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13/08

20/08

27/08

03/09

09/09

01/10

08/10

22/10

29/10

05/11

12/11

19/11

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PB

Many

possible

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Wordwall - Create better lessons quicker

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Adv and disadv of tourism in the modern world - IELTS 9

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Complete the sentence - A cloze activity where you drag and drop words into blank spaces within a text.

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Avec le site OSCAR, vous pouvez réaliser un test de positionnement gratuit en anglais, allemand, espagnol, italien et français langue étrangère. Grâce à un test évolutif de 15 minutes, découvrez votre niveau et déterminez vos objectifs.

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Testez gratuitement votre niveau en langue avec OSCAR ! - Centre d'Etude de Langues

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Vous voulez connaitre votre niveau en langue avant d'envisager une formation ? C'est par ici !

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Not sure which exam to take? Try our online test to find out which Cambridge English exam is right for you. It’s quick, free and gives an instant score.

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Révisez sur la plateforme experte des certifications en langues pour obtenir le CLOE Anglais grâce à une préparation en ligne sur mesure.

Qu'est-ce que le CLOE Anglais ?

La certification CLOE English (Compétences Linguistiques Orales et Ecrites) est un examen de langue anglaise reconnu pour évaluer les compétences en anglais des locuteurs non natifs. Disponible pour les étudiants et les professionnels, cette certification se compose d' un test écrit adaptatif et d' un entretien avec un évaluateur.

Divisé en deux parties, le test CLOE English évalue la compréhension orale et l'expression orale, ainsi que la compréhension écrite et l'expression écrite. L'examen se déroule en ligne et est valable 2 ans à partir de l'obtention de la certification.

Les infos clés

CLOE English

Durée totale de 1h15

Évalue la compréhension orale et écrite

Test valable à vie

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Préparez le CLOE English : entrainement en ligne | GlobalExam

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Pour passer la certification CLOE English, rien de tel que la pratique ! Entrainez-vous sur GlobalExam à l'aide d'exercices d'anglais corrigés, d'examens blancs chronométrés et de fiches de révision spécifiques au CLOE English. Accédez à votre préparation en ligne sur mesure !

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Qu’est-ce que la certification CLOE ?

Permettant de certifier les compétences d’un candidat en langues étrangères, la certification CLOE est disponible en anglais, allemand, espagnol, italien et français langue étrangère. Pour les entreprises, elle représente un gage de crédibilité supplémentaire, puisque qu’elle porte sur la communication écrite et orale au quotidien ainsi que dans le cadre professionnel.

Quatre compétences sont mesurées : l’expression orale et écrite ainsi que la compréhension orale et écrite, avec une attention particulière portée à la structure grammaticale des phrases. D’autres éléments entrent en ligne de compte, tels que la cohésion, le vocabulaire, la prononciation ainsi que l’aptitude à dialoguer.

À savoir : la préparation à la certification CLOE est éligible au CPF.

Quelles sont les choses à savoir sur la certification CLOE ?

L’examen associé au passage de la certification CLOE demande notamment de :

Comprendre un texte court et d’en dégager le sens global et des détails spécifiques.

Identifier et utiliser des expressions de la vie courante ou professionnelle.

Comprendre un énoncé, des instructions ou des questions d’un interlocuteur anglophone.

Employer un vocabulaire courant ou professionnel adapté à la situation de communication.

Construire des phrases cohérentes.

Communiquer de façon naturelle à l’oral.

Les résultats de la certification CLOE font référence au Cadre européen commun de référence pour les langues (CECRL), qui est une norme internationale permettant de décrire la compétence linguistique. Cette norme se décline selon plusieurs niveaux allant de A1, premier niveau de compréhension à C2, considéré comme le plus haut niveau.

Comment bien préparer la certification CLOE ?

Gardez toujours à l’esprit la structure de l’examen, en sachant que vous devrez comprendre et intervenir à l’écrit comme à l’oral. Vous n’avez pas de raison d’avoir de mauvaises surprises le jour J puisque vous avez d’ores et déjà en tête que les deux aspects seront testés.

Pendant tout le temps de votre préparation, tâchez d’échanger le plus possible dans la langue de votre future certification. Achetez des journaux, magazines et lisez des articles en ligne afin d’enrichir petit à petit votre vocabulaire.

Le jour de l’examen, prenez le temps de lire deux fois les questions qui vous sont posées afin de ne pas faire d’erreur de compréhension.

Apprenez à maitriser votre temps. Lors de votre préparation à la certification CLOE, n’hésitez pas à prévoir des « examens blancs » dans un temps imparti.

À savoir : la certification ouvrant droit au CPF, c’est le moment d’utiliser vos heures de formation afin de préparer sereinement votre examen. Rien de tel qu’un professeur natif pour vous encourager et faire en sorte que vous soyez parfaitement prêt(e).

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Please click the link to complete this form.

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bqclrlyjqgq56cu5

2 weekends out of 4

You to Everyone (30 Jul 2024, 15:11)

Chagrin d’ecole

TA

CC

VR

GA

PR / FT

IC

TA task achievement

Productive skills

CC Coherence and cohesion

You to Everyone (30 Jul 2024, 15:16)

VR vocab range

GA grammar Accuracy

PR pronunciation

FT format

IC

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It’s a little disappointed  — when I work on night - I use to sleep before 2 or  3 hours --she didn’t work anymore - she is in retraite - did you see the film  the kind speech-

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Look at these examples to see how we use the present simple and continuous.

The world is changing and it's changing rapidly.
The earth revolves around the sun in approximately 365 days.
I'm an engineer, but I'm working as a taxi driver at the moment.
My daughter is always leaving clothes all over the floor.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Basic contrasts

We use the present simple to talk about:

something that is always or generally true

something that happens regularly

We use the present continuous to talk about:

actions which are in progress at the moment

something generally in progress but not actually happening at the moment

future plans that have already been organised.

State verbs

State verbs describe a state rather than an action. They aren't usually used in continuous forms, so we use present simple instead of present continuous.

I don't know the answer. I'm not knowing the answer.
He reallylikes his new house. He's really liking his new house.
Theyseem busy at the moment. They're seeming busy at the moment.

State verbs often relate to:

Some verbs have a stative meaning and a different active meaning.

I have a new computer. (state - possession)
I'm having a quick break. (action - having a break is an activity)

This coffee tastes delicious. (state - our perception of the coffee)
Look! The chef is tasting the soup. (action - tasting the soup is an activity)

Other uses of present continuous

verbs describing change and development

complaints and annoying habits

Other uses of present simple

headlines
In headings at the top of articles in newspapers and magazines, references to the past are usually simplified to present simple.

Plot summaries

Note that when describing the story of a book, film, play, etc., we use present tenses.

She quits her job and goes in search of adventure.
While sheis travelling in India, she meets someone special.

Anecdotes

People also sometimes use present tenses to tell an anecdote - a funny or interesting story about a real incident. This makes the story more immediate and dynamic.

So I'm on the bus and this guy comes up to me and starts talking to me about someone called Dev. I'm like, 'Sorry, do we know each other?'

Do this exercise to test your grammar again.

Language level

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Do you know all the different uses of present simple and continuous? Test what you know with interactive exercises and read the explanation to help you.

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talking about project :

Present simple vs present continuous

Diversity

The country side

To be in good in health  you should have a high level of glucose

You to Everyone (1 Aug 2024, 17:22)

Diabetes

Sugary

I eat less  less sugar since lock down

I ‘m waking up at 5:00

You to Everyone (1 Aug 2024, 17:35)

I’m interesting / ‘im interested

If you are capable to

It depends of

You to Everyone (1 Aug 2024, 17:44)

Home

Systemic

You to Everyone (1 Aug 2024, 17:50)

I said to me

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Fluency Space - Advanced Business English Coaching Online

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Present Simple or Present Continuous Gap-Fill Exercise - Fluency Space

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Fill in the gaps to make correct sentences using present simple or present continuous tenses. 'I do' or 'I am doing'

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There is just one version of the IELTS Speaking test for both IELTS Academic and IELTS General Training.

As the Speaking questions and topics are the same for both tests, you can be sure that the practice material provided here is suitable for you, whichever version of the IELTS test you are taking.

What to expect

In the IELTS Speaking test, you will have a discussion with a certified examiner lasting between 11 and 14 minutes. This will be interactive and as close to a real-life discussion as possible.
The test has three parts:

In Part 1 - you will answer questions about yourself and your family.

In Part 2 - you will speak about a given topic, which will be introduced by the examiner on the day.

In Part 3 - you will have a longer discussion with the examiner about the topic introduced in Part 2.

How to practise

This practice material is designed for two people working together, so you'll need to find a study partner to help you. This might be a teacher or a friend.

You should take all three parts of the test one after the other without a break to make sure that your practice session is as realistic as possible.

Remember to speak clearly and accurately. It is important to say as much as you can (without rushing) and to be spontaneous. Do not prepare answers in advance as you will not have this option when it comes to the real-life IELTS Speaking test. The more natural and authentic you can be, the better the test is likely to go.

It's a good idea to record yourself (e.g. via your smartphone or laptop) so that you can go back and check your performance. If you can't record yourself, ask your study partner if they can do so.

There are two practice tests below. Each test includes questions for your study partner to ask you as well as a sample topic for you discuss.

If you need more guidance, you can also listen to real-life audio recordings of a candidate taking the test.

How to review your Speaking test

Listen to your own recordings (if possible) and review your performance with your study partner. You may want to discuss the following:

Think about how you spoke. Were you fluent? Did your speech sound natural? Were you able to express yourself clearly?

Did anything prevent you from doing your best? Is there anything you might approach differently next time?

IELTS Speaking test samples

If you wish to hear samples of the Speaking test, you can listen to the recordings and read the audio transcripts for each part of the test. These are designed to give you an understanding of the format of the test, and they do not represent model answers so you should not try to imitate them.

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Free Online IELTS Speaking Practice Tests | Take IELTS

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Take our online free IELTS Speaking practice test to help improve and familiarise yourself with IELTS Speaking exam.

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CAE Practice Tests

Looking for more CAE Reading and Use of English practice tests?

CAE Exam Success Plus!
Find out more

Using these tests

If the test tells you your answer is wrong but you think you're correct let us know.

Print a copy of the test to read offline then use the interactive version to answer the questions.

If you score badly, don't worry! Try our grammar and vocabulary-building exercises in Spotlight Paper 1.

Go to our FREE Word Bank for daily vocabulary exercises to help you with the Use of English paper.

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Practice tests for Cambridge English Advanced Reading and Use of English

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IELTS Writing Task 1 Tips, Model Answers & More

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Useful IELTS writing task 1 tips, answers, lessons & videos for success achieving a high score. This page contains all the information and help you need to do well. Learn about the IELTS marking criteria, paragraphing, vocabulary and much more. This page has tips for Academic writing task 1 and GT w…

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Below is an IELTS table model answer for writing task 1. The IELTS table below is taken from IELTS Cambridge book 7. The sample answer is estimated at band score 9. This page was last up-dated 2019.

The table below gives information about consumer spending on different items in five different countries in 2002.

Source: IELTS Cambridge English Test Book 7

The table illustrates the proportion of national expenditure in Ireland, Italy, Spain, Sweden and Turkey on three types of consumer items in 2002.

Overall, the category of consumer goods that all countries spent most on was food, drinks and tobacco, which was three times higher than on the other types of goods. The lowest spending could be seen in the category of leisure and education in all five countries. The outlay of Turkey was generally higher than the other four countries.

In terms of food, drinks and tobacco, Turkey spent the most at 32.14%. The expenditure of Ireland was also high (28.91%) compared to Sweden which spent the least (15.77%). Spain and Italy spent 18.80% and 16.36% respectively. On the other hand, the lowest expenditure was on leisure and education which accounted for under 5% in all countries. Turkey spent most on these items at just 4.35% of their national expenditure which is around double that of Spain (1.98%).

Clothing and footwear was the third category of consumer goods and outlays for those items were between 9% in Italy and 5.40% in Sweden. The national spending in this area for the remaining countries averaged around 6.5%.

Tips for IELTS Tables

Put all your key features in the overview. Note one key feature is not enough for a high score.

Divide your body into paragraphs.

You don't have to give all details. You can group details together by giving averages or ranges.

Be selective. Don't put too many details in your report.

Make sure you write over 150 words but aim for less than 200.

Use a range of linking devices eg compared to / as opposed to / in terms of / while etc

Try to avoid being repetitive with your sentence structures.

Some words will be repeated. There is always a limit to how many synonyms one word has. As long as you show the skill or paraphrasing and avoid errors, it's fine.

Other Writing Task 1 Models

Main IELTS Pages
Develop your IELTS skills with tips, model answers, lessons, free videos and more.

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Below is an IELTS table model answer for writing task 1. The IELTS table below is taken from IELTS Cambridge book 7. The sample answer is estimated at band score 9. This page was last up-dated 2019. The table below gives information about consumer spending on different items in five different countries in 2002.

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Essential vocabulary to describe an IELTS writing task 1 line graph. To get a good band score you must show the examiner a range of different words to show upward and downward trends as well as key features. IELTS line graphs show change over a period of time and you must vary your language and vocabulary when you write your report.
This page contains:

1. Verbs & Nouns

2. Practice Exercise

3. Adverbs & Adjectives

4. Time Phrases

5. Useful link to model answers and more tips for line graphs

Below are lists of verbs and nouns that can be used to describe a line graph in IELTS writing task 1.
Upward trend Downward trend

decrease / a decrease

drop / a drop

fall / a fall

decline / a decline

Other vocabulary
Mistakes when using words will affect your band score. This includes spelling.

Band 6 = some vocabulary errors.

Band 7 = few vocabulary errors.

Fill in the gaps using the vocabulary above. Make sure you adapt the words to make the sentences grammatically correct. The completed paragraph below is an example of a body paragraph for a line graph.

Source: IELTS Liz

Notice: It is uncommon to be given only one line as a task unless it is combined with another chart or table. The above graph is for practising vocabulary.

Questions 1-5
Fill in the gaps with the correct vocabulary. You should use no more than two words for each gap.

The number of reported cases of influenza began at 40 in 1985 after which the figure (1). ........................ steadily to reach about 55 in 1987. In 1988, there was a (2) ............. in the number to below 50 before (3) ................ to reach a (4) ............ (5) ........... approximately 75 in 1991. After that date, the figure dropped to about 55 in the final year.
Answers
Click below to reveal the answers:

1. rose / increased / climbed / grew / went up

2. a fall / a decline / a drop / a dip / a decrease

3. climbing / increasing / rising / going up / growing

4. peak

5. of

Below are useful adverbs and adjectives to describe change.

Adverbs: steadily, gradually, sharply, rapidly, steeply, slightly, dramatically, significantly, considerably

Adjectives: steady, gradual, sharp, rapid, steep, slight, dramatic, significant, considerable

Sentences:

1. The number of cases of influenza increased steadily from 40 to 55 in the first three years.

2. There was a steady rise in the number of cases of influenza to reach 55 in 1987 from 40 in the first year.

IELTS line graphs show change over a period of time. Below are some expressions to help you describe the passing of time without too much repetition.

Time phrases:

over the next three days

three days later

in the following three days

the next three days show

over the period

from...to... / between ... and...

the last year

the final year

the first year

at the beginning of the period

at the end of the period

5. Recommended Links for more IELTS Writing Task 1
IELTS Writing Task 1: Tips, Model Answers and More
Full Model Answer and Guidelines for IELTS Line Graph

All other free materials are found on the RED BAR at the top of this site.

All the best

Liz
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Essential vocabulary to describe an IELTS writing task 1 line graph. To get a good band score you must show the examiner a range of different words to show upward and downward trends as well as key features. IELTS line graphs show change over a period of time and you must vary your language and vocabulary when you write your report.

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Free IELTS reading tips, lessons and test information for success in your reading test. Develop your skills with these useful tips and practice lessons for a high score in reading. Everything you need to know about reading is here. You can find authentic IELTS reading test links at the bottom of this page.

IELTS reading test information, answers to common questions, tips and band scores.

IELTS Reading Test Information & Tips (FAQ)IELTS General Training Reading Test Information IELTS Band Scores: Calculate your Score

These IELTS reading tips below are to help you understand the techniques needed for the IELTS reading test. Click below to open the link:

Below are practice reading lessons to help you develop reading skills for IELTS. They are not IELTS tests. These reading exercises have been designed by myself to provide free practice materials for you. Some of the exercises are easy and some are more difficult so that students of all levels can practise.

1. True False Not Given Practice Reading

2. Desertification: Matching headings

3. About Ants: Diagram Completion & TFNG

4. Paraphrasing Practice 1

5. Paraphrasing Practice 2

6. Paraphrasing Practice 3

7. Life on Earth: Sentence Completion

8. Google Translate for Medical Purposes: Matching Paragraph Information

9. Crime and Punishment: Matching Sentence Endings

10. Beds in the Ancient World: Categorisation

11. Pangolins: Matching Headings with Tips

12. Ebola: Matching Paragraph Information

13. The History of Easter Eggs: Short Answer Questions

14. Water Pollution: Sentence Completion

15. GM Foods: Multiple Choice

16. Antimicrobial Resistance: Matching Headings

17. The South Pole: Matching Paragraph Information and Tips

18. NASA's Mars Ship: Matching Sentence Endings

19. Alzheimer's: Multiple Choice

20. Fermented Foods: Summary Completion

21. An Ear for Music: Multiple Choice

22. War on Smoking: Sentence Completion

23. Importance of Sleep: Summary Completion

24. Penguin Facts: Sentence Completion

25. Hobbies for the Elderly: Matching Paragraph Information

26. All about Rice: Multiple Choice

27. The Greenhouse Effect: Matching Headings

Full authentic IELTS Reading Tests published by the IELTS, British Council. Use the test to practice under exam conditions. Give yourself 1 hour to read the passage, answer the questions and complete the answer sheet. Each test, contains: Full Reading Test Questions, Answer Sheet and Answer Key. Click below:

Free GT Reading Test Free Academic Reading Test

..............
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IELTS Reading: Lessons, Information & Tips

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Free IELTS reading tips, lessons and test information for success in your reading test. Develop your skills with these useful tips and practice lessons for a high score in reading. Everything you need to know about reading is here. You can find authentic IELTS reading test links at the bottom of this page.

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You will be allowed 1 hour to complete all 3 sections of the IELTS Academic Reading test.

The three parts of this practice Reading test are presented over three separate web pages. Make sure you move swiftly from one page to the next so that your practice is as realistic as possible.

Time yourself and allow just one hour to complete all three parts. There are 40 questions in this practice paper. Each question carries one mark.
If you prefer to work offline, download the test paper and blank answer sheet.

Instructions to candidates

In the actual test you will be given the following instructions:

do not open this question paper until you are told to do so

write your name and candidate number in the spaces at the top of the page

read the instructions for each part of the paper carefully

answer all the questions

write your answers on the answer sheet; use a pencil

you must complete the answer sheet within the time limit

At the end of the test you will be asked to hand in both the question paper and your answer sheet.

Review

Once you have completed all three sections, download the answers and see how you have done.

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Free IELTS Academic Reading Practice Test | Take IELTS

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Practise for your IELTS Academic Reading exam with this free online IELTS Reading practice test with answers.

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Wordwall - Create better lessons quicker

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Group sort - Drag and drop each item into its correct group.

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Wordwall - Create better lessons quicker

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Group sort - Drag and drop each item into its correct group.

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what we are interested in ...is .....

how to increase/ improve the mechanism

and you produce some energy

we produce some waste, free radical

our job is to eliminate the waste

you mustn't have too much iron because it can create

I'm looking forward to having this course

PRON

maintain

patients

hate

waste

make

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my uncle is living in Marocco function of

he bought this product in internet

what they put on it

what was writing

pron :

carbohydrate

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The IELTS writing task 2 sample answer below has examiner comments and is band score 9. The topic of social media is common and this IELTS essay question was reported in the IELTS test. Check the model essay and then read the comments.

Many people believe that social networking sites (such as Facebook) have had a huge negative impact on both individuals and society.

To what extent do you agree?

Social networking sites, for instance Facebook, are thought by some to have had a detrimental effect on individual people as well as society and local communities. However, while I believe that such sites are mainly beneficial to the individual, I agree that they have had a damaging effect on local communities.

With regards to individuals, the impact that online social media has had on each individual person has clear advantages. Firstly, people from different countries are brought together through such sites as Facebook whereas before the development of technology and social networking sites, people rarely had the chance to meet or communicate with anyone outside of their immediate circle or community. Secondly, Facebook also has social groups which offer individuals a chance to meet and participate in discussions with people who share common interests.

On the other hand, the effect that Facebook and other social networking sites have had on societies and local communities can only be seen as negative. Rather than individual people taking part in their local community, they are instead choosing to take more interest in people online. Consequently, the people within local communities are no longer forming close or supportive relationships. Furthermore, society as a whole is becoming increasingly disjointed and fragmented as people spend more time online with people they have never met face to face and who they are unlikely to ever meet in the future.

To conclude, although social networking sites have brought individuals closer together, they have not had the same effect on society or local communities. Local communities should do more to try and involve local people in local activities in order to promote the future of community life.

Comments: This essay shows you the organisation of ideas into paragraphs and also how a clear answer is given in the thesis statement in the introduction and then supported and explained in full throughout the essay. You will also see paraphrasing for advantage / disadvantage language which can be useful for you in other essays. Furthermore, the word length of this essay is typical for anyone aiming for band score 6, 7 or above. Words 280

Useful IELTS Pages for Writing and Other Sections Ideas for Essay Topics E-book
This e-book contains ideas and vocabulary exercises for over 150 common IELTS essay topics. It is now available with my Advanced Writing Task 2 Lessons and my Grammar E-book in my store. Click here: Liz's Online Store

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IELTS Writing Task 2 Sample Answer Band 9

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The IELTS writing task 2 sample answer below has examiner comments and is band score 9. The topic of social media is common and this IELTS essay question was reported in the IELTS test. Check the model essay and then read the comments.

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This IELTS discussion essay sample answer is estimated at band 9. See comments below the essay for advice and tips.

Completing university education is thought by some to be the best way to get a good job. On the other hand, other people think that getting experience and developing soft skills is more important.
Discuss both sides and give your opinion.

It is considered by some that being a university graduate is the key to securing a good job, while there are others who think that it is better to have experience and soft skills. In my opinion, I believe that having university education is essential for academic jobs, while soft skills and experience are more useful in business.

On the one hand, many think it is easier for most people to find a good job if they are university graduates with a good degree. In other words, having tertiary education puts people one step ahead of others who do not and this can be the deciding factor in getting a good job. The competition to get in to universities and the increasing number of graduates show just how significant this level of education is for people's future work opportunities.

On the other hand, having work experience and soft skills, such as leadership skills and other interpersonal skills, can also throw the balance in favour of the applicant, according to some. For many positions there are an overwhelming number of applicants and, therefore, it is often thought that having relevant experience in that line of work or having acquired useful soft skills that can be valuable to a company, can put one ahead of the game when applying for a position.

Finally, in my opinion, whether needing high level education or skills and experience, depends on the position being applied for. Take for example law, medicine or teaching, it is impossible to be considered for a position without the required educational background. In contrast, in business, it would be more important for a candidate to have soft skills and experience in that line of business so they can step into a position without further training and be of immediate benefit to the company.

In conclusion, getting a good job requires a relevant background either in experience or education depending on the type of work and field. People should make sure they attain the necessary skills or degrees before applying for a job in order to be sure of success.

Comments: This is a a band score 9 essay. It has over 300 words but all sentences are relevant, focused and well written. Band score 8.5 and 9 students can attempt long essays successfully but students from band 8 to band 6, should aim for around 270 to 290 words. Both sides are clearly discussed and the opinion is also clearly given. Linking devices are well used.

Recommended

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This IELTS discussion essay sample answer is estimated at band 9. See comments below the essay for advice and tips. Completing university education is thought by some to be the best way to get a good job. On the other hand, other people think that getting experience and developing soft skills is more important.

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5 Simple Grammar Tricks to go from 6 to 7 in IELTS writing - My IELTS Classroom Blog

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Hey! The only way to increase your IELTS score is to work hard on improving your language skills and academic techniques. But, there are a few shortcuts that can help students to quickly move from 6 to 7 in IELTS writing. So, in today’s blog post, I want to share my top 5 IELTS Grammar Hacks.

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Complete the sentence - A cloze activity where you drag and drop words into blank spaces within a text.

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Qui utilise Linguaskill ?

Exemples d'entreprises et d'établissements d'enseignement supérieur qui utilisent et acceptent Linguaskill :
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Besoin de conseil ? Contactez notre équipe à Paris pour plus d'informations sur nos examens.
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Comment préparer Linguaskill | Cambridge English

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Exemples d'entreprises et d'établissements d'enseignement supérieur qui utilisent et acceptent Linguaskill : En savoir plus Contactez-nous Besoin de conseil ? Contactez notre équipe à Paris pour plus d'informations sur nos examens. Contactez-nous

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Conversation

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My first attempts at feeding insects to friends and family did not go down well. "What the hell is wrong with you?" asked my wife when I revealed that the tomato and oregano-flavoured cracker bites we had been munching with our G&Ts were made from crickets. "Hang on, I'm vegetarian!" cried our friend - which prompted a slightly testy discussion on whether insects count as meat, how many thousand arthropods equate to one mammal and considering almost all industrial agriculture involves the mass slaughter of insects, what's the difference?

I then tried some Crunchy Critters dried mealworms on my seven-year-old. "It doesn't taste of much," he said. His friend wasn't wild about his grasshoppers either. "The legs are weird." But connoisseurs insist that dried specimens from a packet simply cannot compare to free-range, seasonal arthropods roasted in their own oils. "The fresh ones are much tastier, of course," says Dr Monica Ayieko, senior insect researcher from the western region of Kenya - and one of an estimated two billion people who regularly eat insects. "I love the smell of roasting lake flies or crickets. It's a nice savoury smell. This is one thing we pride ourselves on in Africa - we always eat fresh food."

The only unqualified success I had was with my nine-month-old, who seemed almost as keen on desiccated buffalo worms as he is on, well, just about anything he can shove into his mouth. And that's just as well. If the evangelists for eating insects are to be believed, orthoptera, larvae and any number of the 900+ edible species of insects could form a regular part of his future diet. The UN Food and Agriculture Organisation has urged that we all make more of this "underutilised" resource. And given the issues of food supply sustainability, it may not be a question of choice.

It ought to be obvious to anyone with an appetite that the way we eat is not sustainable - and that something fundamental will have to shift if we do not want to end up with half the world obese and the other half under water. "Civilisation is in crisis," was the verdict of the EAT-Lancet international commission into the global food chain in 2019, which contained a dire warning of 200,000 years of human history culminating in ecological disaster. Modern industrial agriculture, extractive capitalism, the profit motive, governments cowering before Big Food and our own greedy western appetites all must take a share of the blame.

It is in this context that "future food" - food that promises to be good for you and animals and the environment - has taken on the buzz that was once associated with Silicon Valley start-ups. Younger consumers are increasingly anxious to make ethical, sustainable choices - and tech industry venture capitalists are increasingly keen to invest in them, too. The Californian "alternative meat" company Beyond Meat, valued at around $9bn, has now launched its products in 445 British supermarkets and its rival, Impossible Foods, is expected to follow soon. Cell-grown meat isn't far off: in December, the Singapore Food Agency approved the world's first fully synthetic chicken nugget. Still, recent history suggests that tech investor-backed American processed food companies vying to dominate the protein market isn't likely to lead to utopia.

We're more willing to try what we might have considered gross before

Insect protein is not as "sexy" as the alternative meat companies, admits Leah Bessa of the South African start-up Gourmet Grubb, but she feels anyone interested in food security should be looking for multiple solutions. "I don't think we should be expecting any one food to solve things," she says. "The problem with our agriculture system is that we don't have enough diversity to cater for different climates and landscapes. What's great about insects is that you can farm them anywhere, in any environment. They don't destroy land, you can grow them on by-products of the food industry and they're full of nutrients." But, she cautions: "It has taken the plant-based food movement decades to get to where it is now," she says. "If insects can do the same, it will be a big win."

Currently, most of the investment is heading towards insects-as-feed for other animals. Mars Petcare recently announced a new insect-based cat food range, Lovebug, and insects show great potential as feed in aquaculture and for livestock. The French firm Ÿnsect recently raised $225m to open the world's largest insect farm in Amiens that will soon be producing 100,000 tonnes of protein per year. The British company, Entocycle, has, meanwhile, received a £10m government grant to build a black soldier fly larvae farm outside London. As a sustainable business model, it sounds almost too good to be true. Insects not only make a far more efficient feed - they can also be fed on waste and their "frass" (excrement) can be used as fertiliser. Currently, around 33% of cropland worldwide is used to feed livestock.

Dr Sarah Beynon, an entomologist who runs the Bug Farm, a working insect farm and visitor attraction in Pembrokeshire, believes we will have to get used to a different idea of farming: hi-tech, robot-operated vertical facilities devoted to maximising protein yield. As inhumane as that sounds, from the insect's point of view, she stresses, it's a good deal. "With insects, we can farm them intensively without compromising their welfare. They're actually happier when they're close to many other insects of the same species." Insect lifecycles are also highly conducive to factory farming: at certain stages of their lives they produce heat and at other stages they need heat, so an indoor farm can be more efficient than an outdoor farm in a warmer climate.

Still, Beynon worries that using insects for livestock feed could end up serving to prop up a dysfunctional and wasteful food system. "It's an important stepping stone, especially where it comes to replacing unsustainable fishmeal - but it's not actually attacking the problem itself," she says. The problem being our insane overconsumption of meat. "It's slightly crazy to me to feed the by-products of plant-based farming to insects which are then fed into an animal-based farming system. The more extra steps you have in the food chain, the more energy and food you're wasting. It's always more efficient and sustainable to take a step out."

In other words: if we don't want to take the drastic step of simply eating more vegetables... we should probably get used to eating insects ourselves.

While western consumers are not ready for whole insects, Bessa believes they aren't necessarily averse to innovations, such as her Entomilk, which is made from black soldier fly larvae ("BSFL" in industry parlance) which are rich in fats and minerals, including calcium. "People are starting to become more aware of what food does, not only to their bodies but to the environment - and they travel a lot now, their minds are much more open. They're more willing to try what they might have considered gross before."

The edible insects market will grow to $6.3bn by 2030 according to a report by Barclays. Research by Sainsbury's found 42% of British consumers are willing to try insects.

But it's one thing persuading someone to try a novel insect product - and another making it part of their weekly shop. This is the challenge that Francesco Majno, the Italian entrepreneur behind the Small Giants cricket snacks that I attempted to foist on my house guests, is trying to meet. It's not so surprising to find the insect start-up space littered with the husks of companies that barely emerged from pupal stage.

The first company to penetrate a British supermarket was Eat Grub, whose whole insects appeared in Sainsbury's in 2018 - only to be quietly removed from shelves this year (though they are still available online). Majno believes that offering insects in "familiar" products such as crackers and tortilla chips is a surer route to acceptance: "I can say that we have a completely different approach compared to Eat Grub or other similar insect brands such as Crunchy Critters," he says. "We believe that the only way to tackle the yuck factor is by giving insects a familiar form that can help anyone to try them the first time and to understand how tasty and nutritious they are."

Photograph: Getty Images

It's not hard to convey that at a market stall, where Majno can go into salesman mode. Did you know crickets emit less than 0.1% of the greenhouse emissions of cows to produce the same amount of protein? They require vastly less water, too: it takes 112 litres of water to produce a single gram of beef but less than 23 litres for a gram of insect protein. (Insects also comfortably beat chickpeas in this regard.) But it's hard to get all that across in the snack aisle of Sainsbury's - where Small Giants now competes with Cool Original Doritos and Really Cheesy Giant Wotsits, foods with long histories, large marketing budgets and lower price points. Majno is encouraged by the number of repeat customers and the fact that he recently won a Great Taste Award. But in truth, I couldn't really have distinguished the Small Giants snacks from cheaper rye crackers. And once you get over the oddness of biting into insects and insect products, you realise a more pressing problem: they're actually quite bland.

There are further obstacles, too. Numerous species of insects are moving towards regulatory approval in the EU, but, post-Brexit, it is unclear whether Britain will adopt these European standards or start all over again, which would set British insect-farming back years. And while there is increased demand, seasonal insects are subject to numerous restrictions. Eduardo Gomez, who runs the Mexican food specialist MexGrocer, says he is prevented from importing Mexican delicacies such as escamoles (ant larvae and pupae), since meat and cheese products from Mexico are banned in Europe. "High-end restaurants have been asking me for years - please can you bring insects in? The future is in insects. Eventually, people will realise this. It's the best we can do right now if we want to save the planet."

For the moment, however, our insect future in the west feels rather beige: highly processed products enriched with insect protein powder - as opposed to grasshoppers with guacamole, or the lake fly dumpling stews that Dr Ayieko conjures. And it's worth stressing that for all the talk of insects as a state-of-the-art protein for westerners, for many people, insects are a food of the present - and an endangered one, too.

Dr Monica Ayieko's eyes were opened to the potential of insect protein when she married into a family who lived on the eastern shore of Lake Victoria, near the city of Kisumu. Here, the tiny lake flies swarm so abundantly, they look like smoke rising from the lake. When they swarmed in her home, she set about them with insect spray before being upbraided by her mother-in-law, who showed her how to collect them in a sweep net and crush them into dumplings - which can then be dried, tossed into a stew or eaten raw. When she returned to her own village she found a neighbour's child had died of malnutrition - and she feels such cases could be averted if only more use was made of this readily available source of protein. Now based at the Jaramogi Oginga Odinga University in Kenya, she has devoted her career to researching local traditions and developing insect farming as a route to food security.

To normalise them on the school menu would be a huge step

"This is local, highly indigenous knowledge - it's not something that has been imposed on us," Ayieko says. "We now have 120 masters and PhD students here, studying sustainable agriculture and their research must be on insects for food and feed, which is very encouraging." However, while insect-eating is becoming more accepted, insects are still widely seen as a food of the poor. "Some people in rural areas can now afford to buy chicken and fish, which means those who can't feel shy about collecting insects - they don't want to be seen as poor."

Meanwhile, habitat destruction means there are fewer insects to collect. "We are currently seeing a reduction in the lake-fly population because of climate change. When I published my first paper on lake flies, there was an abundance of insects. Now in my old age I am seeing less and less of it."

One of Ayieko's favourite types of ant, carebara vidua, can no longer be found. "This insect is a big delicacy in my community. But you don't see it any more. Normally, it would emerge from wetlands - but we have chopped down trees and built roads and laid concrete and done all the things that human beings do." There is a bitter irony to the idea that just as insects are being held up as novel solutions to the dysfunctions of the western food system, they are disappearing from the areas where they are genuinely relied upon - areas that are likely to see the worst effects of climate change.

Dr Sarah Beynon echoes the point - as western standards of affluence are held up as something to aspire to in the developing world, local traditions and expertise are being lost, perhaps irreversibly. But she, too, sees education as the route to a better future and has been working with local schools to introduce young children to issues of sustainability. "Young people will make their food choices around sustainability - so long as the product tastes good and has a texture they're used to. They don't want to see parts of insects - so it's a case of using the protein and the nutrients. But we shouldn't hide the fact that they're insects." She has helped to develop a product called VEXo mince, a plant- and insect-based mince that can be used in all mince contexts: burgers, meatballs, etc. As soon as Covid recedes, she hopes to put insects on school menus in Pembrokeshire and beyond. "That's the key. If we can normalise them on school menus, it will be a huge step for the future."

And I don't think it's too much of a stretch. We like to think we eat what we eat due to time-honoured traditions - that national dishes, such as roast chicken, are part of who we are. But it wasn't so long ago that sushi and packet sandwiches were seen as outlandish and pointless - and a couple of generations back, roast chicken was an elite food. In the 1950s, only around 1m chickens were eaten in Britain each year. Now, that figure is closer to 1bn.

Majno tells me he felt an insect snack was the way to introduce the idea of entomophagy to consumers - much more manageable than an insect-based meal. But it's worth stressing that snacking is itself a relatively new phenomenon. Doritos were invented in 1966; Wotsits in 1970. When I was a child in the 1980s, "eating between meals" was still the sort of thing your granny tutted at. And this cultural taboo has been obliterated mostly by the might of the food industry - which has always strived to create new moments for eating. The America obesity researcher Barry Popkin has compiled extensive evidence showing that obesity levels rise as developing countries adopt the western diet - of which snack foods are a key part.

That could lead you to despair. But my point is: nothing about how we eat is fixed. If we can get our heads around factory-farmed chicken, Wotsits and the Impossible Burger, we can probably get our heads around cricket flour, BSFL milk and mealworm bolognese. And we can hopefully look at those cultures that eat insects regularly with admiration as opposed to disgust. Dr Ayieko tells me she is optimistic. "If we cannot figure out a sure way to sustain these insects, we are treading towards extinction. But if we can, we are safe. We will provide for them and they will provide for us."

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If we want to save the planet, the future of food is insects

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Fried crickets on the school menu, milk made from fly larvae and mealworm bolognese for dinner? These are the environmentally friendly meals we can look forward to. Bon appetit!

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Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

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LibGuides: Giving Presentations: Planning Your Presentation

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This guide will help you design and deliver an effective presentation. It’s full of tips for both beginners, who need to learn the basics of delivering a presentation, as well as students who want to perfect their presentation skills.

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Write & Improve is a free service for learners of English to practice their written English. Submit your written work and receive feedback in seconds, covering spelling, vocabulary, grammar and general style.

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Wordwall - Create better lessons quicker

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Flip tiles - Explore a series of two sided tiles by tapping to zoom and swiping to flip.

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28/11/24  prepare the first 3 questions 

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28/11/24  prepare the first 3 questions 

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The page shows recent TOEFL independent speaking questions from our visitors who have just taken the test or from Internet resources. All questions here are in the type of Question 1. We organize all questions by test date.

We merged duplicated questions and revised obvious errors before showing them. Please don't assume them as real TOEFL speaking questions. They are only to help candidates imitate independent questions and speaking test scenarios.

Test takers can use this resource to practice independent questions and topics before the actual exam. We also link some questions with vocabulary for the subject and the timing practice tool.

Do you want to share exam experiences with us? ( My Experience) Visitors' contributions are the core of the page, and are making our community stronger and stronger.

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TOEFL Independent Speaking Questions 2024

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TOEFL independent speaking questions from recent test-takers have more than 100 questions (Question 1) to imitate test scenarios, build ideas, and prepare answers.

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Unjumble - Drag and drop words to rearrange each sentence into its correct order.

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write paragraphe using  around 120 words 

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write paragraphe using  around 120 words 

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On the other hand

For example

This

Furthermore

This poses a financial and logistical burden on

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On the other hand, mass tourism may also have detrimental effects such as negative environmental impact particularly on areas with natural beauty. Visitors generally choose their destination for the beauty of the panorama. However, they do not always realize  the long time effects their visit could have on the place they came to see.

For example, Venise, is slowly destroyed by boats’ pollution and water pressure due to the increasing number of cruisers in the city.

This in turn led the authorities to take some drastic measures such as limiting the number of visitors per day and asking for a financial contribution to have access to the popular hotspots.

Furthermore, in very popular destinations, the increase of prices contributes to inflation.

This poses a financial and logistical burden on local population who cannot live in these areas anymore.

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https://lovetolearnenglish.com/tips-for-ielts-and-toefl/2024/10/28/mastering-ielts-task-1-a-complete-guide-to-process-diagram-questions

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https://www.flo-joe.co.uk/cae/students/tests/CAE-Part-3-Word-Formation-Practice-Test.htm

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Wordwall - Create better lessons quicker

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Unjumble - Drag and drop words to rearrange each sentence into its correct order.

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Wordwall - Create better lessons quicker

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Match up - Drag and drop each keyword next to its definition.

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Look at these examples to see how the passive voice is used.

The interview was recorded yesterday.
Cleaner sources of energy must be developed.
An electrical fault is believed to have caused the power cut.

Try this exercise to test your grammar.

Grammar explanation

We can use the passive voice to change the focus of the sentence.

Aliya Monier directed the film.
(focus on Aliya Monier)

The film was directed by Aliya Monier.
(focus on The film)

We often use the passive:

so that we can start a sentence with the most important or most logical information

when we prefer not to mention who or what does the action (for example, it's not known, it's obvious or we don't want to say)

in more formal or scientific writing.

Be + past participle

The most common way to form the passive is subject + be + past participle.

The new smoke alarm was installed yesterday.

The 'doer' of the action is called the agent. Most of the time, the agent is not mentioned, but if important, the agent can be mentioned using the preposition by.

The new smoke alarm was installed yesterday by the company director herself.

We can also use the passive voice with modal verbs such as can, must and should, by using modal + be + past participle.

A podcast can be made with minimal resources.
The accidentmust be reported to the police.
New lawsshould be created to regulate electric scooters.

The passive with get

In informal English, get is sometimes used instead of be to form the passive.

My bicycle got stolen last night.
(= My bicycle was stolen last night.)

The impersonal passive

The impersonal passive is used with reporting verbs such as allege, believe, claim, consider, estimate, expect, know, report, say, think, understand, etc. It reports what an unspecified group of people say or believe.

The impersonal passive has two forms:

it + be + past participle + ( that) + subject + verb:

It is estimated that millions of people visit the site every year.
It is believed that the walls date from the third century BCE.
It is reported that mosquitoes transmit the disease.

someone/something + be + past participle + infinitive:

Millions of people are estimated to visit the site every year.
The walls are believed to date from the third century BCE.
Mosquitoes are reported to transmit the disease.

Note that the infinitive can be simple (as above), perfect (for a past action) or continuous (for an action in progress).

Millions are estimated to visit the site this year. (simple infinitive)
The walls are believed to have been built in the third century BCE. (perfect infinitive)
Mosquitoes are reported to be transmitting the disease. (continuous infinitive)

Do this exercise to test your grammar again.

Language level

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Do you know how to use all the different forms of the passive? Test what you know with interactive exercises and read the explanation to help you.

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English grammar exercise about passive verbs with mixed tenses

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Speaking cards - Deal out cards at random from a shuffled deck.

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Spin the Wheel - CLOE speaking Exam - General Questions

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Speaking cards - Deal out cards at random from a shuffled deck.

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Find the match - Tap the matching answer to eliminate it. Repeat until all answers are gone.

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IELTS Model Essay -Two Questions Essay Type

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IELTS Writing Task 2 Two Questions Essay is basically a Direct Questions Essay where you are given one, two or three direct questions to answer. Instead of being given task, such as "Discuss both sides.", you are given specific questions to answer about a given topic.

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IELTS on computer - Academic Writing test | Take IELTS

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Prepare for and understand how IELTS on computer Academic Writing IELTS test works with our online academic writing practice test.

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Complete the sentence - A cloze activity where you drag and drop words into blank spaces within a text.

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IELTS Reading Tips: Tactics for a Good Band Score

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https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-english-practice-tests/reading-academic/section-1

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Practise IELTS reading matching headings by understanding how paraphrasing will help you find the right answer. You will see there are two paragraphs but 6 possible headings. Read the headings first and then read the article to decide which heading is the right one for each paragraph. Don't forget this is a practice lesson. In the real test, the passage will be much longer 🙂

Pay attention to headings that are different or similar to each other.

Spend time paraphrasing keywords in the possible headings.

Read the paragraphs to find the main idea.

Distinguish between main ideas and extra information in the paragraph.

The heading should provide the main of the paragraph.

Do not try to match words - this is about paragraph aims.

Not all headings might be used.

Your answer will be a numeral (for example, i or vi) or a letter - do not write the words.

There can only ever be one possible heading for each paragraph.

Choose the correct heading (i-ix) for paragraphs A, B, C and D in the passage below.

i. Temperatures on Earth

ii. The Greenhouse

iii. Creating Global Warming

iv. Use of a Greenhouse

v. Our Choices

vi. Greenhouse Gases

vii. Earth's Atmosphere

viii. Reversing the Damage

ix. Effects of Carbon Dioxide

You can download the options above here: Matching Headings to make it easier to match them with the passage below.

The Greenhouse Effect

A. A greenhouse is a house made entirely of glass: both walls and roof are glass. One of the main purposes of a greenhouse is to grow tomatoes, flowers and other plants that might struggle to grow outside. A greenhouse stays warm inside, even during winter. Sunlight shines in and warms the plants and air inside. But the heat is trapped by the glass and cannot escape. So during the daylight hours, it gets warmer and warmer inside a greenhouse, and stays quite warm at night too.

B. The Earth experiences a similar thing to a greenhouse. Gases in the atmosphere such as carbon dioxide do what the roof of a greenhouse does. During the day, the Sun shines through the atmosphere. Earth's surface warms up in the sunlight. At night, Earth's surface cools, releasing the heat back into the air. But some of the heat is trapped by the greenhouse gases in the atmosphere. That is what keeps our Earth a warm and comfortable 59 degrees Fahrenheit, on average.

C. However, gas molecules, called greenhouse gases, that absorb thermal infrared radiation, and are in significant enough quantity, can force and alter the climate system. Carbon dioxide (CO ₂) and other greenhouse gases act like a blanket, absorbing IR radiation and preventing it from escaping into outer space. The greenhouse effect, combined with increasing levels of greenhouse gases, produces global warming, which is expected to have profound implications.

D. Many scientists agree that the damage to the Earth's atmosphere and climate is past the point of no return or that the damage is near the point of no return. In Josef Werne's opinion, an associate professor at the department of geology & planetary science at the University of Pittsburgh told Live Science, we have three options. Firstly to do nothing and live with the consequences. Secondly, to adapt to the changing climate (which includes things like rising sea level and related flooding). Thirdly, mitigate the impact of climate change by aggressively enacting policies that actually reduce the concentration of CO2 in the atmosphere.

The above article was taken from wiki and livescience.com

Answers
The answers for this lesson are available on the link below:
Click here: Answers for Matching Headings Reading
.
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Practise IELTS reading matching headings by understanding how paraphrasing will help you find the right answer. You will see there are two paragraphs but 6 possible headings. Read the headings first and then read the article to decide which heading is the right one for each paragraph.

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Develop your skills for matching paragraph information for IELTS reading with this reading exercise. Skim read the passage to get the gist of the article. Then spend time reading the questions before you try and locate the answers. The more time you spend analysing the meaning and vocabulary in the questions, the easier it will be. This is a similar level to the academic reading paper.

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Over 11,000 institutions around the world accept IELTS. This includes thousands of universities, colleges or academic institutions who trust IELTS to evaluate English language skills.

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https://demo-ielts.inspera.com/player/?assessmentRunId=131013388&context=exam#/section/128121930/question/128121896/scorableItem/1

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IELTS Academic Reading Test 2 - Section 3 | Take IELTS

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This practice test will help you prepare for the IELTS Academic Reading test 2. This is section 3 of 3 and is based around reading passage 3.

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🔹 PART 1 – Fill in the blanks with a / an / the or leave blank (if no article is needed)

1. I watched ___ documentary on space exploration last night.

2. ___ education system needs to be improved in many countries.

3. He became ___ expert in artificial intelligence after years of research.

4. They found ___ interesting piece of evidence during the investigation.

5. It’s important to have ___ clear goal before starting your project.

6. I don’t have ___ time to finish this report today.

7. She wants to become ___ engineer and work for NASA.

8. Climate change is ___ global issue we must all address.

9. He doesn’t have ___ experience in managing large teams.

10. ___ information provided was extremely helpful.

🔹 PART 2 – Choose the correct form of the noun (singular/plural/uncountable)

11. The storm caused a lot of (damage / damages).

12. We need more (informations / information) about the process.

13. He gave me some useful (advices / advice) before the interview.

14. The scientists found new (evidences / evidence) on Mars.

15. Many (researches / researchers) are working on this project.

🔹 PART 3 – Choose the correct preposition

16. She contributed significantly ___ the success of the mission.
a) with
b) to
c) at

17. We must deal ___ climate change urgently.
a) with
b) about
c) for

18. He was confronted ___ a difficult decision.
a) to
b) in
c) with

19. This solution depends ___ how much funding we receive.
a) from
b) on
c) in

20. We succeeded ___ improving our performance last year.
a) in
b) at
c) on

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Perfect! Here are the answers and brief explanations for each part of the exercise 👇

✅ PART 1 – Articles

1. I watched a documentary on space exploration last night.
→ First mention, singular countable noun → a

2. The education system needs to be improved in many countries.
→ Specific system, known to both writer and reader → the

3. He became an expert in artificial intelligence after years of research.
→ First mention + starts with a vowel sound → an

4. They found an interesting piece of evidence during the investigation.
→ “interesting” starts with a vowel sound → an

5. It’s important to have a clear goal before starting your project.
→ Singular countable noun, first mention → a

6. I don’t have Ø time to finish this report today.
→ "Time" is uncountable here → no article

7. She wants to become an engineer and work for NASA.
→ Vowel sound → an

8. Climate change is a global issue we must all address.
→ Singular countable noun → a

9. He doesn’t have any experience in managing large teams.
→ “experience” is uncountable, "any" fits better (or "much" also acceptable)

10. The information provided was extremely helpful.
→ Specific information → the

✅ PART 2 – Countable/Uncountable Nouns

11. The storm caused a lot of damage.
→ "Damage" is uncountable

12. We need more information about the process.
→ "Information" is uncountable

13. He gave me some useful advice before the interview.
→ "Advice" is uncountable

14. The scientists found new evidence on Mars.
→ "Evidence" is uncountable

15. Many researchers are working on this project.
→ “Researchers” = people → countable plural

✅ PART 3 – Prepositions

16. She contributed significantly to the success of the mission. ✅
→ "Contribute to" is the fixed collocation

17. We must deal with climate change urgently. ✅
→ "Deal with" is the correct verb + preposition

18. He was confronted with a difficult decision. ✅
→ "Confronted with" is the fixed expression

19. This solution depends on how much funding we receive. ✅
→ "Depend on" is the correct collocation

20. We succeeded in improving our performance last year. ✅
→ "Succeed in" doing something = the correct phrase

⭐ Summary of your weak areas:

Articles: You often omit "a/the" or use them incorrectly with general vs. specific nouns.

Uncountables: Words like advice, information, evidence, damage should not be pluralized.

Prepositions: You sometimes mix up collocations (e.g., contribute for instead of contribute to).

Let me know if you’d like a mini-lesson or extra practice on any one of those topics!

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Absolutely! Here’s a focused grammar practice exercise designed to tackle the common mistakes from your last IELTS essay, especially around:

✅ Singular vs. plural nouns

✅ Countable vs. uncountable nouns

✅ Article use ("a," "the")

✅ Prepositions with nouns (e.g. "increase in," not "increase of")

🌟 Grammar Practice: Singular/Plural & Articles

Part 1: Choose the correct option.
Choose the correct word(s) to complete each sentence.

1. There has been a major (increase / increases) in healthcare costs in recent years.

2. Diabetes and obesity are examples of (a disease / diseases) that are largely preventable.

3. The government should invest in (prevention / a prevention) rather than treatment.

4. An effective health system requires significant (investments / an investment) in public services.

5. Many people are unaware of the (cause / causes) of chronic illness.

6. There is growing concern about the (use / uses) of processed food.

7. We need to improve (a diet / diets / dietary habits) among young people.

8. Education plays a key role in preventing (a condition / conditions) like diabetes.

📝 Part 2: Correct the Mistakes

Each sentence below contains one grammatical error (singular/plural/article/preposition). Find and correct it.

1. The increase of sugar consumption is a major cause of diabetes.

2. People should be educated on how having healthy diet.

3. Obesity are becoming more common in western countries.

4. A efficient health system requires both prevention and treatment.

5. There is a major rise of the number of people with metabolic diseases.

6. Governments should promote physical activity to reduce the risk of the chronic conditions.

7. An education about healthy lifestyles is essential.

8. The treatment of chronic disease require long-term resources.

✍️ Part 3: Rewrite Sentences

Rewrite the following sentences to make them more natural and grammatically correct. Keep the original meaning.

1. The roots of the diseases are totally known.

2. Some economies have to be made in health.

3. The system must be performant and effective.

4. The expenses in the health system have grown.

5. There is a major increase of people who are sick.

Let me know if you’d like model answers or if you’d like me to turn this into a printable worksheet or Quizlet activity.

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Great! Here's the answer key and explanations for each part of the exercise, so you can check your understanding and review any tricky points.

✅ Part 1: Choose the Correct Option – Answer Key

1. increase ✅
→ "There has been a major increase in healthcare costs."
(“Increase” is a singular noun here, and “in” is the correct preposition.)

2. diseases ✅
→ "Diabetes and obesity are examples of diseases that are largely preventable."

3. prevention ✅
→ "The government should invest in prevention rather than treatment."
(“Prevention” is uncountable.)

4. investments ✅
→ "An effective health system requires significant investments in public services."

5. causes ✅
→ "Many people are unaware of the causes of chronic illness."

6. use ✅
→ "There is growing concern about the use of processed food."
(“Use” is uncountable here.)

7. dietary habits ✅
→ "We need to improve dietary habits among young people."

8. conditions ✅
→ "Education plays a key role in preventing conditions like diabetes."

🛠️ Part 2: Correct the Mistakes – Answers & Explanations

1. ❌ The increase of sugar consumption...
✅ The increase in sugar consumption...

2. ❌ ...on how having healthy diet.
✅ ...on how to have a healthy diet.

3. ❌ Obesity are becoming more common...
✅ Obesity is becoming more common...
(“Obesity” is uncountable/singular.)

4. ❌ A efficient health system...
✅ An efficient health system...
(Use “an” before vowel sounds.)

5. ❌ A major rise of the number of people...
✅ A major rise in the number of people...

6. ❌ ...the risk of the chronic conditions.
✅ ...the risk of chronic conditions.
(No article is needed before general plural nouns.)

7. ❌ An education about healthy lifestyles...
✅ Education about healthy lifestyles...
(“Education” is usually uncountable.)

8. ❌ ...chronic disease require long-term resources.
✅ ...chronic disease s require long-term resources.

✍️ Part 3: Rewrite Sentences – Sample Rewrites

1. ❌ The roots of the diseases are totally known.
✅ The causes of these diseases are well known.

2. ❌ Some economies have to be made in health.
✅ Some cost-saving measures need to be taken in healthcare.

3. ❌ The system must be performant and effective.
✅ The system must be efficient and effective.
(“Performant” is not natural in English.)

4. ❌ The expenses in the health system have grown.
✅ Healthcare spending has increased.
(More natural and precise phrasing.)

5. ❌ There is a major increase of people who are sick.
✅ There has been a major increase in the number of sick people.

Let me know if you want this as a printable PDF or need more practice on any of these grammar points.

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Free IELTS (International English Language Testing System) test preparation including official support materials and tips for your exam day.

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Exercise: "The" or No Article (Ø) with Plural Nouns (B2/C1/C2 Level)

Instructions: Fill in the blanks with "the" or "Ø" (no article) depending on the context. Consider whether the plural noun refers to something specific or a general category.

1. ____ scientists have made significant progress in understanding ____ origins of life on Earth.

2. ____ challenges facing ____ developing countries are complex and require international cooperation.

3. ____ students who attended ____ seminar on climate change were deeply engaged in the discussion.

4. ____ advancements in technology have revolutionized ____ way people communicate.

5. ____ books on ____ top shelf of the library are reserved for postgraduate students.

6. ____ doctors believe that regular exercise is crucial for maintaining ____ good health.

7. ____ ancient civilizations of ____ Mediterranean region left behind ____ impressive architectural marvels.

8. ____ birds that migrate south for the winter return to ____ same nesting grounds each spring.

9. ____ benefits of ____ renewable energy sources are becoming increasingly clear.

10. ____ politicians often make promises during election campaigns, but ____ citizens are increasingly skeptical.

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Answer key

1. Ø, the

2. The, Ø

3. The, the

4. Ø, the

5. The, the

6. Ø, Ø

7. The, the, Ø

8. The, the

9. The, Ø

10. Ø, the

AI responses may include mistakes. Learn more

7 sites

Grammar: Articles Rules - UEfAP

When we refer to particular examples, it depends whether they are definite or indefinite. * Countable/uncountable. “There are a number of biographies of Stanley...

UEfAP – Using English for Academic Purposes

BBC Learning English - Course: Upper-intermediate / Unit 11 ...

Definite article: the. We use the: 1) before singular nouns that we have already mentioned with a/an: We saw an elephant. The elephant was standing under some t...

BBC

Grammar Toolkit/Articles - Centre for Learning and Study Support ( ...

Jun 12, 2025 — A/an, the, or no article The article is used to show whether the reader is expected to be able to identify which instance of the noun is referred to. The is use...

DMU Library

Show all

can you explain why

You're right to ask for a deeper explanation! Understanding the nuances of "the" and the zero article (Ø) with plural nouns is one of the trickiest parts of English grammar for many learners

.

See all

The core concept boils down to specificity:

Use "the" when you are referring to a specific group of plural nouns that is already known to both the speaker and the listener or is clearly defined by the context.

Use "Ø" (no article) when you are talking about plural nouns in a general sense, referring to the entire category or group, not a specific subset.

Let's go through the exercise answers and clarify why each choice is made:

Exercise answers with explanations

1. Ø scientists have made significant progress in understanding the origins of life on Earth.

In this sentence, "scientists" refers to scientists in general, as a profession or group of individuals, not a specific group of scientists known to the speaker and listener.

"Origins" refers to the specific, well-defined concept of how life started on Earth. It's a known and specific set of origins, not just any origins.

2. The challenges facing Ø developing countries are complex and require international cooperation.

"Facing developing countries" specifies which challenges are being discussed – the particular ones that these countries are encountering, making it a specific group of challenges.

"Developing countries" refers to the entire category of countries in that state, a general group. The sentence is not talking about a specific group of developing countries that the listener is aware of.

3. The students who attended the seminar on climate change were deeply engaged in the discussion.

The relative clause "who attended the seminar on climate change" specifies exactly which students are being referred to.

"The seminar" implies a specific seminar that has been mentioned or is mutually understood by the speaker and listener.

4. Ø advancements in technology have revolutionized the way people communicate.

The sentence refers to the concept of technological advancements in general, not specific known advancements.

"The way" signifies a specific, singular method or manner, which is then made even more specific by the phrase "people communicate".

5. The books on the top shelf of the library are reserved for postgraduate students.

"On the top shelf of the library" clearly defines which books are being discussed, making them specific.

"The top shelf" is specific because there is usually only one top shelf that is being referred to in the context.

The speaker assumes the listener knows which library is being referenced, or it's obvious from the context, making it specific.

6. Ø doctors believe that regular exercise is crucial for maintaining Ø good health.

The sentence makes a general statement about doctors as a profession, not a specific group of doctors.

The sentence refers to the abstract concept of good health in general, which is uncountable and does not take an article in this context.

7. The ancient civilizations of the Mediterranean region left behind Ø impressive architectural marvels.

"Of the Mediterranean region" specifies which ancient civilizations are being referred to, making them a specific group.

The sentence refers to a specific, well-known geographical region.

The sentence makes a general statement about the type of things left behind – impressive architectural marvels in general, not a specific number or collection of them.

8. The birds that migrate south for the winter return to the same nesting grounds each spring.

"That migrate south for the winter" specifies which birds are being discussed.

"The same" indicates a particular set of grounds already established or understood, therefore it is specific.

9. The benefits of Ø renewable energy sources are becoming increasingly clear.

"Of renewable energy sources" defines which benefits are being talked about, making them specific.

"Renewable energy sources" refers to the category in general, not specific power plants or particular types of energy sources that are known to the listener.

10. Ø politicians often make promises during election campaigns, but the citizens are increasingly skeptical.

The sentence makes a general statement about politicians as a profession or type of individual.

The sentence implies the citizens of a particular place (e.g., the country where the election campaigns are happening) are becoming skeptical, making it a specific group known in the context.

Key takeaways

The most important factor in deciding whether to use "the" or no article (Ø) with plural nouns is the context of the sentence and the shared knowledge between the speaker and the listener.

If you're talking about specific items or groups, use "the". If you're talking about things in general, use no article (Ø).

Phrases or clauses that modify a plural noun (like "on the shelf" or "who attended the seminar") often make the noun specific and require "the".

While these general rules are helpful, English does have some exceptions and idiomatic usages where articles might be omitted even with specific nouns (e.g., "go to school" in some contexts).

Mastery of this skill takes time and practice. Consider whether the plural noun refers to a specific, identifiable group or to the broader category whenever encountering a choice between "the" and the zero article.

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Part 1: Gap-fill

Complete the sentences with the correct article (a / an / the / no article) and the correct form of the noun (singular/plural with or without -s).

1. ______ majority of students rely on ______ student loan to pay for their education.

2. Many students receive ______ financial support from their families during university.

3. Most young ______ (person) use mobile phones daily for communication.

4. We visited ______ university with several different ______ (campus).

5. He has ______ idea about how to manage his finances effectively.

6. Students often face ______ challenge when adapting to new academic environments.

7. The price of ______ ticket varies depending on ______ city you are in.

8. They discussed several possible solutions but came up with no definite answer.

9. I have received ______ email from the administration about ______ exam schedule.

10. Some people argue that ______ private life should not be invaded by ______ government surveillance.

Part 2: Error correction

Identify and correct the mistakes related to articles and plurals in these sentences:

1. She had to used a student loan to pay her fees.

2. A large majority of student has to work part-time.

3. They live in a big city with many public transport systems.

4. He took a benefit of his parents’ financial help.

5. We need to find the solutions to these problems urgently.

6. The university offer various courses for international students.

7. She made an research about the impact of social media.

8. They saw the devastating impact on her friends who failed the exam.

9. I have a important meeting tomorrow about the project.

10. The ticket cost skyrockets to reach 7.30 dollars.

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Answers & Explanations

Part 1:

1. The majority of students rely on a student loan to pay for their education.
Explanation: “majority” is specific, so use “the”. “Student loan” is singular and indefinite here.

2. Many students receive (no article) financial support from their families during university.
Explanation: “financial support” is uncountable and general.

3. Most young people use mobile phones daily for communication.
Explanation: “person” plural is “people.”

4. We visited a university with several different campuses.
Explanation: “a” because it’s one university; “campuses” plural.

5. He has an idea about how to manage his finances effectively.
Explanation: “idea” starts with a vowel sound → “an.”

6. Students often face a challenge when adapting to new academic environments.
Explanation: Singular countable noun needs “a.”

7. The price of a ticket varies depending on the city you are in.
Explanation: “a ticket” (any ticket), “the city” (specific city in context).

8. They discussed several possible solutions but came up with no definite answer.
Explanation: Correct as is; “no” for zero.

9. I have received an email from the administration about the exam schedule.
Explanation: “an email” (first mention), “the exam schedule” (specific schedule).

10. Some people argue that (no article) private life should not be invaded by the government surveillance.
Explanation: “private life” is uncountable here without article; “the government” is specific.

Part 2:

1. She had to use a student loan to pay her fees.
Explanation: “had to” + base verb “use” (not “used”).

2. A large majority of students have to work part-time.
Explanation: “majority of” + plural noun, so plural verb “have.”

3. They live in a big city with many public transport systems.
Explanation: Correct as is — “systems” plural.

4. He benefited from his parents’ financial help.
Explanation: Correct phrase is “benefited from,” not “took a benefit.”

5. We need to find solutions to these problems urgently.
Explanation: “solutions” plural here, no “the” needed unless specific.

6. The university offers various courses for international students.
Explanation: Singular subject → verb with “s”.

7. She made research about the impact of social media.
Explanation: “research” is uncountable, no article.

8. They saw the devastating impact on their friends who failed the exam.
Explanation: “their” (not “her”) — plural possessive.

9. I have an important meeting tomorrow about the project.
Explanation: “an” before vowel sound “important.”

10. The ticket cost skyrocketed to reach 7.30 dollars.
Explanation: Past tense “skyrocketed” (noun “cost,” singular, verb “cost” here needs past tense).

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https://wordwall.net/resource/95980943/common-words-1-ielts

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Group sort - Drag and drop each item into its correct group.

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