don't describe any specific peaks (save them for the 'details' paragraphs).

The overview that I wrote on Thursday was fine because the main aim of the chart was not to show trends. Picking out the most and least environmentally friendly country made sense in this particular case, and I didn't mention specific numbers.

However, I want to make it clear that describing the highest and lowest should not be your first choice method for writing the overview. Look for overall trends first.

Task:
Next Thursday I'll show you an alternative overview paragraph for the "waste chart" question. Can you suggest which "main or general points" about the chart I could include, instead of describing the highest and lowest?

October 26, 2017

IELTS Advice: the power of repetition

I've been thinking about the power of repetition (in the sense of practising the same thing many times) this week.

Young children (the best language learners!) love watching the same cartoon or reading the same book again and again. But as adult language learners we rarely do this; we move on to the next thing too quickly.

Let's think about how we can build some repetition into our IELTS practice. I gave you some ideas yesterday and on Tuesday, but what else can we do? Feel free to share your thoughts in the comments below, and I'll give you my tips next weekend.

October 24, 2017

IELTS Writing Task 1: overview, highest and lowest

Look again at the chart below, and think about what you would write in your 'overview' paragraph. Choose two main or general points.

Here's a tip:
I normally suggest that you look for something very general, like an overall trend, for the overview. However, if you're stuck, it's ok to choose the highest and lowest. In this case, I would choose the highest and lowest figures for recycling (i.e. Austria and Greece).

Here's a 2-sentence overview using the tip above:
It is noticeable that Austria is the most environmentally friendly country, in the sense that it recycles the largest percentage of waste. By contrast, Greece stands out as the country that recycles the least and puts the highest proportion of its waste into landfill.

Note:
I'll say a bit more about choosing the highest and lowest in Sunday's lesson.

October 20, 2017

IELTS Grammar: not following advice leads to mistakes!

In Thursday's lesson I suggested some phrases that could be used in a task 1 introduction sentence.

However, I noticed below the lesson that some students had used their own ideas instead of my suggested phrases. Unfortunately this led to some big mistakes in the sentences below:

The bar chart portraits the three different environmental unfriendly techniques for recycling the waste management in various countries of Europe.
The bar chart depicts data about the percentage of recycled waste that is put into a landfill, an incinerator, or have been disposed of in other ways which are done in various EU countries.
The bar chart shows the percentage waste that is recycled.Meanwhile, put into landfill, incinerated, or disposed of in other ways in various EU countries.

Can you see the mistakes that could have been avoided if the students had used my suggestions?

October 18, 2017

IELTS Writing Task 1: 'recycling' chart introduction

Let's write an introduction for the chart in last week's lesson. Here's the task description again:

The chart below compares levels of recycling, as well as some less environmentally friendly forms of waste management, in fifteen European countries.

Here are some suggestions for paraphrasing:

The chart compares = The bar chart shows
levels of recycling = the percentage of waste that is recycled
less environmentally friendly forms of waste management = put into landfill, incinerated, or disposed of in other ways
in fifteen European countries = in various EU countries

Can you use the suggestions above to make a new introduction sentence?

October 12, 2017

IELTS Advice: sample answer analysis

Yesterday I suggested that you analyse sample answers carefully, instead of just reading them and then forgetting them. So here's a quick analysis of two of Friday's sample speaking answers:

Answer 1

4 sentences: topic sentence then 3 advantages
Organising: I think... / First,... / Another benefit would be... / Finally, it seems to me that...
Good vocabulary: clear advantages, lack of traffic or industry, the average city, sense of community, everyone knows each other, the pace of life, laid back, the hustle and bustle
Interesting grammar: second sentence begins with a subordinate clause using 'with'

Answer 3

3 sentences: direct answer, explanation, the opposite or alternative
Organising: Yes, think... / A visit can be both... and... / If schools don't offer...
Good vocabulary: both relaxing and educational, walks in the fresh air, may never have seen before, offer this opportunity, life outside the city
Interesting grammar: adding information using 'especially', use of semicolon to expand on one idea, first conditional sentence to imagine the alternative

Can you analyse answer 2 in the same way?

October 11, 2017

IELTS Advice: always analyse!

Did you analyse yesterday's sample answers carefully, perhaps by copying or printing them, highlighting certain ideas, or taking notes? Or did you simply read them once and then forget them?

Obviously you'll learn much more if you spend the time to study sample answers carefully. For example, how many sentences did each of my answers in yesterday's lesson contain? What was the job of each sentence? Did I use any nice phrases that you could 'steal'?

October 09, 2017

IELTS Writing Task 1: recycling chart

Following on from yesterday's task 2 topic, let's look at a task 1 bar chart about recycling and waste management.

The chart below compares levels of recycling, as well as some less environmentally friendly forms of waste management, in fifteen European countries.

Landfill: burying waste in the ground
Incineration: disposal of waste by burning
Composting: using decayed organic waste as fertiliser

October 06, 2017

IELTS Grammar: instead of 'rules'

Instead of trusting the grammar 'rules' that you find in a book, why not do your own investigating to see exactly how a word or phrase is used by native English speakers?

This is what I was encouraging you to do in yesterday's lesson about the word "alike". Instead of explaining the grammar rules, I simply showed you some correct sentences that contained the word. I gave you a 'model' or 'pattern' that you can use to make your own sentences.

Click here to see another example of a lesson in which I used 'model' sentences instead of rules to show how a word is used.

October 05, 2017

IELTS Grammar: copy sentence 'patterns'

In last Saturday's lesson I suggested that you write a sentence using the word 'alike'. I gave you a model sentence, so you only needed to follow the 'pattern' of that sentence. Let's look at some examples.

1. Model sentence:
Video cameras make cities safer for inhabitants and visitors alike.

2. New sentence following exactly the same pattern:
Teaching assistants make lessons easier for students and teachers alike.

3. New sentence with the same basic pattern:
The school website can be used by students, teachers and parents alike.

Can you see how I used exactly the same sentence pattern in number 2, and that I made a few changes in number 3?

October 03, 2017

IELTS Writing Task 1: double, twice as, twofold

A few students have asked me about how to use 'double', 'twice as', 'three times', 'twofold', 'threefold' etc. Compare how each word/phrase is used in the following examples:

1. 'double' (verb)

The number of unemployed people doubled between 2005 and 2009.

2. 'twice as...as/compared to', 'three times as...as/compared to'

There were twice as many unemployed people in 2009 as in 2005.
Twice as many people were unemployed in 2009 compared to 2005.

3. 'twofold', 'threefold' (adjective or adverb)

There was a twofold increase in the number of unemployed people between 2005 and 2009. (adjective with the noun 'increase')
The number of unemployed people increased twofold between 2005 and 2009. (adverb with the verb 'increase')

Try using these forms in your own sentences. Make sure you follow the patterns.

September 29, 2017

IELTS Grammar: mistakes with 'alike'

Several people wrote sentences below yesterday's lesson, but some of them contained mistakes. Can you correct the sentences below?

The two teachers had alike ideas about using technology in education.
My three children had received an academic reward alike at the end of the term.
The profits gained from the selling of bouquets of flowers are given for the sellers and the poor alike.
CCTV footage confirm your safety, prevent losing of precious items from footpath,shopping mall and alike.

September 28, 2017

IELTS Grammar: 'alike'

1) The word 'alike' can be used as an adjective, meaning 'similar'.

e.g. The two brothers look alike.

2) It can also be an adverb meaning 'in the same way'.

e.g. The brothers often dress alike.

3) But did you notice how I used 'alike' in last week's essay?:

Video cameras make cities safer for inhabitants, workers and visitors alike.

Task:
Can you write a sentence using 'alike' in the way that I used it in point 3 above?

September 26, 2017

IELTS Writing Task 1: active and passive for processes

An interesting point about the 'silkworm' answer that I shared last Thursday is that it contains one paragraph of mostly active verbs and another paragraph in which I used the passive.

Active verbs for a natural process:

the moth lays its eggs
silkworm larvae hatch from the eggs
these larvae feed on mulberry leaves

Passive verbs for a production process:

a cocoon is selected and then boiled in water
the silk thread is unwound
strands of thread are twisted together
the thread can be dyed
it can be woven

September 21, 2017

IELTS Grammar: verb tenses in general writing

Have another look at the letter that I shared last Sunday (even if you're not doing the General test), and you'll see that I used a variety of verb tenses.

Can you name the verb tenses in the phrases below?

I'm just writing to offer you
I won't be able to use
I told you I was going to a gig
there's a guitarist who's playing this Saturday
you'll be blown away
the concert starts at 7pm
I've been asked to visit a client
if you're free on Saturday
he'll be going to the gig

September 17, 2017

IELTS Writing Task 1: silkworm life cycle answer

Here's my answer for the 'silkworm' diagram task that you can see here.

The diagrams illustrate the stages in the life of a silkworm and the process of producing silk cloth.

There are four main stages in the life cycle of the silkworm, from eggs to adult moth. The process of silk cloth production involves six steps, from silkworm cocoon to silk material.

At the first stage in the life cycle of a silkworm, the moth lays its eggs. Around ten days later, silkworm larvae hatch from the eggs; these larvae feed on mulberry leaves. Then, after four to six weeks, the larvae become covered in silk thread, and it takes between three and eight days for a full cocoon to be produced.

For silk cloth production, a cocoon is first selected and then boiled in water. After boiling, the silk thread that makes up the cocoon is unwound, and then several strands of thread are twisted together. At the fifth and sixth stages in the process, the thread can either be dyed and then woven into silk fabric, or it can be woven first and then dyed subsequently.

(176 words, band 9)

September 11, 2017

IELTS Advice: get Cambridge IELTS book 12

It's always a good idea to do the most recent tests that have been published in the official Cambridge IELTS books, so get a copy of book 12 if you can. I'm going to start working on the tests in book 12 with my students, so you can expect to see some lessons about it here on the blog soon.

September 09, 2017

IELTS Writing Task 1: silkworm life cycle

There's a nice task about the life cycle of a silkworm in Cambridge IELTS book 6 (click here to see it).

I wrote an introduction and overview for this task back in 2010 (here), but for some reason I didn't share my finished answer. I'll publish it next Thursday, but maybe you could try writing your own paragraphs before then.

September 05, 2017

IELTS Advice: how good at paraphrasing are you?

A fast way to test someone's ability to speak a language is to ask them to paraphrase something - to express the same idea in a variety of ways. Some students find this difficult, and they usually need more help with vocabulary and ideas. By contrast, the students who do this well tend to reach their IELTS goal much more quickly.

If you're looking for the secret to a high IELTS score, paraphrasing might be it!

September 02, 2017

IELTS Writing Task 1: passive for processes

When describing a graph or chart, you almost never need to use the passive. However, you probably will use the passive when describing a process diagram.

Imagine we have a diagram that shows the process of recycling used glass. One step in the process is labelled "grinding machine" (to grind means to crush or reduce into small particles).

Do you know the past participle of the verb grind? If you don't, you won't be able to make a passive sentence. But don't worry; there are various ways to describe this step.

Using a different verb:
1. Next, the glass passes through a grinding machine. (active form of 'pass')
2. Next, the glass is passed through a grinding machine. (passive form of 'pass')
3. Next, a grinding machine is used to crush the glass. (passive form of 'use')

If you know the verb 'grind' and its past participle 'ground':
1. Next, a machine grinds the glass. (active)
2. Next, the glass is ground in a machine. (passive)

I would probably use the last sentence above in my report, but the others are all acceptable.

August 27, 2017

IELTS Vocabulary: paraphrasing

Did you notice the following examples of paraphrasing in the task 1 answer that I shared on Thursday?

show = give information about
public in the US = US residents, Americans, those surveyed
reasons for travel = why... travelled, trips were for the purpose of, for... reasons, was cited as the reason for... , accounted for...
travel to and from work = to commute, commuting
price = cost
main issue(s) = problems, primary concern, key consideration, foremost concern, most important issue

August 26, 2017

IELTS Advice: warning about templates!

From the comments that people wrote below Wednesday's lesson, it seems that many students find essay templates useful. However, I think it's important to repeat the warning that I gave in my own comment below that lesson.

Warning about templates:

Templates can certainly be useful, as they can help us to quickly organise our ideas. Also, it is inevitable that we will need to use some 'linking' words and phrases in our essays.

However, there is also a danger that people focus more on the template than on answering the question with good ideas. Templates and linking are not the secret to a high score in the writing test. They just do a simple job - they help you to organise your ideas, that's all. In the end, your score will depend on the quality of language that you use to express ideas, not simply to organise them.

So, learn some basic template / linking / organising language, but don't become obsessed with it. Spend most of your time working on topic vocabulary and your ability to express and develop "real" ideas.

August 24, 2017

IELTS Writing Task 1: two charts answer

I've now written my full sample answer for the task below.

The charts below show reasons for travel and the main issues for the travelling public in the US in 2009.
...

...
The bar chart and pie chart give information about why US residents travelled and what travel problems they experienced in the year 2009.

It is clear that the principal reason why Americans travelled in 2009 was to commute to and from work. In the same year, the primary concern of Americans, with regard to the trips they made, was the cost of travelling.

Looking more closely at the bar chart, we can see that 49% of the trips made by Americans in 2009 were for the purpose of commuting. By contrast, only 6% of trips were visits to friends or relatives, and one in ten trips were for social or recreation reasons. Shopping was cited as the reason for 16% of all travel, while unspecific ‘personal reasons’ accounted for the remaining 19%.

According to the pie chart, price was the key consideration for 36% of American travellers. Almost one in five people cited safety as their foremost travel concern, while aggressive driving and highway congestion were the main issues for 17% and 14% of the travelling public. Finally, a total of 14% of those surveyed thought that access to public transport or space for pedestrians were the most important travel issues.

(201 words, band 9)

August 20, 2017

IELTS Grammar: having + past participle

Did you notice the following sentence in Wednesday's essay? This is a nice way to introduce a personal example in the writing or speaking test.

Having worked with children myself, I have learnt that clear expectations and boundaries are necessary.

Try creating your own personal examples with "having + past participle". You can also add the word "never" to make a negative. For example:

Having lived abroad myself, I understand how important it is to learn about local customs.
Having never tracked my fitness goals before, I found the new app really useful.

August 19, 2017

IELTS Vocabulary: essay review

Here's the 'band 7-9' vocabulary from the essay that I shared on Wednesday:

overly permissive
tend to spoil their children
parenting style
a range of negative long-term consequences
to raise respectful and well-behaved children
a certain amount of discipline
Having worked with children myself,.....
clear expectations and boundaries
to push against these boundaries
to regulate their desires
develop self control
constantly give in to their children’s demands
doing more harm than good
failing their children
indulgent or lenient parents
negative personality traits
The first and most obvious danger
self-centred adults
show little consideration for the feelings or needs of others
One consequence of such an attitude
unable to work successfully in teams
impulsiveness
lack the patience
to carefully consider options
compulsive shopping
unwise financial decisions
criminal activity
I do not believe that..... supports this objective

Notice that this is all "topic vocabulary", which contributes to the 'task response' and 'lexical resource' scores. The words and phrases above are the key reason why my essay would easily achieve a band 9.

August 17, 2017

IELTS Writing Task 1: two different charts

When the task is to describe two completely different charts, there's no need to compare them; we can simply write a separate paragraph about each one.

So here's the paragraph structure that we can use for this question:

Introduction: paraphrase the question statement (see this lesson)
Overview: write one general sentence about each chart (like this)
First chart: describe the details (2 to 4 sentences)
Second chart: describe the details (2 to 4 sentences)

I'll show you my full answer in next Thursday's lesson.

August 15, 2017

IELTS Grammar: singular or plural after %

I was surprised to see how many people made the mistake below:

49% of the trips made by Americans was for...

We need to use "were" instead of "was". When you have a percentage, the verb needs to agree with the noun that comes after it. For example:

- 50% of people were happy with the service. ('people' is plural)
- 50% of the project was completed last year. ('project' is singular)

August 14, 2017

IELTS Grammar: find the mistakes

Here are some sentences that people wrote below Thursday's lesson. Can you find the mistake(s) in each sentence, and explain what the problems are?

In 2009, 49% of the trips made by Americans was due to travel to work.
In 2009, 49% of the trips made by Americans was for the purpose of moving to work.
In 2009, 49% of the trip made by Americans commuter.
In 2009, 49% of the trips made by Americans tended to commute to and from work.
In 2009, 49% of the trips made by Americans who were to commute to and from work.
In 2009, 49% trips made by Americans in order to travel to and from workplace.

August 12, 2017

IELTS Writing Task 1: repeat, but with numbers

In last week's lesson I wrote the following sentence in my overview paragraph:

It is clear that the principal reason why Americans travelled in 2009 was to commute to and from work.

Moving on to the 'details' paragraphs, it's fine to repeat this point because we're now going to include the number or statistic. For example:

In 2009, 49% of the trips made by Americans.....

Can you finish the sentence above?

August 08, 2017

IELTS Advice: you don't need a grammar book

Yesterday a student asked me to recommend a good grammar book. My answer to this question is that you don't need one. Let me explain my reasons for this view.

When I was at school, language learning meant studying two things: 1) grammar rules and 2) lists of vocabulary. The idea was that we should use the grammar rules to construct sentences, and the vocabulary would fill in the gaps. To me this seemed like a "mathematical" approach, where each grammar rule is like a formula. If you use a grammar book, you're probably following this method.

Nowadays I prefer a different approach, especially when teaching IELTS. Here are five reasons why I've moved away from the "grammar book" method:

I believe that students can pass the test more quickly if they remember that grammar only accounts for 25% of their score, and they focus instead on the other 75%.
I believe that the "mathematical formula" approach causes people to create unnatural sentences.
I think that a better use of your time is to read and listen to as much native-speaker English as possible, so that you pick up the words, phrases and constructions that English speakers really use.
If you want to improve your grammar for IELTS, I recommend that you ask a teacher to highlight your mistakes. Instead of learning rules from a book, just aim to learn from the mistakes that you make, and therefore gradually "edit" your English.
You can check any grammar point with a quick search on the Internet. There's no need to slowly work through a book any more!

August 06, 2017

IELTS Advice: more about 'templates'

On Wednesday I wrote about 'template language', and there's a useful comment from sjm (another IELTS teacher) below the lesson. Here's what he said:

The problem with a lot of templates is that they contain too many memorised words and phrases. This then lowers the amount of topic vocabulary. Simon even uses a basic template (for example, he uses a five sentence body paragraph with a clear topic sentence, and similar linkers). However the key is that a template (or what I would call 'good organisation') does not dominate the essay. I always say from an examiner's point of view that candidates should keep memorised words and linkers to under 20% of the total word count.

This made me think: Which words or phrases in some of my own essays could we highlight as 'template language' or 'good organisation'?

If you have time, make a list of the template / organising language in the two essays linked below. We can then compare the two lists.

August 04, 2017

IELTS Writing Task 1: two charts overview

When you are given two different charts, the overview paragraph is quite easy: just write one sentence about each chart, describing a main feature of each.

Here's the two chart task that we've been looking at in recent lessons:

mm
The charts below show reasons for travel and the main issues for the travelling public in the US in 2009.
mm

mm
And here's my 2-sentence overview paragraph:

Note:
I've used several examples of paraphrasing in the paragraph above (when you compare it to the question statement). Can you see them?

July 31, 2017

IELTS Grammar: verb and noun collocations

The problem with the following sentences is that the verbs and nouns (underlined) don't go together. Do you know what the correct verbs should be?

I gave the IELTS exam last week.
I usually take a coffee in the morning.
This will bring a negative impact on people.

The correct 'verb + noun' groups are examples of collocation.

July 30, 2017

IELTS Grammar: uncountable nouns

Students often make mistakes with uncountable nouns. These are nouns that you can't count. Most importantly, they don't have a plural form.

For example, you can't say "an information, two informations, many informations". You can say "some information, more information, a lot of information, a piece of information".

Below are some common uncountable nouns. Do you know any others?

give advice, some advice, a piece of advice (an advice, advices)
do research, carry out research (a research, researches)
gain knowledge, share knowledge, increase knowledge (knowledges)

July 22, 2017

IELTS Writing Task 1: synonyms for 'shows'

In this lesson I explained why I only recommend using shows, illustrates and compares in your task 1 introduction. There are plenty of other synonyms for the word "shows", but almost all of them will look strange in the context of a description of a graph or chart.

One other possibility that I also occasionally use is the phrase "gives information about". Look at the introduction below, for example.

Click here to see the task. Here's my introduction:

The bar chart and pie chart give information about why US residents travelled and what travel problems they experienced in the year 2009.

July 19, 2017

IELTS Advice: do your own mock test days

A full day of testing isn't easy, and you'll probably get a shock on your exam day if you've only practised individual parts of the test at home.

So, as part of your IELTS preparation, why not do a full day of testing at home, maybe once every two weeks? In the morning, start with a full listening test, then go straight on to a reading test, and follow that with both writing tasks. Have lunch, and then ask a friend or family member to be your speaking examiner in the afternoon.

Don't worry too much about your scores. Just get used to the difficulty of maintaining concentration for a full day. You'll be much better prepared when your exam day arrives if you've done a few of these mock test days at home.

July 17, 2017

IELTS Advice: advice vs rules

If a teacher, website, book or friend tells you that you must do a particular thing in the writing test, you can check the band descriptors to see whether it's true.

For example, I often receive questions like this:

My teacher told me that I must add a second sentence, containing a recommendation or prediction, to my task 2 conclusions? Is this true?

Here's my answer:

No, this is not true. There's nothing in the band descriptors about conclusions needing a recommendation or prediction. I think it's fine for teachers to say "this is how I think we should write a good conclusion", but they should make it clear that they are giving advice rather than stating a rule. If it's not in the band descriptors, it's not a rule.

Download Writing Band Descriptors Task 1

Download Writing Band Descriptors Task 2

July 15, 2017

IELTS Writing Task 1: bar chart and pie chart

Let's have a look at a task with two different charts:

The charts below show reasons for travel and the main issues for the travelling public in the US in 2009.
mm

mm
(Source: U.S. Department of Transportation)

July 10, 2017

IELTS Advice: from a student who passed

Thanks to those of you who wished me a happy holiday! I'm feeling refreshed after a week off, and I thought it would be a good time to share a positive message that I received from a student, called Evan, who passed the IELTS test this month.

Here are the main parts of Evan's message:

Dear Simon,

I received my IELTS result this morning, and I am so happy to share with you that I've achieved my goal (7.0 for every part). I started taking IELTS in October 2016, and this is my 5th attempt. I would like to thank you very much for your useful lessons, tips and advice on your blog and your video course. I could not have got the results without it. I also want to share with you my experience, and hopefully this could once again prove that if one follows your method, he or she will succeed one day.

My journey to achieving my IELTS goal has been very difficult and frustrating as I have been stuck with either writing or reading, especially writing. At some points I almost gave up and was thinking that IELTS may not be for me. But when I felt down, I read your posts and comments from successful takers, especially James Z, Chanaka and Kevin, which inspired me to continue. After my 4th attempt, I decided to take time off work so I could devote all my time to study. I studied from 9am to 6.30pm from Monday to Saturday for 5 weeks, and I wrote 34 essays and 11 letters following your method, and had 6 essays and 2 letters corrected. This helped identify my common mistakes, such as grammar error and word choice, and also to give me an idea of what a band 7.0 in writing would look like. I focused on learning topic vocabulary, and I practised the keyword technique for writing and listening. I strictly followed your advice for speaking part 1 (short and easy), part 2 (vocabulary theme) and part 3 (flow).

After all, I think that the key to IELTS band 7 includes the following:

Hard work always pays off.
Trust ielts-simon.com's lessons, you don't need any others, even books. In fact, I only used the 12 Cambridge books and Official Practice Materials from ielts.org.
Don't waste time and money to take the test repeatedly. Instead, concentrate on language learning, and take the test when you are ready.
Spend more time on studying and practising than testing (I found this advice from you the most useful).
Have someone to check your work to identify common mistakes.

Once again, thank you Simon very much and I really appreciate your work. Now,I can go back to work while preparing for the next chapter of my life with my IELTS result.

Regards,
Evan

July 08, 2017

IELTS Advice: using the verb 'get'

A student pointed out that I often use the word 'get' in my sample answers for IELTS speaking. For example, I wrote "get cash out" in my answer to question 4 in yesterday's lesson.

So, is it acceptable to use the word 'get' or is it too informal? Here's my answer:

The word 'get' is used so often in spoken English that no native speaker (or examiner) will even notice that you've used it. In fact, it might even help to make your speech sound more fluent and natural if you use 'get' in your speaking test.

Note: 'get' is fine in the speaking test, but I would normally avoid using it in the writing test.

July 06, 2017

IELTS Writing Task 1: answer analysis

On Saturday I suggested that you analyse the task 1 answer that I shared in this lesson. Here's my quick analysis:

Task achievement
The answer fulfils the requirements of the task by giving a clear overview of the main trends shown in the table, and by presenting key details. Good comparisons are made between the two schools and the two years.

Coherence and cohesion
Paragraphing is clear, information is presented in a logical order, and cohesion (e.g. linking and comparing) does its job without attracting too much attention.

Lexical resource
A wide range of vocabulary is used in a natural and sophisticated way, with no mistakes. Some less common items of vocabulary are used.

Grammatical range and accuracy
Most importantly, there are no mistakes in the answer. A range of sentence structures is used with full flexibility and accuracy.

Note:
Can you find some examples of good cohesion (linking / comparing) and less common vocabulary in my answer?

June 29, 2017

IELTS Writing Task 1: 'educational problems' full answer

Here's my full answer for the table task shown in this lesson:

The table compares two primary schools in terms of the proportions of their pupils who experienced seven different educational problems in the years 2005 and 2015.

It is noticeable that school A had higher proportions of children with all seven educational difficulties in both years. However, while school A managed to reduce the incidence of most of the problems between 2005 and 2015, school B saw an overall rise in the percentage of children who were struggling.

In 2005, 42% of school A’s pupils found it difficult to follow instructions, whereas only 6% of pupils in school B experienced this problem. Similarly, between 30 and 40 per cent of children attending school A had problems in the areas of spelling, listening, verbal expression and concentration in lessons, while the equivalent figures for school B stood at between 5 and 15 per cent.

In 2015, the difference between the two schools was less pronounced. Notably, the proportion of children who struggled to follow instructions fell by 24% in school A, and this school also saw falls of 22%, 15%, 14% and 5% in the figures for children who had problems with concentration, listening, verbal expression and spelling. In school B, however, the proportion of children who struggled with spelling and following instructions doubled, to 10% and 12% respectively, and there was almost no change in the incidence of listening, verbal or concentration problems.

June 25, 2017

IELTS Advice: if they can do it, so can you!

If you're frustrated with the IELTS test at the moment, it might help you to know that people do pass the test every week, sometimes with very high scores.

For example, take a moment to read the comments by Elizabeth, Gary, Hung and Sunggie below this lesson. If they can get such high scores (7.5 and higher), so can you!

June 24, 2017

IELTS Vocabulary: useful phrases

Even if you're not doing the General IELTS test, there were some useful phrases in the letter that I wrote last Sunday. Note them down, and see if you can use them in your own sentences:

to have a document translated
(to have something done = to get someone else to do it for you)
I've been given the opportunity to...
provide a copy along with the original
to submit a document
to secure a place on a course
I'm running out of time
do someone a favour
(e.g. Do you think you could do me a big favour?)
give me an hour of your time
whenever suits you best
to pop round (informal) = to visit someone

June 22, 2017

IELTS Writing Task 1: main paragraph decisions

When the graph, chart or table shows a lot of information, it's difficult to decide what to put in your main 'details' paragraphs.

Here's a method that I often use to help me with this decision: expand on the two points that you made in your 'overview' paragraph.

For example, look at this lesson. We can use the two points in the overview paragraph to guide our decisions about what to put in paragraphs 3 and 4:

Paragraph 3
Expand on the sentence about school A having higher proportions of children with educational problems. In other words, we can make some easy comparisons between school A and B. Don't worry about changes in the figures or comparing the two years.

Paragraph 4
Now expand on the sentence about changes i.e. falling percentages in school A and rising figures in school B.

I'll use this technique to write my full answer next week.

June 16, 2017

IELTS Advice: just keep going!

The most important thing that writing this blog has taught me is to keep going. Some days I have great lesson ideas and other days I don't, but I write something anyway.

And I believe that you can study for IELTS in the same way - just do something (even something very small or quick) every day, and you'll reach your goal in the end.

June 14, 2017

IELTS Writing Task 1: corrected sentences

Here are my corrections for the sentences that I showed you last week.

1) Sentence containing mistakes
In 2005, School A faced major problem in Following Instructions about 42%.

Corrected version
In 2005, 42% of children in school A had difficulty following instructions.

2) Sentence containing mistakes
In comparison to 2005, spelling and following instructions have doubled over 10 years.

Corrected version
In school B, the proportion of pupils who struggled with spelling and following instructions doubled over the 10-year period.

3) Sentence containing mistakes
For example, 6% students having troubles in spelling in 2005.

Corrected version
For example, 6% of students in school B had trouble with spelling in 2005.

4) Sentence containing mistakes
Handwriting accounted level off with 28% in two years, yet it was the most percentage of the problem in 2015.

Corrected version
Handwriting became school A’s most significant problem in 2015, although the percentage of children experiencing handwriting difficulties at that school was the same in both years.

5) Sentence containing mistakes
Followed by the same number 35% of students in listening skills and verbal expression of ideas.

Corrected version
In 2005, 35% of students in school A were struggling with listening skills and verbal expression of ideas.

June 09, 2017

IELTS Advice: good writing looks easy (but it isn't)

I sometimes hear from students who believe that my essays seem too easy. Have another look at the essay that I wrote on Wednesday, and the vocabulary list in yesterday's lesson. Is it really as easy as it seems to write like that?

June 08, 2017

IELTS Vocabulary: groups of words

Individual words (e.g. big, difficult or unusual words) are not the secret to getting a good vocabulary score in IELTS writing or speaking.

Instead, it's your ability to use groups of words (e.g. collocations and phrases) that will impress the examiner.

Look at these examples from the essay that I shared on Wednesday:

opinions differ as to whether or not
the setting of homework
a necessary aspect of
an unnecessary burden on
there is evidence to support the idea that
improve educational outcomes
regularly top international educational league tables
countries where..... outperform nations where.....
setting homework is the norm
is just as beneficial as
from the perspective of
brain development
has an important role to play in
the schooling of children
encourages independent learning and problem solving
are challenged to work through tasks
at their own pace
In doing so, .....
apply the knowledge
consolidate their understanding
concepts taught by their teacher
develop an independent study habit
certainly has its drawbacks
the benefits outweigh them in the long term

June 05, 2017

IELTS Writing Task 1: correct the mistakes

Here are some sentences that people wrote below this lesson. Can you correct the mistakes and/or change and improve the sentences?

In 2005, School A faced major problem in Following Instructions about 42%.
In comparison to 2005, spelling and following instructions have doubled over 10 years.
For example, 6% students having troubles in spelling in 2005.
Handwriting accounted level off with 28% in two years, yet it was the most percentage of the problem in 2015.
Followed by the same number 35% of students in listening skills and verbal expression of ideas.

June 02, 2017

IELTS Advice: study alone or take lessons?

Studying alone

It's certainly possible to prepare for the IELTS test alone. Every week I receive messages from people who tell me that they passed the test without attending any "normal" lessons. Some of them used only the free lessons here on the blog, while others found my video course to be exactly what they needed.

Taking lessons

On the other hand, not everyone likes working independently. You might find that attending English lessons with a teacher suits you better. The good news is that your teacher doesn't need to be an IELTS expert. You already have all the IELTS advice that you need here, so just try to find a good "general English" teacher.

A middle point

A "middle point" between the two paths above could be to study alone but get some feedback from an IELTS teacher every now and then. For example, you could study my blog lessons, and then get an essay checked or try taking a realistic online speaking test with one of my colleagues. If you're working alone, a teacher's feedback will make sure you're on the right track.

June 01, 2017

IELTS Vocabulary: weekly review

Here's a list of the good vocabulary from this week's blog lessons. Copy the words and phrases, and see if you can use them in your own sentences.

Writing task 2:

homework is an unnecessary burden on children
there is evidence to support the idea that...
improve educational outcomes
top (verb) international league tables
outperform (verb)
setting homework is the norm
play time is just as beneficial as study time
from the perspective of

Writing task 1:

the table compares..... in terms of.....
experienced (verb) educational problems
reduce the incidence of
saw a rise in
children who were struggling

Speaking part 2:

a small, family-run place
all the more welcoming and inviting
to catch up with someone (informal)
what we had been up to (informal)
made us feel at home
from the moment we walked in
polite, approachable and attentive
nothing was too much to ask
the delicious food, good company and friendly service
made it an unforgettable evening

May 29, 2017

IELTS Writing Task 1: 'educational problems' answer

Let's look at the first two paragraphs of my model answer for the task below.

The table below gives information about the problems faced by children in two primary schools in 2005 and 2015.

...
Introduction: paraphrase the question statement
The table compares two primary schools in terms of the proportions of their pupils who experienced seven different educational problems in the years 2005 and 2015.

Overview: describe two main or general points
It is noticeable that school A had higher proportions of children with all seven educational difficulties in both years. However, while school A managed to reduce the incidence of most of the problems between 2005 and 2015, school B saw an overall rise in the percentage of children who were struggling.

May 26, 2017

IELTS Advice: a change of mindset

(mindset = established set of attitudes or way of thinking)

It seems to me that too many students have a "grammar mindset". They believe that 'complex structures' are the key to a high IELTS score, and they focus on learning grammar rules and linking phrases.

I prefer the "vocabulary mindset". Students who have this mindset are more concerned about how native speakers really use the language. They 'collect' words, phrases and collocations by doing lots of reading and listening, and they enjoy using the new vocabulary that they have 'copied' from these sources.

To me, the vocabulary mindset seems much more positive and proactive than the grammar mindset. It seems less critical and more curious, and I also think that it makes language learning more fun!

May 25, 2017

IELTS Grammar: with + ing

Look at the following sentence from one of my task 1 answers:

A dramatic increase in both commodity prices was seen from 2007 to 2008, with oil prices reaching a peak of approximately $130 per barrel and the food price index rising to 220 points.

Notice how this sentence is written: first I state the overall trend, then there is a comma, then I add the statistics using "with + ing".

See if you can write a similar sentence using the information below.

- The number of young people who attended UK universities rose (2006 to 2015)
- Female university entrants: an increase of 20,000 over the 9-year period
- Male university entrants: peaked at 157,000 in 2011

May 23, 2017

IELTS Writing Task 1: 'educational problems' table

Let's look at another 'table' task. There are too many figures in the table, so which ones would you select for your description?

The table below gives information about the problems faced by children in two primary schools in 2005 and 2015.

May 21, 2017

IELTS Vocabulary: a detailed explanation

I've just written a long response to some good questions in the "comments" area below this lesson. If you're aiming for band 7 or higher, I think you should read the little debate we've been having!

May 19, 2017

IELTS Grammar / Vocabulary: 'advanced and complex'?

In this lesson I'll try to answer Kami's question (see yesterday's lesson). Let's start by looking at the sentence below in more detail.

Fierce debates have been provoked if assignments ought to be done by students.

Grammar
There's really only one grammar mistake in the sentence above: the word "if" is used wrongly. We would need to write something like this: "Fierce debates have been provoked about the issue of whether assignments..."

Vocabulary
However, vocabulary is the real problem in the sentence:

The word fierce is much too strong, and seems unnatural or inappropriate in this context. Are people really having fierce (i.e. furious, very angry) debates about homework?
I would also question the use of the word debates. Are people really debating this homework issue? Maybe they are, but this still seems a little exaggerated to me.
Next, while it isn't grammatically wrong, I would question the use of the word provoked. Has someone or something provoked this debate?
Finally, assignments are not necessarily the same thing as homework. Assignments can be done in the classroom, so the use of this word confuses the issue.

While the grammar of the original sentence was almost correct, any native English speaker would find the sentence strange or unnatural, due to the vocabulary issues mentioned above. There's nothing "advanced or complex" about choosing inappropriate or exaggerated words that no English speaker would use.

Final tip:
It's good to be fascinated by new words and phrases, but using them correctly and appropriately is a different challenge. For most people, trying to write like an English-speaking journalist or novelist is like trying to play football at the level of Messi or Ronaldo! If you aim for such a high level, you're likely to make big mistakes.

May 18, 2017

IELTS Grammar / Vocabulary: too simple?

In Wednesday's lesson I said that the sentence below needed to be corrected and improved.

Fierce debates have been provoked if assignments ought to be done by students.

In the "comments" below the lesson, I suggested two corrected versions:

People have different views about whether school pupils should have to do homework.
Opinions differ as to whether (or not) school children should be given homework.

But a student (Kami) asked a useful question:

Hi Simon. You made it too simple. What if I were fascinated by more advanced and complex structures to use while I apply correct grammar? I failed to find any grammar mistakes in the first sentence.

How do you think I should answer Kami's question? Are my suggestions too simple? And what advice do you think I should give about the issue of "advanced and complex structures"? I'll give you my answer and advice in tomorrow's lesson.

May 16, 2017

IELTS Writing Task 1: verb tenses

Let's have a look at the different verb tenses that I used in last week's answer.

Present simple - to describe what the graph shows us now

the line graph compares
a strong correlation is suggested (passive)

Past simple - to describe past years e.g. 2000 to 2011

prices of both oil and food rose
the trends for both commodities were very similar
the average global oil price was close to $25
the food price index stood at just under 90 points
both prices remained relatively stable
the average oil price rose once again
the food price index reached its peak
a dramatic increase in both commodity prices was seen (passive)

Past perfect - to describe what happened before and up to a past time

By 2007, the average oil price had more than doubled
and (by 2007) food prices had risen by around 50 points

Past perfect and past simple in the same sentence

By the beginning of 2009 the price of oil had dropped by roughly $90, and the food price index was down by about 80 points.

May 13, 2017

IELTS Advice: focus on YOU, get the job done!

Yesterday I asked you to consider how you would respond to "exam environment" problems, like unfriendly staff or noise from other candidates.

Here's what I think about these problems: they are out of your control, so it's best to ignore them. Instead, you should focus on your own performance only - this is something that you can control.

In the right frame of mind, we are all capable of performing well under pressure. We can ignore other people and external distractions, and we can focus on the job that needs doing. Approach the test as a "professional" - if you've prepared properly, you're ready to get the job done!

May 12, 2017

IELTS Advice: the exam environment

A student wrote to me recently to tell me about his negative experience of the test centre on the day of his IELTS exam. He said that the test centre staff were unfriendly and unhelpful, and he wondered whether it was a good idea to complain.

Let's consider some problems that you might experience on your test day:

unfriendly staff
an unfriendly examiner
other candidates coughing or sneezing
unclear instructions from staff
noises outside the building
a wobbly table
any other problem with the exam environment that you can think of

What should you do about these problems? Tell us what you would do in the 'comments' area below, and I'll give you my advice in tomorrow's lesson.

May 10, 2017

IELTS Writing Task 1: line graph answer

The graph below shows changes in global food and oil prices between 2000 and 2011.

...
Here's my band 9 answer:

The line graph compares the average price of a barrel of oil with the food price index over a period of 11 years.

It is clear that average global prices of both oil and food rose considerably between 2000 and 2011. Furthermore, the trends for both commodities were very similar, and so a strong correlation (93.6%) is suggested.

In the year 2000, the average global oil price was close to $25 per barrel, and the food price index stood at just under 90 points. Over the following four years both prices remained relatively stable, before rising steadily between 2004 and 2007. By 2007, the average oil price had more than doubled, to nearly $60 per barrel, and food prices had risen by around 50 points.

A dramatic increase in both commodity prices was seen from 2007 to 2008, with oil prices reaching a peak of approximately $130 per barrel and the food price index rising to 220 points. However, by the beginning of 2009 the price of oil had dropped by roughly $90, and the food price index was down by about 80 points. Finally, in 2011, the average oil price rose once again, to nearly $100 per barrel, while the food price index reached its peak, at almost 240 points.

May 05, 2017

IELTS Grammar / Vocabulary: 'fixed phrases'

Sometimes it's better not to look at word usage from a grammar perspective. Instead, we can accept that some phrases are 'fixed', and there's no point worrying about the individual words within them.

The phrase "I look forward to seeing you", from yesterday's lesson, is a good example. There's no point trying to understand why we use "to + ing" in this phrase. Just learn it as a fixed phrase.

Let's take another example. Someone asked me for a grammatical explanation of my use of the word "for" in the sentence below:

One option would be for police officers to visit schools. (taken from this essay)

Here's the answer that I gave the student:

It might be best to learn the whole phrase "one option would be for x to..." without trying to understand it word by word. You could consider this to be a 'fixed phrase'.

In other words, rather than looking at this from a grammar perspective, you could learn it as a vocabulary item. Then, the best way to understand the phrase is to see it used in various different contexts. Here are some examples from a Google search:

One option would be for national authorities to intervene.
In order to improve the economy, one option would be for the government to invest in infrastructure.
One option would be for staff to work more hours.

May 04, 2017

IELTS Grammar: 'to' with 'ing'

Many students have learnt that 'to' can't be followed by a word ending in 'ing'. But you might have noticed that I break this 'rule' in some of my essays. For example:

"strict punishments for driving offences are the key to reducing traffic accidents"

This phrase is completely correct, so it must mean that the "rule" was wrong! You can put 'to' with 'ing' in many situations. Here are some examples:

The key to being more productive is...
I look forward to seeing you.
He admitted to taking the money.
Scientists are closer to being able to...
Seven steps to reaching your goals!

Can you find any more examples?
Tip: try searching on Google for "to being", "to having", "to doing" etc.

May 01, 2017

IELTS Writing Task 1: one correct sentence!

In last week's lesson I asked you to try writing one correct sentence about a graph. Are you able to write a sentence that compares two numbers without making a mistake? If not, then this is something that you must practise.

Here are some sentences that students wrote below the lesson. Can you see what is wrong with each sentence?

In 2011, there was a dramatic rise in both prices but as compared to oil, food index price went to 250 points.
In 2011 food price index raised dramatically and reached a peak almost to 240 points and there was a slight increase in oil price, it was about $100 by that time.
After gradual increase in the previous year, the price of oil and food inclined to 100 dollars per barrels and 240 points respectively in 2011.

And here's a sentence that contains no mistakes:

In 2011, the average oil price rose to nearly $100 per barrel, while the food price index reached its peak, at almost 240 points.

April 27, 2017

IELTS Advice: easy essay structure

Whether you're doing the academic test or the general test, I recommend that you use the 4-paragraph, 13-sentence essay structure that you can see in yesterday's lesson.

Look again at yesterday's essay plan; I think it's very clear and easy to follow. If you get used to planning and organising your essays in this way, the 'structure' part becomes easy and you have more time to focus on good ideas and vocabulary.

April 24, 2017

IELTS Writing Task 1: line graph 'details' sentences

Let's look at some sentences that you could use to describe the graph below.

The graph below shows changes in global food and oil prices between 2000 and 2011.

...
A sentence about the year 2000:
In the year 2000, the average global oil price was close to $25 per barrel, and the food price index stood at just under 90 points.

A sentence about the years 2000 to 2007:
Over the following four years both prices remained relatively stable, in spite of frequent small fluctuations, before rising steadily between 2004 and 2007.

A sentence about the year 2007:
By 2007, the average oil price had more than doubled, to nearly $60 per barrel, and food prices had risen by around 50 points.

A sentence about the years 2007 to 2008:
A dramatic increase in oil and food prices was seen from 2007 to 2008, with oil prices reaching a peak of approximately $130 per barrel and the food price index rising to 220 points.

A sentence about the year 2009:
By the beginning of 2009 the price of oil had dropped by roughly $90, and the food price index was down by about 80 points.

Task:
Can you write one correct sentence about oil and food prices in 2011?

April 18, 2017

IELTS Writing Task 1: line graph 'details' mistakes

Here are some sentences that people wrote below last week's lesson. Can you correct the mistake(s) in each sentence?

In 2000, oil price was slightly higher than food price.
Over 6-years later, there was a dramatic increase of oil price.
The index of price rose by 36 points at the same period.
After the trough in 2009, food price indicate an abrupt increase in 2011.
The average oil price came to about $72 in the middle of 2006.
The food price index arrived at approximately 240 points.
This is the lowest figures throughout the period as a whole.

April 14, 2017

IELTS Advice: acceptable templates

Yesterday I showed you a 'bad' conclusion template, but what does a 'good' template look like?

One way for me to answer this is to recommend that you forget about templates completely. Just use the shortest, most basic 'organising' phrases, like "In conclusion", and focus on answering the question. In other words, you should worry about 'topic language', not 'template language'.

On the other hand, if you really want a template for conclusions, have a look at this lesson. The templates you'll see there are acceptable.

April 13, 2017

IELTS Advice: don't use 'templates' like this

A student sent me the following 'template' for writing task 2 conclusions:

In conclusion, not only..... but also..... I believe..... . So, that’s why without a doubt that everyone should concern alongside authority and help each other's out to have a good and updated (topic).

My advice is simple: throw this template away! First, it contains mistakes. Second, it doesn't really make sense. And third, it's an example of the kind of "memorised language" that I wrote about in last Sunday's lesson. You'll probably get a lower score if you write in this way.

April 10, 2017

IELTS Writing Task 1: line graph 'details' tips

After writing your introduction and overview paragraphs, you need to describe the information in detail. Here are my tips for describing line graph details:

Try to write two paragraphs. This isn't a 'rule', but it's a good idea because it forces you to group the information, and this should improve the organisation and coherence of your report. One big paragraph full of numbers can look messy, whereas two separate paragraphs will look neater and be easier to read.
Aim for just two or three sentences in each 'details' paragraph. Some of your sentences will be quite long, because you'll be comparing several numbers, so two sentences can sometimes be enough.
Always compare the lines; never describe each line separately.
Select key numbers only. You won't have time to describe every number in every year.
Start at the beginning, with the first year on the left of the x axis. Compare the numbers (i.e. all lines) in that year.
Then choose an interesting point towards the middle of the graph, and compare the figures at that point.
OR: Summarise the line trends over the first half of the period (to somewhere around the middle of the graph).
Then start a new paragraph for the second half of the time period.
Compare the figures for all of the lines at any key points. Or summarise the line trends over the second half of the period.
Finish at the end, with the last year shown. Compare the numbers (i.e. all lines) in that year.

Here's a short version of the advice above:

Paragraph 3
Compare the lines (giving numbers) in the first year shown, then describe any significant numbers or overall trends in the first half of the time period.

Paragraph 4
Describe any significant numbers or overall trends in the second half of the time period, then compare the lines (giving numbers) in the last year shown.

Task:
See if you can follow this advice to write two 'details' paragraphs about the line graph in last week's lesson.

April 03, 2017

IELTS Advice: memorised language

What do examiners consider to be "memorised language", and how will your score be affected if you use it?

Words
Individual words will not be considered memorised. However, if you have learnt some "big" words, you should make sure that you can use them in a natural and appropriate way, because incorrect use of words will affect your vocabulary score.

Phrases
It's fine to memorise and use "topic vocabulary" phrases (e.g. the opportunity to engage face-to-face) and short organising phrases (e.g. people have different views about...). However, I recommend that you avoid learning long "any essay" phrases (e.g. ... is a controversial and hotly debated issue in today's world). These "phrases for any essay" are very obvious to the examiner, and you'll probably get a lower score if you use them.

Sentences
Again, "topic vocabulary" is fine, but "any essay" sentences are not. So, if the question is about environmental problems, you can use a full sentence from my blog (e.g. Human activity is a major factor in the rise of the greenhouse gases that cause global warming). Having said that, it isn't easy to memorise full sentences for a wide range of topics, so I advise people to learn shorter "topic" phrases instead.

Paragraphs and full essays
If you write a perfect paragraph or full essay from memory and it fits the question, the examiner will not know and you will not be penalised. However, you would need to memorise hundreds of essays, so I don't recommend that you take this approach! Furthermore, if you write a perfect essay but it doesn't match the question, you will score zero!

My final tip
I recommend that you learn words and phrases (and maybe a few full sentences) for common IELTS topics, as well as some simple words and phrases for linking and organising your ideas. Don't learn lists of "phrases for any essay".

April 02, 2017

IELTS Advice: it's fine to use my ideas

If you use words, phrases or sentences from this website or from my ebook, will the examiner know that you have copied me, and therefore consider part of your answer to be memorised?

The answer is no! You can, and you should, use the language that you find on this site. If you can't use the language that a teacher gives you, how are you expected to learn English?

For example, look at the following sentence from my most recent essay:

"Students may not have the opportunity to engage face-to-face with their teachers."

It would be fine to use a word (e.g. engage) or a phrase (e.g. the opportunity to engage face-to-face) from this sentence. You can even use the whole sentence, as long as it's relevant to the question that you have been asked.

So what do examiners consider to be "memorised language"? I'll explain that in tomorrow's lesson.

March 31, 2017

IELTS Writing Task 1: graph introduction and overview

The graph below shows changes in global food and oil prices between 2000 and 2011.

...
Here are my first two paragraphs, the introduction and overview:

The line graph compares the average price of a barrel of oil with the food price index over a period of 11 years.

It is clear that average global prices of both food and oil rose considerably between 2000 and 2011, although many price fluctuations can be seen during those 11 years. Furthermore, the trends for both commodities are very similar, and so a strong correlation is suggested.

March 27, 2017

IELTS Grammar: 'overview' mistakes

Here are some sentences that people wrote below Thursday's writing task 1 lesson. Can you find and correct the mistakes?

There are a lot of fluctuations in cost these years.
Prices of both food and oil have a significant increase in eleven years.
The trends show almost similar figures throughout the period.
Oil and food prices follow nearly same trends within period.
Both goods increased theirs prices throughout the period shown.
Both goods had their prices increased throughout the period shown.

March 25, 2017

IELTS Writing Task 1: overview practice

The graph below shows changes in global food and oil prices between 2000 and 2011.

(Source: http://www.paulchefurka.ca/Food_Energy.html)

Task:
Using the advice in last week's lesson, how would you write an overview / summary of the information shown on the graph?

March 22, 2017

IELTS Grammar: a student's question

A student asked me about the following sentence:

Traffic jams are a feature of everyday life in modern cities.

He asked me if the following version is also correct:

Traffic jams are a feature of everyday's life in modern cities.

What do you think? Is the second sentence correct? Why / why not?

March 21, 2017

IELTS Writing Task 1: how to write the 'overview'

The overview / summary is a very important part of your task 1 report. Many people have no trouble describing specific details, but they find it difficult to describe the general features of a graph, chart or diagram. So here are my tips on how to write a good overview:

Always try to write two sentences. This forces you to describe two main or general features of the graph, chart or diagram.
Don't put any numbers in your overview. Save specific numbers for the 'details' paragraphs.
If the graph or chart shows a time period (e.g. years), look for the overall change from the beginning to the end of the period (e.g. from the first year to the last year).
Look for overall trends, and ignore individual figures that don't fit the trend. For example, if a graph shows a rising trend overall, you can ignore a specific year when the figures decreased - save that year for your 'details' paragraphs.
If no time period is shown, you can't look for trends. Instead, look for differences and similarities between items.
Don't look for individual 'highest' or 'lowest' figures such as a 'peak' on a line graph. Instead, describe the highest and lowest items overall (e.g. which line on the graph was the highest for the whole or most of the period?).
Start your overview with a simple phrase that clearly shows the examiner that this is your summary paragraph e.g. It is clear that... , It is noticeable that... , Overall we can see that...
If there are two different charts, write one overview sentence about each chart.
If there are more than two charts, they must be connected in some way, so look for two main features overall.
If the task is to describe a diagram or map that compares things, you can mention the main differences and maybe the number of differences and / or similarities between the two diagrams.
If the task is to describe a process diagram, you can mention the total number of stages in the process and say where or how the process begins and ends.

To get a much better understanding of this advice, go through my task 1 lessons here on the blog and analyse the second paragraph of any full answer that you find. Alternatively, watch my task 1 video lessons on this website.

March 16, 2017

IELTS Vocabulary: review

Let's review the good vocabulary from this week's writing and speaking lessons. First, some phrases from my task 2 essay:

are becoming a common feature of
Internet-based learning
less direct interaction
the opportunity to engage face-to-face with
rely on written forms of communication
come into direct contact with
a negative impact on peer support
chatting through website forum areas
element of competition
study in a flexible way
cover the material at their own pace
revenues for institutions
regardless of age, location, ability and background
enrolled on an online MBA course

Second, some phrases from Friday's speaking lesson:

just down the road
a bite to eat
I found myself getting distracted
a change of scenery
made the short walk
just the right level of background noise
over the course of the afternoon
takes a lot of pride in making
avoid drinking too much caffeine
on that occasion
the atmosphere and noise level
focus on my work without distractions

Note: You should see a difference in 'tone' (i.e. how formal or informal something is) between the two lists of phrases above. Can you see what I mean?

March 15, 2017

IELTS Grammar: plural with singular

Did you notice the following sentence in my essay on Wednesday?

Online courses are becoming a common feature of university education.

It might seem strange to mix a plural with a singular like this, but it's correct. The reason is that the courses are being grouped together as one feature. Look at some similar examples:

- Traffic jams are a feature of everyday life in modern cities.
- Online courses are a positive development.
- Electric cars are a good idea.
- Lower birth rates in America are an interesting trend.

March 13, 2017

IELTS Writing Task 1: where to put the 'overview'

People often ask me why I put the overview (summary) after the introduction instead of at the end of my task 1 reports.

I tell my students that they can choose where to put the overview. It's fine to put it after the introduction, and it's fine to put it at the end - your score will be the same either way.

However, there are 2 reasons why I personally prefer to put the overview after the introduction, rather than at the end:

I find it easier and more logical to begin with the general information and main features before I describe specific details.
The overview is very important, so I think we should prioritise it. If you want a high score, your overview / summary needs to be good, not something that you write in a hurry when your time is running out.

March 07, 2017

IELTS Advice: the other 75%

Remember that 'grammar' is only 25% of your writing and speaking scores. I think you'll improve your scores faster if you focus on the other 75%.

In the writing test, the other 75% comes from your ideas, vocabulary and essay organisation. In the speaking test, the 75% comes from your fluency and coherence, vocabulary and pronunciation. Why not spend more time on those things instead of worrying so much about grammar?

March 05, 2017

IELTS Writing Task 1: hyphen and no 's' before noun

Look at the following (correct) phrases:

over the 10-year period
the charts show three 10-year periods

Now compare those phrases with two more:

over the period of 10 years
the charts show three periods of 10 years

Can you see the difference? Can you explain the grammar rule here, and can you think of any other examples?

February 26, 2017

IELTS Advice: slow practice

I've mentioned slow practice in a few lessons this week, and I've explained before that you should aim to get better before you get faster (click here to see that lesson).

Before I finish with the "slow" theme, I'd like to recommend that you put the words "slow practice" into Google (or another search engine). You'll find lots of interesting articles about the importance of slow practice in music, sport, martial arts and other areas of life. Why not use the same concept as one of your language learning tools?

February 23, 2017

IELTS Writing Task 1: life cycle answer

I've just written my full answer for the task below.

The diagram below shows the life cycle of a salmon, from egg to adult fish.

...
The diagram illustrates the stages in the life of the salmon, from birth to maturity.

It is clear that there are six* main stages as the salmon develops from egg to mature adult. We can also see that salmon spend time in three distinct locations during the cycle, moving from river to estuary to ocean and then back upstream.

Salmon begin their lives in rivers where the adult fish lay and incubate their eggs. After emerging from eggs, the young salmon spend the next stage of their lives being reared in freshwater areas. Then, at some point in their development, the fish swim downstream to river estuaries where rearing continues.

Following the estuary rearing period, the maturing salmon migrate to the ocean, where they eventually become fully grown adults. Finally, the adult fish travel back upstream to spawning areas of rivers; here they reproduce and lay their eggs, and the life cycle begins anew.

(154 words, band 9)

* I wrote "six" main stages because these are the stages that I describe in paragraphs 3 and 4.

February 18, 2017

IELTS Grammar: is, will, would, would have

Compare the following sentences. Can you explain the difference in meaning between each one, or suggest when we might use each one?

1) This book is useful.

2) This book will be useful.

3) This book would be useful.

4) This book would have been useful.

February 16, 2017

IELTS Writing Task 1: life cycle mistakes

Can you correct the mistakes in the following six sentences?

Salmon begin their lives from eggs that laid in a river.
After emerged from eggs they reared to freshwater.
Before they merge to sea they stay in estuary, where sea and river meet.
During their time in the ocean, young salmons develop gradually into mature salmons.
The adult fishes travel to spawning areas where the salmon incubation can be done.
Their cycle completes when the spawning process starts and as some research, adult salmon die right after that due to exhaustion.

February 12, 2017

IELTS Advice: 'difficult' words

I've written about this many times before, but I still hear from many people who think that the way to get a higher score is by using big, difficult or 'original' words.

For example, a student commented recently that she had improved her English by learning the words ameliorate, juggernaut and katzenjammer. I can honestly say that I had never seen or heard the word 'katzenjammer' before. My dictionary says that it is an informal and old-fashioned word that was used in the US, which explains why I didn't know it. If you use a word like that in your IELTS essay, your writing will look very strange!

Please don't waste your time learning strange words. Instead, read through the writing lessons on this website, and try to copy the writing style that I use.

February 10, 2017

IELTS Writing Task 1: description using questions

Let's try a new technique: to describe the life cycle below, simply answer the six questions written below it. Don't worry about the introduction or overview; we can add those later.

The diagram below shows the life cycle of a salmon, from egg to adult fish.

Write your description of the diagram by answering the following questions:

Where and in what form do salmon begin their lives?
When the young salmon emerge from eggs, where are they reared?
Before swimming to the ocean, where do the young fish migrate to?
What happens to salmon during their time in the ocean?
Where do the adult fish then travel to, and why?
What happens that completes the cycle?

February 06, 2017

IELTS Grammar: compound and complex?

Some IELTS students spend a lot of time preparing "difficult" sentence structures to impress the examiner. One particular issue that people ask me about is the use of 'compound' and 'complex' sentences.

The first thing I would say about compound and complex sentences is that they are not "difficult". Here in the UK, children learn about these sentence structures in primary school (click here to see how children are taught to understand sentence types). If you use words like and, but, because, although, while, when to connect ideas, you will automatically write a longer sentence that will be either compound or complex.

The second thing I would say is that you should not be worrying about these things when you are writing an IELTS essay. Just focus on answering the question and explaining your ideas well. I'm sure you'll naturally use "connecting" words to join ideas and create some longer sentences, so there's no need to worry about this at all.

February 03, 2017

IELTS Writing Task 1: life cycle overview

How do you write an overview or summary about a 'life cycle' diagram? Here are two things that I always do:

1. Count the number of stages in the life cycle.
2. Decide on a beginning and an end point in the cycle.

Last week's diagram has another general feature: where the cycle takes place.

So here's a possible overview paragraph for last week's task:

According to the diagram, there are eight main stages as the salmon develops from egg to mature adult. Salmon travel to three different places during the cycle, moving from river to estuary to ocean and back.

January 29, 2017

IELTS Vocabulary: essay review

Here are the "band 7 to 9" phrases from Wednesday's essay. See if you can write a full sentence with each of these phrases.

technological developments
lead to the loss of
this assertion
it may be true in the case of
seem to be unaffected by
advances in technology that have driven industrialisation
contributed to the disappearance of
in pre-industrial Britain
generations of families grew up in small communities
a strong sense of identity
shared customs and beliefs
led to the dispersal of families
villages are inhabited by commuters
traditional cultures still thrive
have been completely untouched by
hunt and gather food
traditional skills are passed on to children by parents and elders
are embracing communications technologies
access to information
from weather predictions to market prices
helps them to prosper
have survived and even flourished

Vocabulary was a strong feature in Wednesday's essay, but I'll talk about some other aspects of the essay tomorrow.

January 27, 2017

IELTS Writing Task 1: life cycle of a salmon

The following diagram is similar to one that you might have seen in one of the Cambridge books, but with a couple of extra details. Can you describe it in our normal "IELTS style"?

The diagram below shows the life cycle of a salmon, from egg to adult fish.

(Source: http://www.5counties.org/salmoncycle.htm)

spawning = laying eggs
estuary = the mouth of a river, where it meets the sea / ocean

January 19, 2017

IELTS Vocabulary: culture / a culture

The word "culture" is tricky because it can be used as an uncountable or a countable noun. It also has various meanings. A better understanding of this word will help you with the writing task that we've been working on, so let's look at some definitions and uses.

1. Culture (uncountable): don't use with "a", don't make it plural

This means the customs, beliefs, way of life, art, music, literature or social organisation of a group of people.

For example:
- I'm studying European culture. (everything from beliefs to art)
- This city is full of culture and history. (art, old buildings, traditional food etc.)

2. Culture (countable): a culture / different cultures

When we make 'culture' countable, we are usually* talking about the group of people itself. So, 'a culture' can be similar to 'a society' or 'a community'.

For example:
- Children are taught to respect different cultures. (different groups of people)
- Traditional cultures are disappearing. (traditional societies or communities)

*Note:
You might also see "a culture" used to describe an "attitude" e.g. The manager is trying to create a culture of success.

January 18, 2017

IELTS Vocabulary: less formal for speaking

In the speaking test, you can use conversational (less formal) phrases that you wouldn't use in the writing test. Here are some examples from yesterday's lesson:

leave something until the last minute
work flat out (meaning: work hard without stopping)
get something finished
get something done
one in particular that I really struggled with
put something off (meaning: avoid doing it)
in the end
have mixed feelings about
get started on something
to go through it again (meaning: to do or experience something again)

I also used some good words and phrases that would be suitable for both speaking and writing (i.e. this vocabulary is not informal):

procrastinating
producing a final draft
complete the final draft
the pressure of such a close deadline
manage the task in an efficient way
I limited myself to just ten research sources
summarise and synthesise
I was relieved and quite impressed with myself

The vocabulary in the two lists above might not seem 'difficult', but it's the kind of natural "native-speaker" language that will impress the examiner. That's why I gave the answer a band 9.

January 16, 2017

IELTS Writing Task 1: 'to' or 'by'

In IELTS writing task 1, you might need to use verbs like increase, decrease, rise and fall. These verbs can be followed by the words 'to' and 'by', but what's the difference?

Let's use these figures:
- Company profit in 2005 = £20,000
- Company profit in 2010 = £25,000

Now compare these sentences:
- Company profit rose to £25,000 in 2010.
- Company profit rose by £5,000 between 2005 and 2010.

It's easy: 'to' is used before the new figure, and 'by' is used to show the change. It's the same when you are talking about a fall.

January 08, 2017

IELTS Advice: don't get too technical

A student wrote to me with a useful question:

"My IELTS teacher told us not to mention complex subjects and show off knowledge in the speaking test. I tend to talk about my major using big words and terms to expand my answers. Would this be seen as "showing off knowledge"? And what do you think about this advice?"

To answer this question, let's compare two answers to the question "how often do you eat chocolate?":

Answer 1:
I probably eat something that contains chocolate, like a chocolate bar or a cake, every couple of days.

Answer 2:
I try to keep my chocolate intake to a minimum because it is relatively high in calories, and because sugary foods can lead to insulin resistance.

The second answer might look more difficult and impressive, but it actually seems inappropriate and unnatural. I much prefer the first answer. So, I think this is what the teacher meant when he/she advised students not to "show off their knowledge", and I agree with this advice.

January 01, 2017

IELTS Writing Task 1: pie chart answer

Here's my full answer to the pie chart question that we've been looking at recently.

The chart below shows the results of a survey of people who visited four types of tourist attraction in Britain in the year 1999.
...

...
The pie chart compares figures for visitors to four categories of tourist attraction and to five different theme parks in Britain in 1999.

It is clear that theme parks and museums / galleries were the two most popular types of tourist attraction in that year. Blackpool Pleasure Beach received by far the highest proportion of visitors in the theme park sector.

Looking at the information in more detail, we can see that 38% of the surveyed visitors went to a theme park, and 37% of them went to a museum or gallery. By contrast, historic houses and monuments were visited by only 16% of the sample, while wildlife parks and zoos were the least popular of the four types of tourist attraction, with only 9% of visitors.

In the theme park sector, almost half of the people surveyed (47%) had been to Blackpool Pleasure Beach. Alton Towers was the second most popular amusement park, with 17% of the sample, followed by Pleasureland in Southport, with 16%. Finally, Chessington World of Adventures and Legoland Windsor had each welcomed 10% of the surveyed visitors.

(181 words, band 9)

December 24, 2016

IELTS Grammar: test it with an easier sentence

If you're unsure about a bit of grammar, see what happens when you look at it in a much easier sentence. I'll demonstrate this with an example.

A student asked me this question:

Should we write "Companies A and B saw waste output fall" or "Companies A and B saw waste output fell"?

I told the student to consider an easier example:

Do we say "I saw him go" or "I saw him went"?

Hopefully the easy example above makes the grammar point much clearer. "Companies A and B saw waste output fall" and "I saw him go" are of course correct.

December 21, 2016

IELTS Writing Task 1: pie chart with extra detail

Here are my first two paragraphs (introduction and overview) for the chart below:

The pie chart compares figures for visitors to four categories of tourist attraction and to five different theme parks in Britain in 1999.

...
Click on the image if you need to enlarge it.
Source: University of Leicester

Task:
Can you write the two main body paragraphs? Just describe the four pie chart categories in the first paragraph, and the 'theme park' figures in the second.

December 16, 2016

IELTS Advice: yesterday's challenge

In yesterday's lesson I challenged you to read, watch or listen to something new and interesting (in English of course). Thanks to those of you who replied.

Here's my response to the challenge:
After trying to help my nephew to solve his 'Rubik's Revenge' (see picture below), I gave up and went online to find a proper strategy. The interesting text that I ended up reading was this one about how the Rubik's cube is similar to life. In some ways, I think it's also similar to the IELTS exam!

December 15, 2016

IELTS Advice: for 'down days'

If you're having a 'down day' when you don't feel like studying, my advice is this: just read (or watch or listen to) something interesting in English. Search the Internet for a hobby or an interesting topic, and see what you can find.

Here's a challenge to help you:
Can you find a short text or video about something that you have never thought about before today? I'll share my own response to this challenge tomorrow.

December 12, 2016

IELTS Writing Task 1: pie chart with extra detail

Let's try to write a report about the pie chart below. First, can you write an introduction without having a question statement to help you?
...

...
Click on the image if you need to enlarge it.
Source: University of Leicester

December 03, 2016

IELTS Advice: techniques / English

I tell my students that they need to work on two things:

Exam techniques: My aim on this blog is to show you how to approach the IELTS test. If you have 'a method for everything', you'll be well-prepared and confident.
English: Of course, exam techniques won't help you to get a high score if your English is only at beginner or intermediate level. You'll also need to learn more English words and phrases, and you'll need to do lots of practice.

How confident do you feel about your progress in the two areas above? Are you improving in each area, or are you struggling with one of them?

December 02, 2016

IELTS Writing Task 1: pie chart without numbers

Last week I showed you the chart below.

The chart below shows the proportions of adults in Canada who own one car, two cars, more than two cars, or who do not own a car.

As several people commented below last week's lesson, we can describe a pie chart even if the numbers are not shown. Here are some example sentences:

Just over half of all adults in Canada own one car.
Roughly 50% of Canadian adults own one car, while approximately 25% of adults in Canada own two cars.
Less than a quarter of Canadians do not own a car.
Only a very small percentage (under 5%) of Canadian adults own more than two cars.

Remember: the full pie is always 100%, so it's easy for us to guess approximate proportions.

November 28, 2016

IELTS Vocabulary: words that I don't use

A student asked me: Can I use the words pros and cons, leaps and bounds, merits and demerits?

Here's my simple answer:

No. I don't recommend using any of those words in your IELTS test. I never use them, so why would you use them? By the way, if you want to check whether I use a word, click here and follow the advice about how to search my website.

Here's a longer answer:

Why are you asking about those words? If you are studying vocabulary, you should be focusing on 'topic-specific' vocabulary, not 'generic' language (words and phrases that can be used in any essay). Linking words and other generic words or phrases might be necessary in terms of essay structure, but they don't help your vocabulary score. That's why, for linking and organisation, I prefer to use 'normal' vocabulary like firstly, secondly, finally, however, on the one hand, on the other hand, furthermore, advantages, disadvantages, benefits, positives etc. There is no need to find less common alternatives for these words and phrases.

Finally, a quick explanation:

"pros and cons" is a bit too informal for IELTS writing.
"leaps and bounds" is an informal phrase that we use to talk about improvements e.g. "Since living in the UK, my English has come on in leaps and bounds" (meaning: my English has improved a lot). You might be able to use this in the speaking test, but don't use it in an essay.
"merits and demerits" is not a good alternative for "advantages and disadvantages". I've never used the word "demerits" in my life.

November 26, 2016

IELTS Writing Task 1: pie chart without numbers

Somebody asked me: What should I do if the question contains a pie chart without numbers on it? Well, let's look at a simple example.

The chart below shows the proportions of adults in Canada who own one car, two cars, more than two cars, or who do not own a car.

Would it still be possible to describe the pie chart above, even though the figures are missing? (Note: this is just a quick example, not a real question)

November 23, 2016

IELTS Vocabulary: from my essay

Here's a list of phrases from my 'festivals' essay that the examiner would consider "less common" (most IELTS candidates probably wouldn't use them):

we no longer remember
treat them as opportunities to
have become times for celebration
people are most concerned with
a holiday period, rather than a time to practise religion
similar behaviour can be seen
non-religious festivals
people associate this occasion with
the underlying meaning of such festivals
songs which have a religious content
perform nativity plays
families play a role in
passing knowledge on to the next generation
festivals' deeper significance
the same is true for
a historical background
in the sense that
at an early age
they are still aware of

Note:
The vocabulary above is not 'difficult'. The difficult thing is to use words together in correct collocations and phrases. Maybe you could try using some of the above phrases in your own full sentences.

November 22, 2016

IELTS Advice: using resources

In yesterday's lesson I explained how I use a thesaurus and a collocations dictionary to help me to gather vocabulary ideas. Did you find it strange that an English teacher (and native English speaker) would need to use these resources?

It's true that, as a native English speaker, if I brainstorm for long enough I can probably find all of the ideas that I need in my head. However, I can make the task so much easier and quicker by using a dictionary, thesaurus, collocations dictionary and the Internet.

Are you using these resources to expand your own language repertoire?

November 13, 2016

IELTS Vocabulary: collocations and phrases

IELTS candidates often use good collocations or phrases, but they get them slightly wrong. This is what happened in the sentences in yesterday's lesson:

1) Use "be + achievement". You can't use "win + achievement"
Example: It was a great achievement. Don't say: I won a great achievement.

2) "my hard work (had) paid off"
Example: I was proud that all of my hard work had paid off.
The mistake in yesterday's lesson was to make this passive (had been paid off).

3) "I'll never forget" and "I never forget" have different meanings
- I'll never forget the day when I passed the exam. (a memorable event)
- I never forget my mother's birthday. (you remember every year)

4) "lose interest in something". Never write the plural "interests"
Example: I lost interest in the course.

5) With the word "difficulty / difficulties" you can use these verbs:
have, face, experience, encounter, run into, get into
You can't say "difficulties concurred".

6) "due to" is followed by a noun, not a subject + verb
Example: due to the fact that I had never...
Don't say: due to I had never...

PS. One of my colleagues has a Facebook page dedicated to 'correct the mistakes' exercises. You can find it here.

November 11, 2016

IELTS Writing Task 1: good vocabulary

Here are some good words and phrases that I used in last week's answer:

The line graph compares..... in terms of.....
waste output / waste produced / amount of waste / waste material / waste production
there were significant changes in
company A produced....., while companies B and C produced..... and..... respectively
the respective amounts of waste from companies A and B
around / approximately / roughly
saw + noun + noun: saw an increase in waste production
saw + noun + verb: saw waste output fall
past perfect after "by": By 2015..... had risen / had dropped
cut waste production
reduced its waste production
over the following 5 years
over the same 10-year period

November 04, 2016

IELTS Writing Task 1: 'waste graph' answer

The graph below shows the amounts of waste produced by three companies over a period of 15 years.

The line graph compares three companies in terms of their waste output between the years 2000 and 2015.

It is clear that there were significant changes in the amounts of waste produced by all three companies shown on the graph. While companies A and B saw waste output fall over the 15-year period, the amount of waste produced by company C increased considerably.

In 2000, company A produced 12 tonnes of waste, while companies B and C produced around 8 tonnes and 4 tonnes of waste material respectively. Over the following 5 years, the waste output of companies B and C rose by around 2 tonnes, but the figure for company A fell by approximately 1 tonne.

From 2005 to 2015, company A cut waste production by roughly 3 tonnes, and company B reduced its waste by around 7 tonnes. By contrast, company C saw an increase in waste production of approximately 4 tonnes over the same 10-year period. By 2015, company C’s waste output had risen to 10 tonnes, while the respective amounts of waste from companies A and B had dropped to 8 tonnes and only 3 tonnes.

(192 words, band 9)

October 29, 2016

IELTS Advice: from a student who passed

This week I received an email from a student who passed the IELTS test with high scores. I'd like to share a simple piece of advice from that person.

Here's what she said:
When I took my exam, I always asked myself, “What would Simon do?”

I think this sums up the whole aim of my blog. If I can help people to "think like me" in the IELTS test, then I'm happy with the job I'm doing!

October 27, 2016

IELTS Writing Task 1: introduction and overview

Let's look at the first two paragraphs of my sample answer for the question below.

The graph below shows the amounts of waste produced by three companies over a period of 15 years.

Introduction (paraphrase the question):
The line graph compares three companies in terms of their waste output between the year 2000 and the year 2015.

Overview (two main / general points):
It is clear that there were significant changes in the amounts of waste produced by all three companies shown on the graph. While companies A and B saw waste output fall over the 15-year period, the amount of waste produced by company C increased considerably.

October 18, 2016

IELTS Writing Task 1: overview points

Here are some main points that most people noticed about the graph in last week's lesson:

There were significant changes in the amounts of waste produced by all three companies.
Waste produced by companies A and B decreased, but waste produced by company C increased.
Company A was the biggest waste producer at the beginning of the period, but C was the biggest producer by the end of the period.
Company A produced the largest amount of waste in total.

I recommend choosing just two of these main points for a two-sentence overview paragraph. For example:

October 12, 2016

IELTS Vocabulary: note it down, then use it

Are you keeping a record of good words and phrases? Have you noted down the good vocabulary from the paragraphs that I shared in Wednesday's writing lesson, and from the answers in yesterday's speaking lesson?

When you read my sample answers, I hope that you sometimes think to yourself: that's a good word/phrase; I'll take that and use it myself.

October 10, 2016

IELTS Writing Task 1: more 'overview' practice

Several people asked me for some more practice seeing the "big picture" when writing the overview paragraph. First, read this lesson and this lesson. Then try to write a two-sentence overview about the line graph below.

The graph below shows the amounts of waste produced by three companies over a period of 15 years.

October 07, 2016

IELTS Grammar: correct the mistakes

Here are some sentences that people wrote below yesterday's lesson. Can you find and correct the mistakes?

My name was named by my mom. She likes its sounds.
It's unusual name in my country.
I never change my name because I am proud so much.
My parents give me a good name.
Well, I have not think about it.

October 04, 2016

IELTS Writing Task 1: the overview

I've given the following advice several times before on this blog, but I think it's worth repeating in connection with last week's lesson.

A current examiner recently told me that the most common mistake in students' task 1 answers is that there is no overview. This was also true when I was an examiner.

So what makes a good overview? Here are a few tips:

An overview is simply a summary of the main things you can see.
Because the overview is so important, I recommend putting it at the beginning of your report, just after the introduction sentence.
I write two overview sentences. A one-sentence overview isn't really enough.
Try not to include specific numbers in the overview. Save the specifics for later paragraphs.
Look at the 'big picture' e.g. the overall change from the first year to the last year (if years are shown on the chart), the differences between whole categories rather than single numbers, or the total number of stages in a process.

Have another look at the overview paragraphs (paragraph 2) in the task 1 answers that I've written here on the site. Analyse them carefully, and practise writing your own overviews in the same way.

September 29, 2016

IELTS Grammar: prepositions

A student asked me recently which preposition to use with the word 'spending'. But there isn't an easy answer to this question. Here are a few possible phrases:

- spending on food
- spending by teenagers
- spending in the UK
- spending during the summer holiday
- spending throughout October
- spending in dollars
- spending via mobile phone apps

Correct use of prepositions is one of the most difficult aspects of learning English. However, instead of learning 'rules', I recommend that you simply copy the phrases that you read and hear. This is how native speakers learn to use prepositions.

September 27, 2016

IELTS Writing Task 1: did you notice the 80%?

In my experience, not many people are able to write a good overview / summary paragraph under exam conditions. They can see specific information, but they find it difficult to see the "big picture".

Let's try looking for the "big picture" in some data. We can then write a good overview or summary.

Percentage of students able to speak languages other than English:

30% - Spanish
15% - French
10% - German
15% - another language (not Spanish, French or German)
10% - two other languages
20% - no other language

(adapted from Cambridge IELTS book 11)

Writing your overview / summary paragraph:

I'm sure you noticed the biggest number straight away (30% - Spanish), and we could certainly mention this in our overview. Many people then look for the smallest number, but I wouldn't do that in this case. I think there is something better that we can mention: the 80% of students who are able to speak at least one foreign language. Did you notice the 80%?

Here's my 2-sentence overview / summary:

It is noticeable that the vast majority of students are able to speak at least one foreign language, as well as English. We can also see that Spanish is the most widely spoken second language among the surveyed group of students.

PS. I don't usually include numbers in my summary, so I wrote 'vast majority' instead of 80%, and 'most widely spoken second language' instead of 30%. We can add the figures in our "details" paragraphs.

September 22, 2016

IELTS Vocabulary: topic-specific

Did you notice that the vocabulary list in yesterday's lesson contained no linking words and no phrases that could be used in any essay?

Instead, all of the vocabulary in the list was what I call "topic vocabulary" - words and phrases that are directly relevant to the specific topic of the question. This is the kind of vocabulary that impresses examiners.

September 21, 2016

IELTS Vocabulary: review

Let's review some of the good vocabulary from this week's task 2 essay. It is this vocabulary that really takes the essay up to band 9 level.

a maximum wage
employee remuneration
should be capped
excellent pay packages
attract the most talented people
the huge sums that they are willing to pay
highly motivated
drive their businesses
a thriving economy
increased tax revenues
a limit on earnings
the pay-gap
demotivate workers
lower executive salaries
higher minimum wages
everybody will be better off
poverty and crime rates fall
the general population
an improved standard of living
set a limit
the highest earners

September 16, 2016

IELTS Grammar: using Google

If you are unsure about the correct way to use a word, Google can often solve the problem. Here are two examples:

Try searching for "drink driving" and "drunk driving". Both are correct, but which is more common?
I wanted to explain the use of "having had", so I googled "having had grammar" and found this page from the BBC.

Google and Wikipedia are two of the best tools for improving your vocabulary and grammar. Try them the next time you have a language problem.

September 14, 2016

IELTS Advice: 'official' and 'unofficial' practice tests

A student asked me whether it's best to only use the 'official' IELTS practice tests i.e. the Cambridge IELTS books. Or should you also do tests in books by other publishers?

Here's my advice: Do the official practice tests first. If you have finished all of them, then I think it's fine to use 'unofficial' books; just don't expect them to give you a realistic idea of your score.

September 07, 2016

IELTS Writing Task 1: variety and repetition

In writing task 1, there will probably be one or two key words or phrases that you find yourself repeating in almost every sentence. For example, last week's graphs were about spending on sport and participation in sport, so it was necessary to mention these two ideas several times in the answer.

Add variety where you can
In my answer, I did try to add some variety where I felt that an alternative word or phrase worked well. For example, instead of "participation in" I also wrote:

- took part in
- taking part
- played
- were enrolled in
- practised
- doing

But repetition can also be positive
I wasn't too worried about repeating the key ideas (spending and participation) a few times. I wrote "parents spent" three times and I used the word "participation" four times. It can help the coherence of your writing if a key word or phrase is repeated, because this helps the reader to make connections between ideas in different sentences. Too much variety can confuse the reader. For example, it will seem very strange if you use 10 different synonyms for a word like "spending".

Remember: variety is good, but repetition is also normal.

September 04, 2016

IELTS Advice: work on the easy things

Following on from yesterday's advice about doing the easy things well, let's think about some of the 'easy' aspects of the IELTS test:

Speaking part 1: Have you mastered the art of giving short, simple answers without hesitation? Have a look at this lesson to see some useful examples.
Listening section 1: Can you get 10 out of 10 correct answers? If you can't, you need to do more work on this section before you worry about sections 2, 3 and 4.
Writing task 1 introductions: If you've done enough practice, you should find it easy to write task 1 introductions. Use the method in this lesson.
Writing task 2 introductions and conclusions: Practise writing introductions like this and conclusions like this.

My tip: become good at these 'easy' parts of the test before you move on to anything more difficult.

September 02, 2016

IELTS Writing Task 1: separate line graphs answer

The first chart below gives information about the money spent by British parents on their children’s sports between 2008 and 2014. The second chart shows the number of children who participated in three sports in Britain over the same time period.

Here's my full answer:

The line graphs show the average monthly amount that parents in Britain spent on their children’s sporting activities and the number of British children who took part in three different sports from 2008 to 2014.

It is clear that parents spent more money each year on their children’s participation in sports over the six-year period. In terms of the number of children taking part, football was significantly more popular than athletics and swimming.

In 2008, British parents spent an average of around £20 per month on their children’s sporting activities. Parents’ spending on children’s sports increased gradually over the following six years, and by 2014 the average monthly amount had risen to just over £30.

Looking at participation numbers, in 2008 approximately 8 million British children played football, while only 2 million children were enrolled in swimming clubs and less than 1 million practised athletics. The figures for football participation remained relatively stable over the following 6 years. By contrast, participation in swimming almost doubled, to nearly 4 million children, and there was a near fivefold increase in the number of children doing athletics.

(185 words, band 9)

August 23, 2016

IELTS Advice: about 'task response'

Someone asked me about the following phrase, which describes a band 9 task response in writing task 2:

"presents a fully developed position with relevant, fully extended and well supported ideas"

Is it really possible to "fully extend and support" your ideas in such a short essay? Probably not. If you had time to write 1000 words, I'm sure you could extend and support your ideas more fully.

However, we shouldn't "overthink" this problem. Examiners know that it's impossible to write a truly perfect, fully developed answer in just 250 words. They understand the limitations of the task, and (hopefully!) they use their common sense. Instead of worrying about the precise meaning of the band descriptions, it's best to simply focus on answering the question as well as you can.

August 22, 2016

IELTS Advice: success tips

Occasionally I like to use this blog to share my thoughts about how to achieve goals. Here's a summary of what I believe are the keys to success in IELTS, or in any other endeavour:

1) The best information
If you want to achieve something, you first need to find the best source of information and guidance that you can.

2) Persistent work
Of course, you'll need to use the information that you have and take action. You'll need to do the regular practice that leads to improvement.

3) Positive attitude (or growth mindset)
If you have the right guidance and you're working hard, you need to be positive and patient. Try not to waste time worrying; instead, trust the process and know that you will improve gradually. Don't expect fast or easy results.

4) Measure your progress
Finally, you need to find a way to analyse the work that you produce. This will allow you to learn from your mistakes and make any necessary changes to your approach. Also, tracking your progress will give you confidence that you are moving towards your goal.

August 17, 2016

IELTS Vocabulary: band 7-9 phrases

Here's a list of the good vocabulary from my 'climate change' essay:

represents a major threat to
tackle this issue
reduce the human impact
to prevent, or at least mitigate, climate change
limit the carbon dioxide emissions
impose “green taxes” on drivers
other polluters
invest in renewable energy production
energy efficient
voting for politicians who propose to tackle climate change
the consequences will be disastrous
not optimistic that we would be able to cope
rise in sea levels
people would be displaced
the means to safeguard low-lying areas
forced to migrate to nearby cities
the potential for human suffering would be huge
outbreaks of disease and famine
increased homelessness and poverty

Remember: if you want a high score in writing task 2, you need to use good 'topic vocabulary' like the examples above.

August 13, 2016

IELTS Writing Task 1: introduction and overview

Let's look at the first two paragraphs for the question below.

Introduction and overview:

It is clear that parents spent more money each year on their children’s participation in sports over the 6-year period. In terms of the number of children taking part, football was significantly more popular than athletics and swimming.

Remember:
You just need one sentence for the introduction, and you can write it by paraphrasing the question statement (rewrite it in your own words). Try to write two sentences for your overview paragraph; in this case we can describe one main feature of each graph.

August 09, 2016

IELTS Vocabulary: from Friday's lesson

Here's a list of the good vocabulary from Friday's speaking lesson:

working in a previous job
catch an early flight
a senior member of our department
had volunteered to
waiting to be picked up
look out for his car
I overslept
I had set my alarm
I must have turned it off
I sprang out of bed
got dressed in record time
I splashed some water on my face
put my shoes on without properly tying the laces
I was filled with a sense of panic
walked towards the awaiting car
I felt so embarrassed
it was obvious that I hadn’t been ready on time

Note:
These words and phrases might not seem 'difficult' or 'academic'. However, examiners don't often meet candidates who use this kind of natural, native-speaker language.

In particular, phrases like "I sprang out of bed", "I got dressed in record time" and "I splashed some water on my face" would certainly surprise an examiner.

August 07, 2016

IELTS Vocabulary: phrasal verbs

I used several phrasal verbs (e.g. pick up, look out for, turn off, carry on) in my description in yesterday's lesson.

These verbs look easy, but they are good examples of the kind of natural, idiomatic language that native speakers use. The tricky thing about phrasal verbs is that you have to learn what each one means; you can't understand them by translating the individual words.

For example, I used "pick up" to mean "collect" (I was waiting for my colleague to collect me), but "pick up" can also mean improve, learn quickly, or receive. Have a look at this page on a grammar website. Can you see why phrasal verbs might impress the examiner if you use them correctly?

August 02, 2016

IELTS Writing Task 1: comparing line graphs?

We'll look at the following line graphs in more detail next week, but today I'd like to ask you just one question:

Can we compare the two graphs, or should we describe them separately?

July 28, 2016

IELTS Grammar: active and passive

A student called Rosh asked for some help with the following sentences. Are they active or passive? Are they all correct?

My boss recommended me a long holiday.
I was recommended a long holiday by my boss.
My boss was recommended me a long holiday.
Members asked me many questions in the meeting.
I was asked many questions by members in the meeting.
Members were asked me many questions in the meeting.

July 27, 2016

IELTS Advice: asking for a re-mark

Recently I've heard from quite a few people whose writing scores were raised from 6.5 to band 7 after they asked for a re-mark. This suggests that some examiners are a bit too cautious when marking, especially at the higher levels.

There are no guarantees when you ask for a re-mark. However, if you think you did well in the writing test, if you got higher scores in the other three parts, and if you missed your target by only half a band, it might be worth a try.

Please share your experiences of re-marking in the comments below.

July 21, 2016

IELTS Advice: strong opinion but only one idea

A student called Sebastian asked me the following useful question:

In writing task 2, what if I choose a strong opinion answer (e.g. completely agree) but I only have one idea? In other words, I only have an idea for one main-body paragraph, so what can I write in the second body paragraph?

Here are my tips to address Sebastian's question:

You could solve this problem during your planning time, before you start writing. If you realise that you only have one idea, you still have time to change to a 'balanced' opinion answer.
Alternatively, you could use the 'perspectives' approach to planning. This might help you to divide your main idea into two parts (e.g. the same idea from an individual perspective and from a social or economic perspective).
Another method that I use is to support my opinion in paragraph 2, and then refute the opposite opinion in paragraph 3. This is the essay structure that I suggested in Wednesday's lesson. You only need one main idea if you do this.

July 20, 2016

IELTS Advice: don't write this!

A student asked me whether I would write the following sentence:

Nonetheless, the extremely central issue is whether the significance of this pivotal factor is totally sufficient for convincing us to provide a closed-form formula or not.

My answer is no! Examiners hate this kind of sentence. It just seems to be a list of big words that have been thrown together; it's completely unnatural, and contains almost no real meaning.

Please don't learn sentences like this. Just write in a clear, direct way, and focus on answering the question.

July 18, 2016

IELTS Writing Task 1: little things to notice

In the task 1 answer that I wrote last week, there are some small details that an examiner or teacher might notice:

visitors' responses (correct use of apostrophe for possessive plural)
hotel guests (compound noun)
hotel's visitors (first noun with possessive)
rated... as... (correct use of verb 'rate' with 'as')
gave this rating (noun 'rating' used with correct verb 'give')
a clear majority (good collocation)
Looking at the positive responses first,... (grouping information)
With regard to negative feedback,... (new paragraph and grouping)
considered... to be... (correct use of verb 'consider' with 'to be')
reflects the fact that (good phrase used in correct context)

July 15, 2016

IELTS Advice: my favourite 'comments' on this blog

There are some really useful comments and questions below the lessons on this site. Someone asked me: "What's your favourite type of comment from students?"

The answer is simple: my favourite comments are those that relate directly to the lesson above them. This tells me that the student has read the lesson and thought about it carefully.

Of course, you are welcome to ask other questions about IELTS, but comments that show an engagement with the lessons are my favourite.

Please note: I can't answer most comments individually these days, but I do still read them all, and they help me to create new lessons.

July 13, 2016

IELTS Writing Task 1: pie charts report

Here's my full answer for the pie charts task below.

The charts below show the results of a questionnaire that asked visitors to the Parkway Hotel how they rated the hotel's customer service. The same questionnaire was given to 100 guests in the years 2005 and 2010.

The pie charts compare visitors’ responses to a survey about customer service at the Parkway Hotel in 2005 and in 2010.

It is clear that overall customer satisfaction increased considerably from 2005 to 2010. While most hotel guests rated customer service as satisfactory or poor in 2005, a clear majority described the hotel’s service as good or excellent in 2010.

Looking at the positive responses first, in 2005 only 5% of the hotel’s visitors rated its customer service as excellent, but this figure rose to 28% in 2010. Furthermore, while only 14% of guests described customer service in the hotel as good in 2005, almost three times as many people gave this rating five years later.

With regard to negative feedback, the proportion of guests who considered the hotel’s customer service to be poor fell from 21% in 2005 to only 12% in 2010. Similarly, the proportion of people who thought customer service was very poor dropped from 15% to only 4% over the 5-year period. Finally, a fall in the number of ‘satisfactory’ ratings in 2010 reflects the fact that more people gave positive responses to the survey in that year.

(193 words, band 9)

July 06, 2016

IELTS Grammar / Vocabulary: 'meaning that'

A student pointed out that I sometimes use the phrase "meaning that" in my essays, but he wasn't sure how to use this phrase himself.

Here are some examples from my essays:

Penalties for dangerous drivers can act as a deterrent, meaning that people avoid repeating the same offence.
Some bilinguals also have two cultural identities, meaning that they are able to adapt their behaviour effortlessly.
Some people call this ‘cultural imperialism’, meaning that one culture has power over others.

Can you see when and how I use the phrase "meaning that"?

July 05, 2016

IELTS Writing Task 1: 'customer service' sentences

The following sentences describe the pie charts in last week's lesson. Which verbs would you use to fill the gaps?

In 2005, only 5% of the hotel visitors _____ the customer service as excellent, but this figure _____ to 28% in 2010.
The proportion of guests who _____ the hotel’s customer service to be poor _____ from 21% in 2005 to only 12% in 2010.
While only 14% of guests _____ customer service in the hotel as good in 2005, almost three times as many people _____ this rating five years later.

July 03, 2016

IELTS Grammar: correct the mistakes

Can you improve the following sentences? They were all written by students below this lesson.

In 2005, only 5% of visitors gave excellent impression of the service.
45% of guests were in favour of satisfactory services in the hotel.
Satisfactory impression was given by 45% of hotel guests.
In 2005, negligible 5% of people surveyed thought the service was excellent, while the figure for good was relatively larger, being 14%.
In conclusion, the hotel performance showed marked progress between 2005 and 2010.

July 02, 2016

IELTS Advice: feedback from a student

People are often surprised when I tell them to stop thinking about 'academic' language, complex grammar or 'difficult' words. In this lesson, for example, I suggest that IELTS writing task 2 is more like a high school essay than a university assignment.

Here's some feedback from a student in relation to this advice:

Hi Simon,

I was initially very sceptical of your "high school" writing approach. I believed in a complicated, "academic" style writing with flashy words and complex sentences. Well, I was wrong.

With that mindset, on the IELTS test day I confidently penned a monstrous 400-word essay with multiple metaphors, symbolism, lengthy sentences, and analyses of complex real-world examples. I ended up getting a band 7 for writing (L9, R9, S8.5).

I was very surprised. What I came to understand is that the IELTS encourages clear, concise and coherent writing more than anything else. It really is a high school writing task. If I ever take the IELTS test again, I will make absolutely sure to follow the simple and effective strategy that you advocate.

June 30, 2016

IELTS Writing Task 1: 'customer service' pie charts

Let's look at the first half of my report about the charts below.

Introduction and overview / summary:

The pie charts compare visitors’ responses to a survey about customer service at the Parkway Hotel in 2005 and in 2010.

It is clear that overall customer satisfaction increased considerably from 2005 to 2010. While more than half of the hotel guests surveyed rated customer service as satisfactory or poor in 2005, a clear majority described the hotel’s service as good or excellent in 2010.

June 25, 2016

IELTS Grammar: articles

Today I'm attaching some questions that a student asked about articles. You can read my answers below each question.

Click here to download

Please note that I cannot provide a complete explanation of all article rules and uses. Grammar books take many pages to do this!

Article rules can become very confusing, so don't worry too much about them. Students who are good at using articles have normally learnt by copying what they read and hear, rather than by learning the 'rules'.

June 21, 2016

IELTS Writing Task 1: 'customer service' pie charts

Try writing a report for about the following information. Next week I'll give you some tips and show you part of my answer.

June 18, 2016

IELTS Advice: search this website

This blog has its own search bar, but Google is better! Here's how to search the blog using Google:

1) First, search for "ielts simon" on Google.
2) You should then see the result in the image below.

3) Now use the "ielts simon" search bar circled in red above.
4) Google will give you results from this website only.

I use this option all the time to find old lessons on my blog. It's a great way to search for a particular topic, type of question, or anything else that you're worried about. For example, if you want to know about using capital letters in the listening test, just type "listening capital letters" into the search bar, and see what you find.

June 09, 2016

IELTS Grammar: correct the mistakes

Here are some of the "Finally" sentences that people wrote below Wednesday's lesson. Can you find and correct the mistakes?

Finally, development of an economy might help a nation tackle with such problems as currency fluctuations, natural damages, terrorist attacks and the like.
Finally, a sustainable economy also help the government well-prepare for natural disaster as well as the battle against inflation.
Finally, strong economy leads towards a better lifestyle for inhabitants by providing state of the art technology.
Finally, from broader aspect, progress in economy enable government to gain authority in political arena, thereby helps to future progression of a country.

June 07, 2016

IELTS Writing Task 1: look at the chart first

It should be possible to understand any chart, graph or diagram without reading the question. So today's tip is: look at the chart (graph, diagram etc.) first. Make sure you understand what it shows, and put a circle around some of the key things that you can see.

I tried this with my students, and we found it very easy to understand the chart. Also, as we already knew what the chart was about, it was easier to understand the question statement.

June 03, 2016

IELTS Grammar and Vocabulary: from last week

Here are my correct versions of the sentences in Thursday's lesson:

In 1985, Canada exported about 19 million tonnes of wheat.
The figure for Australia was lower, at 15 million tonnes.
In 1988, the amount of wheat exported by Canada increased by about 5 million tonnes.

And here are some good phrases from last week's General Writing letter:

the proposed closure
stress how important something is
on a daily basis
which they enjoy immensely
an integral part of the local community
a social hub in the town
lose a treasured facility
within a reasonable distance
have a detrimental effect on
quality of life
take these concerns into consideration

Note: The phrases above are not only useful for GT task 1. You might be able to use them in writing task 2 or in the speaking test.

June 02, 2016

IELTS Grammar: question about verb tenses

Here's a question that someone sent me this week:

I have a big problem with verb tenses, especially the present perfect continuous and past perfect continuous. I can't use these tenses when I'm speaking. How can I solve this problem?

My answer is simple: stop worrying about this! You don't have time to think about grammar when you're speaking. Thinking about verb tenses will distract you from your main objective, which is to answer the question well. Forget those tenses, and focus instead on listening to the question and answering it naturally.

May 17, 2016

IELTS Vocabulary: from this week

Did you take note of the following vocabulary from this week's lessons?

numerous
unprecedented
scepticism
a spirited and compelling argument
to extend human understanding
disciplined intellectual enquiry
can never be wholly harnessed
the future of higher education lies in the balance
deeper and more enlightened understanding
how best to improve transportation
better provision for
further investment in
become more bicycle-friendly
public transport infrastructure
a mere 8%
a massive 69%
such dramatic differences

May 15, 2016

IELTS Writing Task 1: pie charts answer

Have a look at my full answer for the question below.

The pie charts below compare water usage in San Diego, California and the rest of the world.
mm

mm
The pie charts give information about the water used for residential, industrial and agricultural purposes in San Diego County, California, and the world as a whole.

It is noticeable that more water is consumed by homes than by industry or agriculture in the two American regions. By contrast, agriculture accounts for the vast majority of water used worldwide.

In San Diego County and California State, residential water consumption accounts for 60% and 39% of total water usage. By contrast, a mere 8% of the water used globally goes to homes. The opposite trend can be seen when we look at water consumption for agriculture. This accounts for a massive 69% of global water use, but only 17% and 28% of water usage in San Diego and California respectively.

Such dramatic differences are not seen when we compare the figures for industrial water use. The same proportion of water (23%) is used by industry in San Diego and worldwide, while the figure for California is 10% higher, at 33%.

(168 words, band 9)

May 11, 2016

IELTS Grammar: simplify

Instead of correcting every grammar mistake, an easier way to improve the introduction paragraph in yesterday's lesson would be to simplify it. To simplify something, we need to focus on the message that we are trying to communicate; how can we deliver that message in the clearest, simplest way?

For example, here's a simplified version of the introduction:

Many people are confident that this century will be a positive one. I share this optimism, and there are several positive changes that I hope to see over the coming years.

May 10, 2016

IELTS Grammar: correct the mistakes

Can you correct and improve the following introduction paragraph?

It is commonly increasing to hear about that some people are in hope of the current century and look it as an check out to make good changes to the globe. From my view some changes can be better for the world, there are few ideas that I would love to see in the nextby century.

May 08, 2016

IELTS Writing Task 1: using a model sentence

The sentence below comes from a UK government website. It's a good example of how statistics are described by native speakers in the 'real world'.

The number of live births in the UK in 2014 was 776,352, a decrease of 0.3% since 2013, when there were 778,803 live births.

Let's try to use this sentence as a model. Can you write a similar sentence with the following information?

In 2014, 80,000 UK students chose to study history
In 2013, 100,000 UK students chose to study history

Make sure that you use the same sentence order, the same tense, and the same punctuation. Try to include the percentage decrease too.

May 04, 2016

IELTS Vocabulary: topic list

Note: I'm reposting this list of topics because it was difficult to find amongst my older lessons.

Look through the following list of common IELTS topics. Do you have opinions about them? Could you discuss them in an essay or in a conversation?

Advertising
Animal Rights: testing on animals, vegetarianism, zoos
Cities: urbanisation, problems of city life
Crime: police, punishments/prisons, rehabilitation, capital punishment
Education: studying abroad, technology in education, education in developing countries, higher education, home-schooling, bad behaviour, corporal punishment, single sex education, streaming (grouping children according to ability)
Environment: global warming, impact of humans on the environment, solutions to environment problems, waste/rubbish, litter, recycling, nuclear power
Family: family size, working parents, negative effects on children, divorce, care for old people
Gender: gender and education, gender and work, women’s and men’s role in the family
Genetic Engineering: positives, negatives, genetically modified foods
Global Issues: problems in developing countries, how to help developing countries, immigration, multi-cultural societies, globalisation
Government and Society: what governments can do, public services, censorship, video cameras in public places
Guns and Weapons: gun ownership and possession, police and guns, nuclear weapons, armed forces
Health: diet, exercise, state health systems, private healthcare, alternative medicine, stress
Housing and Architecture: state housing, old buildings, modern/green buildings
International Language: English as an international language
Money: money and society, consumerism
Personal Development: happiness, success, nature or nurture
Sport and Leisure: professional/competitive sport, sport salaries, sport and politics
Tourism: positives, negative effects on environment, future of tourism
Traditions and Modern Life: losing traditional skills, traditional customs
Transport: traffic problems and solutions, public transport, road safety
Television, Internet and Mobile Phones: positives and negatives, Internet compared to newspapers and books
Water: importance of clean water, water supply, water should be free, bottled water
Work: same job for life, self-employment, unemployment, work/life balance, technology and work, child labour

This is the topic list that I work with when preparing lessons, and it's the basis of my ebook. It's a good idea to print this list and try to work through it.

May 02, 2016

IELTS Writing Task 1: general to specific

If you read any of my task 1 answers, you will see that I always write 4 paragraphs, and I use a "general to specific" essay structure.

The introduction is the most general part of the report; it tells the reader what the chart is about.
Then I write a short paragraph about the main / general points.
Finally, I write 2 paragraphs describing specific facts or figures.
I don't write a conclusion because I have already summarised the information in paragraph 2.

One reason why I prefer to put the overview / summary near the beginning (rather than at the end) is because I think it's easier to describe general things first, then specific things later.

April 30, 2016

IELTS Advice: feedback from teachers

Last week I did some IELTS teacher training at Liverpool University. Afterwards, I asked the teachers what they found most useful about the session, and three things stood out:

They liked my advice on essay planning for writing task 2. In particular, they thought that numbering the ideas in the plan was really useful. Watch this video to see an example.
They had a clearer understanding of the differences between IELTS writing and university academic writing e.g. using the word "I".
They liked the idea that it's easier to get faster than it is to get better. Don't worry if it takes you four hours to write a band 7 essay; the important thing is that you're achieving that score. Your only task now is to gradually speed up.

Note: These might not be the most useful tips for students, but it's interesting to see what's important for teachers.

April 29, 2016

IELTS Advice: 'empty package' essays

In Wednesday's lesson I showed you some examples of the kind of memorised phrases that examiners don't like. Here's the reply that I wrote to the student who asked me about those phrases:

Too many people write "empty" essays. Their essays are "packaged" with phrases like the ones you mentioned, but there is nothing inside the package - no real topic content.

If you read my own essays here on the blog, you'll see that the "packaging" is quite simple. I'm much more concerned about the contents.

April 27, 2016

IELTS Writing Task 1: pie chart vocabulary

Here are a few sentences that describe the pie charts in this lesson. Can you guess which words I used in the spaces shown?

In San Diego County and California State, residential water consumption _____ for 60% and 39% of total water usage _____.
In both US regions, the _____ for agricultural water use is significantly _____, at 17% and 28%.
By contrast, a _____ 8% of the water used globally goes to homes, and a massive 69% is required for agriculture.

April 21, 2016

IELTS Advice: from students who have passed

I've just been reading the comments below yesterday's lesson, particularly those written by James Z and Kevin.

If you have time, please click here and read what James and Kevin wrote. If you're struggling to get the IELTS score you need, I hope it will inspire you to see that people do achieve their goals. Just keep working hard, and you'll be able to share your own success story soon!

April 17, 2016

IELTS Writing Task 1: correct the mistakes

The following sentences relate to the pie charts in last week's lesson. Can you correct the mistakes in each sentence?

Worldwide had spend water for agriculture almost 69%.
The world's proportion of water consumption go to agriculture by 69%.
There are same percentage in water usage in industry between San Diego and worldwide by 23%.
San Diego and worldwide consumptions had had same percentage which reached 23%.

Note:
Each of the sentences above is trying to describe one number. This is the most basic skill that you need when describing graphs and charts. If you want a good score in task 1, you must be able to describe one number clearly and correctly.

April 11, 2016

IELTS Vocabulary: paraphrasing

Let's review the paraphrasing that I used in Thursday's lesson:

the pie charts compare = the pie charts give information about
water usage = the water used
water usage = water is consumed
the rest of the world = the world as a whole
the rest of the world = worldwide
for residential purposes = by homes
San Diego and California = two American regions

Remember: Paraphrasing is considered to be a 'high level' language skill. The ability to say or write the same thing in several different ways is the sign of an 'advanced' language user.

April 10, 2016

IELTS Vocabulary: weekly review

Have you noted down the following good vocabulary from this week's lessons?

should do the trick (informal) = should be enough
resist the urge to
ramble on (informal) = say too much
dive right in (informal) = go straight to
with the sole aim of
maximising profit
a wider role to play in society
treat employees well, rather than exploiting them
pay a "living wage"
ensure that they have a good quality of life
use a proportion of their profits
support local charities
environmental projects
education initiatives
minimise tax payments
accounting loopholes
contribute to society
in the world as a whole
accounts for the vast majority of
they've used up their energy
leave a good impression on someone

April 09, 2016

IELTS Writing Task 1: 'water use' pie charts

Today I'll show you the first half of my answer for the pie chart question below.

The pie charts below compare water usage in San Diego, California and the rest of the world.
...

...
Introduction (just paraphrase the question):
The pie charts give information about the water used for residential, industrial and agricultural purposes in San Diego County, California, and the world as a whole.

Overview (describe two main, general features):
It is noticeable that more water is consumed by homes than by industry or agriculture in the two American regions. By contrast, agriculture accounts for the vast majority of water used worldwide.

April 06, 2016

IELTS Advice: answer the question!

In the IELTS speaking and writing tests, the most important thing is to answer the question. This seems obvious, but many students are so worried about using 'difficult grammar' that they don't give relevant answers.

In the speaking test, listen carefully to the question and answer it as if you were speaking to a friend. Try to speak without thinking too much; forget the grammar and just have a normal conversation.

In the writing test, take some time to understand each question and plan your answer. Check the question every time you write a new idea; make sure that everything you write is relevant. If part of your answer is not related to the topic you will lose marks, even if your grammar is perfect.

April 04, 2016

IELTS Advice: boring hard work

I often advise students to try to enjoy studying English and preparing for the IELTS test.

However, sometimes the boring things are the most useful: rewriting an essay to improve it, looking up words in a dictionary, learning correct spellings by heart. If you're not doing any boring work, maybe you're not working hard enough!

April 02, 2016

IELTS Writing Task 1: pie charts about water use

Water usage seems to be a common topic in writing task 1. Have a look at the following pie chart question:

The pie charts below compare water usage in San Diego, California and the rest of the world.
mm

Source: www.wrsc.org

March 30, 2016

IELTS Vocabulary: collocations

Did you notice the following phrase in my conclusion in Wednesday's lesson?

"companies should place as much importance on their social responsibilities"

Notice the "verb + noun" collocation that I used: place importance on

Did you know that we can say "place importance on something"? Have you ever used this collocation / phrase yourself?

You might think that you know the word "importance", but I would be surprised if you knew all of the common collocations on this webpage. Remember: it's easy to learn the meaning of a word, but this doesn't mean that you know all of the word's uses.

March 27, 2016

IELTS Writing Task 1: charts showing countries

A few things to remember when the graph or chart shows countries:

If the question doesn't name the countries (e.g. "in three countries"), you could name them in your introduction (e.g. "in Britain, France and Germany"). You could even write "in three countries, namely Britain, France and Germany".
Don't forget the word "the" when writing about "the USA" and "the UK".
Always compare the countries; never describe the figures for each country in separate paragraphs.

Finally, try to vary the way you write about countries. For example:

The number of elderly people in the USA rose.
The USA saw a rise in the number of elderly people.
The figure for the USA rose.

March 25, 2016

IELTS Advice: why many teachers get it wrong

In yesterday's lesson I asked why teachers often give students the wrong advice about IELTS writing. This can happen even with teachers who are generally very good at teaching English.

In my experience, the reason is simple:

Many teachers have been trained to teach academic writing for university, but they haven't had any specific IELTS training. IELTS writing follows a few different rules compared to university writing, and teachers aren't always aware of the differences. Maybe we need a list of these differences; can you think of any?

March 20, 2016

IELTS Advice: do something every day

For various reasons, I haven't been able to write today's blog post until now (6pm in the UK). Some days I have plenty of time to make a good lesson or even write a full essay, while other days I might only have time to write a quick tip. The important thing, I think, is to stick to my daily blogging habit and keep going.

I give the same advice to my students: If you want to improve your English and your IELTS score, just do something every day that helps you to move forward.

March 19, 2016

IELTS Vocabulary: learn from examples

Instead of looking for a grammatical explanation for the use of a word or phrase, it's often better to search for real examples of usage.

Take the following question, for example. A student asked me:

Is there a difference between "in terms of" and "with regard to"? When and how should we use these phrases?

Task:
Can you find 3 examples of each of the two phrases in the student's question above? Use a search engine, such as Google, and choose examples that come from reliable sources (e.g. newspaper articles). Does this help you to see how and when the two phrases are used? Do you think there is a difference between them?

March 17, 2016

IELTS Writing Task 1: simplified introduction

Last week I asked you to look for problems in this introduction:

The bar graphs give information and compare between the kinds of jobs opted by UK's undergraduate and postgraduate students who did not go for a full time job after completing their degrees in 2008.

Here are some things that you might have noticed:

give information and compare between: We don't need two verbs at the beginning of the introduction, and "between" doesn't work with either of them. Either write "give information about" or "compare" (without the word "between").
kinds of jobs: The charts show activities like "further study", so we can't write about "jobs" here.
opted by: We say "opt for" in English, so we would need to write "opted for by" in this case, which seems awkward to me. It would be easier to use "chosen by". However, as one of the categories on the chart is "unemployment", maybe it isn't accurate to write about this as a choice.
UK's: using a possessive with the country seems strange in this situation. Instead, we can use "UK" as an adjective (e.g. UK graduates), or simply write "in the UK".
go for a job seems a bit informal in this situation.

Here's a simplified and corrected version of the introduction:

The bar charts give information about the career paths of UK undergraduate and postgraduate students who were not in full-time employment after completing their degrees in 2008.

March 11, 2016

IELTS Advice: notice your mistakes

Students often don't notice when a teacher corrects their mistakes.

Look at this example of a conversation between a student and a teacher:

Student: I gave the IELTS test five times.
Teacher: Oh, you've taken the test five times?
Student: Yes, the last time I gave it was two weeks ago.

The student doesn't notice that the teacher is correcting a mistake. In English we don't say "give a test" (unless you are the examiner giving the test to the students), we say "take a test".

When a teacher repeats something that you said in a different way, it's possible that you made a mistake. Listen carefully, and try to notice mistakes and corrections. If you're not sure, ask the teacher whether you made a mistake.

March 06, 2016

IELTS Writing Task 1: introduction problems

Look at the following statement from a question in Cambridge IELTS book 10.

The charts below show what UK graduate and postgraduate students who did not go into full-time work did after leaving college in 2008.

Now read an introduction written by a student (below). There are several problems in this introduction sentence - not only grammatical problems. Can you see them?

Introduction sentence:
The bar graphs give information and compare between the kinds of jobs opted by UK's undergraduate and postgraduate students who did not go for a full time job after completing their degrees in 2008.

March 02, 2016

IELTS Vocabulary: paraphrasing and comparisons

Did you notice the paraphrasing that I used in Thursday's lesson?

the amount of time = the time spent
10 to 15-year-olds = aged between 10 and 15
chatting on the Internet = chatting online = chat online = engage in online conversation
playing on games consoles = playing computer games = play on their consoles
more popular = boys favour = girls prefer
the majority of = most of them = most girls

and the comparisons that I made?

...is more popular than...
Boys favour... / By contrast, girls prefer...
while 85% of boys..., only 55%...
close to 70% of girls..., compared to about 50% of this cohort who...
most of them..., whereas most...

March 01, 2016

IELTS Vocabulary: band 7-9 phrases

Did you note down these good phrases from Wednesday's lesson?

it is an abstract concept with no definite meaning
it can mean or represent
depending on a person's age, culture or background
a feeling of pleasure in a particular moment
a state of mind
adults equate happiness with...
health, security, financial stability or success
we seek contentment
in our own individual ways

If you want to write at a band 7-9 level, vocabulary is the key!

February 28, 2016

IELTS Writing Task 1: 'details' paragraphs

In last week's lesson I wrote an introduction and an overview for the bar chart question below. Today I'll show you paragraphs 3 and 4, the 'details' paragraphs.

The chart below shows the amount of time that 10 to 15-year-olds spend chatting on the Internet and playing on games consoles on an average school day in the UK.

Boys aged between 10 and 15 clearly favour playing on games consoles over chatting online. According to the chart, while 85% of boys play computer games every day, only 55% chat online daily. Furthermore, the majority of boys play on their consoles for more than one hour each day, and 10% do this activity for four hours or more.

By contrast, girls prefer chatting online. Close to 70% of 10 to 15-year-old girls engage in online conversation each day, compared to about 50% of this cohort who play computer games. Of the girls who do play on consoles, most of them play for less than an hour, whereas most girls who chat online do so for more than one hour, and nearly 10% chat for four hours or more.

Note:
I decided to write about boys in one paragraph and girls in the other. However, it would also be fine to write paragraphs about chatting on the Internet and playing on consoles.

February 24, 2016

IELTS Grammar: mistakes with the passive

In which of these sentences is the passive used correctly?

The amount of rainfall was increased last month.
An increase in rainfall was seen last month.
The UK was experienced an increase in rainfall.
Rainfall has been reduced this year.
Income tax has been reduced this year.

February 23, 2016

IELTS Advice: using my vocabulary is fine!

People sometimes ask me whether the examiner will reduce their scores if they copy my vocabulary ideas, either from this website or from my ebook.

The answer is no, the examiner will not reduce your score! Everyone has to get vocabulary ideas from somewhere, whether it's from a teacher, a textbook, a dictionary or my website. Besides, I wasn't the "inventor" of any of the words or phrases that I use.

February 20, 2016

IELTS Writing Task 1: stacked bar chart

In this lesson I'll show you an example introduction and overview for the bar chart below. Next week I'll write the 'details' paragraphs.

The chart below shows the amount of time that 10 to 15-year-olds spend chatting on the Internet and playing on games consoles on an average school day in the UK.
...

...
Introduction
The bar chart compares the time spent by 10 to 15-year-olds in the UK on two activities, namely chatting online and playing computer games.

Overview
Overall, we can see that playing computer games is marginally more popular than chatting on the Internet. However, completely different trends can be seen if we look at the specific figures for boys and girls.

February 19, 2016

IELTS Grammar: corrected (simplified) sentences

Here are my suggestions for correct, simplified versions of the sentences in yesterday's lesson:

People who live in cities face various problems.
The problems that urban inhabitants face include a high cost of living, social problems, and poor air quality.
People who live in cities face various problems.
People who live in urban areas face various challenges.
City life is much more challenging than many people are led to believe.

Notes:

Sentences 1 and 3 were trying to communicate the same simple idea, so I used the same easy sentence for both.
Notice that I removed the words 'dwelling' and 'denizen'. Don't try to show off with difficult words in your introduction.
Notice how the verb 'face' is used: A face(s) B. For example: people face problems.

February 18, 2016

IELTS Grammar: correct the mistakes

Can you see the mistakes in the following topic sentences?

On the one hand, people facing different situation living in a city.
The problems that urban inhabitants may face with are high cost of living, many kinds of social problems as well as poor air quality.
People dwelling in cities are facing different kind of issues every day.
On the one hand, the denizen need to face the challenge life in urban sprawl.
The fantasy of high standard city life is infact faced with reality of many daily challenges.

Tip: the easiest way to improve these sentences is by simplifying them.

February 15, 2016

IELTS Writing Task 1: stacked bar chart

The chart below shows the amount of time that 10 to 15-year-olds spend chatting on the Internet and playing on games consoles on an average school day in the UK.
...

...
Before we write a description of this chart, here are a few quick questions:

Which activity is most popular overall?
What differences can you see between boys' and girls' habits?
What is the total figure for boys who play on games consoles?
What proportion of girls chat on the Internet for 4 hours or more?

February 12, 2016

IELTS Vocabulary: the problem with synonyms

Someone asked me the following useful questions:

Instead of 'reduce pollution', can we write 'bring down pollution' or 'lessen pollution'?
Instead of 'reduce the pressure', can we write 'cut down the pressure'?

My answer is no. Although 'bring down', 'lessen' and 'cut down' can be used as synonyms of 'reduce' in some situations, most native speakers wouldn't choose to use them in the contexts above. In other words, 'reduce pollution' is a common collocation, but 'bring down pollution' isn't.

To see which verbs collocate (go well) with 'pollution' click here.
To see collocations with the word 'pressure' click here.

February 11, 2016

IELTS Vocabulary: essay analysis

Did you analyse the essay in Wednesday's lesson? Here are some good phrases that you could try to use yourself:

seen as places of opportunity
major drawbacks
a large metropolis
the average inhabitant
the cost of living
urban areas, rural areas
high crime and poverty rates
the air quality is poor
public transport systems are overcrowded
take steps to tackle these problems
affordable housing
ban vehicles
promote the use of cleaner public transport
traffic congestion, a congestion charge
curb the traffic problem
provincial towns
reduce the pressure on
implement a range of measures
enhance the quality of life

Remember that 'topic vocabulary' is the key to a high score in writing task 2.

February 08, 2016

IELTS Writing Task 1: 'overview' not conclusion

You should not write a conclusion for IELTS writing task 1. You should write an "overview" of the information.

But why shouldn't you write a conclusion? What's the difference between a conclusion and an overview?

First, a conclusion is a final judgement, decision or opinion. This is perfect for the task 2 essay, but task 1 asks you to write a description without analysis or opinions. On the other hand, an "overview" is a simple description of the main points. It is a summary of the information shown on the graph or chart.

Second, a conclusion should be at the end of a piece of writing. An overview or general summary could go either at the end or near the beginning. Personally, I think it's a good idea to describe the main features of the graph or chart near the beginning of your report.

So, my suggested structure for task 1 looks like this:

Introduction: what does the chart show?
Overview / summary: what are the most noticeable features?
Specific details: try to write 2 paragraphs.

Click here to see an example of the report structure above.

February 04, 2016

IELTS Vocabulary: yesterday's sentences improved

Here are my improved versions of the sentences in yesterday's lesson. I've replaced the strange words with more natural alternatives.

It is widely accepted that sport has a positive impact on people's physical and mental health.
Investment in facilities will not, by itself, lead to an overall improvement in public health.
In order to revolutionise public health, alternative measures will need to be taken.

February 03, 2016

IELTS Vocabulary: trying to be 'difficult'

I recently read a student's essay that contained the following sentences:

As a matter of fact, it is no clandestine issue to anybody that sport has indisputable impacts on overall health of people.
The proponents of this view perceive that investment in enhancing the number of health-related facilities is not alone a cure-all for protecting and maintaining healthy atmosphere.
To revolutionize public health, alternative effective measures are entailed.

I told the student that I thought she was trying too hard to be 'difficult'. Which words or phrases in each sentence do you think I suggested changing?

February 01, 2016

IELTS Writing Task 1: collocations

Collocations are groups of words that often go together. For example, I'm sure you've use the collocation "increase significantly".

Here are some collocations from my most recent sample answer.

Typical writing task 1 collocations:

amount of time
the time spent on
in terms of
throughout the period
the period shown
a dramatic increase in
increased steadily
reached a peak
the figure for
the rise in

Collocations related to the 'phone calls' topic:

local calls
national calls
international calls
fixed line / landline calls
mobile calls
overall usage
user minutes

Tip: try using the online Oxford Collocations Dictionary.

January 28, 2016

IELTS Advice: keep moving forward!

You're moving forward every time you do some IELTS practice, every time you learn a new word, every time you read one of my blog lessons.

You might not notice these small improvements, but they add up over time, and you will gradually move towards your goal. Keep going!

January 22, 2016

IELTS Writing Task 1: mistakes in the introduction

Can you find and correct the mistakes in each of the introductions below? Why do you think people make mistakes in their introductions?

The bar chart illustrates that the trend of call types in the united kingdom for 8 years from 1995 to 2002.
The bar chart compares the figures in terms of minutes spent on telephone calls, splitted into three types.
The bar chart gives information about telephone calls. It is in three types Local, National & International and Mobile call minutes from year 1995 to 2002 in UK.
The graph compares the total using time of 3 call types in the UK over a 7-year period from 1995.
The bar chart presents the amount of phone calls in billion of minutes make in the UK over a period of seven years into the categories of local, national/international and mobile phone calls.

To avoid mistakes, keep your introduction simple, like mine:

The bar chart compares the amount of time spent by people in the UK on three different types of phone call between 1995 and 2002.

January 19, 2016

IELTS Vocabulary: 'less common' not 'advanced'

In the comments below Wednesday's lesson, a few people said that they didn't see any "advanced" vocabulary* in my essay. But examiners are not looking for "advanced" vocabulary; they are looking for "less common" vocabulary.

"Less common" vocabulary means words and phrases that most students wouldn't think to use in their essays. For example, in the first line of my essay, I used the verb "to rival". You might know the noun "rival", but have you ever used it as a verb? This is not an "advanced" word, but it is certainly less commonly used by IELTS candidates, and the examiner would be impressed to see it used in this way.

Here are the "less common" phrases from my essay:

the Internet is beginning to rival newspapers
the traditional press
vital source of information
the Internet age
traditional means of communicating
rural areas
the ability or opportunity to get online
trusted as reliable sources
employ professional journalists and editors
news in real time
gadgets and mobile devices
contribute with our own updates on social media
an explosion in the use of platforms

Note:
Although you probably understand the phrases above, most candidates would not use them in their essays.

*I never use the terms "advanced vocabulary" or "difficult vocabulary". Anyone can find a "big" word in the dictionary and translate it. The difficult skill is to use words together in collocations and phrases.

January 16, 2016

IELTS Writing Task 1: important little words

The following phrases are taken from the sample answer that I wrote last week. Can you fill the gaps without checking my answer?

Use these words: at, in, on, to, for, by

the amount of time spent _____ people in the UK _____ three different types of phone call
calls made via local, fixed lines were the most popular type, _____ terms of overall usage
the figures _____ all three types of phone call increased
the amount of time spent _____ local calls using landlines had reached a peak _____ 90 billion minutes
the rise _____ the other two types of phone call continued
the figure _____ mobiles rose _____ around 45 billion minutes

January 12, 2016

IELTS Grammar: 'most' or 'most of'?

Should you write "most people", "most of people" or "most of the people"?

Answer:

Don't write "most of people".
"Most of the people" is correct when you are talking about a specific group of people e.g. most of the people in my department.
For IELTS writing and speaking "most people" is the best phrase.

Here are some examples for IELTS Writing:

English is taught in most countries. (most of countries)
Most people agree that the ability to speak English is a useful skill.
Most products are made in factories rather than by hand.
Crime is on the increase in most major cities.

January 11, 2016

IELTS Advice: don't invent statistics

People often ask me about inventing statistics in their task 2 essays. For example, if the question is about crime, they might invent something like this:

"According to a recent report from Oxford University, around 60% of prisoners reoffend after being released."

Although this looks like a good 'academic-style' sentence, I still wouldn't recommend writing it. Here are two reasons why:

As you don't have access to research in your exam, statistics like this always seem 'fake' to the examiner.
Statistics aren't really appropriate for the style of writing that examiners expect. They are expecting an opinion-based essay, not a research-based assignment.

Rather than relying on invented statistics, focus on expressing your own views.

January 08, 2016

IELTS Writing Task 1: bar chart sample answer

Here's my full answer for the 'phone calls' bar chart in this lesson:

The bar chart compares the amount of time spent by people in the UK on three different types of phone call between 1995 and 2002.

It is clear that calls made via local, fixed lines were the most popular type, in terms of overall usage, throughout the period shown. The lowest figures on the chart are for mobile calls, but this category also saw the most dramatic increase in user minutes.

In 1995, people in the UK used fixed lines for a total of just over 70 billion minutes for local calls, and about half of that amount of time for national or international calls. By contrast, mobile phones were only used for around 4 billion minutes. Over the following four years, the figures for all three types of phone call increased steadily.

By 1999, the amount of time spent on local calls using landlines had reached a peak at 90 billion minutes. Subsequently, the figure for this category fell, but the rise in the other two types of phone call continued. In 2002, the number of minutes of national / international landline calls passed 60 billion, while the figure for mobiles rose to around 45 billion minutes.

(197 words, band 9)

January 02, 2016

IELTS Advice: aims for February

Did you make a New Year's resolution at the beginning of this month? Did you set yourself a small, achievable objective for January?

My aim was to make my first video for IELTS speaking. I achieved this aim yesterday, so I'm going to be more ambitious in February: I'll try to make a new video lesson every week.

Did you achieve your January objective? What are your aims for February?

December 31, 2015

IELTS Writing Task 1: 'phone calls' introduction and overview

Here's the first half of my report about the chart in last week's lesson. I'll finish paragraphs 3 and 4 next Thursday.

The bar chart compares the amount of time spent by people in the UK on three different types of phone call between 1995 and 2002.

Note:
Can you see the paraphrasing that I used in the introduction, and the main points that I chose for the overview? Did I use any good words or phrases?

December 22, 2015

IELTS Advice: you don't need to be 'original'

Some students worry about being 'original'. They worry that too many other candidates might use the same ideas, vocabulary or linking words as them. For example, several people have asked me whether the examiner will notice if they use the vocabulary from my blog lessons or ebook. Others worry that simple linking words like "firstly, secondly, finally" are too common or even too 'old'.

So, is it true that we should worry about these things? Do candidates need to use 'new', original language in their tests?

The answer is no! IELTS is not testing your originality; it's testing your ability to use the English language in a normal, natural way. Don't worry about any of the things mentioned above!

December 19, 2015

IELTS Writing Task 1: 'phone calls' bar chart

Several people have asked me for help with the following question, from Cambridge IELTS book 9:

The chart below shows the total number of minutes (in billions) of telephone calls in the UK, divided into three categories, from 1995-2002.

Here's my suggested outline for a 4-paragraph report:

Introduction: rewrite the question statement in your own words.
Overview: point out which category was highest in each year, which was lowest, and which saw the biggest changes.
Details: compare the 3 categories in 1995, then say what happened up until 1999.
Details: notice what happened to local calls from 1999 onwards, and contrast this with the other 2 categories. Finish with a comparison of the figures in 2002.

December 15, 2015

IELTS Advice: nervousness

People often ask me for advice about overcoming nervousness when they're taking the IELTS test.

Personally, I think it's normal and even helpful to feel nervous before an exam. The feeling that I think you should aim for is a healthy mix of nervousness and determination. The determination comes from knowing that you are well prepared for the challenge; when you feel like this, the nerves usually disappear as soon as you start the first part of the exam.

December 13, 2015

IELTS Advice: metaphors help learning

In Monday's reading lesson I used the metaphor of a "treasure hunt" to describe the task of finding answers in the passage.

In a comment below the lesson I pointed out that metaphors are a great aid to learning. Metaphors can help us to understand complex ideas more easily and clearly, and they also help us to remember things.

Here are some other metaphors (or similes) that I've used on this blog:

Note: If you're not sure what metaphors and similes are, read this.

December 11, 2015

IELTS Writing Task 1: 'living alone' answer

Here's my full report for the "living alone" charts from this lesson.

The two charts give information about single-occupant households in England in the year 2011. The bar chart compares figures for occupants' age and gender, and the pie chart shows data about the number of bedrooms in these homes.

Overall, females made up a higher proportion of people living alone than males, and this difference is particularly noticeable in the older age categories. We can also see that the most common number of bedrooms in a single-occupant home was two.

A significant majority of the people aged 65 or over who were living alone in England in 2011 were female. Women made up around 72% of single occupants aged 75 to 84, and 76% of those aged 85 or over. By contrast, among younger adults the figures for males were higher. For example, in the 35-49 age category, men accounted for nearly 65% of people living alone.

In the same year, 35.4% of one-person households in England had two bedrooms, while one-bedroom and three-bedroom homes accounted for 28% and 29.8% of the total. Under 7% of single-occupant homes had four or more bedrooms.

(189 words, band 9)

Tip:
Notice that I was forced to leave out some of the information from the bar chart. This is normal when you only have 20 minutes; examiners expect you to select some key figures, not to try to include everything.

December 05, 2015

IELTS Writing Task 1: don't use these phrases

Can you see what's wrong with the phrases below? Try to explain the problem with each phrase, and suggest a better alternative.

The bar chart displays the percentage of...
A glance at the bar chart provided reveals...
From an overall perspective, it is clear from the evidence that...
Looking at the pie chart, it is noticed that...
As can be seen, the figures show that...

November 30, 2015

IELTS Grammar: interesting 'article' question

A student noticed something interesting in my video lesson about "discussion essays". In the lesson I wrote the following two phrases:

their determination will help them in competitive situations
more useful than a competitive determination to win

The student asked why I used the article "a" in the second phrase. Isn't "determination" an uncountable noun? The answer is, not always.

Sometimes we use "determination" as a countable noun. In the second sentence above, I'm writing about one specific type of determination: the determination to win. In this case it's correct to write "a determination".

Note:
People often ask me to make a lesson that explains how to use articles. The problem is that article use doesn't follow a set of simple 'rules'. I think it's best to learn gradually by reading lots of English and by noticing things like the example above.

November 29, 2015

IELTS Advice: overall aims, specific actions

Most people who read this blog have the overall aim of passing the IELTS test with a certain score. But what specific actions are you going to take to achieve this overall aim? For example:

Write one essay every week, get it checked by a teacher, and rewrite it.
Do a full reading test once a week, check the answers, analyse my mistakes, and make a keyword table.
Read this blog every day and follow Simon's advice :)

By the way, my own overall aim for this year is to finish my video course and my teacher training course. My small, short-term goal (my first specific action) is to produce the first video lesson for the speaking test.

November 28, 2015

IELTS Advice: New Year's resolutions

A New Year's resolution is an intention or objective for the coming year. The problem is that most people (including me!) break their resolutions - apparently 35% of New Year's resolutions are broken by the end of January.

If you're making a New Year’s resolution related to IELTS, here’s an idea:

We know that the overall aim is to pass the IELTS test, but the best resolutions are small and achievable. It’s disheartening to break a promise that you made to yourself, so start with something very easy. Why not make a short-term resolution for January only? When you've achieved that aim, you can set another one for February. Each aim can become gradually more difficult as you gain confidence.

Do you have a small, short-term, achievable objective for January? Feel free to share your resolutions in the “comments” below. I’ll tell you mine tomorrow, and maybe we can encourage each other to achieve our goals this year.

Happy New Year!

November 27, 2015

IELTS Writing Task 1: overview of 2 charts

If the question shows two different charts, we can summarise each one separately. After the introduction, we can write a 2-sentence 'overview' of the information, with one sentence to summarise each chart.

Let's try this with the question that you can see here.

Overview / summary paragraph:

November 21, 2015

IELTS Grammar: superlative without 'the' (part 2)

Following on from yesterday's lesson, here are some key points to remember.

1) Superlatives can be used after possessive forms, without "the":

My highest IELTS score was...
His fastest running time was...
Britain's oldest person is...

2) Miss "the" if the noun is before (not after) the superlative:

The UK had the highest revenue from bananas. (noun after, use "the")
Revenue from bananas was highest in the UK. (noun before, no "the")

3) Miss "the" when the meaning is "at its..." or "at their...":

Revenue from bananas was (at its) highest in the UK.
Temperatures are (at their) warmest in the south of the country.

Task:
Here's a puzzle for you. The sentence below is correct, but it seems to break the 'rule' in point 2 above. Can you explain why I wrote "the oldest" even though there is no noun after the superlative?

The London underground is the oldest.

November 20, 2015

IELTS Grammar: superlative without 'the'

In this lesson I gave a grammatical explanation of when to write "highest" without the word "the" before it. For example:

- The UK had the highest rate of unemployment. (the highest + noun)
- The unemployment rate was highest in the UK. (noun before 'highest', no 'the')

However, there might be an easier way to remember when to miss the word "the". We miss the word "the" when "highest" means "at its highest" or "at their highest" e.g. The unemployment rate was at its highest in the UK.

Let's try this with a few more examples:

1. Rainfall is highest in October. (Rainfall is at its highest in October)
2. Temperatures are warmest in the south of the country. (at their warmest)
3. Traffic is slowest between 7 and 9am. (at its slowest)

In the above examples, don't put the word "the" before the superlative adjectives.

Note:
I'll add a bit more to this explanation in tomorrow's lesson, so feel free to ask any questions in the comments area below.

November 18, 2015

IELTS Writing Task 1: two-sentence introduction

My normal advice for task 1 introductions is to write one sentence that paraphrases the question statement. However, there's nothing wrong with writing a two-sentence introduction if there's a lot of different information to introduce.

Last week's question contains a lot of information, so I found it easier to write a two-sentence introduction.

Here's the question statement again:
The bar chart below shows the proportions of English men and women of different ages who were living alone in 2011. The pie chart compares the numbers of bedrooms in these one-person households.

And here's my introduction:
The two charts give information about single-occupant households in England in the year 2011. The bar chart compares figures for occupants' age and gender, and the pie chart shows data about the number of bedrooms in these homes.

November 15, 2015

IELTS Vocabulary: useful phrases

I used some good phrases in yesterday's letter task. Even if you're doing the academic IELTS test, I recommend that you note them down.

at short notice
made the spontaneous decision
to eat out
we could not have chosen a better restaurant
the ceremony had taken place
my friends and I
we were relieved to have finally (+ past participle)
we were in good hands
friendly and obliging
such a memorable evening

Task:
Think about how you could use these phrases in your speaking test.

November 12, 2015

IELTS Writing Task 1: 'living alone' charts

How would you write a report about the following charts?

The bar chart below shows the proportions of English men and women of different ages who were living alone in 2011. The pie chart compares the numbers of bedrooms in these one-person households.
...

Living alone in England by age and gender, 2011

Number of bedrooms in one-person households (England, 2011)

November 06, 2015

IELTS Vocabulary: this week's review

In my Saturday blog lessons, I often list the good vocabulary from the previous week. Today I'm going to ask you to do this week's vocabulary review.

So, look back through this week's lessons here on the blog, and make a note of any good vocabulary that I used. Feel free to share your lists in the "comments" area below.

November 01, 2015

IELTS Advice: an important question

Here's a question that a student wrote in the "comments" below one of my lessons this week:

Dear Simon,

I'm reading your model essays and find them easy to follow and understand. They are totally different from what I'm being trained to write in my IELTS class. We are advised to include linking words, adverbs and descriptive clauses in almost every sentence, while your sentences are much shorter and cleaner. Please give me your opinion about this difference.

(Note: I've corrected a few small mistakes that the student made)

For me, this is an important question because it highlights one of the main reasons why I started writing this blog: I disagree with the way that many teachers, books and websites teach IELTS, and I wanted to suggest a different approach. Examiners are pleasantly surprised when they see essays that are 'clean' and easy to follow, and you might find that your scores improve as you start to focus on real content instead of linking words and memorised phrases.

October 28, 2015

IELTS Writing Task 1: grammar exercise

Try this quick exercise to practise your grammar and vocabulary for IELTS writing task 1. The phrases come from the report that I wrote for last week's lesson.

Fill each gap with one word.

the amount of money spent _____ coffee
sales of coffee _____ up in 2004
the UK saw by _____ the highest levels of spending
revenue _____ bananas was highest in the UK, _____ €15 million
the year 2004 _____ dramatic increases _____ the money spent

October 23, 2015

IELTS Advice: how to improve

Many people ask me how they can improve their IELTS scores. In my experience, improvements tend to happen in the following way:

Note: The numbers on the graph refer to stages of improvement, not scores.

Here's my explanation of the four stages of improvement:

When a student first starts taking IELTS lessons, they learn useful exam techniques and they do some practice tests. They often improve quite quickly at this stage.
However, there is a limit to the improvements that you can make with exam techniques alone. Stage 2 represents the frustrating period during which your score stays the same.
The only way to reach point 3 is by working hard to improve your English. There are no secrets, shortcuts or special techniques; learning a second language takes time and practice.
In the end, students who persist do tend to get the scores they need! (I'm afraid nobody can tell you how long this will take).

October 22, 2015

IELTS Advice: homework should be perfect!

Students often make simple mistakes that could be avoided. In exam conditions this is understandable, but there is no excuse for making careless mistakes in your homework!

If you are writing an IELTS essay at home, don't do it as a test. Take your time, check everything carefully, and aim to write a "perfect" essay. Homework is an opportunity to learn and improve, not just a test of your current level.

October 20, 2015

IELTS Writing Task 1: 'coffee and bananas' table

Here's my full answer for the table question that you can see here:

The tables show the amount of money spent on Fairtrade coffee and bananas in two separate years in the UK, Switzerland, Denmark, Belgium and Sweden.

It is clear that sales of Fairtrade coffee rose in all five European countries from 1999 to 2004, but sales of Fairtrade bananas only went up in three out of the five countries. Overall, the UK saw by far the highest levels of spending on the two products.

In 1999, Switzerland had the highest sales of Fairtrade coffee, at €3 million, while revenue from Fairtrade bananas was highest in the UK, at €15 million. By 2004, however, sales of Fairtrade coffee in the UK had risen to €20 million, and this was over three times higher than Switzerland’s sales figure for Fairtrade coffee in that year. The year 2004 also saw dramatic increases in the money spent on Fairtrade bananas in the UK and Switzerland, with revenues rising by €32 million and €4.5 million respectively.

Sales of the two Fairtrade products were far lower in Denmark, Belgium and Sweden. Small increases in sales of Fairtrade coffee can be seen, but revenue remained at €2 million or below in all three countries in both years. Finally, it is noticeable that the money spent on Fairtrade bananas actually fell in Belgium and Sweden.

Note:
This report is a bit longer (216 words) than necessary, but I think it's a useful model answer in terms of its structure and the language used.

October 13, 2015

IELTS Vocabulary: try this exercise

Let's take some of the phrases from yesterday's lesson, and see if you can use them to make new sentences about completely different topics.

Here are the phrases to use:

The focus of _____ is on _____ rather than _____.
I've recently started taking an interest in _____.
I would never have _____ when I was younger.

Remember to choose a new topic (not TV). You can put as many words as you want in the gaps.

October 12, 2015

IELTS Vocabulary: from yesterday's lesson

Here are the good words and phrases that I used in yesterday's speaking lesson:

primarily for entertainment
people treat television as a form of relaxation
talent shows
soap operas
the focus is on entertainment rather than education
what is morally right and wrong
traditional fairy tales
toddlers
we start taking an interest in
my own preferences have changed over the years
I would never have watched news programmes when I was younger
our viewing habits mature ('mature' is used as a verb)

October 10, 2015

IELTS Writing Task 1: paragraphs 3 and 4

After writing your introduction and overview, you should try to write two more paragraphs to describe the most important details that you can see on the graph, chart or diagram.

Looking again at the table below, one problem that we have is how to separate the information into two groups, for paragraphs 3 and 4.

Examiners like comparisons, so I would prefer not to write a separate paragraph for each table. Because the countries and the years are the same, I would try to compare the information in the two tables.

So how can we separate the information in a different way? Here's what my students and I did:

Paragraph 3: Write about sales of both products in the UK and Switzerland (which have the highest figures).
Paragraph 4: Say something about sales of the two products in the other three countries.

Try this, and I'll show you my full report next week.

October 07, 2015

IELTS Advice: step by step

Yesterday I was reading some advice from a successful musician, and it struck me as being equally relevant to language learning and IELTS preparation:

"It is true of any subject that the person that succeeds has the realistic viewpoint at the beginning, and knows that the problem is large and that he has to take it a step at a time, and that he has to enjoy the step-by-step learning procedure."
(Bill Evans, pianist and composer)

Do you have a realistic idea of what you need to do to reach your required IELTS score? Are you tackling the problem in a step-by-step manner? And are you enjoying the challenge?

October 03, 2015

IELTS Writing Task 1: table overview

In last week's lesson I suggested taking 5 minutes to understand the question and to write your one-sentence introduction.

Next, try to spend another 5 minutes on your 'overview' paragraph. Just choose two main points, and write two sentences. Don't look at specific numbers; try to find general trends.

Look again at the table below, and choose two main / general points. Can you write a two-sentence summary in 5 minutes or less?

It took me less than 5 minutes to write the following overview:

September 29, 2015

IELTS Grammar: conditional mistakes

Can you correct the mistakes in the following conditional sentences?

If there was a ban on cigarette, less people would smoke cigarette.
If the tax rate on junk food had increased, people would likely to prefer making food at home.
If schools administered with any teachers, disorder and lawlessness would arise.
If uncensored commercials had been banned, the crime rate would be seized from rising.

September 28, 2015

IELTS Writing Task 1: timing and introduction

20 minutes is a very short amount of time, so you need to be very organised. I suggest breaking the 20 minutes into four parts, each lasting 5 minutes.

Part 1
First five minutes: read the question, understand it, underline key figures or trends, and write your one-sentence introduction.

Parts 2, 3 and 4
Five minutes for each paragraph: overview, details, details.

Let's start with the first 5 minutes. Go to last week's lesson, read the question, underline key information, and write your introduction by paraphrasing the question statement. Time yourself - can you do this in 5 minutes or less?

Here's my introduction:
The tables show the amount of money spent on Fairtrade coffee and bananas in two separate years in the UK, Switzerland, Denmark, Belgium and Sweden.

September 23, 2015

IELTS Vocabulary: weekly review

Did you note down the good vocabulary from this week's lessons? Here's a list of some of the best words and phrases. Try using them to make your own sentences.

erratically
precipitation
mishandling, bungling
convenient, handy
certain key subject areas
the courses of their choice
from a personal perspective
on the societal level
job opportunities, career progression, better salaries
knowledge and skill gaps are covered
greater future prosperity
passionate about what they are learning
value creative thinking skills above practical or technical skills
if this were the case
I personally prefer the current system in which...

September 21, 2015

IELTS Writing Task 1: table

Several people have asked me for help with the following task from Cambridge IELTS book 10.

The tables below give information about sales of Fairtrade*-labelled coffee and bananas in 1999 and 2004 in five European countries.

*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.

As usual, this is what we need to do:

Write an introduction by paraphrasing the question statement.
Write a summary of the information (2 sentences). Look for overall trends, not individual numbers.
Select the most important information to describe in detail (include between 5 and 10 specific numbers from the table, for example). Try to group this description of details into two paragraphs.

September 08, 2015

IELTS Writing Task 1: trying too hard!

One of my students asked me why she isn't getting band 7 in writing task 1. When I looked at one of her reports, the main problem was clear:

She was trying too hard to use 'difficult' vocabulary or sentence constructions, and she was making mistakes that could easily be avoided.

Here are some examples, with problems underlined:

1) The highest number of people residence in Australia are those living in cities.
2) The highest population of birth are those born within Australia.
3) This figure was over 50% of those given birth to outside Australia.

Can you suggest 'easier' versions of these sentences, without any mistakes?

September 04, 2015

IELTS Advice: the wrong thing to focus on

In yesterday's lesson I mentioned that someone asked me this question: "Can we use the passive in writing task 1?"

If you ask a question like this, it tells me that you're focusing on the wrong thing. Your method, or your whole approach to the IELTS test is wrong.

When you look at a graph or chart in writing task 1, you shouldn't be thinking, "can I use the passive to describe this information?". You should be thinking, "what is the main trend, which numbers should I compare or contrast, how will I paraphrase the question etc.?".

Don't take a 'grammar approach' to your IELTS preparation. Take a 'task response' approach: focus on answering the question.

August 31, 2015

IELTS Writing Task 1: pie chart and table

If you get a question like this one from Cambridge IELTS book 8, you don't need to worry about comparing the two charts. Just describe them separately:

Introduction: say what each chart shows
Overview: write one general sentence about the pie chart, and one about the table
Details: describe the pie chart
Details: describe the table

Here's an example 'overview'. Notice that I write a separate sentence about each chart, and I paraphrase several of the words from the question.

Overview (paragraph 2):
It is clear from the pie chart that there are three principal reasons why farmland becomes degraded, and over-grazing is the main one. The table shows that Europe had a far higher proportion of unproductive land than Oceania or North America in the 1990s.

Task: Find the examples of paraphrasing in the paragraph above.

August 25, 2015

IELTS Writing Task 1: different word forms

A good way to vary the language you use is by learning different word forms.
For example:

Verbs and nouns

- the number increased
- there was an increase in the number
- UK house prices fell
- the UK saw a fall in house prices

Adverbs and adjectives

- sales rose dramatically
- there was a dramatic rise in sales
- with sales reaching €3 million and €15 million respectively
- with sales of the two respective products reaching €3 million and €15 million

Tip:
Use a dictionary to find some different forms of words that you already know. This is a good way to improve your English in general, not only for writing task 1.

August 21, 2015

IELTS Grammar: correct the mistakes

Here are some phrases (parts of sentences) that people wrote below Thursday's writing task 1 lesson. Can you find and correct the mistakes?

Note: I'm focusing here on the parts of people's sentences that contained a problem. Don't worry about the information that I've missed out.

The highest numbers of sales were 3 million Euros and 15 million Euros respectively.
The highest sales figures for Fairtrade coffee and bananas was recorded in Switzerland.
Switzerland was earning 15 million euros of fairtrade bananas.
...with the sales figures for coffee and bananas stood at 3 million Euros and 15 million Euros respectively.
Switzerland was the highest sales in fairtrade of coffee and bananas.

In case you didn't see it, here's my correct version:

In 1999, Switzerland had the highest figures for sales of both Fairtrade coffee and Fairtrade bananas, with 3 million and 15 million Euros of sales for the two respective products.

August 18, 2015

IELTS Writing Task 1: one correct sentence!

Here is an exercise that I often do with my students: I choose some information from a graph or chart, and I ask the students to write one correct sentence to describe that information.

Take this information for example (from a question in Cambridge book 10):

year 1999
Switzerland
highest sales of Fairtrade coffee and bananas
Fairtrade coffee sales: 3 million Euros
Fairtrade banana sales: 15 million Euros

Can you write one correct sentence that contains this information? This isn't as easy as it looks. When my students try it, I usually find mistakes!

August 14, 2015

IELTS Advice: don't give up!

It's always nice to hear from people who have struggled with IELTS but have been successful in the end. Here's part of a positive message from my Facebook page. I'm sharing it today because the key advice is: don't give up!

"After multiple attempts of taking the exam, I was able to get my needed scores on my 4th try. What's astonishing is I got 7 in writing, my weakest part, after the remarking. I know thousands of people are struggling to get their desired scores but all I can say is 'Do not give up'. There was a time in my life where I said to myself that IELTS is just a business, dreadful and unjust. However, I continued to believe in myself."

(Veyga, Philippines)

Although I hear from lots of people who are frustrated by the IELTS test, I hear from many others who have passed. Keep working and you'll be one of them!

August 13, 2015

IELTS Advice: useful online dictionary

A colleague of mine (thanks Phil) just sent me a link to an online dictionary called Your Dictionary. The best feature of this dictionary is that it shows you lots of example sentences that include the word you searched for.

Try searching for a word, and then click on the 'sentences' option:

I tried this with the word "otherwise" (someone asked me about the different uses of this word a few days ago). I found the 'sentences' option much more useful than just reading the definitions.

August 08, 2015

IELTS Advice: typical mistake in writing task 1

In case you didn't see my lesson on Thursday, or the answer I gave in the comments below it, here's one of the most typical mistakes that I see people making in their writing task 1 answers:

They write things like "Canada decreased" or "the USA was the highest".

These phrases don't make sense. Canada, the country, didn't decrease! You must remember to describe the topic properly. For example:

- Unemployment in Canada decreased.
- The USA had the highest rate of unemployment.

Remember: saying that a country increases or decreases sounds very strange!

August 05, 2015

IELTS Writing Task 1: the most common mistake

The most common mistake in IELTS writing task 1 is not a grammar mistake.
Find the 2 big mistakes in the sentences below:

The unemployment rate in the UK rose by 2% between 2008 and 2009, whereas Canada decreased by about 1%. The USA was the highest, at just over 4%.

August 01, 2015

IELTS Grammar: 'future perfect' tense

Did you notice that I used the 'future perfect' tense in the answer that I wrote for Thursday's writing task 1 lesson? Here's the sentence:

- By 2024, a third building will have been constructed.

In fact, this is a 'future perfect passive' sentence. Another option was to write:

- In 2024, a third building will be constructed. (simple future, passive)

There's a small difference in meaning between these two sentences. The future perfect sentence suggests that construction of the building will already be finished in 2024, whereas the simple future sentence suggests that the construction work will happen in the year 2024.

July 29, 2015

IELTS Writing Task 1: 'school buildings' answer

Here's my full answer for the task below.

The diagrams below show the site of a school in 2004 and the plan for changes to the school site in 2024.

(Source: Official IELTS Practice Materials 2)

The two pictures compare the layout of a school as it was in the year 2004 with a proposed site design for the year 2024.

It is clear that the main change for 2024 involves the addition of a new school building. The school will then be able to accommodate a considerably larger number of students.

In 2004, there were 600 pupils attending the school, and the two school buildings were separated by a path running from the main entrance to the sports field. By 2024, it is expected that there will be 1000 pupils, and a third building will have been constructed. Furthermore, the plan is to join the two original buildings together, creating a shorter path that links the buildings only.

As the third building and a second car park will be built on the site of the original sports field, a new, smaller sports field will need to be laid. A new road will also be built from the main entrance to the second car park. Finally, no changes will be made to the main entrance and original car park.

(183 words, band 9)

July 19, 2015

IELTS Writing Task 1: 'school building' diagrams

Let's start writing a report for the question in last week's lesson. Today I'll write an introduction and summary, and next week I'll describe the specific details.

Introduction - paraphrase the question statement
The two pictures compare the layout of a school as it was in the year 2004 with a proposed site design for the year 2024.

Overview - summarise the information (look for 2 main points)
It is clear that the main change for 2024 involves the addition of a new school building. The school will then be able to accommodate a considerably larger number of students.

July 15, 2015

IELTS Vocabulary: paraphrasing

In last Sunday's lesson I wrote that an advanced user of any language is someone who can express the same idea in a variety of ways. When you do this, you are paraphrasing.

Let's practise paraphrasing some of the ideas from Friday's speaking lesson. Can you express the ideas below in one or two (or more) different ways? Note: you don't need to use exact synonyms - just make sure you communicate the same overall idea.

Traffic clogs up the main street.
Local people need to bring the problem to light.
They should come up with some possible designs.
This would have a positive knock-on effect.

July 14, 2015

IELTS Vocabulary: from yesterday's lesson

Here's some of the good vocabulary that I used in yesterday's speaking lesson. Would you be able to use these phrases in your own sentences? If you're not sure, look the phrases up in a dictionary, or use Google to search for examples of their use.

local neighbourhood
pedestrianisation
traffic diverted
clogs up the main street
congestion, noise and pollution
pressure from local people
bring a problem to light
a campaign by residents
come up with some possible designs
a bypass
blocked off
quality of life
outdoor seating
a safer and more pleasant place
a positive knock-on effect

July 12, 2015

IELTS Writing Task 1: 'school building' diagrams

A student asked me to help with this question from Official IELTS Practice Materials book 2:

The diagrams below show the site of a school in 2004 and the plan for changes to the school site in 2024.

Click here to see the diagrams

Before trying to write a report for the question above, have a look at these lessons about similar questions:

July 08, 2015

IELTS Advice: what is 'advanced' language?

When I was at school I studied French. The teachers taught us lots of grammar, and after five or six years we were ready to learn passives, conditionals and the subjunctive. These were considered to be the the most advanced aspects of the language.

But then I went to France, and realised that I was still a beginner! I couldn't understand fast speech, and I couldn't express myself without thinking first; I needed time to construct sentences in my head.

Now I have a different view about what 'advanced' or 'difficult' language is, and the IELTS marking system agrees with me. An 'advanced' user of English isn't someone who uses lots of passives and conditionals. An advanced user is someone who has a large language repertoire, can explain ideas in detail, can speak without thinking (too much), and can express the same idea in a variety of ways. Which type of 'advanced' are you tryng to reach?

July 02, 2015

IELTS Advice: paragraph 'movement'

In yesterday's lesson, I wrote this:

The fact that I wrote about 3 distinct ideas meant that the paragraph "moves forward". Many students seem to get stuck on one idea, and the paragraph has no development or “movement".

This is something that I often see in students' essays: they go "round and round" explaining the same idea for a whole paragraph. Look carefully at your own paragraphs to see whether this happens to you. If it does, here are 2 possible solutions:

Spend more time planning, and try to think of 3 distinct ideas or points before you start writing. When you've written about one point, leave it and move on to the next one.
Spend more time planning, and develop your idea (if you only have one idea). Make sure you don't just explain the same point in different ways. Instead, try to "move the idea forward" by thinking about reasons, consequences and examples. You could even consider alternatives e.g. what the opposite of your idea would be.

July 01, 2015

IELTS Advice: did you notice?

On Wednesday I wrote a paragraph for a task 2 topic. Did you notice the following things in it?

I used "in my opinion" and "I believe" to make it clear that I'm giving my own views. Read this lesson if your teacher has told you not to use "I" or "my".
I wrote 5 sentences, which is the usual number that I aim for in my main body paragraphs.
The structure was: 1 topic sentence, 1 sentence about the first idea (working hard), 2 sentences about the second idea (good manners), 1 sentence about the third idea (sense of community).
The fact that I wrote about 3 distinct ideas meant that the paragraph "moves forward". Many students seem to get stuck on one idea, and the paragraph has no development or "movement".

There are also some 'band 7-9' phrases in the paragraph. Did you notice them?

June 24, 2015

IELTS Vocabulary: investigate!

Whenever you see a new word or phrase, it's a good idea to investigate. By this I mean that you should search for the word or phrase online, and see how it is used in a variety of sentences.

For example, take this phrase from yesterday's lesson: "I'm not one for...". If you search for this phrase on Google, you'll see examples like:

I'm not one for complaining, but...
I'm not one for writing reviews, but...
I'm not one for settling for mediocrity.
I'm not one for love songs.
I'm not one for celeb news.
I'm not one for too much structure.

I think you need to see five or more examples of a new phrase before you start to really see how you could use it yourself. Can you see any 'rules' for the phrase "I'm not one for"? Can you explain what it means? Can you use it in your own sentences?

June 18, 2015

IELTS Advice: what can you memorise?

While I don't recommend memorising full IELTS essays, I'm sure that memorising can be a useful technique that might help you to get the score you need.

So, what can you memorise? Here are some ideas:

The correct spelling of any words you have problems with.
Some useful organisational phrases e.g. "It is clear that..." (to begin your summary paragraph for writing task 1).
Some common topics for IELTS speaking part 2 e.g. a description of a hobby, person, place.
Some good topic vocabulary (phrases rather than single words) for IELTS writing task 2.

Can you think of anything else that you could memorise before the exam?

June 17, 2015

IELTS Vocabulary: from this week

Here are some good words and phrases from this week's blog lessons:

an exact replica
a mock-up
to gauge
painstaking work
hands-on experience
priceless
outdated
a career for life
fixed roles of men and women
take pride in your work
the Hollywood formula
a popular subject for film-makers
share the experience
replicate that cinema atmosphere

Did you notice that the noun 'replica' and the verb 'replicate' both appeared in this week's lessons, and in very different contexts?

June 16, 2015

IELTS Writing Task 1: correct the mistakes

Here are some sentences that my students wrote. Can you correct them? Each sentence refers to a graph showing complaints about noise.

The graph shows how many complaints gave to the Environmental Health Organisation.
Complaints due to domestic noise were at the top in 1996, by 1200 complaints.
The complaints of roadworks finished the period decreasing.
The domestic household is the most problem that causes noise.
The number of complaints to roadworks was remained static.

June 07, 2015

IELTS Writing Task 1: 'with' and 'at'

After last week's lesson about 'with' and 'at', a few people told me that they were still confused about the difference. The best way to see the difference is by trying to present the same information using both words. For example:

AT:
Petrol prices were particularly high in January, at £1.30 per litre.

WITH:
Petrol prices were particularly high in January, with a litre costing £1.30.

Try doing the same thing with sentences from last week's lesson. For more help, click here to see another lesson about the use of 'with'.

May 30, 2015

IELTS Writing Task 1: 'with' or 'at'?

Fill the gaps in the sentences below using the word 'with' or the word 'at'.

The figure for resources peaked in 1991 ______ 20%.
Bristol was the UK’s second city in terms of the number of cyclists, ______ 8,108 in 2001.
It is uncommon for families to own three or more cars, ______ only 2% of households falling into this category.
The percentage change, ______ only 45%, was the lowest of the twelve areas shown in the table.
The North East of England had the highest unemployment rate, ______ 10.1%.
France’s population was more evenly distributed across the age ranges, ______ similar figures for each five-year cohort.

May 26, 2015

IELTS Advice: technique and language

Exam technique is obviously important. Good preparation means knowing how to approach each part of the test.

However, exam technique won't help someone with intermediate language skills to get an 'advanced' score (band 7 or higher). Exam technique just helps you to get the score that your current language level deserves.

So keep doing the exam practice, but don't stop working on your English language skills!

May 24, 2015

IELTS Vocabulary: more good phrases

There were several good words and phrases in this week's lessons here on the blog. Here are some of them, and I've left gaps to encourage you to look a bit harder!

universities became accessible to the ______
talented ______ film-makers
given the opportunity to ______ themselves
a ______ of other costs
partly ______ by government subsidies
foreign productions ______ the market
percentage of ______ inhabitants
each five-year age ______
each five-year ______
No significant ______ differences can be seen

May 22, 2015

IELTS Writing Task 1: 'age distribution' answer

Here's my full report for the question below. I found this one difficult, so don't worry if you did too!

The charts below compare the age structure of the populations of France and India in 1984.
mm

mm
The two charts compare the populations of France and India in terms of age distribution by gender in the year 1984.

It is clear that the population of India was younger than that of France in 1984, with a noticeably larger proportion of people aged under 20. France, on the other hand, had a significantly larger percentage of elderly inhabitants.

In India, close to 14% of people were aged 5 or under, and each five-year age bracket above this contained an increasingly smaller proportion of the population. France’s population, by contrast, was more evenly distributed across the age ranges, with similar figures (around 7% to 8% of all people) for each five-year cohort between the ages of 0 and 40. Somewhere between 10% and 15% of all French people were aged 70 or older, but the equivalent figure for India was only 2%.

Looking more closely at gender, there was a noticeably higher proportion of French women than men in every cohort from age 50 upwards. For example, almost 3% of French 70- to 75-year-olds were women, while just under 2% were men. No significant gender differences can be seen on the Indian population chart.

(199 words, band 9)

Note:
Can you see how I grouped the information in paragraphs 3 and 4?

May 17, 2015

IELTS Advice: misinformation!

This week someone asked me a question which included the following statement:

Some examiners do not agree with the use of "I" in the writing test.

My question is: who are these examiners? I can't believe that examiners would ignore their training and penalise the use of "I". How are candidates expected to answer the question "Do you agree or disagree?" without using "I" or "my" (e.g. I completely disagree)? Also, if the personal pronoun "you" is used in the question, why would personal pronouns be prohibited in your answer?

My guess is that this misinformation about the use of "I" is coming from teachers, not examiners. In my experience here in the UK, examiners are all well trained and they all work in the same way. They expect you to use phrases like "I believe" or "I agree" when the question asks for your opinion!

May 15, 2015

IELTS Vocabulary: weekly review

This week's lessons contained some good vocabulary. Here are some of the words and phrases that you could put in your notebook:

cartography
symptoms manifested
fundamental things
balance, symmetry and repetition
soul-destroying
rigid, bleak, relentless, harsh
established film industries
huge budgets, big-budget films
shoot scenes in spectacular locations
Hollywood blockbusters
global appeal
they star the most famous actors
made by the most accomplished producers
suffers in comparison
in theory, in practice
made a mess of (informal)
the core of
the point at which

May 13, 2015

IELTS Writing Task 1: six 'details' sentences

After writing an introduction and overview (summary), we need to describe some specific details that are shown on the graph, chart or diagram.

I usually write two 'details' paragraphs, with three sentences in each. That means we only need six 'details' sentences in total.

So, which details would you choose for your description of the two population pyramids in last week's lesson? Try writing just six sentences.

May 07, 2015

IELTS Grammar: correct the mistakes

Can you correct the small mistake(s) in each of the following sentences, or change the sentences to make them more natural?

Global filmmaking companies have more budget for action, special effects and spectacular locations.
Governments should support local film industries by financially support the film makers.
If governments help local movie industry, it would create employment opportunities.
There are several reasons why locally made films lose popularity to foreign films.
The following essay will discuss in details about the issue.

May 06, 2015

IELTS Writing Task 1: introduction and overview

The charts below compare the age structure of the populations of France and India in 1984.
mm

mm
Introduction: paraphrase the question statement
The two charts compare the populations of France and India in terms of age distribution by gender in the year 1984.

Overview: two main points
It is clear that the population of India was younger than that of France in 1984, with a noticeably larger proportion of people aged under 20. France, on the other hand, had a significantly larger percentage of elderly inhabitants.

May 01, 2015

IELTS Vocabulary: lists of 3

For my first answer in yesterday's lesson I wrote: "I like reading, learning from others, and trying to understand difficult concepts." As you can see, I gave a list of 3 things that I like about studying.

Here are some more "lists of 3" that I could have used in my answers:

I prefer to study alone so that I can concentrate, think deeply, and stay focused on the task.
I like studying in the library because of its peaceful, studious and contemplative atmosphere.
When someone disturbs me I feel frustrated, annoyed and impatient.

Making "lists of 3" is a good way to practise adding variety to the language that you use. Try it yourself!

April 29, 2015

IELTS Writing Task 1: population pyramids

Have you ever tried describing this type of chart?

The charts below compare the age structure of the populations of France and India in 1984.
...

(Source: biology-pages.info)

April 23, 2015

IELTS Writing Task 1: using 'in terms of'

In last week's sample answer I began my introduction with:
"The charts compare Korea, Sweden and the UK in terms of..."

Try this exercise:
Rewrite the following two introduction sentences using the formula below.
"The chart(s) compare(s) + countries + in terms of + finish the sentence"

The pie charts show household spending patterns in the UK and New Zealand between 1980 and 2008.
The table shows the amounts of money spent by tourists in five different countries over a period of two years.

April 19, 2015

IELTS Vocabulary: collocations and phrases

There were some good collocations and phrases in the 'improved sentences' that I wrote for yesterday's lesson. Did you write them in your notebook?

give a presentation
members of the audience
my mind goes blank
use visual aids
engage the audience
feel anxious
regardless of how (+ adjective) something is
adequate preparation
the key to doing something

April 16, 2015

IELTS Writing Task 1: pie chart answer

A few people asked me to put the 'waste' pie chart paragraphs together in one place. So here's the full report that my students and I wrote. You can see the pie charts by clicking here.

The pie charts below show how dangerous waste products are dealt with in three countries.

The charts compare Korea, Sweden and the UK in terms of the methods used in each country to dispose of harmful waste.

It is clear that in both the UK and Sweden, the majority of dangerous waste products are buried underground. By contrast, most hazardous materials in the Republic of Korea are recycled.

Looking at the information in more detail, we can see that 82% of the UK’s dangerous waste is put into landfill sites. This disposal technique is used for 55% of the harmful waste in Sweden and only 22% of similar waste in Korea. The latter country recycles 69% of hazardous materials, which is far more than the other two nations.

While 25% of Sweden's dangerous waste is recycled, the UK does not recycle at all. Instead, it dumps waste at sea or treats it chemically. These two methods are not employed in Korea or Sweden, which favour incineration for 9% and 20% of dangerous waste respectively.

(159 words, band 9)

April 12, 2015

IELTS Advice: identify the problem

Many students ask me for advice about how to improve their scores. Or they ask me to explain why they didn't get higher scores in their exams.

Unfortunately, I can't give good advice if I don't know the person. To give good advice, I need to be able to identify the problem, and the only way to do that is by speaking to the student and reading some of his/her essays.

So, here's my tip for today: If you want to improve your score, first you need to identify what your problems are. You might need to invest in a few lessons with a teacher who can help you with this.

April 08, 2015

IELTS Advice: practice or preparation?

Are exam practice and exam preparation the same thing? I'd say they are not. Preparation for any test should involve more than just exam practice. What else do you do, apart from test practice, to prepare for the IELTS exam?

April 07, 2015

IELTS Vocabulary: review and practice

If I asked you to list the 10 best phrases from yesterday's speaking lesson and Wednesday's writing lesson, which would you choose?

Could you then use those 10 phrases in your own sentences?

April 03, 2015

IELTS Writing Task 1: three sentence types

Here are three 'sentence types' that I like using:

while sentence
respectively sentence
saw sentence

Try using 'while' at the beginning of a sentence when you want to make a contrast between two numbers or trends. Use 'respectively' at the end of a sentence that compares two or three numbers. Use 'saw' to say what happened in a country (e.g. the UK saw an increase in...).

Can you write an example sentence for all three types, with no mistakes?
Look through my lessons to find examples if you need help.

March 30, 2015

IELTS Advice: conscious use of techniques

At the end of yesterday's speaking lesson, I made an important point:

You need to be conscious of the techniques that you are using as you answer questions in the exam (especially in the speaking and writing tests). Otherwise you'll go back to your 'old technique' of saying or writing whatever comes into your head.

Let me explain this a bit more with an example:

When I teach students the 3-step technique that I mentioned yesterday (answer, explain, example), they have no problem understanding it. However, when I then ask some sample questions, most people seem to forget the technique completely. They miss the example, or they give a list of two or three answers with no explanation.

Ask yourself: are you consciously using the exam techniques that you have learnt, or do you fall back into old habits when under pressure?

March 27, 2015

IELTS Writing Task 1: 'waste' pie chart details

Here are six sentences that my students and I wrote about the pie charts in this lesson. To encourage you to look carefully at the sentences, I've put them in the wrong order. Can you find the correct order? You could also divide the description into two paragraphs.

(A) The latter country recycles 69% of hazardous materials, which is far more than the other two nations.

(B) These two methods are not employed in Korea or Sweden, which favour incineration for 9% and 20% of dangerous waste respectively.

(C) Looking at the information in more detail, we can see that 82% of the UK’s dangerous waste is put into landfill sites.

(D) While 25% of Sweden's dangerous waste is recycled, the UK does not recycle at all.

(E) This disposal technique is used for 55% of the harmful waste in Sweden and only 22% of similar waste in Korea.

(F) Instead, it dumps waste at sea or treats it chemically.

March 19, 2015

IELTS Vocabulary: weekly review

Do you keep a notebook for useful words and phrases? And do you review the vocabulary in it regularly?

For example, here's a quick review of some useful vocabulary from the last seven days of lessons on this blog:

compile a list
build a repertoire
the current generation of language learners
don't know how lucky they are
they have the Internet at their disposal
they have access to videos, podcasts and audiobooks
they have the chance to immerse themselves in the language
to take advantage of
overuse of a word
the charts compare three countries in terms of...
dispose of harmful waste
hazardous materials
are buried underground / are recycled
know the basics
rely on pre-prepared meals
that would surely be a good thing

Remember: Understanding a word is not the same as being able to use it. Practise using the phrases above in your own sentences.

March 17, 2015

IELTS Writing Task 1: 'waste' pie charts

Here are my first two paragraphs for the question in last week's lesson. As usual, I wrote the introduction by paraphrasing the question statement, and then I chose two main features for the 'overview'.

The charts compare Korea, Sweden and the UK in terms of the methods used in each country to dispose of harmful waste.

It is clear that in both the UK and Sweden, the majority of dangerous waste products are buried underground. By contrast, most hazardous materials in the Republic of Korea are recycled.

March 13, 2015

IELTS Advice: prepare 'topic phrases'

Yesterday I explained why nobody can create a list of 'band 9 phrases for any essay'. So, is there any way to prepare band 7-9 vocabulary for the test?

The answer is yes, but I'm afraid you will need to make many lists, not just one! I advise my students to prepare ideas and opinions for as many common IELTS topics as possible. Click here to see the basic list that I use.

My aim in the writing lessons on this blog (and in my ebook) is to help you to compile a list or build a repertoire of good 'topic vocabulary'. I could easily give you a list of linking phrases, but unfortunately that wouldn't really help you.

March 12, 2015

IELTS Advice: band 9 phrases for every essay?

Here's an interesting question that someone asked me on Facebook:

Can you add on your blog some typical phrases (band 9) that we can use in every essay?

This seems to be the 'secret' that so many people are looking for. The problem is that these phrases do not exist. I'll try to explain why.

To get a high score for vocabulary and task response, you need to use words and phrases that are specific to the particular question that you are given. For example, if the question is about the environment, you could write about 'greenhouse gases' or 'carbon dioxide emissions'. But these phrases cannot be used in every essay; they are only relevant to this one topic.

The only phrases that can be used in every essay would be 'linking' phrases, and these do not contribute to your vocabulary or task response scores. They only help you to organise your ideas.

So, please stop looking for 'any essay' phrases. Tomorrow I'll explain what to do instead.

March 09, 2015

IELTS Writing Task 1: more pie charts!

There's a good pie chart question in 'Official IELTS Practice Materials' book 2. You can see the pie charts here, and this is the question statement:

The pie charts below show how dangerous waste products are dealt with in three countries.

Let's start with an introduction and overview / summary:

How would you paraphrase the question statement above?
What two main or general points would you choose for the summary?

March 06, 2015

IELTS Advice: score fluctuations

Yesterday I explained why it's normal for your scores to fluctuate between tests. Now I'm going to try to suggest some ways to deal with this.

1. Keep retaking the test

This advice might surprise you, but I remember a student who booked 4 tests in one month. He understood that his scores would fluctuate, but he hoped to improve his chances of having a 'lucky day' when everything went well. It worked! The student told me that the main benefit of taking the test every week was that he stopped feeling nervous. On the third Saturday he performed well in all 4 parts of the test and achieved the scores he needed. *But read the warning below!

2. Practise until you over-perform

To get a band 7 in exam conditions, you probably need to be achieving band 7.5 when practising at home. Most people perform worse in real tests due to nerves, so make sure you can comfortably get the score you need before taking the test.

3. Be more consistent in your approach

You might think that you always write essays in the same way, but most people don't. One of my aims in these lessons is to encourage people to use the exact same method every time. For example, I always try to write 9 sentences for writing task 1, and 13 sentences for task 2. If you can't say how many sentences you usually write, you're probably not being consistent. I'm using writing as an example, but there are methods for the other parts too.

Notes:

*Warning: Strategy number 1 can be expensive, and there are no guarantees that it will work. Only try this if you are able to get the score you need in each part and you keep missing your target by 0.5 band in just one part of the test.
Strategy number 2 is sensible, but some people don't want to wait until they can over-perfom.
Strategy number 3 is my favourite. If I can help students to become more consistent, I feel like I'm doing my job as a teacher!

March 04, 2015

IELTS Advice: why do your scores fluctuate?

People often wonder why their IELTS scores fluctuate. For example, they might get a band 7 in writing one week, but only band 6 or 6.5 the next week.

Does this mean that the test is unreliable or that you had a bad examiner?

Probably not. Fluctuations are normal, both in the exam and when you are practising at home. For example, I've seen the same fluctuations in the quality of students' homework. Sometimes they have great ideas for the essay topic, or they find the answers easily in a reading test. Other times everything seems to go wrong; they have a bad day, and get lower scores.

Tomorrow I'll talk a bit more about this, and I'll try to suggest some strategies for dealing with this 'fluctuation' problem.

February 16, 2015

IELTS Vocabulary: from this week's essay

Did you write down the good vocabulary from the essay that I shared on Wednesday? Here are the 'band 7-9' words, collocations and phrases that I used:

are increasingly likely to
take on the role of househusband
breadwinners
equal rights movements
made great progress
gain qualifications
pursue a career
become socially acceptable
the rising cost of living
marriage partners
starting a family
personal preference
should be seen as progress
equal opportunities
put under pressure
sacrifice their careers
assume childcare responsibilities
parental role
their particular circumstances and needs
wider changes in society
these developments are desirable

Try writing your own full sentences using each vocabulary item above.

February 13, 2015

IELTS Writing Task 1: comparison diagram

Later today I'll publish a new video lesson about 'comparison diagrams' in writing task 1. The lesson will include the task below. Think about how you would write your answer.

The diagrams below show the existing ground floor plan of a house and a proposed plan for some building work.

February 09, 2015

IELTS Writing Task 1: a real process description

You might find it useful to read a real process description from this website about insulation manufacturing. The extract below looks very similar to a paragraph from an IELTS essay!

For glass wool, the raw materials are sand, limestone and soda ash, as well as recycled off-cuts from the production process. The raw materials are melted in a furnace at very high temperatures, typically between 1,300°C to 1,500°C. The smoke created during this process is filtered and flue gases are cleaned to minimise any environmental impact. The droplets of melt exiting the furnace are spun into fibres. Small quantities of binding agents are added to the fibres. The mineral wool is then hardened in a curing oven at around 200°C. The mineral wool is cut to the required size and shape.

Task:
Can you find the passive verbs in the paragraph above? Can you improve the paragraph by adding some sequencing words (firstly, then etc.)?

February 05, 2015

IELTS Advice: how to know when you're ready

How do you know when you're ready to take the IELTS exam? Here's my advice:

If you've never taken the exam before, take it as soon as you can. You'll be surprised how difficult a full day of testing is! Treat your first attempt as a practice test to get used to what it 'feels' like. Also, taking the exam is the best way to assess your level.
Your next step could be to read about the best ways (techniques, methods) of doing each part of the exam; this is what I try to provide here on the website. Read my advice, analyse my model answers, and try to copy the way I approach each part of the test.
Using what you have learnt, you need to practise and train yourself. This is not the same as testing yourself. Read yesterday's lesson to understand the difference.
Finally, you need to do some tests and get feedback. You need to find out what you are doing wrong and what you need to do to improve. The best form of feedback is from a teacher who can read your essays or listen to you speak.

You will know that you are ready when you consistently get the score you need in all of your practice tests.

February 04, 2015

IELTS Advice: testing or training?

Many students prepare for the IELTS exam by doing lots of practice tests. But too much testing is a bad idea.

I think that there is a difference between 'testing' and 'training'.

Testing:

shows you what your current level is
gets you used to working in exam conditions (e.g. with a time limit)

Training:

means that you focus on vocabulary for a particular topic
or work on particular grammar mistakes
or work on a technique for a particular part of the exam

A good example of training is when you practise writing introductions. Sometimes I spend a whole lesson with my students just doing different introductions. We practise one technique until students become good at it.

So, how much 'training' and how much 'testing' should you do? Well, a good idea might be to spend Monday to Friday training, preparing and working on language. Then test yourself at the weekend - if you've worked hard, you might see an improvement!

February 02, 2015

IELTS Writing Task 1: process diagrams

I've just published a video lesson about process diagrams on this webpage.

In the video lesson I focus on the most common type of process diagram, a production process. Here's the question that I used:

(Click on the picture above to enlarge it)

Apart from the 'production process', there are two other types of process diagram:

Natural process diagram: click here to see an example.
Map showing a process: click here to see an example.

The technique is basically the same for all 3 types of process, but it's a good idea to practise an example of each.

January 30, 2015

IELTS Grammar: using 'by'

A student asked me about the two uses of the word "by" in these sentences:

Korea was the only country that managed to reduce its waste output by the year 2000. Korea cut its waste output by 12 million tonnes between 1990 and 2000.

Questions:
1. Can you explain how "by" is used in the two cases above?
2. What is the difference between "by the year 2000" and "in the year 2000"?

January 29, 2015

IELTS Advice: one tip for each part

A student of mine asked me to give him just one key piece of advice for each part of the IELTS test. Here is my answer:

Speaking
Focus on vocabulary instead of grammar or linking. In parts 2 and 3, explain your ideas in detail to increase your vocabulary score.

Listening
Use the breaks to read ahead. When they give you half a minute to check your answers, don't. Use the time to get ready for the next section.

Reading
Get to the end! Miss the questions you find difficult, and make sure you do all of the easier ones. Return to the harder questions if you have time.

Writing Task 1
Write a good overview. Examiners want to see a summary of the information, as well as detailed description.

Writing Task 2
Spend more time planning. A good plan will help you to write a more organised essay with better ideas.

January 23, 2015

IELTS Advice: which writing task should you do first?

Students often ask me which writing task they should do first in the exam. Is it better to start with IELTS writing task 1 or task 2?

Personally, I would start with task 1.

You'll be feeling nervous in the exam, so it's a good idea to start with something easy: the introduction to task 1. If you have read my advice on how to write the introduction for task 1, you will have a fast and simple way to begin the exam.

So, don't waste any time at the beginning of the writing test. If you have practised paraphrasing task 1 questions, you should be confident that you know exactly what to do. Get started straight away; you'll feel much better.

January 22, 2015

IELTS Grammar: nouns and verbs

Sometimes the noun form and the verb form of a word are the same. For example, the word “increase” can be a noun or a verb. The problem is that nouns and verbs are used differently. Here are some examples:

Increase
There was an increase in the unemployment rate. (noun)
The unemployment rate increased. (verb)

Lack
There is a lack of investment in hospitals. (noun)
Many hospitals lack the investment they need. (verb)

Pay
Companies should give men and women equal pay. (noun)
Companies should pay men and women equally. (verb)

It's the little words like "an increase in" that cause most problems for students. Examiners do notice these things, so it's worth getting them right.

January 19, 2015

IELTS Writing Task 1: two different charts

I'm in the process of making a video lesson about the question below. It should be ready today or tomorrow.

The bar chart below shows the numbers of men and women attending various evening courses at an adult education centre in the year 2009. The pie chart gives information about the ages of these course participants.

Task:
Last week I recommended that you aim to write 9 sentences for your task 1 report. Think about the 9-sentence structure for the question above.

January 17, 2015

IELTS Advice: are longer essays better?

A student asked me the following question:

Will it help my score if I write a longer essay for writing task 2 - because a longer essay will contain more vocabulary?

Here's my answer:

Quality is more important than quantity in the IELTS writing test. If you write a longer essay, you might demonstrate a wider range of vocabulary. On the other hand, you might just repeat the same ideas, and you might make more mistakes.

I don't teach my students to write longer essays (anything over 250 words is fine). I teach them to spend 10 minutes planning good ideas, rather than trying to write more words. In my view, planning is the secret to improving the quality.

January 16, 2015

IELTS Grammar: correct the mistakes

Here are some sentences that people wrote below yesterday's speaking lesson (about 'collecting'). Can you find and correct the mistakes?

1) There are a lot of things that people often are collect.
2) I think people often go to gather small things such as stamps.
2) Whenever I went in a vacation, I used this opportunity to buy another object.
3) Let me think, may be valuable watches which their prices increase by time.
5) People collecting things for many reasons for example they do it as a hobby.

January 11, 2015

IELTS Grammar: using 'the'

People often ask me for help with articles (the, a, an). You really need to consult a specialist grammar book if you want to know everything about articles, but here's a useful question about my use of "the" in a recent lesson:

Look at the following sentences.

1) I would need time, commitment and the passion to keep working.
2) I would need the time, commitment and passion to keep working.
3) I would need time, commitment and passion to keep working.

Are all three sentences correct? Is one better than the others? Does the position or absence of "the" change the meaning?

January 08, 2015

IELTS Writing Task 1: the 'selecting' skill

One of the key skills when describing a graph, chart or table is selecting.

In the table below, for example, which 2 main points would you select for your summary? And how many of the 20 numbers would you manage to include in your 'details' paragraphs?

Note: I'm making a video lesson about the table above. It will be ready tomorrow.

January 04, 2015

IELTS Vocabulary: future plans

Here are the band 7-9 phrases from yesterday's lesson. Remember that I'm not trying to use strange or difficult words; I'm trying to speak in a natural way, using 'native speaker' collocations and phrases.

a future aim of mine
the plot would be fictional
influenced by some of my own experiences, ideas and views
I might suddenly be inspired
a vague objective
time, commitment and passion
to set a goal
I’ve always wondered how
create a work of fiction
bringing a story to life
follow in the footsteps of my favourite authors

January 02, 2015

IELTS Writing Task 1: pie chart video

I've just published my latest video lesson at the bottom of this page. In the lesson, I explain my approach to describing pie charts, and I work through this question:

The charts below show household spending patterns in two countries between 1980 and 2008.

For this question, a key decision to make is how to divide the information into two 'details' paragraphs. You have three choices:

Write one paragraph about each year
Write one paragraph about each country
Group the information according to category (e.g. food and drink with utility bills in paragraph 3, and the other categories in paragraph 4)

Which way would you do it?

December 29, 2014

IELTS Advice: collocations and topic vocabulary

I often talk about 'collocations' and 'topic vocabulary'. Do you understand the difference between these two terms?

Collocations are groups of words that often go together. Many groups of words, such as "global warming" and "for example", can be called collocations.

Topic vocabulary is the term I use when I'm teaching IELTS writing task 2. It refers to single words, collocations and phrases that relate specifically to the question topic. So, "global warming" is topic vocabulary, but "for example" isn't.

December 28, 2014

IELTS Vocabulary: which sentence is best?

A student asked me which sentence I prefer from these two:

There is an array of reasons for the proliferation of high amounts of waste disposal.
There are various reasons for the rise in the amount of waste that we produce.

Although sentence 1 might look more 'difficult' (due to the use of array, proliferation and disposal), I definitely prefer sentence 2.

The problem with sentence 1 is that it seems forced and unnatural:

"Array of reasons" is fine, although no better than "various reasons".
"Proliferation" and "high amounts" sound strange together. I would use one or the other, but not both.
"The proliferation of waste disposal" also sounds wrong to a native speaker. It isn't a collocation that I would expect to read or hear.
I think the topic would be about "waste production", not "waste disposal". The root problem is that we are producing more waste, not that we are throwing it away more often. The word "disposal" looks good, but for me it affects the coherence of the sentence.

I think this is a great example of what I said in Wednesday's lesson about having the confidence to keep it simple. When students try too hard to be difficult, they write unnatural sentences like number 1 above.

December 25, 2014

IELTS Writing Task 1: bar chart video

I've just published my latest video lesson at the bottom of this page. In the lesson, I explain my approach to describing bar charts, and I work through this question:

The chart below shows global sales of the top five mobile phone brands between 2009 and 2013.
...

...
A few things to consider if you try writing a report for this question:

What alternative words could you use instead of global sales, mobile phones, and brands?
What do you think is the most noticeable feature on the chart?
How would you group the information into two 'details' paragraphs?

You can see how I deal with these issues in the video lesson, or you could share your own ideas in the 'comments' area below.

December 20, 2014

IELTS Writing Task 1: using words from the chart

Be very careful when using the words (labels) that you see on the graph or chart. You may need to change them when writing full sentences.

Look at this chart for example:

You can't just use the words in the table like this:
- Nuclear was 30% of energy used.
- Thermal produced 20% of energy used.

You need to write something like this:
- Nuclear power was used to produce 30% of the country's energy.
- Thermal power stations produced 20% of the energy used in... (year / country).

Can you see why we need to add words when writing full sentences?
(Answer: 'nuclear' and 'thermal' are adjectives, so we need a noun like 'power' after them)

December 12, 2014

IELTS Grammar: wide range or error-free?

A student, Kishanth, asked me about two of the points in the grammar criterion for band 8 writing (both task 1 and 2):

uses a wide range of structures
the majority of sentences are error-free

Here's the problem with these two points:
When you try to use a wide range of grammatical structures, you risk making more mistakes (errors). But to reduce the number of mistakes, you might have to simplify your sentences.

So what should you do?
My advice is this: Forget about the 'wide range of structures' point. If all of your focus is on using complex grammar, you'll probably do something worse than just make mistakes; you'll probably forget to answer the question properly. The people who worry most about grammar usually neglect task response, coherence and vocabulary.

For me, grammar is the least important criterion to worry about. I tell students to focus on the other 75% of the scoring system: task response, coherence and vocabulary. However, if you want my tip for improving your grammar score, I'd say that it's better to focus on reducing errors. I think examiners notice errors more than they notice grammatical range, and if you write a mix of short and long sentences, you'll probably fulfil the 'wide range of structures' requirement without realising it.

December 10, 2014

IELTS Writing Task 1: some grammar / vocabulary

Using the report in this lesson, find one word to fill each gap below.

1) something is _____ risk _____ happening
2) the stopbank acts _____ a flood barrier
3) to stop something _____ happening
4) to prevent something _____ happening
5) _____ shown in the second diagram, there will be...

Note:
Some people would call this a grammar exercise. I prefer to see it as a vocabulary (collocations) task.

December 06, 2014

IELTS Advice: if your writing score is lower

I often meet students who have no problem getting band 7 for listening, reading and speaking, but they get a lower score in the writing test. Why is this?

These seem to be the main reasons:

They start writing without stopping to think first.
Their essays lack organisation because they didn't do a plan.
They don't develop their ideas in enough detail or depth.

The solution is to spend more time planning and organising your ideas before you start writing. Think and plan before you write!

December 03, 2014

IELTS Writing Task 1: analyse sample answers

Did you analyse the diagram report that I wrote for last week's lesson?

What paraphrasing can you see in the introduction?
Which two features did I choose as 'main points' in paragraph 2?
How did I divide the description of detail into two paragraphs (3 and 4)?
What good vocabulary did you notice in the report?

Analyse sample answers in this way, and use them as models when writing your own task 1 reports.

November 27, 2014

IELTS Advice: don't translate word by word

If you try to translate word by word from your language into English, you'll probably make sentences that an English speaker would never make.

Instead of translating word for word, try to build your knowledge (or repertoire) of English collocations. Here are a few that I've already used this year:

achieve an aim / achieve a goal
reach your goal
the key difference
make a fresh start
establish better habits
redouble our efforts
make a resolution

November 25, 2014

IELTS Writing Task 1: 'flood diagram' answer

The diagrams below show how houses can be protected in areas which are prone to flooding.
...

...
Here's my full band 9 report:

The diagrams compare two different methods of defence for homes which are at risk of being flooded.

The key difference between the diagrams is that they show flood protection with and without a stopbank. In either case, the at-risk home is raised on stilts above ground level.

The first diagram shows how a stopbank acts as a flood barrier to stop river water from flooding homes. The stopbank is a small mound of land next to the river that is higher than the 100-year flood level, and prevents the river from bursting its banks. Nearby houses can be built on stilts to prevent flooding from rainwater, and a floodgate beneath the stopbank can be opened to allow this ‘ponding’ to drain off into the river.

When there is no stopbank, as shown in the second diagram, there will be nothing to stop the river from flooding. In this case, the solution is to put buildings on stilts. The height of the stilts is measured so that the floor of the house is 300mm above the 100-year flood level. This measurement is called the ‘freeboard’.

November 20, 2014

IELTS Advice: daily study habit

In my opinion it's better to study for 30 minutes every day than for 3.5 hours once a week. I try to write these lessons every day to encourage students to get into a daily study habit. It isn't easy, and there are days when you feel like giving up, but it will all be worth it when you get the scores you need!

November 19, 2014

IELTS Advice: common topics first!

Students often write to me asking about a strange or difficult question that they have found. Personally, I think that studying strange questions is a waste of time when there are some really common topics that appear again and again.

Topics like education, family and work in the writing test, and 'describe a person' or 'describe a place' in the speaking test are so common that you should definitely prepare these topics before you start worrying about any unusual questions.

Use the 'real' questions in the Cambridge IELTS books and the topics here on my website before you worry about anything else.

November 17, 2014

IELTS Writing Task 1: diagram introduction & overview

Here's the question that we were looking at two weeks ago:

The diagrams below show how houses can be protected in areas which are prone to flooding.

The full report will contain 4 paragraphs. Let's start with the introduction and overview.

Introduction - paraphrase the question
The diagrams compare two different methods of defence for homes which are at risk of being flooded.

Overview - mention two main things
The key difference between the diagrams is that they show flood protection with and without a stopbank. In either case, the at-risk home must be raised on stilts above ground level.

November 06, 2014

IELTS Advice: grammar or vocabulary?

Students often ask me questions like: "Can you explain phrasal verbs?" or "Can you explain prepositions?"

The problem is that the word explain implies that phrasal verbs and prepositions are grammar issues with easy rules. In fact, there are no easy rules to explain phrasal verbs, prepositions, and many other areas of language. Instead of treating these things as 'grammar', it's easier to see them as vocabulary items.

In any language, some things can be explained using grammar rules. Everything else is vocabulary. You don't need to explain vocabulary; you just need to learn it gradually.

Tip: vocabulary knowledge is the key to a high IELTS score!

November 05, 2014

IELTS Vocabulary: from the 'parks' topic

As I said yesterday, you don't need to 'show off' in part 1 of IELTS speaking. However, I did use some nice vocabulary in my answers:

- every city needs some green space
- people can escape from the crowds
- Parks are like an oasis
- get away from the hustle and bustle* of city life
- take some exercise
- forget about work for a while
- I can't imagine what I would do

*hustle and bustle = busy activity, usually when describing a city

November 01, 2014

IELTS Writing Task 1: 'flooding' diagrams

Try writing a task 1 report for the following diagram question.

The diagrams below show how houses can be protected in areas which are prone to flooding.

Note:
Freeboard = the height of the underside of a structure above a given level or water
Berm = a bank of earth

(Source: www.waikatoregion.govt.nz)

October 24, 2014

IELTS Advice: meticulous preparation

'Meticulous preparation' is a nice collocation. Meticulous means extremely careful, detailed, diligent and methodical. How meticulously are you preparing for IELTS? What could you do to be even more meticulous?

October 21, 2014

IELTS Writing Task 1: verbs and nouns for trends

In the following sentences the verbs are underlined. Can you rewrite the same sentences using nouns (e.g. a rise) instead of verbs?

In 2013, UK house prices rose by 10%.
The number of university applicants fell by 5% from 1999 to 2009.
The price of petrol increased significantly in 2009.

October 17, 2014

IELTS Vocabulary: band 7-9 phrases

Let's review the vocabulary that I used in yesterday's speaking lesson. Here are the phrases that I think would impress an examiner:

volunteer to run activity clubs
help out (phrasal verb)
residential homes for elderly people
support people living below the poverty line
there isn’t a scale of importance when it comes to helping others
all forms of help are positive
experience difficult times
run the risk of losing our jobs
people help others because they empathise with them
It’s impossible to generalise about...
from one generation to the next
judge or compare how altruistic people are

October 09, 2014

IELTS Grammar: 'natural' answers

The sentences in yesterday's speaking lesson contained some grammar mistakes. However, perhaps a bigger problem was that the sentences didn't seem very 'natural' (most native speakers wouldn't talk like that).

If you download the document attached below, you'll see my grammar corrections and my suggestions for more 'natural' answers.

Click here to see the document

October 05, 2014

IELTS Writing Task 1: rise or raise?

These two words are often confused by students. Here is the main difference:

something rises (e.g. the price rose)
somebody raises something (e.g. the company raised the price)

"Rise" (rose, risen) can be a verb or a noun. I often use it for IELTS writing task 1:

The price of cigarettes rises every year. (verb, present)
In 2008, the number of customers rose from 100 to 200. (verb, past)
There has been a dramatic rise in Internet usage in the UK. (noun)
In 2008, the UK saw a rise in the divorce rate. (noun)

"Raise" (raised) is almost always a verb. You probably won't use it for task 1:

The Government raises the price of cigarettes every year.
Charities work to raise the standard of living in developing countries.

October 01, 2014

IELTS Advice: it takes time

Can I improve my score from 5.5 to 7 in one month?

The honest answer is: no, you probably can't

It's important to be realistic about the time it takes to improve your ability to speak, write or understand a second language. It's a really difficult task. There is no magic recipe for success and there are no shortcuts. Take your time, work hard and be patient.

Note:
I've underlined the good vocabulary contained in my advice.

September 28, 2014

IELTS Writing Task 1: a few good phrases

Here are some useful phrases to describe the chart in last week's lesson. Check my essay to find the missing words.

The US produced more waste than the other countries _____.
Rising _____ were seen in five out of the six countries.
Korea was the only country that _____ a fall in waste output.
In Ireland, waste production increased more than _____.
Korea managed to _____ its waste production between 1990 and 2000.

September 23, 2014

IELTS Advice: 'read around'

I like the phrase "to read around a subject". It means doing general research about something in order to learn more about it. Search engines and websites like Wikipedia make it so easy to do a bit of "reading around" about anything that interests you, or about any IELTS topic that you find difficult. So read around more; you'll improve your knowledge and your vocabulary at the same time!

September 21, 2014

IELTS Writing Task 1: 'waste table' essay

The table below shows the amount of waste production (in millions of tonnes) in six different countries over a twenty-year period.

The chart compares the amounts of waste that were produced in six countries in the years 1980, 1990 and 2000.

In each of these years, the US produced more waste than Ireland, Japan, Korea, Poland and Portugal combined. It is also noticeable that Korea was the only country that managed to reduce its waste output by the year 2000.

Between 1980 and 2000, waste production in the US rose from 131 to 192 million tonnes, and rising trends were also seen in Japan, Poland and Portugal. Japan’s waste output increased from 28 to 53 million tonnes, while Poland and Portugal saw waste totals increase from 4 to 6.6 and from 2 to 5 million tonnes respectively.

The trends for Ireland and Korea were noticeably different from those described above. In Ireland, waste production increased more than eightfold, from only 0.6 million tonnes in 1980 to 5 million tonnes in 2000. Korea, by contrast, cut its waste output by 12 million tonnes between 1990 and 2000.

September 16, 2014

IELTS Vocabulary: less common phrases

Here is some 'less common' vocabulary from yesterday's lesson:

defeat the other player
trapping his King... checkmate
portable chess set
the chance to hone my skills
I made it onto the school team
the challenge of thinking ahead
trying to outwit my opponent
a very mysterious and intellectual game
taught me to learn from my losses
to congratulate the person who had beaten me

September 13, 2014

IELTS Writing Task 1: verbs exercise

The table below shows the amount of waste production (in millions of tonnes) in six different countries over a twenty-year period.

I've missed out the verbs in the following description of the table. For some of the gaps, more than one verb is possible. Please note that the description is not a full essay.

Missing words:
risen, created, recorded, is, produced (x2), managed, given, had (x2), stood, were, increased

Description:
The US, Japan and Korea ______ by far the most waste. In 1980, the US ______ 131 million tonnes of waste, while the figure for Japan ______ at 28 million tonnes. No figure ______ ______ for Korea in 1980, but in 1990, 31 million tonnes of waste ______ ______ in that country. By 2000, waste production in the USA ______ ______ to 192 million tonnes, while Japan’s figure ______ ______ to 53 million tonnes. However, Korea ______ to reduce its output to 19 million tonnes. Ireland, Poland and Portugal only ______ a total of around 30 million tonnes of waste between them, adding the figures for all three years together.

September 10, 2014

IELTS Vocabulary: review

Let's review the useful vocabulary that we've seen in this week's lessons:

inconvenient
nearby
surfing the web
an initiative
communal
tuition fees
applicants
surveillance
commonplace
an invasion of privacy
aged (adjective meaning 'elderly')

Would you be able to use all of these words and phrases in your own sentences?

September 07, 2014

IELTS Writing Task 1: percentages

Let's look at where to put the number in sentences that describe percentages.

...
You could put the percentage at the beginning of the sentence (example 1), or at the end of the sentence (example 2):

6% of single aged people were living in poverty.
The level of poverty among single aged people stood at 6%.

You could also add a comparison:

6% of single aged people were living in poverty, compared to only 4% of aged couples.
The level of poverty among single aged people stood at 6%, whereas the figure for aged couples was only 4%.

Which sentence do you think is clearer? Also, why have I used "people" and "couples" in my sentences when the table says "person" and "couple"?

September 02, 2014

IELTS Vocabulary: less common alternatives

Let's look at some of the vocabulary from Friday's speaking lesson, and some interesting alternatives. The alternatives on the right are a bit less common, and might impress the examiner if you used them.

with three bedrooms = a three-bedroomed house
in a suburb of Manchester = on the outskirts of Manchester
relax = unwind, put my feet up, wind down
it needs a new kitchen = it could do with a new kitchen

Note:
"could do with" is an informal way of saying "need" e.g. I could do with a drink, I could do with some help, I could do with another few days to finish this project.

September 01, 2014

IELTS Grammar: some conditionals

Did you notice that I used several conditional sentences in yesterday's speaking lesson? Here they are again:

But if I had to choose, I'd say the living room...
...so that's what I'd change first.
I'd definitely move again at some point if I could afford to.

Notice that I use I'd instead of the full I would because these are spoken answers (although it's fine to say I would).

Notice also that the 'if' conditional clause is missing from the second example. Sometimes we miss the condition because it is understood from the context. We understand from the context that I mean: "If I redecorated my home, that's what I would change first".

August 30, 2014

IELTS Writing Task 1: verbs

Fill the gaps in the following sentences with suitable verbs.

In 1995, people in the UK ______ around 72 billion minutes of local phone calls.
They ______ about half this amount of time making national or international calls.
In the same year, less than 5 billion minutes of mobile calls ______ made.
National and international calls ______ a high point of around 61 billion minutes in 2002.
The time spent on mobiles ______ from 15 billion minutes in 1999 to 45 billion in 2002.

Note: these sentences refer to a bar chart in Cambridge IELTS book 9.

August 25, 2014

IELTS Advice: practise paraphrasing yourself

In yesterday's lesson I suggested that the sign of an advanced learner of English is the ability to express the same thing in different ways. But how can you get better at doing this?

Here's a simple exercise:
Imagine that you have to explain a word, phrase or idea to somebody who doesn't understand it. You have to explain it in as many different ways as you can, until you are sure that the other person understands.

Let's try this with the word 'paraphrasing'. Can you explain the concept of paraphrasing in a variety of different ways to someone who doesn't know what it means?

August 24, 2014

IELTS Advice: the same thing in different ways

English students at beginner level learn to say "How are you?", but they probably don't know any other ways to say this. For example:

- How (are) you doing?
- How's life?
- How's it going?
- How are things? / How's things (with you)?
- What's up?
- How's tricks?
- How's everything going?
- Alright?

As a native speaker, I could keep going and add several more phrases to this list. The same happens in IELTS contexts: click here to see an example.

If you can express the same thing in several different ways, it usually means that you have a good level of English.

August 21, 2014

IELTS Writing Task 1: pie charts essay

Here's my full essay for the 3 pie charts question that we've been looking at over the last two weeks:

The pie charts compare the expenditure of a school in the UK in three different years over a 20-year period.

It is clear that teachers’ salaries made up the largest proportion of the school’s spending in all three years (1981, 1991 and 2001). By contrast, insurance was the smallest cost in each year.

In 1981, 40% of the school’s budget went on teachers’ salaries. This figure rose to 50% in 1991, but fell again by 5% in 2001. The proportion of spending on other workers’ wages fell steadily over the 20-year period, from 28% of the budget in 1981 to only 15% in 2001.

Expenditure on insurance stood at only 2% of the total in 1981, but reached 8% in 2001. Finally, the percentages for resources and furniture/equipment fluctuated. The figure for resources was highest in 1991, at 20%, and the proportion of spending on furniture and equipment reached its peak in 2001, at 23%.

(158 words, band 9)

August 16, 2014

IELTS Advice: stop worrying about the examiner

Many students are overly worried about the examiner. They worry about body language, eye contact, how friendly the examiner is, whether the examiner smiles, whether he/she is making notes, what his/her opinion might be etc.

This kind of worrying is a waste of time and energy. My advice is that you should only worry about 2 things in the speaking test: 1) listening carefully to the questions 2) trying your best to give good answers. It's a language exam, so let's worry about language.

August 15, 2014

IELTS Vocabulary: notice, look up, use

Notice
A student called herry commented below this lesson that he/she noticed the phrase "resort to" in my paragraph about credit cards.

Look up
Herry then looked the phrase up in a dictionary and found the meaning:
resort to something = do something that you do not want to do because you cannot find any other way.

Use
The next step is to try using the phrase in a sentence of your own (e.g. Many stores have resorted to cutting prices). If possible, ask a teacher to check your sentence to make sure it's correct.

This is a great way to improve your vocabulary repertoire.

August 13, 2014

IELTS Writing Task 1: 'details' paragraphs

Last week I asked you to think about how to divide the information from 3 pie charts into 2 groups in order to write 2 'details' paragraphs (click here to see the pie charts again).

Here are two paragraphs that I wrote with my students:

Analysis:
You can see that I chose to put the two types of salaries together in one paragraph, and the other three categories together in the second paragraph. There are other ways to divide the information, but this seemed the most obvious way to me.

August 08, 2014

IELTS Grammar: correct the mistakes

People often make mistakes when they try to use 'difficult' language. Can you correct the following sentences and write them in a less complicated way?

Banks always motivates their customers for availing various types of credit cards.
As a credit card has become prevalent for which it is easy to apply and gain this, there are several problems that people undergo.
Credit cards do have both pros and cons but it depends on the inevitability of user and their attitude to know purposely that determines the usage of mostly worth of it.

August 06, 2014

IELTS Writing Task 1: 'details' paragraphs

If you've read my task 1 lessons, you'll know that I always write 4 paragraphs:

1. Introduction - paraphrase the question
2. Overview - describe 2 main or general things
3. Details
4. Details

Let's forget the introduction and overview for the moment, and focus on the two 'details' paragraphs. Why do we need two paragraphs?

The answer is that this encourages you to divide the information into 2 groups, and hopefully this means that your essay will be better organised and you'll make some useful comparisons.

Click here to see 3 pie charts (taken from Cambridge book 8). Thinking about the 'details' paragraphs only, how would you divide the information into 2 groups?

July 27, 2014

IELTS Grammar: Googling for grammar patterns

Have you tried using Google (or another search engine) to resolve grammar problems? For example, students asked me to explain the following sentences from the essay in Wednesday's lesson:

There are some basic preconditions to achieving happiness.
There do seem to be some common needs that we all share.
It is no doubt true that...

If we put quotation marks ("...") around the key words, and Google them, we can look for patterns in the search results that help us to understand the grammar.

Example:
Try searching for "preconditions to achieving", then try "preconditions to being" and "preconditions to doing". The search results should show you that "preconditions to +ing" is a normal grammar pattern in English.

Now search for "there do seem to be" and "it is no doubt true that". You might find that searching for grammar patterns is more useful than learning grammar rules.

July 25, 2014

IELTS Writing Task 1: variety

In a comment below last week's lesson, Lynn pointed out that my essay contained some good paraphrasing.

Instead of the phrase "the numbers of residents cycling to work", I wrote:

the numbers of people who cycled to work
the number of UK commuters who travelled to work by bicycle
the number of cycling commuters
...residents commuted by bicycle
this figure
total numbers of cycling commuters
figures for

It doesn't matter that I often repeated the word 'number' (it's normal to repeat this word in English). What the examiner will notice is that I am able to express "residents cycling to work" in a variety of ways. Doing this is harder than it looks!

July 22, 2014

IELTS Advice: use a dictionary for accuracy

Most students use a dictionary to find the meanings of words. However, this is not enough; you also need to know how to use words correctly or accurately.

For example, you might know the meaning of the word "blame", but do you know which preposition follows it? Do you know that it can be a verb or a noun? Do you know which verbs can be used with the noun "the blame"?

Many people blame politicians for the economic crisis. (verb)
Politicians have taken the blame for the economic crisis. (take + noun)
Other people put the blame for this problem on the banks. (put + noun)
They think the banks are to blame for the crisis. (phrase: is/are to blame)

At advanced levels, you should stop thinking that your dictionary is just a translator. Use it to improve your accuracy.

July 19, 2014

IELTS Writing Task 1: table essay

Here's my full essay, which follows the plan in last week's lesson.

The table below shows changes in the numbers of residents cycling to work in different areas of the UK between 2001 and 2011.

The table compares the numbers of people who cycled to work in twelve areas of the UK in the years 2001 and 2011.

Overall, the number of UK commuters who travelled to work by bicycle rose considerably over the 10-year period. Inner London had by far the highest number of cycling commuters in both years.

In 2001, well over 43 thousand residents of inner London commuted by bicycle, and this figure rose to more than 106 thousand in 2011, an increase of 144%. By contrast, although outer London had the second highest number of cycling commuters in each year, the percentage change, at only 45%, was the lowest of the twelve areas shown in the table.

Brighton and Hove saw the second biggest increase (109%) in the number of residents cycling to work, but Bristol was the UK’s second city in terms of total numbers of cycling commuters, with 8,108 in 2001 and 15,768 in 2011. Figures for the other eight areas were below the 10 thousand mark in both years.

(172 words, band 9)

July 15, 2014

IELTS Vocabulary: 'native speaker phrases'

I know I often ask the same question, but did you really look carefully at the vocabulary in my lessons over the last week?

In particular, I used some great "native speaker phrases" in yesterday's speaking lesson and in Sunday's General Training task 1 letter. Have a closer look at those two lessons, and see if you can identify the good vocabulary that would impress an examiner.

July 12, 2014

IELTS Writing Task 1: choosing the numbers

In last week's lesson, I asked which numbers we should choose for a description of the table below.

The table below shows changes in the numbers of residents cycling to work in different areas of the UK between 2001 and 2011.

Here are my choices:

Introduction
Don't mention any numbers here.

Overview
Don't mention any numbers; just describe the main features / overall trend.

Paragraph 3
A description (and comparison) of the figures for Inner London and Outer London would probably be enough for this paragraph.

Paragraph 4
Maybe mention Brighton and Hove as the only area outside Inner London with a percentage change above 100%. We could also highlight Bristol as the second city in terms of cycling numbers. Finish with a general statement about the other areas (e.g. all below 10,000 residents cycling to work).

July 07, 2014

IELTS Advice: people do pass!

When you're struggling with IELTS, it might seem like you'll never get the score you need, and it's tempting to think that it's an unfair exam.

But remember that people do pass the test every week. Several students have shared really positive stories here on the blog this week, and they all have the same message: keep trying, keep studying, and eventually you WILL pass!

July 05, 2014

IELTS Writing Task 1: too many numbers!

Students often find it difficult to describe tables with lots of numbers.

The table below contains 36 numbers. We can't describe all of them, so which ones should we choose? How many numbers do we need to include?
...

The table below shows changes in the numbers of residents cycling to work in different areas of the UK between 2001 and 2011.

...

June 30, 2014

IELTS Writing Task 1: two different charts

From Simon: I've been busy moving house today, which is why this lesson is so late!

Question: How should you structure your task 1 report if the question shows two different charts (e.g. a line graph and a pie chart)?

Answer: It's easy. Just follow the 4-paragraph structure below:

Introduction - say what each chart shows (one or two sentences)
Overview - write one sentence about each chart, describing it's main feature
Describe the first chart in detail
Describe the second chart in detail

June 27, 2014

IELTS Vocabulary: natural, appropriate

To get a high vocabulary score, you should try to use a good range of vocabulary. However, this doesn't mean that 'strange' or 'difficult' words are the secret to success.

The vocabulary that you use also needs to be natural and appropriate to the style of the essay or report that you are writing. This is the reason why I suggested avoiding words like 'plummet' and 'rocket' in writing task 1. These words are not normally used in academic-style reports (because they exaggerate too much), whereas 'fall' and 'increase significantly' seem much more natural and appropriate.

June 26, 2014

IELTS Vocabulary: soar, rocket, plummet

In Thursday's lesson I suggested that you should avoid using words like soar, rocket and plummet when describing changes on a graph or chart. I explained that these words exaggerate too much, and that they are not 'academic'.

But someone asked this sensible question:

How can we get a high score for lexical resource (vocabulary) if we only use common words like 'increase', 'rise' and 'fall'?

The quick answer is that it's better to use 'less common vocabulary' for other aspects of your description. If you analyse this band 9 essay, you'll see that I used common words like rose, decreased, reaching and dropped to describe changes, but I managed to use 'less common vocabulary' for other aspects of my description e.g. global turnover, devices, namely, platform.

I'll explain more about how to get a high vocabulary score tomorrow.

June 24, 2014

IELTS Writing Task 1: nouns and verbs

When describing changes I prefer to avoid words like soar, rocket and plummet because they are too "sensationalist" - they exaggerate too much, and are more journalistic than academic in style.

Instead, we can demonstrate good control of grammar by using words like increase, rise and fall as both nouns and verbs:

- London saw a significant increase in the cost of homes. (noun)
- The cost of homes in London increased significantly. (verb)

- There was a rise in house prices between 1990 and 1995. (noun)
- House prices rose between 1990 and 1995. (verb)

- There was a 7% fall in the average house price in Tokyo. (noun)
- The average Tokyo house price fell by 7%. (verb)

June 18, 2014

IELTS Writing Task 1: real statistics

A good place to find 'real' descriptions of graphs and charts is a government statistics website like this one for the UK. If you click on the different themes, you'll see graphs, charts and written summaries of recent statistics for the country.

Here's an example summary from the website:

The employment rate for those aged from 16 to 64 for the three months to June 2012 was 71.0 per cent. This is the highest figure since the three months to May 2009 and it is up 0.4 percentage points on the previous quarter. The number of people in employment aged 16 and over increased by 201,000 on the quarter to reach 29.48 million, the largest quarterly increase since the three months to July 2010. The number of people in employment was 96,000 lower than the pre-recession peak of 29.57 million recorded for March-May 2008.

Note:
I've underlined the verbs in the paragraph above. Notice that we tend to use 'easy' verbs when describing statistics.

June 11, 2014

IELTS Advice: worrying wastes time!

I posted this advice back in 2011, but I thought I would post it again today for people who haven't seen it. The first diagram below illustrates the idea that hard work is the only path to IELTS success:

...
Compare this with what happens if you spend all of your time worrying and hoping to find the 'secret' IELTS technique:
...

So, which cycle are you in - the 'success' cycle or the 'worry' cycle?

June 10, 2014

IELTS Advice: topic research

If you're preparing for a writing or speaking topic, I recommend doing an Internet search for ideas first.

To find ideas for yesterday's speaking questions, I typed the phrase "what makes a good adviser" into Google, and found this webpage. Look at some of the great language that we can steal from it:

turning to an adviser
a wise choice
make decisions with more confidence
the decision requires expertise
use knowledge and experience
make an informed decision
some qualities are characteristic of good advisers
trustworthy, someone you can trust
possesses a strong base of knowledge

Remember: the key to high speaking and writing scores is good vocabulary, so topic research is a vital part of your IELTS preparation.

June 08, 2014

IELTS Writing Task 1: describing details

Here are my two "details" paragraphs for the question that I started in last week's lesson. Notice that I only mention three of the years, but I make lots of comparisons between the four groups of people.

Fill the gaps to complete my description:

In 1993, around 18% of English 16 to 24-year-olds living _____ London were unemployed, but the figure for those living in the capital was 5% higher, at 22%. Similarly, the overall adult unemployment rate in London, at 14%, was 4% higher than the rate in the rest of England. While levels of joblessness fell significantly over the _____ 10 years, the trend for higher levels in London and among young adults _____.

Young adult unemployment in England rose _____ between 2002 and 2012, from 12% to 21% outside London, and from around 15% to a _____ of 25% in the capital. By contrast, the proportions of all adults without work _____ below 10%, both in London and in the rest of the country.

June 01, 2014

IELTS Vocabulary: nice bits of language!

There were a few nice bits of language that you might have noticed in yesterday's speaking lesson:

all sorts of things
a certain amount of
I pick up a newspaper most days
I usually have a book on the go
I couldn't put it down
opens the door to all aspects of education

These phrases made my answers sound very natural and "native-speaker-like". Try using them in your own sentences.

May 30, 2014

IELTS Writing Task 1: introduction and overview

Let's look at an introduction and overview for the line graph below.

The graph below shows changes in young adult unemployment rates in England between 1993 and 2012.

Introduction and overview paragraphs:

The line graph compares levels of unemployment among 16 to 24-year-olds with overall unemployment figures over a period of 20 years in England.

It is clear that the proportion of young adults who were unemployed at any time between 1993 and 2012 was significantly higher than the overall proportion of adults without work. Unemployment rates for both groups of adults were consistently higher in London than in the rest of England.

Analysis:
Can you see examples of paraphrasing in my introduction? Can you see which two main points I chose for my overview?

May 27, 2014

IELTS Grammar: are phrasal verbs ok?

People often ask me whether it's ok to use phrasal verbs in the IELTS writing and speaking tests.

My answer is yes; phrasal verbs are generally fine. In Friday's speaking lesson I used the phrasal verb to grow up, and the 'multi-word verbs' to take place and to make sure. In this essay, I used the phrasal verb to result in.

It isn't true that all phrasal verbs are informal. Read this article for a full explanation.

May 24, 2014

IELTS Vocabulary: for your notebook

Did you write the good vocabulary from yesterday's lesson in your notebook? Here are the words and phrases that I think you should have noted down:

took place a few years ago
where I grew up
the marriage ceremony was held in a church
the wedding reception
members of my family
the bride and groom
my mother made sure that...
we all dressed for the occasion
and so on (instead of "etc.")
her big day
we had a fantastic time
it's rare for me to see
what made the day so memorable

May 21, 2014

IELTS Writing Task 1: line graph

We haven't looked at a line graph for a while, so let's try describing the one shown below.

The graph below shows changes in young adult unemployment rates in England between 1993 and 2012.

(Click on the graph to make it bigger)

May 17, 2014

IELTS Grammar: be careful with the 's'

Notice where we put the "s" on the end of a word and where we don't:

Thousands of people watched the show.
Fifty thousand people watched the show.
over a period of ten years
over a ten-year period
The fish weighed 5 kilos.
It was a five-kilo fish.
The boy is three years old.
He is a three-year-old boy.

May 14, 2014

IELTS Writing Task 1: shows, compares, illustrates

I often meet students who have learnt ten different ways to paraphrase "the graph shows". If you look in a dictionary, you'll find many synonyms for the word "show" (e.g. display, exhibit, parade, depict, convey). But is it a good idea to use these synonyms?

The answer is no.

First, most synonyms of the word "show" are not appropriate for descriptions of a graph or chart. The phrase "the graph exhibits" will look very strange to the examiner. Second, if you learn ten synonyms, you'll probably waste time deciding which one to use.

I tell my students to remember just two synonyms for "shows": compares and illustrates (e.g. the bar chart compares; the diagram illustrates). It won't help your score if you use a strange synonym that you found in a dictionary.

May 10, 2014

IELTS Advice: examiners like examples

If you're not sure what to say or what to write, give an example.

Add examples to support your ideas for IELTS writing task 2. Give examples from your life (like a story) if you don't know what to say during part 2 or part 3 of the speaking test.

Examiners like examples because they're interesting. From your point of view, examples can help you to keep talking, or to add a few extra words to your essay.

May 08, 2014

IELTS Writing Task 1: fill the gaps

The following sentences describe the bar chart on page 51 of Cambridge IELTS book 2. What words would you use to fill the gaps?

The chart compares the _____ of hours of free time that men and women had between 1998 and 1999.
It is _____ that men enjoyed more leisure time than women.
Unemployed males had just _____ 80 hours of leisure time per week.
The figures for retired men and women were exactly the same as _____ for the unemployed.
Housewives enjoyed the next highest _____ of spare time.
Part-time working women enjoyed only 3 extra hours of leisure _____ to those who worked full-time.

May 02, 2014

IELTS Vocabulary: collocations

I often talk about the importance of collocations (see Thursday's lesson). For a really clear explanation of what collocations are, why they are important, and how to learn them, visit this website. I also like the Online Oxford Collocation Dictionary, which you can find here.

If you like studying grammar, you could classify collocations like this:

Alternatively, you could classify them according to their IELTS use:

April 30, 2014

IELTS Writing Task 1: make a list of collocations

Collocations (explained in more detail in this lesson) are groups of words that are often found together.

I'm sure you already know several common collocations for writing task 1 (e.g. a significant rise, reach a peak), but why not make a list of as many as possible? Let's start the list by looking through my recent task 1 lessons.

Collocations for any topic:

distinct stages
final steps
at the... stage
a significant rise
over a/the period

Collocations for specific topics:

produce electricity
the capture of energy
take energy, convert energy
global turnover
sales figures, worldwide sales

See if you can add to the list. I'll give you some more advice about collocations this weekend.

April 25, 2014

IELTS Advice: two things to improve

A lot of people ask me what they should do to improve their scores. Generally speaking, there are only two things that you can do:

Work on your exam technique
Work on your English

I can often help students to make fast improvements by teaching them how to organise their essays, how to look for keywords in the reading test, or how to expand their answers in the speaking test. These are exam techniques.

However, exam techniques alone will not get you a band 7. You need a good level of English to get a 7, and that means you need to do the hard work it takes to gradually learn more words and phrases, improve your speaking fluency, and generally become a more confident user of the language.

Note:
Point 2 takes time. Don't expect your English to improve from 5.5 to 7 without a lot of work!

April 23, 2014

IELTS Writing Task 1: 'solar panel' process

Here's my full report for the solar panel process diagram:

The picture illustrates the process of producing electricity in a home using solar panels.

It is clear that there are five distinct stages in this process, beginning with the capture of energy from sunlight. The final two steps show how domestic electricity is connected to the external power supply.

At the first stage in the process, solar panels on the roof of a normal house take energy from the sun and convert it into DC current. Next, this current is passed to an inverter, which changes it to AC current and regulates the supply of electricity. At stage three, electricity is supplied to the home from an electrical panel.

At the fourth step shown on the diagram, a utility meter in the home is responsible for sending any extra electric power outside the house into the grid. Finally, if the solar panels do not provide enough energy for the household, electricity will flow from the utility grid into the home through the meter.

Note:
I've underlined examples of the two language features that make process diagram descriptions special: 'steps' language, and passive verbs.

April 17, 2014

IELTS Grammar: easy sentences

Here are my suggestions for the sentences in Friday's lesson. Remember, the aim was to make the sentences as easy as possible.

I like learning languages because they help me to communicate with people from other countries.
I do lots of reading in my spare time.
If you can speak the local language, it's easier to make friends.
Knowing a foreign language can help you to get a better job.
The best time to learn another language is when you are young.
Learning a foreign language opens your mind and expands your horizons.
The more you practise, the easier it becomes to communicate in a new language.

April 16, 2014

IELTS Advice: if you have a grammar question

If you have a grammar question, this website probably isn't the best place to find the answer. There are many dedicated grammar sites, so all you need to do is put your problem into a search engine (e.g. Google).

Example:
A student asked me to explain how to use "not only... but also...". If we do a Google search for "grammar not only but also", here's the first website that Google suggests: click here.

After reading the explanation of "not only... but also...", you could try making your own sentences about common IELTS topics, such as education, work or the environment.

April 14, 2014

IELTS Writing Task 1: process diagram

Last week I showed you the following question.

The diagram below shows how solar panels can be used to provide electricity for domestic use.

Let's start by writing the first two paragraphs: the introduction and overview. We'll look at the 'details' paragraphs next week.

Introduction: paraphrase the question as usual
The picture illustrates the process of producing electricity in a home using solar panels.

Overview: say two general things about the diagram
It is clear that there are five distinct stages in this process, beginning with the capture of energy from sunlight. The final two steps show how domestic electricity is connected to the external power supply.

April 12, 2014

IELTS Advice: books that I use

People sometimes ask me which books I recommend for IELTS preparation and English language study.

In fact, I don't think you need many books at all. If you have some of the official IELTS test books, a good dictionary, and access to the Internet, you have everything you need. Here are links to the only books that I regularly use myself:

For IELTS test practice
I only use the official Cambridge books e.g. Cambridge IELTS book 9.

Dictionaries
My favourite dictionary is the Collins Advanced (Learner) Dictionary.
I also use the Oxford Collocations Dictionary for Students of English.

April 07, 2014

IELTS Writing Task 1: how something works

A diagram showing how something works is a type of 'process diagram'. Here's an example:

The diagram below shows how solar panels can be used to provide electricity for domestic use.

(Click on image to enlarge. Source: http://www.easyassolar.com.au/solar-power-2/)

For tips about writing a 'process diagram' report, go to this lesson.

April 03, 2014

IELTS Advice: how long will it take?

Many students want to know how long it will take to get the score they need. It's impossible for me to answer this question because it depends on too many things. For example:

- How many hours of study do you do each day?
- What kind of study do you do?
- Do you have a teacher or someone who can help you?
- Do you live in an English-speaking country?
- Do you like learning English, or do you just need an IELTS score?

Maybe the last question is the most important one. In my experience, people who enjoy learning English tend to make the fastest progress.

April 02, 2014

IELTS Writing Task 1: essay analysis

Did you analyse the bar chart essay in last week's lesson?

For example, did you highlight the paraphrasing used in the introduction, or the two main points in the overview paragraph? Did you note the words and phrases used to compare numbers or to describe changes in numbers?

It's not enough to simply read a model answer and understand it. You need to analyse it carefully, and use as much of it as you can in your own work.

March 29, 2014

IELTS Vocabulary: practise using it

Have you practised using the vocabulary from yesterday's lesson? For example, you could try making your own sentences using these phrases:

- As far as I remember...
- One of my first memories was...
- What really struck* me about... was...
- The experience (of doing something) made me keen to...

*what struck me = what surprised / impressed me

March 28, 2014

IELTS Vocabulary: band 7-9 phrases

There was some good vocabulary in yesterday's speaking lesson. Here's a list of the phrases that I think would impress an examiner:

it was great to share that experience
The positive experience wasn’t confined to one particular place
As far as I remember
visits to various tourist attractions
one of my first memories was
a group of close friends
which made the experience more enjoyable
What really struck me about London was
historic but modern and thriving at the same time
a lively, fashionable and cosmopolitan place
Coming from a relatively small town
the experience made me keen to visit more capital cities

March 26, 2014

IELTS Writing Task 1: bar chart essay

Here's my full essay for last week's question:

The bar chart compares the turnover in dollars from sales of video games for four different platforms, namely mobile phones, online, consoles and handheld devices, from 2000 to 2006.

It is clear that sales of games for three out of the four platforms rose each year, leading to a significant rise in total global turnover over the 7-year period. Sales figures for handheld games were at least twice as high as those for any other platform in almost every year.

In 2000, worldwide sales of handheld games stood at around $11 billion, while console games earned just under $6 billion. No figures are given for mobile or online games in that year. Over the next 3 years, sales of handheld video games rose by about $4 billion, but the figure for consoles decreased by $2 billion. Mobile phone and online games started to become popular, with sales reaching around $3 billion in 2003.

In 2006, sales of handheld, online and mobile games reached peaks of 17, 9 and 7 billion dollars respectively. By contrast, turnover from console games dropped to its lowest point, at around $2.5 billion.

March 19, 2014

IELTS Advice: error-free sentences

Can you write an error-free sentence? How about an error-free paragraph?

If you want to get a band 7 or higher for IELTS writing, the examiner needs to see that you "regularly write error-free sentences". This means that several of the sentences in your essays should contain no mistakes.

The best way to improve your grammatical accuracy is by learning from your mistakes. Try to find a teacher or native speaker who can check your work and highlight the errors. Then make sure you understand the mistakes you made, and try to avoid making them again. Aim to write more error-free sentences each time you write an essay.

March 16, 2014

IELTS Writing Task 1: bar chart

The bar graph shows the global sales (in billions of dollars) of different types of digital games between 2000 and 2006.

Here's the first half of my model answer, the introduction and overview:

The bar chart compares the turnover in dollars from sales of video games for four different platforms, namely mobile phones, online, consoles and handheld devices, from 2000 to 2006.

Note:
What examples of paraphrasing can you see in my introduction? Which two main points did I choose for my overview?

March 09, 2014

IELTS Grammar: lead, contribute, result

Students often make mistakes with the verbs lead, contribute and result. Try to correct the sentences below.

1. Qualifications and skills may lead to get promotions.
2. Lack of exercise contributes to have an unhealthy body.
3. Violence on television is one factor that results to increase the crime rate.

What is the rule for these 3 verbs?

March 07, 2014

IELTS Writing Task 1: recent bar chart

The following question was used in a recent IELTS test. Thanks to Younes for remembering and sharing it.

The bar graph shows the global sales (in billions of dollars) of different types of digital games between 2000 and 2006.
...

Things to consider:
- how you would paraphrase the question for your introduction
- what two things to include in your overview paragraph
- how to separate your description of details into two paragraphs

Note: click on the photo to see a larger version.

March 01, 2014

IELTS Writing Task 1: same question, two answers

Today's lesson is longer than normal, so I've attached it as a document. Just click on the link below to download it.

Click here to see the lesson

February 26, 2014

IELTS Grammar: correct the mistakes

Improve the following sentences. All of them are about the 'teleworking' topic.

There are several disadvantages to do work at home.
In comparison with office, home is a relatively quiet and comfortable place to work at.
People's daily activity may be decreased.
Not everyone enjoy working and living at the same places.
Employee tend to put less important on work because there is no supervisor.

February 22, 2014

IELTS Writing Task 1: easy introductions

Task 1 introductions should be fast and easy. Just paraphrase the question statement (rewrite it in your own words). If you practise this technique, you will be able to start the writing test with confidence.

Look at this question statement from Cambridge IELTS book 2, page 95:

The table below shows the figures for imprisonment in five countries between 1930 and 1980.

I'll change 3 elements of this sentence:

table shows = bar chart compares
figures for imprisonment = number of people in prison
between... and... = over a period of

So, here's my paraphrased introduction:

The bar chart compares the number of people in prison in five different countries over a period of 50 years.

February 15, 2014

IELTS Writing Task 1: ages and age groups

It's easy to make small mistakes when describing ages and age groups. Here are some examples that should help.

One person:

He is 10 years old.
He is a 10-year-old.
He is aged 10.

More than one person:

The children in the class are all 10 years old.
It is a class of 10-year-olds (or "10-year-old children").
The children in the class are all aged 10.

Age groups with more than one person:

The chart shows the preferred hobbies of children (who are) between 10 and 12 years old.
The chart shows the preferred hobbies of 10- to 12-year-olds (or "10- to 12-year-old children").
The chart shows the preferred hobbies of children aged 10 to 12.

Note:
If you miss the hyphens (-), it's not a big problem. It won't affect your score.

February 09, 2014

IELTS Advice: good habits

I'd like to share some feedback that a student sent me recently. What I particularly like is that the student talks about "having good habits". For me, good habits are the secret to success!

Hi Simon,

I am so excited to tell you that I finally got 7.0 in writing! Additionally I got overall 8.0 which is my personal best score ever. While practising writing skills after your course, I remembered how you demonstrated writing, beginning with brainstorming, followed by organising the ideas, then putting it all into sentences. It seemed very easy and I tried to write as you wrote both in practice and in the examination. Magic happened. I finished writing task 2 with 5 minutes extra time! Unbelievable.

This clearly shows how your message of "having a good habit" is extremely powerful. I have applied this message in my daily life and hopefully I will pass medical examinations to be qualified as a doctor in this country very soon.

Thank you very much!

February 08, 2014

IELTS Writing Task 1: diagrams and maps

I noticed a comment under last week's map lesson from a student who suggested that we could ignore maps because they are much less common than graphs and charts.

While it's true that graphs and charts are the most common types of question, I think it would be very unwise not to prepare for diagrams and maps too. What happens if you get one of these questions in your test and you haven't prepared for it?

Another point to note is that diagrams and maps are really easy to describe if you know what you're doing. Taking the time to study the lessons I've written about them could turn out to be a very good idea.

February 01, 2014

IELTS Vocabulary: from this week's lessons

Here are some of the useful words and phrases from this week's lessons. Remember that you need to be able to use this vocabulary, not just understand it.

the cost of living
property prices
pay a deposit and a mortgage
a better quality of life
families are becoming smaller and more dispersed
rely on / depend on / count on
transport infrastructure
populated areas
growth / development / expansion
open-minded and welcoming
the mix of cultures that immigration and tourism bring
cosmopolitan
benefit from someone with local knowledge
character and customs of the local people

January 31, 2014

IELTS Advice: the wrong idea

Many students (and some teachers!) have the wrong idea about what a band 7, 8 or 9 essay looks like. For example, a few people commented that they thought the essay in this lesson wasn't good enough for a high score.

Please remember that the IELTS exam is a test for non-native speakers of English, not professional English writers. It's much easier than some people think to write a good IELTS essay. Don't try to use strange or 'difficult' language; just keep it clear and simple, and try to develop your ideas so that you fully answer the question.

Some people won't want to believe me, but the essay in Wednesday's lesson would get a band 9.

January 29, 2014

IELTS Writing Task 1: map essay

Here is a band 9 answer for this question:

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.

Don't just read this essay once. Spend some time analysing it:

In what order did I describe the information shown on the map?
What information did I choose for paragraphs 3 and 4?
What good vocabulary does the essay contain?

January 24, 2014

IELTS Advice: I should have been more direct

In Thursday's lesson I said that "you don't need to write a conclusion" for task 1.

I've realised that I should have been more direct with this advice. I should have said "you should not write a conclusion for writing task 1".

English speakers are sometimes too tactful when giving advice. We find it hard to say "you should" or "you must"!

January 20, 2014

IELTS Grammar: correct the mistakes

Find and correct the mistake in each of the sentences below:

Technology allowed the growing of factories.
Parents should be more conscious on their children’s online activities.
The Internet allows people from all over the world to involve in discussions about current events.

I'll put my answers in the "comments" area tomorrow.

January 19, 2014

IELTS Writing Task 1: add a comparison

In last week's video lesson I followed some easy steps to build the following sentence:

The number of Japanese tourists who travelled abroad increased dramatically from just under 5 million to around 15 million between 1985 and 1995, a rise of about 10 million in 10 years.

The next step after writing this sentence about Japanese tourists would be to add a comparison with tourists from the other countries shown on the graph or chart. Let's use the chart below as an example (numbers represent millions of tourists who travelled abroad).

Here's my original sentence about Japan, with a comparison sentence about Australia and Canada. Look carefully at how I construct the comparison sentence. If you want a good score in writing task 1, these are the kinds of sentences that you need to be able to write!

The number of Japanese tourists who travelled abroad increased dramatically from just under 5 million to around 15 million between 1985 and 1995, a rise of about 10 million in 10 years. By contrast, the number of Australians who visited other countries remained stable, at just over 7 million, and the figure for Canada fell slightly, from 6 million travellers in 1985 to 5.5 million in 1995.

January 12, 2014

IELTS Advice: for speaking and writing

Did you notice that I used "firstly, secondly, finally" in my speaking lesson yesterday?

For speaking parts 2 and 3, it might help if you imagine you are writing a paragraph: start with a direct answer, then either use "firstly, secondly, (finally)" to give two or three reasons, or use the explain, alternative, example technique if you only have one idea.

January 09, 2014

IELTS Writing Task 1: sentence building

The following video lesson contains a useful exercise to help you build longer sentences when describing graphs and charts.

January 05, 2014

IELTS Advice: don't just test yourself

An important message in yesterday’s lesson was this: when preparing for IELTS, you need to do more than just test yourself. Testing will show you what your current level is, but it won’t take you up to the next level. If you want your score to improve, you need to do more training than testing.

December 23, 2013

IELTS Advice: create positive habits

I'm a great believer in the power of habits: if you do something often enough, it becomes easier and more natural to you.

An example could be the "why, alternative, example" technique from yesterday's speaking lesson. Imagine practising this technique once a day for a month. You might start to find it easy to give longer answers that include a conditional sentence (the 'alternative' part). This one simple habit could make a real difference in your test.

December 19, 2013

IELTS Writing Task 1: correct the mistakes

The following sentences were written about the table in this lesson. Try to correct or improve them.

1. In 2006, make calls was 100% of mobile phone users.
2. Text messaging was in second place and taking photos was third.
3. Playing games and music were less popular, they had less than 20% each.
4. In 2010, the use of mobiles to play games was increased significantly.

December 13, 2013

IELTS Advice: from 6.5 to 7

One of the most common questions that people ask me is: "How can I improve my score from 6.5 to 7?"

Here's some advice if your current score is 6.5:

The good news is that you are not doing anything wrong in terms of exam technique. The fact that you are getting 6.5 means that you are doing the exam in the right way.
You are very close to getting a 7. In the writing and speaking tests, a score of 6.5 means that you are already achieving band 7 in half of the requirements.
You don't need a special technique or piece of advice. You only need to make small improvements. For example, in the speaking and writing tests, try to express your ideas in a bit more detail, and try to reduce the number of small mistakes that you make.

December 01, 2013

IELTS Writing Task 1: my method

Here's a video lesson that I made 3 years ago. Sorry if you've seen it before - I just want to put it in the series of videos that I'm sharing every week at the moment.

November 29, 2013

IELTS Advice: vocabulary is the key

In my opinion, vocabulary is the key to language learning, and it's the key to a good IELTS score. The more words and phrases you know, the better you'll do in the test.

Have you made note of all the vocabulary in this week's lessons here on the site? Look closely at the lessons and you'll find a lot of useful language. Write it down in your notebook, and try using it.

If anyone could write a summary of this week's useful vocabulary in the "comments" below this lesson, that would be great!

November 24, 2013

IELTS Writing Task 1: 'hot dog' bar chart

I enjoyed writing today's report about the chart below!

Note: I've underlined some good phrases.

The bar chart shows the number of hot dogs and buns eaten in 15 minutes by the winners of ‘Nathan’s Hot Dog Eating Contest’ in Brooklyn, USA between 1980 and 2010.

It is noticeable that the number of hot dogs and buns eaten by winners of the contest increased dramatically over the period shown. The majority of winners were American or Japanese, and only one woman had ever won the contest.

Americans dominated the contest from 1980 to 1996, and the winning number of hot dogs and buns consumed rose from only 8 to around 21 during that time. 1983 and 1984 were notable exceptions to the trend for American winners. In 1983 a Mexican won the contest after eating 19.5 hot dogs, almost double the amount that any previous winner had eaten, and 1984 saw the only female winner, Birgit Felden from Germany.

A Japanese contestant, Takeru Kobayashi, reigned as hot dog eating champion for six years from 2001 to 2006. Kobayashi’s winning totals of around 50 hot dogs were roughly double the amount that any previous winner had managed. However, the current champion, American Joey Chestnut, took hot dog eating to new heights in 2009 when he consumed an incredible 68 hot dogs and buns in the allotted 15 minutes.

November 18, 2013

IELTS Vocabulary: band 7-9 descriptions

Here are some suggestions for ways to improve the sentences in yesterday's exercise:

1. The clock is very old.
= The clock is an antique; it's probably a collector's item.

2. It is big and made of wood.
= It is housed in a large wooden cabinet that stands nearly two metres tall.

(The kind of clock I'm describing)

3. It has been in my family for a long time.
= It has been in my family for several generations.

4. Everyone in my family likes the clock.
= We've all become quite attached to the clock; it's like part of the family.

5. I hope my parents will give it to me one day.
= The clock is a real family heirloom, so hopefully I'll inherit it one day.

November 14, 2013

IELTS Writing Task 1: a funny topic!

I doubt the bar chart below would be used in a real IELTS test, but I think it's a brilliant topic! Let's see if we can describe it in the normal way.

November 07, 2013

IELTS Writing Task 1: pie charts essay

Today I'm attaching my full band 9 report for the question we looked at last week.

Click here to see the question and essay

Notice that I separate the description of 'details' into two paragraphs: one about the first year, and one about the second year. I don't recommend writing a separate paragraph about each country (because this will mean that you don't compare the countries properly).

November 02, 2013

IELTS Writing Task 1: pie charts

Here are the first two paragraphs of a 4-paragraph report about the pie chart question from last week's lesson:
...
The pie charts compare the proportions of people falling into three distinct age groups in Yemen and Italy in two different years.

It is clear that Italy had the older population in the year 2000, and the same is predicted for the year 2050. The populations of both countries are expected to age over the fifty-year period.
...
Notice that the first paragraph has been written by paraphrasing the question, and the second paragraph is an overview of two main or general points.

October 24, 2013

IELTS Writing Task 1: pie charts

Several people have asked me about the pie chart question in Cambridge IELTS book 9 (page 76). Click here to see the pie charts, then consider the following questions:

1. Which country has the older population?
2. What trend do both countries have in common?
3. In a 4-paragraph essay, what would each paragraph be about?

I'll continue with this question next week.

October 20, 2013

IELTS Advice: Cambridge past papers

Have you done all of the practice tests (including the general training reading tests) in all nine of the Cambridge books?

If you have, my advice is to do them again! This time, don't use the books for testing. Study and analyse the questions and answers carefully, use a dictionary to look up new vocabulary, try writing essays without a time limit, and record yourself answering the speaking questions. There is so much that you can learn from past exam papers.

October 19, 2013

IELTS Writing Task 1: nouns and verbs

Charts and tables usually show nouns rather than verbs. However, you need to find the right verb in order to write a good sentence. Example:

Don't write:
- Walking was 255 miles per person in 1985.
- Car was the highest form of transport.

Do write:
- The average person walked 255 miles in 1985.
- People travelled more miles by car than by any other form of transport.

(Table taken from Cambridge IELTS 6, page 52)

October 18, 2013

IELTS Advice: test your vocabulary range

Candidates who get higher IELTS scores tend to use a wider range of vocabulary. A quick way to test your 'vocabulary range' is to challenge yourself to explain something in as many different ways as possible.

Example: I asked my students to explain the word 'recreation'

Short answer:
doing things that you enjoy

Longer answer showing a wider vocabulary range:
doing things that you enjoy; activities for fun or pleasure; leisure activities; what you do in your free time outside work; maybe pastimes or hobbies; it could include sports, games, or just relaxing and unwinding when you have time to yourself...

October 17, 2013

IELTS Advice: how closely did you look?

How closely did you look at the essay in Wednesday's lesson? Did you read it quickly, and think to yourself: "ok, I understand it"?

Or did you look closely at the words, phrases, grammar, paragraph structure, and development of ideas? Did you make any notes? Did you use those notes to rewrite the essay, and then compare your essay with mine?

October 15, 2013

IELTS Writing Task 1: paraphrasing

If you've read my advice about how to write an introduction for writing task 1, you'll know that we simply paraphrase the question statement (we rewrite it using different words). A good idea would be to go through all of my sample task 1 reports, and make a list of paraphrased items.

Working back from my most recent lesson, here's some paraphrasing that I used in my introductions:

graph = line graph
trends in = changes in
US consumption = consumption in the United States
chart = flow chart (also: bar chart, pie chart, table)
the process of paper recycling = how paper is recycled
the diagram = the figure
shows = illustrates
to produce forecasts = to forecast
shows = compares
the total number = the overall number
various mobile phone features = different functions of mobile phones
maps show = diagrams illustrate
an island before and after = some changes to an island

See if you can continue this list. I'm sure you'll find it useful to have a large paraphrasing repertoire.

October 12, 2013

IELTS Vocabulary: good phrases

Looking back at yesterday's lesson, I'm surprised to see how many good phrases I used. Try making your own sentences with the phrases below. Check to see how I used them before you write anything.

- caught my eye
- out of curiosity
- I ended up (+ing)
- dedicated to
- I hadn't intended to.....
- approached me
- I wondered what..... were
- the various..... on show
- I found..... fascinating
- he had a passion for.....
- he didn't mind (+ing)
- I had made it clear that.....

October 08, 2013

IELTS Grammar: two important points

Here are two grammar points to note from the mistakes in Friday's lesson:

1. Commas don't connect sentences
You can't write "They asked me to do an interview, I felt so shy" with a comma connecting the two ideas. You would need a full stop or a linking word like "and" or "but" (e.g. They asked me to do an interview, but I felt so shy).

2. Don't put "which" and "it" together
You can't write "a conversation which I found it interesting". Delete the "it".

Click here to see all of the answers to Friday's exercise.

October 04, 2013

IELTS Writing Task 1: specific details

Last week I wrote an introduction and an overview for the graph below. Today I'm going to describe specific details.

The graph below shows trends in US meat and poultry consumption.

(Note: I'm ignoring the forecast and treating 2012 as a past year)

Between 1955 and 1976, US beef consumption rose from around 60 to a peak of 90 pounds per person per year. During the same period, consumption of broilers also rose, to nearly 30 pounds per person, while the figures for pork fluctuated between 50 and 40 pounds per person. Turkey was by far the least popular meat, with figures below 10 pounds per capita each year.

By 2012, the amount of beef consumed by the average American had plummeted to around 50 pounds, but the consumption of broilers had doubled since the 1970s, to approximately 55 pounds per capita. By contrast, there were no significant changes in the trends for pork and turkey consumption over the period as a whole.

Task:
Analyse the above paragraphs carefully. Look at which figures I decided to include, the language used for comparisons, and the way I divided the description into two separate paragraphs.

September 26, 2013

IELTS Vocabulary: idioms

Many students ask me about idioms: What are they? Should you use them? Do they help your score?

Meaning
My dictionary defines an idiom as "a group of words whose meaning is not deducible from the meaning of each individual word". This means that you cannot understand an idiom by analysing it word for word. For example, "it's a piece of cake" means "it's easy". Phrasal verbs are also idiomatic expressions (e.g. "look up" can mean "search in a dictionary").

Using idioms
English speakers use idioms all the time in conversation, but less so in formal/academic speaking and writing contexts. However, we often write things like "focus on an issue" or "the key to solving a problem" and here we are using 'focus' and 'key' in a figurative or idiomatic way.

Idioms in IELTS
You need to be really careful when using idioms in your IELTS test. Please don't learn lists of idioms; if you use them in the wrong way, your speech/writing will seem forced and unnatural. Also, remember that many idioms are informal or clichéd. So, what should you do? Read my tip below.

My tip
You can only be sure that you are using an idiom correctly if you have seen or heard it used in context. For example, if you've read about someone who "set up a business", you can use that phrase with confidence (and it might help your score). If you've only seen the idiom on a list, don't use it.

September 22, 2013

IELTS Writing Task 1: introduction and overview

Today I'm going to write the first two paragraphs (introduction and overview) of an essay describing the graph below. I'll finish the essay by describing specific details next week.

The graph below shows trends in US meat and poultry consumption.

Introduction and overview:

The line graph shows changes in the per capita consumption of beef, pork, broilers and turkey in the United States between 1955 and 2012.

It is noticeable that beef was by far the most popular of the four types of meat for the majority of the 57-year period. However, a considerable rise can be seen in the consumption of broilers, with figures eventually surpassing those for beef.

September 18, 2013

IELTS Writing Task 1: statistics in the news

Descriptions of statistics often appear in newspapers and on news websites, and they can give you some useful language for writing task 1.

The example below comes from the Washington Post website.

The description on the website is inappropriate for IELTS because there is too much analysis of reasons why meat eating habits are changing - don't try to give reasons in your IELTS essay!

However, there are a few nice phrases that we can use e.g. Americans are projected to eat 12.2 percent less meat in 2012 than they did in 2007.

Maybe you can share your ideas for an IELTS-style description of this graph.

September 10, 2013

IELTS Writing Task 1: technique review

Let's review the approach (method / technique) that I suggest for writing task 1. Your task 1 essay should contain three elements:

You need a short introduction to explain what the graph, chart or diagram shows. The easiest way to write this is by paraphrasing the question. The examiner will be impressed if you can paraphrase effectively.
You need an overview of the information. This means that you need to look at the "big picture", not the individual details. I recommend writing a short paragraph with two sentences that summarise two main things that you can see on the chart. If you forget the overview, you'll get a lower score.
Finally, you need to describe some specific details. This is where you select, describe and compare individual pieces of information (usually numbers). I try to separate this description of details into two paragraphs.

If you look through the task 1 lessons on this site, you'll see how I include these three elements in every essay.

September 06, 2013

Useful IELTS Vocabulary

There were some really useful phrases in the letter I wrote last week, even for people doing the academic test:

come to an end
thoroughly enjoy
broaden my horizons
gain experience
different working environments and practices
the chance to travel
over the course of
be proficient with / in / at
learn valuable interpersonal skills
delegate tasks
extremely grateful

Don't ignore the general IELTS lessons; think about how you could use the vocabulary for IELTS speaking or academic writing.

September 05, 2013

IELTS Advice: use Google to search this site

Although this website has its own search box, you might find that Google works better. If you want Google to search within one website, just write the word or phrase that you want to search for, followed by "site:URL".

For example, here's a search for "environment" on this website:

Here's a search for the phrase "in terms of". Notice that you need to use speech marks to search for a phrase:

Try doing both searches. The results that Google gives you should come only from ielts-simon.com. Can you see why this type of search might be useful?

August 29, 2013

IELTS Advice: how essays are marked

Here's a simplified version of the marking system for IELTS writing:

Note:
I tell my students that the fastest way to improve their scores is by focusing on 'task response' and 'lexical resource'. You do this by explaining your ideas / views in more detail.

August 26, 2013

IELTS Writing Task 1: why was it band 9?

The essay I shared last Thursday was good enough for a band 9, but why? Apart from being well organised and covering all of the necessary points, the essay contains some phrases that would ensure high vocabulary and grammar scores:

Vocabulary

there are six distinct stages
from the initial collection... to the eventual production
members of the public
directly from businesses
separated according to its grade
Stages four and five both involve cleaning
foreign objects are taken out
remnants of ink and glue
the end product

Grammar

six distinct stages, from... to... (good use of 'from-to' after comma)
where members of the public... (inclusion of extra information between commas)
This paper (use of 'this' to refer back to an idea in the previous sentence)
with any paper... being (use of with + ing to add extra information)
cleaned, pulped, taken out, removed (use of passive verb forms instead of nouns shown on the diagram)
which makes the end product (use of relative pronoun 'which' to connect ideas)

Note: The best way to get a high grammar score is to reduce the number of mistakes that you make, not to use 'difficult' structures.

August 21, 2013

IELTS Grammar: correct the mistakes

Last Sunday's lesson was about using 'with' instead of 'and'. Several people tried to make their own 'with' sentences, but some corrections are necessary. Can you help with the following sentences?

He love that girl, with she loving another boy.
London is the world's sixth most expensive city, with being visited by almost 1 million tourists every day.
City life is quite stressful, with the people lacking of the sense of community.

August 18, 2013

IELTS Writing Task 1: flow chart essay

The chart below shows the process of waste paper recycling.

The flow chart shows how waste paper is recycled. It is clear that there are six distinct stages in this process, from the initial collection of waste paper to the eventual production of usable paper.

At the first stage in the paper recycling process, waste paper is collected either from paper banks, where members of the public leave their used paper, or directly from businesses. This paper is then sorted by hand and separated according to its grade, with any paper that is not suitable for recycling being removed. Next, the graded paper is transported to a paper mill.

Stages four and five of the process both involve cleaning. The paper is cleaned and pulped, and foreign objects such as staples are taken out. Following this, all remnants of ink and glue are removed from the paper at the de-inking stage. Finally, the pulp can be processed in a paper making machine, which makes the end product: usable paper.

(160 words, band 9)

Note: I joined the introduction and overview together because they were both short. Try to analyse the essay - why is it worth band 9?

August 14, 2013

IELTS Grammar: using 'with' instead of 'and'

Here's a structure that my students found interesting:

A) The IELTS exam is popular, and over 1 million people take it every year.
B) The IELTS exam is popular, with over 1 million people taking it every year.

A) The cost of living is high, and prices are going up every year.
B) The cost of living is high, with prices going up every year.

Notice the use of the 'ing' verb form after 'with'. Notice also that there is no auxiliary verb 'are' in the second example. To practise this type of sentence, try making an example of your own!

August 10, 2013

IELTS Writing Task 1: flow chart

A flow chart is really the same as a process diagram, but I might use the term 'flow chart' when the process is shown without any pictures. Try writing 4 paragraphs about the flow chart below. I'll write something for next week.

The chart below shows the process of waste paper recycling.

August 07, 2013

IELTS Vocabulary: 'difficult' words

Related to yesterday's lesson, here's a question that a student sent me last year:

Hi Simon, when you talk about Band 7+ vocabulary, you always talk about two or three words (a phrase basically). But I am trying to learn few "heavy" words like cardinal, multitudinous, prodigious, prestidigitation, peregrination etc. Can you please tell us what is more important for IELTS: "heavy words" or good phrases?

My answer to this question is simple: good phrases are much more important. The words listed by the student above would seem forced and unnatural, whereas good phrases show your ability to use words together like a native speaker would.

Please don't learn the "heavy" words mentioned by the student. Instead, focus on learning good collocations for IELTS topics.

August 05, 2013

IELTS Advice: words that I would ban

I ban my students from using certain words in the IELTS test. The easiest way for me to explain why I ban these words is that most native speakers wouldn't use them if they were doing the test. Here are a few of my least favourites:

Moreover - Native speakers hardly ever use this word, and students tend to use it wrongly. Just use 'furthermore' or 'also'.
Demerits - It's ok to talk about the 'merits' of something, but the word 'demerits' seems unnatural. Just use 'disadvantages' or 'drawbacks'.
Hence / Thusly - These words sound too formal and old-fashioned. Just use 'therefore' or 'as a result'.

Remember that topic vocabulary is the key to a high score, not 'difficult' words.

July 27, 2013

IELTS Writing Task 1: 'special' language

Last week I explained that the language you need for graphs, bar charts, pie charts and tables is the same: language for describing and comparing numbers.

Only one type of question requires 'special' language: the process diagram.
...

A process diagram shows steps or stages, not numbers.

Task:
Read the essay in this lesson. What are the two 'special' language features in my description of the process?

July 26, 2013

IELTS Writing Task 1: the same language

People sometimes ask me to teach them "the language for pie charts" or "the language for tables". I tell them that they already know it. The language for the following 4 types of chart is the same:

Line graphs
Bar charts
Pie charts
Tables

These 4 types of chart all show the same thing: numbers. You can usually take the same set of numbers and present them in either of these 4 ways. The language you use to describe them will not change.

So what type of language are you going to use? You need to be able to 1) describe numbers 2) compare different numbers 3) describe changes in numbers (increase, decrease etc.). Easy!

July 21, 2013

IELTS Vocabulary

Here are some band 7-9 phrases from Friday's lesson:

- a typical winter would last...
- when I say..., I'm really thinking about...
- wintry months
- the temperature drops below zero
- we’ve had periods of quite heavy snowfall
- to the extent that...
- roads have been blocked and schools have had to close
- everything covered in a layer of white
- the snow is what differentiates winter from the other seasons
- the landscape looks beautiful

July 20, 2013

IELTS Advice: good writing looks easy

Yesterday's description of a season might seem easy when you first read it. But don't be fooled - it's full of great 'native speaker' phrases that mean it's easily at band 9 level. Can you spot the phrases that would surprise and impress the examiner? I'll answer this question myself tomorrow.

July 18, 2013

IELTS Writing Task 1: comparing numbers

Can you work out what the missing words in the paragraph below are?

In 1970, around 5 million people travelled to work by car each day, _____ _____ about 4 million who used the bus _____ _____ 2 million who commuted by train. Over the next 30 years there was a significant increase in the number of car users, to almost 7 million, _____ a steady rise in rail passengers, to 3 million. _____ _____, the number of bus commuters decreased slightly.

July 15, 2013

IELTS Advice: different teachers, different methods

Different teachers, books and websites will give you different advice, methods and techniques, and it's important to remember that there isn't a "best way" to approach the test. For example, it's possible to achieve a band 9 in writing using various different essay writing approaches.

It only becomes a problem when you start to get confused about which method is "right" or which person you should believe. If you get confused, here's the solution: choose one method, believe in it, and persist with it.

July 14, 2013

IELTS Advice: noticing your mistakes

Last week I suggested that mistakes can be stepping stones that help you to improve your English. But you need to notice your mistakes before you can learn from them.

Here are some tips about noticing and learning from mistakes:

The most obvious strategy is to get someone (e.g. a teacher) to check your written work and correct your mistakes.
Before your teacher checks your work, did you check it carefully yourself?
Study your teacher's corrections, and make sure you understand what you did wrong.
Pay special attention to any repeated mistakes that you make.
If you have a one-to-one teacher, you could also ask him or her to listen for mistakes that you make when speaking.
Try recording yourself. Listen to the recording, and transcribe it. Analyse what you said carefully and ask someone to check it.

July 12, 2013

IELTS Writing Task 1: students' questions

Here are my answers to some questions about writing task 1:

1) Can I start my introduction like this: "It is on a line graph playing out over a 60 year time period that one sees..."?

No. That sentence looks very strange to me as a native speaker, and it won't impress the examiner. Just stick to the simple approach that I recommend in my task 1 lessons here on the website.

2) What will happen if my overview paragraph is different from what the examiner would write for an overview?

I tell my students to choose two main or general points for their overview (summary) paragraph. There are usually more than two main points to choose from, so don't worry about whether the examiner would choose something different. If your overview sentences summarise the information well, you'll be fine.

3) Is writing task 1 less important than task 2?

Yes. Task 1 is worth one third of your writing score. Task 2 is worth two thirds.

4) Can I write more than 150 words?

Yes. There is no maximum word count.

5) Is every word counted, even words like "a"?

Yes. All words are counted, even small words like "a" and "of".

July 07, 2013

IELTS Advice: mistakes are 'stepping stones'

Every time you make a mistake, you have an opportunity to learn something. Use your mistakes as stepping stones to take you closer to your goal.

Stepping stones

Remember: you have to notice your mistakes before you can learn from them!

July 05, 2013

IELTS Writing Task 1: too many synonyms

Some students learn 10 different ways to write the word "shows" (e.g. the graph shows). They find words like depicts, indicates, reveals, displays, exhibits etc. But none of these words are really appropriate for the kind of essay we are writing.

I advise my students to keep it simple and avoid making mistakes. Just learn one or two different ways to write the same thing. For example:

shows = illustrates / compares
graph = line graph
chart = bar chart / pie chart
the number of = the figure for
increased = rose / saw an increase / there was a rise

June 29, 2013

IELTS Writing Task 1: the most important skill

Probably the most important skill for task 1 is to be able to describe numbers correctly. Look at the table below.

It's useful to think about how to start your sentences. For example, here are some sentences about the year 1970:

1) 60 million tonnes of goods were transported by road.
2) The amount of goods transported by road totalled 60 million tonnes.
3) Road vehicles were used to transport 60 million tonnes of goods.

You should notice that it's much easier to begin with the number (sentence 1). This is how I usually prefer to write sentences for task 1.

Number 2 is good, but you might find that you repeat "the amount of goods" too many times if you only use this type of sentence.

Number 3 is the most difficult. You can't say "Road was used", so you have to add the word "vehicles". Most students make a mistake here.

June 26, 2013

IELTS Advice: what's the secret?

I try to persuade my students that there is no "secret" to language learning. If there is a secret, it's that you need to work hard, practise and try to enjoy the process.

I often compare learning a language to learning the piano. Nobody would expect to find a "secret" method to take them from intermediate to advanced on the piano - why do we expect language learning to be different?

June 21, 2013

IELTS Writing Task 1: different introductions

Have you ever tried writing several different introductions for the same question? It's a useful exercise. Take this question for example:

The table below shows the proportion of different categories of families living in poverty in Australia in 1999.

(Cambridge IELTS 4, page 31)

Here are 3 introductions that paraphrase the question in different ways. Notice that I sometimes use words from the table to help me.

1) The chart compares percentages of Australians from six different family types who were classed as poor in 1999.

2) The table gives information about poverty rates among six types of household in Australia in the year 1999.

3) The table compares different categories of Australian families in terms of the proportion of people living below the poverty line in each one.

June 16, 2013

IELTS Grammar: collocations

A student asked me to explain which is better: 'a prime example' or 'a primary example'.

I would say 'a prime example'. Why? The answer is that 'prime example' is a normal collocation in English. It's the phrase that English speakers would use.

Native speakers instinctively know which words go together more commonly. They recognise groups of words like 'prime example'. This is what we mean by "collocation".

Tip:
Put "prime example" and "primary example" into Google (don't forget the speech marks), and look at the numbers of results. It should be clear which collocation we prefer.

June 15, 2013

IELTS Vocabulary Advice

This is a question that students often ask:

"Millions of students take the IELTS exam in my country, so should I try to write differently and use original ideas?"

Here's my answer:

No, don't try to write differently. This will lead to mistakes. Remember, each examiner only reads 10 to 20 students' essays, so you are not competing with millions of students.

The key is to write clear English, answer the question, and try to include some good vocabulary related to the topic. Forget completely about the other students, and forget about trying to use strange words or phrases.

June 14, 2013

IELTS Writing Task 1: language for comparing

If you look carefully at the bar chart essay I wrote last week, you'll find some good phrases for comparing. See if you can adapt them to other task 1 questions.

The chart compares... in terms of the number of...
...is by far the most... OR ...has by far the highest number of...
the figures for... tend to be fairly similar
In second place on the chart is...*
The number of... is slightly higher than...
Only four other countries have...
...all with similar proportions of...
...is the only country with a noticeably higher proportion of...

*Note: Only use phrases like "in second place" if the chart shows some kind of competition. Don't write "in first / second place" if the chart shows unemployment or health problems!

June 02, 2013

IELTS Writing Task 1: stacked bar chart essay

The chart below shows the total number of Olympic medals won by twelve different countries.

The bar chart compares twelve countries in terms of the overall number of medals that they have won at the Olympic Games.

It is clear that the USA is by far the most successful Olympic medal winning nation. It is also noticeable that the figures for gold, silver and bronze medals won by any particular country tend to be fairly similar.

The USA has won a total of around 2,300 Olympic medals, including approximately 900 gold medals, 750 silver and 650 bronze. In second place on the all-time medals chart is the Soviet Union, with just over 1,000 medals. Again, the number of gold medals won by this country is slightly higher than the number of silver or bronze medals.

Only four other countries - the UK, France, Germany and Italy - have won more than 500 Olympic medals, all with similar proportions of each medal colour. Apart from the USA and the Soviet Union, China is the only other country with a noticeably higher proportion of gold medals (about 200) compared to silver and bronze (about 100 each).

(178 words, band 9)

May 29, 2013

IELTS Advice: why do my scores fluctuate?

Students often wonder why their scores fluctuate, especially in the writing and speaking tests. One reason could be that they don't have a method; they approach the exam in a different way every time.

You can only measure your progress if you use the same method every time you take the test. If you always approach the exam in the same way, you will know when you have done well or badly, and if your scores go up or down, you will probably know why.

May 26, 2013

IELTS Writing Task 1: stacked bar chart

Last week I asked why a 'stacked' bar chart was chosen to illustrate the information in the figure below. The answer is that each stacked bar shows us 4 pieces of information (number of gold, silver and bronze medals, and the total number). This is surely the clearest way to show so much information on one chart.

The chart below shows the total number of Olympic medals won by twelve different countries.

Here are my first 2 paragraphs (introduction and overview):

The bar chart compares twelve countries in terms of the overall number of medals that they have won at the Olympic Games.

Note:
Notice that I don't mention any numbers in my overview paragraph. I just make two general observations: one about the highest total, and one about relative numbers of each medal colour.

May 25, 2013

IELTS Advice: understanding is only the first step

It's easy to read something (e.g. a lesson on this site) and think that you understand it. But 'understanding' is not the same as 'using'.

Can you really USE everything that you have read?
Can you use it correctly, without any mistakes?

Look again at yesterday's lesson about 'lead to'. I'm sure you understand these words, but not many students are able to use them accurately. This is important because it could make the difference between a band 6 and a band 7.

Try to think about these steps when you are studying:

Understanding a word is only the first step (e.g. 'lead to' means 'cause')
The next step is seeing how words are used (e.g. 'lead to + noun')
Try to use what you have learnt
Ask a teacher to correct your work
Learn from your mistakes

May 24, 2013

IELTS Grammar: 'lead to'

Students often make mistakes when using 'lead to' in their writing. What's the problem with these sentences?

Consumerism can lead to increase the economy.
Tourism can lead to destroy natural habitats.
A competitive atmosphere in lessons leads to motivate students.

The problem is that we need a noun or noun phrase after 'lead to', not a verb.

So, here are some some ways that you could rewrite the sentences:

Consumerism can lead to a more successful economy.
Tourism can lead to the destruction of natural habitats.
A competitive atmosphere in lessons motivates students.

Notice that in sentence 3 it is better to keep the verb 'motivates' and miss out 'leads to'.

May 22, 2013

IELTS Writing Task 1: stacked bar chart

Someone wrote to me recently asking for advice about describing a 'stacked' bar chart. Here's a nice example of this kind of chart:

The chart below shows the total number of Olympic medals won by twelve different countries.

Why do you think a stacked bar chart has been chosen to illustrate this information?

Note: I'm not sure whether the information in this table is true. I found it on Google.

May 18, 2013

IELTS Advice: for people with 6.5

When students are stuck on band 6.5 in writing, they often think that they need a new technique, a new book or some new advice. This is wrong!

If you have a 6.5, it means that you are already getting band 7 in 50% of the scoring criteria. For example, you might be getting 7 for task response and 7 for organisation, but 6 for vocabulary and 6 for grammar (examiners can't give half marks in these criteria). Just a small improvement in one area will take you to band 7 overall (e.g. 7,7,7,6 = band 7).

If you are getting band 6.5, your method is fine. Don't change what you're doing; just try to find a small improvement in one area.

May 17, 2013

IELTS Grammar: passives, conditionals, subjunctives?

It seems that teachers in some countries are telling their students to fill their answers with "difficult grammar devices" like passives, conditionals and subjunctives.

I tell my students to do the opposite: forget about these things!

In my experience, the more you focus on grammar (25% of your score), the less you focus on answering the question well, organising your ideas, and using good vocabulary (75% of your score). Worrying about "difficult grammar" is likely to ruin your answers rather than improve them! Focus on the other 75%.

May 13, 2013

IELTS Writing Task 1: mobile phones essay

Here's my full essay about the table in last week's lesson:

The table compares the percentages of people using different functions of their mobile phones between 2006 and 2010. 

Throughout the period shown, the main reason why people used their mobile phones was to make calls. However, there was a marked increase in the popularity of other mobile phone features, particularly the Internet search feature.

In 2006, 100% of mobile phone owners used their phones to make calls, while the next most popular functions were text messaging (73%) and taking photos (66%). By contrast, less than 20% of owners played games or music on their phones, and there were no figures for users doing Internet searches or recording video.

Over the following 4 years, there was relatively little change in the figures for the top three mobile phone features. However, the percentage of people using their phones to access the Internet jumped to 41% in 2008 and then to 73% in 2010. There was also a significant rise in the use of mobiles to play games and to record video, with figures reaching 41% and 35% respectively in 2010.

Note:
The above essay isn't perfect, but it's still good enough for a band 9. You are not expected to write a masterpiece in only 20 minutes.

May 09, 2013

IELTS Advice: be more than ready

If you are able to get a band 7 score when you do a test at home, can you be confident that you'll get a band 7 in the real test? Probably not.

The stress of a real exam means that your performance level will probably drop, so you'll need to be more than ready. In other words, you probably need to be achieving band 7.5 when you do practice tests in the comfort of your home. Only then can you be confident of getting a band 7 under exam conditions.

May 05, 2013

IELTS Writing Task 1: the details

After describing the main features or general trends shown on a graph or chart, we need to describe specific details. It's important to include some numbers and make some comparisons.

Whenever a chart shows years, I describe the details starting with the first year and the highest figure(s). Here's an example paragraph about the year 2006:

In 2006, 100% of mobile phone owners used their phones to make calls, while the next most popular uses of mobiles were for text messaging (73%) and taking photos (66%). By contrast, less than a fifth of owners played games or music on their phones, and there were no figures for users doing Internet searches or recording video.

After this, I would write a final paragraph containing a few key numbers for the other two years (2008 and 2010). I'll show you my full essay next week.

May 01, 2013

IELTS Vocabulary: band 7-9 phrases

The essay I wrote on Wednesday was full of good words and phrases. Can you remember the missing words in the phrases below?

1. medicines are ______ tested on animals
2. cleared for ______ use
3. a limited ______ of animal experimentation
4. clear ______ arguments
5. a common ______ of this practice
6. the ______ of a drug can be measured
7. subject animals to ______
8. all creatures should be ______
9. the benefits do not ______ the suffering
10. alternative ______ of research
11. suffering on the ______ of mice and rats
12. may be a necessary ______

April 26, 2013

IELTS Writing Task 1: the main features

Last week I wrote about looking carefully to find the main features before you start your description of a graph, chart or diagram. In the table below, I've highlighted my choices for the main features (in purple).

Here's my paragraph describing the information highlighted above:

It is clear that between 2006 and 2010 the main reason why people used their mobile phones was to make calls. However, during the same period there was a marked increase in the popularity of other mobile phone features, with the most dramatic increase being seen in the use of mobiles to search the Internet.

April 19, 2013

IELTS Writing Task 1: look carefully!

It's really important that you take time to notice and select the main features for your description of a graph, chart or diagram.

Look at the table above and a student's summary of main features below.

Overall, it can be seen that the people who used mobile phones for making calls were at the top in all three years. However, it is noticeable that there is no record of Internet usage and video recording in 2006.

I told the student that I thought she had missed some of the key features shown in the table. What main features can you see if you look more carefully?

April 14, 2013

IELTS Advice: small words can also impress

In Thursday's lesson I wrote that examiners would be impressed by the words huts, dock and tip. This would probably surprise most students, so I'll explain.

The three words would impress the examiner because they fit the description perfectly. As one person pointed out in a comment below that lesson, most students would probably use the word 'hotel' to describe the accommodation for tourists shown on the map. Only a native speaker or an advanced learner of English would know that small buildings to accommodate tourists on an island would probably be called huts. Click here to see a real example.

It's the same with 'dock' and 'tip'. Not everyone would know that the perfect verb to describe the parking of a boat is 'to dock'. And not everyone would know that tip is the perfect word for the end point of a landmass.

April 10, 2013

IELTS Writing Task 1: did you analyse?

Did you analyse the map essay I wrote last week, or did you just read it quickly? Here are some things that you might have noticed if you analysed it carefully:

Range of verb tenses, and use of both active and passive:

- has been developed, have been built
- has changed
- can be seen
- is, are, include
- was

Phrases and collocations that would impress the examiner:

- with the introduction of tourism
- new features
- main developments
- the island is accessible
- small huts*
- to accommodate visitors
- physical structures
- in the middle of, to the north of
- completely bare apart from
- where boats can dock*
- a designated swimming area
- the western tip* of the island

*huts, dock and tip might be the words that most impress the examiner in this essay. Can you think why? Does this surprise you?

April 07, 2013

IELTS Advice: using memorised phrases

Is it acceptable to use memorised phrases in the writing and speaking tests? Well, it depends. Take the sentence below as an example. A student asked me whether it can be used at the beginning of a letter (general writing task 1).

I hope this letter ﬁnds you well. Sorry I didn't write to you earlier, but I’ve been working ﬂat out since the moment I arrived home.

Good use:
If the question tells you to begin by explaining to your friend why you haven't contacted him/her for a while, then this sentence would be perfect.

Bad use:
However, if the question does not tell you to explain why you didn't write earlier, the sentence is irrelevant. It will be clear to the examiner that you have used that phrase because it looks good, and not because it fits the question.

Can you see the difference? The examiner will only be impressed if your memorised phrases fit the question perfectly.

April 05, 2013

IELTS Writing Task 1: maps essay

Here's my full essay for this map question:

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)

March 27, 2013

IELTS Writing Task 1: maps of an island

Last week I linked to this webpage which shows an interesting task 1 question. Now let's write our essay step by step. I'll write the first 2 paragraphs today, and the rest next week.

1. Introduction: As usual, we can start the essay by paraphrasing the question (rewrite the question in your own words).

Question
The two maps below show an island, before and after the construction of some tourist facilities.

My introduction
The diagrams illustrate some changes to a small island which has been developed for tourism.

2. Overview: For our second paragraph we need to summarise the information in a couple of sentences. When comparing diagrams, we can count the number of changes and look for the main types of changes.

My overview
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.

March 22, 2013

IELTS Advice: how to use a private teacher

If you have the chance to take some lessons with a private teacher, here are some tips for writing and speaking:

Ask the teacher to identify your problem areas. Focus on improving those things first.
First, work together on 'big things' like overall essay structure, paragraphs or making sure you answer the question. Only work on 'small things' like grammar mistakes when you have perfected the big things.
Ask your teacher to write a full essay in front of you. Watch how she does it, and ask her to explain what she is thinking as she writes it.
Ask your teacher to mark your essays in front of you, and ask her to explain each correction.
When you practise questions for the speaking test, ask your teacher to play the part of the student. Record her answers and listen to them at home. Try to copy some of the phrases she used.
Practise doing speaking tests, and always ask the teacher for feedback: what did you do that was good, and how could you improve your answers?

Private lessons might be more expensive, but they can be hugely beneficial if they are done in the right way.

March 20, 2013

IELTS Advice: meaning and usage

Many people think they know a word when they understand its meaning. But understanding the meaning is not enough.

You only really know a word when you can use it in a variety of ways and contexts. Don't take it for granted that you know a word until you have studied its usage.

March 14, 2013

IELTS Writing Task 1: compare the maps

Cambridge IELTS book 9 contains a great 'map' question. These questions are quite rare compared to questions containing graphs or charts, but you still need to be prepared for them.

You can see the question on this website, but I would write my essay in a slightly different way to the essay shown on the site.

Before doing the map question, have a look at this similar question and this essay. I think we can write the 'map' essay in the same way.

March 08, 2013

IELTS Grammar: 'for example' and 'such as'

Students often make mistakes when using these two phrases. To avoid mistakes, follow this simple advice:

- Use For example, at the start of a sentence.
- Use such as in the middle of a sentence.

Compare these examples:

Children should eat less junk food. For example, they should avoid eating burgers and chips.
Children should avoid eating junk food such as burgers and chips.

Notice that 'For example' is followed by a comma and a full sentence. 'Such as' is in the middle of the sentence, followed by two nouns. You can use 'For instance' instead of 'For example'. You can use 'like' instead of 'such as'.

March 07, 2013

IELTS Advice: less testing, more preparing

Many students do a lot of testing but not enough preparation. The problem with tests is that you don't learn anything new. You don't improve.

"To train for a marathon, you don't run a full marathon every day!"

The solution is to spend more time preparing. Don't test yourself on a new topic that you have no idea about. Spend some time researching the topic to find good ideas and vocabulary. Then try to write a 'perfect' essay using your research, a dictionary, your teacher to help you etc. Type the essay on a computer, check for spelling and grammar mistakes, re-read it, look at how the paragraphs are organised, highlight the 'band 7 vocabulary'. If I've covered the topic on this website, use my ideas to make 'perfect' paragraphs and ask a teacher to check them.

When you have written a 'perfect' essay, wait for a few days and then test yourself on that topic. Imagine the difference!

March 03, 2013

IELTS Grammar: rules and exceptions

When learning a language, grammar rules are useful because they show you how the language normally behaves. For example, you might learn that the word "to" is followed by the infinitive of the verb. The rule tells you that "to have" is correct and "to having" is wrong.

However, you should also be prepared to meet some exceptions to the grammar rules that you learn. For example, students are often confused by phrases like 'look forward to having' or 'advantages to having', both of which are correct.

When you find an exception to a grammar rule, don't get frustrated; consider it an opportunity to expand your knowledge of the language, and perhaps to impress the examiner!

February 27, 2013

IELTS Writing Task 1: full essay

The graph below shows the average number of UK commuters travelling each day by car, bus or train between 1970 and 2030.

Here's the essay I wrote with my students' help:

The line graph compares figures for daily travel by workers in the UK using three different forms of transport over a period of 60 years.

It is clear that the car is by far the most popular means of transport for UK commuters throughout the period shown. Also, while the numbers of people who use the car and train increase gradually, the number of bus users falls steadily.

In 1970, around 5 million UK commuters travelled by car on a daily basis, while the bus and train were used by about 4 million and 2 million people respectively. In the year 2000, the number of those driving to work rose to 7 million and the number of commuting rail passengers reached 3 million. However, there was a small drop of approximately 0.5 million in the number of bus users.

By 2030, the number of people who commute by car is expected to reach almost 9 million, and the number of train users is also predicted to rise, to nearly 5 million. By contrast, buses are predicted to become a less popular choice, with only 3 million daily users.

February 23, 2013

IELTS Advice: get Cambridge book 9

I've just bought a copy of Cambridge IELTS book 9, the latest collection of official IELTS exam papers. I'll be using it with my students here in Manchester, and I'll probably refer to it in lessons here on my site.

If you're looking for test practice, the Cambridge books are the only ones you can really trust. If you can get a copy of book 9, I'm sure you'll find it useful.

February 20, 2013

IELTS Writing Task 1: two main points

Last week I asked you to choose two main things to write about for your overview (summary) of the graph below.

Here are my choices:

The first thing you should notice is that the car was easily the most popular form of transport in each of the years shown on the graph.
Secondly, you could contrast the rising trends for car and train use with the falling trend for bus users.

Here's my overview paragraph describing the two points above:

PS. Sorry today's lesson is so late!

February 15, 2013

IELTS Grammar: correct the mistakes

Try to improve the following sentences.

It is clear that, the commuter numbers by car are dominant.
The number of passengers in train showed upward trend.
The number of commuters favor car and train significantly increase.
About average 5 million commuters traveled by car.
The figure for train started from about 2 millions.
British people continuously used more car than other vehicles.

February 11, 2013

IELTS Writing Task 1: line graph overview

The 'overview' is a really important part of your task 1 essay. It's a summary of the main things that you can see on the graph or chart, and I suggest that you write two sentences describing two main things that you notice.

What two main things would you choose for the graph below?

The graph below shows the average number of UK commuters travelling each day by car, bus or train between 1970 and 2030.

Tip: Don't look for particular years or numbers. Look at the overall trend over the whole 60-year period.

February 08, 2013

IELTS Advice: storytelling

In Friday's speaking lesson I described a funny thing that happened to me. I found it really easy to write my description because I told a true story. I wasn't worrying about grammar or vocabulary; I just told my story in a natural way.

The key to a high speaking score isn't your use of 'complex' grammar structures, big words or idiomatic phrases. The key is to speak as naturally as possible, and real examples or stories help you to do this.

February 03, 2013

IELTS Advice: 'less common vocabulary'

According to the IELTS marking system, candidates need to use some "less common lexical items" (vocabulary) if they want to get a band 7 or higher. But what is "less common vocabulary" and how can you learn it?

I'm afraid it's impossible to make a list of all "less common vocabulary items". The only thing I can do is point them out when I use them. Try the task below.

Task: Which words or phrases in the paragraph in this lesson might be considered "less common"?

February 01, 2013

IELTS Advice: a student's experience of re-marking

A student called Chanaka asked me to share his experiences regarding re-marking and how he eventually got the scores he needed. I hope you find his insights useful.

Click here to read Chanaka's advice

January 21, 2013

IELTS Grammar: 'finally' or 'at last'?

This week I wrote a lesson about using "Firstly, Secondly, Finally", and a student asked me whether it's ok to use "at last" instead of "finally".

The answer is no. "Finally" and "at last" are not used in the same way.

Use "finally" in the IELTS writing test when you want to make your final point, or to talk about the final stage in a process e.g. Finally, as well as making life more fun and interesting, new experiences can be good for our physical and mental health. (taken from this lesson)

Only use "at last" when you have been waiting for a long time for something to happen e.g. At last I've passed the IELTS exam!

January 17, 2013

IELTS Advice: review vocabulary

You may have read this week's lessons here on the blog, but did you take notes? Would you really be able to use the vocabulary that I used?

Let's review some good phrases from this week's lessons:

society is undergoing enormous change(s)
make significant changes to their lives
encounter a situation
(something) presents a challenge / challenges
acquire knowledge
add to your/his/her/their skill set
a break with the past
share common interests / have something in common with
spend time with
honest and trustworthy
have time to yourself
take stock and reflect on things

January 11, 2013

IELTS Writing Task 1: repeating words

In last week's line graph essay I repeated the word "expenditure" four times. Is this a problem?

The answer is no! If you look at the graph, you can see that the whole essay must be about expenditure. In fact, I needed to mention the idea of expenditure eleven times! Does the examiner really expect you to think of eleven synonyms for "expenditure"? Of course not.

It's impossible to avoid repeating some of the key words in writing task 1. Try to add variety where you can (I also used "spending", "spent" and "paid out"), but don't become obsessed with this. The important thing is to describe and compare the data.

January 10, 2013

IELTS Vocabulary: band 7 or higher

To get a band 7, you don't need to learn "big" or "difficult" words. You need to learn how to use words together. You need to use good collocations.

Collocations are groups of words that often go together. For example, collocations like "increase significantly" are used in IELTS Writing Task 1.

Look for collocations in the speaking and writing lessons on this website. Here are some examples:

Health topic: a major cause, poor health, manual jobs, physical activity, outdoor sports.
Writing Task 1: noticeable feature, significantly higher, a dramatic increase in.
Describe a person: a major influence, a good role model, inherit traits, set an example, a positive outlook.

Most learner dictionaries now show examples of how words are used in common collocations and phrases. If you read a lot of English, you will see collocations everywhere.

January 09, 2013

IELTS Advice: copy my ideas!

I try to give my students good vocabulary ideas to help them write better essays and give better spoken answers. However, some students feel like they are copying or cheating if they use my ideas. They prefer to use a dictionary or rely on what they already know.

My advice is: get your vocabulary ideas from the lessons on this website, from a book, or from your teacher. This is good preparation, not copying or cheating!

January 06, 2013

IELTS Writing Task 1: line graph essay

Here's my full essay using last week's ideas:

The line graph compares average yearly spending by Americans on mobile and landline phone services from 2001 to 2010.

It is clear that spending on landline phones fell steadily over the 10-year period, while mobile phone expenditure rose quickly. The year 2006 marks the point at which expenditure on mobile services overtook that for residential phone services.

In 2001, US consumers spent an average of nearly $700 on residential phone services, compared to only around $200 on cell phone services. Over the following five years, average yearly spending on landlines dropped by nearly $200. By contrast, expenditure on mobiles rose by approximately $300.

In the year 2006, the average American paid out the same amount of money on both types of phone service, spending just over $500 on each. By 2010, expenditure on mobile phones had reached around $750, while the figure for spending on residential services had fallen to just over half this amount.

(162 words, band 9)

December 22, 2012

IELTS Writing Task 1: line graph ideas

The graph below shows US consumers' average annual expenditures on cell phone and residential phone services between 2001 and 2010.

Some paraphrasing that you could use in your introduction:
- annual expenditures = yearly spending
- cell phone services = mobile phones
- residential services = landline phones

Two possible main points for your overview / summary:
- compare the two trends over the whole period
- say what happened in 2006

Select key details:
- compare the figures for 2001
- describe the changes in expenditure over the following 5 years
- give the figures for 2006 (where the two lines meet)
- finish with a comparison of spending in 2010

December 18, 2012

IELTS Advice: phrases and collocations

To get a good IELTS score, you need to use the kind of language that native speakers might use. This doesn't mean 'difficult words', it means good groups of words (phrases and collocations).

When reading, try to look for phrases that English speakers use. Here's an example paragraph from the Economist Magazine with a few useful words and phrases underlined.

It is always a little disconcerting to realise a generation has grown up never knowing what it was like to manage without something that is taken for granted today. A case in point: the World Wide Web (WWW), which celebrated the 20th anniversary of its introduction last Saturday. It is no exaggeration to say that not since the invention of the printing press has a new media technology altered the way people think, work and play quite so extensively. With the web having been so thoroughly embraced socially, politically and economically, the world has become an entirely different place from what it was just two decades ago.

December 16, 2012

IELTS Grammar: correct the mistakes

Try to correct the mistakes in the sentences below:

Most of advertising aim to persuade people that buying things will make them happier.
Advertisers use every efforts to make their products more attractive.
Governments should control advertising or even banned.

I'll give you my answers in the "comments" area tomorrow.

December 15, 2012

IELTS Writing Task 1: make your own questions

Yesterday I suggested making your own questions for writing task 2. To make a task 1 question, just do a Google image search for graphs, charts etc. Choose something simple, and try describing it.

For example, here's a line graph that I found:

December 05, 2012

IELTS Advice: don't overthink your answers

Question 4 in Monday's reading lesson caused some problems because many people fell into the trap of 'overthinking' the answer. They were worried about the precise meaning of the word "infants", and whether it meant the same thing as "pre-school age children".

In the reading test, you shouldn't worry about such precise distinctions. It's enough to recognise that both "infants" and "pre-school age children" are very young children. The answer would be 'false' if the question mentioned "teenagers" or "adolescents" - these are definitely not pre-school ages.

Remember that the people who write these questions rely on paraphrasing and synonyms; it wouldn't really test your English if every question contained the exact words from the passage. If the words have basically the same meaning, don't analyse them any further.

November 26, 2012

IELTS Writing Task 1: describing percentages

Here are 3 useful techniques for describing percentages:

English speakers usually put the percentage at the start of the sentence.
Use while, whereas or compared to (after a comma) to add a comparison.
Use "the figure for" to add another comparison in the next sentence.

Use these examples as models for your own sentences:

In 1999, 35% of British people went abroad for their holidays, while only 28% of Australians spent their holidays in a different country. The figure for the USA stood at 31%.

Around 40% of women in the UK had an undergraduate qualification in 1999, compared to 37% of men. The figures for the year 2000 rose slightly to 42% and 38% respectively.

November 21, 2012

IELTS Writing Task 1: life cycle essay

Here's my full essay for the life cycle question:

The diagram illustrates the various stages in the life of a honey bee. We can see that the complete life cycle lasts between 34 and 36 days. It is also noticeable that there are five main stages in the development of the honey bee, from egg to mature adult insect.

The life cycle of the honey bee begins when the female adult lays an egg; the female typically lays one or two eggs every 3 days. Between 9 and 10 days later, each egg hatches and the immature insect, or nymph, appears.

During the third stage of the life cycle, the nymph grows in size and sheds its skin three times. This moulting first takes place 5 days after the egg hatches, then 7 days later, and again another 9 days later. After a total of 30 to 31 days from the start of the cycle, the young adult honey bee emerges from its final moulting stage, and in the space of only 4 days it reaches full maturity.

(169 words, band 9)

November 17, 2012

IELTS Advice: get some feedback

Many students are forced to study for the IELTS test alone. For one reason or another, they can't attend any classes or preparation courses. I started this blog with the aim of helping people in that position.

However, those people often reach the point where they need some direct guidance. They need someone to check their essays or listen to them speak.

If you keep getting the same score in every test that you take, it's probably time to find a teacher who can check your work and help you to become 'unstuck'.

November 16, 2012

IELTS Advice: speaking strategies

Here are some of the strategies that I used in yesterday's description:

Try to develop each bullet point in detail. If you don't say enough for the first two or three points, you'll find yourself with too much time for the last point.
Tell a story! My second point tells the story of how I was given the chair by a friend, and I could probably speak for 2 minutes about this point alone. When you tell a story about something real that happened, you'll find it easy to keep talking. Stories are also interesting for the listener (the examiner).
Add examples. In point 3, you can see that I added an example at the end ("last night I fell asleep in my armchair while I was watching a film"). I could easily take this example and develop it into another short story.
When describing an object, don't forget the simple things like size, colour (I forgot that one!), shape, material, position ("just under my living room window").

November 11, 2012

IELTS Writing Task 1: introduction and overview

As I've explained before, we don't write a conclusion for task 1, we write an overview. You can put this at the end of your essay, but I prefer to put it straight after the introduction. Let's return to last week's life cycle question.

Example introduction and overview:

Note: I often separate the introduction and overview, but in this case I've put them together in the same paragraph. Both ways are fine.

November 08, 2012

IELTS Grammar: affect or effect?

Almost every week I see mistakes in the use of "affect" and "effect". These are common and important words, especially in the IELTS writing test, so you need to get them right.

"Affect" is a verb. Don't write "affect on".

Smoking affects your health. (smoking affects on your health)
The Internet is affecting our way of life.
Children are affected by what they see on television.

"Effect" is a noun. Do write "have an effect on".

Smoking has a harmful effect on your health.
The Internet is having a significant effect on our way of life.
Television can have a negative effect on children.

If you use these words correctly, the examiner will be impressed.

November 05, 2012

IELTS Writing Task 1: life cycle diagram

The diagram shows the life cycle of the honey bee. Two things to consider are:

how to summarise the diagram before describing the stages in detail
whether to use active or passive verb forms
...

...
nymph = immature form of an insect
moult = shed or lose old feathers, hair or skin to allow for new growth

November 02, 2012

IELTS Advice: which resources to use

Students are often confused because there are so many different IELTS books and websites.

So, to make things simple, here are my top 3 resources:

Cambridge IELTS books for real practice tests.
This website (if you like my approach) for daily lessons.
A teacher to give you feedback on your writing and speaking.

October 28, 2012

IELTS Writing Task 1: using the passive

In which of the following sentences is the passive used appropriately? Which sentences should be changed to the active?

1) The number of marriages was decreased between 1999 and 2009.
2) First, the raw materials are mixed together.
3) The figure for residents with no children has been increased this year.
4) The final product is packaged and delivered to shops.

October 25, 2012

IELTS Advice: sometimes you need a break!

Earlier this year, one of my students decided to take a break from studying for the IELTS exam. When I met her a few weeks later, she seemed more relaxed and confident, and her scores soon improved.

Sometimes you need to take a break to give your brain a chance to process all the information that you've been feeding it. if you're feeling stressed or frustrated about the IELTS test, consider taking some time off!

October 17, 2012

IELTS Grammar: simplify to avoid mistakes

Try to correct / improve the following sentences by writing them in a simpler way.

There is no doubt that the attraction of video games are catching people’s attraction easily.
In our world today where technologies bound to run in our daily existence, playing video games plays a vital part to our own society.
All RPGs (role-playing games), as the name already suggests, involves the player assuming a character and controlling the entire process and unlock tasks to advance.
On the one hand, it is undoubtedly that video games have offered much more benefits to human beings.
I personally believe that video games seem to have noxious implications.

October 15, 2012

IELTS Advice: the importance of phrases

Note: I'm using the term 'phrase' to refer to 'a group of words' (not an expression or idiom).

When I studied foreign languages at school, we were mainly taught vocabulary as a list of individual words with a translation of their meanings. The problem with learning a list of individual words is that you don't learn how to use them in a natural way, and you find yourself translating word by word from your own language.

The alternative is to study phrases that native speakers have produced. I was happy to see that the first comment (by 'boburShox') below this lesson was a list of good phrases that I used in my essay. The individual words are easy to understand, but you can learn a lot by analysing the way I put them together.

October 13, 2012

IELTS Writing Task 1: diagram overview

After the introduction, I tell my students to write an overview of the information shown on the chart. When the chart shows numbers, we look for the highest, lowest, biggest change, overall trend etc.

But how do you write an overview of a diagram that doesn't show numbers?

Here are some things you could put in a process diagram overview:

The total number of steps in the process.
Where the process begins and ends.

And this is what you could write about for a comparing diagram:

The total number of changes or differences.
The main changes or differences.
The main similarities or what doesn't change.

October 09, 2012

IELTS Writing Task 1: process diagrams

The following paragraph describes the process of making cement.

At the first stage in the cement production process, limestone and clay are crushed to form a powder. This powder is then mixed and passed through a rotating heater. The resulting mixture is ground, and finally the end product, cement, is packed into large bags.

There are 2 things that make process descriptions special:

Phrases that order the process and link the steps (underlined)
Passive verbs (highlighted)

(See Cambridge IELTS book 8 for the full question)

October 03, 2012

IELTS Writing Task 1: articles

Correct or natural use of articles (the, a, an) is probably one of the most difficult things for learners of English to master. For example, why did I write "temperatures are highest" instead of "temperatures are the highest" in the essay I wrote last week? Click here to read an explanation.

There are many other complex 'rules' about article use in English, which grammar books and websites do their best to explain. I also recommend using Google in the way described below.

Task: try Googling the phrases "temperatures were highest" and "temperatures were the highest" (make sure you put the quotation marks so that Google searches for the whole phrase). Compare the number of search results to see which is more common, then look through the results to find good examples of full sentences for each phrase. You might find that good examples help you more than grammar rules do.

September 27, 2012

IELTS Writing Task 1: climate essay

The climograph below shows average monthly temperatures and rainfall in the city of Kolkata.

The chart compares average figures for temperature and precipitation over the course of a calendar year in Kolkata.

It is noticeable that monthly figures for precipitation in Kolkata vary considerably, whereas monthly temperatures remain relatively stable. Rainfall is highest from July to August, while temperatures are highest in April and May.

Between the months of January and May, average temperatures in Kolkata rise from their lowest point at around 20°C to a peak of just over 30°C. Average rainfall in the city also rises over the same period, from approximately 20mm of rain in January to 100mm in May.

While temperatures stay roughly the same for the next four months, the amount of rainfall more than doubles between May and June. Figures for precipitation remain above 250mm from June to September, peaking at around 330mm in July. The final three months of the year see a dramatic fall in precipitation, to a low of about 10mm in December, and a steady drop in temperatures back to the January average.

(173 words, band 9)

September 17, 2012

IELTS Advice: vocabulary review

It's useful to review the words and phrases you learn each week. Here's a quick list of some vocabulary from this week's lessons on the blog:

a pressing issue
consecutive
the provision of
over the course of (+ time)
a calendar year

Try writing a simple sentence with each of the above phrases. Check the meaning of each one in a dictionary first if you're not sure.

September 14, 2012

IELTS Writing Task 1: introduction technique

The task 1 introduction should be fast and easy to do. Just write one sentence in which you paraphrase the question statement.

Here's the question statement from a previous lesson:

The climograph below shows average monthly temperatures and rainfall in the city of Kolkata.

Here's my one-sentence introduction:

The chart compares average figures for temperature and precipitation over the course of a calendar year in Kolkata.

September 11, 2012

IELTS Advice: use a dictionary

Many students make spelling, vocabulary and grammar mistakes that could be avoided if they checked their work properly.

When practising your writing, do you have a dictionary with you? Do you check when you are not sure about something?

Remember, a dictionary shows more than just meanings of words. A good dictionary shows you examples of how to use words correctly.

August 31, 2012

IELTS Writing Task 1: climate graph

Here are my answers to last week's questions:

Monthly figures for precipitation in Kolkata vary considerably, but monthly temperatures remain relatively stable.
Temperatures are highest between April and June, at around 30°C, and lowest in December and January, at approximately 20°C.
Average rainfall reaches around 330mm in the months of July and August.
It is noticeable that Kolkata experiences both its lowest temperatures and its lowest rainfall in January and December.

Note: the verbs used above are in the present simple (vary, remain, are, reaches, experiences) because the graph shows average figures, not particular years.

August 22, 2012

IELTS Writing Task 1: graph with temperatures

Somebody asked me to help with graphs or charts that show temperature. Let's look at the following graph, which I found on Wikipedia.

The climograph below shows average monthly temperatures and rainfall in the city of Kolkata (or Calcutta).

The following easy questions should help you to notice some key features:

Do temperatures and rainfall vary (change) significantly over the year?
In which months are temperatures highest and lowest? (include figures)
On average, how much rain falls in the months of July and August?
What is noticeable about January and December?

August 08, 2012

IELTS Advice: only use official questions

Students are often worried because they find difficult or confusing IELTS questions on the Internet (especially for writing task 2). My advice is: don't trust questions you find on the Internet. They are often written by students who have remembered them wrongly.

You can definitely trust the Cambridge IELTS books. Cambridge makes the IELTS exam, so you know that the questions in those books are 'real'. They are also clearly written, so you will not be confused about what the question is asking you to do.

PS. I promise I'm not paid by Cambridge to advertise their books!!

August 05, 2012

IELTS Writing Task 1: a common mistake

Students often make mistakes with thousands, millions and billions. It might seem strange, but you should say "10 million" not "10 millions". It's the same with hundred, thousand and billion. Try to avoid this mistake in writing task 1 - examiners notice it!

Correct: 10 million people
Wrong: 10 millions people, 10 millions of people, 10 million of people

Note:
When there is no number, we do write "millions of".
e.g. Millions of people travel abroad each year.

July 28, 2012

IELTS Advice: your comments

You might have noticed that I no longer reply to most comments. I'm afraid it has become impossible for me to keep up with the questions that people ask me.

However, I do still read every comment, and your questions influence the lessons that I write. Please feel free to keep commenting, and please don't be offended if I don't answer you individually.

PS. Congratulations to those of you who wrote to say that you got the scores you needed last week! It's great to hear that my lessons have helped.

July 25, 2012

IELTS Writing Task 1: repeating key words

Students often worry about repeating the same words in writing task 1. For example, in last week's lesson I repeated the phrase average weekly spending maybe three times. Is this a big problem?

No! Repeating a key word or phrase a few times is not a problem; sometimes it is necessary to show that you are consistently talking about the same thing. If you try to use too much variety, there is a danger that you will confuse the reader or write something that does not mean what you want it to mean.

It's fine to either repeat the key words or make small changes. Look at these examples of small changes I made to the phrase average weekly spending:

spent on average
average expenditure
weekly spending figures
levels of spending
spent per week
expenditure per week

July 20, 2012

IELTS Advice: preparing speaking topics

On Friday I suggested preparing six main topics for IELTS Speaking Part 2. But how should you prepare these topics? Where can you find good ideas?

I recommend doing two things. First, have a look through the speaking lessons on this site. Second, use the Internet to do some further research. For example, if you want a good description of a famous person, look him/her up on Wikipedia and note down the best vocabulary ideas.

July 17, 2012

IELTS Writing Task 1: my 10 sentences

Last week I explained how to write 10 sentences about the chart below.

Average weekly household expenditure by region, 2007-09

Weekly expenditure (£)

Here are my 10 sentences:

The bar chart shows average weekly spending by households in different areas of England between 2007 and 2009.
Households in the south of the country spent more on average than those in the north.
Average weekly spending by households was highest in London and lowest in the North East.
English households spent on average around £470 per week.
The average expenditure for households in London was about £560 per week, almost £100 more than the overall figure for England.
Households in the South East, East and South West also spent more than the national average.
Weekly household spending figures for those three regions were approximately £520, £490 and £480 respectively.
Similar levels of household spending were seen in the West Midlands, the North West and the East Midlands, at about £430 to £450 per week.
In the region of Yorkshire and the Humber, households spent approximately £400 per week, while expenditure in the North East was around £10 per week lower than this.
It is noticeable that average weekly expenditure by households in the North East was around £80 less than the national average, and around £170 less than the London average.

July 11, 2012

IELTS Writing Task 1: ten sentences

One way to practise for writing task 1 is to think in terms of sentences rather than worrying about the full essay. Just take a chart or graph and try to write 10 sentences about it.

Try writing the ten sentences suggested below about last week's chart.

State what the chart shows.
Make a general comparison between the South and the North.
Contrast London with the North East (without giving the figures).
Give the overall figure for England.
Give the figure for London and compare it with the average for England.
Add that figures for the South East, East and South West were also higher than the country average.
Give approximate figures for the three regions above.
Describe the similar figures for the West Midlands, North West and East Midlands.
Give figures for the North East, Yorkshire and the Humber.
Compare figures for the North East, national average and London.

July 01, 2012

IELTS Writing Task 1: bar chart

The bar chart below is taken from the UK national statistics website that I mentioned in last week's lesson.

Average weekly household expenditure, by region, 2007-09

Weekly expenditure (£)

Try writing a full description of this bar chart. If you need some help, use the information below the bar chart on this page.

June 09, 2012

IELTS Writing Task 1: example overview

In last week's lesson I gave some tips about how to write a good overview to summarise the information shown on a graph, chart or diagram. Let's look at an example overview of the graph below.

My overview:

Overall, car ownership in Britain increased between 1971 and 2007. In particular, the number of households with two cars rose, while the number of households without a car fell.

Analysis:

Notice that I didn't include any specific numbers. Save the details for later.
The first sentence describes the "big picture". The first thing I did was look at all 4 lines and the whole period. I noticed that there was an overall trend towards people having more cars (the word 'ownership' came from the question). Most students tend to miss this kind of general observation.
The second sentence highlights the biggest changes over the whole period. With these 2 sentences, I've definitely summarised the main features of the graph.

June 03, 2012

IELTS Grammar: find the mistakes

Find the mistakes in the following sentences. All of the sentences relate to the graph in this lesson.

Families who do not have cars have decreased from 1971 to 2007.
Households without a car percentage gradually decreased.
There is a rise can be noted in the proportion of households with two cars.
The number of household with no car were well below 50% in 1971.
There were least percentage of household who had three or more cars, but it steadily improved to 5% by 2007.

I'll put my answers in the comments area tomorrow.

May 27, 2012

IELTS Advice: asking for a re-mark

People often ask whether it's a good idea to ask for a re-mark of their tests. Here are a few tips:

I don't recommend asking for your reading or listening paper to be re-marked. Reading and listening questions are either right or wrong, so it's unlikely that your scores will change.
If there is a 2 band difference between your writing and speaking scores, they are usually double-checked automatically, so a re-mark probably won't help.
A re-mark might be worth trying if you only need an extra half band in speaking or writing (e.g. if you have 6.5 and need 7).
Remember that it can take up to 8 weeks to get your test re-marked. It might be faster to resit the test.

Note:
If you have had a test re-marked, please tell us what happened. It would be interesting to know how many people's scores went up.

May 24, 2012

IELTS Writing Task 1: full essay about 2 bar charts

Here's my full essay for the 'age group bar charts' question:

The bar charts compare students of different ages in terms of why they are studying and whether they are supported by an employer.

It is clear that the proportion of students who study for career purposes is far higher among the younger age groups, while the oldest students are more likely to study for interest. Employer support is more commonly given to younger students.

Around 80% of students aged under 26 study to further their careers, whereas only 10% study purely out of interest. The gap between these two proportions narrows as students get older, and the figures for those in their forties are the same, at about 40%. Students aged over 49 overwhelmingly study for interest (70%) rather than for professional reasons (less than 20%).

Just over 60% of students aged under 26 are supported by their employers. By contrast, the 30-39 age group is the most self-sufficient, with only 30% being given time off and help with fees. The figures rise slightly for students in their forties and for those aged 50 or more.

(178 words, band 9)

May 15, 2012

IELTS Writing Task 1: choosing which details to include

In last week's lesson I wrote an introduction and overview for a question about two bar charts. For paragraphs 3 and 4, we need to describe each chart in detail.

I usually find that 3 sentences are enough for a good 'details' paragraph, which means that we only need to choose 3 things to describe for each chart.

3 sentences about the first chart:

Compare the percentages for students under 26.
Mention the overall trend as students get older, and that the proportions are the same for the 40-49 age group.
Compare the percentages for students over 49.

3 sentences about the second chart:

Write about the two youngest age groups.
Write about the 30-39 age group.
Write about the two oldest age groups.

May 07, 2012

IELTS Advice: focus on vocabulary

The secret to a high IELTS score is being able to understand and use a wide range of words and phrases. As I said on Monday, it's really important to collect vocabulary in a notebook, but you also need to practise using it.

Here are some words and phrases from the lessons this week:

achieve goals
delegate
cope with stress
in terms of
for career purposes
decreases with age
up to the point when
household names
with the advent of
a new breed of

Try making your own sentences with the words and phrases above. It might seem easy to understand them, but it's not so easy to use them properly!

May 05, 2012

IELTS Writing Task 1: bar charts with age groups

A few people have asked about the question on page 52 of Cambridge IELTS 5. It shows two bar charts with age groups. Click here to see the question.

As usual, I recommend writing 4 paragraphs:

A quick introduction to say what the charts show.
An overview of the main features - one sentence for each chart.
Describe the first chart in detail.
Describe the second chart in detail.

Here's an example introduction and overview:

The first bar chart compares students of different ages in terms of why they are studying their chosen courses, and the second chart compares the same age groups in terms of the help they require at work.

It is clear that the proportion of people who study for career purposes is far higher among the younger age groups, and decreases steadily with age. The need for employer support also decreases with age, but only up to the point when employees enter their forties.

May 01, 2012

IELTS Writing Task 1: paraphrasing

The easiest way to start your Task 1 essay is by paraphrasing the question. Paraphrasing means writing something in a different way (using your own words).

Here are some simple changes you can make:

graph = line graph
chart = bar chart
diagram = figure
shows = illustrates (or 'compares' if the graph is comparing)
proportion = percentage
information = data
the number of = the figure for
the proportion of = the figure for
people in the USA = Americans
from 1999 to 2009 = between 1999 and 2009
from 1999 to 2009 = over a period of 10 years
how to produce = the process of producing
in three countries = in the UK, France and Spain (i.e. name the countries)

Tip:
"The figure for / figures for" is a great phrase that not many people use (e.g. the graph shows figures for unemployment in three countries).

April 26, 2012

IELTS Grammar: correct the mistakes

Try to correct the mistakes in the following sentences.

More proportion of American people in 1970 than in 2000 got married.
There are many things easy enough for those young people to do.
I am agreed that volunteer work can build up the responsibilities in youngs.
Society gets benefitted as the juvenile crime rate reduced.
Having a work experience may help to having a job quicker and easier.

PS. Nobody answered this question from Monday's reading lesson:

If a survey showed that "households spent seven hours a day on transporting themselves and their goods", does this mean that it was "a survey of household expenditure on transport"?

April 24, 2012

IELTS Writing Task 1: more than one chart

Many students are still worried about questions with more than one chart.
Here are some tips:

If there are 2 charts, they often show different information. Don't worry about comparing them. Just do: introduction, overview, then one paragraph for each chart.
If the units are different (e.g. one chart shows 'millions' and the other shows 'percentages'), you can't usually compare them.
If the units are the same, you can probably compare the charts.
If there are 3 or 4 charts, you can usually compare them.

To see an essay about 2 different charts click here (Cambridge IELTS 6, p98).

To see an essay about 4 related charts click here (Cambridge IELTS 7, p101).

April 14, 2012

IELTS Writing Task 1: why I'd start with task 1

Students often ask whether it's better to do task 1 or task 2 first.

In my opinion, it's best to start any exam with something quick and easy that gives you confidence. Hopefully you'll agree that the quickest and easiest part of the whole writing test is the introduction to task 1.

You don't need to think too much about the introduction to task 1; simply rewrite the question statement by changing a few words. Click here to read one of my lessons about introductions, and then read this lesson about paraphrasing. If you practise these techniques, you'll start your IELTS writing test with confidence.

April 10, 2012

IELTS Grammar: correct the mistakes

Here are some sentences about this week's writing task 1 question. Can you find and correct the mistakes? Not all of them are grammar mistakes!

There were 51 million pmt incidents than 35 million pmt injuries by bus.
In general, both the figures for serious fatalities and injuries were dramatically higher for the demand response field.
The number of people having injuries showed the more popular level than that of people having incidents.
There is a somewhat difference between the number of people using heavy rail and light rail.
The bar chart illustrates the amount of passengers who were been incidents and injuries travelled by five types of transport such as demand response, bus, heavy rail, light rail, and commuter rail in 2002.
The bus, which is used by almost 80 people, tallied 66 injuries.
In three types of rail, being lower than light rail, heavy rail surpassed commuter rail in the amount of incidents and injuries.
Injuries by bus was went up approximately 4 times than commuter rail.

April 08, 2012

IELTS Writing Task 1: 'chart without years' essay

The chart below shows numbers of incidents and injuries per 100 million passenger miles travelled (PMT) by transportation type in 2002.

The bar chart compares the number of incidents and injuries for every 100 million passenger miles travelled on five different types of public transport in 2002.

It is clear that the most incidents and injuries took place on demand-response vehicles. By contrast, commuter rail services recorded by far the lowest figures.

A total of 225 incidents and 173 injuries, per 100 million passenger miles travelled, took place on demand-response transport services. These figures were nearly three times as high as those for the second highest category, bus services. There were 76 incidents and 66 people were injured on buses.

Rail services experienced fewer problems. The number of incidents on light rail trains equalled the figure recorded for buses, but there were significantly fewer injuries, at only 39. Heavy rail services saw lower numbers of such events than light rail services, but commuter rail passengers were even less likely to experience problems. In fact, only 20 incidents and 17 injuries occurred on commuter trains.

(165 words, band 9)

Note:
Don't worry about the repetition of "incidents and injuries" in this essay. There are no perfect synonyms for these words, although I managed to use "problems" and "such events" later in the essay. The most important thing is to describe the data clearly and make some good comparisons.

April 04, 2012

IELTS Advice: what do the best students do?

Yesterday I was chatting to a really experienced high school teacher. I asked for his opinion on what makes an excellent student or learner. This is what he said:

"It's not really about what students do inside the classroom. The best students are always the ones that do the most outside the classroom: for example, the ones that go online after a lesson to search for more information, or to look for different ways to understand a topic or solve a problem."

The good news is that if you're reading this blog post, you're already one of these students. You're on the right track!

March 30, 2012

IELTS Writing Task 1: bar chart without years

Last week we saw that there are two types of bar chart:
1. those that show changes over time
2. those that compare different items

The important thing to remember about the second type is that you can't describe increases and decreases. Let's look at this type in more detail.

The chart below shows numbers of incidents and injuries per 100 million passenger miles travelled (PMT) by transportation type in 2002.

Here's my advice for a 4-paragraph essay:

Introduction: Explain what the chart shows by paraphrasing the question.
Overview: Look for two main things - in this case, we could mention the highest item and the fact that there were more incidents than injuries for all five transport types. You don't need to mention any numbers at this point.
Details: I'd probably group together the two highest items (demand response and bus) in this paragraph. Remember that you can't talk about an increase or decrease; you can only compare the numbers.
Details: I'd group the three types of rail transport together for this paragraph. Write some nice comparison sentences!

Note:
You don't need to know what 'demand-response' transport is (it's an American term which I've never used), but click here if you want to know.

March 25, 2012

IELTS Advice: you don't need to be 'original'

Students often ask me questions like: Can I use "ascend" instead of "increase"? Can I write "the graph portrays" instead of "the graph shows"?

My answer to the above questions is no. If you write "ascend" or "portray" in writing task 1, it will seem strange to the examiner. Those words are not appropriate for a graph or chart description.

Remember: the aim of the IELTS test is not to find 'original' writers; it is to see whether you can express your ideas clearly, accurately, and in a certain amount of detail. These are the skills that you need for university or work. Leave the 'original' writing to novelists!

March 22, 2012

IELTS Writing Task 1: change or comparison?

While line graphs always show changes or trends (increase, decrease etc.), this is not always true for bar charts, pie charts and tables.

Here is a bar chart that does show 'change':

And here is a bar chart that shows 'comparison' rather than change:

Can you see the difference? How will this difference affect what you write in your essay? I'll go into more detail about the two charts next week, but the important thing for now is to see the difference.

(Charts taken from US Department of Transportation website)

March 15, 2012

IELTS Writing Task 1: find the mistakes

Can you find the mistakes in the paragraph below?

In 1980, the US produced 131 millions of tonnes of waste. Japan was in second place with 28 millions, while the figures for Poland, Portugal and Ireland were less than 5 millions. In 1990, the US was 151, and in 2000 it rose to 192 millions.

Note:
Some of the mistakes are not related to grammar.

March 02, 2012

IELTS Grammar: cause and effect

Here are some useful phrases for describing causes and effects (for IELTS Writing Task 2 and maybe Speaking Part 3). I'll use the topic of 'global warming' to show how the phrases work.

1. Cause and Effect

Pollution causes global warming.
Pollution leads to global warming.
Pollution results in global warming.
Pollution is the main cause of global warming.
Factories pollute the atmosphere. As a result, global warming is occurring.

2. Effect and Cause

Global warming is caused by pollution.
Global warming is the result of pollution.
Global warming is due to pollution.
Global warming occurs as a result of pollution.

Notice the different uses of 'result' (results in, is the result of, as a result). Students make a lot of mistakes with these phrases.

February 29, 2012

IELTS Writing Task 1: 'waste' table

Last week we looked at the following question:

The table below shows the amount of waste production (in millions of tonnes) in six different countries in three different years over a twenty-year period.

Here are my answers to last week's questions:

It's fine to repeat the word 'waste' because there isn't really an ideal synonym ('rubbish' and 'garbage' have a more limited meaning). However, we can vary our sentences by writing things like 'waste output', 'waste materials' or 'the waste that was produced'.
The most noticeable feature must be that the US produced by far the most waste in all 3 years. Use this idea in you 'overview' paragraph.
The general trend is that waste production rose in every country apart from Korea. This could be your second 'overview' idea.
I would write one main paragraph comparing the 3 countries with the highest figures (US, Japan, Korea), and a separate paragraph about Ireland, Poland and Portugal. Try to use some 'comparing' language when describing the countries (e.g. while, whereas, by contrast) and some 'trend' language when describing the years (e.g. increased, rose, fell).

February 25, 2012

IELTS Advice: using Amazon

The Amazon website is a great place to read descriptions and reviews of books, films and many other products. Here are a few reasons why this might be useful:

for general reading practice
to get ideas for IELTS speaking topics (e.g. describe you favourite book)
to see how native English speakers express their opinions
to get ideas for IELTS writing topics

To give you an example, I'll use a book description from Amazon for tomorrow's reading lesson, and for Wednesday's writing lesson.

February 24, 2012

IELTS Advice: what's your technique?

One problem for students is that different teachers, books and websites teach different techniques. Students get confused.

My advice is to stop looking for the magic technique; it doesn't exist. There is no best book or website, and there are many different ways to write a good essay.

You just need one way, one technique that you like.

If you look at my lessons, you will see that I have "my technique" for each part of the exam (feel free to use my techniques if you like them). For example, I always write introductions in the same way, and I always start paragraphs with a topic sentence.

Because of the time limit in the exam, you NEED to know what you're going to do. You need to practise ONE way of working. Don't get confused by having too many options.

February 22, 2012

IELTS Writing Task 1: table about waste

A student sent me the following question from a recent IELTS test:

The table below shows the amount of waste production (in millions of tonnes) in six different countries in three different years over a twenty-year period.

A few things to consider before you write your essay:

Can you think of a few alternative ways to write "waste production"?
What is the most noticeable feature of the table?
Is there a general trend over the period of time shown?
How can you separate the information into 2 groups (in order to write 2 paragraphs about specific details)?

I'll share my answers to these questions next week.

February 13, 2012

IELTS Writing Task 1: singular or plural?

Students often make simple mistakes with singular and plural forms, especially in Writing Task 1. The problem is that the words used on graphs, charts and tables are usually singular.

So, the labels on a chart could be:

single parent
graduate
only child
laptop computer

But when you write a sentence, you might need to use a plural:

The number of single parents increased.
In 1999 nearly 55% of graduates were female.
The UK has the highest number of only children.
More laptop computers were sold in the UK than any other country.

Don't just copy the words from the graph or chart. Think first about how to use them correctly.

February 08, 2012

IELTS Grammar: punctuation

Here are some simple rules to help you with punctuation for IELTS writing:

Full stops
Full stops are very important. Put a clear full stop at the end of each sentence, and then begin the next sentence with a capital letter. If you don't do this, you will get a low score.

Commas

When you start a sentence with these words, put a comma after them:
Nowadays, Recently, Firstly, Secondly, Finally, Furthermore, In addition, Also, However, By contrast, On the other hand, In my opinion,...
We use commas in lists:
e.g. This problem affects individuals, communities and society in general.
We don't usually put a comma after the word "that":
e.g. It is clear that the rate of immigration increased.
Don't worry about other uses of commas. The use of a comma is often optional in other situations.

Apostrophes
Avoid contractions in IELTS writing. Use "do not" instead of "don't".
You may sometimes need to show possession e.g. the government's decision.

Other punctuation
You don't really need to use any other punctuation in IELTS writing.
My advice is to avoid trying to use colons and semicolons.

February 03, 2012

IELTS Writing Task 1: essay about 2 bar charts

Last week I suggested a way of writing introductions for 2 charts.

Today I'm attaching a full sample essay for this type of question. Click the following link to open my essay: download bar charts essay

January 27, 2012

IELTS Grammar: verbs with 'exam'

A lot of students write to me saying "I gave the IELTS test yesterday". Please note that "give an exam" is not correct.

Don't say:
- I gave an exam.
- I gave the IELTS test.

Do say:
- I took the IELTS exam/test.
- I passed the exam. (i.e. you were successful)

In other words, use "take" not "give".

January 25, 2012

IELTS Writing Task 1: introduction for 2 charts

You might find it easier to introduce two different charts by writing two separate sentences.

Here is an example question about a graph and bar chart:

The charts below give information about travel to and from the UK, and about the most popular countries for UK residents to visit.

Here is my 2-sentence introduction:

The graph shows numbers of visits to the UK and trips abroad by UK residents. The bar chart shows the five most popular destinations for UK travellers.

January 19, 2012

IELTS Writing Task 1: analyse model essays

Maybe you read my line graph essay last week, but did you really study it?

Here's some example analysis of last week's essay:

Structure - 4 paragraphs: introduction, overview, 2 specific details
Paraphrasing - proportion of the population = percentage of people (find more examples)
Overview - overall trend, then biggest change
Selecting key information - first year (1940), middle years (1990, early 2000s), end of period (2030 to 2040)
Comparing - in each country, most dramatic, and, compared to, by contrast, while, slightly lower, respectively (analyse my sentences to learn how to use these words correctly)
Verbs - compares, increases, is expected to see, were, rose, remained... (look carefully at the use of tenses)

It's possible to read model essays quickly and learn a little. It's also possible to spend a long time studying them carefully and learn a lot!

January 11, 2012

IELTS Writing Task 1: full essay

Here's my full essay for last week's line graph question:

The line graph compares the percentage of people aged 65 or more in three countries over a period of 100 years.

It is clear that the proportion of elderly people increases in each country between 1940 and 2040. Japan is expected to see the most dramatic changes in its elderly population.

In 1940, around 9% of Americans were aged 65 or over, compared to about 7% of Swedish people and 5% of Japanese people. The proportions of elderly people in the USA and Sweden rose gradually over the next 50 years, reaching just under 15% in 1990. By contrast, the figures for Japan remained below 5% until the early 2000s.

Looking into the future, a sudden increase in the percentage of elderly people is predicted for Japan, with a jump of over 15% in just 10 years from 2030 to 2040. By 2040, it is thought that around 27% of the Japanese population will be 65 years old or more, while the figures for Sweden and the USA will be slightly lower, at about 25% and 23% respectively.

(178 words, band 9)

January 03, 2012

IELTS Writing Task 1: graph showing future years

Several students have asked me about the following question from Cambridge IELTS book 5 (page 29).

The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in three different countries.

Here are the steps I would follow to write my essay:

Introduction: write one sentence to introduce what the graph shows. Just paraphrase the question statement (i.e. change a few words).
Summary: describe 2 main things e.g. the overall trend for all 3 countries, and the biggest change that you can see.
Details: compare all 3 countries in 1940, then in 1990.
Details: describe the dramatic increase predicted for Japan, and compare all 3 countries in 2040.

Note:
Try writing some essay plans like the one above. Planning makes you think about selecting and organising, so it's a useful skill to practise (even if you don't do a plan in your exam).

December 27, 2011

IELTS Writing Task 1: 'process diagram' details

Here are my 'details' paragraphs to finish the essay I started last week:

Looking at the coffee production process in detail, coffee beans must first be picked in the fields. These beans are then dried, roasted, and cooled before being put in a grinding machine, which turns the beans into coffee granules.

At the sixth stage in the process, the ground coffee is mixed with hot water, and the resulting mixture is strained. Next, the mixture is frozen and then passed once again through the grinder. After that, the ground, frozen liquid is dried in a vacuum so that the water evaporates, leaving the coffee granules. Finally, these granules are packed into coffee jars for delivery to shops.

Did you notice the passives and sequencing phrases?

- Passives: must be picked; are dried, roasted and cooled; is mixed...
- Sequencing: then; and; at the sixth stage; next; after that; finally...

December 18, 2011

IELTS Writing Task 1: 'process' introduction and overview

Last week I gave some advice about how to write an overview (summary) for process diagram questions. Here's the question again:

The diagram below shows how coffee is produced and prepared for sale in supermarkets and shops.

(Click on picture to make it bigger. Source: 'Meanings into Words Upper-Intermediate')

Here's my introduction and overview:

The picture illustrates the process of coffee manufacture and preparation for sale on the market.

It is clear that there are 11 stages in the production of coffee. The process begins with the picking of coffee beans, and ends at the packing stage.

December 12, 2011

IELTS Grammar: correct the mistakes

Try to find and correct the mistakes in these sentences:

I agree that we should interest more with our own societies and countries.
There three main problems that we need to tackle first, education.
You should mention your opinion in the introduction so examiner have some idea what to expect from your essay.

Feel free to share your corrections as 'comments'. I'll add my answers tomorrow.

December 10, 2011

IELTS Writing Task 1: process diagram summary

When describing a process diagram, most students have no problem describing the stages in the process step by step. However, not many students are able to write a good summary (or 'overview') of the process as a whole.

Think about how you would summarise this process:

(Click on picture to make it bigger. Source: 'Meanings into Words Upper-Intermediate')

Here are my tips for summarising process diagrams:

Write 2 sentences:
- First say how many stages there are in the whole process.
- Then say how/where the process begins and ends.

December 03, 2011

IELTS Writing Task 1: grammar mistakes

Can you find the mistakes in the following sentences?

The first table shows us the rate of marriage and divorce between 1970 - 2000.
While the divorce rate increased from 1 million to 1.5 million during the same period.
As from 1990 to 2000 marriage rate has decreased relatively from 2.5 to 2 million.
As shown in table 1 that the total number of marriages were high in 1970.
Finally few people got divorced in 1970 than 2000.

November 25, 2011

IELTS Writing Task 1: line graph exercise

The graph below gives information about car ownership in Britain from 1971 to 2007.

The graph shows changes in the number of cars ______ household in Great Britain ______ a period of 36 years.

Overall, car ownership in Britain increased ______ 1971 and 2007. In particular, the percentage of households with two cars rose, while the figure for households ______ a car fell.

In 1971, ______ half of all British households did not have regular use of a car. Around 44% of households had one car, but only about 7% had two cars. It was uncommon for families to own three or more cars, ______ around 2% of households falling into this category.

The one-car household was the most common type from the late 1970’s ______, although there was little change in the ______ for this category. The biggest change was seen in the proportion of households without a car, which fell steadily over the 36-year period ______ around 25% in 2007. In contrast, the proportion of two-car families rose steadily, reaching about 26% in 2007, and the proportion of households with more than two cars rose ______ around 5%.

Fill the gaps in the essay with the following words:
almost, to, figures, per, between, by, over, with, without, onwards

November 18, 2011

IELTS Grammar: capital letters

A few people have asked me about using capital letters in different parts of the IELTS test. Here's my advice:

In the reading and listening tests, they don't care about capital letters. So you can write everything in lowercase or in capitals, and it won't affect your score.
In the writing test, try to follow the normal rules for capital letters. Grammar books and websites explain these rules in detail. Click here to see a website that summarises the rules quite well.

November 17, 2011

IELTS Advice: 'real content'

Yesterday I made the point that 'real content' (topic-specific words and phrases) is much more important than linking phrases. To see a good example of real content, look back to Wednesday's lesson about main body paragraphs.

Here's some of the band 7-9 vocabulary that I used:

a defined career path
a great sense of satisfaction
work towards (and gradually achieve) goals
realise an ambition
gain the relevant qualifications
undertake years of training
find their work rewarding
invest time and effort

The above phrases came from just one paragraph! To be honest, the paragraphs I wrote on Wednesday are beyond (better than) what an examiner would ever expect to read. So don't worry if you can't write paragraphs like that; just try to learn something from them.

November 14, 2011

IELTS Writing Task 1: how to describe future years

Several people have asked me how to write about future years on a graph or chart. For example, what tense should you use if the graph shows the year 2025?

Try this exercise: take a description of past years, and rewrite it with future years.

Past:

In 1999, the proportion of people using the Internet in the USA was about 20%. The figures for Canada and Mexico were lower, at about 10% and 5% respectively. In 2005, Internet usage in both the USA and Canada rose to around 70% of the population, while the figure for Mexico reached just over 25%.

Future (I've changed the years and the verbs):

In 2015, the proportion of people using the Internet in the USA is expected to be about 20%. The figures for Canada and Mexico are likely to be lower, at about 10% and 5% respectively. In 2025, it is predicted that Internet usage in both the USA and Canada will rise to around 70% of the population, while the figure for Mexico should reach just over 25%.

November 10, 2011

IELTS Grammar: correct the mistakes

Find the mistakes in the following sentences:

Parents influence on their children and give them many advices.
Students need to develop their knowledges and skills.
We can use the Internet to do some researches.
If we want to find some informations fastly, the Internet is the best resource.

Feel free to share your answers in the "comments" area. I'll give you my answers tomorrow.

November 09, 2011

IELTS Advice: where to find test practice

On Monday and Tuesday I linked to some practice materials from the official IELTS website, ielts.org. This is the best place to start looking for official practice materials online because all of the example questions there are 'real'.

ielts.org is a big website, and it's not easy to find the test samples, so here's a direct link to the page you need: click here. Just go down the page until you see the PDF links.

Of course, the other sources of 'real' test practice are the Cambridge IELTS books.

November 01, 2011

IELTS Writing Task 1: describing 2 charts

Here are some tips for writing about 2 charts, graphs or tables:

1. Introduction

Write one sentence, but introduce each chart separately e.g. "The first bar chart shows..., and the second chart illustrates..."

2. Summary of main points

Write 2 sentences. If the information in the charts is not connected, find one main point or general trend for each chart. If the charts are connected, try to make comparisons.

3. Main body paragraphs

If the 2 charts are completely different (e.g. a graph and a table), write a separate paragraph about each.

If the charts are the same, and show the same information (e.g. 2 pie charts), don't describe them separately; the examiner will want to see comparisons. In this case, you could write one paragraph describing all of the information, but I still prefer to write 2 paragraphs because it makes the essay look more organised.

October 28, 2011

IELTS Grammar: 'highest' or 'the highest'?

Most grammar books will tell you that you need "the" before a superlative like "highest" or "lowest", but this is not always true.

We use "the" when there is a noun after the adjective e.g. the highest number, the highest proportion.
When we put the noun before, we don't need "the" e.g. the number was highest, the proportion was highest.

So, compare these 2 sentences:

- The UK had the highest rate of unemployment.
- The unemployment rate was highest in the UK.

October 27, 2011

IELTS Writing Task 1: accuracy

The gap-fill exercise below should test whether you can describe numbers accurately. I'll put the correct answers in the 'comments' area tomorrow.

UK Household Expenditure in 2009

Household ______ ______ highest in the transport category, ______ £63 a week. This included £21.10 per week ______ purchase of vehicles, £31.80 on the operation of personal transport (such as petrol, diesel, repairs and servicing) and £10.50 on transport services such as rail, tube and bus fares.

Food and non-alcoholic drink purchases ______ £51 to weekly household expenditure - £13.10 of which ______ ______ on meat and fish, £3.70 on fresh vegetables, and £3.00 on fresh fruit. Non-alcoholic drinks ______ ______ £4.00 ______ weekly expenditure, and £2.10 per week was spent on chocolate and confectionery.

Fill the gaps with the following words:

spent, spending, for, on, at, of, accounted, contributed, was (x2)

October 19, 2011

IELTS Writing Task 1: 'table' essay

Here's my band 9 essay following the steps in last week's lesson:

The table below gives information on consumer spending on different items in five different countries in 2002.

Percentage of national consumer expenditure by category - 2002

The table shows percentages of consumer expenditure for three categories of products and services in five countries in 2002.

It is clear that the largest proportion of consumer spending in each country went on food, drinks and tobacco. On the other hand, the leisure/education category has the lowest percentages in the table.

Out of the five countries, consumer spending on food, drinks and tobacco was noticeably higher in Turkey, at 32.14%, and Ireland, at nearly 29%. The proportion of spending on leisure and education was also highest in Turkey, at 4.35%, while expenditure on clothing and footwear was significantly higher in Italy, at 9%, than in any of the other countries.

It can be seen that Sweden had the lowest percentages of national consumer expenditure for food/drinks/tobacco and for clothing/footwear, at nearly 16% and just over 5% respectively. Spain had slightly higher figures for these categories, but the lowest figure for leisure/education, at only 1.98%.

Note:
- Which information did I choose to include in my 'summary' paragraph?
- Why did I use past and present tenses in paragraph 2?
- How did I group the information for paragraphs 3 and 4?

October 17, 2011

IELTS Vocabulary: 'topic specific' vocabulary

Yesterday I said that linking words don't help your vocabulary score, and that you need to use 'topic specific' vocabulary if you want a high score.

But what is 'topic specific' vocabulary?

The answer is: vocabulary that you would probably only use for one particular essay question. For example, I used this vocabulary in a lesson last week:

- impoverished or disadvantaged
- prioritise local charity
- those who live beyond our national borders
- curable diseases
- paying for vaccines that already exist

October 15, 2011

IELTS Vocabulary: 'phrases for any topic'

Many students have asked me to give them "a list of good phrases for any topic". In other words, they want to find a shortcut to band 7.

Unfortunately, this list does not exist!

The only words or phrases that you can use for any topic are 'linking' words or phrases. These might help you to organise your ideas, but they won't help your vocabulary score. The only way to get a good vocabulary score is by using 'topic specific' words and phrases.

October 13, 2011

IELTS Writing Task 1: my thinking steps

Today I'm going to explain my thinking process when I answer an IELTS Writing Task 1 question. We'll use this question (Cambridge IELTS 7, page 30):

The table below gives information on consumer spending on different items in five different countries in 2002.

Percentage of national consumer expenditure by category - 2002

Before I worry about what language to use, it's really important to understand the information, and decide how to organise it. This is what I'm thinking:

I know that I can write a short introduction by paraphrasing the question.
I look for an overall trend. I can see that the food/drinks/tobacco category has the highest percentages, and leisure/education has the lowest.
Now I want to write two main body paragraphs. I need to select something to say about each country. Remember, there is no rule about what information you select; everyone will do this differently.
I look for the highest figures in each category: I can see that Turkey has the highest figure for food/drinks/tobacco AND for education/leisure. Italy has the highest figure for clothing/footwear.
So, I'll write a paragraph about Turkey and Italy.
My final paragraph needs to talk about Ireland, Spain and Sweden.
Maybe I'll point out that Ireland has a high figure for the first category, Spain has the lowest figure for education/leisure, and Sweden has the lowest figures for the first AND second categories.
I don't need a conclusion because I have already mentioned a general trend in point 2.

Try writing an essay following these steps. You can compare your essay with mine next week.

October 07, 2011

IELTS Grammar: correct the mistakes

Here are some more sentences that contain mistakes. See if you can find them.

Children are not enough mature to make decisions.
Poor parenting has contributed children to misbehave more.
Good parenting encourages children acquire social skills.
Bringing up children and educate them is the responsibility of parents.

Please share your corrections in the "comments" area below this lesson. I'll add my corrections tomorrow.

October 06, 2011

IELTS Advice: someone to check your work

I think it's important to practise every day if you want to improve your English and your IELTS score. That's why I write something on this website every day.

However, you also need feedback. You need someone to check your work, point out your mistakes and give you advice about how to improve.

Books and websites are great for advice, techniques and practice questions. But if I were you, I'd also try to get some face-to-face help, maybe just once a week.

October 02, 2011

IELTS Writing Task 1: graph and table essay

Last week I wrote a plan for this question. Now I've added my full essay below.

The graph and table below give information about water use worldwide and water consumption in two different countries.

The charts compare the amount of water used for agriculture, industry and homes around the world, and water use in Brazil and the Democratic Republic of Congo.

It is clear that global water needs rose significantly between 1900 and 2000, and that agriculture accounted for the largest proportion of water used. We can also see that water consumption was considerably higher in Brazil than in the Congo.

In 1900, around 500km³ of water was used by the agriculture sector worldwide. The figures for industrial and domestic water consumption stood at around one fifth of that amount. By 2000, global water use for agriculture had increased to around 3000km³, industrial water use had risen to just under half that amount, and domestic consumption had reached approximately 500km³.

In the year 2000, the populations of Brazil and the Congo were 176 million and 5.2 million respectively. Water consumption per person in Brazil, at 359m³, was much higher than that in the Congo, at only 8m³, and this could be explained by the fact that Brazil had 265 times more irrigated land.

(184 words, band 9)

September 27, 2011

IELTS Grammar: number, amount, proportion, figure

Somebody asked me about the difference between these 4 words (for IELTS writing task 1). I'll try to explain some basic ways to use them.

number
- Use "the number of + plural noun" e.g. the number of visitors.
- Don't use it to describe percentages or uncountable nouns e.g. money.

amount
- Use "the amount of + uncountable noun" e.g. the amount of money.
- Don't use it with countable nouns e.g. the amount of person/people.

proportion
- Only use this to describe percentages (not numbers).
- Use "the proportion of + plural noun" e.g. the proportion of people.

figure
- Use "the figure for + plural noun" e.g. the figure for visitors to the UK.
- Use it with uncountable nouns e.g. the figure for unemployment.
- Use it with countries e.g. the figure for Canada.
- Use it with percentages e.g. the figure (for...) rose to 10%.

Note:
If you've read any of my task 1 essays, you'll see that I like "the figure for" because it can be used in almost any situation.

September 21, 2011

IELTS Writing Task 1: 'water use' graph and table

The following question comes from Cambridge IELTS book 6, page 30.

The graph and table below give information about water use worldwide and water consumption in two different countries.

Here's my plan for a 4-paragraph essay:

Introduction - rewrite the question in a different way.
Summary - write one sentence summarising the trend shown on the graph, and one sentence summarising the table.
Details paragraph - describe the graph in detail (maybe 3 sentences).
Details paragraph - describe the table in detail (maybe 3 sentences).

Remember: we don't write a conclusion because a conclusion means a final decision or opinion. However, you can put the summary at the end (instead of second) if you want.

September 14, 2011

IELTS Grammar: using 'see' in writing task 1

A few people have asked me about using 'see' to describe numbers on a graph or chart. Look at the following sentence:

In Britain, CD sales increased dramatically in the 1980s.

We can write the same sentence in various ways using 'see':

Britain saw a dramatic increase in CD sales in the 1980s.
The 1980s saw a dramatic increase in CD sales in Britain.
British shops saw CD sales increase dramatically in the 1980s.

September 12, 2011

IELTS Advice: band 9 essays

Some students (both in my classes and online) find it hard to believe that all of my essays are band 9. They are under the impression that you need to use "difficult" language to get a high score. This is how I respond:

What is "difficult" language? Language is not mathematics; anyone can learn and understand a word or phrase.
The most difficult thing is using words together correctly and naturally. Small words like articles and prepositions cause the most problems.
If an essay has no grammar mistakes and a mix of long and short sentences, it's almost certain that it will get band 9 for grammar.
If ideas are explained and developed in a clear, logical way, you will get a high score for coherence and cohesion.
If you try to make your writing over-complicated, it will seem forced and unnatural.

Remember: if an essay is difficult to read, it's probably badly written. Good writing is surprisingly easy to read, and the arguments are easy to follow.

September 02, 2011

IELTS Grammar: correct the mistakes

Can you correct the mistakes in the following sentences?

The pollution and waste that we produce also affect on animals.
Many animals are in danger extinction.
Traffic congestion in nearly all over the world is on the increase.
Most of people who live in cities are suffering from traffic.
Schools can make a big part in educating children about this issue.

Please share your corrections in the "comments" area below this lesson. I'll add my corrections tomorrow.

September 01, 2011

IELTS Advice: notice your mistakes

Students often don't notice when a teacher corrects their mistakes.

Look at this example of a conversation between a teacher and a student:

Teacher: How long have you been living in Manchester?
Student: I came here before one month?
Teacher: One month ago?
Student: Yes, before one month.

The student doesn't notice that the teacher is correcting a mistake. In English we don't say "before one month", we say "one month ago".

When a teacher repeats something that you said in a different way, you probably made a mistake. Listen carefully, and try to notice mistakes and corrections.

August 30, 2011

IELTS Writing Task 1: pie chart essay

Here's my full essay for the pie charts in last week's lesson. I've made the last two paragraphs into a gap-fill exercise to focus your attention on some good ways to describe numbers.

Fill the gaps with these words:
constitutes, drops, amount, fifth, higher, make, one, relative, figure, up

The pie charts compare the proportion of carbohydrates, protein and fat in three different diets, namely an average diet, a healthy diet, and a healthy diet for sport.

It is noticeable that sportspeople require a diet comprising a significantly higher proportion of carbohydrates than an average diet or a healthy diet. The average diet contains the lowest percentage of carbohydrates but the highest proportion of protein.

Carbohydrates ______ ______ 60% of the healthy diet for sport. This is 10% ______ than the proportion of carbohydrates in a normal healthy diet, and 20% more than the proportion in an average diet. On the other hand, people who eat an average diet consume a greater ______ ______ of protein (40%) than those who eat a healthy diet (30%) and sportspeople (25%).

The third compound shown in the charts is fat. Fat ______ exactly ______ ______ of both the average diet and the healthy diet, but the ______ ______ to only 15% for the healthy sports diet.

August 21, 2011

IELTS Writing Task 1: introduction and summary

Last week I said that you need to do 3 things to write a task 1 essay: introduce, summarise, and describe details. Today I'll look at the introduction and summary for the pie charts below.

Introduction - just say what the pie charts show:

The pie charts compare the proportion of carbohydrates, protein and fat in three different diets, namely an average diet, a healthy diet, and a healthy diet for sport.

Note: Don't try to 'show off' in your introduction. Just use 'show', 'compare' or 'illustrate'; don't use words like 'depict' or 'indicate'.

Summary - write 2 sentences about the main/general points:

Note: There is no 'right' way to choose your main/general points. Just choose the two things that you notice first. I try to avoid specific numbers in my summaries - save numbers for the 'details' paragraphs. We'll look at those next week.

August 19, 2011

IELTS Grammar: correct the mistakes

Can you find the mistakes in the following sentences? You might need to make several changes.

It is clear that, diploma and degree were the most popular qualifications.
Parents are usually try to provide their children different alternatives.
Most of computer games contain several of violence.
The number of people living in cities will be sharply increased.
Advertising are widely spread nowadays.

Please share your corrections in the "comments" area below this lesson. I'll add my corrections tomorrow.

August 17, 2011

IELTS Advice: big mistakes!

Here are some mistakes that can really affect your IELTS score:

Writing less than 150 or 250 words. My advice: count how many words you write, on average, per line. If you write about 10 words per line, make sure that you write more than 25 lines for writing task 2.
Not separating paragraphs. Your score will immediately drop if you don't separate paragraphs clearly. My advice: leave a full line between paragraphs.
Not answering the question (writing and speaking). My advice: in the writing exam, keep checking the question to make sure you are answering it fully. In the speaking exam, answer the question directly, then explain your answer.
Not finishing the reading test. My advice: you must get to the end of the test paper. If you get stuck on a difficult question, miss it out and return to it later.
Making spelling mistakes in the listening test. My advice: if you have a spelling problem, you must keep a list of your mistakes and learn the correct spellings by heart. Test yourself every day.

August 16, 2011

IELTS Writing Task 1: pie chart practice

Try doing a Google image search for 'pie charts' and you'll find plenty of charts that you could practise describing. Here's one I found:

To write an essay, you need to do 3 things:

Introduce the chart by saying what it shows.
Summarise the information by describing the main/general points.
Describe the charts in detail, comparing the figures (2 paragraphs).

August 02, 2011

IELTS Writing Task 1: table exercise

The chart below shows average hours and minutes spent by UK males and females on different daily activities.

I've made the following essay into a gap-fill exercise.

The table compares the average ______ of time per day that men and women in the UK spend ______ different activities.

It is clear that people in the UK spend more time ______ than doing any other daily activity. Also, there are significant differences between the time ______ by men and women on employment/study and housework.

On average, men and women in the UK ______ for about 8 hours per day. Leisure ______ ______ the second largest proportion of their time. Men spend 5 hours and 25 minutes doing various leisure activities, such as watching TV or doing sport, ______ women have 4 hours and 53 minutes of leisure time.

It is noticeable that men work or study for an average of 79 minutes more than women every day. By contrast, women spend 79 minutes more than men doing housework, and they spend ______ ______ as much time looking after children.

Fill the gaps using these words:
doing, up, over, spent, while, sleeping, sleep, twice, amount, takes

July 24, 2011

IELTS Writing Task 1: tables

Tables seem difficult when they contain a lot of numbers. Here's some advice:

Try to write 4 paragraphs - introduction, summary of main points, 2 detail paragraphs.

Before you start writing, highlight some key numbers. Choose the biggest number in each category in the table (i.e. in each column and row). If the table shows years, look for the biggest changes in numbers over the time period. You could also mention the smallest numbers, but you can ignore 'middle' numbers (neither biggest nor smallest).

For your summary paragraph, try to compare whole categories (columns or rows) rather than individual 'cells' in the table. If you can't compare whole categories, compare the biggest and smallest number. Write 2 sentences for the summary.

In your two 'details' paragraphs, never describe each category (column or row) separately. The examiner wants to see comparisons. Try to organise the numbers you highlighted into 2 groups - one for each paragraph (e.g. highest numbers for all categories together, and lowest numbers together).

Describe / compare the numbers you highlighted - include at least 3 numbers in each paragraph.

Use the past simple for past years, and 'will' or 'is expected/predicted to' for future years. If no time is shown, use the present simple.

July 20, 2011

IELTS Advice: keep a vocabulary notebook

As I've said before, you should keep a notebook to collect 'band 7' IELTS vocabulary. Here are some of this week's key words and phrases for your notebook:

Listening:
the unemployment rate, the country as a whole, working hours, hire staff, job opportunities, expansion of the workforce

Writing Task 2:
form of entertainment, vital public service, contribute to society, undervalued and underpaid, enormous salaries, earn a fraction of the money, essential for our health and prosperity

Writing Task 1:
in terms of, emissions, fell considerably, the most dramatic decrease, was responsible for, an increase was seen, saw an increase

July 16, 2011

IELTS Writing Task 1: line graph exercise

The graph below shows UK acid rain emissions, measured in millions of tonnes, from four different sectors between 1990 and 2007.

I've made the following essay into a gap-fill exercise.

The line graph compares four sectors in ______ of the amount of acid rain emissions that they produced over a period of 17 years in the UK.

It is clear that the total amount of acid rain emissions in the UK ______ ______ between 1990 and 2007. The most ______ decrease was seen in the electricity, gas and water supply sector.

In 1990, around 3.3 million tonnes of acid rain emissions came from the electricity, gas and water sector. The transport and communication sector was ______ for about 0.7 million tonnes of emissions, while the domestic sector ______ around 0.6 million tonnes. Just over 2 million tonnes of acid rain gases came from other industries.

Emissions from electricity, gas and water supply fell dramatically to only 0.5 million tonnes in 2007, a ______ of almost 3 million tonnes. While acid rain gases from the domestic sector and other industries fell gradually, the transport sector ______ a small increase in emissions, ______ a peak of 1 million tonnes in 2005.

Fill the gaps using these words:
produced, reaching, fell, responsible, saw, considerably, terms, drop, dramatic

July 08, 2011

IELTS Grammar: notice your mistakes

Students often don't notice when a teacher corrects their mistakes.

Look at this example of a conversation between a student and a teacher:

Student: I gave the IELTS exam last week.
Teacher: Oh, you mean you took the exam last week?
Student: Yes, I have given the exam twice. (should be 'taken')

The student doesn't notice that the teacher is correcting a mistake. Your teacher can 'give' you a test or an exam, but you 'take' or 'do' the exam.

When a teacher repeats something that you said in a different way, you probably made a mistake. Listen carefully, and try to correct yourself.

July 07, 2011

IELTS Writing Task 1: house prices (full essay)

Here's my full essay (band 9) for last week's question:

The bar chart compares the cost of an average house in five major cities over a period of 13 years from 1989.

We can see that house prices fell overall between 1990 and 1995, but most of the cities saw rising prices between 1996 and 2002. London experienced by far the greatest changes in house prices over the 13-year period.

Over the 5 years after 1989, the cost of average homes in Tokyo and London dropped by around 7%, while New York house prices went down by 5%. By contrast, prices rose by approximately 2% in both Madrid and Frankfurt.

Between 1996 and 2002, London house prices jumped to around 12% above the 1989 average. Homebuyers in New York also had to pay significantly more, with prices rising to 5% above the 1989 average, but homes in Tokyo remained cheaper than they were in 1989. The cost of an average home in Madrid rose by a further 2%, while prices in Frankfurt remained stable.

(165 words)

July 02, 2011

IELTS Writing Task 1: 'house prices' chart

The question below comes from Cambridge IELTS book 7. Students tend to find this question difficult, but last week's lesson about house prices might help.

The chart below shows information about changes in average house prices in five different cities between 1990 and 2002 compared with the average house prices in 1989.

Some advice:

Introduction: paraphrase the question.
Summary: compare the two periods (prices fell overall from 1990-95, but rose from 1996-2002), and mention that London prices changed the most.
Details: write one paragraph about each period.
Note: don't write -5%, write "fell by 5%".

I'm afraid I can't give feedback for essays that people share in the "comments" area, but I'll share my own full essay next week.

June 26, 2011

IELTS Writing Task 1: house prices

If you want to learn how to describe trends (increase, decrease etc.), search for some news about house prices.

Here's part of a news article I found about UK house prices:

There was seemingly good news for UK home owners when Halifax announced house prices had risen by 0.3% in July 2011, boosting the average value of a property to £163,981. Halifax also noted that prices were 0.5% higher over the three months from May to July than in the previous three months.

But is it time to celebrate the renaissance of the housing market? Even Halifax’s index shows that over the preceding 12-month period, prices actually fell by 2.6%. Despite the price increases seen in recent months, we are finding that the average price of a property remains just under 13% below its peak in 2007.

Try to answer the questions below. Write a full sentence for each answer.

What happened to UK house prices in July 2011?
What do the figures 0.5% and 2.6% refer to?
Compare the 2011 average UK house price with the 2007 average.

I'll share my answers in the "comments" area tomorrow, and we'll look at an IELTS question about house prices next week (Cambridge 7, test 3).

June 22, 2011

IELTS Vocabulary: word family for 'compare'

Let's look at the word family for 'compare'. Remember that we are looking at usage, not meaning (I'm sure you know the meaning of these words).

The graph compares the number of males and females...
10% of males were unemployed, compared to only 8% of females.
The unemployment rate was high in 2008 compared with previous years.
The unemployment rate was high in 2008 in comparison with...
By/in comparison, the unemployment rate in 2008 increased to...
Figures for the USA were comparable with/to those for the UK.
The figure for females was comparatively low, at only 8%.

You've probably noticed that this word family is really useful for writing task 1.

PS. Thanks to Martin for sharing this online dictionary. The 'usage notes' at the bottom of the page are especially helpful.

June 19, 2011

IELTS Writing Task 1: process diagrams

Process diagrams show how something is done or made. They always show steps/stages. Here's some advice about how to describe them:

Try to write 4 paragraphs - introduction, summary of main points, 2 detail paragraphs.

Write the introduction by paraphrasing the question (rewrite it by changing some of the words).

For your summary, first say how many steps there are in the process. Then say where/how the process begins and ends (look at the first and last stages).

In paragraphs 3 and 4, describe the process step by step. Include the first and last steps that you mentioned in the summary, but try to describe them in more detail or in a different way.

You could describe the steps in one paragraph, but it looks more organised if you break the description into two paragraphs. Just start paragraph 4 somewhere in the middle of the process.

Mention every stage in the process.

Use 'sequencing' language e.g. at the first / second / following / final stage of the process, next, after that, then, finally etc.

Times (e.g. past dates) are not usually shown, so use the present simple tense.

It's usually a good idea to use the passive e.g. 'At the final stage, the product is delivered to shops' (because we don't need to know who delivered the product).

June 15, 2011

IELTS Grammar: word families

If you want to improve your vocabulary knowledge, it's a good idea to study word families.

Let's look at the word family for "different".

We usually say different from e.g. A is different from B.
The noun is difference e.g. There is a difference between A and B.
The verb is differ e.g. A differs from B (or A and B differ).

I'm sure you understood these words, but did you really know how to use them correctly? We'll look at another word family next week.

June 10, 2011

IELTS Writing Task 1: line graphs

Line graphs always show changes over time. Here's some advice about how to describe them:

Try to write 4 paragraphs - introduction, summary of main points, 2 detail paragraphs.

For your summary paragraph, look at the "big picture" - what changes happened to all of the lines from the beginning to the end of the period shown (i.e. from the first year to the last). Is there a trend that all of the lines follow (e.g. an overall increase)?

You don't need to give numbers in your summary paragraph. Numbers are specific details. Just mention general things like 'overall change', 'highest' and 'lowest', without giving specific figures.

Never describe each line separately. The examiner wants to see comparisons.

If the graph shows years, you won't have time to mention all of them. The key years to describe are the first year and the last year. You should also mention any 'special' years (e.g. a peak or a significant rise/fall).

Start describing details (paragraph 3) with a comparison of the lines for the first year shown on the graph (e.g. In 1990, the number of...).

Use the past simple (increased, fell) for past years, and 'will' or 'is expected/predicted to' for future years.

Don't use the passive (e.g. the number was increased), continuous (e.g. the number was increasing), or perfect tenses (e.g. the number has increased).

June 03, 2011

IELTS Writing Task 1: full essay

The table below shows the proportion of different categories of families living in poverty in Australia in 1999.

The table gives information about poverty rates among six types of household in Australia in the year 1999.

It is noticeable that levels of poverty were higher for single people than for couples, and people with children were more likely to be poor than those without. Poverty rates were considerably lower among elderly people.

Overall, 11% of Australians, or 1,837,000 people, were living in poverty in 1999. Aged people were the least likely to be poor, with poverty levels of 6% and 4% for single aged people and aged couples respectively.

Just over one fifth of single parents were living in poverty, whereas only 12% of parents living with a partner were classed as poor. The same pattern can be seen for people with no children: while 19% of single people in this group were living below the poverty line, the figure for couples was much lower, at only 7%.

(150 words, band 9)

May 23, 2011

IELTS Writing Task 1: full essay (describe a map)

In last week's lesson we looked at a 'describe a map' question. If you wrote an essay for this question, compare it with my essay below.

Here's my band 9 essay. I focused on describing similarities and differences.

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.

May 20, 2011

IELTS Advice: the "four-hour essay"

One of my students was worried that it took her 4 hours to write a band 7 essay for homework.

In my opinion, spending 4 hours to write an essay is a good idea. This kind of hard work leads to great results! The important thing is to be able to write your first band 7 essay. At first it might take you 4 hours, but you will get faster with practice.

PS. The student I mentioned got a band 7 in her exam about 6 weeks later!

May 18, 2011

IELTS Writing Task 1: describe a map

Sometimes (quite rarely) you have to describe a map for IELTS Writing Task 1. Today I'll explain how I would answer this type of question.

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.

(From Cambridge IELTS 5)

Here is some advice:

Introduction - Just paraphrase the question (instead of 'two possible sites' you could write 'two potential locations').
Summary - The main point is that the first site (S1) is outside the town, whereas the second site is in the town centre. Also, you could mention that the map shows the position of both sites relative to a railway and three roads which lead to three smaller towns.
Details (2 paragraphs) - Don't write a separate paragraph about each site; it's much better to compare the sites. I'd write one paragraph comparing the position of each site relative to Garlsdon (mention the different areas of the town), and another paragraph about the positions relative to transport links with the other three towns.

May 05, 2011

IELTS Writing Task 1: selecting details

Last week's lesson was about selecting the main points. After that you need to describe specific details.

The bar chart we saw last week contains a lot of information, so you will not be able to include everything.

Make sure that you write something about each country. Select the most relevant point for each country, and don't forget to mention some figures. I've written an example sentence about each country below.

United States
The United States had the highest number of prisoners in four out of the six years shown on the chart, and in 1980 the figure for this country peaked at nearly 140,000 prisoners.

Canada
Canada had the highest figures for imprisonment in 1930 and 1950, with about 120,000 prisoners in both years.

New Zealand and Australia
The figures for New Zealand an Australia fluctuated between 40,000 and 100,000 prisoners, although New Zealand's prison population tended to be the higher of the two.

Great Britain
In contrast to the figures for the other countries, the number of prisoners in Great Britain rose steadily between 1930 and 1980, reaching a peak of about 80,000 at the end of the period.

May 03, 2011

IELTS Advice: planning

Here's what I thought when I read the research mentioned yesterday:

The research is most relevant to the IELTS writing test, especially task 2.
Students who rush to start writing often get into trouble: their essays lack organisation, and they often forget to answer all parts of the question.
Students who take some time to plan their essays often get higher scores. Their essays contain more relevant ideas and better vocabulary.

So, try to be more like the professors and PhD students: spend some time thinking and making notes before you start writing. Planning is the key to better writing.

May 01, 2011

IELTS Advice: experts spend longer planning

The other day I read about some interesting research which compared physics professors and PhD students (experts) with physics undergraduates (not experts). The professors, PhD students and undergraduates were all given the same physics test.

Here's a summary of the research findings:

"Professors and PhDs were slower than undergraduates to begin to solve the problems. The experts paused before they put pencil to paper. They spent a few minutes assessing the structure of the problem and figuring out the best physics principle to use. The undergraduates, on the other hand, jumped right into problem solving, which often got them in trouble."
(Click here to see the book this comes from)

Do you think IELTS candidates can learn anything from this?

April 29, 2011

IELTS Writing Task 1: how to select main points

After a short introduction, I always try to write a paragraph which summarises the main points. When there is a lot of information (like in the bar chart below), it can be difficult to select the main points.

The table below shows the figures for imprisonment in five countries between 1930 and 1980. (The y axis shows numbers of prisoners in thousands)

(Cambridge IELTS 2)

Usually I look for a change from the beginning to the end of the period. However, there is no overall trend because the figures fluctuate. So, I'll talk about the highest and lowest figures instead.

Here is my summary of the main points:

While the figures for imprisonment fluctuated over the period shown, it is clear that the United States had the highest number of prisoners overall. Great Britain, on the other hand, had the lowest number of prisoners for the majority of the period.

April 27, 2011

IELTS Advice: describe your favourite...

More advice about describing your favourite book, film or piece of music:

You can talk about any type of book (textbook, biography etc.). You only need to describe a story if the question asks you to describe a 'novel'.
Many books are also films. It would be a good idea to prepare one description that you can use for both.
Amazon.com is great for reviews of books, films and music. Just search for a title, then go down the page to find the reviews.
"Steal" the best vocabulary from the reviews that you find.
Use Google. I searched for "my favourite film is" on Google and found this 'My Favourite Films' website. It's full of good ideas.
Try this Google search: "my favourite piece of music is"
You can describe a book, film or piece of music from your country.
You can invent a story if necessary, but it's easier to tell the truth.
If you don't like books, pretend that your favourite film is a book (and vice versa).
Remember to include adjectives to describe your feelings/opinions. Tell the story of when you first read the book, saw the film or listened to the song, who recommended it, why you like it etc.

NB. 'Piece of music' just means a song.

April 20, 2011

IELTS Writing Task 1: describing details

Last week I wrote a lesson about summarising the information on a graph. After your summary, you then need to describe specific details. It's important to include numbers and make some comparisons.

Try to write 2 paragraphs describing details. It looks more organised if you divide the information into 2 parts.

For line graphs, I always use the following approach:

1st detail paragraph: compare the numbers for the first year (e.g. 1951), then describe the changes up to a key point on the graph (e.g. peak numbers in 1971).

2nd detail paragraph: explain the general trend for each line after the key point (1971), then compare the numbers for the last year shown (2009).

April 16, 2011

IELTS Grammar: correct the mistakes

The sentences below contain some common mistakes. Try to correct them.

The number of holidays abroad was dramatically increased in 2005.
The figure was raised again in 2006, but it reduced in 2007.
In 2008, the number of foreign holidays was reduced to its lowest point.

What grammar point can we learn by correcting these 3 sentences?

April 15, 2011

IELTS Advice: do your own research

The Internet is an unbelievable resource for language learning. One way to use it is to do extra research about IELTS topics.

This week, for example, I did a reading test with my students about performance in sport (Cambridge IELTS 4, page 88). The passage contained several terms that my students didn't know, such as:

plyometrics
biomechanics
the Fosbury flop

These are very specific terms that you might never need again, but wouldn't it be interesting to find out more about them? It might help your English as well as your general knowledge.

April 13, 2011

IELTS Writing Task 1: the summary paragraph

As part of your task 1 essay, you need to write a general summary of the information (examiners call this the 'overview'). I usually write my summary straight after the introduction, but you can also put it at the end of the essay.

To summarise graphs, I look for the overall change from the first year to the last year shown. I also look for the main trends or the highest and lowest numbers.

Here's my 2-sentence summary for the graph above:

It is clear that the total number of marriages per year fell between 1951 and 2009. While the number of first marriages fell dramatically from the end of the 1960s, the figure for remarriages remained stable.

April 05, 2011

IELTS Advice: 'topic vocabulary' is the key!

As I've said before, the key to a high score in IELTS writing and speaking is to express relevant ideas using good vocabulary.

Did you write down the following phrases from yesterday's lesson?

interesting and engaging
feel involved in the lesson
something that is relevant to them
the teacher delivers the content
there's no substitute for a good teacher
the guidance of a teacher
tell you where you're going wrong
become less common
study independently
using different technologies
rather than sitting in a classroom
following online courses

Notice that the phrases above are all relevant to the topic. I call this 'topic vocabulary'. They are not linking phrases or phrases that you can use for any topic.

It's the topic vocabulary that gets you a high score.

April 02, 2011

IELTS Writing Task 1: describing numbers

A good exercise is to choose one piece of information (a number) from a graph or chart, and try to describe it in several different ways.

UK marriages, 1951 - 2009

Here are 5 different sentences describing the 'all marriages' figure for the year 1951 (from the graph above):

Around 400,000 couples got married in the UK in 1951.
Around 400,000 weddings took place in the UK in the year 1951.
In 1951, there were around 400,000 marriages in the UK.
In 1951, the number of UK marriages stood at about 400,000.
In 1951, the figure for marriages in the UK was approximately 400,000.

Don't spend all your time writing full essays; do some focused exercises too.

March 24, 2011

IELTS Advice: 'less common vocabulary'

To get a band 7 or higher in IELTS writing task 2, you need to use less common vocabulary.

Here are some "less common" words and phrases from Wednesday's lesson:

educational opportunities
equal proportions of each gender
simply unrealistic
applications that the institution receives
applicants of each gender
tend to attract
the practical concerns expressed above
to base admission on
select candidates
according to their qualifications
achieve good grades
the best candidate for a place on a course
it would be wrong to reject her in favour of
fewer qualifications
based on merit
impractical
a selection procedure

This list of vocabulary is the main reason why my essay would get a band 9.

March 21, 2011

IELTS Writing Task 1: comparisons

You can use "compared to", "compared with" and "in comparison with" in the same way. For example:

Prices in the UK are high compared to / with / in comparison with (prices in) Canada and Australia.
Compared to / with / in comparison with (prices in) Canada and Australia, prices in the UK are high.

When writing about numbers or changes, I find it easier to use "while" or "whereas":

There are 5 million smokers in the UK, while / whereas only 2 million Canadians and 1 million Australians smoke.
Between 1990 and 2000, the number of smokers in the UK decreased dramatically, while / whereas the figures for Canada and Australia remained the same.

Please note:
We don't say "comparing to".
We say "2 million" not "2 millions".

March 19, 2011

IELTS Advice: how to escape the worry cycle

One of the steps in yesterday's success cycle was "enjoy studying more".

To escape the worry cycle, try to find ways to enjoy learning English more. Maybe you could watch more videos on ted.com or YouTube. Maybe you could read a book that you have already read in your own language. If you don't find ways to make it interesting, you'll get bored, frustrated and even more worried.

March 17, 2011

IELTS Writing Task 1: bar chart essay

Here's my full band 9 essay for last week's question:

The bar chart compares consumer spending on six different items in Germany, Italy, France and Britain.

It is clear that British people spent significantly more money than people in the other three countries on all six goods. Of the six items, consumers spent the most money on photographic film.

People in Britain spent just over £170,000 on photographic film, which is the highest figure shown on the chart. By contrast, Germans were the lowest overall spenders, with roughly the same figures (just under £150,000) for each of the six products.

The figures for spending on toys were the same in both France and Italy, at nearly £160,000. However, while French people spent more than Italians on photographic film and CDs, Italians paid out more for personal stereos, tennis racquets and perfumes. The amount spent by French people on tennis racquets, around £145,000, is the lowest figure shown on the chart.

Note:
- I tried to keep the essay short (154 words) by selecting carefully.
- It's difficult to change spend, but I used spending, spenders and paid out.

March 11, 2011

IELTS Grammar: verb + noun collocations

When deciding whether to give a band 7 in IELTS speaking or writing, one of the things that examiners look at is your use of collocations.

'Collocation' basically means using the right words together. Many students know a lot of nouns, but they don't always know the right verbs to use with those nouns.

Here are some useful 'verb + noun' collocations:

to make a mistake (not 'do' a mistake)
to do/carry out/conduct research (not 'make' research, not 'a' research)
to make/take/reach a decision
to have/gain/lack experience
to have/face/experience difficulties

Think about this, especially when you are writing essays. Check in a dictionary to make sure you have used the right verb with the right noun.

March 09, 2011

IELTS Writing Task 1: selecting

The following bar chart has a total of 24 bars. It's impossible to describe 24 pieces of information in only 20 minutes, so you need to select.

A simple rule is to select at least one key thing about each country. Here are some examples:

Britain: highest spending on all 6 products, give the figure for photographic film.
France: second highest for 3 products, but lowest for the other 3.
Italy: Italians spent more money on toys than on any other product.
Germany: lowest spending overall, similar figures for all 6 products.

I'll write a full essay about this chart for next week.

February 20, 2011

IELTS Writing Task 1: house design essay

Here is my full essay for last week's question:

The diagrams show how house designs differ according to climate.

The most noticeable difference between houses designed for cool and warm climates is in the shape of the roof. The designs also differ with regard to the windows and the use of insulation.

We can see that the cool climate house has a high-angled roof, which allows sunlight to enter through the window. By contrast, the roof of the warm climate house has a peak in the middle and roof overhangs to shade the windows. Insulation and thermal building materials are used in cool climates to reduce heat loss, whereas insulation and reflective materials are used to keep the heat out in warm climates.

Finally, the cool climate house has one window which faces the direction of the sun, while the warm climate house has windows on two sides which are shaded from the sun. By opening the two windows at night, the house designed for warm climates can be ventilated.

(162 words, band 9)

February 16, 2011

IELTS Grammar: correct the mistakes

The following sentences contain mistakes. Can you find them?

Governments have played an essential place in society.
Lack of exercise has bad effects to health.
Qualifications lead to get promotions.
This may contribute to reach their dreams.
The main important thing is to make people aware for this problem.

I'll put my corrections in the "comments" area tomorrow.

February 14, 2011

IELTS Writing Task 1: always the same method

Students worry about how to describe diagrams, but the basic method is always the same: introduction, summary of main points, specific details.

Look at the following question for example:

The diagrams below show some principles of house design for cool and for warm climates.

Although this question is different from the normal graph/chart questions, you should structure your answer in the same way. Try to write 4 paragraphs:

Introduction: paraphrase the question.
Summary: describe the main differences - the design of the roof and windows, and the use of insulation.
Details: compare the roof design and use of insulation.
Details: compare the window design and how windows are used during the day and at night.

I'll write the full essay for next week's lesson.

January 19, 2011

IELTS Writing Task 1: to, by, with, at

Several people have asked me to explain how to use to, by, with and at when describing numbers. Here are some examples to give you a basic idea of the differences:

1) Use to when describing what happened to the number:

In 2008, the rate of unemployment rose to 10%.

2) Use by when describing the amount of change between two numbers:

In 2009, the rate of unemployment fell by 2% (from 10% to 8%).

3) Use with to give the idea of 'having' the number:

Obama won the election with 52% of the vote.

4) Use at to add the number on the end of a sentence:

Unemployment reached its highest level in 2008, at 10%.

January 06, 2011

IELTS Writing Task 1: the 'overview'

If you want to get a high score for task 1, you must write an 'overview' of the information. An overview is a summary of the main points or general trends.

How would you write an overview for this graph?

I try to write two sentences for my overview, so I look for two main points or trends. I don't usually mention any numbers because I save them for my 'details' paragraphs.

Example overview:

It is clear that Canada exported more wheat than Australia and the European Community for most of the period shown. However, while Canada's wheat exports fluctuated and Australia's fell, wheat exports from the European Community rose steadily.

December 22, 2010

IELTS Advice: questions about current events

Several people have asked me this question:

"Could there be questions about current events (e.g. the earthquake in Japan or the situation in the Arab world) in the speaking or writing exam?"

My answer to this is "no, I don't think so".

Remember, you are not supposed to need any specific knowledge for the IELTS exam. I've never seen any questions about current political events or specific news stories. The only time the examiner may ask you about such events is if you mention them (maybe in part 3 of the speaking test).

December 15, 2010

IELTS Writing Task 1: 'water cycle' essay

Several people have asked me for the full essay for this question, so here it is!

The diagram below shows the water cycle, which is the continuous movement of water on, above and below the surface of the Earth.

The picture illustrates the way in which water passes from ocean to air to land during the natural process known as the water cycle.

Three main stages are shown on the diagram. Ocean water evaporates, falls as rain, and eventually runs back into the oceans again.

Beginning at the evaporation stage, we can see that 80% of water vapour in the air comes from the oceans. Heat from the sun causes water to evaporate, and water vapour condenses to form clouds. At the second stage, labelled ‘precipitation’ on the diagram, water falls as rain or snow.

At the third stage in the cycle, rainwater may take various paths. Some of it may fall into lakes or return to the oceans via ‘surface runoff’. Otherwise, rainwater may filter through the ground, reaching the impervious layer of the earth. Salt water intrusion is shown to take place just before groundwater passes into the oceans to complete the cycle.

(156 words, band 9)

December 12, 2010

IELTS Writing Task 1: pie chart

The pie chart below shows how electricity is used in an average English home.
(Cambridge IELTS 4, page 54)

Fill the gaps using words from the following list.

appliances
remaining
account
proportion
for
largest
household

In an average English home, the ______ ______ of electricity, 52.5%, is used for heating rooms and water.

Three kitchen ______, namely ovens, kettles and washing machines, ______ ______ 17.5% of ______ electricity use.

The ______ 30% of electricity is used for lighting, televisions and radios (15%), and vacuum cleaners, food mixers and electric tools (15%).

December 02, 2010

IELTS Advice: extra help

Several students have emailed me recently asking for extra help. Unfortunately, if you don't live in Manchester, the only help I can give is through the lessons on this blog. I'm afraid it's impossible for me to teach people by email or Skype.

When people ask for extra help, my usual advice is to find a teacher who can help you one-to-one. Books or websites (like this one) can be a great source of advice and practice materials, but only a teacher can give you personalised feedback.

If you find a 'private' teacher, I suggest you spend most of your lesson time either analysing your essays (to see how you can improve them) or practising your answers for speaking questions.

November 30, 2010

IELTS Writing Task 1: 'building plans' essay

Here is my full essay for last week's question.

Click here to see the question

The first picture shows the layout of an art gallery, and the second shows some proposed changes to the gallery space.

It is clear that significant changes will be made in terms of the use of floor space in the gallery. There will be a completely new entrance and more space for exhibitions.

At present, visitors enter the gallery through doors which lead into a lobby. However, the plan is to move the entrance to the Parkinson Court side of the building, and visitors will walk straight into the exhibition area. In place of the lobby and office areas, which are shown on the existing plan, the new gallery plan shows an education area and a small storage area.

The permanent exhibition space in the redeveloped gallery will be about twice as large as it is now because it will occupy the area that is now used for temporary exhibitions. There will also be a new room for special exhibitions. This room is shown in red on the existing plan and is not currently part of the gallery.

(178 words, band 9)

November 24, 2010

IELTS Writing Task 1: 'before and after' diagram

Several students have asked for help with the following type of question.

The diagrams below are existing and proposed floor plans for the redevelopment of an art gallery.

(click on the diagram to enlarge it)

Here's my advice:

Introduction: paraphrase the question
Summary: the main changes to the gallery (entrance and use of space)
Paragraph comparing entrance, lobby, office, education area
Paragraph comparing use of space for exhibitions

I'll show you my full essay for this diagram next week.

November 20, 2010

IELTS Grammar: find the mistakes

Find the mistakes in the sentences below.

The graph shows the number of people travelled to and from UK.
In 1979, the number of people visited UK was 10 millions.
Turkey was the least country in terms of the number of people visiting it.

Feel free to share your answers in the "comments" area below. I'll post my answers tomorrow.

November 19, 2010

IELTS Advice: 'band 7 vocabulary'

As I've said before, good vocabulary is the key to a high score in IELTS writing and speaking.

Did you notice the band 7 vocabulary in yesterday's lesson?

every form of transport apart from
back then (= back when my grandparents were young)
technology has moved on (= progressed)
having said that (= however)
not necessarily
stuck in traffic
hopefully we'll have cars that drive themselves
getting around towns and cities (= travelling around)

The phrases above might not look difficult, but they are the kind of "natural" phrases that a native speaker would use.

November 18, 2010

IELTS Writing Task 1: line graph

The graph below shows the demand for electricity in England during typical days in winter and summer. (Cambridge IELTS 4, page 54)

Fill the gaps below using words from the following list:

demand (x2)
lowest
at (x2)
in
highest
consumption (x2)
peaks
twice

1. The daily ______ of electricity in England is about ______ as high in the winter compared to the summer.

2. During the winter, ______ for electricity ______ ______ around 45,000 units between 9 p.m. and 10 p.m.

3. During the summer, ______ of electricity is at its ______, at about 20,000 units, between 1 p.m. and 2 p.m.

4. ______ for electricity is ______ its ______ between 6 a.m. and 9 a.m. ______ both seasons.

November 10, 2010

IELTS Writing Task 1: 'natural process' diagram

Some of my students are working on the following question:

The diagram below shows the water cycle, which is the continuous movement of water on, above and below the surface of the Earth.

Here are some tips:

Introduction: Paraphrase the question. You could use the words 'natural process'.
Summary: Say how many steps there are, and mention the first and last steps. You can choose where the cycle begins, but I'd start from the ocean.
Details (2 paragraphs): Describe the process step by step. You don't have to mention every word shown on the diagram, so don't worry if you don't understand 'salt water intrusion'.
No conclusion: It's a description, so there is nothing to conclude.

Note:
Verbs will be active, not passive e.g. "water evaporates", not "water is evaporated".

November 04, 2010

IELTS Writing Task 1: 'table' essay

The table below gives information about the underground railway systems in six cities.

Full essay (band 9):

The table shows data about the underground rail networks in six major cities.

The table compares the six networks in terms of their age, size and the number of people who use them each year. It is clear that the three oldest underground systems are larger and serve significantly more passengers than the newer systems.

The London underground is the oldest system, having opened in 1863. It is also the largest system, with 394 kilometres of route. The second largest system, in Paris, is only about half the size of the London underground, with 199 kilometres of route. However, it serves more people per year. While only third in terms of size, the Tokyo system is easily the most used, with 1927 million passengers per year.

Of the three newer networks, the Washington DC underground is the most extensive, with 126 kilometres of route, compared to only 11 kilometres and 28 kilometres for the Kyoto and Los Angeles systems. The Los Angeles network is the newest, having opened in 2001, while the Kyoto network is the smallest and serves only 45 million passengers per year.

(185 words)

October 30, 2010

IELTS Grammar: more mistakes!

Try to correct the mistakes in the following sentences:

I am completely agree that job satisfaction for workers are important.
On the other side, maybe it is difficult for all workers to be happy in their jobs.
Although, we all need to work in order to pay our bills etc, but we also need to enjoy our jobs.

Be careful with "although". Most English learners make mistakes with this word.

October 29, 2010

IELTS Writing Task 1: active & passive for processes

When describing a process, verbs may be 'active' or 'passive'.

Active: A chicken lays an egg.
Passive: An egg is laid (by a chicken).

We often use the active to describe a natural process and the passive to describe a man-made process. The sentences below come from this lesson. I've underlined the active and passive verbs.

Life cycle (natural process):
The adult moth lays its eggs.
The silkworm larva produces silk thread.

Production of silk cloth (man-made process):
The cocoon is boiled in water.
The silk thread is unwound, twisted and then dyed.

October 25, 2010

IELTS Grammar: find the mistakes

Correct the mistakes in the sentences below.

With developments in nuclear technology, the risk of accidents are being reduced.
Scientists need to make more researches to improve the safety of nuclear power stations.
Using of nuclear power not only does it produce cheap electricity, but also it does not have any pollution.

I'll put my answers in the "comments" area tomorrow.

October 23, 2010

IELTS Advice: essay introductions

On Wednesday I wrote a lesson about introductions for IELTS writing task 2. Since then, several students have asked me this question:

"Will my introduction get a good score?"

Answer: your introduction alone will not get you a high score, even if it is perfect. The introduction is necessary, but the main body paragraphs decide your score.

Write a short, clear introduction. Then spend most of your time on the main body of the essay.

October 16, 2010

IELTS Advice: did you notice?

There was a lot of useful grammar and vocabulary in this week's lessons. Did you notice it, or did you just read the lessons quickly?

For example, did you notice:

which verb is used with the noun 'expectations'?
another way to say 'linked to'?
two uses of the word 'self'?
any new words or phrases e.g. 'the big pcture'?

Most people read things quickly and think that they understand. A few language students study everything carefully and notice the little details that make the difference.

October 07, 2010

IELTS Grammar: correct the mistakes

The following sentences contain mistakes. Try to correct them.

We are friends ever since we first met.
If people work in teams can help them to achieve more.
If we consider unemployment is another important issue.
It is difficult to live in a new country, it is also difficult to speak a new language.
Many children behave badly, could be because their parents are not strict enough.

September 30, 2010

IELTS Writing Task 1: 'consumer durables' table

Yesterday I looked at the following question with my students.

The table below shows the consumer durables owned in Britain from 1972 to 1983.

Here's our essay plan:

Introduction: paraphrase the question
Overview: highest = TV, biggest change = telephone and central heating
Describe figures for the 4 items with highest percentages
Describe figures for the 4 items with lowest percentages

We did paragraph 3 as an example:

In 1972, 93% of British homes had a television, and this increased to 98% in 1983. The majority of homes also had a vacuum cleaner and a refrigerator. These consumer durables were owned by over 90% of households by the end of the period. Washing machines were the fourth most common item, with 66% of households owning one in 1972, rising to 80% of households in 1983.

September 16, 2010

IELTS Writing Task 1: comparisons

Yesterday I looked at this question with my students. When describing a line graph:

- Do not describe each line separately.
- You must compare the figures.

Here is an example of how to compare the 4 lines for the year 1990:

In 1990, almost 90% of 14 to 24 year olds went to the cinema at least once a year. Cinema attendance was about 30% lower than this among people aged 25 to 34 and 35 to 49, while the figure for those aged over 50 was the lowest, at only 40%.

If you can write comparisons like this, you will get a very high score. Try using my comparison as a model to help you compare the figures for 2010.

September 06, 2010

IELTS Writing Task 1: describing steps

For process diagrams, you will need to describe each step in order.
Click here to see an example process diagram.

Here are my 2 main paragraphs describing the steps:

At the beginning of the process, clay is dug from the ground. The clay is put through a metal grid, and it passes onto a roller where it is mixed with sand and water. After that, the clay can be shaped into bricks in two ways: either it is put in a mould, or a wire cutter is used.

At the fourth stage in the process, the clay bricks are placed in a drying oven for one to two days. Next, the bricks are heated in a kiln at a moderate temperature (200 - 900 degrees Celsius) and then at a high temperature (up to 1300 degrees), before spending two to three days in a cooling chamber. Finally, the finished bricks are packaged and delivered.

Note:
Look at the use of passive verbs e.g. is dug, can be shaped, are placed.
I divided the stages into 2 paragraphs to make the essay easier to read.

September 01, 2010

IELTS Advice: looking for a 'nice' examiner

Kevin wrote a very interesting comment:

"I had a few lazy friends who tried different test centres in the hope of meeting a 'nice' examiner, but they never did. You are the person holding the key to success, not others."

Kevin makes an excellent point: don't waste your time comparing test centres, looking for nice examiners, or trying to find a 'magic' technique. Just do the hard work!

August 31, 2010

IELTS Writing Task 1: process diagrams

Here is some advice for describing a process diagram. The question I'm using comes from Cambridge IELTS 6. It's also on this website (go down the page to test 3).

Advice:

Introduction: paraphrase the question (one sentence).
Summary paragraph: write how many steps there are. You could also mention the first step and the last step (two sentences).
Details: describe each step in the diagrams.

Introduction and summary paragraphs:

The figures illustrate the stages in the life of a silkworm and the process of producing silk cloth.

There are four main stages in the life cycle of the silkworm, from eggs to adult moth. The process of silk cloth production involves six steps, from silkworm cocoon to silk material.

August 26, 2010

IELTS Writing Task 1: four pie charts essay

Here is my full essay for a question about 4 pie charts.

Cambridge IELTS book 7, page 101:

The pie charts compare the amount of electricity produced using five different sources of fuel in two countries over two separate years.

Total electricity production increased dramatically from 1980 to 2000 in both Australia and France. While the totals for both countries were similar, there were big differences in the fuel sources used.

Coal was used to produce 50 of the total 100 units of electricity in Australia in 1980, rising to 130 out of 170 units in 2000. By contrast, nuclear power became the most important fuel source in France in 2000, producing almost 75% of the country’s electricity.

Australia depended on hydro power for just under 25% of its electricity in both years, but the amount of electricity produced using this type of power fell from 5 to only 2 units in France. Oil, on the other hand, remained a relatively important fuel source in France, but its use declined in Australia. Both countries relied on natural gas for electricity production significantly more in 1980 than in 2000.

(170 words)

August 18, 2010

IELTS Grammar: while, whilst, whereas, as

Joshua asked me the following question:

"Can you explain while, whilst, whereas, as? Either can be used to connect two sentences, but I am not sure how to identify them and quite often I use them wrongly."

Here's my simplified explanation:

While and whilst are the same, but whilst is a bit more formal (according to one famous grammar book).
Whereas is always used for contrast. While/whilst can be used for contrast, OR to mean "at the same time".
As can mean "because" or "exactly at the moment when".

Try to write an example sentence using each of these words. Feel free to share your sentences in the "comments" area below.

August 16, 2010

IELTS Writing Task 1: two different charts

Sometimes you are given two different charts e.g. a line graph and a bar chart, or a bar chart and a pie chart.

How to describe two different charts in 4 paragraphs:

Mention each chart in the introduction. Sometimes it's easier to write a sentence for each.
Describe the main feature of each chart. If there is a connection between the charts, describe it.
Describe the first chart.
Describe the second chart.

Find Cambridge IELTS 4, page 54, which shows a line graph and a pie chart.
Click here to see a website that has a copy of this question.

Here is my introduction and summary paragraph for the above question:

The line graph compares daily electricity consumption in England during the winter and summer, while the pie chart shows information about the different uses of this electricity in an average English household.

It is clear that English homes use around double the amount of electricity in the winter compared to the summer. Throughout the year, just over half of the electricity consumed by English households is used for heating rooms and water.

August 12, 2010

IELTS Grammar: 'however' and 'whereas'

You can't use 'however' and 'whereas' in the same way. Follow these general rules in order to avoid grammar mistakes:

Use 'however' (followed by a comma) at the beginning of a sentence to contrast with the previous sentence:

Some people believe that schools are responsible for the behaviour of their students. However, others argue that discipline is the responsibility of parents.

Use 'whereas' (after a comma) to contrast two ideas in the same sentence:

Some people believe that schools are responsible for the behaviour of their students, whereas others argue that discipline is the responsibility of parents.

You can use 'on the other hand' or 'by contrast' in the same way as 'however'. You can use 'while' instead of 'whereas'.

August 09, 2010

IELTS Advice: 'moreover' doesn't get you a 7

When I was working as an examiner, I noticed that many students overuse 'moreover', 'furthermore' and 'in addition'. Some students seem to think that using these linking words will help them to get a 7. This is wrong.

Don't overuse these words. Although they can be useful, you should not begin every sentence with one of them. Use them occasionally.

Remember, all IELTS students learn linking words like 'moreover', so examiners are not impressed by them. If you want to impress the examiner, you need to use good vocabulary related to the question topic.

Note:
Don't forget to use the word 'and'. As a native speaker, I probably use 'and' much more than any other linking word.

August 08, 2010

IELTS Writing Task 1: sample essay (migration)

Read my full essay for the chart below. How have I organised the information? What language have I used to explain changes and to make comparisons?

Full essay (159 words):

The chart gives information about UK immigration, emigration and net migration between 1999 and 2008.

Both immigration and emigration rates rose over the period shown, but the figures for immigration were significantly higher. Net migration peaked in 2004 and 2007.

In 1999, over 450,000 people came to live in the UK, while the number of people who emigrated stood at just under 300,000. The figure for net migration was around 160,000, and it remained at a similar level until 2003. From 1999 to 2004, the immigration rate rose by nearly 150,000 people, but there was a much smaller rise in emigration. Net migration peaked at almost 250,000 people in 2004.

After 2004, the rate of immigration remained high, but the number of people emigrating fluctuated. Emigration fell suddenly in 2007, before peaking at about 420,000 people in 2008. As a result, the net migration figure rose to around 240,000 in 2007, but fell back to around 160,000 in 2008.

July 30, 2010

IELTS Writing Task 1: look at the chart first

A good piece of advice for IELTS writing task 1: look at the chart/graph/picture before you read the question.

Sometimes the question contains words that you don't know, and this can cause you to panic. But you don't really need to understand the question if you already understand the chart.

If you understand the chart below, you will understand any IELTS chart, graph or picture! Feel free to explain this chart in the "comments" area.

July 24, 2010

IELTS Grammar: 'because of'

Last week I looked at how to use the word 'because'. One of my students then asked me to explain the difference between 'because' and 'because of'.

Compare these two sentences:

I stayed at home because the weather was bad.
I stayed at home because of the bad weather.

The important difference is the use of the word 'was' in the first sentence. After 'because', you need a subject and a verb (e.g. the weather was). After 'because of', we don't use a verb, only a noun, nouns or noun phrase.

July 18, 2010

IELTS Advice: there is no secret

Many students are waiting to find the 'secret' to the IELTS test. They try different books, websites, teachers and even different test centres in their search for the answer. They spend a lot of time worrying.

Other students just do an hour or two of hard work every day. They read newspapers and watch TV or online videos, they keep a notebook for vocabulary, they gradually prepare themselves rather than doing tests all the time, they do their homework, and they try to learn from their mistakes.

Which group are you in?

July 15, 2010

IELTS Grammar: because

Students often make mistakes when using the word "because". You can't use "because" to connect ideas in two separate sentences. Put both the main idea and the reason in the same sentence.

Which sentence is NOT correct?

Some children behave badly at school because their parents are too lenient at home.
Because parents are often too lenient at home, discipline in schools is becoming more difficult to enforce.
Children's behaviour is getting worse nowadays. Because parents are not strict enough.

July 13, 2010

IELTS Writing Task 1: bar charts essay

Here is my full essay for last week's bar chart question. Study the essay carefully to see which details I selected for each paragraph. Notice that I describe the two science bar charts in the same paragraph.

Click here to see the question

The three bar charts show average years of schooling, numbers of scientists and technicians, and research and development spending in developing and developed countries. Figures are given for 1980 and 1990.

It is clear from the charts that the figures for developed countries are much higher than those for developing nations. Also, the charts show an overall increase in participation in education and science from 1980 to 1990.

People in developing nations attended school for an average of around 3 years, with only a slight increase in years of schooling from 1980 to 1990. On the other hand, the figure for industrialised countries rose from nearly 9 years of schooling in 1980 to nearly 11 years in 1990.

From 1980 to 1990, the number of scientists and technicians in industrialised countries almost doubled to about 70 per 1000 people. Spending on research and development also saw rapid growth in these countries, reaching $350 billion in 1990. By contrast, the number of science workers in developing countries remained below 20 per 1000 people, and research spending fell from about $50 billion to only $25 billion.

(187 words)

July 08, 2010

IELTS Writing Task 1: more than one chart

Look at the following bar charts, taken from Cambridge IELTS 3, page 73.

The charts below show the levels of participation in education and science in developing and industrialised countries in 1980 and 1990.

Advice for band 7 or higher:

You must give an overview of the information. This means that you need to find an overall trend that connects all 3 charts.

Can you find any overall trends? Feel free to discuss your ideas in the "comments" area. I'll tell you what I think tomorrow.

July 04, 2010

IELTS Writing Task 1: more than one chart

How do you answer a task 1 question that has more than one chart or graph?

Here's my advice:

Introduction
Write your introduction in the usual way: paraphrase the question. For this kind of question, it's easier to write 2 sentences e.g. "The first chart illustrates... The second chart shows..."

Summary
Write a paragraph describing the main points. If possible, try to summarise all of the information, rather than writing a separate summary for each chart. Look for a topic or trend that links the charts.

Details
Describe each chart separately. Just write a short paragraph about each chart. Choose the most important information from each one.

June 09, 2010

IELTS Writing Task 1: process diagram essay

Last week I suggested an essay structure for the following question:

The diagram below shows how the Australian Bureau of Meteorology collects up-to-the-minute information on the weather in order to produce reliable forecasts.

Here is my full essay (170 words):

The figure illustrates the process used by the Australian Bureau of Meteorology to forecast the weather.

There are four stages in the process, beginning with the collection of information about the weather. This information is then analysed, prepared for presentation, and finally broadcast to the public.

Looking at the first and second stages of the process, there are three ways of collecting weather data and three ways of analysing it. Firstly, incoming information can be received by satellite and presented for analysis as a satellite photo. The same data can also be passed to a radar station and presented on a radar screen or synoptic chart. Secondly, incoming information may be collected directly by radar and analysed on a radar screen or synoptic chart. Finally, drifting buoys also receive data which can be shown on a synoptic chart.

At the third stage of the process, the weather broadcast is prepared on computers. Finally, it is delivered to the public on television, on the radio, or as a recorded telephone announcement.

Note:
I've also sent a full essay version of yesterday's task 2 lesson to everyone who has bought the ebook.

June 01, 2010

IELTS Writing Task 1: process diagram

A 'process diagram' is any diagram that shows steps or stages in a process. Many students worry about this type of question, but they are really quite easy if you know what to do.

Look at the following example from Cambridge IELTS 1, page 51:

The diagram below shows how the Australian Bureau of Meteorology collects up-to-the-minute information on the weather in order to produce reliable forecasts.

Here are some tips for describing this diagram:

Introduction: rewrite the question in a different way
Summary: say that there are 4 steps, and briefly mention each one
Main body: describe steps 1 and 2
Main body: describe steps 3 and 4

I'll show you my full essay next week.

May 05, 2010

IELTS Advice: don't get angry

Some students get angry with the IELTS exam. They disagree with the exam format, or they think that examiners are too strict. They often want to suggest their own improvements.

I completely understand that such an important exam can be frustrating, and I agree that the IELTS exam is not perfect. However, I also think that too much worrying is a waste of time.

Unfortunately, the exam is what it is. We have to accept that, and work hard to overcome the difficulties. You will pass the exam if you apply yourself, follow advice, and study hard.