BAND 9.0 Essays: Problems and Solutions – Too Many Cars

Some people believe that international car-free days are an effective way to reduce air pollution. However, others argue that there are other ways that are more effective. Discuss both views and give your opinion.

Car Pollution

STEP-BY-STEP GUIDE

NOTE – advanced vocabulary and synonyms are in bold. Linking vocabulary is in italics.

Step 1 – introduction

TIPS – your introduction should do TWO things (i) Introduce the topic (ii) Explain your plan (in this example, your plan is to compare banning cars with other options)

(i)  Polluted air is one of, if not the most, serious issues facing the world today. (ii) It has been suggested that to combat this problem, there should be days where cars are banned from the road. However, it is also commonly stated that air pollution can be addressed more effectively through other methods.

Car Pollution 2

Step 2 – Body Paragraph 1

TIPS – (i) State a view about cars and pollution (ii) Explain how they cause pollution (iii) Conclude that banning cars could therefore be an effective solution)

(i) It is certainly true that private vehicles are a major source of air pollution. (ii) Cars produce harmful emissions, such as carbon monoxide, that lead to a range of health problems and are responsible for the deaths of millions of people around the world every year. (iii) Therefore, it seems obvious that reducing the number of vehicles at any one time will help to make the air cleaner.

Step 3 – Body Paragraph 2

TIPS – (i) State some problems with the first solution i.e. people need to be able to move around easily (ii) Suggest another option and explain its effects (iii) Introduce another option (iv) Explain why it would be a good solution to the problem

(i) Nevertheless, it is also true people need some form of transportation, especially as ease of travel is necessary for economic productivity. (ii) One alternative to prohibiting cars is to increase the amount of public transportation, which would result in fewer vehicles and less air pollution. (iii) Another option is to make care more environmentally friendly. (iv) New technology, like cars powered by electricity or one that produce substantially fewer toxic substances, could help to decrease pollution, while still allowing people to use their own vehicles.

Car Pollution 1

Step 4 – Conclusion

TIPS – (i) State the problem has different solutions (ii) Summarize the options and their possible effectiveness

(i) Overall, dealing with the problem of air pollution requires a range of solutions. (ii) Reducing the number of vehicles on the road by restricting car usage is one possibility, but adding more public transport and making cars produce less pollution are also appropriate actions to take.

IELTS Accelerate

FULL SAMPLE ANSWER

Polluted air is one of, if not the most, serious issues facing the world today. It has been suggested that to combat this problem, there should be days where cars are banned from the road. However, it is also commonly stated that air pollution can be addressed more effectively through other methods.

It is certainly true that private vehicles are a major source of air pollution. Cars produce harmful emissions, such as carbon monoxide, that lead to a range of health problems and are responsible for the deaths of millions of people around the world every year. Therefore, it seems obvious that reducing the number of vehicles at any one time will help to make the air cleaner.

Nevertheless, it is also true people need some form of transportation, especially as ease of travel is necessary for economic productivity. One alternative to prohibiting cars is to increase the amount of public transportation, which would result in fewer vehicles and less air pollution. Another option is to make care more environmentally friendly. New technology, like cars powered by electricity or one that produce substantially fewer toxic substances, could help to decrease pollution, while still allowing people to use their own vehicles.

Overall, dealing with the problem of air pollution requires a range of solutions. Reducing the number of vehicles on the road by restricting car usage is one possibility, but adding more public transport and making cars produce less pollution are also appropriate actions to take (253 words)

Band 9 Essays: Mixed Task – International Travel

Band 9 Essays: Opinion – Road Safety

 

BAND 9.0 Reports: Bar Charts – Mobile Phones vs. Landlines

T1 Bar Charts - Countries

THINGS TO REMEMBER

  1. This chart is only for one period of time, so there are NO trends. You need to write about the similarities and differences, highs and lows.
  2. Use the present simple tense.
  3. Your structure should be (i) Introduction (ii) Overview (iii) 2 body paragraphs with a clear topic for each and details that support your overview.

T1 Bar Charts - Countries

STEP-BY-STEP GUIDE

NOTE – Synonyms and advanced vocabulary are in bold. Linking and descriptive vocabulary are in italics.

STEP 1 – INTRODUCTION

The chart above shows the number of mobile phones and landlines per 100 people in 7 countries.

SAMPLE ANSWER – “The chart presents the quantity of mobile phones and landlines for every 100 people in Canada, the United States, and five European countries.”

TIPS – (i) DON’T worry about synonyms for the groups (i.e. “mobile phones”/”landlines”). Make sure your introduction is clear (ii) Try to use synonyms for common words like the verb “shows” and other words like “number”.

T1 Bar Charts - Countries

STEP TWO – OVERVIEW

SAMPLE ANSWER – “Overall, mobile phones are more common than landlines in four out of the seven countries, with only 2 countries having fewer than 50 percent of people with a mobile phone. On the other hand, only one country has more than 70 landlines per one hundred people.

TIPS – (1) Try to compare the two groups and see if you can notice any similarities or differences (2) Ask yourself “which ones are higher/lower/similar/different?”

STEP THREE – BODY

SAMPLE ANSWER – “With regard to mobile phones, Italy has the highest percentage, with a figure of 90%, while Sweden, the UK, and Denmark all have more than 80 mobile phones per 100 people. In contrast, Canada and the United States have the lowest percentage of mobile phones per capita, with figures of 38 and 48 percent, respectively.”

As for landlines, Italy only has the lowest number of landlines at just over 40 per 100 people, which is less than half the number amount of mobile phones. Conversely, there are 63 landlines for every 100 people in Canada, and that is significantly greater than the figure for mobile phones. The country with the largest proportion of landlines is Denmark (88%), while the second-placed countries in the chart – the US and Sweden – have just under 70 landlines per 100 people, which is slightly more than Canada, Germany, and the UK, whose landline percentages hover around 60 percent.”

TIPS – (1) You might not have time to write about every piece of data. That’s OK (2) Make sure you write about the highest and the lowest figures and any major similarities or differences (3) Try to use a wide range of describing words for comparisons and data (4) You MUST make COMPARISONS. If you just LIST the data (i.e. “This country has this many mobile phones and this many landlines, while that country has this many mobile phones and this many landlines”) you will NOT get a good mark!

T1 Bar Charts - Countries

FULL SAMPLE ANSWER

The chart presents the quantity of mobile phones and landlines for every 100 people in Canada, the United States, and five European countries

Overall, mobile phones are more common than landlines in four out of the seven countries, with only 2 countries having fewer than 50 percent of people with a mobile phone. On the other hand, only one country has more than 70 landlines per hundred people.

With regard to mobile phones, Italy has the highest percentage, with a figure of 90%, while Sweden, the UK, and Denmark all have more than 80 mobile phones per 100 people. In contrast, Canada and the United States have the lowest percentage of mobile phones per capita, with figures of 38 and 48 percent, respectively.

As for landlines, Italy only has the lowest number of landlines at just over 40 per 100 people, which is less than half the number amount of mobile phones. Conversely, there are 63 landlines for every 100 people in Canada, and that is significantly greater than its figure for mobile phones. The country with by far the largest proportion of landlines is Denmark (88%), while the second-placed countries in the chart – the US and Sweden – have just under 70 landlines per 100 people, which is slightly more than Canada, Germany, and the UK, whose landline percentages hover around 60 percent. (223 words)

IELTS Accelerate

BAND 9.0 Reports: Bar Charts – Education

BAND 9.0 Reports: Bar Charts – News Sources (Real Test 2017)

Band 9 Reports: Bar Charts – House Prices

 

 

 

BAND 9.0 Reports: Bar Charts – Education

T1 Bar Charts - Education

The chart above shows the number of men and women in further education in Britain in three periods and whether they were studying full-time or part-time.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

THINGS TO REMEMBER

  1. Your report MUST include (i) an introduction that summarizes the chart (ii) an overview that reports the main details (iii) 1-2 body paragraphs that support the overview with specific data.
  2. If you do not include an OVERVIEW, you will not get above Band 5.
  3. Your first job is to clearly report the information. Synonyms etc. are useful, but only use them if you are sure they are appropriate.
  4. After the reader reads your report, they should have a clear picture of what the chart looks like WITHOUT having seen it.

 

T1 Bar Charts - Education

STEP-BY-STEP GUIDE

STEP 1 – Introduction

NOTE – Synonyms and advanced vocabulary are included in bold. Linking vocabulary is included in italics.

TOPIC – The chart above shows the number of men and women in further education in Britain in three periods and whether they were studying full-time or part-time.

SAMPLE ANSWER (Paraphrase the topic) – “The chart indicates how many men and women in Britain were enrolled in tertiary education in three periods – 1970/71, 1980/81, and 1990/91 – and whether their studies were full or part-time.

TIP – If you don’t know words like “tertiary” or “enrolled”, it’s okay. You can always use synonyms for words like “shows”. If you are not sure of a synonym, don’t use it. If your introduction is not clear, it is very difficult to get a high mark.

T1 Bar Charts - Education

STEP 2 – Overview

SAMPLE ANSWER – “It is clear from the chart that in all periods there were more men and women studying full-time than part-time. However, while the number of women studying all types of course increased significantly over the periods shown, the number of men studying full-time decreased moderately.”

TIPS – (1) Your job is to report the main features. All you have to say is whether the trends were “up”, “down”, or “remained the same” (2) You don’t need to include any specific data (numbers/figures) in your overview (3) The overview is the MOST important part. If you don’t include one, you will not get above Band 5!
STEP 3 – Body

SAMPLE ANSWER – “With respect to part-time education, the number of men doubled over the period, rising from 100000 in 1970/71 to 200000 by 1990/91. The number of women studying in this way was also around 200000, which was substantially higher than the figure of 40000 in 1970/71.

As for full-time studying, there was considerable growth in the number of women, with the figure climbing from 700000 to 1.1 million, which was the highest level in any period for any kind of studying. On the other hand, the number of men studying full-time dropped from 1 million to about 800000 between 1970/71 and 1980/81, although it then rose again to 900000 in 1990/91, resulting in a decline of 100000 over the whole period.”

TIPS – (1) Your body should make your overview clear (2) Try to organise it in a clear, logical way. In this example, there are two paragraphs. The first is about “part-time education”, while the second is about “full-time education” (3) Make sure you make comparisons. Try to think if any data is the same, is the highest (or lowest), has a big change (or no change!)

T1 Bar Charts - Education

FULL SAMPLE ANSWER

The chart indicates how many men and women in Britain were enrolled in tertiary education in three periods – 1970/71, 1980/81, and 1990/91 – and whether their studies were full or part-time.

It is clear from the chart that in all periods there were more men and women studying full-time than part-time. However, while the number of women studying all types of course increased significantly over the periods shown, the number of men studying full-time decreased moderately

With respect to part-time education, the number of men doubled over the period, rising from 100000 in 1970/71 to 200000 by 1990/91. The number of women studying in this way was also around 200000, which was substantially higher than the figure of 40000 in 1970/71.

As for full-time studying, there was considerable growth in the number of women, with the figure climbing from 700000 to 1.1 million, which was the highest level in any period for any kind of studying. On the other hand, the number of men studying full-time dropped from 1 million to about 800000 between 1970/71 and 1980/81, although it then rose again to 900000 in 1990/91, resulting in a decline of 100000 over the whole period. (197 words)

IELTS Accelerate

BAND 9.0 Reports: Bar Charts – News Sources (Real Test 2017)

Band 9 Reports: Bar Charts – Air Pollution

For more useful vocabulary and tips for IELTS and General English LIKE and FOLLOW on Facebook

BAND 9.0 Speaking: Part 3 – Films

Movies

THINGS TO REMEMBER

  1. In Part 3, you should aim for 3-5 sentences.
  2. You might notice that many of the Part 3 questions are similar to Task 2 essay questions. Organise you answer like an essay body paragraph (i) Main idea (ii) Explanation (iii) Link to new idea OR more explanation OR an example
  3. However, remember you are talking to a REAL person, so don’t speak like a robot. Make eye contact and speak normally, while trying to show some relevant vocabulary.

SAMPLE ANSWERS WITH TIPS

NOTE – Synonyms and advanced vocabulary are in bold. Linking vocabulary is in italics.

QUESTION 1 – What do people enjoy about going to the cinema?

SAMPLE ANSWER – “Going to the movies is a completely different experience from watching a film at home. Obviously, the screen is much bigger. Also, the sound system is a lot better. It creates the sensation that you are “in” the movie and it makes it more enjoyable.”

TIPS – Link your ideas with appropriate phrases. If you are saying something that everyone knows, then use words/phrases like “Obviously” or “Of course”. Don’t speak like a ROBOT!

Movies 2

QUESTION 2 – How have cinema-going habits changed in your country over the years?

SAMPLE ANSWER – “Um, I think the most significant change is that a lot more people go to the cinema. This is simply because people now have more disposable income to spend on leisure activities. Now, going to the movies is a regular activity, while in the past it was much rarer. In fact, many people had never been to the cinema before.”

TIPS – (1) Try to add some advanced vocabulary [like “disposable income”], but don’t force it. That means you need to have clear ideas BEFORE you worry about vocabulary (2) Add stronger explanation with phrases like “In fact”.

Movies 1

QUESTION 3 – What’s your opinion on Hollywood films?

SAMPLE ANSWER – “I think overall they’re great. They have huge budgets, so the special effects are normally amazing. However, there main purpose is to make money, so often there is not a lot of creativity or artistic types of film – just big blockbusters with lots of explosions and not much story.”

TIPS – Using some topic-specific vocabulary is a great way to boost your score. (2) Make your main idea/opinion clearer with words like “overall” or “generally”.

Television comercial production set.

QUESTION 4 – Does your country produce films? How are Hollywood films different from films produced in your country?

SAMPLE ANSWER – “Yes, my country has a film industry. Although, it’s not very big. I think the main difference between it and Hollywood is the money available and the type of films. My country’s movie industry doesn’t have hundreds of millions of dollars to make a movie, so the scenes are normally more simple. Also, the films are more about traditional topics and stories as my country’s culture is still very conservative.”

IELTS Accelerate

USEFUL LINKS

Band 9 Speaking: Part 3 – Sense of Humour

BAND 9.0 Speaking: Part 3 – Gifts

For more useful vocabulary and tips LIKE and FOLLOW on FACEBOOK

BAND 9.0 Essays: Reasons and Opinion – Gender Preferences in Studying (Real Test 2017)

In schools and universities, girls tend to choose arts while boys like science. What are the reasons for this trend and do you think this tendency should be changed.

Gender Differences 2

THINGS TO REMEMBER
  1. For difficult topics (like this one maybe!), focus on a clear structure and just 1-2 ideas that you can explain clearly (with an example from research or your own experience)
  2. Make your you answer ALL parts of the question. You MUST say (i) the reason(s) for this trend and (ii) should the tendency be changed.
  3. This type of essay can have a 4-paragraph structure (i) Introduction (ii) Body paragraph one [“Reasons”] (iii) Body paragraph 2 [“Should it be changed”] (iv) Conclusion

Gender Differences

STEP-BY-STEP GUIDE

NOTE – Synonyms and advanced vocabulary are in bold. Linking vocabulary is in italics.

STEP 1 – Introduction

TOPIC – In schools and universities, girls tend to choose arts while boys like science. What are the reasons for this trend and do you think this tendency should be changed.

SAMPLE – “It is apparent that there are gender preferences when it comes to choosing a course of study. The primary reason for this is biology, although this fact does not mean that people of differing genders should not be free to pursue whatever subject interests them.

TIPS – (i) Your introduction should be 2 sentences. In the first sentence, paraphrase the topic. In the second, state your plan i.e. discuss the reasons and say whether the tendency should be changed.

Step 2 – Body

The ultimate reason for differences in study choices is that boys and girls are not the same at a biological level. In every culture, there are variations in the likes and dislikes of each gender. A clear distinction is that boys tend to be more aggressive and, as a result, seek out physical sports in order to release their aggression. Similarly, boys seem to be more attracted to subjects – like those in the science field – that require problem-solving and analytical thinking. A clear example of this is countries where gender equality in subjects is enforced. For example, Norway has a policy to get equal numbers of men and women into subjects, such as engineering, but the results are clear. Even when women are guaranteed places in these courses and have their tuition paid for by the government, they choose to study traditionally “female” subjects.

TIP – If you can only think of one idea/reason, that’s OKAY. Explain it clearly and give an example. Use advanced, academic vocabulary and a range of grammatical structures, and you will be fine.

However, although there are clear differences between genders, it does not mean that girls should not be able to follow a career in science or that boys should be discouraged from studying art-based ones. There are many girls who want to study science or engineering, and they should be given the same opportunity as boys to do it and can be just as successful in those fields.

STEP 3 – Conclusion

The contrasting subject choices between different genders is an obvious result of the fact that men and women are not identical. Nevertheless, everyone should be treated fairly and have the chance to chase and reach their dreams. (295 words)

TIP – Your introduction needs to do TWO things for the reader (i) Restate the reason(s) for different subject choices (ii) Show why your opinion is a good one (“…everyone should be treated fairly…”)

Boy and girl and their favorite subject in school.

FULL SAMPLE ANSWER

It is apparent that there are gender preferences when it comes to choosing a course of study. The primary reason for this is biology, although this fact does not mean that people of differing genders should not be free to pursue whatever subject interests them.

The ultimate reason for differences in study choices is that boys and girls are not the same at a biological level. In every culture, there are variations in the likes and dislikes of each gender. A clear distinction is that boys tend to be more aggressive and, as a result, seek out physical sports in order to release their aggression. Similarly, boys seem to be more attracted to subjects – like those in the science field – that require problem-solving and analytical thinking. A clear example of this is countries where gender equality in subjects is enforced. For example, Norway has a policy to get equal numbers of men and women into subjects, such as engineering, but the results are clear. Even when women are guaranteed places in these courses and have their tuition paid for by the government, they choose to study traditionally “female” subjects.

However, although there are clear differences between genders, it does not mean that girls should not be able to follow a career in science or that boys should be discouraged from studying art-based ones. There are many girls who want to study science or engineering, and they should be given the same opportunity as boys to do it.

The contrasting subject choices between different genders is an obvious result of the fact that men and women are not identical. Nevertheless, everyone should be treated fairly and have the chance to chase and reach their dreams. (295 words)

IELTS Accelerate

BAND 9.0 Essays: Opinion – Investing in Science (Real Test 2017)

Band 9.0 Essays: Opinion – Online Courses

More vocabulary and tips for IELTS and General English on Facebook. Like and Follow.

BAND 9.0 Reports: Pie Charts – Waste Disposal

T1 Pie Charts - Waste Disposal

GENERAL TIPS –
  1. Each chart has 9 parts. You do NOT have enough time to write about each one.
  2. The charts compare changes over time (1960-2011), so write about the significant changes (and similarities!)
  3. Make sure your details are comparing information. If you just list the data, you will not get a good mark. READ the instructions!
  4. Your structure should include (i) an introduction (ii) an overview (iii) 1-2 body paragraphs with a clear topic (e.g. one paragraph for “differences” and one for “similarities”)

 

T1 Pie Charts - Waste Disposal

STEP-BY-STEP GUIDE

NOTE – Synonyms and advanced vocabulary are included in bold. Linking vocabulary is included italics.

Step 1 – Introduction

The charts give information about different types of waste disposed of in one country in 1960 and 2011.

[Paraphrase] “The charts provide data relating to different methods of waste disposal in a particular country in 1960 and 2011.

TIPS – (i) Common phrases like “give information” should always be replaced with a synonym (ii) If you can’t think of a synonym (sometimes there is not a good one), then change the grammatical structure. In the above example, “waste disposed” has been changed to “waste disposal”.

T1 Pie Charts - Waste Disposal

Step 2 – Overview

Your overview needs to tell the reader the key points from the chart(s). When there are many parts (this one has 9) it can be difficult to clearly report the necessary information. Therefore, let’s write out the data in a list and look for interesting information (big ones, small ones, similarities, and differences)

Paper (1960) 25% (2011) 15%

Green Waste 9% –> 9%

Metal 8% –> 9%

Glass 5% –> 5%

Plastic 8% –> 18%

Wood 4% –> 8%

Food 12% –> 21%

Textiles 17% –> 11%

Other 12% –> 4%

Now we can see that over the period, people disposed of less paper, textiles, and other waste, while they disposed of more plastic, wood, and food. Of course, the other categories remained the same (or almost the same). Now, we can write the overview

SAMPLE – Over the period, the amount of paper, food and other waste that was disposed of fell noticeably. On the other hand, people got rid of a larger percentage of plastic, wood, and food. Finally, disposal of other items remained roughly constant.

T1 Pie Charts - Waste Disposal

Now, use the data to make your overview clear to the reader. Make sure you use comparative language.

SAMPLE – [Body paragraph 1 – Less] “In 1960, paper made up one quarter of total waste disposal, but by 2011, this had fallen to slightly less than one-sixth. Moreover, the percentage of textiles also experienced a considerable drop, decreasing from 17% to 11%. Lastly, the proportion of textiles discarded in 2011 was three times lower (4%) than it was in 1960 (12%).

In contrast, the percentage of food discarded in 2011 (21%) was substantially higher than the figure of 12% in 1960, while the figure for wood was twice as high, at 8% compared to 4%. Another notable increase was in the percentage of plastic thrown away, which by 2011 (18%) was more than double the 1960 figure (8%).

NOTE – So far, this report is around 170 words. If you have time, you can write about the ones that did not change in a quick paragraph like below.

Last but not least, the disposal of green waste, metal, and glass stayed mostly unchanged, with proportions of approximately 9% for the first two and 5% for the latter.

T1 Pie Charts - Waste Disposal

FULL ANSWER

The charts provide data relating to different methods of waste disposal in a particular country in 1960 and 2011.

Over the period, the amount of paper, food and other waste that was disposed of fell noticeably. On the other hand, people got rid of a larger percentage of plastic, wood, and food. Finally, disposal of other items remained roughly constant.

In 1960, paper made up one quarter of total waste disposal, but by 2011, this had fallen to slightly less than one-sixth. Moreover, the percentage of textiles also experienced a considerable drop, decreasing from 17% to 11%. Lastly, the proportion of textiles discarded in 2011 was three times lower (4%) than it was in 1960 (12%).

In contrast, the percentage of food discarded in 2011 (21%) was substantially higher than the figure of 12% in 1960, while the figure for wood was twice as high, at 8% compared to 4%. Another notable increase was in the percentage of plastic thrown away, which by 2011 (18%) was more than double the 1960 figure (8%). (173 words)

Last but not least, the disposal of green waste, metal, and glass stayed mostly unchanged, with proportions of approximately 9% for the first two and 5% for the latter.” (202 words)

IELTS Accelerate

RELATED POSTS AND USEFUL EXTRA MATERIALS

Band 9 Reports: Pie Charts Pt.1 – Different Diets

Band 9 Reports: Pie Charts – Energy Production

More vocabulary and tips for IELTS and General English on Facebook. Like and Follow!

 

Band 9 Speaking: Part 1 – Colours

THINGS TO REMEMBER

Speaking Part 1 is a casual conversation

DON’T use academic vocabulary

DON’T speak too formally

TRY to speak for 3 sentences (but NOT longer)

Colours

NOTE – Synonyms and advanced vocabulary are in bold. Linking vocabulary is in italics.

QUESTION 1 – What is your favourite colour?

SAMPLE ANSWER – “Um, I don’t know if I have a favourite colour. I guess I like natural colours, like brown and green. I don’t like things that are too bright.”

TIPS – (1) There is no “correct” answer. You just need to show that you can speak casually about some common topics. If you don’t have an answer, then that’s what you should say (with reasons!) (2) Try to give specific examples for general statements. For example, say what you mean by “natural colours”.

Colours 1

QUESTION 2 – Are there any colours you don’t like?

SAMPLE ANSWER – “Like I said before, I don’t really like bright colours. I’m kind of an introverted person, so bright colours give me a headache. I especially don’t like pink and yellow”

TIPS – (1) If you repeat an idea from a previous answer, then link your speaking with a phrase like, “Like I said before” or “As I mentioned earlier” (2) Use casual language like “kind of” to make your speaking sound more natural.

Colours 2

QUESTION 3 – What colours are popular in your country?

SAMPLE ANSWER – “Red is a meaningful colour in my country. It’s a symbol of luck. You can see a lot of it at special occasions, like weddings.”

SAMPLE ANSWER 2 – “Hmmm, I don’t know if there are any colours that are particularly popular. I think it depends on each person’s personality. Some people like bright colours, while others prefer dark ones.

TIP – You can say anything as long as you answer the question and are clear.

IELTS Accelerate

USEFUL RELATED POSTS AND LINKS

Band 9 Speaking: Part 1 – Bags

Band 9 Speaking: Part 1 – Gifts

For more vocabulary and tips for IELTS and General English LIKE and FOLLOW on Facebook

 

 

BAND 9.0 Speaking: Part 3 – Gifts

THINGS TO REMEMBER –

(1) Part 3 is the most difficult part of the speaking test.

(2) Focus on structure and being clear before you worry about vocabulary and grammar

(3) Try to say 3-5 sentences.

(4) Organize your answer like a body paragraph in a Task 2 (Writing) essay (i) A clear topic statement (ii) Explanation of the statement (iii) An example (if you can) (iv) Link to a new idea.

Gifts 4

NOTE – Synonyms and advanced vocabulary are in bold. Linking vocabulary is in italics. Questions you need to answer for the examiner are in […]

QUESTION 1 – Why do people give gifts in our society?

SAMPLE ANSWER – “I think people give gifts for many reasons. One of the main ones is to celebrate a significant event [Like what?], such as a anniversary or maybe a graduation. People also like to give gifts to show their appreciation to someone (For what?). I mean if someone has done a good job or helped someone in some way then they might be given a gift as a “thank you”.”

TIP – When you have to list reasons, you can start with a simple sentence to give you some time to think – something like “Um…there are a lot of reasons….”

Gifts 6

QUESTION 2 – Why do some people like to give hand-made gifts instead of purchasing them in a store?

SAMPLE ANSWER – “I think it’s because something made by hand is more personal than something bought in a store [How?] It shows that the person giving the gift cares about the person and is happy to put in some effort to make something nice for another person. It’s the thought that counts!”

TIPS – (1) Rephrase the question with some synonyms. In the above example, “hand-made gifts” has been changed to “something made by hand” and “purchasing” has been changed to “bought” (2) Make sure your main ideas a clear [a keyword or phrase] such as “personal” in the above example (3) If you can, use some common English expressions like in the last sentence [“It’s the thought that counts”]

Gifts 5

QUESTION 3 – What kind of educational gifts can be given to children?

SAMPLE ANSWER – “Hmmm, I’m not sure about that. Um, I think books are a good gift for children because they are a great way to learn about the world [How?] Books can be about anything. Also, because many children now have a smartphone or internet-connected device, maybe some kind of educational apps would make a good gift.”

TIPS – (1) If you need some time to think (1-2 seconds!) then use a phrase like in the first sentence above (2) You don’t need to be a genius/expert to get a high mark. Just focus on making your ideas clear – What’s a good way to learn? Um…books? That’s all you have to think of.

IELTS Accelerate

SOME USEFUL RELATED LINKS

BAND 9.0 Speaking: Part 3 – Houses and Homes

Band 9 Speaking: Part 1 – Gifts

Band 9 Speaking: Part 3 – Extreme Sports

For more VOCABULARY and TIPS for IELTS and General English LIKE and FOLLOW “IELTS ACCELERATE” on Facebook

 

BAND 9.0 Essays: Opinion – Investing in Science (Real Test 2017)

TOPIC –

The government should invest more money in teaching science than other subjects for a country’s development and progress. To what extent do you agree of disagree?

GENERAL POINTS –

(1) When the question says “[T]o what extent”, your view can be anywhere from “totally agree” to “completely disagree”. You can “partly agree” or “somewhat agree” or just stay “in the middle”. As long as you make your view clear in your introduction, you will be fine.

(2) Even if you “totally agree” (or “totally disagree”), it is a good idea to mention both sides of the argument. For example, when you give your view in the introduction, you could write something like – “Even though living with a partner before getting married is looked down on by some people, I completely disagree that there is anything wrong with this.” Another example – “While many believe that school uniforms are an unnecessary requirement, I strongly believe that students should be forced to wear them.”

(3) Your essay should be 4-5 paragraphs. If you have FOUR, the structure should be (i) Introduction (ii) Supporting Idea 1 (iii) Supporting Idea 2 (iv) Conclusion. If you have FIVE, you can add an extra body paragraph with a view from the other side. However, as long as your body supports your view from the introduction, you can get a high mark with any structure.

Science Investment 2

STEP-BY-STEP GUIDE

NOTE – Synonyms and advanced vocabulary are included in bold. Linking vocabulary is included in italics. Questions that you need to answer for the reader are included in […]

Step 1 – INTRODUCTION

TOPIC – The government should invest more money in teaching science than other subjects for a country’s development and progress. To what extent do you agree of disagree?

The advancement of science, and its application in a wide range of areas, has improved the lives of almost everyone around the world. As a result, it is essential that governments should devote additional funds to teaching science, although other subjects still have their importance.

Businessman Carrying A Briefcase And Coming Out Of An Eggshell Clipart Illustration Image

Step 2 – Body
TIP – Make sure you link your ideas directly to the topic: investment in science –> helps a country’s progress. If you just write about how science is good in general, you will not get a good mark because you haven’t answered the question properly. Notice how both body paragraphs (and the conclusion!) mention “social/national progress/development”.

The primary reason for this view is that scientific education teaches critical thinking [How?] Science is based on asking questions about the world that can be tested in order to find answers that anyone can find for themselves. Without a sound scientific education, people are more likely to believe superstition, old wives’ talesand the beliefs of their ignorant ancestors [What’s the negative result of this?], which makes it easier for them to be deceived and taken advantage of by governments and by people in general.  The fact is that developed societies have high levels of scientific knowledge, while less developed ones do not.

Of course, it is also necessary for students to study other subjects so that they can become well-rounded individuals [Why?] Science helps us to explain the world, but we also have to live in it [So what?] Being able to appreciate art, music, and literature helps us to understand each other and lead more satisfying lives. An advanced society needs both science to progress and art to make life worth living.

 

Step 3 – CONCLUSION

TIP – (1) Summarize the view from your introduction (and any supporting ideas from your body). Make sure you paraphrase (don’t use the same words!) (2) Try to finish with a memorable/powerful sentence that tells the reader why your view is important.

In summary, science helps a nation to advance by allowing its citizens to think independently and make decisions that are supported by evidence. Without a basic understanding of science, the world would be – and was – a much worse place.

Science Investment 1

FULL SAMPLE ANSWER

The advancement of science, and its application in a wide range of areas, has improved the lives of almost everyone around the world. As a result, it is essential that governments should devote additional funds to teaching science, although other subjects still have their importance.

The primary reason for this view is that scientific education teaches critical thinking [How?] Science is based on asking questions about the world that can be tested in order to find answers that anyone can find for themselves. Without a sound scientific education, the average person is more likely to believe superstition, old wives’ talesand the beliefs of their ignorant ancestors [What’s the negative result of this?], which makes it easier for them to be deceived and taken advantage of by governments and other people in their daily lives.  The fact is that developed societies have high levels of scientific knowledge, while less developed ones do not.

Of course, it is also necessary for students to study other subjects so that they can become well-rounded individuals [Why?] Science helps us to explain the world, but we also have to live in it [So what?] Being able to appreciate art, music, and literature helps us to understand each other and lead more satisfying lives. An advanced society needs both science to progress and art to make life worth living.

In summary, science helps a nation to advance by allowing its citizens to think independently and make decisions that are supported by evidence. Without a basic understanding of science, the world would be – and was – a much worse place. (261 words)

 

IELTS Accelerate

SOME RELATED POSTS and USEFUL MATERIALS

Band 9.0 Essays: Opinion – Online Courses

Band 9 Essays: Opinion – Globalization

Band 9.0 Essays: Opinion – Online Courses

More VOCABULARY and TIPS for IELTS and General English

 

 

BAND 9.0 Reports: Processes – Hydropower

T1 Processes - Hydropower

THINGS TO REMEMBER FOR PROCESSES –

(1) Often the process will contain some words that are unfamiliar. Don’t worry. They are often unfamiliar to native speakers too. For example, in the above process, almost no native speakers will know what a “Penstock” is. To solve this problem, simply use an appropriate verb and write the unknown term with correct grammar. In this example, it seems like “water flows into/enters the penstock”, so that’s ALL you need to write.

(2) Processes are a series of steps, so make sure you use a variety of linking vocabulary (No repetition if you can). See the sample below for examples.

(3) Processes normally require you to use the present passive tense. This is because something is being done to something. For example, “bread is made by the baker” NOT “The baker bakes the bread” because the process is about baking bread not bakers. The exception is natural processes where the present simple tense is used. Do NOT use “will” or other future tenses.

(4) A good description/report is one where the reader can picture/imagine what the diagram looks like (and even re-draw it) without having seen it.

T1 Processes - Hydropower

STEP-BY-STEP GUIDE

NOTE – Advanced vocabulary and synonyms are included in bold. Linking vocabulary is included in italics.

Step 1 – Introduction

TITLE – The diagram shows how electricity is produced by a hydroelectric dam.

SAMPLE (paraphrase the title) – “The diagram illustrates the production of power through the use of a hydroelectric dam.

TIP – you don’t need to think of a synonym for “hydroelectric dam”, but always try to have synonyms for “shows” and common words like “produce” (e.g. “generate”) and “electricity” (e.g. “power”)
Step 2 – Overview

SAMPLE – The process begins with water in a reservoir and ends with the transmission of power via long-distance power lines.

TIP – In the overview for your process, you can report how many stages there are or – if it’s unclear (like this one!) – you can mention the start and end points of the process.
Step 3 – Body

“In order to generate hydroelectricity, the first step is to collect water in a reservoir. When power generations begins the water passes through an intake in the bottom of the dam and then enters a long tunnel called a penstock. On the other hand, when power is not being produced, the intake is blocked by a large gate that prevents the flow of water. However, when the intake is opened, the water flows down the penstock and the pressure it creates is used to spin a turbine, which is connected to a generator in a place referred to as the powerhouse. At the same time, the water that has gone through the turbine flows out into the river below the dam. Finally, the generator in the powerhouse is connected to power lines which are used to transport the electricity over long distances.

T1 Processes - Hydropower

FULL SAMPLE ANSWER

The diagram illustrates the production of power through the use of a hydroelectric dam.

The process begins with water in a reservoir and ends with the transmission of power via long-distance power lines.

In order to generate hydroelectricity, the first step is to collect water in a reservoir. When power generations begins the water passes through an intake in the bottom of the dam and then enters a long tunnel called a penstock. On the other hand, when power is not being produced the intake is blocked by a large gate that prevents the flow of water. However, when the intake is opened, the water flows down the penstock and the pressure it creates is used to spin a turbine, which is connected to a generator in a place referred to as the powerhouse. At the same time, the water that has gone through the turbine flows out into the river below the dam. Finally, the generator in the powerhouse is connected to power lines which are used to transport the electricity over long distances. (175 words)

IELTS Accelerate

SOME USEFUL RELATED POSTS AND LINKS  –

Band 9 Reports: Process – Coffee Production

Band 9 Reports: Process – Making Concrete

More VOCABULARY and TIPS for IELTS and General English