IIΙ) Speaking TIPS
Initially, it includes general questions (usually about you,
where you live, your family, and your occupation), then more particular issues, and the last part comes with more
abstract general matters.
Avoid short or over–long answers
Use linking words (I have plenty of them – as ‘pre-prepared meal’ – in the essay)
Do not answer with ‘yes’ or ‘no.' The questions are open, not
closed! The examiner is not interrogating you! Be yourself and respond to
questions as they come and as your thoughts are brainstorming.
If you do not understand something, just say ‘Pardon’? or ‘Sorry, I did not get/ catch this/ that,' or ‘Could
you say that again, please’?
Keep eye contact. But be aware of the fact that during the last
part, the examiner will not look you in the eye, as they instructed you not to keep eye contact to avoid being
biased! (I reveal this secret, as you may keep wondering
why the examiner avoids eye contact during the last part of the speaking test)
Avoid the word' must' in the essay and the speaking module (it is like a military
or police order). Use ‘should’ or ‘need’
instead. Avoid referring to
sex, privacy (private/ intimate matters), race,
and politics. Also, you should use gender-unbiased words, e.g., you should say ‘police officer’ instead of ‘policeman.’ If you say
‘policeman,’ you neglect that there are also women as police officers! Also, when referring to people, do not say 'he' as if all people
are men. Say, instead, 'he or she' or 'he/she,' or ‘they’ to refer to both
sexes (genders).
Finally, your appearance,
including your outfit (= clothes), should be appropriate
for the occasion, i.e., neither too casual nor too formal! You should avoid provocative/ sexy/ kinky dressing such as
miniskirts/ shorts (some boys also like
wearing mini shorts!). If you are a female (this also applies to LGBT or
metrosexuals) candidate, you should not exaggerate with your makeup!
On the speaking module, which comes last, you should keep body language that shows confidence. However, you should
not look overconfident and intimate but rather remain subtle!
You should never talk about sex, private matters, race, and
politics. Your answer should rather be politically correct (I say it, although I
hate this phrase!). Theoretically, a student can express his/her
opinion, and this will not be criticized as the important here is to be fluent
in speaking English. However, if you speak with racism or discrimination (e.g.,
against migrants or gays, or women, or something else), then you will give a
bad impression to the examiner. Words that show racism, discrimination,
or bigotry (= the fact of having and expressing strong, unreasonable
beliefs and disliking other people with different beliefs or a different
way of life (*)) are not allowed. They are unacceptable and are out
of the question (at least, honestly speaking, if I were in the place of an
examiner who came across as something absurd and inappropriate, I would kick
you out of the room!) I would even avoid the word ‘illegal migrant’
and (even I may disagree) prefer the politically correct term ‘refugee' (pronounced
ˌref.juˈdʒiː) or the
even more politically correct term ‘economic
refugee.’ Also, referring to gypsies in Europe, they often use
the weird term ‘Rom’ (plural: Roma). However, this word usually refers to gypsies from the Balkans, while Romania disagrees with this term!
Avoid the childish words ‘bad’
(e.g., ‘this is really bad’) and ‘hate’ (e.g., ‘I hate this’).
Also, avoid the word ‘tell’ (imperative; it sounds like an order) and use instead of this the words ‘inform’ and ‘say.'
In the 2nd part, the examiner will give you a topic,
and you will be asked to write some notes. Be brief, as you have just 1 min to
do this! So, write down only the keywords for brainstorming ideas
Do not hesitate to go back to an earlier point if you want to
add something, especially if you have run out of things to say.
Try to sound enthusiastic and exciting but not
overenthusiastic!
Be careful with your body language that should show you are
comfortable and confident (e.g., avoid crossing
hands and feet in a defensive position). But do not look overconfident!
Don’t forget to say ‘Goodbye’ or another ‘farewell’ phrase (but not ‘farewell’ itself, as it is dated!) before leaving the room.’ Many students are so stressed that they neglect to do so!
Other TIPS
You can also familiarize yourself with the speaking part by watching news broadcasts in English, e.g., you may watch the BBC, Euronews, and CNN, as well as the English version of international news channels, e.g., Deutsche Welle. These international broadcasts offer the chance to familiarize yourself with different English accents of non-English speaking countries, including Indian, African, German, French, etc. This will help you adjust to contemporary multicultural societies where it is rare to find a pure ‘high bred’ Oxford British accent. Instead, it is more common to listen to hybrid English accents! The ‘genuine’ international English accent is between the American and British accents.
On YouTube, you can watch the 'CNN student news' at https://www.youtube.com/channel/UCTOoRgpHTjAQPk6Ak70u-pA/videos ‘You may also watch various videos, especially news and documentaries about animals/ nature, history, and science, biology, geology, medicine, psychology, as well as movies and soap operas. I recommend using auto-generated English subtitles (CC) to read the subtitles while watching a video)
An excellent TIP is to watch your favorite movie in English, adding subtitles on YouTube or Daily Motion (although the long intro ad may be frustrating), other sites, or on a DVD. Adding subtitles (CC option on YouTube; English subtitles on DVD – English for impaired hearing – if available – is better) lets you watch the movie, focus on lip-reading, and read the captions.
When you watch a movie or news on YouTube, I strongly advise you to use only English subtitles with the CC option (usually, they appear immediately as auto-generated captions when you open the CC) and not to translate English into your language. In case you come across an unknown word, then you can translate it on Google Translate.
Similarly, when you watch a movie on the internet or on DVD, you should use only English subtitles. English for people with hearing impairment is a better option than plain English, as they describe sounds additionally, e.g., ''A horse neighed.'' You should not use captions in your language but only in English. I insist on using only English captions because when you use subtitles in your language (in case it is not English), you cannot focus easily on English phrases as your attention is distracted from the translation. You may write down the unknown words and turn them later to Google Translate to find their meaning.
If you take the IELTS exams, I strongly suggest watching at least the BBC and (if available) Sky News (the British) on a daily basis as the IELTS test is based on British English! However, as internationally most are more familiar with American English, you may find it easier to listen to the US English accent, e.g., on CNN. However, still, you need to watch the BBC as the IELTS test is based on British English!
You may also chat face to face or online, e.g., via Skype or video call or on ‘Messenger’ with a friend who speaks English fluently - preferably an English native speaker. But be aware of the difference between the American English of Americans or guys who enjoy using American English that may confuse you, especially the slang! I have met heaps of them on the web! Most of them are not Americans!
Try to have a good English accent (at least pretend!), although you will not lose marks if you do not. If you have a good–sounding more natural– accent, you may give a good impression to the examiner. You should sound coherent and clear. An international English accent is OK.
You should be aware of some differences between American and British English, as the IELTS examines only the British English language. The TOEFL exam is the one that tests the American English language.
For the IELTS exam, an excellent tip is to visit the site of the British Council and subscribe to the FULL version of ‘The Road to
IELTS’, where you can find speaking tests for preparation and practice. It also
includes videos with speaking.
The site of the British Council is http://takeielts.britishcouncil.org/
The Road to IELTS with preparing tests is on http://takeielts.britishcouncil.org/prepare/road-to-ielts
The TIPS from the British Council for the Speaking are on http://takeielts.britishcouncil.org/prepare-your-test/test-day-advice/speaking-test-advice
The three parts of speaking (IELTS exams):
Part (1)
The examiner will ask you to confirm your identity. Then
the examiner will ask general questions about familiar topics such as home,
family, work, studies, and interests. Part 1 will last about 4 – 5
min.
Part (2)
This section of the Speaking test gives you the opportunity
to speak for longer on a topic. You will be given one minute to
prepare to talk about the issue on the task card. The
examiner will provide you with a pencil and paper to make notes (My comment: do it!). You should write fast, as you have only 1 min. You will have to talk
for 1-2 minutes about the topic, and then the examiner will ask you one or two
questions on the same subject. Part 2 takes 3-4 min.
Part (3)
This section of the test is designed to give you the opportunity
to talk about more abstract issues and ideas. It is a two-way discussion
with the examiner. It will take 4-5 min. My comment: often, part (3) is
related to a topic mentioned in part (2), but it expands to more abstract
ideas.
Reference
(Retrieved: February 15, 2017):
Basic TIPS for the Speaking module
Part 1: give full answers,
but do not talk exceedingly long. Avoid prepared answers.
Part 2: refer to the task
card as you speak. Be aware of the time (2 min) and how fast it runs out. Be
fluent. Useful notes will help you speak longer but not expand your speech too long.
Part 3: make sure you know
the topic. Extend your answers that should be relevant to the topic.
All Parts:
Listen carefully to the examiner’s questions.
Use the correct tense and grammar.
Use a wide range of vocabulary.
If you do not understand a question, ask the examiner to repeat
it.
Use linking words and phrases
Be coherent (= logical and
consistent) in your argument
Speak clearly and use the
appropriate stress and intonation. Emphasize words to convey
meaning. (My comment stress and intonation
of words is more striking in British English rather than in North American
English).
Be fluent and use a variety
of words and phrases
Avoid repeating phrases or hesitating over them
Stick to the topic
and avoid prepared and rehearsed language or unrelated answers
Correct yourself when you make a mistake! This is an important
TIP.
Use the right tense
Find a way to speak about something when you do not have the
exact word you are seeking
Speaking module (total time: 11 – 14 min)
You will be assessed for the following 5 skills:
Fluency
Vocabulary
Grammar
Accuracy
Pronunciation
Part 1: introduction & interview (4 – 5 min)
The examiner will ask you some direct questions about yourself and
familiar topics.
The topics are familiar, so this part is easy to answer and a
chance to overcome your stress and show fluency.
Responding to personal questions: the examiner will ask you several questions on a variety of
topics such as your hometown and family, your accommodation, your studies or
working life, your first house, your hobbies, your favorite food, the foreign
languages you speak, a friend from school, past holidays and traveling, leisure
activities, etc. You are not expected to speak too long in this
part.
Listen carefully to the questions. Your answer should be relevant to the topic.
Ask the examiner to repeat the question if you do not understand
it.
Use the correct tense.
Give a short but full reply.
Use a different vocabulary from the examiner.
Be accurate with the correct grammar. The questions about the present are in the present simple e.g., Where do you live? What are your hobbies?
You should cover the questions: What? Who? When? Why? How? Where?
A question may be about what you did last weekend. A reply may include the following activities: played soccer; got takeaway (1 word) food; watched a DVD;
had dinner at a friend’s house; went to the internet café to check my emails/ play computer games.
Avoid too short answers. Aim
to give 2-4 sentences for each reply.
Be sure you answer the examiner’s question. Do not speak
about something else. For example, the
examiner may ask, ‘Do you have any brothers or sisters?’ Your answer may be, ‘I have an older/ a younger brother/ sister who is studying…at… (e.g., Biology
at the University of Essex).
My comment: an excellent TIP is
that when you make a mistake, and you realize it, you may correct it instantly.
It is not a problem. The problem is if you leave it uncorrected. They say that words
fly, but what you utter (= say) here is
recorded and assessed!
Opening expressions on answering the question ‘What
important things did you do last year?’:
‘Of all things I did… was the most important’
‘Last year was an important year because of…’
‘I did some important things/ activities such as…’
‘One of the most important things I did was to…’
Linking words/ phrases: because, and, if, as, although, with, which, also, but, one, at the moment, so, even though, because, either, or, well, in my opinion/ view, to my mind, for instance, I mean, then, for
example, things like…, such as, especially, on the whole, but on the other hand, in my view, so that, personally…. etc.
Some examples:
Topic: accommodation:
‘At the moment/ currently, I live in a small apartment in London, but I hope to live in a larger one soon.
Topic: Studies/ occupation:
‘I have a full/ part-time job. However, it is not the job I want to do when I finish college/
university, but it’s just a way of earning some
extra money while I’m studying.’
Topic: job (‘What do you
do for a living?’):
‘I work in a gadget store in the Mall, which can be quite interesting, although the nature of the job is changing, as many people purchase goods on the internet now.’
Topic: living in a big city:
‘At first, I did not like being in London because it is overcrowded, but now I am used to it and think it will be difficult to return to my small hometown.’
Topic: pastime (hobbies):
‘I love
movies, and I like watching TV, but I don’t like opera or football either.’
Topic: favorite sport:
‘My favorite sport is basketball because it’s a lot of fun (to play), but
I also enjoy watching it.’
Topic: favorite music:
‘I enjoy listening to… (e.g., modern music),
particularly… (e.g., R&B). I
like to have music playing when I’m studying.’
Topic: healthy lifestyle:
‘(I believe that) exercise, as well as/and watching what we eat, is good for our health. So, I try to take some exercise every day, and on top of that, I eat lots of fruit(s) and vegetables.’
Topic: fast food:
‘Even though fast
food is popular
these days, it is not good for our health/ it is unhealthy. Additionally, it is expensive/ costly,
so I think cooking at home is a more reasonable/ sensible/ healthier
choice.’
Topic: favorite season:
‘Summer is my favorite season because I love surfing and have lots of nice memories of summer holidays.’
Topic: do you prefer to go to
the movies or to watch a DVD at home?
‘I prefer staying at home. It is a much cheaper/less costly option than going to the cinema!’
Topic: the most important
festival in your country:
‘New Year is an especially important
celebration, as we come close to our
family and enjoy each other’s company.’
Topic: transportation means
(how people get to work in your city):
‘By public transportation (in North American
English; 'public transport' in British English). We still have trams, and a lot of people use them.’
Topic: learning English:
‘It is particularly important for me to learn English because I often travel abroad, and it will be much easier if I speak English fluently.’
How to Stress important words (intonation). Examples (I underline
the stressed word):
‘He enjoys his job and making
a decent living (out of it).’
‘I see my parents rarely, about once a year.’
‘It is a bit difficult to explain exactly what
she does.’
(My comment: stress and intonation of words are more striking in
British English rather than in North American English).
Part 2: Short talk (3 – 4 min)
The examiner will ask you to talk for 1 – 2 min on a topic. You will have 1 min to prepare, and then you will speak without
stopping. Your answer will be based on your personal experience and feelings.
The examiner will not interrupt you while you are speaking but will stop
you when the time is up.
Read the task carefully so that you make sure you understand the
topic
Make notes of the keywords. Make a note of any key vocabulary that you may use. Make a note of at least 2 key ideas for each of the 3 points in
each task.
Your answer should be fluent and interesting
Write something during the 1 min you have to write down some
notes.
Make notes on key ideas. Do not write full sentences but only notes. Do not waste time by repeating the words in
the task.
You have to answer the questions: What? Who? When? Why? How?
Where?
Stick to the topic and speak about each of the 3 points on the
card.
Make sure you have a good idea of how long 2 min lasts so that you
adjust the length of your speech appropriately.
Use your fantasy if you have not had much experience related to
the topic.
Examples of the notes that you may write:
Question: Describe a memorable place you visited.
Example 1: Brisbane
Brisbane, Australia – hostel (where).
Last summer (when)
My girlfriend (who with)
1 month (how long)
Wonderful time (feeling), friendly people, modern
city, travel with the ferry on the Brisbane river, modern art gallery, botanic garden,
rugby game at the Ballymore Stadium (at Herston) (why it was memorable).
Example 2: Pyramids
Pyramids, Egypt, hotel Cairo (where)
Last summer (when)
My friend (who with)
3 days (how long)
Interesting, satisfied (feelings), archeological sites, Arab-speaking, spectacular pyramids (why it was memorable).
The speech may be: ‘Last summer, I went (on a trip) to Egypt to see the
pyramids. Egypt was a country that I’d
always wanted to visit, mainly because of the pyramids, and it was high on my
list of priorities. So, I saw the
pyramids…. It was an incredible experience unlike any I have ever had
before.
Introductory phrases:
‘I would like / I have chosen/ I am going to speak about…’
‘I have lived in quite a few/ many places, but one place I particularly
liked was…’
‘I have only ever lived in… so I will speak about that.’
Part 3: Two–way discussion (4 – 5 min)
The examiner will ask you more abstract or analytical questions broadly connected to the topic introduced in part 2. You will talk about this
in full.
You are expected to provide discursive (= proceeding by argument or
reasoning rather than by intuition (= the
ability to understand something immediately, without the need for conscious
reasoning)) answers. Avoid
short answers.
Your answer will be longer than part 1. You will have the chance
to show your fluency and ability to talk about abstract ideas and support
your views.
Express your views and give reasons for your opinions to
explain why they are correct.
Phrases when you agree with the suggestion:
‘I think/ I don’t really think that…’
‘Personally, I think/ believe…’
‘In my opinion/ view’
‘To my mind…’
‘It seems to me that…’
Phrases when want to add an alternative view:
I tend to believe/ think…
I incline to the view…/ I
am inclined to believe that…
Possibly, but…
I am afraid I think…
Well, I don’t know for sure, but…
I am not sure that…
Some keywords & phrases:
I think they should be able to…
...because…
…rather than…
I think/ don’t think they should…
They might be better off learning… (e.g., a trade)
Keywords & phrases for giving a view:
I would say that…
As far as I can see…
As far as I am concerned…
It is probably useful for a…to be…
I think/ believe it is important/ essential for…to be…
I would imagine that...needs to be…
I suppose…need to be…
But I think some of the advantages might be…
I’ve always lived in…so…
I agree it’s important for…to…because this is affecting…
…to encourage the development of…
Certainly/ Definitely, ….
Keywords & phrases for explaining:
Primarily, Firstly…secondly…finally/
lastly/ ultimately…
That’s why I think why…
As a result…
Consequently…
It is possible due to…
It may come from the fact that…
So…
One reason is… Another reason is…
Because of…/ It may be because of
Keywords & phrases for making a suggestion:
It would be a good idea to…
I think we should…
One idea would be to…
One thing we could do/consider would be to…
What about….?
Keywords & phrases for comparing 2 things:
…is better than…
…is more comfortable than…
I prefer…/ I think… is preferable to…/ Preferably
My favorite… is…
If you compare...with…
While I agree that…, I also think that…
Keywords & phrases for agreeing with something:
Certainly/ Definitely,
yes, because…
Yes, absolutely because…
Yes, I like it…because
Yes, I think we should actually, because…
Keywords & phrases for disagreeing with something:
Not really, because…
I am not sure I agree with…
I don’t really think that…
I am afraid I can’t agree with that idea because…
To be honest, no, because…
Keywords & phrases for predicting the future:
In the future, I think…
It is possible that…
It is quite/ it is not highly likely/ it is unlikely that…
I doubt whether…will happen
In the long run (= eventually)…
In years to come…
By the year…
By the time we are…
Keywords & phrases for giving both views of an argument:
Although…
While…may be true, I also think that…
It is true that…but on the other hand…
Certainly/ obviously…but…
Some people think… However, I think…
Expanding a speech
Example: occupation benefits
Opportunities for promotion
Financial security, insurance & pension
Opportunities to travel abroad
Training provided by the employer
Skills useful for my resume (pronounced
ˈrez.juː.meɪ) (CV in British English)
Organization
Portfolio
Challenging
Relationship with colleagues
Competition
Salary
Reference
1) Jakeman V., McDowell C.,
New Insights into IELTS, Workbook with Answers, Cambridge English, Cambridge
University Press, 1st published 2008, reprinted 2016
2)
Jakeman V., McDowell C.,
New Insights into IELTS, Student’s Book with Answers, Cambridge English,
Cambridge University Press, 3rd edition, 2008, 17th
printing, 2015
3) Jakeman V., McDowell C.,
New Insights into IELTS, Student’s Book with Answers, Cambridge English,
Cambridge University Press, 2016.
Useful Skills
Focus on the questions. Respond precisely to the question/ topic.
Speak loudly (but not too loud!) & clearly. Be intelligible (= comprehensible) in your speech) so that the interviewer to understand you
Keep eye contact, be polite, and smile
When you are asked, make notes. Do NOT write full sentences but
keywords/ phrases and key ideas
Be careful with the tenses, accuracy, pronunciation, and grammar
Avoid short answers with a simple ‘yes’ or ‘no’. Use full
sentence
During part 2, you should speak for at least 1 min and a maximum of 2
minutes.
Some short examples of speaking
(just to see the structure; the examples are imaginary)
You may also check the Vocabulary: 'Useful phrases (misc.)' and
the 'Vocabulary (misc.)' in the essay part (Writing part (2) of this text to
take more ideas on using an elaborated vocabulary.
The point is to use an advanced vocabulary that will impress the
examiner, giving them the idea that you speak English fluently. However, even if you cannot remember difficult words to embellish
your saying or writing, then you can at least use some linking words!
Examples
Introduction
Home, hometown & family
Question: ‘Where do you come
from?’
Answer: ‘I was born in… (e.g., Sydney), but I consider… (e.g., Brisbane) (without ‘as’) my hometown
since I have lived there most of my life.’
e.g., ‘I was born in … It is a small/ large
city.’
e.g., ‘I currently (pronounced ˈkʌr·ənt·li)/ At the moment/ At present I
live downtown/ I live in the suburbs of … (e.g., London).
The location is very convenient.’
[Note: ‘Downtown’ is an adjective and
goes before a noun, e.g. Downtown LA (Los Angeles).// e.g. A downtown address./// In North
American English, ‘downtown’ is an adverb and follows a verb, e.g., ‘I live/ work downtown (not
‘in the downtown’).
e.g., ‘I work downtown, but I live in the suburbs’ (^^)’
e.g., ‘I
live on the outskirts of the city, and I am pretty much surrounded by trees and greenery.’
e.g., ‘I have been living in London since 2013.’ (My comment: this will
also show your grammar skills!)
e.g., ‘I live in a flat (‘apartment’ in North American English) in Sydney. I stay/ My
apartment is on the 2nd floor. We have 2 bedrooms: one for me
and one for (e.g., my sister) … There is a small/ large living room/ parlor ((usually in old houses)
= a sitting room in a private house. See https://upload.wikimedia.org/wikipedia/commons/6/65/Photograph_of_a_Greek_Revival_Parlor_in_the_Metropolitan.jpg and https://upload.wikimedia.org/wikipedia/commons/7/72/Georg_Janny_Salon_im_Makartstil.jpg ), a dining room and a kitchen, as well as a small/ large balcony
overlooking the …street. My home also has a covered porch (= (US English) and A veranda(h). See https://upload.wikimedia.org/wikipedia/commons/7/75/GrandeVerandah.jpg and https://upload.wikimedia.org/wikipedia/commons/6/66/Honolulu_Museum_of_Art_-_entrance_veranda.JPG /// (UK English) a
covered shelter projecting in front of the entrance of a building. (See https://upload.wikimedia.org/wikipedia/commons/8/83/Chartres_Cathedral_020_south_facade_TTaylor.JPG ) Our garden/ (yard in North American English) has a fountain surrounded
by plants. We often have a barbecue with my friends. My apartment
has an excellent view of the ships in the Sydney harbor.
It is also close to the bus stop and the underground station.’
e.g., ‘I
live in a high-rise (= a tall modern
building with many floors e.g., A high-rise office building) residential
building. My balcony is overlooking
the river’ (^^).
e.g., ‘I live in one of the
newer/ older neighborhoods in my city. It is a quiet/ noisy/ friendly/
comfortable/ convenient neighborhood’
e.g., ‘My neighborhood has lots
of apartment buildings/ blocks. Nearby there is a school, a playground, and a parking lot (= an area where cars or other vehicles may be left
temporarily). My apartment/ house is
close to the bus stop/ underground station (= subway in North American English; tube in London; metro in Paris).’
e.g., ‘In my neighborhood, there is a park two blocks (‘block’ is more US English; I guess you have heard the boy band
‘new kids on the block!’)./
streets away. I
like watching the kids playing at the playground.’
e.g., ‘My home is close to
the bus stop/ train/ underground station/ public transport (public transportation in North
American English)’
e.g., ‘On the corner
of my street is a deli (= delicatessen)/
bakery. Across from that, there is a clothing
store. Next to it, there is a laundry/dry cleaning. On
the corner, opposite the deli/ bakery, there is a bus stop/ grocery
store’
e.g., ‘My family lives in … (e.g., Leicester). I often/ occasionally
visit my family. My parents are old now. My family was/ were (‘family’ is a countable
and an uncountable noun and goes with a singular or plural verb) altogether two months ago
when I visited them. We had lunch and reminisced (reminisce = indulge in
enjoyable recollection of past events; pronounced ˌrem.ɪˈnɪs)
the past’
e.g., ‘My brother is working as a civil engineer at the moment/ Currently, my brother...
He has studied civil engineering at the University of Essex. My brother
always has a shoulder which (not
‘a shoulder where’) I can lean on’/ ‘I would rather turn to him just having a shoulder to lean
on.’
Useful words: bedrooms (e.g., one-bedroom), dining room, balcony,
furniture, art, a poster of favorite pop group/ singer/ actor/ football player,
house style, garden (‘yard’ in North American English), lots of flowers, section,
park, area, shops, schools, stores, outlets, buildings, grocery, dry cleaner, gas/ filling/ fueling station (US English) /petrol station (Uk English)/ servo (Australian English), public
transport (public transportation in North American
English).
Description: large/small/ narrow, airy, old/new, big, lots of / a
lot of, spacious/ roomy/ capacious/ commodious (= roomy and comfortable); surrounded by pretty plants; an
interesting style of architecture; a mall with many stores that
also has a fountain on each level; crowded roads; traffic moving
slowly
Education and Occupation
e.g., ‘I currently (pronounced ˈkʌrəntli)/
At present, I am studying… (e.g., Law)// I am a law student/ I work
as a… (e.g., dentist).’
e.g., I currently do my/
participate in my student internship (intern
= a student or trainee who works, sometimes
without pay, at a trade or occupation in order to gain work experience)/ apprenticeship (apprentice = a person
who is learning a trade from a skilled employer, having agreed to work for a
fixed period at low wages)
e.g., I have studied… (e.g., civil
engineering) at the University of… (e.g., Essex).
e.g., ‘I graduated (e.g., Law) … (when?
e.g., last year) and I currently (pronounced ˈkʌrəntli) = at the present time) work for… (e.g., a law firm).’
e.g., ‘I am a … (e.g., a lawyer) and I have worked for …. (e.g., a law firm). My specific job
is …’
e.g., ‘My job is an office/
manual/ labor job. I work as a …
e.g., ‘I have been
working at the same job for … years’ (My comment: this will also show your grammar skills!)
e.g., ‘I have also
worked for...years at…’
e.g., ‘I like the people at
my office/ my colleagues. They are friendly’
e.g., ‘I am applying to
study/ I am interested in studying…I would like to get an advanced degree/ to get a Bachelor’s/
Master’s/ doctorate (usually Ph.D.) degree. So, I have a lot of /many years of studying ahead
of me.’
e.g., ‘I studied a lot of interesting
subjects, and I learned things new to me’
e.g., ‘I spend (or ‘spent’ if referring to the past) a lot of time working on my project/ assignment’
e.g., ‘I took a course at… (e.g., IT (= information technology)’
e.g., ‘I am learning a
lot from my work. However, I wish I had a job with more responsibilities.
The fewer responsibilities you have, the less likely you are to succeed.’
e.g., ‘My goal is to become a physician (= doctor in North American English)’
e.g., ‘When I finish
college/university/ my specialization and get/ find a job, I will look
for my own apartment ('flat' in British English) to stay in.’
Useful words:
Incentive (=a thing that motivates or encourages one to do something, e.g., There
is no incentive for customers to conserve water)
Initiative (= the ability to assess
and initiate things independently, e.g., ‘Use your initiative, imagination,
and common sense.’ // e.g., The hallmark of Australian soldiers has
always been one of personal initiative and independent action.///
The power or opportunity to act or take charge before others do, e.g.,
We have lost the initiative and allowed our opponents to dictate the subject)
Other useful words: duties, assignments/ projects, post, position, schedule, salary/ wage, goal, qualified, co-workers/ colleagues/ classmates, clients, boss, manager, advanced degree, language skills, computer skills, using software, computer training, tiring/ demanding job; things I like/dislike about this job.
Description: company name, job
title, time length at the specific job, duties, required training/ skills,
college/ university, subject, classes, graduation, educational/ professional
goals, and career goals for the future.
Hobbies/ Pastime
(pastime (1 word) = an activity that someone regularly does for enjoyment rather than work; a hobby, e.g., 'Do-it-yourself' is the nation's most popular pastime (**).
e.g., ‘I like/ enjoy reading (enjoy + -ing verb (gerund))/ going to the cinema (or 'to the movies' or 'to the movie theatre' in North American English)/ playing sports, etc.’
e.g., ‘I enjoy attending (enjoy + -ing verb (gerund)) performances/ events… because I like …’
e.g., ‘I like to play the
piano’ / ‘I like/ enjoy playing (enjoy + -ing verb
(gerund)) the piano
e.g., ‘I participate/ engage (= participate or become involved in) in several activities such as…’
e.g., ‘I like to be outside
in nature. I am fascinated by wildlife
e.g., ‘I enjoy spending my
free time cooking/ walking/
riding my bicycle
e.g., ‘I like stand-up
comedians. Last weekend, me and… (e.g., my partner/
friend) went to a stand-up performance.
The performer was an excellent/ talented comedian. He made
everyone laugh.’
e.g., I went to the
zoo (‘go + to’) with… (e.g., my grandfather).
We spent our time marvelously/ superbly/ (both adverbs)
e.g., I like hanging out/ going clubbing (= going out to nightclubs) with effervescent ((pronounced ˌef.əˈves.(ə)nt) = active, positive, and full of energy (^^) (1))/ lively ((pronounced ˈlaɪv.li) = full of energy and enthusiasm; interesting and exciting;) young people in … (e.g., New York). (1) Effervescent also means: (of a liquid) giving off bubbles; fizzy.
e.g., ‘I like watching TV
and especially the news bulletin (pronounced ˈbʊl.ə.tɪn)’ / ‘I like watching DVDs/ videos on YouTube.
e.g., ‘I have a flair (= a special or instinctive aptitude or the ability for doing something well)/ an aptitude (= a natural ability or skill) for …. (e.g., foreign languages)’
Useful words: activities, fascinate/ fascinated by, interested in, take part/ participate in, engage in (= participate or become involved in (an activity)), enjoy, collect/ collection/ learn how, equipment, get together, belong to, join, affectionate (adjective e.g., affectionate pet), being outdoors, hiking (= going for long walks in the countryside (*)), traveling, tourist activities, relax and talk, cook, riding in the park, walk around/ stroll (= walk in a leisurely way), visit the museum, camping in the woods, sleep in tents, cook over a fire, see beautiful views and wildlife, reading romance novels; enjoy nature; a tourist destination with/ without admission fees.
Responding to specific questions
Useful words: I believe that…; In my opinion/ view,…; To my
mind…; According to my point of view….; As far as I am concerned,…;
I am sure/ certain/ positive that…; I agree/ disagree with….;
I don’t know if/ whether…; I am against…; I opt for (= make a choice from a range of possibilities)…; I think/ believe this
is a good idea because…; It seems to me that…; The advantage/
disadvantage of…is that…; Personally, I think…; I am in favor of…because…
Explaining why
Useful words: Because of, that is why, so, for this reason, since, another reason is…
Sequence
Useful words: First/ second, First
and foremost, Firstly/ secondly, Primarily.// After, by the time,
as soon as, next, before, eventually, then, when, until, at last,
later./// Lastly, finally, ultimately.
Comparing
Useful words: as…as; the same as; both; like/ likewise; also; similar to/
similarly
Contrasting
Useful words: But; on the other hand; however; less/more;
although/ even though (2 words); despite (without ‘of’); in spite of; different from
Explaining further an issue/ Giving details
Useful words: For instance/ example; In other words; to illustrate; that is; such as; are
considered to be (e.g., valuable/important);
they also provide us with; is a way
to; usually; ordinarily(= usually); first; otherwise; also; another; similarly/ likewise;
generally; additionally/ In addition; typically; present information,
through, usually, exhibit, think…; it will be/ won’t be necessary; in any case;
on this occasion; to rough something out (= produce a preliminary and unfinished
version of something, e.g., The engineer roughed out a diagram on his
notepad); delineate (= describe or portray something
precisely/ to describe or mark the edge of something, e.g., The main
characters are clearly delineated in the first chapter ((*) for the example and
the 2nd definition)
Asking the examiner for clarification
Useful words: ‘Could you please
explain what you mean by…?’; ‘Do you mean…?’; ‘Do you want me to talk
about… or … in general?’; ‘I am not sure what do you mean by….’; ‘Would
you like me to discuss just about it… or…in general?’; ‘Do you want me to…?’;
‘Can I ask…?’; ‘Should I …?’; ‘Should I explain it generally
or in great detail?’;
Delaying tactic to earn time to think!
(Use them only if you need to buy/ gain some short time for your answer!)
Useful words: ‘That is an interesting question’; ‘I have never thought about that before’; ‘There are a lot of different reasons’; ‘That is a complicated/ contentious (= causing, involving or likely to cause disagreement and argument (*)) issue’; ‘There are different/many ways to answer that’; ‘I haven’t heard that one before.’
Giving my opinion
Useful words: I strongly/ wholeheartedly
believe/ think that…; In my opinion/ view // To my mind; I would prefer to; I
agree that; If I had to choose between… I would choose/prefer…; I
tend to think; From my point of view; To my way of thinking;
I incline to the view…/ I am inclined to believe that…
Adjectives and Adverbs
Note: Adjectives describe a
noun or pronoun (^^) (usually, they go before a noun)
e.g., A boring man// e.g. A dramatic change. Adverbs describe or give more information about a verb,
adjective, adverb, or phrase. (My comment: usually, they end to -ly and follow a verb) e.g., She smiled (verb) cheerfully
(adverb)// e.g., Their house was spotlessly (adverb)
clean (^^).
Adjectives/ adverbs: Noticeable/
noticeably; marked (e.g., A marked fall of $2,000)/ markedly; dramatic/ dramatically; steep/ steeply; sharp/
sharply; rapid/ rapidly; significant/ significantly; steady/ steadily; gradual/
gradually; slow/ slowly; slight/ slightly; relative/ relatively;
considerable/ considerably; sudden/ suddenly; favorable/ favorably;
apparent/ apparently; notable/ notably; mere/ merely; obvious/ obviously;
gentle/ gently; short/ shortly; quick/ quickly; exact/ exactly; reasonable/
reasonably; vast/ vastly; immense/ immensely (= to a great extent,
extremely, e.g., The president was immensely
popular); outstanding/
outstandingly; even/ evenly.
Examples: a little; shortly after; consistent; proportionate; explicit (with a clear meaning, easy to understand, e.g., ‘I gave him explicit directions on how to get here’
(^^^)// e.g., ‘The speaker's intentions were not made explicit’– we
also use it commonly for language or content describing
or representing sexual activity in a graphic fashion); accordingly (adverb – ‘according to’
is a preposition); fast (adjective or adverb –
‘fastly’ does NOT exist as an adjective!).
Other examples: sharply (e.g., Unemployment
increased sharply); a small rise; a
steady upward trend; increased dramatically; a steep drop; rose
steadily; dropped significantly; remained reasonably constant (e.g., ‘Sales remained reasonably constant at this level’);
gentle decrease; gradual increase; a
significant downward trend.
Root word/ Noun/ Verb/Adjective and Adverb of the same word
Examples:
Politics – politician – politicize
– political – politically
(e.g., politically correct)
Rare – rarity – rarify – rare – rarely
Civil – civility – civilize – civil – civilly
Energy – energy – energize
– energetic – energetically
Act – activity – act – active – actively
Quote – quotation – quote – quotable - ----
Agree – agreement – agree – agreeable – agreeably
Beauty – beauty – beautify – beautiful – beautifully
Imagine – imagination – imagine – imaginative – imaginatively
Other examples of noun – adjectives – adverbs: meaningful (adjective) – meaningfully (adverb); happy (it is an adjective) – happily (adverb); uniform/ uniformity (noun) – uniform (as an adjective e.g., The walls and the furniture are a uniform white (^^^)) – uniformly (adverb); library (noun) – librarian (noun); solid (noun or adjective) – solidify (verb).
Examples – Misc.
Pets
e.g., ‘I had a pet parrot (not ‘a parrot
pet’). I called him Josh. He
was noisy and messy. Some say that young children should not have pets
as it is too much responsibility for them. Moreover, they lose
interest quickly. If I had to choose a pet, I would
choose a cat. Cats are very affectionate (adjective) and like sitting on
your lap and being petted.’
Friendship
e.g., ‘Being outdoors is something we
have in common with my best friend’
e.g., ‘We grew up in the same
town. We went to all the same schools. We have many common/ the same
friends. Friendship is important to me. With a friend, contrary to an acquaintance,
you share much more important/ meaningful/common interests and deeper
thoughts. However, today we spend less face-to-face time with
our friends. We communicate with them more through technological means
such as the internet/ social media and smartphones.’
e.g., ‘I came across/ met an old friend I hadn’t seen for a long time (or 'in a long time' in North American English). I had fun talking with him/ her. We talked about everything we have done since the last time we met/ got together’ (since + have/had).
e.g., ‘I spend less time ('time' is an uncountable noun, so we use ‘less’) with my friends now than (I did) in the past. With our friends, we share experiences/ problems/ talking/do things together. We rely on friends for companionship.’
Favorite teacher
e.g., ‘I think he/ she (e.g., Mr./Ms. Smith) was the nicest/
best teacher I have ever had. He/ she had a
lot/much more patience than the other teachers and a more
interesting/ comprehensive (= complete; including all or nearly all elements or
aspects of something) way of teaching
and answering our questions.’
Books
e.g., ‘I like this novel. It
helps me escape from the stress of everyday life. It is my favorite
book because of the strong character and the setting in… (e.g., medieval
England).’
Travelling (‘traveling’ in North American English)
e.g., ‘I like traveling. I enjoy visiting beautiful/ interesting places,
experiencing new things, and meeting people from different cultures. I
also like visiting old towns and learning about their history. I was in
London last summer searching for a job and (for) leisure as well. I had
the chance to go sightseeing (it is a noun). I visited the
attractions of the city and bought souvenirs.
e.g., ‘We had a wonderful
time. We spent most of our time relaxing on the beach/ fishing. We were
amazed by the exciting nightlife. We ate lots of tasty dishes,
including fresh fish. We lived in the middle of nature, and we felt the
wildlife all around us.’
Celebrations
e.g., ‘In my country, it is common to celebrate high school
graduations, landmark birthdays, and wedding anniversaries.’
Healthy diet
e.g., ‘Unhealthy diet leads to obesity (pronounced əʊˈbiː.sə.ti)
that causes myriads (myriad = a countless or extremely
great number) of diseases, including heart disease and cancer. We should avoid
eating junk and takeaway (1 word) food.’
e.g., ‘Often, people with
obesity have low self-esteem.’
e.g., ‘We should prefer to
eat foods that don’t contain preservatives (pronounced prɪˈzɜː.və.tɪvs), additives, and
artificial colors.’
e.g., ‘We should prefer to
eat/ eating organic fruits and vegetables not treated with
fertilizers (such as organophosphates), insecticides & pesticides.’
Obeying the safety rules
‘It is irresponsible to disobey the rules.’
‘We should conform to the official safety
standards/ rules.’
‘Safety comes first!’
TV talk shows
A TV talk show has: an audience, a host, a guest/guests, and sometimes an expert
Other Examples
(Note: all these examples are fictitious)
Part (1) – Introduction
Hometown & Current Residence
I was born in Italy, Rome. I currently (pronounced ˈkʌrəntli) work downtown (not ‘in the downtown’), but I live in
the suburbs (^^) of Naples. I have immediate access to public
services. I have been living/ residing in Naples since
2018.
I frequently/ regularly visit Rome using the railway and sometimes by coach (pronounced
kəʊtʃ) (‘bus’ in North
American English)
I’ve got used to living in a large city (note: ‘used to’ goes
with any tense).
I go to work with the commuter/ suburban
(not subarbian’) rail (= a passenger rail
transport service that primarily operates between a city center and middle to
outer suburbs beyond 15 km (10 miles) and commuter towns or other locations
that draw large numbers of commuters (people who travel on a daily
basis) (*****)).
Shopping and daily activities, as well as hanging out
with friends, are easier when you live in a large city.
Moving to the suburbs would be quite difficult,
as I would need public means of transport ('means of transportation' in North American English) to go to work (not
‘go to job’).
In my city, I have all the amenities (amenity (pronounced əˈmiː.nə.ti)
= a
desirable or useful feature or facility of a building or place) and conveniences
I need.
I live in a cozy apartment ('flat' in British English) on the 3rd floor. I get along with (= if two or more people get along, they like each other and are
friendly to each other (^^)) my neighbors on the same
floor and the ones on the lower floor. I have a good
relationship with my next-door neighbor, and when she is on vacation/
holiday (not ‘vacations’
or ‘holidays’), I look after her two cute cats! I am also acquainted with a family from Pakistan that
lives in (not ‘lives at’) the ground floor apartment/ their apartment is on
the ground floor/ that stays downstairs (= the ground floor).
Studies and Occupation
I have studied biology at the degree (not ‘a degree’) level, and I am currently
(pronounced ˈkʌrəntli) working in (not ‘at’) the biochemistry lab at
the county hospital of Naples.
I am also studying English to learn all the required skills to succeed in the IELTS exams.
Undoubtedly (pronounced ʌnˈdɑʊ·t̬ɪd·li;
we do not pronounce the ‘b’ here), the English language is a gateway to the world!
My job is exciting. I find the lab less stressful than a clinical post!
My specialty matches my skills/ interests.
Initiative (= the ability to assess and initiate things independently) in the workplace is
essential to succeed in your field!
At the moment, I am looking for a job (not ‘for a work’) / post/ position/
vacancy in the UK. I am searching
for vacancies/ jobs in (not ‘at’) recruitment sites on the web/ internet.
I have heard that many overseas students who first come to
the UK (not ‘come in the UK’) for graduate or postgraduate studies experience a culture shock! International students are not familiar/unfamiliar (not ‘familiarized’) with the diversity and the disparity (= a great difference) of contemporary British society! (I write the last paragraph for the record,
as it is politically incorrect! So, you should
better omit it!)
Future occupational plans
I have a flair (= a special or instinctive aptitude or ability for doing something well)/ aptitude (= a natural ability or skill) for medicine. I want to ‘fix people up' (= repair)!
I am studying (not ‘I study’) nothing (not ‘anything’) at the moment, but I plan to study biology in the UK
I think that a physician's (physician = doctor in North American English) profession does not only concern
financial safety but also an individual need to offer service to society (not ‘the society’ as we are generally speaking)
Family
I am the eldest of (not
‘among’) my siblings.
My sister is working as an internet seller at the moment. She has recently been
made unemployed, so she turned to internet selling.
She has studied civil engineering at the University of
London
My family was/were (‘family’
is a countable and an uncountable noun and goes with a singular or
plural verb) altogether two months ago when I visited them.
‘My sister always has a shoulder which (not ‘where’) I can lean on’ / ‘I would rather turn to her just having a shoulder to lean
on!’
My father is a man of sense
We are a happy family.
My parents always believed that children must be listened
to, so our relationship was always good (not ‘always was good’)
Pastime (Hobbies)
I am keen on physical workouts (not ‘workout’) at the gym/ on working out at the gym.
My pastime (= an activity that
someone regularly does for enjoyment rather than work; a hobby) includes working out at the gym and surfing the web!
I like weightlifting, but I think I rather exaggerate (pronounced ɪɡˈzædʒ.ə.reɪt) the time (not ‘in the time’) I spend working out at
the gym.
I have also taken up writing activities on my blog on the
internet.
I have many cyber friends (not ‘mutual friends’) on my social media, and we often chat online on ‘Messenger’
In my hometown, I enjoy (enjoy + -ing verb (gerund)) hanging out with friends and
visiting the Mall to go shopping (not
‘for shopping’). I am a ‘mall rat!’ (= (slang) a young person who goes to shopping Malls to
spend time with friends)) (slang is inappropriate for speaking; I think the examiner will giggle when you say ‘mall rat’!)
I have caught up with all my old friends/ classmates, and we often meet to play soccer ('football' in British English)/ rugby/baseball/cricket
In my spare time, I enjoy listening to jazz.
If I were to choose/chose an instrument to play, I would choose the piano.
I cannot help (not ‘I can’t
help myself’) eating junk food! I often feel lazy/ tired to
cook, so I tend to (order) takeaway (1
word) food. Most people today,
including me, are inclined to prefer cheap food. They say that ‘we are what we eat.’ People rarely/
Rarely do people (not ‘Rarely people’) eat unprocessed (pronounced ˌʌnˈprəʊ.sest)
food.
I scarcely go to the cinema (or 'to the movies' or 'to the movie theater' in North American
English) because I cannot afford to/ because I
have no time for this.
I holidayed (‘holiday’
is also a verb) in the UK 5 years ago (ago + past simple), both
for work and for leisure. I went/did some sightseeing (noun) (not ‘did a full sightseeing’) in London, and I visited the outdoor/the open-air/street
markets.
I wish to travel again to the UK, but I have been (not ‘had been’) short of money since
my last visit there (for/ since + present or past perfect), so I currently (pronounced ˈkʌrəntli) can’t afford to travel abroad for holidays.
Part (2) – describing a topic, and Part (3) Expanding to general
topics – more abstract
The internet & social media
I think young people are familiar with (not ‘familiarized themselves’) the
internet. Nowadays, even babies play with tablets using them as a toy!
The advent (= the
arrival of a notable person, thing, or event)/ invention of computers was a turning point in modern
history (not ‘the modern history’). Technical knowledge facilitates our life. Contemporary applications (not ‘applies,' as ‘apply’ is a verb) of computers include the interactive whiteboard (See
https://upload.wikimedia.org/wikipedia/commons/a/a2/Interactive_whiteboard_at_CeBIT_2007.jpg ) in school
class/ in school classrooms that has replaced the obsolete
blackboard (on which we write with chalk)
The internet brings people closer to each other. You can surf
aimlessly and endlessly on the internet, but you lose the
chance to socialize with other people. The internet facilitates
quick and inexpensive communication. Online information is
readily available to everyone.
You can track down everything on search engines such as ‘Google’
The interactive procedure with computers/ automatism/
robots will never be as quick and direct as with a human being!
Teenagers are highly impressionable (= can easily be impressed) by fashion
icons
The internet attracts my interest as well!
Live stream of events on the
internet offers immediate access to the information
However, offensive/ explicit language and cyberbullying (1 word) are common features
on the internet
On our social media,
such as Facebook( not
‘the Facebook,’ as we speak generally), we chat/ communicate (not ‘we feedback’ as it is not a verb and also does not fit here) with our virtual/ cyber
friends (don’t write ‘mutual friends')
Most people today have internet access (not ‘an internet access’ – here we speak generally). But many people neglect to communicate with real friends or
date a partner (not ‘with a partner’)
Staying aimlessly online may be time squandering, often
becoming an addiction. Contemporary
kids fritter their time away on the internet neglecting physical workouts/ a physical workout (not ‘neglecting physical workout’)
People who endlessly stay online usually neglect socializing
with real individuals, and this may render them introverted and isolated (not ‘isolate’ or ‘introvert,’ as here we use them as adjectives)
The youth adopt attention-seeking behavior throughout
their social media and are obsessed with collecting (
Many spend/waste their spare time in front of the screen of their laptop/smartphone/tablet
People who waste their time on the internet and
neglect reading books and keeping updated about (not ‘for) the latest events from (online or print) newspapers have narrower (not ‘narrowed’) mental
horizons
Education
Aristotle, the ancient Greek philosopher, said that
scientific evolution should keep up with society’s moral values.
The ancient Greeks stressed the significance of equal
intellectual and physical (or 'body and mind' or
'brain and body' (1)) development. ((1)not ‘the brain and the body,' as here we speak generally).
Education prepares children for the realities of life/gives a
more balanced, comprehensive (= complete, including all or nearly all elements or
aspects of something) view of life. Additionally,
it provides learners with essential life skills
Education is important for the brain to develop
globally
The Pollution of the Environment
The governments need to pass new laws/legislation on protecting
the environment// need to tackle the pollution of the environment by
passing new laws (not ‘a new law’)/ new legislation. If they neglect to introduce new
legislation, then the situation (not ‘then things’) may be rendered irreversible.
The government should fine (‘fine’ here is used as a verb; = punish someone by making them pay a sum of money, typically as a penalty for breaking the law) the industries and plants (= factories that use machines) that pollute the environment and impose the implementation of this, regardless of the political pressure/cost. (My comment: as many industries officially sponsor the leading political parties!).
The outlook (= perspective,
future events that will follow) of tackling
earth pollution is gloomy, as it is hampered (= hinder or impede the movement or
progress of)/impeded by the lack of an
international agreement/ accord to decrease carbon dioxide levels in the
atmosphere.
China continues to pollute the environment, and Beijing is
one of the smoggiest (we refer to ‘smog’, not ‘fog,’ so beware of the typo) capitals (worldwide), as this is the (environmental) cost of the robust/ soaring
development of the Chinese economy (from
the media)
Endangered species will become extinct
unless we take decisive steps to deal/ tackle earth pollution.
Emission of toxic fumes
from vehicles, plants, and industries has detrimental/
deleterious/noxious (= harmful) effects not only on the environment but also on our
health.
What is at stake (= at
risk) over the next five years is the extravagant
((pronounced ɪkˈstræv.ə.ɡ(ə)nt) = lacking restraint in spending money or using resources)
exploitation of natural resources, including
oil and natural gas, that will lead to their extinction.
There should be a global agreement/ accord aiming to
decrease gas emissions so that we can limit (not ‘so to limit’) the increase in the global temperature and prevent the greenhouse
(1 word)
effect
We should not tamper (= interfere with something in order to cause damage or
make unauthorized alterations) with mother nature!
Family and the new generation – the problems of Youth
Sometimes children tend to reject their parents and are argumentative. The potentially
physical scars of abused/ neglected children are not as deep as their
psychological scars.
Parents should not be authoritarian/ condescending (= having or showing a feeling of patronizing superiority) but,
instead, should show love and understanding/ compassion/ affection
However, over-protection leads to immaturity and
irresponsibility
Parents should openly admit their mistakes. Additionally, they should avoid heavy criticism as children that experience
heavy criticism tend to criticize others (not ‘the others’) when they grow up. (My comment: criticism, along with lecturing, is also
a quite common trend on the internet chats and comments).
The generation (not generation’s) gap is a perpetual (= everlasting) issue that has been described even in ancient societies. For
instance, (= for example), Aristotle, the ancient Greek philosopher, referring to
young boys of his time, says that they are presumptuous (pronounced prɪˈzʌmp.tʃəs)
= show little respect for others (^^)) and
impudent (pronounced ˈɪm.pjə.dənt)
= rude and not showing respect, especially towards someone who is older or in a
more important position (^^)), lacking respect to
adults (not ‘the adults’). The same phenomenon/
trend/ norm of an impertinent (pronounced ɪmˈpɜː.tɪ.nənt)
= not showing proper respect; rude) and insolent ((pronounced ˈɪn.səl.ənt)
= showing a rude and arrogant lack of
respect)) youth is prevalent today as well!
The increase in dysfunctional families may explain the proportionate upward trend of juvenile (= relating to young
people) delinquency (= behavior, especially of a young person,
that is illegal or not acceptable to most people (*)), as frustrated kids with temper tantrums (tantrum = uncontrolled outburst of anger and frustration,
typically in a young child) tend to find safety in
the ‘nest’ of a gang. Some may also seek oblivion from (not ‘oblivion of’) their miserable life
by abusing ‘psychedelic’ drugs that drive them to a world of illusions// oblivion
(= the state of
being unaware or unconscious of what is happening).
Useful phrases
Home
I live in a two-storey
(or ‘two-story’ in North American English (= level, floor) building
My hometown is….
Near my house, there is an outside parking lot
I own a pet parrot
Education
Teamwork, seminars, courses, projects, skills
Handouts (handout = a piece of printed information
provided free of charge, especially to accompany a lecture or advertise
something) are replaced by sharing
information through tablets
Evaluation/ feedback is
important
Transparencies (images presented in lightboxes) and slides have been replaced by presenting
images with a projector
Extracurricular activities include games/ sports, art class, theater, swimming pool, and music school.
Recreational/ leisure activities
Some examples of recreational/ leisure activities are
listening to music, watching DVDs, going to the movies/ theater, participating
in/ engaging in activities (e.g., sports), etc.
Go on / take a/ vacation//
They relieve/ tackle stress.
It is important for me to spend/ pass my time fruitfully/ creatively
Many spend their spare time going out for a coffee or a
beer and communicating (not ‘socializing’ as here we have an object) with other people.
Consumerism
Many needs are factitious (= artificially
created or developed) (not fictitious), not essential
Marketing/ Advertising is
used to create these superficial needs
Compared with ('compared with' shows the differences while 'compared to' shows the similarities between 2 things) the past, our utilitarian (= designed to be useful or practical rather than attractive.// Relating to or adhering to the doctrine of utilitarianism, the doctrine that actions are right if they are useful or for the benefit of a majority), society is more materialistic (= excessively concerned with material possessions; money-oriented). For example, retail stores sell myriads of gadgets that are immensely popular among the young. These gadgets appeal to the youth.
By obtaining gadgets, someone feels happy and keeps up with technology
Discussion with teachers and peers (peer = a person of the same age, status, or ability as another specified person) improves cognitive ability.
Reference
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