IELTS Speaking Part 3 Real Test: Public Speaking

Pubic Speaking 1

NOTE -The following contains questions from Part 3 of the Speaking section of a recent IELTS exam. Each question contains two sample answers: a simple one and an advanced one. The simple ones show you how to give an answer when you are not confident in your speaking ability or you don’t know much about the topic. The advanced answers are at a Band 9 level and are to give advanced speakers some ideas about what to say.
QUESTION ONE – Is it important to be a good listener?

SAMPLE ANSWER ONE (Simple) – “Yes, I think that’s important. Listening well means that you will get all the necessary information, so you will know what to do or won’t make a mistake. Also, if you don’t listen then people might think you’re selfish – you only care about yourself.”

TIP – If you’re not confident in speaking, try to paraphrase the question in a simple way that shows your view. You can just say “Yes” or “I agree”. Try to give some simple clear reasons for your view and make sure you link your ideas (even with simple words like “Also…”)

SAMPLE ANSWER TWO (Advanced) – “Yes, I totally agree – I think being a good listener is an essential skill. Being a good listener means that people will value your opinions more because they will go to you then they have a problem because they know you’ll pay attention to it. I guess good listeners also make fewer mistakes because they get the key information and can act on it.”

TIP – For a higher marker, try to use synonyms for some of the keywords in the question. In this example, “important” has been changed to “essential”.
Pubic Speaking 2
QUESTION TWO – What is the best way to remember the main idea of a discussion?

SAMPLE ANSWER ONE (Simple) – “I think the best way to remember the main idea of a talk is to listen carefully. By that I mean, try to pay attention to the main things the speaker says like, “The key point is…” or “The main thing to remember is…” I think that will help you to remember the most important things.”

TIP – Explain your main ideas with phrases like “What I mean by that is…” or “By that I mean…”

SAMPLE ANSWER TWO (Advanced) – “During a discussion, the speaker or speakers often mark the key points with certain phrases, such as “What we need to remember is…” or “The key point here is…” By focussing on these markers, we can force ourselves to concentrate more. Also, it can be useful to try and put the main ideas in our own words, which can make it easier to remember them.

Public Speaking 3
QUESTION THREE – What professions require experience in public speaking?

SAMPLE ANSWER ONE (Simple) – “I think jobs where you have to work with a large number of people require good public speaking skills. For example, if you are a manager of a company, you might have to speak to all your employees. Another one is politicians because they have to be able to communicate with the public and often get them to vote for them.”

TIP – When you have to list some things (e.g. “professions” “sports” etc.) try to add a little information for each one. For example, instead of just saying “managers, politicians,…” give some simple reasons.

SAMPLE ANSWER TWO (Advanced) – “There are a range of occupations that require some level of public speaking ability. Managers need to speak to their employees and even an ordinary office worker might need to make a presentation to a group of people. Not to mention, people like celebrities and politicians who are in the public eye and often have to undergo media-training in order to speak well in public.”

TIP – Use wide range of suitable linking vocabulary e.g. “Not to mention…” If you can use some idioms and advanced language like “in the public eye” or “undergo media-training”, then that’s great too.

Practice public speaking

QUESTION FOUR – Is confidence the most important trait for public speaking?

SAMPLE ANSWER ONE (Simple) – “I don’t know if it’s the most important, but I think having confidence is one of the most important. Many people are nervous when they have to speak in front of a large group of people and they might forget what they were going to say. If you’re confident, you can just relax and say what you were going to say.”

SAMPLE ANSWER TWO (Advanced) – “I definitely agree that being confident in your public speaking skills is important, especially as public speaking is many people’s number one fear. However, I don’t think it guarantees that you will be a good speaker. There’s a ton of other stuff that is just as important, such as speaking to the crowd – I mean using language that is relevant to the audience you’re speaking to or that they will understand – and also organising your speech in a clear way is certainly important.

TIP – Try to explain your main ideas in a clear way e.g. what do you mean by “speaking to the crowd”? Remember also that Part 3 is more academic but you can also use some everyday spoken language e.g. “There’s a ton of other stuff…”

Feel free to leave any comments or questions you may have

YOU MAY FIND SOME OF THE FOLLOWING LINKS USEFUL

BAND 9.0 Speaking: Part 3 – Gifts

IELTS Speaking Part 3 (Real Test): Historical Places

Band 9 Speaking Pt.3 – Endangered Animals

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SPEAKING PART 1 – Your Studies

GENERAL THINGS TO REMEMBER

Part 1 is like a casual ‘getting-to-know-you’ conversation. Imagine you are talking to someone you’ve just met in a coffee shop.

THEREFORE, don’t worry about advanced vocabulary or idioms. IN FACT, misusing idioms can be worse than just speaking simply and clearly.

AIM to speak for three sentences. SPEAK about yourself. SPEAK confidently and naturally (like you’re catching up with an old friend) and you will do your BEST!

Kết quả hình ảnh cho studies

SAMPLE ANSWERS

The following questions are some of the most common in relation to the topic of “STUDIES” in IELTS Speaking Part 1. Each question has two samples. REMEMBER, there is no such thing as a “wrong” answer. As long as you answer the question directly, speak clearly, and talk about yourself, you’ll be FINE!

 

  1. WHAT DO YOU STUDY?

At the moment, I’m studying accounting. It’s my major as part of my commerce degree. I’m in my third year, so I’ll graduate at the end of next year.

Right now, I’m not studying anything in particular – I’m getting ready to go abroad and study a business management degree. For the past few months, I’ve just been studying IELTS to get ready as well as complete all the requirements for studying abroad.

  1. WHERE DO YOU STUDY?

My university is called the University of Studies. It’s quite a well-respected university. It offers degrees in a range of subject, but most students go there to study something related to finance or business.

I’ve just graduated from high school, and in a few months I’ll start university. I haven’t actually picked which one I’ll study at – it depends on which one I can get into!

Kết quả hình ảnh cho studies

  1. WHY DID YOU CHOOSE THAT SUBJECT?

I chose to studying finance on the advice of my parents. They suggested that it would be a useful degree for finding a good job. I guess it’s true, but I can’t say I enjoy it that much.

I’ve always dreamed of being a doctor, so medicine was the obvious choice for me. Actually, I couldn’t just choose this subject. I had to get really good grades, and even then I think I was lucky to get accepted.

  1. DO YOU LIKE THAT SUBJECT?

Like I said before, I don’t really enjoy it that much. I know it is a sensible subject to study, but it’s just so boring. It’s all numbers and tables, and sometimes it all seems the same. I guess if I can find a well-paying job, it’ll be okay.

As I said in the last question, it’s been my dream since I was little to be a doctor, so I definitely like my major. Sometimes, the workload can seem overwhelming, but I know it’ll be worth it when I get my medical degree and I can start helping people as a real doctor.

TIPS – When you mention something in an answer that you might’ve said earlier, then show the examiner this by using phrases like, “Like I said before” or “As I mentioned earlier”. This helps to make your speaking more connected and is also how you speak in a REAL conversation!

Kết quả hình ảnh cho studies

  1. IS IT A POPULAR SUBJECT IN YOUR COUNTRY?

Definitely. Accounting is maybe one of the most popular subjects. As my country’s economy develops, office jobs, especially ones with a good salary are in demand. Most of my friends are studying something finance-related and they hope to work for a foreign company because those ones tend to pay the most!

Actually, graphic design is only just starting to become popular in my country, and even a few years ago it was hard to find a good course to take about design – apart from something traditional like architecture. When I tell people what I’m studying, they often seem surprised and want to know why I’m not studying a more useful subject.

TIPS – When you have an extra idea to add (like above with “–apart from something traditional like architecture”, just add it casually like you would in a conversation (kind of like a bullet point or afterthought) as this is more like the natural flow of conversation.

  1. WOULD YOU LIKE TO STUDY SOMETHING DIFFERENT?

I would love to study fashion design if I could study whatever I wanted. However, my parents say that is a job that only a few people are successful at and so it’s not a smart choice. I think I might study it after I’ve graduated and have some more money.

I’ve always been interested in space, but my marks for science subjects, especially physics, have always been really bad, so I don’t know if I’m smart enough to study that. However, I still read a lot about it, so maybe I don’t need to study it directly if I can still enjoy it like I do now.

Kết quả hình ảnh cho studies

  1. DO YOU PLAN TO GET A JOB IN THE SAME FIELD AS YOUR SUBJECT?

I think so. With an accounting degree, there are lots of possible places to find a job, so I think it’s the smartest choice. However, after I get some experience, I might look for a different job or a management position. I don’t really want to be an accountant my whole life.

Of course. I think almost everyone who does a medical degree ends up being a doctor. A few of my friends who are studying medicine have thought about working in the pharmaceutical industry, but I’ve got my mind set on becoming a surgeon.

TIPS – Don’t worry about idioms in Part 1. They are often misused and make your speaking sound unnatural. However, you can still use some advanced vocabulary (see “pharmaceutical industry” and “got my mind set on”). REMEMBER to always try and say things you would say in a casual conversation.

  1. HOW MUCH TIME DO YOU SPEND STUDYING?

I would say a few hours every day. Actually, I thought university would be much more time-consuming than high school, but I have to study so much back then to prepare for my university entrance exams, that university life is not too bad in comparison.

I have to study a lot. Law is known for being a subject with a heavy workload. There are so many cases to remember and you need to work hard on your reasoning and critical thinking skills. It’s nice when exams are over and I have a little bit of time to relax.

Kết quả hình ảnh cho studies

MORE PART ONE SPEAKING SAMPLES!!!

Band 9 Speaking: Part 1 – Gardens

Band 9 Speaking: Part 1 – Chocolate

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 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

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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

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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)

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

T1 Line Graph -Internet Habits

GENERAL POINTS –

(1) Learn as many words and phrases you can use for ANY report you have to write. Read the example below for more details

(2) You MUST paraphrase the introduction (don’t copy it). Learn some words and phrases you can use for any situation (as mentioned above and shown below).

(3) You MUST include an overview. Try to look for the most important points, which are normally: highs, lows, big changes, no change, similarities, and differences. You will NOT get above Band 5 without an overview.

(4) Organise your answer into 4 paragraphs (usually). This should be (i) an introduction (ii) an overview (iii) 2 body paragraphs with a clear focus e.g. one paragraph for “highs” and one paragraph for “lows”. WARNING – in this example, there are THREE body paragraphs because it helps to make the information clearer. However, each paragraph still follows the rules of a clear focus and relevant use of data from the chart.

STEP-BY-STEP GUIDE

NOTE – Synonyms and descriptive/comparative words/phrases (e.g. “climbed significantly” or “most common”) are included in bold. Linking vocabulary is written in italics.

Step 1 – Introduction

TIPS – Use synonyms for common words/phrases (“gives information” “types” “different” “one”) and rephrase the topic(s) if you can. In this example, “media…used to get daily news” has been changed to “news sources”

TOPIC – The chart below gives information about the types of media that people in different age groups used to get daily news in one country in 2011.

SAMPLE (paraphrased topic) – The chart provides data relating to the kinds of news sources used by various age groups in a particular country in 2011.

T1 Line Graph -Internet Habits

STEP 2 – Overview

TIPS – (1) Look for the biggest, smallest, and changes over time (2) Don’t forget that you need to compare as well! (3) Also, do NOT include any specific data in your overview (numbers/figures)

SAMPLE – A quick overview of the chart reveals that radio was the most common source of news for all ages, except for the youngest category (10-17 years old). Moreover, internet-based media (social media and micro-blogging) was considerably more popular among younger age groups.

T1 Line Graph -Internet Habits

STEP 3 – Body

TIPS – (1) The job of the body is to make the overview clear. Use data from the chart to support the points you’ve made in the overview (2) Use a variety of ways to report data e.g. instead of “80%” you can write “four-fifths” or “four out of ten people” (3) You do NOT have to (and should not) write about every piece of data. Only mention things that help to make your overview clear.

SAMPLE – 88 to 95 percent of people in age groups above 17 listened to the radio for their news. In contrast, only 4 out of 10 people younger than this used the radio for the purpose of getting news.

On the other hand, 80% of people under 29 got their news from social networks, while this figure dropped dramatically to 45% for people aged 30-49 and to only 10% for people in the oldest category (65+).

Finally, micro-blogging was the least common news source in all age groups, but was still most popular among the 10-17 and 18-29 age groups. However, like the use of social networks, this percentage experienced a significant fall in the older age groups, plummeting from 13% in 30-49-year-olds to only 2% in those over 65. (189 words)

T1 Line Graph -Internet Habits

FULL SAMPLE ANSWER

The chart provides data relating to the kinds of news sources used by various age groups in a particular country in 2011.

A quick overview of the chart reveals that radio was the most common source of news for all ages, except for the youngest category (10-17 years old). Moreover, internet-based media (social media and micro-blogging) was considerably more popular among younger age groups.

88 to 95% of people in age groups above 17 listened to the radio for their news. In contrast, only 4 out of 10 people younger than this used the radio for this purpose.

On the other hand, 80% of people under 29 got their news from social networks, while this figure dropped dramatically to 45% for people age 30-49 and to only 10% for people in the oldest category (65+).

Micro-blogging was the least common news source in all age groups, but was still most popular among the 10-17 and 18-29 age groups. However, like the use of social networks, this percentage experienced a significant fall in the older age groups, plummeting from 13% in 30-49-year-olds to only 2% in those over 65. (195 words)

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Band 9.0 Essays: Opinion – Online Courses

Some universities offer online courses as an alternative to classes delivered on campus. Do you think this is a positive or negative development?

Online Courses

GENERAL POINTS –

(1) This is an opinion essay. You can strongly agree, strongly disagree, partly agree…and so on. However, REMEMBER even if you have a strong view, it is useful to show the reader that you have at least thought about the other side.

(2) STRUCTURE – This essay can be four paragraphs (i) an introduction with your view (ii) first supporting idea (iii) second supporting idea (iv) a conclusion where you restate your view and finish strongly.

(3) Link your ideas with a variety of transition words and phrases e.g “Moreover”, “In contrast” “On the other hand” “Finally” “In summary” etc.

(4) Use some synonyms from the question (see the words/phrases in bold). Also, try to add some advanced academic vocabulary related to the topic.

Online Courses 1

TOPIC – Some universities offer online courses as an alternative to classes delivered on campus. Do you think this is a positive or negative development?

NOTE – Synonyms and advanced vocabulary are included in bold. Linking words and general essay vocabulary are in italics (remember you should use these for ALL essays!) Questions that you need to answer for the reader to make your argument cohesive are included in […]

The advent of widespread internet access has made it possible for students to study online as opposed to face-to-face in a traditional university setting. While this option brings with it attractive benefits, it also has some potential drawbacks that must be kept in mind.

NOTE – the writer has used synonyms for the key topic words AND “advantages/disadvantages” ALSO, note how the writer’s view is clear. They are “in the middle”. ALSO, notice how both sides of the topic [online studying vs. university studying] are mentioned.

The appeal of studying via one’s internet connection is that it is flexible [What do you mean by flexible?] In the modern world, many people are forced to juggle their studies with work [How does online studying help], which means they are often not free to attend classes during daytime hours. By being able to study at their leisure, they can advance their education without suffering in other areas. Moreover, the worldwide coverage of the internet means that people who do not live within the vicinity of a university can also access vital educational resources which can make a massive difference in their lives and the lives of those in their communities.

On the other hand, the benefit of university extends further than being able to learn directly from a lecturer [What are the other benefits?] College campuses are places where young people can develop their teamwork and group skills, while also being the place where people establish relationships that will help them find jobs and be successful in their future careers. As the old saying goes – “It’s not what you know. It’s who you know.”

TIP – If you can include a relevant quote, idiom, or expression, it will help your essay seem more advanced. Try to include a specific example if you can too.

Overall, the existence of online studying provides an exciting opportunity for people to learn who would otherwise not be able to. Nevertheless, it must be remembered that the advantages of attending a university campus reach far beyond the academic knowledge that one learns there. (275 words)

Online Courses 2

FULL SAMPLE ANSWER

The advent of widespread internet access has made it possible for students to study online as opposed to face-to-face in a traditional university setting. While this option brings with it attractive benefits, it also has some potential drawbacks that must be kept in mind.

The appeal of studying via one’s internet connection is that it is flexible [What do you mean by flexible?] In the modern world, many people are forced to juggle their studies with work [How does online studying help], which means they are often not free to attend classes during daytime hours. By being able to study at their leisure, they can advance their education without suffering in other areas. Moreover, the worldwide coverage of the internet means that people who do not live within the vicinity of a university can also access vital educational resources which can make a massive difference in their lives and the lives of those in their communities.

On the other hand, the benefit of university extends further than being able to learn directly from a lecturer [What are the other benefits?] College campuses are places where young people can develop their teamwork and group skills, while also being the place where people establish relationships that will help them find jobs and be successful in their future careers. As the old saying goes – “It’s not what you know. It’s who you know.”

Overall, the existence of online studying provides an exciting opportunity for people to learn who would otherwise not be able to. Nevertheless, it must be remembered that the advantages of attending a university campus reach far beyond the academic knowledge that one learns there. (275 words)

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