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IELTS Speaking and Writing Guide – September 2015

Mark Griffiths

Smashwords Edition

Copyright 2015 Mark Griffiths

Discover other titles by Mark Griffiths at Smashwords

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General Introduction

This book has 3 sections. Section 1 is ‘The IELTS Descriptors Decoded’, a book giving a basic idea about what is needed to achieve various IELTS Speaking and Writing band scores. This section also contains my 'Top Twelve Tips for the Speaking/Writing Test'. These tips are a little 'old and simple' but many candidates still find them useful.

Section 2 is a showcase of my other books, both for IELTS candidates and for general students of English as a foreign language. For each book, I have included the cover, a few sample pages of the book, and hyperlinks that allow you to find the book online. The books can also be ordered direct from the author using PayPal. Please see the end of the book (Author) for more details.

Section 3 features some IELTS Speaking and Writing topics. Some of these topics and questions are new – some not so new. For each speaking test question there are suggestions on how to create suitable answers. For each writing task there is a model answer. The topics are a compilation of those from earlier guides with some new ones added specially for this edition.

Table of Contents

Section 1 – The IELTS Descriptors Decoded

Introduction

I need to get band 5 in my speaking testBut I need to get band 5.5!I need to get band 6 in my speaking testBut I need to get band 6.5!I need to get band 7 in my speaking testBut I need to get band 7.5!Top Twelve Tips for the Speaking TestI need to get band 5 in my writing testBut I need to get band 5.5!I need to get band 6 in my writing testBut I need to get band 6.5!I need to get band 7 in my writing testBut I need to get band 7.5!Top Twelve Tips for the Writing Test

Section 2 - Samples from other books

60 Topics for IELTS Speaking (with model answers)

101 Tips for the IELTS Speaking Module

IELTS Speaking: A Comprehensive Guide

IELTS Writing: A Comprehensive Guide

51 Letters for IELTS General Training Writing Task 1

101 Model Answers for IELTS Writing Task 1 (Academic)

101 Model Answers for IELTS Writing Task 2 (sets 1 and 2)

101 Model Answers for Part 1 of the IELTS Speaking Module101 Model Answers for Part 2 of the IELTS Speaking module101 Model Answers for Part 3 of the IELTS Speaking Module

101 Vocabulary Problems

101 Grammar Exercises

101 Connectives

101 Conversation Phrases

101 Phrasal Verbs (sets 1 and 2)

101 Proverbs and Sayings (sets 1 and 2)

101 Slang Terms (sets 1 and 2)

Section 3 – Recent IELTS Topics

Speaking Part 1 Topics

Speaking Parts 2 and 3 Topics

Task 1 - Academic

Task 1 - General Training

Writing Task 2

About the author

Section 1 – The IELTS Descriptors Decoded

So, you’ve decided to take IELTS. You’ve found out what band score you need to achieve in the speaking and writing parts of the test (almost certainly it’s between 5 and 7.5) and you are now asking yourself a very simple, yet very important, question. ‘What do I need to do to get that band score?’

I’ve been involved in IELTS since first qualifying as an IELTS examiner at the beginningof 2001. Let me tell you an interesting fact. Many newly-qualified IELTS examiners are asking a similar question. ‘What does a candidate need to do to get that band score?’

That’s what this short book began life as. It was originally a guide for examiners who feltthat the IELTS examiner training had not provided them with the essential pointers that they needed in order to give accurate band scores to candidates. The starting points for this short book are the public band descriptors for speaking and writing, as published by the organisations that administer IELTS.

Therefore, this book is divided into two parts – speaking and writing. Each of those parts is then subdivided into three sections – bands 5 and 5.5, bands 6 and 6.5, and bands 7 and7.5. In IELTS speaking and writing, the differences between band 5 and band 5.5 are less significant than those between band 5.5 and band 6. It’s the same with bands 6, 6.5 and 7.Think of moving from .0 to .5 as a small step and from .5 to .0 as a bigger step.

If you want to get band 6.5, and you are in a desperate hurry, feel free to skip the sectionsrelating to bands 5 and 5.5 and bands 7 and 7.5. However, I do strongly recommend that you read those other sections, if only for comparison purposes.

Please remember that the points and tips made in this book are by no means exhaustive. This is only an introductory guide. There is no single fixed way to achieve a particular band score. However, there are certain things that every candidate needs to bear in mind. Those things are presented here.

To achieve band 6 or higher, you almost certainly need more than this book can offer in terms of detailed information and skills. Check out the samples of my other books. Four of my books contain up-to-date detailed information for candidates.

60 Topics for IELTS Speaking60 Topics for IELTS Speaking with Model AnswersIELTS Speaking: A Comprehensive GuideIELTS Writing: A Comprehensive guide

The English 101 Series contains useful information and exercises for candidates aiming for band 6 or higher.

Let’s begin ...

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I need to get band 5 in my IELTS speaking test

Band 5 – Fluency and Coherence

What does the band descriptor say?

Usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going. May overuse certain connectives and discourse markers. Produces simple speech fluently, but more complex communication causes fluency problems.

What does that mean?

You can create long answers, but in order to do so you repeat your points word-for-word, correct your own mistakes and/or speak a little slowly. By repeating your points, you are not developing the answer or giving details. Self-correction ‘breaks up’ your speech. Slow speech can send the examiner to sleep! Connectives are words like ‘and’ and ‘however’. Discourse markers are words like ‘well’ at the start of a sentence. You only need a limited number of these to achieve band 5 for fluency and coherence, but don’t use a few repeatedly. Your fluency may be fine when you are making simple sentences ortalking about familiar topics (e.g. your hobbies), but you have fluency problems when you make more complex sentences or talk about less familiar topics.

Band 5 – Lexical Resource


Manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility. Attempts to paraphrase but with mixed success.


You can talk about any topic in the IELTS speaking module, but you are not able to give many details and you often use the same words in different topics. You may reword points, but sometimes the rewording makes them hard to understand.

Band 5 – Grammatical Range and Accuracy


Produces basic sentence forms with reasonable accuracy. Uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems.


You don’t make too many mistakes when using short, simple sentence structures, such as the present simple. You use a few complex structures, such as those containing clauses orconditionals, but they are not accurate and the examiner may not clearly understand what you are trying to say.

Band 5 – Pronunciation


Shows all the positive features of band 4 and some, but not all, the positive features of band 6.


The band descriptors for pronunciation are less helpful than the others. Pronunciation ‘features’ are frequently mentioned but not explained. Basically, for band 5, the examinercan understand you much of the time, but you are not using intonation and/or you are not clearly making the sounds of English (particularly vowel sounds). Often, this is a result ofyou first language (L1) pronunciation influencing the way you pronounce words in English.

So, to summarise, what do I do to get band 5?

1. You make answers that are longer than a few short sentences.2. Some repetition, self-correction or slow speech is acceptable, but avoid these problemswhen giving answers on easy topics (especially in part 1).3. Use a variety of connectives and discourse markers. Avoid using a few again and again.4. Make sure you can say something about every topic in the test, even if it is limited to a few simple sentences or points.

5. Your basic grammar should be okay. You can actually make numerous mistakes.6. Use a few complex structures and don’t worry about making mistakes with them.7. With regard to pronunciation, make sure that the examiner can understand most of what you say. Don’t worry about intonation or getting sounds exactly right.

But I need to get band 5.5!

To get band 5.5, you need to achieve band 6 in two of the four criteria. Most candidates do this by getting band 6 for pronunciation, lexical resource or fluency and coherence, so check out those sections below.

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Is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation. Uses a range of connectives and discourse markers but not always appropriately.


You can create long answers with little repetition, self-correction or pausing. This means that you are devoting more time to developing your answers rather than just filling time. Connectives are words like ‘and’ and ‘however’. Discourse markers are words like ‘well’at the start of a sentence. You can use many of these kinds of words, but you may make mistakes with them.



Has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inaccuracies. Generally paraphrases successfully.


You can talk about any topic in the IELTS speaking module and you are able to give details. The examiner knows what you mean even if you sometimes use the wrong words.You are good at rewording points.



Uses a mix of simple and complex structures, but with limited flexibility. May make frequent mistakes with complex structures, though these rarely cause comprehension problems.


You use complex structures like clauses or conditionals, but you don’t use a wide variety of them. Although your complex structures contain mistakes, the examiner knows what you mean.



Uses a range of pronunciation features with mixed control. Shows some effective use of features but this is not sustained. Can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times.


The band descriptors for pronunciation are less helpful than the others. Pronunciation ‘features’ are frequently mentioned but not explained. Basically, for band 6, the examinercan understand almost every word you say. You are using some intonation and you are clearly making the correct sounds of English (particularly vowel sounds). First language (L1) pronunciation influences the way you pronounce words in English, but this does not create a problem for the listener (i.e. the examiner).


1. You make answers that are quite long and contain good points.2. A little repetition, self-correction or slow speech is still acceptable, but avoid these problems when giving answers on easy topics (especially in part 1).3. Use a wide variety of connectives and discourse markers. Avoid using a few again and again.4. You might make vocabulary mistakes, but the examiner knows what you mean.5. Your basic grammar should be good. Avoid making numerous basic mistakes.6. Use complex structures often and don’t worry about making mistakes with them. As long as the examiner can understand you, you’re okay.7. With regard to pronunciation, make sure that the examiner can understand you clearly. Make sure that you use intonation and get sounds right.


To get band 6.5, you need to achieve band 7 in two of the four criteria. Most candidates do this by getting band 7 for pronunciation, lexical resource or fluency and coherence, so check out those sections below.

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Speaks at length without noticeable effort or loss of coherence. May demonstrate language-related hesitation at times, or some repetition and/or self-correction. Uses a range of connectives and discourse markers with some flexibility.


You can create long answers without any major problems. Minor fluency problems will not adversely affect your score. Connectives are words like ‘and’ and ‘however’. Discourse markers are words like ‘well’ at the start of a sentence. You can use many of these kinds of words.



Uses vocabulary resource flexibly to discuss a variety of topics. Uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices. Uses paraphrase effectively.


You can talk about any topic in the IELTS speaking module and you are able to give details using a variety of words. You can use some specialised words, idioms, sayings and perhaps even slang terms. You are able to create collocations like ‘deep blue sea’. You are good at rewording points.



Uses a range of complex structures with some flexibility. Frequently produces error-free sentences though some grammatical mistakes persist.


You use a variety of complex structures, i.e. you don’t repeatedly use a limited number ofstructures. Although your structures contain mistakes, there are numerous instances of structures used without errors.



Shows all the positive features of band 6 and some, but not all, the positive features of band 8.


The band descriptors for pronunciation are less helpful than the others. Pronunciation ‘features’ are frequently mentioned but not explained. Basically, for band 7, the examinercan understand every word you say. You are using intonation and stress to help emphasise your points and you are clearly making the correct sounds of English (particularly vowel sounds). First language (L1) pronunciation has little influence on the way you pronounce words in English.


1. You make answers that are quite long and contain good, developed points.2. Rare instances of repetition, self-correction or slow speech are still acceptable.3. Use a wide variety of connectives and discourse markers correctly.4. Using less common vocabulary and phrasing in addition to a wide variety of common words will enhance your score.5. You can use a lot of different complex structures.6. A lot of your structures contain no grammatical mistakes.7. With regard to pronunciation, use stress and intonation to make your points clear.8. Make sure that the way you pronounce words in your first language has little influence on how you speak English.


To get band 7.5, you need to achieve band 8 in two of the four criteria. Candidates shouldconsult with an expert to see which of the four criteria they can most easily achieve this in, since moving up from a band 7 to a band 8 in any single criteria generally requires a lot of focussed work.

Twelve Tips for the IELTS Speaking Module

Here are some tips to help you improve your IELTS Speaking result.

1. Speak clearly and try to speak at about the same speed as an English teacher.

2. Answer the questions that you are asked, not the questions that your book, your friend or the Internet says the examiner is going to ask!

3. If you don’t understand a question, ask “Could you repeat that please?” in part 1 or “Could you rephrase that please?” in part 3.

4. Don’t say phrases like “You know” and “As you know” at the beginning of every answer. Similarly, don’t say “That’s all” at the end of answers.

5. Check the meaning of the words ‘always’ and ‘never’ in your dictionary. Use them very carefully.

6. Don’t pause too much, especially in the middle of sentences.

7. Don’t make basic mistakes, e.g. “She go …”, “Yesterday he see …”, “There are many car …” The examiner cannot give you a good grammar score if you make lots of mistakes from textbooks for beginners.

8. You will almost certainly make mistakes when using complex English. It is usually better to focus on fluency, coherence, vocabulary and pronunciation before focusing on advanced grammar.

9. Be careful not to repeat points or words. Answer the question directly, then give a few details and end.

10. Use connectives (link words, e.g. however, in contrast, although) often and correctly. Be especially careful with giving causes and reasons.

11. Do not ask the examiner questions such as “Do you know my hometown?” It wastes time.

12. Aim to answer for about 30 seconds per question in part one, one and a half or two minutes in part two and one minute per question in part three.

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I need to get band 5 in my writing test

Band 5 – Task Achievement (used for assessing Task 1)


Addresses the task only partially. The format may be inappropriate in places. (Academic)Recounts detail mechanically with no clear overview. There may be no data to support the description. (General Training) May present a purpose for the letter that is unclear at

times. The tone may be variable and sometimes inappropriate. (Both A and GT) Presents,but inadequately covers, key features/bullet points. There may be a tendency to focus on details.


The writing doesn’t answer all the points or doesn’t include all required information. The writing doesn’t make a connection between details and the overall view. The level of formality may be wrong. The candidate may not use an appropriate layout.

Band 5 – Task Response (used for assessing Task 2)

Addresses the task only partially. The format may be inappropriate in places. Expresses a position but the development is not always clear and there may be no conclusions drawn. Presents some main ideas but these are limited and not sufficiently developed. There maybe irrelevant detail.


The writing doesn’t answer all the points raised in the question. The candidate doesn’t clearly develop arguments, might not have a conclusion, might not use an appropriate layout and/or might include irrelevant points in the writing.

Band 5 – Coherence and Cohesion


Presents information with some organisation but there may be a lack of overall progression. Makes inadequate, inaccurate or over-use of cohesive devices. May be repetitive because of lack of referencing and substitution. (T2) May not write in paragraphs or paragraphing may be inadequate.


Organisation is insufficient and points and/or paragraphs may not follow on from each other. There are problems with the use of connectives. The candidate may be using the same words again and again instead of using other words or words like ‘it’, ‘they’ and ‘this’.



Uses a limited range of vocabulary, but this is minimally adequate for the task. May make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader.


The candidate has just enough vocabulary to answer the question.



Uses only a limited range of structures. Attempts complex sentences but these tend to be less accurate than simple sentences. May make frequent grammatical errors and punctuation may be faulty. Errors can cause some difficulty for the reader.


Mostly uses simple structures, with a few complex structures (e.g. those containing clauses, conditional sentences). Lots of grammar mistakes which can make it hard for the reader (i.e. the examiner) to understand points. There may also be problems with common punctuation marks, such as commas and full stops.


1. Make sure that you answer at least part of the question.2. Try to get the organisation and paragraphing right, but don’t worry about it too much.3. At least make sure that your main points are reasonably clear.3. Use a variety of connectives. Avoid using a few again and again. Don’t worry too much about making mistakes with them.4. Make sure you have enough vocabulary to make basic points. Repeat the vocabulary throughout your writing if you have to.5. Your basic grammar should be okay. You can actually make numerous mistakes. Use simple structures for most of your writing.6. Use a few complex structures and don’t worry about making mistakes with them.7. Don’t worry too much about punctuation.


To get band 5.5, you need to achieve band 6 in two of the four criteria. This is probably easiest to achieve in Task Achievement (Task Response), Coherence and Cohesion or Lexical Resource. Check out the criteria below.

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Addresses the requirements of the task. (Academic) Presents an overview with information appropriately selected. (General Training) Presents a purpose that is generally clear. There may be inconsistencies in tone. (Both A and GT) Presents and adequately highlights key features/bullet points but details may be irrelevant, inappropriate or inaccurate.


The writing covers all the main points and includes necessary details. The writing makes a connection between details and the overall view. The level of formality may be wrong sometimes. Some information may be unnecessary or wrong.


Addresses all parts of the task, although some parts may be more fully covered than others. Presents a relevant position, although the conclusions may become unclear or repetitive. Presents relevant main ideas but some may be inadequately developed/unclear.


The writing covers all the points raised in the question, but certain points may be dealt with in more detail than others. The candidate’s arguments are clear, but the conclusions might not be or the conclusions may be repeated. Some points might be presented but notdeveloped.



Arranges information and ideas coherently and there is a clear overall progression. Uses cohesive devices effectively but cohesion within and/or between sentences may be faulty or mechanical. May not always use referencing clearly or appropriately. (T2) Uses paragraphing but not always logically.


Paragraphing is reasonable and paragraphs are connected. Connectives are used reasonably well but there may be mistakes and/or connectives may be used repetitively. The candidate uses referencing words (e.g. ‘it’, ‘they’ and ‘this’) with some mistakes.



Uses an adequate range of vocabulary for the task. Attempts to use less common vocabulary but with some inaccuracy. Makes some errors in spelling and/or word formation, but they do not impede communication.


Basic vocabulary is reasonable and the candidate uses a few pieces of less common vocabulary (or perhaps some sayings or phrases) incorrectly. There are spelling mistakes but these do not cause any communication problems.



Uses a mix of simple and complex sentence forms. Makes some errors in grammar and punctuation but they rarely reduce communication.


Mixes simple structures and complex structures (e.g. those containing clauses, conditional sentences). Not too many grammar mistakes. Such mistakes do not have a bigimpact on communication. There may be minor punctuation problems.


1. Make sure that you answer all aspects of the question.2. Make sure that the purpose of your writing is clear.3. Include relevant details. Develop points where necessary.4. Make sure that the organisation and paragraphing are reasonable.5. Use as large a variety of connectives as you can. Avoid using them again and again. Avoid making mistakes with them.6. Make sure you have enough vocabulary to make points and develop those points with some details.7. Use referencing words as often as you can.8. You may try to use less common vocabulary if you wish, but make sure that what you write is understandable.9. Use a mix of simple and complex structures.10. Don’t worry about making some grammatical errors, as long as they do not affect the meaning of your sentences.


To get band 6.5, you need to achieve band 7 in two of the four criteria. This is probably easiest to achieve in Task Achievement (Task Response), Coherence and Cohesion or Lexical Resource. Check out the criteria below.

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Covers the requirements of the task. (Academic) Presents a clear overview of main trends, differences or stages. (General Training) Presents a clear purpose, with the tone consistent and appropriate. (Both A and GT) Clearly presents and highlights key features/bullet points but could be more fully extended.


The writing covers all the points and includes all necessary details. The writing makes a clear connection between details and the overall view. The level of formality is correct. Some information could be more detailed.


Addresses all parts of the task. Presents a clear position throughout the response. Presents, extends and supports main ideas, but there may be a tendency to over-generaliseand/or supporting ideas may lack focus.


The writing covers all the points required by the question, in the required level of detail. The candidate’s arguments are clear, developed and supported, despite minor problems.



Logically organises information and ideas. There is clear progression throughout. Uses a range of cohesive devices appropriately although there may be some under-/over-use. (T2) Presents a clear central topic within each paragraph.


There is a logical progression which flows through the writing. Each paragraph concentrates on a given theme. Connectives are used well, with only minor problems in the frequency of use.



Uses a sufficient range of vocabulary to allow some flexibility and precision. Uses less common lexical items with some awareness of style and collocation. May produce occasional errors in word choice, spelling and/or word formation.


The range of vocabulary is enough to allow the candidate to express more exact meaning.The candidate uses some pieces of less common vocabulary (or perhaps some sayings or phrases) correctly. There are only a few mistakes word choice and spelling mistakes but these do not create any problems for the reader.



Uses a variety of complex structures. Produces frequent error-free sentences. Has good control of grammar and punctuation but may make a few errors.


Many complex structures (e.g. those containing clauses, conditional sentences) are used appropriately. Many sentences have no grammatical error in them. There may be a few, minor punctuation problems.


1. Make sure that you answer all aspects of the question and develop and support your points well.2. Make sure that the purpose of your writing is absolutely clear.3. Make sure that organisation and paragraphing are very good and clear to the reader.4. Use as large a variety of connectives as accurately and precisely as you possibly can.5. Make sure you use a wide range of vocabulary to make precise points and develop those points with plenty of details.6. Take great care with spelling.7. Use referencing words as often as you can and as accurately as you can.8. Use less common vocabulary when you can, but make sure that you use it correctly and that what you write is very clear to the reader.9. Use a lot of complex structures. However, remember that simple structures can often convey meaning more clearly.10. Make sure that a lot of your sentences have no grammatical errors whatsoever.11. Take care with your punctuation.


To get band 7.5, you need to achieve band 8 in one of the four criteria. This is probably easiest to achieve in Task Achievement (Task Response), Coherence and Cohesion or Lexical Resource. Consult an expert to find out your personal strengths and weaknesses.

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Samples from other books by Mark Griffiths

Full descriptions of the following books are available via the Internet links provided.

60 Topics for IELTS Speaking

Please be aware that much of the content in this book is similar to ‘IELTS Speaking: A Comprehensive Guide’! This book has fewer topics and questions, but more suggestions on how to answer the questions.

Available at:

Apple iTunes/iBooks

Kindle (Amazon)

Kobo

Flipkart

Barnes and Noble

Smashwords

Cover photograph by Mark Griffiths: The River Cole near Sarehole Mill, Birmingham. This is the area on which J.R.R. Tolkien is believed to have based ‘The Shire’ in the ‘Lord of the Rings’ trilogy and ‘The Hobbit’.

60 Topics for IELTS Speaking with Model Answers

Each of the questions not only includes suggestions but also models to illustrate how answers can be constructed.

Available at:

Apple iTunes/iBooks

Kindle (Amazon)

Kobo

Flipkart

Barnes and Noble

Smashwords

Cover Photograph by Mark Griffiths: A view of the gardens at Packwood House in thecountryside south of Birmingham.

Sample pages:

Ability and Success

Part 1

1. What kinds of abilities did you learn from your parents?

practical – driving, swimming, reading, computermusical – guitar, piano, violinsports – basketball, table tennis, badmintonWhich parent? When? Time?

2. Do you find it easy to learn new abilities?

Depends on which field/area – manual, languages, sport, practicalDegrees of difficulty – very, quite, really, not very, quite hardDepends on how – watching, doing, playing, readingDepends on teacher – strict, lenient, fun

3. What new abilities would you like to learn?

Refer to question 1 for ideasWhy? Easy to learn? Take classes?

4. What things can you do better than other people you know?

Use comparative forms (better, faster)Mention what others do better – use “I'm not as good/fast as”

5. Is success important to you?

Are you ambitious or not?Do you want to impress others or make them happy (e.g. parents)?Do you want something very much (e.g. money, status, job)?

Part 2

Describe something you are good at.

You should say:what it is that you are good atwhether you know other people who are good at thiswhy being good at this is useful to youand explain how you became good at this.

What? (painting, music, football, giving presentations, remembering names)Others? (family, friends, colleagues, classmates)Why useful? (at work, for studies, making friends)How? (practise, classes, learn from others)

Describe a successful person who you admire.

You should say:who the person iswhy he/she is considered successfulhow his/her lifestyle is different to yoursand explain why you admire this person.

Who? (family member, friend, colleague, classmate, famous person)Why considered successful? (money, fame, possessions, position)Lifestyle? (large home, more/less work, travel, hobbies/interests)Why admired? (success, hard working, determined, confident, energetic)

Part 3

Ability

1. What are the most important abilities for people to learn in your country?

Use a computer? Drive a car? Speak English?Explain why these are so important (work, social status)Compare with less important abilities (X is much more important than Y)

2. Why are some children better at doing things than other children?

Natural ability?Physical attributes (e.g. taller than other children)?Learn (early) from parents?Classes (evenings, weekends, holidays)?More practise?Greater personal interest?

3. If people want to develop their abilities, who should pay for it?

Depends on who (e.g. children, adults)Depends on ability (e.g. work/study, hobby/interest)Depends on level (beginner, intermediate, advanced)Depends on reason (personal, work related)Consider individuals, employers, government

Success

4. Why do many people want to be successful?

Status/prestigeMoney/possessionsSelf-fulfilment/happinessMake the world better

5. How do people in your country define success?

Refer to question 4If you met a stranger, how could you assess their level of success? (e.g. car, house, clothes, jewellery, friends, family, job)

6. Do parents and children usually have the same ideas about success?

For the same ideas, you could use 'in common'For different ideas, you could use connectives like 'whereas', 'whilst' and 'on the other hand'Does it depend on social status, income level, gender?

Achieving Success

7. What factors can lead to a person becoming successful?

Personality (e.g. ambitious, self-confident, outgoing)Abilities (refer to previous questions)Education (level, subject/specialisation, school/university)Parents (social status, connections, wealth, personality)Friends (connections, friends' abilities)

8. Do you think some people achieve success in the wrong ways?

Crime/corruptionCheating/misleading peopleHaving others do the hard work

9. Can a balance be achieved between success and a happy personal life?

It may depend on different factors (time, personality, field of work)Are the factors that make for success and a happy personal life the same, similar or different?

101 Tips for the IELTS Speaking Module

Please be aware that much of the content in this book is similar to ‘60 Topics for IELTS Speaking (with model answers)’ and ‘IELTS Speaking: A Comprehensive Guide’! This book is a much shorter version without sample topics, questions, suggested answers, or model answers.

Available at:

Apple iTunes/iBooks

Kindle (Amazon)

Kobo

Flipkart

Barnes and Noble

Smashwords

Cover Photograph by Mark Griffiths: A small road leading to a farm near the village of Austrey in the countryside east of Birmingham.

Tip 14: Giving your opinion

In part 3, you will be asked to give your opinion. You can do this in many ways.

(Personally,) I think / don’t think cars are a good way to travel in cities.It might / may be better to invest more money in education.It might / may be better if we invested more money in education.In my opinion, we need to change the way we think about this issue.As far as I’m concerned, they can do what they like – it’s their country.

I reckon (that) the situation will improve in the next few weeks. (informal)I doubt (that) the situation will improve in the next few weeks. (= I don’t believe)I agree entirely with what you say.I disagree strongly with what you say.

Tip 15: Giving the opinion of others

You can also give the opinion of others, regardless of whether you agree or disagree with them.

“According to the latest government figures, inflation is rising.” (Note that we cannot say ‘according to me’.)“It is said that he killed his wife.” People think this, but it is not proven.“It is /has been reported that there has been an accident at a factory in Shanghai.” (used with the media)“Many (most, a lot of, a few) young people often (sometimes, frequently) say / think / believe / agree / suggest that something should be done about this issue.”

IELTS Speaking: A Comprehensive Guide

Please be aware that much of the content in this book is similar to ’60 Topics for IELTS Speaking (with model answers)’! This book has more topics and questions, but fewer suggestions on how to answer the questions.

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Cover Photograph by Mark Griffiths: The London Eye.

Sample of a Part 3 Topic

Ages (Stages of Life)

1. At what age do young people legally become adults in your country?

In most countries, it is 18, but this age may vary according to different activities.

2. Do you think this age is suitable?

Here is an excellent opportunity to use ‘too’ and ‘enough’. “No, they are too immature and inexperienced.” “They are not experienced enough.” “Yes, young people are familiarenough with the modern world to make decisions.” If you answer ‘no’, you could also use ‘lack + noun’, e.g. “Young people lack wisdom.”

3. Do you think this age might be changed in the future?

Develop your answer by saying why or why not. Are young people growing up faster?

4. Do any celebrations take place when a young person becomes an adult in your country/culture?

If so, describe what happens.

5. Which other life events are celebrated in your country/culture?

Consider weddings, funerals, graduation ceremonies, etc.

6. Do people celebrate retirement from work in your country/culture?

If so, describe what happens. Is it celebrated at work, at home, or both?

7. When do people usually retire in your country?

The ages may differ for men and women. Do people often retire early?

8. How do retired people spend their time?

Name a few ways and say hwy these are popular with retired people.

9. How can an aging population affect a society?

Workers may have to pay more taxes to support the elderly. There will be a change in demand for different products and services.

Reaching maturity

1. At what age would you say a person becomes mature?2. At what age would you say a person becomes responsible for their own actions?3. Would you say young people today are more mature than young people when your parents were young?4. Do you think young people should take more family responsibilities than now?5. At what age should young people should start to take some family responsibilities?6. If a young person who is not an adult commits a crime, should the parents be held responsible?7. How do people become more mature?8. What life experiences help people to mature?

Reaching certain ages in life

9. In your culture, which birthdays, representing reaching a new stage of life, are especially important?10. In your culture, what are some of the important life events that are celebrated?11. How do people celebrate these important life events?12. In what ways might family relationships change when young people reach new stagesin their lives?

Preparing for the next stage of life

13. How do you think people can prepare themselves for the next stage in their lives?14. How do you think a person can prepare him or herself for university?15. How do you think people can best prepare themselves for retirement?16. How can people get help if they have questions about the next important stage in theirlives?

IELTS Writing: A Comprehensive Guide

Some of the essays in this book appear in the 101 model answers for tasks 1 and 2. However the model answers books do not contain information about the writing testor about essay construction.

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Sample of how to create a Task 2 essay

Present a written argument or case to an educated reader with no specialist knowledge of the following topic.

Some people argue that using animals in scientific experiments is cruel and unnecessary, whilst other insist that such experiments are necessary and have many advantages.

What is your opinion on the issue? Give reasons for your answer.

You should write at least 250 words.

You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.

Understanding the Question

The question is fairly clear. If you agree with using animals in experiments, you may need to explain to what extent you think it is acceptable. Opinions need to be supported with appropriate evidence. People who are pro-vivisection need to make a case that it is sometimes or often necessary to use animals in experiments. They should be fairly specific. The argument that such experiments save human lives is the most common. Those people who are anti-vivisection need to demonstrate that alternative methods are available and practical and/or use the moral argument that causing suffering to animals is not justified. Recent advances in bio-technology have strengthened their side of the argument. Generalisations such as “Animals are our friends” are insufficient. Humans have not been very friendly towards animals, certain animals will attack humans and most animals are afraid of humans.

Organising the Essay

Introduction – The introduction should briefly restate the question, using the student’s own words as far as possible. Many students like to place their opinion in the introduction, but this is not strictly necessary.

Body – It is best to use a separate paragraph for each argument. There are two ways to write the essay. The ‘classic’ approach is to deal with the causes and then deal with the solutions. Another way of approaching an essay of this type is to look at each of the arguments supporting your opinion and, within the same paragraph, deal with the counter-arguments to this point. In other words, deal with the supporting and opposing arguments together. This is a little tricky, so practise it first and have your essays checkedby a native speaker or a non-native speaker with a high level of English. Each paragraph needs a topic sentence and supporting sentences. Examples are desirable. These examplescan be general or specific. Of course, few of us have had personal experience of experimenting on live animals, though you may have dissected dead animals at school.

Conclusion – In your conclusion, you should clearly state your personal opinion on the issue. Summarise your main reason(s) for taking that viewpoint.

Model Answer

Discussions about humans and their relationship with animals occur on several different levels. One debate concerns the use of animals in scientific experiments. The animals are sometimes used in order to assess the effect of medicines and cosmetics on humans, but to what extent are they necessary?

The most common argument against such experiments is that they are cruel. Cruelty suggests that the animals used in the experiments undergo some kind of pain, discomfort or deformity. This is understandably upsetting to many, who imagine the rabbit, mouse orfrog that they had and cared for as a child having to endure such things. Most experiments that were carried out on animals do not now require a live animal for realistic results. Results and conclusions can be arrived at using tissue grown from cells or, in the case of genetic experiments, using hair or blood samples, which can be gained with little or no discomfort.

Another argument used by opponents of animal experiments relates to the type of experiment. I find myself in complete agreement with them with regard to experiments for cosmetic purposes. I cannot think of a single item of toiletry which would justify pain or death to an animal. However, there are some medical experiments which need to be done on animals prior to being introduced for humans. In such cases, I do believe that thelife of the human is more valuable than the life of a lab rat.

Personally, I am for experiments on animals only for medical reasons where alternative sources of material for the experiments are inappropriate or useless. Scientists should take care to conduct experiments with due care and regard for the animals they are using. Ideally, there should be a body to monitor such experiments, paid for by the companies and organizations conducting them.

(302 words)

NEW! – 51 Letters for IELTS General Training Writin g Task 1 – NEW!

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Please note that some (about 25%) of the letters in this book are taken from ‘IELTSWriting: A Comprehensive Guide’!

You have been offered a place at a university and wish to find suitable accommodation. Write a letter to the accommodation officer including the following information:the type of accommodation you wish to findsome details about yourselfany special requirements you may haveand any other relevant information.

Dear Sir or Madam,

I recently received confirmation that I have gained a place on the M.Sc. Microbiology course at your university, starting this September, and am writing to you with regard to arranging for accommodation. My student registration number is 123456.

I understand that you offer accommodation both on and off campus, the latter costing between £15 and £30 per week. I would prefer to live off campus in a house with two or three other students, each student having his/her own room, ideally within a 30-minute walk of the university. I have budgeted for rent of £20 per week. If possible, I would like to remain in the same accommodation for the entire duration of my course, i.e. two academic years.

I do not have any special requirements, but would prefer to share the accommodation with students my age (I am 25) who are actively interested in sport. I myself am a keen rugby player. I do not mind whether the other students are on a similar course to me or not.

I would be grateful if you could send me details of two or three choices at your earliest convenience.

Yours faithfully,

Andrew Scott

197 words

You have recently moved to a different house. Write a letter to an English-speaking friend.In your letter:explain why you have moveddescribe the new houseinvite your friend to come and visit

Dear John,

I’m writing to let you know that I and my family have moved to a new house. The previous one was too small for us now that we have another child. The new one has three bedrooms and a larger garden for us to relax in. The attic has also been converted for use as storage space, which my wife is very happy about because it means there is somewhere convenient to put my collection of books. Downstairs, there is a large living room and the kitchen and dining room are combined into one.

Now, I have to spend some time on redecorating, but I should be able to finish that in about a month. Why don’t you come to visit us during the summer, when I have finished?The area is very nice and as we are on the outskirts of town it is easy to get to the country. I’m sure you would enjoy yourself. We all look forward to seeing you soon.

Best wishes,

David

165 words

101 Model Answers for IELTS Writing Task 1 (Academic)

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Average earnings

The table below shows women’s average earnings in five jobs as a percentage of men’s average earnings and men’s average weekly earnings in dollars.

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

The table shows women's average earnings as a percentage of men's along with the average earnings of men per week in those sectors.

The table tells us that female stock clerks earn, on average, 103% of what men make for that kind of job. Female book keepers earn the same as men in those positions. Female police officers earn slightly less (98%) than their male colleagues. With school teachers, the difference is somewhat greater, with women earning 92% of what their male co-workers earn, on average. However, when it comes to financial managers, the difference in pay between males and females is far larger, with women earning two-thirds (66%) of what men do in that line of work.

The information provided on the average earnings of men indicates that male stock clerksearn $488 per week. Male book keepers earn, on average, $654 per week. Male police officers earn $948 per week, almost twice as much as stock clerks. Male teachers make $1022 per week and male financial managers earn almost 50% more than that, at $1504 per week.

Overall, this tells us that women are paid around the same as men in these jobs, except for financial managers, but that women are paid relatively less than men as average weekly earnings increase.

213 words

London airports

The map below shows the location of airports in and around London, with the location of a proposed airport at Cliffe.


The map shows London and its surrounding area, particularly motorways and the locationof airports in the area, as well as the possible site of a new airport. London is surrounded

by the M25 motorway, which is intersected at various points by other motorways, severalof which lead to airports.

The closest airport to the centre of London is City Airport, which lies 10km east of the centre, near the River Thames. Heathrow airport lies just inside the M25 on the western edge of London, 24km from the centre of the city. The M4 motorway leads directly to it and two others, the M3 and the M40, meet the M25 nearby. Gatwick Airport is 43km to the south of the centre of London and the M23 leads directly to it from the M25. North ofLondon, there are two airports – Luton and Stanstead. They lie 48km and 54km from the centre of London respectively. The M1 leads to Luton Airport and the M11 leads to Stanstead. Both these motorways intersect the M25. To the east of London, there is Southend Airport, which is 48km from the centre, and the proposed Cliffe Airport, whichis 38km from the centre. Neither of these places has a motorway nearby.

206 words

101 Model Answers for IELTS Writing Task 2

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Set 2 (published 2014) Available at:

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Cover Photograph by Mark Griffiths: Canal boats near Birmingham.

Some people think that students at school and university can learn more from teachers and lessons than from TV and the Internet. To what extent do you agree or disagree?

In my opinion, students can learn a lot from TV and the Internet, but I still think that teachers and lessons are better. I shall explain why I believe this in this essay.

TV and the Internet are clearly good sources of information, not only for students at schools and universities, but for young children and people who have finished their educations and are in work, looking for it or even in retirement. On TV, there are many excellent documentary programmes, including many that cover the same or similar material to that covered by teachers in lessons at secondary and tertiary level institutions. For example, some of these deal with wildlife and environmental protection whilst others look at the current economic climate. The Internet similarly has many useful websites that students can use to find out information that is taught in schools and universities. Many of these websites are directed specifically at younger students.

It is clear that teachers understand this, since they sometimes use lesson time to show TV documentaries to students and recommend websites that might be helpful for students wishing to discover more information or seeking help with homework assignments. However, I think that teachers and lessons provide an environment where students can discuss the things they have learnt – at school, from TV or from the Internet. In my experience, this is recognised by most educators, most parents and most students as beingmore useful than simply learning the answers to questions as it involves discovering processes and developing communication skills. In addition, a classroom environment provides the opportunity for students to ask questions and for teachers to correct mistakes.

To summarise, I am in favour of students of all ages and levels using TV and the Internet to help them learn, but that these are best used to supplement teachers and lessons rather than replace them.

310 words

We all work (or will work) in jobs with many different kinds of people. In your opinion, what are some important characteristics of a co-worker?

I think that there are many important characteristics of co-workers and will outline a few of the key ones below.

First of all, I think that co-workers need to be honest with each other, as well as with other people they come into contact with in the course of their work. If co-workers are honest with each other, this means that they can trust each other to work together as a

team to get jobs done efficiently. If there are problems with aspects of the work, then co-workers need to know that they can point out these problems and get support for resolving them.

Secondly, I think that co-workers should be able to get on well with a variety of people. As the rubric points out, we work with many different kinds of people and the ability to deal with them is a key one. This may involve being able to communicate with people in different ways, perhaps through use of different language or by having different methods for interacting with various people. This is a skill that often takes many years to develop, though some people may be ‘naturals’ at it.

Thirdly, I think that a co-worker needs to be diligent. I don’t mean that a person needs to spend more time working than other people. I mean that they should be able to work efficiently to get a lot of work done without many problems and mistakes. This requires the ability to concentrate on work and not to succumb to the many distractions around us.

To summarise, though there are many to choose from, I think that the three most important characteristics of a co-worker are honesty, the ability to get on with others and diligence. In my experience, workers with these attributes are successful with co-workers and with clients and other people.

305 words

101 Model Answers for Part 1 of the IELTS Speaking Module

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Cover Photograph by Mark Griffiths: Warwick Castle – one of the best castles to visit in England. Warwick University is near the town. This photograph forms part of a panorama with the covers for model answers for parts 2 and 3.

Advertisements

Do you like advertisements?

I like certain advertisements, especially those which have cute animals in them. I think that these ads are very effective at getting products and services recognised by the public.However, I think that there are too many ads on TV, in magazines and on the streets, so generally I don’t like advertisements very much.

Ages

When do people usually get married in your country?

I think that people generally get married in their late twenties, but there are many people who marry much earlier – even while they are still in their teens. On the other hand, thereare some people who marry in their thirties or even do not marry at all. I think that the trend in recent years has been to marry later.


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Describe a member of your family.

You should say:what the relationship is between you and him/herhow much time you spend with this personwhether you think you have similar or different personalitiesand explain why you chose to talk about that person.

I'd like to talk about my brother. He's three years older than me. He's a little shorter than me, but much more muscular. Like me, he has very short hair. His hobbies are making model aircraft, playing pool and cooking. The latter two are also hobbies of mine, so we sometimes do those activities together. For example, in summer we love to prepare a barbecue at his home or at mine for our friends and family. We spend a lot of our free time together, but both of us have to travel a lot because of work, so we sometimes don't see each other for weeks. He works as an engineer in the oil industry, so he earns a pretty good salary. I think that we have similar personalities, but he is much more outgoing thanI am. He is also very good at remembering jokes, which I am not.

Describe a family (not your own family).

You should say:who the members of the family arehow you know themwhat each person in this family doesand explain how you feel about this family.

I’d like to talk about my neighbours. There are three of them in the family, which is fairlytypical in a Chinese city. The father works as an accountant for a foreign company, but I don’t know the name of it. He dresses very smartly and clearly takes care of his appearance. It’s the same with the mother. She works part-time as a hairdresser. She works part-time because she likes to take their daughter to school and pick her up in the afternoon. The daughter is seven years old and, like most kids of that age, is really cute. She’s very polite and always addresses people correctly. She loves running around and is particularly fond of dogs. She just runs up to them and starts playing with them. It makes me a little nervous to see this, but the dogs love her. They’ve lived next door to us for the last three years and I hope they’ll stay for many more.


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Ability

Can teaching compensate for a lack of natural ability?

I think it can. Many students have had good teachers who can help them with encouragement and with practical advice on how to deal with problems and where to findinformation online or in a library. Teachers often spend time in class and after school hours helping children to succeed at subjects even though these children seem lacking in natural ability to handle the subjects. As we spend so much money on educating people, we clearly believe that teaching has benefits and can provide some compensation for a lack of natural ability.

Advertising

Does advertising make our lives more interesting or more stressful?

I think it does both. It makes our lives more interesting by providing us with information about new products and services, such as computer programmes to make life easier and holidays that we can go on which provide us with exciting experiences. Many products and services are advertised in interesting ways, using cute animals for example. However,advertising also makes life more stressful by trying to persuade us that we need more things and that if we do not have these things, we are somehow not living in the best way possible. It can be very stressful for parents when their children constantly want things that they see on TV, without considering the cost of these items.

101 Vocabulary Problems

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Cover Photograph by Mark Griffiths: The countryside near Newton Regis, a village tothe east of Birmingham.

Common/popular

If something is 'common', it means that it happens often or can frequently be seen or experienced. However, 'popular' means that people like something or do it often because they enjoy it. So, the key distinction is between frequency and how much people like it. For example, traffic jams are common in many cities, but they are certainly not popular! Of course, some things are both popular and common, e.g. playing football in England.

Use 'common' and 'popular' in the following sentences.

1. He is a very ______ boy at the school.2. Earthquakes are ______ in my country.3. This shopping centre is very ______ with young people.4. It is not ______ for poor people in my country to travel abroad.5. People love this dish, but it's very difficult to make. It's ______ but not ______.

Country/nationality/language

Be careful to use the correct form of words when you give names of countries (and regions), nationalities and languages, e.g. 'Mexico is a country in North America. The people are Mexicans and they speak Spanish'.

What are the nationalities and main languages of the following countries and regions?

1. USA2. UK/Britain3. Thailand4. Quebec5. Hong Kong6. Saudi Arabia

7. Turkey8. Brazil9. Mexico10. India

101 Grammar Exercises

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Cover Photograph by Mark Griffiths: The countryside near Newton Regis, a village tothe east of Birmingham.

Get used to

We use this structure when we talk about becoming familiar with a new situation, e.g. 'When you move to a different country, you (might) need to (must/have to/should) get used to many new things'.

Using the following prompts, say what many people (might) need to (must/have to/should) get used to when they move to Britain.

1. the climate2. use/local currency3. the food4. use/English5. cars drive on the left6. pub culture7. music8. celebrate/festivals9. wear/different clothes10. listen/people/talk about football

‘To’ (purpose)

We use 'to' say why people do things, e.g. 'I switched on my computer to check my email'. Make sentences using the following prompts.

1. She often goes to the town centre ______.2. I use a computer ______.3. He plays football _______.4. We read books ______.5. They go to the gym ______.6. I want to go to the USA ______.7. People often use spices in food ______.8. Societies need laws ______.9. I must go shopping ______.10. One purpose of a national anthem is ______.

101 Connectives

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Cover photograph by Mark Griffiths: The River Cole near Sarehole Mill, Birmingham. This is the area on which J.R.R. Tolkien is believed to have based ‘The Shire’ in the ‘Lord of the Rings’ trilogy and ‘The Hobbit’.

Above all

Use: saying that something is the most important

Example 1: Why did you choose to study English?

I chose it for several different reasons. I like learning foreign languages. I enjoy watchingAmerican TV shows. Above all, I think it will help me to get a good job in an international company.

Example 2: Why do you think we should protect the environment?

There are many reasons. I think we have a duty to protect animals and plants, but, above all, we should protect the environment for future generations.

Accordingly

Use: saying why something happened or was done

Example 1: Why did you choose to study at that university?

There were many good universities to choose from, but that was the only one in my hometown. Accordingly, I decided to go there.

Example 2: Why did you decide to follow that career?

I have always wanted a job that involved international travel and paid a lot of money. I chose accordingly.

101 Conversation Phrases

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Cover photograph by Mark Griffiths: The interior of the pub ‘Ye Olde Trip To Jerusalem’ in Nottingham. Some claim it is the oldest pub in England. This is my favourite cover photograph.

Actually

Use: Providing correct information

Example: Would you prefer to live in another place, since your hometown is so polluted?

Actually, no, I wouldn’t. What I would like is to persuade the local government to improve the situation so that people would stay rather than moving to less polluted towns.

Example: In your country, do children often learn practical skills from their parents?

Actually, I think it depends on whether they live in cities or in the countryside. Children in the countryside learn many practical skills from their parents, but those in the cities don’t.

All in all

Use: In summary

Example: Do you prefer to have a few close friends or many acquaintances?

All in all , I think that it is better to have a few close friends, because they are more likely to help you when you are in trouble. Acquaintances usually don’t feel that they have to do something for you, because they don’t know you very well.

Example: Which school subjects are the most important, in your opinion?

All in all , I think that the most important are those relating to science and technology – including mathematics. I suppose foreign languages, especially English, are also important.

101 Phrasal Verbs

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Cover photograph by Mark Griffiths: Cows in a field near Austrey, a village to the east of Birmingham.

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Cover photograph by Mark Griffiths: Cows in a field near Austrey, a village to the east of Birmingham.

Abide by

Meaning: follow (rules, laws)

Example 1: What is the main purpose of laws, in your opinion?

I think that the main purpose of most laws is to protect citizens. For example, if people didn't abide by laws about stealing, people wouldn't feel safe or feel that their property was safe.

Example 2: Do you think children should wear uniforms to school?

Definitely. It means that all the children wear the same thing so there is no competition tolook more fashionable than others. I think this is a rule all children and schools should abide by.

Account for

Meaning: explain

Example 1: Why do you think people commit crimes?

Many people say it is because of poverty, but I don't think this accounts for a lot of crime.For example, many poor people don't commit crimes and some rich people do.

Example 2: Do you think the state should provide free health care for citizens?

I think that it is a bad idea. I think people should pay for their own health care to make them more responsible for their health. In countries that provide free health care, it often accounts for a lot of the government budget.

101 Proverbs and Sayings

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Cover photograph by Mark Griffiths: A canal in Birmingham. This photograph fits with the photograph for set 1.

A journey of a thousand miles begins with a single step

Meaning: something that takes a long time or a lot of work begins with something simple

Example: Do you think it is easy to start your own business in your country?

There is a lot of bureaucracy, so I think it is a quite difficult and often lengthy process. However, a journey of a thousand miles begins with a single step. The first thing is to go to the government office and get the paperwork.

Topics: business, travel, transport, success, competition, change

A poor workman always blames his tools

Meaning: a person who makes mistakes says that the fault is with the things they use – not themselves

Example: In what ways do you help other people?

I'm very good with computers, so I often help other people with problems with their laptops or desktops. People usually think the computer is the problem, but usually they are. A poor workman always blames his tools.

Topics: help, success, ability, competition, personality, technology

101 Slang Terms

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ball

Meaning: a fun time (usually used with the verbs 'have' and 'be')

Example: Which is your favourite festival?

My favourite festival is Christmas. All the family get together to have a large lunch and exchange gifts. Later we play party games like charades. We really have a ball!

Topics: celebrations, weddings, parties, festivals, free time, young people

ballistic

Meaning: very angry (used with the verb 'go')

Example: Do you think some people take sport too seriously?

Definitely! My brother is crazy about football. He's ecstatic when his team wins, but he goes ballistic if they lose, particularly if it's an important match.

Topics: personality, family, sport, happiness, relaxation and stress, crime

back to top

Section 3 – Recent IELTS Speaking Topics

All of these questions and topics were provided by friends, students and found via internet searches. They may not be in the actual test. The wording of the questions may not be exactly as in the actual test. Candidates are strongly advised to listen to the speaking examiners’ questions very carefully and read the writing questions equally carefully.

Part 1 Topics

Public Holidays

Make sure you understand the difference between 'holidays' and 'public holidays' and 'festivals'.

a. holiday (US = vacation) – time off work or school/university. “I get six weeks paid holiday each year.”b. public holiday (UK also = bank holiday) – a day when most banks and government departments close. “We have a long weekend next month because there is a public holiday on Monday 4th.”c. festival – a celebration; local, national or international. “St. Patrick's Day is a big festival in my country, but it's not a public holiday.”

1. Are there many public holidays in your country?

You could begin by mentioning how many there are (approximately) and name two or three of the main ones. Then you can develop your answer by describing them a little andby mentioning when they are.

2. What do you do on public holidays?

Try to mention two or three different things, e.g. relax with friends/family, go to a restaurant, have a lie in (= sleep longer/later in the morning), watch TV/films, go for a walk

3. What did you do on public holidays when you were a child?

Answer in the same way as for the second question, but remember to use the past tense and try to mention different things to what you do now, in order to show the examiner a wider range of vocabulary.

Where you live now

1. Where do you live now?

Name your city/town/villageLocation in your countryCoastal, mountains, riversGeneral overview

2. Is there anything you do not like about living there?

CrowdedTrafficPollutionLack of facilities (education, health, sports, culture)

3. Do you plan to keep living there?

Compare the advantages and disadvantages, for youHow long do you think you will continue living there?Mention any plans to work/study abroad (very briefly!)

Photography

1. Do you like taking photos with your phone or camera?

Give answers for both. This will make your answer longer and (hopefully!) more interesting.Say which you prefer taking photos with and why (quality, easier, camera functions, portability).Perhaps you use them in different situations (give examples).

2. What will you do with these photos?

Send them to friends (using social media, e.g. WeChat)Keep them or delete them

Organise them (how?)

3. Would you like to do a course in photography?

Yes – interesting, fun, meet new peopleNo – dislike photographyWould like to, but don't have time/money/possibility

Concentration

1. Do you prefer to study in a quiet environment or in a place that has some noise?

Most people prefer a quiet environment, but many people like to listen to music while they work or study. Other people actually dislike complete silence.

2. What do you do if there's too much noise and you want to work/study?

Tell people to stop making so much noise.Go elsewhere.Try to ignore the noise.Stop working or studying and do something else.

3. At what times of day do you find it easiest to concentrate?

Morning, afternoon, evening, nightYou could also give a more exact time or include the words 'early' or late', e.g. early morning, late evening.Give reasons, e.g. other people not around, less traffic outside

4. What times in your life do you need to concentrate on doing something?

Work or studiesPlaying sports or gamesDiscussions with other people

5. Does your job/subject require concentration and attention to detail?

Studies – writing essays, doing experiments, listening to lectures, debating or discussing, researchingWork – operating machinery, writing documents, writing computer code, meeting people,making presentations

6. What affects your ability to concentrate?

Noise (give examples)

The presence of other peopleMovement (give examples)Worrying about other things

Days of the Week

1. Do you do the same things every day of the week?

There are almost certainly differences between working days and days off.Work and studiesHouseworkHobbies and interestsTravel (commuting)

2. Is there anything you would like to change about your weekly routine?

Consider the points you made in answer to the previous question.What and why?Is the change realistic or easy to make?Is your current routine temporary?What would you do instead?

3. How many days off do you have every week?

Are these days together or separate?Do they vary from week to week or month to month?Are you 'on call' on your days off? (on call = you could be called to work)Do you think you have enough days off? (Of course not!)

4. Which is your favourite day of the week?

If you don't have a favourite, you could say why you particularly like 2 of them.Reasons – day off, a regular weekly activity, meet people on a particular day

Rain

1. How often does it rain in your country (where you live)?

Every day?Times (days) per week/month?Heavy or light rain?

2. What do you do when it rains?

Name 2-3 activities and give reasonsAlone or with other people?

Depends on how long it rains or what time of day?

3. How do you feel when it rains (or after it has finished raining)?

Feelings – happy, sad, bored, not botheredIf asked one of the two, develop by mentioning the other

Trains

1. Do you often use trains?

Every day? (commuting)Times (days) per week/monthLength of journey (minutes/hours)Reasons – better than other forms of transport?Alone or with friends/family

2. Is there an underground system where you live?

No – mention a place in your country that has oneNo – say whether it would be a good thingYes – number of lines, date constructed, number of passengers, good/bad

3. Have you ever had any bad experiences using trains?

DelaysAccidentsDirtyPoor service

4. Do many people in your country use trains?

Reasons (compare with other forms of transport)Cities and countrysideUsers – young, old, workers, tourists

Animals

1. What is your favourite wild animal?

Appearance – colours, sizeWhere does it live? (countries, regions, continents)Why do you like it?Do your friends/family also like it?

2. Do you often visit the zoo?

Times per year?Alone or with others? (With children?)Which animals?If not, do you go to other places where there are animals – farms, countryside?

3. Have you ever had a pet?

Yes – which animal(s), when, reason(s), how longNo – reason(s), in the future

4. Do you think it is a good idea for children to have pets?

Learn about animalsLearn responsibilityPossible problems – dirty, noisy, lack of spaceNote that the problems depend on the animal

Clothes

1. What do you usually wear to work/school?

Uniform – items (trousers/skirt, tie, shirt/blouse, jacket/blazerAnything – mention a few items of clothingColour, style (fashionable?)Do you like wearing a uniform? Would you prefer to wear one?

2. Do you change your clothes after work/school?

Reasons – dirty, sweaty, dislike the uniform, casualNo – like the clothes, go out straight from work/school

3. Did you wear special clothes for parties when you were a child?

Give an example – lie if you cannot remember!Did you often go to such parties (family celebrations)?

4. Do you think clothes are important?

No – don't judge people by their clothesYes – formal/casual situations, show wealth/status, clean/dirty, fashion

Dictionaries

1. When was the last time you used a dictionary?

Day, timePlace – home, school, workOnline dictionary or 'paper'? (give the website or the name of the dictionary)Reason – can you remember the exact word(s) you looked for?

2. Have you ever used an online dictionary?

Yes – place, reason, websiteNo – reason, in future?

3. Would you like to receive a dictionary as a gift?

Yes – useful, need a new oneNo – don't need one (use for free online), prefer different gift

4. Do you think that writing a dictionary is interesting?

Yes – learn new words, do research, learn foreign language, learn origins of wordsNo – repetitive, never-ending

Work/Studies

1. Do you work or are you a student?

If both (part-time), choose one to discussName of job or major (subjects)Where? (Name of place, location)

2. What do you do in your job?/What exactly do you study?

Job – verbs (manage, contact, arrange, meet, plan), daily activities at workStudies – names of classes/courses, brief descriptions

3. Why did you choose that job/subject?

Job – salary, work hours, responsibilities, previous studies, personal interestSubject – future career, personal interest, parents influence

4. Do you enjoy your job/studies?

Try to mention 2-3 things you like and 1-2 things you dislikeThe job/subjectThe work/study hoursPeople – colleagues, bosses, clients, teachers, classmatesLocationTravel

Meet new people

5. Do you prefer working/studying in the morning or in the afternoon?

Feel more energeticDaily plan/activitiesQuieter surroundingsEvenings? At night?

6. How do computers help you with your work/studies?

Job – planning, communication, writing reports, diagrams, 3D modellingStudies – planning, writing essays, researchName some programmes/websites you use

Plants

1. Do you like plants?

Which do you like or dislike?Size, smell, colour, depends how much care they require

2. Do you like to receive plants as gifts?

Which ones? (e.g. flowers)When? (e.g. birthdays, festivals)Who from? (e.g. family members, friends, colleagues, classmates)

3. Are you good at looking after plants?

TimeDepends on the plant (easy/difficult)

4. Did you plant anything when you were a child?

When?Which kinds of plants?Why?Help from others, e.g. parents/teachers?

Music

1. What kinds of music do you like?

Jazz, pop, classical, blues, Latin American, country, folk, rock, heavy metal, rapReasons – beat, instruments, lyrics, sound, noisy/quiet

Depends on mood/situation

2. Are there any kinds of music that you do not like?

Answer in the same way as for the previous question

Walking

1. Do you like walking?

Yes – exercise, see/meet people in the area, see what is happening in the areaNo – lazy, prefer cycling/driving, give reasons

2. Where do you prefer to walk – in the countryside or in the city?

Distance (from your home), more interesting (give examples), people you walk with

3. What are the benefits of walking the city?

If you answered question 2 from a personal point of view, make your answer different by answering this one from a general point of view, e.g. health, reduction in traffic.

Visiting

1. How often do you visit your relatives?

Times per week/monthOn which days? What time of day? (morning, afternoon, evening, overnight visit)Does it depend, e.g. on the weather or the time of the year?

2. When was the last time that you visited your relatives?

Day and time of dayHow long did you stay? (hours, overnight)Reasons?Visit alone or with others?Did you take a gift with you?

3. What do you usually do when you visit them?

Chat – about work, studies, national/international news, other people (friends, relatives)Play games – cards, Mah Jong, chess, computer gamesPlay/do sports – table tennis, badminton, swimmingEat and drink – name specific items of food and drink. Who prepares/brings them?Go for a walk

Childhood Activities

1. Did you often play games when you were a child?

Remember to use the past tense! (Alternatively 'used to')Which games? Describe 2-3 brieflyAlone or with others?Favourite?

2. Did you prefer outdoor or indoor activities as a child?

Remember to use the past tense! (Alternatively 'used to')Outdoor – physical activity, competitive sport, fresh air, countryside, parksIndoor – quiet, shy, dislike sport, lack of outdoor facilities

3. What are the differences between the games that children used to play before and play nowadays?

Consider different types of games – physical, thinking, computer gamesDepends on the child – personality, friends, familyDepends on location – facilities, city/countryside

Politeness

1. How do people in your culture show politeness?

Words – e.g. please, thank you, sorryFace/gestures – smile, hand movements, raise hatsStand up for peopleOpen doors for peopleMove aside for others

2. Who taught you politeness when you were a child?

Family members, teachers, friends, neighbours, strangersHow – by example, lessons1-2 specific examples might be useful

3. Compared to the past, has the way people show politeness changed in your country?

Refer to question 1Do young people now show politeness as you did when you were that age?Cultural changes?

The Sky

1. Do you often look at the sky?

Yes – calming/relaxing, weather, like the colourNo – not interested

2. Do you prefer the sky at night or during the day?

Day – blue, clouds, sun, sunshine, brightNight – stars, moon, dark, planets, shooting stars

3. What can the sky tell you about the weather?

Clouds – black/dark, white, fluffy, wispy, rain, snow, stormsClear skies, bright, sun, sunshine

Managing time

1. Are you good at managing your time?

Yes – say what you do to manage it well, giving 2-3 examples where possibleNo – say why not, giving 2-3 examples where possible

In both cases, consider work/studies (e.g. pressure, deadlines) and your free time and/or time for friends and family

2. Did anyone teach you how to manage your time?

Family (e.g. parents, grandparents)Teachers (at school/university – talk about any relevant classes you took)Friends (develop by saying whether they taught others as well)Bosses/colleagues (develop by talking about any specific training you had)

3. How could you manage your time better?

Less procrastinating (= being lazy!)Setting deadlinesRewards for completing tasks on time

Trees

1. Do you like trees?

Living, nature, provide shade, attractive/beautiful, beautify the neighbourhood

2. Are there many trees in your neighbourhood?

Yes – on the streets, in parks, provide shade, children climb them, in the countryside, give names where possibleNo – say if you would like there to be trees, why aren’t there many?

3. Are any trees symbolic in your country/culture?

Most countries have a national tree (England = oak)Are any trees significant in your religion?Do any trees or names of trees play any role in sport in your country? (e.g. willow in cricket, the Romanian national rugby team is nicknamed ‘The Oaks’)

Sleep

1. How long do you usually sleep each night?

Give a time range, e.g. 6 or 7 hours, unless you sleep for exactly the same time each night!Do you go to bed and wake up at the same time every day? (e.g. weekdays and weekends)Do you use an alarm clock? Do you use the ‘snooze button’?Do you think you get enough sleep?

2. Do you usually dream in your sleep?

Can you remember your dreams? (Don’t describe them for too long!)Have you dreamt since childhood?Are your dreams different now?Nightmares (= unpleasant/terrible dreams)?

3. Do you know any tricks for getting to sleep?

In Britain, some people close their eyes and count sheep in their imagination! Other people find that reading makes them sleepy.Do you know any tricks for staying awake?

Shoes

1. What kind of shoes do you like to wear?

High heels, flat, boots, trainers/sneakers, brogues, formal/informal, colours, styles, fashionable, slip on, lace upSay why you like that kind of footwearYou can even mention your shoe size!

2. Where do you usually buy your shoes?

Name the shop if you remember. Do you go to large shops or small ones? Is the shop near your home, school or workplace? Why do you go there? Service, style, price?

3. Do you ever talk about shoes with your friends?

Yes – fashion, compare stylesNo – more interesting things to discuss, don’t really care much about shoes

Questions like this (‘Do you talk about … with your friends/family?’) seem to be becoming more popular in the IELTS speaking test.

Housework

1. Do you do any housework?

Cooking, cleaning, polishing, mop the floor, wash the dishes – why or why not?How often do you do it?Does anyone help you?

2. Did you do it (housework) when you were a child?

How can you make housework more interesting?

Listen to music or the radio while you do itMake it into a game (e.g. who can finish quickest)Divide it into several smaller tasks

3. Do you think that robots will do all our housework in the near future?

Yes – technology is developing fast, we already have some robots that can do it, e.g. clean the floorNo – robots are too expensive, they are not as flexible as humans

Notice that the question asks about the near future. However, you can add your ideas about the far future if you like.

Maps

Do you ever use a map?

You could begin with something like 'every day', 'once a week', 'twice a month', once in awhile' or 'a few times a year'Say what kind of map you use, e.g. tourist map, world map, maps for drivingGive reasons, e.g. to find your way, to check your location, personal interest, part of your work or studies

Who taught you how to use a map?

Family member, teacher, friendGive a few details about the circumstances or situationDid you find it easy to learn?

Do you prefer to use electronic maps or those made of paper?

Electronic – zoom in/outPaper – you can touch them without using any features inadvertentlyIs there any difference in detail or quality?

Have you ever asked other people for directions?

You could briefly mention the circumstances or situation.Who did you ask?Were they able to help you?Where were you?Where did you want to go?

Part 2 and 3 Topics

Jobs and Work

Part 2 Cue Card

Describe a person you know who has an interesting job.You should say:who this person is (family member, friend, colleague, former classmate)what they are like (appearance, personality, clothes)what their job is (job title, use verbs to describe exactly what they do)and explain why you think it is interesting. (probably based on the previous point)

Part 3

What jobs do people prefer to do in your country?

Age, gender and educational/professional qualificationsSalary, working conditions, work hours, responsibilities, social status

Do you think young people today find career choices confusing?

Nowadays, there are many more types of jobs availableAre they confused by what others tell them?How much input do other people (e.g. parents) have?Are the job requirements clear to young people?

Do you think it is beneficial to be relocated to other places for work?

Yes – see new places, meet new peopleNo – move away from family/friendsDepends – culture, salary (and other financial or non-financial benefits)

Is it beneficial for companies to send/allow employees to get further education?

Yes – greater efficiency, better abilitiesNo – cost, employees become attractive to competitors

Should employees expect higher salaries when they return from training?

Yes – better qualified, better workers, better chance of promotionNo – the company paid for their education

Information and Research

Part 2 Cue Card

Describe a subject that people often want to discuss with you.You should say:what the subject is (give exact details, try to use specialised vocabulary)why they want to discuss it (their interest, mutual interest, expertise, work, studies)where and when you talk about it (location, kind of place, time of day, which days)and explain how you feel when people talk to you about it (happy, excited, bored)

Part 3

What are the qualities of a good researcher?

Knows where to find informationKnows how to check informationHas good connections with other people in their fieldPatient (research often takes time)Understands foreign languagesEnjoys reading

How can people check whether information is reliable or not?

Use various sourcesAsk other people, e.g. colleaguesIn science, conduct tests to confirm it

What medical research do you think might be important in the future?

Virology – global pandemic (e.g. 'bird flu')Use of nanotechnology in medicineUse of 'chips' in humans (e.g. to help move limbs)Research into cancer, AIDS, malariaFusion of humans and machines/technology (e.g. mechanical limbs)

Do you think that sharing research is important?

Build on the work of othersInternational co-operation (e.g. in space)Cost effectiveVariety of ideas and lines of inquiry

Why might people not want to share research?

SelfishNational pride / nationalismWant to take full creditOthers might steal ideas, results, work

Neighbours and Communities

Part 2 Cue Card

Describe a neighbour you have helped.You should say:who this person iswhen you helped this personhow you helped him or herand explain why you helped this person

This is simply a variation on the ‘describe a neighbour’ question that has been in the test for years. Try to focus on the ‘help’ aspects of the question, but if you cannot think of much to say, you can always say more about the neighbour (e.g. appearance, character, job, how long you have known him or her).

In this question, ‘help’ can include giving advice, repairing something, help with moving,decorating, work or studies.

Part 3

Do you think it is important to have a good relationship with neighbours?

Almost everyone is going to say ‘yes’!

Help and adviceFriendly neighbourhoodLook after each other

Do you think relationships between neighbours nowadays are the same as they were in the past?

Consider the points you made in answer to the previous question.Try to use words and phrases such as ‘got better’ and ‘become worse’. (‘Got’ and ‘become’ indicate change.)

Do you think relationships between neighbours are different in the cities and in the countryside?

People often say that rural communities are closer. Why might this be?Number of neighbours?In smaller communities, it is easier to know everyone’s business.Does it relate to the different city and rural lifestyles?

Why are virtual communities becoming more popular nowadays?

More people have computers, mobile phones and tablets with internet access.Perhaps the people in your neighbourhood are not interested in the same things as you (particularly if you have a ‘niche’ hobby or interest).Perhaps a virtual community (with global membership) offers a wider range of possibilities.

What local events and community activities are there where you live?

Sports and games – competitions, teams, clubsCulture – singing, dancing, drama groups, local history, local festivalsClubs – collecting, book clubsLearning – foreign languages (e.g. English corner), computing, arts and crafts

Languages

Part 2 Cue Card

Describe something that you did to improve your language learning.You should say:what you did (vocabulary, grammar, pronunciation – be specific)where you did it (at home, at school – describe the place, location)who helped you to do it (teacher, parent, classmate, friend – how did they help exactly?)and how it helped you with your language learning

Part 3

1. Who is better at learning languages – young people or older people?

Most people will say that younger people are better – not only at learning languages, but other things. However, be careful not to say that older people ‘cannot’ learn! This is untrue and even insulting!

2. Why do you think some languages become dominant?

Population size (e.g. China, India)International trade/business (e.g. English/USA)Education (e.g. most top universities are in English speaking countries)Colonies (e.g. Spain/Latin America)

3. Why is the English language so dominant nowadays?

This question is quite similar to the previous one, so try not to repeat your answer/points. Consider additional points or compare languages, e.g. most of the world finds it easier to learn to write English than to learn to write Chinese/Korean/Japanese/Hindi/Arabic.

You could also look at the effects of modern technology on the popularity of languages.

Photography

Part 2 Cue Card

Describe a time when someone took a good photograph of you.You should say:when it was (day, month, year, season, festival, celebration, time of day)who took it (family member, friend, classmate, colleague, stranger)what was in the photo (apart from you, what were you wearing, background)and explain why you like it. (memento, colours, you look good)

Part 3

Do you think having cameras in our phones is important?

You can point out some of the advantages and disadvantages.Yes – take photos anywhere/any time, combines function with phoneNo – quality often not so good, especially moving objects or at night

Which is better – printed photos or photos on a digital screen?

Again, you can point out advantages and disadvantages.Printed – 'feel' the photo, frame itDigital – can manipulate it (improve colours, remove blemishes, cut and paste)

Remember that digital photos can be printed and printed ones can be scanned.

Do you think that, in the future, digital photos will replace printed ones?

Entirely? Unlikely!Say why people might want printed photos or printed digital photos.

Is it necessary to be a professional photographer for news reporting?

Necessary? Almost certainly not. Advantageous? Probably.Many amateurs have good skills.Modern cameras allow people with fewer skills / less experience to take good photos.Amateurs might be 'in the right place at the right time'.Training in what to include in photos, when exactly to take them.

Sport

Part 2 Cue Card

Describe a sport that you like.You should say:what the sport it is (if it is an unusual sport, you may need to give a brief explanation)when you play this sport (days, time of day, frequency per week/month)what equipment and clothes you use when playing it (use specific vocabulary)and explain why you like this sport. (fun, competitive, you are good at it)

Part 3

Do women often play sport in your country?

Professional or amateur?Which sports?Are these sports more popular with women than with men? Why?

Do you think that women's sport will change in the future?

More money / advertising?On TV more often?More professional players? Leagues?Wider range of sports? (Give examples)

What influence does the government have on sport in your country?

Funding. Which sports and why?Sponsors competitions / sports peopleTraining facilities?

Sports structures?Encourages or bans certain sports

Why do children sometimes play sport professionally?

Parents 'encourage' themMoneyCareerPrestige

Is it good that children use sport professionals as role models?

It probably depends on which sports professional!Professional life and personal life.Give positive/negative examples.

Reading

Part 2 Cue Card

Describe something that you like reading about.You should say:what it is (subject – history, language learning, the environment, sport, technology)when you read it (time of day, times per week)where you read it (at home, at work, at school, dormitory, cafe)and explain why you like it. (interesting, educational, work related, discuss with others)

Part 3

How have reading habits changed over time (in recent years)?

Use of electronic media (the Internet, e-books, e-readers)Read for longer/shorter periods?Subjects?

How do reading habits differ between young and old people?

Time spentSubjectsMedia – books, newspapers, magazines, InternetUse of technology

What are some of the differences between newspapers / magazines / books?

LengthDepth

Language/styleUse of pictures/photographs

Do you feel that nowadays people are not spending as much time reading as before?

Higher percentage of people are literate.Other things to do.Depends on what subject/topic.Depends on different people – age, education, lifestyle.

Reunions

Part 2 Cue Card

Describe a time when you met someone you had not seen for a long time.You should say:who the person was (family member, classmate, former neighbour)why you didn’t see each other for a long time (moved away, different lives)what you did together (chatted – mention topics, ate, had a drink)how you felt about meeting this person again (happy, surprised)

Part 3

Are school reunions common in your country?

How often? (annually, every five/ten years)Who organises them? (former classmates, schools, teachers)What happens? (music, dancing, chatting, competitions, games, take photos)Where are they held? (school, restaurant, bar, outside)

Do you think school reunions are a good idea?

Yes – meet old friends, former teachers, see old schoolNo – competition to see who has the best life now?

Chatting

Part 2 Cue Card

Describe a conversation you had with someone you didn't knowYou should say:where you met (in the street, at a cafe/bar/restaurant, business meeting)what you talked about (work, studies, family, life, general/specific topics)what the other person was like (character, clothes, physique)and say how you felt about the conversation (happy, interested)

Part 3

Why do people sometimes chat with strangers?

Meet new peoplePart of their job, e.g. sales people, marketersGet information or perhaps a fresh view on a topicIn a shared situation, e.g. stuck in a lift, on a train/bus/plane

Why do people sometimes share their problems with strangers?

Get an unbiased opinion, fresh insight, new informationRelease tension/anger/frustrationSimply because they are strangers!

Who chat more – men or women?

It might be a good idea to focus on what they chat aboutDoes it depend on other factors, such as age or background?Consider face-to-face chatting, online chatting, texting/messaging

How important is it to use social networks on the Internet?

It usually depends on the person (their job and lifestyle)Keep in touch with people (friends, relatives, business contacts)Find a job or other opportunitiesShare information (personal/professional)

Do you think social networks can bring (world) peace?

They often link like-minded people, people with similar interestsInfluence on politicians, international organisations

Homes

Part 2 Cue Card

Describe a flat/apartment/house you visited.You should say:whose home it is/was (friend, relative, neighbour, colleague, friend of the family)where it is/was (exact location, village/town/city, location in your country)what it looked like (size, materials, shape, height/floors)and explain why you like/liked it. (cosy, bright, rooms, facilities, furniture, decoration)

What kinds of houses (homes) are there in your country?

Types of homes – houses, flats/apartmentsMaterials – wood, concrete, brickSizeYou might give brief descriptions of 2-3 types, perhaps depending on wealth

Have house (home) construction trends changed in recent years?

More/less being built?Which types? (see previous question)Locations? (cities, countryside, suburbs)Reasons? (wealth, government/tax incentives, investment)

How does weather (climate) affect house (home) structure?

MaterialsCold/temperate/hot climatesWindowsRooms

Do you think that the outer structure or appearance of buildings is important?

Yes – creates good impression, makes neighbourhood nicer, historic style/featuresNo – interior is more important

Should there be any regulations (rules, laws) regarding building construction?

Safety – during construction, stand up to weather/climateSize – especially height as they may block viewsStyle – should they fit in with the existing style of buildings?

How do different types of houses (homes) affect people and their lifestyles?

Size – number of rooms, use (e.g. study, kitchen, swimming pool, sauna)Entertain guests?

Do you think that historical buildings should be renovated?

Yes – culture, history, use as museums or tourist attractionsNo – too expensive, need land for new buildingsDepends on their condition – some buildings too dilapidated too save

Would you prefer to live in a small house or a big one?

Big – more space, more rooms, large family, status symbolSmall – easier to keep clean, cosy, small family (or single), cheaper

What do you think about city residents building a second home in the countryside?

Good – better for children, change of scene, reduces rural declineBad – drives up prices for rural people, less contribution to local life

Do (young/old) people in your country usually prefer to live in cities or in the countryside?

Facilities – health, education, sportOpportunities for meeting peopleTransport

Pay attention to whether the examiner includes the words 'young' or 'old' – or neither! All three versions have been reported by candidates.

Apart from location, what factors do people consider when choosing a place to live?

Facilities (see previous question)TransportPriceSize of homeNeighboursGardensBroadband connectivity!

Friends and Friendship

Part 2 – Cue Card

Describe an old friend that you met after a long time.You should saywho your friend ishow long you didn’t see him/her forwhat the two of you talked aboutand explain how you reacted when you saw him/her again.

Part 3 – Friendship

How important is friendship? (Why are friendships important?)

Humans are social animalsFriends help each otherAdvice with problemsShare interestsSpend time together

Sources of information

Why do friendships come to an end sometimes?

Arguments, disagreementsPeople move awayPeople change jobs, interests, social circlesPeople's personalities change (e.g. as they get older)

Do you think it is good to have friends in different parts of the world?

Different culturesVisit them, e.g. on holidayBusiness contactsLearn about other parts of the world

Schools and Education

Part 2 – Cue Card

Describe your school where you went as a child.You should say:where it waswhat classes you had therewhat the teachers were likeand explain how you felt when you went to that school.

Part 3 – Education

What are the advantages and disadvantages of large classes?

Less individual attention from teachersCheaper for schoolsClasses will usually contain a mixture of students (more/less able)

What social and academic skills should children learn at school?

Skills, not subjects!

CommunicationPresentationResearchDebate, conversationReading, listening, writingLogicPoliteness, public behaviour

Transport

Part 2 – Cue Card

Describe a time you used public transport.You should saywhen and where you wentwhy you made the tripwhat you did on the tripand explain how you felt about the trip.

Part 3 – Transport

Why do people often prefer to drive their own car rather than use public transport?

Convenience, speedStatus, prestigePublic transport is inconvenientWeather, climateEnjoy driving

It may be useful to consider whether the advantages of driving are real or only perceived (by drivers).

Why do people often drive their cars for short trips?

You can use the ideas for the previous question.In addition – habit, laziness

How would you increase the use of public transport?

Make it cheaperMore routesGreater frequencyBetter night servicesIncrease the cost of cars and using cars (taxes, petrol/gas)Reduce space available for parking (or increase parking charges)Make driving tests more difficultIncrease the minimum age for drivers

In your country, do children regularly take public transport to school?

Convenience (routes)Provided by school or notSafety

Cost

Do you think the use of public transport will be more common in the future?

Perhaps cities will become more crowded, limiting on the use of cars.Perhaps flying cars will become common, so there will be more space.Perhaps it depends on people's attitudes towards the environment.

Shopping

Part 2 Cue Card

Describe a time when you saved money to buy something special.You should say:what it was (make sure you choose something special – probably expensive)how much you saved (in your own currency and/or pounds or dollars)how long it took (probably weeks or months – start and end dates)how you felt when you bought the thing (happy, elated, satisfied, proud)

Part 3

What are the advantages and disadvantages of online shopping?

Advantages – convenient, home delivery, search for best deal/offerDisadvantages – credit card fraud, delivery when not at home, do not see goods

How do online shopping websites attract people?

Remember that many methods are similar to those used in other forms of advertisingInternet advertising, e.g. pop-upsSponsorship of events, e.g. sportsSpecial prices (discounts)Use of cookies to track Internet usersUse of celebrities

Is it a good idea to use a credit card to buy things?

Move away from online shopping if you were asked the previous questions!Consider that many people spend more than they realise or haveInterest payments can be high if you don't pay soon enough

Why do young people sometimes save money?

Remember that different young people save for different reasons.To buy something special for themselves.To get something special for another person.

For their education/future.

Why do many young people not save money?

Born into a consumer societyDo not realise/consider that they may need money in the futureBad parenting

Do you think children should save money?

Yes – teaches them the value of money, good habit for the futureNo – let them enjoy their childhood!

Who is better at saving money – men or women?

It's easy to sound sexist with 'men or women' type questions – be careful!Does it depend on other factors, such as age, education level, family situation?

Time

Part 2 Cue Card

Describe the time when you were very busyYou should say:when it was (recently, last year, several years ago – remember to use the past tense!)why you were busy (work, studies, family, IELTS preparation is not recommended!)how you managed to do everything (organised, help, advice, daily targets, books)and explain how you felt about being so busy. (frustrated, annoyed, unhappy)

Part 3

Do you like to get help from somebody when you are busy?

Yes – advice, experience, professional helpNo – do better alone, don't rely on others, do it exactly how you want

Do you think it is important to have leisure time?

I cannot imagine anyone saying 'no'!Relaxation – recharge one's batteriesHave funTravelTime with family – husband/wife, children, parents, grandparentsThe importance of interpersonal relationships in our lives

Do you think employers need to give leisure time to their workers?

Focus on the advantages for employers, using points from the previous questionWorker satisfactionAttracts better employees

Why do some employers not give employees leisure time?

Perhaps they believe it wastes timeDon't care about other people

Do you think people (in your country) have more or less leisure time nowadays?

Legal requirementsChanges in attitudes of employersInfluence of foreign companiesChange in political situationChange in attitude of workers to work and life

Is it important to do physical activities as a part of leisure time?

Yes – keep fitNo – do what relaxes youDepends on job – more important for office workers than physical labourers

Advertising

Part 2 Cue Card

Describe your favourite advertisementYou should say:what the advertisement is forwhat is in the advertisementwhere you first saw/heard this advertisementand explain why it is your favourite.

Part 3:

Why do some people feel advertisements are annoying?

Interruptions, e.g. when watching TV, surfing on the Internet (pop-ups)Block streets, e.g. when handing out leafletsToo noisy, e.g. use of loudspeakers

Do advertisements improve the quality of life?

No – see previous question, waste of time and money

Yes – show us new products and services, ads are lively and fun

Does a consumer culture produce a lot of waste?

Based on selling new/improved productsRecycling of old products?

Mobile Phones

Part 2 Cue Card

Describe the first mobile phone you had.You should say:when you got it (month, year)why you got it (work, personal communication)where you got it (birthday gift, bought it yourself, shop)and explain how it changed your life. (easier, more efficient, faster)

The question does not specifically ask you to describe the phone itself, but it is very easy to add a physical description of the phone (e.g. size and colour) and some of its functions (e.g. camera, Internet access, apps) might be related to why you got it and how it changedyour life. Adding these points can add considerable length to your answer and give you the opportunity to show off your vocabulary.

Part 3

At what age do people usually start using mobile phones in your country?

Try to give an age range, e.g. 11-13 years old.Add examples of people who start using them at younger or older ages.Note that many people began using mobiles when they were older simply because they didn't exist or were not widely available previously.

Is it a good thing that young children use mobile phones?

Good – safety, parents can call them, become familiar with technologyBad – use them at school, interrupt homework/studies

Nowadays people need to travel less for business because of technology. Do you agree?

Agree – can use electronic communication (e.g. Skype), cheaperDisagree – electronic communication doesn't give you a clear/full view

How has new technology changed interpersonal communication?

Easier to maintain long-distance relationships

Faster communicationEasier to arrange meetingsLess face-to-face communicationEasier to share views, news, experiences

Is a good memory necessary when we have things like mobile/smart phones?

Yes – might lose the phone, still need to remember many thingsNo – can record appointments, take photos, store contact details

Sharing

Part 2 Cue Card

Describe a time when you shared something with another person.You should saywhat you shared ('a moment', an experience, a meal, a toy, use of an electronic device)who you shared it with (friend, family member, colleague, a stranger)why you shared it (mutual benefit, in exchange for something, kindness, politeness)and explain how you felt about sharing it. (happy, fun experience)

The question is a little unclear about whether it requires the 'something' to be a physical object or not. I recommend a physical object, but candidates may choose a more abstract 'something'.

Part 3

How can children be taught about sharing?

Have them play togetherBy example – see parents sharing

What do some children not like to share?

ToysFood and drinksClothesElectronic devices

Why do some people/children not like sharing things?

Afraid it will be lost or brokenSelfishnessOthers don't share with them

What things do people share in their everyday lives?

ExperiencesFood and drinkHomesClothesElectronic devicesBooksStudy notesMoneyCars, bicycles

Is it important for workers/students to share things?

Work/study more efficientlyPromote group work/study cultureCheaper than buying one item for each person

Technology

Part 2 Cue Card

Describe a difficulty that you experienced with some equipment.You should say:what the equipment was (computer, mobile phone, television, food mixer, car)what difficulty you had with it (wouldn't start/work, broken, damaged)how you dealt with the difficulty (repair, get help, user manual, check online)and explain how you felt when you had the difficulty. (unhappy, frustrated, annoyed)

Part 3:

Which past inventions have had great influences on society?

Choose two or three inventions and briefly explain their influences. If you can give both positive and negative influences, that should improve your answer. Common choices include television, computers, and cars.

How can inventions improve people's abilities?

Ability to… communicate quickly or over long distances… move from one place to another… improve their skills, e.g. learn foreign languages, create art… present information to other people… keep fit and healthy

Long Distance Travel

Part 2 Cue Card

Describe your place that you go to that is far from your home.You should say:how far away it is (you could give the distance in kilometres or hours)when you go there (which days, times per week/month)what kind of transportation you use to go thereand explain how you feel when you go there. (happy, excited, bored. Sad)

Another easy point to mention is why you go there, e.g. to visit people, work.

Part 3

Why do some people want to go to distant places?

Travel/tourism – see new places/culturesWork/studies – experience, better career prospectsVisit friends/relatives

Why do some people not want to go to distant places?

Happy where they are (e.g. work, studies, relationshipsClose to friends/relativesNot interested in foreign countries/cultures

In your country, which types of transportation do people use to go to other countries?

Ship – island or coastal countriesAirplane – fasterCar – convenient, flexibleBus/train

Consider which different groups of people use these forms of transport, e.g. rich/poorAre they different for individual and group travel?

Do young people and old people have different feelings about going aboard?

Excitement and anticipation?Do they have similar or different fears/worries, e.g. about food, safety?Do they want to do different things, e.g. activities, cultural experiences?

Animals

Part 2 Cue Card

Describe a time when you saw an animal.You should saywhere you saw it (city/country, exact location of the zoo)what the animal looked like (size, colour, legs, tail, ears, eyes, fur)what the animal did (movements, actions)and explain how you felt.

Part 3

In your opinion, what features should a good zoo have?

Information about the animals, e.g. habitat, dietClear viewing areas, e.g. underwater for aquatic animalsShops selling books/videos about animalsGuides to provide oral information to visitorsSpecial facilities for viewing nocturnal animalsLecture halls or classrooms for visitors/students

Do you think nature reserves are better than zoos as places for wild animals to live?

Yes – more natural habitat, caging wild animals is cruelNo – often harder for visitors to see the animals

Do you think zoos might disappear in the future?

Yes – virtual zoos, more people think zoos are cruelNo – people want to see wild animals, many smaller animals suitable for zoos

Films

Part 2 Cue Card

Describe a foreign film that you watched.You should saywhere you saw it (at home, at a friend’s home, at the cinema, in which city/country)what the film was about (the plot, kind of film, important scenes, beginning, ending)who was in the film (actors, characters, roles in the film)and explain why you liked or disliked the film. (exciting, boring, informative, funny)

Be careful to get the nationality correct! Many candidates say ‘It was a Korea film’, for example, instead of ‘It was a Korean film’.

Part 3

What impact do films have on children?

It depends on the kind of film!Documentaries – educational, informative, help encourage curiosityComedies – fun, make them laughAction – exciting, make them violent?

Do you think parents should supervise what films their children watch?

Yes – some films (scenes) unsuitable for children, they shouldn't watch too many filmsNo – parents should trust their children, parents cannot always supervise

In the future, do you think that cinemas will be replaced by DVD's (and/or films downloaded off the internet)?

Yes – downloading is already so popular, downloading is convenient, people can watch, re-watch, pauseNo – cinemas provide atmosphere, bigger screens, better sound

Reading

Part 2 Cue Card

Describe something that you like to read.You should saywhat it is (newspaper, magazine, book, Internet web-page, instruction manual)when you read it (at home, at work, at school, in the morning/afternoon/evening)which other people read it (friends, family members, classmates, colleagues)and explain how reading this benefits you (relaxing, informative, interesting)

Part 3

What kind of people like reading and what kind of people don't like reading very much?

Consider education level, curiosity, age, personal interests

What kinds of materials do you think people should read?

Books, newspapers, magazines, instructional manuals, advertisements, leaflets, articles on the InternetMention what kinds of information are usually available via these mediaReasons – personal interest, work/study related, news items, information

Memories (The Past)

Part 2 Cue Card

Describe a time when you forgot to do something.

You should saywhat you forgot to do (homework, contact somebody, go to a meeting, buy something)when this happened (day, date, last week/month/year, morning/afternoon/evening)what the results were (missed an opportunity, somebody got angry)and explain how you felt about it (worried, concerned, unhappy, nervous)

Part 3

Do you think it is very important for a teacher (or doctor) to have a good memory?

Yes – can answer questions immediately, impresses other peopleNo – easy to find answers in books or on the Internet

What do you think are the advantages and disadvantages of using a timetable?

Clearly sets out what is to be done and whenFocuses the mind on tasksTells others of your plansCan be too stringent/inflexibleOther, unanticipated, events may occur

Why do you think people keep some antiques?

Like to be reminded of the pastFamily heirlooms (= old family possessions)CollectiblesValuable (now or in the future)

Do you think it's good to recall the past?

Good or bad events?Recall momentarily or regularly or for a long time?Remember alone or with friends/relatives?People frequently tell stories from their lives, e.g. about their day at work or holidayCreates conversation, social bonds, relationships, establishes rapport/connections

Do you think governments should spend more money on museums?

More money = more than at the momentYes – spends too little now, educational, preserves cultureNo – individuals should pay (entry fees), business sponsorship is better, governments have more important things to focus on

Change

Part 2 Cue Card

Describe a change that took place in your life.You should saywhen it happened (day, month, year, date)where it happened (city/country, exact location)what the change was (marriage, change school/subject, have children, change job)and how you benefited from this change (better life, more opportunities, more money)

I recommend talking about a major change.

Part 3

How could a parent (teacher) help a child be prepared to cope with future change?

Education, information, teach flexibility, develop good attitude, teach variety of skills (e.g. social, communication)

Do people in your country change jobs very often?

It may depend on the job market for a particular profession or field, or on the individuals themselves. Or on the overall economy.Yes – flexible job market, learn new skills, many businesses failing, head-hunted by othercompanies, offered better salaries/work conditionsNo – few jobs available, lack skills, little competition for workers/employees

What big/major changes have there been in your country in the past ten years?

Economic – inflation, unemployment, finance, wealthPolitical – change of government/leaderSocial – culture, people’s attitudes, TV, filmsTechnological – computers, the Internet, mobile phones

Apps

Part 2 Cue Card

Describe an app that you use on your mobile phone or tablet computerYou should say:what the app iswhat you use it forhow you first heard about this appand say whether you think this app is useful for everyone

Part 3

Which apps (or kinds of apps) are most popular with young people in your country?

Briefly say why each type of app is popular with young people.Games (be specific)Finding directionsLocating restaurants, bars, cafes, tourist sightsFinding cheap products and services (be specific)Getting discounts for products and services

Do men and women (or people of different ages) frequently use different apps?

Do they enjoy playing different kinds of games?Do they have different reasons for using apps?Try to give 2-3 examples.

Why do some companies offer apps for free?

Publicity, advertising, marketing (give examples if you can)Some companies offer free gifts or discounts if you use an app‘Freemium’ apps – free to download and start using, but with paid ‘extras’ that you can buy later, e.g. ‘in-game purchases’Perhaps the companies want to get user data from you

Recycling

Part 2 Cue Card

What are the most common items that are recycled (in your country)?

Glass, plastic, metals, paper, cardboard, wood, organic waste, textilesWhy are they more likely to be recycled? Cost, availability, usefulness

Do you think it is important to recycle things?

Yes – protect the environment, cost, few resources, requires less energyNo – plenty of resources available, resources are cheap, recycling takes too much time and energy

Do you think people do better at recycling nowadays (in your country)?

Yes – increased awareness, better educated, more convenientNo – in the past people repaired things

Cities

Part 2 Cue Card

Describe a city you visited.You should saywhich city you visited (in your country or in a foreign country)when you visited it (try to give exact dates or at least the month and year)why you visited it (tourism, visit a friend or relative, conference or meeting)and explain what you liked or disliked about it (try to include at least one positive and at least one negative point)

Be careful NOT to choose a city that you lived, worked or studied in for a longer period!

Part 3

What can governments do to limit the expansion of cities?

green belts – areas around a city where buildings may not be constructeddevelop towns and rural areas so that people don’t move to citiesconstruct high rise buildings (apartment blocks, skyscrapers) that require less land

How might cities be different in the future?

buildings – more modern, ‘greener’better facilitiestraffic – more/less, public transport (e.g. subways)

Do you think cities nowadays are becoming unhealthy?

Your answer to this question will often depend on the situation in your own country.Yes – many poor people and poor districts, poor sanitationNo – better health facilities, anti-pollution laws

How do you think life in cities affects people?

Consider some of the following, referring to the situation in your own country:healtheducation/learningwork/jobsmeeting peopleinterpersonal relationshipsnoisepace of lifeshopping/consumerism

Actors

Part 2 Cue Card

Describe a comic actor who is popular in your country.You should say:who this person is (male, female, age, nationality)how you know him/her (TV, film, personal encounter)how he/she is funny (comments, gestures, facial expressions, actions, clothes)and explain why he/she is popular in your country.

Part 3

Who are more popular in your country, actors from your country or foreign ones?

Different people may be popular with different groups of people. For example, young people may prefer foreign ones whilst older people prefer those from your country.

Perhaps it depend on what different people view as funny.

It might depend on the type of film of TV programme.

How (Why) do some film actors become famous?

It is tempting to simply focus on talent or ability, but other factors may be involved.Publicity – a good agent, involvement in a particular (popular) eventThey might appear in a film with an already popular actor (as an extra or in a supporting role)

Do you think most actors are chosen for films because of their appearance or their acting ability?

Appearance – certain 'look', people often like attractive peopleActing ability – previous performances, reputation

Some actors are 'bankable names' (i.e. their films are regarded as almost guaranteed to be successful)

Do you think film actors earn a lot of (too much) money?Do you think those most highly-paid actors deserve to earn so much money?

Yes – they make the film successful, earn money for others (individuals and companies)No – ridiculous amounts of money (more than most people can earn in many lifetimes)

How do you defend the high pay if the film is a 'flop'?

Do many people in your country follow news about film stars?Do you think it’s a good idea to do this?

Depends on personal interest

Waste of time and moneyGood if you work in marketing?

Do many young people (or children) try to copy film stars?Do you think it’s a good idea for young people to copy film stars?

Imitate their life-style, clothes (fashion), mannerisms, physical appearance, hairstyle, tattoos, consumer purchases (cars, mobile phones, other endorsed or advertised products),go to the same places (to see and be seen)Some people think that if they copy celebrities, they will be happy and successful.Others copy the celebrity style or way of doing things in order to achieve success or fulfilambitions.

Family Celebrations and Marriage

Part 2 Cue Card

Describe a family celebration you attended.You should say:what it was (wedding, birthday, national or religious festival)where and when it took place (home, outside, restaurant, hotel)what you did during the celebration (drank, ate, chatted, danced, listened to music)and explain how you felt (happy, excited, bored, chatty)

When you talk about what you did, you could include details of who was at the celebration, e.g. 'I danced with my grandmother'.

Part 3

At what age do people usually get married in your country?

Is it different for men and women?Does it depend on social status or education level?Is the trend towards getting married later?Do you think this trend will continue in the future?

In your country, do people usually marry partners of a similar education level?

Perhaps they meet at university or when they study abroadPerhaps they share an interest in a subjectAre these marriages more successful than when there is a big difference?Aside from education, what other factors are involved?What role do family members play?

Is it expensive to get married in your country?

Who pays? (the couple, family, in China wedding guests make contributions)Which aspects are most expensive? (food and drink, clothes, accommodation)Does it depend on location? (cities, countryside)Is there a big difference in the cost of weddings?Do some people prefer cheaper weddings?

Culture and Ethnic Minorities

Part 2 Cue Card

Describe a place you visited where you've learned about a new culture.You should say:where you wentwhen you went therewho you went there withand explain what you learned

This question essentially combines elements of two previous cue cards – a place you havevisited and something you learned about a different culture.

Part 3

Are there any ethnic minorities in your country?

Name themHow large are they?Are they influential? (e.g. Chinese minority in Thailand)Which areas of the country do they live in? (also urban or rural areas)

How is their culture similar/different to the majority culture?

ReligionClothingFestivalsBusinessSocial and personal interactions

If you can give two or three examples, that gives you a great opportunity to show off some nice vocabulary to the examiner.

What aspects of minority culture do you think should be protected?

Refer to the suggestions for the previous question.The word 'protected' suggests a legal aspect to the protection. For example, many nationalconstitutions (claim to) protect the rights of minorities.

Customer Service

Part 2 Cue Card

Describe a time when you received good service from a company.You should say:when this happenedwhich company provided the good servicewhat happenedand explain how you felt when you received the good service.

Part 3

1. Which jobs involve providing services to customers?

Try to name a few different jobs, e.g. sales representative, financial advisor, private teacher. Then develop your answer by saying exactly what services they provide. You might also say whether these jobs are common in your country.

2. What skills or qualities does a person need when they do this kind of job?

Again, try to think of a few different skills and qualities, e.g. articulate (= able to speak clearly and precisely), approachable (= easy to talk to, welcoming), helpful. Then developyour answer by saying how these skills and qualities are useful to the person doing this kind of work.

3. Do you think that most companies in your city/country provide good customer service?

Good customer service – fast, prompt, friendly, diligentBad customer service – slow, unfriendly, complicated, unclear

Beauty

Describe a person who you think is beautiful or handsome.You should say:who this person iswhat they dowhat they are likeand explain why you think they are beautiful or handsome

What factors make a person look attractive?

Clothes, accessories, make up/cosmetics, hair style, jewellery

Try to give 2-3 examples of how these items might help a person to appear more attractive.

What are the advantages and disadvantages of being attractive?

Advantages – higher pay (it's true!), people have a more positive attitude towards attractive people, better job opportunities

Disadvantages – people might bother you for dates

Do you think that society places too much importance on being attractive?

Media – a lot of focus on attractive people, often points out features that make a person unattractive, advertisements for beauty products

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IELTS Writing

Writing Task 1 - Academic

Academic Task 1 – Data

The chart shows the birth rate per thousand people in the USA and China between 1920 and 2000.


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USA China

The line chart shows the birth rates in China and the USA from 1920 to 2000 in births perthousand people.

In the USA, the birth rate fluctuated between 11/1000 and 13/1000 from 1920 to 1940. Then there was a sharp decrease to 5/1000 in 1945, followed by a tripling of the birth rateto 15/1000 in 1950. Thereafter, the birth rate halved to 7/1000 in 1990. There was a slightincrease to 8/1000 in 1995, before it fell back to 7/1000 in 2000.

In China, the birth rate hovered between 10/1000 and 11/1000 from 1920 to 1930. This was followed by a 50% increase to 15/1000 in 1935. However, the birth rate then fell sharply to a third of that (5/1000) in 1940 and in 1945. Then there was a quadrupling of the birth rate to 20/1000 in 1950, with the rate then declining almost as dramatically to 9/1000 five years later. Over the next three decades, the birth rate decreased to 2/1000. Afterwards, it rose to 3/1000 in 1990 and 1995, before returning to 2/1000 in 2000.

Overall, we can see that the two birth rates followed a similar pattern. Both countries had their highest birth rates in 1950, after lows in 1945. That year saw the lowest birth rate for the USA, though in China the lowest points were in the last quarter of the 20th century.

230 words

Airport Passengers in 2007 Passengers in 2013Atlanta 89.4 million 94.4 millionBeijing 53.6 million 83.7 millionLondon Heathrow 68.1 million 72.4 millionTokyo Haneda 66.8 million 68.9 millionDubai 34.3 million 52.4 millionFrankfurt 54.2 million 45.6 million

The table tells us how many passengers used various airports around the world in 2007 and 2013.

Using the data, we can divide the six airports into three groups, with one group containing a single airport. Frankfurt was the only airport to see a decline in the number of passengers, from 54.2 million in 2007 to 45.6 million in 2013.

Three airports saw only slight growth in the number of passengers. Atlanta, with the highest number of passengers in both years, saw an increase from 89.4 million to 94.4 million. London Heathrow saw a rise from 68.1 million to 72.4 million, whilst there was an increase from 66.8 million to 68.9 million at Tokyo Haneda.

Beijing and Dubai witnessed far more significant rises. The number of passengers using Beijing airport rose from 53.6 million to 83.7 million, surpassing Frankfurt, Tokyo Haneda and London Heathrow. Dubai witnessed an increase from 34.3 million passengers to 52.4 million, overtaking Frankfurt.

To summarise, Beijing and Dubai had the biggest increases in passengers, whilst Frankfurt saw a decrease, with the other three airports seeing increases of 2-5 million passengers.

184 words

02468

101214161820

1998 2008

eating out

clothing

holidays

electronics

cinema

magazines andnew spapers

The chart shows the percentage of total spending on various goods and services in a European country in 1998 and 2008.

Firstly, we can see that, proportionally, spending on two items increased. In 1998, spending on electronics was 12% of the total, rising to 20% in 2008. Spending on clothing increased by 50%, from 10% in 1998 to 15% in 2008.

Secondly, it is noticeable that, spending on holidays remained at the same level of total spending (6%) in 1998 and ten years later.

Thirdly, the diagram tells us that spending on three items fell as a percentage of total spending. Spending on eating out dropped from 8% to 5%. In addition, spending on going to the cinema and newspapers and magazines both decreased from 3% in 1998 to just 1% a decade later.

Overall, from the six items, spending on electronics was the highest in 1998 and 2008 with spending on clothing second highest. On the other hand, spending on going to the cinema and newspapers and magazines were the lowest of the six items – and were the same in both years.

134 words

1975 1984 1994 2000Hong Kong 11,500 21,500 52,500 59,500

Australia 500 1,500 12,000 20,500USA 12,000 9,000 13,000 7,500UK 4,500 6,500 7,500 5,000

The table shows the numbers of university students from Hong Kong going to study in various places between 1975 and 2000.

In 1975, a slightly higher number of students went to study in the USA (12,000) than in Hong Kong (11,500). A much lower number went to the UK 4,500) and a very small number went to Australia (500).

In 1984, over half of Hong Kong students (21,500) stayed in Hong Kong. This was almost double the 1975 figure. The number going to the USA had fallen to 9,000 whilst the numbers going to the UK and Australia had increased to 6,500 and 1,500 respectively.

In 1994, the number of Hong Kong students staying in Hong Kong had more than doubled to 52,500. The number of students going to the USA and the UK had increased to highs of 13,000 and 7,500 respectively. Significantly, there was an eight-fold rise in the number of students going to Australia, to 12,000.

In 2000, the number of students staying in Hong Kong had risen to 59,500. The number going to Australia had almost doubled to 20,500. However, the numbers going to the USA and the UK had decreased to 7,500 and 5,000 respectively.

Overall, we can see that Hong Kong was the most popular destination in 1984, 1994 and 2000 and that the greatest proportional increase was in students going to Australia.

229 words

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joboffer

lookingfor job

joinre lative

study other noreasongiven

im m igration

em igration

The chart shows the main reasons for immigration to and emigration from the United Kingdom.

Thirty per cent of immigrants to the UK had a job offer. This was almost exactly the same percentage of emigrants who had a job offer (29%). However, only 12% of people immigrated to look for work, compared with 22% who emigrated for that reason.

Fifteen per cent of people immigrating to the UK were joining relatives. This was a little higher than the percentage of people emigrating for that reason (13%). With regard to studying, just over a quarter (26%) of immigrants came to the UK for that reason, though only a small percentage (4%) of emigrants went abroad to study.

11% of immigrants gave other reasons and 6% gave no reason. These figures were lower than the corresponding ones for emigrants, 14% of whom gave other reasons and 18% of whom gave no reason.

Overall, we can see that work – either in response to an offer or looking for a job – was the main factor in both immigration and emigration. In addition, education was clearly more of a factor for immigrants than emigrants.

190 words

1970

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India China SouthKorea

USA

agriculture

inductry

services

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India China SouthKorea

USA

agriculture

inductry

services

The bar charts show the percentage of the workforce employed agriculture, industry and services in four countries in 1970 and in 2010.

In India, the percentage of people in agriculture declined from 75% to 55%. The percentage of people in industry doubled from 10% to 20% and there was a significant increase in the percentage of people in services, from 15% to 25%.

In China, the trend was very similar. The percentage of people in agriculture fell by almost half from 80% to 45%. In 1970, 10% of people worked in industry and another 10% in services. However, these figures had risen significantly to 25% and 30% respectively by 2010.

In South Korea, the percentage of people in agriculture dropped dramatically from 50% to just 5%. The percentage of people in industry rose somewhat, from 15% to 20%. In 1970, 35% of people there worked in services, but this had more than doubled to 75% in 2010.

In the USA, the percentage of people in agriculture remained unchanged (5%). The percentage of people in industry fell from 30% to 20% and there was a corresponding risein the people in services, from 65% to 75%.

Overall, we can see that India and China followed similar trends and that in 2010 they had an employment structure not unlike South Korea in 1970. Meanwhile, South Korea’s employment structure became the same as that of the USA.

234 words

Population in millionsCountry 198

51995 2005 2015

Philippines

58 72 90 110

Thailand 51 59 64 68Vietnam 60 74 84 94France 56 60 63 66Italy 57 57 59 62U.K. 57 58 60 64

The table shows the populations of 6 countries at 10-year intervals between 1985 and 2015.

Looking first at the countries in Asia, we can see that the population of the Philippines has increased the most, almost doubling from 58 million in 1985 to 110 million in 2015, with the biggest increase between 2005 (90 million) and 2015. The population of Vietnam increased by over 50% over the period, from 60 million to 94 million, though the greatest rise was between 1985 and 1995 (to 74 million). Meanwhile, Thailand

experienced the smallest increase of one-third from 51 million to 68 million, with the biggest change between 1985 and 1995 (to 59 million), as in Vietnam.

Turning to the European countries, it can be seen that France had the highest rise in population, from 56 million to 66 million, with the increase from 1985 to 1995 (to 60 million) being the largest. The population of the U.K. rose from 57 million to 64 million over the period, with the most significant rise being from 2005 (60 million) to 2015. Italy followed a similar trend, with the population remaining at 57 million in 1985 and 1995, before increasing to 59 million in 2005 and then by a larger number to 62 million in 2015.

Overall, the populations of the Asian countries expanded far more than those of the European countries.

227 words

The line chart shows the average attendance at Manchester United home games at 5-year intervals from 1950 to 2010.

In 1950, average attendance was 38,000, dropping slightly to 35,000 in 1955. Five years later, however, average attendance had risen by more than one-third to 48,000. Thereafter, average attendance dipped to 46,000 in 1965, before increasing to 51,000 fiveyears later. Then there was another dip to 48,000, followed by another increase to 52,000 in 1980.

By 1985, average attendance had fallen by about 15% to 44,000, with a further fall of about 10% to 40,000 in 1990, meaning that average attendance was barely above that of 1950. There was a slight recovery to 43,000 in 1995. Thereafter, there was a significant

increase of over one-third to 59,000. This was followed by a further substantial rise to 69,000 in 2005 and a smaller one to 75,000 in 2010.

Overall, we can see that average attendance almost doubled between 1950 and 2010, though the period up to 1995 saw more of a fluctuation.

171 words

7278

85 89 9084

7972

38 41 45 48 5055

60 61

2 5 7 9 1223

3946

0102030405060708090

100

2006 2007 2008 2009 2010 2011 2012 2013

Local

National andinternational

Mobile

The bar chart shows us the number of phone calls (in millions) made by people in Someland between 2006 and 2013.

The number of local calls was 72 million in 2006. This rose gradually to a peak of 90 million calls in 2010. Thereafter, the figure fell back to its 2006 level in 2013. The greatest single annual rise was between 2007 and 2008 (7 million). The largest single decrease was between 2012 and 2013 (also 7 million).

The number of national and international calls made in 2006 was 38 million. This is just over half of the figure for local calls. The number increased fairly steadily to 61 million in 2013. The biggest increases were between 2010 and 2011 and between 2011 and 2012 (5 million in each case).

The number of mobile calls was just 2 million in 2006, more than doubling to 5 million in2007. Further increases brought the number to 12 million in 2010. Then the number almost doubled to 23 million in 2011, followed by the greatest year-on-year rise to 39 million in 2012. In 2013, the figure reached 46 million.

Overall, the number of local calls was the highest despite a decline after 2010. However, the number of national and international calls and mobile calls consistently rose over the period.

217 words

1990 2010 2020China 0 3500 13100France 700 1900 4000Japan 1800 2500 3600

The table shows the total length of high speed railway lines (in kilometres) in three countries in 1990 and 2010, with the projected lengths for the year 2020.

In 1990, China had no high speed railway lines whilst in France there were 700km of them. Japan, however, had the longest network of lines at 1800km – about two and a half times the length of the French network. By 2010, China had gone from having no high speed rail network to having the longest of the three countries at 3500km. Japan’s network had increased by 700km to 2500km whereas the French network had almost trebled in length to 1900km.

It is forecast that the Japanese high speed rail network will be 3600km long in 2020 which is twice the length of the network in 1990. In France, the network is expected to be4000km long, more than twice the length it was in 2010. However, the Chinese network is projected to be 13100km long. This is close to four times the length of the network in 2010 and nearly twice as long as the combined total for Japan and France.

To summarise, the Japanese high speed rail network was the longest in 1990, but by 2010China’s had overtaken it. China has seen – and is expected to see – the greatest expansionof high speed railway lines of the three countries.

229 words

32%

23%

21%

18%

6%w atching TV

eating out

talking w ithfriends

talking w ithfamily

other

30%

8%

26%

7%

2%

27%

w atching TV

eating out

talking w ithfriends

talking w ithfamily

other

playing computergames

The pie charts show how people spent their free time in 2000 and 2010.

In 2000, almost a third of people (32%)watched TV. Nearly a quarter of people (23%) ateout. A slightly lower percentage (21%) talked with friends, which was a little higher than the percentage who talked with family (18%). 6% of people did something others than the aforementioned activities.

In 2010, the percentages had changed significantly in most cases. However, the percentage of people who watched TV was only slightly lower (30%). The percentage who ate out dropped by two-thirds, to 8%. 26% of people talked with friends, a somewhathigher percentage than in 2000. On the other hand, the percentage who talked with familyhad dropped to just 7%. Over a quarter of people (27%) played computer games, leaving 2% who did something else.

To summarise, watching TV was the most frequently mentioned activity. Talking with family and eating out became significantly less frequently mentioned and playing computer games was a newly mentioned activity in 2010 that attracted a lot of people.

176 words

2006 2010 2014make calls 100 100 100take photos 65 70 75text messaging 75 75 80play games 20 40 40browse the internet 5 40 75play music 10 20 25record videos 5 10 35

The table gives us an idea of how people used their mobile phones in 2006, 2010 and 2014.

All users used their mobiles for making telephone calls in all three years. In 2006 and 2010, three-quarters of people used them for text messaging. This proportion rose to four-

fifths in 2014. 65% of people took photos with their mobiles in 2006 and this figure rose by five percentage points every four years to 75% in 2014. Only 5% of people used their mobile phones for browsing the internet in 2006. However, by 2010 this figure had risen eightfold to 40% and almost doubled again to 75% in 2014.

A fifth of people used their mobiles for playing games in 2006. This proportion doubled to 40% in 2010 and remained the same in 2014. Just 5% of people used their mobiles to record videos in 2006. By 2010, this had increased to 10% and then rose significantly to 35% in 2014. Playing music was something done by 10% of people with mobiles in 2006. This rose to 20% in 2010 with a further increase to 25% in 2014.

Overall, we can see that the majority of people used their mobile phones for calls, photos and texting. The biggest rise in use was in browsing the internet, although the percentage of people citing other uses increased too.

224 words

Total visits (millions)

Average lengthof stay (nights)

Average spent per visit (pounds)

Average spent perday (pounds)

North America 5 14 823 57EU Europe 41.1 9 338 38Non-EU Europe 4.6 11 404 36Other countries 6 19 794 41Total world 56.7 11 430 41

The table shows where British people went abroad, how long they stayed on average and the average amounts they spent each visit and each day.

The majority of the 56.7 million foreign visits were to EU countries (41.1 million), with the other visits fairly evenly divided between North America (5 million), non-EU European countries (4.6 million) and other countries (6 million). On average, people wentabroad for 11 nights. This was also the case when visiting non-EU European countries, though when visiting EU countries, the average was less (9 nights). The averages were higher outside Europe, with 14 for North America and 19 for other countries.

In terms of money spent, the overall average was 430 pounds per visit or 41 pounds per day. On average, they spent most in North America (823 pounds per visit or 57 pounds per day). The corresponding figures for other countries outside Europe and North America were 794 pounds and 41 pounds (the latter equalling the overall average). In Europe the average spent per visit was greater for non-EU countries than for EU ones (404 pounds against 338 pounds). However, the average spent per day was slightly higherin EU countries (38 pounds versus 36 pounds).

In summary, people spent the most in North America, on average, but visited countries outside Europe and North America for the longest average period per visit.

228 words

0

20

40

60

80

100

120

January M arch M ay

Phone A

Phone B

Phone C

The line diagram illustrates sales of three Smartphones over a six month period.

In January, there were 100 sales of Phone A. This decreased to 80 units in February and increased to 90 units in March. Thereafter, there was a sharp decline in sales to 50 in April and 30 in May. In June, sales rose to 40 units.

50 units of Phone B were sold in January. Sales increased to 60 units in February with a further increase to 90 units in March. In both April and May sales were at their highest levels at 100 per month. In the following month – June – sales fell to 80 units.

Only 20 units of Phone C were sold in January. However, sales more than doubled to 50 units in February with a slighter rise in sales to 60 units in March. There was another sharp rise in sales in April, to 90 units. Thereafter, sales fell to 80 units in May and 70 units in June.

Overall, sales of Phone B and Phone C rose considerably between January and April whilst sales of Phone A generally fell, particularly in the period from March to May.

196 words

01020304050607080

USA

Japan

Austra

lia UKIn

dia

broadband

dial up

The bar chart shows us the percentage of people in five countries who have broadband and dial up internet at home.

In the USA, 70% of people have broadband, compared with a much lower 20% who havedial up. The figures are similar for Japan, where 65% of people have broadband and 15% have dial up. In other words, 3 to 4 times as many people in those two countries have broadband than have dial up. In Australia, we can see that the same percentages of peoplehave broadband and dial up – 40%. In the UK and India, the percentages of people who have dial up are about twice as high as those that have broadband. 60% of British people have dial up whereas 35% have broadband. In India, 20% of people have dial up whilst just 10% have broadband.

The key point this chart shows us is that broadband is more common in the USA and Japan whilst dial up is more common in the UK and India. In addition, they are equally common in Australia and India has the lowest percentage of people with internet access at home.

190 words

The bar chart illustrates the amount of aid given to developing countries by six developedcountries in the years 2008, 2009 and 2010.

The USA gave 2.1 billion dollars in 2008. This figure fell to 1.9 billion in 2009 and then rose considerably to 2.5 billion in 2010. In Germany and Japan, the pattern was similar. Germany donated 1.1 billion dollars in 2008, 1 billion the following year and 1.2 billion in 2010. The amounts given by Japan were very similar – 1.1 billion in 2008, declining to0.9 billion in 2009 and rising to the same level as 2008 in 2010.

In the Netherlands and Sweden, the largest amounts were donated in 2009. The Netherlands gave 0.7 billion in 2008, 0.9 billion in 2009 and 0.8 billion in 2010. Sweden made slightly lower donations of 0.7 billion in 2008, increasing to 0.8 billion in 2009 anddropping to 0.6 billion the next year.

The pattern for the UK was quite different. In 2008, the UK gave 0.9 billion. This rose to 1.2 billion the following year, with a further increase to 1.3 billion the year after that.

To summarise, the UK was the only country where foreign aid increased every year, overtaking those of Germany and Japan. However, the USA donated the most money.

215 words

USA UK Germany Japan Netherlands Sw eden

0

0.5

1

1.5

2

2.5

2008

2009

2010

Kerala Mizoram Sikkim Haryana Rajasthan Bihar India20

40

60

80

10081

73

41 4330 32

42

91 88

68 6760

47

65

1981 2001

The bar chart shows literacy rates in six regions of India and for India as a whole in the years 1981 and 2001.

In both years, Kerala had the highest literacy rate in 1981 (81%) and this rose to 91% in 2001. The rate in Mizoram in 1981 was somewhat lower (73%), but by 2001 it has increased to 88%, almost as high as in Kerala.

The literacy rates in Sikkim and Haryana were similar in both 1981 (41% and 43% respectively) and in 2001 (68% and 67%). Therefore, Sikkim overtook Haryana over the 20-year period. In addition, we can see that the literacy rates in these regions were similar to the average rates in India, which were 42% in 1981 and 65% in 2001.

In 1981, the literacy rates in Rajasthan (30%) and Bihar (32%) were well below the Indian average. However, by 2001, the rate in Rajasthan had doubled to 60% and almost reached the national average. In Bihar the increase was substantial, rising to 47%.

Overall, we can see that literacy rose in India from just over two-fifths to almost two-thirds. The regions with average or lower than average literacy rates generally showed thegreatest increases, with Rajasthan improving the most, though Bihar lagged far below thenational average in both years.

215 words

Source of pollution 2005 2015

Pollutants from the air 30 29

Marine 22 17

Domestic sewage 18 29

Industrial waste 17 9

Offshore oil 5 14

Farm waste 4 2

Litter 4 0

The table shows the percentage of pollutants in an area of ocean according to their sourcein 2005 and 2015.

Two sources of pollutants rose as a percentage of the total. Domestic sewage accounted for 18% of pollution in 2005, rising to 29% in 2015 – the joint highest percentage that year. However, offshore oil almost tripled as a percentage from a relatively low 5% in 2005 to 14% in 2015.

Three large sources of pollution fell as percentages of the total. Pollutants from the air were 30% of the total in 2005 and that fell very slightly to 29% in 2015. Marine

pollutants fell from 22% to 17%. Industrial waste pollutants almost halved as a percentage from 17% to 9%.

Two less significant sources of pollutants were farm waste, which fell by 50% from 4% to 2%, and litter which fell from 4% to 0%.

Overall, we can see that the most significant rise in pollutants as a percentage was with offshore oil whilst the most noticeable drop was with litter. Meanwhile, pollutants from the air were the largest source in 2005 but by 2015 they were matched by domestic sewage.

192 words

International students inCanada

International students in theUSA

Sourcecountry

Year2000

Year2005

Sourcecountry

Year2000

Year2005

China 5 000 8 000 China 110 000 120 000

India 2 000 3 000 India 200 000 180 000

Total (allcountries)

60 000 70 000 Total (allcountries)

580 000 570 000

The table shows the number of international students from three countries in Canada and the USA in 2000 and 2005 and the total number of foreign students in those two countriesin those years.

The number of students from China increased in both countries, with Canada seeing a larger relative rise from 5000 to 8000 whilst those in the USA rose from 110,000 to 120,000. This means that Chinese students in the USA made up around a fifth of the total, but only about a tenth of the total in Canada.

The number of Indian students in Canada increased by 50%, though from a relatively very low base of 2000 students to 3000. However, the number of Indian students in the USA actually fell by 10% from 200,000 to 180,000. Thus, Indian students comprised approximately one third of foreign students in the USA, but only a small percentage of those in Canada.

When it comes to the total number of international students, the figure was far higher in the USA, but it fell slightly from 580,000 in 2005 to 570,000 in 2015. This compares with the total in Canada which rose from 60,000 to 70,000.

To summarise, Canada gained the same number of foreign students that the USA lost andChinese and Indian students make up a far higher proportion of international students in the USA than in Canada.

229 words

The line chart shows the average cost of a house in the UK in February of each year from2005 to 2015 inclusive.

In February 2005, the average house cost 155,000 pounds. This increased slightly to 160,000 pounds in February 2006. Thereafter, there was a steeper rise to 175,000 pounds in February 2007, followed by a shallower rise to 180,000 pounds a year later. Then therewas a dramatic fall in the average house price to 145,000 pounds in February 2009.

Following this crash, house prices recovered to 160,000 pounds in February 2010 where they remained in February of the next year. There followed a small increase to 165,000 pounds in February 2012 where the price levelled off again until February 2013.

Since February 2013, the average price of a house in the UK has risen sharply, reaching 180,000 pounds in February 2014 – equalling the high point achieved in February 2008 – and then attaining a fresh peak of 190,000 in February 2015.

Overall, we can see that there were two general upward trends, between February 2005 and February 2008 and from February 2009 to February 2015, interrupted by a substantial decline between February 2008 and February 2009.

199 words

Feb

ruar

y 20

05

Feb

ruar

y 20

06

Feb

ruar

y 20

07

Feb

ruar

y 20

08

Feb

ruar

y 20

09

Feb

ruar

y 20

10

Feb

ruar

y 20

11

Feb

ruar

y 20

12

Feb

ruar

y 20

13

Feb

ruar

y 20

14

Feb

ruar

y 20

15

140000

150000

160000

170000

180000

190000

200000

Average UK house price (in pounds)

The line chart shows gold production in South Africa and the USA at ten-year intervals between 1960 and 2010.

In 1960, South Africa produced 650 tonnes of gold. This rose substantially by 50% to 1000 tonnes in 1970. However, thereafter there was a decline in production. By 1980, production was 700 tonnes, just above the figure for 1960. There was a slower decrease to 600 tonnes in 1990 and to 450 tonnes in 2000, followed by a more substantial fall to 200 tonnes in 2010.

The amount of gold produced in the USA remained stable at 50 tonnes from 1960 to 1980. Then, there was a sixfold increase to 300 tonnes in 1990. This dramatic increase was followed by a less marked one to 350 tonnes ten years later. However, a decade after,in 2010, gold production had fallen to 250 tonnes, though this was higher than productionin South Africa.

Overall, the trends in the two countries were quite different, except between 2000 and 2010 when production declined in both countries. Moreover, this was the decade when US production overtook South African production.

184 words

U.S. State orFederal District

Gun ownership(% of adults)

Gun murders(per 100,000 people)

Wyoming 59.70% 0.9

Alaska 57.80% 2.7

Montana 57.70% 1.2

New Jersey 12.30% 2.8

Hawaii 6.70% 0.5

District of Columbia (D.C.) 3.60% 16.5

1960 1970 1980 1990 2000 20100

200

400

600

800

1000 USA South Afrrica

The table shows the percentage of adults in six U.S. States and Federal Districts who owna gun and the number of gun murders per 100,000 inhabitants in those areas.

In Wyoming, Alaska and Montana, the proportions of adults owning a gun were very similar at just under three-fifths. The highest was in Wyoming, where it was 59.7%. In Alaska (57.8%) and Montana (57.8%), the percentages were almost exactly the same. The number of gun murders per 100,000 people varied considerably, with Alaska having the highest rate (2.7), more than twice the level in Montana (1.2) and precisely three triple the rate in Wyoming (0.9).

In New Jersey, Hawaii and the District of Columbia (D.C.), the levels of gun ownership were far lower. In New Jersey, 12.3% of adults owned a gun, almost double the percentage in Hawaii (6.7%) and almost quadruple the proportion in D.C. (3.6%). However, gun murders per 100,000 people were lowest in Hawaii (0.5). In New Jersey, the rate was slightly higher than in Alaska (2.8). Meanwhile, the level in D.C. was substantially greater at 16.5.

Overall, we can see that the level of gun ownership bore little relation to the gun murder rate, with Hawaii scoring low on both indicators, but D.C. having the lowest level of gun ownership, yet by far the highest gun murder rate.

222 words

The line chart compares the total wealth of the bottom 50% of the world's population with the overall wealth of the richest eighty people on the planet.

In 2004, the bottom 50% had $1200 billion of wealth compared to $900 billion for the richest 80 people. By 2004, the gap had widened. The bottom 50% were worth 50% more, at $1800 billion. Meanwhile, the wealthiest 80 people were worth $1000 billion. However, in 2008, the difference closed significantly as the wealth of the richest 80 individuals rose by 50% to $1500 billion whilst the worth of the bottom 50% actually fellslightly to $1700 billion.

2004 2006 2008 2010 2012 2014500

1500

2500

3500

1200

1800 1700

26002200

1800

900 10001500 1300 1500

1900

wealth of bottom 50% ($ billion)

wealth of top 80 individuals ($ billion)

By 2010, the gap had widened again as the wealth of the poorest 50% increased by almost 50% to $2600 billion. This time, the wealth of the richest 80 people decreased to $1300 billion. However, in 2012, the poorest 50% were worth substantially less, at $2200billion whilst the richest 80 people had the same amount of wealth as in 2008 ($1500 billion). This trend continued in 2014, when the wealth of the bottom 50% decreased again to $1800 billion whereas the wealthiest 80 individuals were worth $1900 billion, more than the bottom 50%.

Overall, we can see that both groups gained wealth over the period, though the increase for the wealthiest 80 individuals was greater and showed less of a fluctuation.

227 words

% of people Vietnam Malaysia

No religion 30 Under 1

Muslim Under 1 72

Christian 9 9

Folk religion 44 2

Buddhist 16 11

Hindu Under 1 5

The table shows the expected religious affiliation of citizens of two south-east Asian countries in 2050.

In Vietnam, somewhat less than half of people (44%) are forecast to believe in a folk religion whilst 3 out of 10 are projected to have no religious affiliation. The third largest group are expected to be Buddhists (16%), followed by Christians at 9%. Muslims and Hindus are each projected to make up less than 1% of the population.

In Malaysia, the dominant religion is forecast to be Islam, with almost three quarters of the population (72%) adhering to it. Buddhists are forecast to form the second biggest group, at 11%, slightly larger than the percentage of Christians (9%). One in twenty Malaysians is projected to be a Hindu, with 2% following a folk religion and less than 1% having no religion.

Comparing the two countries, Vietnam is expected to have a much larger proportion of non-religious people and people following a folk religion. There is also forecast to be a somewhat higher percentage of Buddhists there. Meanwhile, the proportion of Muslims isprojected to be far greater in Malaysia and the percentage of Hindus is also expected to be larger. Interestingly, the percentage of Christians in both countries is forecast to be thesame.

211 words

The line chart shows the number of cars produced by one company between the years 1999 and 2014.

In 2000, car production was 4.2 million vehicles. Then there was a decline to 4 million in 2001, followed by a steeper fall to 3.6 million the next year. There was a slight fall to 3.5 million in 2003, with two further declines to 3.3 million in 2004 and 3.2 million the following year.

The period from 2005 to 2009 saw a far greater decrease in car production, to 2.8 million in 2006, followed by a fall to 2.5 million the next year and another decline in production of half a million cars to 2 million in 2008. Afterwards, production fell to 1.6 million in 2009.

Between 2009 and 2014, we can see that there was an increase in production. It rose to 1.9 million in 2010. Thereafter, car production increased by a constant 200,000 each year from 2010 to 2013 when it reached 2.5 million.

Overall, the line chart illustrates that there was a decline in production of greater than 50% between 2000 and 2009. However, production then rose by almost a million cars from 2009 to 2013.

197 words

This is a very long Task 1 model answer, but I saw the data (which has been widely published) and couldn't resist! I have highlighted key phrases.

Data from Approved Index, a British B2B (Business to Business) company.

Degrees obtained by top billionaires (%)

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

1.5

2.5

3.5

4.5

Car production (millions)

Average wealth by degree (billion USD)

The pie chart shows which degree the world's top billionaires studied at university whilst the bar chart tells us the average wealth of the billionaires who studied those subjects.

Almost a third of the billionaires (32%) - perhaps surprisingly for many people – did not get a degree. Of those who did, the largest percentage (22%) studied engineering, whilst alittle over half that percentage (12%) studied business. The percentages of the billionaireswho studied arts (9%), other degrees (8%) and economics (8%) were similar. The four smallest groups were those who took finance (3%), followed by science, mathematics andlaw (2% each).

Turning to the bar chart, we can see that the billionaires who studied engineering were, on average, the wealthiest ($25.8 billion), whereas those without a degree were worth an average of $24 billion. Those who studied business ($22.5 billion) and economics ($22.1 billion) had a very similar average wealth, as did those who took arts degrees ($20.1 billion) and other degrees ($19.7 billion). The billionaires who studied mathematics and

32

2212

9

8

83222

None Engineering

Business Arts

Other Economics

Finance Science

Mathematics Law

Engineering

None

Business

Economics

Arts

Other

Mathematics

Finance

Law

Science

0 5 10 15 20 25 30

25.8

24

22.5

22.1

20.1

19.7

17.8

15.8

13.2

12.1

finance were worth an average of $17.8 billion and $15.8 billion respectively. The billionaires with the lowest average fortunes were those who had studied law ($13.2 billion) and science ($12.1 billion).

To summarise, not having a degree does not appear to be a barrier to becoming extremelywealthy. Over half of the top billionaires either do not have one or have studied engineering. These groups also have the highest average wealth. On the other hand, studying science or law is not only far less likely to get you into the top tier of billionaires, but only likely to make you half as much money as those who studied engineering.

279 words

Diagrams - Processes

The diagram illustrates the fire evacuation plan for a floor of a university dormitory with seven bedrooms and a lift via two fire exits.

Occupants of three of the bedrooms should evacuate the floor through Fire Exit A which leads directly to Meeting Point 1. The person or people in Bedroom 1 should do this by turning right immediately upon leaving that room. Those in Bedroom 2 should do the same thing. Any people in Bedroom 3 should turn left upon exiting the room since their door is opposite those of Bedroom 1 and Bedroom 2. People exiting these rooms will then find the exit to their left, just down the corridor.

Any people in the remaining four bedrooms and the lift should evacuate using Fire Exit B, leading directly to Meeting Point 2. Bedroom 4 is opposite this exit, so people from that room can go straight out. Anyone in Bedroom 5 should turn left outside their room then turn left towards the exit. The occupant(s) of Bedroom 6 should turn right outside that room, then turn right again to the exit. Those in Bedroom 7 can go straight out of the

door and turn right just before the lift. Finally, anyone using the lift should make a 'U' turn to their left and head towards to exit.

219 words

The three diagrams illustrate the process by which sand dunes are formed on beaches andin desert regions.

The first diagram tells us that sand particles are blown along areas of dry sand by the wind until they reach areas of wet sand where they become stuck. From the second diagram, we can see that the wind then blows more sand particles in an upwards directiononto those that have become stuck in the wet sand. This creates the piles of sand that grow and become what we call sand dunes. Finally, the third diagram shows us that, when the sand dunes become sufficiently large, the wind blows sand particles down from the top of the dunes. These particles then travel across the areas of dry sand until they reach the next sand dune.

Therefore, the third diagram illustrates that sand particles from one sand dune can be transported by the wind to another dune downwind.

156 words

(Note: The diagram below is my version of a diagram originally made by Jimmy IELTS and put on Facebook.)

The diagram shows us a production process for soft cheese. First of all, milk and water are poured into a mixer. Then the mixture proceeds to a second mixer where it is cooled to five degrees for a period of two hours. In the next stage, the mixture goes to fermentation. Here it is fermented for a period of six hours at a temperature of thirty-seven degrees. The fourth stage of soft cheese production is evaporation. At this stage themixture is heated to one hundred degrees for an eight hour period. During this time, somewater evaporates from the mixture as steam. The remaining mixture then passes through afilter where waste water is removed. In the final stage of the process, soft cheese is made by cooling the remainder of the mixture to five degrees for a period of eight hours. During this time, more waste water is removed.

151 words

(Note: The flow chart below is a combination of three diagrams I have seen. Actually, I do not think that this – or anything similar to it – has been an IELTS writing question, butit is the kind of question that could be in the test.)

The process diagram illustrates a procedure for hiring new employees.

First of all, two specifications are drawn up. One is a job specification and the other is a personal specification. These two are combined to create a recruitment specification. Then the position is advertised on the basis of this specification. Next, responses to the advertisements are screened. This allows the employer to identify suitable candidates. In the following stage of recruitment, the suitable candidates are interviewed. After the

interviews, the references provided by the candidates are checked. Then candidates undergo psychometric assessments.

On the basis of the procedure outlined above, a candidate is selected and a job offer is made to him or her. Subsequent to the job offer, the employer and the candidate negotiatea contract. If the negotiations are successful, the candidate is hired. However, if the candidate refuses the job offer or if negotiations regarding the contract are unsuccessful, another candidate is selected and offered the job.

160 words

Diagrams - Maps

The maps show the coastal village of Aberham in 2000 and now.

In 2000, Aberham had a fishing port in the south. Now, that has disappeared. The fish market that was on the coast by the port has been redeveloped into apartments and the shops that were across the street from the market in 2000 have been replaced by restaurants. In the south-east of the village, the cafe remains by the sea, as does the hotel across the road. However, the hotel now has a car park on its east side.

The aforementioned hotel is on the north-east corner of the junction of two roads – one running east-west and the other leading north-west from the coast. To the east of this road, there used to farmland and a forest. This land has been transformed into a golf course and tennis courts.

To the west of that road, there is a housing estate. This estate has now been expanded along an extended road leading west. The north-west of Aberham had housing along the road from the hotel in 2000, but now there are more houses than previously.

To summarise, the southern part of the village of Aberham has been almost entirely redeveloped. The main amount of housing has also increased significantly.

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The diagrams show how a village park looked ten years ago and how it looks now.

The entrance is in the north-west corner. In the centre of the park is a football pitch. In the north, close to the entrance there are now four tennis courts, whereas ten years previously there were two. On the western side of the park there is a car park. A decade ago, it could take twenty cars, but now it has a capacity of fifty. In the south-west of the park there is now a picnic area, where there was nothing marked on the older map. In addition, a cycling path now encircles the park.

The eastern side of the park has changed considerably. Ten years ago, near the north-east corner of the park, there was a children's play area with woods to the south of it and a pond to the west of the woods. The play area is still there, but there is now a soft play area for children immediately to the south. A toilet is to the south of those play areas, meaning that about half of the wooded area has been cut down. In the remaining woods there is a cafe. The pond has been transformed into a boating lake.

To summarise, the northern and western parts of the park have had facilities added to them whereas the eastern side has changed mainly as a result of the removal of trees.

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The diagram provides information for visitors to Mount Eron.

A road approaches Mount Eron from the north-west and another approaches from the north-east. In the vicinity of Mount Eron, these roads join a circular road around Mount Eron. Along these roads we can see five car parks. Two are on the road from the north-west – one at the sunset viewing area and the other just before the road makes a tight curve towards Mount Eron from the south-west. One car park is on the road from the north-east, at the sunrise viewing area whilst the other two are on the road circling the mountain. One is on the south side and the other is on the west side. This latter car park also has toilet facilities and a first aid post.

Running around Mount Eron, just inside the circular road, is a path. Another path leads from the car park on the south side of Mount Eron to the mountain. Another path leads from the aforementioned tight turn in the road from the north-west to the car park, toilets and first aid post. Finally, there is a climbing track on the western side of Mount Eron.

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The maps illustrate how the village of Farmside has developed into a suburb of Townton since the sixties.

In 1965, Farmside a village separate from Townton, with a small road running through it from the west to the north. We can also see that Townton had a railway line going north to east.

By 1985, Farmside had grown in size. A housing estate had been built in to west of the village, with a superstore to the south of the now widened road. Furthermore, a leisure complex had been constructed in the north-east of the village. In addition, a new road leading from the vicinity of the superstore linked Farmside with Townton.

Now, Farmside is a suburb of Townton, the two being connected along the axis of the main road joining them together. To the south of this road is a new business park. To the north, there is a station on a spur from the railway line going through Townton. Just northof the station is a hotel.

To summarise, Farmside was initially developed mainly by the addition of housing and facilities to the west and north. Later, developments to the east caused it to become part of Townton.

200 words

The map illustrates the present layout of Riverside University campus and the proposed development of the site.

The university is currently situated between a river which lies to the west and north and a motorway which runs along its southern edge, crossing the river. The entrance to the university is from the motorway. The main building is to the west of the entrance and sports facilities are to the east. Further to the east there is a large car park.

It is proposed that the main building be extended to the east and west and that the sports facilities be extended eastward, covering some of what is now the car park. Faculty offices and a library are planned on the south side of the river, opposite the entrance. Nearby, a footbridge is planned across the river, leading to a student union building and student accommodation.

To summarise, the university plans involve expansion of existing buildings and new ones to the north and across the river.

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General Training Task 1

Your assignment was due last week. Write a letter to your teacher saying that you did not complete it on time. In your letter saywhat the subject waswhy you didn't complete itwhen will you complete it.

Dear Mrs. Mitchell,

I am a first year student from your British History course. I am writing to you to apologise for not completing my history assignment on Mary, Queen of Scots on time.

Unfortunately, my mother was taken ill last week and I felt that I had to go home to be with her. I am at home now and I think I will be here for the foreseeable future until she is at least a little better.

I am taking some time each day to complete the assignment, but I think that it will still take me another week to complete it. I would be very grateful if you could grant me an extension until next Friday.

I know that extensions are generally only given if students apply for them in advance, butI hope that you will take into account the exceptional circumstances of my mother's illness, which was totally unexpected.

Yours sincerely,

Agnetha Bornholm

Your friend has recommended a foreign language teacher to you. Write a letter to a teacher to request private lessons for your children.In your lettertell the teacher about your children and their language problemsask about the experience and qualifications of the teacherand ask if he/she can teach at a particular time and place.

Dear Mr. Smith,

My friend, Dalvinder Singh, has recommended you to me as an English teacher for my children. I would be very grateful if you could give me an outline of your teaching experience and qualifications. Dalvinder tells me that you have been teaching for a few years in India.

My two sons are 12 and 8 years old. My elder son has English classes at school three times a week, but he has problems with grammar and pronunciation which frequently make it hard to understand what he actually wants to say or express.

My younger son only has one lesson of English each week. However, he is very interested in it and his teachers have identified him as a very good student. Therefore my wife and I would like to encourage him. In particular, we hope that he can learn to speak English in a variety of everyday situations. At the moment, his vocabulary is rather limited.

As the boys have different levels of English and different requirements, we would like them to be taught separately. The boys have some extra-curricular activities, but are free

on Tuesday evenings and Thursday evenings. If you are available to teach them at either of those times, that would be wonderful.

Yours sincerely,

Dinesh Joshi

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You are a member of a gym. You feel that there are some problems at the gym. Write a letter to the manager.In your lettertell him/her why you joined the gymexplain the problemssuggest some solutions.

Dear Mr. Smith,

I have been a member of your gym at London Towers since January. Overall, I am finding membership beneficial. I joined the gym in order to lose a little weight and improve my general fitness. The trainers are friendly, helpful and informed and the facilities are generally good. However, I would like to draw your attention to a couple of problems.

First of all, I have noticed that the towels given to me by members of staff frequently have dirty marks on them. I think you will agree that hygiene in a gym is a very important issue, so I hope that more care can be taken when the towels are washed.

Secondly, some of the people who use the gym tend to use one machine for a long time, preventing others from using it. As the gym is quite spacious, perhaps it would be possible to add a few more machines so that members can use them without waiting for a long time beforehand. I have mentioned this to staff and they are aware of the problem.

Yours sincerely,

Anita Summers

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You have seen an advertisement in your local newspaper requesting ideas for a local TV documentary programme. Write a letter to the newspaper.In your letter you should say:who you arewhat your idea for the TV documentary iswhat the programme could include

Dear Sir/Madam,

I have just read your advertisement in my local newspaper requesting suggestions for a TV programme. My suggestion is to make a TV documentary about our local Sea Life Centre. I think a lot of people – both adults and children – would be really interested in discovering how the centre was constructed and how all the plants and animals came to be there.

The documentary could include CGI reconstructions of how the centre was built, perhaps with interviews with the architects and construction workers. They might also introduce some of the specialised equipment they used. There could also be interviews with some of the naturalists who were responsible for ensuring that the various flora and fauna were provided with suitable environments and transported to the centre. This might be illustrated by showing how some new plants and animals are being brought in.

I appreciate that the documentary might prove expensive, but I am sure that the Sea Life Centre and local businesses would view it as a form of advertising and be prepared to contribute to the production costs.

Yours faithfully,Ruth Jones

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You recently stayed at a hotel for the first time. You enjoyed your stay. Write a letter to the manager. In your letter tell him/herwhen you were thereabout your experience with the staffand why you had a good time there.

Dear Mrs. Williams,

I am writing to thank you for a wonderful stay at your hotel last week. From our arrival atthe hotel on Sunday evening until we checked out on Friday afternoon, we felt that we treated like royalty by you and your staff.

The staff were very attentive, yet unobtrusive. Paul and Sonia, the wait staff by the swimming pool, seemed to know exactly when we wanted another drink. Our room maid,Eliza, took great care to ensure that our room was clean and well stocked with toiletries and clean towels. David, working in the cocktail bar, mixed some amazingly tasty drinks for us, including some delicious mocktails* for my wife, who doesn’t drink alcohol.

We were very happy with the location of the hotel – secluded, yet near to the beach and the town so that we could walk by the sea and go shopping or to a nearby restaurant for meal. The swimming pool at your hotel was always clean and inviting, particularly on a

hot afternoon. As well as the staff, your other guests helped to make our stay memorable. We will certainly be returning next year!

Best wishes,Martin Townsend

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*A mocktail is a non-alcoholic cocktail

Write an application letter for a position in another department, within the same companyyou work for. In your letter you shouldsay why you want to apply for the positionsay why you think you are right for the positionand mention that you will require extra training for new job.

Dear Mike,

Last week, I noticed that a position has opened up in the Corporate Sales Department andI would like to apply. As you know, I have been with the Personal Sales Department for the past three years, but I have always wanted to move to corporate sales. I believe that I have demonstrated my sales ability and have the requisite skills.

I also went on the corporate sales course last summer when Steve Richards had to drop out. I really enjoyed the course and I made a lot of friends in the Corporate Sales Department. Of course, I will need some specialised training as corporate sales is not exactly the same as personal sales. I know that the company offers a one-week conversion course and one will be held next month.

I sincerely believe that I am the right candidate for this position and hope that you will give serious consideration to my application.

Best regards,

David

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Your friend invited you to her wedding, but you cannot attend. Write a letter to tell her. In your letter you shouldgive the reason why you cannot attendinvite your friend to visit yousuggest some activities that you can do together

Dear Mary,

I am so glad that you are finally getting married! Jack is a lucky guy! Thank you so muchfor the invitation. Unfortunately, I will be on another expedition to the Amazon during July and August, so I will not be able to join you on the happiest day of your life.

I will be back in France in September and Monique and I would like to invite you and Jack to stay with us in Provence. We've finally finished all the renovations and would love you to be our first house guests. Just let us know which dates suit you best.

Provence is beautiful in the autumn and the evenings are perfect for outdoor dining. Sinceyou love history, I think you would enjoy visiting some the castles and stately homes in the region. We could also take a trip further afield to the coast. Several of the villages have restaurants serving the most delicious seafood.

Lots of love,

Jean-Claude

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An international hotel will soon open near your home and has advertised a variety of positions. You would like to apply for one of the positions. Write a letter to the human resources department. In your letter you should say:which position you would like to apply forwhy you would like to apply for this positionwhat experience and qualifications you have for this position

Dear Sir/Madam,

I have just seen your advertisement in the Daily News for hotel staff at your new hotel in Solihull and would like to apply for the position of chef.

I left school eighteen months ago with two A-levels and decided to take a year-long course leading to an International Culinary and Hospitality Diploma at Westminster College. Upon completion of this course I was awarded a pass with merit. Afterwards, I found a job as a chef at a gastropub in Solihull named The Slug and Lettuce.

Although I enjoy my work at the gastropub, I have always wanted to work for an international hotel chain and this seems to me to be the perfect opportunity. A friend of mine worked at one of your hotels in London and said that the working atmosphere was excellent and that there were many opportunities for competent employees to advance and to get further training.

I look forward to meeting you at an interview and being given the chance to display my skills.

Yours faithfully,

David Hunt

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Writing Task 2

The first model essay has certain useful vocabulary highlighted. This is a great way to usethese model essays to prepare for IELTS. Do not copy the essays, but use them to help you with organisation, ideas, vocabulary and grammar.

Some people think that famous people's support for international aid organisations helps to draw attention to important problems. Others think that celebrities make the problems seem less important. Discuss both views and give your own opinion.

Band Aid, which raised money for famine relief in Ethiopia, was a landmark in that it showed the power of celebrities (in this case, musicians) to highlight an international issue and raise money for it. Since then, numerous famous people have associated themselves with particular international issues. Generally, I think that they achieve more good than bad when they do this.

In the modern world, we frequently use the media – and social media – in order to publicise international issues, increasing awareness of them and raising money for them. Of course, ordinary citizens can and do make use of these, but the fact is that celebrities can magnify support for a cause far more quickly and effectively. They can do this, for instance, because they are more likely to be interviewed on TV, or simply because they have more followers on Twitter and Facebook.

On the other hand, there is the possibility that the use of famous people to develop awareness of an international issue could 'cheapen' it. This may happen if the celebrity involved comes across as crass or self-serving. Bono, lead singer of the highly successful Irish band U2, seems to lend his name to so many international issues that many people wonder whether he is publicising himself or the cause. Bob Geldof, who co-founded Band Aid, trod a fine line between being offensive and being straightforward when he famously used profanities to encourage people to donate. It worked for him, but could easily backfire.

To conclude, I think that famous people should beware of supporting too many international (or local or national) issues. The general public could tire of it or attribute selfish motives to the celebrities. However, the fact is that increased public familiarity with an issue usually has positive effects.

296 words

Some people say that the Olympic Games no longer have a role to play in the 21st century. To what extent do you agree or disagree?

In the opening years of the 21st century, countries have spent billions of dollars on hostingthe Olympics. Other countries have spent – some would say 'wasted' – millions more on unsuccessful bid for them. Clearly a lot of important people believe that they still have a role.

The main role of the Olympics is supposed to be as a showcase of top athletes from around the world joining together in peace and harmony – uniting the world through breathtaking sporting achievements and friendly competition. In reality, this is almost entirely a false impression. It is a sporting event. However, the millions spent on security clearly demonstrate that the Olympics have become a potential target for terrorists. The millions spent by countries to train their athletes shows us that these Games are not a bit of friendly rivalry. The doping scandals tell us that some athletes are prepared to act illegally in order to win. That said, the event does bring together (almost all of) the best athletes for one big moment every four years.

In my opinion – and in the opinion of many others – the right to host the Games is simplya matter of prestige. We could see this even in the first half of the 20th century when Nazi Germany held them. The Chinese were at least somewhat honest about why they wanted them. It was to demonstrate that China was back on the world map of major players. The unspoken other reason was to show the Chinese people how wonderful their government is. This aspect of hosting the Olympics will continue in the future, for the simple reason that it is so enormously expensive. This means that most of the nations in existence todaycannot even contemplate bidding for them.

So, does the Olympics have a role in the 21st century? Yes, as a sporting event it does, butperhaps mainly as a way for countries to show off their wealth and status.

329 words

In some countries, small shops in small towns and villages are closing and being replaced by large stores. Do you think this is a positive or a negative development?

The move towards small shops in towns and villages being replaced by large stores is onethat has been going on in my country – Britain – for several decades. I think that there is one key reason why this has happened and one major disadvantageous consequence of it, which I shall outline in this essay.

The main reason for the trend is that larger stores are able to use economies of scale to charge their customers lower prices than smaller shops. The simple fact is that most people love a bargain. At the same time, a larger shop can obviously cater to a wider range of tastes with an extended variety of products. However, this alone does not account for the trend in its entirety. Another factor is that most British families now have cars, meaning that they can (relatively cheaply) travel further to do their shopping.

Alongside this, most families now tend to do one large 'shop' a week. This is time saving as well as money saving.

Many British people seem to agree that the main negative consequence of this is that it has changed life in villages and small towns. Shops used to be a centre of village (small town) life. They were one of the things that rural communities were based around (others being the church and the pub). These shops provided an opportunity for social interactionand were often a focal point, with advertisements for local services being posted in the windows. Recently, the trend towards large stores seems to have slowed. Partly, this is due to rural communities rediscovering their identities. Partly, it is because wealthier rural residents are buying local produce.

I do not think that the trend towards larger stores instead of small rural ones is entirely negative, but it has had negative effects as well as positive ones.

318 words

Nowadays, the quality of life in many cities is decreasing. Discuss the causes of this and suggest ways in which the quality of life could be improved.

In this essay, I will provide a few suggestions from my personal experience of how the quality of life in many cities has declined and outline how the situation might be improved.

The raised noise level in many cities is often cited as one reason for a decline in the quality of life. Traffic and construction are usually the culprits, but putting a million or more people in a relatively small space will inevitably result in a lot of noise. Regarding traffic, I do not think that each individual vehicle usually makes an excessive amount of noise, though the car horns could have a lower sound level. The overall amount of traffic could be reduced by making driving more expensive (perhaps only in certain parts of cities) or by allowing parking only in certain places, reducing traffic where people cannotpark. The noise of construction is particularly bad when the construction of one building ends only for the construction of another next door to begin. City planners could help improve the timing of construction.

Many people feel that the quality of life in cities has declined as neighbours have becomeless familiar with each other and a a sense of community has declined or even disappeared. In many cities, there has been an influx of new residents – sometimes from other parts of the country (notably rural areas) and sometimes from other countries. Very often, this has been to the advantage of economic development, but traditional communities have paid a price. Restricting the movement of people or immigration is the obvious solution. The former is only enforced under the harshest regimes. Besides, restricting social mobility can create resentment towards the government as people try to improve their lives. What might work is the creation of community facilities where people can meet and get to know each other.

Overall, I think that increasing the quality of life in cities is difficult to achieve. Of course, that should not prevent us from trying.

331 words

Some employers think that formal academic qualifications are more important thanlife experiences and personal qualities when they look for an employee. Why is it thecase? Is it a positive or negative development?

I think that the question of whether an employee's life experiences and personal qualities are more important than their formal academic qualifications is a highly subjective question. In this essay, I shall provide reasons why some employers may consider the latter to be more important when selecting employees and suggest situations in which thismight be a positive or negative development.

In many cases, formal academic qualifications are clearly desirable or essential. If a hospital is looking for a surgeon, they are unlikely to employ an unqualified person who is pleasant and has certain life experiences over one that has a formal education in surgery, even if the latter isn't quite as pleasant or lacks experience. It is simply a fact that, in some fields, formal academic qualifications outweigh experience and personality, though, to continue with the example, a more experienced surgeon is likely to be chosen over one fresh out of university.

Another reason that employers may place formal academic qualifications above life experience and personal qualities is that the human resources department may receive hundreds of applications for a single position. In this situation, which is far from uncommon, giving priority to qualifications makes it easier to choose a suitable applicant or at least whittle down the applicants to a manageable number that can be called in for interview. If the highest qualified applicants are later deemed to be unsuitable, the issue of academic qualifications can revisited.

Clearly, in the above situations, using academic qualifications is positive from the employers’ standpoint. It also has the advantage of encouraging applicants to gain better qualifications. However, there are many jobs where such qualifications may be a distraction from the experience and personal qualities that make a successful employee. For instance, a great salesperson doesn't need a certificate. They can prove themselves by making sales.

To conclude, I think that focusing on academic qualifications is a positive development insome cases, but is not necessary in every situation. However, employers usually do have good reasons for requiring qualifications.

337 words

To what extent do you think that societies benefit from the closer relationships we have with foreigners through international tourism and business?

International tourism and business have grown substantially in recent decades and it is reasonable to assume that this trend will continue. The general view seems to be that this is a positive development, though it seems to me that there have also been societies that have not benefited.

First of all – without wishing to be too pedantic – I think that we need to consider exactlywhat we mean by 'society'. For example, most Chinese people would probably agree that closer relationships with foreigners via tourism and business have brought more benefits than problems. However, China is a very large country with around a fifth of the global population within its borders. To suggest that everyone in China has benefited or that even each 'society' (town or community) has benefited would be ridiculous. I will be considering societies on smaller scales.

Many societies – and the people who live in them – have benefited financially from foreign tourism and business. In many cases, foreigners bring valuable foreign currency to spend or invest. In business, they frequently bring technology and know how. This allows societies to elevate themselves to higher standards of living. Those societies may find that some of their people are able to travel abroad to learn more. The opportunities for wealth creation and personal development are seemingly endless and the fact that theyare beneficial may seem unquestionable.

However, there are likely to be people who do not benefit from such developments. They may be people who care less about money and more about maintaining traditions. Some people – and not always the older generation – might view foreign tourists and businesspeople as threats. Tourists might not behave appropriately in traditional societies.Businesspeople may want to 'develop' an area against the wishes of the local people. There are numerous cases worldwide of governments moving people so that their land can be 'developed'.

Generally, I believe that most societies benefit from international tourism and business, but these benefits are far from universal.

334 words

In some countries, more people are choosing to live alone. Do you think it has positive or negative effects on them?

I think that living alone generally has more positive effects on people than negative ones. Of course, the situation varies considerably from person to person.

I have frequently heard people say that if you live alone, it makes it difficult for you to meet and socialise with new people. This is not my experience. Quite the opposite, in fact. If you live alone, you can do more of what you want at a time convenient to you. There is no need to take into account whatever it is that the people you are living with are

doing or plan to do. If you invite friends over, you don't have to worry about that argument that one of them had with your flatmate.

Living alone also gives you plenty of your own space. I firmly believe that this feeling of freedom is beneficial for most people. You can enjoy guilty pleasures such as playing computer games for a few hours or watching a film that you know everyone in your social circle hates. There's no-one to point at you and tell you that you will be fat when you scoff a tub of ice cream.

I think the big problem arises when someone who has been living alone for a long time decides to live with another person (e.g. when getting married and starting a family). Then, they have to change lifestyle quite dramatically. If they cannot quickly get used to fitting in with the routines and lifestyle of another person, it can easily ruin the relationship. Therefore, living alone for an extended period might not be a good idea for alot of people.

To conclude, I think that living alone has positive effects, but that a later transition to living with others can create problems. People who live alone need to be honest with themselves about this and considerate when moving in with another person.

316 words

Children should be forced to read novels from every major genre including science fiction, sport, romance, horror and crime. Being widely read will mean children willhave a better understanding of the world around them. To what extent do you agreeor disagree?

I believe that being widely read gives children (and adults!) a far better understanding of the world around them. However, I am wary of supporting the suggestion that children should be forced to read something of every genre.

I think it is important for people of all ages to realise that everything in life is interconnected. We cannot entirely separate seemingly disparate subjects as psychology and geography, for instance. If we can instil this in children, I believe that they will be better educated and have a much greater understanding of the world. Therefore, encouraging children to read widely is, in my opinion, an excellent idea. I don't think thatit matters too much if they read fiction or non-fiction. I believe that non-fiction has a greater value for children (and adults) than fiction, but reading fiction often creates a desire to read more widely, so it not something that should be discouraged. Of course, with young children in particular, reading fiction helps them to learn language in a fun way.

This leads me to question forcing children to read from every genre. If a child is not interested in something, but is forced to do it anyway, this usually leads to resentment. In the case of reading, it could put the child off it for life. Of course, at school for example, children are forced to read certain books. We need to ensure that our education system

gives children the opportunity to discover other books if they do not like the ones used in class as part of the curriculum. This is why school libraries and the internet are vital in allowing children to explore the literary world.

To summarise, I hope that children will read as widely as they can, but the reality is that not all children are interested in all types of books. Do not force them. Provide them with opportunities to discover.

317 words

Some people think what children learn in school is a waste of time. Other people think the knowledge is useful. Discuss both views and give your opinion.

Generally speaking, I think that what children learn in school is useful, but I would certainly not say that everything that every child learns there in classes is useful.

Often, you can hear people point to successful people and note that they didn't do well at school. However, I think that very often these arguments are not entirely fair. For instance, there are many successful people who dropped out of school because they saw other opportunities open to them. This doesn't mean that school educations are 'a waste oftime'. It simply means that there is more to success than a formal education.

Many students will not use the science that they learned in school in their later lives. However, sometimes it is not learning the actual information that is important, but learning how to think and how to act. Writing essays might seem boring and time wasting, but learning to communicate effectively is not. Just because there is no direct relationship between what students learn and its usefulness in life, we cannot conclude that something is 'a waste of time'. Perhaps teachers could explain the connection better.

Many people would like to see more practical subjects and relevant subject matter in schools. Many students find academic subjects boring. It may be a good idea for schools to provide alternative learning experiences for them. Many students might find that it is more beneficial to learn about personal finance or they might prefer to focus more on a practical skill that leads directly to employment, such as carpentry. However, it might be difficult for all schools to provide all these subjects, so it will not be possible to satisfy everyone.

In conclusion, I understand where the sentiment that a lot of school education is a waste of time comes from. However, I think that most of the knowledge is useful, though the situation could be improved.

315 words

In some countries the age limit is 18 for adult responsibilities such as driving cars, marriage and voting but in some other countries it is older or younger. What do youthink is the right age for adult responsibilities?

I think that the correct legal age for adult responsibilities, such as those mentioned in the question rubric, is eighteen.

The first point that I would like to make is that any age is an arbitrary one. I do not believe that a teenager wakes up on their eighteenth birthday significantly more mature and able to deal with adult situations than when they went to bed the previous evening (assuming that they didn't stay up late!). However, from a legal standpoint, countries around the globe have felt that setting such an arbitrary age is the best policy. Eighteen seems to me to be correct. My personal experience is that younger teenagers generally lack maturity, but this is not universally true.

However, there may be other possibilities. If we look at the legal age for driving, for instance, there may not be a completely logical reason for it. I am not suggesting that we allow young children to drive. However, it is quite common for people younger than 18 to drive and ride mopeds. Perhaps we should allow them to do so if they can show that have the requisite skills. However, in many countries, this would require changes in otherlaws, such as those governing criminal responsibility and insurance.

Let's look at the issue from another perspective. We do not automatically allow people to drive cars when they reach a given age. They must pass a test. Could we do this in other situations? If people had to pass a test in order to vote, would governments rig the test to favour those who vote for them? I suspect that, in many countries, the temptation would be great. An independent commission is the obvious answer, such as there is in Britain to determine constituency boundaries.

In conclusion, I think that a fixed age for marriage, driving, etc., is best, though it certainly is not a perfect situation. Eighteen is that age in most developed countries and I agree with it.

330 words

Old cities and towns were built for the people living in previous centuries. What are the problems caused by them today? Suggest solutions to these problems.

We all know that modern life for the overwhelming majority of people is very different from life in the past. One consequence of this is that many towns and cities were designed for a different age and are unsuited to the modern era. This has led to problems that must now be dealt with.

A key issue is one of space. The centres of towns and cities, in particular, are frequently full of what are now relatively small buildings. They sit on valuable land. This often makes them a target for redevelopment. Often, the profit motive is a primary factor. Office blocks, shopping malls and classy apartments are more profitable than old buildings. Generally this is left to market forces, although many towns and cities have regulations that leave buildings of architectural interest or historical significance intact.

Another important issue is that of traffic. Cities and large towns often require wide thoroughfares to cope with increasing numbers of cars, lorries, buses and other vehicles. This almost always means that old streets have to be widened, involving the destruction of many old buildings. This problem can be avoided in several ways. First, new roads canbe built around the existing buildings. Second, the areas where there are old buildings canbe preserved as pedestrian areas or places where only limited traffic is permitted.

A related issue is that of the layout of the streets. One cannot fail to notice the difference between many US cities, which are often constructed on a grid system, and almost all European cities, which are full of little winding streets. Frequently, the solution in Europeinvolves the demolition of older buildings, but the attraction of these little streets for tourists (and locals, no doubt) has meant that they have survived. Sometimes, geography has lent a hand, as in Venice, which is partly made up of islands. Market forces, once again.

To conclude, there are many problems caused by the manner in which cities and towns were constructed in the past. However, there are a variety of solutions aside from simply bulldozing through them.

347 words

The famous American actor John Wayne once said “Tomorrow is the most important thing in our life.” However, some people think that the present time is more important.How important is it for individuals and the country to think and do something for the future? What is your own opinion?

I think that it is incredibly important for individuals and countries to consider the future and take steps to do something for it.

On an individual level, we need to consider the future in many important situations. People need to think about their retirement. People need to make decisions that influence their careers. Certain choices might be financially detrimental in the immediate future, but significantly beneficial in the long term. Consider the costs in both time and money, of training to be a doctor (a well-paid and respected job in most countries). Most people, when they consider their futures, must also take into account the futures of their children. This is well-known to be an overarching consideration with most parents.

Countries need to consider the future too. Successful countries usually have governments that make significant investments in infrastructure. Nowadays, the need and search for energy is a powerful influence in international politics. We can see this in the relationshipbetween the USA and Saudi Arabia. Some countries need to import energy to facilitate economic growth. Others have excess energy resources which they can sell to the same effect. In both cases, the future of the country is a key factor.

Of course, the present is important too. Individual people often spend money in order to enjoy something. Experiences, for example, are an important part of being human. This doesn't always mean that those people do not think about the future – or even that the present is more important than the future. I eat because if I do not, I will eventually die. Similarly, countries need to consider the present in order to keep running. However, it seems clear to me that many people often focus on the present at great expense. These arethe kind of people who spend money as soon as they get it – the people who require instant gratification. Perhaps it is not because they don't think about the future. Perhaps they simply believe that everything will work out well.

To conclude, I think that the future is extremely important, but we should also take care of the present.

354 words

With increasing demand of energy sources such as oil and gas, should people be looking for sources of oil and gas in remote and untouched places? Do the advantages of this outweigh the disadvantages of damaging such areas?

In my opinion, we should be looking for sources of fossil fuels such as oil and gas in remote and untouched places.

For me, the primary, over-riding issue is one of development. The major economies of the world developed – and are still developing – largely thanks to the availability of relatively cheap fossil fuels. In the past, coal was the main driver of this, but now oil and gas are as important – if not more so. In addition, many of the remote and untouched areas where oil and gas have now been found are in countries where they are needed most. It would be unfair and hypocritical to tell countries and populations that they should not develop their natural resources after more developed countries have already done so.

However, there are many people who point out the disadvantages of looking for oil and gas in remote and untouched areas. The most fundamental argument is usually that these areas are important for our ecosystem. However, this argument may not be as strong as is often thought. Oil and gas reserves can, with modern technology, be accessed with much less environmental impact than previously. In addition, despite the scenes of devastation following oil spills, evidence suggests that environments can recover quickly from them. Certainly, there is no evidence that the environment is permanently wiped out.

To conclude, the benefits of tapping oil and gas resources in remote and untouched placesprovide a country with an opportunity to develop its economy if such resources are properly utilised. Furthermore, the evidence suggests that people who automatically assume that development of these resources will lead to environmental disaster are wrong.

274 words

It is generally believed that education is of vital importance to the development of individuals and the well-being of societies. What should education consist of to fulfil both these functions?

In this short essay, I will explain what I believe education should consist of in order to contribute both to individual development and to society as a whole.

First of all, I think that education requires individuals to acquire a wide range of factual information. This means that people should have a solid basic knowledge of a variety of fields, such as technology, science, language, mathematics, history, geography and current affairs. These are useful to individuals because they need such subjects in order tolive, work and communicate with a wide variety of people. Society benefits because the population is well-informed and can use such knowledge to improve social conditions and work better.

Secondly, I believe that education should include some non-academic features, such as handicrafts, music and sports. I think that these fields can broaden the horizons of individuals and provide a physical aspect to becoming a well-rounded person. Sports can help people to stay healthy and handicrafts can encourage creativity. Socially these are beneficial for various reasons. For instance, prowess at sports can lead to success at international sporting events, such as the Olympics, raising national prestige and pride.

Thirdly, I believe that education should also have a moral aspect, teaching people how to be good citizens and providing lessons on how to interact properly with others. This benefits individuals because they can find it easier to form healthy relationships with others, such as friends, colleagues or family members. This in turn benefits society as a whole. This aspect of education is likely to include a lot of the culture of a society.

To summarise, I think that education should comprise the aforementioned three parts so as to benefit individuals and society.

284 words

Fossil fuels, such as coal, oil, natural gas, are used in many countries. But in some countries, the use of alternative sources of energy, including wind and solar power, are encouraged. Is this trend a positive or a negative development?

In this essay, I shall explain why I believe that the trend towards encouraging alternative sources of energy is a negative development.

Many people will no doubt disagree with my view. It has become almost 'religious' to support the development of alternative energy sources, such as wind and solar power. Everyone 'knows' that fossil fuels cause pollution and are leading to catastrophic climate change. This is why governments are falling over themselves to encourage alternatives.

However, I believe that there are two key problems with this approach. The first is that human-led catastrophic climate change is unlikely to be occurring. For one thing, the datais unreliable. Much of it results from studies of the width of tree rings. However, there are several factors that influence the width of tree rings, such as the amount of shade that a tree is in and whether the tree is infested with parasites. Furthermore, the projected climate changes are based on computer models, which are only as good as the data programmed into them. If some data has been omitted, the model becomes unreliable. In addition, most climate data is now obtained from cities. In the past most was gained from rural areas. Cities tend to generate heat.

The second problem is economic. Many governments are spending huge sums of money on subsidies for alternative energy sources. In the UK, it is estimated that the governmentwill spend 750 million pounds on it. This will increase energy prices at a time when many people – the elderly for instance – are finding it hard to make ends meet. It also adds considerably to the national debt, which is already massive. In some countries, alternative energy is creating unemployment. In Spain, it is reliably estimated that the creation of one job in the alternative energy sectors costs two jobs outside that sector.

To conclude, I am not against alternative energy sources, but the reasons put forward, andthe costs involved, are, in my opinion, an insufficient basis for encouraging them.

336 words

Some people support developments in agriculture such as factory farming and creations of new types of fruits and vegetables, while others oppose this view. Discuss both views and give your opinion.

I am broadly in favour of developments in the field of agriculture such as factory farmingand new kinds of fruit and vegetables. I will outline my reasons in this short essay.

The main reason that I support these new developments is that they generally lead to higher production with the use of fewer resources. The massive increase in the world's population over the past century or so has meant that humans need larger amounts of food and that more and more land is being used for buildings and infrastructure. As a result, it would simply be impossible to feed everyone using low-tech methods that were common several centuries ago. The creation of new fruits and vegetables can have great benefits. For example, a new type of banana has recently been unveiled that contains a greater amount of vitamins than the usual variety. This will aid people in poorer countrieswhere diets frequently lack the necessary nutrition for humans.

However, there are many people who point out that there are problems with factory farming and the creation of new kinds of food. Factory farming is often achieved at the expense of the welfare of livestock. This had led to the popularity amongst some people of 'free range' products, such as chicken and eggs. When it comes to new crops, many people say that we should be careful because we have no idea what our 'playing' with genetics could cause.

Whilst, I accept some of the points made by opponents of technological developments in agriculture, I think that we have to look at the great benefits. In some situations, such as rearing livestock, I think that we should improve our approach, however.

281 words

Some people think that the government should establish free libraries in each town. Others believe that it is a waste of money since people can access the Internet at home to obtain information. Discuss both sides and give your own opinion.

I disagree with the suggestion that the government should establish free libraries in each town. I will outline my reasons below.

First of all, as mentioned in the question rubric, people can access a lot of the informationthey used to get from libraries at home, via the internet. Of course, this may not be true inmany poorer countries, but in Britain, I think that spending money on libraries would frequently be a waste for this reason alone.

However, many people in Britain point to the social function of libraries. They are not only places where people go to find information and to borrow books, but they also serve as meeting places for people with common interests. In Britain, many book club membersand collectors meet in libraries.

Furthermore, whilst accessing information by using the internet has become increasingly popular, that does not mean that everyone uses it or that everyone feels the need for an internet connection at home. Elderly people may only need to access the internet once or twice a week. Some people are simply used to getting their news and information in otherways, such as from television or newspapers.

In order to satisfy these needs, I think that we should look at alternatives that do not require building expensive libraries that might not be utilised. For example, many towns and villages have schools or other public buildings that could be used. Schools are frequently not used in the evenings or at weekends in Britain, so they could easily fulfill the social functions of libraries, as well as the traditional one.

To conclude, I think that building a library in every town in Britain – though quite likely desirable – would not be worth the cost and there are cheaper alternatives available.

297 words

Nowadays, some workplaces tend to employ equal numbers of men and women workers. Do you think it is a positive or negative development?

Though I do not have a particularly strong opinion on the subject, I generally believe that having more women in the workplace is a good thing.

If a society wants strong economic development, one thing that it is practically essential to do is to ensure that its women are given education to the same standards as men. Manypeople – myself included – would argue that this should be done simply on the basis of gender equality. However, it has also been demonstrated that women who are better educated raise children who are better educated. This has a n obvious benefit for a societyseeking economic development. Once there are better educated women in society, it is logical to suggest that these women should work. This is a trend that it has proven impossible to prevent except through extreme coercion.

However, I do not think that every company or organisation should be forced or required by law to employ equal numbers of men and women. For one thing, there may be same professions where achieving this might be difficult. For instance, I am sure that many British women would like to be soldiers or miners, but I doubt that there are sufficient numbers of women with the requisite skills or aptitude to do those jobs to the same standard as the men who want to do them. Of course, this works both ways. Relatively few men are nurses.

To summarise, I think that employing women is normal and that it benefits society and individuals. If companies and organisations aim to employ equal numbers of men and women, I don't mind, so long as the best person gets the job and they are not forced to employ less qualified people.

289 words

The spread of multinational companies and the resulting increase in globalisation produces positive effects for everyone. Do you agree or disagree?

I disagree with the suggestion that the spread of multinationals and more globalisation produces benefits for everyone.

Without wishing to be too pedantic, there is simply no way that “everyone” benefits fromthese two phenomena. Multinational companies exist primarily to make a profit and to dothis they compete with each other and with smaller companies. If one benefits, it is likely that another loses in some way. Globalisation allows people from one country to competewith those from other countries in the commercial world. This frequently means that certain industries in given countries find that they have difficulty surviving. For example,cheap steel production in other countries meant that Britain's steel industry suffered.

I think that there is nothing intrinsically bad about multinationals. People frequently criticise multinationals, but these often grow by providing people with what they want at attractive prices. Nobody is standing outside Starbucks with a gun forcing people to go there rather than to 'Joe's Cafe' around the corner. However, many multinationals have enough power to unfairly influence governments. Recently, Brazil had to change its law prohibiting alcohol in football stadia in order to accommodate Budweiser, a FIFA World Cup sponsor. There is a difference between fair business and excessive influence.

Similarly, I am not against globalisation if it satisfies a market and provides employment.It certainly doesn't benefit everyone and it frequently causes economic pain, at least in certain sectors of economies. However, many countries have discovered that subsidising loss-making companies to protect them from foreign competition has long-term disadvantages, particularly in terms of expense. One of the key problems is that most countries do not provide level playing fields for foreign and domestic companies. This generally benefits large companies as they are able to influence governments more easily and they have the benefit of scale.

In conclusion, multinationals and globalisation provide benefits, but we must take care to ensure that they operate fairly.

320 words

Modern society is based on selfishness and greed. Some people think that we should return to a traditional society with respect for others. Do you agree or disagree?

In this essay, I shall express my thoughts on extent to which modern society is based on selfishness and greed and whether a more respectful society existed in the past.

I certainly believe that there is a lot of greed and selfishness in the modern world. We cansee this in the way that many people try to 'grab' whatever they can for themselves without regard for the feelings or circumstances of others. In Britain, most British people are especially angry at certain bankers and financiers who, despite losing money that belonged to others, have still managed to squirrel away enough cash for relatively luxurious lifestyles. Every year, lists of the world's richest people show that some individuals have greater personal fortunes than the annual GDPs of small countries.

However, I am not totally convinced that the situation in the past was much better. Greed and selfishness are nothing new. Whole empires have been built on these values. The decimation of indigenous peoples and tribes all over the world shows that greed and selfishness are universal. In Britain, monarchs used to have far more power than today's Prime Minister has. I am not convinced that such a society was better than modern Britain.

However, there does seem to be an increase in the lack of respect between people of roughly the same social standing. In some quarters, in poor urban areas of British cities, for example, showing respect can be taken as a sign of weakness. Therefore some people are loath to show it, particularly to those outside their immediate peer group.

To conclude, I think that there is too much greed and selfishness and that there may well be less respect in society nowadays. However, a return to a more traditional society mightnot be the solution and we should perhaps look at more original ways of solving the problem.

311 words

Some people think that the supply of fresh water should be strictly controlled by governments as the resources are limited. While others think we can use as much water as we want. Discuss both views and give your opinion.

I think that people should be permitted to use as much water as they want and that the government should not strictly control the supply of this precious commodity.

Many people believe that the use of water should be restricted in some way. There can belittle doubt that there is a limited supply of fresh water, although some parts of the world feel this more acutely than others. Rising populations in parts of the world where fresh water is already severely limited might lead governments to the conclusion that they should impose restrictions on how water should be used and how much of it each person should be permitted to use.

Whilst I can see that this argument has a certain logic, I think that strict government controls are not the answer. First of all, in many countries certain regions are frequently favoured over others, often depending on where politicians come from. If a government is granted too much control over water supplies, a region might not be given the water it needs as a result. Secondly, governments can already influence how much water people use through pricing. If water supplies are low and demand high, governments can simply allow the price to rise to reflect this. If necessary, governments can make special payments to people, e.g. the elderly, if they have trouble with their water bills. If prices rise, this could also encourage businesses to look for new sources of water (e.g. by using desalination plants) or find ways of using it more efficiently.

In conclusion, I believe that governments should ensure that all citizens have sufficient access to fresh water and price it – or allow it to be priced – according to supply and demand.

289 words

Some people have an unhealthy diet and do not have enough exercise. How can we encourage people to have a healthy lifestyle?

In this short essay, I will outline a few ways in which we can encourage people to lead healthier lifestyles.

In Britain, we have a health care system that is free to use. British people often describe this as a free health care system, but that is not quite correct. The system is funded through general taxation. This means that there is no direct incentive to be healthier. People pay for the system regardless of whether – or how often – they use it. If people had to pay when they used the system, they might pay more attention to their health. Alternatively, individual insurance could cover the cost.

Another possibility is to make unhealthy food less attractive by making it more expensive. This could be done fairly easily in the cases of processed food and sugary or fatty food. One method would be to increase tax on those food items that are considered unhealthy. A second alternative would be to reduce tax on healthy foods, such as unprocessed fruit and vegetables.

A third way to try to persuade people to lead healthier lifestyles might be through the use of warnings on food packaging. At the moment, in Britain and many other countries, foodpackaging shows information such as calories, sugar, fat, vitamins, minerals, etc. A simple addition could be the use of colour coding to indicate how healthy the food is. For example, red could indicate that the food is unhealthy whilst green could be used for healthy food.

In addition, we need to encourage people to take more exercise. In China, there are often simple exercise machines in residential compounds. Perhaps this is an innovation that we could import. If free exercise is easily available, people are more likely to take the opportunity to shed a little weight. Admittedly, this would be a more costly method than improving food labelling or taxing unhealthy food more.

To summarise, I think that there several methods we could implement to encourage people to be healthier.

334 words

Many people feel that society is noisier than before. What are some of the causes of increased noise? What can we do about it?

I live in a modern city and, although I enjoy life there, excessive noise is something that Iam acutely aware of. In this essay, I shall briefly examine two of the causes of noise in modern society and provide a few suggestions as to how we might be able to reduce it.

One of the main causes of increased noise is traffic. More vehicles are on the roads and drivers frequently beep their horns. In addition, most vehicles are fitted with alarms that seem to be set off by the lightest of breezes. Many people seem to be in favour of reducing traffic, but they don't want anything done that will reduce their own ability to use vehicles. Perhaps one solution is to increase the scope of pedestrian zones, where vehicles are not permitted. Another might be to only allow parking in certain areas, whichwould reduce the amount of traffic where parking is not permitted.

Many people in cities live in apartment blocks, thanks to the high price of property relative to incomes. Very often, people are disturbed by noise created by their neighbours. This is not only annoying, it can lead to arguments and unpleasantness between neighbours. Nowadays, sound insulation materials are better than ever and it might be worth considering mandatory use of these materials in all new residential buildings. It may even be possible to use them in ones that have already been built.

To sum up, these are the main reasons why I think many people feel that modern city life is noisier than before. It is impossible to eradicate noise, but the ideas mentioned above could make life more bearable.

277 words

Some people believe mobile phones are most useful in their professional lives whilst others believe they are most useful in their personal lives. Discuss both these views and give your own opinion.

Different people use their mobile phones in various ways, so it is natural that some find them more useful in their professional lives whereas others think that they are more useful in their private lives.

It has always been common for people to work away from their colleagues and the peoplewho work in the same company as them. Similarly, there have always been salespeople who have had to maintain contact with clients. In the past, this severely limited opportunities for doing business. It sometimes necessitated long journeys – dangerous journeys. People could use letters, but they took time too. Telephones greatly improved business communications, but required people to be at certain places. Mobile communications make business much easier. People can easily be contacted worldwide atpractically any time.

Of course, the same points apply equally to personal communications. Families and friends are a vital part of all but the least social of people's lives. In the past, it was all to easy to lose contact with someone when you or they accidentally missed an appointment. Nowadays, mobile phones mean that people can let each other know that they cannot make an appointment or that they will be late. In addition, the proliferation of social networks and apps, which many people can use with their mobiles, allows people to interact socially with people who are in their area and/or who have similar interests.

Personally, I have found mobile phones to be extremely useful in both my personal and business lives. However, if I had to choose the one where it has been most beneficial, I would say that, thanks to making it easier to stay in touch with friends and family, the greater benefit has been in my personal life.

290 words

Some people say that younger people are not suitable for important positions in government while others think it is a good idea. Discuss both views and give your own opinion.

I think that there are persuasive arguments in favour of having younger people in important positions in government, thought I can see that there may be disadvantages.

In my opinion, many governments suffer from a lack of fresh ideas for policies. Part of the problem seems to me to be that older members of the governments lack a vision of how to handle modern, dynamic situations and have become too risk averse to try new methods – or indeed any method outside of their comfort zone. Perhaps the addition of a few younger political leaders could change that.

Younger politicians might also be better aware of the impact and uses of modern technology. They are more likely to have ideas about enhancing technology for the overall benefit of society. For example, many young people see how the information age has brought about new possibilities. Often, it is young people who oppose artificial restrictions imposed by a political elite with whom they feel disconnected.

The classic argument against having younger people in important political positions is that they lack experience. As I become older, I find this argument less and less convincing. When I was a teenager, Israelis and Palestinians were murdering each other. They still are. All the 'experience' of leading politicians from around the globe has pointedly failed to resolve this issue. Perhaps it's time to hand the baton to people with less 'experience'.

Very often, it seems to me that 'experience' is actually code for 'baggage'. Older politicians frequently seem to be unable to step back and look at issues in an objective, dispassionate, less dogmatic manner. They often look to the past for inspiration. History certainly has lessons to teach us, but do these people learn or are they simply doomed to repeat?

To summarise, I am not convinced that the inexperience of young people precludes them from holding high political office. In fact, it may be their greatest asset.

323 words

Some people think that technology has made our life too complex and that one way to solve this problem is to have a way of life without technology. To what extent do you agree or disagree?

I agree that technology has made our lives far more complex than they used to be – perhaps too complex. The suggestion that we solve this by developing a way of life without technology may solve that, but I think that the cost would be too great.

The first problem that anyone wishing to rid us of modern technology would encounter would be convincing everyone to do so. It is unimaginable that some substantial groups of people or countries would give up their technology whilst leaving others with as much of it as they wanted. This does happen on small scales – the Amish in the USA, for instance – but I cannot foresee the USA returning to a pre-industrial society and leaving, say, China to have and continue developing technology. Given human history, the likelihood of advanced countries simply taking over the less developed ones is just too great.

The second problem is that we are far too used to having technology around us. If the United Nations announced that all modern technology would cease to be used at a given time, it is highly probable that many people would rebel. To suggest that there would be global chaos is not an understatement. Anyone with investments in companies dealing with technology would find their savings wiped out overnight. Anyone involved in international business would find themselves in a desperate situation. Whilst there are people who advocate a return to a simpler lifestyle, even they frequently utilise technology when it suits them, such as when they require medical attention.

To summarise, a life without technology may appeal to some – and they are welcome to follow that lifestyle, but the idea that everyone should follow suit is, in my opinion, both unrealistic and dangerous.

294 words

Some people send their children abroad for educational trips. What are the advantages and disadvantages of doing this?

In this essay, I will look at a few of the advantages and disadvantages of sending childrenabroad on educational trips.

As far as I am concerned, there is one main disadvantage - cost. However, it may only apply in certain circumstances. Most people find that going abroad for a short while is generally more expensive than staying at home. Accommodation is frequently expensive and there is the obvious cost of travel. Other things, such as food, may be more expensivedepending on the destination. This might not be an issue for some people. For example, ifyou live in Luxembourg and send your child on a trip to Germany or France, the cost maynot be that high. However, the expense of a trip to those countries by many children fromRussia may be prohibitive.

The main advantage of sending children on educational trips to foreign countries is that they have the opportunity to broaden their horizons and see how people from other countries live. Most people have a certain degree of pride in their own culture, but relatively few people are so arrogant as not to recognise that other cultures have their positive qualities too. At the very least, each country has something that other countries do not have, such as an historic structure or cultural norm. Seeing and experiencing these can (hopefully!) help to give children a sense of perspective about the world and their place in it.

Personally, I believe that the advantages of sending children abroad outweigh the financial cost. However, it is clearly impossible for all families to afford this, so such trips generally need to be economical in order to be inclusive.

279 words

Ambition is seen as a positive thing in some societies. Is it important to have success in life? Is ambition a positive or negative characteristic?

I come from a country where ambition is generally viewed as a positive quality. As a result, perhaps, I do feel that it is vital to have success in life. However, I do not see ambition as a positive quality under all circumstances.

Although I view success as essential in life, I would define success in a very broad way. Iwould certainly not confine its meaning to financial success, as many people seem to do nowadays. Each individual person can be successful in different ways. You could have success in your interpersonal relationships, having many friends and a happy family life. You could be successful in your work, enjoying it even though that work doesn't bring the huge financial benefits of other jobs. A person might be successful in life by dedicating their life to helping others, even if it means putting their own interests in second place. The importance of being successful in at least one aspect of our lives is thatit gives us something to be proud of – something that gives us a sense of worth.

For many reasons – including those given in the previous paragraph – ambition is often a positive thing. We can use it to improve our lives and the lives of those around us. However, there are some people who focus on their own ambitions even to the cost of other people and to themselves. In extreme situations, this can be disastrous. The ambitions of Hitler resulted in the deaths of tens of millions of people. Of course, it couldbe argued that they were not only his ambitions, but also those of the people around him. This does not detract from the potential negative consequences of ambition. In less extreme circumstances, ambitious people frequently do things that are unfair to others. A footballer might foul another player. One businessman may cheat another.

To conclude, I believe success is good for us, but that we must take into account other people when we have ambitions and take steps to make them reality.

342 words

Nowadays celebrities are more famous for their glamour and wealth than for their achievements, and this sets a bad example to young people. To what extent do you agree or disagree with this statement?

Many people think that celebrities set bad examples to young people. One reason for this is that the celebrities are perceived as being famous less because of their achievements and more because of their wealth and glamour.

It is clear that, in many countries, this is a true perception. In Britain, we have many celebrities who are often referred to as “being famous simply for being famous”. Their sum contribution to society appears (to many people) to be the ability to dress fashionably and to behave in a somewhat unhinged manner on television reality shows. These celebrities are frequently simultaneously plastered all over the media, whilst the same media decries the fact that they are presented by the media as role models for young

people. They are vilified for setting a bad example to young people as a result of their immature comments, sexual exploits and general lifestyle choices.

However, I think that it would be a mistake to suggest that all young people look up to such people and unfair to say that all celebrities behave in ways that set bad examples to young people. Some celebrities, such as David Beckham, are well-known for their clean lifestyles. Admittedly, Beckham’s achievements as a footballer are up for debate, but he has certainly done a lot of good work for young people and for various charities, despite the fact that he lives a relatively glamorous lifestyle and has become something of a fashion icon. Moreover, I think it is a little offensive to suggest that all – or even most – young people cannot distinguish between a good role model and a bad one.

To summarise, I believe that the statement is partially correct, depending on which celebrities we examine. I think that most of us would want young people to choose people who have achieved something tangible as role models. I believe that the majority of young people are smart enough to make good choices rather than simply following media hype.

329 words

It is sometimes said that countries should produce all the food for their populations to eat and import as little as possible. To what extent do you agree or disagree?

The idea that each country should produce as much food as possible for their own citizens, importing as little as possible, has a certain appeal. However, is this policy as beneficial as it might appear?

Historically, we can see countries where this idea dominates political policy are usually those where there a policy of nationalism. Nowadays, we can see this in North Korea, where the leadership has, for decades, espoused the policy of ‘juche’ (self-sufficiency). Though not often stated explicitly, the idea behind this is that the country is likely to go to war and needs a reliable source of food for when this happens. The policy is designed to protect against the effects of sanctions and blockades.

However, is such a policy really in the country’s interests? First, it is a clear flag to other countries that you are considering war in the future, a policy that is likely to alert them and bias them against you. Secondly, there is the economic aspect to explore. If a countrydecides to grow more food to feed its population, those people will not be manufacturing or providing services. This may mean food supply is not an issue but industrial production is. Again, North Korea shows us what can happen. Despite the ‘juche’ policy, the hermit state is known to have suffered famine. One reason is that so much effort has been expended on military production that the country lacks the manpower, the facilities and the money to produce food.

Also, it is worth noting that a country might not be able to produce the food its populationwants to eat. This might make imports an important contribution to the national diet. If

British people want to eat bananas, they have to be imported. Telling British people to stop consuming them might be a little extreme.

To summarise, I believe it is in a country’s own interests to produce enough food for its population only if such a policy does not detrimentally affect the rest of its economy and if the population is satisfied with home-grown foods forming the overwhelming majority of its diet.

352 words

If you could choose one charity to donate money to, which charity would you chooseand why?

Selecting a single charity to donate money to is a tough choice. There are thousands of deserving causes. However, I have decided that I would choose one that helps orphaned children.

People often say that children are the future and I whole heartedly agree with this sentiment. One of our primary aims, as a society, should be to ensure that the maximum number of children have the best possible start in life. Orphaned children are at a particular disadvantage. They lack the love, support and influence of family members to guide them through their childhoods. Perhaps worse, they can see that most other children have those things.

I would give money to a charity that provided orphans with both recreational and educational facilities. I think that recreational facilities are important because I believe that children need to have some fun. Pretty soon, as adults, they will have financial and work concerns. The recreational facilities would also give them the opportunity to forge relationships with other children through play.

The provision of educational facilities is also important. Of course, orphaned children have schooling, the same as other children. However, parents frequently provide extra learning opportunities for their children outside school and this needs to matched in orderto give orphaned children the best possible chance at getting good jobs in the future. The educational facilities do not have to be academic. All kinds of skills are required in modern society and I would favour supporting a charity that allowed the children to choose as often as possible.

Those are the main reasons that I would choose to support a charity that helps orphaned children.

272 words

Many people think that arts such as painting and music cannot directly improve people’s quality of life and therefore the government should spend money on other things. To what extent do you agree or disagree?

In this essay, I will explain why I think that arts can directly improve people’s quality of life and that the government should spend money on them.

The arts clearly make people’s lives better. Paintings, photographs and other pictures add colour to our lives and often inspire people to create works of art of their own. I am not only thinking of artistic works produced by renowned artists, but also those produced by children at kindergarten for their parents to attach to refrigerators using magnets. Music also obviously improves people’s lives. Many of us find it relaxing. Others like to go to clubs and dance to it with their friends. Others get more involved and form bands or become DJs and create their own tunes.

Many people feel that the government should spend money only on certain things, such as defence, health and education. Whilst I agree that these things are important, I think that governments should be able to find a little money to spend on arts, not only because they raise our quality of life, but because they can remind us of our heritage and show theworld what kind of a country and people we are. I think that the recent Olympic Opening Ceremony in London is a perfect example of this. It achieved worldwide praise and served as a reminder of how British artists and entertainers have contributed to the worldsof music, film, television and culture.

To summarise, I think that it is certain that the arts can make people’s lives better – significantly better in many cases. Therefore, the government should ensure that a small part of its spending goes towards this field which contributes to our lives.

283 words

People can now watch television programmes 24 hours a day. What are the positive and negative effects of this?

In recent years, television has become a 24-hour phenomenon in many countries, often because of the availability of broadcasts from others countries all over the world, notably via satellite. Many people think that this is a wonderful development whilst others are less enthusiastic and believe that it has more disadvantages than benefits.

The main benefit of 24-hour television, as far as I am concerned, is that it provides an activity that people can enjoy at any time. Many people do not work typical “9 to 5” jobs,perhaps because they must work shifts, like doctors or security personnel. Very often, theprogrammes shown are repeats. This is advantageous for people who missed the original broadcast, perhaps because they were working. Another advantage of 24-hour television is that it often provides up-to-the-minute news. This is probably not necessary for most people, but for some it is.

However, I can see that there are some disadvantages of 24-hour television. Some people argue that television is not a particularly healthy free time activity and that people could be playing team sports or spending time chatting with friends and relatives rather than

watching it. Others question the need for constant news updates. The constantly repeated news stories often seem to become a form of entertainment rather than news – and often, very little extra useful information is provided. Television very often seems to result in people just watching it because it is there rather than because of any real interest in what is being shown.

To summarise, I think that 24-hour television has positive and negative effects. Whateverwe think of these, it is unlikely that 24-hour television will disappear in the foreseeable future.

279 words

Mobile phones and the Internet play an important role in the way people relate to one another socially. What are the advantages and disadvantages of this?

In this essay, I shall say why I think that mobile phones and the Internet have had both positive and negative effects on the way people relate to each other socially.

First of all, these technologies allow people to communicate faster. This can be especiallyuseful when people make social arrangements to meet, for dinner or for a concert, for example. This, in turn, can help people to cement social relationships with others. In addition, access to the Internet allows people to join social networks. These have various functions. They allow people to keep in touch with one another by, for instance, posting news about their activities and viewpoints online. Moreover, they let people find others who have similar interests or people that they once knew well, but have lost contact with over the years.

Of course, there are also disadvantages of using these technologies socially. One problemis that some people – particularly young people – post too much information online or post details that they should really keep to themselves. One example of this is that a few people have had their homes burgled after they indicated that they would not be at home. Another is that several people have lost their jobs after posting comments about their workplace on social networking sites. Another problem is that some people seem to spend more time ‘socialising’ online than socialising in real life. Many experts believe that this can cause problems when these people have to deal with others in real life situations.

Despite the disadvantages, I think that mobile phones and the Internet have generally improved the way that people relate to each other. Perhaps computer classes at secondaryschools could incorporate a module about using these technologies in a responsible way.

291 words

A large number of young people are leaving school and cannot find a job. What problems can youth unemployment cause for the individual and for society? What measures could be taken to reduce the level of unemployment among young people?

In this essay, I shall examine a few of the problems that youth unemployment can cause and how these problems could be reduced.

Youth unemployment can be disastrous for the individual. Very often, unemployment (among people of any age) causes a drop in self-esteem, which in turn can lead to other problems, such as alcohol abuse and even criminal activity. This is particularly the case when there is a lack of alternatives, such as further education or training, or facilities for young people to use their time usefully, such as by doing sport or taking up hobbies.

The effects of youth unemployment on society are often clear. People who are unemployed are often not contributing fully to the economy of their country. The problems outlined in the previous paragraph can result in higher crime rates and require higher government spending to ameliorate them. Higher youth unemployment can also lead to older people believing that the young are lazy and/or incompetent, contributing to a greater generation gap in society.

I think that there are two main solutions that should be implemented. Firstly, educational and training programmes should be expanded wherever possible to provide young people with the opportunities to prepare for work. Charities and volunteer organisations may be able to help – not only the government. This should also involve anticipating which sectors of the economy are likely to grow in the future and training young workers for those sectors. Secondly, the government could introduce work schemes whereby young people do work in return for government financial support.

In conclusion, youth unemployment can be detrimental to both individuals and to society,but there are ways in which the problem can be reduced.

280 words

Some people think that they should be allowed to make as much noise as they want. Others say that the government should place limits on the amount of noise people make.Discuss both views and give your own opinion.

I think that there have to be some limits on the amount of noise people are permitted to make and that the government should legislate regarding these limits, which should then be legally enforced.

Some people might claim that it is their right to make noise and that any restrictions are an infringement of their personal freedom. However, even in the most liberal of societies,freedom is not absolute. For instance, people do not have the freedom to commit certain actions such as theft and murder. One of the main reasons for this is that, if freedom is not curtailed in certain ways, the result could be social chaos.

It is, in my opinion, the same situation with noise. If people are allowed to create unlimited amounts of noise, it is likely that others would retaliate with louder noise or in other ways, possibly including acts of violence. There is a very real possibility that the sheer number of incidents could overwhelm law enforcement.

So, what limits should there be? Most people would probably agree that “bothersome noise” should be banned or limited, but defining this is not easy. What bothers one personmay not bother another. Some people might tolerate such noise for a short while, perhaps whilst their neighbours are building an extension to their home, in the expectation that they may need to do something similar at a later date.

There may not be a perfectly scientific way to measure whether noise is reasonable, but modern technology does allow us to record its loudness, intensity and duration. This can then be assessed by neutrals such as the courts and the police to determine whether or notthe noise should be halted.

To summarise, I think that we do need legal limits on the amount of noise people are permitted to make and that a reasonable, neutral legal system should be able to enforce it.

317 words

Some young people leave home as soon as they reach the age of 18. Others live with their parents until they get married and have children of their own.What are the advantages and disadvantages of these two situations? Which situationwould you prefer to be in?

In this essay, I will look at the advantages and disadvantages of leaving home at 18 and of living with your parents until you marry.

Many young people want to leave home at 18 because they feel that living at home stops them, or partially prevents them, from doing what they want to do. Many parents have rules about behaviour in the family home that teenagers don’t appreciate. The main disadvantage in most cases is financial. Teenagers typically don’t earn much money or they may be students with a part-time job or no job at all. One solution is to share a houseor a large apartment with other young people in a similar situation.

From those points, it is easy to see the main pros and cons of living with your parents until you marry. You can save money on rent, helping you to purchase a house or apartment when you get married. In more ‘traditional’ cultures where dating prior to marriage is less common, parents might want their children to stay at home until marriage. However, you will sacrifice a great deal of independence and, if you don’t marry, you could find yourself spending a lot of time on the same bedroom as when you were a child.

I left home to go to university in a different city when I was 18 and I have lived outside the family home since then. I value my independence and the freedom to do what I want

more than the extra money it has cost me to have that lifestyle. Luckily, my family has supported my decision and I still have my room in the family home when I visit.

To summarise, I think that the choice depends on your personality and your financial situation. If you are lucky, your parents will accept your decision and not infringe on your freedom too much if you stay at home and provide you with a place to return to if your attempt at an independent life at the age of 18 doesn’t work out.

342 words

The use of mobile phones is as anti-social as smoking. Smoking is banned in certain places so mobile phones should be banned like smoking.To what extent do you agree or disagree?

In this essay, I shall explain why I believe that mobiles should not be banned in the same way that smoking is in many countries, such as Britain.

First of all, the use of mobile phones is only anti-social in certain situations, such as whilst in a cinema. Similarly, it is only dangerous in a limited number of social situations,such as when buying petrol at a petrol station, where even a small electrical spark could cause an explosive fire. Smoking in public in the UK is banned at pubs and cafes where these circumstances do not apply.

Secondly, using mobile phones is only anti-social when the user uses one in certain ways.If a person is quietly enjoying a game on her mobile in a café, it doesn’t bother anyone at all. If a man screams loudly into his mobile whilst on a train, it disturbs those around him.This makes a blanket ban on any use of mobiles a complete over-reaction.

Currently, in the UK at least, the use of mobiles is banned under certain circumstances, such as by a driver when they are driving a vehicle. This is perfectly reasonable for safetyreasons – not only the safety of the person using the phone, but also for other road users. In social situations, such as at the cinema, there are regulations set out by the management banning the use of mobiles and they should have the right to enforce these. However, it is not necessary for the government to ban use.

To summarise, I do not believe that the abuse and misuse of mobiles by a tiny minority ofpeople warrants a ban on their public use in the same way as smoking has been banned insome countries.

293 words

Nowadays, many young people do unpaid work at companies. Do the advantages of this outweigh the disadvantages for the young people and for the companies?

It has become increasingly common for young people to work as interns at companies. There are are a variety of reasons for this and these opportunities offer both advantages and disadvantages to the companies and to the young people concerned.

Young people generally work as interns because they believe that the experience will help them to find paid employment in the future. In many cases, they would like to work for the company where they do the internship, so it provides an excellent opportunity for them to showcase their skills to their potential future employer and to discover exactly what the job involves.

Companies also see advantages in using interns. Just as the intern gets to know the company, the company discovers whether the intern is a candidate for future paid employment. An obvious advantage for the company is that the intern doesn't cost them very much, if anything. For cash strapped companies this is often a great benefit.

I know many people who have worked as interns and managers at companies that have used them. The most common complaint from interns is that they do not do much meaningful work related to the careers they hope to follow in the future. It is not uncommon for interns to be used mainly as office runners, running errands such as posting letters and buying coffee. A common complaint from managers is that the interns are not interested in doing a good job as they know they are only there temporarily.

To summarise, I think that the use of interns at companies can be advantageous for both sides, but that interns need to be used meaningfully in ways that will enhance their careers and help companies decide if the intern is worth taking on as a full-time paid employee.

296 words

Children’s education is expensive. In many countries, governments pay education fees for children. Do the advantages of this outweigh the disadvantages?

I firmly believe that the advantages of having the government finance the education of children outweigh the disadvantages. It seems to me that the overall social benefits of financing education this way are clear.

First of all, if the government did not pay for the education of children, who would? It would be difficult for many parents to meet the cost and their children would suffer greatly as a result, most likely being held back in terms of their personal development. Charities would be able to cover the costs for some children, but it is likely that this would be too limited. The idea of companies sponsoring children might work, but I fear that education would simply become another way for companies to advertise.

Secondly, if governments did not pay for children's education and alternative methods of paying for it were unavailable or too limited in scope, what would the children do? Thanks to modern technology, more motivated children would be able to learn online, but

they would probably still lack the professional direction of teachers. Some children mightfocus on developing other useful skills. Others would drop out of education altogether and either work (probably in poorly-paid jobs) or spend the day playing computer games.A small minority might even turn to crime.

There are potential disadvantages of the government paying for children's education. Oneof these is that the government might be tempted to indoctrinate them with propaganda. This might include a biased or false view of history, the encouragement of blind nationalism or teaching the children that the government is always correct. North Korea is an extreme example of this, but there are many other governments which do it to a significant extent.

Overall, however, I think that the benefits of the government financing education for children is far greater than the potential drawbacks.

307 words

It is important for all cities to have large public spaces such as squares and parks. Do you agree or disagree with this statement?

I agree with the idea that all cities should have large public spaces, like squares and parksand shall outline my reasons below.

First of all, I think most people would agree that large public spaces often help to make cities more attractive, both to residents and to visitors. Many people who live in and go toLondon are pleasantly surprised by the amount of greenery that can be found in the centreof one of the world's largest cities. Cities that are full of buildings may look businesslike or commercially successful, but few people just want to be surrounded by them.

Secondly, parks and squares can be used to host displays or exhibitions. Tiananmen Square in Beijing is, for most of the year, just a large grey open space in the centre of the city. However, when there is a celebration or big event, such as when Beijing hosted the Olympics, the square is decorated with flower displays and looks lovely.

Third, there are other environmental factors. Large parks often have flora and fauna. Obviously, they are unlikely to contain large animals, but people often like to be reminded of nature and children can learn something about animals and flowers when they spend time in parks. In addition, parks might help to reduce pollution levels and water features such as lakes have a cooling effect on their immediate vicinity – useful in cities with hot climates.

Some people argue that these large public spaces would be better used for housing or municipal buildings. Whilst it is certainly true that many cities are in desperate need of more buildings, I think that the result is bland cityscapes that few people enjoy.

To conclude, I believe that all cities should enhance their beauty by having some big public spaces, for instance parks and squares.

303 words

Some children can learn better by watching TV. Therefore children should watch TV regularly at home and at school. To what extent do you agree or disagree?

In this short essay, I shall explain why I believe that we should be careful about recommending that children should watch TV regularly at home and at school.

The fact that some children can learn better through watching TV does not mean that all children – or even most of them – can learn better from it. It is well-known that different children learn better using a variety of differing methods. For instance, some learn better by making things and others learn better by listening to their teachers. This means that schools should employ a variety of teaching methods in order to give all children a fairly equal opportunity to learn.

So, watching TV regularly at school could disadvantage those children who do not learn well via this method. Watching TV regularly at home or at school could also mean that children are not engaging in other activities which may be more beneficial to their education and overall development, such as reading books, playing sports or learning to play a musical instrument.

Of course, there is one major problem with allowing or encouraging children to watch TV regularly at home and at school, and that is that it might succeed, resulting in childrenwatching too much TV, including programmes that are not educational, such as cartoons or soap operas. At school, children are almost certainly going to watch TV with their teachers, but at home parental supervision may be non-existent and is likely to be intermittent at best.

To conclude, certain TV programmes can help educate children, but I doubt that we need to actually encourage children to watch TV regularly at home or at school.

276 words

Some people think that introducing new technology can improve people’s quality of life in developing countries. Others think that free education should be offered instead. Discuss both views and give your own opinion.

In my opinion, introducing new technology to developing countries is likely to provide a greater boost to people's quality of life than free education. In this short essay, I shall explain why.

First of all, I would like to make it clear that providing free education to people in developing countries is a wonderful idea that would greatly enhance the potential of

people in those countries to develop better lives for themselves and for their children. By increasing their knowledge of business they could learn how to make more money. By learning about health, they could reduce sickness and extend their lifespans.

However, providing them with new technology would probably have an even greater effect. They could use modern communications technology to learn specifically about those things which would have the biggest impact on their quality of life, rather than relying on a more general education which may not.

In addition, the provision of modern technology, such as that for improving health or producing food, is likely to have a more immediate impact, effectively kick-starting whole communities and societies by removing obstacles to their development and to improvements in the quality of life.

Of course, there are many other things that can be done to raise the quality of life for people in developing countries, such as the removal of trade barriers, better transportationlinks and a reduction in the red tape and corruption that often plagues developing countries. Out of the two options – new technology and free education – however, I think that the introduction of technology would be more beneficial.

263 words

Government funding for universities should only be used to provide scholarships forthe best students. The rest of the funding for university education should come fromstudent fees and private organisations. To what extent do you agree or disagree?

I strongly disagree with the suggestion that government financial support for universities should only cover scholarships for the best students, with the remainder coming from student fees and private organisations.

In most countries, the overwhelming majority of the best students are either from familieswhich have the financial resources to support them at university (because they have already received higher quality education at private schools) or have access to scholarships. This means that those students who are already advantaged would either notbe affected or would only be disadvantaged to a limited extent.

The introduction of student fees would cause problems for students from less wealthy backgrounds. They would have to decide whether the cost of going to university outweighed the possible future benefits. Many people argue that this is reasonable. If the cost of going to university is not worth it, then people shouldn't go. Thus, universities would be able to focus on students and courses that are worth the financial investment.

However, this argument does not take into account important points. First of all, it might be extremely difficult or even impossible to calculate the financial benefits of a particularstudent taking a particular university course. Secondly, there may be hidden benefits that

are not taken into account, such as social mobility. By limiting social mobility, we could condemn intelligent, hard-working people to poorer lives than they might otherwise lead.

To conclude, I believe that there are strong reasons for disagreeing with the idea of limiting government funding of universities. I understand the need to cut costs, and I think there are good ways of doing this, but I doubt that this particular way would be a net benefit for society.

283 words

Some people think that it is not necessary to go to other countries to learn about their culture. We can learn about it from books, films and the internet. To what extent do you agree or disagree?

I believe that, nowadays, we can learn a lot about the culture of foreign countries without stepping foot inside that country, but actually going there provides us with better opportunities to experience it and learn more about it.

In my experience, the idea that you can only learn about a foreign culture by going to thatplace is often used as a defensive argument when people do not share your view of that culture. In other words, if you complement, for instance, Chinese culture but have never been to China, Chinese people will generally automatically say that you have learnt a lot about it. However, if you say something negative and have never been there, you will frequently be told that your opinion is worthless.

The fact is that you can learn about a culture without experiencing it. You do not need to travel to the USA to know that it is a country that places great emphasis on individual freedom or that Thanksgiving and Christmas are major festivals there. You do not need togo to Australia to know that sport is a big part of Aussie culture. This is information that you can find very easily in books, see in films or find out from the internet.

Having said that, I think that actually experiencing a culture is more rewarding, interesting and informative than simply reading about it or watching it in films. By experiencing it, we can challenge our preconceptions and whatever we have learnt secondhand. Clearly, many people agree with this point of view, as they travel to foreign countries at least partly in order to find out more about foreign cultures.

To summarise, I do not agree that it is necessary to go to a foreign place to learn about the culture there, but I do believe that such trips afford us a better opportunity to learn more about it.

316 words

It is better for people to be unemployed than to be employed doing jobs they do not enjoy. To what extent do you agree or disagree?

I completely agree with the idea that it is better for people to do jobs that they do not enjoy instead of being unemployed and will outline my reasons in this short essay.

First of all, what exactly do we mean when we say “doing jobs that they do not enjoy”? Enjoying your job is rarely a case of loving it 100% of the time or hating every moment of it. The ups and downs of a job are a normal experience. I enjoy my job, but I can think of other jobs that I might like more. That doesn't mean that I would be better off quitting my current job and being unemployed.

Being unemployed is far worse than being in a job you dislike, in my opinion, because byworking you are demonstrating worth, to yourself, to your family and to society. Future employers are far more impressed by someone who did a job they didn't like than with someone who had no job. By doing a job, you almost inevitably develop a work ethic.

For most people, the job they do is not the job they would like to do. However, it is a stepping stone to getting the job they want. For example, I meet lots of students who wantto be CEOs of top international companies. They usually fully understand that they need to work their way up the corporate ladder. Therefore, they are motivated to work hard, to study and develop their skills. Being unemployed would not help them at all.

To conclude, the advantages of doing a job that you do not enjoy far outweigh being unemployed, unless you are a genuine layabout and can find someone or something to fund your laziness.

290 words

Some people think that crime is a result of social problems and poverty whilst others think that it is due a person’s bad nature. Discuss both views and give your own opinion.

It is often suggested that solving social problems and reducing poverty will result in dramatic decreases in crime levels. Other people believe that crime will always be with us as it is an inseparable part of human nature.

When I was at university, I frequently heard people claim that people only turned to crime because they were victims of social problems and/or poor. I always found this a patronising argument. It claims that poor people automatically lose their moral compass. People who become homeless are simply forced by circumstances to turn to crime. It doesn't seem likely to me. My own experience is that poor people or those who have suffered as a result of social problems are generally honest, hard-working individuals.

The argument also ignores the very obvious point that many rich people commit crimes. Tax dodging is as much a crime as theft and many people would consider the non-payment of millions of dollars in tax to be a far worse crime than stealing a DVD player from a shop. Even worse, it is often the case that rich people commit crimes even though they have no need for the extra money they gain.

This leads me to believe that crime is more about human nature than poverty or social issues. Greed and the desire for large amounts of money to increase status seem to be more common motives than the need to eat or get shelter. Of course, social problems do account for certain crimes. It is well-known that drug addicts frequently need to steal in order to fund their habits. It may be worth dealing with the social problem rather than constantly punishing the victims of it.

The motives for committing crimes vary, but I strongly believe that a person's personalityand nature has more to do with them than their financial status, though some social problems may be involved.

346 words

In some countries, online shopping is replacing shopping in stores (shops). Do you think this is a positive or negative development?

In Britain and many other countries, there is trend towards shopping online instead of going shopping in shops, supermarkets and shopping centres. In general, I think that this is a positive development, though it can have some negative consequences.

For me, and for many other people, the advantages of online shopping are that it is often cheaper, it is easier to compare and it is frequently more convenient. It is usually cheaper because you can go to certain websites, such as Amazon, and find the same product offered by several sellers who are competing for your custom. Moreover, many online sellers do not have the extra rental overheads of large premises or additional staff. It is also easy to sit at home and compare the features of, say, mobile phones. Furthermore, when you order online, you don't have to go to the shop or arrange for (often costly) the transport of large items.

However, these advantages for individual shoppers can be overshadowed by the negative effects the rise of online shopping might have on communities. If people buy more thingsonline, then it is likely that they are buying less from shops in their area. In Britain, there has been a trend towards fewer small community shops, partly as a result of online shopping. This can lead to less of a community spirit and local unemployment. Having said that, there are examples of small shops that have found a niche online and expanded their revenue as a consequence.

To summarise, online shopping has several advantages over traditional shopping and I believe that it should therefore be viewed as generally positive. However, online shopping does not automatically mean the end of traditional shops and may even be an opportunity for more entrepreneurial shop owners, as it has for large supermarket chains, for instance.

302 words

Some parents believe that their young children are best cared for at a nursery whilstother parents believe that their children are best cared for by grandparents. Discussboth situations and give your own opinion.

It is now common not only for both parents to work, but for both parents to work several miles or more from the family home. This means that the parents need to consider child care and, in many situations, the choice is between a nursery and grandparents.

The main advantages of a nursery are that parents can generally expect their children to be cared for by experienced caregivers and that the children will spend more time with others their own age. In most countries, people employed in nurseries have undergone background checks and training. They are unlikely to have postgraduate degrees in child care, but this is not a necessity. Being around children their own age helps kids to develop social skills such as sharing and communicating with people other than their family members. A key problem is that child care is frequently expensive.

However, leaving children with grandparents can be beneficial as grandparents usually have a greater vested interest in their grandchildren than people working at nurseries. This is not to say that nursery workers are routinely negligent: only that grandparents generally have a greater bond with their grandchildren. Although most grandparents are happy to spend time with their grandchildren, I think that parents should bear in mind thattheir own parents might want to have some time for themselves.

To summarise, I think that, if parents can afford it (or if it is provided by the government), they should use nurseries, but I appreciate that this will not always be financially possible and that it is not always the best solution for every family.

266 words

Some people think that famous people's support for international aid organisations helps to draw attention to important problems. Others think that celebrities make the problems seem less important. Discuss both views and give your own opinion.

Band Aid, which raised money for famine relief in Ethiopia, was a landmark in that it showed the power of celebrities (in this case, musicians) to highlight an international issue and raise money for it. Since then, numerous famous people have associated themselves with particular international issues. Generally, I think that they achieve more good than bad when they do this.

In the modern world, we frequently use the media – and social media – in order to publicise international issues, increasing awareness of them and raising money for them. Of course, ordinary citizens can and do make use of these, but the fact is that celebrities can magnify support for a cause far more quickly and effectively. They can do this, for instance, because they are more likely to be interviewed on TV, or simply because they have more followers on Twitter and Facebook.

On the other hand, there is the possibility that the use of famous people to develop awareness of an international issue could 'cheapen' it. This may happen if the celebrity involved comes across as crass or self-serving. Bono, lead singer of the highly successful Irish band U2, seems to lend his name so many international issues that many people wonder whether he is publicising himself or the cause. Bob Geldof, who co-founded Band Aid, trod a fine line between being offensive and being straightforward when he famously used profanities to encourage people to donate. It worked for him, but could easily backfire.

To conclude, I think that famous people should beware of supporting too many international (or local or national) issues. The general public could tire of it or attribute selfish motives to the celebrities. However, the fact is that increased public familiarity with an issue usually has positive effects.

295 words

Some people think that a high salary is the most important thing when finding a job.Others think that the working atmosphere is more important. Discuss both points ofview and give your own opinion.

When people are looking for a job, they consider a variety of factors. Two of the most frequently mentioned are salary and the atmosphere at work. I think that, of these two factors, salary is the more important.

When a person attends a job interview, they usually get to experience something of the atmosphere at the company they may work at. However, they cannot really know what the atmosphere is like until they have worked there for a while, unless they already know someone working there who has given them the low down on what it is like. Therefore, although the 'feel' may be right to the applicant, they are unlikely to be able to make an informed decision based on the atmosphere. This is only really going to happen after a while.

On the other hand, the salary being offered provides applicants with something more definitive, even if the salary offered before or during an interview is given as a range. They can easily weigh this up against the salaries offered by other firms or organisations, something that is not so easily done with 'atmosphere'. Besides, a lot of people do consider salary to be the most important factor, because it is seen as an indication of their personal worth to the company. If a company doesn't show it values them by paying a lot of money, then perhaps they should work elsewhere.

Naturally, there are numerous other factors that people consider when choosing a job (location, company reputation) but from these two criteria – salary and atmosphere – I would choose salary unless I could be sure that the atmosphere was truly special.

275 words

Some people think that the increasing use of computers and mobile phones is havinga detrimental effect on young people's reading and writing skills. To what extent do you agree or disagree?

I have seen many studies suggesting that the increased use of mobiles and computers by young people has a negative effect on their reading and writing abilities. Although I have no expertise in this field, it seems likely to me that these studies are correct, though there may also be other contributing factors.

It is suggested that the propensity of young people to text and, in particular, to use short forms of words and phrases whilst texting, may be having a detrimental effect on their literacy. I certainly believe that it has a negative effect on their spelling, though admittedly English spelling has never been easy to master, even for native English speakers!

Another factor could be the repetitive use of a certain kind of language, involving an ever-increasing amount of 'street' language, a lot of which has entered mainstream language (and subsequently dismissed and replaced by those who speak 'street'). This means that young people are not using a such a variety of language in a range of social interactions.

Associated with this point is the fact that young people are not learning so much about reading and writing skills at school, at least in Britain. There has been a trend towards changing the English curriculum because it is not considered 'relevant' to young people. Moreover, the curriculum fails to teach many basic skills, such as spelling and how to write a variety of types of letters.

To conclude, I think that mobiles and computers probably do have a detrimental effect onyoung people's reading and writing skills, but that it is unlikely that this is the only factor contributing to the decline in these skills in recent years, at least in the UK.

285 words

Many older people are now competing with younger people for jobs in the work force.What are some of the problems caused by this and what are some solutions to the problems?

People of different generations have always competed with each other in the work force. However, there is a perception that, nowadays, the competition between the older and younger generations is greater, leading governments to introduce policies to reduce the negative effects of this competition.

One problem caused by this supposed increase in competition is that certain stereotypical views have come to the fore. Amongst them are the ideas that young people lack the experience necessary to do a variety of jobs and that older people are not healthy enough

to succeed in many occupations. Very often, these stereotypes fail to take into account major changes in the modern world. Many young people are interested in jobs involving new technologies. Here, they usually have more experience and better skills than most older workers, so intergenerational competition is not as great. The idea that older people are unhealthy ignores the obvious fact that people in most countries live longer, healthier lives than ever.

In fact, younger people are much more likely to have to compete with other younger people than older people for jobs. As pointed out above, people of different generations often seek different jobs. Often, companies force them to do so by requiring higher levelsof experience for positions. For example, a company hiring accountants might be happy to take on fresh graduates, but the post of senior accountant at that company is extremely unlikely to be given to one. Having said that, governments can help both younger and older people of working age get jobs. They can make it easier for people to set up their own businesses. This might help older people who have niche skills that are less in demand. It is a much better solution than forcing older workers to retire, sometimes to a life of relative poverty.

To conclude, I think that the idea of younger and older people being engaged in tough competition with each other for jobs is frequently an illusion. In situations where there is genuinely a lot of competition, it is generally the result of governments failing to provide the social opportunities for people to participate in the work force.

359 words

At many schools, only students who achieve high scores win prizes for their results. Some people think that students who improve the most should also win prizes. To what extent do you agree or disagree?

I completely agree with the suggestion that students who improve the most at school should get prizes in addition to those who get high scores in examinations.

In my opinion, only giving prizes to the students who perform best can dissuade other students who know that they are unlikely to achieve the best results. School children generally like to win prizes and knowing that there is only one way to win and that you are almost certainly without a chance of success can be emotionally damaging. Therefore,having other prizes that the highest scoring students are much lees likely to win is, I think, a good idea.

In addition, our schools should be places where hard work is rewarded. After all, one of the main aims of schools should be to instil students with a strong work ethic. Hence, I believe that it is a good idea to recognise the efforts of students who show the most noticeable improvement. I know from my own experience at school that the best students are often naturally very good at certain school subjects and frequently do not need to put much effort into their school work.

Finally, I think that it may not even be necessary to reward the students who score the highest marks as these students are generally rewarded in other ways. For example, the best secondary school children are probably going to be offered places at top universities,possibly with scholarships. Those who do well at university have an advantage when applying for jobs. Students who work hard but fail to get the best scores are often forgotten in comparison.

To summarise, I think that giving prizes to students who demonstrate impressive improvements at school should be rewarded just as much as those who get the highest scores – if not more!

202 words

Some people think that high school students should be given less homework and allowed to use the time to develop non-academic skills.Discuss both sides and give your own opinion.

In my opinion, giving high school students less homework, thereby allowing them to develop other, non-academic, skills is a great idea and I will outline my reasons below.

Some people think that students at secondary schools should be given (even more!) homework because it will help them to pass the various exams that they face when they are 18 and leave school, perhaps to continue with tertiary education. Given that a couple of marks can make the difference between a good university and a top one, this may seemperfectly reasonable. In some cases, I am sure that it is.

However, there are – at least in the majority of cases – strong arguments against this. First of all, we have the large number of students who are less interested in academic studies and more interested in developing other skills. These could range from playing sport to practical (and socially useful) skills such as carpentry, plumbing and car mechanics. Giving these students more homework about Tudor Britain is hardly going to have a great beneficial impact on their lives.

Then there are the students who want to continue their education but would benefit from having a wider range of skills. I know so many people of my age who, when they see someone with non-academic, practical, skills say that they wish they could do that. I’m one of them!

To summarise, it seems to me that the argument in favour of plenty of homework is predicated on the assumption that all secondary school students want to go to university and that a university education is the only way to make a successful life. Anyone who thinks that really needs to get acquainted with the reality of the modern world.

287 words

Nowadays modern technological developments allow tourists to visit remote places such as the polar regions. To what extent do you think the advantages of this outweigh the disadvantages?

Generally, I think that the advantages of having tourists visit remote parts of our planet outweigh the disadvantages, though I can see valid arguments on both sides.

Many people think that if tourists visit remote areas they are likely to upset delicate balances of nature and disturb pristine habitats or little-known tribal cultures. These are certainly possible outcomes and are key reasons why such tourism must be conducted with even greater responsibility than tourism to more developed and accessible areas. If tribal cultures are present, such as in the Amazon basin, tourists should only travel with expert guides who are familiar with the local people and their customs. They must defer to these guides on all culturally sensitive issues or not go at all. Whenever visiting remoteplaces, tourists must ensure that they leave the area without leaving rubbish behind. The sight of rubbish left by tourists in the Antarctic is a sad one.

On the other hand, I think that tourism often helps people to understand the world better. It educates and often leaves a lasting impression that can be influential in later life. At themoment, the number of tourists visiting remote areas is relatively small and this gives us the opportunity to develop the tourist industry in these places carefully and – where necessary – with some level of regulatory control that helps to ensure that any environmental damage is minimal and that cultural conflicts are minimalized. In other words, I am in favour of tourism to remote areas, but my first concern is not the tourists.

To conclude, I think that the benefits of tourism to remote areas are greater than the downsides, but we must be mindful of the potentially massive costs if it is not managed properly.

291 words

Most people who visit museums are tourists, not local people. Why is this and how could more local people be encouraged to visit museums?

I think that there are several reasons why local people tend not to visit museums in their localities as often as tourists and there are also a few ways in which they could be encouraged to visit more frequently.

One key reason that people don’t often visit their local museums is that they tend to thinkthat they can visit it at any time and then don’t do so. It may sound strange, but it’s true. People tend to take things in their neighbourhoods for granted. We can see this from the number of people who never go to their local museums but object strongly when it is faced with closure due to a lack of visitors. Another reason is that many museums don’t offer much in the way of variety. Do the museums change the exhibits at frequent intervals? Do they exhibit items from a variety of periods and places?

Once we understand why people don’t visit their local museums so often, we can come up with ideas to change the situation. Museums should make sure that they vary their exhibitions regularly, perhaps asking local people what they would like to see there. Another possibility that is often suggested is to have two-tier pricing (for locals and for tourists). However, I am not in favour of two-tier pricing in principle as it could easily lead to similar pricing schemes at restaurants and hotels, causing tourists to feel that they are being fleeced. I think that a better idea is to encourage locals to visit more often by offering low-priced annual passes, which tourists would not buy.

To summarise, I think that encouraging more local people to visit museums in their area is simply a matter of using a little imagination and making locals feel that their museums really have something to offer them.

304 words

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About the author

Mark Griffiths began teaching English in 1990 and has worked mainly in the CzechRepublic and China. He first qualified as an IELTS examiner in 2001 and has had several

IELTS books published in China with total sales exceeding 200,000 copies.

Some of his books, such as this one, are about the IELTS speaking and writing modules.Others are part of the English 101 Series – a range of books published in the first half of2013. Some of these books are specific to IELTS whereas others are of use to all people

studying English as a foreign language.

Mark can be found presenting or participating in the pub quiz at ‘The Orient’ near hishome in Ho Chi Minh City on Wednesday evenings.

http://www.smashwords.com/profile/view/markgriffiths(My Smashwords author page.)

https://www.facebook.com/ieltsbookmark(A page about my books.)

https://www.facebook.com/groups/610056515743734/(A group dedicated to current IELTS speaking and writing questions.)

https://www.facebook.com/pages/IELTS-Questions/654108384647546?ref=hl(A page for general questions about IELTS.)

How to order books using Paypal

If you have access to PayPal, you can order books directly from the author!Please contact me via my Facebook groups to do this.

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