1corcoran Simon Ielts Grammar and Vocabulary Lessons 2010 201

Simon’s
Grammar and Vocabulary

lessons
2010-2018
Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 1

About IELTS-Simon (website)
...
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

Sunday, July 18, 2010
IELTS Grammar: some typical mistakes

Find 5 common mistakes in the paragraph below:
Some people believe that, all police officers should carry a gun. While, others disagree with this idea,
and argue that it is intimidating to see armed police officers on the streets. From my view, the
advantages of police officers carrying guns have overweighed the disadvantages. Because the police
need to be able to protect both themselves and the general public.
Feel free to share your answers in the "comments" area below. I'll reveal the correct answers
tomorrow.
Posted by Simon in Vocabulary/Grammar | Permalink | Comments (21)
Saturday, August 21, 2010
IELTS Grammar: before or ago?

Don't say: I came to Manchester before two weeks.
Do say: I came to Manchester two weeks ago.
Use "past time + ago"
 10 years ago, a long time ago, a few weeks ago, a couple of days ago
Use "before + action / event"
 before you left, before we start, before lunch
Don't use "before + past time" (before two weeks, before three days)
Saturday, September 04, 2010
IELTS Grammar: fall or reduce?

These two words are the opposites of 'rise' and 'raise' (see last week's grammar lesson):
 something falls (e.g. the price fell)
 somebody reduces something (e.g. the company reduced the price)
You will probably use 'fall' to describe numbers on a graph or chart for IELTS Writing Task 1:
 In 2008, the number of customers fell. (verb, past)
 There was a sharp fall in Internet usage. (noun)
'Reduce' and 'reduction' are probably more useful for Writing Task 2:
 We need to reduce the amount of pollution from exhaust fumes. (verb)
 Recycling leads to a reduction in waste. (noun)

Saturday, October 16, 2010
IELTS Grammar: because

Students often make mistakes when using the word "because". You can't use "because" to connect
ideas in two separate sentences. Put both the main idea and the reason in the same sentence.
Which sentence is NOT correct?
1.Some children behave badly at school because their parents are too lenient at home.
2.Because parents are often too lenient at home, discipline in schools is becoming more
difficult to enforce.
3.Children's behaviour is getting worse nowadays. Because parents are not strict enough.
IELTS Grammar: 'because of'
Last week I looked at how to use the word 'because'. One of my students then asked me to explain
the difference between 'because' and 'because of'.
Compare these two sentences:
I stayed at home because the weather was bad.
I stayed at home because of the bad weather.
The important difference is the use of the word 'was' in the first sentence. After 'because', you need a
subject and a verb (e.g. the weather was). After 'because of', we don't use a verb, only a noun, nouns
or noun phrase.
Sunday, November 14, 2010
IELTS Grammar: 'however' and 'whereas'

You can't use 'however' and 'whereas' in the same way. Follow these general rules in order to avoid
grammar mistakes:
Use 'however' (followed by a comma) at the beginning of a sentence to contrast with the
previous sentence:
 Some people believe that schools are responsible for the behaviour of their students.
However, others argue that discipline is the responsibility of parents.
Use 'whereas' (after a comma) to contrast two ideas in the same sentence:
 Some people believe that schools are responsible for the behaviour of their students,
whereas others argue that discipline is the responsibility of parents.

You can use 'on the other hand' or 'by contrast' in the same way as 'however'. You can use 'while'
instead of 'whereas'.
Saturday, November 20, 2010
IELTS Grammar: while, whilst, whereas, as

Joshua asked me the following question:
"Can you explain while, whilst, whereas, as? Either can be used to connect two sentences, but I am
not sure how to identify them and quite often I use them wrongly."
Here's my simplified explanation:
1.While and whilst are the same, but whilst is a bit more formal (according to one famous
grammar book).
2.Whereas is always used for contrast. While/whilst can be used for contrast, OR to mean "at
the same time".
3.As can mean "because" or "exactly at the moment when".
Try to write an example sentence using each of these words. Feel free to share your sentences in the
"comments" area below.
Posted by Simon in Vocabulary/Grammar | Permalink
Sunday, December 19, 2010
IELTS Grammar: subject + verb

Question: Which of the following is a correct sentence?
1.Learning a foreign language.
2.Firstly, learning a foreign language in order to improve your career prospects.
3.For example, learning a foreign language by living in a country where that language is
spoken, and communicating with native speakers on a daily basis.
Answer: None of these are correct sentences. None of them has a main verb.
To make a sentence, you need a subject (noun/noun phrase) and a verb:
1.I am learning a foreign language. OR, Learning a foreign language isuseful.
2.Firstly, many people learn a foreign language in order to improve their career prospects.
3.For example, some people learn a foreign language by living in a country where that
language is spoken and communicating with native speakers on a daily basis.
Some students really need to work on writing correct "subject + verb" sentences. Missing the verb in
a sentence is a serious mistake that will definitely affect your score.

Saturday, January 22, 2011
IELTS Grammar: correct the mistakes

The following sentences contain mistakes. Try to correct them.
1.We are friends ever since we first met.
2.If people work in teams can help them to achieve more.
3.If we consider unemployment is another important issue.
4.It is difficult to live in a new country, it is also difficult to speak a new language.
5.Many children behave badly, could be because their parents are not strict enough.
Sunday, February 13, 2011
IELTS Grammar: find the mistakes

Correct the mistakes in the sentences below.
1.With developments in nuclear technology, the risk of accidents are being reduced.
2.Scientists need to make more researches to improve the safety of nuclear power stations.
3.Using of nuclear power not only does it produce cheap electricity, but also it does not have
any pollution.
I'll put my answers in the "comments" area tomorrow.
IELTS Grammar: more mistakes!

Try to correct the mistakes in the following sentences:
1.I am completely agree that job satisfaction for workers are important.
2.On the other side, maybe it is difficult for all workers to be happy in their jobs.
3.Although, we all need to work in order to pay our bills etc, but we also need to enjoy our jobs.
Be careful with "although". Most English learners make mistakes with this word.
Sunday, March 13, 2011
IELTS Grammar: using Google

If you are unsure about the correct way to use a word, Google can often solve the problem. Here are
2 examples:
1.Yesterday I googled "drink driving" and "drunk driving". Both are correct, but which is more
common?

2.I wanted to explain the use of "having had", so I googled "having had grammar" and
found this page from the BBC.
Google and Wikipedia are two of the best tools for improving your vocabulary and grammar. Try them
the next time you have a language problem.

Find the mistakes in the sentences below.
1.The graph shows the number of people travelled to and from UK.
2.In 1979, the number of people visited UK was 10 millions.
3.Turkey was the least country in terms of the number of people visiting it.
Feel free to share your answers in the "comments" area below. I'll post my answers tomorrow.
Sunday, May 29, 2011

The following sentences contain mistakes. Can you find them?
1.Governments have played an essential place in society.
2.Lack of exercise has bad effects to health.
3.Qualifications lead to get promotions.
4.This may contribute to reach their dreams.
5.The main important thing is to make people aware for this problem.
I'll put my corrections in the "comments" area tomorrow.
Sunday, June 12, 2011
IELTS Grammar: verb + noun collocations

When deciding whether to give a band 7 in IELTS speaking or writing, one of the things that
examiners look at is your use of collocations.
'Collocation' basically means using the right words together. Many students know a lot of nouns, but
they don't always know the right verbs to use with those nouns.
Here are some useful 'verb + noun' collocations:
 to make a mistake (not 'do' a mistake)
 to do/carry out/conduct research (not 'make' research, not 'a' research)
 to make/take/reach a decision

 to have/gain/lack experience
 to have/face/experience difficulties
Think about this, especially when you are writing essays. Check in a dictionary to make sure you
have used the right verb with the right noun.

The sentences below contain some common mistakes. Try to correct them.
1.The number of holidays abroad was dramatically increased in 2005.
2.The figure was raised again in 2006, but it reduced in 2007.
3.In 2008, the number of foreign holidays was reduced to its lowest point.
What grammar point can we learn by correcting these 3 sentences?
Sunday, September 04, 2011
IELTS Grammar: word families

If you want to improve your vocabulary knowledge, it's a good idea to study word families.
Let's look at the word family for "different".
1.We usually say different from e.g. A is different from B.
2.The noun is difference e.g. There is a difference between A and B.
3.The verb is differ e.g. A differs from B (or A and B differ).
I'm sure you understood these words, but did you really know how to use them correctly? We'll look at
another word family next week.
IELTS Vocabulary: word family for 'compare'

Let's look at the word family for 'compare'. Remember that we are looking at usage, not meaning (I'm
sure you know the meaning of these words).
 The graph compares the number of males and females...
 10% of males were unemployed, compared to only 8% of females.
 The unemployment rate was high in 2008 compared with previous years.
 The unemployment rate was high in 2008 in comparison with...
 By/in comparison, the unemployment rate in 2008 increased to...
 Figures for the USA were comparable with/to those for the UK.

 The figure for females was comparatively low, at only 8%.
You've probably noticed that this word family is really useful for writing task 1.
PS. Thanks to Martin for sharing this online dictionary. The 'usage notes' at the bottom of the page
are especially helpful.
Sunday, October 02, 2011

IELTS Grammar: 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 exam last week.
Teacher: Oh, you mean you took the exam last week?
Student: Yes, I have given the exam twice. (should be 'taken')
The student doesn't notice that the teacher is correcting a mistake. Your teacher can 'give' you a test
or an exam, but you 'take' or 'do' the exam.
When a teacher repeats something that you said in a different way, you probably made a mistake.
Listen carefully, and try to correct yourself.

Can you find the mistakes in the following sentences? You might need to make several changes.
1.It is clear that, diploma and degree were the most popular qualifications.
2.Parents are usually try to provide their children different alternatives.
3.Most of computer games contain several of violence.
4.The number of people living in cities will be sharply increased.
5.Advertising are widely spread nowadays.
Please share your corrections in the "comments" area below this lesson. I'll add my corrections
tomorrow.

Can you correct the mistakes in the following sentences?
1.The pollution and waste that we produce also affect on animals.
2.Many animals are in danger extinction.
3.Traffic congestion in nearly all over the world is on the increase.

4.Most of people who live in cities are suffering from traffic.
5.Schools can make a big part in educating children about this issue.
tomorrow.
IELTS Grammar: using 'see' in writing task 1

A few people have asked me about using 'see' to describe numbers on a graph or chart. Look at the
following sentence:
 In Britain, CD sales increased dramatically in the 1980s.
We can write the same sentence in various ways using 'see':
 Britain saw a dramatic increase in CD sales in the 1980s.
 The 1980s saw a dramatic increase in CD sales in Britain.
 British shops saw CD sales increase dramatically in the 1980s.
Posted by Simon in IELTS Writing Task 1, Vocabulary/Grammar | Permalink | Comments (23)
Saturday, December 03, 2011

IELTS Grammar: number, amount, proportion, figure
Somebody asked me about the difference between these 4 words (for IELTS writing task 1). I'll try to
explain some basic ways to use them.
number
- Use "the number of + plural noun" e.g. the number of visitors.
- Don't use it to describe percentages or uncountable nouns e.g. money.
amount
- Use "the amount of + uncountable noun" e.g. the amount of money.
- Don't use it with countable nouns e.g. the amount of person/people.
proportion
- Only use this to describe percentages (not numbers).
- Use "the proportion of + plural noun" e.g. the proportion of people.
figure
- Use "the figure for + plural noun" e.g. the figure for visitors to the UK.
- Use it with uncountable nouns e.g. the figure for unemployment.
- Use it with countries e.g. the figure for Canada.
- Use it with percentages e.g. the figure (for...) rose to 10%.
Note:
If you've read any of my task 1 essays, you'll see that I like "the figure for" because it can be used in
almost any situation.

RATE = a measure, quantity, or frequency, typically one measured against some other quantity or
measure e.g. the crime rate rose by 26 percent.
My advice is to use 'rate' only for a few specific things e.g. crime rate, unemployment rate, divorce
rate.
Try Googling it to find some more specific uses.

Here are some more sentences that contain mistakes. See if you can find them.
 Children are not enough mature to make decisions.
 Poor parenting has contributed children to misbehave more.
 Good parenting encourages children acquire social skills.
 Bringing up children and educate them is the responsibility of parents.
tomorrow.
IELTS Grammar: 'highest' or 'the highest'?

Most grammar books will tell you that you need "the" before a superlative like "highest" or "lowest",
but this is not always true.
 We use "the" when there is a noun after the adjective e.g. the highest number, the highest
proportion.
 When we put the noun before, we don't need "the" e.g. the number was highest, the
proportion was highest.
So, compare these 2 sentences:
- The UK had the highest rate of unemployment.
- The unemployment rate was highest in the UK.
Sunday, January 15, 2012

Find the mistakes in the following sentences:
1.Parents influence on their children and give them many advices.
2.Students need to develop their knowledges and skills.
3.We can use the Internet to do some researches.
4.If we want to find some informations fastly, the Internet is the best resource.
Feel free to share your answers in the "comments" area. I'll give you my answers tomorrow.
IELTS Grammar: capital letters

A few people have asked me about using capital letters in different parts of the IELTS test. Here's my
advice:
 In the reading and listening tests, they don't care about capital letters. So you can write
everything in lowercase or in capitals, and it won't affect your score.
 In the writing test, try to follow the normal rules for capital letters. Grammar books and
websites explain these rules in detail. Click hereto see a website that summarises the rules
quite well.

IELTS Grammar: articles
Today I'm attaching some questions that a student asked about articles. You can read my answers
below each question.
A student’s questions about articles, with my answers
Note: the student’s questions are in black, and my answers are in blue writing.
1. “The graph below shows UK acid rain emissions, measured in millions of tonnes, from four
different sectors between 1990 and 2007.” This is a graph title taken from one of your posts. I’m
confused as to why the article “the” is not put before “UK”. Likewise, I saw another sentence in
which “the” is missing: “The chart below shows average hours and minutes spent by UK males
and females on different daily activities.”
In the two examples you gave, “UK” is used like an adjective before another noun e.g. UK males.
When “UK” is used in this way we miss “the”. When “UK” is the main noun we write “the UK” e.g. I
live in the UK. It’s the same with “USA” and some other countries.
2. Should we say “young and old” or “the young and the old” in this sentence: “A game show can
encourage friendly competition amongst both young and old.”
You might hear it said in both ways. If someone says “amongst both young and old”, they really
mean “amongst both young and old people”. The noun “people” is implied, but I suppose it would
be better to include it when writing. It’s fine to write/say “amongst both the young and the old” or
“amongst both the young and old”. “The young” is a noun, whereas “young” is an adjective in the
phrase “young people”.
3. ”It is noticeable that levels of poverty were higher for single people than for couples.” Should we
put “the” before levels?
In this case “the” is optional. You can put it if you want, or you can miss it. Research has shown
that English native speakers make different choices about whether to use “the” in this kind of
situation, so don’t worry about it.
4. ”While acid rain gases from the domestic sector and other industries fell gradually, the transport
sector saw a small increase in emissions.” Should we put “the” before emissions as you are
talking about specific emissions here?
It would be ok to add “the”, but I prefer it without. I would add “the” if I wrote something like: “a
small increase in the emissions that it produced”.
5. “The proportion of spending on leisure and education was also highest in Turkey, at 4.35%,
while expenditure on clothing and footwear was significantly higher in Italy, at 9%, than in any of
the other countries.” Is it ok to put “the” before “highest in Turkey” and “higher in Italy”?
We tend to write “the highest + noun” e.g. “the highest amount of spending”. If we put the noun
before, we don’t need “the” e.g. “the amount of spending was highest”. It’s less common to use
“the” before a comparative like “higher”, and we definitely wouldn’t use “the” before “higher in Italy”
in the sentence above.
Please note that I cannot provide a complete explanation of all article rules and uses. Grammar
books take many pages to do this!
Article rules can become very confusing, so don't worry too much about them. Students who are good
at using articles have normally learnt by copying what they read and hear, rather than by learning the
'rules'.
Saturday, February 25, 2012

Try to find and correct the mistakes in these sentences:
1.I agree that we should interest more with our own societies and countries.
2.There three main problems that we need to tackle first, education.
3.You should mention your opinion in the introduction so examiner have some idea what to
expect from your essay.
Feel free to share your corrections as 'comments'. I'll add my answers tomorrow.
Saturday, April 07, 2012
IELTS Grammar: verbs with 'exam'
A lot of students write to me saying "I gave the IELTS test yesterday". Please note that "give an
exam" is not correct.
Don't say:
- I gave an exam.
- I gave the IELTS test.
Do say:
- I took the IELTS exam/test.
- I passed the exam. (i.e. you were successful)
In other words, use "take" not "give".
IELTS Grammar: punctuation

Here are some simple rules to help you with punctuation for IELTS writing:
Full stops
Full stops are very important. Put a clear full stop at the end of each sentence, and then begin the
next sentence with a capital letter. If you don't do this, you will get a low score.
Commas
1.When you start a sentence with these words, put a comma after them:
Nowadays, Recently, Firstly, Secondly, Finally, Furthermore, In addition, Also, However, By
contrast, On the other hand, In my opinion,...
2.We use commas in lists:
e.g. This problem affects individuals, communities and society in general.
3.We don't usually put a comma after the word "that":
e.g. It is clear that the rate of immigration increased.
4.Don't worry about other uses of commas. The use of a comma is often optional in other
situations.
Apostrophes
Avoid contractions in IELTS writing. Use "do not" instead of "don't".
You may sometimes need to show possession e.g. the government's decision.

Other punctuation
You don't really need to use any other punctuation in IELTS writing.
My advice is to avoid trying to use colons and semicolons.
Saturday, May 05, 2012

IELTS Grammar: cause and effect
Here are some useful phrases for describing causes and effects (for IELTS Writing Task 2 and
maybe Speaking Part 3). I'll use the topic of 'global warming' to show how the phrases work.
1. Cause and Effect
Pollution causes global warming.
Pollution leads to global warming.
Pollution results in global warming.
Pollution is the main cause of global warming.
Factories pollute the atmosphere. As a result, global warming is occurring.
2. Effect and Cause
Global warming is caused by pollution.
Global warming is the result of pollution.
Global warming is due to pollution.
Global warming occurs as a result of pollution.
Notice the different uses of 'result' (results in, is the result of, as a result). Students make a lot of
mistakes with these phrases.
Saturday, June 09, 2012

Here are some sentences about this week's writing task 1 question. Can you find and correct the
mistakes? Not all of them are grammar mistakes!
1.There were 51 million pmt incidents than 35 million pmt injuries by bus.
2.In general, both the figures for serious fatalities and injuries were dramatically higher for the
demand response field.
3.The number of people having injuries showed the more popular level than that of people
having incidents.
4.There is a somewhat difference between the number of people using heavy rail and light rail.
5.The bar chart illustrates the amount of passengers who were been incidents and injuries
travelled by five types of transport such as demand response, bus, heavy rail, light rail, and
commuter rail in 2002.
6.The bus, which is used by almost 80 people, tallied 66 injuries.
7.In three types of rail, being lower than light rail, heavy rail surpassed commuter rail in the
amount of incidents and injuries.
8.Injuries by bus was went up approximately 4 times than commuter rail.

Try to correct the mistakes in the following sentences.
1.More proportion of American people in 1970 than in 2000 got married.
2.There are many things easy enough for those young people to do.
3.I am agreed that volunteer work can build up the responsibilities in youngs.
4.Society gets benefitted as the juvenile crime rate reduced.
5.Having a work experience may help to having a job quicker and easier.
PS. Nobody answered this question from Monday's reading lesson:
If a survey showed that "households spent seven hours a day on transporting themselves and their
goods", does this mean that it was "a survey of household expenditure on transport"?
Saturday, July 28, 2012

Students' grammar questions
Here are a few grammar questions that I've been asked this week:
1. Which is better: "like normal" or "as usual"?
You might hear people say "like normal", but it's much better to use "as usual".
2. What do "in order to" and "in terms of" mean?
A dictionary will explain the meaning of these phrases. However, it's probably more useful to see
some examples of how they are used. A search engine like Google will give you many more
examples than I can.
3. Is it correct to write "it is worth spending maintaining libraries" or "libraries are worth
spending"?
Neither is correct I'm afraid. I would write: "It is worth spending money to maintain libraries" or
"libraries are worth maintaining".
4. Can we put "for example" in the middle of a sentence like this: "There are many
environmental problems, for example, people litter everywhere"?
The use of "for example" in the sentence above is not correct. To avoid confusion, I'd recommend
using "for example" only at the beginning of sentences. Use "such as" in the middle (e.g. There are
many environmental problems, such as air pollution).


Find the mistakes in the following sentences. All of the sentences relate to the graph in this lesson.
1.Families who do not have cars have decreased from 1971 to 2007.
2.Households without a car percentage gradually decreased.
3.There is a rise can be noted in the proportion of households with two cars.
4.The number of household with no car were well below 50% in 1971.
5.There were least percentage of household who had three or more cars, but it steadily
improved to 5% by 2007.
I'll put my answers in the comments area tomorrow.
IELTS Grammar: simplify to avoid mistakes

Try to correct / improve the following sentences by writing them in a simpler way.
1.There is no doubt that the attraction of video games are catching people’s attraction easily.
2.In our world today where technologies bound to run in our daily existence, playing video
games plays a vital part to our own society.
3.All RPGs (role-playing games), as the name already suggests, involves the player assuming
a character and controlling the entire process and unlock tasks to advance.
4.On the one hand, it is undoubtedly that video games have offered much more benefits to
human beings.
5.I personally believe that video games seem to have noxious implications.
IELTS Grammar: affect or effect?

Almost every week I see mistakes in the use of "affect" and "effect". These are common and
important words, especially in the IELTS writing test, so you need to get them right.
"Affect" is a verb. Don't write "affect on".
 Smoking affects your health. (smoking affects on your health)
 The Internet is affecting our way of life.
 Children are affected by what they see on television.
"Effect" is a noun. Do write "have an effect on".
 Smoking has a harmful effect on your health.
 The Internet is having a significant effect on our way of life.

 Television can have a negative effect on children.
If you use these words correctly, the examiner will be impressed.

Try to correct the mistakes in the sentences below:
1.Most of advertising aim to persuade people that buying things will make them happier.
2.Advertisers use every efforts to make their products more attractive.
3.Governments should control advertising or even banned.
I'll give you my answers in the "comments" area tomorrow.
Saturday, March 30, 2013
IELTS Grammar: 'finally' or 'at last'?
This week I wrote a lesson about using "Firstly, Secondly, Finally", and a student asked me whether
it's ok to use "at last" instead of "finally".
The answer is no. "Finally" and "at last" are not used in the same way.
Use "finally" in the IELTS writing test when you want to make your final point, or to talk about the final
stage in a process e.g. Finally, as well as making life more fun and interesting, new experiences can
be good for our physical and mental health. (taken from this lesson)
Only use "at last" when you have been waiting for a long time for something to happen e.g. At last I've
passed the IELTS exam!
IELTS Grammar: opinion + conditional

Try this useful technique for IELTS writing and speaking:
Give an opinion, then follow it with a conditional sentence.
Look at these examples:
1.In my opinion, governments should invest more money in public transport. If rail and bus
services were more reliable, fewer peoplewould need to drive.
2.Schools have an important role to play in children's health. If schoolsbanned junk food,
they would help to reduce the problem of childhood obesity.
3.In the future I think more people will do their shopping online. But ifInternet
shopping becomes more popular, many traditional shops will lose customers.

I've underlined the conditionals. Examples 1 and 2 are second conditionals, while 3 uses the first
conditional.
Practice:
Prepare your own "opinion + conditional" ideas for different topics. Having a few of these ideas ready
could help you in the writing and speaking tests.
Sunday, April 28, 2013

Try to improve the following sentences.
1.It is clear that, the commuter numbers by car are dominant.
2.The number of passengers in train showed upward trend.
3.The number of commuters favor car and train significantly increase.
4.About average 5 million commuters traveled by car.
5.The figure for train started from about 2 millions.
6.British people continuously used more car than other vehicles.
IELTS Grammar: rules and exceptions
When learning a language, grammar rules are useful because they show you how the
language normally behaves. For example, you might learn that the word "to" is followed by the
infinitive of the verb. The rule tells you that "to have" is correct and "to having" is wrong.
However, you should also be prepared to meet some exceptions to the grammar rules that you learn.
For example, students are often confused by phrases like 'look forward to having' or 'advantages to
having', both of which are correct.
When you find an exception to a grammar rule, don't get frustrated; consider it an opportunity to
expand your knowledge of the language, and perhaps to impress the examiner!
IELTS Grammar: 'for example' and 'such as'

Students often make mistakes when using these two phrases. To avoid mistakes, follow this simple
advice:
- Use For example, at the start of a sentence.
- Use such as in the middle of a sentence.
Compare these examples:
1.Children should eat less junk food. For example, they should avoid eating burgers and chips.

2.Children should avoid eating junk food such as burgers and chips.
Notice that 'For example' is followed by a comma and a full sentence. 'Such as' is in the middle of the
sentence, followed by two nouns. You can use 'For instance' instead of 'For example'. You can use
'like' instead of 'such as'.
IELTS vocabulary review
Here's a quick review of the band 7-9 vocabulary from this week's lessons:
- the current generation of language learners
- have the Internet at their disposal
- the chance to immerse themselves in
- upset by
- opposed to... for ethical reasons
- carry out research
- stalls are spread across several sites
- the centrepiece
- an array of
- mouth-watering food and drink
- spilling over into other pedestrian streets
- attracting thousands of visitors
- the fantastic atmosphere
- Manchester seemed to come alive
- the streets were bustling
- there was a real festive feel to the city
IELTS Grammar: passives, conditionals, subjunctives?
It seems that teachers in some countries are telling their students to fill their answers with "difficult
grammar devices" like passives, conditionals andsubjunctives.
I tell my students to do the opposite: forget about these things!
In my experience, the more you focus on grammar (25% of your score), the less you focus on
answering the question well, organising your ideas, and using good vocabulary (75% of your score).
Worrying about "difficult grammar" is likely to ruin your answers rather than improve them! Focus on
the other 75%.

IELTS Grammar: 'lead to'

Students often make mistakes when using 'lead to' in their writing. What's the problem with these
sentences?
1.Consumerism can lead to increase the economy.
2.Tourism can lead to destroy natural habitats.
3.A competitive atmosphere in lessons leads to motivate students.
The problem is that we need a noun or noun phrase after 'lead to', not a verb.
So, here are some some ways that you could rewrite the sentences:
1.Consumerism can lead to a more successful economy.
2.Tourism can lead to the destruction of natural habitats.
3.A competitive atmosphere in lessons motivates students.
Notice that in sentence 3 it is better to keep the verb 'motivates' and miss out 'leads to'.
Sunday, August 18, 2013

IELTS Grammar: collocations
A student asked me to explain which is better: 'a prime example' or 'a primary example'.
I would say 'a prime example'. Why? The answer is that 'prime example' is a normal collocation in
English. It's the phrase that English speakers would use.
Native speakers instinctively know which words go together more commonly. They recognise groups
of words like 'prime example'. This is what we mean by "collocation".
Tip:
Put "prime example" and "primary example" into Google (don't forget the speech marks), and look at
the numbers of results. It should be clear which collocation we prefer.
IELTS Grammar: using 'with' instead of 'and'
Here's a structure that my students found interesting:

A) The IELTS exam is popular, and over 1 million people take it every year.
B) The IELTS exam is popular, with over 1 million people taking it every year.
A) The cost of living is high, and prices are going up every year.
B) The cost of living is high, with prices going up every year.
Notice the use of the 'ing' verb form after 'with'. Notice also that there is no auxiliary verb 'are' in the
second example. To practise this type of sentence, try making an example of your own!


Last Sunday's lesson was about using 'with' instead of 'and'. Several people tried to make their own
'with' sentences, but some corrections are necessary. Can you help with the following sentences?
1.He love that girl, with she loving another boy.
2.London is the world's sixth most expensive city, with being visited by almost 1 million tourists
every day.
3.City life is quite stressful, with the people lacking of the sense of community.
IELTS Grammar: two important points
Here are two grammar points to note from the mistakes in Friday's lesson:
1. Commas don't connect sentences
You can't write "They asked me to do an interview, I felt so shy" with a comma connecting the two
ideas. You would need a full stop or a linking word like "and" or "but" (e.g. They asked me to do an
interview, but I felt so shy).
2. Don't put "which" and "it" together
You can't write "a conversation which I found it interesting". Delete the "it".
Click here to see all of the answers to Friday's exercise.

Find and correct the mistake in each of the sentences below:
1.Technology allowed the growing of factories.
2.Parents should be more conscious on their children’s online activities.
3.The Internet allows people from all over the world to involve in discussions about current
events.
I'll put my answers in the "comments" area tomorrow.


Improve the following sentences. All of them are about the 'teleworking' topic.
1.There are several disadvantages to do work at home.
2.In comparison with office, home is a relatively quiet and comfortable place to work at.
3.People's daily activity may be decreased.
4.Not everyone enjoy working and living at the same places.
5.Employee tend to put less important on work because there is no supervisor.
IELTS Grammar: lead, contribute, result
Students often make mistakes with the verbs lead, contribute and result. Try to correct the sentences
below.
1. Qualifications and skills may lead to get promotions.
2. Lack of exercise contributes to have an unhealthy body.
3. Violence on television is one factor that results to increase the crime rate.
What is the rule for these 3 verbs?
IELTS Grammar: verbs and nouns

The problem with the following sentences is that the verbs and nouns (underlined) don't go together.
Do you know what the correct verbs should be?
1.I gave the IELTS exam last week.
2.I usually take a coffee in the morning.
3.This will bring a negative impact on people.
The correct 'verb + noun' groups are examples of collocation.

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 Grammar: easy sentences

Here are my suggestions for the sentences in Friday's lesson. Remember, the aim was to make the
sentences as easy as possible.
1.I like learning languages because they help me to communicate with people from other
countries.
2.I do lots of reading in my spare time.
3.If you can speak the local language, it's easier to make friends.
4.Knowing a foreign language can help you to get a better job.
5.The best time to learn another language is when you are young.
6.Learning a foreign language opens your mind and expands your horizons.
7.The more you practise, the easier it becomes to communicate in a new language.
Posted by Simon in IELTS Speaking, Vocabulary/Grammar | Permalink | Comments (8)
IELTS Grammar: be careful with the 's'

Notice where we put the "s" on the end of a word and where we don't:
 Thousands of people watched the show.
 Fifty thousand people watched the show.
 over a period of ten years
 over a ten-year period
 The fish weighed 5 kilos.
 It was a five-kilo fish.
 The boy is three years old.
 He is a three-year-old boy.

IELTS Grammar: are phrasal verbs ok?
People often ask me whether it's ok to use phrasal verbs in the IELTS writing and speaking tests.

My answer is yes; phrasal verbs are generally fine. In Friday's speaking lesson I used the phrasal
verb to grow up, and the 'multi-word verbs' to take place and to make sure. In this essay, I used
the phrasal verb to result in.
It isn't true that all phrasal verbs are informal. Read this article for a full explanation.
IELTS Vocabulary: nice bits of language!

There were a few nice bits of language that you might have noticed in yesterday's speaking lesson:
 all sorts of things
 a certain amount of
 I pick up a newspaper most days
 I usually have a book on the go
 I couldn't put it down
 opens the door to all aspects of education
These phrases made my answers sound very natural and "native-speaker-like". Try using them in
your own sentences.
IELTS Grammar: uncountable nouns

Students often make mistakes with uncountable nouns. These are nouns that you can't count. Most
importantly, they don't have a plural form.
For example, you can't say "an information, two informations, many informations". You can say
"some information, more information, a lot of information, a piece of information".
Below are some common uncountable nouns. Do you know any others?
 give advice, some advice, a piece of advice (an advice, advices)
 do research, carry out research (a research, researches)
 gain knowledge, share knowledge, increase knowledge (knowledges)
IELTS Grammar: Googling for grammar patterns

Have you tried using Google (or another search engine) to resolve grammar problems? For example,
students asked me to explain the following sentences from the essay in Wednesday's lesson:
1.There are some basic preconditions to achieving happiness.
2.There do seem to be some common needs that we all share.

3.It is no doubt true that...
If we put quotation marks ("...") around the key words, and Google them, we can look for patterns in
the search results that help us to understand the grammar.
Example:
Try searching for "preconditions to achieving", then try "preconditions to being" and "preconditions to
doing". The search results should show you that "preconditions to +ing" is a normal grammar pattern
in English.
Now search for "there do seem to be" and "it is no doubt true that". You might find that searching for
grammar patterns is more useful than learning grammar rules.

People often make mistakes when they try to use 'difficult' language. Can you correct the following
sentences and write them in a less complicated way?
1.Banks always motivates their customers for availing various types of credit cards.
2.As a credit card has become prevalent for which it is easy to apply and gain this, there are
several problems that people undergo.
3.Credit cards do have both pros and cons but it depends on the inevitability of user and their
attitude to know purposely that determines the usage of mostly worth of it.
IELTS Vocabulary: notice, look up, use
Notice
A student called herry commented below this lesson that he/she noticed the phrase "resort to" in my
paragraph about credit cards.
Look up
Herry then looked the phrase up in a dictionary and found the meaning:
resort to something = do something that you do not want to do because you cannot find any other
way.
Use
The next step is to try using the phrase in a sentence of your own (e.g. Many stores have resorted to
cutting prices). If possible, ask a teacher to check your sentence to make sure it's correct.
This is a great way to improve your vocabulary repertoire.

IELTS Grammar: some conditionals

Did you notice that I used several conditional sentences in yesterday's speaking lesson? Here they
are again:
 But if I had to choose, I'd say the living room...
 ...so that's what I'd change first.
 I'd definitely move again at some point if I could afford to.
Notice that I use I'd instead of the full I would because these are spoken answers (although it's fine
to say I would).
Notice also that the 'if' conditional clause is missing from the second example. Sometimes we miss
the condition because it is understood from the context. We understand from the context that I mean:
"If I redecorated my home, that's what I would change first".
IELTS Vocabulary: review

Let's review the useful vocabulary that we've seen in this week's lessons:
 inconvenient
 nearby
 surfing the web
 an initiative
 communal
 tuition fees
 applicants
 surveillance
 commonplace
 an invasion of privacy
 aged (adjective meaning 'elderly')
Would you be able to use all of these words and phrases in your own sentences?
IELTS Vocabulary: less common phrases

Here is some 'less common' vocabulary from yesterday's lesson:
 defeat the other player
 trapping his King... checkmate

 portable chess set
 the chance to hone my skills
 I made it onto the school team
 the challenge of thinking ahead
 trying to outwit my opponent
 a very mysterious and intellectual game
 taught me to learn from my losses
 to congratulate the person who had beaten me

IELTS Grammar: 'natural' answers
The sentences in yesterday's speaking lesson contained some grammar mistakes. However, perhaps
a bigger problem was that the sentences didn't seem very 'natural' (most native speakers wouldn't
talk like that).
If you download the document attached below, you'll see my grammar correctionsand my
suggestions for more 'natural' answers.
Click here to see the document
IELTS Speaking / Grammar
A) Original sentences with mistakes:
1. I think elderly frail single people's needs to be prioritised.

2. Helping people depends on situations and it can be done in vary ways.
3. I can mention two reasons in respond this question.
4. But now many people giving importance to community work.
5. I must admit that there is an high demand in life quality which cause people to focus
on themselves rather than the others.
B) The same sentences with grammar corrections underlined:
1. I think elderly, frail, single people need to be prioritised.

2. Helping people depends on the situation, and it can be done in various ways.
3. I can mention two reasons in response to this question.
4. But now many people are giving importance to community work.
5. I must admit that there is a high demand for a better quality of life, which causes
people to focus on themselves rather than on others.

C) How I would write (or say) the sentences in a more natural way:
1. I think we should prioritise helping elderly people, especially those who are frail and
live alone.
2. We can help other people in a variety of ways, depending on the situation.
3. I think there are two reasons why some people like helping others.
4. Many people think that it’s important to help others in their communities.
5. I think people are focused on improving their own lives, rather than helping others.
Note:
Although the corrected sentences in section B are acceptable, I much prefer the sentences
in section C. Examiners will also prefer the ‘natural’ sentences.

IELTS Vocabulary: band 7-9 phrases

Let's review the vocabulary that I used in yesterday's speaking lesson. Here are the phrases that I
think would impress an examiner:
 volunteer to run activity clubs
 help out (phrasal verb)
 residential homes for elderly people
 support people living below the poverty line
 there isn’t a scale of importance when it comes to helping others
 all forms of help are positive
 experience difficult times
 run the risk of losing our jobs
 people help others because they empathise with them
 It’s impossible to generalise about...
 from one generation to the next
 judge or compare how altruistic people are
IELTS Vocabulary: from the 'parks' topic
As I said yesterday, you don't need to 'show off' in part 1 of IELTS speaking. However, I did use some
nice vocabulary in my answers:
- every city needs some green space
- people can escape from the crowds

- Parks are like an oasis
- get away from the hustle and bustle* of city life
- take some exercise
- forget about work for a while
- I can't imagine what I would do
*hustle and bustle = busy activity, usually when describing a city
IELTS Grammar: wide range or error-free?

A student, Kishanth, asked me about two of the points in the grammar criterion for band 8 writing
(both task 1 and 2):
 uses a wide range of structures
 the majority of sentences are error-free
Here's the problem with these two points:
When you try to use a wide range of grammatical structures, you risk making more mistakes (errors).
But to reduce the number of mistakes, you might have to simplify your sentences.
So what should you do?
My advice is this: Forget about the 'wide range of structures' point. If all of your focus is on using
complex grammar, you'll probably do something worse than just make mistakes; you'll probably forget
to answer the question properly. The people who worry most about grammar usually neglect task
response, coherenceand vocabulary.
For me, grammar is the least important criterion to worry about. I tell students to focus on the other
75% of the scoring system: task response, coherence and vocabulary. However, if you want my tip
for improving your grammar score, I'd say that it's better to focus on reducing errors. I think examiners
notice errors more than they notice grammatical range, and if you write a mix of short and long
sentences, you'll probably fulfil the 'wide range of structures' requirement without realising it.
IELTS Vocabulary: which sentence is best?

A student asked me which sentence I prefer from these two:
1.There is an array of reasons for the proliferation of high amounts of waste disposal.
2.There are various reasons for the rise in the amount of waste that we produce.
Although sentence 1 might look more 'difficult' (due to the use of array,proliferation and disposal), I
definitely prefer sentence 2.
The problem with sentence 1 is that it seems forced and unnatural:
 "Array of reasons" is fine, although no better than "various reasons".

 "Proliferation" and "high amounts" sound strange together. I would use one or the other, but
not both.
 "The proliferation of waste disposal" also sounds wrong to a native speaker. It isn't a
collocation that I would expect to read or hear.
 I think the topic would be about "waste production", not "waste disposal". The root problem is
that we are producing more waste, not that we are throwing it away more often. The word
"disposal" looks good, but for me it affects the coherence of the sentence.
I think this is a great example of what I said in Wednesday's lesson about having the confidence to
keep it simple. When students try too hard to be difficult, they write unnatural sentences like number 1
above.
IELTS Vocabulary: future plans

Here are the band 7-9 phrases from yesterday's lesson. Remember that I'm not trying to use strange
or difficult words; I'm trying to speak in a natural way, using 'native speaker' collocations and phrases.
 a future aim of mine
 the plot would be fictional
 influenced by some of my own experiences, ideas and views
 I might suddenly be inspired
 a vague objective
 time, commitment and passion
 to set a goal
 I’ve always wondered how
 create a work of fiction
 bringing a story to life
 follow in the footsteps of my favourite authors
IELTS Grammar: using 'the'
People often ask me for help with articles (the, a, an). You really need to consult a specialist grammar
book if you want to know everything about articles, but here's a useful question about my use of "the"
in a recent lesson:
Look at the following sentences.
1) I would need time, commitment and the passion to keep working.
2) I would need the time, commitment and passion to keep working.
3) I would need time, commitment and passion to keep working.

Are all three sentences correct? Is one better than the others? Does the position or absence of "the"
change the meaning?
Here are some sentences that people wrote below yesterday's speaking lesson (about 'collecting').
Can you find and correct the mistakes?
1) There are a lot of things that people often are collect.
2) I think people often go to gather small things such as stamps.
2) Whenever I went in a vacation, I used this opportunity to buy another object.
3) Let me think, may be valuable watches which their prices increase by time.
5) People collecting things for many reasons for example they do it as a hobby.
IELTS Grammar: nouns and verbs
Sometimes the noun form and the verb form of a word are the same. For example, the word
“increase” can be a noun or a verb. The problem is that nouns and verbs are used differently. Here
are some examples:
Increase
There was an increase in the unemployment rate. (noun)
The unemployment rate increased. (verb)
Lack
There is a lack of investment in hospitals. (noun)
Many hospitals lack the investment they need. (verb)
Pay
Companies should give men and women equal pay. (noun)
Companies should pay men and women equally. (verb)
It's the little words like "an increase in" that cause most problems for students. Examiners do notice
these things, so it's worth getting them right.
IELTS Grammar: using 'by'
A student asked me about the two uses of the word "by" in these sentences:
Korea was the only country that managed to reduce its waste output by the year 2000. Korea cut its
waste output by 12 million tonnes between 1990 and 2000.
Questions:
1. Can you explain how "by" is used in the two cases above?
2. What is the difference between "by the year 2000" and "in the year 2000"?
IELTS Grammar: for band 7
I don't think that using 'difficult' grammar is the best way to get a band 7.
If you want a band 7, the most important thing is to be able to write error-free sentences. If all of your
sentences contain small mistakes, it's unlikely that you'll get a 7. It might be better to take fewer risks
with complex structures, and aim for more error-free sentences.
IELTS Vocabulary: from this week's essay

Did you write down the good vocabulary from the essay that I shared on Wednesday? Here are the
'band 7-9' words, collocations and phrases that I used:
 are increasingly likely to
 take on the role of househusband
 breadwinners
 equal rights movements
 made great progress
 gain qualifications
 pursue a career
 become socially acceptable
 the rising cost of living
 marriage partners
 starting a family
 personal preference
 should be seen as progress
 equal opportunities
 put under pressure
 sacrifice their careers
 assume childcare responsibilities
 parental role
 their particular circumstances and needs
 wider changes in society
 these developments are desirable
Try writing your own full sentences using each vocabulary item above.

IELTS Vocabulary: weekly review

Do you keep a notebook for useful words and phrases? And do you review the vocabulary in it
regularly?
For example, here's a quick review of some useful vocabulary from the last seven days of lessons on
this blog:
 compile a list
 build a repertoire
 the current generation of language learners
 don't know how lucky they are
 they have the Internet at their disposal
 they have access to videos, podcasts and audiobooks
 they have the chance to immerse themselves in the language
 to take advantage of
 overuse of a word
 the charts compare three countries in terms of...
 dispose of harmful waste
 hazardous materials
 are buried underground / are recycled
 know the basics
 rely on pre-prepared meals
 that would surely be a good thing
Remember: Understanding a word is not the same as being able to use it. Practise using the phrases
above in your own sentences.
IELTS Grammar: 'to' with 'ing'

Many students have learnt that 'to' can't be followed by a word ending in 'ing'. But did you notice the
following phrase in the question in Wednesday's lesson?
"strict punishments for driving offences are the key to reducing traffic accidents"
This phrase is completely correct, so it must mean that the "rule" was wrong! You can put 'to' with 'ing'
in many situations. Here are some examples:
 The key to being more productive is...
 I look forward to seeing you.
 He admitted to taking the money.

 Scientists are closer to being able to...
 Seven steps to reaching your goals!
Can you find any more examples?
Tip: try searching on Google for "to being", "to having", "to doing" etc.

IELTS Vocabulary: review and practice
If I asked you to list the 10 best phrases from yesterday's speaking lesson and Wednesday's writing
lesson, which would you choose?
Could you then use those 10 phrases in your own sentences?
IELTS Speaking / Grammar: improved sentences

Here are my suggestions for improved versions of the sentences in yesterday's lesson. Compare both
versions carefully to learn from the changes that I made.
1.In my opinion, people are afraid to give presentations when they think that members of the
audience might know more than they do.
2.My mind often goes blank when starting a new slide.
3.I believe that using visual aids can help to engage the audience.
4.Of course, giving a presentation can make people feel anxious, regardless of how confident
they normally are.
5.I think that adequate preparation is the key to giving a good presentation.
IELTS Vocabulary: collocations and phrases

There were some good collocations and phrases in the 'improved sentences' that I wrote for
yesterday's lesson. Did you write them in your notebook?
 give a presentation
 members of the audience
 my mind goes blank
 use visual aids
 engage the audience
 feel anxious
 regardless of how (+ adjective) something is
 adequate preparation

 the key to doing something
IELTS Vocabulary: lists of 3

For my first answer in yesterday's lesson I wrote: "I like reading, learning from others, and trying to
understand difficult concepts." As you can see, I gave a list of 3 things that I like about studying.
Here are some more "lists of 3" that I could have used in my answers:
 I prefer to study alone so that I can concentrate, think deeply, and stay focused on the task.
 I like studying in the library because of its peaceful, studious and contemplative atmosphere.
 When someone disturbs me I feel frustrated, annoyed and impatient.
Making "lists of 3" is a good way to practise adding variety to the language that you use. Try it
yourself!

Can you correct the small mistake(s) in each of the following sentences, or change the sentences to
make them more natural?
1.Global filmmaking companies have more budget for action, special effects and spectacular
locations.
2.Governments should support local film industries by financially support the film makers.
3.If governments help local movie industry, it would create employment opportunities.
4.There are several reasons why locally made films lose popularity to foreign films.
5.The following essay will discuss in details about the issue.

This week's lessons contained some good vocabulary. Here are some of the words and phrases that
you could put in your notebook:
 cartography
 symptoms manifested
 fundamental things
 balance, symmetry and repetition
 soul-destroying
 rigid, bleak, relentless, harsh

 established film industries
 huge budgets, big-budget films
 shoot scenes in spectacular locations
 Hollywood blockbusters
 global appeal
 they star the most famous actors
 made by the most accomplished producers
 suffers in comparison
 in theory, in practice
 made a mess of (informal)
 the core of
 the point at which
IELTS Vocabulary: more good phrases

There were several good words and phrases in this week's lessons here on the blog. Here are some
of them, and I've left gaps to encourage you to look a bit harder!
1.universities became accessible to the ______
2.talented ______ film-makers
3.given the opportunity to ______ themselves
4.a ______ of other costs
5.partly ______ by government subsidies
6.foreign productions ______ the market
7.percentage of ______ inhabitants
8.each five-year age ______
9.each five-year ______
10. No significant ______ differences can be seen
IELTS Speaking: verb tenses and vocabulary

In yesterday's lesson I asked you to find examples of verb tenses and good vocabulary in my sample
answer about a film that I would like to see.
Here are examples of different verb tenses that I used:
 Future with 'going to': it’s going to be called Spectre
 Future with 'will': I don’t know exactly what it will be about
 Present simple for the future: when it comes out later this year
 Present simple: I think Spectre refers to...
 Present perfect (active): I've seen the official trailer
 Present perfect (passive): hasn't been released yet
 Past simple: I saw in the news
 Past continuous: when I was watching the news
Here are some examples of 'band 7-9' vocabulary:
 when it comes out (meaning: when it is released)
 refers to the name of
 the imaginary criminal organisation
 hasn’t been released yet
 on a mission to save the world
 an arch-criminal
 a plot line involving lots of twists and turns
 to defeat his nemesis
 the official trailer
 cast to play supporting roles
 James Bond films are always big news
 action scenes and special effects
 take place in spectacular locations
 unrealistic, you could even say ridiculous
 like a roller-coaster ride
IELTS Vocabulary: from this week

Here are some good words and phrases from this week's blog lessons:
 an exact replica
 a mock-up
 to gauge
 painstaking work
 hands-on experience
 priceless
 outdated
 a career for life
 fixed roles of men and women

 take pride in your work
 the Hollywood formula
 a popular subject for film-makers
 share the experience
 replicate that cinema atmosphere
Did you notice that the noun 'replica' and the verb 'replicate' both appeared in this week's lessons,
and in very different contexts?
IELTS Vocabulary: investigate!

Whenever you see a new word or phrase, it's a good idea to investigate. By this I mean that you
should search for the word or phrase online, and see how it is used in a variety of sentences.
For example, take this phrase from yesterday's lesson: "I'm not one for...". If you search for this
phrase on Google, you'll see examples like:
 I'm not one for complaining, but...
 I'm not one for writing reviews, but...
 I'm not one for settling for mediocrity.
 I'm not one for love songs.
 I'm not one for celeb news.
 I'm not one for too much structure.
I think you need to see five or more examples of a new phrase before you start to really see how you
could use it yourself. Can you see any 'rules' for the phrase "I'm not one for"? Can you explain what it
means? Can you use it in your own sentences?
IELTS Vocabulary: from yesterday's lesson

Here's some of the good vocabulary that I used in yesterday's speaking lesson. Would you be able to
use these phrases in your own sentences? If you're not sure, look the phrases up in a dictionary, or
use Google to search for examples of their use.
 local neighbourhood
 pedestrianisation
 traffic diverted
 clogs up the main street
 congestion, noise and pollution
 pressure from local people

 bring a problem to light
 a campaign by residents
 come up with some possible designs
 a bypass
 blocked off
 quality of life
 outdoor seating
 a safer and more pleasant place
 a positive knock-on effect
IELTS Vocabulary: paraphrasing

In last Sunday's lesson I wrote that an advanced user of any language is someone who can express
the same idea in a variety of ways. When you do this, you are paraphrasing.
Let's practise paraphrasing some of the ideas from Friday's speaking lesson. Can you express the
ideas below in one or two (or more) different ways? Note: you don't need to use exact synonyms -
just make sure you communicate the same overall idea.
1.Traffic clogs up the main street.
2.Local people need to bring the problem to light.
3.They should come up with some possible designs.
4.This would have a positive knock-on effect.
IELTS Grammar: 'future perfect' tense
Did you notice that I used the 'future perfect' tense in the answer that I wrote for Thursday's writing
task 1 lesson? Here's the sentence:
- By 2024, a third building will have been constructed.
In fact, this is a 'future perfect passive' sentence. Another option was to write:
- In 2024, a third building will be constructed. (simple future, passive)
There's a small difference in meaning between these two sentences. The future perfect sentence
suggests that construction of the building will already be finished in 2024, whereas the simple future
sentence suggests that the construction work will happen in the year 2024.

IELTS Grammar: 'by/in contrast' and 'on the contrary'
A few people have asked me about these phrases. Do they have the same meaning? When is each
one used?
By contrast / In contrast
I often use these two phrases in both writing task 1 and 2. They are exactly the same, and are used in
a similar way to "however" or "on the other hand" to introduce a contrast / comparison. Put "By / In
contrast" at the beginning of a sentence, with a comma after "contrast".
Example
Unemployment rose in the UK. By contrast, the number of unemployed people in Canada fell.
On the contrary
I don't think you'll need this phrase for any part of the IELTS test. It doesn't mean the same thing as
"by / in contrast". We use "on the contrary" to deny that something is true, and to explain that the
opposite is true.
Example
- Person 1: "You had some problems with your hotel, didn't you?"
- Person 2: "On the contrary, the hotel was great, but the airline lost my suitcase."

Here are some phrases (parts of sentences) that people wrote below Thursday's writing task
1 lesson. Can you find and correct the mistakes?
Note: I'm focusing here on the parts of people's sentences that contained a problem. Don't worry
about the information that I've missed out.
1.The highest numbers of sales were 3 million Euros and 15 million Euros respectively.
2.The highest sales figures for Fairtrade coffee and bananas was recorded in Switzerland.
3.Switzerland was earning 15 million euros of fairtrade bananas.
4....with the sales figures for coffee and bananas stood at 3 million Euros and 15 million Euros
respectively.
5.Switzerland was the highest sales in fairtrade of coffee and bananas.
In case you didn't see it, here's my correct version:
In 1999, Switzerland had the highest figures for sales of both Fairtrade coffee and Fairtrade bananas,
with 3 million and 15 million Euros of sales for the two respective products.


Did you note down the good vocabulary from this week's lessons? Here's a list of some of the best
words and phrases. Try using them to make your own sentences.
 erratically
 precipitation
 mishandling, bungling
 convenient, handy
 certain key subject areas
 the courses of their choice
 from a personal perspective
 on the societal level
 job opportunities, career progression, better salaries
 knowledge and skill gaps are covered
 greater future prosperity
 passionate about what they are learning
 value creative thinking skills above practical or technical skills
 if this were the case
 I personally prefer the current system in which...
IELTS Vocabulary: 'less common' phrases

Did you note down the following 'less common' phrases from the description that I wrote yesterday?
Could you use these phrases in your own sentences?
 each episode featured
 spectacular footage
 it was broadcast
 the DVD box set
 it was advertised repeatedly
 it was aired (means 'it was shown on TV')
 the trailers were eye-catching
 incredibly beautiful images
 the voice of the narrator
 stunning photography
 global scope

 to film such interesting creatures in so many locations
 opened my eyes to the hidden wonders of our planet
Note:
The phrase 'less common vocabulary' (or 'uncommon lexical items') is used in the examiner's mark
scheme. It refers to any vocabulary that examiners don't expect most candidates to use. But
this doesn't mean 'difficult' words; it means the kind of 'natural' phrases that native speakers use. A
good example is "DVD box set" - this isn't a difficult phrase, but it's something that
English learners might not be expected to use.
IELTS Grammar: conditional mistakes

Can you correct the mistakes in the following conditional sentences?
1.If there was a ban on cigarette, less people would smoke cigarette.
2.If the tax rate on junk food had increased, people would likely to prefer making food at home.
3.If schools administered with any teachers, disorder and lawlessness would arise.
4.If uncensored commercials had been banned, the crime rate would be seized from rising.
IELTS Vocabulary: try this exercise

Let's take some of the phrases from yesterday's lesson, and see if you can use them to make new
sentences about completely different topics.
Here are the phrases to use:
1.The focus of _____ is on _____ rather than _____.
2.I've recently started taking an interest in _____.
3.I would never have _____ when I was younger.
Remember to choose a new topic (not TV). You can put as many words as you want in the gaps.

IELTS Vocabulary: this week's review
In my Saturday blog lessons, I often list the good vocabulary from the previous week. Today I'm going
to ask you to do this week's vocabulary review.
So, look back through this week's lessons here on the blog, and make a note of any good vocabulary
that I used. Feel free to share your lists in the "comments" area below.

- show limited interest in this area of research
- little information can be relied upon for accuracy
- technological advances have altered the way such achievements are viewed
- equivalent of
- one-person households
- homeowners
- for both personal and broader econoic reasons
- on an individual level
- from an economic perspective
- independent and self-reliant
- live with family members
- cook, clean, pay bills
- manage his or her budget
- valuable life skills
- greater demand for housing
- the construction industry
- estate agents
- a whole host of
- on holiday
- set off on the walk
- on the first morning of the holiday
- a rented house
- find the coast path
- descend the steep steps that led to the beach
Posted by: James Z. | Sunday, December 06, 2015 at 10:15
IELTS Vocabulary: useful phrases

I used some good phrases in yesterday's letter task. Even if you're doing the academic IELTS test, I
recommend that you note them down.
 at short notice
 made the spontaneous decision
 to eat out
 we could not have chosen a better restaurant
 the ceremony had taken place
 my friends and I
 we were relieved to have finally (+ past participle)
 we were in good hands
 friendly and obliging
 such a memorable evening

Task:
Think about how you could use these phrases in your speaking test.

IELTS Grammar: superlative without 'the'
In this lesson I gave a grammatical explanation of when to write "highest" without the word "the"
before it. For example:
- The UK had the highest rate of unemployment. (the highest + noun)
- The unemployment rate was highest in the UK. (noun before 'highest', no 'the')
However, there might be an easier way to remember when to miss the word "the". We miss the word
"the" when "highest" means "at its highest" or "at their highest" e.g. The unemployment rate was at
its highest in the UK.
Let's try this with a few more examples:
1. Rainfall is highest in October. (Rainfall is at its highest in October)
2. Temperatures are warmest in the south of the country. (at their warmest)
3. Traffic is slowest between 7 and 9am. (at its slowest)
In the above examples, don't put the word "the" before the superlative adjectives.
Note:
I'll add a bit more to this explanation in tomorrow's lesson, so feel free to ask any questions in the
comments area below.
IELTS Grammar: superlative without 'the' (part 2)

Following on from yesterday's lesson, here are some key points to remember.
1) Superlatives can be used after possessive forms, without "the":
 My highest IELTS score was...
 His fastest running time was...
 Britain's oldest person is...
2) Miss "the" if the noun is before (not after) the superlative:
 The UK had the highest revenue from bananas. (noun after, use "the")
 Revenue from bananas was highest in the UK. (noun before, no "the")
3) Miss "the" when the meaning is "at its..." or "at their...":
 Revenue from bananas was (at its) highest in the UK.
 Temperatures are (at their) warmest in the south of the country.
Task:
Here's a puzzle for you. The sentence below is correct, but it seems to break the 'rule' in point 2
above. Can you explain why I wrote "the oldest" even though there is no noun after the superlative?
The London underground is the oldest.
A note about grammar
The two lessons below demonstrate how crazy grammar 'rules' can be. Most people learn that we
always use the word "the" with superlatives (e.g. the highest, the oldest), but in reality the English
language breaks this 'rule' on many occasions.
I'm not a fan of learning such detailed grammar rules myself; I prefer my students to focus on
vocabulary. So don't worry if my "superlative without the" lessons seemed confusing to you. It
wouldn't affect your score if you made a mistake when using one of these phrases.
IELTS Grammar: interesting 'article' question

A student noticed something interesting in my video lesson about "discussion essays". In the lesson I
wrote the following two phrases:
1.their determination will help them in competitive situations
2.more useful than a competitive determination to win
The student asked why I used the article "a" in the second phrase. Isn't "determination" an
uncountable noun? The answer is, not always.
Sometimes we use "determination" as a countable noun. In the second sentence above, I'm writing
about one specific type of determination: the determination to win. In this case it's correct to write "a
determination".
Note:
People often ask me to make a lesson that explains how to use articles. The problem is that article
use doesn't follow a set of simple 'rules'. I think it's best to learn gradually by reading lots of English
and by noticing things like the example above.

IELTS Vocabulary: 'easy' words in 'less common' phrases
You might think that a word is 'easy' because you understand it. But do you really know all the uses of
that word? There might be some 'less common' uses that would impress the examiner.
Take the word "interest" for example. When teaching a class of advanced-level students, I used the
phrase "out of interest" (e.g. I decided to take the course out of interest in the subject*). My students
admitted that they had never heard the phrase "out of interest" before.
*out of interest in the subject = because I'm interested in the subject
Can you think of any other examples of 'easy' words that are used in 'less common' phrases?
IELTS Grammar: 'most' or 'most of'?

Should you write "most people", "most of people" or "most of the people"?
Answer:
1.Don't write "most of people".
2."Most of the people" is correct when you are talking about a specific group of people e.g.
most of the people in my department.
3.For IELTS writing and speaking "most people" is the best phrase.
Here are some examples for IELTS Writing:
 English is taught in most countries. (most of countries)
 Most people agree that the ability to speak English is a useful skill.
 Most products are made in factories rather than by hand.
 Crime is on the increase in most major cities.
IELTS Vocabulary: 'less common' not 'advanced'

In the comments below Wednesday's lesson, a few people said that they didn't see any "advanced"
vocabulary* in my essay. But examiners are not looking for "advanced" vocabulary; they are looking
for "less common" vocabulary.
"Less common" vocabulary means words and phrases that most students wouldn't think to use in
their essays. For example, in the first line of my essay, I used the verb "to rival". You might know the
noun "rival", but have you ever used it as a verb? This is not an "advanced" word, but it is
certainly less commonly used by IELTS candidates, and the examiner would be impressed to see it
used in this way.
Here are the "less common" phrases from my essay:
 the Internet is beginning to rival newspapers
 the traditional press
 vital source of information
 the Internet age
 traditional means of communicating
 rural areas
 the ability or opportunity to get online

 trusted as reliable sources
 employ professional journalists and editors
 news in real time
 gadgets and mobile devices
 contribute with our own updates on social media
 an explosion in the use of platforms
Note:
Although you probably understand the phrases above, most candidates would not use them in their
essays.
*I never use the terms "advanced vocabulary" or "difficult vocabulary". Anyone can find a "big" word in
the dictionary and translate it. The difficult skill is to use words together in collocations and phrases.
IELTS Vocabulary: trying to be 'difficult'

I recently read a student's essay that contained the following sentences:
1.As a matter of fact, it is no clandestine issue to anybody that sport has indisputable impacts
on overall health of people.
2.The proponents of this view perceive that investment in enhancing the number of health-
related facilities is not alone a cure-all for protecting and maintaining healthy atmosphere.
3.To revolutionize public health, alternative effective measures are entailed.
I told the student that I thought she was trying too hard to be 'difficult'. Which words or phrases in
each sentence do you think I suggested changing?
IELTS Vocabulary: yesterday's sentences improved

Here are my improved versions of the sentences in yesterday's lesson. I've replaced the strange
words with more natural alternatives.
1.It is widely accepted that sport has a positive impact on people's physical and mental health.
2.Investment in facilities will not, by itself, lead to an overall improvement in public health.
3.In order to revolutionise public health, alternative measures will need to be taken.

IELTS Vocabulary: essay analysis

Did you analyse the essay in Wednesday's lesson? Here are some good phrases that you could try to
use yourself:
 seen as places of opportunity
 major drawbacks
 a large metropolis
 the average inhabitant
 the cost of living
 urban areas, rural areas
 high crime and poverty rates
 the air quality is poor
 public transport systems are overcrowded
 take steps to tackle these problems
 affordable housing
 ban vehicles
 promote the use of cleaner public transport
 traffic congestion, a congestion charge
 curb the traffic problem
 provincial towns
 reduce the pressure on
 implement a range of measures
 enhance the quality of life
Remember that 'topic vocabulary' is the key to a high score in writing task 2.
IELTS Vocabulary: the problem with synonyms

Someone asked me the following useful questions:
 Instead of 'reduce pollution', can we write 'bring down pollution' or'lessen pollution'?
 Instead of 'reduce the pressure', can we write 'cut down the pressure'?
My answer is no. Although 'bring down', 'lessen' and 'cut down' can be used as synonyms of 'reduce'
in some situations, most native speakers wouldn't choose to use them in the contexts above. In other
words, 'reduce pollution' is a common collocation, but 'bring down pollution' isn't.
To see which verbs collocate (go well) with 'pollution' click here.
To see collocations with the word 'pressure' click here.


Can you see the mistakes in the following topic sentences?
1.On the one hand, people facing different situation living in a city.
2.The problems that urban inhabitants may face with are high cost of living, many kinds of
social problems as well as poor air quality.
3.People dwelling in cities are facing different kind of issues every day.
4.On the one hand, the denizen need to face the challenge life in urban sprawl.
5.The fantasy of high standard city life is infact faced with reality of many daily challenges.
Tip: the easiest way to improve these sentences is by simplifying them.
IELTS Grammar: corrected (simplified) sentences

Here are my suggestions for correct, simplified versions of the sentences in yesterday's lesson:
1.People who live in cities face various problems.
2.The problems that urban inhabitants face include a high cost of living, social problems, and
poor air quality.
3.People who live in cities face various problems.
4.People who live in urban areas face various challenges.
5.City life is much more challenging than many people are led to believe.
Notes:
 Sentences 1 and 3 were trying to communicate the same simple idea, so I used the same
easy sentence for both.
 Notice that I removed the words 'dwelling' and 'denizen'. Don't try to show off with difficult
words in your introduction.
 Notice how the verb 'face' is used: A face(s) B. For example: people face problems.
IELTS Grammar: mistakes with the passive

In which of these sentences is the passive used correctly?
1.The amount of rainfall was increased last month.
2.An increase in rainfall was seen last month.
3.The UK was experienced an increase in rainfall.
4.Rainfall has been reduced this year.
5.Income tax has been reduced this year.

Did you note down these good phrases from Wednesday's lesson?
 it is an abstract concept with no definite meaning
 it can mean or represent
 depending on a person's age, culture or background
 a feeling of pleasure in a particular moment
 a state of mind
 adults equate happiness with...
 health, security, financial stability or success
 we seek contentment
 in our own individual ways
If you want to write at a band 7-9 level, vocabulary is the key!
IELTS Vocabulary: paraphrasing and comparisons

Did you notice the paraphrasing that I used in Thursday's lesson?
 the amount of time = the time spent
 10 to 15-year-olds = aged between 10 and 15
 chatting on the Internet = chatting online = chat online = engage in online conversation
 playing on games consoles = playing computer games = play on their consoles
 more popular = boys favour = girls prefer
 the majority of = most of them = most girls
and the comparisons that I made?
 ...is more popular than...
 Boys favour... / By contrast, girls prefer...
 while 85% of boys..., only 55%...
 close to 70% of girls..., compared to about 50% of this cohort who...
 most of them..., whereas most...

IELTS Vocabulary: learn from examples
Instead of looking for a grammatical explanation for the use of a word or phrase, it's often better to
search for real examples of usage.
Take the following question, for example. A student asked me:
Is there a difference between "in terms of" and "with regard to"? When and how should we use these
phrases?
Task:
Can you find 3 examples of each of the two phrases in the student's question above? Use a search
engine, such as Google, and choose examples that come from reliable sources (e.g. newspaper
articles). Does this help you to see how and when the two phrases are used? Do you think there is a
difference between them?
IELTS Vocabulary: collocations
Did you notice the following phrase in my conclusion in Wednesday's lesson?

"companies should place as much importance on their social responsibilities"
Notice the "verb + noun" collocation that I used: place importance on
Did you know that we can say "place importance on something"? Have you ever used this collocation
/ phrase yourself?
You might think that you know the word "importance", but I would be surprised if you knew all of the
common collocations on this webpage. Remember: it's easy to learn the meaning of a word, but this
doesn't mean that you know all of the word's uses.

Have you noted down the following good vocabulary from this week's lessons?
 should do the trick (informal) = should be enough
 resist the urge to
 ramble on (informal) = say too much
 dive right in (informal) = go straight to
 with the sole aim of
 maximising profit
 a wider role to play in society
 treat employees well, rather than exploiting them
 pay a "living wage"
 ensure that they have a good quality of life
 use a proportion of their profits
 support local charities
 environmental projects
 education initiatives
 minimise tax payments
 accounting loopholes
 contribute to society
 in the world as a whole
 accounts for the vast majority of
 they've used up their energy
 leave a good impression on someone

Let's review the paraphrasing that I used in Thursday's lesson:
 the pie charts compare = the pie charts give information about
 water usage = the water used
 water usage = water is consumed
 the rest of the world = the world as a whole
 the rest of the world = worldwide
 for residential purposes = by homes
 San Diego and California = two American regions
Remember: Paraphrasing is considered to be a 'high level' language skill. The ability to say or write
the same thing in several different ways is the sign of an 'advanced' language user.
IELTS Vocabulary: topic list

Note: I'm reposting this list of topics because it was difficult to find amongst my older lessons.
Look through the following list of common IELTS topics. Do you have opinions about them? Could
you discuss them in an essay or in a conversation?
1.Advertising
2.Animal Rights: testing on animals, vegetarianism, zoos
3.Cities: urbanisation, problems of city life

4.Crime: police, punishments/prisons, rehabilitation, capital punishment
5.Education: studying abroad, technology in education, education in developing countries,
higher education, home-schooling, bad behaviour, corporal punishment, single sex
education, streaming (grouping children according to ability)
6.Environment: global warming, impact of humans on the environment, solutions to
environment problems, waste/rubbish, litter, recycling, nuclear power
7.Family: family size, working parents, negative effects on children, divorce, care for old people
8.Gender: gender and education, gender and work, women’s and men’s role in the family
9.Genetic Engineering: positives, negatives, genetically modified foods
10. Global Issues: problems in developing countries, how to help developing countries,
immigration, multi-cultural societies, globalisation
11. Government and Society: what governments can do, public services, censorship, video
cameras in public places
12. Guns and Weapons: gun ownership and possession, police and guns, nuclear weapons,
armed forces
13. Health: diet, exercise, state health systems, private healthcare, alternative medicine, stress
14. Housing and Architecture: state housing, old buildings, modern/green buildings
15. International Language: English as an international language
16. Money: money and society, consumerism
17. Personal Development: happiness, success, nature or nurture
18. Sport and Leisure: professional/competitive sport, sport salaries, sport and politics
19. Tourism: positives, negative effects on environment, future of tourism
20. Traditions and Modern Life: losing traditional skills, traditional customs
21. Transport: traffic problems and solutions, public transport, road safety
22. Television, Internet and Mobile Phones: positives and negatives, Internet compared to
newspapers and books
23. Water: importance of clean water, water supply, water should be free, bottled water
24. Work: same job for life, self-employment, unemployment, work/life balance, technology and
work, child labour
This is the topic list that I work with when preparing lessons, and it's the basis of my ebook. It's a
good idea to print this list and try to work through it.
Can you correct and improve the following introduction paragraph?

It is commonly increasing to hear about that some people are in hope of the current century and look
it as an check out to make good changes to the globe. From my view some changes can be better for
the world, there are few ideas that I would love to see in the nextby century.
IELTS Grammar: simplify
Instead of correcting every grammar mistake, an easier way to improve the introduction paragraph in
yesterday's lesson would be to simplify it. To simplify something, we need to focus on
the message that we are trying to communicate; how can we deliver that message in the clearest,
simplest way?
For example, here's a simplified version of the introduction:
Many people are confident that this century will be a positive one. I share this optimism, and there are
several positive changes that I hope to see over the coming years.
IELTS Vocabulary: from this week

Did you take note of the following vocabulary from this week's lessons?
 numerous
 unprecedented
 scepticism
 a spirited and compelling argument
 to extend human understanding
 disciplined intellectual enquiry
 can never be wholly harnessed
 the future of higher education lies in the balance
 deeper and more enlightened understanding
 how best to improve transportation
 better provision for
 further investment in
 become more bicycle-friendly
 public transport infrastructure
 a mere 8%
 a massive 69%
 such dramatic differences

IELTS Grammar: linking with 'this'

All students learn to link ideas using words like "however", "furthermore" etc. Most students don't
realise that the word "this" is also a linking word. Look at the following examples:
 Nowadays, people can use the Internet, fax and mobile phones to work from home.
In this way, people who do not have access to transport can find employment.
 Most products are built to last only a short time, and this creates a "throw-away" culture.
 A global economy means free trade between countries. This can strengthen political
relationships.
The word "this" refers to the sentence or idea that came before. "This" helps you to link ideas and
avoid repetition. Native speakers and good writers use "this" a lot, and the IELTS examiner will be
impressed if you can use it.

IELTS Grammar: question about verb tenses
Here's a question that someone sent me this week:

I have a big problem with verb tenses, especially the present perfect continuous and past perfect
continuous. I can't use these tenses when I'm speaking. How can I solve this problem?
My answer is simple: stop worrying about this! You don't have time to think about grammar when
you're speaking. Thinking about verb tenses will distract you from your main objective, which is to
answer the question well. Forget those tenses, and focus instead on listening to the question and
answering it naturally.
IELTS Grammar and Vocabulary: from last week
Here are my correct versions of the sentences in Thursday's lesson:

1. In 1985, Canada exported about 19 million tonnes of wheat.
2. The figure for Australia was lower, at 15 million tonnes.
3. In 1988, the amount of wheat exported by Canada increased by about 5 million tonnes.
And here are some good phrases from last week's General Writing letter:
 the proposed closure
 stress how important something is
 on a daily basis
 which they enjoy immensely
 an integral part of the local community

 a social hub in the town
 lose a treasured facility
 within a reasonable distance
 have a detrimental effect on
 quality of life
 take these concerns into consideration
Note: The phrases above are not only useful for GT task 1. You might be able to use them in writing
task 2 or in the speaking test.
Here are some of the "Finally" sentences that people wrote below Wednesday's lesson. Can you find
and correct the mistakes?
1. Finally, development of an economy might help a nation tackle with such problems as
currency fluctuations, natural damages, terrorist attacks and the like.
2. Finally, a sustainable economy also help the government well-prepare for natural disaster as
well as the battle against inflation.
3. Finally, strong economy leads towards a better lifestyle for inhabitants by providing state of
the art technology.
4. Finally, from broader aspect, progress in economy enable government to gain authority in
political arena, thereby helps to future progression of a country.
Can you improve the following sentences? They were all written by students below this lesson.
1. In 2005, only 5% of visitors gave excellent impression of the service.
2. 45% of guests were in favour of satisfactory services in the hotel.
3. Satisfactory impression was given by 45% of hotel guests.
4. In 2005, negligible 5% of people surveyed thought the service was excellent, while the figure
for good was relatively larger, being 14%.
5. In conclusion, the hotel performance showed marked progress between 2005 and 2010.
IELTS Grammar / Vocabulary: 'meaning that'
A student pointed out that I sometimes use the phrase "meaning that" in my essays, but he wasn't
sure how to use this phrase himself.
Here are some examples from my essays:
 Penalties for dangerous drivers can act as a deterrent, meaning thatpeople avoid repeating the same
offence.
 Some bilinguals also have two cultural identities, meaning that they are able to adapt their behaviour
effortlessly.
 Some people call this ‘cultural imperialism’, meaning that one culture has power over others.
Can you see when and how I use the phrase "meaning that"?
Alex,
No, "namely" doesn't work. Use "namely" when you want to name something that you have
mentioned in a general way in the first part of the sentence.
For example:
The bar chart compares the turnover in dollars from sales of video games for four different
platforms, namely mobile phones, online, consoles and handheld devices, from 2000 to 2006.
Posted by: Simon | Saturday, July 30, 2016 at 10:35
IELTS Grammar: active and passive
A student called Rosh asked for some help with the following sentences. Are they active or passive?
Are they all correct?
1. My boss recommended me a long holiday.
2. I was recommended a long holiday by my boss.
3. My boss was recommended me a long holiday.
4. Members asked me many questions in the meeting.
5. I was asked many questions by members in the meeting.
6. Members were asked me many questions in the meeting.
IELTS Vocabulary: phrasal verbs
I used several phrasal verbs (e.g. pick up, look out for, turn off, carry on) in my description in
yesterday's lesson.
These verbs look easy, but they are good examples of the kind of natural, idiomatic language that
native speakers use. The tricky thing about phrasal verbs is that you have to learn what each one
means; you can't understand them by translating the individual words.
For example, I used "pick up" to mean "collect" (I was waiting for my colleague to collect me), but
"pick up" can also mean improve, learn quickly, or receive. Have a look at this page on a grammar
website. Can you see why phrasal verbs might impress the examiner if you use them correctly?

IELTS Vocabulary: from Friday's lesson
Here's a list of the good vocabulary from Friday's speaking lesson:

 working in a previous job
 catch an early flight
 a senior member of our department
 had volunteered to
 waiting to be picked up
 look out for his car
 I overslept
 I had set my alarm
 I must have turned it off
 I sprang out of bed
 got dressed in record time
 I splashed some water on my face
 put my shoes on without properly tying the laces
 I was filled with a sense of panic
 walked towards the awaiting car
 I felt so embarrassed
 it was obvious that I hadn’t been ready on time
Note:
These words and phrases might not seem 'difficult' or 'academic'. However, examiners don't often
meet candidates who use this kind of natural, native-speaker language.
In particular, phrases like "I sprang out of bed", "I got dressed in record time" and "I splashed some
water on my face" would certainly surprise an examiner.
Here's a list of the good vocabulary from my 'climate change' essay:

 represents a major threat to
 tackle this issue
 reduce the human impact
 to prevent, or at least mitigate, climate change
 limit the carbon dioxide emissions
 impose “green taxes” on drivers
 other polluters
 invest in renewable energy production
 energy efficient

 voting for politicians who propose to tackle climate change
 the consequences will be disastrous
 not optimistic that we would be able to cope
 rise in sea levels
 people would be displaced
 the means to safeguard low-lying areas
 forced to migrate to nearby cities
 the potential for human suffering would be huge
 outbreaks of disease and famine
 increased homelessness and poverty
Remember: if you want a high score in writing task 2, you need to use good 'topic vocabulary' like the
examples above.
IELTS Grammar: using Google
If you are unsure about the correct way to use a word, Google can often solve the problem. Here are
two examples:
1. Try searching for "drink driving" and "drunk driving". Both are correct, but which is more common?
2. I wanted to explain the use of "having had", so I googled "having had grammar" and found this
page from the BBC.
Google and Wikipedia are two of the best tools for improving your vocabulary and grammar. Try them
the next time you have a language problem.
Let's review some of the good vocabulary from this week's task 2 essay. It is this vocabulary that
really takes the essay up to band 9 level.
 a maximum wage
 employee remuneration
 should be capped
 excellent pay packages
 attract the most talented people
 the huge sums that they are willing to pay
 highly motivated
 drive their businesses
 a thriving economy
 increased tax revenues

 a limit on earnings
 the pay-gap
 demotivate workers
 lower executive salaries
 higher minimum wages
 everybody will be better off
 poverty and crime rates fall
 the general population
 an improved standard of living
 set a limit
 the highest earners
IELTS Vocabulary: topic-specific
Did you notice that the vocabulary list in yesterday's lesson contained no linking words
and no phrases that could be used in any essay?
Instead, all of the vocabulary in the list was what I call "topic vocabulary" - words and phrases that are
directly relevant to the specific topic of the question. This is the kind of vocabulary that impresses
examiners.
IELTS Grammar: prepositions
A student asked me recently which preposition to use with the word 'spending'. But there isn't an easy
answer to this question. Here are a few possible phrases:
- spending on food
- spending by teenagers
- spending in the UK
- spending during the summer holiday
- spending throughout October
- spending in dollars
- spending via mobile phone apps
Correct use of prepositions is one of the most difficult aspects of learning English. However, instead
of learning 'rules', I recommend that you simply copy the phrases that you read and hear. This is how
native speakers learn to use prepositions.

Here are some sentences that people wrote below yesterday's lesson. Can you find and correct the
mistakes?
1. My name was named by my mom. She likes its sounds.
2. It's unusual name in my country.
3. I never change my name because I am proud so much.
4. My parents give me a good name.
5. Well, I have not think about it.
IELTS Vocabulary: note it down, then use it
Are you keeping a record of good words and phrases? Have you noted down the good vocabulary
from the paragraphs that I shared in Wednesday's writing lesson, and from the answers in
yesterday's speaking lesson?
When you read my sample answers, I hope that you sometimes think to yourself: that's a good
word/phrase; I'll take that and use it myself.
IELTS Vocabulary: collocations and phrases
IELTS candidates often use good collocations or phrases, but they get them slightly wrong. This is
what happened in the sentences in yesterday's lesson:
1) Use "be + achievement". You can't use "win + achievement"
Example: It was a great achievement. Don't say: I won a great achievement.
2) "my hard work (had) paid off"
Example: I was proud that all of my hard work had paid off.
The mistake in yesterday's lesson was to make this passive (had been paid off).
3) "I'll never forget" and "I never forget" have different meanings
- I'll never forget the day when I passed the exam. (a memorable event)
- I never forget my mother's birthday. (you remember every year)
4) "lose interest in something". Never write the plural "interests"
Example: I lost interest in the course.
5) With the word "difficulty / difficulties" you can use these verbs:
have, face, experience, encounter, run into, get into
You can't say "difficulties concurred".

6) "due to" is followed by a noun, not a subject + verb
Example: due to the fact that I had never...
Don't say: due to I had never...
PS. One of my colleagues has a Facebook page dedicated to 'correct the mistakes' exercises. You
can find it here.
IELTS Vocabulary: from my essay
Here's a list of phrases from my 'festivals' essay that the examiner would consider "less common"
(most IELTS candidates probably wouldn't use them):
 we no longer remember
 treat them as opportunities to
 have become times for celebration
 people are most concerned with
 a holiday period, rather than a time to practise religion
 similar behaviour can be seen
 non-religious festivals
 people associate this occasion with
 the underlying meaning of such festivals
 songs which have a religious content
 perform nativity plays
 families play a role in
 passing knowledge on to the next generation
 festivals' deeper significance
 the same is true for
 a historical background
 in the sense that
 at an early age
 they are still aware of
Note:
The vocabulary above is not 'difficult'. The difficult thing is to use words together in correct
collocations and phrases. Maybe you could try using some of the above phrases in your own full
sentences.
IELTS Vocabulary: words that I don't use
A student asked me: Can I use the words pros and cons, leaps and bounds, merits and demerits?

Here's my simple answer:
No. I don't recommend using any of those words in your IELTS test. I never use them, so why would
you use them? By the way, if you want to check whether I use a word, click here and follow the
advice about how to search my website.
Here's a longer answer:
Why are you asking about those words? If you are studying vocabulary, you should be focusing
on 'topic-specific' vocabulary, not 'generic' language (words and phrases that can be used in any
essay). Linking words and other generic words or phrases might be necessary in terms of essay
structure, but they don't help your vocabulary score. That's why, for linking and organisation, I prefer
to use 'normal' vocabulary like firstly, secondly, finally, however, on the one hand, on the other hand,
furthermore, advantages, disadvantages, benefits, positives etc. There is no need to find less
common alternatives for these words and phrases.
Finally, a quick explanation:
 "pros and cons" is a bit too informal for IELTS writing.
 "leaps and bounds" is an informal phrase that we use to talk about improvements e.g. "Since living in
the UK, my English has come on in leaps and bounds" (meaning: my English has improved a lot).
You might be able to use this in the speaking test, but don't use it in an essay.
 "merits and demerits" is not a good alternative for "advantages and disadvantages". I've never used
the word "demerits" in my life.
IELTS Grammar: test it with an easier sentence
If you're unsure about a bit of grammar, see what happens when you look at it in a much easier
sentence. I'll demonstrate this with an example.
A student asked me this question:
Should we write "Companies A and B saw waste output fall" or "Companies A and B saw waste
output fell"?
I told the student to consider an easier example:
Do we say "I saw him go" or "I saw him went"?
Hopefully the easy example above makes the grammar point much clearer. "Companies A and
B saw waste output fall" and "I saw him go" are of course correct.
IELTS Vocabulary: less formal for speaking
In the speaking test, you can use conversational (less formal) phrases that you wouldn't use in the
writing test. Here are some examples from yesterday's lesson:
 leave something until the last minute

 work flat out (meaning: work hard without stopping)
 get something finished
 get something done
 one in particular that I really struggled with
 put something off (meaning: avoid doing it)
 in the end
 have mixed feelings about
 get started on something
 to go through it again (meaning: to do or experience something again)
I also used some good words and phrases that would be suitable for both speaking and writing (i.e.
this vocabulary is not informal):
 procrastinating
 producing a final draft
 complete the final draft
 the pressure of such a close deadline
 manage the task in an efficient way
 I limited myself to just ten research sources
 summarise and synthesise
 I was relieved and quite impressed with myself
The vocabulary in the two lists above might not seem 'difficult', but it's the kind of natural "native-
speaker" language that will impress the examiner. That's why I gave the answer a band 9.
IELTS Vocabulary: culture / a culture
The word "culture" is tricky because it can be used as an uncountable or a countable noun. It also
has various meanings. A better understanding of this word will help you with the writing task that
we've been working on, so let's look at some definitions and uses.
1. Culture (uncountable): don't use with "a", don't make it plural
This means the customs, beliefs, way of life, art, music, literature or social organisation of a group of
people.
For example:
- I'm studying European culture. (everything from beliefs to art)
- This city is full of culture and history. (art, old buildings, traditional food etc.)
2. Culture (countable): a culture / different cultures
When we make 'culture' countable, we are usually* talking about the group of people itself. So, 'a
culture' can be similar to 'a society' or 'a community'.

For example:
- Children are taught to respect different cultures. (different groups of people)
- Traditional cultures are disappearing. (traditional societies or communities)
*Note:
You might also see "a culture" used to describe an "attitude" e.g. The manager is trying to create a
culture of success.
IELTS Vocabulary: essay review
Here are the "band 7 to 9" phrases from Wednesday's essay. See if you can write a full sentence with
each of these phrases.
 technological developments
 lead to the loss of
 this assertion
 it may be true in the case of
 seem to be unaffected by
 advances in technology that have driven industrialisation
 contributed to the disappearance of
 in pre-industrial Britain
 generations of families grew up in small communities
 a strong sense of identity
 shared customs and beliefs
 led to the dispersal of families
 villages are inhabited by commuters
 traditional cultures still thrive
 have been completely untouched by
 hunt and gather food
 traditional skills are passed on to children by parents and elders
 are embracing communications technologies
 access to information
 from weather predictions to market prices
 helps them to prosper
 have survived and even flourished
Vocabulary was a strong feature in Wednesday's essay, but I'll talk about some other aspects of the
essay tomorrow.

IELTS Grammar: compound and complex?
Some IELTS students spend a lot of time preparing "difficult" sentence structures to impress the
examiner. One particular issue that people ask me about is the use of 'compound' and 'complex'
sentences.
The first thing I would say about compound and complex sentences is that they are not "difficult".
Here in the UK, children learn about these sentence structures in primary school (click here to see
how children are taught to understand sentence types). If you use words like and, but, because,
although, while, when to connect ideas, you will automatically write a longer sentence that will be
either compound or complex.
The second thing I would say is that you should not be worrying about these things when you are
writing an IELTS essay. Just focus on answering the question and explaining your ideas well. I'm sure
you'll naturally use "connecting" words to join ideas and create some longer sentences, so there's no
need to worry about this at all.
IELTS Grammar: is, will, would, would have
Compare the following sentences. Can you explain the difference in meaning between each one, or
suggest when we might use each one?
1) This book is useful.
2) This book will be useful.
3) This book would be useful.
4) This book would have been useful.
Thursday, March 23, 2017
IELTS Writing Task 1: hyphen and no 's' before noun
Look at the following (correct) phrases:

 over the 10-year period
 the charts show three 10-year periods
Now compare those phrases with two more:

 over the period of 10 years
 the charts show three periods of 10 years
Can you see the difference? Can you explain the grammar rule here, and can you think of any other
examples?

IELTS Grammar: plural with singular
Did you notice the following sentence in my essay on Wednesday?

Online courses are becoming a common feature of university education.
It might seem strange to mix a plural with a singular like this, but it's correct. The reason is that the
courses are being grouped together as one feature. Look at some similar examples:
- Traffic jams are a feature of everyday life in modern cities.
- Online courses are a positive development.
- Electric cars are a good idea.
- Lower birth rates in America are an interesting trend.
Let's review the good vocabulary from this week's writing and speaking lessons. First, some phrases
from my task 2 essay:
 are becoming a common feature of
 Internet-based learning
 less direct interaction
 the opportunity to engage face-to-face with
 rely on written forms of communication
 come into direct contact with
 a negative impact on peer support
 chatting through website forum areas
 element of competition
 study in a flexible way
 cover the material at their own pace
 revenues for institutions
 regardless of age, location, ability and background
 enrolled on an online MBA course
Second, some phrases from Friday's speaking lesson:

 just down the road
 a bite to eat
 I found myself getting distracted
 a change of scenery
 made the short walk
 just the right level of background noise
 over the course of the afternoon
 takes a lot of pride in making

 avoid drinking too much caffeine
 on that occasion
 the atmosphere and noise level
 focus on my work without distractions
Note: You should see a difference in 'tone' (i.e. how formal or informal something is) between the two
lists of phrases above. Can you see what I mean?
IELTS Grammar: a student's question
A student asked me about the following sentence:

 Traffic jams are a feature of everyday life in modern cities.
He asked me if the following version is also correct:

 Traffic jams are a feature of everyday's life in modern cities.
What do you think? Is the second sentence correct? Why / why not?
IELTS Grammar: 'overview' mistakes
Here are some sentences that people wrote below Thursday's writing task 1 lesson. Can you find and
correct the mistakes?
1. There are a lot of fluctuations in cost these years.
2. Prices of both food and oil have a significant increase in eleven years.
3. The trends show almost similar figures throughout the period.
4. Oil and food prices follow nearly same trends within period.
5. Both goods increased theirs prices throughout the period shown.
6. Both goods had their prices increased throughout the period shown.
IELTS Grammar: 'to' with 'ing'
Many students have learnt that 'to' can't be followed by a word ending in 'ing'. But you might have
noticed that I break this 'rule' in some of my essays. For example:
"strict punishments for driving offences are the key to reducing traffic accidents"
This phrase is completely correct, so it must mean that the "rule" was wrong! You can put 'to' with 'ing'
in many situations. Here are some examples:

 The key to being more productive is...
 I look forward to seeing you.
 He admitted to taking the money.
 Scientists are closer to being able to...
 Seven steps to reaching your goals!
Can you find any more examples?

Tip: try searching on Google for "to being", "to having", "to doing" etc.
IELTS Grammar / Vocabulary: 'fixed phrases'
Sometimes it's better not to look at word usage from a grammar perspective. Instead, we can accept
that some phrases are 'fixed', and there's no point worrying about the individual words within them.
The phrase "I look forward to seeing you", from yesterday's lesson, is a good example. There's no
point trying to understand why we use "to + ing" in this phrase. Just learn it as a fixed phrase.
Let's take another example. Someone asked me for a grammatical explanation of my use of the word
"for" in the sentence below:
One option would be for police officers to visit schools. (taken from this essay)
Here's the answer that I gave the student:
It might be best to learn the whole phrase "one option would be for x to..." without trying to
understand it word by word. You could consider this to be a 'fixed phrase'.
In other words, rather than looking at this from a grammar perspective, you could learn it as a
vocabulary item. Then, the best way to understand the phrase is to see it used in various different
contexts. Here are some examples from a Google search:
 One option would be for national authorities to intervene.
 In order to improve the economy, one option would be for the government to invest in infrastructure.
 One option would be for staff to work more hours.
IELTS Grammar / Vocabulary: too simple?
In Wednesday's lesson I said that the sentence below needed to be corrected and improved.
 Fierce debates have been provoked if assignments ought to be done by students.
In the "comments" below the lesson, I suggested two corrected versions:

 People have different views about whether school pupils should have to do homework.
 Opinions differ as to whether (or not) school children should be given homework.
But a student (Kami) asked a useful question:

Hi Simon. You made it too simple. What if I were fascinated by more advanced and complex
structures to use while I apply correct grammar? I failed to find any grammar mistakes in the first
sentence.
How do you think I should answer Kami's question? Are my suggestions too simple? And what advice
do you think I should give about the issue of "advanced and complex structures"? I'll give you my
answer and advice in tomorrow's lesson.
IELTS Grammar / Vocabulary: 'advanced and complex'?
In this lesson I'll try to answer Kami's question (see yesterday's lesson). Let's start by looking at the
sentence below in more detail.
Fierce debates have been provoked if assignments ought to be done by students.
Grammar
There's really only one grammar mistake in the sentence above: the word "if" is used wrongly. We
would need to write something like this: "Fierce debates have been provoked about the issue of
whether assignments..."
Vocabulary
However, vocabulary is the real problem in the sentence:
1. The word fierce is much too strong, and seems unnatural or inappropriate in this context. Are people
really having fierce (i.e. furious, very angry) debates about homework?
2. I would also question the use of the word debates. Are people really debating this homework issue?
Maybe they are, but this still seems a little exaggerated to me.
3. Next, while it isn't grammatically wrong, I would question the use of the word provoked. Has
someone or something provoked this debate?
4. Finally, assignments are not necessarily the same thing as homework. Assignments can be done in
the classroom, so the use of this word confuses the issue.
While the grammar of the original sentence was almost correct, any native English speaker would find
the sentence strange or unnatural, due to the vocabulary issues mentioned above. There's nothing
"advanced or complex" about choosing inappropriate or exaggerated words that no English speaker
would use.
Final tip:
It's good to be fascinated by new words and phrases, but using them correctly and appropriately is a
different challenge. For most people, trying to write like an English-speaking journalist or novelist is
like trying to play football at the level of Messi or Ronaldo! If you aim for such a high level, you're
likely to make big mistakes.
From the New Yorker Dec 17, 2012:

"Like a lot of debates about education, what Cooper calls “the battle over homework” is not really
about how to make schools better."

From Gisborne Herald June 5, 2017:
"...Constance Hall. She has more than half a million followers on social media, uses swear words like
commas and has a fierce opinion about homework for her primary-aged children,..."
From National Post Sept 15, 2015:
"American education writer Alfie Kohn’s 2006 book, The Homework Myth, provoked a rethinking of
homework across the continent."
Posted by: Alibaba | Monday, June 05, 2017 at 02:30
Alibaba
You are making Simon's point. Newspaper writing in English is NOT essay writing. Newspapers are
written in a 'dramatic' way to attract readers. This type of vocabulary works well in this type of writing
which is meant to entertain and stimulate. It is not appropriate in an essay context.
Posted by: sjm | Monday, June 05, 2017 at 05:51
http://books.google.com/ngrams/graph?content=homework+debate&year_start=1980&year_end=200
8&corpus=15&smoothing=3&share=&direct_url=t1%3B%2Chomework%20debate%3B%2Cc0
http://books.google.com/ngrams/graph?content=provoke+debate&year_start=1960&year_end=2008&
corpus=15&smoothing=3&share=&direct_url=t1%3B%2Cprovoke%20debate%3B%2Cc0
http://books.google.com/ngrams/graph?content=fierce+debate&year_start=1960&year_end=2008&co
rpus=15&smoothing=3&share=&direct_url=t1%3B%2Cfierce%20debate%3B%2Cc0
Alibaba
You are missing the point here. Yes, these expressions are used occasionally, but they are not used
in formal essays. Words have both meanings and uses, and using them out of context is considered
wrong in IELTS.
Posted by: sjm | Monday, June 05, 2017 at 10:29
My understanding is that there is no requirement to write a "formal" essay in Task 2.

ielts.org states:
"In Writing Task 2, test takers are given a topic to write about an academic or semi-formal/neutral
style. "
British Council state:
"Responses to Task 1 and Task 2 should be written
in an academic, semi-formal/neutral style."
FROM SIMON:
Alibaba,

First, well done for finding examples of those words in appropriate contexts - a good bit of research!
Please note that I didn't describe the use of the words as "wrong" or "incorrect". Instead, I wrote
things like "seems unnatural or inappropriate in this context", "seems a little exaggerated to me" and
"while it isn't grammatically wrong, I would question the use of...".
If you search the Internet, you will find examples of native speakers using almost any word that you
can imagine. But it's the context and appropriacy that I'm questioning, not the "possibility" or a word
or phrase being used.
To use a different example, I'm sure you would avoid using slang words in an IELTS essay, although
you would certainly find them used by journalists and other writers. The phrase "fierce debates have
been provoked" is a much more subtle example of inappropriate usage, but the basic point is the
same.
As a native speaker, I can honestly say that the phrase "fierce debates have been provoked" seems
exaggerated and unnatural to me (in this type of essay), especially as it is followed by two basic
mistakes (incorrect use of "if" and "assignments"). Examiners often see this mix of "difficult" words
alongside basic mistakes, and it really does make the whole sentence seem wrong.
...
As this is an interesting discussion, I'll say a little more about the examples you found:
1) While the phrase "the battle over homework" is used in the New Yorker, I would never use it in an
IELTS essay - this is another example of the kind of exaggerated, expressive or entertaining
language that is fine for journalists but unsuitable for us.
2) It's nice to read such expressive language as "her fierce opinion" in a newspaper, but I would never
write "I have a fierce opinion" in an IELTS essay.
3) In your third example, we can clearly see "what has provoked what" (i.e. x provoked y), but in our
IELTS context, there was no mention of "what" provoked (caused) the homework question.
Finally, let's have a look at what the IELTS band descriptors say:
Lexical resource band 9:
"uses a wide range of vocabulary with very natural and sophisticated control of lexical features"
- I don't think the phrase "Fierce debates have been provoked if assignments" demonstrates natural
and sophisticated control.
"uses less common lexical items with some awareness of style and collocation"
- I'm afraid I don't think the style and collocation of "our" phrase meets the above definition.
"attempts to use less common vocabulary but with some inaccuracy"
- I think this is where we are with the phrase in question!
I hope this helps! I don't usually explain things in such detail here on the blog, but I really want people
to understand the point I'm making.
Posted by: Simon | Monday, June 05, 2017 at 14:44

IELTS Grammar: with + ing
Look at the following sentence from one of my task 1 answers:

A dramatic increase in both commodity prices was seen from 2007 to 2008, with oil prices reaching a
peak of approximately $130 per barrel and the food price index rising to 220 points.
Notice how this sentence is written: first I state the overall trend, then there is a comma, then I add
the statistics using "with + ing".
See if you can write a similar sentence using the information below.
- The number of young people who attended UK universities rose (2006 to 2015)
- Female university entrants: an increase of 20,000 over the 9-year period
- Male university entrants: peaked at 157,000 in 2011
Here's a list of the good vocabulary from this week's blog lessons. Copy the words and phrases, and
see if you can use them in your own sentences.
Writing task 2:
 homework is an unnecessary burden on children
 there is evidence to support the idea that...
 improve educational outcomes
 top (verb) international league tables
 outperform (verb)
 setting homework is the norm
 play time is just as beneficial as study time
 from the perspective of
Writing task 1:
 the table compares..... in terms of.....
 experienced (verb) educational problems
 reduce the incidence of
 saw a rise in
 children who were struggling
Speaking part 2:
 a small, family-run place
 all the more welcoming and inviting
 to catch up with someone (informal)
 what we had been up to (informal)
 made us feel at home

 from the moment we walked in
 polite, approachable and attentive
 nothing was too much to ask
 the delicious food, good company and friendly service
 made it an unforgettable evening
IELTS Vocabulary: groups of words
Individual words (e.g. big, difficult or unusual words) are not the secret to getting a good vocabulary
score in IELTS writing or speaking.
Instead, it's your ability to use groups of words (e.g. collocations and phrases) that will impress the
examiner.
Look at these examples from the essay that I shared on Wednesday:
 opinions differ as to whether or not
 the setting of homework
 a necessary aspect of
 an unnecessary burden on
 there is evidence to support the idea that
 improve educational outcomes
 regularly top international educational league tables
 countries where..... outperform nations where.....
 setting homework is the norm
 is just as beneficial as
 from the perspective of
 brain development
 has an important role to play in
 the schooling of children
 encourages independent learning and problem solving
 are challenged to work through tasks
 at their own pace
 In doing so, .....
 apply the knowledge
 consolidate their understanding
 concepts taught by their teacher
 develop an independent study habit
 certainly has its drawbacks
 the benefits outweigh them in the long term

IELTS Vocabulary: useful phrases
Even if you're not doing the General IELTS test, there were some useful phrases in the letter that I
wrote last Sunday. Note them down, and see if you can use them in your own sentences:
 to have a document translated
(to have something done = to get someone else to do it for you)
 I've been given the opportunity to...
 provide a copy along with the original
 to submit a document
 to secure a place on a course
 I'm running out of time
 do someone a favour
(e.g. Do you think you could do me a big favour?)
 give me an hour of your time
 whenever suits you best
 to pop round (informal) = to visit someone
IELTS Grammar: uncountable nouns
Students often make mistakes with uncountable nouns. These are nouns that you can't count. Most
importantly, they don't have a plural form.
For example, you can't say "an information, two informations, many informations". You can say
"some information, more information, a lot of information, a piece of information".
Below are some common uncountable nouns. Do you know any others?
 give advice, some advice, a piece of advice (an advice, advices)
 do research, carry out research (a research, researches)
 gain knowledge, share knowledge, increase knowledge (knowledges)
IELTS Grammar: verb and noun collocations
The problem with the following sentences is that the verbs and nouns (underlined) don't go together.
Do you know what the correct verbs should be?
1. I gave the IELTS exam last week.
2. I usually take a coffee in the morning.
3. This will bring a negative impact on people.
The correct 'verb + noun' groups are examples of collocation.

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)
Here are some sentences that people wrote below Thursday's lesson. Can you find the mistake(s) in
each sentence, and explain what the problems are?
1. In 2009, 49% of the trips made by Americans was due to travel to work.
2. In 2009, 49% of the trips made by Americans was for the purpose of moving to work.
3. In 2009, 49% of the trip made by Americans commuter.
4. In 2009, 49% of the trips made by Americans tended to commute to and from work.
5. In 2009, 49% of the trips made by Americans who were to commute to and from work.
6. In 2009, 49% trips made by Americans in order to travel to and from workplace.
IELTS Grammar: singular or plural after %
I was surprised to see how many people made the mistake below:
49% of the trips made by Americans was for...
We need to use "were" instead of "was". When you have a percentage, the verb needs to agree with
the noun that comes after it. For example:
- 50% of people were happy with the service. ('people' is plural)
- 50% of the project was completed last year. ('project' is singular)
IELTS Vocabulary: essay review
Here's the 'band 7-9' vocabulary from the essay that I shared on Wednesday:
 overly permissive
 tend to spoil their children
 parenting style
 a range of negative long-term consequences
 to raise respectful and well-behaved children
 a certain amount of discipline
 Having worked with children myself,.....
 clear expectations and boundaries
 to push against these boundaries
 to regulate their desires
 develop self control
 constantly give in to their children’s demands
 doing more harm than good
 failing their children
 indulgent or lenient parents
 negative personality traits
 The first and most obvious danger
 self-centred adults
 show little consideration for the feelings or needs of others
 One consequence of such an attitude
 unable to work successfully in teams
 impulsiveness
 lack the patience
 to carefully consider options
 compulsive shopping
 unwise financial decisions
 criminal activity
 I do not believe that..... supports this objective
Notice that this is all "topic vocabulary", which contributes to the 'task response' and 'lexical resource'
scores. The words and phrases above are the key reason why my essay would easily achieve a band
9.

IELTS Grammar: having + past participle
Did you notice the following sentence in Wednesday's essay? This is a nice way to introduce a
personal example in the writing or speaking test.
Having worked with children myself, I have learnt that clear expectations and boundaries are
necessary.
Try creating your own personal examples with "having + past participle". You can also add the word
"never" to make a negative. For example:
 Having lived abroad myself, I understand how important it is to learn about local customs.
 Having never tracked my fitness goals before, I found the new app really useful.
Did you notice the following examples of paraphrasing in the task 1 answer that I shared on
Thursday?
 show = give information about
 public in the US = US residents, Americans, those surveyed
 reasons for travel = why... travelled, trips were for the purpose of, for... reasons, was cited as the
reason for... , accounted for...
 travel to and from work = to commute, commuting
 price = cost
 main issue(s) = problems, primary concern, key consideration, foremost concern, most important
issue
Friday, September 29, 2017
IELTS Speaking: correct the mistakes
The following sentences were written by students below this lesson, and describe an enjoyable day in
the countryside. But can you find and correct the mistake(s) in each one?
1. If I have chance to go there, I love to visit there again soon.
2. I took too many beautiful pictures on my camera.
3. It's about 80 km far from the city.
4. I am going to talk about one day that I have spent in the countryside on May.
5. It was a countryside near to my city, where some relatives were living there.

IELTS Grammar: verb tenses in general writing
Have another look at the letter that I shared last Sunday (even if you're not doing the General test),
and you'll see that I used a variety of verb tenses.
Can you name the verb tenses in the phrases below?
1. I'm just writing to offer you
2. I won't be able to use
3. I told you I was going to a gig
4. there's a guitarist who's playing this Saturday
5. you'll be blown away
6. the concert starts at 7pm
7. I've been asked to visit a client
8. if you're free on Saturday
9. he'll be going to the gig
Posted by Simon in IELTS General Writing, Vocabulary/Grammar | Permalink | Comments (16)
IELTS Grammar: 'alike'
1) The word 'alike' can be used as an adjective, meaning 'similar'.

e.g. The two brothers look alike.
2) It can also be an adverb meaning 'in the same way'.
e.g. The brothers often dress alike.
3) But did you notice how I used 'alike' in last week's essay?:
Video cameras make cities safer for inhabitants, workers and visitors alike.
Task:
Can you write a sentence using 'alike' in the way that I used it in point 3 above?
IELTS Grammar: mistakes with 'alike'
Several people wrote sentences below yesterday's lesson, but some of them contained mistakes.
Can you correct the sentences below?
1. The two teachers had alike ideas about using technology in education.
2. My three children had received an academic reward alike at the end of the term.
3. The profits gained from the selling of bouquets of flowers are given for the sellers and the poor alike.
4. CCTV footage confirm your safety, prevent losing of precious items from footpath,shopping mall and
alike.

IELTS Grammar: copy sentence 'patterns'
In last Saturday's lesson I suggested that you write a sentence using the word 'alike'. I gave you a
model sentence, so you only needed to follow the 'pattern' of that sentence. Let's look at some
examples.
1. Model sentence:
Video cameras make cities safer for inhabitants and visitors alike.
2. New sentence following exactly the same pattern:
Teaching assistants make lessons easier for students and teachers alike.
3. New sentence with the same basic pattern:
The school website can be used by students, teachers and parents alike.
Can you see how I used exactly the same sentence pattern in number 2, and that I made a few
changes in number 3?
IELTS Grammar: instead of 'rules'
Instead of trusting the grammar 'rules' that you find in a book, why not do your own investigating to
see exactly how a word or phrase is used by native English speakers?
This is what I was encouraging you to do in yesterday's lesson about the word "alike". Instead of
explaining the grammar rules, I simply showed you some correct sentences that contained the word. I
gave you a 'model' or 'pattern' that you can use to make your own sentences.
Click here to see another example of a lesson in which I used 'model' sentences instead of rules to
show how a word is used.
IELTS Grammar: not following advice leads to mistakes!
In Thursday's lesson I suggested some phrases that could be used in a task 1 introduction sentence.
However, I noticed below the lesson that some students had used their own ideas instead of my
suggested phrases. Unfortunately this led to some big mistakes in the sentences below:
1. The bar chart portraits the three different environmental unfriendly techniques for recycling the waste
management in various countries of Europe.
2. The bar chart depicts data about the percentage of recycled waste that is put into a landfill, an
incinerator, or have been disposed of in other ways which are done in various EU countries.
3. The bar chart shows the percentage waste that is recycled.Meanwhile, put into landfill, incinerated, or
disposed of in other ways in various EU countries.
Can you see the mistakes that could have been avoided if the students had used my suggestions?

IELTS Grammar: 'rain' topic mistakes
The following sentences were written by students below yesterday's lesson. Can you correct or
improve them?
1. Yes, I like when it rains. Because it makes the weather awesome.
2. People say environment affects mood and I am with this.
3. After few seconds it started raining and I was beaten heavily.
4. Taichung, my city only rain in summer.
5. I don't like the rainy day, when it is dropping on my face, let me feel sticky.
6. I've got caught in the rain several times so far as I got nothing to cover me at that time.
Here are the best words and phrases from Wednesday's essay. Note them down, and try to use them
in your own sentences - perhaps you could even try rewriting the essay using the list below to help
you.
 household waste
 new legislation
 just one possible way to tackle the problem
 a legal obligation
 householders
 fail to adhere to this law
 prison sentences for repeat offenders
 act as a deterrent
 encourage people to obey
 improved behaviour of homeowners
 a clean, waste-free environment
 put education at the centre of a recycling campaign
 the environmental impact of household waste
 Another tactic that governments could use
 create stricter regulations

 packaging for household products
 recycling facilities and systems
 waste is processed more effectively
 dispose of their waste more responsibly

IELTS Vocabulary: good phrases
Did you note down the following phrases from yesterday's description?
 indoor and outdoor football pitches
 an all-purpose area
 a disused piece of land
 just down the road from where I live
 an old warehouse was knocked down
 a plot of land
 local residents
 team practice sessions
 join the gym
 use the pool
 book the courts for games of tennis
 hold sports events
 attract spectators as well as participants
 facilities, activities, lessons and clubs
 something fun and productive to do
 brighten up my local area
 improve our quality of life
IELTS Grammar: imagining something that doesn't exist
An interesting aspect of the speaking part 2 question that I answered on Friday was that I had to
imagine a sports centre that doesn't currently exist.
Look at the phrases that I used when imagining:
 The place of entertainment that I wish we had
 My ideal sports centre would have...
 I can think of the perfect place for this
 It would be easy for people to get to
 I think a sports centre would be much better
 There could be sports lessons
 I’m sure many adults would join the gym
 The centre could hold sports events
 A sports complex would give young people...
 A sports centre would brighten up my local area
Notice that I mostly used 'would' and 'could' to imagine things. Try preparing an 'imagining'
description yourself, and make sure you use these words.

IELTS Grammar: mistakes using model sentences
On Thursday I suggested that you write some sentences using two of my own sentences as models.
Here are the model sentences:
1. More waste goes to landfill sites than to any other refuse management facility.
2. Austria and Belgium are the most environmentally friendly of the fifteen countries, recycling around
60% and 50% of their waste respectively.
And here are some sentences that people wrote in the 'comments' area below the lesson. Can you
find and correct the mistakes?
1. More expenditure spends on cars than to any other consumer goods.
2. More women go to science degrees than any other university courses.
3. America and China are the most exported countries of all, exporting almost 2300 billion and 1600
billion respectively.
4. America and Canada are the most culturally friendly of the fifteen countries, with welcoming 50% and
60% of foreigners respectively.
IELTS Vocabulary: review of this week
Here's a list of useful vocabulary from this week's lessons:

Reading and listening
 make a resolution
 keep a resolution
 achieve a resolution
 draw a conclusion
 slip or make a mistake
 double your efforts
 break a goal into smaller steps
 give yourself a reward
 map out your progress
Writing task 2
 experience various problems
 considerable numbers of people
 intense competition
 oversupply of labour
 an abundance of working-age adults
 higher rates of poverty
 falling living standards
 meet the demand for
 provision of housing and public services
 rates of crime and antisocial behaviour

 the needs of .......... are not met
 poorer working conditions
 bring wages down
 exploit workers
 forced to migrate abroad
 in search of work
 an exodus of well-qualified young graduates
 brain drain
 not a desirable outcome
Speaking
 a specific example of
 it's thought to be
 I'd probably say that
 the most impressive .......... that I've ever seen
 areas of woodland
 commonly found in
 it stands out from
 has traditionally been used in
 a tourist attraction
 to marvel at something
 it symbolises history, strength and reliability

 legendary or mythical status
 the stories that are associated with it
Here are some sentences that people wrote below Thursday's lesson. Can you correct the mistakes
that they contain?
1. Growth population in England is projected at 5.9%.
2. The number of public living in England is projected to grow by 5.9%.
3. There was a slight increase in England's population approximately 5.9%.
4. There is alike growth rate trend in Northern Ireland and Scotland population.
5. By meanwhile the growth prospects is expected to be almost 3.2% in Scotland and 4.3% in Ireland.

IELTS Grammar: mistakes and corrections
Let's look at the grammar problems in last Sunday's lesson.

1. Don't write "growth population". You need to write "population growth".
2. You can't write "the number of public" because 'public' is uncountable.
3. Don't write "there was" when giving a future prediction.
4. You can't put "alike" before a noun, so "alike growth rate" is wrong.
5. Don't put "is" after a plural (prospects is), and you can't write "by meanwhile".
Here are my corrected versions of the sentences:
1. Population growth in England is projected at 5.9%.
2. The number of people living in England is projected to grow by 5.9%.
3. There will be a 5.9% increase in England's population.
4. There are similar population growth trends in Northern Ireland and Scotland.
5. The population is expected to grow by 3.2% in Scotland and by 4.3% in Northern Ireland.
Can you correct the mistakes in the following sentences that students wrote about yesterday's 'status
symbols' topic?
1. Owning a house is symbolised for having enough money to live.
2. I don’t think the possessions take an important role for our life.
3. People has a high regards to personality possessing extremely huge houses.
4. Owning summerhouse which is usually a little cottage in countryside is a status symbol.
5. They are considered as status symbols of the upper class people which make them proud to see
people marvelling at these things.
aturday, February 24, 2018
IELTS Vocabulary: collocations
Did you notice the following collocations (words that often go together) in Wednesday's lesson?
 main factors
 key factor
 work hard
 study hard
 hard work
 goal-oriented
 parental pressure
 graduate successfully

 escape poverty
 a new life
 truly enjoy
A student called DaNang even made a collocations exercise in the comments area below
Wednesday's lesson. Good work DaNang!

Answers from Simon
CORRECT ANSWERS:
1. 'Some people believe that all...' (no comma after "that")
2. '... should carry a gun, while...' (don't begin a sentence with "While," - use "while" after a comma to
link contrasting ideas in the same sentence)
3. 'In my view' OR 'From my point of view' (not "From my view")
4. 'the advantages of police officers carrying guns OUTWEIGH the disadvantages' ("outweigh" NOT
"have overweighed")
5. '... the disadvantages because...' ("because" is used to connect ideas in the SAME sentence. You
don't need a comma before "because")
Good work Hana, Felora and Evan
Simon
Posted by: Simon | Monday, July 19, 2010 at 16:33
CORRECT ANSWER:
Sentence 3 is NOT correct. 1 and 2 are fine.
Posted by: Simon | Monday, October 18, 2010 at 16:27
CORRECT ANSWER CONTINUED...

Sentence 3 should be written as one sentence with no stop or comma:
"Children's behaviour is getting worse nowadays because parents are not strict enough".
Simon
CORRECT ANSWERS FROM SIMON:

1. We have been friends.... (present perfect - from the past until now)
2. If people work in teams, THIS can help them to achieve more.
3. Unemployment is another important issue.
4. It is difficult to live in a new country and speak a new language.

5. Many children behave badly, perhaps because their parents are not strict enough.
Note:
I have tried to give the easiest solution, but many of the students' answers above are also correct.
Posted by: Simon | Sunday, January 23, 2011 at 10:06
CORRECT ANSWER FROM SIMON:

1. With developments in nuclear technology, the risk of accidents IS being reduced.
('risk' is singular)
2. Scientists need to DO more RESEARCH to improve the safety of nuclear power stations.
('do research', not 'make researches' - never use the plural, 'research' is uncountable)
3. There are several ways to write this. Gopi's suggestion is a good one:
The use of nuclear power produces not only cheap electricity, but also less pollution.
Thanks for your suggestions.
Simon
Posted by: Simon | Tuesday, February 15, 2011 at 16:28

1. I completely agree... IS important.
(NEVER "I am agree")
2. On the other HAND, it may be (2 words) difficult... OR: perhaps it is difficult...
(Don't use "maybe" at the start of a sentence in formal/academic writing)
3. Although (NO COMMA) we all need to work in order to pay our bills, (NO "BUT") we also need to
enjoy our jobs.
Also, don't use "etc." in your essays.
Simon
Posted by: Simon | Monday, February 21, 2011 at 14:24

1. WHO travelled (or TRAVELLING)... THE UK
2. WHO visited THE UK... 10 MILLION
(no "s" on hundred, thousand, million etc. after a number)

3. You can't say "the least country" - change it to "least popular country".
Thanks for you suggestions - it seems you all had the right idea.
Posted by: Simon | Monday, March 21, 2011 at 17:36

1. Governments have played an essential role in society. OR: Governments have an essential place
in society.
In English, we don't say "play a place", we say "have a place in" or "play a role in".
2. Lack of exercise has bad effects ON health. OR: Lack of exercise has a bad effect on health.
I prefer "has a bad effect on" (singular). You must know how to use 'effect' and 'affect'. I've done a
lesson on this in the IELTS Grammar section.
3. Qualifications lead to promotions.
Lead to + noun. 'Lead to getting' is ok, but I'd just use the noun 'promotions'.
4. This may help them to reach their dreams.
'Contribute to' needs to be followed by a noun. 'Contribute to reaching' is ok, but I'd prefer to keep
'reach' and change the verb: 'help them to reach' is much more natural.
5. The main thing is to make people aware of this problem. OR: The important thing is to make
people aware of this problem.
"Aware OF" not "aware for". But also, we don't say "the main important". You should use either "the
main thing" OR "the important thing".
Posted by: Simon | Monday, May 30, 2011 at 14:59

1. The number of holidays abroad INCREASED DRAMATICALLY in 2005.
2. The figure ROSE again in 2006, but it FELL in 2007.
3. In 2008, the number of foreign holidays FELL to its lowest point.
NOTES:
The main problem is the use of the passive (was increased) when the verbs should be active
(increased).
Also, you need to use 'rise' (rose) instead of 'raise' (raised). The meaning of these 2 verbs is the
same, but we use them differently:

"Taxes ROSE last year"
"The government RAISED taxes last year"
For the same reason, you can't use 'reduced':
"Taxes fell..."
"The government reduced taxes"
Posted by: Simon | Monday, July 11, 2011 at 23:06

1. It is clear that diplomas and degrees were the most popular qualifications. - no comma after "it is
clear that" - use plurals of 'diploma' and 'degree' because we are talking about a general category
(it's similar to saying "dogs and cats are the most popular pets", not "dog and cat...")
2. Parents usually try to provide their children with different alternatives. - not "are try" - provide
someone WITH something.
 Maybe I'd change the sentence to "Parents try to give their children different opportunities."
3. Most computer games contain a lot of violence. - Not "most of" - "several" is followed by a plural,
countable noun e.g. several problems, several scenes of violence.
4. The number of people living in cities will increase sharply. - It's not passive ("will be increased" by
someone?? - no)
5. Advertising is widespread nowadays. - If you're not sure, you could write: "Advertising is
everywhere"
Hope you found this useful - it wasn't easy!
Simon
Posted by: Simon | Monday, November 07, 2011 at 17:43

1. The pollution and waste that we produce also affect animals. ("affect" without "on" or "have an
EFFECT on")
2. Many animals are in danger OF extinction.
3. Traffic congestion is on the increase in most countries.  (NOT 'nearly all over the world')
4. Most people who live in cities are affected by traffic.  (we don't say "most of people" or "suffer from
traffic")
5. Schools can PLAY a big part in educating children about this issue.


1. "mature enough" instead of "enough mature": Children are not mature enough to make decisions.
2. Poor parenting has contributed to children misbehaving OR Poor parenting has contributed to bad
behaviour among children. ("children's misbehaviour" is ok)
3. "... encourages children TO acquire..."
4. "educatING" - I'd probably write "Bringing up and educating children is the responsibility of
parents".
Posted by: Simon | Monday, December 12, 2011 at 13:27
CORRECT ANSWERS  FROM SIMON:

Firstly, each sentence has a mistake involving an uncountable noun: ADVICE, KNOWLEDGE,
RESEARCH, INFORMATION should not be used in the plural or with a/an.
2 and 3 have no other mistakes:
2. Students need to develop their knowledge and skills. 
3. We can use the Internet to do some research.
Number 4 has one other mistake: "fastly" is not a correct word. Use "quickly":
4. If we want to find some information quickly, the Internet is the best resource.
In number 1 there is a problem with "influence on". This is correct when influence is a noun e.g. "to
HAVE AN influence on", but not when influence is a verb. We also need to change the word "many"
because it isn't used with uncountable nouns:
1. Parents influence their children and give them advice.
 OR: Parents have an influence on their children and give them advice.
 "a lot of advice" is fine (in my opinion), but "lots of" is more informal". It might be better to find
another word if you don't like "a lot of" e.g. you could write "invaluable advice" (which means
"important or useful advice").
Posted by: Simon | Monday, January 16, 2012 at 12:24

1. I agree that we should BE MORE interestED IN our own societies and countries.
- we say "be interested in" not "interest with".
- You could also say "be more concerned about" or "take more interest in"
2. There ARE three main problems that we need to tackle. THE first (one) IS education.

- the biggest mistake in that sentence was not starting a new sentence after 'tackle'.
3. You should mention your opinion in the introduction so (that) THE examiner HAS some idea what
to expect from your essay.
- 'idea' can be singular or plural. We often say 'some idea'
Posted by: Simon | Friday, April 06, 2012 at 16:57

Problems:
1. There were NOT 51 million incidents. There were 51 incidents per million passenger miles.
2. 'Incidents' does NOT mean 'serious fatalities'.
3. Don't use the word 'popular' when talking about negative things like injuries.
4. You can't say 'a somewhat difference'. Also, the figures don't show numbers of people USING the
services.
5. "who were been incidents and injuries travelled" = bad grammar. Also, only use 'such as' when you
give a few examples, not when you mention ALL of the items.
6. The bus was not USED by 80 people. Don't use 'tallied' in this way.
7. Strange sentence organisation - especially the use of "being lower than light rail".
8. Don't use 'went up' - you can't talk about increases or decreases when the items are different and
no times are shown.
Corrections:
1. There were 51 incidents and 35 injuries per million PMT on buses.
2. In general, both the figures for incidents and injuries were dramatically higher for the demand
response field.
3. The number of injuries was higher than that of incidents.
4. There was a small difference between the number of incidents and injuries on heavy rail and light
rail.
5. The bar chart compares the number of passengers who were involved in incidents and injuries on
five types of transport in 2002.
6. There were nearly 80 incidents and exactly 66 injuries on buses.
7. Of the three types of rail service, light rail services saw the highest number of incidents and
injuries, followed by heavy rail and then commuter rail.
8. Injuries on buses WERE approximately 4 times higher than those on commuter rail services.
CORRECT ANSWERS FROM SIMON

1. A higher proportion of American people got married in 1970 than in 2000.
(problems were 'more proportion' and the position of 'got married')
2. There are many things WHICH/THAT ARE easy enough for those young people to do.
OR: Many things are easy enough...
3. I agree that volunteer work can help to teach young people about having responsibilities.
(don't write 'I am agreed' or 'youngs', and we don' really say 'build up the responsibilities')
4. Society benefits (or 'will benefit') as the juvenile crime rate falls.
(not 'gets benefitted' and not 'reduced' in the past tense)
5. Work experience may make finding a job quicker and easier.
('experience' is usually uncountable, so don't write 'having a work experience'. You can't say 'help to
having')
Extra question:
The answer is NO. "Expenditure" means "money spent", but not "time spent".

MISTAKES:
1. There are 2 problems: - families didn't decrease, the NUMBER of families decreased - the time is
past, so don't use present perfect "have decreased", use past simple "decreased"
2. You can't say "Households without a car percentage"
3. The problem is the 2 verbs in "there is" and "can be noted"
4. Several problems: - "the number were" (number is singular, and it's really a percentage rather than
a number) - "well below" means "a lot below" - this is not true in the graph
5. Several problems: - "There were least percentage of household" is not good English. - "improved"
is the wrong word to use - an increase isn't always an improvement (e.g. an increase in pollution is
not an improvement)
CORRECT SENTENCES:
1. The proportion of families without a car decreased between 1971 and 2007.
2. The percentage of households without a car decreased gradually.
3. There was a rise in the proportion of households with two cars. OR: A rise can be noted in the
proportion of...
4. The proportion of households with no car was just under 50% in 1971.
5. In 1971, only a small percentage of households had three or more cars, but the figure rose steadily
to about 7% by 2007.
Posted by: Simon | Sunday, August 05, 2012 at 13:41
Hi Simon and IELTS students.
My results were out last week, and I decide to share my thoughts of hitting a high band score in the
writing test from the point of view of a test-taker and an IELTS student.
I sat the IELTS before, and I received a band 7.5 in the writing test. As an English major, however, I
expect a band score higher than this because it is not quite enough for a student studying English in
my opinion, and having a good band score in the IELTS test always gives me an edge.
My writing question was “the reasons for and solutions to traffic congestion” (similar wordings). I like
this type of writing question the most because it is rather “direct”, and you just need to account for the
problem / phenomenon and suggest solutions. It follows that it is comparatively easier to structure my

essay and word my arguments.
I think many students are interested in knowing what a band-8 essay written by a non-native speaker
looks like as I was looking for such pieces of work too while I was preparing for the writing test.
However, I can tell you that there is no secret. After getting a band 8 in the writing test, I realize that
while a wide range of vocabulary is important, it does not come before clarity. That is to say, it is a no-
no to attempt to use complex grammatical structures and (seemingly) sophisticated vocabulary items
at the expense of clarity and precision. Never do this. Granted, students can study advanced
grammatical structures and learn sophisticated vocabulary to boost their band scores, but this should
be done after they have a relatively good command of English – when they can produce frequent
error-free sentences, as shown on the Writing Band Descriptors (band 7). The fact that you use many
long sentences and “big words” in an essay where grammatical mistakes impede communication
would just result in a low band score.
So, what words did I use to boost my score? I am afraid that I did not use many big words, nor did I
use any memorized phrases / templates / paragraphs. Simon always emphasizes the importance of
“topic vocabulary”, and this is the secret to getting a good band score. I, for example, used a number
of synonyms to communicate the same meaning, which shows my flexibility in using different words
and phrases. This, at the same time, shows the examiner I have a wide enough vocabulary to discuss
a number of issues and to express myself. In the question, the phrase “cause” (v.) appeared. To
answer this type of question, I need to directly explain why a problem happened, so I cannot avoid
using the same word again. That said, there are a host of words and phrases that mean the same.
Here are some of them: cause (v.) / lead to / result in / bring about / translate into / give rise to etc. It
is also a good idea to make good use of the change in the part of speech – “cause” can be used as a
verb, and it can also be used as a noun: the cause of something. To show knowledge of collocations,
you may want to add an adjective modifying the noun whenever appropriate. In this case, you can
write “the leading cause of” or “the main cause of”. Besides the words given in the prompt, other
“topic vocabulary” I used included “slow-moving traffic”, “reduce the volume of traffic”, “traffic
congestion” and “traffic jams”. In fact, I could have used many more words related to this issue, but I
was not able to do so because of the time constraint. What words relating to traffic did I come up
with? When there is slow-moving traffic, many drivers are held up in traffic (or many drivers are stuck
in traffic). The fact that more and more cars appear on the road exacerbates the already-serious
problem of noise and air pollution.
With regard to task 1, I was given two line graphs to describe. They both show data over a period of
years and projected figures in the decades ahead. Simon mentioned that many students seem to
have missed an overview in their task 1 response. While many students appreciate the importance of
an overview, most of them did not make it “obvious” in the task 1 response. According to the Writing
Band Descriptors, an overview is to show the main trend(s) and the striking difference(s). Don’t
include figures in the overview, and don’t do any comparison – this would only make your overview
look like a main paragraph. The examiner, then, would probably think you did not write a good
overview, and dock your marks (= give you a low band score) in one of the assessment criteria: Task
Achievement.
Besides this, it is very important to change the part of speech of the words used. For example, you
need to use “increase” as a verb and as a noun as well. You do not need to recite a raft of words
meaning “increase”, but you need to show the examiner you can vary the words you have used. 1. X
increased dramatically from 1000 in 1990 to 5000 in 2010. 2. X experienced a dramatic increase from
100 in 1990 to 5000 in 2010. The above sentences are the same, and they show that you can vary

the part of speech, and they show the examiner that you can use a range of structures with flexibility.
The last point I would like to raise is about the word “number”. All IELTS students know this word, and
they can use this word most of the time correctly. However, do you know this word can function as a
verb, meaning “how many”? For example, “there are around 10 million people living in this country”
equals “people living in this country number 10 million”. Another example, which “sounds more
IELTS”, is: “In 2000, British male smokers numbered slightly above 1 million, and this figure almost
tripled in the next 5 years, outnumbering their female counterparts (2 million).” This sentence used
“number” as a verb and “outnumber” as another verb, and “told” the examiner that you know how to
make use of these words accurately – not only as a noun (number), but also a verb (number). “total”
can also be used as a verb, which has the same meaning as “number” (v.).
This ends my sharing. I hope this comment is helpful for students who want to achieve a band 7.5 or
above in the writing test. It is not easy to get 7.5 in the writing test, but it is certainly achievable – if
you know the “secrets” (like my comment, and suggestions from Simon), and if you have a good level
of English. Don’t give up – I am working hard towards a perfect band 9 in the writing test too! Please
leave comments if you have questions; I can share my thoughts from the point of view of a test-taker
and an English language learner. Wish you the best of luck!
Thank you Simon for your suggestions on this excellent blog, and thank you Pete, an experienced
teacher who corrected essays for me. Simon recommended Pete to me, and feel free to contact
Simon if you need help in this area.
Posted by: MT | Sunday, August 05, 2012 at 08:04

1. Most advertising aims (OR: most advertisements aim) to persuade people that buying things will
make them happier.
2. Advertisers MAKE every effort to make their products more attractive.
OR CHANGE THE SENTENCE: Advertisers try to make their products as attractive as possible.
(You can't say "use every effort")
3. Governments should control advertising or even BAN IT.
Posted by: Simon | Sunday, February 24, 2013 at 22:03
FROM SIMON:
Here are my suggestions:
1. It is clear that the car was the most popular form of transport throughout the period shown.
(Don't put a comma after 'that'. Also, the phrase 'numbers are dominant' sounded strange)
2. There was an increase in the number of train users.
(I would avoid the phrase 'showed upward trend' - it's easy to use it wrongly)
3. The number of commuters favouring the car or train increased significantly.
4. Around 5 million commuters travelled by car.
5. The figure for train users stood at around 2 million.
(No 's' on 'million'. Read this lesson:
http://ielts-simon.com/ielts-help-and-english-pr/2012/10/ielts-writing-task-1-a-common-mistake.html)
6. The car was the most popular form of transport in each of the years shown on the graph.
(You can't say 'continuously used more car')
Posted by: Simon | Monday, April 29, 2013 at 23:45

1. He loves that girl, but she loves another boy.
(You can't do a "with" sentence for the sentence above)
2. There are 2 problems with sentence 2:
- the two parts of the sentence are not related (the idea that London is expensive doesn't link well to
the part about the number of visitors). To write a "with" sentence, both parts of the sentence need to
be strongly connected.
- We need to change "with being visited".
Here's an example with both changes:
London is a popular destination for tourists, with almost 1 million people visiting the city each year.
3. Again, the 2 parts of the sentence need a stronger connection if we want to write a "with" sentence.
Here's an example:
City life is stressful, with issues like the high cost of living and the lack of a sense of community
contributING to inhabitants' feelings of anxiety.

1. Technology allowed the GROWTH of factories. 
(past or present simple depending on the context) 
2. Parents should be more conscious OF (or "aware of") their children’s online activities.
 3. The Internet allows people all over the world to BE/BECOME/GET involvED in discussions about
current events.
FROM SIMON:

1. There are several disadvantages of doing work at home.
OR: There are several disadvantages to doing work at home.
OR: There are several disadvantages of/to working at home.
2. In comparison with AN office, (the) home is a relatively quiet and comfortable place to work.
3. People's daily activity may decrease. (not passive)
OR: People who work from home may become less active.
4. Not everyone enjoys working and living IN the same place.
5. Employees tend to place less importance on work because there is no supervisor.
OR: Employees may take work less seriously because they are not supervised.
Posted by: Simon | Wednesday, April 23, 2014 at 11:43

1. Qualifications and skills may lead to promotions.
2. Lack of exercise contributes to an unhealthy body.
3. Violence on television is one factor that results in an increase in the crime rate.
REMEMBER:
lead to + noun
contribute to + noun
result in + noun
NOTE:
It's ok use the "ING" form e.g. "lead to getting promotions", but it's better without it.
Posted by: Simon | Tuesday, May 06, 2014 at 11:38
ANSWERS FROM SIMON:

Note: I'm simplifying the sentences by using more natural collocations.
1. Banks encourage their customers to apply for credit cards.
2. As it has become easier to obtain a credit card, more people have experienced problems.
3. There are both benefits and drawbacks of credit cards, and it is important that people learn to use
them responsibly.
Posted by: Simon | Monday, September 29, 2014 at 22:39
FROM SIMON:
All 3 are grammatically correct, and neither one is better or worse, but there are small differences in
meaning.

In sentence 1, I'm saying that I need 3 separate things:
1) time
2) commitment
3) the passion to keep working
In other words, the words 'time' and 'commitment' are not really connected to the idea of 'to keep
working'. I'm talking about time and commitment in general, but a particular type of passion - to keep
working.
In sentence 2, I'm saying that I need all three things in order to keep working:
1) the time to keep working
2) the commitment to keep working
3) the passion to keep working
Using the word "the" makes these three words more specific - it's a specific type of time, commitment
and passion e.g. passion to keep working, but not any other kind of passion.
Sentence 3 is similar to sentence 2, but the three things (time, commitment and passion) are more
general without the word "the". e.g. 'passion' in the general sense, not just specifically related to
working.
I hope this makes sense. These small differences in meaning / style are hard to explain!
Posted by: Simon | Sunday, February 15, 2015 at 18:00
ANSWERS FROM SIMON:

First, here are the problems in each sentence:
1) "people are collect" is wrong. This is not a passive, so we need to delete the word "are".
2) "Gather" is not appropriate - it doesn't have the same meaning as "collect" in this context.
3) We don't say "go in a vacation".
4) A few problems: First, this is not a proper sentence. Second, "may be" should be one word in this
case. Third, "which their prices increase" is wrong. Fourth, we don't say "by time".
5) "People collecting" is wrong, and "for example" is used wrongly.
Posted by: Simon | Thursday, February 26, 2015 at 21:06
FROM SIMON, CONTINUED:

Here are some possible correct versions:
1) There are a lot of things that people often collect.
2) I think people often collect small things such as stamps.
2) Whenever I went on vacation, I used the opportunity to buy another object.
3) Let me think. Maybe I would collect expensive watches, which become more valuable over time.
5) People collect things for many reasons. For example, they do it as a hobby.
Posted by: Simon | Thursday, February 26, 2015 at 21:20

FROM SIMON:
Most people commenting above have the right idea:
1. In the first sentence, "by" is used to refer to the years BEFORE AND UP TO the year 2000. In the
second sentence, "by" is used to refer to a difference in numbers (e.g. decreased from 31 million to
19 million = decreased BY 12 million).
2. Use "by" when looking at the years BEFORE and UP TO. By contrast, "in 2000" would mean "only
in the year 2000" (during that year only).
Note: when using "by" with years, we usually (but not always) use the past perfect e.g. By the year
2000, Korea had reduced its waste output.
ANSWERS FROM SIMON:

First, I'll try to explain the problems:
1. 'budget' is usually a countable noun, so instead of 'more budget', we can write 'bigger budgets' or
'more money' ('money' is uncountable and therefore 'more money' is fine).
2. We need an "ING" form after "by". So, we should write "by financially supportING".
3. This is a 'second conditional' sentence. We need to write "If governments helpED".
4. "lose popularity to" seems strange. Let's just make a normal comparison e.g. "are less popular
than".
5. "in details" should be "in detail". I would also change "discuss in detail about this issue" to "discuss
this issue in detail" - this is a more natural phrase.
FROM SIMON (continued)

Now here are my corrected sentences:
1. Global filmmaking companies have bigger budgets for action, special effects and spectacular
locations.
2. Governments should support local film industries by financially supporting the film makers.
3. If governments helped local movie industries, they would create employment opportunities.
4. There are several reasons why locally made films are less popular than foreign films.
5. The following essay will discuss this issue in detail.

1. masses
2. amateur
3. prove
4. host
5. funded
6. dominate
7. elderly
8. bracket
9. cohort
10. gender
Posted by: Simon | Sunday, June 28, 2015 at 09:30
ANSWERS FROM SIMON

First, here are the problems:
1) "numbers of sales" shouldn't be followed by an amount of money. It would need to be followed by
the number of items sold.
2) "figures... was" is wrong because we need a plural verb.
3) The present continuous is the wrong tense for this kind of description. Also, we need to say
"earn...from" not "earn...of".
4) "stood" is wrong here. After "with", we can either miss the verb, or use the "ing" form ("standing").
5) We can't say "Switzerland WAS the highest sales".

Here are my corrected versions:
1) The highest sales figures were 3 million and 15 million Euros (for Fairtrade coffee and bananas
respectively).
2) The highest sales figures for Fairtrade coffee and bananas were recorded in Switzerland.
3) Switzerland earned 15 million Euros from sales of Fairtrade bananas.
4) ...with the sales figures for coffee and bananas standing at 3 million Euros and 15 million Euros
respectively.
OR:
..with sales figures for coffee and bananas of 3 million Euros and 15 million Euros.
5) Switzerland had/saw the highest sales of Fairtrade coffee and bananas.

ANSWERS FROM SIMON

1. We need the plural 'cigarettes', and it would be better if we didn't repeat this word. Also, the second
conditional uses 'were' instead of 'was' (although you'll hear native speakers breaking this rule).
Finally, stictly speaking we should write 'fewer people' instead of 'less people' (although you'll hear
native speakers breaking this rule too!).
2. We need the past 'increased' instead of the past perfect 'had increased'. Also 'would likely to' is
wrong.
3. 'with any' is wrong because it doesn't express a negative. We need to write 'without any'. Also, this
person was trying too hard to use 'difficult' words; I would change 'administered', 'disorder' and
'lawlessness'. This last word in particular is much too extreme for this topic!
4. The use of 'uncensored' doesn't work here. We also need to change the verb phrase from the past
perfect passive to the past simple passive ('had been banned' to 'were banned'). Finally, we don't say
'seized from rising'.
FROM SIMON
Now, here are my corrected versions:
1. If there were a ban on cigarettes, fewer people would smoke.
OR:
1. If cigarettes were banned, fewer people would smoke.
2. If the tax rate on junk food were increased, more people would choose to eat at home.
3. If schools were run without teachers, the behaviour of pupils would be much worse.
4. If commercials were banned, the crime rate would fall.*
*I'm not sure what the link is between advertising and crime, but this is what the student wanted to
say.
FROM SIMON
Several people have given the answer that I would have given:
First, the sentence really means: "The London underground is the oldest underground in the world."
So the noun is missed, but it is implied.
Second, notice that the meaning is not "The London underground is at its oldest". Using the third
'rule' in the lesson above, we can't miss the word "the" because we can't replace "oldest" with "at its
oldest".
Just to be clear: It would be wrong to say "The London underground is oldest" (without "the").
Posted by: Simon | Monday, December 21, 2015 at 12:44
FROM SIMON:
The problem words / phrases are:
1. "it is no clandestine issue"
"clandestine" is a very strange word to use here. We use this word only when talking about secret
activities, like spying! Don't use this word in IELTS.
I personally wouldn't use "As a matter of fact" or "indisputable impacts" either.
...
2. The following phrases are not wrong, but they seem to be "showing off" too much in my opinion:
- proponents... perceive
- a cure-all
The following phrase is wrong and doesn't make sense in the context:
- maintaining healthy atmosphere
...
3. "entailed" can't be used here. We just need a simple word like "needed".
...
I'll suggest some easier and better sentences in tomorrow's lesson.
Posted by: Simon | Saturday, February 27, 2016 at 17:29

2 and 5 are correct.
The others should be:
1. The amount of rainfall INCREASED last month.
 3. The UK EXPERIENCED an increase in rainfall.
 4. Rainfall HAS DECREASED / HAS REDUCED this year.
(I prefer 'decreased' because I normally use 'reduce' when someone is responsible for the reduction).
 
OR: There has been less rainfall this year.
NOTE:
 We use 'is reduced' when someone is responsible for the reduction. So, 'taxes are reduced by a
government' is correct, but 'rainfall is reduced' is impossible.

FROM SIMON:
First, let's look at the grammar problems.
It is commonly increasing to hear about that
Should be:
It is increasingly common to hear that
people are in hope of the current century
Should be:
people are optimistic about the current century
and look it as an check out to make good changes to the globe
Should be:
and see it as a chance to make positive changes around the world
From my view some changes can be better for the world
Should be:
In my view, several changes can be made to make the world a better place
there are few ideas that I would love to see in the nextby century
Should be:
there are various developments that I would like to see over the next century
Instead of making these grammar changes, it might be better to rewrite the whole
introduction. I've written a simplified (and correct) version here:
Many people are confident that this century will be a positive one. I share this optimism, and there are
several positive changes that I hope to see over the coming years.
http://ielts-simon.com/ielts-help-and-english-pr/2016/06/ielts-grammar-simplify.html
Posted by: Simon | Sunday, June 05, 2016 at 12:14
ANSWERS FROM SIMON:

First here are the problems:
1) Write "the development". We don't say "tackle with" in English, just "tackle". It should be "natural
disasters" not "damage". Also, I wouldn't write "and the like" in an IELTS essay. "such problems as" is
fine, but most people are more familiar with the phrase "problems such as".
2) We need to write "helps" and "to be well-prepared" or "to prepare". I would prefer "reduce inflation"
instead of "the battle against inflation".
3) Don't forget the article in "a strong economy". Also, we say "leads to" instead of "leads towards".
4) The phrase "from broader aspect" doesn't exist in English. Remember articles: "the / an economy",
"the political arena", "the future progression". Use the "ing" form after "thereby": "thereby helping..."
Posted by: Simon | Sunday, July 03, 2016 at 12:39
FROM SIMON (continued):

Here are my correct versions:
1) Finally, THE development of an economy might help a nation TO tackle problems such as currency
fluctuations, natural DISASTERS AND terrorist attacks.
2) Finally, a sustainable economy also helpS the government TO PREPARE for natural disasterS
AND TO REDUCE inflation.
3) Finally, A strong economy leads TO a better lifestyle for inhabitants by providing state of the art
technology.
(NOTE: I'm not sure how the economy "provides" technology - this seems a bit strange to me.
However, the sentence is now grammatically correct)
4) Finally, IN A BROADER SENSE, progress in THE economy enableS THE government to gain
authority in THE political arena, thereby helpING THE future progression of a country.
Posted by: Simon | Sunday, July 03, 2016 at 12:47
ANSWERS FROM SIMON:

1) "gave excellent impression" is wrong. Visitors don't "give" an impression. Maybe you could say
they "had a good impression of".
2) "they were in favour of" means "they wanted". This isn't about what the visitors wanted, it's about
what they thought.
3) The same problem as number 1 with "give impression".
4) We need to write "a negligible..." or "a mere". I wouldn't write "the figure for good", "relatively
larger" or "being 14%". There are better ways to express these ideas.
5) Don't write "In conclusion" in any task 1 report! It's a summary, not a conclusion.
Posted by: Simon | Tuesday, July 26, 2016 at 16:18

Now here are my improved sentences.
Remember: if you're not sure whether something is correct (e.g. "give impression"), just find an easier
way to express the idea.
1) In 2005, only 5% of visitors thought that the service was excellent.
2) 45% of (the) guests said that the hotel's service was satisfactory.
3) According to 45% of those surveyed, the hotel's customer service was satisfactory.
4) In 2005, a mere 5% of the people surveyed thought that the service was excellent, while the figure
for those who rated the service good was higher, at 14%.

5) In summary, the hotel's customer service performance showed marked progress between 2005
and 2010.
Posted by: Simon | Tuesday, July 26, 2016 at 16:27
ANSWERS FROM SIMON:

1. Active, but we need to change "recommended me". It would be better to write:
My boss recommended that I take a long holiday.
OR:
My boss ADVISED me to take a long holiday.
2. Passive, but again the use of "recommend" is tricky. It's easier if we use "advise" or "tell":
I was TOLD / ADVISED TO TAKE a long holiday by my boss.
3. WRONG!
4. Active, correct.
5. Passive, correct.
6. WRONG!
Posted by: Simon | Tuesday, August 23, 2016 at 13:02
NOTE:
In the first two sentences, the 'thing' that my boss is recommending is the holiday, not "me".
We can also write:
- My boss recommended a long holiday. (active)
- A long holiday was recommended. (passive)
- It was recommended that I take a long holiday. (passive)

1. I was named by my mom/mum. She likes its sound.
OR:
My name was chosen by my mom/mum. She likes the way it sounds / she likes the sound of it.
2. It's AN unusual name in my country.
3. I would (or I will) never change my name because I'm very proud of it.
4. My parents GAVE me a good name.

5. Well, I haven't (really) thought about it.
ANSWERS FROM SIMON:

Please read my explanations carefully, because some of the students' answers above are not quite
correct.
1) I know that the book is useful. Maybe I have used it before, or I'm using it now. I can definitely
recommend it.
2) I intend to use the book in the future, and I am sure that it will be useful. Or I'm recommending the
book to someone i.e. you should use this book because it will be useful for you.
3) THIS IS THE TRICKY ONE!
The word "would" implies a condition (if...). For example, "this book would be useful if I had it or if I
bought it". Imagine you're in a bookshop looking at the book, and you think to yourself: "Hmmm, if I
bought this book, it would be useful". In other words, I'm considering buying the book because it looks
useful.
Another possibility is that you are recommending the book to someone else: "You should use this
book, because it would be really useful for you (if you did)".
NOTE: "this book would be useful" DOES NOT MEAN "it might be useful or it might not"!
4) This sentence is imagining a different past i.e. I didn't read the book, but I can now see that it
would have helped me (if I had read it).
Posted by: Simon | Tuesday, March 14, 2017 at 10:29
FROM SIMON:
"everyday life" is a very normal phrase in English. As a few people wrote above, "everyday" is an
adjective, so it's the same as writing "daily life". We don't say "everyday's life" or "daily's life".
Posted by: Simon | Sunday, April 09, 2017 at 19:08
ANSWERS FROM SIMON:

1. I would prefer to use "prices" instead of "cost" and the verb "fluctuate" instead of the noun
"fluctuations". We also need to change the words "these years". For example:
The prices of food and oil fluctuated considerably over the period shown.
2. We need to change the phrase "have a significant increase in eleven years".
The prices of both food and oil increased significantly over the 11-year period.
3. It's strange to use the phrase "almost similar". Either write "similar" or "almost the same". Also, I
would either write about the trend OR about the figures, not both. For example:

- The figures for food and oil prices were similar throughout the period shown.
OR:
- Food and oil prices followed similar trends throughout the period shown.
4. "nearly same trends within period" is wrong. Use one of the sentences that I wrote for number 3
above.
5. "goods increased theirs prices" is wrong. Here's my corrected version:
The price of both goods increased over the period shown.
6. "had their prices increased" is wrong. Use my answer to number 5 above.
Posted by: Simon | Sunday, April 16, 2017 at 18:20
Hi Anh,
1) It's better to talk about "oil price", "price of oil", "food prices" etc. These are the normal collocations
that we use in this context.
Although "price" and "cost" are often used in the same way in everyday English, they are seen as
different concepts in the world of business. So, the "cost of oil" tends to refer to production costs,
rather than the price for the buyer. Put "price vs cost" into Google to read more about this.
I suppose this is why it seems more natural to me to use "price".
2) Price and prices are both correct.
I'm glad you learnt how to use "similar" from the lesson too!
Posted by: Simon | Monday, April 17, 2017 at 19:59
FROM SIMON
Here's my sentence:
Attendance at UK universities rose between 2006 and 2015, with the number of female university
entrants increasing by 20,000 over the 9-year period, and the number of male entrants peaking at
157,000 in 2011.
Note: there are several other correct ways to write this sentence, and most people who commented
above seem to have the right idea.
FROM SIMON:
Here are my corrected versions of the sentences:
1) In 2009, 49% of the trips made by Americans WERE FOR travel to (AND FROM) work.
2) In 2009, 49% of the trips made by Americans WERE for the purpose of TRAVELLING to (AND
FROM) work.

3) In 2009, 49% of the tripS made by Americans WERE FOR THE PURPOSE OF COMMUTING.
4) In 2009, 49% of the trips made by Americans WERE FOR THE PURPOSE OF COMMUTING.
5) In 2009, 49% of the trips made by Americans WERE FOR THE PURPOSE OF COMMUTING.
6) In 2009, 49% trips made by Americans WERE FOR THE PURPOSE OF TRAVELLING to and from
THE workplace.
Friday, September 29, 2017
ANSWERS FROM SIMON:

1. Several problems:
- we need to write "THE chance"
- no need to repeat the word "there"
- we really need a second conditional: If I HAD..., I WOULD love...
Here's what I would write:
If I had the chance, I would love to go there again.
Or, using the first conditional:
If I have the chance, I'll definitely visit (name) again soon.
.....
2. "too many" is a negative expression.
Just use 'many' or 'lots of'.
I took lots of beautiful pictures on my camera.
.....
3. Delete the word "far":
It's about 80 km from the city.
.....
4. Problems:
- use "a" instead of the number "one"
- May was in the past, so use "spent" instead of "have spent"
- "in May", not "on May"
So the correct sentence is:
I am going to talk about a day that I spent in the countryside in May.
.....
5. Problems:
- "Countryside" is uncountable, so you can't say "a" countryside.
- after writing "where", don't add "there" on the end of the sentence.
Here's the correct version:

It was in the countryside near to my city, where some relatives were living.
Posted by: Simon | Tuesday, October 03, 2017 at 13:32
FROM SIMON:
People use different names, but here's what I call the tenses above.
1. I'm writing = present continuous
2. I won't be able = future simple
3. I told you I was going = past simple (told) and past continuous (I was going)
4. who's playing this Saturday = present continuous for a future plan / event
5. you'll be = future simple
6. starts = present simple used for a future event
7. I've been asked = present perfect PASSIVE
8. if you're free on Saturday = present simple used as part of a conditional about the future
9. he'll be going = future continuous
Note:
I don't think anyone who commented above mentioned the use of the present simple and continuous
for future plans and events.
CORRECTIONS FROM SIMON:

1. We don't put "alike" in front of a noun, so "alike ideas" seems very strange. Just use "similar":
The two teachers had SIMILAR ideas about using technology in education.
2. "alike" doesn't work with some verbs. For example, "we received a letter alike" doesn't work - we
would simply say "we BOTH / ALL received a letter.
My three children ALL received an academic AWARD at the end of the term.
3. The use of "alike" is ok here, but "are given for" is wrong.
The profits gained from the selling of bouquets of flowers are given TO the sellers and the
poor alike.
Note: Instead of the sentence above, I think it would be more normal to write something like this:
A proportion of the profits from the SALE of bouquets of flowers is given to the poor / given to
charity.
4. There are several problems in this sentence, but the main one is the phrase "and alike". Don't use
"alike" after the word "and".

Here's what I think the student wanted to write. I don't think "alike" really works here, so I've missed it
out.
CCTV footage keeps us safe and prevents the loss of precious items in public places like
shopping malls.
FROM SIMON:
In the first two sentences, using "alike" is similar to using the word "both" e.g. "Video cameras make
cities safer for BOTH inhabitants and visitors."
The meaning of "alike" in the third sentence is exactly the same, but we can't substitute it with "both"
in this case, because there are 3 items instead of 2 (only use "both" when talking about 2 things, not
more).
...
The first two sentences are identical in structure:
plural noun + make + plural noun + adjective + for + two nouns + alike
Sentence 3 is different:
singular noun + can + passive verb + by + three nouns + alike
Posted by: Simon | Sunday, October 15, 2017 at 10:11
FROM SIMON:
Please note that I rarely use the word "alike", and we can simply delete it from the end of all 3
sentences in the lesson above.
It feels like I'm saying too much about this one word, expecially as I don't use it very often and it isn't
really necessary anyway!
However, I only really used "alike" to illustrate a more useful point about sentence patterns. I hope
you've taken this point from my lesson.
No more lessons about "alike", I promise!
FROM SIMON:
Most people noticed problems with the words 'portraits' (which is actually a plural noun), 'depicts' and
'meanwhile'. These are the problems that I noticed first.

My advice is to use 'shows', 'compares' or 'illustrates' only. There's no need to learn any more
synonyms for 'shows' - most of them will be inappropriate in the context of an IELTS report, and they
won't help your score in any way.
CORRECTIONS FROM SIMON:

First, I'll try to explain the problems.
1) Add the word "it" after "like". Also, change "it makes the weather awesome" - this is a very strange
expression, and it doesn't explain why you like rainy weather.
2) You can say "I'm with you" when you agree with someone, but I wouldn't normally say "I am with
THIS".
3) Write "a few". Also, change "I was beaten" - this sounds a bit funny or strange, even if you're using
it in a figurative way.
4) The city doesn't rain! "It" rains in my city.
5) "let me feel" should be changed to "it makes me feel". I would also change "dropping" and "feel
sticky". We need to find a 'more English' way to express these ideas.
6) "so far as" doesn't work in this context.
Posted by: Simon | Tuesday, November 14, 2017 at 14:58

So, here are my corrected versions:
1) Yes, I like it when it rains because it makes the air feel clean and fresh.
(Note: I added my own ending, instead of using the "awesome" idea)
2) People say that the environment affects people's mood, and I agree with this.
3) After a few seconds it started raining and I was drenched.
4) In my city, Taichung, it only rains in the summer.
5) I don't like rainy days, because I hate feeling wet and sticky.
6) I've been caught in the rain several times when I had nothing to cover me.
Posted by: Simon | Tuesday, November 14, 2017 at 15:07

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Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 1

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 2

IELTS Grammar: some typical mistakes

Saturday, August 21, 2010

IELTS Grammar: before or ago?

Saturday, September 04, 2010

IELTS Grammar: fall or reduce?

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 3

IELTS Grammar: because

Saturday, October 23, 2010

IELTS Grammar: 'because of'

Sunday, November 14, 2010

IELTS Grammar: 'however' and 'whereas'

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Saturday, November 20, 2010

IELTS Grammar: while, whilst, whereas, as

IELTS Grammar: subject + verb

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IELTS Grammar: correct the mistakes

Sunday, February 13, 2011

IELTS Grammar: find the mistakes

Sunday, February 20, 2011

IELTS Grammar: more mistakes!

Sunday, March 13, 2011

IELTS Grammar: using Google

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 6

Sunday, March 20, 2011

IELTS Grammar: find the mistakes

Sunday, May 29, 2011

IELTS Grammar: correct the mistakes

Sunday, June 12, 2011

IELTS Grammar: verb + noun collocations

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Sunday, July 10, 2011

IELTS Grammar: correct the mistakes

Sunday, September 04, 2011

IELTS Grammar: word families

Sunday, September 11, 2011

IELTS Vocabulary: word family for 'compare'

Compiled by Diyorbek Hayitmurodov ielts-simon.com Page 8

Sunday, October 02, 2011

Students often don't notice when a teacher corrects their mistakes.

IELTS Grammar: correct the mistakes

Sunday, November 20, 2011

IELTS Grammar: correct the mistakes

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Sunday, November 27, 2011

IELTS Grammar: using 'see' in writing task 1

Saturday, December 03, 2011

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IELTS Grammar: correct the mistakes

Saturday, December 31, 2011

IELTS Grammar: 'highest' or 'the highest'?

Sunday, January 15, 2012

IELTS Grammar: correct the mistakes

Sunday, January 22, 2012

IELTS Grammar: capital letters

Sunday, January 29, 2012

IELTS Grammar: correct the mistakes

Saturday, April 07, 2012

IELTS Grammar: verbs with 'exam'

IELTS Grammar: punctuation