Contents
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IELTS Academic Writing Task 2 .......................................................................5
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IELTS Writing Task 2: how to use your 40 minutes ........................................5
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IELTS Writing Task 2: how to answer any !uestion .......................................5
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IELTS Writing: "ro#$em % so$ution &$i'e e("ectancy) .......................................6
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IELTS Writing Task 2: +o"inion+ essays ............................................................7
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IELTS Ad-ice: argument or discussion...........................................................7
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IELTS Writing Task 2: discussion without o"inion .........................................8
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IELTS rammar: cause and e''ect ...................................................................8
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IELTS Writing: to what e(tent do you agree ..................................................8
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IELTS Writing Task 2: how to write an introduction ..................................9
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IELTS Writing Task 2: introductions ............................................................9
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IELTS Writing Task 2: how to write introductions ....................................10
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IELTS Writing Task 2: short introductions ....................................................10
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IELTS Writing Task 2: di ''erent in troductions ............................... ...........11
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IELTS Writing Task 2: r u$es 'or introductions ...........................................12
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IELTS Writing Task 2: introductions and conc$usions ..............................12
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IELTS Writing Task 2: one -iew or #oth -iews ........................................13
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IELTS Writing Task 2: ha-e a strong o"inion ............................................13
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IELTS Writing Task 2: #a$anced o"inion ....................................................13
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IELTS Writing Task 2: strong or #a$anced o"inion ...................................14
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IELTS Writing Task 2: do the ad-antages outweigh... .............................14
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IELTS Writing Task 2: di''icu$t !uestions ..................................................15
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IELTS Writing Task 2: when to gi-e your o"inion .....................................15
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IELTS Writing Task 2: how to w rite a "aragra"h .................................... .16
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IELTS Writing Task 2: use re$ated words ...................................................17
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IELTS Writing Task 2: idea3 e("$ain3 e(am"$e ...........................................17
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IELTS Writing Task 2: #and "aragra"h ..................................................18
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IELTS Writing: * sentence "aragra"hs .......................................................18
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IELTS Writing Task 2: e(am"$e "aragra"h ............................................ ...19
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IELTS Writing Task 2: " $an your main "aragra"hs ..................................19
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IELTS Writing Task 2: main #ody "aragra"hs ..............................................20
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IELTS Writing Task 2: conc$usions .............................................................20
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IELTS Writing Task 2: +tra''ic+ to"ic ...........................................................21
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IELTS Writing Task 2: + -egetarianism+ to"ic .............................................21
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IELTS Writing Task 2: "u#$ic%"ri-ate hea$thcare ......................................22
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IELTS Writing Task 2: +chi$dren+ to"ic .......................................................22
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IELTS Writing Task 2: +immigration+ to"ic ................................................23
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IELTS Writing Task 2: using e(am"$es .......................................................23
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IELTS Writing Task 2: +genetic engineering+ to"ic ............................. .......23
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IELTS Writing Task 2: +"arents and chi$dren+ to"ic ..................................24
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IELTS Writing Task 2: main #ody "aragra"hs ..........................................24
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IELTS Writing Task 2: 'u$$ essay .................................................................25
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IELTS Writing Task 2: studying a#road .....................................................26
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5and / 6oca#u$ary ....................................................................................26
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IELTS Writing Task 2: crime to"ic ..............................................................27
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IELTS Writing Task 2: +7oo+ to "ic ...............................................................27
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IELTS Writing Task 2: education % "ractica$ ski$$s ....................................28
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IELTS Writing Task 2: g$o#a$isation ...........................................................29
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IELTS Writing Task 2: ad-ertising to"ic ....................................................29
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IELTS Writing Task 2: tourism ....................................................................30
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IELTS Writing Task 2: what is ha""iness .................................................31
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IELTS Writing Task 2: g $o#a$ $anguage argument ....................................31
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IELTS Writing Task 2 : te chno$ogy ..............................................................32
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IELTS Writing Task 2: city "ro#$ems ..........................................................32
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Students+ 8uestions: +c$imate+ t o"ic .............................................................33
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IELTS Writing Task 2: go-ernments ...........................................................33
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IELTS writing Task 2: hea$th to"ic ..............................................................34
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IELTS Writing Task 2: go-ernment s"ending ............................................34
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IELTS Writing Task 2: +#ott$ed water+ to"ic ..............................................35
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IELTS Writing Task 2: money and consumerism ......................................35
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IELTS Writing Task 2: 'i(ed "unishments ..................................................36
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IELTS Writing Task 2: + on$ine sho""ing+ to"ic ..........................................36
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IELTS Writing Task 2: using the e#ook ......................................................37
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IELTS Writing Task 2: +marriages+ to"ic ....................................................37
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IELTS Writing Task 2: +road sa'ety+ to"ic ..................................................38
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IELTS Writing Task 2: + academic a#i$ity+ to"ic .........................................38
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IELTS Writing Task 2: +ro#ots+ to"ic ..........................................................39
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IELTS Writing Task 2: +women and work+ to"ic ........................................40
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IELTS Writing Task 2: +minority $anguages+ essay ....................................41
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IELTS Writing Task 2: + de"endence+ !uestion ...........................................41
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IELTS Writing Task 2: + 9o# satis'action+ to"ic .......................................... .42
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IELTS Writing Task 2: s am"$e discussion essay .........................................42
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IELTS Writing Task 2: +museums+ essay .....................................................43
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IELTS Writing Task 2: +s"orts sa$aries+ to"ic .............................................44
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IELTS Writing Task 2: +he$"ing "oor countries+ to"ic ...............................44
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IELTS Writing Task 2: +gender and uni-ersity+ to"ic ................................45
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IELTS Writing Task 2: +gender and uni-ersity+ essay ...............................46
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IELTS Writing Task 2: +techno$ogy+ to"ic ...................................................46
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IELTS Writing Task 2: the +2 "art+ !uestion ...............................................47
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IELTS Writing Task 2: recent !uestion .......................................................48
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IELTS Writing Task 2: g $o#a$isation o' cu$ture ..........................................48
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IELTS Writing Task 2: ad-ertising ..............................................................49
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IELTS Writing Task 2: method ....................................................................50
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IELTS Writing Task 2: "ro#$em and so$ution ................................ ............50
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IELTS Writing Task 2: "ro#$em and so$ution &o#esity) .............................50
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IELTS Writing Task 2: higher education ....................................................51
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IELTS Writing Task 2: +e!ua$ity+ to"ic .......................................................52
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IELTS Writing Task 2: who shou$d we he$" .............................................53 IELTS Writing Task 2: +he$"+ essay .................................................................53
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IELTS Writing Task 2: +g$o#a$ warming+ to"ic ................................... .......54
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IELTS Writing Task 2: +nuc$ear "ower+ to"ic .............................................55
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IELTS Writing Task 2: using the word I .................................................55
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IELTS Writing Task 2: 'u$$ essay .................................................................55
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IELTS Writing Task 2: #ooks3 radio3 T6 ....................................................56
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IELTS Writing Task 2: +art and science+ to"ic ............................................57
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IELTS Writing Task 2: +techno$ogy+ essay ..................................................57
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IELTS Academic Writing Task 2
1.
In the second part of the IELTS Academc !rtn" Test# $o% ha&e to 'rte 250 'ords. (o% sho%)d spend 40 mn%tes on ths tas*. !rtn" Tas* 2 s 'orth more than Tas* 1# so $o% need to do t 'e)). +or IELTS !rtn" Tas* 2# $o% ha&e to 'rte an essa$ dsc%ssn" a topc. (o% ')) ,e "&en an opnon- ar"%ment# dfferent ponts of &e' or a pro,)em to dsc%ss. ost st%dents prepare phrases for ntrod%cn" and )n*n" deas. /o'e&er# not man$ st%dents prepare "ood deas and opnons for IELTS topcs. !e)) 'or* on these areas
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/o' to str%ct%re a "ood Tas* 2 essa$. reparaton of deas# opnons and "ood &oca,%)ar$ for each IELTS topc.
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/o' to ,%)d and )n* sentences to create coherent para"raphs.
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ommon msta*es n "rammar and 'ord %sa"e.
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Some hard 'or* on these areas can ma*e a ," dfference to $o%r 'rtn" score. 2.
IELTS Writing Task 2: how to use your 40 minutes
(o% ha&e 40 mn%tes for tas* 2# so tr$ or"ansn" $o%r tme n the fo))o'n" 'a$ irst 10 minutes ead the %eston and ma*e s%re $o% %nderstand 'hat t s as*n" $o% to do. !rte a p)an for a 4para"raph essa$ ntrod%cton# 2 man para"raphs# conc)%son and spend most of the 10 mn%tes thn*n" of deas for the 2 man para"raphs. * !rte $o%r ntrod%cton 2 sentences are eno%"h eamp)es
minutes
20 minutes Spend 10 mn%tes on each of $o%r man ,od$ para"raphs. These are the$ most mportant part of $o%r essa$# and the *e$ to a h"h score. Last
*
minutes
!rte a %c* conc)%son eamp)es then chec* $o%r 'or*. )ease These
are
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s%""estons#
not
note r%)es.
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St%dents are often s%rprsed ,$ m$ 10mn%te p)annn" tme. In m$ eperence# a "ood p)an he)ps $o% to 'rte $o%r essa$ m%ch faster than $o% thn*. 3.
IELTS Writing Task 2: how to answer any !uestion
Toda$ I 'ant to sho' $o% 'hat happens n m$ ,ran 'hen I see an$ IELTS !rtn" Tas* 2 %eston. /ere are m$ thn*n" steps 1. I read the %est on &er$ car ef%))$# ma$,e thre e tmes. I as* m$se)f :!hats the topc; !hat s the %eston as*n" me to 'rte a,o%t;: 2. I %nder)ne the *e$ thn" s that m%s t ,e nc)%ded n the essa$ . I a)'a$s ans'er e&er$ part of the %eston. 3.
%st need to decde 'hat to p%t n each para"raph. 4. If I need to "&e m$ opnon# I thn* :!hat s the easest opnon to ep)an; !hat "ood &oca,%)ar$ co%)d I %se;: 5. Then I 'rte do'n some &oca,%)ar$ deas that are re)ated to the topc. 6. I tr$ to 'rt e 2 sentences for th e ntrod%cton I ntrod%ce the top c# then "&e a smp)e ans'er nc)%dn" m$ opnon f the %eston as*s for t. 7. I 'rte short to pc sentences to start each par a"raph# then de&e)op m$ deas ,$ ep)ann" and s%pportn" 'th eamp)es. 8. I )oo* at the %eston from tme to tme n order to chec* that Im ans'ern" e&er$ part of t. 9. I *no' that I 'rte a,o%t 10 'ords per )ne= I can %c*)$ chec* the appromate n%m,er of 'ords that I&e 'rtten. 10. If I need more 'ords t o reach 250# I epand one of m$ eamp)es n the ma n ,od$ para"raphs. If necessar$# I dra' an arro' to sho' 'here I 'ant to add the etra 'ords. 4.
IELTS Writing: "ro#$em % so$ution &$i'e e("ectancy)
In the developed world, average life expectancy is increasing. What problems will this cause for indivi duals and societ y? Suggest some measures that could be taken to reduce the impact of aging populations. Some ad-ice:
1. !rte 4 para"raphs ntrod%cton# pro,)ems# so)%tons# conc)%son.
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2. ?ont 'orr$ a,o%t separatn" deas a,o%t nd&d%a)s and deas a,o%t socet$. @%st menton somethn" a,o%t ,oth n $o%r para"raphs. 3. e)o' are some deas. ;ro#$ems caused:
an ncrease n the n%m,er of retred peop)e 'ho ')) rece&e a penson= a sma))er proporton of $o%n" ad%)ts= sma))er 'or*n" pop%)atons= a "reater ta ,%rden on 'or*n" ad%)ts= demand for hea)thcare ')) rse= $o%n" ad%)ts ')) ha&e to )oo* after e)der)$ re)at&es ;ossi#$e so$utions:
peop)e ma$ ha&e to retre )ater= the state penson a"e ')) rse= medca) ad&ances and hea)th pro"rammes m"ht a))o' e)der)$ peop)e to sta$ hea)th$ and 'or* for )on"er= peop)e sho%)d ,e enco%ra"ed to ha&e more ch)dren= "o&ernments sho%)d enco%ra"e mm"raton n order to ncrease the n%m,er of $o%n"er ad%)ts 5.
IELTS Writing Task 2: +o"inion+ essays
+or opnon essa$s# sho%)d $o% "&e ,oth sdes of the ar"%ment or >%st one sde; The ans'er s that $o% can do ether. A Essa$ str%ct%re for one sde of the ar"%ment 1. +rst Introd%cton topc B$o%r $o%ropnon opnon ether a"ree or dsa"ree 2. dea to s%pport 3. Second dea to s%pport $o%r opnon 4. onc)%son repeat $o%r opnon Essa$ str%ct%re for "&n" ,oth sdes 1. Introd%cton topc B menton the opposte opnon B $o%r opnon 2. Cpposte opnon $o% can accept some of the opposte ar"%ments 3. (o%r opnon 4. onc)%son ep)an that $o% %nder stand the oppos te opnon# ,%t o&era )) $o% ,e)e&e that... Its &er$ mportant to "et the ntrod%cton r"ht. Ths sho's the eamner 'hether $o% are "on" to "&e one sde of the ar"%ment or ,oth sdes.
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/a&e a )oo* at ths )esson to see ho' I ntrod%ce ,oth sdes essa$ str%ct%re %sn" the 'ord :'h)e:.
IELTS Ad-ice: argument or discussion
6.
an$ peop)e as* me a,o%t the dfference ,et'een an ar"%ment essa$ and a dsc%sson essa$. /eres an eas$ 'a$ to thn* a,o%t the dfference •
•
!hen $o% ar"%e# $o% are tr$n" to pers%ade the other person to a"ree 'th $o%r pont of &e'. (o% m"ht e&en "et an"r$D !hen $o% dsc%ss# $o% consder dfferent ponts of &e'# and no,od$ "ets an"r$.
The %eston sho%)d ma*e t &er$ c)ear 'hat t 'ants $o% to do. If t as*s $o% to :dsc%ss:# $o% sho%)d 'rte a,o%t ad&anta"es and dsad&anta"es or t'o dfferent &e's. If the %eston as*s 'hether $o% :a"ree or dsa"ree:# ts as*n" for your &e'. +or ths t$pe of %eston# "&e $o%r opnon n the ntrod%cton and s%pport t n the rest of the essa$. Tr$ to pers%ade the reader to a"ree 'th $o%. 7.
IELTS Writing Task 2: discussion without o"inion
ost dsc%sson essa$s a)so as* for $o%r opnon. Sometmes# ho'e&er# the %eston doesnt as* for $o%r opnon. It m"ht >%st as* $o% to dsc%ss t'o dfferent &e's# or compare the ad&anta"es and dsad&anta"es. emem,er f the %eston doesnt as* for $o%r opnon# dont "&e t. ompare the 2 essa$s attached ,e)o'. The$ are a)most the same# ,%t n the frst essa$ I "&e m$ opnon c)ear)$ n se&era) p)aces# 'h)e n the second essa$ I&e remo&ed m$ opnons comp)ete)$. 8.
IELTS rammar: cause and e''ect
/ere are some %sef%) phrases for descr,n" ca%ses and effects for IELTS !rtn" Tas* 2 and ma$,e Spea*n" art 3. I)) %se the topc of ")o,a) 'armn" to sho' ho' the phrases 'or*. 1. a%se Effect o))%ton ca%ses ")o,a) 'armn". o))%ton )eads to ")o,a) 'armn". o))%ton res%)ts n ")o,a) 'armn". o))%ton s the man ca%se of ")o,a) 'armn". +actores po))%te the atmosphere. As a res%)t# ")o,a) 'armn" s occ%rrn".
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2. Effect a%se )o,a) 'armn" s ca%sed )o,a) 'armn" s the res%)t )o,a) 'armn" s d%e )o,a) 'armn" occ%rs as a res%)t of po))%ton.
,$ of to
po))%ton. po))%ton. po))%ton.
IELTS Writing: to what e(tent do you agree
A "ood 'a$ to ans'er ths %eston s
To a certain extent I agree that... However, I also think that... $ sa$n" that $o% a"ree to a certan etent not comp)ete)$# $o% can no' ta)* a,o%t ,oth sdes of the ar"%ment. E(am"$e !uestion: eop)e &stn" other co%ntres sho%)d adapt to the c%stoms and ,eha&o%rs epected there. The$ sho%)d not epect the host co%ntr$ to 'e)come dfferent c%stoms and ,eha&o%rs. To 'hat etent do $o% a"ree or dsa"ree;
host co%ntr$. /o'e&er# I a)so thn* that host co%ntres sho%)d accept &stors c%)t%ra) dfferences. After ths ntrod%cton# $o% can 'rte one para"raph a,o%t each &e'. 10.
IELTS Writing Task 2: how to write an introduction
+or IELTS !rtn" Tas* 2# *eep $o%r ntrod%cton short and smp)e. ?ont 'aste tme 'rtn" a )on" ntrod%cton= the man ,od$ para"raphs are more mportant.
A good I!"S Writing introduction needs only # things$ 1. A sentence that ntrod%ces the topc 2. A sentence that "&es a short# "enera) ans'er to the %eston
%ere is an example of an I!"S "ask # &uestion$ As comp%ters are ,en" %sed more and more n ed%caton# there ')) soon ,e no ro)e for the teacher n the c)assroom. To 'hat etent do $o% a"ree or dsa"ree;
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%ere is my introduction$ It s tr%e that comp%ters ha&e ,ecome an essenta) too) for teachers and st%dents n a)) areas of ed%caton. /o'e&er# 'h) e comp%ters are etreme)$ %sef%)# I do not a"ree 'th the dea that the$ co%)d soon rep)ace teachers comp)ete)$. 1. In the frst sentence I ntrod%ce the topc of comp%ters n ed%caton. 2. In the sec ond sentence I ans'er th e %eston and ma* e m$ opn on c)ear. ?ont 'at %nt) the conc)%son to "&e $o%r opnon. emem,er# do a smp)e ntrod%cton# then $o% can foc%s on the man para"raphs.
IELTS Writing Task 2: introductions
11.
/ere are some eamp)e ntrod%ctons for 3 dfferent t$pes of essa$. $ techn%e s to 'rte 2 sentences 1. A sentence to ntrod%ce the topc 2. A sentence "&n" a "enera) response to the %eston or nstr%cton ;ro#$em = So$ution Essay:
It s tr%e that ch)dren s ,eha&o%r seems to ,e "ettn" 'orse. There are &aro%s reasons for ths# and ,oth schoo)s and parents need to 'or* to"ether to mpro&e the st%aton. >iscussion &= ?"inion) Essay:
eop)e ha&e dfferent &e's a,o%t ho' ch)dren sho%)d ,e ta%"ht. !h)e there are some "ood ar"%ments n fa&o%r of teachn" ch)dren to ,e compett&e# I ,e)e&e that t s ,etter to enco%ra"e cooperaton. ?"inion &Agree % >isagree) Essay:
In recent $ears t has ,ecome more common for 'omen to ret%rn to 'or* after ha&n" a ch)d. /o'e&er# I do not a"ree that ths has ,een the ca%se of pro,)ems for $o%n" peop)e.
My Feep $o%r ntrod%cton short. an ,od$ para"raphs are more mportant.
advice:
IELTS Writing Task 2: how to write introductions
12.
/ere s a re&e' of m$ ad&ce for tas* 2 ntrod%ctons •
a*e the ntrod%cton short and do t %c*)$. The man ,od$ para"raphs are more mportant.
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•
T'o sentences are eno%"h 1 ntrod%ce the topc. 2 "&e a ,asc ans'er to the %eston.
E(am"$e !uestion:
A)) h"h schoo) st%dents sho%)d ,e enco%ra"ed to ta*e part n comm%nt$ ser&ce pro"rammes. To 'hat etent do $o% a"ree or dsa"ree 'th ths statement;
Some peop)e ,e)e&e that h"h schoo) st%dents 'o%)d ,eneft from don" %npad 'or* n ther )oca) comm%ntes. I comp)ete)$ a"ree that comm%nt$ ser&ce pro"rammes for teena"ers are a "ood dea. 1. IELTS Writing Task 2: short introductions Its a "ood dea to practse 'rtn" short# fast ntrod%ctons. If $o% can 'rte the ntrod%cton %c*)$# $o% ')) ha&e more tme to foc%s on the man para"raphs these are the *e$ to a h"h score. /eres a %eston that someone as*ed me a,o%t
In many cities, security measures, such as the use of video cameras in public places, are being increased in order to reduce crime, but some people believe that these measures restrict our individual freedom. 'o the benefits of increased security outweigh the drawbacks? /eres m$ short# fast ntrod%cton It s tr%e that the sec%rt$ n man$ ctes has ,een t"htened n recent $ears. A)tho%"h I a"ree that some sec%rt$ meas%res can fee) restrct&e# I ,e)e&e that there are more ,enefts than dra',ac*s.
(ote$ In rea)t$# t m"ht not ,e tr%e that sec%rt$ has ,een ncreased n most ctes# ,%t I thn* 'e ha&e to accept ths n order to ans'er the %eston. The %eston "&es %s an eamp)e of ncreased sec%rt$ &deo cameras# so 'e can defnte)$ %se that eamp)e n a para"raph a,o%t the dra',ac*s.
IELTS Writing Task 2: di''erent introductions
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Some people think the main purpose of schools is to turn children into good citi)ens and workers, rather than to benefit them as individuals. "o what extent do you agree or disagree? /ere are 3 dfferent ntrod%ctons. o,s. /o'e&er# I ,e)e&e that the p%rpose of ed%caton sho%)d ,e to he)p ch)dren to "ro' as nd&d%a)s. a)anced &e' To a certan etent I a"ree that the ro)e of schoo)s s to prepare ch)dren to ,e prod%ct&e mem,ers of socet$. /o'e&er# I a)so ,e)e&e that the ed%caton process has a post&e mpact on %s as nd&d%a)s. 14.
IELTS Writing Task 2: ru$es 'or introductions
*any people decide on a career path early in their lives and keep to it. "his, they argue, leads to a more satisfying working life. "o what extent do you agree with this view? What other things can people do in order to have a satisfying working life? In toda$s )esson I >%st 'ant to )oo* at ho' to 'rte an ntrod%cton for ths t$pe of %eston. $ smp)e r%)es for tas* 2 ntrod%ctons are 1. !rte 2 sentences ntrod%ce the topc# then "&e a "enera) ans'er. 2. enton e&er$thn" that the %eston mentons. 3. ?ont sa&e an$ s%rprses for the conc)%son= "&e $o%r opnon n the ntrod%cton f the %eston as*s for t.
%ere+s an example introduction$ It s tr%e that some peop)e *no' from an ear)$ a"e 'hat career the$ 'ant to p%rs%e# and the$ are happ$ to spend the rest of ther )&es n the same professon. !h)e I accept that ths ma$ s%t man$ peop)e# I ,e)e&e that others en>o$ chan"n" careers or see*n" >o, satsfacton n dfferent 'a$s. I)) )oo* at the man para"raphs net 'ee*.
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15.
IELTS Writing Task 2: introductions and conc$usions
an$ st%dents 'aste tme 'rtn" )on" ntrod%ctons and conc)%sons. These t'o para"raphs sho%)d ,e short and smp)e= a )on"# comp)e ntrod%cton or conc)%son ')) not "&e $o% a h"h score. @%st ma*e $o%r ntrod%ctons and conc)%sons %c* and concse# and spend $o%r tme 'rtn" rea))$ "ood man ,od$ para"raphs. /eres m$ ntrod%cton and conc)%son for the topc of m$ )ast t'o 'rtn" )essons Introd%cton There are &aro%s ,enefts and dra',ac*s of ,oo*s# rado and te)e&son as 'a$s to con&e$ nformaton. In m$ &e'# te)e&son s defnte)$ the most effect&e of these three meda. onc)%son In conc)%son# a)tho%"h ,oo*s# rado and te)e&son each ha&e ther ad&anta"es and dsad&anta"es# t seems to me that the mpact of te)e&son s "reater. 16.
IELTS Writing Task 2: one -iew or #oth -iews
Ths s the most common %eston that st%dents as* me
For "agree or disagree" questions, do I or should I ust su!!ort one side o the argu#ent$
have
to
discuss
both
sides,
The ans'er s ts $o%r decson. If $o% comp)ete)$ a"ree# $o% dont need to menton the opposte &e' >%st s%pport $o%r sde of the ar"%ment. If $o% part)$ a"ree# $o% sho%)d 'rte somethn" a,o%t ,oth sdes. Loo* at )ast 'ee*s )esson. After the frst t'o ntrod%ctons# I 'o%)d not "&e the other pont of &e'# ,%t after the )ast ntrod%cton I 'o%)d menton ,oth sdes. 17.
IELTS Writing Task 2: ha-e a strong o"inion
If the %eston as*s 'hether $o% a"ree or dsa"ree# ts often easer to ha&e a stron" opnon comp)ete)$ a"ree or comp)ete)$ dsa"ree rather than tr$n" to ,e :n the mdd)e:. /eres an eamp)e %eston
amilies who do not send their children to public schools should not be re&uired to pay taxes that support universal education. "o what extent do you agree or disagree with this statement?
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I dont thn* there s a :mdd)e ans'er: to ths %eston ether $o% thn* that the parents sho%)d not pa$ ta a"ree# or $o% thn* the$ sho%)d pa$ ta dsa"ree. !hen $o% ha&e a stron" opnon# $o% dont need to menton the opposte &e'. /eres m$ p)an for a 4para"raph essa$ 1. Introd%cton 1 sentence to ntro d%ce the topc# 1 sente nce to ma*e $o%r opn on c)ear e.". I comp)ete)$ dsa"ree... 2. an para"raph s%pport $o%r opnon 'th a reason 3. an para"raph s%pport $o%r opnon 'th another reason 4. onc)%son repeat-s%mmarse $o%r opnon 18.
IELTS Writing Task 2: #a$anced o"inion
Last 'ee* I sad that ts often easer to ha&e a stron" opnon and on)$ s%pport one sde of the ar"%ment. Toda$ Im "on" to contradct m$se)fD Lets )oo* at a ,a)anced opnon essa$.
In the last century, the first man to walk on the moon said it was -a giant leap for mankind. %owever, some people think it has made little difference to our daily lives. "o what extent do you agree or disagree? +or ths %eston# I 'o%)d 'rte that :I part)$ a"ree: or that :I a"ree to some etent:. Then I 'o%)d 'rte one man para"raph a,o%t each sde of the ar"%ment 1. Introd%cton I part)$ a"ree. a*e t c)ear that $o% ha&e a ,a)anced opnon. 2. Cne sde In pra ctca) terms# sendn" a man to the moon has not chan "ed most peop)es )&es. !e ha&e not ,enefted n terms of o%r standard of )&n"# hea)th etc. In fact# "o&ernments ha&e 'asted a )ot of mone$ that co%)d ha&e ,een spent on p%,)c ser&ces. 3. Cther sde Cn the other hand# p%ttn" a man on the moon 'as a h%"e ache&ement that st)) nspres and nterests peop)e toda$. It sho'ed %s that 'e can ache&e an$thn" 'e p%t o%r mnds to. 4. onc)%son The fact tha t man has 'a)* ed on the moon m "ht not ha &e had a drect effect on o%r da)$ )&es# ,%t t 'as an nsprn" ache&ement. 19.
IELTS Writing Task 2: strong or #a$anced o"inion
The fo))o'n" %eston as*s for $o%r opnon. (o% can ether ha&e a stron" opnon or a more ,a)anced opnon# ,%t ma*e t c)ear n $o%r ntrod%cton.
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/overnments should not have to provide care or financial support for elderly people because it is the responsibility of each person to prepare for retirement and support him or herself. "o what extent do you agree or disagree with this opinion? Introd%cton stron" opnon eop)e ha&e dfferent &e's a,o%t 'hether or not "o&ernments sho%)d he)p senor ctGens. I comp)ete)$ dsa"ree 'th the dea that e)der)$ peop)e sho%)d rece&e no s%pport from the state. Introd%cton ,a)anced opnon eop)e ha&e dfferent &e'smore a,o%t 'hether or not "o&ernments sho%)d he)p senor ctGens. A)tho%"h I accept that 'e a)) ha&e a respons,)t$ to sa&e mone$ for retrement# I dsa"ree 'th the dea that e)der)$ peop)e sho%)d rece&e no s%pport from the state.
(ote$ After the frst ntrod%cton# tr$ to 'rte 2 para"raphs that ,oth ep)an 'h$ $o% dsa"ree. The second ntrod%cton a))o's $o% to dsc%ss ,oth sdes 'hch m"ht ,e easer. 20.
IELTS Writing Task 2: do the ad-antages outweigh...
Some IELTS 'rtn" tas* 2 %estons as* :?o the ad&anta"es o%t'e"h the dsad&anta"es;: or :?o the ,enefts o%t'e"h the dra',ac*s;: $ ad&ce for these %estons s to 'rte a para"raph a,o%t each sde# and ma*e t c)ear n the ntrod%cton and conc)%son 'hch sde o%t'e"hs the other .e. $o%r opnon a,o%t 'hether there are more ad&anta"es or dsad&anta"es. Ths 'as a recent eam %eston
In some countries, governments are encouraging industries and businesses to move to regional areas outside the big cities. 'o the advantages of this trend outweigh the disadvantages? /ere are some deas 1. Introd%ce the topc ,$ paraphrasn" the statement# then "&e a c)ear opnon a,o%t 'hether there are more ad&anta"es or dsad&anta"es. 2. Ad&anta"es e.". costs are )o' er n re"o na) areas= there s more spac e= pro&de >o,s to ,oost depr&ed areas= a&od f%rther o&ercro'dn" n ctes. 3. ?sad&anta"es e.". "reater a&a)a,)t$ of s*))ed 'or*ers n ," ctes= ,etter transport andpro&ders nfrastr%ct%re= companes ,ased n re"ona) areas are f%rther from ther c)ents# and other contacts. 4. onc)%de ,$ s%mmarsn" $o%r opnon n a dfferent 'a$.
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IELTS Writing Task 2: di''icu$t !uestions
21.
I st%dent sent me ths %eston# and I a"ree that ts dffc%)t
In recent years, there has been growing interest in the relationship between e&uality and personal achievement. Some people believe that individuals can achieve more in egalitarian societies. 0thers believe that high levels of personal achiev ement are possible only if individuals are free to succeed or fail according to their individual merits. What is your view of the relationship between e&uality and personal success? +aced 'th ths %eston# here are 3 tps 1. @a-e a strong o"inion e.". I comp)ete) $ a"ree that peop)e can ache&e more n e"a)taran socetes. (o% can "nore the other &e'. 2. ocus on the $ast $ine o' the !uestion !hat s $o%r &e' of...;. Ths )ne s%ms %p the 'ho)e %eston &er$ c)ear)$. @%st ans'er ths %eston. 3. se e(am"$es as the ,ass of $o%r ar"%ment e.". free %n&erst$ ed%caton ens%res e%a)t$ of opport%nt$# and therefore a))o's nd&d%a)s to ache&e more. If $o% tr$ 'rtn" an essa$ for ths %eston# $o% can compare $o%r essa$ 'th m$ ans'er net !ednesda$. Im afrad I cant chec* essa$s or "&e scores.
IELTS Writing Task 2: when to gi-e your o"inion
22.
?o the fo))o'n" %estons as* for $o%r opnon or not; 1. To 'hat etent do $o% a"ree or dsa"ree; 2. ?sc%ss the ad&anta"es and dsad&anta"es. 3. ?sc%ss ,oth &e's and "&e $o%r opnon. 4. ?o the ad&anta"es o%t'e"h the dsad&anta"es; 5. Is ths a post&e or ne"at&e de&e)opment; 6. !hat are the ,enefts and dra',ac*s;
"ip$ Cn)$ opnon# t'o of the a,o&e dont as*fo%r for %estons# $o%r opnon. the %eston doesnt as* for $o%r dont "&e%estons t. +or the other $o%Ifsho%)d ma*e $o%r opnon c)ear n the ntrod%cton and conc)%son.
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Answers$ <%m,ers 2 and 6 are dsc%sson %estons. ?sc%ss ,oth sdes of the ss%e# ,%t dont "&e $o%r opnon a,o%t 'hch sde $o% a"ree 'th. <%m,ers 1 and 5 are opnon %estons. &e $o%r opnon and s%pport t. (o% dont need to menton the other sde of the ar"%ment. <%m,ers 3 and 4 can ,e ca))ed dsc%sson B opnon %estons . ?sc%ss ,oth sdes and ma*e $o%r opnon c)ear too. 23.
IELTS Writing Task 2: how to write a "aragra"h
Toda$ Im "on" to 'rte a para"raph a,o%t "%n contro). I)) start 'th some &oca,%)ar$ deas# then I)) ma*e them nto f%)) sentences. Ideas 'h$ sho%)d the o'nershp of "%ns ,e )mted-contro))ed; 1. Topc sentence to ntrod%ce the dea of "%n contro) 2. rs* of accdents# dan"er to ch)dren 3. more &o)ent crmes# crmna)s ')) %se "%ns# po)ce ')) need "%ns 4. h"her s%cde rates 5. "%ns create &o)ent socetes /eres m$ para"raph %sn" the deas a,o&e. I&e d&ded the para"raph nto separate sentences so that $o% can see 'hat I ha&e done more c)ear)$. 1. In man$ co%ntres# "%n o'nershp s strct)$ contro))ed. 2. S%pporters of ths po)c$ pont o%t the rs * of accdents 'th "%ns# espe ca))$ 'hen ch)dren can "an access to them. 3. The$ a)so ar" %e that the n%m, er of &o)ent cr mes ncreases 'hen "%ns are a&a)a,)e# and that po)ce are forced to %se "%ns to com,at armed crmna)s. 4. +%rthermore# s%cde rates ha&e ,een sho'n to rse n p)aces 'here "%ns are )e"a). 5. A)) n a))# "%n cont ro) ad&ocates ,e)e&e that "%ns crea te &o)ent socetes 'th h"h m%rder rates. Cf co%rse# n the IELTS eam $o% 'o%)d pro,a,)$ ha&e to ep)an the opposte &e' the ar"%ments n fa&o%r of "%n o'nershp. 24.
IELTS Writing Task 2: use re$ated words
Loo* a"an at )ast 'ee*s %eston
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Some people think that museums should be en1oyable places to entertain people, while others believe that the purpose of museums is to educate. 'iscuss both views and give you own opinion. Lets for"et a,o%t the 'ho)e %eston. @%st tr$ to )st some 'ords that are re)ated to the 3 man deas. %se%ms •
eh,ton# eh,t &er,# )*e sho'# an eh,t no%n# tem# artfact# o,>ect# co))ecton# hstor$# scence# art# c%)t%re# &stors# mem,ers of the p%,)c# p%,)c &e'n"...
Entertan •
entertanment# entertann"# en>o$# en>o$ment# en>o$a,)e# ha&e f%n# nterestn"# fascnatn"# spectac%)ar# mpress&e# )es%re tme# free tme# a da$ o%t# to%rst attracton...
Ed%cate •
ed%caton# ed%catona)# teach# )earn# ep)an# %nderstand# *no'# "an-epand-pass on-transmt *no')ed"e# s*))s# eperence# open $o%r mnd# ,roaden $o%r horGons...
a*n" )sts of re)ated 'ords s a "ood 'a$ to "enerate deas. (o% m"ht not ha&e tme to do ths n the eam# ,%t ts a %sef%) st%d$ techn%e. 25.
IELTS Writing Task 2: idea3 e("$ain3 e(am"$e
A "ood 'a$ to 'rte man ,od$ para"raphs s ths Start with an ideaB E("$ain it in detai$B i-e an e(am"$e
/eres an eamp)e of ho' I %build% a para"raph %sn" the a,o&e method A sense of competton s necessar$ for s%ccess n )fe# and sho%)d therefore ,e enco%ra"ed. ompetton mot&ates ch)dren to "et "ood "rades at schoo) or ,ecome ,etter at sports# 'h)e ad%)ts compete to c)m, the career )adder. In a >o, nter&e'# for eamp)e# canddates compete to sho' that the$ are the most %a)fed# hard'or*n" and competent person for the post.
(ote$ !hats the topc of the para"raph a,o&e; !hat do $o% thn* the %eston 'as;
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26.
IELTS Writing Task 2: #and "aragra"h
e)o' s a ,and 9 para"raph a,o%t the ,enefts of Goos. I too* the &oca,%)ar$ deas from ths )esson c)c* here and or"ansed them n the fo))o'n" 'a$ 1. Smp)e topc sentence. 2. The man ,eneft s that... 3. Another ad&anta"e of Goos s that... 4. +rom a persona) pont of &e'#... I&e %nder)ned the ,and 9 &oca,%)ar$. Hoos ha&e se&era) ,enefts. The man ,eneft s that Goos p)a$ an mportant ro)e n ')d)fe conser&aton. The$ he)p to protect endan"ered speces# s%ch as pandas or rhnos# and a))o' scentsts to st%d$ anma) ,eha&o%r. Ano ther ad&anta"e of Goos s that the$ emp)o$ )ar"e n%m,ers of peop)e# therefore pro&dn" >o, opport%ntes and ncome for the )oca) area. A)so# the mone$ that Goos ma*e can ,e %sed for conser&aton pro>ects. +rom a persona) pont of &e'# Goos are nterestn"# ed%catona) and f%n. The$ are entertann" for fam)es# and teach ch)dren to apprecate ')d)fe and nat%re. 27.
IELTS Writing: * sentence "aragra"hs
!hen 'rtn" man ,od$ para" raphs for IELTS 'rtn" tas* 2# tr$ to am for f&e sentences. +or eamp)e 1. Topc sentence e.". There are se&era) reasons 'h$ I ,e)e&e... 2. +rst reason 3. Eamp)e 4. Second reason 5. Thrd reason Another eamp)e 1. Topc sentence e.". an$ peop)e ,e)e&e that... 2. Ep)an 'h$ 3. Ep)an n more deta) 4. Eamp)e 5. Ep)an 'h$ the$ dsa"ree 'th the opposte &e'
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efore $o% start 'rtn" ts a "ood dea to ma*e some notes. Tr$ to or"anse $o%r notes accordn" to ths 5sentence para"raph str%ct%re. 28.
IELTS Writing Task 2: e(am"$e "aragra"h
/eres a 5sentence para"raph %sn" the second p)an from )ast 'ee*s )esson an$ peop)e ,e)e&e that sports professona)s earn too m%ch mone$. The$ ar"%e that sport s a form of entertanment rather than a &ta) p%,)c ser&ce. !e co%)d eas)$ )&e 'tho%t sportspeop)e# $et other professona)s 'ho contr,%te m%ch more to socet$ are %nder&a)%ed and %nderpad. +or eamp)e# foot,a)) p)a$ers can earn enormo%s sa)ares ,$ smp)$ *c*n" a ,a))# 'h)e doctors# n%rses and teachers earn a fracton of the mone$ despte ,en" essenta) for o%r hea)th and prospert$. +rom ths perspect&e# sports stars do not deser&e the sa)ares the$ c%rrent)$ earn. As $o% can see# the para"raph ep)ans the &e' that sportspeop)e earn too m%ch mone$. Ths came from a dsc%ss ,oth &e's %eston. 29.
IELTS Writing Task 2: "$an your main "aragra"hs
efore $o% start 'rtn" $o%r tas* 2 essa$# $o% need a p)an 1. +rst# thn* a,o%t ho' $o% co%)d 'r te 2 man ,od$ para "raphs. !hat 'o% )d ,e the man dea-topc of each one; 2. Then ma*e some notes for the f rst man para"raph. (o%r notes co%)d fo))o' ths form%)a Idea# Ep)an# Eamp)e. 3. ?o the same thn" for the second man para"raph. /eres an eamp)e %eston 'th a fe' deas ,e)o'
2eople nowadays work hard to buy more things. "his has made our lives generally more comfortable, but many traditional values and customs have been lost and this is a pity. "o what extent do you agree or disagree? 1. I can see t'o c)e ar deas n ths %e ston 1 ,%$ n" thn"s has ma de o%r )&e s more comforta,)e. 2 tradtona) &a)%es and c%stoms ha&e ,een )ost. I a"ree 'th ,oth of these ponts# so I)) 'rte one para"raph ep)ann" 'h$ I a"ree 'th the frst pont# and another para"raph ep)ann" the second pont. 2. Idea ,%$n" thn"s has made )fe more comforta,)e. Ep)a n-Eamp)es 'e ,%$ app)ances )*e mcro'a&e o&ens and dsh'ashers= 'e %se comp%ters to shop on)ne= more peop)e o'n a car. 3. Idea tradtona) &a)%e s and c%sto ms ha&e ,een )ost. Ep)an-Eamp)es peop)e ,%$ mcro'a&e mea)s rather than coo*n" tradtona) dshes= tradtona) )oca)
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shops dsappear and are rep)aced 'th on)ne shoppn"= peop)e are more ndependent# ,%t )ac* a sense of comm%nt$. 4. IELTS Writing Task 2: main #ody "aragra"hs /ere are m$ 2 man ,od$ para"raphs for )ast 'ee*s %eston. I tred to %se an :Idea# Ep)an# Eamp)e: str%ct%re for the frst para"raph# and a :+rst)$# Second)$# +na))$: str%ct%re for the second.
*ain body paragraphs$ Cn the one hand# ha&n" a defned career path can certan)$ )ead to a satsf$n" 'or*n" )fe. an$ peop)e decde as $o%n" ch)dren 'hat the$ 'ant to do as ad%)ts# and t "&es them a "reat sense of satsfacton to 'or* to'ards ther "oa)s and "rad%a))$ ache&e them. +or eamp)e# man$ ch)dren dream of ,ecomn" doctors# ,%t to rea)se ths am,ton the$ need to "an the re)e&ant %a)fcatons and %nderta*e $ears of trann". In m$ eperence# &er$ fe' peop)e 'ho ha&e %a)fed as doctors choose to chan"e career ,eca%se the$ fnd ther 'or* so re'ardn"# and ,eca%se the$ ha&e n&ested so m%ch tme and effort to reach ther "oa). Cn the other hand# peop)e fnd happness n ther 'or*n" )&es n dfferent 'a$s. +rst)$# not e&er$one dreams of don" a partc%)ar >o,# and t can ,e e%a))$ re'ardn" to tr$ a &aret$ of professons= startn" o%t on a comp)ete)$ ne' career path can ,e a ren&"oratn" eperence. Second)$# some peop)e see ther >o,s as smp)$ a means of earnn" mone$# and the$ are happ$ f ther sa)ar$ s h"h eno%"h to a))o' them to en>o$ )fe o%tsde 'or*. +na))$# >o, satsfacton s often the res%)t of 'or*n" condtons# rather than the career tse)f. +or eamp)e# a post&e 'or*n" atmosphere# enth%sastc co))ea"%es# and an nspratona) ,oss can ma*e 'or*n" )fe m%ch more satsf$n"# re"ard)ess of the professon. 30.
IELTS Writing Task 2: conc$usions
Se&era) peop)e ha&e as*ed me a,o%t conc)%sons for IELTS !rtn" Tas* 2. The man ,od$ para"raphs are m%ch more mportant# so dont 'orr$ too m%ch a,o%t the conc)%son= ma*e t short# smp)e and fast. /ere are some eamp)e conc)%son phrases for dfferent t$pes of %eston 1. ?"inion
+or the reasons mentoned a,o&e# I ,e)e&e that... B repeat $o%r opnon. 2. >iscussion &C ?"inion)
In conc)%son# there are con&ncn" ar"%ments ,oth for and a"anst... topc# ,%t I ,e)e&e that... f the %eston as*s for $o%r opnon.
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. Ad-antages and >isad-antages
In conc)%son# I 'o%)d ar"%e that the ,enefts of... topc o%t'e"h the dra',ac*s. 4. ;ro#$em and So$ution
In conc)%son# t s c)ear that there are &aro%s reasons for... topc# and steps need to ,e ta*en to tac*)e ths pro,)em.
IELTS Writing Task 2: +tra''ic+ to"ic
31.
Toda$ Id )*e to sho' $o% a "ood essa$ ,$ one of m$ st%dents. Ths s the essa$ %eston
"raffic congestion is becoming a huge problem for many ma1or cities. Suggest some measures that could be taken to reduce traffic in big cities. I "a&e the st%dents essa$ a ,and 7# man)$ ,eca%se t contans some rea))$ "ood topc &oca,%)ar$. Cpen the f)e ,e)o' to see the f%)) essa$# "rammar correctons and m$ comments. ?o'n)oad
Essa$
/opef%))$ $o% can see that the st%dent has fo))o'ed m$ ad&ce. /e foc%ses on ans'ern" the %eston# there s a c)ear str%ct%re# and there s eno%"h ,and 7 &oca,%)ar$.
IELTS Writing Task 2: +-egetarianism+ to"ic
32.
Toda$ I as*ed m$ st%dents a,o%t the &e"etaransm topc. The$ fo%nd t %te dffc%)t to "&e ,oth sdes of the ar"%ment. Its mportant to ,e a,)e to dsc%ss ,oth sdes of an ss%e# e&en f there are ponts that $o% dont a"ree 'th. @ere is a summary o' the arguments in 'a-our o' a -egetarian diet3 according to the s"eaker in yesterday+s -ideo:
•
A &e"etaran det s hea)ther. Eatn" a ham,%r"er a da$ can ncrease $o%r rs* of d$n" ,$ a thrd.
•
asn" anma)s n factor$ farm condtons s cr%e).
•
eat prod%cton ca%ses more emssons than transportaton.
•
•
eef prod%cton %ses 100 tmes the amo%nt of 'ater that &e"eta,)e prod%cton re%res.
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•
A &e"etaran det s cheaper.
So# ,asca))$ he s sa$n" that a &e"etaran det s hea)ther# *nder to anma)s# ,etter for the en&ronment and cheaper. Dow you need to think a#out the o""osite argument. ee$ 'ree to discuss your ideas in the comments area.
S. I&e 'rtten a,o%t ths topc n m$ e,oo*. 33.
IELTS Writing Task 2: "u#$ic%"ri-ate hea$thcare
A recent IELTS !rtn" Tas* 2 %eston 'as a,o%t the ad&anta"es and dsad&anta"es of pr&ate hea)thcare. /ere are some deas from m$ e,oo* State @ea$th Systems: Ad-antages
•
ood hea)thcare sho%)d ,e a&a)a,)e to e&er$one for free. State hea)thcare s pad ,$ the "o&ernment %sn" mone$ from taes.
•
E&er$one has access to the same %a)t$ of care and treatment.
•
r&ate hea)thcare s %nfar ,eca%se on)$ 'ea)th$ peop)e can afford t.
•
•
The
;ri-ate @ea$thcare: Ad-antages
•
State hospta)s are often &er$ )ar"e and dffc%)t to r%n. r&ate hospta)s ha&e shorter 'atn" )sts for operatons and appontments.
•
atents can ,eneft from faster treatment.
•
an$ peop)e prefer to pa$ for a more persona) ser&ce.
•
atents ha&e ther o'n room and more comforta,)e fac)tes.
•
(ote$ (o% can %se the ad&anta"es of state hea)thcare 'hen dsc%ssn" the dsad&anta"es of pr&ate hea)thcare. 34.
IELTS Writing Task 2: +chi$dren+ to"ic
!hat pro,)ems do ch)dren face n toda$s 'or)d; !hat sho%)d 'e do to address or so)&e these pro,)ems;
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/ere are some deas from m$ e,oo* to "et $o% thn*n" a,o%t ths topc • •
•
The )ac* of c)oseness n fam)es can ha&e a ne"at&e effect on ch)dren. an$ parents ha&e no dea ho' ther ch)dren spend ther tme. +rends# te)e&son and the Internet ha&e ,ecome the man nf)%ences on ch)drenJs ,eha&o%r.
•
Teena"ers are nf)%enced ,$ peer press%re.
•
@%&en)e de)n%enc$ s on the ncrease.
•
arents sho%)d ,e more n&o)&ed 'th ther ch)drenJs %p,rn"n".
•
(o%n" peop)e need post&e ro)e mode)s.
an $o% thn* of an$ more pro,)ems that ch)dren face# or s%""est other so)%tons; Is t the respons,)t$ of parents# schoo)s or "o&ernments to tac*)e these pro,)ems; 35.
IELTS Writing Task 2: +immigration+ to"ic
!hat are the ,enefts and dra',ac*s of mm"raton or m%)tc%)t%ra) socetes; @ere is a "aragra"h gi-ing some o' the economic #ene'its o' immigration:
+rom an economc perspect&e# mm"raton can ,e etreme)$ post&e. an$ mm"rants ha&e s*))s that are needed n the co%ntr$ the$ mo&e to. +or eamp)e# co%ntres sometmes )ac* *e$ 'or*ers )*e'or* doctors and n%rses# and mm"raton s co%ntr$ therefore enco%ra"ed. Imm"rants 'ho fnd contr,%te to the econom$ of ther ne' 'th the s*))s the$ ,rn" and the taes the$ pa$. At the same tme# man$ mm"rants send mone$ to he)p fam)$ mem,ers n ther home co%ntr$# therefore he)pn" to ,oost that econom$ too. an you think o' any socia$ #ene'its o' immigration Are there any economic or socia$ disad-antages
36.
IELTS Writing Task 2: using e(am"$es
Sometmes# the ,est 'a$ to thn* of deas for an essa$ s to start 'th an eamp)e. Cne "ood eamp)e can "&e $o% eno%"h deas for a f%)) para"raph. Loo* at the fo))o'n" %eston
Should governments make decisions about people+s lifestyle, or should people make their own decisions?
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Ths %eston seems dffc%)t# ,%t f $o% ta*e :smo*n": as an eamp)e of a )fest$)e choce# t ,ecomes a )ot easer. /eres m$ para"raph In some cases# "o&ernments can he)p peop)e to ma*e ,etter )fest$)e choces. In the F# for eamp)e# smo*n" s no' ,anned n a)) 'or*p)aces# and t s e&en proh,ted for peop)e to smo*e n resta%rants# ,ars and p%,s. As a res%)t# man$ peop)e 'ho %sed to smo*e soca))$ ha&e no' "&en %p. At the same tme# the "o&ernment has ens%red that c"arette prces *eep "on" %p# and there ha&e ,een se&era) campa"ns to h"h)"ht the hea)th rs*s of smo*n". These meas%res ha&e a)so he)ped to red%ce the n%m,er of smo*ers n ths co%ntr$. 37.
IELTS Writing Task 2: +genetic engineering+ to"ic
!o%)d $o% ,e a,)e to dsc%ss the ad&anta"es and dsad&anta"es of "enetc en"neern"; /ere are some deas from m$ e,oo* enetc en"neern" s the practce of manp%)atn" the "enes of an or"ansm. It s %sed to prod%ce crops that are more resstant to nsects and dseases. Some "enetca))$ modfed crops "ro' more %c*)$. Some dr%"s and &accnes are prod%ced ,$ "enetc en"neern". It ma$ ,ecome poss,)e to chan"e a persons "enetc characterstcs. Scentsts ma$ %se "enetc en"neern" to c%re dseases. Inherted ))nesses 'o%)d no )on"er est. enes co%)d ,e chan"ed ,efore a ,a,$ s ,orn. It co%)d a)so ,e poss,)e to c)one h%man or"ans. !e co%)d ha&e rep)acement ,od$ parts. /%mans co%)d )&e )on"er# hea)ther )&es. As $o% can see# I&e on)$ )sted the ad&anta"es. an $o% thn* of an$ dsad&anta"es; 38.
IELTS Writing Task 2: +"arents and chi$dren+ to"ic
*any people believe that parents are not as close to their children as they used to be. Suggest some reasons why this could be true. /ere s an eamp)e para"raph a,o%t the a,o&e topc arents and ther ch)dren seem to ,e )ess c)ose no'ada$s. erhaps the man reason for ths s that ,oth parents often 'or* f%))tme and therefore spend )ess tme 'th ther ch)dren. !hereas 'omen tradtona))$ sta$ed at home to coo*# c)ean and )oo* after ch)dren# man$ mothers no' choose to 'or* or are forced to do so. Ths means that ch)dren ma$ ,e )eft a)one# or 'th nannes or ,a,$stters. %s$ parents ha&e )ess contact 'th ther ch)dren and )ess ener"$ to en>o$ fam)$ act&tes. an$ fam)es no )on"er eat mea)s to"ether# and ch)d ren are "&en the freed om to "o o%t 'th frends# 'atch te)e&son or chat on the Internet for ho%rs.
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2lease note$ A f%)) IELTS %eston 'o%)d a)so as* $o% to s%""est ho' fam)es co%)d ,ecome c)oser. 39.
IELTS Writing Task 2: main #ody "aragra"hs
After $o% ntrod%cton see )ast 'ee*s )esson $o% need to 'rte 2 or 3 man ,od$ para"raphs. Ths s the most mportant part of $o%r essa$. If $o% ha&e ,een fo))o'n" ths ,)o" for a 'h)e# or f $o% ha&e ,o%"ht m$ e,oo*# $o% ma$ ha&e seen toda$s para"raph ,efore. /o'e&er# Im re%sn" t for 2 reasons 1. Its a "reat eamp)e of ho' to 'rte an :ad&an ta"es: para"raph %sn" a :frst)$# second)$# fna))$: str%ct%re. 2. There are some ece))ent comments from st%dents ,e)o' ths )esson. If $o% read them caref%))$# $o% ')) )earn a )ot.
*ain body -advantages- paragraph 3band 45$ There are se&era) ad&anta"es to %sn" comp%ters n ed%caton. +rst)$# st%dents )earn ne' s*))s 'hch ')) ,e etreme)$ %sef%) for ther f%t%re >o,s. +or eamp)e# the$ )earn to 'rte reports or other doc%ments %sn" a 'ord processor# and the$ can practse don" spo*en presentatons %sn" o'eront s)des. Second)$# techno)o"$ s a po'erf%) too) to en"a"e st%dents. The %se of 'e,stes or on)ne &deos can ma*e )essons m%ch more nterestn"# and man$ st%dents are more mot&ated to do home'or* or research %sn" on)ne reso%rces. +na))$# f each st%dent has a comp%ter to 'or* on# the$ can st%d$ at ther o'n pace. 40.
IELTS Writing Task 2: 'u$$ essay
s%a))$ I s%""est 'rtn" 4 para"raphs for tas* 2. /o'e&er# sometmes t m"ht ,e ,etter to 'rte 5 para"raphs. The fo))o'n" essa$ %eston has three parts# so I&e 'rtten three man ,od$ para"raphs 5 para"raphs n tota).
xplain some of the ways in which humans are damaging the environment. What can governments do to address these problems? What can individual people do? /%mans are respons,)e for a &aret$ of en&ronmenta) pro,)ems# ,%t 'e can a)so ta*e steps to red%ce the dama"e that 'e are ca%sn" to the p)anet. Ths essa$ ')) dsc%ss en&ronmenta) pro,)ems and the meas%res that "o&ernment s and nd&d%a)s can ta*e to address these pro,)ems. T'o of the ,""est threats to the en&ronment are ar po))%ton and 'aste. as emssons from factores and eha%st f%mes from &ehc)es )ead to ")o,a) 'armn"# 'hch ma$ ha&e a de&astatn" effect on the p)anet n the f%t%re. As the h%man pop%)aton ncreases# 'e are
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a)so prod%cn" e&er "reater %anttes of 'aste# 'hch contamnates the earth and po))%tes r&ers and oceans. o&ernments co%)d certan)$ ma*e more effort to red%ce ar po))%ton. The$ co%)d ntrod%ce )a's to )mt emssons from factores or to force companes to %se rene'a,)e ener"$ from so)ar# 'nd or 'ater po'er. The$ co%)d a)so mpose K"reen taesJ on dr&ers and ar)ne companes. In ths 'a$# peop)e 'o%)d ,e enco%ra"ed to %se p%,)c transport and to ta*e fe'er f)"hts a,road# therefore red%cn" emssons. Ind&d%a)s sho%)d a)so ta*e respons,)t$ for the mpact the$ ha&e on the en&ronment. The$ can ta*e transport rather dr&n"# choose prod%ctsre%sa,)e 'th )ess pac*a"n"# and rec$c)e as p%,)c m%ch as poss,)e. ostthan s%permar*ets no' pro&de ,a"s for shoppers as 'e)) as K,an*sJ for rec$c)n" ")ass# p)astc and paper n ther car par*s. $ re%sn" and rec$c)n"# 'e can he)p to red%ce 'aste. In conc)%son# ,oth natona) "o&ernments and nd&d%a)s m%st p)a$ ther part n )oo*n" after the en&ronment.
(ote$ Ths essa$ s eact)$ 250 'ords )on". I&e tred to ma*e t as smp)e as poss,)e# ,%t ts st)) "ood eno%"h to "et a ,and 9.
IELTS Writing Task 2: studying a#road
41.
*ore and more students are choosing to study at colleges and universities in a foreign country. 'o the benefits of studying abroad outweigh the drawbacks? /ere are some deas from m$ e,oo*
6enefits of studying abroad$
•
an$ st%dents tra&e) a,road to st%d$ at a prest"o%s %n&erst$. The ,est %n&erstes emp)o$ )ect%rers 'ho are eperts n ther fe)ds.
•
%a)fcatons "aned a,road can open doors to ,etter >o, opport%ntes.
•
L&n" n a fore"n co%ntr$ can ,roaden st%dents horGons.
•
C&erseas st%dents are eposed to dfferent c%)t%res and c%stoms.
•
The$ can mmerse themse)&es n a )an"%a"e.
•
'rawbacks of studying abroad$ • •
L&n" a'a$ from home can ,e cha))en"n". St%dents ha&e pro,)ems 'th paper'or* s%ch as &sa app)catons.
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•
The )an"%a"e ,arrer can ca%se dffc%)tes.
•
St%dents ha&e to fnd accommodaton and pa$ ,))s.
•
an$ st%dents fee) homesc* and mss ther fam)es.
•
Some st%dents eperence c%)t%re shoc*.
!hch of the 'ords or phrases a,o&e do $o% thn* 'o%)d ,e consdered ,and 7 or h"her; 42. 5and / 6oca#u$ary !hen I sa$ :,and 7 &oca,%)ar$:# Im rea))$ ta)*n" a,o%t &oca,%)ar$ that co%)d he)p $o% to "et a ,and 7 or higher. Eamners are )oo*n" for :)ess common: 'ords and phrases# correct and re)e&ant co))ocatons# and ma$,e some domatc )an"%a"e. I&e 'rtten the fo))o'n" para"raph %sn" some of the deas from the )esson ,e)o'. I&e %nder)ned the ,and 7 or h"her &oca,%)ar$.
Advantages of studying abroad$ an$ st%de nts choose to st%d$ a,road ,eca%se there are "reater opport%ntes n a partc%)ar fore"n co%ntr$. +ore"n %n&erstes ma$ offer ,etter fac)tes or co%rses. The$ ma$ a)so ,e more prest"o%s than %n&erstes n the st%dentJs o'n co%ntr$ and ha&e teachers 'ho are eperts n ther fe)ds. There fore# ,$ st%d$n" a,road# st%dents can epand ther *no')ed"e and "an %a)fcatons that open the door to ,etter >o, opport%ntes. A perod of st%d$ a,road can a)so ,roaden st%dentsJ horGons. In the ne' co%ntr$# the$ ')) ha&e to )&e and 'or* 'th other st%dents of &aro%s natona)tes. Th%s# o&erseas st%dents are eposed to dfferent c%)t%res# c%stoms and ponts of &e'. 106 'ords
IELTS Writing Task 2: crime to"ic
43.
/ere s a :pro,)em-so)%ton: %eston# 'th some deas for an essa$ ,e)o'
*any criminals re7offend after they have been punished. Why do some people continue to commit crimes after they have been punished, and what measures can be taken to tackle this problem? a%ses of crme and reoffendn"
•
The man ca%ses of crme are po&ert$# %nemp)o$ment and )ac* of ed%caton. eop)e 'ho commt crmes often ha&e no other 'a$ of ma*n" a )&n".
•
The prson s$stem can ma*e the st%aton 'orse.
•
Cffenders m 'th other crmna)s 'ho can ,e a ne"at&e nf)%ence.
•
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•
A crmna) record ma*es fndn" a >o, more dffc%)t.
•
an$ prsoners reoffend 'hen the$ are re)eased.
oss,)e meas%res to red%ce crme and reoffendn"
•
rsons sho%)d pro&de ed%caton or &ocatona) trann". eha,)taton pro"rammes prepare prsoners for re)ease nto socet$.
•
omm%nt$ ser&ce s another 'a$ to reform offenders.
•
•
44.
It ma*es offenders %sef%) n ther )oca) comm%ntes.
•
The$ m"ht ,e re%red to ta)* to schoo) "ro%ps or c)ean p%,)c areas.
•
Cffenders a)so need he)p 'hen )oo*n" for accommodaton and 'or*.
IELTS Writing Task 2: +7oo+ to"ic
Some people believe that it is wrong to keep animals in )oos, while others think that )oos are both entertaining and ecologically important. 'iscuss both views. /ere are some ,and 7 or h"her &oca,%)ar$ deas. I&e or"ansed the &oca,% )ar$ accordn" to dfferent perspect&es. ost&es of *eepn" anma)s n Goos En-ironmenta$ 1. conser&aton. Hoos p)a$ anspeces. mportant ro)e scentsts n ')d)fe The$"ers"ect he)p to i-e: protect endan"ered The$ a))o' to st%d$ anma) ,eha&o%r. 2. Economic "ers"ecti-e: Hoos emp)o$ )ar"e n%m,ers of peop)e. The$ pro&de >o, opport%ntes and ncome for the )oca) area. The mone$ rased can ,e %sed for conser&aton pro>ects.
3. ;ersona$ "ers"ecti-e: Hoos are nterestn"# ed%catona) and f%n. The$ ma*e a "reat da$ o%t for fam)es. h)dren )earn to apprecate ')d)fe and nat%re.
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Thn*n" a,o%t topcs from dfferent perspect&es s a %sef%) techn%e. It he)ps $o% to "enerate a &aret$ of nterestn" deas. I %sed ths techn%e 'hen thn*n" of deas for m$ e,oo*# and I enco%ra"e m$ st%dents to %se t 'hen p)annn" ther essa$s. 45. IELTS Writing Task 2: education % "ractica$ ski$$s Se&era) st%dents ha&e as*ed me to he)p them 'th ths IELTS %eston
Some people think that school children need to learn practical skills such as car maintenance or bank account management along with the academic sub1ects at school. "o what extent do you agree or disagree? /ere are some s%""estons ths s ects at schoo)# ,%t not man$ practca) s*))s. /o'e&er# I 'o%)d then dsa"ree that schoo)s sho%)d teach s*))s )*e ,an* acco%nt mana"ement and car mantenance. 2. irst su""orting "aragra"h I 'o%)d 'rte a para"raph a,o%t the mportance of academc s%,>ects )*e maths# scence# )an"%a"es etc. !e )&e n a *no')ed"e,ased econom$ 'here ndependent thn*n" and pro,)em so)&n" are the most mportant s*))s. !th tmeta,)es a)read$ f%))# schoo)s do not ha&e tme to teach ch)dren an$thn" e)se. . Second su""orting "aragra"h I 'o%)d ar"%e that ,an* acco%nt mana"ement s a )fe s*)) that an$one can )earn ,$
smp)$ openn" a ,an* acco%nt. ost ad%)ts ha&e no pro,)em mana"n" ther fnances 'tho%t ,en" ta%"ht acco%ntn" )essons at schoo). Cther s*))s )*e car mantenance are not rea))$ necessar$. ost peop)e ta*e ther cars to a %a)fed mechanc. 4. onc$usion epeat the dea that schoo)s are a)rea d$ don" a "ood >o, teachn" the trad tona) academc s%,>ects. If the$ start to teach practca) s*))s# the st%d$ of mportant academc s%,>ects ')) s%ffer.
46.
IELTS Writing Task 2: g$o#a$isation
/ere s an essa$ %eston on the topc of ")o,a)saton
It has been said that the world is becoming a global village in which there are no boundaries to trade and communication. 'o the benefits of globalisation outweigh the drawbacks? (esterda$s &deo contaned some %sef%) deas# ,%t here are some more deas from m$ e,oo*
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ost&es of ")o,a)saton
•
%sness s ,ecomn" ncreasn")$ nternatona). A ")o,a) econom$ means free trade ,et'een co%ntres.
•
Ths can stren"then po)tca) re)atonshps.
•
)o,a)saton can a)so create opport%ntes for emp)o$ment.
•
It enco%ra"es n&estment n )ess de&e)oped co%ntres.
•
•
It co%)d red%ce po&ert$ n the de&e)opn" 'or)d.
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)o,a)saton can a)so )ead to %nemp)o$ment and ep)otaton. ompanes mo&e to co%ntres 'here )a,o%r s cheap.
•
Ths creates red%ndances# or >o, )osses.
•
Some companes ep)ot ther emp)o$ees n de&e)opn" co%ntres.
•
Sa)ares are )o' and 'or*n" condtons are often poor.
•
)o,a) trade a)so creates ecess&e 'aste and po))%ton.
•
(ote$ The Amercan En")sh spe))n" s ")o,a)Gaton. (o% can %se ether spe))n" n the IELTS test.
IELTS Writing Task 2: ad-ertising to"ic
47.
Ad&ertsn" s a &er$ common topc n ,oth the IELTS 'rtn" and spea*n" tests. /ere are some deas from m$ e,oo* that $o% co%)d )earn. ;ositi-es o' ad-ertising:
•
ompanes need to te)) c%stomers a,o%t ther prod%cts and ser&ces. Ad&ertsements nform %s a,o%t the choces 'e ha&e.
•
The ad&ertsn" nd%str$ emp)o$s man$ peop)e.
•
Ad&ertsements are often f%nn$# artstc or tho%"htpro&o*n".
•
Degati-es o' ad-ertising: • •
Ad&ertsers am to con&nce %s that ,%$n" thn"s )eads to happness. !e are pers%aded to fo))o' the )atest trends and fashons.
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•
h)dren can ,e eas)$ nf)%enced ,$ ad&ertsements.
•
The$ p%t press%re on ther parents ,$ pestern" or na""n".
?"inions:
•
Ad&ertsn" sho%)d ,e re"%)ated ,$ "o&ernments. Ad&ertsements that tar"et ch)dren sho%)d ,e ,anned.
•
ac*a"n" for >%n* food sho%)d dsp)a$ c)ear hea)th 'arnn"s.
•
•
48.
C&era))# ad&ertsn" s necessar$ ,%t t needs to ,e contro))ed.
IELTS Writing Task 2: tourism
'o the benefits of tourism outweigh the drawbacks? /ere are some deas. I&e or"ansed the &oca,%)ar$ accordn" to dfferent perspect&es dfferent 'a$s of )oo*n" at ths ss%e. ost&es of to%rsm 1. ;ersona$ "ers"ecti-e: To%rsm s a pop%)ar )es%re act&t$. To%rsts can re)a# ha&e f%n# rechar"e ther ,atteres# eperence dfferent c%stoms and c%)t%res s"htseen"# s%n,athn"# &stn" mon%ments# tastn" ne' c%sne. Tra&e) opens o%r mnds. It can ,roaden o%r horGons. 2. Economic "ers"ecti-e: The to%rsm nd%str$ s &ta) for some co%ntres. eop)e re)$ on to%rsm for ther ncome. To%rsm attracts n&estment from "o&ernments and companes. It creates emp)o$ment d%e to demand for "oods and ser&ces hote)s# entertanment etc.. It he)ps to mpro&e the standard of )&n". o,s and s*))s de o%t e.". farmn"# fshn". Loca) peop)e are forced to 'or* n the to%rst nd%str$. Thn*n" a,o%t topcs from dfferent perspect&es can he)p $o% to "enerate ,etter deas. Ths techn%e snt perfect for e&er$ topc# ,%t t can ,e rea))$ %sef%).
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IELTS Writing Task 2: what is ha""iness
49.
an$ st%dents fnd the fo))o'n" %eston dffc%)t am,rd"e IELTS 4# pa"e 55
%appiness is considered very Wh y is it difficult What factors are important in achieving happiness?
important to
in life. define?
/ere are some deas from m$ e,oo*.
•
/appness means dfferent thn"s to dfferent peop)e. It can ,e descr,ed as a fee)n" of p)eas%re or en>o$ment.
•
eop)e en>o$ spendn" tme 'th fam)$ and frends.
•
/o,,es# sports and "ames can ,e a so%rce of f%n and en>o$ment.
•
Some peop)e see mone$ as a so%rce of happness.
•
Cther peop)e defne happness as somethn" deeper.
•
The$ need to fee) that the$ are don" somethn" %sef%) 'th ther )&es.
•
Some peop)e "et a sense of ache&ement from ther 'or*.
•
Cthers fnd happness n ,rn"n" %p ther ch)dren.
•
Tr$ epandn" on these dea to 'rte a f%)) essa$. emem,er to %se eamp)es from $o%r eperence= ths s the ,est 'a$ to de&e)op an dea. 50.
IELTS Writing Task 2: g$o#a$ $anguage argument
The spea*e r n $esterda$s &deo "a&e the post &es of En")sh as a ")o,a) second )an"%a"e. /ere s a para"raph 'th ar"%ments a"anst ths &e'. Degati-es o' Eng$ish as a g$o#a$ $anguage: The epanson of En")sh has a)so ,een crt csed. Some peop)e 'orr$ that f one )an"%a"e# )*e En")sh# ,ecomes domnant# other )an"%a"es ma$ dsappear. Lan"%a"es spo*en ,$ sma)) comm%ntes co%)d ,ecome etnct as peop)e )earn En")sh n order to fnd 'or*. Ths 'o%)d o,&o%s)$ ha&e a ne"at&e effect on )oca) c%)t%res# c%stoms and tradtons ,eca%se the ne' domnant )an"%a"e 'o%)d ,rn" ts o'n c%)t%re 'th t. +or eamp)e# the epanson of En")sh has happened a)on"sde the ncreasn" pop%)art$ of Amercan c%)t%re. The Amercan f)m# m%sc and fashon nd%stres are as domnant as ")o,a) Amercan companes and prod%cts# s%ch as crosoft or the od. Some peop)e ca)) ths Kc%)t%ra) mpera)smJ# meann" that one c%)t%re has po'er o&er others.
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Try to ana$yse this "aragra"h Is there a topc sentence; !hat reasons and eamp)es are "&en; !hat )n*n" epressons are %sed; !hat ,and 7 &oca,%)ar$ s %sed; an $o% fnd some condtona) sentences;
!rte the man deas for the ")o,a) )an"%a"e topc post&es and ne"at&es n $o%r note,oo*.
IELTS Writing Task 2: techno$ogy
51.
/ere s a %eston that a st%dent as*ed me a,o%t
Some people believe that the range of technology available to individuals today is increasing the gap between rich people and poor people, while others say that technology has the opposite effect. 'iscuss both views and give your opinion. Id 'rte a 4para"raph essa$ 1. Introd%cton ntrod%ce the topc and "&e $o%r &e' 2. Cne &e' 3. The other &e' that $o% a"ree 'th 4. onc)%son repeat $o%r &e' Some deas Techno)o"$ co%)d ncrease the "ap ,et'een rch and poor. ch peop)e ha&e smartphones# )aptops# 're)ess ,road,and Internet etc. eop)e n de&e)oped co%ntres can no' 'or* from home or from an$'here n the 'or)d. The$ can do ther shoppn" on)ne and ha&e thn"s de)&ered to ther homes. Techno)o"$ mpro&es ther %a)t$ of )fe. Cn the other hand# man$ peop)e n poorer co%ntres# 'ho dd not ha&e norma) te)ephones# no' ha&e mo,)e phones. A)so# the Internet s spreadn" to a)) parts of the 'or)d. In the past# on)$ peop)e n de&e)oped co%ntres had access to 'or)dc)ass ),rares# ,%t no' the Internet "&es e&er$one access to the same nformaton. Ths ')) )ead to "reater e%a)t$.
IELTS Writing Task 2: city "ro#$ems
52.
*ore and more people are migrating to cities in search of a better life, but city life can be extremely difficult. xplain some of the difficulties of living in a city. %ow can governments make urban life better for everyone? /ere are some ,and 7 &oca,%)ar$ deas from m$ e,oo* for descr,n" ct$ pro,)ems •
Lfe n ctes has ts dra',ac*s.
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The cost of )&n" s h"her than n r%ra) areas.
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/o%sn" s %s%a))$ m%ch more epens&e.
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/ome)essness and po&ert$ are common n ctes.
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There s a "ap ,et'een the rch and poor.
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Lfe n ctes can ,e etreme)$ stressf%).
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There are pro,)ems )*e traffc con"eston and crme.
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tes )ac* a sense of comm%nt$.
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eop)e do not e&en *no' ther ne"h,o%rs.
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tes are sometmes descr,ed as Mconcrete >%n")esN.
an $o% s%""est an$ so)%tons to these pro,)ems; !atch $esterda$s &deo for some deas. 53.
Students+ 8uestions: +c$imate+ to"ic
54.
IELTS Writing Task 2: go-ernments
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A )ot of IELTS !rtn" %estons as* $o% to "&e opnons a,o%t 'hat "o&ernments sho%)d do n re)aton to an ss%e. o&ernments can ha&e an nf)%ence on a)most e&er$thn" en&ronment# crme# te)e&son# ad&ertsn"# 'or* etc. As part of $o%r IELTS preparaton# $o% sho%)d thn* a,o%t 'hat "o&ernments can do n re)aton to IELTS topcs. /ere are some deas from m$ e,oo*
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o&ernments pro&de p%,)c ser&ces )*e hea)thcare and ed%caton. The$ ntrod%ce ne' )a's.
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The$ rase mone$ ,$ tan" 'or*n" peop)e.
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The$ can spend mone$ on campa"ns to ed%cate peop)e.
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The$ can rase peop)es a'areness of ss%es.
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The$ can create ne' >o,s.
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The$ can pro&de reso%rces for schoo)s# hospta)s etc.
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The$ can s%pport peop)e 'ho are )&n" n po&ert$ or %na,)e to 'or*.
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So# f the %eston as*s $o% to s%""est 'hat "o&ernments sho%)d do to red%ce o,est$# $o% co%)d 'rte ths :In m$ opnon# "o&ernments sho%)d spend mone$ on campa"ns to ed%cate peop)e a,o%t the mportance of re"%)ar eercse and a hea)th$ det. erhaps the$ sho%)d a)so ntrod%ce ne' )a's to ,an the ad&ertsn" of >%n* food to ch)dren.: Thn* a,o%t some other IELTS topcs. !hat do $o% thn* "o&ernments sho%)d do; 55.
IELTS writing Task 2: hea$th to"ic
'espite huge improvements in healthcare, the overall standard of physical health in many developed countries is now falling. What could be the reason for this trend, and what can be done to reverse it? /ere s a para"raph a,o%t ca%ses of poor hea)th Lfest$)e s a ma>or ca%se of poor hea)th n de&e)oped co%ntres. ost peop)e no' tra&e) ,$ car rather than 'a)*n"# and machnes no' perform man$ tradtona) man%a) >o,s. As a res%)t# peop)e tend to 'or* n offces 'here )tt)e ph$sca) act&t$ s re%red. At home# peop)e are a)so )ess act&e= most ad%)ts re)a ,$ 'atchn" te)e&son# 'h)e ch)dren p)a$ &deo "ames rather than don" o%tdoor sports. Te chno)o"$ has therefore made o%r )&es more comforta,)e ,%t perhaps )ess hea)th$. an $o% s%""est an$ so)%tons to these )fest$)e pro,)ems;
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IELTS Writing Task 2: go-ernment s"ending
56.
As $esterda$s )stenn" eercse 'as a,o%t space pro"rammes# )ets )oo* at the fo))o'n" 'rtn" %eston
"he money spent by governments on space programmes would be better spent on vital public services such as schools and hospitals. "o what extent do you agree or disagree? )annn" $o%r ans'er 1. +rst $o% need to decde 'hat $o%r opnon s. !)) $o% a"ree# dsa"ree# or tr$ to present a ,a)anced opnon; !hch 'o%)d ,e easer; 2. Then $o% need to dec de ho' to or"a nse the essa $. /o' man$ par a"raphs ')) $o% 'rte# and 'hat ')) each para"raph ,e a,o%t; 3. +na))$# $o% need to p)an some deas "ood &oca,%)ar$ to s%pport $o%r opnon. +ee) free to dsc%ss $o%r deas n the :comments: area ,e)o'. Im afrad I cant chec* essa$s# ,%t I)) ,e happ$ to ma*e "enera) comments a,o%t $o%r deas.
IELTS Writing Task 2: +#ott$ed water+ to"ic
57.
Water is a natural resource that should always be free. /overnments should ban the sale of bottled water. "o what extent do you agree or disagree? /ere are some opnons that $o% co%)d %se •
Some peop)e ,e)e&e that ,ott)ed 'ater s hea)ther than tap 'ater. The$ a)so ar"%e that t tastes ,etter.
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Cther peop)e ,e)e&e that 'e sho%)d cons%me )ess ,ott)ed 'ater.
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)astc 'ater ,ott)es add to )tter and 'aste pro,)ems.
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ompanes sho%)d not ,e a,)e to ma*e a proft from a nat%ra) reso%rce.
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There s no dfference n %a)t$ ,et'een ,ott)ed and tap 'ater.
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o&ernments sho%)d ens%re that e&er$one has access to c)ean tap 'ater.
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58. IELTS Writing Task 2: money and consumerism /ere some &oca,%)ar$ deas for the topc of mone$ and cons%mersm. (o% co%)d %se these are deas to 'rte an essa$
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*any people say that we now live in +consumer societies+ where money and possessions are given too much importance. 0thers believe that consumer culture has played a vital role in improving our lives. 'iscuss both views and give your opinion. enera$ ideas:
a cons%mer socet$# matera)stc# earn mone$# ma*e mone$# ma*e a proft# s%ccess# matera) possessons# connect 'ea)th 'th happness# stat%s s$m,o)s# the po'er of ad&ertsn". ;ositi-es o' consumerism:
emp)o$ment# ncome# sa)ares# prod%cts that 'e need# red%ce po&ert$# ,etter standard of )&n"# %a)t$ of )fe# creat&t$ and nno&aton# trade ,et'een co%ntres. Degati-es:
create 'aste# %se nat%ra) reso%rces # dama"e to the en&ronment# thro'a'a$ c%)t%re# peop)e ,ecome "reed$# se)fsh# mone$ does not ma*e %s happ$# )oss of tradtona) &a)%es. 59.
IELTS Writing Task 2: 'i(ed "unishments
&o#e !eo!le believe that there should be ixed !unish#ents or each ty!e o cri#e. 'thers, however, argue that the circu#stances o an individual cri#e, and the #otivation or co##itting it, should always be taken into account when deciding on the !unish#ent. (iscuss both these views and give your own o!inion. /ere s m$ s%""ested essa$ o%t)ne 1. Introduction: to"ic C res"onse
eop)e ha&e dfferent &e's a,o%t 'hether p%nshments for crmes sho%)d ,e fed. A)tho%"h there are some ad&anta"es of fed p%nshments# I ,e)e&e that t s ,etter to >%d"e each crme nd&d%a))$. 2. 5ene'its o' 'i(ed "unishments
There are some "ood ar"%ments for ha&n" one set p%nshment for each crme. I?EAS eas$# far >%stce s$stem= e&er$one s a'are of the p%nshment for each crme= fed p%nshments co%)d deter crmna)s. . 5ene'its o' not ha-ing 'i(ed "unishments
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/o'e&er# I 'o%)d ar"%e that the crc%mstances of a crme and the crmna)Js mot&aton sho%)d ha&e an nf)%ence on the p%nshment. I?EAS >%d"e can decde the ,est response= a more h%mane s$stem= eamp)e stea)n" to feed a fam)$ compared to stea)n" for proft. 4. onc$usion: re"eat your res"onse
In conc)%son# despte the ad&anta"es of fed p%nshments# t seems to me that each crme sho%)d ,e >%d"ed ta*n" ,oth the crc%mstances and mot&aton nto acco%nt. 60.
IELTS Writing Task 2: +on$ine sho""ing+ to"ic
Ths 'as a recent IELTS eam %eston
0nline shopping is increasing dramatically. %ow could this trend affect our environment and the kinds of 1obs re&uired? $ ad&ce s to p)an $o%r essa$ 'th a 4para"raph str%ct%re 1. Introduction: to"ic C res"onse &2 sentences are enough) Introd%ce the topc of on)ne shoppn" ,ecomn" more pop%)ar. Then 'rte that t ')) ha&e a s"nfcant mpact on the en&ronment and on >o,s. 2. ;aragra"h a#out the en-ironment !rte a,o%t smp)e deas e.". peop)e ')) dr&e )ess# so there ')) ,e )ess po))%ton# )ess destr%cton from the ,%)dn" of ne' roads# ,%t perhaps more pac*a"n". . ;aragra"h a#out 9o#s Smp)e deas e.". man$ shop 'or*ers ')) )ose ther >o,s# %nemp)o$ment ma$ rse# ,%t there ')) ,e more s*))ed >o,s n IT comp%ter pro"rammers# 'e, des"ners. 4. onc$usion: re"eat your res"onse C&era)) opnon on)ne shoppn" ma$ ha&e a ne"at&e effect on emp)o$ment# ,%t t m"ht ,e a "ood thn" for the en&ronment.
IELTS Writing Task 2: using the e#ook
61.
A fe' peop)e ha&e as*ed me ho' to %se the e,oo*. Cne 'a$ s to practse 'rtn" para"raphs %sn" the e,oo* deas. Some ideas 'rom the e#ook a#out the #ene'its o' mo#i$e "hones:
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The mo,)e phone s the most pop%)ar "ad"et n toda$Js 'or)d. !e can sta$ n to%ch 'th fam)$# frends and co))ea"%es 'here&er 'e are.
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sers can send tet messa"es# s%rf the Internet# ta*e photos and )sten to m%sc.
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o,)es ha&e a)so ,ecome fashon accessores.
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o,)e phones ha&e re&o)%tonsed the 'a$ 'e comm%ncate.
5y $inking these ideas &and adding a 'ew things) I can write a "aragra"h:
The mo,)e phone has ,ecome the most pop%)ar "ad"et n toda$Js 'or)d. The reason for ths s that t s porta,)e and &ersat)e. o,)e phones are no' carred at a)) tmes ,$ most peop)e# a))o'n" %s to sta$ n to%ch 'th fam)$# frends and co))ea"%es 'here&er 'e are. +%rthermore# the$ no' ha&e man$ more f%nctons than a standard te)ephone= mo,)e phone %sers can send tet messa"es# s%rf the Internet# ta*e photos and )sten to m%sc# as 'e)) as ma*n" ca))s. o,)es ha&e ,ecome fashon accessores# and the$ ha&e re&o)%tonsed the 'a$ 'e comm%ncate. 62.
IELTS Writing Task 2: +marriages+ to"ic
*arriages are bigger and more expensive nowadays than in the past. Why is this the case? Is it a positive or negative development? To p)an an essa$ for ths topc# consder the fo))o'n" %estons 1. !o%)d $o% ca)) ths an opnon essa$ or a dsc%sson essa$; 2. +or a 4para"raph essa$# 'hat 'o%)d each para"raph ,e a,o%t; 3. !hat 2 thn"s do $o% need to do n the ntrod%cton; 4. ?o $o% ha&e an$ deas to ep)an 'h$ 'eddn"s are ,""er-epens&e; 5. Sho%)d $o% choose post&e or ne"at&e# or can $o% dsc%ss ,oth; +ee) free to ans'er these %estons n the comments area. I)) "&e $o% m$ ans'ers tomorro'# and I)) tr$ to 'rte a f%)) essa$ for net 'ee*.
(ote$ )ease dont send me f%)) essa$s. I cant chec* them or "&e $o% a score. 63.
IELTS Writing Task 2: +road sa'ety+ to"ic
oad safet$ co%)d ,e the topc of a :pro,)em-so)%ton: essa$
'espite improvements in vehicle technology, there are still large numbers of road accidents. xplain some of the causes of these accidents, and suggest some measures that could be taken to address the problem. /ere are some deas from m$ e,oo*
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auses:
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?r&n" 'h)e tred or dr%n* s etreme)$ dan"ero%s. o,)e phones can ,e a dan"ero%s dstracton for dr&ers.
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The$ dra' the dr&erJs attenton a'a$ from the road.
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So$utions: •
The %se of phones 'h)e dr&n" has ,een ,anned n man$ co%ntres.
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%nshments are ,ecomn" strcter. Te)e&son campa"ns are %sed to remnd peop)e to dr&e safe)$.
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Speed cameras ha&e ,ecome more common.
(o% co%)d a)so add the ca%ses mentoned n $esterda$s )esson.
IELTS Writing Task 2: +academic a#i$ity+ to"ic
64.
Some people think schools should group pupils according to their academic ability, but others believe pupils with different abilities should be educated together. 'iscuss both views and give your opinion. /ere are some :,and 7: or h"her deas from m$ e,oo* +or "ro%pn" ,$ a,)t$
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Teachers can 'or* at the r"ht speed for ther st%dents. Teachers can p)an more s%ta,)e )essons.
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/"h)e&e) "ro%ps ma$ pro"ress faster.
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Lo'er )e&e) "ro%ps can ,eneft from a s)o'er pace.
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A"anst "ro%pn" ,$ a,)t$
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ro%pn" ,$ a,)t$ ma$ ha&e a ne"at&e mpact on st%dents. h)dren do not 'ant to ,e seen as )ess nte))"ent than others.
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en" n a )o'er )e&e) "ro%p co%)d dama"e ther se)f esteem.
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ed a,)t$ c)asses enco%ra"e ch)dren of a)) a,)tes to cooperate.
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65.
IELTS Writing Task 2: +ro#ots+ to"ic
A st%dent sent me ths %eston
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Some people believe that robots will play an important role in future societies, while others argue that robots might have negative effects on society. 'iscuss both views and give your opinion. Toda$ m$ st%dents p)anned an essa$ for ths topc. The photo ,e)o' sho's the deas the$ had n the )esson
66.
IELTS Writing Task 2: +women and work+ to"ic
?ana sent me the fo))o'n" %eston
Women should have an e&ual role alongside men in both police and armed forces. "o what extent do you agree or disagree? /ere s m$ p)an for a 4para"raph essa$
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1. Introduction: to"ic C res"onse Introd%ce the topc e.". :Increasn" n%m,ers of 'omen are choosn" to...: espond to the %eston e.". :I comp)ete)$ a"ree that 'omen sho%)d ,e a,)e...: 2. irst reason why I agree: e!ua$ o""ortunities Ep)an 'h$ 'omen sho%)d ha&e the same r"ht as men to choose ther professon. eop)e sho%)d ,e chosen for >o,s accordn" to ther s*))s# %a)fcatons# character etc. . Second reason why I agree: women+s ca"a#i$ities I 'o%)d dsa"ree 'th the &e' that 'omen are )ess a,)e than men to do certan >o,s.
A)so# I 'o%)d ar"%e that po)ce'omen# for eamp)e# ma$m)tar$ ,e ,etter'or* at contro))n" a st%aton ,$ comm%ncatn" more effect&e)$. o)ce and re%res more than >%st ph$sca) stren"th. Team'or*# )eadershp and comm%ncaton can ,e m%ch more mportant. 4. onc$usion: epeat $o%r response n a dfferent 'a$.
67.
one
sentence
IELTS Writing Task 2: +minority $anguages+ essay
Toda$# Id )*e to share a ,and 9 samp)e essa$ for the %eston ,e)o'.
Several languages are in danger of extinction because they are spoken by very small numbers of people. Some people say that governments should spend public money on saving these languages, while others believe that would be a waste of money. 'iscuss both these views and give your opinion. It s tr%e that some mnort$ )an"%a"es ma$ dsappear n the near f%t%re. A)tho%"h t can ,e ar"%ed that "o&ernments co%)d sa&e mone$ ,$ a))o'n" ths to happen# I ,e)e&e that these )an"%a"es sho%)d ,e protected and preser&ed. There are se&era) reasons 'h$ sa&n" mnort$ )an"%a"es co%)d ,e seen as a 'aste of mone$. +rst)$# f a )an"%a"e s on)$ spo*en ,$ a sma)) n%m,er of peop)e# epens&e ed%caton pro"rammes ')) ,e needed to ma*e s%re that more peop)e )earn t# and the state ')) ha&e to pa$ for fac)tes# teachers and mar*etn". Ths mone$ m"ht ,e ,etter spent on other p%,)c ser&ces. Second)$# t 'o%)d ,e m%ch cheaper and more effcent for co%ntres to ha&e >%st one )an"%a"e. o&ernments co%)d c%t a)) *nds of costs re)ated to comm%ncatn" 'th each mnort$ "ro%p. ?espte the a,o&e ar"%ments# I ,e)e&e that "o&ernments sho%)d tr$ to preser&e )an"%a"es that are )ess 'de)$ spo*en. A )an"%a"e s m%ch more than smp)$ a means of comm%ncaton= t has a &ta) connecton 'th the c%)t%ra) dentt$ of the peop)e 'ho spea* t. If a )an"%a"e dsappears# a 'ho)e 'a$ of )fe ')) dsappear 'th t# and 'e ')) )ose the rch c%)t%ra) d&erst$ that ma*es socetes more nterestn". $ spendn" mone$ to protect mnort$ )an"%a"es# "o&ernments can a)so preser&e tradtons# c%stoms and ,eha&o%rs that are part of a co%ntr$Js hstor$.
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In conc)%son# t ma$ sa&e mone$ n the short term f 'e a))o' mnort$ )an"%a"es to dsappear# ,%t n the )on" term ths 'o%)d ha&e an etreme)$ ne"at&e mpact on o%r c%)t%ra) herta"e. 258 'ords
IELTS Writing Task 2: +de"endence+ !uestion
68.
The fo))o'n" %eston 'as %sed n se&era) co%ntres )ast Sat%rda$. I&e )sted some deas ,e)o'.
Some people think that in the modern world we have become more dependent on each other, while others think that people are now more independent. 'iscuss both views and give your own opinion. +rst &e' 'e ha&e ,ecome more dependent
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Lfe s more dffc%)t and epens&e# and 'e are )ess se)fs%ffcent (o%n" peop)e re)$ on ther parents for )on"er
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nemp)o$ed peop)e rece&e state ,enefts
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C%r >o,s are m%ch more speca)sed# and 'e need to 'or* n teams
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Second &e' 'e are more ndependent
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!e re)$ on machnes more than 'e depend on each other The Internet a))o's %s to so)&e pro,)ems 'tho%t needn" he)p
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+am)es are more dspersed# and therefore pro&de )ess s%pport
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Ed%caton "&es %s the freedom to ma*e o%r o'n choces
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$ )n*n" these ponts to"ether and s%pportn" them 'th eamp)es# $o% co%)d eas)$ 'rte t'o "ood para"raphs. 69.
IELTS Writing Task 2: +9o# satis'action+ to"ic
As most people spend a ma1or part of their adult life at work, 1ob satisfaction is an important element of individual well7being. What factors contribute to 1ob satisfaction? %ow realistic is the expectation of 1ob satisfaction for all workers? The fo))o'n" para"raph ans'ers the second part of the %eston /o' rea)stc..
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It s dffc%)t to ma"ne a 'or)d n 'hch e&er$one s tr%)$ satsfed 'th ther >o,. ost peop)e 'or* n order to earn a sa)ar$# and the$ 'o%)d pro,a,)$ not choose to spend e"ht or more ho%rs each da$ don" ther >o,s f the$ dd not need the mone$. The need to earn mone$ to pa$ mort"a"es# ,))s and e&er$da$ )&n" costs s of m%ch "reater concern than >o, satsfacton. In fact# I 'o%)d ar"%e that the ma>ort$ of peop)e ds)*e ther >o,s and are %nhapp$ a,o%t ther sa)ares# 'or*n" ho%rs# 'or*)oads# or ther ,osses. 95 'ords
(ote$ !hat :,and 7 &oca,%)ar$: can $o% fnd n the para"raph a,o&e; 70.
IELTS Writing Task 2: sam"$e discussion essay
/eres an eamp)e of ho' I 'rte a 4para"raph essa$ for :dsc%ss and "&e $o%r opnon: %estons.
Some people believe that studying at university or college is the best route to a successful career, while others believe that it is better to get a 1ob straight after school. 'iscuss both views and give your opinion. !hen the$ fnsh schoo)# teena"ers face the d)emma of 'hether to "et a >o, or contn%e ther ed%caton. !h)e there are some ,enefts to "ettn" a >o, stra"ht after schoo)# I 'o%)d ar"%e that t s ,etter to "o to co))e"e or %n&erst$. The opton to start 'or* stra"ht after schoo) s attract&e for se&era) reasons. an$ $o%n" peop)e 'ant to start earnn" mone$ as soon as poss,)e. In ths 'a$# the$ can ,ecome ndependent# and the$ ')) ,e a,)e to afford ther o'n ho%se or start a fam)$. In terms of ther career# $o%n" peop)e 'ho decde to fnd 'or*# rather than contn%e ther st%des# ma$ pro"ress more %c*)$. The$ ')) ha&e the chance to "an rea) eperence and )earn practca) s*))s re)ated to ther chosen professon. Ths ma$ )ead to promotons and a s%ccessf%) career. Cn the other hand# I ,e)e&e that t s more ,enefca) for st%dents to contn%e ther st%des. +rst)$# academc %a)fcatons are re%red n man$ professons. +or eamp)e# t s mposs,)e to ,ecome a doctor# teacher or )a'$er 'tho%t ha&n" the re)e&ant de"ree. As a res%)t# %n&erst$ "rad%ates ha&e access to more and ,etter >o, opport%ntes# and the$ tend to earn h"her sa)ares than those 'th fe'er %a)fcatons. Second)$# the >o, mar*et s ,ecomn" ncreasn")$ compett&e# and sometmes there are h%ndreds of app)cants for one poston n a compan$. (o%n" peop)e 'ho do not ha&e %a)fcatons from a %n&erst$ or co))e"e ')) not ,e a,)e to compete. +or the reasons mentoned a,o&e# t seems to me that st%dents are more )*e)$ to ,e s%ccessf%) n ther careers f the$ contn%e ther st%des ,e$ond schoo) )e&e).
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271 'ords# ,and 9 71.
IELTS Writing Task 2: +museums+ essay
Some people think that museums should be en1oyable places to entertain people, while others believe that the purpose of museums is to educate. 'iscuss both views and give you own opinion. eop)e ha&e dfferent &e's a,o%t the ro)e and f%ncton of m%se%ms. In m$ opnon# m%se%ms can and sho%)d ,e ,oth entertann" and ed%catona). Cn the one hand# t can ,e ar"%ed that the man ro)e of a m%se%m s to entertan. %se%ms are to%rst attractons# and ther am s to eh,t a co))ecton of nterestn" o,>ects that man$ peop)e ')) 'ant to see. The a&era"e &stor ma$ ,ecome ,ored f he or she has to read or )sten to too m%ch ed%catona) content# so m%se%ms often p%t more of an emphass on en>o$ment rather than )earnn". Ths t$pe of m%se%m s des"ned to ,e &s%a))$ spectac%)ar# and ma$ ha&e nteract&e act&tes or e&en "ames as part of ts eh,tons. Cn the other hand# some peop)e ar"%e that m%se%ms sho%)d foc%s on ed%caton. The am of an$ eh,ton sho%)d ,e to teach &stors somethn" that the$ dd not pre&o%s)$ *no'. s%a))$ ths means that the hstor$ ,ehnd the m%se%mJs eh,ts needs to ,e ep)aned# and ths can ,e done n &aro%s 'a$s. Some m%se%ms emp)o$ professona) "%des to ta)* to ther &stors# 'h)e other m%se%ms offer headsets so that &stors can )sten to deta)ed commentar$ a,o%t the eh,ton. In ths 'a$# m%se%ms can p)a$ an mportant ro)e n teachn" peop)e a,o%t hstor$# c%)t%re# scence and man$ other aspects of )fe. In conc)%son# t seems to me that a "ood m%se%m sho%)d ,e a,)e to offer an nterestn"# en>o$a,)e and ed%catona) eperence so that peop)e can ha&e f%n and )earn somethn" at the same tme. 253 'ords# ,and 9 72.
IELTS Writing Task 2: +s"orts sa$aries+ to"ic
As I&e sad ,efore# $o% cant "et a h"h score for IELTS 'rtn" tas* 2 f $o% dont ha&e "ood deas a,o%t the %eston topc. /ere are some deas from m$ e,oo* a,o%t the fo))o'n" %eston
Some people believe that the salaries paid to professional sportspeople are too high, while others argue that sports salaries are fair. 'iscuss both views and give your opinion. Oe' 1 sports sa)ares are too h"h
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Sports professona)s earn too m%ch mone$. The$ do not pro&de a &ta) ser&ce.
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+oot,a)) p)a$ers earn enormo%s sa)ares ,$ smp)$ *c*n" a ,a)).
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!e co%)d a)) )&e happ)$ 'tho%t professona) foot,a)).
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!e sho%)d &a)%e professona)s s%ch as n%rses and teachers more h"h)$.
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Oe' 2 sports sa)ares are far
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It s far that the ,est sportspeop)e earn a )ot of mone$. Sport s a m%)tm))onpo%nd nd%str$.
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There s a )ar"e a%dence of sports fans 'ho are '))n" to pa$.
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Te)e&sed "ames or e&ents attract man$ &e'ers.
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en" a top sportsperson re%res ho%rs of practce.
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73.
IELTS Writing Task 2: +he$"ing "oor countries+ to"ic
Ths 'as the IELTS 'rtn" tas* 2 %eston on 28th a$
"he money given to help poor countries does not solve the problem of poverty, so rich countries should give other types of help instead. "o what extent do you agree or disagree? $ st%dents and I p)anned a 4para"raph essa$ 1. Introd%cton ntrod%ce the topc of he)pn" poor co%ntres# and a"ree that "&n" mone$ s not the ,est 'a$ to he)p. 2. ara"raph ep)ann" 'h$ "&n" mone$ s a ,ad dea. 3. ara"raph ep)ann" 'h$ other t$pes of he)p are ,etter. 4. onc)%son repeat the ar"%ment n&estn" s ,etter than "&n". !e dsc%ssed some deas and 'rote para"raph 2 to"ether In m$ opnon# t s a ,ad dea to smp)$ "&e fnanca) ad to "o&ernments of poor co%ntres. If rch co%ntres do ths# there s a rs* that the mone$ ')) not "o to the peop)e 'ho need t most. o&ernments ma$ ms%se the mone$ the$ are "&en ,eca%se the$ do not ha&e the reso%rces or the *no'ho' to tac*)e the ca%ses of po&ert$. In some cases# corr%pt po)tcans ha&e ,ecome rch 'h)e ther ctGens contn%e to s%ffer. +or these reasons# t s mportant for de&e)oped co%ntres to fnd 'a$s to n&est n de&e)opn" natons# nstead of >%st donatn" mone$.
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74.
IELTS Writing Task 2: +gender and uni-ersity+ to"ic
A fe' peop)e ha&e as*ed me a,o%t ths %eston from am,rd"e IELTS 5
8niversities should accept e&ual numbers of male and female students in every sub1ect. "o what extent do you agree or disagree? I dd a )esson a,o%t ths %eston 'th m$ st%dents. /ere are o%r deas 1. Introd%cton !e decded to comp)ete)$ dsa"ree 'th the %est on statement. (o% dont need to ep)an ,oth sdes of the ar"%ment. @%st "&e $o%r opnon n the ntrod%cton# then s%pport t n the man ,od$ para"raphs. 2. ara"raph 2 Cne rea son 'h$ 'e dec ded to dsa "ree s that t 'o% )d not ,e practca) or rea)stc to ha&e eact)$ the same n%m,er of ma)es and fema)es on e&er$ co%rse. Some co%rses ha&e man)$ ma)e app)cants# 'h)e others are more pop%)ar 'th fema)es. 3. ara"raph 3 Ano ther reas on 'e dsa"reed s tha t t 'o%) d not ,e far to ,ase admsson to co%rses on "ender. n&erstes sho%)d se)ect canddates ,ased on ther %a)fcatons# s*))s# eperence etc. 4. onc)%son epeat the dea that se)ectn" accordn" to "ender s not the ,est 'a$ to ens%re e%a) opport%ntes for men and 'omen at %n&erst$. I)) p%t a f%)) eamp)e essa$ on the ste net 'ee*. (o% are 'e)come to share $o%r o'n deas# ,%t Im afrad I cant "&e feed,ac*# scores or correctons. 75.
IELTS Writing Task 2: +gender and uni-ersity+ essay
/eres m$ f%)) essa$ %sn" )ast 'ee*s p)an
8niversities should accept e&ual numbers of male and female students in every sub1ect. "o what extent do you agree or disagree? In m$ opnon# men and 'omen sho%)d ha&e the same ed%catona) opport%ntes. /o'e&er# I do not a"ree 'th the dea of acceptn" e%a) proportons of each "ender n e&er$ %n&erst$ s%,>ect. /a&n" the same n%m,er of men and 'omen on a)) de"ree co%rses s smp)$ %nrea)stc. St%dent n%m,ers on an$ co%rse depend on the app)catons that the nstt%ton rece&es. If a %n&erst$ decded to f)) co%rses 'th e%a) n%m,ers of ma)es and fema)es# t 'o%)d need eno%"h app)cants of each "ender. In rea)t$# man$ co%rses are more pop%)ar 'th one "ender than the other# and t 'o%)d not ,e practca) to am for e%a) proportons. +or eamp)e# n%rsn" co%rses tend to attract more fema)e app)cants# and t 'o%)d ,e dffc%)t to f)) these co%rses f fft$ per cent of the p)aces needed to "o to ma)es.
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Apart from the practca) concerns epressed a,o&e# I a)so ,e)e&e that t 'o%)d ,e %nfar to ,ase admsson to %n&erst$ co%rses on "ender. n&erstes sho%)d contn%e to se)ect the ,est canddates for each co%rse accordn" to ther %a)fcatons. In ths 'a$# ,oth men and 'omen ha&e the same opport%ntes# and app)cants *no' that the$ ')) ,e s%ccessf%) f the$ 'or* hard to ache&e "ood "rades at schoo). If a fema)e st%dent s the ,est canddate for a p)ace on a co%rse# t 'o%)d ,e 'ron" to re>ect her n fa&o%r of a ma)e st%dent 'th )o'er "rades or fe'er %a)fcatons. In conc)%son# the se)ecton of %n&erst$ st%dents sho%)d ,e ,ased on mert# and t 'o%)d ,e ,oth mpractca) and %nfar to chan"e to a se)ecton proced%re ,ased on "ender. 265 'ords# ,and 9 76.
IELTS Writing Task 2: +techno$ogy+ to"ic
Ths 'as a recent IELTS eam %eston
arly technological developments helped ordinary people and changed their lives more than recent developments. "o what extent do you agree or disagree? /eres the p)an that I 'rote 'th m$ st%dents 1. Introd%cton 'e dsa"ree ,eca%se 'e thn* that ear) $ and recent techno)o"es ha&e had an e&ually s"nfcant mpact on o%r )&es. 2. ara"raph a,o%t ho' ear)$ techno)o"es he)ped peop)e. 3. ara"raph a,o%t ho' recent techno)o"es he)p peop)e. 4. onc)%son repeat the s"nfcance of ,oth. /eres a pct%re of 'hat 'e 'rote for para"raph 2
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77.
IELTS Writing Task 2: the +2 "art+ !uestion The fo))o'n" %eston conf%ses man$ st%dents ,eca%se t doesnt seem to ,e one of the 3 norma) t$pes opnon# dsc%sson# pro,)em-so)%ton.
%appiness is considered very Wh y is it difficult What factors are important in achieving happiness?
important to
in life. define?
I ca)) ths a :2 part: %eston# and ts easer than $o% thn*. @%st ans'er the frst %eston n para"raph 2# and the second %eston n para"raph 3 1. Introduction F to"ic C sim"$e answer to #oth !uestions 2. ;aragra"h F e("$ain why ha""iness is di''icu$t to de'ine
Some deas that happness dfferent thn"s to dfferent peop)e= the same st%aton can Ep)an ma*e one person happ$means ,%t another person sad-,ored etc. &e eamp)es of 'hat ma*es dfferent peop)e happ$ mone$# s%ccess# fam)$# frends# ho,,es. &e an
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eamp)e from $o%r eperence e.". a ho,,$ that ma*es $o% happ$ ,%t that $o%r frend hates. . ;aragra"h F gi-e your o"inions a#out how to achie-e ha""iness
Some deas Tr$ to or"anse $o%r deas )o"ca))$ $o% co%)d ,e"n 'th h%mans ,asc needs n order to ,e happ$ 'e need to ,e hea)th$ and ha&e some'here to )&e# food to eat etc. then ta)* a,o%t the mportance of fam)$ and frends. (o% co%)d then 'rte a,o%t career# mone$# s%ccess# stat%s etc. ma$,e $o% co%)d ep)an that these thn"s mean nothn" f 'e do not ha&e fam)$ and frends to share o%r eperences 'th. &e an eamp)e from $o%r o'n )fe 'hat ')) ma*e $o% happer than $o% are no'; 4. onc$usion F re"eat%summarise the main ideas
78.
IELTS Writing Task 2: recent !uestion
Ths 'as the IELTS 'rtn" tas* 2 %eston t'o 'ee*s a"o n the F
It is right that university graduates should earn more money than less well educated people, but they should pay the full cost of their education. "o what extent do you agree or disagree? $ st%dents and I p)anned a 4para"raph essa$ 1 Introd%cton ntrod%ce the topc and respond to ,oth parts of the %eston. !e decded to a"ree that "rad%ates deser&e "ood sa)ares# ,%t 'e dsa"ree 'th the dea that the$ sho%)d pa$ the f%)) cost of ther de"ree co%rses. 2 ara"raph ep)ann " 'h$ "rad%ates sho%)d earn "ood sa)ares the$ ha&e n&ested tme and effort nto "ann" ther %a)fcatons= the$ ha&e *no')ed"e# s*))s and trann" re%red for mportant >o,s= the$ are an asset to socet$. 3 ara"raph ep)ann" 'h$ "rad%ates sho%)d not ha&e to pa$ the f%)) cost of ed%caton ths ')) ,e too epens&e and ')) deter man$ $o%n" peop)e from "on" to %n&erst$= st%dents ')) ha&e h%"e de,ts= "rad%ates contr,%te ,$ pa$n" taes 'hen the$ 'or*. 4 onc)%son repeat the t'o man deas. 79.
IELTS Writing Task 2: g$o#a$isation o' cu$ture
Ths 'as a recent eam %eston
'ifferences between countries become less evident each year. (owadays, all over the world people share the same fashio ns, advertising, brands, eating habits and "9
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channels. 'o the disadvantages of this trend outweigh the advantages? /eres m$ o%t)ne for a 4para"raph essa$ Introduction It s tr%e that man$ aspects of c%)t%re are ,ecomn" ncreasn")$ sm)ar thro%"ho%t the 'or)d. A)tho%"h ths trend has some ,enefts# I 'o%)d ar"%e that there are more dra',ac*s. irst sentence o' "aragra"h 2 Cn the one hand# the ")o,a)saton of fashon# ,rands# eatn" ha,ts and other areas of c%)t%re has some ,enefts. Ep)an the ,enefts irst sentence o' "aragra"h Cn the other hand# I ,e)e&e that the dsad&anta"es of c%)t%ra) ")o,a)saton are e&en more s"nfcant. Ep)an the dsad&anta"es onc$usion In conc)%son# t seems to me that the dra',ac*s of ")o,a)saton# n terms of c%)t%ra) ha,ts s%ch as the c)othes 'e 'ear or the foods 'e eat# do o%t'e"h the ,enefts.
IELTS Writing Task 2: ad-ertising
80.
Ad&ertsn" has ,een the topc of IELTS 'rtn" tas* 2 se&era) tmes ths $ear. Its a pop%)ar topc# so $o% need some deas and opnons a,o%t t. /ere are some opnons a,o%t ad&ertsn"# ta*en from m$ e,oo*.
•
Ad&ertsn" sho%)d ,e PPPPPP. Ad&ertsn" PPPPPP ch)dren sho%)d ,e contro))ed or e&en ,anned.
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nhea)th$ foods sho%)d not ,e mar*eted PPPPPP attracts ch)dren.
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rod%cts that can ,e a rs* to hea)th sho%)d PPPPPP 'arnn"s.
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/o'e&er# ad&ertsn" s necessar$ n free PPPPPP economes.
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It creates PPPPPP prod%cts.
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o&ernments sho%)d on)$ PPPPPP fa)se nformaton or prod%cts that are harmf%).
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ill
the
gaps
with
these
words:phrases$
mar*et# n a 'a$ that# re"%)ated# dsp)a$# censor# demand for# amed at
(ote$ Ad&ertsn" s %nco%nta,)e $o% cant sa$ :an ad&ertsn": or :ad&ertsn"s:.
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Ad&ertsn" s the name of the nd%str$# act&t$ or professon )*e mar*etn". An ad&ertsement or ad&ertsements s 'hat $o% see on TO# n the street# n ne'spapers etc. 81.
IELTS Writing Task 2: method
I&e notced that the more essa$ prac tce I do 'th m$ st%dents# the more 'rtn" method ,ecomes.
defined m$
+or eamp)e# I no' *no' that m$ 250'ord essa$s %s%a))$ contan 13 to 15 sentences 2 for the ntrod%cton# 5 to 6 for each man para"raph and 1 sentence for the conc)%son. It ta*es me 10 mn%tes to 'rte a "ood p)an# 5 mn%tes to 'rte an ntrod%cton# I ha&e 2 man 'a$s of 'rtn" man para"raphs etc. etc. The %eston s ?o $o% ha&e a c)ear)$ defned method; ?o $o% repeated)$ practse 'rtn" essa$s n the same 'a$; If $o% dont ha&e a method# ts >%st :ht and hope:. 82.
IELTS Writing Task 2: "ro#$em and so$ution
6ehaviour in schools is getting worse. xplain the causes and effects of this problem, and suggest some possible solutions. /ere are some deas for t'o man ,od$ para"raphs auses o' #ad #eha-iour in schoo$s:
1. ,ad ,eha&o%r - )ac* of dscp)ne 2. )ar"e c)asses - dffc%)t to teach 3. dsr%pt&e st%dents - fam)$ ,ac*"ro%nd 4. parents - )enent - spo) ;ossi#$e so$utions:
1. schoo)s - c)ear r%)es 2. teachers - p%nsh dsr%pt&e st%dents 3. parents - s%pport - schoo) r%)es 4. parents - ta*e respons,)t$ - ch)drenJs ,eha&o%r A "ood 'a$ to practse $o%r 'rtn" s to tr$ ma*n" f%)) sentences 'th these deas e.". 'ne reason or bad behaviour is the lack o disci!line in #any schools .
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S. If $o% ha&e m$ e,oo*# $o%)) fnd ths topc n the ed%caton chapter. 83.
IELTS Writing Task 2: "ro#$em and so$ution &o#esity)
/opef%))$ $esterda$s &deo "a&e $o% some "ood &oca,%)ar$ deas for the fo))o'n" %eston.
;hildhood obesity is becoming a serious problem in many countries. xplain the m ain causes and effects of this problem, and suggest some possible solutions. /ere are some more deas for ths topc
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84.
IELTS Writing Task 2: higher education
Some people believe that studying at university or college is the best route to a successful career, while others believe that it is better to get a 1ob straight after school. 'iscuss both views and give your opinion. /eres m$ f%)) ntrod%cton and conc)%son# as 'e)) as some deas for the man ,od$ para"raphs Introduction
!hen the$ fnsh schoo)# teena"ers face the d)emma of 'hether to "et a >o, or contn%e ther ed%caton. !h)e there are some ,enefts to "ettn" a >o, stra"ht after schoo)# I 'o%)d ar"%e that t s ,etter to "o to co))e"e or %n&erst$. ;aragra"h 1: #ene'its o' getting a 9o# The opton to start 'or* stra"ht after schoo) s attract&e for se&era) reasons. I?EAS start earnn" mone$# ,ecome ndependent# "an eperence# )earn s*))s# "et promotons# sett)e do'n ear)er# afford a ho%se# ha&e a fam)$ ;aragra"h 2: #ene'its o' higher education &my o"inion) Cn the other hand# I ,e)e&e that t s more ,enefca) for st%dents to contn%e ther st%des. I?EAS some >o,s re%re academc %a)fcatons# ,etter >o, opport%ntes# h"her sa)ares# the >o, mar*et s &er$ compett&e# "an *no')ed"e# ,ecome a %sef%) mem,er of socet$ onc$usion +or the reasons mentoned a,o&e# t seems to me that st%dents are more )*e)$ to ,e s%ccessf%) n ther )&es f the$ contn%e ther st%des ,e$ond schoo) )e&e).
85.
IELTS Writing Task 2: +e!ua$ity+ to"ic
/eres m$ f%)) ,and 9 essa$ for )ast 'ee*s %eston.
In recent years, there has been growing interest in the relationship between e&uality and personal achievement. Some people believe that individuals can achieve more in egalitarian societies. 0thers believe that high levels of personal achiev ement are possible only if individuals are free to succeed or fail according to their individual merits. What is your view of the relationship between e&uality and personal success? In m$ opnon# an e"a)taran socet$ s one n 'hch e&er$one has the same r"hts and the same opport%ntes. I comp)ete)$ a"ree that peop)e can ache&e more n ths *nd of socet$.
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Ed%caton s an mportant factor 'th re"ard to persona) s%ccess n )fe. I ,e)e&e that a)) ch)dren sho%)d ha&e access to free schoo)n"# and h"her ed%caton sho%)d ,e ether free or afforda,)e for a)) those 'ho chose to p%rs%e a %n&erst$ de"ree. In a socet$ 'tho%t free schoo)n" or afforda,)e h"her ed%caton# on)$ ch)dren and $o%n" ad%)ts from 'ea)ther fam)es 'o%)d ha&e access to the ,est )earnn" opport%ntes# and the$ 'o%)d therefore ,e ,etter prepared for the >o, mar*et. Ths *nd of ne%a)t$ 'o%)d ens%re the s%ccess of some ,%t harm the prospects of others. I 'o%)d ar"%e that e%a) r"hts and opport%ntes are not n conf)ct 'th peop)eJs freedom to s%cceed or fa). In other 'ords# e%a)t$ does not mean that peop)e )ose ther mot&aton s%cceed# that mot&ated the$ are not to fa). thether contrar$# I ,e)e&e that most peop)eto'o%)d fee)ormore toa))o'ed 'or* hard and Cn reach potenta) f the$ tho%"ht that the$ )&ed n a far socet$. Those 'ho dd not ma*e the same effort 'o%)d *no' that the$ had 'asted ther opport%nt$. Ine%a)t$# on the other hand# 'o%)d ,e more )*e)$ to demot&ate peop)e ,eca%se the$ 'o%)d *no' that the odds of s%ccess 'ere stac*ed n fa&o%r of those from pr&)e"ed ,ac*"ro%nds. In conc)%son# t seems to me that there s a post&e re)atonshp ,et'een e%a)t$ and persona) s%ccess. 260 'ords
(ote$ Im not s%re that ths 'as a rea) IELTS %eston ma$,e the st%dent 'ho sent t to me remem,ered t 'ron")$ ,eca%se t s a ,t conf%sn" t seems stran"e to me to mp)$ that :e"a)taran-e%a)t$: s the opposte of :free to s%cceed or fa):. An$'a$# I hope $o% st)) fnd the essa$ %sef%). 86.
IELTS Writing Task 2: who shou$d we he$"
We cannot help everyone in the world that needs help, so we should only be concerned with our own communities and countries. "o what extent do you agree or disagree with this statement? Lets p)an an essa$ for ths %eston. 1. Introd%cton I dont thn* th ere s a :mdd)e: opnon for ths %eston. (o% ether a"ree that 'e sho%)d only ,e 'orred a,o%t o%r o'n comm%ntes and co%ntres# or $o% thn* that 'e sho%)d also he)p those o%tsde o%r o'n co%ntres. The ,est response m"ht ,e to disagree then $o% can sa$ that 'e sho%)d tr$ to he)p e&er$one. 2. ara"raph 2 I a"ree that t s mportant to he) p o%r ne "h,o%rs and fe))o' ctGens. Ep)an ths dea 3. ara"raph 3 At the same tme# I ,e)e&e that 'e ha&e an o,)"aton to he)p those 'ho )&e ,e$ond o%r natona) ,orders. Ep)an
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4. onc)%son epeat the dea that 'e can he)p peop)e ,oth at home and a,road. 5. IELTS Writing Task 2: +he$"+ essay Last 'ee* I 'rote a p)an for the %eston ,e)o'.
We cannot help everyone in the world that needs help, so we should only be concerned with our own communities and countries. "o what extent do you agree or disagree with this statement? Some peop)e ,e)e&e 'e sho%)d not he)p n other co%ntres as )on" there are pro,)ems n o%r o'n that socet$. I dsa"ree 'thpeop)e ths &e' ,eca%se I ,e)e&e thatas'e sho%)d tr$ to he)p as man$ peop)e as poss,)e. Cn the one hand# I accept that t s mportant to he)p o%r ne"h,o%rs and fe))o' ctGens. In most comm%ntes there are peop)e 'ho are mpo&ershed or dsad&anta"ed n some 'a$. It s poss,)e to fnd home)ess peop)e# for eamp)e# n e&en the 'ea)thest of ctes# and for those 'ho are concerned a,o%t ths pro,)em# there are %s%a))$ opport%ntes to &o)%nteer tme or "&e mone$ to s%pport these peop)e. In the F# peop)e can he)p n a &aret$ of 'a$s# from donatn" c)othn" to ser&n" free food n a so%p *tchen. As the pro,)ems are on o%r doorstep# and there are o,&o%s 'a$s to he)p# I can %nderstand 'h$ some peop)e fee) that 'e sho%)d prortse )oca) chart$. At the same tme# I ,e)e&e that 'e ha&e an o,)"aton to he)p those 'ho )&e ,e$ond o%r natona) ,orders. In some co%ntres the pro,)ems that peop)e face are m%ch more sero%s than those n o%r o'n comm%ntes# and t s often e&en easer to he)p. +or eamp)e# 'hen ch)dren aren d$n" from c%ra,)e dseases n Afrcan co%ntres# "o&ernments and nd&d%a)s rcher co%ntres can sa&e )&es smp)$ ,$ pa$n" for &accnes that a)read$ est. A sma)) donaton to an nternatona) chart$ m"ht ha&e a m%ch "reater mpact than he)pn" n o%r )oca) area. In conc)%son# t s tr%e that 'e cannot he)p e&er$one# ,%t n m$ opnon natona) ,o%ndares sho%)d not stop %s from he)pn" those 'ho are n need. 280 'ords# ,and 9 87.
IELTS Writing Task 2: +g$o#a$ warming+ to"ic
If the %eston as*s $o% to ep)an a pro,)em re)ated to the en&ronment# $o% co%)d 'rte a,o%t ")o,a) 'armn".
%ere is a paragraph explaining the problem 3causes5 of global warming$ erhaps the most sero%s pro,)em facn" the en&ronment s ")o,a) 'armn". ases s%ch as car,on dode trap heat from the s%n 'thn the earthJs atmosphere# and ths ca%ses ")o,a) temperat%res to rse. Ths process s *no'n as the "reenho%se effect# and h%man
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act&t$ s a ma>or factor n the rse of the "reenho%se "ases 'hch ca%se t. +or eamp)e# factores and &ehc)es prod%ce emssons and eha%st f%mes. As man$ de&e)opn" co%ntres are ,ecomn" nd%stra)sed# emssons from factores are epected to ncrease. +%rthermore# the n%m,er of cars on o%r streets s "ro'n" a)) the tme# and cheap ar tra&e) s ma*n" f)$n" access,)e to more and more peop)e. onse%ent)$# the amo%nt of "reenho%se "ases re)eased nto the atmosphere sho's no s"ns of decreasn". (o% can )earn a )ot from ths para"raph f $o% ana)$se t 2. /o' man$ sentences are there; !hat doe s each sentence do; e.". The frst ntrod%ces the topc 3. sentence an $o% fnd some :,and 7 &oca,%)ar$:; 4. Loo* at ho' the deas are )n*ed. an $o% see that the 'ord :ths: s an mportant )n*n" 'ord;
IELTS Writing Task 2: +nuc$ear "ower+ to"ic
88.
+o))o'n" on from $esterda$s )stenn" )esson# here s a para"raph ep)ann" some of the ,enefts of n%c)ear po'er There are se&era) ,enefts to ,%)dn" more n%c)ear po'er statons. +rst)$# n%c)ear po'er s a re)at&e)$ s%stana,)e ener"$ so%rce# meann" that t can ,e %sed to prod%ce e)ectrct$ 'tho%t 'astn" )mted nat%ra) reso%rces )*e coa)# o) or "as. Second)$# n%c)ear po'er statons are c)eaner than foss) f%e) po'er statons# and co%)d he)p to red%ce car,on emssons that ca%se ")o,a) 'armn". !th mpro&ements n n%c)ear techno)o"$# n%c)ear the rs*spo'er of accdents are ,en" red%ced. As"as a res%)t# co%ntres are no' consdern" as a so)%ton to h"h o) and prces#man$ ncreasn" demand for e)ectrct$# and 'orres a,o%t po))%ton and c)mate chan"e. ead# ana)$se and %se the para"raph
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/o' man$ sentences are there# and 'hat does each sentence do;
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Tr$ to re'rte the para"raph %sn" on)$ $o%r notes.
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89. IELTS Writing Task 2: using the word I /ere s a %eston that a )ot of st%dents as*
Is it acceptable to use -I- or -my- in I!"S writing? As an eeamner# m$ ad&ce s that $o% shou$d %se phrases )*e :I ,e)e&e: or :n m$ opnon: 'hen the %eston as*s for your o"inion e." To 'hat etent do you a"ree or dsa"ree;
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Some teachers te)) st%dents not to %se :I: n academc essa$s# ,%t ths ad&ce s rea))$ for %n&erst$ academc 'rtn"# not IELTS.
IELTS Writing Task 2: 'u$$ essay
90.
Toda$ Im attachn" the f%)) essa$ c)c* here that 'e&e ,een 'or*n" on for the )ast 2 'ee*s. /ere are some ponts to notce •
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There s a c)ear 4para"raph str%ct%re# and the essa$ s eas$ to read ,eca%se the deas are de&e)oped n a )o"ca) 'a$. The ntrod%cton s short# ,%t t co&ers e&er$thn" that the %eston as*s $o% a,o%t. The man para"raphs ma*e %p aro%nd 70Q of the essa$. These para"raphs are the *e$ to a h"h score. The conc)%son s &er$ short# and smp)$ s%mmarses 'hat I had a)read$ 'rtten.
Dote: I 'ent a ,t :o&er the top: 'th ths essa$. Its 310 'ords )on"# and more than "ood eno%"h for ,and 9. (o% m"ht not ,e a,)e to 'rte )*e ths# ,%t hopef%))$ $o% can )earn somethn" from t.
91.
IELTS Writing Task 2: #ooks3 radio3 T6
/ere are m$ man ,od$ para"raphs for )ast 'ee*s %est on.
Advantages : disadvantages of books$ The man ad&anta"e of ,oo*s s that the$ are %s%a))$ consdered to ,e re)a,)e so%rces of nformaton. eop)e tend to refer to ,oo*s 'hen the$ 'ant to research a s%,>ect n depth# and for ths reason the$ contn%e to p)a$ an mportant ro)e n ed%caton. Cn the other hand# ,oo*s %c*)$ "o o%t of date# and therefore the$ are not the ,est med%m for comm%ncatn" ne's stores.
Advantages : disadvantages of radio$ ado s a m%ch more effect&e med%m than ,oo*s for the comm%ncaton of %ptodate nformaton. !e can )sten to ne's ,roadcasts a,o%t e&ents as the$ happen# and a *e$ ,eneft of rado s that 'e can )sten to t 'h)e don" other act&tes# s%ch as dr&n" or
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'or*n". The man dra',ac* of rado# 'hen compared to ,oo*s or te)e&son# s that there s no &s%a) e)ement= 'e cannot see 'hat the ,roadcaster s descr,n".
Advantages : disadvantages of "9, and my opinion$ In m$ opnon# te)e&son s the most effect&e of these three meda ,eca%se t ,rn"s %s c)oser to rea)t$ than a ,oo* or rado pro"ramme e&er can. +or eamp)e# 'e can 'atch e&ents as the$ ta*e p)ace on the other sde of the 'or)d# or 'e can see the ,od$ )an"%a"e of a po)tcan 'ho s ,en" nter&e'ed. The dsad&anta"es of te)e&son are that pro"rammes tend to ,e short and nterr%pted ,$ ad&ertsements# meann" that nformaton s presented n )mted depth. 92.
IELTS Writing Task 2: +art and science+ to"ic
A st%dent sent me ths recent eam %eston
"hese days people pay more attention to artists 3writers, painters and so on5 and give less importance to science and technology. "o what extent do you agree or disagree? Ths seems to me to ,e a perfect %eston for a :,a)anced opnon: ans'er .e. ,oth art and scence are "&en e%a) mportance. /o'e&er# notce that $o% need to disagree 'th the %eston statement n order to "&e ths ,a)anced response. /eres m$ recommended 4para"raph essa$ p)an 1. Introd%cton 'e co%)d accept that artsts are pop%)ar no'ada$s# ,%t dsa"ree that scence and techno)o"$ are treated as )ess mportant. 2. an para"raph a,o%t th e pop%)art$ of artsts. Id %se eam p)es as the ,ass for ths para"raph. If $o% dont *no' an$ 'rters or panters# $o% can ta)* a,o%t actors and m%scans. 3. an para"raph a,o%t the mpo rtance of scence and techno)o"$. Id 'rte a,o%t the pop%)art$ of mo,)e phones# comp%ters and ta,)ets. a$,e Id %se Ste&e @o,s or )) ates as eamp)es of peop)e 'ho are famo%s for the techno)o"es the$ created. 4. onc)%son paraphrase the ar"%ment that $o% presented n the ntrod%cton. 93. IELTS Writing Task 2: +techno$ogy+ essay Se&era) peop)e ha&e as*ed me a,o%t ths %eston from am,rd"e IELTS 8. I 'rote the essa$ ,e)o' 'th the he)p of some of m$ st%dents. A fe' smp)e )n*n" feat%res are h"h)"hted.
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(owadays the way many people interact with each other has changed because of technology. In what ways has technology affected the types of relationships that people make? %as this been a positive or negative development? It s tr%e that ne' techno)o"es ha&e had an nf)%ence on comm%ncaton ,et'een peop)e. Techno)o"$ has affected re)atonshps n &aro%s 'a$s# and n m$ opnon there are ,oth post&e and ne"at&e effects. Techno)o"$ has had an mpact on re)atonshps n ,%sness# ed%caton and soca) )fe. +rst)$# andeach the Internet a))o' ,%sness peop)e dfferent co%ntres to nteract 'tho%t te)ephones e&er meetn" other. Second)$# ser&ces )*e n S*$pe create ne' poss,)tes for re)atonshps ,et'een st%dents and teachers. +or eamp)e# a st%dent can no' ta*e &deo )essons 'th a teacher n a dfferent ct$ or co%ntr$. +na))$# man$ peop)e %se soca) net'or*s# )*e +ace,oo*# to ma*e ne' fren ds and fnd peop)e 'ho share common nterests# and the$ nteract thro%"h ther comp%ters rather than face to face. Cn the one hand# these de&e)opments can ,e etreme)$ post&e. ooperaton ,et'een peop)e n dfferent co%ntres 'as m%ch more dffc%)t 'hen comm%ncaton 'as )mted to 'rtten )etters or te)e"rams.
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