IELTS Simon

Students' questions: starting essays with 'nowadays'

Here's a question that I've been asked many times:

Is it ok to start an essay with 'nowadays'?

The quick answer is yes. There's nothing wrong with this word, and the examiner won't reduce your score if you use it.

But be careful. Not all topics can be introduced with the word 'nowadays'. This word is usually used by native speakers to compare the present with the past e.g. Fifty years ago, only the rich could afford international holidays, but nowadays foreign travel is relatively inexpensive.

My tip: While there's nothing wrong with the word 'nowadays' when it is used correctly, I think it's a bit of a beginner's way to start an essay. If your mind goes blank in the exam, go ahead and use it. Otherwise, I'm sure you can find another way to start your essay.

Students' questions: In this essay / This essay will...

Here's a question that someone asked in the 'comments' below a recent lesson:

I read a lot of essays on the Internet, and some of them have introductions that include the phrase "In this essay... will be explained" or "This essay will...". What do you think of phrases like this?

I have two answers to this question:

First, I never use those phrases in my own essays. They aren't wrong, but I think they are unnecessary and they can sound a little pretentious.

Second, maybe you should stop reading so many essays on the Internet! People who do that become confused by all the different essay styles and techniques, and they often pick up bad habits. I advise you to find one way of writing and practise it. You'll feel more confident and less confused.

IELTS Writing Task 1: about 'super cohesion'

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

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

IELTS Writing Task 2: follow the numbers!

If you've written a good plan, it should be relatively easy to write a good paragraph. Simply follow the numbers to write your five sentences.

For example, look at my 5-sentence plan in last week's lesson, then read my 5-sentence paragraph below. I've highlighted the key idea in each sentence.

Note: this is just one paragraph, not a full essay.

There are several reasons why I believe that schools should focus on teaching national literature and history. Firstly, children enjoy learning about where they live, and by studying the ideas, culture and history of their own countries they begin to develop a sense of identity. At the same time, this approach is likely to please parents, who studied the same books and historical events and can therefore help their children with school work. English children, for example, read Shakespeare and learn about the Battle of Hastings just as their parents did, and there is educational continuity across the generations. Finally, an emphasis on national literature and history gives educators a narrower teaching scope, making curriculum design an easier task.

IELTS Listening: preparing for multiple choice

Multiple choice sections are difficult because there's so much to read before you listen to the recording.

If you want to do well in the listening test, you need to use the breaks to prepare for the multiple choice sections as thoroughly (carefully and fully) as you can.

Here's an example of the kind of preparation that you could aim for:
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(Questions from Cambridge IELTS 7, test 3, section 4)

IELTS Reading: which books to use

If you want to do some realistic IELTS reading practice, the only books that I recommend are Cambridge IELTS books and the two 'Official Practice Materials' books.

Here are some problems that I've seen in other 'unofficial' books:

• Tests can be too easy or too difficult.
• Topics may be covered that would never appear in a real test. For example, a passage about the politics of a particular country would not be used in a real test.
• The answers in the passage might not be in order. In real tests, answers to most question types are almost always in order.
• Questions are badly written and confusing.

You can still use unofficial books for reading practice. Just don't expect the tests in them to be realistic.

IELTS Vocabulary: review of the week

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

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

IELTS Advice: the performance gap

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

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

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

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

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

IELTS Speaking Part 3: four-step answer

Let's try using all four of the steps that I recommended in last Friday's lesson. Here's another question from IELTS speaking part 3, with my answer below it.

Do you think it's ever worth hiring a professional photographer?

(Direct answer) Yes, for certain special occasions I definitely think it's best to pay a professional to take photos. (Explain) A professional photographer is likely to have a better camera and related equipment, and you would hope that the end result will be a set of stunning photographs. (Personal example) Thinking back to a wedding that I attended last summer, I remember that the photographer knew exactly what he was doing, and he took some great pictures of the bride, groom and guests. (Opposite or alternative) Without a paid professional, you would have to rely on a friend or family member to take photos, and I think this would be risky. I don't think you can trust an amateur when it's a once-in-a-lifetime event.

IELTS Writing Task 1: 'super cohesion'

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

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

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

..........

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

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

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

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

..........

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

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

IELTS Writing Task 2: 'different perspectives' paragraph

A nice alternative to the "firstly, secondly, finally" type of paragraph is to look at the question from different perspectives.

As an example, let's plan some ideas for paragraph 2 from this lesson.

1. Topic: reasons why children should read books and study historical events of their own countries
2. The child's perspective: young children like learning about where they live, it makes sense to them
3. The parent's perspective: they studied the same books and historical events, they can help their children, there is a sense of continuity across the generations, passing down knowledge
4. Example: reading Shakespeare or learning about the Battle of Hastings in English schools
5. The school's perspective: a consistent curriculum of topics, clear limits to teaching scope, easy to visit key locations on school trips

We now have a good plan for a 5-sentence paragraph. If you have time, have a go at writing it!

IELTS Listening: you'll hear paraphrasing

The 'keyword' idea is important in the listening test too. You won't always hear the exact words that you see in the questions. Listen carefully to make sure that you don't miss the paraphrasing.

Here are some examples of paraphrasing from the last four or five listening exercises here on the blog:

IELTS Reading: another keyword table

Here's a table of key vocabulary from the last five or six reading exercises here on the blog.

Remember: The aim of these tables is to highlight paraphrasing. The more you practise recognising paraphrasing, the better you'll get at the IELTS reading test.

IELTS Advice: the first rule of 'brainstorming'

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

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

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

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

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

IELTS Grammar / Vocabulary: correct the mistakes

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

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

IELTS Speaking Part 3: follow the steps (in your head)

When answering questions in part 3 of the speaking test, you should have three (or maybe four) steps that you follow.

Practise checking off these steps in your head as you answer:

1. Give a direct answer to the question
2. Explain with a reason or reasons
3. Give an example (e.g. a personal example)
4. Explain the opposite or an alternative (you don't always need this step)

For example, here's a question from a recent lesson:

Why do you think people like taking photos of themselves and others?

Here's my answer, following the first three steps above:

(Direct answer) I think the main reason why people take photos of themselves and their friends and family is to collect memories. (Explain) What I mean is that photos are like souvenirs that remind us of special moments in the past; people like looking back over their lives and seeing what they were doing or how young they looked at a particular time. (Example) My niece is a good example; she takes 'selfies' whenever she goes somewhere interesting, and she loves to look through them with her friends.

Task:
My answer is already long enough, but can you add the fourth step?

IELTS Writing Task 1: 'fast food' answer

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

(Source: Cambridge IELTS 12)

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

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

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

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

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

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

IELTS Writing Task 2: 'local vs foreign' essay plan

Some people believe that it is more important to teach children the literature and history of their own country, rather than the literature and history of other countries. To what extent do you agree or disagree?

Here's my 4-paragraph 'essay structure' plan:

1. Introduce the topic: teaching national vs global literature and history
   Answer the question: I agree that studying national books and events is the priority
2. Paragraph 2: explain why children should read books and study the key historical events of their own countries
3. Paragraph 3: explain why teaching the literature and history of other countries is unnecessary or less important
4. Conclusion: repeat / summarise the answer

Planning ideas for the main body:

We've planned our essay structure (above), but the plan isn't finished yet. We need to brainstorm ideas for paragraphs 2 and 3. Try spending three minutes brainstorming and writing notes for each paragraph. You can share your ideas in the 'comments' area below.

IELTS Listening: examples and tips video

Have you seen the free video lesson linked below? It contains example questions for the four parts of the listening test, with my tips for tackling each one.

Click here to see the video lesson

IELTS Reading: gap-fill summary

Read the following passage about animal migration.
(Source: National Geographic)

Large migrations are some of nature's greatest spectacles. Wildebeest and zebra chase the rains through the Mara ecosystem every year, monarch butterflies trace a path from Mexico to Canada and back, and tiny songbirds fly nonstop for days at a time. And now scientists are starting to figure out how they know where to go, and when.

Some of these animals, they’ve found, have their migration pathways written into their genes. A songbird hatched in a laboratory, having seen nothing of the natural world, still attempts to begin migration at the right time of year and in the right cardinal direction.

But large mammals like bighorn sheep and moose are a different story. Wildlife researchers have long suspected that they require experience to migrate effectively, that their annual journeys are the result of learning from one another, not of genetic inheritance. A new study, published Thursday in the journal Science, suggests that those hunches may be correct—some animals must learn how to migrate.

The existence of collective information and knowledge, that can be passed from older animals to younger ones, is a form of “culture,” researchers explain. And when animals learn as a result of social interaction and the transfer of this information, that’s a type of cultural exchange—as opposed to genetic.

Fill each gap in the summary below with ONE word from the passage.

Scientists believe that ______ are responsible for some animal migrations. Songbirds, for example, do not need to learn when and in which ______ to migrate. On the other hand, bighorn sheep appear to ______ migration habits from the herd. They, and other mammals, seem to have a ______ that is passed from one generation to the next through interaction and exchange of ______.

IELTS Vocabulary: the paraphrasing skill

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

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

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

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

IELTS Grammar: whether

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

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

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

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

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

IELTS Speaking Part 2: describe a photo

As I said in last Friday's lesson, the task below isn't really about a photograph. It's about whatever is in the photograph (e.g. an event).

Describe a photograph of you that you like. You should say

- where the photo was taken
- what you were doing when it was taken
- who took it
- and explain why you like the photo.

Let's imagine that we are going to describe a graduation photo - a photograph of you on the day of your university graduation ceremony.

See if you can include the following phrases in your description:

• graduation ceremony
• professional photographer
• traditional academic dress / outfit
• wore a gown / robe and cap / hood
• holding my certificate
• made myself and my family proud
• the culmination of several years of hard work
• achieved my dream
• a landmark, a key moment, a pivotal moment
• marks the end of a stage in my life
• reminds me of my university days
• brings back happy memories
• remember feeling elated, overjoyed

IELTS Writing Task 1: bar chart overview

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

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

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

IELTS Writing Task 2: 'local vs foreign' introduction

Instead of working on the two separate questions that I showed you in this lesson, I thought it would be easier to blend them together:

Some people believe that it is more important to teach children the literature and history of their own country, rather than the literature and history of other countries. To what extent do you agree or disagree?

Let's write a two-sentence introduction for the question above:

People have different opinions about whether schools should prioritise the teaching of national literature and history, instead of taking a more global view of these subjects. I tend to agree with the idea that children should study first and foremost the great books and historical events of their own countries.

IELTS Listening: multiple choice keywords

The "keyword" idea is relevant to the listening test as well as the reading test. For example, try the question below and tell me which keywords gave you the answers.

Question:

Which TWO things can make the job of kitchen assistant stressful?

A  They have to follow orders immediately
B  The kitchen gets very hot
C  They may not be able to take a break
D  They have to do overtime
E  The work is physically demanding

Part of the recording:

Now you may have heard that this can be a stressful job, and I have to say that can be true. You'll be working an eight-hour day for the first week, though you'll have the chance to do overtime after that as well if you want to. But however long the hours are, you'll get a break in the middle. What you will find is that you're on your feet all day long, lifting and carrying, so if you're not fit now you soon will be! You'll find you don't have much chance to take it easy - when someone tells you to do something, you need to do it straightaway - but at least we do have a very efficient air conditioning system compared with some kitchens.

(Source: Cambridge IELTS 12, test 5, section 2)

IELTS Reading: 'keyword technique' steps

I often talk about the "keyword technique" in my reading lessons. But the "keyword technique" isn't special; it's just a convenient name that I use. Here's what I mean when I use this name:

1. Read the first question and underline "keywords". These are the words that you think you will need to search for in the passage. They are the words that communicate the meaning of the question: normally nouns, verbs and adjectives.
2. Read the passage at normal speed from the beginning. Look out for the keywords from the question, or any words which have a similar meaning (look for synonyms and paraphrasing).
3. Underline the keywords that you find in the passage.
4. Read the sentences around those keywords carefully. You may need to read them several times.
5. Check back to the question, and compare it with the relevant part of the passage.
6. Decide on the answer.

Note: The main point of the "keyword technique" is that you have some specific words to look for in the passage. But remember: Locating the answer is just the first step. The second step is reading carefully, making sure you understand what you are reading, and comparing with the question.

To see me use the "keyword technique" in a quick video lesson, click here.

IELTS Grammar: opinion + conditional

Try this useful technique for IELTS writing and speaking:

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

Look at these examples:

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

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

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

Students' questions: where is the vocabulary?

The other day, someone asked me: "Where is the vocabulary in your ebook?"

Most of us are taught at school that vocabulary means lists of words. But the problem with learning a list of individual words is that you don't learn how to use any of them properly. If you learn from lists, you'll probably fall into the trap of translating word by word from your own language when you try to speak or write.

My ebook is full of vocabulary ideas, but they are presented within full sentences. In this way, you'll see how each vocabulary item is used properly and naturally. Let's move away from list learning! Instead, let's learn words in their "natural habitats": phrases and sentences!