IELTS Essentials  
All you need to know for your exam  
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IELTS Reading 3

Essential Information 3

Tips 4

Different Reading Question Types 4

IELTS Listening 15

Essential Information 15

Tips 16

Different Listening Question Types 16

IELTS Speaking 21

Essential Information 21

Part 1 22

Part 2 26

Part 3 29

Writing Task 1 35

Essential Information 35

Marking Criteria 36

Structure 37

Check List 37

Writing Task 2 50

Essential Information 50

5 Steps 51

Marking Criteria 51

Essay Structure 55

Vocabulary 61
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IELTS Reading 

Essential Information 
1. You will be allowed 1 hour to complete all 3 sections of the Reading test.
2. There are 40 questions in this practice paper. Each question carries one mark.
3. The reading paper will test a number of different skills, including:
● Completing a diagram, table or summary
● Tell the difference between main ideas and supporting details
● Find specific information
● Identify the writer’s opinion
● Follows key arguments
● Identify the writer’s purpose

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Tips 
1. Don’t expect to understand every word
2. Remember some of the difficult questions are there to separate band 8 from band 9
3. Read the instructions VERY carefully
4. Improve your vocabulary (Read, Note and Review)
5. Timing is important
6. Improve your reading speed
7. Try to read other materials

Different Reading Question Types 

1. Sentence completion
a. Be aware of paraphrasing
b. No More Than Two/Three Words from the text
c. Numbers are counted as one word
d. The answers appear in the same order
e. Answers should be grammatically correct
f. Read the questions before the text

2. Summary, note, table, flow-chart completion

a. There will be more words in the list than required to fill the gaps (or) there will be
no list of words
b. Be aware of paraphrasing
c. Do not need to read the whole text
d. Answers should be grammatically correct (Can predict or eliminate)

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3. Short-answer questions
a. Be aware of paraphrasing
b. Word limits
c. Ability to skim and scan
d. Look at and understand the questions first before you start reading the text. What
is the question actually asking?
e. Identify keywords (Nouns or Noun Phrases)
4. Diagram label completion
a. Don’t focus too much on the diagram first. Try to understand generally
b. Identify the type of word
c. Scan the text and identify where the information is located
d. The answers do not always come in the same order that the paragraphs are in
5. Multiple choices
a. Read the questions before you read the text
b. Identify the keywords and look for it in the text
c. Usually has 2 possible answers (What is the difference?)
d. Be aware of matching keywords, qualifying words (most, all, always, sometimes)
and changing meaning by “but, however, etc..”
e. The answers will be in the same order as the text
6. Matching information to paragraph
a. There will normally be more paragraphs than questions
b. To skim the reading text to get a general meaning of each paragraph
c. Scan for specific words within the paragraphs
d. Read very carefully in order to fully understand the meaning
e. Answers do not come in order
f. Do these questions last
7. Matching headings
a. Answers are not in the same order as the text
b. Do this question first
c. Don’t look at the heading first
d. Read the first one or two sentences and the last sentence of the paragraphs
e. Be aware of synonyms
f. Find out the difference between the two similar headings
Match the two paragraphs with one of the following three headings:
1. How wildlife benefits from big trees
2. Factors that enable trees to grow to significant heights
3. How other plants can cause harm
Paragraph 1- Big trees are incredibly important ecologically. For a start, they sustain countless
other species. They provide shelter for many animals, and their trunks and branches can
become gardens, hung with green ferns, orchids and bromeliads, coated with mosses and
draped with vines. With their tall canopies basking in the sun, they capture vast amounts of
energy. This allows them to sustain much of the animal life in the forest.
Paragraph 2- Only a small number of tree species have the genetic capacity to grow really big.
The mightiest are native to Norther America, but big trees grow all over the globe, from the

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tropics to the boreal forests of the high latitudes. To achieve giant stature, a tree needs three
things: the right place to establish its seedling, good growing conditions and lots of time with low
adult mortality. Disrupt any of these, and you can lose your biggest trees.
 
8. Matching features (such as names)
a. Find the names in the text quickly by scanning for them and then underline them
b. The names might be shortened to just a first or last name
c. The questions do not follow the order of the text. You might have to go
backwards and forwards to find the correct answer
d. Read around the name to see if their findings or research come before or after
their name
9. Matching sentence endings
a. The answers are in the same order
b. Read the incomplete sentences first and don’t look at the endings yet. Try to
understand what they mean and highlight any keywords especially names,
places or dates
c. Look at the endings but not in too much detail
d. Find the correct part of the reading text for each incomplete sentence. Be careful
with synonyms and paraphrases. 
10. True, false, not given
a. If the text agrees with or confirms the information in the statement, the answer is
TRUE (same meaning, not similar)
b. If the text contradicts or is the opposite to the information in the statement, the
answer is FALSE
c. If there is no information or it is impossible to know, the answer is NOT GIVEN
(NOT GIVEN does not mean there are no words in the statements that match
words in the text)
d. Base your answers on the text only, not your prior knowledge
e. Identify any words that qualify the statement For example, ‘Coca-Cola has
always made its drinks in the U.S.A.’ has a different meaning from ‘Coca-Cola
has mainly made its drinks in the U.S.A.’
f. There will be at least one of all three answers
g. Answers are in the same order they appear in the text
h. Read the questions (statements) first
i. Match the statement with the correct part of the text
j. If you are really unsure or can’t find the answer, mark it as ‘not given’.
 
 
 
 

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READING PASSAGE 1

Aphantasia: A life without mental images

Close your eyes and imagine walking along a sandy beach and then gazing over the
horizon as the Sun rises. How clear is the image that springs to mind?
Most people can readily conjure images inside their head - known as their mind's eye.
But this year scientists have described a condition, aphantasia, in which some people are
unable to visualise mental images.
Niel Kenmuir, from Lancaster, has always had a blind mind's eye. He knew he was
different even in childhood. "My stepfather, when I couldn't sleep, told me to count sheep, and
he explained what he meant, I tried to do it and I couldn't," he says. "I couldn't see any sheep
jumping over fences, there was nothing to count."
Our memories are often tied up in images, think back to a wedding or first day at school.
As a result, Niel admits, some aspects of his memory are "terrible", but he is very good at
remembering facts. And, like others with aphantasia, he struggles to recognise faces. Yet he
does not see aphantasia as a disability, but simply a different way of experiencing life.
Mind's eye blind
Ironically, Niel now works in a bookshop, although he largely sticks to the non-fiction
aisles. His condition begs the question what is going on inside his picture-less mind. I asked him
what happens when he tries to picture his fiancee. "This is the hardest thing to describe, what
happens in my head when I think about things," he says. "When I think about my fiancee there
is no image, but I am definitely thinking about her, I know today she has her hair up at the back,
she's brunette. But I'm not describing an image I am looking at, I'm remembering features about
her, that's the strangest thing and maybe that is a source of some regret."
The response from his mates is a very sympathetic: "You're weird." But while Niel is very
relaxed about his inability to picture things, it is often a cause of distress for others. One person
who took part in a study into aphantasia said he had started to feel "isolated" and "alone" after
discovering that other people could see images in their heads. Being unable to reminisce about
his mother years after her death led to him being "extremely distraught".
The super-visualiser
At the other end of the spectrum is children's book illustrator, Lauren Beard, whose work
on the Fairytale Hairdresser series will be familiar to many six-year-olds. Her career relies on
the vivid images that leap into her mind's eye when she reads text from her author. When I met
her in her box-room studio in Manchester, she was working on a dramatic scene in the next
book. The text describes a baby perilously climbing onto a chandelier.
"Straightaway I can visualise this grand glass chandelier in some sort of French kind of
ballroom, and the little baby just swinging off it and really heavy thick curtains," she says. "I think
I have a strong imagination, so I can create the world and then keep adding to it so it gets sort
of bigger and bigger in my mind and the characters too they sort of evolve. I couldn't really
imagine what it's like to not imagine, I think it must be a bit of a shame really."
Not many people have mental imagery as vibrant as Lauren or as blank as Niel. They
are the two extremes of visualisation. Adam Zeman, a professor of cognitive and behavioural
neurology, wants to compare the lives and experiences of people with aphantasia and its

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polar-opposite hyperphantasia. His team, based at the University of Exeter, coined the term
aphantasia this year in a study in the journal Cortex.
Prof Zeman tells the BBC: "People who have contacted us say they are really delighted
that this has been recognised and has been given a name, because they have been trying to
explain to people for years that there is this oddity that they find hard to convey to others." How
we imagine is clearly very subjective - one person's vivid scene could be another's grainy
picture. But Prof Zeman is certain that aphantasia is real. People often report being able to
dream in pictures, and there have been reported cases of people losing the ability to think in
images after a brain injury.
He is adamant that aphantasia is "not a disorder" and says it may affect up to one in 50
people. But he adds: "I think it makes quite an important difference to their experience of life
because many of us spend our lives with imagery hovering somewhere in the mind's eye which
we inspect from time to time, it's a variability of human experience."

Questions 1–5
Do the following statements agree with the information in the reading text?
In boxes 1-5 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1. Aphantasia is a condition, which describes people who cannot visualise mental images.
2. Niel Kenmuir was unable to count sheep in his head.
3. People with aphantasia struggle to remember personal traits and clothes of different people.
4. Niel regrets that he cannot portray an image of his fiancee in his mind.
5. Inability to picture things in someone's head is often a cause of distress for a person.
6. All people with aphantasia start to feel 'isolated' or 'alone' at some point of their lives.
7. Lauren Beard's career depends on her imagination.
8. The author met Lauren Beard when she was working on a comedy scene in her next book.

Questions 9–13
Complete the sentences below.
Write NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 9-13 on your answer sheet.

9. Only a small fraction of people have imagination as______ as Lauren does.

10. Hyperphantasia is _______ to aphantasia.
11.There are a lot of subjectivity in comparing people's imagination - somebody's vivid scene
could be another person's _______ .
12. Prof Zeman is _______ that aphantasia is not an illness.
13. Many people spend their lives with ________ somewhere in the mind's eye.
 
 

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READING PASSAGE 2
You should spend about 20 minutes on Questions 14–26, which are based on Reading
Passage 2 below.

Life lessons from villains, crooks and gangsters

(A) A notorious Mexican drug baron’s audacious escape from prison in July doesn’t, at first,
appear to have much to teach corporate boards. But some in the business world suggest
otherwise. Beyond the morally reprehensible side of criminals' work, some business gurus say
organised crime syndicates, computer hackers, pirates and others operating outside the law
could teach legitimate corporations a thing or two about how to hustle and respond to rapid
change.

(B) Far from encouraging illegality, these gurus argue that – in the same way big corporations
sometimes emulate start-ups – business leaders could learn from the underworld about
flexibility, innovation and the ability to pivot quickly. “There is a nimbleness to criminal
organisations that legacy corporations [with large, complex layers of management] don’t have,”
said Marc Goodman, head of the Future Crimes Institute and global cyber-crime advisor. While
traditional businesses focus on rules they have to follow, criminals look to circumvent them. “For
criminals, the sky is the limit and that creates the opportunity to think much, much bigger.”

(C) Joaquin Guzman, the head of the Mexican Sinaloa drug cartel, for instance, slipped out of
his prison cell through a tiny hole in his shower that led to a mile-long tunnel fitted with lights
and ventilation. Making a break for it required creative thinking, long-term planning and
perseverance – essential skills similar to those needed to achieve success in big business.

(D) While Devin Liddell, who heads brand strategy for Seattle-based design consultancy,
Teague, condemns the violence and other illegal activities he became curious as to how criminal
groups endure. Some cartels stay in business despite multiple efforts by law enforcement on
both sides of the US border and millions of dollars from international agencies to shut them
down. Liddell genuinely believes there’s a lesson in longevity here. One strategy he underlined
was how the bad guys respond to change. In order to bypass the border between Mexico and
the US, for example, the Sinaloa cartel went to great lengths. It built a vast underground tunnel,
hired family members as border agents and even used a catapult to circumvent a high-tech
fence.

(E) By contrast, many legitimate businesses fail because they hesitate to adapt quickly to
changing market winds. One high-profile example is movie and game rental company
Blockbuster, which didn’t keep up with the market and lost business to mail order video rentals
and streaming technologies. The brand has all but faded from view. Liddell argues the
difference between the two groups is that criminal organisations often have improvisation
encoded into their daily behaviour, while larger companies think of innovation as a set process.
“This is a leadership challenge,” said Liddell. “How well companies innovate and organise is a
reflection of leadership.”

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Left-field thinking

(F) Cash-strapped start-ups also use unorthodox strategies to problem solve and build their
businesses up from scratch. This creativity and innovation is often borne out of necessity, such
as tight budgets. Both criminals and start-up founders “question authority, act outside the
system and see new and clever ways of doing things,” said Goodman. “Either they become Elon
Musk or El Chapo.” And, some entrepreneurs aren’t even afraid to operate in legal grey areas in
their effort to disrupt the marketplace. The co-founders of music streaming service Napster, for
example, knowingly broke music copyright rules with their first online file sharing service, but
their technology paved the way for legal innovation as regulators caught up.

(G) Goodman and others believe thinking hard about problem solving before worrying about
restrictions could prevent established companies falling victim to rivals less constrained by
tradition. In their book The Misfit Economy, Alexa Clay and Kyra Maya Phillips examine how
individuals can apply that mindset to become more innovative and entrepreneurial within
corporate structures. They studied not just violent criminals like Somali pirates, but others who
break the rules in order to find creative solutions to their business problems, such as people
living in the slums of Mumbai or computer hackers. They picked out five common traits among
this group: the ability to hustle, pivot, provoke, hack and copycat.

(H) Clay gives a Saudi entrepreneur named Walid Abdul-Wahab as a prime example.
Abdul-Wahab worked with Amish farmers to bring camel milk to American consumers even
before US regulators approved it. Through perseverance, he eventually found a network of
Amish camel milk farmers and started selling the product via social media. Now his company,
Desert Farms, sells to giant mainstream retailers like Whole Foods Market. Those on the fringe
don’t always have the option of traditional, corporate jobs and that forces them to think more
creatively about how to make a living, Clay said. They must develop grit and resilience in order
to last outside the cushy confines of cubicle life. “In many cases scarcity is the mother of
invention,” Clay said.

Questions 14-21
Reading Passage 2 has eight paragraphs A-H. Match the headings below with the paragraphs.
Write the correct letter, A-H, in boxes 14-21on your answer sheet.

14. Jailbreak with creative thinking

15. Five common traits among rule-breakers
16. Comparison between criminals and traditional businessmen
17. Can drug baron's espace teach legitimate corporations?
18. Great entrepreneur
19. How criminal groups deceive the law
20. The difference between legal and illegal organisations
21. Similarity between criminals and start-up founders

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Questions 22–25
Complete the sentences below.
Write ONLY ONE WORD from the passage for each answer.
Write your answers in boxes 22–25 on your answer sheet.

22. To escape from a prison, Joaquin Guzman had to use such traits as creative thinking,
long-term planning and _______ .
23. The Sinaloa cartel built a grand underground tunnel and even used a ______ to avoid the
fence.
24. The main difference between the two groups is that criminals, unlike large corporations,
often have _______ encoded into their daily life.
25. Due to being persuasive, Walid Abdul-Wahab found a ______ of Amish camel milk farmers.

Question 26
Choose the correct letter, A, B, C or D.
26. The main goal of this article is to:
A Show different ways of illegal activity
B Give an overview of various criminals and their gangs
C Draw a comparison between legal and illegal business, providing examples
D Justify criminals with creative thinking
 
 
READING PASSAGE 3
You should spend about 20 minutes on Questions 27–40, which are based on Reading
Passage 3 below.

Britain needs strong TV industry

Comedy writer Armando Iannucci has called for an industry-wide defence of the BBC and British
programme-makers. "The Thick of It" creator made his remarks in the annual MacTaggart
Lecture at the Edinburgh TV Festival.

"It's more important than ever that we have more strong, popular channels... that act as
beacons, drawing audiences to the best content," he said. Speaking earlier, Culture Secretary
John Whittingdale rejected suggestions that he wanted to dismantle the BBC.

'Champion supporters'

Iannucci co-wrote "I'm Alan Partridge", wrote the movie "In the Loop" and created and wrote the
hit "HBO"and "Sky Atlantic show Veep". He delivered the 40th annual MacTaggart Lecture,
which has previously been given by Oscar winner Kevin Spacey, former BBC director general

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Greg Dyke, Jeremy Paxman and Rupert Murdoch. Iannucci said: "Faced with a global audience,
British television needs its champion supporters."

He continued his praise for British programming by saying the global success of American TV
shows had come about because they were emulating British television. "The best US shows are
modelling themselves on what used to make British TV so world-beating," he said. "US
prime-time schedules are now littered with those quirky formats from the UK - the "Who Do You
Think You Are"'s and the variants on "Strictly Come Dancing" - as well as the single-camera
non-audience sitcom, which we brought into the mainstream first. We have changed
international viewing for the better."

With the renewal of the BBC's royal charter approaching, Iannucci also praised the corporation.
He said: "If public service broadcasting - one of the best things we've ever done creatively as a
country - if it was a car industry, our ministers would be out championing it overseas, trying to
win contracts, boasting of the British jobs that would bring." In July, the government issued a
green paper setting out issues that will be explored during negotiations over the future of the
BBC, including the broadcaster's size, its funding and governance.

Primarily Mr Whittingdale wanted to appoint a panel of five people, but finally he invited two
more people to advise on the channer renewal, namely former Channel 4 boss Dawn Airey and
journalism professor Stewart Purvis, a former editor-in-chief of ITN. Iannucci bemoaned the lack
of "creatives" involved in the discussions.

"When the media, communications and information industries make up nearly 8% our GDP,
larger than the car and oil and gas industries put together, we need to be heard, as those
industries are heard. But when I see the panel of experts who've been asked by the culture
secretary to take a root and branch look at the BBC, I don't see anyone who is a part of that
cast and crew list. I see executives, media owners, industry gurus, all talented people - but not a
single person who's made a classic and enduring television show."

'Don't be modest'

Iannucci suggested one way of easing the strain on the licence fee was "by pushing ourselves
more commercially abroad".

"Use the BBC's name, one of the most recognised brands in the world," he said. "And use the
reputation of British television across all networks, to capitalise financially oversees. Be more
aggressive in selling our shows, through advertising, through proper international subscription
channels, freeing up BBC Worldwide to be fully commercial, whatever it takes.

"Frankly, don't be icky and modest about making money, let's monetise the bezeesus Mary and
Joseph out of our programmes abroad so that money can come back, take some pressure off
the licence fee at home and be invested in even more ambitious quality shows, that can only
add to our value."

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Mr Whittingdale, who was interviewed by ITV News' Alastair Stewart at the festival, said he
wanted an open debate about whether the corporation should do everything it has done in the
past. He said he had a slight sense that people who rushed to defend the BBC were "trying to
have an argument that's never been started".

"Whatever my view is, I don't determine what programmes the BBC should show," he added.
"That's the job of the BBC." Mr Whittingdale said any speculation that the Conservative Party
had always wanted to change the BBC due to issues such as its editorial line was "absolute
nonsense".

Questions 27-31
Do the following statements agree with the information in the IELTS reading text?
In boxes 27–31 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

27. Armando Iannucci expressed a need of having more popular channels.

28. John Whittingdale wanted to dismantle the BBC.
29. Iannucci delivered the 30th annual MacTaggart Lecture.
30. Ianucci believes that British television has contributed to the success of American
TV-shows.
31. There have been negotiations over the future of the BBC in July.

Questions 32–35
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 32-35 on your answer sheet.
32. Ianucci praised everything EXCEPT
A US shows
B British shows
C Corporation
D British programming

33. To advise on the charter renewal Mr Whittingdale appointed a panel of

A five people
B two people
C seven people
D four people

34. Who of these people was NOT invited to the discussion concerning BBC renewal?
A Armando Iannucci
B Dawn Airey
C John Whittingdale

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D Stewart Purvis

35. There panel of experts lacks:

A media owners
B people who make enduring TV-shows
C gurus of Television industry
D top executives

Questions 36–40
Complete the summary below.
Write NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 37–40 on your answer sheet.
Easing the strain on the licence fees
Iannucci recommended increasing BBC's profit by pushing ourselves more 36._______ . He
suggests being more aggressive in selling British shows, through advertising and proper
international 37.________ . Also, he invokes producers to stop being 38.________ and modest
about making money and invest into even 39._________ quality shows. However, Mr
Whittingdale denied any 40.________ that the Conservative Party had always wanted to
change the BBC because of its editorial line.

……………………………………………………………………………………………………………….

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IELTS Listening 
Essential Information 
1. The IELTS Listening test lasts around 30 minutes.
2. You will have 10 minutes at the end to transfer your answers to the answer sheet
provided.
3. It is divided into 4 parts. The questions get progressively more difficult as the test goes
on.
4. There are 40 questions in total. Each question carries 1 mark.
5. Timing is key. For each part, you will have time to look at the questions before the
recording begins and you will have time to check your answers at the end.

Tips 
1. Listen to English every day (30 min - 1 hr)
2. Have a strategy and rhythm
3. Know your weakness (vocabulary, spelling, grammar or listening skills) and improve it.

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4. Prediction (Context)
5. Synonyms and paraphrasing
6. Signposting language (first of all, secondly, however, in addition)
7. Active listening **

Different Listening Question Types 

1. Form filling
a. Names, phone numbers, dates and times
b. One common trick is for the person to give one piece of information and then
correct it later in the recording
c. Prediction is important. Grammar, Facts (phone number, address, date, time,
business name etc), Others (activity, items etc)
d. Be aware of synonym and sound of the numbers (13 - 30, 18000 - 80000), 0 = oh
e. Read the questions before the text

2. Labelling a map or plan

Useful Language
at the top/at the bottom in the middle of/in the centre just past
on the left/on the right/on the of before you get to
far side above/below adjoining
North/South/East/West inside/outside enter via
to the north/to the west opposite/in front of runs alongside
slightly west of left-hand side/ right-hand side
in the southwest/in the clockwise/anticlockwise
northeast a little beyond
a. Read the question carefully. Understand the map or plan and its features
b. Think about where the person might begin their talk from
c. Be aware of signposting language like ‘The next room we are about to see is…’,
or ‘If you now follow me to….’, to help you understand each stage of the talk.
 
3. Multiple-choice questions
a. To read the question and choices ahead of listening
b. Don’t write the first answer you hear. Remember that they will try and trick you.
Be careful if you hear words like ‘but’ or ‘however’
c. Don’t spend any more time than is necessary. If you miss an answer, make a
guess and move on

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SECTION 1. QUESTIONS 1-10

Questions 1-4
Complete the form below.
Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.
Example: Global Bicycle Tours

Tour name: River Valley tour. Tour month: (1)___

Customer Name: (2)____ Schmidt

Address: P. O. Box (3)____

Manchester

Bicycle rental required? __Yes _☑_No

Dietary restrictions: (4)_____

Questions 5 -7
Choose the correct letters, A, B, or C.

5. What size deposit does the caller have to pay?

A. 5 percent.
B. 30 percent.
C. 50 percent.

6. When does the deposit have to be paid?

A. Two weeks from now.

B. Four weeks from now.
C. Six weeks from now.

7. How will the luggage be carried?

A. By bus.
B. By bicycle.
C. By van.

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Questions 8-10

Choose THREE letters, A-F.

Which THREE things should the caller take on the tour?
A raincoat
В spare tire
С maps
D water bottle
E camera
F guide book

SECTION 2. QUESTIONS 11-20

Questions 11-15
What change has been made to each part оf the health club?
Write the correct letter, A-F next to questions 11—15.
HARTFORD HEALTH CLUB Part of the health club
A installed a new floor 11. swimming pools
В repainted 12. locker rooms
С moved to a new location 13. exercise room
D rebuilt 14. tennis court
E enlarged 15. club store
F replaced the equipment

Questions 16-18
Complete the sentences below.
Write NO MORE THAN TWO WORDS for each answer.
16. Tomorrow,____ for adults and children will start.
17. On Wednesday, there will be a _____ .
18. A _____ is planned for next weekend.

Questions 19 and 20
Answer the questions below. Choose the correct letter, A, B, or C.

19. How many months did it take to complete the renovation work?

A. Three.
B. Nine.
C. Twelve.

20. What project is planned for next year?

A. An indoor pool.
B. An outdoor tennis court.
C. An outdoor pool.

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SECTION 3. QUESTIONS 21-30

Questions 21-25
Choose FIVE letters, A-I. What FIVE things will the students do during their museum internship?
A art conservation
B administrative duties
C guide tours
D attend board meetings
E give classes
F research
G write brochures
H plan a reception
I meet artists

Questions 26-30
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

City Art Museum

The main part of museum was built in (26) _____ .
The (27) _____ was built sixty years later.
Collections: modern art, works by (28) _____ , sculpture, European art.
Classes: (29) _____ classes for adults
Arts and crafts workshops for children
Weekly (30) _____ in the fall and winter

SECTION 4. QUESTIONS 31-40

Questions 31-35
Choose the correct letter, A, B, or С.
31. The tomato originally came from

A. Mexico.
B. Spain.
C. Peru.

32. The original color of the tomato was

A. red.
B. green.
C. yellow.

33. The Aztec word for tomato means

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A. golden apple.
B. plump thing.
C. small fruit.

34. In the 1500s, people in Spain and Italy

A. enjoyed eating tomatoes.

B. used tomatoes as ornamental plants.
C. made medicine from tomatoes.

35. In the 1600s, the British

A. saw tomatoes as poisonous.

B. published tomato recipes.
C. ate tomato sauce daily.

Questions 36-40
Complete the timeline with information about the history оf the tomato in the United States.
Write NO MORE THAN TWO WORDS for each answer.

1806 - Tomatoes were mentioned as food in a (36)_____ .

1809 - Thomas Jefferson (37)_____ at his home in Virginia.
1820 - A man proved that tomatoes were not poisonous by eating them (38)_____ .
1830s - (39)_____ appeared in newspapers and magazines.
1930s - People began to eat (40)_____ .

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IELTS Speaking 
Essential Information 
1. Part 1 is about you. They will ask you familiar, everyday questions about your life. This
will last around 4-5 minutes.
2. For part 2, you will be given a cue card and you will have 1 minute to prepare your
answer. You will then be asked to speak for up to 2 minutes.
3. Part 3 is more abstract. This is your opportunity to really develop your answers and
discuss the issues brought up by the examiner. This will last 4-5 minutes.
4. (4) marking criteria are
4.1. Fluency & cohesion
4.2. Vocabulary
4.3. Grammar
4.4. Pronunciation

Part 1 
1. The examiner will introduce themselves and ask you what your name is, what he/she
can call you and where you are from.
2. The examiner will finally ask to see your identification
3. You need to extend your answer (2 - 3 sentences)
4. Practise and record your speaking
5. Improve your fluency, clarity, extension,vocabulary, grammar and intonation,
6. Don’t give a very short answer (yes, no), go off topic, speak too softly, try to be 100%
true.

How to extend the answer 

1. Feeling and opinion
What do you like to do in your spare time?
I like shopping because I love trying on new clothes and I always feel more confident when I’m
wearing a new outfit.

2. Contrasting Details
How long have you worked there?
I’ve worked there for three years, but I’m going to change careers next year.

3. Adding details
Do you live in a flat or a house?
I live in a house with my two brothers and my mum. We’ve also got a dog and a cat.

4. Past comparison

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Do you play sports?

I used to love basketball, but now I play football more because that’s what my friends are in to.

5. Adding Reason
Do you like your job?
Yes, I really love my job because I get to help people with their problems everyday.

6. Adding future plan

Do you work or study?
I’m at university at the moment, but I’m graduating next year and I will hopefully get a job in
advertising.

7. Give examples
Do you get along with your brothers?
No, we’re not into the same things, like when we are both watching TV we always fight about
what show to watch.

8. Adding frequency
What do you do at the weekends?
I usually watch TV and play computer games, but sometimes I go out for a drink with my friends.

Common Questions in Speaking Part 1 

Work Do you like that subject?

Do you get on with your colleagues?
What is your job? What was your first day like?
Where do you work? What are the main aspects of your subject?
Why did you choose that job? If you had the chance, would you change the
Is it a popular job in your country? subject?
Do you like your job? Do you plan to get a job in the same field as
Do you get on well with your colleagues? your subject?
What was your first day like?
What responsibilities do you have at work? Hometown
If you had the chance, would you change your
job? Where is your hometown?
Do you plan to continue with your job in the Do you like your hometown?
future? Do you often visit your hometown?
What is your hometown like?
Study What is the oldest place in your hometown?
What is there for a foreigner to do or see in your
What do you study? hometown?
Where do you study that? How could your hometown be improved?
Why did you choose that subject? Has your hometown changed much since you
Is it a popular subject in your country? were a child?

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Is there good public transportation in your Do you think it is better for children to grow up in
hometown? the city or in the countryside?
Do you think your hometown is a good place to
bring up children? Clothes

Home Are clothes important to you?

What kind of clothes do you usually wear?
Where is your home? Do you ever wear the traditional clothes of your
Do you live in a house or a flat? country?
Who do you live with? Where do you usually buy your clothes?
Are there many rooms in your home? Have you ever worn a uniform?
What is your favourite room? Do most people in your country follow fashion?
How are the walls decorated?
What would you change about your home? Computers
Do you plan to live there in the future?
What facilities are there near your home? Do you often use a computer?
What is your neighbourhood like? How do you usually get online?
Do most people live in houses in your country? Do you prefer desktops or laptops?
What do you use your computer for?
Art Do you think it is important to learn how to use a
computer?
Are you good at art?
Did you learn art at school when you were a Daily Routine
child?
What kind of art do you like? When do you usually get up in the morning?
Is art popular in your country? Do you usually have the same routine every
Have you ever been to an art gallery? day?
Do you think children can benefit from going to What is your daily routine?
art galleries? Do you ever change your routine?
Is your routine the same today as it was when
Birthdays you were a child?
Do you think it is important to have a daily
Do you enjoy your birthdays? routine?
Do you usually celebrate your birthday?
What did you do on your last birthday? Dictionaries
Can you remember a birthday you enjoyed as a
child? Do you often use a dictionary?
Do most people celebrate their birthdays with a What do you use dictionaries for?
party in your country? What kinds of dictionaries do you think are most
Which birthdays are considered important in useful?
your country? Do you think dictionaries are useful for learning
a language?
Childhood What kind of information can you find in a
dictionary?
Did you enjoy your childhood?
What is your first memory of your childhood?
Did you have a lot of friends when you were a Evenings
child?
What did you enjoy doing as a child? What do you often do in the evenings?

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Do you do the same thing every evening?

Do you prefer to spend your evenings with Happiness
family or friends?
Do you ever work or study in the evenings? Are you a happy person?
What is a popular activity for young people in What usually makes you happy?
your country in the evenings? Does the weather ever affect how you feel?
Do you do the same thing in the evenings as What makes you feel unhappy?
you did when you were a child? Do you think people in your country are
generally happy people?
Family & Friends
Hobbies
Do you spend much time with your family?
Who are you closest to in your family? Do you have a hobby?
Do you prefer spending time with your family or What equipment do you need for it?
friends? Do you think hobbies should be shared with
Who is your best friend? other people?
Are you still friends with people from your Did you have a hobby as a child?
childhood? What hobbies are popular in your country?
Is family important in your country? Why do you think people have hobbies?

Flowers Internet

Do you like flowers? How often do you go online?

What’s your favourite flower? What do you use the internet for?
When was the last time you gave someone How do you get online?
flowers? Do you have your own computer?
Do any flowers have a special meaning in your What’s your favourite website?
country? Do you think children should be allowed
Why do you think women like flowers more than unsupervised access to the internet?
men?
Leisure Time
Food
What is your favourite leisure activity?
What’s your favourite food? What did you enjoy doing in your free time as a
Have you always liked the same food? child?
Is there any food you dislike? Do you prefer to spend your free time with other
What is a common meal in your country? people or alone?
Do you have a healthy diet? What is a common leisure activity in your
What do you think of fast food? country?
Do most people in your country get two days off
Going Out a week?
Do you think leisure time is important?
Do you often go out in the evenings?
What do you like to do when you go out? Music
Do you prefer going out on your own or with
friends? Do you like music?
How often do you go out in a week? What’s your favourite type of music?
Where do most young people like to go out in Can you sing?
your country? Did you learn music at school?

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If you could learn a musical instrument, what What’s your favourite shop?
would it be? Do you prefer shopping alone or with others?
Do you think music is important? What kinds of shops are there where you live?
Have you ever bought anything online?
Neighbours & Neighbourhood Do you think men and women have different
opinions about shopping?
Do you like your neighbours?
Are neighbours usually close to each other in Sport
your country?
What is your neighbourhood like? Do you like sports?
Do you think your neighbourhood is a good What’s your favourite sport?
place for children? Do you often watch sports on TV?
How could your neighbourhood be improved? Did you play sports as a child?
Do you think it is important to have a good What is the most popular sport in your country?
relationship with your neighbours? How do most people in your country keep fit?

Newspapers TV

How do you usually get your news? Do you often watch TV?
Do you often read newspapers? What sorts of things do you watch on TV?
What kind of news do you usually follow? What is your favourite TV program?
How do most people get the news in your Do you ever watch foreign programs or films?
country? What did you watch on TV when you were a
Do you think international news is important? child?
Do you think children should watch TV?
Pets
Transport
Do you have a pet?
Do you like animals? How did you get here today?
What’s your favourite animal? What is your favourite mode of transport?
What is a popular pet to have in your country? Do you ever use public transport?
Did you have a pet as a child? Do you like the transport system in your
Why do people have pets? country?
What is the difference between taking a bus and
Reading taking a train?

Do you often read? Weather

What is your favourite kind of book to read?
Do you often read newspapers? What’s the weather like today?
Do you have any e-books? What’s your favourite weather?
What books did you read as a child? Do you like the weather in your country?
Do you think it is important to encourage Is the weather the same in all parts of your
children to read? country?
Does the weather ever affect the way you feel?
Shopping Does the weather in your country ever affect
transportation
Do you like shopping?
 

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Part 2 
You will be given a card with a particular topic on it, and this will include key points that you
should talk about.
You will be given one minute to plan and then you will talk for between 1-2 minutes.

1. You Don’t Have to Talk About Every Bullet Point

2. Have a strategy
a. Introduction (I’d like to talk about…)
b. Past (used to, past simple, perfect and future)
c. Description (use adj and adv)
d. Opinion (In my view, I think, I feel, I strongly believe)
e. Future (going to, will, future perfect)
3. Don’t memorize the answer but preparing many topics will help.
4. Don’t try to write full sentences to speak
5. It’s ok to make up answers
 
Common Topics to Practise  
Art Book
Describe a piece of art you like. Describe a book you have recently read.
You should say: You should say:
■ what the work of art is ■ what kind of book it is
■ when you first saw it ■ what it is about
■ what you know about it ■ what sort of people would enjoy it
■ and explain why you like it. ■ and explain why you liked it.

You should say:

Communication ■ when this happened
Describe a piece of advice you recently ■ who gave you the advice
received. ■ what the advice was

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■ and explain how you felt about the

advice. Internet
Describe a useful website.
Daily Routine You should say:
Describe a time of the day you like. ■ what it is
You should say: ■ how often you visit it
■ what time of day it is ■ what kind of site it is
■ what you do at that time ■ what kind of information it offers
■ who you are usually with ■ and explain why you think it is useful.
■ and explain why you like it.
Journey
Exercise Describe a journey that didn’t go as planned.
Describe an exercise you know. You should say:
You should say: ■ where you were going
■ what it is ■ how you were travelling
■ how it is done ■ who you were with
■ when you first tried it ■ what went wrong
■ what kind of people it is suitable for ■ and explain what you would do
■ and explain why you think it is a good differently.
exercise.
Kindness
Family Describe a person you know who is kind.
Describe a member of your family you get on You should say:
well with. ■ who it is
You should say: ■ how you know this person
■ who it is ■ what sort of person he/she is
■ what relationship you have to that ■ and explain why you think they are kind.
person
■ what that person is like Language
■ what you do together Describe a language you have learned.
■ and explain why you get on so well. You should say:
■ what it is
Gift ■ when you started learning
Describe a gift you recently gave to someone. ■ how you learned it
You should say: ■ what was difficult about it
■ who you gave it to ■ and why you decided to learn that
■ what kind of person he/she i language.
■ what the gift was
■ what occasion the gift was for Music
■ and explain why you chose that gift. Describe a song you like.
You should say:
Hobby ■ what kind of song it is
Describe an interesting hobby. ■ what the song is about
You should say: ■ when you first heard it
■ what it is ■ and explain why you like it.
■ what kind of people do it
■ how it is done News
■ and explain why you think it is Describe some good news you recently
interesting. received.

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You should say: Unexpected

■ what the news was Describe an unexpected event.
■ how you received the news You should say:
■ who gave it to you ■ what it was
■ and explain why this was good news. ■ when it happened
■ who was there
Old people ■ why it was unexpected
Describe an old person you know. ■ and explain why you enjoyed it.
You should say:
■ who this person is Vocation
■ how old he/she is Describe a vocation you think is useful to
■ what this person is like society.
■ and explain why you like this person. You should say:
■ what it is
Photograph ■ what it involves
Describe a photograph you like. ■ what kind of people usually do this work
You should say: ■ and explain why you think it is useful to
■ what can be seen in the photo society.
■ when it was taken
■ who took it Water
■ and explain why you like it. Describe a place near water.
You should say:
Respect ■ where it is
Describe someone you respect. ■ how you get there
You should say: ■ how often you do there
■ who the person is ■ what you can do there
■ how you know about this person ■ and explain why you like it.
■ what this person does
■ what this person is like Your Favourite Shop
■ and explain why you respect this Describe your favourite shop.
person. You should say:
■ where it is
Sport ■ how often you go there
Describe a sports you would like to learn. ■ what it sells
You should say: ■ and explain why you think it is a good
■ what it is shop.
■ what equipment is needed for it
■ how you would learn it Zoo
■ and explain why you would like to learn Describe a place with animals.
this sport. You should say:
■ where it is
Travel ■ how you heard of it
Describe a place you have recently visited. ■ what animals can be seen
You should say: ■ and explain why it might be an
■ where you went interesting place to visit.
■ who you went with
■ how you got there
■ and explain why you enjoyed it.

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Part 3 
In part 3 test the examiner will ask further questions which are linked to the topic talked about in
part 2.

7 Common Question Types 

The seven common question types that appear in IELTS speaking part 3 are:
1. Opinion– What do you think about ‘this’? Remember to say why you think that way and
give examples.
2. Evaluate– What do you think about someone else’s opinion?
3. Future– What do you think will happen in the future?
4. Cause and Effect– What caused ‘this’ and/or what effects has ‘it’ had?
5. Hypothetical– Talk about imaginary or unreal situations.
6. Compare and Contrast– Talk about the difference and/or similarities between two things.
7. Past– How were things different in the past and how have they changed?

Grammatical Structures 
1. Opinion
● As I see it,
● Personally,
● For me,
If you feel very strongly about something you could use:
● I’m convinced that….
● I’m certain that….
● I’m sure that….
If you are less sure about your opinion you could give a weaker opinion by using:
● I guess that…
● I suppose that….
● I’d say that…..
Example Question
What are some of the ways people can help others in the community?
As I see it, there are many ways one can help the needy, but the best way is by making
charitable donations. People can choose a charity and simply donate a sum of money and leave
it to them to help others in need. For instance, I recently gave money to an orphanage. I don’t
have time to help them personally, so I’ll leave it up to them to use the money as they see fit.

2. Evaluate
In these kinds of questions you will be asked what you think about someone else’s opinion. We
will therefore need to use expressions that allow us to agree or disagree.

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For agreement

● I couldn’t agree with you more.

● That’s so true.
● That’s for sure.
● That’s exactly how I feel.
● No doubt about it.
● I suppose so./I guess so.
● You/they have a point

For disagreement:

● I don’t think so.

● I’m afraid I disagree.
● I totally disagree.
● I beg to differ.
● I’d say the exact opposite.
● Not necessarily.
● That’s not always true.
● That’s not always the case.

Example Question
Some people say that people helped others more in the past than they do now. Do you
agree or disagree?
I don’t think so. When it comes to my parent’s generation, I think they are quite sceptical about
helping other people in the community, but my generation are regularly doing things to improve
it, such as volunteering for various environmental and charitable organisations. Young people
are actively encouraged to help out in the community and I don’t think this happened in the past,
so I’m afraid I’d disagree.

3. Future
For making future predictions we normally use ‘will + verb’,
More complex structures could include
:

● X plans to…..
● It is predicted that….
● X intends to….
● I foresee…..
● It is foreseeable….

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● (Conditionals) If X + verb…..
● It is likely that…
● It is probable that….
● It is unforeseeable that….

Example Question
Some people say that working from home will be quite common in the future. Do you
agree?
It is foreseeable that more people will work from home in the future. If the internet becomes
faster and there are more programs, such as Skype, that allow people to work from home more
easily, I’d predict that more people will stay at home. If you think about it, most people don’t
need to be physically present to do their jobs and I envisage that face to face meetings will be a
thing of the past.

Cause and Effect

To talk about cause and effect you can use:

● …because…
● …as a result….
● …resulted in…
● …as a consequence…
● …due to….
● …led to….

Example Question
How does advertising influence what people choose to buy?
I think advertising has a big influence on what people purchase and often leads to them always
sticking with the same brand. For example, I always drink Coca Cola and I believe this is
because I grew up watching all those ads on TV and I instinctively buy it as a result. I mean,
why would companies spend so much money on adverts, unless it led to more sales?

Hypothetical
The second conditional is used to talk about ‘unreal’, ‘unlikely’ or ‘impossible’ situations. You
might get asked a question about an ‘unreal’ situation, for example ‘If you were mayor of your
city, what would you do to improve it?’

The grammar we use for this is:

If + (subject 1) + past participle, then (subject 2) + would + verb

Example Question
If you could choose any country to live in, where would you choose?

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If I could live in any country, I would probably choose Australia. The weather is great; the people
are super friendly and just imagine living beside all those beaches. If I could choose another
country, it would have to be Italy, for the architecture, the culture and its fascinating history.

Compare and Contrast

To compare two things, use a comparative adjective + than e.g. He’s taller than his sister.

Example Question
Do you think primary school children should learn a second language or should they
wait until secondary school?
It’s obvious that the earlier children start a language the easier it becomes in later life. However,
some parents might think that subjects like maths are more important than languages at primary
level. They may also think that a foreign language is less important than their first language and
this should be prioritised.

Past
● Present perfect continuous to talk about something that started in the past and continues
up until the present. Example: They have been developing the city centre for the past
five years. For this tense we use the structure has/have + been + present participle
(verb-ing).
● Used to + infinitive to talk about past habits or states that are now finished.
● Would + infinitive to describe past habits.
● Past simple to talk about things you did in the past that you no longer do or are no
longer true.
● Past continuous to talk about the background of a story or how you felt at a particular
time.
● Past perfect to say something happened before something else in the past.

Example Question
How has teaching changed in your country over the past few decades?
In the past, teachers simply lectured students and the students just listened to what they said.
We were given lots of facts to learn and there was no room for creativity or freedom of
expression. I remember learning lots of things without thinking about the theory behind it. Now,
there’s been a movement towards students thinking for themselves.
 
IELTS Speaking Part 3 Topics & Questions 
 
Art
■ What kind of art do you enjoy?
■ What are the traditional art forms in your country?
■ What makes a good painting?
■ Do you think children should study art at school?
■ How can children benefit from learning art?

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■ How has art changed in the last few decades in your country?

Clothes
■ Can clothing tell you much about a person?
■ Why do some companies ask their staff to wear uniforms?
■ What are the advantages and disadvantages of having uniforms at work?
■ When do people wear traditional clothing in your country?
■ How have clothes fashions change in your country over the last few decades?
■ What is the difference between clothes that young people and old people like to wear?

Education
■ What makes a good student?
■ What role should the teacher have in the classroom?
■ Do you think computers will one day replace teachers in the classroom?
■ How has teaching changed in your country in the last few decades?
■ What is the difference between the way children learn and the way adults learn?
■ How can a teacher make lessons for children more interesting?

Family
■ Is family important in your country?
■ How has the size of the family has changed in the last few decades in your country?
■ How do you think the family will change in the future?
■ What role do grandparents play in the family in your country?
■ Who do you think should be responsible for the care of the elderly, the family or the
government?

Food
■ Do you think diet is important?
■ What is a balanced diet?
■ What is the typical diet of people in your country?
■ Do many people eat in restaurants in your country?
■ Why do some people enjoy eating out?
■ What’s the difference between restaurant food and home cooked food?

Health
■ How can people improve their health?
■ Do elderly people do much exercise in your country?
■ Do you think all illness can be prevented?
■ Do you think there will be less illness in the future?
■ Do you think health care should be free?
■ What makes a good doctor?

Internet
■ Do most people have a computer at home in your country?
■ Do you think all information on the internet is true?
■ How can people find reliable information on the internet?
■ How has the internet changed the way we live?
■ How has the internet changed the way we work?
■ Do you think the internet is safe for children to use unsupervised?

Media & News

■ Do you believe everything you read in the newspapers?
■ How do most people get their news in your country?
■ How do you think people will get their news in the future?
■ How has TV changed our lives?

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■ Do you think TV influences the way we think?

■ Should children be allowed to watch a lot of TV?
■ Are all people on TV famous?
■ Do you think famous people have a responsibility to act as role models for the younger
generation?

Nature
■ What are the main environmental problems in your country?
■ Why should people be concerned about the environment?
■ How can people protect the environment?
■ Do you think money should be spent on protecting animals?
■ Do you think more should be done to protect natural beauty spots in your country?

Society
■ What social problems are there in your country?
■ What can be done to alleviate poverty?
■ Are there many charities in your country?
■ What is the difference between major crime and minor crime?
■ Do you think all criminals should go to prison?
■ Why do so many people move to live in cities?
■ What problems does overpopulation cause?

Travel
■ Why do some people prefer to travel abroad rather than in their own country?
■ Do you think traveling to another country can change the way people think?
■ Do you think it is good for children to experience life in a foreign country?
■ How have holidays changed over the past few decades?
■ Do you think it is safer to travel now than in the past?

Work
■ Do you think job satisfaction is more important than salary when choosing a job?
■ What skills do you think are needed to get a good job these days?
■ Do you think women should be able to do all the same jobs that men do?
■ How has technology changed the way we work?
■ What is the difference between white collar and blue collar jobs?
■ What jobs do you think are most valuable to society?
 
Phrases that can be used while thinking: 

● That’s a difficult question, let me think for a second.

● That’s a very interesting question, let me think.
● It’s very difficult to know exactly, but I think/but I believe/perhaps….
● It’s difficult to say, I think….
● I don’t really know for sure, but I would say….

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Writing Task 1 
Essential Information 
1. Write a report on a data set, map, or process.
2. You must write 150 words or more.
3. You should spend around 20 minutes on this part of the test.
4. Task 1 is worth 1/3 of your total mark on the Writing test.
5. You will be assessed in four areas:
a. Task Achievement (25%)
b. Coherence and Cohesion (25%)
c. Lexical Resource (25%)
d. Grammatical Range and Accuracy (25%)

Marking Criteria 
1. Task Achievement
2. Coherence and Cohesion
3. Lexical Resource
4. Grammatical Range and Accuracy

Task Achievement 
Task Achievement refers to your ability to answer the question properly.
You will get a higher score if you:
● Select the main/key features of the graph, chart, map or process.
● Write a clear overview that includes the main/key features (main trends, differences,
stages etc.) of the graph, chart, map or process.
● Support them with accurate detail.
● Write at least 150 words.

Coherence and Cohesion 

Coherence refers to your ability to connect your main ideas together so that they make
sense and are easy to understand.

You will get a higher score for coherence if you:

● Introduce your essay by paraphrasing the question in the first paragraph.
● Separate your ideas into paragraphs.
● Making it clear which paragraph is your overview.
● Having very clear ideas in your overview.
● Supporting the main points in your overview in separate paragraphs.
● Making it clear what each paragraph is about.

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Cohesion refers to the connection of ideas at the sentence and paragraph level. Are your
sentences and ideas linked together?
You will get a higher score for cohesion if you:
● Use a range of linking words when appropriate.
● Use linking words accurately.
● Do not over-use linking words.

Lexical Resource 
Lexical resource refers to your ability to use vocabulary both accurately and appropriately.
You will get a higher score for vocabulary if you:
● Paraphrase the question correctly.
● Vary your vocabulary using synonyms.
● Avoid vocabulary mistakes.
● Spell words correctly.
● Use appropriate vocabulary to describe trends, comparisons, stages, changes etc.

Grammatical Range and Accuracy 

This refers to your ability to write sentences with no mistakes and also use a range of
grammatical structures.
You will get a higher score if you:
● Do not make errors.
● Use a range of appropriate tenses & structures.
● Use both simple and complex sentences.
● Use correct punctuation.

Structure  
Paragraph 1- Paraphrase Sentence
Paragraph 2- Overview
Paragraph 3- Details
Paragraph 4- Details

Check List  
10 quick questions before you write your answer.

1. What kind of chart is it? (Line, pie, bar)

2. What does the title say about the chart? (Read it carefully)
3. What information is contained on both axes?
4. What are the units of measurements? (Age, %, amount etc.)
5. What groups are compared? What do they want me to do?
6. What is the time period? (Past, present or future)

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7. What is the most obvious or important information displayed (General increase/ Higher
value)?
8. Can any comparisons be made? (Between groups or charts if more than one)
9. Is it a static chart or dynamic chart? (Static- one time period. Dynamic- over a period of
time)

Vocabulary for the Introduction 

Starting Presentation Type Verb Description

The/ the diagram / table / shows / represents / the comparison of…

given /the figure / illustration / depicts / enumerates / the differences…
presented / graph / chart / flow illustrates / presents/ the changes...
the provided chart / picture// pie provides / compares/ the number of…
chart / bar graph/ indicates / gives data on the proportion of…
column graph / line / gives information on/ the amount of…
graph / table data/ presents information the percentages
data / information / about/ shows data of...
process diagram/ about/ the ratio of...
map/ pie chart and information on...
table/ bar graph and the trend of...
pie chart ... how the...

Example :
1. The diagram shows employment rates among adults in four European countries from 1925
to 1985.
2. The given pie charts represent the proportion of male and female employees in 6 broad
categories, dividing into manual and non-manual occupations in Australia, between 2010 and
2015.
3. The chart gives information about consumer expenditures on six products in four countries
namely Germany, Italy, Britain and France.
4. The supplied bar graph compares the number of male and female graduates in three
developing countries while the table data presents the overall literacy rate in these countries.

 
 
 
 
 
 
 

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1. Ling Graph 

The line graph illustrates the amount of three kinds of spreads (margarine, low fat and
reduced spreads and butter) which were consumed over 26 years from 1981 to 2007. Units are
measured in grams.
Overall, the consumption of margarine and butter decreased over the period given, while for
low fat and reduced spreads, it rose. At the start of the period, butter was the most popular
spread, which was replaced by margarine from 1991 to 2001, and following that low fat and
reduced spreads became the most widely used spread in the final years.
With regards to the amount of butter used, it began at around 140 grams and then peaked
at 160 grams in 1986 before falling dramatically to about 50 grams in the last year. Likewise,
approximately 90 grams of margarine was eaten in the first year after which the figure
fluctuated slightly and dropped to a low of 40 grams in 2007.
On the other hand, the consumption of low fats and reduced spreads only started in 1996 at
about 10 grams. This figure, which reached a high of just over 80 grams 5 years later, fell
slightly in the final years to approximately 70 grams in 2007.

 
 
 
 
 
 
 
 

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2. Bar Graph 

The bar chart illustrates the proportion of women, men and children consuming five servings
of fruits and vegetables each day in 8 years from 2001 to 2008 in the UK.
Overall, it can be seen that the highest percentage of all people consuming fruit and
vegetables was women, while children consistently accounted for the lowest proportion.
Furthermore, a significant increase in the proportion of people eating these food items can be
seen over the period given.
The percentage of women who ate fruit and vegetables started at just over 20% in 2001.
This figure then rose steadily to reach a peak of almost 35% in 2006, before falling slightly to
30% in the final year.
In terms of men and children eating fruit and vegetables, the rate remained relatively stable
in the first three years (about 17% and 12% respectively). From this point, the proportion of
men climbed gradually to peak at about 27% in both 2006 and 2007, after which it dropped to
about 26%. A similar growth in the figure for children was evident reaching 25% in 2007 and
around 24% in the final year.

 
 

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3. Pie Chart 

The two pie charts illustrate the proportion of five types of energy production in France in
1995 and 2005.
Overall, in both years, the most significant sources of energy were gas and coal, which
together accounted for over half the production of energy, while nuclear and other kinds of
energy sources generated the least amount of energy in France. In all types of energy
production there was only minimal change over the 10 year period.
Energy produced by coal comprised 29.80% in the first year and this showed only a very
slight increase of about a mere 1 % to 30.9% in 2005. Likewise, in 1995, gas generated
29.63% which rose marginally to 30.1% 10 years later.
With regard to the remaining methods of producing energy, there was an approximate 5%
growth in production from both nuclear power and other sources to 10.10% and 9.10%
respectively. Petrol, on the other hand, was the only source of energy which decreased in
production from 29.27% in 1995 to around a fifth (19.55%) in 2005.

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4. Table  
The table illustrates the proportion of monthly household income five European countries
spend on food and drink, housing, clothing and entertainment. Summarize the information by
selecting and reporting the main features and make comparisons where relevant.
Write at least 150 words.

Proportion of household income five European countries spend on food and drink, housing,
clothing and entertainment
Food Housing Clothing Entertainment
and drink

France 25% 31% 7% 13%

Germany 22% 33% 15% 19%

UK 27% 37% 11% 11%

Turkey 36% 20% 12% 10%

Spain 31% 18% 8% 15%

The table shows the amount of household income that five countries in Europe spend per
month on four items.
Overall, it is evident that all five countries spend the majority of their income on food and
drink and housing, but much less on clothing and entertainment.
Housing is the largest expenditure item for France, Germany and the UK, with all of them
spending around one third of their income on this, at 30%, 33% and 37%, respectively. In
contrast, they spend around a quarter on food and drink. However, this pattern is reversed for
Turkey and Spain, who spend around a fifth of their income on housing, but approximately one
third on food and drink.
All five countries spend much less on the remaining two items. For clothing, France and
Spain spend the least, at less than 10%, while the other three countries spend around the
same amount, ranging between 11% and 15%. At 19%, Germany spends the most on
entertainment, whereas the UK and Turkey spend approximately half this amount, with France
and Spain's spending between those other three nations.

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Vocabulary to show the changes: 

Trends Verb form Noun Form

Increase rise / increase / go up / climb / a rise / an increase / an

improve/ upward trend / a growth / an
improvement/ a climb.

Decrease fall / decrease / decline / drop / a fall / a decrease / a

reduce / deteriorate/ dip / go down / reduction / a downward trend /
a decline/ a drop /

Standability/ level(ed) off / remain(ed) constant /

Flat remain(ed) unchanged / remain(ed) No change, a flat, a plateau.
stable / reach(ed) a plateau /
level(ed) out/ stabilise/ remain(ed)
the same.
Examples:
1. The overall sale of the company increased by 20% at the end of the year.
2. The expenditure of the office remained constant for the last 6 months but the profit rose by
almost 25%.
3. There was a 15% drop in the ratio of student enrollment in this University.
4. The population of the country remained almost the same as it was 2 years ago.
5. The population of these two cities increased significantly in the last two decades and it is
expected that it will remain stable during the next 5 years.

Vocabulary to represent changes in graphs: 

Type of Change Adverb form Adjective form

Rapid change dramatically / rapidly / sharply dramatic / rapid / sharp / quick /

/ quickly / significantly/ significant / considerable /
considerably / substantially / substantial / noticeable.
noticeably.

Moderate moderately / gradually / moderate / gradual / progressive /

change progressively / sequentially sequential.

Steady change steadily steady

Slight change slightly / slowly / mildly slight / slow / mild

Rapid ups and fluctuate / oscillate / palpitate fluctuations / oscillations / palpitations

downs

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Example:
1. The economic inflation of the country increased sharply by 20% in 2008.
2. There was a sharp drop in industrial production in the year 2009.
3. The demand for new houses dramatically increased in 2002.
4. The price of the goods fluctuated during the first three months in 2017.
5. The number of car production in Japan shows some fluctuation in the last five year.

Vocabulary to represent highest and lowest points in graphs: 

Type Verb Noun

Highest peaked / reach the peak / hit a (/the) peak / the highest point/ an (/the)
Point the peak / touch the highest apex / a (/the) summit, a (/the) top
point /

Lowest Point reach/touch the lowest point / the lowest point / the lowest mark /
get the lowest point / bottommost point / rock bottom point/
bottommost mark / nadir/ the all-time low/
the lowest level/ the bottom/ rock-bottom

Example:
1. The price of the oil reached a peak amounting $20 in February and again touched the
lowest point amounting only $10 in July.
2. Student enrollment in foreign Universities and Colleges increased dramatically hitting a
peak of over 20 thousand in 2004.
3. The highest number of books was sold in July while it was lowest in December.

Vocabulary to show the value/ Incorporate data/ figure: 

Is/ was/ were: The percentage of foreign students was exactly ten in 2001 in this university.

Stand at/ Stood at: The percentages of males and females who opined that they should be
allowed to get married at 21 stood at 14 and 16 in 1990 but witnessed a noticeable decline in
2010.

Using (...): In summer, the number of refrigerators sold (154) was far greater than the
refrigerators sold (63) in winter.

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Which: The temperature, which was 21 degrees C in March, climbed to 39 degrees C in

mid-July.

Makes up: In the first decade, the population made up 2.8 million approximately, but it doubled
in the next 30 years.

Constitutes: The initial expenditure, which constituted 280 USD, climbed rapidly and reached
the peak during 2014.

Accounts for:
1. In June 2016, the number of Asian students enrolment in this university accounted for 45
which is estimated to be almost double in the next year.
2. The number of infected people, which accounts for nine, is markedly lower than the number
of infected patients in the last month, which accounted for forty.

Comprise: Food comprised 44 percent of all the expenses made by Americans in 1966.

Date, month & year related Vocabulary and Grammatical rules: 

Between ...(year/ month)... and ...(year/ month)...
From ...(year/ month/ day/date)... to ...(year/ month/day/date)...
In ...(year/ month)...
On ...(day/ day of the week/ a date)...
During ... (year)...
Over the period/ over the century/ later half of the year/ the year...
Over the next/ past/ previous ........ days/ weeks/ months/ years/ decades…
In the 80s, In the 1980s,within five years.
Since, Then, From.

Expressions to focus on an item in the graph: 

Use the following expression to focus on an item in the graph.

» With regard to » When it comes to ....., it/ they .....

» In the case of » Regarding
» As for » In terms of
» Turning to
 
Compare and contrast: 

» Similarly, In a similar fashion, In the same way, Likewise

» However, On the contrary, on the other hand, in contrast.

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5. Diagram, Process 

The diagram illustrates how an Australian town collects rainwater to process in order to use
as drinking water.
Overall, rainwater collected from houses can be used for drinking after it has been
processed by being filtered and then being treated with chemicals.
Initially, the rain which falls on the rooftop is collected by the gutter and then runs down the
pipe at the side of the house into the drain at the bottom. Each house collects rainwater in this
way and the rainwater is then passed along underground drains to the water filter.
The rainwater passes through the water filter to remove any impurities. Once it has been
filtered, it continues along the pipes to a storage tank. From this point, the water goes from
storage to the water treatment. At this stage of the process, the water is treated with chemicals
in order to make it fit for consumption. When the water is ready for drinking, it travels along
pipes that lead back into the houses in the town where people can use the water for daily
consumption.

Vocabulary to show transitions: 

» Then, Next » Subsequently » Simultaneously

» Afterwards » Former, Latter » During
» Following that » After + V-ing » While
» Followed by » Prior to » Finally.

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Vocabulary to describe a Process Diagram: 

In Introduction:
The diagram/ picture/ flow chart depicts/ illustrates/ describes the process of/ how....

While Describing the Process:

A) First/ Firstly, Second/ Secondly, Third/Thirdly ...... Next/ After that/ Then, Following
that/Followed by, Subsequently/ Subsequent to that, Finally/ Lastly...
B) Where/ From where/ After which/ After that/ Afterward...
C) When/ As soon as/ Immediately, Just after that...
D) At the beginning, In the end, Just after the beginning, Just before the end...

To denote the end of a step:

A) After this step/ stage/ process...
B) Once this stage/ step is completed...

To donate what a Step involves:

A) The phase/ step/ stage involved...

To denote the repetition of a cycle/ process:

A) The cycle/ process then repeats itself.
B) The cycle/ process is then repeated.

Writing Task 1 for a Map: 

Paragraph 1- Paraphrase Sentence

Paragraph 2- Overview
Make two general statements about the map.
You should describe the maps generally and write about the most noticeable differences between
the two maps. Is the map more or less residential? Is there more or less countryside? Are there more
or less trees? Were the changes dramatic or negligible? Were there any major improvements in
infrastructure? How have buildings and leisure facilities changed?

Paragraph 3- Main Body 1

Three to four sentences about specific changes that have occurred.

Paragraph 4- Main Body 2

Further three to four sentences about specific changes that have occurred.

You can group information together in paragraph 3 and 4 by time or location, depending on the
question asked.

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6. Map 

Both maps display an island, before and after it was developed for tourism.
The island is approximately 250 metres long, has palm trees dotted around it, is surrounded by
ocean and has a beach to the west. Over the period, the island was completely transformed with the
addition of a hotel and a pier; however, the eastern part of the island appears to have been left
undeveloped.
The most noticeable additions are the hotel rooms. 6 buildings, surrounding some trees, have
been built in the west of the island and 9 buildings have been constructed in the centre of the island.
Between the two accommodation areas, a reception building and a restaurant have been developed.

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A pier has also been built on the south coast of the island, allowing yachts access to the resort.
Apart from the trees, the beach remains the only natural feature to remain relatively untouched;
however, it does appear that it is now used for swimming.

How to Describe Specific Changes 

Buildings– demolished, knocked-down, replaced, renovated, built, constructed, reconstructed,

developed, extended, expanded, relocated, converted and modernized.
1. The government demolished the industrial estate and developed a sports ground.
2. They removed the shops and replaced it with a skyscraper.
3. A port was constructed at the edge of the river.
4. The factory in the city centre was demolished and relocated to the north of the city.
5. The old warehouses were replaced with new hotels.
6. The factory was converted into apartments.

Trees and Forests- cleared, cut-down, chopped-down, removed, planted.

1. The forest was cut-down and replaced with a shopping centre.
2. The trees were cleared to make way for houses.

Roads, bridges and railways lines- constructed, built, extended, expanded and removed.
1. The main road was extended and a new bridge built over the river.

Leisure facilities- opened, set up, developed.

1. A skate park was set up next to the swimming pool.
2. A park was developed beside the forest.
3. How to Describe General Changes

Examples of general statements that are used to describe the change in towns and cities.
1. Over the period, the area witnessed dramatic changes.
2. From 1995 to 2005, the city centre saw spectacular developments.
3. The village changed considerably over the time period.
4. During the 10 year period, the industrial area was totally transformed.
5. Over the past 20 years, the residential area was totally reconstructed.
6. Over the time period, the old docks were totally redeveloped.
7. Between 1995 and 2005, the old houses were rebuilt.
8. The central business district was completely modernised during the time period.

Pick two or three of the most noticeable differences in the map and write a general statement for
each. This will be your overview paragraph.

The more specific changes should be included in your main body paragraphs.

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How to Describe Locations 

1. The forest to the south of the river was cut down.

2. A golf course was constructed to the north of the airport.
3. The houses in the south-west of the town were demolished.
4. The green fields to the north-west of the city were redeveloped as a park.
5. The airport in the centre of the city was relocated to the north-east of the river.

Prepositions of place, e.g. at/in/on/by/beside/to/off/from, to describe where things are.

Examples:
1. Dramatic changes took place in the city centre.
2. To the south of the town, there is a golf course surrounded by trees.
3. A new school was built next to the swimming pool.
4. The old road running from north to south was replaced by a new motorway.
5. A marina was built on the banks of the river.

 
Writing Task 2
Essential Information 
1. You must write an essay in response to a question.
2. You must write 250 words or more.
3. You should spend around 40 minutes on this part of the test.
4. Task 2 is worth 2/3 of your total mark on the Writing test.
5. There are certain types of questions you will be asked,
a. Opinion (Agree or Disagree)
b. Advantages and Disadvantages
c. Problem and Solution
d. Discussion (Discuss both views)
e. Two-part Question (Statement and direct questions)
6. You will be assessed in four areas:
a. Task Achievement (25%)
b. Coherence and Cohesion (25%)
c. Lexical Resource (25%)
d. Grammatical Range and Accuracy (25%)
7. The questions will be about common topics that most people in the world should be aware of.

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5 Steps 
1. Question Analysis 
● identify the question type
● identify the keywords in the question
● identify the instructions words in order to find out what the examiner wants you to do with the
question.

2. Planning 
● plan for up to 5 - 10 minutes
● organise your ideas and structure before you write

3. Introduction 
The introduction should tell the examiner what the rest of the essay is about and also answer
the question directly.
● Paraphrase the question / General Statement
● Thesis Statement
● Outline Sentence

4. Main Body Paragraphs 

● Topic sentence (Main Idea)
● Explanation (Supporting points)
● Cause/ Reason/ Results
● Examples (Supporting points)

5. Conclusion 
● Summarize your points
● Restate your opinion

Marking Criteria 

1. Task Achievement  

Key Points
● Answer all parts of the question
● Present relevant ideas
● Fully explain these ideas
● Support ideas with relevant, specific examples

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2. Coherence and Cohesion 

Coherence refers to your ability to be clear and easily understood.

Band 5 answers tend to have lots of different ideas in each paragraph. Band 7 and 8 answers have
only one idea in each paragraph and they then use the rest of that paragraph to explain and
support that point.
You can increase your band score by making it very clear to the examiner what each paragraph is
about and then logically organise each sentence within that paragraph.

At a sentence level, main body paragraphs should follow this structure:

● Topic Sentence
● Explanation
● Example
Example-The best way to improve the health and fitness of the public is through advertisement
campaigns. Many people are unaware of the health benefits regular exercise and a healthy diet brings
and an advertising campaign could be used to educate people. For example, the ‘5-a-day’ campaign
used in the UK was extremely effective in getting people to eat 5 portions of fruit and vegetables a day.

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At a paragraph level, task 2 essay should have:

● Introduction
● 2-3 Main Body Paragraphs
● Conclusion

Cohesion

Cohesion refers to your ability to link ideas, sentences and paragraphs together and one of the ways
we do this is through the use of cohesive devices.
Cohesive devices are also sometimes called ‘linking devices’ or ‘linking words’.

Coherence and Cohesion Key Points

● Structure your answers in logical paragraphs
● Include an introduction and conclusion
● One main idea per paragraph
● Support main points with an explanation and then an example
● Use cohesive devices accurately and appropriately
● Vary your linking phrases using synonyms

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3. Lexical Resources (Vocabulary) 

Lexical Resource Key Points

● Try to vary your vocabulary using accurate synonyms
● Use less common question specific words that accurately convey meaning
● Check your work for spelling and word formation mistakes

 
4. Grammatical range and accuracy 

Grammatical Range Key Points

● Use a variety of complex and simple sentences
● Use a variety of appropriate structures
● Check your writing for errors

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Essay Structure 
The five most common IELTS Writing Task 2 questions are:
1. Opinion (Agree or Disagree)
2. Advantages and Disadvantages
3. Problem and Solution
4. Discussion (Discuss both view)
5. Two-part Question

1. Opinion Questions (Agree or Disagree)  

Typical Question Words–

● What is your opinion?
● Do you agree or disagree?
● To what extent do you agree or disagree?
● Direct question.

Example Question–
Some people believe that unpaid community service should be a compulsory part of high school
programmes (for example working for a charity, improving the neighbourhood or teaching sports to
younger children).
To what extent do you agree or disagree?

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Structure
Introduction
Sentence 1- Paraphrase Question / General Statement
Sentence 2- Thesis Statement (It is agreed…/It is disagreed…/This essay agrees/disagrees…)
Sentence 3- Outline Sentence (This essay will discuss….)
Main Body Paragraph 1
Sentence 1- Topic Sentence
Sentence 2- Explain Topic Sentence
Sentence 3- Example
Main Body Paragraph 2
Sentence 1- Topic Sentence
Sentence 2- Explain Topic Sentence
Sentence 3- Example
Conclusion
Sentence 1- Summary and opinion

Sample Answer
It is argued that volunteering should be made part of the school curriculum. This essay agrees
with that suggestion completely because of the benefits it brings to pupils. The essay will first look at
how voluntary work can help students develop soft skills and then discuss how these extracurricular
activities are valued by universities and employers.
Education should not be limited to strictly academic pursuits and those in education should also
develop life skills, such as teamwork, empathy and self-discipline, and one of the best ways to hone
these aptitudes is through community service. Serving those less fortunate than ourselves teaches us
many lessons including how to work with people from other backgrounds and the value of hard work.
For example, I personally volunteered to spend 6 weeks in Africa teaching disadvantaged children and
this led to a much higher work ethic when I returned to my studies.
Many colleges and companies are also increasingly looking for this type of experience. Most
school leavers have the same grades and charitable works can help set you apart from the herd. For
example, Cambridge and Oxford receive thousands of applications from straight-A students every year
and can only accept a small percentage of applicants. What you have done outside the classroom is
often the thing that differentiates you from everyone else and gets you that coveted spot.
In conclusion, teenagers should be made to partake in unpaid work as part of their schooling
because it will help them learn things they would not ordinarily learn from their teachers and it will also
boost their chances of getting into third level education.

2. Advantages and Disadvantages Questions 

Typical Question Words

Discuss the advantages and disadvantages.
Discuss the advantages and disadvantages and give your own opinion.

Example Question
Computers are being used more and more in education.

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Discuss the advantages and disadvantages and give your own opinion.

Structure
Introduction
Sentence 1- Paraphrase Question
Sentence 2- Outline Sentence
Main Body Paragraph 1
Sentence 1- State Advantage(s)
Sentence 2- Expand/Explain Advantage
Sentence 3- Example
Sentence 4- Result
Main Body Paragraph 2
Sentence 1- State Disadvantage(s)
Sentence 2- Expand/Explain Disadvantage
Sentence 3- Example
Sentence 4- Result
Conclusion
Sentence 1- Summary
Sentence 2- Opinion

Sample Answer
It is argued that technology is playing an ever-increasing role in schools and universities. This
essay will firstly, discuss student freedom as one of the main advantages of this and secondly, outline
decreasing levels of face to face contact as one of the main disadvantages.
One of the principal advantages of an increase in the use of electronic devices in education is
the autonomy it provides students. Students have the freedom to focus on whatever topic or subject
they want and study it in depth through the internet. A prime example of this is the number of online
university courses available to students, covering a myriad of subjects, that up until recently were
unavailable to most learners. This has resulted in more people studying third level degrees than ever
before, at a pace and schedule that suits them.
The main disadvantage associated with the increasing use of technology in education is the
decrease in face to face interaction between students. Students spend more time looking at computer
screens by themselves than interacting with each other. For instance, the recent explosion in
smartphone use has been at the expense of genuine human interaction. This results in soft skills, such
as verbal communication and empathy, being affected.
In conclusion, the benefits technology brings to education, such as student autonomy, must be
weighed against the drawbacks, such as negative effects on human interaction. Overall, the
educational benefits outweigh the disadvantages because human beings will always want human
contact and most people will not solely use IT for education.

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3. Discuss Both Views Question (Discussion Essay) 

Typical Question Words

Discuss both points of view and give your opinion.

Example Question
Computers are being used more and more in education. Some people say that this is a positive trend,
while others argue that it is leading to negative consequences.
Discuss both sides of this argument and then give your own opinion.

Structure
Introduction
Sentence 1- Paraphrase Question and/or state both viewpoints.
Sentence 2- Thesis Statement
Sentence 3- Outline Sentence
Main Body Paragraph 1
Sentence 1- State first viewpoint
Sentence 2- Discuss the first viewpoint
Sentence 3- Reason why you agree or disagree with viewpoint
Sentence 4- Example to support your view
Main Body Paragraph 2
Sentence 1- State second viewpoint
Sentence 2- Discuss the second viewpoint
Sentence 3- Reason why you agree or disagree with the viewpoint
Sentence 4- Example to support your view
Conclusion
Sentence 1- Summary
Sentence 2- State which one is better or more important

Sample Answer
There is an ever increasing use of technology, such as tablets and laptops, in the classroom. It
is often argued that this is a positive development, whilst others disagree and think it will lead to
adverse ramifications. This essay agrees that an increase in technology is beneficial to students and
teachers. This essay will discuss both points of view.
It is clear that the Internet has provided students with access to more information than ever
before. Moreover, learners have the ability to research and learn about any subject at the touch of a
button. It is therefore agreed that technology is a very worthwhile tool for education. Wikipedia is a
prime example, where students can simply type in any keyword and gain access to in-depth
knowledge quickly and easily.
However, many disagree and feel that technology deprives people of real human interaction.
Human interaction teaches people valuable skills such as discourse, debate and empathy. Despite
this, human interaction is still possible through the internet and this essay disagrees technology should
be dismissed for this reason. For instance, Skype and Facebook make it possible for people to interact
in ways that were never before possible.

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While the benefits of technology, particularly the internet, allow students to tap into limitless
sources of information, some still feel that people should be wary of this new phenomena and not
allow it to curb face to face interaction. However, as long as we are careful to keep in mind the
importance of human interaction in education, the educational benefits are clearly positive.

4. Problem and Solution Questions 

Typical Question Words
Problem and solution.
Cause and solution.

Example Question
Students are becoming more and more reliant on computers.
What are some of the problems associated with reliance on computers, and what are some of the
possible solutions?

Structure
Introduction
Sentence 1- Paraphrase Question
Sentence 2- Outline Sentence
Main Body Paragraph 1
Sentence 1- State Problem
Sentence 2- Explain problem
Sentence 3- Result
Sentence 4- Example
Main Body Paragraph 2
Sentence 1- State Solution
Sentence 2- Explain Solution
Sentence 3- Example
Conclusion
Sentence 1- Summary
Sentence 2- Recommendation or Prediction

Sample Answer
Learners are becoming ever more dependent on technology, such as the Internet and mobile
devices. This essay will discuss one of the main problems associated with dependence on computers
and suggest a viable solution.
The principal problem with over-reliance on technology, such as tablets and computers, is
plagiarism. Students often use search engines to answer a question and simply copy the text from a
website, rather than thinking about the question. This practice is not only prohibited in schools and
universities but also stunts a student’s intellectual development. For example, many teachers complain
that students copy web pages straight from Wikipedia word for word rather than giving a reasoned
answer to their questions.
A solution to this worrying problem is asking students to email their answers to teachers and
teachers using anti-plagiarism software to detect copying. Moreover, students would be made aware of

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this practice and this would inspire them to answer questions using their own words, rather than
someone else’s. For instance, many universities already use this kind software to scan course work for
plagiarism and it could be extended to include all homework, by learners in both secondary and tertiary
education.
In summary, one of the main problems with over-use of technology in education is plagiarism
and this can be solved through the use of plagiarism detection software. It is predicted that more and
more students’ will email their work to their teacher and this work will be scrutinised for plagiarism.

5. Two-Part Questions 

Typical Question Words

There will normally be a statement and they will then ask you to answer to separate questions.

Example Question
As most people spend a major part of their adult life at work, job satisfaction is an important element of
individual wellbeing.
What factors contribute to job satisfaction?
How realistic is the expectation of job satisfaction for all workers?

Structure
Introduction
Sentence 1- Paraphrase Question
Sentence 2- Outline Sentence (mention both questions)
Main Body Paragraph 1
Sentence 1- Answer first question directly
Sentence 2- Explain why
Sentence 3- Further explain
Sentence 4- Example
Main Body Paragraph 2
Sentence 1- Answer second question directly
Sentence 2- Explain why
Sentence 3- Further explain
Sentence 4- Example
Conclusion
Sentence 1- Summary

Sample Answer
As the majority of adults spend most of their time at work, being content with your career is a
crucial part of a person’s health and happiness. This essay will first discuss which elements lead to job
satisfaction and it will then address the question of how likely it is that everyone can be happy with
their job.
The two most important things that lead to someone being satisfied at work are being treated
with respect by managers and being compensated fairly. If those more senior than you respect you as
a person and the job you are doing then you feel like you are valued. A fair salary and benefits are

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also important considerations because if you feel you are being underpaid you will either resent your
bosses or look for another job. There two factors came top of a recent job satisfaction survey
conducted by Monster.com, that found that 72% of people were pleased with their current role if their
superiors regularly told them they were appreciated.
With regards to the question of happiness for all workers, I think this is and always will be
highly unlikely. The vast majority of people fail to reach their goals and end up working in a post they
don’t really care about in return for a salary. This money is just enough to pay their living expenses
which often means they are trapped in a cycle of disenchantment. For example, The Times recently
reported that 89% of office workers would leave their jobs if they did not need the money.
In conclusion, being satisfied with your trade or profession is an important part of one’s
well-being and respect from one’s colleagues and fair pay can improve your level of happiness,
however, job satisfaction of all workers is an unrealistic prospect.

Vocabulary 

Vocabulary for Introduction 

Useful vocabulary/phrases to open/start the essay:

Many/some people claim/opine/believe that...
There is no denying that.../ It is universally accepted that.../It is often said that.../It goes without saying
that...
These days.../ Nowadays.../ In this day and age..
.... is one of the most important issues...
Whether .... or .... is a controversial issue…

Useful vocabulary/phrases for outline statement

The following paragraphs discuss whether ...... or ...... and reach a reasonable conclusion.
The following essay takes a look at both sides of the argument.
However, I strongly believe that...
I oppose the view and my reasons will be explained in the following paragraphs.
I will support this view with arguments in the following paragraphs.
I personally believe that...
Thus the advantages far outweigh the disadvantages...

Vocabulary for the opinion part:

In my opinion... In my view...
I strongly agree with the idea that... I believe...
I strongly disagree with the given topic... From my point of view...
I think/feel/understand/suppose that... As far as I am concerned...
My opinion is that... From my perspective...
Personally speaking... To my way of thinking...

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It seems to me that... My own view on the matter is...

To my mind... It appears that..
 
Vocabulary for body paragraph:
It is true that... According to many...
First.../ Firstly/ First of all Many support the view that…
To begin with... Proponents of ….. claim that
Secondly/Thirdly/Finally On the one hand…
It is worth considering... On the Other hand
Though it is true that... Other people think/believe that
Some/Many people believe that... Opponents of …. state that

Vocabulary to show the comparison:

In the same way... Similar to...
Likewise... Also...
Similarly... At the same time...
Like the previous point... Just as...

Vocabulary to show contrast:

On the other hand... Though...
On the contrary... Even though...
However... Despite... / In spite of...
Nevertheless.../ Nonetheless... In spite of the fact that...
But... In contrast
While.../Whereas Despite the fact that...
Although...

Vocabulary to show an example:

As an example... In particular…
For instance... Namely...
For example... An example is...
Such as... ...could be a good/ideal example here
Particularly...
 
Phrases to introduce more ideas/ examples: 
Furthermore... Another point worth noting is...
In addition... Another factor to consider is...
On top of that... Moreover...
Besides... Not only .... but also...
What is more... Also...

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Vocabulary to show reason, cause: 

Because Owing to the fact that
As/ since For
Due to/ Owing to
Because of
Due to the fact that
 
Vocabulary to show consequence, effects or result:
As a result... Therefore....
Consequently... Eventually...
As a consequence... For this/that reason...
As an effect... Thereby…
So/ Thus...

Vocabulary to sum up at the end of a paragraph 

In short... That is to say...
In a word... To repeat in short....
To put it simply... To summarise...

Vocabulary to make a point stronger/ Adding emphasis:

It goes without saying that... Needless to say...
Obviously... There is little doubt that...

Vocabulary for generalising a statement

Generally..... As a rule.....
In general..... Essentially.....
Basically..... On the whole...

Vocabulary for expressing partial agreement: 

To some extent….. Up to a point, I agree…..
I agree with the given statement to some More or less…..
extent…..

Vocabulary for the conclusion part: 

In conclusion... To sum up...

In summary... In general...
To conclude... To summarise...
To conclude with... In short...

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All in all... All things considered...

Overall... Taking everything into consideration..
On the whole...
To draw the conclusion...

Sample Questions 
1. In some countries, a few people earn extremely high salaries. Some people think that this is
good for a country, while others believe that the government should control salaries and limit the
amount people can earn.
Discuss both views and give your opinion.

2. Some people think that the government is wasting money on the arts and that this money
could be better spent elsewhere.
To what extent do you agree with this view?

3. More and more businesses, as well as individuals, are choosing to communicate either
professionally or socially using technology rather than being face to face.
Discuss the advantages and disadvantages of using technology for communicating

4. Many criminals commit further crimes as soon as they are released from prison.
What do you think are the causes of this?
What possible solutions can you suggest?
5. Some children receive almost no encouragement from their parents regarding their
performance at school, while other children receive too much pressure from their
over-enthusiastic parents which can have a negative impact on the child.
Why do you think some parents put too much pressure on their children to perform well
at school?
What do you think the role of a parent should be in their child’s education?

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