Cause and effect – key IELTS vocabulary

Because
Obviously the word you will use most is “because” but there are some useful
variations.

notes
1. “because” , ‘as a result”and “as a consequence” are used with a verb and “because
of”,”as a result of” and “as a consequence of” with a noun
2. some people believe you shouldn’t start sentences with “because”. This is rubbish
but in the exam it may be sensible not to do it
3. “due to” is normally used with negative situations and “thanks to with “positive
situations”

How to get and organise ideas for IELTS essays.

This is a lesson to show you ways to get and organise ideas for IELTS essays. My
belief is that it helps to see words and ideas are connected. This means that one of
the best ways to find ideas is to think of words. So if you want ideas, try thinking of
words first and vice versa.
Words ↔ ideas
I also believe it helps not to think of ideas in general but types of ideas – i.e. reasons
and examples and explanations. This is partly because you don’t need “ideas” in
IELTS essays: you need reasons and examples and explanations. And it’s partly
because it’s just easier this way.
Another key is that ideas are not enough by themselves for an essay. They need to
be organised. That is why I really do think 10 minutes spent planning can be the
right approach.

How to get ideas – ask questions

A simple and practical way to get ideas is to ask yourself questions. What do I
mean? Below I take the basic questions words
(how/who/what/why/when/where) and ask myself questions. The answers to
those questions give me ideas about what to say. My top tip is to try and ask
yourself as many different types of questions as possible – i.e. the when and
where questions even if they may not be obvious can give you more ideas. See how
below I get the idea of “long-term” by asking “when?”
How big a problem is global warming? ⇒ Severe
Who should deal with it? ⇒ Governments and international bodies
What is the reason? ⇒ Co2 emissions/fossil fuels
Why is it a problem? ⇒ rising sea levels/flood/famine/drought
When should a solution happen? ⇒ now/immediately not long-term
Where is it a problem? ⇒ its global
Anything else? ⇒ Protesters – public
Note to the “anything else” at the end. If you think of something else – write it down
even if you don’t know where it fits. You might get to use it later.

How to get ideas – start with words

Another way that can work is to start with words – this is a type of brainstorm
exercise. To make it work, you probably want to work quickly and not think too
hard – let your brain run free and just make associations. Some of the words may be
rubbish – that doesn’t matter as you can always delete them. Others may be very
helpful. Here is what I did in 1 minute. It isn’t perfect – it’s not meant to be. But now
– after 1 minute – I have not just some words but ideas for my essay.
My top tip here is don’t organise your brainstorm too carefully – that will slow you
down and you’ll end up with fewer words and ideas. You can always come back to
it later and organise it then and add in more ideas/words.
 Organise your ideas – choose 2/3 main ideas
Your essay should have no more 3 body paragraphs. A paragraph is an idea
explained. So you want no more than 2/3 main ideas. A lot of essays go wrong
because they try and include too many ideas! Learn to delete – this is IELTS.
How do you choose the main ideas?
1. Make sure that the idea relates exactly to the question
2. Choose an idea that you can explain with reasons and examples – even if it isn’t
your best idea
3. I also suggest you keep the main ideas clear and simple. You are under time
pressure and need to get it right first time. A simple idea can still impress if you
develop it well with reasons and examples
Here is an example of a main idea that can work very well in an IELTS essay. Don’t
worry if it looks simple – it’s clear and we’re going to develop it soon.
International bodies and governments should take action on global warming immediately.

Organise your ideas – decide if they are main ideas or supporting detail
This obviously relates to the point above. A lot of essays go wrong because it is hard
to tell what the main points are. The ideas get confused. Is this an example? Is it a
reason? So before you start writing you must decide what type of ideas you have.
 This is a simple method – perhaps too simple – but it can work and is a good
starting point. You use these categories for your ideas. They come from the writing
instructions which tell you:
Discuss [this word changes from question to question but this is your main point]
Give reasons
Include examples
Take a look at my complete paragraph to see how this can work.
MAIN IDEA International bodies and governments should take action on global warming
immediately. REASON This is because it has been shown that there is a clear connection
between CO2 emissions and burning fossil fuels and climate
change. REASON Furthermore, research from scientists shows that the number of natural
disasters EXAMPLE such as drought and famine is guaranteed to increase unless steps are
taken now. REASON Indeed, the scale of the problem means that a global solution must be
found and that it is not enough for a few countries to EXAMPLE invest in renewable forms
of energy such as wind farms.
 Before I started writing I decided that
 CO2 emissions was a reason
 Natural disasters were a reason
 The size of the problem was a reason
 I also decided that
 Drought and famine were examples of natural disasters
 Investing in wind farms was an example of what some countries do

WRITING TASK 2

Test yourself first

Before you read on. You might want to ask yourself these questions:
1. Am I going to impress more with longer sentences?
2. Do I have a strategy for when I use simpler grammar and more complex grammar?
3. When and why do I use complex grammar like relative and conditional clauses?

Understanding range of grammar

 1. An essay should combine simple with complex grammar
This is the starting point. A well-written essay should be relatively easy to read. This
means that you need to combine the simple with the complex. Where you have
straightforward to say, you should not try and show off your grammar by making it
seem complex – indeed, that’s a very common mistake.
Typically, you should aim for:
 simple structures when you are making main points – often in the opening and/or
closing sentences of your paragraphs
 more complex structures when you are explaining/developing those main points
in the body of your paragraphs
 a movement from the more simple to the more complex
When you have something simple to say, say it simply. Only use complex structures
for more complex thoughts.

An example of the simple and the complex

2. An essay should combine longer and shorter sentences
In many ways this is the same point. It is absolutely not the case of long sentences
good, short sentences bad. There will be times when a short sentence is more
effective than a long sentence. In general, though, you should avoid the extremes of
very long and very short. Also, you need to ask yourself how complex your
sentences are. Shorter sentences can work:
1. if they are used in combination with longer sentences, or
2. if they are relatively complex
Longer sentences can work:

1. if they are used with shorter sentences, or

2. if they are simpler in structure (using “and” and “but”)
Be careful of too many long, complex sentences and too many short simple
sentences

A paragraph with different sentence lengths

Examples of grammar that can work
This is not intended to be a list of advanced grammar points that will guarantee you
a band score 8.0. Rather, the idea here is to show you grammar connects to
meaning. You should never just use a structure because it is “good” grammar.
Instead, you need to ask yourself what is the best way I can express this point.
The best writers use these structures when they need to, not because they think
they have to

1. The passive
I start with the passive because it is so often misused. It is not the case that the
passive is an academic structure that should be used in essays. We use it all the time
in all sorts of contexts. Here, though, is one way you might find it helpful in
writing: to avoid repeating words – especially nouns/pronouns. You may want to
avoid using some words too much – especially words from the question. Here the
passive can help you. In a question about government action, rather than writing:
The government should introduce measures to you can try
Measures should be introduced so that you don’t repeat the word “government”.

2. Relatives
This is another piece of grammar you need to feel comfortable with and can help
you. You should be careful, however, not to overuse relatives as they can make your
writing both confusing and confused. One tip I would give you here is to try and
restrict yourself to one relative per sentence and to try and avoid them in already
complex sentences. Look at this example:

There is a real danger that allowing people to travel for free would
deprive transport authorities funds which they need and lead to a lower standard
of service.
The relative can be avoided by changing it into an adjective phrase:
There is a real danger that allowing people to travel for free would
deprive transport authorities of much needed funds and lead to a lower standard of
service.
When you do use relatives though is to define terms and add detail. Here is an
example in action:
More than that, if the authorities plan carefully, they can use the occasion of the
sporting event to help finance public works which benefit the whole population in
the long term.
I want to say what sort of “public works” I am referring to so I define them in the
relative which benefit the whole population in the long term.
3. Conditionals
Here is another piece of grammar that can help you out. Provided that is, you see
how and when to use it.
One of the best ways to use these conditionals to explain and give examples.
This means they are likely to come in the body of your paragraphs and not the
introduction/opening sentence. Try this example:

There is also, however, a strong argument not to implement this proposal. This
argument is based on economic competitiveness. If a company was forced to employ
more workers to produce the same amount of goods, then its wage bill would rise
and its products might become more expensive and less competitive compared to
companies with longer working weeks. In this case, it is possible that the company
either might become insolvent or it would have to make some employees
redundant. As a result, the intended benefit to the personnel would not happen.

This time around I have given you the whole paragraph so that you can see the
context. I use a conditional because I am explaining a point. You should also see that
we use “might” and “would” in the following sentences even though there is no
“if”.
Do you want to show off? Then you might consider using conditionals that do not
use if. So you could use:

Were a company to be forced…

4. Parallel structures
There are a number of different parallel structures we have in English. They come in
useful when we are combining, comparing or contrasting points – again something
that you are likely to do in your essays. This is a useful piece of grammar to focus
on, as when used well they make your writing more cohesive. For example
Not only would unemployment be reduced, but the working conditions of
employees on very long shifts would also be significantly improved.
You may think “not only..but also” is too easy to impress. Don’t. Simple things done
well impress too and this sentence is complex enough as it is.
 5. Verb tenses (of course), impersonal structures and modals
The point to remember here is that it is not difficulty of grammar that is important,
rather it is variety of grammar. This means that some bits of grammar that you think
are rather simple (e.g. tenses) are still important. The point I want to make here is
that the one tense you are going use most is the present simple.
Checking my essays, I find that easily the most common tense I use is the present
simple. That’s how it should be – it is easily the most common tense in English.
You do want some variety though, and here is how I get it. I use a lot of impersonal
structures”
There are several reasons why and I also use a large number of modal verbs:
It can also be argued that the point here is that I use them to make impersonal points
or sound academic. They too have their meanings and uses.

6. And and but

Never be afraid of keeping it simple. I do. My essays work. You will also find that I
almost never use “moreover” and “furthermore”. More to the point, neither do band
8.0 candidates typically. When all you want to do is add a point say “and” and if
you want to make a contrast, you are most likely to use “but” or “however,”

Test your own writing

The best advice is of course always to find yourself a teacher, but if you are working
by yourself, here is something you can do. Find an essay you have written and go
through it:
1. Do you use different grammatical structures? (You should have at least some of the
ones I have mentioned)
2. Can you see why you have used any of the more complex structures?
3. How long is your average sentence? (around 15 words is about right I would
suggest)
4. Do your paragraphs combine longer and shorter sentences and simpler and more
complex sentences?
5. Do you use “and” and “but”?
Some more tips for IELTS success
 In Listening, use the example at the beginning of the first section to familiarize
yourself with the sound, the situation, and the speakers.
 Keep listening until the recording stops, looking only at the questions that
relate to the part being played.
 There are often pauses in the recording between different sections. Use these
to prepare for the next set of questions.
 Answer Listening questions in the order they appear on the Question Paper.
Remember that they normally follow the order of the information in the
recording.
 At the end of the recording you have some time to transfer your answers to
the Answer Sheet. Check your grammar and spelling as you do so.
 In Academic Reading, begin by going quickly through each passage to identify
features such as the topic, the style, the likely source, the writer’s purpose and
the intended reader.
 As you read, don’t try to understand the precise meaning of every word or
phrase. You don’t have time, and those parts of the text might not be tested
anyway.
 Reading tasks sometimes have an example answer. If this is the case, study it
and decide why it is correct.
 Some tasks require you to use words from the text in the answer; in others you
should use your own words. Check the instructions carefully.
 The instructions may also include a word limit, e.g. Use no more than three
words. Keep to this by avoiding unnecessary words in your answer.
 In Academic Writing, you must always keep to the topic set. Never try to
prepare sections of text before the exam.
 Keep to the suggested timing: there are more marks possible for Task 2 than
Task 1.
 Organize and link your ideas and sentences appropriately, using a wide range
of language and showing your ability (in Task 2) to discuss ideas and express
opinions.
 If you write less than 150 words in Task 1 or less than 250 in Task 2 you will
lose marks, but there is no maximum number of words for either.
 When you plan your essay, allow plenty of time at the end to check your
work.
 In Speaking, don’t try to give a prepared speech, or talk about a different topic
from the one you are asked to discuss.
 Always speak directly to the Examiner, not to the recording equipment.
 Whenever you reply ‘Yes’ or ‘No’ to the Examiner’s questions, add more
details to your answer. In each case, aim to explain at least one point.
 Remember that you are not being tested on your general knowledge but on
your ability to communicate effectively.
 Organize and link your ideas and sentences appropriately, talking clearly at
normal speed and using a wide range of structures and vocabulary.
 STRATEGIES
Listening test advice
Follow this Listening test advice, and make sure you understand how to respond
to 'completion' type questions.

You will be given time to read through the questions before you listen. You will
hear each recording of the Listening test only once.

As you listen, write your answers on the question paper. At the end of the test,
you will have 10 minutes to transfer your answers to the answer sheet in pencil.
You may write your answers in lower case or capital letters.
It is essential that you transfer your answers to the answer sheet. Nothing you
write on the question paper will be marked.

Make the most of your Listening test:

 if you cannot hear the audio clearly, let a member of staff know straightaway

 follow the instructions carefully; they may be different to practice or previous

tests

 listen for the specific information you want

 try and anticipate what the speaker will say; this will require concentration

 do not worry if there is a word you do not understand; you may not need to use it

 if you do not know the answer to a question, attempt it but do not waste time;
move quickly onto the next one

 be careful with your spelling and grammar

 do not panic if you think the topic is too difficult or the speaker is too fast; relax
and tune in

 read, write and listen at the same time

 focus precisely on what you are asked to do in completion type questions

 pay attention to the word limit; for example, if you are asked to complete a
sentence using no more than two words, if the correct answer is ‘leather coat’,
the answer ‘coat made of leather’ would be incorrect
 if the question asks you to complete the note ‘in the…’ and the correct answer is
‘morning’, note that ‘in the morning’ would be incorrect; the correct answer is
'morning'

 attempt all questions; there are no penalties for incorrect answers

 check your answers

Some different IELTS Tips – Listening
 The accents of the speakers on the tape are primarily British. This means
you must become accustomed to understanding the nuances of such accents. If
you have been watching a lot of American television, (shows such as Friends,
for example) it will not really help you. British accents are quite different and
it is better to spend time in the months before the test listening to British
radio stations and podcasts or watching the BBC, British shows, and movies.
This is one of the major differences between the IELTS exam and the TOEFL,
which features more American accents.
 Get used to the way letters and numbers are pronounced in British (and
American) English. Sometimes, in the listening section, you are asked to write
down the spelling of a name, place, or address. If you make a mistake in the
spelling while writing it down, you will get the answer wrong.
 The expressions used also tend to be taken from British rather than American
English. This means you may hear unfamiliar idioms, which can confuse you.
Speakers may also use British words for common items such as "flat" for
"apartment", "lorry" for "truck", or "advert" for advertisement. Make sure you
study the most common differences in British and American vocabulary and
listen to as many IELTS exercises as possible before your exam to prepare you
for the actual test experience.
 Learn to distinguish opinion from fact. In the third and fourth listening
passages, you will probably be tested on what one of the speakers thinks or
what his / her view is. This may or may not be stated outright, but as an
underlying theme in the whole conversation or in the tone of the speaker’s
voice, rather than the words themselves.
 Don't worry if your classmates or friends get higher listening scores than
you. Each one has his or her strengths and weaknesses, just like you. Each
one also has his or her language goals. Just focus on your own needs and don't
compare yourself to others.
 Follow instructions very carefully. If the instructions state, "Write no more
than three words”, then you must not write more or you will receive no marks
for your answer, even if some of the words you wrote were part of the correct
answer. Similarly, read each instruction carefully. Sometimes, you are asked
to circle two answers, sometimes three, and so on. You must read the
instruction each time as it may differ from the previous ones. Remember, the
ability to follow instructions in English is a test in itself.
  The questions follow the oral text. Remember this - it will make it easier for
you to focus on the current question, or to know when you've been left behind,
in case the speakers have gone on to providing the answer to the following
questions.
 Familiarize yourself with charts, graphs, flow-charts, bar charts and pie
charts, etc. These often appear as part of the answer choices in the fourth
section. The more comfortable you are with interpreting the data represented
in them, the easier your exam will be.

READING TEST ADVICE

Follow this Reading test advice, and make sure you understand how to respond
to ‘completion’ type questions.

It is essential that you write your answers on the answer sheet. Nothing you
write on the question paper will be marked.
You may write your answers on the question paper and transfer them to the
answer sheet before the end of the test if you like. However, it is important to
note that you will not be given extra time to do this.

You must write your answers in pencil.

Make the most of your Reading test:

 look out for the title, headings and any special features such as capital letters,
underlining, italics, figures, graphs and tables
 make sure that you understand the questions and follow instructions carefully
 pay attention to timing; do not spend too long on one passage or question
 do not try and read every word; remember, you are reading for a purpose
 if you do not know the answer to a question, attempt it but do not waste time;
move quickly onto the next one
 do not panic if you do not know anything about the subject of the text; all
the answers can be found in the text
 the word(s) you use must be taken from the Reading text; you must not change
the form of the word(s) in the text
 do not worry if there is a word that you do not understand – you may not need to
use it
 check your spelling
 be careful to use singular and plural correctly
 focus precisely on what you are asked to do in ‘completion’ type questions
 if the question asks you to complete the note ‘in the…’ and the correct answer is
‘evening’, just use ‘evening’ as your answer; note that ‘in the evening’ would be
incorrect
 pay attention to the word limit; for example, if you are asked to complete a
sentence using no more than two words, if the correct answer is ‘silk shirt’, the
answer ‘shirt made of silk’ would be incorrect
 attempt all questions; there are no penalties for incorrect answers, so you have
nothing to lose
 check your answers
IELTS Reading tips: True, False, Not Given

Every IELTS Reading test, no matter Academic or General has tasks of this
kind. Lots of students tell me (and I agree) that this is a very confusing task.
For those who have no idea what I am talking about, I’ll explain – this task has
a statement, and your job is to say whether or not it is True, False or Not Given
according to the reading passage.

How do you “attack” this question type? First learn the rule:

If the statement clearly appears in the text – it is True

If the text clearly says the opposite of the statement – it is False

If you didn’t find the statement to be either True or False – it is Not Given

For example:
“Smoking is dangerous and can lead to cancer” – T, F, NG

1) If the text clearly says that “smoking is dangerous and leads to cancer” then
the answer is T.

2) If the text says that “No research showed evidence that smoking is dangerous
and leads to cancer” then the answer is F.

3) If the text says “The research included smokers of both genders of ages 30 to
45″ and nothing else about smoking – your answer is NG.

Don’t make these mistakes:

Don’t assume anything based on your knowledge and experience, read the
text! It is the oldest trick in the book and they use it a lot in IELTS exams.
 Don’t “over think” your answer – you could start building long logical
sequences that will lead you to the wrong answer.

How to answer multiple choice questions in the IELTS Reading

exam
Make sure you’ve read the general strategies for answering the reading section.
For multiple choice questions, the strategy is very similar: you preview your
text, skim the passage and questions, and then analyze the questions by
identifying your key words to scan for in the passage that will lead you to your
answer.
For multiple choice questions, it’s important to be aware of distracters. These
are answers that look good and look like the right answer because they may
have the right key words, but if you read carefully you’ll find that they are
wrong.
Let’s look at an example. Here are the multiple choices reading test sample
given by ielts.org. Try to answer the 3 questions in this reading sample. When
you’re done, come back here to my post and see how you did. It’s a bit tricky, so
read how I thought through my answers.
Here’s my approach:
1. Skim the passage – first sentences & last sentence

2. Skim the questions

3. Identify (underline) key words to target for scanning

4. Scan for the target words

5. Once you locate the target words, read carefully around the target word to
find your answer.

6. Be wary (cautious) of distractors. Check that the meaning carefully.

Let’s look at the questions from this sample. Below I copied the questions &
identified key words to search for, which I put in BOLD.
Question 10: Research completed in 1982 found that in the United States soil
erosion
A reduced the productivity of farmland by 20 per cent.
B was almost as severe as in India and China.
C was causing significant damage to 20 per cent of farmland.
D could be reduced by converting cultivated land to meadow or forest.
Straight away I take note of 1982, which is easy to scan for since it’s a number
and the United States, which is also easy to scan for since it’s a country name.
So I scan for 1982 and find in the passage (1st paragraph):
The United States, where the most careful measurements have been done,
discovered in 1982 that about one-fifth of its farmland was losing topsoil at a
rate likely to diminish the soil’s productivity. The country subsequently
embarked upon a program to convert 11 per cent of its cropped land to meadow
or forest. Topsoil in India and China is vanishing much faster than in America.
Now we read carefully in choosing the right answer. I look closely at the
sentence with 1982 and the United States. It says that “about one-fifth of its
farm was losing topsoil at a rate likely to diminish the soil’s productivity.” I
notice:
 “One-fifth” (1/5) is another way of expressing 20%. (You should be aware of
how data is expressed differently, for example, one-fourth, 1/4, a quarter,
25% are all the same.)
 “Diminish” is another word for “reduce“, which means to make smaller or
less. “Reduce” is in answer A
 productivity is a key word for answer A
 **BUT - we need to be careful! Read answer A carefully – it states that
productivity will be reduced by 20%. This is a percentage about reducing
productivity. This is NOT THE SAME as 20% of its farmland was losing
topsoil at a rate likely to diminish soil’s productivity. This percentage refers
to the amount of land.
 So we look at another answer with 20%, which would be C. Here, C states
that soil erosion (which is another expression for “losing topsoil”) is causing
significant damage to 20% of farmland.
 Therefore, the correct answer is C.

Question 11: By the mid-1980s, farmers in Denmark

A. used 50 per cent less fertiliser than Dutch farmers
B. used twice as much fertiliser as they had in 1960
C. applied fertiliser much more frequently than in 1960
D. more than doubled the amount of pesticide they used in just 3 years.
Straight away I scan for mid-1980s and Denmark. I find the following sentence
in the 2nd paragraph:
Fertiliser use doubled in Denmark in the period 1960-1985 and increased in The
Netherlands by 150 per cent. The quantity of pesticides applied has risen too: by
69 per cent in 1975-1984 in Denmark, for example, with a rise of 115 per cent in
the frequency of application in the three years from 1981.
Now we read carefully in choosing the right answer. The sentence states that
fertiliser use “doubled”, which also means” twice as much“. And the period was
1960 – 1985, or “from 1960 to 1985″. This means that fertiliser used in 1985 is
twice as much as the amount used in 1960. Therefore, I look at my answers and
choose B.
If you’re unsure and want to check over the others – here is why I didn’t choose
them:

 I didn’t choose A because fertiliser use doubled (which means increased

100%) in Denmark and 150% in The Netherlands (the Dutch). It only states
how much they increased their use of fertilizer within that 25 year period,
and doesn’t talk about a direct comparison of amounts the Danes and Dutch
use.
 I didn’t choose C because frequency is not addressed for fertilizer, only for
pesticides. Frequency is how often something is used, and is different from
the actual amount of something that is used.
 I didn’t choose D because frequency is different from amount used.

Question 12: Which one of the following increased in New Zealand after 1984?
A farm incomes
B use of fertiliser
C over-stocking
D farm diversification
After quickly scanning for New Zealand and 1984, I find the following in the 3rd
paragraph:

In the late 1980s and early 1990s some efforts were made to reduce farm
subsidies. The most dramatic example was that of New Zealand, which scrapped
most farm support in 1984. A study of the environmental effects, conducted in
1993, found that the end of fertiliser subsidies had been followed by a fall in
fertiliser use (a fall compounded by the decline in world commodity prices,
which cut farm incomes). The removal of subsidies also stopped land-clearing
and over-stocking, which in the past had been the principal causes of erosion.
Farms began to diversify.
We’re looking for something that increased, so reading through the following
sentences, we can knock out:
 answer B (“fall in fertiliser use”)
 answer A (“decline in world commodity prices, which cut farm incomes”)
 answer C (“…also stopped land-clearing and over-stocking”)
We see that “Farms began to diversify,” which indicates that it started and
therefore increased. So, the answer is D.
Vocabulary Note: Diversify means to become diverse and varied. If you didn’t
know the meaning, you could still answer this question if you know
your suffixes. “Diversification” (from answer D) is the noun form of the verb
“diversify”.