Dubai Gold Sales

Dubai Gold Sales

The line graph shows estimated sales of gold in Dubai for 12 months in 2002 in millions of dirhams. There were two main seasons for gold sales.

The main season for sales is in the December to May period. Sales were consistently above 200 million dirhams per month, rising sharplyto a peak of 350 million dirhams in March. However, for the next four months, salesdeclined steadily, reaching an annual low of 120 million dirhams in July.

In August, there was a sudden increase. Sales almost doubled, rising from 120 million dirhams in July to 210 million dirhams in August. This was followed by a drop in September, back to the July figure.

From September to October, sales recovered, from 120 to 180 million. In October and November, sales remained steady, and there was a small increase in December to 190 million dirhams.

In conclusion, the main sales period is in the early part of the year, slumping in the summer, except for a sudden increase in Augus

IELTS Writing - Key Words & ExpressionsBy learning to use common phrases and set expressions, you can add variety and interest to your writing. You will also be able to write more quickly and effectively during exams, when time is limited.Of course, you won't need to use all of the expressions on the IELTS. Ideally, you should be comfortable using at least three or four expressions from each group below, so they come to mind easily during the IELTS. It is also helpful to have someone call them out so you can test your spelling. Unfortunately, students sometimes make spelling errors even in these commonly occurring expressions. Practice sufficiently so you don't lose points unnecessarily on something that's within your control.KEY WORDS for IELTS WRITING

Stating Your Opinion

In my opinion, According to me,

How to talk about visual aids page 1 F.D.

In my view, To me,

From my point of view, I think

It seems to me that I believe

From my perspective To my way of thinking

It appears that I suppose

I realize I understand

I imagine I feel

Giving Examples

For example, For instance,

such as In other words,

as like

that is namely

To illustrate To paraphrase

Comparing

Similar to As...as

in common also

Either...or In the same way,

Neither...nor At the same time

Just as resemble

Contrasting

However, But

On the contrary, On the other hand,

Differ from Nevertheless

Although Though

Otherwise Instead

Alternatively, Even though

Generalizing

Generally, Generally speaking,


Overall, On the whole,

In general, By and large,

It seems to me that I believe

All in all, Basically,

Essentially, As a rule,

All things considered For the most part

Expressing Certainty

Certainly, Undoubtedly,

Doubtless, No doubt,

Definitely, Of course,

Expressing Partial Agreement

More or less, To some extent,

Up to a point, Almost,

In a way, So to speak,

Showing cause

Due to Because

Because of Owing to

Showing effect

Therefore, As a result,

Consequently, For this reason,

Thus, So,

thereby Eventually,

Hence, The reason why

Marking time

First, Last

Second, Lastly,


Third, Then,

Firstly, First of all,

Secondly, Before

Thirdly, After

During While

To begin with At the same time

Simultaneously After this / that

Since Meanwhile

Afterwards Following this

When As soon as

Adding Information

Furthermore In addition

Also And

Moreover Similarly

Likewise As well as

Besides Too

Even What’s more

Expressing condition

If Whether

In case Unless

Provided that So that

Concluding

To summarize In conclusion

Lastly, Finally,

To conclude with, In short,

IELTS Writing - Academic Task 1 -Types of ChartsIn the IELTS Academic Task 1, you must be able to identify, understand and describe various types of graphic information. This is considered an important academic skill, because it shows you can intelligently and clearly interpret and describe data presented in charts, tables, graphs and diagrams. If you have written your answer very well, even someone who cannot see the graphic should be able to understand what happened.


5 STEPS TO MASTERING ACADEMIC TASK 1To prepare yourself to complete Task 1, follow the five steps below:1. Learn to recognize and identify different graphic forms, such as line graphs, bar charts, pie

charts, etc.

2. Know what key information, comparisons and trends to look out for.

3. Practice using the specific vocabulary required to describe those trends.

4. Learn how to follow a plan to start, complete and finish your answer. Use sample Task 1 questions, included on this website, to practice writing out a full response. At first, do not time yourself. Later, once you've got the hang of it, time yourself and make sure you finish in 20 minutes.

5. Know what NOT to include in your response.

By following the steps above, you will be prepared and confident, no matter what type of question appears in Task 1 of your actual IELTS exam.STEPS 1 & 2 – IDENTIFY TYPES OF CHARTS, LOOK FOR TRENDSBAR CHARTSA bar chart consists of rectangular bars arranged horizontally or vertically from the x or y axis.

The length of a bar shows the values it represents. The values are listed on one axis and each bar shows what is being measured on the other axis. Bar charts are useful for comparing data. In studying a bar chart, you may want to look for the following information: Which is the tallest bar? Which is the shortest bar? Have the bars changed over time? How? How do the bars compare to each other?


PIE CHARTA pie charts is a circular chart divided into sectors or pie slices. It presents information in segments of a circle or pie, which together add up to 100%. Here's an example:

Ask yourself: Which is the largest segment? Which is the smallest segment? How do the segments compare with each other?LINE GRAPHA line graph plots the changes in data over time:

Ask yourself: What is the highest level / point? What is the lowest level / point? Is there a point till when the trend was increasing or decreasing? When did the trend change?TABLESA table presents information in different categories, making it easy to compare.The sample table below shows the percentage of students who came to college on foot, by car, bicycle or public transportation, at Williams College in the year 2005-2006.Method of Student Travel to College by Percentage

Walking 12

Bicycle 20

Car 25

Public Transport 43

Look out for the following: What is the highest figure?


What is the lowest figure? What is second highest, etc.?STEP 3 – VOCABULARY OF TRENDSTo get high marks on the Academic Task 1, you must show the examiner that you know how to use a range of vocabulary to describe and interpret visual information. You must be able to use the appropriate verbs, nouns, adjectives and adverbs to provide precise descriptions.For a detailed list of essential vocabulary, check the section of this website on Vocabulary for Task 1.STEP 4 – WRITE YOUR ANSWER ACCORDING TO A PLANTo be able to complete Task 1 in 20 minutes or less, write your answer according to the following plan:1. Write one sentence to introduce the subject and graphic.

2. Write one or two sentences to show the relationship between the data or to comment on the main trend.

3. Write an in-depth description of the information given. Include details from the most important to the least important, depending on time.

4. Write one sentence to conclude your answer.

STEP 5 - WHAT NOT TO WRITEOnly describe the data. Don not give your interpretation of it. You are not being asked why you think the data in the chart is the way it is, so do not write about that.

IELTS Writing - Academic Task 1 -VocabularyThe following words and phrases will help you describe trends:

Nouns

a risean increasea surgea growtha peak

a fluctuationa variation

a period of stabilitya plateau

a falla decreasea declinea dip

Verbs to riseto increaseto surgeto growto peakto skyrocket

to fluctuate


to vary

to fallto decreaseto declineto dipto diveto plunge

Phrases

to show an upward trendto show a downward trendto hit the highest pointto hit the lowest pointto reach a peakto show some fluctuationto fluctuate wildlyto remain stableto remain staticto remain unchangedto stay constantto reach a plateauto level offto flatten outthe highestthe lowestthe second highestthe third highest

compared to compared withrelative to

Adverbs

sharplysuddenlyrapidlyabruptlydramaticallysignificantlysteadilyconsiderablymarkedlyslightlygentlygraduallywildly

Adjectives sharpsudden


rapidabruptdramaticsteepsignificantsteadyconsiderablemarkedslightgentlegradual

SAMPLE SENTENCES There was a substantial increase in the value of stocks on March 15th. House prices rose dramatically in July. The number of tourists visiting New York fell sharply in October. The percentage of students walking to school continued to rise gradually over the ten year

period from 2000-2010. There was a sharp increase in employee turnover after the strike. Interest in environmental issues has risen steadily over the last 10 years.MORE USEFUL WORDS AND PHRASES1. Percent – the word percent comes after a number

Examples:More than 25% of the students are from Brazil. More than 25 percent of the students come from Brazil.

2. Percentage - The word percentage comes after words like the, a, this and that. Often, it is preceded by an adjective.Examples:A small percentage of residents have lived in the building for more than 20 years. The percentage of students who live on campus has fallen sharply since the fire.

3. For numbers up to ten, write the numbers in words. For numbers over 10, you can write the numbers in numbers.Examples:Five percent of the employees were late this month.More than 50 percent of the students handed in their assignments late after the long weekend.

4. If the sentence starts with a number, always write it in words.Examples: Wrong: 25 students were from China.Right: Twenty-five students were from China.

GRAMMARTake note of the following prepositions which you will need to describe dates, numbers and comparisons:DatesIn December,In 2005,From 2001-2010,By 1998,Between 1965-1969NumbersIncrease of 25%Decreased by 10%Fell from 200 in July to 150 in AugustComparisonCompared toCompared withRelative to


Using a computer every day can have more negative than positive effects on children. Do you agree or disagree?Give reasons for your answer and include any relevant examples from your own knowledge or experience.Essay 1 – High Score – Band 8-9In today's modern world, computers are an essential part of everyday life. Around the globe, children often use computers from a very young age. Although it is important for children to participate in various well-balanced activities, in my opinion, children who use the computer daily are actually developing a critical skill for future success. The bases for my views are personal, academic, and professional.From a personal point of view, computers are an invaluable resource to help young people explore the world around them. For example, children who use Internet to satisfy their curiosity about diverse topics are already becoming independent learners. No child with a computer is ever bored! By starting early in their lives, children feel totally at ease around computers; they are also able to take advantage of the wide range of services computers provide.From an academic viewpoint, children have no choice but to master this technological invention. For instance, when I was in university, students brought their laptops to class to take notes, do research and exchange information. They wrote assignments, created presentations and developed databases. Children who build early confidence and experience in these abilities are at a distinct advantage over those who have not.From a professional perspective, the computer has found a permanent place in the workplace. Today, employers still pay to provide computer training to their employees. Tomorrow, corporations will expect prospective job applicants to already possess these critical job skills. Consequently, parents who encourage their child to use the computer for a reasonable period of time daily are in fact investing in the child's future career.In conclusion, there is no doubt that the computer as a technological tool is here to stay. The sooner children become computer-literate, the better for many aspects of their future lives.(299 words)

Successful sports professionals can earn a great deal more money than people in other important professions. Some people think this is fully justified while others think it is unfair. Discuss both these views and give your opinion.Give reasons for your answer and include any relevant examples from your own knowledge or experience.Write at least 250 words.The world of sports is a multimillion dollar industry. Around the globe, people flock to sporting events or watch their favourite teams faithfully each week on television. As a result, professional sports athletes receive huge salaries – well above, for example, those of doctors, lawyers, teachers or social workers. There is some debate about whether such outrageously high salaries are justified.On the one hand, sport is viewed as a professional career, in which the top players should rightly earn high salaries. Athletes train rigorously from an early age to become peak performers in their field. They face tremendous pressure in each and every game, match or competition. Their personal lives are compromised and they lose all privacy. At the same time, their strong achievements bring honour and attention, not only to themselves, but also to their teams, schools, cities or countries.On the other hand, various professions contribute to making our world run smoothly. Doctors put in at least ten years of grueling study and internship; their work saves lives. Teachers educate and inspire young people to be responsible citizens: their efforts produce the citizens of tomorrow. Social workers rescue individuals facing physical, mental and psychological challenges: their intervention creates safer societies.Yet, professionals in the fields above usually struggle to get by, despite their meaningful and critical contribution to the world.In my view, paying enormous salaries to sportspeople is unnecessary. We need to reconsider our social priorities and eliminate the great disparity in income received by diverse professionals. By doing so, we can build societies in which each one feels valued, appreciated and appropriately compensated for their own vocation or specialization.(273 words)

In some countries, young people are encouraged to work or travel for a year between finishing high school and starting university studies. Discuss the advantages and disadvantages for young people who decide to do this.Give reasons for your answer and include any relevant examples from your own knowledge or experience.Write at least 250 words.Taking a “gap year” off between high school and university has become a popular option among many young people. This time off provides a break after many years of formal study. Some students use this time to travel around the world, others volunteer and still others begin working. The idea behind each of these activities is to do something hands-on and refreshing, which enables young people to learn more about themselves and their place in the world around them.The benefits of taking a year off are plentiful. On a personal level, students who travel away from home develop their independence and self-confidence. On a cultural level, they learn about viewpoints, traditions and perspectives different from their own. Professionally, students get a taste of diverse workplaces, which might inspire a possible career interest. Intellectually, they examine their own beliefs and ideas in relation to those of others in a new environment. All these advantages combine to make a strong case for taking the one-year break.Nevertheless, there are also dangers involved in taking such a long break. Academically, the main drawback is that students can get sidetracked from their studies. A year is a long time and students could lose the good study habits and sense of discipline they had when they were in a formal academic structure. If they begin working, they could also be deluded into thinking that they’re making a lot of money. They could lose the benefit of college or university education and the chance to earn a higher income all their lives.In conclusion, whether to take a year-long break or not is an individual decision. Each young person should consider his or her motivations carefully and decide on what’s most desirable. Time is a precious resource and people of all ages, including young people, should treat it with respect.(305 words)

Universities should accept equal numbers of men and women in every subject.To what extent do you agree with this statement?You should write at least 250 words.Gender issues have been increasing in importance through the centuries. In almost every sphere of human activity, there has been a movement towards greater equality between men and women. Although I agree that universities should open their doors to all students alike, in my view, they need not set a fixed limit on the number of men and women they accept in each subject. The bases for my views are psychological and personal.Psychologically-speaking, men and women are simply different, though they have the same potential for greatness. For example, women tend to be more intuitive, sensitive to others and caring. This means they may feel drawn, on the basis of their personalities, to certain kinds of professions such as teaching, nursing, or psychology, even if all fields are open to them. In such a context, it is best for universities to choose the best applicants, regardless of gender.Personally, students need to discover their true calling. This is an individual matter and is not influenced by the universities reserving seats for men or women. For example, if the majority of women shy away from math or engineering, perhaps it has to do with their upbringing, which has influenced their interests. The universities will not be able to reverse this trend, though they should always look out for the most qualified candidates.In conclusion, equality cannot be forced upon people – not in the area of education, employment or family life. Equality is about having choices and those who prove themselves capable will qualify for university, regardless of gender. It is only right that universities reflect and respect these free and natural choices being exercised by their students.(277 words)

The rising levels of congestion and air pollution found in most of the world cities can be attributed directly to the rapidly increasing number of private cars in use. In order to reverse this decline in the quality of life in cities, attempts must be made to encourage people to use their cars less and public transport more. Discuss possible ways to encourage the use of public transport.To what extent do you agree with this statement?You should write at least 250 words.In a world of increasing environmental awareness improved public transport represents the way of the future. Although people do enjoy the convenience and privacy of traveling in their own private vehicles, in my opinion they may choose public transport if it fulfills certain conditions. These conditions fall into three broad categories: attitudinal, financial and logistical.From an attitudinal perspective, people must first be convinced of the benefits of public transportation. An educational or public relations campaign must be launched to sensitize those who might have disregarded this possibility before. People should be familiarized with the environmental, social and personal benefits for present and future generations. This is one step.


From a financial perspective, public transportation must be a clear and viable benefit to consumers. In other words, it must be more affordable than driving to work every day. For example, if people know that by using bus and subway, they can save enough money to take a free holiday each year, many more individuals would be persuaded to travel in this way. This is another critical step.From a logistical perspective, public transportation should be convenient for commuters. City planners and transport officials must ensure that frequent and reliable public transportation is available for each citizen. For people to make the habit of traveling by bus or subway, they must know that they will be able to get to various places on time. Transport vehicles must be well maintained, subway and bus drivers should be customer-oriented and service must be punctual and efficient. This is an additional important step.In conclusion, through a multi-pronged approach, it is possible to increase the use of public transportation. City officials and politicians can lead the way by utilizing these forms of transport themselves and bringing about change through personal example. Then, more citizens will follow suit and we may all hope to live in a cleaner, less polluted environment.(316 words)

Many people believe that women make better parents than men and that this is why they have a greater role in raising children in most societies. Others claim that men are just as good as women at parenting. Write an essay expressing your point of view. Give reasons for your answer.To what extent do you agree with this statement?You should write at least 250 words.A child is born to two parents – a man and a woman. Both sexes play a crucial role in raising the child. Although fathers can make excellent parents, in my opinion, mothers are in reality better parents based on their natural intuition and compassionate tendencies.Firstly,for a wide variety of socio-cultural reasons, women tend to have more intuitive intelligence than men. It is this intuition that enables the mother to know when her child needs her.In addition,women often know how to read non-verbal signals in human behavior, which can alert them to issues and problems in the child’s life. All of these “perceptive skills” play a major role in making the mother a close, responsible and responsive parent.Secondly, most mothers share a inimitable bond with their children. Perhaps this bond arises during the nine months of pregnancy; perhaps it is reinforced through the act of breastfeeding. Whatever the cause, there often appears to be a lifelong silver chord or psychic connection between mother and child. As a result, the mother is able to evaluate the child’s actions from the viewpoint of his/her intentions, and not just results. This empathy is priceless and cannot easily be replicated. Although fathers may form deep loving bonds with their children, they may not be able to match the depth of closeness shared by mother and child.In conclusion, although both parents are certainly capable of caring for the child, the mother often makes a better parent. Anyone who has experienced the unconditional acceptance of a mother’s love can bear witness to this reality.(260 words)

What factors are related to academic success in high school students?Write at least 250 words.High school is a critical time in the life of young people. On the one hand, teenagers are eager to enjoy their freedom and independence. On the other hand, they must be disciplined enough to keep their priorities straight. In my opinion, three social institutions impact high school students the most at this vulnerable time – the family, peer group and school.First, the family plays the central role by providing the backdrop in a young person’s life. A positive family environment provides love, support and encouragement for the student to do his/her best. Simultaneously, the family aims to instill discipline and ambition in the child. The influence and expectations of family members remain paramount at this time and throughout a young person's life.Second, as a child turns into a teenager, the peer group begins to play an increasingly important role in his/her life. The friendships one develops at this highly sensitive stage can affect ones attitude to studies, authority, society and the world. In the right company, young people can get involved in positive activities that support their academic performance. With the wrong crowd, teenagers could develop a host of unhealthy and dangerous habits which impact not only their grades but all aspects of their lives.Lastly, the school itself is a deciding factor in the student's academic success. A variety of elements determine how the students feel about school: the teachers, the staff, the facilities, the subjects, the text books, the method of instruction and more. All of these have a significant impact on the young person’s motivation to excel.In conclusion, high school success is the product of various influences. We are all fortunate that, aside from a few unfortunate exceptions, the majority of students worldwide aspire to do well and grow up to become active and healthy participants in the world around them.(309 words)

Foreign language instruction should begin in kindergarten. Discuss.Write at least 250 words.According to a famous saying, “The limits of my language are the limits of my world.” Indeed, the ability to speak several languages is considered one of the hallmarks of a cultured person. From this perspective, foreign language instruction should begin as early as possible in order to achieve near-native fluency. The reasons behind this approach are intellectual, social and professional.Intellectually, learning a foreign language at a young age enables children to develop their brain. At this age, children’s minds are like sponges and their capacities are limitless. They have less inhibition or biases against learning different subjects. They can learn one, two or three languages without confusion; it would only serve to expand their minds. Therefore, it is ideal to start teaching a foreign language in kindergarten.Socially, learning a foreign language enables the young child to enter a wider cultural world. By learning to speak, think and understand a different language, the child develops greater cross-cultural awareness. This critical ability enables the child to make friends with, identify with and empathize with others who speak the additional language.Professionally, by learning a foreign language in kindergarten, the child expands his/her future career horizons. In today’s increasingly globalized world, bilingual and multilingual individuals are in high demand. The child who achieves this fluency naturally and easily at a young age already has an edge over others in the job market.In summary, numerous benefits flow from teaching a foreign language from kindergarten. The child will most likely grow up to thank those who made such a learning experience possible.

Skills for the Listening Module Skills for the Reading Module Skills for the Writing Module Skills for the Speaking Module

The following study hints will help you in the weeks leading up to the IELTS.

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Become familiar with the test as early as possible. The skills being tested in the IELTS take a period of time to build up. Cramming is not an effective study technique for IELTS.

Use your study time efficiently. Study when you are fresh and, after you have planned a timetable, make sure that you keep to it. Set goals and ensure that you have adequate breaks. In the IELTS test, each of the four Band Modules — Listening, Reading, Writing and Speaking — carries the same weight. Study each skill carefully and spend more time on the skills in which you feel you are weak.

Be aware of the exact procedure for the test. Be very clear on the order of each section, its length and the specific question types. There are many resources available to help you practice these skills.

Having a study partner or a study group is an excellent idea. Other students may raise issues that you may not have considered.

Seek help from teachers, friends and native English speakers.

Countdown to the test

Days before the test This is not a time for intensive study. It is a time to review skills and your test technique. It is important to exercise, eat, rest and sleep well during the week in which you will take the test.

Leave nothing to chance. If you do not know how to get to the test centre, try going there at a similar time one or two weeks before the real test.

The night before the test You must have a good dinner and go to bed at your normal time — not too early and not too late, as you

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do not want to disrupt your sleep pattern if possible.

Have everything ready that you need to take with you to the test so you can simply pick it up in the morning, for example, the test registration form, passport, test number, pens, pencils, erasers, etc. A pen that runs dry or a pencil that breaks can take several minutes to replace. Check before the exam exactly what articles you need. Set your alarm clock the night before or arrange a wake-up call.

On the morning of the test

Eat a good breakfast. You will have several hours of concentration ahead of you and you will need food and drink in the morning. You may even want to bring more food or a snack with you, especially if your speaking test is at a later time that day. You cannot, however, take food or drink into the exam room. If possible, wear a watch in case you cannot see the clock in the exam room. It is essential that you keep track of time

Give yourself plenty of time to get to the test centre. You will be required to complete a registration form and to show your passport before you enter the examination room so you must arrive at the time specified by your test centre. If you are early, you could go for a walk. If you are late, you will not be allowed to enter. Avoid the added tension of having to rush.

During the test

Most students at the test will feel nervous. This is quite normal. In fact, it can actually be quite helpful in terms of motivation. It may make you alert and help you to focus. The aim is for you to try to perform at your optimum level.

In contrast, high levels of anxiety can affect a student's performance. However, much of this anxiety can be overcome by good preparation, familiarity with test details and a positive attitude.

The examination room should be suitable for testing, that is, the lighting, ventilation and temperature should be appropriate. If you are uncomfortable because of any of these factors or if there is some other problem, such as not being able to hear the recording of the Listening Module, make sure you ask the person in charge to do something about it. For example, you may ask to change seats.

Examination technique

By using good examination technique you could help to improve your overall score for the IELTS test.


Remember that every section is marked independently. Do not jeopardise your performance in one section just because you believe that you have done badly in another. Do not underestimate or try to predict your outcome. You may, in fact, have done better than you imagined.

Focus on what you know rather than on what you don't know while you are doing the test.

Ensure that you adhere to the times suggested as they usually correspond to the number of marks given for a particular question.

In the Listening and Reading Modules, it is a good Skills for the Listening Module

In the IELTS Listening Module, the recording is played once only. You must, therefore, use a number of strategies to help you listen closely. There are a few main skills you will need to do well in the IELTS Listening Module:

Understanding the instructions

Instructions are both written on the question paper and spoken on the tape. Read and listen to every word in the instructions very carefully. Ensure that you follow them exactly and answer in the correct way.

Previewing and predicting

An announcer will briefly outline:

the topic who is talking the situation.

Try to listen carefully as this will help you to preview the questions.

Before the recording begins for each section, you will be given up to 30 seconds to read and become familiar with the questions. Use this time efficiently so that you can prepare yourself to listen for the


information you need.

Here are some hints for previewing and prdicting:

Study the question carefully and try to predict what type of answer is required. For example, will it be a date, a name or maybe a number?

Check the differences between similar-looking pictures or diagrams. Look for minor details such as different numbers or omissions.

In addition to the 30 seconds before each section, you will also be given 30 seconds after each section to look over your answers. If you are satisfied with your answers in the section you have just finished, move on to the next section and use the full 60 seconds for previewing.

Listening for specific information

Use of previewing and predicting skills will help you listen for the specific information you need to answer the questions in the Listening Module. Listening for key words and common connective words often helps to signal the specific information that you need in order to answer the question. Make sure that, while you are actually writing your answers, you continue to listen to the information given in the recordings as there will not be a second opportunity to hear it.

Checking and rewriting

You are given about 30 seconds after each section to check your answers. Check that all your answers correspond with the given instructions.

Make sure that you have answered every question. Marks are not deducted for incorrect answers so, if you are unsure of a particular answer, you should guess by writing down what you think is the most likely answer.

Check that you have included only what is necessary in the answer.

At the end of the Listening Module, you are given about 10 minutes to transfer your answers from the question paper onto the answer sheet. Scan your answers to ensure that you have transferred them correctly so that the number on the question paper corresponds with the number on the answer sheet. Be especially careful when transferring answers from tables as sometimes the items are not linearly ordered.

Skills for the Reading Module

One of the main difficulties experienced by students doing the Reading Module is not having enough time to complete the test. It is, therefore, essential to read both efficiently and effectively.

There are a few main skills that you will need in order to do well in the IELTS Reading Module. It is


useful to use the following procedure for each text that is given.

Previewing (about 2 minutes for each passage)

(a) Study the passage by noting:

titles headings illustrations diagrams any print in bold type or italics.

(b) Study key parts of the passage by skimming. Read the first paragraph which often focuses on the main idea. The first sentence of each paragraph usually expresses the key points of the paragraph. Generally, the concluding paragraph provides a summary of the given passage. You may wish to highlight these with a pen.

Interpreting the instructions and questions (about 2 minutes)

Read each word in the instructions carefully and ensure that you understand exactly what is required and in what form. For example, the instructions may say, ‘Choose no more than three words from the passage for each answer'. In this situation, it would not be acceptable to write four or more words. Often students find the right answer but present it in the wrong form and, unfortunately, do not score any marks for that answer. Understanding what is required, therefore, is just as important as finding the right answer in the passage.

When you are looking at the questions, you need to recognise:

what type of question you have to answer (is it gap-filling, multiple choice, matching information, etc?)

whether or not the question requires a specific or general answer what form the answer should take (is it a number, date, reason, etc?)

Scanning the text for specific answers (about 1 minute per question)

Use your time wisely. Spend no longer than one minute on finding each answer. Only look in the given text, table, diagram or graph for the answer required. Locate key words in the question and find them, or synonyms for them, in the text. The sentences around these words are most likely to contain the answers you need.

If you are still unsure of the answer after you have spent approximately one minute on the question, make a sensible guess in the appropriate form. You may wish to mark the answers you are unsure of in some way so that, if you do have time at the end of the Reading Module, you can check these answers again.

Checking your answers (about 3 minutes)

After you have completed your answers for each section, you need to check them. Check that you have followed the instructions exactly. If you have time, return to the answers you marked because you were unsure and see if the answers you have given are the best ones.

Do not leave any answers blank as you do not lose marks for incorrect answers.

Helpful hints for the Practice Reading Module

There may be some words in the passage with which you are unfamiliar. Use


the strategies explained in the section, ‘Working out unfamiliar vocabulary' to help you work out the meanings of these words.

Be aware of the use of connective words. These will help you with the general meaning of the text. If you are unsure of any answers, check the table of common connective words.

Note if there is a glossary accompanying the passage. Follow the instructions carefully. A correct response will be marked wrong if it is

written in the wrong form.

Working out unfamiliar vocabulary

When reading a passage in the IELTS test, it is most likely that you will come across words with which you are unfamiliar. Be prepared for this. You may not need to understand the exact meaning of an unknown word, unless there is a question directly related to it.

If you do need to know the meaning of an unfamiliar word, don't panic. There are various strategies that you can use to work out the meaning of the unknown words.

Check the context

Are there any clues in the surrounding words or phrases? Look particularly at the words just before and just after the unfamiliar words.

Look for a definition

Sometimes the writers realise that the word is an uncommon one so they define, restate, explain or give an example of it. Words that signal meaning often include ‘is', ‘means', ‘refers to', ‘that is', ‘consists of'. For example, ‘Snoring is a noise generated by vibrations of the soft parts of the throat during sleep.' The word ‘is' signals a definition.

Remember, too, to check if there is a glossary.

Identify the word's place and purpose

Is it a noun, adjective, verb or adverb in the sentence? Are there any punctuation clues, for example, semicolons or question marks?

Look for connective words

They are often near the unknown words and will usually help to identify the general direction of the argument which will help to give some understanding of the unknown word.

Break the word down into syllables

Sometimes knowledge of common roots, affixes and possible similarity of words in your own language can help you to identify the meaning.

Treat the unknown word as an algebraic entity ‘X'

Observe the relationship of the unknown word,‘X', to other words and concepts with which you are more familiar. Often this is enough to answer questions that include‘X'.

Skills for the Writing Module

TASK ONE

In Task 1 of the Writing Module, you are given about 20 minutes to write a minimum of 150


words.You are asked to look at a diagram, table, graph or short piece of text and describe the information in your own words. There are three important steps you should follow: preparation, writing and editing. These steps will help you to write a coherent and well organised essay in the time given.

Preparation (about 2 minutes)

You need to spend 2-3 minutes working out exactly what you are going to do. You should pay attention to the following points:

Study the question carefully. Most Task 1 writing involves writing a report which describes some information given. You may wish to note the instructions with a high-lighting pen.

Think carefully about the topic. Outline some pertinent points. Ensure that your ideas are arranged logically.

Writing (about 15 minutes)

When writing a Task 1 report, include:

introductory sentence body paragraphs (1-3) concluding sentence (optional)

Introductory sentenceThe introductory sentence explains what you are describing, for example:‘The table compares the population growth and interstate migration in each Australian state for 12 months to the end of 1994.'‘The graph shows the growth of computers in Australia between 1975 and 1995.'‘The pie chart represents the proportion of gases contained in natural gas.'

Body paragraphs

When discussing the date presented in the task, identify significant trends and give examples that relate directly to the given information to support your statements. If you are explaining a process or an object and how it works, you need to group your information so that it follows a definite logical order.

Remember that the use of verbs expressed in the present passive voice is often appropriate when giving a description of a process or procedure, for example:

‘Coffee beans are pulped to remove their casing. They are then soaked in water, rinsed thoroughly and dried. After the beans are sorted, they are roasted in a kiln and blended. Next, they are packed and dispatched to shops and supermarkets.'

Concluding sentence (optional)

A simple concluding statement could include any of the following, where relevant:

significant comments a potential solution an overall summary of the ideas future implications.

Editing (about 2 minutes)


Make sure that you have followed the instructions carefully. Be sure that you have written what you intended and that no important ideas are missing.

In the last few minutes, check for obvious errors, such as spelling or grammatical errors.

TASK TWO

All too often students begin planning or even writing their answers in the IELTS Writing Module before they understand what is actually expected of them. Following the steps below will help you to plan a well-structured and coherent essay or report that addresses the given task.

Preparation

You may wish to spend about 5-7 minutes working out exactly what you are going to do. There are five steps to consider.

Study the question carefully. Most task statements or questions have a key instructional word or words telling you what to do. Note these words with a highlighting pen.

There are also key topic words which point to the most important parts of the question. Underline those words too. Ask yourself how the key words relate to the given instruction.

Think carefully about the topic. How do you feel about it? Establish a point of view and list some points for development. The answer normally takes

the form of a short essay. The word ‘essay' comes from an old French word essai which meant ‘to attempt or try out', or ‘to test'. In an IELTS Writing Module Task 2 answer, your purpose is to develop your point of view in a convincing way.

Decide which points will be written as topic sentences. Think about how they will develop into paragraphs.

Ensure that your points are arranged in a logical order.

Writing

When you are writing a Task 2 answer, a structure based on the following elements could be used (summarised in the flow chart opposite).

Introductory paragraph

The introduction of a Task 2 answer should begin with a general statement or idea of your own that takes into account the key topic words or their synonyms. The last sentence of the introduction should include a thesis statement which shows the point of view or direction that will be taken in the answer.

Body paragraphs

Body paragraphs each consist of several sentences that are arranged in a logical way to develop a main idea. You can expect to write about 2-4 body paragraphs for a Task 2 answer. Each of these contains an appropriate connective word to ensure a smooth transition between paragraphs. This connective is then put in a topic sentence which is the main point of the paragraph clearly stated in a sentence. Every sentence in the paragraph must be directly related to it. Try to develop every paragraph adequately. This may be done through the use of examples, explanations, detail, logical inference, cause and effect or making comparisons or contrasts. There are many different ways to organise your ideas for body paragraphs. Be confident of the ideas you choose.

The conclusion

A good conclusion serves several purposes:


It indicates the end of your essay. It gives your final thoughts and assessments on the essay subject. It weighs up the points in your essay and should strengthen your thesis statement. Do not simply repeat your opening paragraph. This appears too mechanical and superficial.

INTRODUCTION

General statement Thesis statement

BODY PARAGRAPH 1

Topic sentence including connective word First supporting sentence Second supporting sentence Third supporting sentence

BODY PARAGRAPH 2

BODY PARAGRAPH 3

FURTHER BODY PARAGRAPHS

CONCLUSION

Final assessment with concluding connective

Editing (about 3-5 minutes)

In the last few minutes, you should check for obvious errors, such as spelling or grammatical errors. Be sure you have written what you intended and that there are no important ideas missing.

Study the checklist for editing. It lists points to think about when checking your essay. Become familiar with the list so that you will know what to check for in the actual IELTS Writing Module.

Checklist for editing

1. — I have used accurate grammatical structures, for example, consistent verb tenses, subject-verb agreement, accurate word formation (especially of nouns, verb and adjectives) and appropriate use of ‘a' and ‘the' as well as prepositions.

2. — I have used a range of sentence structures.

3. — I have used appropriate vocabulary.


4. — I have used accurate spelling.

5. — I have stated the main idea for each paragraph in a topic sentence and all the points are related to this topic.

6. — I have used connective words effectively to link ideas so that the thoughts move logically and clearly from sentence to sentence and paragraph to paragraph.

7. — I have developed each paragraph adequately.

8. — I have supplied enough detailed information and sufficient examples or facts.

9. — I have developed a definite point of view.

10.— Every paragraph that I have written has definitely helped to address the task.

Skills for the Speaking Module

Before the test begins, the examiner will check your identification. For security reasons you will be asked to bring your passport or some other photographic identification. You will be asked to sign your name, which will be matched up with the photograph and signature on your IELTS application form.

The test will then be conducted in five phases, which we will now describe in turn.

Phase 1: Introduction

In Phase 1, the examiner will first introduce himself or herself and will invite you to do the same. You may be asked some general questions about your background, family, home or personal interests.

SKILL Greeting the interviewer and introducing yourself.

Phrases you could use:

‘Good afternoon. My name is (name) . ‘Hello. My name is (name) but most of my friends call me (shortened version of

name/nickname) .

Think about questions that the examiner might ask about the personal information you provided on the application form. With a partner, take turns interviewing each other with questions based on this information. Try to give full and comprehensive answers to each question.

Phase 2: Extended discourse

In phase 2, the interviewer will encourage you to speak for a longer period of time on a familiar topic. You may be asked to speak on topics related to your country, such as customs or lifestyle, and your personal involvement with these. The aim of Phase 2 is to show the interviewer that you can describe something, tell a story, give information or directions or express your opinion without relying on the interviewer to help you through the task.

The idea is for you to talk and give as much information as you can. Do not simply answer 'yes' or 'no'. Remember, the interview should be like a conversation. Do not memorise responses. If you appear to be reciting from memory, the examiner will interrupt and ask a different question.

Before you begin preparing for Phase 2, you may wish to make a list of topics related to your country, culture, lifestyle, personal interests, etc. Once you have completed such a list, form questions that relate to each of the skills for this phase. Think about possible questions that could be asked.


With a speaking partner, practise interviewing and being interviewed. Try to give full and comprehensive answers to each question.

SKILL Providing general factual information.

Questions you may be asked:

‘What are some important festivals in your country?' ‘What kind of climate does your country have?' ‘What are some of the main industries in your country?'

SKILL Expressing your opinions and attitudes.


What do you enjoy about the traditional music of your country? ‘What do you think are positive and negative aspects of your country's education system?' ‘Would you prefer to live in the city or in the countryside and why?

SKILL Describing a place, event or situation.


‘Could you describe the village/town/city in which you grew up'? ‘What happens during (cultural event, such as Chinese New Year/Christmas) in your

country'? ‘Could you tell me how you like to spend your leisure time?'

SKILL Comparing places, events or situations.


‘How is (city where candidate is studying) different from (candidate's home city)?’ ‘What is the difference between shopping in (city where candidate is studying) and shopping

in (candidate's home city)?’ ‘What do you like most about living in (country where candidate is studying)? How does that

compare with (candidate's home country)?’

SKILL You should be able to give directions and instructions.


‘Could you tell me, in detail, how you got from your home to the test centre this morning?’ ‘If I had to catch a train or bus in (candidate's home city) what would I do?’ ‘If I were to meet (an important older person) in your culture, how should I greet them to be

polite and show respect?’

SKILL You should be able to re-tell a story or a sequence of events.


‘What happens in (an important festival) in your country?’ ‘What is the most embarrassing thing that's ever happened to you?’ ‘What did you do when you were preparing to leave (candidate's home country) to come to

(country of study)?’

SKILL Explaining how or why something is done.



‘Why do people do what?’(referring to something just mentioned) ‘Could you tell me more about the procedure involved in (the topic under discussion)’ ‘How do people celebrate the New Year in (candidate's country)?’

Phase 3: Elicitation

In Phase 3, the interviewer wants to ascertain how competent you are at gaining information on a given topic.

You will be given a card. On this card will be written a brief outline of a particular situation. The card will state your role and the role of the interviewer. You need to ask questions to find out more information. The card will suggest things for you to ask but these are only given to you as a guide. Do not feel compelled to follow these suggestions if you have ideas of your own.

You are responsible for starting the conversation and, to some degree, developing and directing the flow of dialogue.

To prepare for Phase 3, select one of the exercises from the Practice work cards below. Practise asking questions with a partner.

Phase 4: Speculation and attitudes

In Phase 4, the interviewer will converse with you in greater depth on a particular topic. Topics that may be discussed include your plans for the immediate and long-term future and the impact that these may have on you and your family. Your opinion about, attitude towards and reasons for your particular future plans may also be discussed.

The interviewer may not understand or agree with some of your responses. You may be asked to expand or elaborate on some point that you have made, so be prepared for such a response. Being prepared, however, never means memorising set responses.

During Phase 4, the interviewer will allow the discussion to become more complex. He or she may refer to other comments you have previously made so you may have to defend your opinion or give a more detailed explanation of an idea you have already mentioned.

Before you begin preparing for Phase 4, you may wish to make a list of your future plans under the headings of academic, professional, personal and possible conse-quences of these plans. Also, make a list of topics that relate to your personal interests in life as well as a wider rangs of topics relating to your country, profession and specific area of study.

SKILL Discussing your future plans.


‘Tell me what you plan to do when you finish your undergraduate studies.’ ‘Have you thought about which university you would like to study at and why?’ ‘How did you come to choose (a chosen area of study)?’ ‘Would you ever like to have your own business? Why or why not?’

Here are some key phrases you could use:

In the futureI hope to I would like to

successfullycomplete

a foundation course.a master's degree.

In a few yearsI intend toI'm planning to

graduate fromstudy at

the University of Sydney.Astoria College.


In two yearswhat I have in mind is to

major in studyexplore the area of

Psychology.International Trade.Marketing.

Within three years

I imagine I willreceivecomplete

a BA.an MA.an MBA.a PhD.

SKILL Expressing your feelings, opinions and attitudes.


‘What are your thoughts about (controversial issue)?’ ‘How would you feel if (a controversial issue) were to happen in the next three or four years?’ ‘You seem to support (a controversial viewpoint). Why is this?’ ‘Have you ever had to choose between (X) and (Y)? How did you make this decision? How

did you feel as a result of your choice?’

SKILL Explaining why you made certain decisions in the past and giving reasons for your plans for the future.


‘How did you know that you wanted to become a (candidate's choice of profession)?’ ‘When did you decide to study overseas? What influenced you to make this decision?’ ‘Why have you decided to study (candidate's choice of study)? How will this help your future

career?’

SKILL Expressing agreement and disagreement.


‘I agree with you to a point on this matter, but could you expand on it a little more, please?’ ‘I'm not quite convinced by what you are saying. Could you develop your idea more for me,

please?’ ‘I'm sorry I don't quite understand what you are trying to say. Could you put it another way,

please?’

Phrases you could use when agreeing:

‘Well, of course ... Naturally ... I couldn't agree more ...’

Phrases you could use when disagreeing:

‘I'm sorry. I can't agree with you ... I don't really think so ...’ ‘That may be so but ... Unfortunately, I have a different point of view ...’

SKILL Discussing hypothetical situations and speculating on future events.


‘How do you think having a degree from an overseas university is going to help your job prospects when you return to (candidate's home country)?’

‘Do you think that the time spent studying in a foreign country is going to benefit you personally? If so, in what ways?’

‘How do you think your country benefits when students return from studying abroad?’

SKILL Following and responding to changes in tone and direction in the interview.



‘Do you have any regrets about choosing (candidate's choice of profession) or (candidate's choice of country in which to study)?’

‘If you could repeat the year of your life, what would you do differently?’ ‘What advice would you give other students planning on (studying overseas)?’

Phase 5: Conclusion

This is the final section of the assessment and will naturally follow on from Phase 4. The interviewer will let you know that the interview has come to an end, wish you good luck and say goodbye.

You can prepare yourself for this phase by becoming familiar with common expressions of leave-taking, noting them and practising responses to them.

SKILLS Noting that the interview is finishing and saying thank you (with a smile!).


‘Thank you very much.’ ‘Goodbye.’ ‘See you.’

Coping with the interview

There may be times in the interview when you may not understand what the examiner is saying because he or she may be speaking too softly or too quickly. Perhaps the examiner may be using words or phrases you do not know. At these times, do not be afraid to assert yourself. Ask the examiner to speak more loudly, more slowly or to use other words. Also, do not hesitate to ask the examiner to repeat his or her words at any time.


‘Could I ask you to speak more loudly please?’ ‘Sorry but I didn't catch that. Would you please repeat what you just said?’ ‘I'm not quite sure what you mean. Could you explain it to me?’

HOW TO TALK ABOUT A VISUAL AID

Choosing the right visual aid

A flow chart is a diagram showing the progress of material through the steps (étapes) of a manufacturing process (processus) or the succession of operations in a complex activity

A pie chart displays the size (taille) of each part as a percentage of a whole (un tout).

A (vertical or horizontal) bar chart is used to compare unlike (different) items


A line chart depicts changes over a period of time, showing data and trends

A table is a convenient way to show large amount of data (données, informations) in a small space

A diagram is a drawing showing arrangements and situations, such as networks (réseaux), distribution, fluctuation ...

Presenting a graph

Introduction Topic Circumstances

This graph shows ... the results of our products ... over 10 years.

The diagram outlines ... rates of economic growth ... between 1990 and 1996.

This table lists ... the top ten agencies ... in the industrial world.

This pie chart represents the company's turnover ... for this year in our sector.

This line chart depicts ... the changes in sales ... over the past year.

This chart breaks down (ventile) ... the sales of each salesman ... during the past ten weeks.

The four basic trends (tendances) are : upward movement : downward movement : no movement : change in direction : or


Indicating upward movement :

Verbs Nouns

Transitive Intransitive

(to) increase (to) increase (an) increase

(to) raise (to) rise (rose, risen) (a) raise (US), a rise (UK)

(to) push/put/step up (to) go/be up (an) upswing

(to) grow (a) growth

(to) extend, (to) expand (to) extend, (to) expand (an) extension, expansion

(to) progress (a) progression

(to) boom/soar/climb (a) boom

(to) jump, (to) skyrocket (a) jump

(to) reach a peak, (to) peak (a) peak

(to) reach an all-time high

Indicating downward movement :

Verbs Nouns


(to) decrease (to) decrease (a) decrease

(to) cut, (to) reduce (a) cut, (a) reduction

(to) fall (off) (fall, fell, fallen) (a) fall

(to) plunge, to plummet (a) plunge

(to) drop (off) (a) drop

(to) go down (a) downswing

(to) decline (a) decline

(to) collapse (a) collapse (dramatic fall)

(to) slump, (to) go bust (a) slump


(to) bottom out

Indicating no movement :

Verbs Nouns


(to) keep ... stable (to) remain stable

(to) hold ... constant (to) stay constant

(to) stabilize (to) stabilize stability

Indicating a change of direction : or ...

Verbs Nouns


(to) level off (to) level off/out, to flatten out (a) levelling-off

(to) stop falling/rising (a) change

(to) stand at (to) remain steady

(to) stop falling and start rising

(to) stop rising and start falling


Indicating the degree or the speed of change

Describing the elements of a graph

Look at the graph and write the appropriate letters in front of each definition :

: the horizontal axis ( or the x axis) : a solid line

: the vertical axis (or the y axis) : a broken line

: the scale : a dotted line

Analysing an example


The x axis of this graph shows the twelve months of the past year while our sales in millions of dollars appear on the y axis. It may be seen clearly that sales rose steadily in the first half of the year (from January to May) and reached their peak in June. Then they dropped off in July and levelled out in August. After rising sharply during September, they suffered a dramatic (spectaculaire) fall in October but then made a significant (sensible) recovery (redressement) in November. However, the year ended with a slight downturn.


DESCRIBING GRAPHS AND TRENDS (EXERCISES 1)NAME : FORM : DATE :

1.Match each sentence below with one of the following graphs

1. The investment level rose suddenly.2. The sales of our products fell slightly in the final quarter.3. The Research and Development budget has stabilized over the past few years.4. At the end of the first year, sales stood at 50 per cent of the present level.5. The price reached a peak before falling a little and then maintaining the same level.6. There has been a steady increase in costs over several years.7. The sudden collapse in share prices has surprised everyone.8. The value of the shares has shown a steady decline.

2. Look at the graph below, then complete the sentences.

1. The ............................................... compares three products : A, B and C.2. The ............. shows time over ten years while the ............. shows sales in number of units.3. As you can see, product A is represented by the ...............................................


4. The performance of Product B is shown by the ..............................................5. And a …………………………………. has been used to show the results of Product C.6. Clearly, ................................... is the most successful product ....................................7. Sales of Product B .......................... in recent years while sales of Product C ......................8. On the contrary, product A has shown a ..................................................


DESCRIBING GRAPHS AND TRENDS (EXERCISES 2)NAME : FORM : DATE :

3. Read the following text and draw the corresponding graph on the right.

The graph opposite covers the years 1976 to 1995. It shows that the number of television viewing hours rose steadily and steeply during that period in the US, starting at just under 5 hours a day to reach more than 7 hours in 1995. There was a slight increase in 1982 and sharper falls in 1986 and 1991. The next decrease, in 1994, is hardly (à peine) significant. Though we do not have the latest figures, it is unlikely that the trend will have reversed.

4. Comment on the graph below using and organising the following expressions :


Sales rose / went up /

increased / climbed ...

+ adverb (slowly / steadily /

rapidly / gradually ...)

Sales stood at ...

Sales peaked / peaked out

Sales levelled out / flattened out

Sales bottomed out

This was due to ...

This was the result of ...

This caused ...

This led to ...

Avoid repetitions !

Conclude by saying whether

this graph is typical or not;

Justify your answer.


IELTS Essay Topics 1 - GovernmentBe sure to check out our other sample IELTS essay topics, too:

Government (14 topics)

Modern Society (21 topics)

Technology (8 topics)

Employment (3 topics)

Environment (4 topics)

Education (17 topics)

Parents / Children (2 topics)

Gender Issues (2 topics) GOVERNMENT Should wealthy nations be required to share their wealth among poorer nations by providing such things as food and education? Or is it the responsibility of the governments of poorer nations to look after their citizens themselves?What should a government do for a country to become successful?Should money be spent on space exploration?Should rich countries forgive all debts for poor countries?Does foreign aid help donor countries more than the recipients?Should rich countries pay more for environmental damage?Most high level jobs are done by men. Should the government encourage a certain percentage of these jobs to be reserved for women?Should developing countries concentrate on improving industrial skills or should they promote education first?Safety standards are important when building people's homes. Who should be responsible for enforcing strict building codes - the government or the people who build the homes?Discuss the advantage and disadvantage of giving international aid to poor countries.Should criminals be punished with lengthy jail terms or re-educated and rehabilitated using community service programs for instance, before being reintroduced to society?In most countries disabled people are not catered for adequately, e.g. buildings are often inappropriately designed. Governments rely too heavily on charities and voluntary organizations to provide assistance and funding. What further measures could be taken to assist disabled people?In your opinion should government intervene in the rights of the individual with regard to family planning?The best way to reduce the number of traffic accidents is to make all young drivers complete a safe driving education course before being licensed to drive.

MODERN SOCIETY Nowadays doctors can become very rich. Maybe they should not focus on profitable activities such as plastic surgery or looking after rich patients and concentrate more on patients health, no matter how rich they are?Does travel help to promote understanding and communication between countries?In your opinion what factors contribute to a good movie?Are famous people treated unfairly by the media ? Should they be given more privacy, or is the price of their fame an invasion into their private lives?Is animal testing necessary?Some businesses now say that no one can smoke cigarettes in any of their offices. Some governments have banned smoking in all public places. Do you agree or disagree? Give reasons.To what extent is the use of animals in scientific research acceptable?Human beings do not need to eat meat in order to maintain good health because they can get all their food needs from meatless products and meatless substances. A vegetarian diet is as healthy as a diet containing meat. Argue for or against the opinion above.Forests are the lungs of the earth. Destruction of the world's forests amounts to death of the world we currently know. To what extent do you agree or disagree?Are our zoos cruel to wild animals? Discuss.Zoos are sometimes seen as necessary but not poor alternatives to a natural environment. Discuss some of the arguments for and/or against keeping animals in zoos.To what extent will migration from the developing world to the developed world become a social and political issue in the 21st century?In Britain, when someone gets old, they often go to live in a home with other old people where there are nurses to look after them. Sometimes the government has to pay for this care. Who should be responsible for our old people? Give reasons. The first car appeared on British roads in 1888. By the year 2000 there may be as many as 29 million vehicles on British roads. Alternative forms of transport should be encouraged and international laws introduced to control car ownership and use. What do you think?The best way to reduce the number of traffic accidents is to make all young drivers complete a safe driving education course before being licensed to drive.News editors decide what to broadcast on TV and what to print in newspapers. What factors do you think influence their decisions? Have we become used to bad news? Would it be better if more good news was reported?TV: could you be without it? Discuss.To what extent will migration from the developing world to the developed world become a social and political issue in the 21st century?The mass media, including TV, radio and newspapers, have great influence in shaping people's ideas. To what extent do you agree or disagree with this statement? Give reasons for your answer.Tourism is becoming increasingly important as a source of revenue to many countries but its disadvantages should not be overlooked. What are some of the problems of tourism?The mass media, including TV, radio and newspapers, have great influence in shaping people's ideas. To what extent do you agree or disagree this statement? Give reasons for your answer

TECHNOLOGY Does modern technology make life more convenient, or was life better when technology was simpler?Will modern technology, such as the internet ever replace the book or the written word as the main source of information?We are becoming increasingly dependent on computers. They are used in businesses, hospitals, crime detection and even to fly planes. What things will they be used for in future?.Is this dependence on computers a good thing or should we be more suspicious of their benefits?Use specific details and examples in your answer.

In what ways has information technology changed work and working practices in the past 10 years?Technology is making communication easier in today's world, but at the expense of personal contact as many people choose to work at home in front of a computer screen. What dangers are there for a society which depends on computer screens rather than face-to-face contact for its main means of communication?

Will the Internet bring people of the world closer together?The first car appeared on British roads in 1888. By the year 2000 there may be as many as 29 million vehicles on British roads. Alternative forms of transport should be encouraged and international laws introduced to control car ownership and use. What do you think?The mass media, including TV, radio and newspapers, have great influence in shaping people's ideas. To what extent do you agree or disagree this statement? Give reasons for your answer.

EMPLOYMENTShould retirement be compulsory at 65 years of age?


http://www.goodluckielts.com/sample-IELTS-essay-topics-8.html








Telecommuting' refers to workers doing their jobs from home for part of each week and communicating with their office using computer technology. Telecommuting is growing in many countries and is expected to be common for most office workers in the coming decades. How do you think society will be affected by the growth of telecommuting?In some countries the average worker is obliged to retire at the age of 50, while in others people can work until they are 65 or 70. Until what age do you think people should be encouraged to remain in paid employment? Give reasons for your answer.

ENVIRONMENT & ECOLOGYTo what extent should economic planning be influenced by the need of environmental conservation?Damage of the environment is an inevitable consequence of worldwide improvements in the standard of living. Discuss.The rising levels of congestion and air pollution found in most of the world cities can be attributed directly to the rapidly increasing number of private cars in use. In order to reverse this decline in the quality of life in cities, attempts must be made to encourage people to use their cars less and public transport more. Discuss possible ways to encourage the use of public transport.

The threat of nuclear weapons maintains world peace. Nuclear power provides cheap and clean energy. The benefits of nuclear technology far outweigh the disadvantages. Do you agree or disagree? Give reasons for your answer.

EDUCATIONEducation is the single most important factor in the development of a country. Do you agree?What are factors which are related to academic success in high-school students?Do the benefits of study abroad justify the difficulties? What advice would you offer to a prospective student?The idea of going overseas for university study is an exciting prospect for many people. But while it may offer some advantages, it is probably better to stay home because of the difficulties a student inevitably encounters living and studying in a different culture. To what extent do you agree or disagree this statement? Give reasons for your answer.Education is recognized as vital to the future of any society in today's world. Governments throughout the world should make education compulsory for all children between the ages of 5 and 15. To what extent do you agree or disagree with this statement?Foreign language instruction should begin in kindergarten. Discuss.Should sports classes be sacrificed in High School so students can concentrate on academic subjects?

To what extent should universities function as training grounds for employment?To what extent should university courses be geared to the economic needs of society?Should children be taught sex education in schools?Computers can translate all kinds of languages well. Do our children need to learn more languages in the future?Are zoos necessary for education?

PARENTS & CHILDRENChildren should never be educated at home by their parents. Do you agree or disagree?Children learn best by observing behavior of adults and copying it. To what extent do you agree or disagree with this statement?GENDER ISSUES - ESSAY TOPICSTo what extent has the traditional male role changed in the last 20 years?Many people believe that women make better parents than men and that this is why they have the greater role in raising children in most societies. Others claim that men are just as good as women at parenting Write an essay expressing your point of view. Give reasons for your answer.


Dubai Gold Sales

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