IELTS Vocabulary
IELTS Vocabulary
the pie charts compare = the pie charts give information about
maximising profit
environmental projects
education initiatives
accounting loopholes
contribute to society
a state of mind
we seek contentment
Sentences 1 and 3 were trying to communicate the same simple idea, so I used
the same easy sentence for both.
Notice that I removed the words 'dwelling' and 'denizen'. Don't try to show off
with difficult words in your introduction.
Notice how the verb 'face' is used: A face(s) B. For example: people face
problems.
Did you analyse the essay in Wednesday's lesson? Here are some good phrases that
you could try to use yourself:
major drawbacks
a large metropolis
affordable housing
ban vehicles
provincial towns
Remember that 'topic vocabulary' is the key to a high score in writing task 2.
rural areas
Note:
Although you probably understand the phrases above, most candidates would
not use them in their essays.
*I never use the terms "advanced vocabulary" or "difficult vocabulary". Anyone can find
a "big" word in the dictionary and translate it. The difficult skill is to use words together
in collocations and phrases.
at short notice
to eat out
my friends and I
Task:
Think about how you could use these phrases in your speaking test.
Did you note down the following 'less common' phrases from the description that I wrote
yesterday? Could you use these phrases in your own sentences?
spectacular footage
it was broadcast
stunning photography
global scope
Note:
The phrase 'less common vocabulary' (or 'uncommon lexical items') is used in the
examiner's mark scheme. It refers to any vocabulary that examiners don't expect most
candidates to use. But this doesn't mean 'difficult' words; it means the kind of 'natural'
phrases that native speakers use. A good example is "DVD box set" - this isn't a difficult
phrase, but it's something that English learnersmight not be expected to use.
erratically
precipitation
mishandling, bungling
convenient, handy
local neighbourhood
pedestrianisation
traffic diverted
a campaign by residents
a bypass
blocked off
quality of life
outdoor seating
I think you need to see five or more examples of a new phrase before you start to really
see how you could use it yourself. Can you see any 'rules' for the phrase "I'm not one
for"? Can you explain what it means? Can you use it in your own sentences?
an exact replica
a mock-up
to gauge
painstaking work
hands-on experience
priceless
outdated
Did you notice that the noun 'replica' and the verb 'replicate' both appeared in this
week's lessons, and in very different contexts?
Present simple for the future: when it comes out later this year
an arch-criminal
cartography
symptoms manifested
fundamental things
soul-destroying
Hollywood blockbusters
global appeal
suffers in comparison
in theory, in practice
the core of
compile a list
build a repertoire
to take advantage of
overuse of a word
hazardous materials
Remember: Understanding a word is not the same as being able to use it. Practise
using the phrases above in your own sentences.
Did you write down the good vocabulary from the essay that I shared on Wednesday?
Here are the 'band 7-9' words, collocations and phrases that I used:
breadwinners
gain qualifications
pursue a career
marriage partners
starting a family
personal preference
equal opportunities
parental role
Try writing your own full sentences using each vocabulary item above.
a vague objective
to set a goal
inconvenient
nearby
an initiative
communal
tuition fees
applicants
surveillance
commonplace
an invasion of privacy
Would you be able to use all of these words and phrases in your own sentences?
a certain amount of
These phrases made my answers sound very natural and "native-speaker-like". Try
using them in your own sentences.
He is a three-year-old boy.
Here's a quick review of the band 7-9 vocabulary from this week's lessons:
- the current generation of language learners
- have the Internet at their disposal
- the chance to immerse themselves in
- upset by
- opposed to... for ethical reasons
- carry out research
- stalls are spread across several sites
- the centrepiece
- an array of
- mouth-watering food and drink
- spilling over into other pedestrian streets
- attracting thousands of visitors
- the fantastic atmosphere
- Manchester seemed to come alive
- the streets were bustling
- there was a real festive feel to the city
Here are some useful phrases for describing causes and effects (for IELTS Writing Task
2 and maybe Speaking Part 3). I'll use the topic of 'global warming' to show how the
phrases work.
1. Cause and Effect
Pollution causes global warming.
Pollution leads to global warming.
Pollution results in global warming.
Pollution is the main cause of global warming.
Factories pollute the atmosphere. As a result, global warming is occurring.
2. Effect and Cause
Global warming is caused by pollution.
Global warming is the result of pollution.
Global warming is due to pollution.
Global warming occurs as a result of pollution.
Notice the different uses of 'result' (results in, is the result of, as a result). Students
make a lot of mistakes with these phrases.
Apostrophes
Avoid contractions in IELTS writing. Use "do not" instead of "don't".
You may sometimes need to show possession e.g. the government's decision.
Other punctuation
You don't really need to use any other punctuation in IELTS writing.
My advice is to avoid trying to use colons and semicolons.
A lot of students write to me saying "I gave the IELTS test yesterday". Please note that
"give an exam" is not correct.
Don't say:
- I gave an exam.
- I gave the IELTS test.
Do say:
- I took the IELTS exam/test.
- I passed the exam. (i.e. you were successful)
In other words, use "take" not "give".
IELTS Grammar: 'highest' or 'the highest'?
Most grammar books will tell you that you need "the" before a superlative like "highest"
or "lowest", but this is not always true.
We use "the" when there is a noun after the adjective e.g. the highest number, the
highest proportion.
When we put the noun before, we don't need "the" e.g. the number was highest, the
proportion was highest.
Somebody asked me about the difference between these 4 words (for IELTS writing
task 1). I'll try to explain some basic ways to use them.
number
- Use "the number of + plural noun" e.g. the number of visitors.
- Don't use it to describe percentages or uncountable nouns e.g. money.
amount
- Use "the amount of + uncountable noun" e.g. the amount of money.
- Don't use it with countable nouns e.g. the amount of person/people.
proportion
- Only use this to describe percentages (not numbers).
- Use "the proportion of + plural noun" e.g. the proportion of people.
figure
- Use "the figure for + plural noun" e.g. the figure for visitors to the UK.
- Use it with uncountable nouns e.g. the figure for unemployment.
- Use it with countries e.g. the figure for Canada.
- Use it with percentages e.g. the figure (for...) rose to 10%.
Note:
If you've read any of my task 1 essays, you'll see that I like "the figure for" because it
can be used in almost any situation.
IELTS Grammar: verb + noun collocations
When deciding whether to give a band 7 in IELTS speaking or writing, one of the things
that examiners look at is your use of collocations.
'Collocation' basically means using the right words together. Many students know a lot
of nouns, but they don't always know the right verbs to use with those nouns.
Here are some useful 'verb + noun' collocations:
to make/take/reach a decision
to have/gain/lack experience
to have/face/experience difficulties
Think about this, especially when you are writing essays. Check in a dictionary to make
sure you have used the right verb with the right noun
IELTS Grammar: while, whilst, whereas, as
Try to write an example sentence using each of these words. Feel free to share your
sentences in the "comments" area below.
IELTS Grammar: 'however' and 'whereas'
You can't use 'however' and 'whereas' in the same way. Follow these general rules in
order to avoid grammar mistakes:
Use 'however' (followed by a comma) at the beginning of a sentence to contrast
with the previous sentence:
Some people believe that schools are responsible for the behaviour of their students.
However, others argue that discipline is the responsibility of parents.
Use 'whereas' (after a comma) to contrast two ideas in the same sentence:
Some people believe that schools are responsible for the behaviour of their students,
whereas others argue that discipline is the responsibility of parents.
You can use 'on the other hand' or 'by contrast' in the same way as 'however'. You can
use 'while' instead of 'whereas'.
IELTS Grammar: 'because of'
Last week I looked at how to use the word 'because'. One of my students then asked
me to explain the difference between 'because' and 'because of'.
Compare these two sentences:
I stayed at home because the weather was bad.
I stayed at home because of the bad weather.
The important difference is the use of the word 'was' in the first sentence. After
'because', you need a subject and a verb (e.g. the weather was). After 'because of', we
don't use a verb, only a noun, nouns or noun phrase.
IELTS Grammar: fall or reduce?
These two words are the opposites of 'rise' and 'raise' (see last week's grammar
lesson):
You will probably use 'fall' to describe numbers on a graph or chart for IELTS Writing
Task 1:
'Reduce' and 'reduction' are probably more useful for Writing Task 2:
10 years ago, a long time ago, a few weeks ago, a couple of days ago
Don't use "before + past time" (before two weeks, before three days)