I often hear from students who are disappointed because their scores have only improved by half a band. For example: "I've been studying for 3 months but my score has only improved by 0.5".
My reply is always this: You should be happy! An improvement of half a band is great, and it shows that you are on the right track.
Remember: small, gradual improvements are signposts on the path to success!
If you want to make tangible progress every day, aim to do one of the following:
I could add more points, but I'm sure you get the idea. Just do one thing that feels like real progress every day. Imagine where you'll be after 100 days!
Here's a nice collocation: tangible progress e.g. I'm making tangible progress every day.
Tangible means real and definite, or something that you can touch.
This is the type of progress that we should be aiming for. So how can we make our IELTS preparation progress more tangible? What can you do each day that gives you a sense of real improvement?
Preparing for a test can become boring and repetitive. To keep things interesting, I recommend that you try something new from time to time.
I'm not suggesting that you should change your whole approach to the IELTS test. Just find ways to add variety to your study plan.
For example, you could
How do you intend to add variety to your study plan this year?
Here's a screenshot of an email that I received from a student called Pegah this week. I think it's interesting that Pegah says she studied alone, without a face-to-face teacher.
I recently rewrote my 'welcome' page to include my IELTS teaching 'mission', and creating materials for self-study was one of my key aims. If you're organised and motivated, you can study alone and get the IELTS scores you need!
Here's an interesting story. Look at the following email conversation that I had with a student called Ebenezer. It shows that asking for a re-mark is a good idea if you really believe that you deserved a better score.
13.10.19 - Ebenezer wrote:
Hi Simon, how are you doing... I wrote my test and got a 6 in writing. I’m quite surprised to be honest it’s even lower than my previous scores. I’m really tired to be honest. I even feel IELTS is biased based on my country Nigeria. I know a few colleagues that end up writing in another country and passing. I will ask for a remark and see. Because I am really really confident than my writing was so much better.
14.10.19 - My response:
Hi Ebenezer, I'm sorry to hear that the test is getting you down. I think you're right to ask for re-evaluation. Let me know how it goes! Best of luck, Simon
28.11.19 - Ebenezer wrote:
Hi Simon, I applied for the remark and result came out. My score was upgraded to a 7. I’m so so happy thank you so much.
Examples are important because they bring your answers to life*. They make your message clearer and your answers more real.
Look at the examples that I used in my 'difficult jobs' answers in Friday's speaking lesson. Without these examples, my answers would be boring and abstract.
*Look up the phrase "bring something to life". What does it mean?
Do not use the following phrases instead of "Firstly" when you are organising ideas in an essay:
These phrases do exist in English, but they are not the same as "Firstly".
In the same way, do not use these phrases instead of "Finally":
You don't need to learn different ways to say "Firstly" or "Finally". The examiner is not looking for 'difficult' organisational phrases. Spend your time learning topic vocabulary instead.
In the latest lesson on my member site I explain the importance of the overview (academic) and purpose statement (general) in writing task 1.
In the following short excerpt from the lesson, I highlight the differences between bands 5, 6 and 7 in terms of task achievement. I also mention bands 8 and 9.
Join me on the member site to see the full lesson!
Here's my answer to the task in yesterday's lesson: the method was fine, but the language can be improved.
The method is fine:
The student wrote the introduction in the way that I recommend: the first sentence introduces the topic, and the second sentence answers the question.
But there are some language problems (underlined below):
There are different views regarding on question that should children be punished to learn the discrepancy between wrong and right. From my perspective, some sorts of punishments as well as rewards are necessary to teach children, however, parents and teachers should apply soft and simple forms of punishment.
Here's my improved version:
People have different views with regard to the question of whether children should be punished in order to teach them the difference between right and wrong. In my opinion, simple or 'soft' punishments are a necessary tool for parents and teachers as they raise and educate children.
Note:
Sometimes people make 'mistakes' in their choice of vocabulary. For example, in English we say "the difference between right and wrong", not "the discrepancy between wrong and right". This is not a grammar mistake, it's a collocation mistake.
I often tell students that there are two things that we need to work on: 1) method i.e. exam techniques 2) improving your English language knowledge.
Let's look at an essay introduction (writing task 2) that a student wrote. The topic is: should children be punished?
There are different views regarding on question that should children be punished to learn the discrepancy between wrong and right. From my perspective, some sorts of punishments as well as rewards are necessary to teach children, however, parents and teachers should apply soft and simple forms of punishment.
Task:
Read the introduction above. What should this student work on: method or language? In other words, is there a problem with the way that the introduction is written, or with the language that it contains? I'll tell you what I think in tomorrow's lesson.
A proverb is a short saying like "There are two sides to every story" or "Many hands make light work". These sayings are nice for grandmothers who want to give advice, but they are not appropriate for academic writing! Click here to see some more proverbs - but don't learn them!
A cliché is an overused phrase like "in a nutshell" (which means "in summary" or "summed up briefly"). This website explains more about clichés and gives some more examples.
PS. Sorry for joking about grandmothers :)
As you prepare for the IELTS test, you might be concentrating on exam techniques and practice. But don't forget to keep working on your English!
If your English is at intermediate level, no secret tip or technique is suddenly going to take you to band 7 or higher. You'll need to spend time gradually improving your language skills.
In this lesson I asked for your views on a technique that some students and teachers are using: they use three verb tenses (past, present, future - PPF) to organise their speaking part 2 answers. In other words, they begin by answering in the past tense, then they move to the present and into the future.
Here's my view on this:
I'm not a fan of this PPF technique because it encourages you to go into the speaking test with a 'grammar mindset'. Your brain is focusing on verb tenses instead of more important things: the task, the bullet points, your ideas, and the vocabulary that you're going to use to express those ideas.
If there's one thing that I stand against as an English / IELTS teacher, it's the 'grammar mindset' and the idea that you can impress the examiner with 'complex structures'.
I'm a 'vocabulary mindset' teacher. I want my students to focus on the 'true content' of their answers, rather than grammar tricks.
Last Sunday I asked for your comments regarding the following question:
How can you improve your environment so that it accelerates your learning?
People shared lots of good ideas in the comments below the lesson. Here are a few of my own tips:
Here's a shorter answer: Surround yourself with as much English as you can, and take every opportunity to practise what you learn.
Yesterday I gave some advice about putting yourself in an English language environment. But how do you do that? How can you improve your environment so that it accelerates your learning?
Several people asked these questions in the comments below yesterday's lesson, so let's have a discussion: what do you think?
What's the fastest way to improve your English?
Well, in my opinion the answer is this: put yourself in the best possible English language environment.
Studying alone is a slow, hard journey. But if you can find a way to surround yourself with English speakers, or a community of English learners, you'll make faster progress and the journey won't seem so arduous.
If you're feeling stuck or isolated as you learn English and prepare for the IELTS test, perhaps you need to find an environment or community that can carry you forward.
Many students ask how long it will take to get from an intermediate level (maybe IELTS band 5) to an advanced level (band 7).
If you were learning to play the piano, would you expect to go from intermediate to advanced in a few weeks? Would you expect to find a special technique that suddenly makes you an advanced pianist? The answer is no. Most people know that they would need to work hard and practise every day to get to an advanced level on the piano.
In my opinion, learning a new language is a similar challenge. You should aim to make small, gradual improvements because it isn't realistic to expect sudden changes.
Yesterday I told you that my examiner friend and I advise students not to use the word 'plethora' in their essays. Why not? Well, for a plethora ;) of reasons:
I hope this convinces you to stop learning words like plethora. Just write "there are several reasons" or "there are two main reasons" and then focus on describing them. Leave the pompous language to politicians!
I spoke to an IELTS examiner friend the other day, and one of the things that he said was this:
"I keep seeing the word 'plethora' in essays, and it's driving me mad!"
But what's wrong with the word 'plethora'? Use the comments area below to let me know what you think, and I'll try to explain the problem tomorrow.
Many students write to me because they are worried about strange or difficult questions they have found (usually for writing task 2).
I think you need to remember that it's impossible to prepare for every topic or question that might appear in the exam. You will go mad if you try to do this!
The solution is to make sure you "know what you know". Focus on the common topics that appear regularly, not the strange topic that your friend found on a website.
Did you notice that my sample answer in Friday's speaking lesson was a story?
When telling stories, native speakers use lots of 'natural' linking words and phrases. Have a look at the following examples from my description:
Notice that I didn't use any of the typical linking words that people learn (Moreover, Furthermore etc.). Those lists of typical linking phrases won't help you to get a higher score. Try to practise 'natural' linking instead!
Look at the two short paragraphs below. Can you see the difference between them?
Paragraph 1
Every member of society should contribute to improving the environment. We all need to take responsibility for the environmental issues that face the planet. If each individual person plays his or her part, our world will remain habitable for future generations.
Paragraph 2
Every member of society should contribute to improving the environment. Small daily actions, like turning lights off or recycling paper, glass and plastics, can make a difference. I also try to play my part by walking or by taking public transport rather than driving.
Analysis
Paragraph 1 might look good in terms of the vocabulary that I used, but it doesn't really move forward. The three sentences basically say the same thing in different ways. It's all too general.
Paragraph 2 might seem simpler, but it's much better in terms of 'task response' and 'coherence' because the main idea is extended and we can see some progression. Can you see the movement from general to specific in this paragraph?
I've been checking students' essays this week, and one of the most noticeable problems has been this: most essays are too general, and so there's not enough development and progression of ideas.
When writing a paragraph, or when giving a longer answer in part 3 of the speaking test, try to use a general to specific approach. Start with a general idea, then explain it in more detail.
Note: Don't just explain the same general idea in a different way. Your answer needs to move forward.
A student reminded me about the following advice, and I think it's worth repeating:
When you read these lessons, you probably understand everything. But understanding is not enough to get you a high IELTS score. You need to be able to use what you have read.
Look again at the language in one of my sample answers. Maybe you understand it, but have you written it down? Would you be able to use it correctly in your own answers?
One of the main aims of this blog is to give people a method for tackling each aspect of the IELTS test.
I hear from many people who have been successful after following my advice, but I also hear from people who haven't passed yet. And when people are stuck on the same score, they sometimes think that "the method isn't working". But this is the wrong way to think.
Methods / exam techniques will only help you to get the score that reflects your current level of English. If your English level is 'beginner' or 'intermediate', no method will suddenly give you a band 7. Exam techniques don't increase your vocabulary knowledge or your grammatical accuracy.
Remember that we're working on 2 things here:
If you've been following my advice but you're stuck on the same score, don't change your method! Instead, work on point 2 above.
I've written about this several times before, but people still ask me for lists of phrases for any essay. For example, I received this question the other day:
"Please send me some common phrases that I will write in many essays."
If you've followed my lessons on this blog, you'll know that "any essay" phrases are not the secret to getting a high score in IELTS writing. In fact, I recommend that you work on the opposite: vocabulary for specific topics like education, family, work or the environment. You can use linking words/phrases in any essay, but these only help your coherence and cohesion, not your vocabulary score. So please forget the idea of "phrases for any essay", and focus instead on vocabulary for topics.
One of my IELTS examiner friends sent me a message the other day. Here’s a short version of what he said:
”Who is teaching candidates words like ‘plethora’, ‘myriad’ and ‘recapitulate’? These words stand out like a sore thumb.”
As I’ve said many times before, individual big words won’t impress the examiner. They’re more likely to have the opposite effect.
PS. The 25% discount on my writing course runs out in three days.
Many IELTS students become obsessed with 'linkers' - words or phrases that link ideas together in a paragraph e.g. firstly, secondly, furthermore, moreover. There is nothing wrong with using linkers, and they can certainly help you to write good paragraphs.
However, linkers become a problem when they are the only thing that students care about. Examiners care much more about the content between the linkers.
As an experiment, try writing a paragraph without linking words. Can you still make your paragraph coherent? Note: you probably don't use many linkers when you write in your own language!
As I've said before, there is no 'secret' way to improve your IELTS score. You just need to study hard and keep practising. However, if I had to give one piece of advice, it would be this: work on vocabulary.
If you use a wide range of vocabulary in the speaking and writing exams, you are more likely to get a high score. Vocabulary is also the key to finding the answers in the reading test and understanding the speakers in the listening test.
So, are you writing new words and phrases in a notebook every day? Do you read something in English every day? Do you use a dictionary? Do you use Google or Wikipedia to look up words and phrases? If you don't do these things, start now!
Regarding the advice that I gave yesterday (stop and smile), I just want to clarify that there are no marks for body language in the speaking test. The "stop and smile" idea is simply a way to show the examiner that you're ready for the next question in part 1 of the test.
So, smiling won't help your score, but it can help with the "flow" of questions and answers in part 1.