Corcoran Simon Ielts Advice and Tips 2010 2018

Simon’s
Advice and Tips
2010-2018
Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 1

My name is Simon Corcoran. I'm an ex-IELTS examiner and I now run IELTS exam
preparation courses in Manchester, UK (I'm a native speaker of English).
The aim of this website is to provide good advice about the IELTS exam, and also to help you
improve your English language skills.
...
Some advice about how to use ielts-simon.com:
1. You can begin anywhere; there is no special lesson order.
2. I write a short lesson every day because I believe that daily practice is important.
3. Please use "comments" to communicate with me and with other students.
...
Every day I'll add another lesson:
 Monday: IELTS Reading (Academic)
 Tuesday: IELTS Listening
 Wednesday: IELTS Writing Task 2 (Academic)
 Thursday: IELTS Writing Task 1 (Academic)
 Friday: IELTS Speaking
 Saturday: Grammar / Advice
 Sunday: Grammar / Advice
...
...
Good luck with your studies. I hope this website helps!
Simon

Saturday, April 24, 2010
IELTS Advice: the "Firstly, Secondly, Finally" structure

I've had some great responses about the video lesson, but some students were surprised that you
can get a band 9 using "Firstly, Secondly, Finally".
Is the phrase "First and foremost" better than "Firstly"?
The answer is NO.
Using simple organising language like "Firstly, Secondly" makes you focus on the REAL CONTENT
of what you are writing - topic vocabulary, collocations, examples. This is what the examiner wants to
see.
Spend your time preparing ideas, opinions and examples for IELTS topics, not learning alternative
ways to write "Firstly".
Posted by Simon in IELTS Writing Task 2, Questions/Advice | Permalink | Comments (19)
Sunday, July 25, 2010
Some news from Simon

From September this year, I'm planning to teach IELTS classes from Monday to Friday here in
Manchester.
Students will be able to attend part-time courses of between 4 and 10 hours per week, with lessons in
the afternoon or early evening.
If you are serious about passing the IELTS exam and you live in Manchester, send me an email to
find out more.
Posted by Simon in Questions/Advice | Permalink | Comments (2)
Sunday, August 08, 2010
Is IELTS more difficult in the UK?

Several students have asked me whether it is easier to get a good IELTS score in other countries.
They think UK examiners are strict. Other students think that examiners in Liverpool might be less
strict than those in Manchester.
Of course, these rumours are not true. Firstly, your reading and listening papers are not marked by
examiners at the test centre. Secondly, examiners are trained in the same way wherever they work.
They follow a strict scoring system when assessing your writing and speaking. Finally, examiners are
individuals who work alone; they don't have time to discuss or compare scores.
One factor will help you in the IELTS exam: confidence. If you take the exam in your own country, you
will probably feel more confident. The exam isn't easier, it just feels easier.

Saturday, August 28, 2010
Students' Questions: tax on cars

Tomoko asked me to help with some advice about the following question:
The burning of oil for transport, especially in private cars, is wasteful and environmentally
irresponsible. Taxation on petrol and diesel fuel should be increased to very high levels to
discourage the use of private cars. To what extent do you agree or disagree with this
statement?
To answer this question, you first need to decide what your opinion is - do you agree that the use of
private cars is bad for the environment, and do you think that taxation is a good solution? To make it
easy, let’s say that we agree:
I'd write a paragraph about the problem of cars causing air pollution in cities. I'd say that it's wasteful
when people travel to work alone because their cars could carry 4 or 5 people. I'd talk about other
forms of transport that are more efficient and less damaging e.g. trains.
My second body paragraph would be about the positive effects that taxation could have: people
would be forced to use public transport, and the money from taxation could be used to improve
buses, trains, underground systems etc.
There are more ideas about transport and the environment in my ebook.
Sunday, September 05, 2010
IELTS Advice: don't get angry

Some students get angry with the IELTS exam. They disagree with the exam format, or they think
that examiners are too strict. They often want to suggest their own improvements.
I completely understand that such an important exam can be frustrating, and I agree that the IELTS
exam is not perfect. However, I also think that too much worrying is a waste of time.
Unfortunately, the exam is what it is. We have to accept that, and work hard to overcome the
difficulties. You will pass the exam if you apply yourself, follow advice, and study hard.
Sunday, October 17, 2010
IELTS Advice: there is no secret

Many students are waiting to find the 'secret' to the IELTS test. They try different books, websites,
teachers and even different test centres in their search for the answer. They spend a lot of time
worrying.

Other students just do an hour or two of hard work every day. They read newspapers and watch TV
or online videos, they keep a notebook for vocabulary, they gradually prepare themselves rather than
doing tests all the time, they do their homework, and they try to learn from their mistakes.
Which group are you in?
Students' Questions: how can I improve?

Students still ask me, "How can I improve my English for the IELTS exam?"
My answer is that I'm trying to help you by writing this blog. In my opinion, your English will gradually
improve if you do something useful every day. That's why I write this blog every day!
I'm not saying that this blog is the complete solution to IELTS (I think the best thing is to have a real
teacher). But if you want to do something every day to improve your English for the IELTS exam,
following a blog seems to be a good place to start.
Saturday, October 30, 2010
Students' Questions: 'climate' topic

A student asked me for some ideas about this question:
Some people prefer to live in hot climates, whereas others love the lifestyle in countries with
cold climates.
Discuss both views and explain which climate you prefer.
I looked at this question with one of my classes. We decided to write 2 main body paragraphs: one
about the benefits of hot climates, and one about the benefits of cold climates.

The photo above shows the paragraph that we wrote about the benefits of hot climates. I hope you
can read my writing! Click on the photo to make it bigger.
Sunday, November 07, 2010
IELTS Advice: 'moreover' doesn't get you a 7

When I was working as an examiner, I noticed that many students overuse'moreover', 'furthermore'
and 'in addition'. Some students seem to think that using these linking words will help them to get a 7.
This is wrong.
Don't overuse these words. Although they can be useful, you should not begin every sentence with
one of them. Use them occasionally.
Remember, all IELTS students learn linking words like 'moreover', so examiners are not impressed by
them. If you want to impress the examiner, you need to use good vocabulary related to the question
topic.
Note:
Don't forget to use the word 'and'. As a native speaker, I probably use 'and' much more than any
other linking word.

Saturday, November 13, 2010
Students' Questions: using words from your language

Yesterday's lesson was about describing a festival in your country. I received a good question about
this topic:
"When describing a festival, can we use words from another language?"
Maybe there is no English name for some special food you eat, or particular clothes that people wear.
In this situation I think it's fine to use a word from your language.
Just describe what the word means so that the examiner understands e.g. We eat a type of food
called (word in your language) which contains... This food is special because...
Sunday, December 12, 2010
IELTS Advice: looking for a 'nice' examiner

Kevin wrote a very interesting comment:
"I had a few lazy friends who tried different test centres in the hope of meeting a 'nice'
examiner, but they never did. You are the person holding the key to success, not others."
Kevin makes an excellent point: don't waste your time comparing test centres, looking for nice
examiners, or trying to find a 'magic' technique. Just do the hard work!
Sunday, January 23, 2011
IELTS Advice: long sentences

Many students seem to think that the following is true:
long sentences = complex = high score
This is not true. Long sentences are just short sentences that have been linked together. It's easy to
write a long sentence. It's also easy to write a long sentence which is full of mistakes!
You don't need to be Shakespeare to get a band 7 (or band 9)! You just need to write clear,
organised sentences which answer the question and contain some good vocabulary.
Saturday, February 05, 2011
IELTS Advice: did you notice?

There was a lot of useful grammar and vocabulary in this week's lessons. Did you notice it, or did you
just read the lessons quickly?

For example, did you notice:
1.which verb is used with the noun 'expectations'?
2.another way to say 'linked to'?
3.two uses of the word 'self'?
4.any new words or phrases e.g. 'the big pcture'?
Most people read things quickly and think that they understand. A few language students study
everything carefully and notice the little details that make the difference.
Sunday, February 06, 2011
Please share your exam questions

I've created a new page for sharing recent IELTS exam questions.
Until now, people have been sending me their questions by email or sharing them below different
lessons. I think it's better to put them all in one place.
Click here to go to the sharing page. Hopefully this will be useful.
Posted by Simon in Questions/Advice | Permalink
Sunday, March 06, 2011
IELTS Speaking: using the 1-minute preparation time

Martin asked a great question: "What's the best way to use the 1-minute preparation time in part 2 of
the speaking test?"
I must admit, I don't have a good answer to this question (yet). I'm going to try some different
approaches with my students this week - hopefully I'll find some answers.
If anyone has any suggestions, feel free to share them in the "comments" area. I'll share my ideas on
Friday.
Posted by Simon in IELTS Speaking, Questions/Advice | Permalink | Comments (19)
Saturday, March 12, 2011
IELTS Writing Advice: correcting yourself

Takuya wrote to me about an interesting cultural difference:
"In Japan, students are told to correct their work using an eraser. They are not allowed to insert words
or cross words out."
This is not true in the IELTS exam. You don't need to waste time using an eraser. Your writing needs
to be clear, but not perfect.

IELTS Advice: 'band 7 vocabulary'

As I've said before, good vocabulary is the key to a high score in IELTS writing and speaking.
Did you notice the band 7 vocabulary in yesterday's lesson?
 every form of transport apart from
 back then (= back when my grandparents were young)
 technology has moved on (= progressed)
 having said that (= however)
 not necessarily
 stuck in traffic
 hopefully we'll have cars that drive themselves
 getting around towns and cities (= travelling around)
The phrases above might not look difficult, but they are the kind of "natural" phrases that a native
speaker would use.
IELTS Advice: extra help

Several students have emailed me recently asking for extra help. Unfortunately, if you don't live in
Manchester, the only help I can give is through the lessons on this blog. I'm afraid it's impossible for
me to teach people by email or Skype.
When people ask for extra help, my usual advice is to find a teacher who can help you one-to-one.
Books or websites (like this one) can be a great source of advice and practice materials, but only a
teacher can give you personalised feedback.

If you find a 'private' teacher, I suggest you spend most of your lesson time either analysing your
essays (to see how you can improve them) or practising your answers for speaking questions.
IELTS Advice: don't ask the examiner questions

In yesterday's lesson I mentioned that you shouldn't ask the examiner questions like "Do you mean in
my country or here in England?" If there is a question about where you live, the examiner does not
care which country you talk about.
Some students try to involve the examiner in the conversation. For example:
Examiner: Do you like cooking?
Student: Not really, I prefer eating in restaurants. And you?
You should definitely not do this!
In fact, the only time that you might need to ask a question is if you don't hear what the examiner
said. Just say: "Sorry, can you repeat that please?"
IELTS Advice: questions about current events

Several people have asked me this question:
"Could there be questions about current events (e.g. the earthquake in Japan or the situation
in the Arab world) in the speaking or writing exam?"
My answer to this is "no, I don't think so".
Remember, you are not supposed to need any specific knowledge for the IELTS exam. I've never
seen any questions about current political events or specific news stories. The only time the examiner
may ask you about such events is ifyou mention them (maybe in part 3 of the speaking test).
Sunday, April 17, 2011
Students' Questions: describe a newspaper

A few people have asked me for advice about this IELTS speaking question:
Describe a newspaper or magazine that you like to read.
Here are some quick tips:
Newspaper
If you read a particular newspaper every day, choose that. Explain why you like that newspaper more

than others. Say what type of stories you usually read (politics, education, science, sport etc.) and
give an example of a recent article that you read. Explain why it's important for you to read the paper
e.g. to keep up-to-date with world events, or because you find it interesting or mentally stimulating.
Magazine
If you don't read a newspaper, tell the examiner that you read a magazine (even if you don't).
Choose/invent a magazine about one of your hobbies or interests. This allows you to talk about
something you know about. It might be a good idea to have a look at the magazines in your local
shop; choose one that interests you, buy it, and use it to prepare some ideas.
Students' Questions: do computers mark tests?

A few people have asked me this question:
Are reading and listening tests marked by a computer?
I've checked several official IELTS sources, and the answer seems to be "no". All 4 parts of the test
are marked by trained human examiners.
Sunday, May 01, 2011
Students' Questions
Many people write to me to ask for ideas about different IELTS topics. It's getting to the point where I
don't have time to write detailed answers to everyone's questions, so I need your help!
If you find a difficult IELTS question or topic, please do some research on the Internet before asking
me. With websites like Google and Wikipedia you can find ideas for almost any topic.
Also, please feel free to discuss topics and questions with other students in the "comments" area.
That would be a big help!
Saturday, May 07, 2011
IELTS Advice: the week before your exam

What are the best things to do in the last week before your exam? Here are some tips:
1. Nothing new
It's often best not to study anything new just before an exam. "Revision" means studying what you
have already studied to make sure that you know it well. The aim is to be confident about what
you do know, rather than worrying about what you don't know.
2. Common topics
It's always a good idea to look again at the most common topics for IELTS writing and speaking.

Make sure you have some ideas, opinions and vocabulary for topics like 'education', 'environment'
etc.
3. Test practice
If you have never done a full test (e.g. a full one-hour reading test) before, you might get a shock in
the real exam! Timing is a big problem, so practise a full test in strict exam conditions. Don't worry
about your score; just focus on finishing everything within the time limit.
Students' Questions: how examiners score writing

Here are some useful questions from John (with my answers below):
Do two examiners check our papers?
- No, only one examiner checks your writing papers.
How do they know our final band score? How do they compute it?
- You get 4 scores, and they calculate the average.
What are the criteria? What do these letters mean: TR, CC, LR, GRA?
- The letters are the 4 scores I mentioned: the 4 criteria that examiners use.
- Open the attachments linked below to see what these 4 criteria are.
Writing Band Descriptors Task 1
Writing Band Descriptors Task 2
Examiners use the terms below. What do they mean?
 under-length - less than 150 or 250 words
 no. of words - number of words
 penalty - points that the candidate will lose because of the word count
 off-topic - (some of) the essay is not related to the question
 memorised - seems to be written from memory
 illegible - not clear enough to read
Sunday, June 05, 2011
IELTS Advice: your 'learning situation'

Many people ask how long it will take them to get the score they need. The answer is that it depends
on several factors.
One of the most important factors is your 'learning situation'. This includes:

 the amount of time that you can use for study each day
 whether you have the opportunity to speak to native English speakers
 whether you have a teacher who checks your written work
Have a look at your own learning situation. How good is it? What can you do to make it better?
Posted by Simon in Questions/Advice | Permalink | Comments (7
Saturday, June 11, 2011
IELTS Advice: 'I know this already'

Language learners often think they know something (e.g. a word, phrase, grammar rule) because
they understand it or because they have studied it before. However, there is a huge difference
between understanding something and really knowing it.
'Really knowing' means being able to use the word, phrase or grammar rule.
For example, I'm sure you understood the paragraph I wrote on Wednesday. But does that mean that
you know it? Could you rewrite it, or at least use all of the vocabulary in it?
IELTS Advice: how to escape the worry cycle

One of the steps in yesterday's success cycle was "enjoy studying more".
To escape the worry cycle, try to find ways to enjoy learning English more. Maybe you could watch
more videos on ted.com or YouTube. Maybe you could read a book that you have already read in
your own language. If you don't find ways to make it interesting, you'll get bored, frustrated and even
more worried.
IELTS Advice: don't use these phrases

Do not use the following phrases instead of "Firstly" when you are organising ideas in an essay:
 At first
 Initially
 In the beginning
 At the beginning
 In the first place
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":
 At last
 At the end
 In the end
 In the last place
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.
IELTS Advice: 'less common vocabulary'

To get a band 7 or higher in IELTS writing task 2, you need to use less common vocabulary.
Here are some "less common" words and phrases from Wednesday's lesson:
 educational opportunities
 equal proportions of each gender
 simply unrealistic
 applications that the institution receives
 applicants of each gender
 tend to attract
 the practical concerns expressed above
 to base admission on
 select candidates
 according to their qualifications
 achieve good grades
 the best candidate for a place on a course
 it would be wrong to reject her in favour of
 fewer qualifications
 based on merit
 impractical
 a selection procedure
This list of vocabulary is the main reason why my essay would get a band 9.

Saturday, July 02, 2011
IELTS Advice: 'topic vocabulary' is the key!

As I've said before, the key to a high score in IELTS writing and speaking is to express relevant ideas
using good vocabulary.
Did you write down the following phrases from yesterday's lesson?
 interesting and engaging
 feel involved in the lesson
 something that is relevant to them
 the teacher delivers the content
 there's no substitute for a good teacher
 the guidance of a teacher
 tell you where you're going wrong
 become less common
 study independently
 using different technologies
 rather than sitting in a classroom
 following online courses
Notice that the phrases above are all relevant to the topic. I call this 'topic vocabulary'. They
are not linking phrases or phrases that you can use for any topic.
It's the topic vocabulary that gets you a high score.
IELTS Advice: do your own research

The Internet is an unbelievable resource for language learning. One way to use it is to do extra
research about IELTS topics.
This week, for example, I did a reading test with my students about performance in sport (Cambridge
IELTS 4, page 88). The passage contained several terms that my students didn't know, such as:
plyometrics
biomechanics
the Fosbury flop
These are very specific terms that you might never need again, but wouldn't it be interesting to find
out more about them? It might help your English as well as your general knowledge.

IELTS Advice: describe your favourite...

More advice about describing your favourite book, film or piece of music:
1.You can talk about any type of book (textbook, biography etc.). You only need to describe a
story if the question asks you to describe a 'novel'.
2.Many books are also films. It would be a good idea to prepare one description that you can
use for both.
3.Amazon.com is great for reviews of books, films and music. Just search for a title, then go
down the page to find the reviews.
4."Steal" the best vocabulary from the reviews that you find.
5.Use Google. I searched for "my favourite film is" on Google and found this 'My Favourite
Films' website. It's full of good ideas.
6.Try this Google search: "my favourite piece of music is"
7.You can describe a book, film or piece of music from your country.
8.You can invent a story if necessary, but it's easier to tell the truth.
9.If you don't like books, pretend that your favourite film is a book (and vice versa).
10. Remember to include adjectives to describe your feelings/opinions. Tell the story of when
you first read the book, saw the film or listened to the song, who recommended it, why you
like it etc.
NB. 'Piece of music' just means a song.
IELTS Advice: experts spend longer planning

The other day I read about some interesting research which compared physics professors and PhD
students (experts) with physics undergraduates (not experts). The professors, PhD students and
undergraduates were all given the same physics test.
Here's a summary of the research findings:
"Professors and PhDs were slower than undergraduates to begin to solve the problems. The experts
paused before they put pencil to paper. They spent a few minutes assessing the structure of the
problem and figuring out the best physics principle to use. The undergraduates, on the other hand,
jumped right into problem solving, which often got them in trouble."
(Click here to see the book this comes from)
Do you think IELTS candidates can learn anything from this?


IELTS Advice: planning

Here's what I thought when I read the research mentioned yesterday:
 The research is most relevant to the IELTS writing test, especially task 2.
 Students who rush to start writing often get into trouble: their essays lack organisation, and
they often forget to answer all parts of the question.
 Students who take some time to plan their essays often get higher scores. Their essays
contain more relevant ideas and better vocabulary.
So, try to be more like the professors and PhD students: spend some time thinking and making notes
before you start writing. Planning is the key to better writing.
IELTS Advice: the "four-hour essay"

One of my students was worried that it took her 4 hours to write a band 7 essay for homework.
In my opinion, spending 4 hours to write an essay is a good idea. This kind of hard work leads to
great results! The important thing is to be able to write your first band 7 essay. At first it might take
you 4 hours, but you will get faster with practice.
PS. The student I mentioned got a band 7 in her exam about 6 weeks later!
Students' Questions: Is band 9 possible?

Recently a few people have asked me whether it's possible to get a band 9 if English is not your first
language.
The answer is yes. Band 9 is not reserved for native English speakers. Remember, the IELTS exam
is primarily a test for people whose first language is not English. An educated native English
speaker should be capable of getting band 9 without too much difficulty. In fact, an English speaker
who writes/speaks well (e.g. a journalist) should be 'off the scale' (beyond band 9).
Note: I said band 9 was possible, I didn't say it was easy!
Students' Questions: more about band 9

As I said yesterday, it's possible to get a band 9, but it's certainly not easy. As an examiner I did give
band 9 scores to a few candidates.

Here are a few things I remember about those band 9 candidates:
 They had all been working in an English-speaking environment, and were therefore
surrounded by English every day.
 They had picked up the kind of 'natural' phrases that English speakers use. They
had not learnt 'big words' for the exam.
 They read newspapers and books in English - not as a way of learning the language, but as
part of everyday life.
 None of them had a 'perfect' English accent, but they spoke clearly and fluently, without
having to think about grammar or memorised vocabulary.
Let's be realistic: most people don't need a band 9. It's more useful to focus on band 7, which is more
achievable and still a very good score.
Saturday, September 03, 2011
My favourite comments from students

There are some really useful comments and questions below the lessons on this site. The other day,
someone asked me: "What's your favourite type of comment from students?"
The answer is simple: my favourite comments are those that relate directly to the lesson above them.
This tells me that the student has read the lesson and thought about it carefully.
Of course, you are welcome to ask other questions about IELTS, but comments that show an
engagement with the lessons are my favourite.
IELTS Advice: you can't prepare everything!

Many students write to me because they are worried about a strange or difficult question 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.
IELTS Writing: 5 sentence paragraphs

When writing main body paragraphs for IELTS writing task 2, try to aim for five sentences. For
example:
1.Topic sentence (e.g. There are several reasons why I believe...)
2.First reason
3.Example
4.Second reason
5.Third reason
Another example:
1.Topic sentence (e.g. Many people believe that...)
2.Explain why
3.Explain in more detail
4.Example
5.Explain why they disagree with the opposite view
Before you start writing it's a good idea to make some notes. Try to organise your notes according to
this 5-sentence paragraph structure.
IELTS Advice: keep a vocabulary notebook

As I've said before, you should keep a notebook to collect 'band 7' IELTS vocabulary. Here are some
of this week's key words and phrases for your notebook:
Listening:
the unemployment rate, the country as a whole, working hours, hire staff, job opportunities, expansion
of the workforce
Writing Task 2:
form of entertainment, vital public service, contribute to society, undervalued and underpaid,
enormous salaries, earn a fraction of the money, essential for our health and prosperity
Writing Task 1:
in terms of, emissions, fell considerably, the most dramatic decrease, was responsible for, an
increase was seen, saw an increase
IELTS Advice: teachers should demonstrate

We teachers sometimes spend too much time telling students about techniques, and not enough time
demonstrating how to put them into practice.
For example, I think that teachers should write (unprepared!) paragraphs and even full essays in front
of their students. This allows the students to follow their teacher's thought process as they produce a
piece of writing. It also allows the teacher to test the effectiveness of the techniques that he/she
normally advises.

IELTS Advice: model essays

Model essays can be extremely useful because they show you what you are aiming for, and they
contain good vocabulary and correct grammar. However, the model essays in some IELTS books
seem to confuse students because they are written in too many different ways (so the 'method' isn't
clear).
Although there is no 'right way' to write an essay, I think that you should find oneway and stick with it.
If you read a model essay that is written in a different way, don't worry! Use the essay for ideas and
vocabulary, but don't change your method. Maybe you could even rewrite the model essay
using your method.
IELTS vocabulary advice

I often say that understanding and memorising a word is not the same as being able to use a word.
This is the reason why learning lists of words isn't usually helpful. You need to learn words in context,
and be able to use them together to make coherent sentences.
Martin, an IELTS teacher, suggested these 4 steps for improving vocabulary:
1.Browse Simon's website thoroughly and look for good vocabulary.
2.Take note of "band 7 words and phrases".
3.Use a dictionary to see how each word or phrase is used in a sentence.
4.Practise by making your own sentences! This last one is crucial.
I agree with Martin. He often adds useful comments below lessons here on the site, so make sure
you check out his advice whenever you see his name!
IELTS Advice: your 'repertoire'

'Repertoire' is an interesting word. It is used by musicians to mean 'all of the songs or pieces of music
that they can play or that they perform'.
Instead of learning linking words or worrying about grammatical structures, it might be better to think
about your 'IELTS repertoire'. For example: What topics can you write or speak about with
confidence? What band 7 words and phrases are you confident about using?
A large repertoire of ideas, opinions, words and phrases for a wide range of topics is the sign of
someone who will probably get a high IELTS score.

IELTS Advice: big mistakes!
Here are some mistakes that can really affect your IELTS score:
1.Writing less than 150 or 250 words. My advice: count how many words you write, on average,
per line. If you write about 10 words per line, make sure that you write more than 25 lines
for writing task 2.
2.Not separating paragraphs. Your score will immediately drop if you don't separate
paragraphs clearly. My advice: leave a full line between paragraphs.
3.Not answering the question (writing and speaking). My advice: in the writing exam, keep
checking the question to make sure you are answering it fully. In the speaking exam,
answer the question directly, then explain your answer.
4.Not finishing the reading test. My advice: you must get to the end of the test paper. If you get
stuck on a difficult question, miss it out and return to it later.
5.Making spelling mistakes in the listening test. My advice: if you have a spelling problem, you
must keep a list of your mistakes and learn the correct spellings by heart. Test yourself
every day.
IELTS Advice: avoid proverbs and clichés

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 :)
IELTS Advice: notice your mistakes

Students often don't notice when a teacher corrects their mistakes.
Look at this example of a conversation between a teacher and a student:
Teacher: How long have you been living in Manchester?
Student: I came here before one month?
Teacher: One month ago?
Student: Yes, before one month.
The student doesn't notice that the teacher is correcting a mistake. In English we don't say "before
one month", we say "one month ago".

When a teacher repeats something that you said in a different way, you probably made a mistake.
Listen carefully, and try to notice mistakes and corrections.
IELTS Advice: band 9 essays

Some students (both in my classes and online) find it hard to believe that all of my essays are band 9.
They are under the impression that you need to use "difficult" language to get a high score. This is
how I respond:
 What is "difficult" language? Language is not mathematics; anyone can learn and understand
a word or phrase.
 The most difficult thing is using words together correctly and naturally. Small words like
articles and prepositions cause the most problems.
 If an essay has no grammar mistakes and a mix of long and short sentences, it's almost
certain that it will get band 9 for grammar.
 If ideas are explained and developed in a clear, logical way, you will get a high score for
coherence and cohesion.
 If you try to make your writing over-complicated, it will seem forced and unnatural.
Remember: if an essay is difficult to read, it's probably badly written. Good writing is surprisingly easy
to read, and the arguments are easy to follow.
Saturday, December 10, 2011
IELTS Advice: someone to check your work

I think it's important to practise every day if you want to improve your English and your IELTS score.
That's why I write something on this website every day.
However, you also need feedback. You need someone to check your work, point out your mistakes
and give you advice about how to improve.
Books and websites are great for advice, techniques and practice questions. But if I were you, I'd also
try to get some face-to-face help, maybe just once a week.
IELTS Vocabulary: 'phrases for any topic'

Many students have asked me to give them "a list of good phrases for any topic". In other words, they
want to find a shortcut to band 7.
Unfortunately, this list does not exist!

The only words or phrases that you can use for any topic are 'linking' words or phrases. These might
help you to organise your ideas, but they won't help your vocabulary score. The only way to get a
good vocabulary score is by using 'topic specific' words and phrases.
IELTS Vocabulary: 'topic specific' vocabulary

Yesterday I said that linking words don't help your vocabulary score, and that you need to use 'topic
specific' vocabulary if you want a high score.
But what is 'topic specific' vocabulary?
The answer is: vocabulary that you would probably only use for one particular essay question. For
example, I used this vocabulary in a lesson last week:
- impoverished or disadvantaged
- prioritise local charity
- those who live beyond our national borders
- curable diseases
- paying for vaccines that already exist
You might be able to adapt these phrases to a different topic, but it wouldn't be easy; they are quite
specific to the particular question in this lesson. However, these are the kind of words and phrases
that you need if you want to get a good vocabulary score.
Saturday, January 07, 2012
IELTS advice: simple and difficult

Many students are concerned that the language they use might be too 'simple', so they try to find
more 'difficult' words or phrases.
In my opinion, words and phrases are never 'difficult' in the way that mathematics can be. Anyone
can understand and learn a word or phrase. What is difficult about learning a language is building a
large repertoire of words and phrases that you can use flexibly to express a wide variety of ideas.
Examiners don't really think in terms of 'simple' and 'difficult'. They look for:
 range and variety of vocabulary
 detailed explanation of relevant ideas
 ability to put groups of words together correctly (e.g. collocation)
 accurate use of small words (e.g. articles) as well as big words
If you read yesterday's description of a garden and thought that it was 'simple', you've got the wrong
idea about what the examiner is looking for.

IELTS Advice: don't forget the simple stuff

One thing I noticed as an examiner is that many students forget to use simple words like "and" or
"but". At the same time, they overuse words like "moreover" and "furthermore".
Native speakers use "and" all the time (in both speech and writing). You can use "and" or "but" as
many times as you want; the examiner will not notice!
On the other hand, if you use "moreover" or "furthermore" more than once, the examiner will notice
straight away. These words do not get you a high score. In fact, in the speaking exam, they make
your English sound 'forced'.
IELTS Advice: where to find test practice

On Monday and Tuesday I linked to some practice materials from the official IELTS website, ielts.org.
This is the best place to start looking for official practice materials online because all of the example
questions there are 'real'.
ielts.org is a big website, and it's not easy to find the test samples, so here's a direct link to the page
you need: click here. Just go down the page until you see the PDF links.
Of course, the other sources of 'real' test practice are the Cambridge IELTS books.
IELTS Advice: 'real content'

Yesterday I made the point that 'real content' (topic-specific words and phrases) is much more
important than linking phrases. To see a good example of real content, look back to Wednesday's
lesson about main body paragraphs.
Here's some of the band 7-9 vocabulary that I used:
 a defined career path
 a great sense of satisfaction
 work towards (and gradually achieve) goals
 realise an ambition
 gain the relevant qualifications
 undertake years of training
 find their work rewarding
 invest time and effort

The above phrases came from just one paragraph! To be honest, the paragraphs I wrote on
Wednesday are beyond (better than) what an examiner would ever expect to read. So don't worry if
you can't write paragraphs like that; just try to learn something from them.
IELTS Advice: a useful question

Here's a useful question that a student asked me on the Facebook page:
Many students complain that they don’t get a high enough score in IELTS reading, and many
teachers respond that you need more practice. Dear Simon, could you describe how to practise for
reading correctly? I do practise with the Cambridge books and spend time reading newspapers, but
with no results.
Here's my answer:
Good question. First, testing yourself is not the best practice. You should test yourself from time to
time (e.g. once a week), but spend much more time studying rather than testing. 'Studying' means
that your aim is to learn something from what you read. For example, when reading newspaper
articles, you might learn a new word or phrase, or you might learn how to use a word correctly in a
new context. Don't forget to check things in a dictionary or by searching online, and write new
language in a notebook.
The Cambridge IELTS books are a great resource for studying (as well as testing). Try doing some
reading tests without a time limit. Allow yourself to use a dictionary to check words, and aim to get all
of the answers right. Analyse your mistakes carefully, and make keyword tables (click here to see a
good example).
Above all, remember that IELTS reading is a vocabulary test. Ask yourself what new vocabulary you
have learnt this week. Can you point to a page of your notebook and say "I've learnt these 10 or 20
new words and phrases this week"? If you can, you are improving.
IELTS Speaking Advice: tell stories

At the end of yesterday's lesson I mentioned that you could prepare some examples or stories to
make your descriptions more interesting (for speaking part 2, and maybe part 3).
When speaking in our own languages, we tell stories all the time. For example, you might tell a
member of your family about what happened at work today, or you might tell your friends about a film
you saw last night.
The ability to tell a story in English is a sign that you are becoming a proficient user of the language.
Test yourself: try telling a story in English now! Start with something easy, like "what I did yesterday".

Students' questions this week

As you might already know, I can no longer answer everyone's comments because I don't have
enough time. However, I do read them all, and I'll try to choose a few to answer every week.
Here are my answers to a few questions from this week:
1. In the reading test, is it a good idea to skim all of the questions before looking for the
answers?
No, I think you'll waste time if you do that, and you will probably forget most of the questions that you
skimmed. My advice is to start straight away with question 1 (unless it's a 'paragraphs' question - do
those last).
2. In the reading test, is it a good idea to read the first line of each paragraph before starting
the questions?
No, I would have a quick look at the title and maybe the first few lines of the whole passage (to see
what the topic is), then go straight to the questions.
3. Can I write everything in capital letters in the writing test?
When I trained as an examiner, we were told that students should not write in capitals in the writing
test. Somebody told me that this rule has changed, but personally I still think it's better not to write
essays in capital letters.
4. How can I improve my grammar and reduce the number of mistakes I make?
Learn from your mistakes! Every time you make a mistake, you have a learning opportunity. If you
analyse your mistakes and/or ask someone to explain what you did wrong, your grammar will
gradually improve. This kind of hard work is the only solution.
IELTS Advice: small, gradual improvements

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.

Students' questions
I'm afraid I don't have time to answer all of your comments individually. However, I do read them all,
and I choose a few to answer every week. Here are my answers to a few questions from this week:
1. For the writing task 1 introduction, can I copy words from the chart?
Yes, try not to use too many words from the question, but it's a good idea to take a few words from
the graph/chart itself. The labels on the chart can help you to paraphrase the question statement.
2. Is it ok to use "firstly, secondly, finally" in both main paragraphs?
It would be nicer to vary the way you organise or link your ideas in each main paragraph. However,
the ideas and vocabulary are more important than the linking words, so using "firstly, secondly,
finally" twice isn't a big problem.
3. I explained both sides for an "agree or disagree" question. Is that ok?
Yes, but I hope you made it clear in your introduction that you 'partly agree'. Have a look through my
writing lessons until you find something about 'strong opinions' and 'balanced opinions'.
4. Which is correct: "per household" or "per a household"?
After "per" we don't put the article, so "per household" is correct.
5. What score would I get if my average is 6.125?
Your score would be 6. You need at least 6.25 to get a 6.5.
6. Who writes the IELTS exam, and does it differ according to provider?
Click here for official information. The exam is written and marked in the same way wherever you take
it.
Students' questions
Here are some of the questions that people asked me this week.
1. For process diagrams, can we suggest ways of improving the process?
No, you should never include opinions or suggestions in your task 1 essay. Just describe what you
see.
2. Can I use "illustrates", "indicates" or "mentions" instead of "shows"?
I tell my students to use "shows", "illustrates", "compares" or "gives information about". You don't
need to learn any more ways. I wouldn't use "indicates" or "mentions" because they're not quite right
for the context.

3. If the examiner asks me where I come from, should I say where I live now (e.g. in the UK) or
should I talk about the country I was born in?
It doesn't matter. You can say either, or both!
4. In the speaking test, do examiners look at the notes we made for part 2?
No, your notes do not affect your score at all.
5. In the writing test, what is considered as 'memorised' language?
'Memorised language' usually refers to phrases or sentences that can be used for any topic e.g. "This
is a controversial issue nowadays, but every coin has two sides." These phrases don't help you to get
a good score; the key to a high score is what I call "real content". Click here to see what I mean by
this.
6. Isn't the phrase "different countries" strange? All countries are different, so it seems
absurd.
I see what you mean, but I can tell you that "different countries" is a normal and common phrase in
English. Languages are not always perfectly logical.
Note:
Please remember that I can't answer every question that students send me. I'm sorry if I missed
yours.
IELTS Advice: 'know what you know'

People often ask me what they should do in the final week before an exam.
My advice is that it's probably too late to learn anything new. It's best to review what you have already
studied and make sure you "know what you know".
Go through the topics and techniques that you have studied, and make sure that you have learnt from
any mistakes you have made. It's too late to worry about what you haven't studied; just focus on what
you have.
Students' questions
Here are some useful questions from this week:
1. What is the difference between "By contrast" and "In contrast"?
There is no difference. You can use either.

2. Can I use idioms like "pain in the neck" or "it was raining cats and dogs" in academic
speaking part 2 and 3?
It really depends on the context, and there are various types of idiom. Read this lesson for more
information. Note: I'd definitely avoid saying "it's raining cats and dogs" because no English speakers
really use this expression nowadays.
3. What percentage of the writing score is task 1?
Task 1 is worth one third of the score (33%).
4. What should I write in the conclusion if the question only asks me to discuss (it doesn't ask
for an opinion)?
Don't write an opinion. Just repeat / summarise the main points that you discussed.
5. Will I get a half point in the listening test if the answer is half correct?
No, there are no half points. The answer is either right or wrong.
6. Is "15th November" two words or three?
It's two words, or one word and a number.
7. Is it ok to write "T, F, NG" instead of "true, false, not given"?
Yes, it's acceptable, but I would write the full word because that's what the question tells you to do.
Students' questions
1. I've finished all of the Cambridge books. What should I do next?
My advice is to do them again! This time, don't use the books for testing. Study and analyse the
questions and answers carefully, use a dictionary to look up new vocabulary, try writing essays
without a time limit, and record yourself answering the speaking questions. There is so much that you
can learn from past exam papers.
2. Which is correct: 'sport' or 'sports'?
Both are correct. 'Sport' is uncountable and refers to all sports in general (e.g. I like sport). 'Sports' is
the countable noun and refers to more than one individual sport (e.g. I like team sports).
3. How would you define 'majority', 'few' and 'many' in percentages?
'Majority' normally means more than 50%. 'Few' and 'many' are normally used with numbers rather
than percentages: a small percentage of people could still refer to a large number of (many) people.
'Many' and 'few' are difficult to define because it depends on the context, but in general they refer to
large and small numbers respectively.
4. Is it correct to write "water is evaporated"?

Yes, you can write "water is evaporated by the sun", but I would probably just write "water
evaporates".
5. How many points should I mention in a task 2 essay?
There is no rule about how many points or ideas you need. It's possible to write a full paragraph about
just one idea, reason or argument. I tend to write between one and three ideas per paragraph. This
lesson explains how I do it.
Students' questions
1. If an IELTS candidate writes an essay that they remembered from a book, will it be
considered plagiarism?
It is unlikely that you will be able to use an exact essay from a book because IELTS questions are
always a bit different from questions that have been used before. I don't recommend memorising full
essays; it's much better to learn a few key ideas, and to make sure you have an opinion about the
most common IELTS topics.
2. Which is correct: "years old" or "year-olds"?
Both are correct, but they are used differently. We can say: "the children in the class are all 8 years
old" or "the children in the class are all 8-year-olds". It's important to note that "8-year-olds" is a noun
and can be used at the start of a sentence (e.g. "8-year-olds like playing games"), but you can't do
this with "8 years old" (you would need to write "children who are 8 years old like playing games").
3. How will I know if I'm using correct phrases and collocations?
The only way to be sure is to check in a dictionary or to use a search engine like Google. For
example, if you want to know whether we say "8 years old" or "8-year-olds" try googling them (with
the speech marks); you will find good examples of each phrase.
PS. Yes, "google" has become a verb!
Students' questions
Here are some questions that students have asked recently, with my answers:
1. Can we get a higher score by using punctuation like semicolons?
My advice is that it's best not to focus on 'special' punctuation or grammar. You should be thinking
about expressing good ideas to answer the question, rather than thinking about how you can use a
complex structure. Of course you can use semicolons if they fit the context, but they are not
something that you should be trying to use on purpose.

2. Is it wrong to write "Some people believe..." and "In contrast, others think..." for "agree or
disagree" questions?
The simple answer is yes. "Agree or disagree" questions are asking for youropinion, not the opinions
of other people. Have a look through my lessons to see examples of this type of essay.
3. If I miss the conclusion for task 2, will I lose points?
If you have already written 250 words, missing the conclusion will not affect your score. It's nice to
have a conclusion, but it only repeats or summarises your ideas. The main body paragraphs are
much more important.
4. Do we lose marks for writing too much?
No, you can write as many words as you want.
5. If I write "true" instead of "yes", will it be marked wrong?
I'm not 100% sure about this. Examiners are only trained to mark the writing and speaking tests, so I
don't have any inside information about how they mark the reading and listening tests. I'll try to
contact Cambridge to ask. For now, my advice is to check the instruction carefully and write what it
tells you to write.
IELTS Advice: what's your technique?

One problem for students is that different teachers, books and websites teach different techniques.
Students get confused.
My advice is to stop looking for the magic technique; it doesn't exist. There is no best book or
website, and there are many different ways to write a good essay.
You just need one way, one technique that you like.
If you look at my lessons, you will see that I have "my technique" for each part of the exam (feel free
to use my techniques if you like them). For example, I always write introductions in the same way,
and I always start paragraphs with a topic sentence.
Because of the time limit in the exam, you NEED to know what you're going to do. You need to
practise ONE way of working. Don't get confused by having too many options.
IELTS Advice: using Amazon

The Amazon website is a great place to read descriptions and reviews of books, films and many other
products. Here are a few reasons why this might be useful:

 for general reading practice
 to get ideas for IELTS speaking topics (e.g. describe you favourite book)
 to see how native English speakers express their opinions
 to get ideas for IELTS writing topics
To give you an example, I'll use a book description from Amazon for tomorrow's reading lesson, and
for Wednesday's writing lesson.
IELTS General Training

There are 2 differences between the academic and general IELTS tests:
1.writing task 1 is completely different
2.the reading test is a bit different
Up to now I've only focused on the academic IELTS test here on the blog. However, people often ask
me questions about the general test, so I've decided to start doing the occasional GT lesson (maybe
once a week on Saturday or Sunday).
I'll do my first general training lesson about writing task 1 next weekend. Feel free to suggest topics!
Students' questions
Here are my answers to a few questions that people have asked this week. Sorry if I couldn't answer
every question; it's been a busy week!
1. Are "first of all" and "at the first stage" better than "firstly"?
It won't make any difference to your score if you use "first of all" instead of "firstly" in your task 2
essay. "At the first stage" is completely different; only use that when describing a process in writing
task 1.
2. Why was the examiner writing notes during my speaking test?
Don't worry about what the examiner was doing. Examiners often take notes, and it doesn't mean
anything bad.
3. What structure should I use if I disagree with both views in a "discuss both views and give
your opinion" essay?
Just state your opinion (that you disagree with both views) in the introduction and conclusion, and
discuss both views in the main body paragraphs. The question doesn't tell you that you
must support one of the views, but it does tell you to discuss both.

4. Can I write both a summary and a conclusion for writing task 1?
You can, but it's really a waste of time because you will probably repeat yourself. Forget the idea of a
'conclusion' for task 1, and simply write an overall summary. Put your summary either straight after
the introduction or at the end of the essay; I prefer to put it after the introduction, but it makes no
difference to your score.
5. If my speaking part 2 topic is "describe a memorable event", is it ok to describe a sad
event?
Yes, that would be fine.
IELTS Advice: you don't need to be 'original'

Students often ask me questions like: Can I use "ascend" instead of "increase"? Can I write "the
graph portrays" instead of "the graph shows"?
My answer to the above questions is no. If you write "ascend" or "portray" in writing task 1, it will
seem strange to the examiner. Those words are not appropriate for a graph or chart description.
Remember: the aim of the IELTS test is not to find 'original' writers; it is to see whether you can
express your ideas clearly, accurately, and in a certain amount of detail. These are the skills that you
need for university or work. Leave the 'original' writing to novelists!
IELTS Advice: what do the best students do?

Yesterday I was chatting to a really experienced high school teacher. I asked for his opinion on what
makes an excellent student or learner. This is what he said:
"It's not really about what students do inside the classroom. The best students are always the ones
that do the most outside the classroom: for example, the ones that go online after a lesson to search
for more information, or to look for different ways to understand a topic or solve a problem."
The good news is that if you're reading this blog post, you're already one of these students. You're on
the right track!
Students' questions
Please remember that I can't answer every question in the comments area below lessons. Here are a
few questions that people asked recently:

1) Which is correct: "we students are having a party" or "us students are having a party"?
"We students" is correct because it's the subject of the verb. If you delete the word "students", the
sentence doesn't make sense if you say "us are having". Note: you might hear native speakers saying
"us students", but this would be in very informal contexts.
2) Is it a good idea to write "It is disagreed that" or "It is believed that" to make task 2 essays
seem more academic?
Be careful. If you write "it is believed", you are saying "people generally believe". Therefore, it
does not tell the examiner what your opinion is. If the question asks for your opinion, do not use
these phrases to express it. You need to write "I disagree" or "I believe".
3) What is the difference between "in + year" and "by + year"?
When you write "in 2007", you are only talking about that year. For example, "House prices were at
their highest point in 2007" does not tell us what happened before 2007.
We use "by 2007" to express what happened in the period before and leading up to that year. For
example, "House prices had risen to their highest point by 2007" suggests that prices were rising in
the years leading up to 2007.
Notice that I used the past simple "were" with "in 2007" and the past perfect "had reached" with "by
2007".
IELTS Advice: focus on vocabulary

The secret to a high IELTS score is being able to understand and use a wide range of words and
phrases. As I said on Monday, it's really important to collect vocabulary in a notebook, but you also
need to practise using it.
Here are some words and phrases from the lessons this week:
 achieve goals
 delegate
 cope with stress
 in terms of
 for career purposes
 decreases with age
 up to the point when
 household names
 with the advent of
 a new breed of

Try making your own sentences with the words and phrases above. It might seem easy to understand
them, but it's not so easy to use them properly!
IELTS Writing Advice: cohesion

Albert wrote a comment below Wednesday's lesson that I would like to share with you. It contains a
key observation about how to write a good paragraph.
"Thanks for the great paragraph. I noticed that this paragraph is highly cohesive without any explicit
linking words such as ‘furthermore/moreover’. I think this is what ‘uses cohesion in such a way that it
attracts no attention’ means for the band 9 level according to the descriptor, right? The way the
sentences in the paragraph are linked together is by all the ‘money’ words in each sentence: earn
money/the salary/pay/need money/wages/to save for the future/if…needed money. Is my
understanding correct?"
I replied to Albert that this is exactly right! Cohesion means "togetherness", and the best way to link
your ideas together is by developing them in a logical way, not by using 'moreover' or 'furthermore'.
Read my paragraph again, and hopefully you'll see what Albert means.
Students' questions
Here are a few useful questions that people have asked me this week:
1. Are writing tasks 1 and 2 examined by the same person?
Yes, always.
2. Can you do a writing task 1 lesson about how to describe the 'shape' of lines on a graph?
Personally I rarely describe the 'shape' of a line. Instead of following the trend of one line, it's much
better to compare two or more lines at a particular point. Have a look through my task 1 lessons to
see how I describe changes and make comparisons. I don't think you need to learn any other 'shape'
or 'trend' language.
3. Can you do a lesson about how to use prepositions?
I'm afraid that 'how to use prepositions' is a HUGE area, and I won't be able to explain it here. It's one
of those things that you have to learn gradually. In fact, it's better to treat that area as 'vocabulary'
(that you gradually learn) rather than 'grammar' (that someone can explain).
4. Can you do a lesson about 'low, less, little, few, much, more'?
This is another big area, and a dedicated grammar book or website is the best place to read about
that kind of thing.

5. Is it better to use 'he' or 'she' when writing about a person in general?
I would try to avoid choosing between 'he' and 'she' by using plurals (e.g. they) and alternative words
(e.g. individuals, employees). For example, instead of writing "when a child starts school, he
learns...", you could write "when children start school, they learn..." or "school pupils learn...".
IELTS Advice: asking for a re-mark

People often ask whether it's a good idea to ask for a re-mark of their tests. Here are a few tips:
 I don't recommend asking for your reading or listening paper to be re-marked. Reading and
listening questions are either right or wrong, so it's unlikely that your scores will change.
 If there is a 2 band difference between your writing and speaking scores, they are usually
double-checked automatically, so a re-mark probably won't help.
 A re-mark might be worth trying if you only need an extra half band in speaking or writing
(e.g. if you have 6.5 and need 7).
 Remember that it can take up to 8 weeks to get your test re-marked. It might be faster to resit
the test.
Note:
If you have had a test re-marked, please tell us what happened. It would be interesting to know how
many people's scores went up.
Maybe you understand it, but can you use it?

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 from this week's lessons. Maybe you understand it, but have you written it
down? Would you be able to use it correctly?
Students' questions
I'm afraid I can't answer eveyone's questions individually, but here are my answers to some that
people have asked me over the last week:
1. Should we give essays a title?

No, your essays don't need titles, so don't waste time inventing one.
2. Can I use the words plunge, plummet, rocket and soar in writing task 1?
Personally, I wouldn't use those words because they usually seem too exaggerated, and make it look
like you have simply learnt a list of synonyms. Have a look through my essays to see how I describe
numbers.
3. Should I start new paragraphs by missing a line or with an indentation?
Both ways are fine, but I think it's clearer if you miss a line.
4. Can I ask the examiner about difficult vocabulary in the speaking test?
The examiner cannot help you in part 1 or 2, but you can ask him/her to clarify a question in part 3.
5. Is it ok to use the phrase 'due to the fact that' instead of 'because'?
Yes, it's fine, but don't repeat it more than once or twice.
6. Is it necessary to give (personal) examples in writing task 2?
The question usually tells you to "include any relevant examples from your own knowledge or
experience". I interpret this to mean that you can include personal examples if they are relevant, but
you don't have to.
Students' questions
Is it best to use "was" or "were" with "majority" and "proportion"?
It is normal in English to say "the majority of people were" but "the proportion of people was".
If the question was about an old friend and I spoke about an elderly friend, will I lose marks?
Hopefully the examiner won't penalise you for this mistake. The confusion is understandable.
For questions about where I live, should I talk about my hometown or where I live now?
It doesn't matter. You can talk about either.
If the question asks us to explain “problems (or causes) and solutions”, how many problems
and solutions should we mention?
I'd go for two or three problems (or causes) and two or three suggested solutions.
The ebook talks about “consumer culture”. What does this mean?
It's a phrase that is often used to criticise societies in which people are encouraged to buy more and
more things. Click here to read more.
If I want a band 7 in writing, is it true that 50% of the sentences in my essays need to be error-
free?

The examiner will not calculate the percentage of sentences that contain mistakes, but the mark
scheme does say that you need to "produce frequent error-free sentences" in order to get a band 7
for grammar.
Can I use the terms “x-axis” and “y-axis” for graphs in writing task 1?
Yes, but I tend not to bother with that.
Can I invent statistics in writing task 2 (e.g. 80% of children watch violent films)?
You can, but I tend not to. I'd just write something like: "a growing number of children watch violent
films". Instead of inventing a statistic, you can probably find a better way to express the idea.
Students' questions
Sorry if I haven't been able to answer your question. Here are some of the questions that people
asked me this week:
1. Can I use slang (e.g. 'rank' meaning 'disgusting') in the speaking test?
No, it's not really appropriate to use slang.
2. Can I give personal examples like the name of the company I work for?
Yes, it's a good idea to use that kind of example when relevant.
3. What is the difference between 'programme' and 'program'?
The first is British English spelling, and the second is American spelling. Both are equally acceptable.
4. How many ideas should I include in each main paragraph (for task 2)?
I include between one and three ideas. If you only have one main idea, just explain it in more detail.
5. Is there a difference between 'put more emphasis on' and 'put more of anemphasis on'?
No, not really. You can use either phrase.
6. Is there a difference between 'of the five countries' and 'out of the five countries'?
No, not really. You can use either phrase.
Students' questions
1. I'm new to IELTS reading. Should I start by doing some general tests?
I think that's quite a good idea. The general tests are a bit easier than the academic ones, so you
could start with them and practise the techniques I suggest in lessons here on the site.

2. How can I improve my vocabulary and my reading ability?
Basically you need to read a lot, use a dictionary, and keep a vocabulary notebook. Have a look
at this lesson.
3. Will it affect my score if I say too much (e.g. a long example in part 3)?
Don't worry about saying too much in parts 2 and 3 of the speaking test; the examiner will stop you if
he/she wants to. Just try to give short, direct answers in part 1.
4. Is it ok to write a sentence beginning "This essay will..." in the introduction to task 2?
I prefer to simply answer the question directly (have a look through my lessons to see how I write
introductions), but it definitely isn't wrong to write "This essay will...". It won't affect your score either
way.
5. What is the difference between could, should and would?
For this kind of question, I'd recommend that you consult a dedicated grammar book or website. This
grammar website looks quite good.
IELTS Advice: preparing speaking topics

On Friday I suggested preparing six main topics for IELTS Speaking Part 2. But how should you
prepare these topics? Where can you find good ideas?
I recommend doing two things. First, have a look through the speaking lessons on this site. Second,
use the Internet to do some further research. For example, if you want a good description of a famous
person, look him/her up on Wikipedia and note down the best vocabulary ideas.
IELTS Advice: vocabulary is the key!

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!

IELTS Advice: your comments

You might have noticed that I no longer reply to most comments. I'm afraid it has become impossible
for me to keep up with the questions that people ask me.
However, I do still read every comment, and your questions influence the lessons that I write. Please
feel free to keep commenting, and please don't be offended if I don't answer you individually.
PS. Congratulations to those of you who wrote to say that you got the scores you needed last week!
It's great to hear that my lessons have helped.
IELTS Advice: only use official questions

Students are often worried because they find difficult or confusing IELTS questions on the Internet
(especially for writing task 2). My advice is: don't trust questions you find on the Internet. They are
often written by students who have remembered them wrongly.
You can definitely trust the Cambridge IELTS books. Cambridge makes the IELTS exam, so you
know that the questions in those books are 'real'. They are also clearly written, so you will not be
confused about what the question is asking you to do.
PS. I promise I'm not paid by Cambridge to advertise their books!!
Students' questions
1. I followed your advice and used a 4-paragraph essay structure, so why didn't I get a higher
score?
Good structure and organisation are important, but the expression of ideas is even more important.
IELTS is a language test, so the key to a high score is to express relevant ideas using good
language.
2. How many bands will I lose if I only write 130 words for task 1?
I can't give an exact answer to this. The examiner will give you a lower score for 'task achievement',
but you might also lose marks for vocabulary - a shorter essay probably contains fewer examples of
good language use.
3. Can I use 'double' like this: "The figure for X increased to nearly 20% in 1997, which almost
doubled its initial rate in 2000."
The use of 'doubled' is ok, but I found the whole sentence a bit confusing, maybe because the years
seem to be mixed up. Can anyone suggest a clearer way to write this sentence?

4. Can I use the word "skew" to describe numbers in task 1?
If you Google the word "skew" or "skewed", you'll see it used to describe numbers and data.
However, it's only used in certain situations, and I've never used it in an IELTS essay. I wouldn't worry
about this word if I were you.
5. Can I say "There were twice as many precipitation"?
No, you would need to write "There was twice as much precipitation" because 'precipitation' is an
uncountable noun.
IELTS Advice: use a dictionary

Many students make spelling, vocabulary and grammar mistakes that could be avoided if they
checked their work properly.
When practising your writing, do you have a dictionary with you? Do you check when you are not sure
about something?
Remember, a dictionary shows more than just meanings of words. A good dictionary shows you
examples of how to use words correctly.
Students' questions
1. Is it a good idea to write 60 to 80 words for my task 2 introduction?
Personally I wouldn't write that many words for the introduction. The main body paragraphs are much
more important, so I would spend more time on those.
2. Which verb tense should I use to describe a film or novel?
We normally use the present simple to describe what happens in a film or novel e.g. "the film is about
a man who travels to..."
3. The sentences in your ebook are all quite short. Do I need to write some longer, more
complex sentences too?
Yes. I tried to limit the length of sentences in the ebook because I wanted to focus on ideas and
vocabulary. However, it's easy to make longer, complex sentences by joining two or three ideas
together. Remember that long sentences are not necessarily considered 'difficult'. Good writing tends
to involve a mix of long and short sentences.
4. Is it ok to introduce myself when writing a complaint letter (GT task 1)?
Yes, that would be fine.

5. Are the academic and general listening tests different?
No, there are no differences in either the listening or the speaking tests.
IELTS Advice: vocabulary review

It's useful to review the words and phrases you learn each week. Here's a quick list of some
vocabulary from this week's lessons on the blog:
 a pressing issue
 consecutive
 the provision of
 over the course of (+ time)
 a calendar year
Try writing a simple sentence with each of the above phrases. Check the meaning of each one in a
dictionary first if you're not sure.
IELTS Band 9
People often ask what makes a band 9 answer in the writing and speaking tests. The answers I wrote
in yesterday's speaking lesson are definitely at band 9 level. Can you explain why?
Feel free to suggest some reasons in the 'comments' area below this lesson. I'll add my own
explanation tomorrow.
IELTS Band 9 (continued)

Following on from yesterday's lesson, let's look at why the answers I wrote on Friday were at band 9
level. Here are two reasons:
- Quality of language: rich vocabulary and detailed description
- Answers are relevant and well developed, with opinions and examples
For me, these are the two main things to focus on if you want to get a higher score in IELTS speaking
or writing. If you thought that grammar and linking were the most important things, you need to
change your approach!

Students' questions
1. What is the difference between bands 7.5 and 8 in writing and speaking?
The difference is small. In the writing test, you need a small improvement in one of the following four
areas: 1) answering the question in a bit more depth 2) developing your ideas in a more organised
way 3) using a wider range of vocabulary 4) making fewer mistakes. In the speaking test, my advice
is to focus on adding detail to your answers in parts 2 and 3.
2. If the question is about 'working at home', is it ok to repeat those words?
Yes. It is inevitable that you will repeat some of the words from the question in both writing tasks. Try
to add some variety where you can, but don't get stuck trying to think of five different ways to say the
word "work" or "home"!
3. The examiner laughed at one of my answers. Is that a bad sign?
No, it's probably a good sign. Maybe you said something unexpected and the examiner liked it!
4. In writing task 1, can we join the introduction and overview together?
Yes, it's fine to put the introduction and overview together as one paragraph. Just make sure that your
overview is good because it's an important part of your essay.
5. Can we use quotations in writing task 2 and the speaking test?
Personally I don't recommend including quotations because it's difficult to use them in a natural and
relevant way. It usually seems like the student has 'forced' the quotation into his/her work, and this
won't impress the examiner.
Students' questions
1) Is it a good idea to use headings to organise my essays?
No, you should never use headings in any of your IELTS essays. Don't include lists or bullet points
either. All of these things are considered incorrect format.
2) Is it ok to write "I think" or "I like to say" in my task 2 essay?
Those phrases are a bit informal. I prefer to write "I believe" or "I would argue".
3) If I write that I completely agree, can I still write a paragraph explaining the other side of the
argument?
Imagine the examiner's confusion if you say that you agree, but then give good reasons for the
opposite opinion. If you want to include the other side of the argument, either write a paragraph
explaining why you think it is wrong, or change to a 'partly agree' introduction.

4) Do I have to give my opinion in the main paragraphs as well as in the introduction and
conclusion?
If you have stated your opinion clearly in the introduction, it will be obvious to the examiner that your
main paragraphs are supporting that opinion. Your opinion should be clear throughout the essay (if
you want to get a good score), but that doesn't mean that you need to write "in my opinion" before
every idea. Have a look at some of my essays here on the site to see how I do it.
5) Which is correct: "A and B showed an increase" or "A and B showed increases"?
Both are fine. Try Googling "they showed an increase" and "they showed increases". You'll find
examples of both.
IELTS Advice: the importance of phrases

Note: I'm using the term 'phrase' to refer to 'a group of words' (not an expression or idiom).
When I studied foreign languages at school, we were mainly taught vocabulary as a list of individual
words with a translation of their meanings. The problem with learning a list of individual words is that
you don't learn how to use them in a natural way, and you find yourself translating word by word from
your own language.
The alternative is to study phrases that native speakers have produced. I was happy to see that the
first comment (by 'boburShox') below this lesson was a list of good phrases that I used in my essay.
The individual words are easy to understand, but you can learn a lot by analysing the way I put them
together.
Students' Questions: 'agree or disagree' essays

1) When writing an 'agree or disagree' essay, is it better to have a strong view and ignore the
other side of the argument, or should we try to address both sides?
Both ways are equally acceptable. A few students have commented that I seem to prefer addressing
both sides of the argument (click here for an example). However, I've also written some one-sided
essays like this one. It really depends on the ideas that you have, so your planning time is extremely
important for this type of question.
2) What's the best way to approach the following question?: "Financial education should be a
mandatory component of the school program. To what extent do you agree or disagree with
this statement?"
This question doesn't allow you to partly agree: either financial education should be mandatory, or it
shouldn't. Think about which view would be easier to support, then make some notes. Click here to
see my ideas for a similar topic.
PS. Thanks to those of you who wished me a happy Christmas!
IELTS Advice: sometimes you need a break!

Earlier this year, one of my students decided to take a break from studying for the IELTS exam. When
I met her a few weeks later, she seemed more relaxed and confident, and her scores soon improved.
Sometimes you need to take a break to give your brain a chance to process all the information that
you've been feeding it. if you're feeling stressed or frustrated about the IELTS test, consider taking
some time off!
Students' Questions
1) Is the listening test marked by a computer?
No, this is a completely false rumour. Read the start of this page.
2) In the Cambridge IELTS books, what do the answers in brackets mean?
They are optional answers. You don't need the words in brackets, but your answer will still be correct
if you put them.
3) A teacher on a different website said that we should write "it is disagreed" instead of "I
disagree". Is this correct?
No, that's really bad advice. "It is disagreed" means "most people disagree", so it doesn't answer the
question "Do you agree or disagree?". Remember, the rules for IELTS are not the same as those for
'real' academic writing at university. It's fine to use the word "I" in the IELTS test.
4) My teacher (in the USA) told me to write 4 sentences for the introduction to task 2. Do you
think examiners here might prefer that approach?
No. Examiners are trained in the same way in every country. It's a waste of time writing a 4-sentence
introduction. Just write 2 sentences.
5) Can you explain the structure of this sentence that you wrote?: "Just pop round to number
10 any time after 5 pm."
It's an imperative sentence. Click here for a full explanation.

IELTS Advice: which resources to use

Students are often confused because there are so many different IELTS books and websites.
So, to make things simple, here are my top 3 resources:
1.Cambridge IELTS books for real practice tests.
2.This website (if you like my approach) for daily lessons.
3.A teacher to give you feedback on your writing and speaking.
Message from Simon about comments

When I first started this website, I was able to answer all the questions that people asked me in the
'comments' area below lessons. However, as more people have found the site, it has become
impossible for me to keep doing this; I just don't have enough time to answer every question.
On the positive side, I've noticed that students are now helping each other a lot more in the
comments area. Although you might not get a reply from me directly, you might find that another
student answers your question.
Please note that I do still read every comment, and you might find the answer to your question in one
of the lessons on this page.
IELTS Advice: speaking strategies

Here are some of the strategies that I used in yesterday's description:
1.Try to develop each bullet point in detail. If you don't say enough for the first two or three
points, you'll find yourself with too much time for the last point.
2.Tell a story! My second point tells the story of how I was given the chair by a friend, and I
could probably speak for 2 minutes about this point alone. When you tell a story about
something real that happened, you'll find it easy to keep talking. Stories are also interesting
for the listener (the examiner).
3.Add examples. In point 3, you can see that I added an example at the end ("last night I fell
asleep in my armchair while I was watching a film"). I could easily take this example and
develop it into another short story.
4.When describing an object, don't forget the simple things like size, colour (I forgot that one!),
shape, material, position ("just under my living room window").

IELTS Advice: get some feedback

Many students are forced to study for the IELTS test alone. For one reason or another, they can't
attend any classes or preparation courses. I started this blog with the aim of helping people in that
position.
However, those people often reach the point where they need some direct guidance. They need
someone to check their essays or listen to them speak.
If you keep getting the same score in every test that you take, it's probably time to find a teacher who
can check your work and help you to become 'unstuck'.
Students' questions
1. Is there a difference between "Do you agree or disagree?" and "To what extent do you agree
or disagree?"
Not really. I would just answer both questions in the same way.
2. My teacher told my to stick to one side of the argument for 'opinion' essays and give both
sides for 'discussion' essays. Is that right?
There are 2 ways to answer an 'opinion' question (click here), but you might find it easier to follow
your teacher's advice (to avoid confusion).
3. If I only rely on your website and ignore all the other books, is a band 7 achievable?
Yes, many students have demonstrated this. If you read too many different books, the differing advice
will probably confuse you. I tell my students to use the official Cambridge test books along with the
advice on my website. You don't really need anything else, apart from maybe a teacher to check
some of your work.
4. Why do I keep getting 6.5 in writing?
I was speaking to a student about this problem yesterday. It turned out that he had never written a
plan before starting writing task 2. If you don't plan your task 2 essay, it's likely to lack ideas and
organisation.
5. In the listening test, should I write "gas works" or "gasworks", and "state rooms" or
"staterooms"?
Don't worry too much about this. Both answers would usually be accepted.

IELTS Advice: don't overthink your answers

Question 4 in Monday's reading lesson caused some problems because many people fell into the trap
of 'overthinking' the answer. They were worried about the precise meaning of the word "infants", and
whether it meant the same thing as "pre-school age children".
In the reading test, you shouldn't worry about such precise distinctions. It's enough to recognise that
both "infants" and "pre-school age children" are very young children. The answer would be 'false' if
the question mentioned "teenagers" or "adolescents" - these are definitely not pre-school ages.
Remember that the people who write these questions rely on paraphrasing and synonyms; it wouldn't
really test your English if every question contained the exact words from the passage. If the words
have basically the same meaning, don't analyse them any further.
IELTS Advice: phrases and collocations

To get a good IELTS score, you need to use the kind of language that native speakers might use.
This doesn't mean 'difficult words', it means good groups of words (phrases and collocations).
When reading, try to look for phrases that English speakers use. Here's an example paragraph from
the Economist Magazine with a few useful words and phrases underlined.
It is always a little disconcerting to realise a generation has grown up never knowing what it was like
to manage without something that is taken for grantedtoday. A case in point: the World Wide Web
(WWW), which celebrated the 20th anniversary of its introduction last Saturday. It is no exaggeration
to say that not since the invention of the printing press has a new media technology altered the way
people think, work and play quite so extensively. With the web having been so thoroughly embraced
socially, politically and economically, the world has become an entirely different place from what it
was just two decades ago.
Students' questions
1) Should I apply for a re-mark?
From the comments below this lesson, it seems that scores most often remain the same when
students ask for a re-mark. I would only recommend applying for one if you are really confident that
you did well, and you only need a 0.5 band improvement in speaking or writing.
2) How much of the writing score is given for task 1 and task 2?
You get one third of the score for task 1, and two thirds for task 2.

3) Do I need to include all of the data in my task 1 essay?
No, the question will always ask you to select key points. There is usually too much data for a 150-
word essay. Also, your ability to select key data will impress the examiner.
4) Should I put a future sentence in my task 2 conclusion?
No, you don't need to do that (although you can if it's relevant). I usually just repeat or summarise my
ideas in one sentence. It's better to spend more time on the main paragraphs than on a long
conclusion.
5) Do the reading and listening tests become more difficult in each section?
The listening test does; section 1 is easy and section 4 is the most difficult. However, the same is not
true of the reading test; sometimes the first section is the hardest.
IELTS Advice: copy my ideas!

I try to give my students good vocabulary ideas to help them write better essays and give better
spoken answers. However, some students feel like they are copying or cheating if they use my ideas.
They prefer to use a dictionary or rely on what they already know.
My advice is: get your vocabulary ideas from the lessons on this website, from a book, or from your
teacher. This is good preparation, not copying or cheating!
IELTS Vocabulary: band 7 or higher

To get a band 7, you don't need to learn "big" or "difficult" words. You need to learn how to use
words together. You need to use good collocations.
Collocations are groups of words that often go together. For example, collocations like "increase
significantly" are used in IELTS Writing Task 1.
Look for collocations in the speaking and writing lessons on this website. Here are some examples:
 Health topic: a major cause, poor health, manual jobs, physical activity, outdoor sports.
 Writing Task 1: noticeable feature, significantly higher, a dramatic increase in.
 Describe a person: a major influence, a good role model, inherit traits, set an example, a
positive outlook.
Most learner dictionaries now show examples of how words are used in common collocations and
phrases. If you read a lot of English, you will see collocations everywhere.

IELTS Advice: review vocabulary

You may have read this week's lessons here on the blog, but did you take notes? Would you really be
able to use the vocabulary that I used?
Let's review some good phrases from this week's lessons:
 society is undergoing enormous change(s)
 make significant changes to their lives
 encounter a situation
 (something) presents a challenge / challenges
 acquire knowledge
 add to your/his/her/their skill set
 a break with the past
 share common interests / have something in common with
 spend time with
 honest and trustworthy
 have time to yourself
 take stock and reflect on things
Students' questions
1) How can I eliminate the influence of my mother tongue language?
You probably won't eliminate it, but I think it's possible to take control of the influence of your mother
tongue by getting to know the differences that cause you problems. For example, some students say
"before two weeks" instead of "two weeks ago"; this mistake is caused by interference from the
students' first language. If you are aware of this problem, you can avoid it in future.
2) In the listening test, should I be looking at the questions while I listen?
Yes, definitely.
3) Do examiners hate phrases like "Nowadays... is a controversial issue"?
Examiners don't hate these phrases, but they don't love them either! It's fine to use a few memorised
phrases, but don't fill your essay with them and don't expect them to get you a high score. Read this
lesson for more detailed explanation.
4) Why is there no "s" in "10-year period"?
"10-year" is acting as an adjective to describe the period. It's like saying "long period". We don't put a
plural "s" on adjectives.
5) Is it ok to say things like "you know" in the speaking test?
Yes, it's fine. Try not to say "you know" too many times, but it's nothing to worry about if you say it a
few times. The important thing is the real content of your answers.
Students' questions
1. Can I invent statistics to make my task 2 essays more persuasive?
I don't recommend it. I think it will look 'fake' and it won't help your score.
2. How can teachers help students to build their topic vocabulary?
I find that the best way to help my students is by using relevant articles or online videos. I try to find
good texts, and I pull out the useful language. My ebook is a good shortcut for self-study, but
extensive reading and listening is the key to building students' vocabulary knowledge.
3. What does "went on" mean in this lesson?
If I say "most of my money goes on rent", it means that I spend most of my money on rent, so "40%
went on" just means "40% was spent on".
4. Is it normal that my speaking examiner was drinking coffee?
No, that isn't normal. While I usually tell students to ignore what the examiner does (e.g. checking
his/her watch or making notes), I think in this case your examiner's behaviour was wrong. Maybe you
should report the issue to your test centre.
5. If my score is lower the second time, can I use my first test score?
Yes, I think you can.
6. For the "describe a person" question, can I describe myself?
No. This question always asks you to describe someone else. You'll lose marks if you describe
yourself.
IELTS Advice: a student's experience of re-marking

A student called Chanaka asked me to share his experiences regarding re-marking and how he
eventually got the scores he needed. I hope you find his insights useful.
Click here to read Chanaka's advice

IELTS Advice: 'less common vocabulary'

According to the IELTS marking system, candidates need to use some "less common lexical items"
(vocabulary) if they want to get a band 7 or higher. But what is "less common vocabulary" and how
can you learn it?
I'm afraid it's impossible to make a list of all "less common vocabulary items". The only thing I can do
is point them out when I use them. Try the task below.
Task: Which words or phrases in the paragraph in this lesson might be considered "less common"?
IELTS Advice: storytelling

In Friday's speaking lesson I described a funny thing that happened to me. I found it really easy to
write my description because I told a true story. I wasn't worrying about grammar or vocabulary; I just
told my story in a natural way.
The key to a high speaking score isn't your use of 'complex' grammar structures, big words or
idiomatic phrases. The key is to speak as naturally as possible, and real examples or stories help you
to do this.
IELTS Advice: get Cambridge book 9

I've just bought a copy of Cambridge IELTS book 9, the latest collection of official IELTS exam
papers. I'll be using it with my students here in Manchester, and I'll probably refer to it in lessons here
on my site.
If you're looking for test practice, the Cambridge books are the only ones you can really trust. If you
can get a copy of book 9, I'm sure you'll find it useful.
Students' Questions: 'complex' sentences

People often ask me about using 'complex' sentences and 'difficult' words or grammatical structures.
Here's an example question that someone asked me:
I can see you did not use any long and complex initial sentences to begin your paragraphs. I wonder
if sentences like this are useful: "In recent years, …. has never failed to attract people’s attention and
spark controversy over the potential impacts of this trend on individuals."

My answer is that examiners are not impressed by this kind of sentence. Instead of judging it as
'complex', they are more likely to judge it as 'memorised'.
Here's my tip: instead of trying to impress the examiner with big words or memorised phrases, try to
impress him/her by answering the question really well. Plan some good ideas before you start writing,
then do your best to express them in a natural way and without making too many mistakes.
IELTS Advice: less testing, more preparing

Many students do a lot of testing but not enough preparation. The problem with tests is that you don't
learn anything new. You don't improve.
"To train for a marathon, you don't run a full marathon every day!"
The solution is to spend more time preparing. Don't test yourself on a new topic that you have no idea
about. Spend some time researching the topic to find good ideas and vocabulary. Then try to write a
'perfect' essay using your research, a dictionary, your teacher to help you etc. Type the essay on a
computer, check for spelling and grammar mistakes, re-read it, look at how the paragraphs are
organised, highlight the 'band 7 vocabulary'. If I've covered the topic on this website, use my ideas to
make 'perfect' paragraphs and ask a teacher to check them.
When you have written a 'perfect' essay, wait for a few days and then test yourself on that topic.
Imagine the difference!
IELTS Advice: meaning and usage

Many people think they know a word when they understand its meaning. But understanding the
meaning is not enough.
You only really know a word when you can use it in a variety of ways and contexts. Don't take it for
granted that you know a word until you have studied its usage.
IELTS Advice: how to use a private teacher

If you have the chance to take some lessons with a private teacher, here are some tips for writing and
speaking:
 Ask the teacher to identify your problem areas. Focus on improving those things first.

 First, work together on 'big things' like overall essay structure, paragraphs or making sure you
answer the question. Only work on 'small things' like grammar mistakes when you have
perfected the big things.
 Ask your teacher to write a full essay in front of you. Watch how she does it, and ask her to
explain what she is thinking as she writes it.
 Ask your teacher to mark your essays in front of you, and ask her to explain each correction.
 When you practise questions for the speaking test, ask your teacher to play the part of the
student. Record her answers and listen to them at home. Try to copy some of the phrases
she used.
 Practise doing speaking tests, and always ask the teacher for feedback: what did you do that
was good, and how could you improve your answers?
Private lessons might be more expensive, but they can be hugely beneficial if they are done in the
right way.
IELTS Writing Advice: getting an extra half band

Many students need to improve by only half a band to get the score they need. For example, they
have a 6.5 and they need a band 7.
Here's some advice if you're in that situation: try to improve in one small area.
Instead of worrying about everything (grammar, vocabulary, organisation etc.), just choose one area
to focus on. For example, a small improvement in the quality of your ideas (vocabulary) could lift your
score from 6.5 to 7.
Students' questions
1. Can I ask for an explanation if I don't understand a question in the speaking test?
In part 1, you can ask the examiner to repeat a question, but he/she is not allowed to explain what the
question means. In part 2, the examiner will not help you. In part 3, you can ask him/her to explain the
question in a different way.
2. How can I get band 7 in all four parts?
This is a big problem for many people, and I'm afraid there is no easy solution. You just need to keep
practising. Click here for some more advice.
3. Do I need to mention all of the numbers in writing task 1?

No, you don't need to mention all of the numbers; just select the key information. On the other hand,
if you don't mention any numbers, you'll get a lower score.
4. Are you sure we don't need a conclusion in writing task 1?
Completely sure. A conclusion is really a 'final judgment', so I prefer to use the word 'summary'. You
can put the summary either after the introduction or at the end.
5. Can I improve from 5.5 to 7 in one month?
Probably not. Click here to read my advice.
IELTS Advice: using memorised phrases

Is it acceptable to use memorised phrases in the writing and speaking tests? Well, it depends. Take
the sentence below as an example. A student asked me whether it can be used at the beginning of a
letter (general writing task 1).
I hope this letter ﬁnds you well. Sorry I didn't write to you earlier, but I’ve been working ﬂat out
since the moment I arrived home.
Good use:
If the question tells you to begin by explaining to your friend why you haven't contacted him/her for a
while, then this sentence would be perfect.
Bad use:
However, if the question does not tell you to explain why you didn't write earlier, the sentence
is irrelevant. It will be clear to the examiner that you have used that phrase because it looks good,
and not because it fits the question.
Can you see the difference? The examiner will only be impressed if your memorised phrases fit the
question perfectly.
Students' questions
1. Is it ok to use rhetorical questions in writing task 2?
No, don't put any type of question in your essays. It isn't considered appropriate academic style.
2. What is the difference between IDP and the British Council?
The IELTS exam is the same wherever you take it. IDP, the British Council and Cambridge University
work together to make the test.

3. When describing a map (writing task 1), can we use north, south, east, west even if no
compass is shown?
Yes, I often do. I think it's fine to assume that the top of a map is north.
4. The speaking examiner stopped me before I had spoken for 2 minutes. Is that a bad sign?
First, I don't recommend that you time yourself in the exam, so you shouldn't really know how long
you spoke for. Examiners sometimes stop candidates when it is clear that the person has nothing left
to say. If you spoke for at least one minute and said some good things, don't worry.
5. Is it possible to get band 7 if my essays are unfinished or under length?
It's possible, but not easy. You'll need to get really high scores for vocabulary, grammar and
organisation.
IELTS Advice: small words can also impress

In Thursday's lesson I wrote that examiners would be impressed by the wordshuts, dock and tip.
This would probably surprise most students, so I'll explain.
The three words would impress the examiner because they fit the description perfectly. As one
person pointed out in a comment below that lesson, most students would probably use the word
'hotel' to describe the accommodation for tourists shown on the map. Only a native speaker or an
advanced learner of English would know that small buildings to accommodate tourists on an island
would probably be called huts. Click here to see a real example.
It's the same with 'dock' and 'tip'. Not everyone would know that the perfect verb to describe the
parking of a boat is 'to dock'. And not everyone would know thattip is the perfect word for the end
point of a landmass.
IELTS Advice: be more than ready

If you are able to get a band 7 score when you do a test at home, can you be confident that you'll get
a band 7 in the real test? Probably not.
The stress of a real exam means that your performance level will probably drop, so you'll need to
be more than ready. In other words, you probably need to be achieving band 7.5 when you do
practice tests in the comfort of your home. Only then can you be confident of getting a band 7 under
exam conditions.

IELTS Advice: for people with 6.5

When students are stuck on band 6.5 in writing, they often think that they need a new technique, a
new book or some new advice. This is wrong!
If you have a 6.5, it means that you are already getting band 7 in 50% of the scoring criteria. For
example, you might be getting 7 for task response and 7 for organisation, but 6 for vocabulary and 6
for grammar (examiners can't give half marks in these criteria). Just a small improvement in one area
will take you to band 7 overall (e.g. 7,7,7,6 = band 7).
If you are getting band 6.5, your method is fine. Don't change what you're doing; just try to find a
small improvement in one area.
IELTS Advice: understanding is only the first step

It's easy to read something (e.g. a lesson on this site) and think that you understand it. But
'understanding' is not the same as 'using'.
Can you really USE everything that you have read?
Can you use it correctly, without any mistakes?
Look again at yesterday's lesson about 'lead to'. I'm sure you understand these words, but not many
students are able to use them accurately. This is important because it could make the difference
between a band 6 and a band 7.
Try to think about these steps when you are studying:
1.Understanding a word is only the first step (e.g. 'lead to' means 'cause')
2.The next step is seeing how words are used (e.g. 'lead to + noun')
3.Try to use what you have learnt
4.Ask a teacher to correct your work
5.Learn from your mistakes
IELTS Advice: why do my scores fluctuate?

Students often wonder why their scores fluctuate, especially in the writing and speaking tests. One
reason could be that they don't have a method; they approach the exam in a different way every time.

You can only measure your progress if you use the same method every time you take the test. If you
always approach the exam in the same way, you will know when you have done well or badly, and if
your scores go up or down, you will probably know why.
IELTS Writing Advice: keep checking the question

On Wednesday I showed you a task 2 essay that I wrote with some of my students. After reading the
essay again, I noticed that we hadn't fully answeredall parts of the question. Paragraph 3 needed to
say more about "alternative sources of funding for artists".
One thing that this shows you is that nobody is perfect! A more important lesson to learn is that you
should keep checking the question as you write your essay. Make sure you cover everything that the
question asks you to cover.
IELTS Vocabulary Advice

This is a question that students often ask:
"Millions of students take the IELTS exam in my country, so should I try to write differently and use
original ideas?"
Here's my answer:
No, don't try to write differently. This will lead to mistakes. Remember, each examiner only reads 10
to 20 students' essays, so you are not competing with millions of students.
The key is to write clear English, answer the question, and try to include some good vocabulary
related to the topic. Forget completely about the other students, and forget about trying to use strange
words or phrases.
IELTS Speaking Advice: get to the point

Yesterday I wrote that you should avoid using long phrases to begin your answers. So what should
you use instead? Native speakers say things like:
- I think...
- I guess...
- Well,...

These words/phrases might seem less impressive, but you have to remember that examiners are not
impressed by the long phrases either! The important thing is to get to the point of your answer.
IELTS Advice: what's the secret?

I try to persuade my students that there is no "secret" to language learning. If there is a secret, it's
that you need to work hard, practise and try to enjoy the process.
I often compare learning a language to learning the piano. Nobody would expect to find a "secret"
method to take them from intermediate to advanced on the piano - why do we expect language
learning to be different?
Students' questions
1) In the reading test, are the answers for "summary completion" questions in order in the
passage?
Usually, yes. I've seen one or two summary questions where one of the answers breaks this rule, but
you can assume that answers will almost always be in order in the passage.
2) Is it ok to write "T, F, NG" instead of "True, False, Not given"?
Yes, I've been told that "T, F, NG" is fine (although I prefer to write the full words).
3) My teacher told me to avoid using "Firstly, Secondly, Finally" because too many other
students will use the same words. What do you think?
I disagree. Examiners are not comparing you with other students, and they care much more about the
content between the linking words than the linking words themselves. Read this lesson.
4) Is there a maximum number of words in the writing test?
No, there is no maximum.
5) What linkers can I use to improve my "lexical resource" score?
Linkers don't help your lexical resource (vocabulary) score! They only help you to organise your
essay. If you want to improve your vocabulary score, you need to use good words and phrases that
relate to the question topic (e.g. 'global warming' is vocabulary for the environment topic).

Asking for a re-mark

One of the most common questions that people ask me is whether I recommend asking for a re-mark.
To read my advice click here. It's also useful to read the comments by students below the lesson.
IELTS Advice: mistakes are 'stepping stones'

Every time you make a mistake, you have an opportunity to learn something. Use your mistakes as
stepping stones to take you closer to your goal.
Stepping stones
Remember: you have to notice your mistakes before you can learn from them!
IELTS Advice: noticing your mistakes

Last week I suggested that mistakes can be stepping stones that help you to improve your English.
But you need to notice your mistakes before you can learn from them.
Here are some tips about noticing and learning from mistakes:
 The most obvious strategy is to get someone (e.g. a teacher) to check your written work and
correct your mistakes.
 Before your teacher checks your work, did you check it carefully yourself?
 Study your teacher's corrections, and make sure you understand what you did wrong.
 Pay special attention to any repeated mistakes that you make.

 If you have a one-to-one teacher, you could also ask him or her to listen for mistakes that you
make when speaking.
 Try recording yourself. Listen to the recording, and transcribe it. Analyse what you said
carefully and ask someone to check it.
IELTS Advice: different teachers, different methods

Different teachers, books and websites will give you different advice, methods and techniques, and
it's important to remember that there isn't a "best way" to approach the test. For example, it's possible
to achieve a band 9 in writing using various different essay writing approaches.
It only becomes a problem when you start to get confused about which method is "right" or which
person you should believe. If you get confused, here's the solution: choose one method, believe in it,
and persist with it.
Posted by Simon in Questions/Advice | Permalink | Comments (14
IELTS Advice: words that I would ban

I ban my students from using certain words in the IELTS test. The easiest way for me to explain why I
ban these words is that most native speakers wouldn't use them if they were doing the test. Here are
a few of my least favourites:
 Moreover - Native speakers hardly ever use this word, and students tend to use it wrongly.
Just use 'furthermore' or 'also'.
 Demerits - It's ok to talk about the 'merits' of something, but the word 'demerits' seems
unnatural. Just use 'disadvantages' or 'drawbacks'.
 Hence / Thusly - These words sound too formal and old-fashioned. Just use 'therefore' or 'as
a result'.
Remember that topic vocabulary is the key to a high score, not 'difficult' words.
IELTS Vocabulary: 'difficult' words

Related to yesterday's lesson, here's a question that a student sent me last year:
Hi Simon, when you talk about Band 7+ vocabulary, you always talk about two or three words (a
phrase basically). But I am trying to learn few "heavy" words like cardinal, multitudinous, prodigious,
prestidigitation, peregrination etc. Can you please tell us what is more important for IELTS: "heavy
words" or good phrases?

My answer to this question is simple: good phrases are much more important. The words listed by the
student above would seem forced and unnatural, whereas good phrases show your ability to use
words together like a native speaker would.
Please don't learn the "heavy" words mentioned by the student. Instead, focus on learning
good collocations for IELTS topics.
A message about comments

A few points about the comments below lessons on this website:
 First, please remember that I don't usually reply to comments individually; I just don't have
enough time. However, I do still read every comment and they help me to create my
lessons.
 More and more students are using the comments to communicate with each other, and you
might find that another student answers your question or gives you some advice.
 There are a few teachers who help out too. Look out for comments by Martin and sjm in
particular. My thanks to them for their generosity!
Finally, it's always nice to read comments from people who get the scores they need. Please let us
know when you pass, and tell us your secrets to success!
IELTS Advice: how essays are marked

Here's a simplified version of the marking system for IELTS writing:
Note:
I tell my students that the fastest way to improve their scores is by focusing on 'task response' and
'lexical resource'. You do this by explaining your ideas / views in more detail.

IELTS Advice: use Google to search this site

Although this website has its own search box, you might find that Google works better. If you want
Google to search within one website, just write the word or phrase that you want to search for,
followed by "site:URL".
For example, here's a search for "environment" on this website:
Here's a search for the phrase "in terms of". Notice that you need to use speech marks to search for a phrase:
Try doing both searches. The results that Google gives you should come only from ielts-simon.com.
Can you see why this type of search might be useful?
Useful IELTS Vocabulary

There were some really useful phrases in the letter I wrote last week, even for people doing the
academic test:
 come to an end
 thoroughly enjoy
 broaden my horizons
 gain experience
 different working environments and practices
 the chance to travel
 over the course of
 be proficient with / in / at
 learn valuable interpersonal skills
 delegate tasks
 extremely grateful
Don't ignore the general IELTS lessons; think about how you could use the vocabulary for IELTS
speaking or academic writing.

Students' questions
1. Can I use the phrases "bottom out" and "level off" in writing task 1?
Personally I never use those phrases, but you could try Googling them if you want to see some
examples.
2. Will my speaking score be lower if I miss one of the bullet points?
Maybe. You should always try to cover all of the points on the task card, but you can still get a high
score if you speak well about the other points.
3. How does the examiner know if language is copied or memorised?
Every word that you know is copied from somewhere and held in your memory. However, the phrases
that examiners don't like are the ones that students learn because they can be used in any essay
about any topic. For example, examiners are not impressed by the phrase "this is a controversial
issue nowadays". On the other hand, you might have memorised the words "the greenhouse effect",
but if you're writing about the environment, it's perfectly fine to use them.
4. Do you update the topics in your ebook?
No. The most common topics will always be the most common topics. The IELTS exam is over 20
years old, and they have always asked questions about topics like work, family, education and
environment. I doubt that will change.
IELTS Writing Advice: word count

Here's a question that seems to worry students, especially those in China:
"A famous IELTS book in China tells students that they should write 340 words or more (for task 2) if
they want to get band 6.5 or higher. However, other tutors tell us that we should use the 10%
principle, which means we will lose marks if we write anything more than 275 words. Which advice is
correct?"
Here's my answer:
All of that advice is wrong, and I don't know why teachers invent these things! The only rule is that
you need to write at least 250 words. So, whether you write 250 words or 500 words, it is possible to
get a band 9. As long as you reach 250 words, the examiner only cares about the quality of what you
write.
PS. I advise my students to spend 10 minutes planning before they write anything. This forces them
to focus on quality rather than quantity.

IELTS Vocabulary: idioms

Many students ask me about idioms: What are they? Should you use them? Do they help your score?
Meaning
My dictionary defines an idiom as "a group of words whose meaning is not deducible from the
meaning of each individual word". This means that you cannot understand an idiom by analysing it
word for word. For example, "it's a piece of cake" means "it's easy". Phrasal verbs are also idiomatic
expressions (e.g. "look up" can mean "search in a dictionary").
Using idioms
English speakers use idioms all the time in conversation, but less so in formal/academic speaking
and writing contexts. However, we often write things like "focus on an issue" or "the key to solving a
problem" and here we are using 'focus' and 'key' in a figurative or idiomatic way.
Idioms in IELTS
You need to be really careful when using idioms in your IELTS test. Please don't learn lists of idioms;
if you use them in the wrong way, your speech/writing will seem forced and unnatural. Also,
remember that many idioms are informal or clichéd. So, what should you do? Read my tip below.
My tip
You can only be sure that you are using an idiom correctly if you have seen or heard it used in
context. For example, if you've read about someone who "set up a business", you can use that
phrase with confidence (and it might help your score). If you've only seen the idiom on a list, don't use
it.
IELTS Advice: how closely did you look?

How closely did you look at the essay in Wednesday's lesson? Did you read it quickly, and think to
yourself: "ok, I understand it"?
Or did you look closely at the words, phrases, grammar, paragraph structure, and development of
ideas? Did you make any notes? Did you use those notes to rewrite the essay, and then compare
your essay with mine?
IELTS Advice: test your vocabulary range

Candidates who get higher IELTS scores tend to use a wider range of vocabulary. A quick way to test
your 'vocabulary range' is to challenge yourself to explain something in as many different ways as
possible.

Example: I asked my students to explain the word 'recreation'
Short answer:
doing things that you enjoy
Longer answer showing a wider vocabulary range:
doing things that you enjoy; activities for fun or pleasure; leisure activities; what you do in your free
time outside work; maybe pastimes or hobbies; it could include sports, games, or just relaxing and
unwinding when you have time to yourself...
IELTS Advice: Cambridge past papers

Have you done all of the practice tests (including the general training reading tests) in all nine of the
Cambridge books?
If you have, my advice is to do them again! This time, don't use the books for testing. Study and
analyse the questions and answers carefully, use a dictionary to look up new vocabulary, try writing
essays without a time limit, and record yourself answering the speaking questions. There is so much
that you can learn from past exam papers.
Students' questions
Here are some questions that people have asked me recently:
1) Can we be less formal in the speaking test e.g. can I say "kids"?
Yes, you could say "kids" in the speaking test, but use "children" in the writing test. Of course, it's also
fine to say "children" in the speaking test. Just be careful not to be too informal i.e. avoid slang.

2) Is it a mistake to write "effect" if the answer is "effects"?
It depends whether the answer was clearly in a plural context or not. For example, if it's a gap-fill
question and the word before the gap is "several", you would need the plural. If the answer is not part
of a sentence, both singular and plural may be accepted.
3) Can you predict the writing questions for the next test?
No. I've tried predicting before, but it's a lottery! I wouldn't believe any predictions you read on the
Internet if I were you. Just make sure you are prepared for the most common topics, like education,
family, work...
4) Should answers always start with a capital in the reading test?
It doesn't matter. They don't care about capital letters in the reading or listening tests. Now they even
accept essays written completely in capitals (in the writing test), although I still think it's best to write
in the normal way.
5) Can you make the "recent exam questions" page easier to use?
A few people have mentioned this. Maybe we need a proper forum for recent questions. Any
suggestions would be welcome, and I'll look into it myself.
New Year's Resolutions

Here are a few articles about New Year's resolutions. You might find them interesting, but if you don't,
you'll definitely find some good vocabulary in there.
Britain's most popular New Year's resolutions
Tips for success
Alternative resolutions for children
IELTS Advice: the path to improvement

If you're looking for the path to improvement, my advice is to let your mistakes guide you. Think of
your mistakes as a torch lighting up the path in front of you. They will show you what your
weaknesses are, and what you need to work on.

A reminder about questions in 'comments'

Unfortunately it's impossible for me to find the time to answer all of the questions that people ask me
in the comments below lessons. However, I do still read every comment, and your questions help me
with the creation of new lessons.
PS. This week's video lesson will be about IELTS speaking (on Friday).
IELTS Advice: vocabulary is the key

In my opinion, vocabulary is the key to language learning, and it's the key to a good IELTS score. The
more words and phrases you know, the better you'll do in the test.
Have you made note of all the vocabulary in this week's lessons here on the site? Look closely at the
lessons and you'll find a lot of useful language. Write it down in your notebook, and try using it.
If anyone could write a summary of this week's useful vocabulary in the "comments" below this
lesson, that would be great!
IELTS Writing Advice: a useful question

A student asked me the following useful question:
I am confused about the question "Do the advantages outweigh the disadvantages?". Is this
an opinion question or discussion + opinion question?
Here's my answer:
Strictly speaking, "Do the advantages outweigh the disadvantages?" is asking for your opinion (do
you think there are more advantages or disadvantages?). Technically, you could give a one-sided
"opinion" answer e.g. you could argue that there are many advantages and almost no disadvantages.
However, I think the examiner would expect and prefer to see a balanced discussion of both sides as
well as your opinion. Therefore, I think it's best (and easiest) to write a discussion + opinion essay.
Students' questions
1. Is it ok to use quotations by famous people in my task 2 essay?

I wouldn't recommend using quotations. Unless you have thousands of them in your head, it's unlikely
that you'll remember a relevant one. The examiner is likely to judge a quotation as 'memorised
language'.
2. How do examiners know whether I'm using 'memorised language'?
All of the language in your brain is memorised, so I should explain this properly. The examiner would
be impressed by a memorised phrase like "greenhouse gas emissions contribute to global warming",
if the question asked you to explain an environmental problem. However, examiners are not
impressed by the kind of phrase that students think they can use for any question e.g. "This is a
controversial issue that has led to heated debate among people on both sides". Can you see the
difference?
3. Can you help me with apostrophes (e.g. student's or students')?
You really need a grammar website for help with that. Try this one.
4. Should we use different language in the speaking and writing tests?
You can use some less formal language in the speaking test. Here's an example.
IELTS Advice: from 6.5 to 7

One of the most common questions that people ask me is: "How can I improve my score from 6.5 to
7?"
Here's some advice if your current score is 6.5:
 The good news is that you are not doing anything wrong in terms of exam technique. The fact
that you are getting 6.5 means that you are doing the exam in the right way.
 You are very close to getting a 7. In the writing and speaking tests, a score of 6.5 means that
you are already achieving band 7 in half of the requirements.
 You don't need a special technique or piece of advice. You only need to make small
improvements. For example, in the speaking and writing tests, try to express your ideas in
a bit more detail, and try to reduce the number of small mistakes that you make.
IELTS Advice: create positive habits

I'm a great believer in the power of habits: if you do something often enough, it becomes easier and
more natural to you.
An example could be the "why, alternative, example" technique from yesterday's speaking lesson.
Imagine practising this technique once a day for a month. You might start to find it easy to give longer

answers that include a conditional sentence (the 'alternative' part). This one simple habit could make
a real difference in your test.
Some news from Simon

On the 1st of January I wrote two New Year's resolutions for my IELTS lessons this year. Here's a
quick update:
1.The first resolution is going quite well. I'm still doing one video lesson every week
(on YouTube and Vimeo), and people seem to be finding those lessons useful.
2.Unfortunately, it hasn't been so easy to find a way of doing good quality "live" video lessons.
I'm afraid I'll have to postpone this idea while I experiment with different systems. It's not
always easy to keep to a New Year's resolution!
IELTS Advice: don't just test yourself

An important message in yesterday’s lesson was this: when preparing for IELTS, you need to do
more than just test yourself. Testing will show you what your current level is, but it won’t take you up
to the next level. If you want your score to improve, you need to do more training than testing.
IELTS Advice: for speaking and writing

Did you notice that I used "firstly, secondly, finally" in my speaking lesson yesterday?
For speaking parts 2 and 3, it might help if you imagine you are writing a paragraph: start with a direct
answer, then either use "firstly, secondly, (finally)" to give two or three reasons, or use the explain,
alternative, example technique if you only have one idea.
IELTS Advice: I should have been more direct

In Thursday's lesson I said that "you don't need to write a conclusion" for task 1.
I've realised that I should have been more direct with this advice. I should have said "you should
not write a conclusion for writing task 1".

English speakers are sometimes too tactful when giving advice. We find it hard to say "you should" or
"you must"!
IELTS Advice: the wrong idea

Many students (and some teachers!) have the wrong idea about what a band 7, 8 or 9 essay looks
like. For example, a few people commented that they thought the essay in this lesson wasn't good
enough for a high score.
Please remember that the IELTS exam is a test for non-native speakers of English, not professional
English writers. It's much easier than some people think to write a good IELTS essay. Don't try to use
strange or 'difficult' language; just keep it clear and simple, and try to develop your ideas so that you
fully answer the question.
Some people won't want to believe me, but the essay in Wednesday's lesson would get a band 9.
IELTS Vocabulary: from this week's lessons

Here are some of the useful words and phrases from this week's lessons. Remember that you need
to be able to use this vocabulary, not just understand it.
 the cost of living
 property prices
 pay a deposit and a mortgage
 a better quality of life
 families are becoming smaller and more dispersed
 rely on / depend on / count on
 transport infrastructure
 populated areas
 growth / development / expansion
 open-minded and welcoming
 the mix of cultures that immigration and tourism bring
 cosmopolitan
 benefit from someone with local knowledge
 character and customs of the local people

IELTS Advice: good habits

I'd like to share some feedback that a student sent me recently. What I particularly like is that the
student talks about "having good habits". For me, good habits are the secret to success!
Hi Simon,
I am so excited to tell you that I finally got 7.0 in writing! Additionally I got overall 8.0 which is my
personal best score ever. While practising writing skills after your course, I remembered how you
demonstrated writing, beginning with brainstorming, followed by organising the ideas, then putting it
all into sentences. It seemed very easy and I tried to write as you wrote both in practice and in the
examination. Magic happened. I finished writing task 2 with 5 minutes extra time! Unbelievable.
This clearly shows how your message of "having a good habit" is extremely powerful. I have applied
this message in my daily life and hopefully I will pass medical examinations to be qualified as a doctor
in this country very soon.
Thank you very much!
Students' questions about IELTS speaking

Here are my answers to some questions that people have asked me recently.
1. In this lesson, the advice for speaking part 3 was that it's fine to ask for help. Is it still
possible to get band 7 or higher if you do this?
Yes, it's definitely still possible to get band 7 or higher if your answers are really good. It's not a big
problem if you ask for one question to be explained in part 3.
2. In the speaking test, what should I do if I understand the question but I have no idea what to
say in my answer?
You could use this formula: "Well, I don't really know much about... because..., but I suppose..." In
other words, you admit that you don't really know what to say, you explain why, then you invent an
answer anyway.
3. Is it ok if my pronunciation is a mix of British and American English?
Yes, that's fine. Just focus on speaking clearly.
4. In speaking part 2, can I ask for a different cue card?
No, I'm afraid you can't.
5. My teacher told me to avoid using the word "you" in the speaking test. Is this advice
correct?

No, that advice is wrong. It's completely normal to use "you" in the speaking test. Look at answer 3
in this lesson.
IELTS news from Australia

Earlier this month they changed the order of the IELTS test in IDP centres in Australia, and a few
people have asked me to explain what's happening.
This is what I have found out:

- This change is only happening in IDP test centres in Australia.
- No reasons have been given for the change, but I assume that it's a trial.
If you take the test in Australia with the new order, let us know what you think.
My best study tips for IELTS

For next weekend I'm making a video lesson that brings together my best study tips for IELTS. These
will be very general tips like "create good habits", rather than specific tips about each part of the test.
Can you guess what my top 10 tips will be?
IELTS Advice: error-free sentences

Can you write an error-free sentence? How about an error-free paragraph?
If you want to get a band 7 or higher for IELTS writing, the examiner needs to see that you "regularly
write error-free sentences". This means that several of the sentences in your essays should
contain no mistakes.
The best way to improve your grammatical accuracy is by learning from your mistakes. Try to find a
teacher or native speaker who can check your work and highlight the errors. Then make sure you

understand the mistakes you made, and try to avoid making them again. Aim to write more error-free
sentences each time you write an essay.
IELTS Vocabulary: practise using it

Have you practised using the vocabulary from yesterday's lesson? For example, you could try making
your own sentences using these phrases:
- As far as I remember...
- One of my first memories was...
- What really struck* me about... was...
- The experience (of doing something) made me keen to...
*what struck me = what surprised / impressed me
IELTS Advice: how long will it take?

Many students want to know how long it will take to get the score they need. It's impossible for me to
answer this question because it depends on too many things. For example:
- How many hours of study do you do each day?
- What kind of study do you do?
- Do you have a teacher or someone who can help you?
- Do you live in an English-speaking country?
- Do you like learning English, or do you just need an IELTS score?
Maybe the last question is the most important one. In my experience, people who enjoy learning
English tend to make the fastest progress.
IELTS Writing Advice: don't use these phrases

When writing a conclusion for task 2, I always start with the words "In conclusion". There's no reason
why you should learn any alternatives.
Here are some phrases that I would not use:
1.All things considered
2.To sum up
3.In summary

4.To summarize
5.In short
6.In a nutshell
7.To put it in a nutshell
Note:
Phrases 1 to 5 are acceptable, but I still wouldn't use them myself.
Don't use any phrase containing the word "nutshell". 6 and 7 are not appropriate for an academic
essay.
IELTS Advice: books that I use

People sometimes ask me which books I recommend for IELTS preparation and English language
study.
In fact, I don't think you need many books at all. If you have some of the official IELTS test books, a
good dictionary, and access to the Internet, you have everything you need. Here are links to the only
books that I regularly use myself:
For IELTS test practice
I only use the official Cambridge books e.g. Cambridge IELTS book 9.
Dictionaries
My favourite dictionary is the Collins Advanced (Learner) Dictionary.
I also use the Oxford Collocations Dictionary for Students of English.
IELTS Advice: if you have a grammar question

If you have a grammar question, this website probably isn't the best place to find the answer. There
are many dedicated grammar sites, so all you need to do is put your problem into a search engine
(e.g. Google).
Example:
A student asked me to explain how to use "not only... but also...". If we do a Google search for
"grammar not only but also", here's the first website that Google suggests: click here.
After reading the explanation of "not only... but also...", you could try making your own sentences
about common IELTS topics, such as education, work or the environment.
Posted by Simon in Questions/Advice, Vocabulary/Grammar | Permalink | Comments (8)

IELTS Advice: two things to improve

A lot of people ask me what they should do to improve their scores. Generally speaking, there are
only two things that you can do:
1.Work on your exam technique
2.Work on your English
I can often help students to make fast improvements by teaching them how to organise their essays,
how to look for keywords in the reading test, or how to expand their answers in the speaking test.
These are exam techniques.
However, exam techniques alone will not get you a band 7. You need a good level of English to get a
7, and that means you need to do the hard work it takes to gradually learn more words and phrases,
improve your speaking fluency, and generally become a more confident user of the language.
Note:
Point 2 takes time. Don't expect your English to improve from 5.5 to 7 without a lot of work!
IELTS Vocabulary: collocations

I often talk about the importance of collocations (see Thursday's lesson). For a really clear
explanation of what collocations are, why they are important, and how to learn them,
visit this website. I also like the Online Oxford Collocation Dictionary, which you can find here.
If you like studying grammar, you could classify collocations like this:
Alternatively, you could classify them according to their IELTS use:

IELTS Advice: examiners like examples

If you're not sure what to say or what to write, give an example.
Add examples to support your ideas for IELTS writing task 2. Give examples from your life (like a
story) if you don't know what to say during part 2 or part 3 of the speaking test.
Examiners like examples because they're interesting. From your point of view, examples can help you
to keep talking, or to add a few extra words to your essay.
Advice about language learning

Are some people naturally better at learning languages?
Maybe, but in my opinion, good language learners are people who enjoy practising the language as
much as possible. I've never taught a "language learning genius" who learnt English without hard
work and lots of practice!
Everyone who keeps trying passes the IELTS test in the end, so don't give up!
IELTS Advice: topic research

If you're preparing for a writing or speaking topic, I recommend doing an Internet search for ideas
first.
To find ideas for yesterday's speaking questions, I typed the phrase "what makes a good adviser" into
Google, and found this webpage. Look at some of the great language that we can steal from it:
 turning to an adviser
 a wise choice
 make decisions with more confidence
 the decision requires expertise
 use knowledge and experience
 make an informed decision
 some qualities are characteristic of good advisers
 trustworthy, someone you can trust
 possesses a strong base of knowledge
Remember: the key to high speaking and writing scores is good vocabulary, so topic research is a
vital part of your IELTS preparation.

IELTS Advice: worrying wastes time!

I posted this advice back in 2011, but I thought I would post it again today for people who haven't
seen it. The first diagram below illustrates the idea that hard work is the only path to IELTS success:
Compare this with what happens if you spend all of your time worrying and hoping to find the 'secret' IELTS
technique:
So, which cycle are you in - the 'success' cycle or the 'worry' cycle?
Students' questions
1. Can I use American English in the IELTS test?
Yes. Examiners just want to hear good, clear English, wherever it's from.
2. What is the difference between "a number of" and "the number of"?
There are many grammar websites on the Internet that explain this kind of thing.Click here to see one
that I found just now.

3. Do you have an ebook for writing task 1?
No. I try to cover everything you need to know for task 1 in the lessons here on the blog. I'm hoping to
produce some video lessons for September, so I'll teach writing task 1 in a more organised way then.
4. How can I achieve a band 7?
I'm afraid there isn't a simple answer to that question. Hopefully I'm gradually answering it in the daily
lessons that I write. Keep studying hard and the secret will reveal itself!
5. In the listening test, if the question asks "where can you buy a ticket?", do we need to write
"at the post office" or just "post office"?
The short answer "post office" will be fine. They just want the key words.
IELTS Vocabulary: soar, rocket, plummet

In Thursday's lesson I suggested that you should avoid using words like soar, rocket and plummet
when describing changes on a graph or chart. I explained that these words exaggerate too much, and
that they are not 'academic'.
But someone asked this sensible question:
How can we get a high score for lexical resource (vocabulary) if we only use common words like
'increase', 'rise' and 'fall'?
The quick answer is that it's better to use 'less common vocabulary' for other aspects of your
description. If you analyse this band 9 essay, you'll see that I used common words
like rose, decreased, reaching and dropped to describe changes, but I managed to use 'less common
vocabulary' for other aspects of my description e.g. global turnover, devices, namely, platform.
I'll explain more about how to get a high vocabulary score tomorrow.
IELTS Vocabulary: natural, appropriate

To get a high vocabulary score, you should try to use a good range of vocabulary. However,
this doesn't mean that 'strange' or 'difficult' words are the secret to success.
The vocabulary that you use also needs to be natural and appropriate to the style of the essay or
report that you are writing. This is the reason why I suggested avoiding words like 'plummet' and
'rocket' in writing task 1. These words are not normally used in academic-style reports (because they
exaggerate too much), whereas 'fall' and 'increase significantly' seem much more natural and
appropriate.

IELTS Advice: people do pass!

When you're struggling with IELTS, it might seem like you'll never get the score you need, and it's
tempting to think that it's an unfair exam.
But remember that people do pass the test every week. Several students have shared really positive
stories here on the blog this week, and they all have the same message: keep trying, keep studying,
and eventually you WILL pass!
IELTS Vocabulary: 'native speaker phrases'

I know I often ask the same question, but did you really look carefully at the vocabulary in my lessons
over the last week?
In particular, I used some great "native speaker phrases" in yesterday's speaking lesson and in
Sunday's General Training task 1 letter. Have a closer look at those two lessons, and see if you can
identify the good vocabulary that would impress an examiner.
Students' questions
1. Are "the" and "a" counted as words?
Yes! They are counted as words in the writing, listening and reading tests.
2. How can I improve my listening and reading?
The simple answer is: do more listening and reading. There are no shortcuts I'm afraid; it takes time
to develop a "good ear" for a language, and the reading exam is basically a test of your vocabulary
knowledge. Your listening and reading will improve gradually with time, practice and exposure to the
language.
3. If the question asks for "type of exam", would the answer be "open book" or "open book
exam"?
You don't need the word "exam" in your answer because it is part of the question. However, I don't
think "open book exam" would be marked wrong (if 3 words are allowed).
4. If the answer in a listening test is "wide variety", would "variety" be marked wrong?
Probably. I've seen many examples in the listening test where one word is not enough. For example,
if the answer is "early morning", students who only write "morning" are marked wrong. If a second
word changes the meaning a little (e.g. early morning, wide variety), you should write it.

IELTS Advice: use a dictionary for accuracy

Most students use a dictionary to find the meanings of words. However, this is not enough; you also
need to know how to use words correctly or accurately.
For example, you might know the meaning of the word "blame", but do you know which preposition
follows it? Do you know that it can be a verb or a noun? Do you know which verbs can be used with
the noun "the blame"?
 Many people blame politicians for the economic crisis. (verb)
 Politicians have taken the blame for the economic crisis. (take + noun)
 Other people put the blame for this problem on the banks. (put + noun)
 They think the banks are to blame for the crisis. (phrase: is/are to blame)
At advanced levels, you should stop thinking that your dictionary is just a translator. Use it to improve
your accuracy.
Students' questions: why did my score drop?

Students often ask me to explain why their scores have dropped. For example, one student got a
band 7 in speaking last month, but his speaking score dropped to 6 this month. How is that possible?
You might think that the examiner has been too strict or has done something wrong, but this is
probably not the case. The best explanation for fluctuating IELTS scores is performance on the day.
Some days you perform well: the topics in the exam seem to suit you, your brain seems to find good
answers and remember good words or phrases, and you finish all parts of the test in the time allowed.
Other days nothing seems to go right; you simply have a bad day.
Don't worry if your score fluctuates; this is completely normal. One day everything will go perfectly,
and you'll get the scores you need!
IELTS Advice: stop worrying about the examiner

Many students are overly worried about the examiner. They worry about body language, eye contact,
how friendly the examiner is, whether the examiner smiles, whether he/she is making notes, what
his/her opinion might be etc.
This kind of worrying is a waste of time and energy. My advice is that you should only worry about 2
things in the speaking test: 1) listening carefully to the questions 2) trying your best to give good
answers. It's a language exam, so let's worry about language.

IELTS Advice: the same thing in different ways

English students at beginner level learn to say "How are you?", but they probably don't know any
other ways to say this. For example:
- How (are) you doing?
- How's life?
- How's it going?
- How are things? / How's things (with you)?
- What's up?
- How's tricks?
- How's everything going?
- Alright?
As a native speaker, I could keep going and add several more phrases to this list. The same happens
in IELTS contexts: click here to see an example.
If you can express the same thing in several different ways, it usually means that you have a good
level of English.
IELTS Advice: practise paraphrasing yourself

In yesterday's lesson I suggested that the sign of an advanced learner of English is the ability to
express the same thing in different ways. But how can you get better at doing this?
Here's a simple exercise:
Imagine that you have to explain a word, phrase or idea to somebody who doesn't understand it. You
have to explain it in as many different ways as you can, until you are sure that the other person
understands.
Let's try this with the word 'paraphrasing'. Can you explain the concept of paraphrasing in a variety of
different ways to someone who doesn't know what it means?
IELTS Advice: 'read around'

I like the phrase "to read around a subject". It means doing general research about something in
order to learn more about it. Search engines and websites like Wikipedia make it so easy to do a bit
of "reading around" about anything that interests you, or about any IELTS topic that you find difficult.
So read around more; you'll improve your knowledge and your vocabulary at the same time!

IELTS Advice: a change of mindset

(mindset = established set of attitudes or way of thinking)
It seems to me that too many students (and teachers!) have a "grammar mindset". They believe
that 'complex structures' are the key to a high IELTS score, and they focus on learning rules. As a
teacher, I notice that these students are quick to question me if I say anything that seems to break a
rule; they assume that I have made a mistake.
I prefer the "vocabulary mindset". Students who have this mindset are more concerned about how
native speakers really use the language. They 'collect' words, phrases and collocations by doing lots
of reading and listening, and they enjoy using the new vocabulary that they have 'copied' from these
sources. As a teacher, I notice that these students are quick to question me about any new or
interesting phrases that I use; they want to learn how to use those phrases themselves.
To me, the vocabulary mindset seems much more positive and proactive than the grammar mindset.
It seems less critical and more curious, and I also think that it makes language learning more fun!
IELTS Advice: it takes time

Can I improve my score from 5.5 to 7 in one month?
The honest answer is: no, you probably can't
It's important to be realistic about the time it takes to improve your ability to speak, write or
understand a second language. It's a really difficult task. There is no magic recipe for success and
there are no shortcuts. Take your time, work hard and be patient.
Note:
I've underlined the good vocabulary contained in my advice.
IELTS Advice: using the verb 'get'

A student pointed out that I often use the word 'get' in my sample answers for IELTS speaking. For
example, I wrote "most people get a good feeling when they help others" in this lesson.
So, is it acceptable to use the word 'get' or is it too informal? Here's my answer:
The word 'get' is used so often in spoken English that no native speaker (or examiner) will even
notice that you've used it. In fact, it might even help to make your speech sound more fluent and
natural if you use 'get' in your speaking test.
Note: 'get' is fine in the speaking test, but I would normally avoid using it in the writing test.

IELTS Advice: meticulous preparation

'Meticulous preparation' is a nice collocation. Meticulous means extremely careful, detailed, diligent
and methodical. How meticulously are you preparing for IELTS? What could you do to be even more
meticulous?
Students' questions
Here are my answers to some of the questions that students asked me this week.
1) Is it ok to steal ideas and sentences from your ebook and other books?
Yes, you should steal as many ideas as you can from me, other teachers, books, websites,
newspapers etc. In my experience, the best way to learn a language is by copying the phrases that
native speakers use.
2) In the 'moon' question in this lesson, do we need to give an opinion about what the first
man to walk on the moon said?
No. It is a fact that Neil Armstrong said those words, and we can accept that the moon landing was a
great scientific achievement. The question is about whether this achievement affected the daily lives
of normal people.
3) Can I write answers in capital letters?
Yes. In all parts of the test, answers written in capital letters are accepted.
4) Can we write about the opposite view in an "agree or disagree" essay?
Be careful with this! If you give the views of other people, you are in danger of writing a "discuss both
views" essay. Have a look at this lesson.
5) Some teachers say that we should avoid using "I" or "my". Is this correct?
No, this advice is not correct. Read this lesson, and remember that you can't answer the question "Do
you agree?" by writing "It is agreed" (because this means "people agree").
IELTS Advice: grammar or vocabulary?

Students often ask me questions like: "Can you explain phrasal verbs?" or "Can you explain
prepositions?"
The problem is that the word explain implies that phrasal verbs and prepositions are grammar issues
with easy rules. In fact, there are no easy rules to explain phrasal verbs, prepositions, and many other

areas of language. Instead of treating these things as 'grammar', it's easier to see them as vocabulary
items.
In any language, some things can be explained using grammar rules. Everything else is vocabulary.
You don't need to explain vocabulary; you just need to learn it gradually.
Tip: vocabulary knowledge is the key to a high IELTS score!
Students' questions
1. Is it a problem if I mixed British and American spellings?
Not really. This isn't something that is likely to change your score.
2. If I only put my opinion in the conclusion, will I lose marks?
Possibly, yes. If you want a high score, your opinion should be clear "throughout" the essay (if the
question asks for it). State your opinion in the introduction, then explain it in the main body, and
repeat or summarise it in the conclusion.
3. I'm practising every day, but I don't seem to improve. Why is this?
Are you analysing your mistakes carefully? If you analyse and understand a mistake, that's an
improvement. Also, improvements happen gradually when you're learning a language; you might not
notice that you are getting better. Just keep working!
4. Can you provide tapescripts of your listening lessons?
It's a good idea, but I don't have time to make the transcripts myself. Maybe students could work
together to make them.
5. My exam is next week, but I don't know how to start an essay!
There are many lessons about how to write an essay introduction on this website. However, I must
say that it's a bad idea to book an exam when you are not properly prepared. You need a lot more
than a week to prepare for the IELTS test.
IELTS Advice: common topics first!

Students often write to me asking about a strange or difficult question that they have found.
Personally, I think that studying strange questions is a waste of time when there are some really
common topics that appear again and again.

Topics like education, family and work in the writing test, and 'describe a person' or 'describe a place'
in the speaking test are so common that you should definitely prepare these topics before you start
worrying about any unusual questions.
Use the 'real' questions in the Cambridge IELTS books and the topics here on my website before you
worry about anything else.
IELTS Advice: daily study habit

In my opinion it's better to study for 30 minutes every day than for 3.5 hours once a week. I try to write
these lessons every day to encourage students to get into a daily study habit. It isn't easy, and there
are days when you feel like giving up, but it will all be worth it when you get the scores you need!
IELTS Advice: don't translate word by word

If you try to translate word by word from your language into English, you'll probably make sentences
that an English speaker would never make.
Instead of translating word for word, try to build your knowledge (or repertoire) of English collocations.
Here are a few that I've already used this year:
 achieve an aim / achieve a goal
 reach your goal
 the key difference
 make a fresh start
 establish better habits
 redouble our efforts
 make a resolution
Students' questions: essay structure

I noticed a question from Mira in the 'recent exam questions' area:
"I just wanted to know whether you guys followed Simon's structure in a real IELTS examination. If I
follow Simon's structure, can I get band 8 in writing?"

Can you see the problem with Mira's question? The problem is that nobody can give you a 'structure'
that will get you a band 8. Essay structure only has a very small impact on your score; it is just one
element of your 'coherence and cohesion' score. Structure doesn't help you with your task response,
vocabulary and grammar scores.
Have a look at some of the 'band 9' essays that I've shared here on the blog. It isn't the structure that
makes them band 9. It's the relevant content, coherence of ideas, and range of vocabulary. Focus on
these things and you're much more likely to get a band 8.
IELTS Advice: if your writing score is lower

I often meet students who have no problem getting band 7 for listening, reading and speaking, but
they get a lower score in the writing test. Why is this?
These seem to be the main reasons:
 They start writing without stopping to think first.
 Their essays lack organisation because they didn't do a plan.
 They don't develop their ideas in enough detail or depth.
The solution is to spend more time planning and organising your ideas before you start writing. Think
and plan before you write!
IELTS Advice: if you're worrying

I think it's important to remember that you can never be 100% prepared for any exam. One of the
aims of an exam is to take you out of your 'comfort zone' in order to find the limit of your current
ability. There will always be surprises and difficult questions; otherwise everyone would get full marks.
So, don't worry if there are topics that you haven't studied, or words that you don't understand, and try
not to get too nervous or frustrated. Just keep working hard, do your best, and try to enjoy the
challenge of the exam!
Students' questions
1. Will I lose marks for spelling mistakes like 'Appril' instead of 'April'?
Yes, 'Appril' would be marked wrong in the listening and reading tests.

2. Can I suggest reasons for changes shown on graphs or charts?
No, you shouldn't try to explain reasons for the data in writing task 1. Just describe what you can see.
3. When should I use 'the' in the phrase 'figure / figures for'?
You can use 'the' with the singular and plural, but I often miss it with the plural (i.e. "the graph
shows the figure for" but "the graph shows figures for").
4. Is it a ok to start task 2 essays with a question?
No, that would be more journalistic than academic style.
5. In writing task 2, is it possible to agree completely but still mention the other side?
Yes, you can mention the other side of the argument too, but make sure it's clear that you disagree
with it, and explain why.
IELTS Advice: collocations and topic vocabulary

I often talk about 'collocations' and 'topic vocabulary'. Do you understand the difference between
these two terms?
Collocations are groups of words that often go together. Many groups of words, such as "global
warming" and "for example", can be called collocations.
Topic vocabulary is the term I use when I'm teaching IELTS writing task 2. It refers to single words,
collocations and phrases that relate specifically to the question topic. So, "global warming" is topic
vocabulary, but "for example" isn't.
IELTS Advice: are longer essays better?

A student asked me the following question:
Will it help my score if I write a longer essay for writing task 2 - because a longer essay will contain
more vocabulary?
Here's my answer:
Quality is more important than quantity in the IELTS writing test. If you write a longer essay,
you might demonstrate a wider range of vocabulary. On the other hand, you might just repeat the
same ideas, and you might make more mistakes.
I don't teach my students to write longer essays (anything over 250 words is fine). I teach them to
spend 10 minutes planning good ideas, rather than trying to write more words. In my view, planning is
the secret to improving the quality.

IELTS Advice: which writing task should you do first?

Students often ask me which writing task they should do first in the exam. Is it better to start with
IELTS writing task 1 or task 2?
Personally, I would start with task 1.
You'll be feeling nervous in the exam, so it's a good idea to start with something easy: the introduction
to task 1. If you have read my advice on how to write the introduction for task 1, you will have a fast
and simple way to begin the exam.
So, don't waste any time at the beginning of the writing test. If you have practised paraphrasing task 1
questions, you should be confident that you know exactly what to do. Get started straight away; you'll
feel much better.
IELTS Advice: one tip for each part

A student of mine asked me to give him just one key piece of advice for each part of the IELTS test.
Here is my answer:
Speaking
Focus on vocabulary instead of grammar or linking. In parts 2 and 3, explain your ideas in detail to
increase your vocabulary score.
Listening
Use the breaks to read ahead. When they give you half a minute to check your answers, don't. Use
the time to get ready for the next section.
Reading
Get to the end! Miss the questions you find difficult, and make sure you do all of the easier ones.
Return to the harder questions if you have time.
Writing Task 1
Write a good overview. Examiners want to see a summary of the information, as well as detailed
description.
Writing Task 2
Spend more time planning. A good plan will help you to write a more organised essay with better
ideas.

IELTS Advice: testing or training?

Many students prepare for the IELTS exam by doing lots of practice tests. But too much testing is a
bad idea.
I think that there is a difference between 'testing' and 'training'.
Testing:
 shows you what your current level is
 gets you used to working in exam conditions (e.g. with a time limit)
Training:
 means that you focus on vocabulary for a particular topic
 or work on particular grammar mistakes
 or work on a technique for a particular part of the exam
A good example of training is when you practise writing introductions. Sometimes I spend a whole
lesson with my students just doing different introductions. We practise one technique until students
become good at it.
So, how much 'training' and how much 'testing' should you do? Well, a good idea might be to spend
Monday to Friday training, preparing and working on language. Then test yourself at the weekend - if
you've worked hard, you might see an improvement!
IELTS Advice: how to know when you're ready

How do you know when you're ready to take the IELTS exam? Here's my advice:
1.If you've never taken the exam before, take it as soon as you can. You'll be surprised how
difficult a full day of testing is! Treat your first attempt as a practice test to get used to what it
'feels' like. Also, taking the exam is the best way to assess your level.
2.Your next step could be to read about the best ways (techniques, methods) of doing each
part of the exam; this is what I try to provide here on the website. Read my advice, analyse
my model answers, and try to copy the way I approach each part of the test.
3.Using what you have learnt, you need to practise and train yourself. This is not the same as
testing yourself. Read yesterday's lesson to understand the difference.
4.Finally, you need to do some tests and get feedback. You need to find out what you are doing
wrong and what you need to do to improve. The best form of feedback is from a teacher
who can read your essays or listen to you speak.
You will know that you are ready when you consistently get the score you need in all of your practice
tests.

IELTS Advice: linking

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!
IELTS Advice: what have you learnt?

When I teach lessons here in Manchester, I always ask my students one question at the end of the
day: What have you learnt? I ask the students to tell me the one key thing that they will remember
the next day.
So, can I ask you the same question? If you have been following the lessons on this blog, what is the
most useful thing that you have learnt?
Students' questions
Here are my answers to a few questions that people have asked in the 'comments' below recent
lessons.
1. Can we lie (e.g. make up a story) in part 2 of the speaking test?
Yes, it's ok to lie, but it's better to 'adapt' the truth. Read this lesson for a full explanation.
2. In writing task 2, is it better to write four paragraphs or five?
There isn't really a 'best' way; it's possible to write a band 9 essay with four, five, or even six
paragraphs. My preference is for four paragraphs because this encourages you to go into more detail
in each of the two main body paragraphs. More detail and depth = a better essay!
3. What type of books should I read to improve my reading skills?
Anything that you read in English will help. My tip is to read things that you find interesting; if you
enjoy reading, you'll read more, learn more, and improve faster.
4. Can we use symbols like $, £ and % in writing task 1?

Yes, I usually prefer to use these symbols instead of full words like "per cent". For native speakers,
it's very normal and natural to do this.
5. How can I improve my memory so that I use better vocabulary?
In my experience, people become good at what they focus on. Are you constantly reading things in
English, thinking about English, watching English videos, and making notes of anything new that you
learn? If English is your main focus each day, I'm sure you'll improve.
IELTS Advice: the importance of focus

My answer to the 5th question in yestderday's lesson is worth repeating:
IELTS Advice: why do your scores fluctuate?

People often wonder why their IELTS scores fluctuate. For example, they might get a band 7 in
writing one week, but only band 6 or 6.5 the next week.
Does this mean that the test is unreliable or that you had a bad examiner?
Probably not. Fluctuations are normal, both in the exam and when you are practising at home. For
example, I've seen the same fluctuations in the quality of students' homework. Sometimes they have
great ideas for the essay topic, or they find the answers easily in a reading test. Other times
everything seems to go wrong; they have a bad day, and get lower scores.
Tomorrow I'll talk a bit more about this, and I'll try to suggest some strategies for dealing with this
'fluctuation' problem.
IELTS Advice: score fluctuations

Yesterday I explained why it's normal for your scores to fluctuate between tests. Now I'm going to try
to suggest some ways to deal with this.
1. Keep retaking the test
This advice might surprise you, but I remember a student who booked 4 tests in one month. He
understood that his scores would fluctuate, but he hoped to improve his chances of having a 'lucky
day' when everything went well. It worked! The student told me that the main benefit of taking the test
every week was that he stopped feeling nervous. On the third Saturday he performed well in all 4
parts of the test and achieved the scores he needed. *But read the warning below!
2. Practise until you over-perform
To get a band 7 in exam conditions, you probably need to be achieving band 7.5 when practising at
home. Most people perform worse in real tests due to nerves, so make sure you can comfortably get
the score you need before taking the test.
3. Be more consistent in your approach
You might think that you always write essays in the same way, but most people don't. One of my aims
in these lessons is to encourage people to use the exact same method every time. For example, I
always try to write 9 sentences for writing task 1, and 13 sentences for task 2. If you can't say how
many sentences you usually write, you're probably not being consistent. I'm using writing as an
example, but there are methods for the other parts too.
Notes:
 *Warning: Strategy number 1 can be expensive, and there are no guarantees that it will work.
Only try this if you are able to get the score you need in each part and you keep missing
your target by 0.5 band in just one part of the test.
 Strategy number 2 is sensible, but some people don't want to wait until they can over-perfom.
 Strategy number 3 is my favourite. If I can help students to become more consistent, I feel
like I'm doing my job as a teacher!
IELTS Advice: band 9 phrases for every essay?

Here's an interesting question that someone asked me on Facebook:
Can you add on your blog some typical phrases (band 9) that we can use in every essay?
This seems to be the 'secret' that so many people are looking for. The problem is that these
phrases do not exist. I'll try to explain why.
To get a high score for vocabulary and task response, you need to use words and phrases that are
specific to the particular question that you are given. For example, if the question is about the
environment, you could write about 'greenhouse gases' or 'carbon dioxide emissions'. But these
phrases cannot be used in every essay; they are only relevant to this one topic.
The only phrases that can be used in every essay would be 'linking' phrases, and these do not
contribute to your vocabulary or task response scores. They only help you to organise your ideas.
So, please stop looking for 'any essay' phrases. Tomorrow I'll explain what to do instead.

IELTS Advice: prepare 'topic phrases'

Yesterday I explained why nobody can create a list of 'band 9 phrases for any essay'. So, is there any
way to prepare band 7-9 vocabulary for the test?
The answer is yes, but I'm afraid you will need to make many lists, not just one! I advise my students
to prepare ideas and opinions for as many common IELTS topics as possible. Click here to see the
basic list that I use.
My aim in the writing lessons on this blog (and in my ebook) is to help you to compile a list or build a
repertoire of good 'topic vocabulary'. I could easily give you a list of linking phrases, but unfortunately
that wouldn't really help you.
IELTS Advice: conscious use of techniques

At the end of yesterday's speaking lesson, I made an important point:
You need to be conscious of the techniques that you are using as you answer questions in the exam
(especially in the speaking and writing tests). Otherwise you'll go back to your 'old technique' of
saying or writing whatever comes into your head.
Let me explain this a bit more with an example:
When I teach students the 3-step technique that I mentioned yesterday (answer, explain, example),
they have no problem understanding it. However, when I then ask some sample questions, most
people seem to forget the technique completely. They miss the example, or they give a list of two or
three answers with no explanation.
Ask yourself: are you consciously using the exam techniques that you have learnt, or do you fall
back into old habits when under pressure?
IELTS Advice: practice or preparation?

Are exam practice and exam preparation the same thing? I'd say they are not. Preparation for any
test should involve more than just exam practice. What else do you do, apart from test practice, to
prepare for the IELTS exam?

IELTS Advice: before you retake the exam

Before you retake the exam, ask yourself some questions:
 What specific areas have I worked to improve since my last exam?
 How do I know that I have improved?
 Can I get higher scores when I'm practising than the scores I need?
Here's an example of an ideal response to these questions:
Since my last exam, I've been doing a lot of work to improve my 'main body' paragraphs for writing
task 2. I now spend more time planning and organising my ideas before I start writing, so my
paragraphs are a lot better. My teacher noticed this improvement and gave my most recent essay a
band 7. I only need a 6.5.
IELTS Advice: identify the problem

Many students ask me for advice about how to improve their scores. Or they ask me to explain why
they didn't get higher scores in their exams.
Unfortunately, I can't give good advice if I don't know the person. To give good advice, I need to be
able to identify the problem, and the only way to do that is by speaking to the student and reading
some of his/her essays.
So, here's my tip for today: If you want to improve your score, first you need to identify what your
problems are. You might need to invest in a few lessons with a teacher who can help you with this.

IELTS Advice: "I only improved by 0.5"

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!
Students' questions
1. Is it ok to write IELTS essays in capital letters?
Yes, it seems that the rules changed some time ago, and it's now fine to write your essays in capital
letters.
2. Is writing task 2 the same for the general and academic tests?
Yes, the question types and topics are basically the same. That's why I only have one lesson
category for task 2 here on my blog.
3. Do examiners care about small things like singular and plural forms?
Yes, examiners notice these things! In the writing test, one small mistake won't affect your score, but
many small mistakes will. In the listening test, a singular / plural mistake could lose you a whole mark.
4. Is it better to write numbers as words or figures?
It's probably better to write the full word (e.g. 'nine') in writing task 2, but I would write the figure (e.g.
'9') in all other parts of the test.
5. Is it ok if I speak with an American accent?
Yes, of course! Examiners care about pronunciation and clarity, but not accent.
IELTS Advice: misinformation!

This week someone asked me a question which included the following statement:
Some examiners do not agree with the use of "I" in the writing test.
My question is: who are these examiners? I can't believe that examiners would ignore their training
and penalise the use of "I". How are candidates expected to answer the question "Do you agree or

disagree?" without using "I" or "my" (e.g. I completely disagree)? Also, if the personal pronoun "you"
is used in the question, why would personal pronouns be prohibited in your answer?
My guess is that this misinformation about the use of "I" is coming from teachers, not examiners. In
my experience here in the UK, examiners are all well trained and they all work in the same way.
They expect you to use phrases like "I believe" or "I agree" when the question asks for your opinion!
IELTS Advice: technique and language

Exam technique is obviously important. Good preparation means knowing how to approach each part
of the test.
However, exam technique won't help someone with intermediate language skills to get an 'advanced'
score (band 7 or higher). Exam technique just helps you to get the score that your current language
level deserves.
So keep doing the exam practice, but don't stop working on your English language skills!
Mock IELTS test

Today I'm doing a full mock test with some students here in Manchester. After a real IELTS test you
receive your scores, but they don't tell you why you got those scores. My aim is to give
scores and feedback, so that the students understand where they went wrong and what they need to
do to improve.
It will be interesting to see how the mock test goes. I'll tell you tomorrow!
Mock IELTS test: some observations

Here are some quick observations about the performance of people who attended my mock test
yesterday:
Listening
Most people lost easy points by making spelling mistakes. For example, nearly half of the group
spelled "planned" wrongly. They wrote "planed".
Reading
Time was a big problem for almost everyone, and several people guessed the last five questions. Try
not to let this happen to you; give yourself a strict 20 minutes for each passage.

Speaking
Everyone did well in parts 1 and 3, but most people rushed through the bullet points in part 2. Try to
cover each point in some detail, like I did in this lesson.
I haven't marked the writing papers yet.
Overall, I think my 'candidates' found the mock test useful, mainly because it showed them what their
weak points are.
IELTS Advice: what can you memorise?

While I don't recommend memorising full IELTS essays, I'm sure that memorising can be a useful
technique that might help you to get the score you need.
So, what can you memorise? Here are some ideas:
1.The correct spelling of any words you have problems with.
2.Some useful organisational phrases e.g. "It is clear that..." (to begin your summary paragraph
for writing task 1).
3.Some common topics for IELTS speaking part 2 e.g. a description of a hobby, person, place.
4.Some good topic vocabulary (phrases rather than single words) for IELTS writing task 2.
Can you think of anything else that you could memorise before the exam?
IELTS Advice: did you notice?

On Wednesday I wrote a paragraph for a task 2 topic. Did you notice the following things in it?
 I used "in my opinion" and "I believe" to make it clear that I'm giving my own views. Read this
lesson if your teacher has told you not to use "I" or "my".
 I wrote 5 sentences, which is the usual number that I aim for in my main body paragraphs.
 The structure was: 1 topic sentence, 1 sentence about the first idea (working hard), 2
sentences about the second idea (good manners), 1 sentence about the third idea (sense of
community).
 The fact that I wrote about 3 distinct ideas meant that the paragraph "moves forward". Many
students seem to get stuck on one idea, and the paragraph has no development or
"movement".
There are also some 'band 7-9' phrases in the paragraph. Did you notice them?

IELTS Advice: paragraph 'movement'

In yesterday's lesson, I wrote this:
The fact that I wrote about 3 distinct ideas meant that the paragraph "moves forward". Many students
seem to get stuck on one idea, and the paragraph has no development or “movement".
This is something that I often see in students' essays: they go "round and round" explaining the same
idea for a whole paragraph. Look carefully at your own paragraphs to see whether this happens to
you. If it does, here are 2 possible solutions:
1.Spend more time planning, and try to think of 3 distinct ideas or points before you start
writing. When you've written about one point, leave it and move on to the next one.
2.Spend more time planning, and develop your idea (if you only have one idea). Make sure you
don't just explain the same point in different ways. Instead, try to "move the idea forward" by
thinking about reasons, consequences and examples. You could even consider alternatives
e.g. what the opposite of your idea would be.
IELTS Advice: what is 'advanced' language?

When I was at school I studied French. The teachers taught us lots of grammar, and after five or six
years we were ready to learn passives, conditionals and the subjunctive. These were considered to
be the the most advanced aspects of the language.
But then I went to France, and realised that I was still a beginner! I couldn't understand fast speech,
and I couldn't express myself without thinking first; I needed time to construct sentences in my head.
Now I have a different view about what 'advanced' or 'difficult' language is, and the IELTS marking
system agrees with me. An 'advanced' user of English isn't someone who uses lots of passives and
conditionals. An advanced user is someone who has a large language repertoire, can explain ideas in
detail, can speak without thinking (too much), and can express the same idea in a variety of ways.
Which type of 'advanced' are you tryng to reach?
IELTS Advice: recommended language school

If you read the comments below my lessons, you may have seen some very helpful replies by an
IELTS teacher called 'sjm'. Although we don't work together (I'm based in the UK and sjm is in
Australia), sjm and I share the same ideas about how to tackle the IELTS test, so it's great to have his
help!

Sjm has a language school in Sydney, Australia, called Doctor IELTS. The school also has a Wechat
page for Chinese students, so if you live in Sydney or speak Mandarin, give them a try. And look out
for any comments by sjm here on my blog - you can definitely trust his advice!
IELTS Advice: typical mistake in writing task 1

In case you didn't see my lesson on Thursday, or the answer I gave in the comments below it, here's
one of the most typical mistakes that I see people making in their writing task 1 answers:
They write things like "Canada decreased" or "the USA was the highest".
These phrases don't make sense. Canada, the country, didn't decrease! Youmust remember to
describe the topic properly. For example:
- Unemployment in Canada decreased.
- The USA had the highest rate of unemployment.
Remember: saying that a country increases or decreases sounds very strange!
IELTS Advice: useful online dictionary

A colleague of mine (thanks Phil) just sent me a link to an online dictionary called Your Dictionary.
The best feature of this dictionary is that it shows you lots of example sentences that include the word
you searched for.
Try searching for a word, and then click on the 'sentences' option:
I tried this with the word "otherwise" (someone asked me about the different uses of this word a few
days ago). I found the 'sentences' option much more useful than just reading the definitions.
IELTS Advice: don't give up!

It's always nice to hear from people who have struggled with IELTS but have been successful in the
end. Here's part of a positive message from my Facebook page. I'm sharing it today because the key
advice is: don't give up!

"After multiple attempts of taking the exam, I was able to get my needed scores on my 4th try. What's
astonishing is I got 7 in writing, my weakest part, after the remarking. I know thousands of people are
struggling to get their desired scores but all I can say is 'Do not give up'. There was a time in my life
where I said to myself that IELTS is just a business, dreadful and unjust. However, I continued to
believe in myself."
(Veyga, Philippines)
Although I hear from lots of people who are frustrated by the IELTS test, I hear from many others who
have passed. Keep working and you'll be one of them!
Study in the UK: help with applications

People often ask me for advice about applying to study in the UK. My focus is on IELTS, and I don't
have time to help with visas, application forms, personal statements, accommodation etc.
However, I've now found a really friendly and professional education consultancy here in Manchester
that offers this kind of help, usually for free, for students anywhere in the world.
If you'd like to study at a UK university and need some help with the process, just email me
([email protected]), and I'll pass you on to my trusted colleague.
IELTS Advice: vocabulary lists?

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!
Students' questions
Here are my answers to some of the questions that people have asked me recently.
1) Can we use the passive voice in writing task 1?

Sometimes, yes. But don't write things like "the number was increased". When describing numbers,
just write "the number of... increased". I'll say a bit more about this question in tomorrow's lesson.
2) If the question asks "Is this a positive or negative development?", should we write about
both postives and negatives?
It's your choice. You can take a strong view and argue that the development is 100% positive (or
negative), or you can take a balanced view and give the positives and negatives. If you do discuss
both sides, it might be best if you make an overall decision e.g. "In spite of the negative effects of..., I
believe that it is a positive development overall."
3) How can I improve my ability to answer multiple choice questions in the listening test?
Everyone finds multiple choice questions difficult, including me! The reason is that there's a lot to
read, and a lot of information to keep in mind while you're listening. My advice is to underline one or
two key words in the question and in each choice; this means that you'll have less information to
focus on when listening. Also, the keywords will act as "signposts" so that you don't get lost in the
middle of the recording.
4) In part 2 of the speaking test, should we follow the order of the points on the task card?
Personally, I think it's easier to follow the order of the points on the card. However, there isn't a rule
about this, and it's fine to return to a previous point if you need to fill time.
5) If I make a mistake in the speaking test, should I correct myself?
Yes. Occasional self-correction is good. It only becomes a problem if you self-correct so often that
you lose fluency.
IELTS Advice: the wrong thing to focus on

In yesterday's lesson I mentioned that someone asked me this question: "Can we use the passive in
writing task 1?"
If you ask a question like this, it tells me that you're focusing on the wrong thing. Your method, or your
whole approach to the IELTS test is wrong.
When you look at a graph or chart in writing task 1, you shouldn't be thinking, "can I use the passive
to describe this information?". You should be thinking, "what is the main trend, which numbers should
I compare or contrast, how will I paraphrase the question etc.?".
Don't take a 'grammar approach' to your IELTS preparation. Take a 'task response' approach: focus
on answering the question.

IELTS Listening Advice: transcribing task

I often recommend transcribing as a good way to improve your listening (and your English in general).
As a quick task, can anyone transcribe the short recording in Tuesday's lesson? I'll show you the full,
correct transript tomorrow.
Posted by Simon in IELTS Listening, Questions/Advice | Permalink | Comments (9)
IELTS Listening: transcript

Here's the full transcript of Tuesday's recording:
Before we start our tour of the club, I'll just run through some basic information about the facilities we
have here, including recent improvements, and explain the types of membership available.
Our greatest asset is probably our swimming pool, which at 25 metres isn't Olympic-sized, but now
we've expanded it to eight lanes, it's much wider. This means there are rarely more than a couple of
people at a time in each lane. Unfortunately, there isn't space for an outdoor pool here, but the glass
roof on the swimming pool is partly retractable, which means you can enjoy something of the open-air
experience on warmer days.
Our recently refurbished fitness suite has all the latest exercise equipment, including ten new running
machines and a wide range of weight-training machines. Each member is given full training in how to
operate the equipment, and there is always a trainer on duty to offer help and advice. Although we do
have adult-only times after 6 and at certain times at weekends, children are well catered for. Older
children continue to benefit from a wide range of tuition: anything from trampolining to yoga.
Note: Did you notice any new or useful vocabulary?
Posted by Simon in IELTS Listening, Questions/Advice | Permalink | Comments (9)
IELTS Advice: 'difficult' words and how to learn vocabulary

Note: I'm re-posting this lesson because people keep asking me about 'difficult' words.
Here's a useful question from a student who asked about "difficult" words and how to learn
new vocabulary:
Hi Simon. Reading your blog and studying your ebook, I’ve noticed your English is perfect, but you
don’t use difficult words. Also, regarding the process of learning new words, some teachers say that
we should write them on cards and write the adjective, noun, verb associated with the new word. Do
you think this is a good idea?
Here's my answer:

I don't believe in the idea of a "difficult word" - any individual word can be learnt easily. What is
difficult is using words together in phrases. So, I tell my students not to write down individual words,
but to investigate how words work in real contexts. Instead of writing single words on cards, I'd write
phrases or even sentences in a notebook. It's definitely a good idea to look for associated nouns,
verbs and adjectives, but always try to find examples of how those words are used (just search for
them on the Internet). Remember: it's easy to understand a word, but it's not so easy to use it in a
range of full sentence contexts.
IELTS Advice: the first thing that I say

When people ask me for general advice about how to improve their IELTS scores, the first thing that I
say to them is: you need a method for everything.
Do you have a method or a way of approaching every part of the test? If you don't have a method,
you're not as well prepared as you could be.
Students' questions
Here are my answers to some of the questions that people have asked me this week:
1) In the reading test, are the answers in each passage in order? For example, if questions 1-6
are multiple choice and questions 7-13 are gap-fill, will the answers to all 13 questions be in
order?
Often they are all in order (but not always) so try searching in order first. For example, when you get
to question 7, start searching in the passage from where you found the answer to question 6. If you
don't find the answer, you'll have to go back to the beginning of the passage.
2) If we can't find a 'keyword' in the passage, will the answer be 'not given'?
Yes. If you can't find part of the information in the question, the answer must be 'not given'.
3) Is it worth practising the general reading tests in the Cambridge books, even though I'm
doing the academic test?
Yes, I think it is worth practising some general reading tests. They are easier than academic tests, but
the question types are the same. It's good to be able to practise the 'keyword' technique with some
easy questions.
4) What are the methods that you mentioned in last Sunday's lesson?
You'll find lots of methods or exam techniques in the lessons here on the blog. Some examples are:
the 4-paragraph structure for writing task 2, how to write introductions and overviews in writing task 1,

the keyword technique in reading, and using the breaks to read ahead in the listening test. To
become an expert user of my suggested methods, keep following the blog lessons!
Students' questions
Here are my answers to some questions that people have asked me recently:
1) I've just found this website, but where should I start?
There's no particular order, so it doesn't matter where you start. Try looking through the most recent
lessons, or the different categories in the menu. I've done lessons about every type of question and
most IELTS topics, so if you look hard enough, I'm sure you'll find something that will help
you. Note: If you want a step-by-step course, try my video lessons here.
2) What books should I use if I've finished Cambridge IELTS 1 to 10?
There are two other official books of IELTS practice materials (click here to see one of them). Apart
from that, I personally don't use or recommend any other books. If you've finished all of the official
books, follow tips 5 and 6 in this lesson.
3) What is IELTS for UKVI?
Don't worry about this; it's really just a new name for the same exam. If you want to read
more, this website explains everything.
4) Do you recommend using thesis statements e.g. "This essay will..." in introductions for
writing task 2?
There's nothing wrong with doing this, but I find it unnecessary. If you read through my task 2
lessons, you'll see that I never write a thesis statement in my introductions. I prefer to spend the time
getting started on my main body paragraphs, which are more important!
IELTS Advice: step by step

Yesterday I was reading some advice from a successful musician, and it struck me as being equally
relevant to language learning and IELTS preparation:
"It is true of any subject that the person that succeeds has the realistic viewpoint at the beginning,
and knows that the problem is large and that he has to take it a step at a time, and that he has to
enjoy the step-by-step learning procedure."
(Bill Evans, pianist and composer)
Do you have a realistic idea of what you need to do to reach your required IELTS score? Are you
tackling the problem in a step-by-step manner? And are you enjoying the challenge?

IELTS Advice: homework should be perfect!

Students often make simple mistakes that could be avoided. In exam conditions this is
understandable, but there is no excuse for making careless mistakes in your homework!
If you are writing an IELTS essay at home, don't do it as a test. Take your time, check everything
carefully, and aim to write a "perfect" essay. Homework is an opportunity to learn and improve, not
just a test of your current level.
IELTS Advice: how to improve

Many people ask me how they can improve their IELTS scores. In my experience, improvements tend
to happen in the following way:
Note: The numbers on the graph refer to stages of improvement, not scores.
Here's my explanation of the four stages of improvement:
1.When a student first starts taking IELTS lessons, they learn useful exam techniques and they
do some practice tests. They often improve quite quickly at this stage.
2.However, there is a limit to the improvements that you can make with exam techniques alone.
Stage 2 represents the frustrating period during which your score stays the same.
3.The only way to reach point 3 is by working hard to improve your English. There are no
secrets, shortcuts or special techniques; learning a second language takes time and
practice.
4.In the end, students who persist do tend to get the scores they need! (I'm afraid nobody can
tell you how long this will take).

IELTS Advice: an important question

Here's a question that a student wrote in the "comments" below one of my lessons this week:
Dear Simon,
I'm reading your model essays and find them easy to follow and understand. They are totally different
from what I'm being trained to write in my IELTS class. We are advised to include linking words,
adverbs and descriptive clauses in almost every sentence, while your sentences are much shorter
and cleaner. Please give me your opinion about this difference.
(Note: I've corrected a few small mistakes that the student made)
For me, this is an important question because it highlights one of the main reasons why I started
writing this blog: I disagree with the way that many teachers, books and websites teach IELTS, and I
wanted to suggest a different approach. Examiners are pleasantly surprised when they see essays
that are 'clean' and easy to follow, and you might find that your scores improve as you start to focus
on real content instead of linking words and memorised phrases.
Friday, January 01, 2016
IELTS Advice: New Year's resolutions

A New Year's resolution is an intention or objective for the coming year. The problem is that most
people (including me!) break their resolutions - apparently 35% of New Year's resolutions are broken
by the end of January.
If you're making a New Year’s resolution related to IELTS, here’s an idea:
We know that the overall aim is to pass the IELTS test, but the best resolutions
are small and achievable. It’s disheartening to break a promise that you made to yourself, so start
with something very easy. Why not make a short-termresolution for January only? When you've
achieved that aim, you can set another one for February. Each aim can become gradually more
difficult as you gain confidence.
Do you have a small, short-term, achievable objective for January? Feel free to share your
resolutions in the “comments” below. I’ll tell you mine tomorrow, and maybe we can encourage each
other to achieve our goals this year.
Happy New Year!

IELTS Advice: overall aims, specific actions

Most people who read this blog have the overall aim of passing the IELTS test with a certain score.
But what specific actions are you going to take to achieve this overall aim? For example:
 Write one essay every week, get it checked by a teacher, and rewrite it.
 Do a full reading test once a week, check the answers, analyse my mistakes, and make a
keyword table.
 Read this blog every day and follow Simon's advice :)
By the way, my own overall aim for this year is to finish my video course and my teacher training
course. My small, short-term goal (my first specific action) is to produce the first video lesson for the
speaking test.
IELTS Advice: 'deep' answers

Unfortunately, many candidates give shallow answers in their IELTS speaking and writing tests.
They mention a few different ideas, but fail to develop any of them in detail. They would get higher
scores if they just took one idea and developed it in detail; this is what I call a deep answer.
Practise explaining just one idea in as much detail as you can. The ability to do this could really
benefit your speaking and writing scores.
IELTS Advice: metaphors help learning

In Monday's reading lesson I used the metaphor of a "treasure hunt" to describe the task of finding
answers in the passage.
In a comment below the lesson I pointed out that metaphors are a great aid to learning. Metaphors
can help us to understand complex ideas more easily and clearly, and they also help us to remember
things.
Here are some other metaphors (or similes) that I've used on this blog:
 Running a marathon
 Playing the piano
 Stepping stones
 Skeleton
Note: If you're not sure what metaphors and similes are, read this.

IELTS Advice: nervousness

People often ask me for advice about overcoming nervousness when they're taking the IELTS test.
Personally, I think it's normal and even helpful to feel nervous before an exam. The feeling that I think
you should aim for is a healthy mix of nervousness and determination. The determination comes from
knowing that you are well prepared for the challenge; when you feel like this, the nerves usually
disappear as soon as you start the first part of the exam.
IELTS Advice: you don't need to be 'original'

Some students worry about being 'original'. They worry that too many other candidates might use the
same ideas, vocabulary or linking words as them. For example, several people have asked me
whether the examiner will notice if they use the vocabulary from my blog lessons or ebook. Others
worry that simple linking words like "firstly, secondly, finally" are too common or even too 'old'.
So, is it true that we should worry about these things? Do candidates need to use 'new', original
language in their tests?
The answer is no! IELTS is not testing your originality; it's testing your ability to use the English
language in a normal, natural way. Don't worry about any of the things mentioned above!
IELTS Advice: aims for February

Did you make a New Year's resolution at the beginning of this month? Did you set yourself a small,
achievable objective for January?
My aim was to make my first video for IELTS speaking. I achieved this aim yesterday, so I'm going to
be more ambitious in February: I'll try to make a new video lesson every week.
Did you achieve your January objective? What are your aims for February?
IELTS Advice: don't invent statistics

People often ask me about inventing statistics in their task 2 essays. For example, if the question is
about crime, they might invent something like this:
"According to a recent report from Oxford University, around 60% of prisoners reoffend after being
released."
Although this looks like a good 'academic-style' sentence, I still wouldn't recommend writing it. Here
are two reasons why:
1.As you don't have access to research in your exam, statistics like this always seem 'fake' to
the examiner.
2.Statistics aren't really appropriate for the style of writing that examiners expect. They are
expecting an opinion-based essay, not a research-based assignment.
Rather than relying on invented statistics, focus on expressing your own views.
Students' questions: yes, no or not given?

Here's another tricky reading question that someone asked me to explain. Is the
answer yes, no or not given, and can you explain why?
Question:
Phase I of MIRTP consisted of a survey of household expenditure on transport.
Passage:
Phase I focused on research. The socio-economic survey of more than 400 households in the district
indicated that a household in Makete spent, on average, seven hours a day on transporting
themselves and their goods. Interesting facts regarding transport were found: 95% was on foot; 80%
was within the locality; and 70% was related to the collection of water and firewood and travelling to
grinding mills. Having determined the main transport needs, possible solutions were identified.
IELTS Advice: keep moving forward!

You're moving forward every time you do some IELTS practice, every time you learn a new word,
every time you read one of my blog lessons.

You might not notice these small improvements, but they add up over time, and you will gradually
move towards your goal. Keep going!
IELTS Advice: using my vocabulary is fine!

People sometimes ask me whether the examiner will reduce their scores if they copy my vocabulary
ideas, either from this website or from my ebook.
The answer is no, the examiner will not reduce your score! Everyone has to get vocabulary ideas
from somewhere, whether it's from a teacher, a textbook, a dictionary or my website. Besides, I
wasn't the "inventor" of any of the words or phrases that I use.
Students' questions
1. Is it ok to use the words "I", "my" and "we" in writing task 2?
Yes, it's perfectly ok to use those words. You might be told to avoid them in university assignments,
but the advice for IELTS is different. If the question asks for your opinion, you will probably need to
write "I agree", "I believe" or "in my opinion".
2. Can we invent facts or figures in writing task 2?
I don't recommend inventing statistics or news stories. I always think that doing this makes writing
seem 'false'. Just explain your own ideas and opinions, and give reasons and examples.
3. Can we use "you" to talk about people in general?
In the speaking test, it's fine to say something like "when you go on holiday, you have the chance to
relax". But in a written essay, I would prefer to change this e.g. "when people go on holiday...".
4. Is it ok to use "firstly" and "secondly" without a "finally" idea?
Yes, that's fine.
5. Will I lose marks if I don't give both views in writing task 2?
It depends on the question. If the question asks you to discuss both views, you must do this.
However, if the question asks whether you agree or disagree, you definitely don't need to mention
both sides of the argument.
IELTS Advice: notice your mistakes

Students often don't notice when a teacher corrects their mistakes.
Look at this example of a conversation between a student and a teacher:
Student: I gave the IELTS test five times.
Teacher: Oh, you've taken the test five times?
Student: Yes, the last time I gave it was two weeks ago.
The student doesn't notice that the teacher is correcting a mistake. In English wedon't say "give a
test" (unless you are the examiner giving the test to the students), we say "take a test".
When a teacher repeats something that you said in a different way, it's possible that you made a
mistake. Listen carefully, and try to notice mistakes and corrections. If you're not sure, ask the
teacher whether you made a mistake.
IELTS Advice: do something every day

For various reasons, I haven't been able to write today's blog post until now (6pm in the UK). Some
days I have plenty of time to make a good lesson or even write a full essay, while other days I might
only have time to write a quick tip. The important thing, I think, is to stick to my daily blogging habit
and keep going.
I give the same advice to my students: If you want to improve your English and your IELTS score, just
do something every day that helps you to move forward.
IELTS Advice: why many teachers get it wrong

In yesterday's lesson I asked why teachers often give students the wrong advice about IELTS writing.
This can happen even with teachers who are generally very good at teaching English.
In my experience, the reason is simple:
Many teachers have been trained to teach academic writing for university, but they haven't had
any specific IELTS training. IELTS writing follows a few different rules compared to university writing,
and teachers aren't always aware of the differences. Maybe we need a list of these differences; can
you think of any?

IELTS Advice: boring hard work

I often advise students to try to enjoy studying English and preparing for the IELTS test.
However, sometimes the boring things are the most useful: rewriting an essay to improve it, looking
up words in a dictionary, learning correct spellings by heart. If you're not doing any boring work,
maybe you're not working hard enough!
IELTS Advice: answer the question!

In the IELTS speaking and writing tests, the most important thing is to answer the question. This
seems obvious, but many students are so worried about using 'difficult grammar' that they don't
give relevant answers.
In the speaking test, listen carefully to the question and answer it as if you were speaking to a friend.
Try to speak without thinking too much; forget the grammar and just have a normal conversation.
In the writing test, take some time to understand each question and plan your answer. Check the
question every time you write a new idea; make sure that everything you write is relevant. If part of
your answer is not related to the topic you will lose marks, even if your grammar is perfect.
IELTS Advice: from students who have passed

I've just been reading the comments below yesterday's lesson, particularly those written by James Z
and Kevin.
If you have time, please click here and read what James and Kevin wrote. If you're struggling to get
the IELTS score you need, I hope it will inspire you to see that people do achieve their goals. Just
keep working hard, and you'll be able to share your own success story soon!
IELTS Advice: 'empty package' essays

In Wednesday's lesson I showed you some examples of the kind of memorised phrases that
examiners don't like. Here's the reply that I wrote to the student who asked me about those phrases:
Too many people write "empty" essays. Their essays are "packaged" with phrases like the ones you
mentioned, but there is nothing inside the package - no real topic content.

If you read my own essays here on the blog, you'll see that the "packaging" is quite simple. I'm much
more concerned about the contents.
IELTS Advice: feedback from teachers

Last week I did some IELTS teacher training at Liverpool University. Afterwards, I asked the teachers
what they found most useful about the session, and three things stood out:
1.They liked my advice on essay planning for writing task 2. In particular, they thought that
numbering the ideas in the plan was really useful. Watch this video to see an example.
2.They had a clearer understanding of the differences between IELTS writing and university
academic writing e.g. using the word "I".
3.They liked the idea that it's easier to get faster than it is to get better. Don't worry if it
takes you four hours to write a band 7 essay; the important thing is that you're achieving
that score. Your only task now is to gradually speed up.
Note: These might not be the most useful tips for students, but it's interesting to see what's important
for teachers.
IELTS Advice: search this website

I've recently removed the search bar from this blog. The reason I did this is that Google does much
better searches that the blog's search bar did. Have you ever used Google to search this website?
Here's how to search this blog using Google:
1) First, search for "ielts simon" on Google.
2) You should then see the result in the image below.

3) Now use the "ielts simon" search bar circled in red above.
4) Google will give you results from this website only.
I use this option all the time to find old lessons on my blog. It's a great way to search for a particular
topic, type of question, or anything else that you're worried about. For example, if you want to know
about using capital letters in the listening test, just type "listening capital letters" into the search bar,
and see what you find.
Students' questions about IELTS speaking

Here are some questions that people have asked me about the speaking test recently, with my
answer below each one.
1) Should we use synonyms instead of words that the examiner used in the question? For
example, if the question is "Do you think your weekends are long enough?", should I use
synonyms for 'weekend' and 'long'?
You probably won't have time to think of synonyms or paraphrasing in the speaking test. Also, if you
try to paraphrase words like 'weekend' and 'long enough', you are in danger of giving a very strange
answer (don't say "My Saturdays and Sundays are sufficiently lengthy"!!). Just answer the question in
a natural way e.g. No, my weekends are too short. I wish they were longer.
2) Do we need to cover every point on the cue card in speaking part 2?
No, you won't lose marks for missing one or two of the points. However, the points are there to help
you structure your answer, so I recommend that you try to use them.
3) Is it possible that the examiner will only ask six questions in part 1?
No. In part 1 the examiner must ask all of the questions on his/her question sheet, and there will be
around 10 to 12 questions in total.
IELTS Advice: feedback from a student

People are often surprised when I tell them to stop thinking about 'academic' language, complex
grammar or 'difficult' words. In this lesson, for example, I suggest that IELTS writing task 2 is more
like a high school essay than a university assignment.
Here's some feedback from a student in relation to this advice:
Hi Simon,
I was initially very sceptical of your "high school" writing approach. I believed in a complicated,
"academic" style writing with flashy words and complex sentences. Well, I was wrong.

With that mindset, on the IELTS test day I confidently penned a monstrous 400-word essay with
multiple metaphors, symbolism, lengthy sentences, and analyses of complex real-world examples. I
ended up getting a band 7 for writing (L9, R9, S8.5).
I was very surprised. What I came to understand is that the IELTS encourages clear, concise and
coherent writing more than anything else. It really is a high school writing task. If I ever take the
IELTS test again, I will make absolutely sure to follow the simple and effective strategy that you
advocate.
FROM SIMON:
As some of you have pointed out in your comments above, it's hard to know exactly what style is
required: formal, academic, semi-formal...? Furthermore, there are many different types and levels of
formal writing and academic writing. For example, high school writing can be formal and academic,
and so can university writing, a newspaper article, a letter, a business proposal etc.
So, to avoid this confusion, just try to match the style of my essays. Use my writing as your model.
Posted by: Simon | Tuesday, July 26, 2016 at 16:02
IELTS Advice: 'I know this already'

Language learners often think they know something (e.g. a word, phrase, grammar rule) because
they understand it or because they have studied it before. However, there is a huge difference
between understanding something and really knowing it.
'Really knowing' means being able to use the word, phrase or grammar rule.
For example, I'm sure you understood the vocabulary in this lesson. But does that mean that
you know it? Could you use those words and phrases in different contexts in your own essays or
spoken answers?
IELTS Advice: my favourite 'comments' on this blog

There are some really useful comments and questions below the lessons on this site. Someone
asked me: "What's your favourite type of comment from students?"
The answer is simple: my favourite comments are those that relate directly to the lesson above them.
This tells me that the student has read the lesson and thought about it carefully.
Of course, you are welcome to ask other questions about IELTS, but comments that show an
engagement with the lessons are my favourite.
Please note: I can't answer most comments individually these days, but I do still read them all, and
they help me to create new lessons.

IELTS Advice: don't write this!

A student asked me whether I would write the following sentence:
Nonetheless, the extremely central issue is whether the significance of this pivotal factor is totally
sufficient for convincing us to provide a closed-form formula or not.
My answer is no! Examiners hate this kind of sentence. It just seems to be a list of big words that
have been thrown together; it's completely unnatural, and contains almost no real meaning.
Please don't learn sentences like this. Just write in a clear, direct way, and focus on answering the
question.
IELTS Advice: strong opinion but only one idea

A student called Sebastian asked me the following useful question:
In writing task 2, what if I choose a strong opinion answer (e.g. completely agree) but I only have one
idea? In other words, I only have an idea for one main-body paragraph, so what can I write in the
second body paragraph?
Here are my tips to address Sebastian's question:
1. You could solve this problem during your planning time, before you start writing. If you realise that you
only have one idea, you still have time to change to a 'balanced' opinion answer.
2. Alternatively, you could use the 'perspectives' approach to planning. This might help you to divide
your main idea into two parts (e.g. the same idea from an individual perspective and from a social or
economic perspective).
3. Another method that I use is to support my opinion in paragraph 2, and then refute the opposite
opinion in paragraph 3. This is the essay structure that I suggested in Wednesday's lesson. You only
need one main idea if you do this.
IELTS Advice: asking for a re-mark

Recently I've heard from quite a few people whose writing scores were raised from 6.5 to band 7 after
they asked for a re-mark. This suggests that some examiners are a bit too cautious when marking,
especially at the higher levels.
There are no guarantees when you ask for a re-mark. However, if you think you did well in
the writing test, if you got higher scores in the other three parts, and if you missed your target by only
half a band, it might be worth a try.
Please share your experiences of re-marking in the comments below.

Students' questions about my essay

People asked some useful questions in the comments below the essay I shared on Wednesday. I'll
try to answer them here. If you don't like grammar, don't read number 1 below!
1) When writing about our planet, should we write: Earth, earth, the Earth or the earth?
To be honest, this confuses native speakers and you'll see it written in different ways. I wrote "life on
Earth" and "the Earth's climate", and I've found plenty of examples of both phrases written in this way,
in publications such as National Geographic. However, I've also found both phrases written with the
lower case "e" (earth). If you read the grammar rules on a website like this one, you'll probably be
even more confused. Either way, you won't lose any marks in the IELTS test, so don't worry too much
about this.
Note: After reading about the grammar rules myself, I'll probably follow the convention of writing
"Earth" without "the" when I'm using it as a proper noun (name). Following this rule, I would write
"Earth's climate" instead of "the Earth's climate".
2) Does "Try to limit the contribution" mean "make every effort" or "make little effort"?
It means "make every effort to limit the contribution".
3) Should we write "represents a threat" or "presents a threat"?
Both are possible, but "represents a threat" is a very common collocation, and has more results on
Google.
4) Is it possible to completely agree/disagree without mentioning the other side?
Yes. I chose to completely agree, and I mentioned the negatives of the other view. However, you
don't have to mention the other side at all. You can simply support your opinion in both main
paragraphs.
5) Do we write "life on Earth" or "the life on Earth"?
It's normal in English to write "life on Earth". It's best to learn this as a fixed phrase; don't worry about
why we don't say "the life".
IELTS Advice: success tips

Occasionally I like to use this blog to share my thoughts about how to achieve goals. Here's a
summary of what I believe are the keys to success in IELTS, or in any other endeavour:
1) The best information
If you want to achieve something, you first need to find the best source of information and guidance
that you can.
2) Persistent work
Of course, you'll need to use the information that you have and take action. You'll need to do the
regular practice that leads to improvement.

3) Positive attitude (or growth mindset)
If you have the right guidance and you're working hard, you need to be positive and patient. Try not to
waste time worrying; instead, trust the process and know that you will improve gradually. Don't expect
fast or easy results.
4) Measure your progress
Finally, you need to find a way to analyse the work that you produce. This will allow you to learn from
your mistakes and make any necessary changes to your approach. Also, tracking your progress will
give you confidence that you are moving towards your goal.
IELTS Advice: about 'task response'

Someone asked me about the following phrase, which describes a band 9 task response in writing
task 2:
"presents a fully developed position with relevant, fully extended and well supported ideas"
Is it really possible to "fully extend and support" your ideas in such a short essay? Probably not. If you
had time to write 1000 words, I'm sure you could extend and support your ideas more fully.
However, we shouldn't "overthink" this problem. Examiners know that it's impossible to write a truly
perfect, fully developed answer in just 250 words. They understand the limitations of the task, and
(hopefully!) they use their common sense. Instead of worrying about the precise meaning of the band
descriptions, it's best to simply focus on answering the question as well as you can.
IELTS Advice: 'easy' can be difficult

IELTS isn't simply a test of how much 'difficult' vocabulary and grammar you can use. It also tests
your ability to do 'easy' things with the language, like making a simple sentence that contains no
mistakes.
Speaking part 1 is a good example of this. In this part of the speaking test, you will impress the
examiner by answering without hesitation, by speaking in a natural and fluid way, and by using error-
free simple sentences (just look at my answers in yesterday's lesson to see what I mean). You can
show off your best language later in the test, but you should start, in part 1, by showing the examiner
that you can do the 'easy' things well.
Note: many people don't do the easy things well.

IELTS Advice: work on the easy things

Following on from yesterday's advice about doing the easy things well, let's think about some of the
'easy' aspects of the IELTS test:
 Speaking part 1: Have you mastered the art of giving short, simple answers without hesitation? Have
a look at this lesson to see some useful examples.
 Listening section 1: Can you get 10 out of 10 correct answers? If you can't, you need to do more
work on this section before you worry about sections 2, 3 and 4.
 Writing task 1 introductions: If you've done enough practice, you should find it easy to write task 1
introductions. Use the method in this lesson.
 Writing task 2 introductions and conclusions: Practise writing introductions like this and
conclusions like this.
My tip: become good at these 'easy' parts of the test before you move on to anything more difficult.
IELTS Advice: the week before your exam

What are the best things to do in the last week before your exam? Here are some tips:
1. Nothing new
It's often best not to study anything new just before an exam. "Revision" means studying what you
have already studied to make sure that you know it well. The aim is to be confident about what
you do know, rather than worrying about what you don't know.
2. Common topics
It's always a good idea to look again at the most common topics for IELTS writing and speaking.
Make sure you have some ideas, opinions and vocabulary for topics like 'education', 'environment'
etc.
3. Test practice
If you have never done a full test (e.g. a full one-hour reading test) before, you might get a shock in
the real exam! Timing is a big problem, so practise a full test in strict exam conditions. Don't worry
about your score; just focus on finishing everything within the time limit.
IELTS Advice: fear of failure

A colleague asked me for some advice about how to help a student who is so worried about the
IELTS writing test that she feels unable to write an essay. She says she has a mental block and just
can't start writing.
In my opinion, this student's problem is that she is aiming too high too soon. She wants to write the
perfect essay now, but she is afraid that she won't. She's putting too much pressure on herself to be
successful.

So here's some advice for people who feel stuck or afraid: aim much lower! Imagine you're a lazy
student who just wants to do his/her homework as quickly as possible, and write an essay that you
know isn't your best work - write it quickly and carelessly. Write another 'bad' essay the next day and
the day after that. Soon the fear of essay writing will have disappeared, and you'll start wanting to
improve your 'bad' essays. When the fear of failure has gone, you'll be free to enjoy the challenge and
to do your best work.
Note: if you are not suffering from this essay writing 'fear', please ignore the advice above. Aim high,
enjoy the challenge, and do your best work now!
IELTS Advice: 'official' and 'unofficial' practice tests

A student asked me whether it's best to only use the 'official' IELTS practice tests i.e. the Cambridge
IELTS books. Or should you also do tests in books by other publishers?
Here's my advice: Do the official practice tests first. If you have finished all of them, then I think it's
fine to use 'unofficial' books; just don't expect them to give you a realistic idea of your score.
IELTS Advice: phrases for any essay?

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.
PS. If you live in the UK and you want to spend a day working on IELTS writing with me and a small
group of students, there are still some places on my coursenext weekend.
IELTS Writing Advice: use more examples

I included several good examples in the 'extreme sports' essay that I wrote a couple of weeks ago,
and some of you noticed this. I mentioned:
- skydiving
- motor racing
- mountain climbing

- base jumping (click here to find out what this is)
- big wave surfing
- parachuting
Examples help the reader (the examiner) to follow and understand your ideas. They make your essay
more interesting, but also more coherent and more persuasive. In fact, examples can really breathe
life into your writing and help you to get a higher score. So use more of them if you can!
IELTS Advice: from a student who passed

This week I received an email from a student who passed the IELTS test with high scores. I'd like to
share a simple piece of advice from that person.
Here's what she said:
When I took my exam, I always asked myself, “What would Simon do?”
I think this sums up the whole aim of my blog. If I can help people to "think like me" in the IELTS test,
then I'm happy with the job I'm doing!
IELTS Advice: using resources

In yesterday's lesson I explained how I use a thesaurus and a collocations dictionary to help me to
gather vocabulary ideas. Did you find it strange that an English teacher (and native English speaker)
would need to use these resources?
It's true that, as a native English speaker, if I brainstorm for long enough I can probably find all of the
ideas that I need in my head. However, I can make the task so much easier and quicker by using a
dictionary, thesaurus, collocations dictionary and the Internet.
Are you using these resources to expand your own language repertoire?
IELTS Advice: a little every day

Instead of worrying about study timetables or how many hours of IELTS practice you think you need
to do, just make one simple rule for yourself: do somethingevery day, no matter how small.
A lot can be achieved if you commit to doing a little every day.

IELTS Advice: techniques / English

I tell my students that they need to work on two things:
1. Exam techniques: My aim on this blog is to show you how to approach the IELTS test. If you have 'a
method for everything', you'll be well-prepared and confident.
2. English: Of course, exam techniques won't help you to get a high score if your English is only at
beginner or intermediate level. You'll also need to learn more English words and phrases, and you'll
need to do lots of practice.
How confident do you feel about your progress in the two areas above? Are you improving in each
area, or are you struggling with one of them?
IELTS Advice: for 'down days'

If you're having a 'down day' when you don't feel like studying, my advice is this: just read (or watch
or listen to) something interesting in English. Search the Internet for a hobby or an interesting topic,
and see what you can find.
Here's a challenge to help you:
Can you find a short text or video about something that you have never thought about before today?
I'll share my own response to this challenge tomorrow.
IELTS Advice: yesterday's challenge

In yesterday's lesson I challenged you to read, watch or listen to something new and interesting (in
English of course). Thanks to those of you who replied.
Here's my response to the challenge:
After trying to help my nephew to solve his 'Rubik's Revenge' (see picture below), I gave up and went
online to find a proper strategy. The interesting text that I ended up reading was this one about how
the Rubik's cube is similar to life. In some ways, I think it's also similar to the IELTS exam!

IELTS Advice: stop using 'given'

I've noticed that a lot of people use the word "given" in their writing task 1 introductions. For example:
 Given is a chart showing...
 The given chart shows...
 The chart given shows...
Although it isn't grammatically wrong, I don't like this use of "given". It's completely unnecessary, and
it seems forced (like you're trying too hard).
Don't try to do anything 'less common' in the first few words of your task 1 introduction. Just keep it
simple and clear: The chart shows... (or compares or illustrates).
IELTS Advice: 'the method isn't working!'

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:
1. Methods e.g. knowing how to write an essay.
2. English language e.g. expressing your ideas using good vocabulary and without making mistakes.
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.
IELTS Advice: small, gradual improvements

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.
IELTS Advice: don't get too technical

A student wrote to me with a useful question:
"My IELTS teacher told us not to mention complex subjects and show off knowledge in the speaking
test. I tend to talk about my major using big words and terms to expand my answers. Would this be
seen as "showing off knowledge"? And what do you think about this advice?"
To answer this question, let's compare two answers to the question "how often do you eat
chocolate?":
Answer 1:
I probably eat something that contains chocolate, like a chocolate bar or a cake, every couple of
days.
Answer 2:
I try to keep my chocolate intake to a minimum because it is relatively high in calories, and because
sugary foods can lead to insulin resistance.
The second answer might look more difficult and impressive, but it actually seems inappropriate and
unnatural. I much prefer the first answer. So, I think this is what the teacher meant when he/she
advised students not to "show off their knowledge", and I agree with this advice.
IELTS Advice: method or language?

In this lesson I explained 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.

IELTS Advice: method or language (part 2)

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.
IELTS Advice: analyse model essays

You can learn a lot by analysing a well-written essay. Here's a quick analysis of the essay that I
shared on Wednesday:
Method
As usual, I wrote 4 paragraphs containing 13 sentences in total. If you always follow the same writing
method, you'll feel confident that you know exactly how to write your essay in the exam. If you have
time, look at my 13 sentences again and analyse what each one is doing.
Style
I consider task 2 essays (like the one I wrote) to be "high school style" essays, rather than
"university level" essays. This is because we're writing about our own ideas and opinions; we don't
have access to any research. Task 2 essays should be clear and easy to read, with a focus on
relevant ideas and good 'topic vocabulary'. You won't have time to develop the kind of detailed
arguments that a university teacher would expect, so imagine that you're writing for your high school
teacher!
Focus
IELTS students often worry too much about grammar; they think that they need to fill their essays with
passives, conditionals, compound sentences, complex sentences etc. I tell my students not to think
about those things. Instead, we focus on vocabulary: expressing our ideas well and making sure that

we answer the question. If you look at yesterday's lesson, it's clear that vocabulary was my main
focus when I wrote the essay.
Students' questions: how many ideas per paragraph?

A student asked me this useful question:
In writing task 2, isn't it better to write about just one idea in each main body paragraph? If we put two
or three ideas in the same paragraph (e.g. firstly, secondly, finally), we can't explain each idea in as
much detail.
Here's my answer to this question:
Some questions require you to put more than one idea in each main paragraph. For example, if the
question asks you to explain the advantages, disadvantages, reasons, causes or solutions, you must
give more than one. Therefore a "firstly, secondly, finally" paragraph structure is perfect. If the
question doesn't contain a plural word, one idea per paragraph is fine.
To learn the two methods that I use for writing paragraphs, study this lesson.
IELTS Advice: 'difficult' words

I've written about this many times before, but I still hear from many people who think that the way to
get a higher score is by using big, difficult or 'original' words.
For example, a student commented recently that she had improved her English by learning the
words ameliorate, juggernaut and katzenjammer. I can honestly say that I had never seen or heard
the word 'katzenjammer' before. My dictionary says that it is an informal and old-fashioned word that
was used in the US, which explains why I didn't know it. If you use a word like that in your IELTS
essay, your writing will look very strange!
Please don't waste your time learning strange words. Instead, read through the writing lessons on this
website, and try to copy the writing style that I use.
IELTS Advice: slow practice

I've mentioned slow practice in a few lessons this week, and I've explained before that you should
aim to get better before you get faster (click here to see that lesson).
Before I finish with the "slow" theme, I'd like to recommend that you put the words "slow practice" into
Google (or another search engine). You'll find lots of interesting articles about the importance of slow

practice in music, sport, martial arts and other areas of life. Why not use the same concept as one of
your language learning tools?
Students' questions: study schedule

People sometimes ask me to create a study schedule for them, and I have to tell them that I can't.
Unless you see the same teacher every day, I don't think anyone can set a study schedule for you -
you'll have to do that yourself.
Here are some tips if you're trying to create a study schedule:
1. How much study time do you have? Be realistic - you'll feel bad if you make a promise to yourself and
then break it. Start with a small daily target (e.g. 15 minutes of hard work), and increase the amount
gradually.
2. Create a good work habit. At first, the habit is more important than the work itself. Once you've
established a habit, you'll find it easier to do the work.
3. Consider your study environment. Have you found the right place to study? Perhaps you need a bit of
background noise or a fresh cup of coffee to get you in the right frame of mind.
4. When you sit down to study, be strict with yourself and ignore your phone, emails, social media etc.
5. Identify your needs. What do you need to work on most?
6. Collect information. Search this site to see what techniques I recommend for the areas that you need
to work on.
7. Start each study session in the same way with something easy. For example, simply reading my latest
lesson here on the blog could help to get you started.
8. Get the right balance between testing and training. If you're studying every day, you could spend six
days per week training and preparing, and just one day per week testing yourself using real exam
questions.
9. If you break your routine, don't worry. Just get back to normal the next day. Adjust your schedule if
necessary.
10. Get some help if you need it. At some point you might need to get your work checked or you might
have some questions that only a teacher can answer. If you're really stuck, consider taking regular
lessons with a teacher who can help you face-to-face.
IELTS Advice: the other 75%

Remember that 'grammar' is only 25% of your writing and speaking scores. I think you'll improve your
scores faster if you focus on the other 75%.
In the writing test, the other 75% comes from your ideas, vocabulary and essay organisation. In the
speaking test, the 75% comes from your fluency and coherence, vocabulary and pronunciation. Why
not spend more time on those things instead of worrying so much about grammar?

Students' questions: conclusion and future prediction?

People often tell me that a teacher has advised them to include a "future prediction" sentence in the
conclusion for writing task 2.
Is this a good idea? My short answer is no, but I'll explain in detail.
I used to give this advice myself when I first started teaching IELTS. A future prediction seems like a
nice way to end an essay, and it gives you the chance to write a conditional sentence e.g. If more
people do..... in the future, we will all.....
However, I no longer give this advice. I now tell my students to write just one sentence for the
conclusion (click here to see an example), and there are two main reasons for this:
1. Most questions don't ask for a future prediction, so there is a danger that the examiner will see your
"future prediction" sentence as irrelevant. In other words, the examiner won't be impressed, and the
sentence won't help your score.
2. You'll waste time that you could have spent on your main body paragraphs. Or you could finish your
essay and spend time checking it.
IELTS Writing Advice: the BIG mistake

A student asked me the following question:
If the question asks "To what extent do you agree or disagree?", can I discuss the two views of other
people and end with my opinion in the conclusion?
I hope most of you know that the answer is NO. This is the big mistake that so many people make -
they write a "discussion" essay instead of an "opinion" essay.
When the question asks "To what extent do you agree or disagree?", you should state your view in
the introduction, support it in the main body paragraphs, and repeat or summarise it in the conclusion.
The whole essay needs to be about YOUR views, not the views of other people.
IELTS Advice: trust me, and save time

A student asked me whether I thought it was a good idea for him to develop his own way of doing the
IELTS test. He wanted to take my advice, mix it with advice from other sources, and find his own
'method'.
Here's my response to the student's question:
It's fine to mix ideas and develop your own way, but please remember that I have spent more than 10
years doing that job for you. You'll save time if you trust me as your expert guide.

IELTS Advice: it's fine to use my ideas

If you use words, phrases or sentences from this website or from my ebook, will the examiner know
that you have copied me, and therefore consider part of your answer to be memorised?
The answer is no! You can, and you should, use the language that you find on this site. If you can't
use the language that a teacher gives you, how are you expected to learn English?
For example, look at the following sentence from my most recent essay:
"Students may not have the opportunity to engage face-to-face with their teachers."
It would be fine to use a word (e.g. engage) or a phrase (e.g. the opportunity to engage face-to-face)
from this sentence. You can even use the whole sentence, as long as it's relevant to the question that
you have been asked.
So what do examiners consider to be "memorised language"? I'll explain that in tomorrow's lesson.
IELTS Advice: memorised language

What do examiners consider to be "memorised language", and how will your score be affected if you
use it?
Words
Individual words will not be considered memorised. However, if you have learnt some "big" words,
you should make sure that you can use them in a natural and appropriate way, because incorrect use
of words will affect your vocabulary score.
Phrases
It's fine to memorise and use "topic vocabulary" phrases (e.g. the opportunity to engage face-to-face)
and short organising phrases (e.g. people have different views about...). However, I recommend that
you avoid learning long "any essay" phrases (e.g. ... is a controversial and hotly debated issue in
today's world). These "phrases for any essay" are very obvious to the examiner, and you'll probably
get a lower score if you use them.
Sentences
Again, "topic vocabulary" is fine, but "any essay" sentences are not. So, if the question is about
environmental problems, you can use a full sentence from my blog (e.g. Human activity is a major
factor in the rise of the greenhouse gases that cause global warming). Having said that, it isn't easy to
memorise full sentences for a wide range of topics, so I advise people to learn shorter "topic" phrases
instead.
Paragraphs and full essays
If you write a perfect paragraph or full essay from memory and it fits the question, the examiner will
not know and you will not be penalised. However, you would need to memorise hundreds of essays,
so I don't recommend that you take this approach! Furthermore, if you write a perfect essay but it
doesn't match the question, you will score zero!
My final tip
I recommend that you learn words and phrases (and maybe a few full sentences) for common IELTS
topics, as well as some simple words and phrases for linking and organising your ideas. Don't learn
lists of "phrases for any essay".
IELTS Advice: don't use 'templates' like this

A student sent me the following 'template' for writing task 2 conclusions:
In conclusion, not only..... but also..... I believe..... . So, that’s why without a doubt that everyone
should concern alongside authority and help each other's out to have a good and updated (topic).
My advice is simple: throw this template away! First, it contains mistakes. Second, it doesn't really
make sense. And third, it's an example of the kind of "memorised language" that I wrote about in last
Sunday's lesson. You'll probably get a lower score if you write in this way.
IELTS Advice: acceptable templates

Yesterday I showed you a 'bad' conclusion template, but what does a 'good' template look like?
One way for me to answer this is to recommend that you forget about templates completely. Just use
the shortest, most basic 'organising' phrases, like "In conclusion", and focus on answering the
question. In other words, you should worry about 'topic language', not 'template language'.
On the other hand, if you really want a template for conclusions, have a look at this lesson. The
templates you'll see there are acceptable.
IELTS Advice: the exam environment

A student wrote to me recently to tell me about his negative experience of the test centre on the day
of his IELTS exam. He said that the test centre staff were unfriendly and unhelpful, and he wondered
whether it was a good idea to complain.
Let's consider some problems that you might experience on your test day:
 unfriendly staff
 an unfriendly examiner
 other candidates coughing or sneezing
 unclear instructions from staff
 noises outside the building
 a wobbly table
 any other problem with the exam environment that you can think of

What should you do about these problems? Tell us what you would do in the 'comments' area below,
and I'll give you my advice in tomorrow's lesson.
IELTS Advice: focus on YOU, get the job done!

Yesterday I asked you to consider how you would respond to "exam environment" problems, like
unfriendly staff or noise from other candidates.
Here's what I think about these problems: they are out of your control, so it's best to ignore them.
Instead, you should focus on your own performance only - this is something that you can control.
In the right frame of mind, we are all capable of performing well under pressure. We can ignore other
people and external distractions, and we can focus on the job that needs doing. Approach the test as
a "professional" - if you've prepared properly, you're ready to get the job done!
IELTS Advice: a change of mindset

(mindset = established set of attitudes or way of thinking)
It seems to me that too many students have a "grammar mindset". They believe that 'complex
structures' are the key to a high IELTS score, and they focus on learning grammar rules and linking
phrases.
I prefer the "vocabulary mindset". Students who have this mindset are more concerned about how
native speakers really use the language. They 'collect' words, phrases and collocations by doing lots
of reading and listening, and they enjoy using the new vocabulary that they have 'copied' from these
sources.
To me, the vocabulary mindset seems much more positive and proactive than the grammar mindset.
It seems less critical and more curious, and I also think that it makes language learning more fun!
IELTS Advice: study alone or take lessons?

Studying alone
It's certainly possible to prepare for the IELTS test alone. Every week I receive messages from people
who tell me that they passed the test without attending any "normal" lessons. Some of them used
only the free lessons here on the blog, while others found my video course to be exactly what they
needed.
Taking lessons

On the other hand, not everyone likes working independently. You might find that attending English
lessons with a teacher suits you better. The good news is that your teacher doesn't need to be an
IELTS expert. You already have all the IELTS advice that you need here, so just try to find a good
"general English" teacher.
A middle point
A "middle point" between the two paths above could be to study alone but get some feedback from an
IELTS teacher every now and then. For example, you could study my blog lessons, and then get an
essay checked or try taking a realistic online speaking test with one of my colleagues. If you're
working alone, a teacher's feedback will make sure you're on the right track.
IELTS Advice: good writing looks easy (but it isn't)

I sometimes hear from students who believe that my essays seem too easy. Have another look at the
essay that I wrote on Wednesday, and the vocabulary list in yesterday's lesson. Is it really as easy as
it seems to write like that?
IELTS Advice: just keep going!

The most important thing that writing this blog has taught me is to keep going. Some days I have
great lesson ideas and other days I don't, but I write something anyway.
And I believe that you can study for IELTS in the same way - just do something (even something very
small or quick) every day, and you'll reach your goal in the end.
IELTS Advice: if they can do it, so can you!

If you're frustrated with the IELTS test at the moment, it might help you to know that people do pass
the test every week, sometimes with very high scores.
For example, take a moment to read the comments by Elizabeth, Gary, Hung and Sunggie below this
lesson. If they can get such high scores (7.5 and higher), so can you!

IELTS Writing Advice: analyse my answers

There are lots of sample answers for writing task 1 and 2 in the lessons on this blog. If you analyse
them carefully, you'll learn about planning or selecting ideas, paragraph building and sentence
structure; you'll also find some good vocabulary ideas that you can 'steal' from me.
Another thing you'll notice is that my answers are not perfect (although they are good enough for a
band 9). There is always something that could be added, or an idea that could be better developed.
But this is normal when you have a time limit, and when you're only expected to write 150 or 250
words.
Next Thursday, I'll write a short analysis of the writing task 1 answer that I shared earlier this week
(here). Maybe you could analyse that answer too: what can we learn from it, and were there any
imperfections?
Posted by Simon in IELTS Writing Task 1, IELTS Writing Task 2, Questions/Advice | Permalink |Comments (9)
Students' questions
Here are my answers to a few questions that students have asked recently:
1) Is it true that "would" and "could" must not be used, as it means that an argument is not
sure if we use those words?
No, this is not true. Also, it isn't really correct to say that "would" and "could" make an argument
uncertain. Have a look through my writing task 2 lessons, and you'll find examples of "would" and
"could" used in sentences that express clear and certain opinions.
2) How many times can we repeat a word in an essay or in a paragraph?
It really depends on the essay task. Sometimes the question contains a key word that we need to
repeat throughout the essay. Look at this essay, for example, and you'll see that the word
"homework" is repeated many times. My computer's dictionary has no synonyms for "homework", and
I think it would be pointless to use phrases like "study done outside school" to avoid repetition. The
important thing is the variety of vocabulary that I use when discussing the positives and negatives of
homework, not the repetition of one key word.
3) Is it plagiarism if I copy your vocabulary ideas?
No, of course not. I didn't invent the vocabulary that I use in my essays, and the opinions that I
express are never strange or unique. Even if you managed to remember a whole sentence or
paragraph from one of my lessons, it would still be fine (as long as it were relevant to the question).
Unless you are caught copying another candidate, looking at a "cheat sheet" or using an electronic
device in the test, nobody will accuse you of cheating.

IELTS Advice: using the verb 'get'

A student pointed out that I often use the word 'get' in my sample answers for IELTS speaking. For
example, I wrote "get cash out" in my answer to question 4 in yesterday's lesson.
So, is it acceptable to use the word 'get' or is it too informal? Here's my answer:
The word 'get' is used so often in spoken English that no native speaker (or examiner) will even
notice that you've used it. In fact, it might even help to make your speech sound more fluent and
natural if you use 'get' in your speaking test.
Note: 'get' is fine in the speaking test, but I would normally avoid using it in the writing test.
IELTS Advice: from a student who passed

Thanks to those of you who wished me a happy holiday! I'm feeling refreshed after a week off, and I
thought it would be a good time to share a positive message that I received from a student, called
Evan, who passed the IELTS test this month.
Here are the main parts of Evan's message:
Dear Simon,
I received my IELTS result this morning, and I am so happy to share with you that I've achieved my
goal (7.0 for every part). I started taking IELTS in October 2016, and this is my 5th attempt. I would
like to thank you very much for your useful lessons, tips and advice on your blog and your video
course. I could not have got the results without it. I also want to share with you my experience, and
hopefully this could once again prove that if one follows your method, he or she will succeed one
day.
My journey to achieving my IELTS goal has been very difficult and frustrating as I have been stuck
with either writing or reading, especially writing. At some points I almost gave up and was thinking
that IELTS may not be for me. But when I felt down, I read your posts and comments from successful
takers, especially James Z, Chanaka and Kevin, which inspired me to continue. After my 4th attempt,
I decided to take time off work so I could devote all my time to study. I studied from 9am to 6.30pm
from Monday to Saturday for 5 weeks, and I wrote 34 essays and 11 letters following your method,
and had 6 essays and 2 letters corrected. This helped identify my common mistakes, such as
grammar error and word choice, and also to give me an idea of what a band 7.0 in writing would look
like. I focused on learning topic vocabulary, and I practised the keyword technique for writing and
listening. I strictly followed your advice for speaking part 1 (short and easy), part 2 (vocabulary theme)
and part 3 (flow).
After all, I think that the key to IELTS band 7 includes the following:
1. Hard work always pays off.
2. Trust ielts-simon.com's lessons, you don't need any others, even books. In fact, I only used the 12
Cambridge books and Official Practice Materials from ielts.org.
3. Don't waste time and money to take the test repeatedly. Instead, concentrate on language learning,
and take the test when you are ready.

4. Spend more time on studying and practising than testing (I found this advice from you the most
useful).
5. Have someone to check your work to identify common mistakes.
Once again, thank you Simon very much and I really appreciate your work. Now,I can go back to
work while preparing for the next chapter of my life with my IELTS result.
Regards,
Evan
IELTS Advice: advice vs rules

If a teacher, website, book or friend tells you that you must do a particular thing in the writing test,
you can check the band descriptors to see whether it's true.
For example, I often receive questions like this:
My teacher told me that I must add a second sentence, containing a recommendation or prediction,
to my task 2 conclusions? Is this true?
Here's my answer:
No, this is not true. There's nothing in the band descriptors about conclusions needing a
recommendation or prediction. I think it's fine for teachers to say "this is how I think we should write a
good conclusion", but they should make it clear that they are giving advice rather than stating a
rule. If it's not in the band descriptors, it's not a rule.
Download Writing Band Descriptors Task 1
Download Writing Band Descriptors Task 2
IELTS Advice: do your own mock test days

A full day of testing isn't easy, and you'll probably get a shock on your exam day if you've only
practised individual parts of the test at home.
So, as part of your IELTS preparation, why not do a full day of testing at home, maybe once every
two weeks? In the morning, start with a full listening test, then go straight on to a reading test, and
follow that with both writing tasks. Have lunch, and then ask a friend or family member to be your
speaking examiner in the afternoon.
Don't worry too much about your scores. Just get used to the difficulty of maintaining concentration
for a full day. You'll be much better prepared when your exam day arrives if you've done a few of
these mock test days at home.

IELTS Advice: more about 'templates'

On Wednesday I wrote about 'template language', and there's a useful comment from sjm (another
IELTS teacher) below the lesson. Here's what he said:
The problem with a lot of templates is that they contain too many memorised words and phrases. This
then lowers the amount of topic vocabulary. Simon even uses a basic template (for example, he uses
a five sentence body paragraph with a clear topic sentence, and similar linkers). However the key is
that a template (or what I would call 'good organisation') does not dominate the essay. I always say
from an examiner's point of view that candidates should keep memorised words and linkers to under
20% of the total word count.
This made me think: Which words or phrases in some of my own essays could we highlight as
'template language' or 'good organisation'?
If you have time, make a list of the template / organising language in the two essays linked below. We
can then compare the two lists.
1. Traditions and technology essay
2. Homework essay
IELTS Advice: you don't need a grammar book

Yesterday a student asked me to recommend a good grammar book. My answer to this question is
that you don't need one. Let me explain my reasons for this view.
When I was at school, language learning meant studying two things: 1) grammar rules and 2) lists of
vocabulary. The idea was that we should use the grammar rules to construct sentences, and the
vocabulary would fill in the gaps. To me this seemed like a "mathematical" approach, where each
grammar rule is like a formula. If you use a grammar book, you're probably following this method.
Nowadays I prefer a different approach, especially when teaching IELTS. Here are five reasons why
I've moved away from the "grammar book" method:
1. I believe that students can pass the test more quickly if they remember that grammar only accounts
for 25% of their score, and they focus instead on the other 75%.
2. I believe that the "mathematical formula" approach causes people to create unnatural sentences.
3. I think that a better use of your time is to read and listen to as much native-speaker English as
possible, so that you pick up the words, phrases and constructions that English speakers really use.
4. If you want to improve your grammar for IELTS, I recommend that you ask a teacher to highlight your
mistakes. Instead of learning rules from a book, just aim to learn from the mistakes that you make,
and therefore gradually "edit" your English.
5. You can check any grammar point with a quick search on the Internet. There's no need to slowly work
through a book any more!
Posted by Simon in Questions/Advice, Vocabulary/Grammar | Permalink | Comments (13)

IELTS Advice: warning about templates!

From the comments that people wrote below Wednesday's lesson, it seems that many students find
essay templates useful. However, I think it's important to repeat the warning that I gave in my own
comment below that lesson.
Warning about templates:
Templates can certainly be useful, as they can help us to quickly organise our ideas. Also, it is
inevitable that we will need to use some 'linking' words and phrases in our essays.
However, there is also a danger that people focus more on the template than on answering the
question with good ideas. Templates and linking are not the secret to a high score in the writing test.
They just do a simple job - they help you to organise your ideas, that's all. In the end, your score will
depend on the quality of language that you use to express ideas, not simply to organise them.
So, learn some basic template / linking / organising language, but don't become obsessed with it.
Spend most of your time working on topic vocabulary and your ability to express and develop "real"
ideas.
IELTS Advice: how good at paraphrasing are you?

A fast way to test someone's ability to speak a language is to ask them to paraphrase something - to
express the same idea in a variety of ways. Some students find this difficult, and they usually need
more help with vocabulary and ideas. By contrast, the students who do this well tend to reach their
IELTS goal much more quickly.
If you're looking for the secret to a high IELTS score, paraphrasing might be it!
IELTS Advice: get Cambridge IELTS book 12

It's always a good idea to do the most recent tests that have been published in the official Cambridge
IELTS books, so get a copy of book 12 if you can. I'm going to start working on the tests in book 12
with my students, so you can expect to see some lessons about it here on the blog soon.

IELTS Advice: always analyse!

Did you analyse yesterday's sample answers carefully, perhaps by copying or printing them,
highlighting certain ideas, or taking notes? Or did you simply read them once and then forget them?
Obviously you'll learn much more if you spend the time to study sample answers carefully. For
example, how many sentences did each of my answers in yesterday's lesson contain? What was the
job of each sentence? Did I use any nice phrases that you could 'steal'?
IELTS Advice: sample answer analysis

Yesterday I suggested that you analyse sample answers carefully, instead of just reading them and
then forgetting them. So here's a quick analysis of two of Friday's sample speaking answers:
Answer 1
 4 sentences: topic sentence then 3 advantages
 Organising: I think... / First,... / Another benefit would be... / Finally, it seems to me that...
 Good vocabulary: clear advantages, lack of traffic or industry, the average city, sense of community,
everyone knows each other, the pace of life, laid back, the hustle and bustle
 Interesting grammar: second sentence begins with a subordinate clause using 'with'
Answer 3
 3 sentences: direct answer, explanation, the opposite or alternative
 Organising: Yes, think... / A visit can be both... and... / If schools don't offer...
 Good vocabulary: both relaxing and educational, walks in the fresh air, may never have seen before,
offer this opportunity, life outside the city
 Interesting grammar: adding information using 'especially', use of semicolon to expand on one idea,
first conditional sentence to imagine the alternative
Can you analyse answer 2 in the same way?
IELTS Advice: knowledge vs skill

I studied French at school for seven years, and my teachers helped me to accumulate quite a lot
of knowledge about the language.
However, when I visited France I still felt like a beginner. I found it difficult to understand native
speakers, and I couldn't speak naturally; I had to construct sentences in my head before I spoke, and
I was constantly worried about making mistakes. In short, I had knowledge but not much skill.
Do you feel like this when you speak or write in English? Maybe it's time to stop studying English and
start practising it as much as possible!

IELTS Advice: the power of repetition

I've been thinking about the power of repetition (in the sense of practising the same thing many times)
this week.
Young children (the best language learners!) love watching the same cartoon or reading the same
book again and again. But as adult language learners we rarely do this; we move on to the next thing
too quickly.
Let's think about how we can build some repetition into our IELTS practice. I gave you some ideas
yesterday and on Tuesday, but what else can we do? Feel free to share your thoughts in the
comments below, and I'll give you my tips next weekend.
IELTS Advice: more about 'highest and lowest'

In Thursday's lesson about IELTS writing task 1, I wrote that it's ok to describe the highest and lowest
figures in your 'overview' paragraph. However, thanks to a comment by Erika, I've realised that I
should add some extra advice or some warnings about this:
 First, it's important to remember that the best type of overview is one that describes overall trends,
rather than specific details. The highest and lowest figures on a chart are normally considered to be
specific details, so they shouldn't be your first choice for the overview.
 If you can't see a clear general trend, it's ok to describe the highest and lowest, but don't mention any
numbers.
 Look for the highest and lowest category overall, rather than a single highest or lowest point. For
example, if you're writing an overview about a line graph, it's fine to say that one of the lines was
highest for most of the period, but don't describe any specific peaks (save them for the 'details'
paragraphs).
The overview that I wrote on Thursday was fine because the main aim of the chart was not to show
trends. Picking out the most and least environmentally friendly country made sense in this particular
case, and I didn't mention specific numbers.
However, I want to make it clear that describing the highest and lowest should not be your first
choice method for writing the overview. Look for overall trends first.
Task:
Next Thursday I'll show you an alternative overview paragraph for the "waste chart" question. Can
you suggest which "main or general points" about the chart I could include, instead of describing the
highest and lowest?
IELTS Advice: some ideas for repeated practice

In last Saturday's lesson I asked you to think about the power of repetition in terms of developing your
English skills. Here are a few ideas:
 Listening: Listen to the same recording several times, but focus on something different each time you
listen. I explained this idea here.
 Speaking: Compile a list of questions, and practise answering them every day. Record yourself so
that you can listen for mistakes, and make notes about how you could improve. The aim is to
'master' your list of questions before you move on to anything new.
 Reading: If you've done all of the tests in the official Cambridge IELTS books, do them all again, and
again! It doesn't matter if you remember some of the answers; you'll still learn something new each
time you do the tests. If you can 'master' every reading test in the Cambridge books, I guarantee
you'll get a high score in the test (but you'll only master them if you repeat each test several times).
 Writing: Instead of writing four different essays (which will probably all get the same score), try
rewriting the same essay four times. Each time you rewrite the essay, try to improve one aspect of it.
For example, for the first rewrite you could work on grammar, then the second time you could try to
add more detailed explanation, then for the third rewrite you could improve the vocabulary or the
coherence.
Repetitive exercises might seem like boring hard work, but I believe that you can use them as a form
of 'training' to develop both your English skills and your exam skills.
IELTS Advice: part 1 speaking technique

Did you notice how I answered each question in yesterday's lesson? Here's the first part of each of
the four answers:
- No, not at all.
- Yes, definitely.
- Yes, unfortunately it does.
- Yes, many times.
After answering with these short phrases, I then explained my answers in more detail, using full
sentences.
I think this is a nice technique that you could try. Start with a short "yes or no" answer (e.g. yes I do,
no we don't, yes it certainly is...), and then explain your answer fully. Perhaps this technique will give
you a few extra seconds to think before you give your full answer.
IELTS Advice: before you retake the exam

Before you retake the exam, ask yourself some questions:
 What specific areas have I worked to improve since my last exam?
 How do I know that I have improved?
 Can I get higher scores when I'm practising than the scores I need?
Here's an example of an ideal response to these questions:

Since my last exam, I've been doing a lot of work to improve my 'main body' paragraphs for writing
task 2. I now spend more time planning and organising my ideas before I start writing, so my
paragraphs are a lot better. My teacher noticed this improvement and gave my most recent essay a
band 7. I only need a 6.5.
IELTS Advice: the importance of focus

Here's a piece of advice that I gave in a blog lesson a few years ago. I forgot that I had written this,
and I think it's worth repeating:
IELTS Advice: you are not being compared with others

Some students have the mistaken idea that examiners compare candidates, and that you'll therefore
get a lower score if you use words or phrases that "too many other candidates use".
This is not true!
Examiners are trained to mark candidates according to a defined set of criteria. For example, look at
these phrases from the band descriptors for band 7 in writing task 2:
- addresses all parts of the task
- presents a clear position throughout the response
- logically organises information and ideas
- there is clear progression
- uses a sufficient range of vocabulary to allow some flexibility
You won't find phrases like this in the band descriptors:
- too many candidates use ..... in their essays
- reduce the score if the word ..... is used
Remember: the only comparison that examiners make is between your answer and the band
descriptors.

IELTS Advice: what have you learnt?

When I teach lessons here in Manchester, I always ask my students one question at the end of the
day: What have you learnt? I ask the students to tell me the one key thing that they will remember
the next day.
So, can I ask you the same question? If you have been following the lessons on this blog, what is the
most useful thing that you have learnt?
IELTS Advice: more about 'model sentences'

In the comments below Thursday's lesson, I noticed a useful question from nav, and a very thoughtful
response from Kati. It's great to see people discussing things and helping each other in the comments
below my lessons!
To add to Kati's response, I'd like to say a little more about using 'model sentences'. First, I'll quickly
repeat two useful points from Kati's comment:
1. As Kati points out, the 'model sentences' exercise is probably more suited to writing task 1. This is
because task 1 is quite predictable: we know that we'll have to describe trends, compare numbers or
describe steps, so we can practise specific types of sentence for these purposes (e.g. 'while'
sentences, 'respectively' sentences etc.).
2. There are some sentence types that I repeatedly use in writing task 2 (e.g. a 'while' sentence in the
introduction). See Kati's comment for links to lessons about these sentence types.
Now here's the final tip that I wanted to add:
Try not to confuse 'model' sentences with 'template' sentences. Examiners don't like essays that are
full of memorised template language (read this warning).
On the other hand, any correct sentence can be used as a model. For example, we could take the
first sentence of today's lesson ("In the comments below Thursday's lesson, I noticed a useful
question.") and invent a new sentence that follows a similar structure or pattern (e.g. On the way
home from yesterday's lecture, I read an interesting article in the paper.).
I think you could turn this into a great daily exercise. But the aim would be to improve your English,
not to collect template sentences for IELTS.
IELTS Advice: start off slowly

When learning something new, it's always best to start off slowly. If you want to master a skill, you
need to learn the necessary techniques and practise them slowly before you can gradually build up
speed.

This was the idea behind yesterday's lesson. Start by practising 10-minute plans for speaking part 2,
and gradually reduce your planning time. If you practise enough, you'll become much better at
thinking of ideas for this part of the speaking test, and you'll be able to use your minute more
effectively on the day of your test.
Tip: think about other parts of the IELTS test that you could practise slowly.
IELTS Advice: if you're worrying

I think it's important to remember that you can never be 100% prepared for any exam. One of the
aims of an exam is to take you out of your 'comfort zone' in order to find the limit of your current
ability. There will always be surprises and difficult questions; otherwise everyone would get full marks.
So, don't worry if there are topics that you haven't studied, or words that you don't understand, and try
not to get too nervous or frustrated. Just keep working hard, do your best, and try to enjoy the
challenge of the exam!
IELTS Speaking Advice: if you don't understand

What would you do if you didn't understand the phrase "status symbols" (see yesterday's questions)?
Would you guess, or would you ask the examiner?
The good news is that it's fine to ask the examiner for a bit of help in part 3 of the speaking test (but
not in parts 1 or 2). So here's what you could say:
"Sorry, I'm not sure what you mean by status symbols."
The examiner will then try to ask the question in a different way, and the fact that you didn't
understand these two words won't affect your score.
IELTS Advice: ask your teacher to demonstrate

We teachers sometimes spend too much time telling students about techniques, and not enough
time demonstrating how to put them into practice.
For example, I think that teachers should write paragraphs and even full essays in front of their
students. This allows students to follow their teacher's thought process as they produce a piece of
writing. It also allows the teacher to test the effectiveness of the techniques that he/she normally
advises.
If you're attending lessons with an IELTS teacher, ask him/her to demonstrate the exam techniques
that he/she gives you.

IELTS Advice: your 'learning situation'

Many people ask how long it will take them to get the score they need. The answer is that it depends
on several factors.
One of the most important factors is your 'learning situation'. This includes:
 the amount of time that you can use for study each day
 whether you have the opportunity to speak to native English speakers
 whether you have a teacher who checks your written work
Have a look at your own learning situation. How good is it? What can you do to make it better?
IELTS Advice: procrastination

Do you find it difficult to study as much as you would like to? Perhaps you make study plans but then
decide to "do it later". This is what we call 'procrastination'.
Most of us procrastinate, put things off, or tell ourselves that we'll do it later, especially when the task
is difficult and we feel stuck.
Let me know if procrastination is a problem for you (with regard to your IELTS preparation, or
anything else), and we can discuss some ways to beat it.
IELTS Advice: the positive thing about procrastination

I'll share some tips on beating procrastination next weekend, but I thought I'd say just one thing about
it today, and it's something positive.
The positive thing about procrastination is that it tells you what is important.The more you
procrastinate and leave something for later, the more important that task probably is in your life. So,
let your procrastinating guide you towards what needs to be done, and begin to confront that task
now. You'll feel much better if you do.
IELTS Advice: five procrastination tips

It was interesting to read about people's procrastination problems in the comments below last
Saturday's lesson. I think we all experience these problems when we're trying to do something
difficult.
Here are five tips that help me to fight procrastination:

1. Just make a start. If you've been procrastinating about writing an essay, for example, make it your
goal to write the first sentence only. The hardest thing is to get started, and the idea of writing a full
essay can be daunting. Put this idea out of your mind, and focus instead on writing just one
sentence.
2. Find a nice place. Whenever I have some difficult writing to do, I find it much easier to get started if
I'm sitting in a café with a cup of coffee. It doesn't feel like such hard work when you're in a nice
environment.
3. Aim lower (at first). Sometimes our frustration is caused by the high expectations that we have.
Instead of jumping into a 10-hour-a-day study programme, it's better to start with 10 minutes, then
gradually do more each day.
4. Get some help. It's hard to study alone, so try to find a study partner, teacher or someone who can
occasionally check your progress and give you advice.
5. Form a daily habit. For me, doing something every day is the ultimate weapon in the fight against
procrastination. Doing something once a week (or even 5 times a week) doesn't work as well.
There's something magic about daily practice: when a daily action becomes as normal as brushing
your teeth, big changes start to happen!
IELTS Advice: "I only improved by 0.5"

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!
IELTS Advice: using the archives on this blog

A student thanked me recently for keeping my blog going for 10 months. This confused me because
I've been writing lessons here since 2009 / 2010. But then I realised what the problem is:
The 'Archives' menu on the left only shows the most recent 10 months of blog lessons.
There are many more lessons that you can find if you "dig a bit further"! Click here to see the full list
of monthly archives. Alternatively, click on any link in the "Categories" menu and keep clicking on
"Next" at the bottom of each page to go back to older lessons.
One day I'll make a proper index for the site, but for now you'll need to do your own "digging" to find
things!

IELTS Advice: the path to improvement

If you're looking for the path to improvement, my advice is to let your mistakes guide you. Think of
your mistakes as a torch lighting up the path in front of you. They will show you what your
weaknesses are, and what you need to work on.
IELTS Advice: become a collocations collector!

Native speakers instinctively know which words work well together. In our native languages, we don't
usually need to think about grammar because we have a vast store of 'correct' collocations and
phrases in our heads; some people refer to these as 'chunks' of language. It's incredible how quickly
our brains are able to retrieve these 'chunks' and piece them together to form sentences and express
ideas.
Unfortunately most of us don't use our brains in this way when we're learning a second language. We
learn grammar rules and individual words, and we fall into the trap of translating from our native
languages. As a result, we often make the wrong word choices and produce 'unnatural collocations'.
Part of the solution to this problem, in my view, is to become a collocations collector! Collect groups
of words that native speakers actually use (see yesterday's lesson for some examples). Write them in
a notebook, reread them regularly, and try to use them when you're speaking or writing,
Note: How many collocations can you find in the paragraphs above?

Corcoran Simon Ielts Advice and Tips 2010 2018

Uploaded by

Copyright:

Available Formats

Corcoran Simon Ielts Advice and Tips 2010 2018

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Corcoran Simon Ielts Advice and Tips 2010 2018

Uploaded by

Copyright:

Available Formats

Simon’s

Advice and Tips

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 1

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 2

IELTS Advice: the "Firstly, Secondly, Finally" structure

Sunday, July 25, 2010

Some news from Simon

Sunday, August 08, 2010

Is IELTS more difficult in the UK?

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 3

Students' Questions: tax on cars

Sunday, September 05, 2010

IELTS Advice: don't get angry

Sunday, October 17, 2010

IELTS Advice: there is no secret

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 4

Sunday, October 24, 2010

Students' Questions: how can I improve?

Saturday, October 30, 2010

Students' Questions: 'climate' topic

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 5

Sunday, November 07, 2010

IELTS Advice: 'moreover' doesn't get you a 7

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 6

Students' Questions: using words from your language

Sunday, December 12, 2010

IELTS Advice: looking for a 'nice' examiner

Sunday, January 23, 2011

IELTS Advice: long sentences

Saturday, February 05, 2011

IELTS Advice: did you notice?

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 7

Sunday, February 06, 2011

Please share your exam questions

Sunday, March 06, 2011

IELTS Speaking: using the 1-minute preparation time

Saturday, March 12, 2011

IELTS Writing Advice: correcting yourself

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 8

Saturday, March 19, 2011

IELTS Advice: 'band 7 vocabulary'

Saturday, April 02, 2011

IELTS Advice: extra help

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 9

Saturday, April 09, 2011

IELTS Advice: don't ask the examiner questions

Saturday, April 16, 2011

IELTS Advice: questions about current events

Sunday, April 17, 2011

Students' Questions: describe a newspaper

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 10

Saturday, April 23, 2011

Students' Questions: do computers mark tests?

Sunday, May 01, 2011

Saturday, May 07, 2011

IELTS Advice: the week before your exam

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 11

Saturday, May 21, 2011

Students' Questions: how examiners score writing