This is an IELTS writing task 1 sample answer essay on the topic of social media presences for small, medium, and large businesses in the UK from the real IELTS exam.
IELTS Essay Task 1: Social Media Presence for Businesses
The bar chart illustrates the percentage of businesses in the UK who had a social media presence from 2012 to 2016.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
IELTS Essay: Social Media Presence for Businesses
The bar chart displays data concerning the social media presence of small, medium and large businesses in the UK between 2012 and 2016. Looking from an overall perspective, it is readily apparent that figures for all types of businesses grew despite a widespread and significant pullback in 2015. Large businesses increased the least yet had by far the greatest presence each individual year.
In terms of small businesses, less than 30% (the lowest data point on the chart) had a social media presence in 2012. This number then rose to 35% by 2014, before a pullback to 30%, and a final surge to fewer than 50% with a presence to end the period. The trend for medium-sized businesses was similar, beginning at 31%, rising significantly to slightly under 50% in 2013 and 2014, falling to 30% in 2015, before finally growing to 52% by 2016.
The proportions for large businesses were more than double small and medium enterprises to begin the period (78%). This figure largely plateaued until 2015 when it fell to its nadir of 51%, preceding a final recovery to 79% in 2016.
Analysis
1. The bar chart displays data concerning the social media presence of small, medium and large businesses in the UK between 2012 and 2016. 2. Looking from an overall perspective, it is readily apparent that figures for all types of businesses grew despite a widespread and significant pullback in 2015. 3. Large businesses increased the least yet had by far the greatest presence each individual year.
Paraphrase what the bar chart shows.
Write a clear overview summarising the differences.
You might need a second sentence for your overview.
1. In terms of small businesses, less than 30% (the lowest data point on the chart) had a social media presence in 2012. 2. This number then rose to 35% by 2014, before a pullback to 30%, and a final surge to fewer than 50% with a presence to end the period. 3. The trend for medium-sized businesses was similar, beginning at 31%, rising significantly to slightly under 50% in 2013 and 2014, falling to 30% in 2015, before finally growing to 52% by 2016.
Begin writing about the data for the first category.
Describe the next area and compare it to the area before.
Continue describing the data.
1. The proportions for large businesses were more than double small and medium enterprises to begin the period (78%). 2. This figure largely plateaued until 2015 when it fell to its nadir of 51%, preceding a final recovery to 79% in 2016.
Write about the final other parts of the bar chart – include everything!
There is a lot of data in this one but try to get to all of it.
Vocabulary
What do the words in bold below mean?Take some notes on a piece of paper to aid your memory:
The bar chart displays data concerning the social media presence of small, medium and large businesses in the UK between 2012 and 2016. Looking from an overall perspective, it is readily apparent that figures for all types of businesses grew despite a widespread and significant pullback in 2015. Large businesses increased the least yet had by far the greatest presence each individual year.
In terms of small businesses, less than 30% (the lowest data point on the chart) had a social media presence in 2012. This number then rose to 35% by 2014, before a pullback to 30%, and a final surge to fewer than 50% with a presence to end the period. The trend for medium-sized businesses was similar, beginning at 31%, rising significantly toslightly under 50% in 2013 and 2014, falling to 30% in 2015, before finally growing to 52% by 2016.
The proportions for large businesses were more than double small and medium enterprises to begin the period (78%). This figure largely plateaued until 2015 when it fell to its nadir of 51%, preceding a final recovery to 79% in 2016.
Answers
Try to write down or think of an antonym/opposite word for further practice:
displays data shows statistics
concerning having to do with
social media presence how active you are on Instagram, Facebook, TikTok, etc.
small, medium and large businesses local and international companies
the UK England, the United Kingdom
Looking from an overall perspective, it is readily apparent that figures overall
all types of every kind of
grew despite increased regardless of
widespread common throughout
significant pullback big reduction
least yet lowest however still
by far a lot more
greatest biggest
each individual year every single year in question
in terms of when it comes to
less than lower compared to
lowest the least
rose increased
final surge last increase
fewer than less than
to end the period at the end of the time surveyed
trend pattern
medium-sized not too big or small
similar almost the same
beginning at starting at
rising significantly to increasing a lot to
slightly under a little less than
falling to decreasing to
before finally prior to a last
proportions percentages
more than double 200%+
enterprises companies
to begin the period at the start
largely plateaued until mostly stay the same up to
Remember and fill in the blanks. Note it on a piece of paper so you can remember better:
The bar chart d_____________________________g the s______________________e of s______________________________s in t________K between 2012 and 2016. L________________________________________________________________s for a______________f businesses g_____________e a w___________d and s____________k in 2015. Large businesses increased the l________t had b______r the g__________t presence e__________________r.
I______________f small businesses, l____________n 30% (the l_________t data point on the chart) had a social media presence in 2012. This number then r_____e to 35% by 2014, before a pullback to 30%, and a f___________e to f____________n 50% with a presence t_________________d. The t_______d for m_______________d businesses was s__________r, b_____________t 31%, r________________________os________________r 50% in 2013 and 2014, f_____________o 30% in 2015, b____________y growing to 52% by 2016.
The p______________s for large businesses were m_______________e small and medium e_____________s t__________________d (78%). This figure l_______________________l 2015 when it f_____l to its n_________r of at 51%, p___________g a final r__________y to 79% in 2016.
Listening Practice
Listen to the related topic below and practice with these activities:
Here are the questions – comment your answers below for some feedback!
What kind of flowers do you know?
Are there any flowers that have special meanings in your country?
Have you ever planted any flowers?
Have you sent flowers to others?
Here is a preview to the answer for the first one:
What kind of flowers do you know?
I wouldn’t say I’m a big flower person but naturally I recognize roses, lilies, sunflowers – the famous ones, haha. In my hometown in the spring tourists flock there to see the flowers blooming – the plum blossom, cherry blossoms and so on. Taking selfies with flowers is one of the biggest national pastimes in China.
If you want sample answers for these questions, the full speaking Ebook is available on my Patreon.
This is an IELTS writing task 2 sample answer essay on the topic of the number of animals and plants declining and the causes and solutions from the real IELTS exam.
Please consider supporting me on Patreon.com/howtodoielts to receive my exclusive IELTS Ebooks – you can even sign up for private live lessons with me!
Dave
IELTS Essay: Breaking Traffic Laws
Not all drivers obey the laws while driving on roads.
What are the reasons for this?
What can be done to fix this problem?
It is very common globally for motorists to break the rules when driving. The reasons for this typically relate to personality and extreme situations and the best solutions involve various governmental regulations.
Individuals often do not follow traffic laws because of individual temperament and exceptional circumstances. Regarding the former reason, there are many who have a more rebellious attitude towards rules in general that may extend to all areas of their lives including driving. This could itself be the result of upbringing, hereditary factors, or societal influences. The second reason is an impaired state. These situations include being in a rush, driving under the influence of a drug such as alcohol, using a portable device while driving, and being tired. All these contexts imply that the breaking of the rules is a result of neglect rather than harmful intent.
In order to remedy these public safety hazards, governments must implement comprehensive, long-term reforms. The fastest fixes are stricter penalties for infractions. If the repercussions for speeding, for example, include jail time, then this will act as a powerful deterrent. However, it does little to address the root causes of misbehavior. To counter this, governments must regulate the advertising and distribution of alcoholic beverages. Most accidents are caused while individuals are under the influence and therefore any measures taken against the alcohol industry will likely have the greatest impact. The government can also legislate in other related areas including requirements for licenses, raising awareness of driving safety in schools, and limits on the hours truckers and taxis can drive to avoid driver fatigue.
In conclusion, the causes of rule-breaking on roads are personality and the situation and the ideal solutions come from government intervention. Individuals also play a role but governments can affect the greatest changes.
Analysis
1. It is very common globally for motorists to break the rules when driving. 2. The reasons for this typically relate to personality and extreme situations and the best solutions involve various governmental regulations.
Paraphrase the overall essay topic.
Write a clear opinion. Read more about introductions here.
1. Individuals often do not follow traffic laws because of individual temperament and exceptional circumstances. 2. Regarding the former reason, there are many who have a more rebellious attitude towards rules in general that may extend to all areas of their lives including driving. 3. This could itself be the result of upbringing, hereditary factors, or societal influences. 4. The second reason is an impaired state. 5. These situations include being in a rush, driving under the influence of a drug such as alcohol, using a portable device while driving, and being tired. 6. All these contexts imply that the breaking of the rules is a result of neglect rather than harmful intent.
Write a topic sentence with a clear main idea at the end.
Explain your main idea.
Develop it with specific examples.
Keep developing it fully.
You can have some long sentences like this to really argue your point.
State the fullest possible result.
1. In order to remedy these public safety hazards, governments must implement comprehensive, long-term reforms. 2. The fastest fixes are stricter penalties for infractions. 3. If the repercussions for speeding, for example, include jail time, then this will act as a powerful deterrent. 4. However, it does little to address the root causes of misbehavior. 5. To counter this, governments must regulate the advertising and distribution of alcoholic beverages. 6. Most accidents are caused while individuals are under the influence and therefore any measures taken against the alcohol industry will likely have the greatest impact. 7. The government can also legislate in other related areas including requirements for licenses, raising awareness of driving safety in schools, and limits on the hours truckers and taxis can drive to avoid driver fatigue.
Write a new topic sentence with a new main idea at the end.
Explain your new main idea.
Include specific details and examples.
Continue developing it…
as fully as possible!
Try some longer sentences to show off your grammatical range.
Conclude with a strong statement and more detail.
1. In conclusion, the causes of rule-breaking on roads are personality and the situation and the ideal solutions come from government intervention. 2. Individuals also play a role but governments can affect the greatest changes.
Summarise your main ideas.
Include a final thought. Read more about conclusions here.
Vocabulary
What do the words in bold below mean?Make some notes on paper to aid memory and then check below.
It is very common globally for motorists to break the rules when driving. The reasons for this typically relate to personality and extreme situations and the best solutionsinvolve various governmental regulations.
Individuals often do not follow traffic laws because of individual temperament and exceptional circumstances. Regarding the former reason, there are many who have a more rebellious attitude towards rules in general that may extend to all areas of their lives including driving. This could itself be the result of upbringing, hereditary factors, or societal influences. The second reason is an impaired state. These situations include being in a rush, driving under the influence of a drug such as alcohol, using a portable device while driving, and being tired. All these contexts imply that the breaking of the rules is a result of neglect rather than harmful intent.
In order to remedy these public safety hazards, governments must implement comprehensive, long-term reforms. The fastest fixes are stricter penalties for infractions. If the repercussions for speeding, for example, include jail time, then this will act as a powerful deterrent. However, it does little to address the root causes of misbehavior. To counter this, governments must regulate the advertising and distribution of alcoholic beverages. Most accidents are caused while individuals are under the influence and therefore any measures taken against the alcohol industry will likely have the greatest impact. The government can also legislate in other related areas including requirements for licenses, raising awareness of driving safety in schools, and limits on the hours truckers and taxis can drive to avoid driver fatigue.
In conclusion, the causes of rule-breaking on roads are personality and the situation and the ideal solutions come from government intervention. Individuals also play a role but governments can affect the greatest changes.
Answers
For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:
common globally happens all around the world
motorists people who drive
break the rules not obey the law
typically relate to usually have to do with
personality your character
extreme situations rare contexts
best solutions ideal fixes
involve have to do with
various governmental regulations many government laws
do not follow traffic laws disobey traffic rules/laws
individual temperament a person’s character
exceptional circumstances rare instances
regarding the former as it relates to the first mentioned reason
rebellious attitude defiant personality
in general overall
extend to include
be the result of upbringing because of how you were raised
hereditary factors genetics
societal influences the effects of others
impaired state drunk, under the influence, tired, emotional, etc.
being in a rush being in a hurry
driving under the influence of a drug driving drunk, high, etc.
alcohol beer, wine, etc.
using a portable device smartphones
contexts imply situations mean
neglect not paying attention to
harmful intent desiring to hurt
in order to remedy so that it can be fixed
public safety hazards not good for the public
implement comprehensive enact total
long-term reforms changes that take place over a long time
fastest fixes more immediate solutions
stricter penalties harsher punishments
infractions breaking the rules
repercussions implications
speeding driving too fast
jail time going to prison
powerful deterrent strong way of dissuading people
address the root causes handle the main reasons/sources
misbehavior not behaving well
counter fight against
advertising and distribution of alcoholic beverages ads for and selling of beer, wine, etc.
accidents collisions
under the influence using a drug
measures steps
alcohol industry companies that make alcoholic beverages
greatest impact most effect
legislate make laws, rules
requirements for licenses stipulations to be able to drive
I recommend getting a pencil and piece of paper because that aids memory. Then write down the missing vocabulary from my sample answer in your notebook:
It is very c____________________y for m_____________s to b______________s when driving. The reasons for this t__________y r___________o p____________y and e___________________s and the b_______________si___________e v___________________________s.
Individuals often d_________________________s because of i_______________________t and e__________________________s. R_____________________r reason, there are many who have a more r______________________e towards rules i_______________l that may e_____________o all areas of their lives including driving. This could itself b____________________________________g, h__________________s, or s_____________________s. The second reason is an i________________e. These situations include b_______________h, d____________________________________g such as a_________l, u_________________e while driving, and being tired. All these c________________y that the breaking of the rules is a result of n__________t rather than h________________t.
I______________________y these p________________________s, governments must i________________________e, l_______________________s. The f_______________s are s_________________s for i______________s. If the r______________s for s____________g, for example, include j____________e, then this will act as a p_____________________t. However, it does little to a_________________________s of m________________r. To c________r this, governments must regulate the a_________________________________________________s. Most a___________s are caused while individuals are u_______________e and therefore any m__________s taken against the a___________________y will likely have the g___________________t. The government can also l______________e in other related areas including r_____________________s, r___________________________________y in schools, and l_________s on the hours t____________s and t______s can drive to a______________________e.
In conclusion, the causes of r__________________g on roads are personality and the situation and the i________l solutions come from government i__________________n. Individuals also p____________e but governments can a_________________________s.
Listening Practice
Learn more about this topic in the video below and practice with these activities:
I’ve written this official IELTS step-by-step preparation guide because I get a lot of the same questions from students and this may help you achieve the score you want!
There are a lot of areas to consider.
If you have specific questions, comment them below!
Dave
Starting with IELTS Writing
The lowest score for IELTS is almost always for writing.
This has been confirmed in numerous studies all around the world. See the official studies here.
Therefore, you should start your writing practice first.
Start by writing a whole essay, then check it against the links below.
Then practice individual skills before writing another whole essay.
Writing will be the most important skill to improve for IELTS and you should break it down skill by skill and improve each one before working on your whole essay.
IELTS Writing Resources
Now that you know writing is the most important and you have some practice in, what’s next?
I would recommend you begin by studying sample answers more closely.
Pay close attention to the structure and then you can focus on the vocabulary and grammar after that.
Be careful because there are a lot of bad sample answers out there that will do more to hurt your English and IELTS score than help it.
Here are trustworthy IELTS sample answer essays that I have personally written:
Start learning from reliable sample answers and focus on consistent structure using my essays.
Know How Long you Will Need to Prepare
This is a really important question and will determine how you study.
You have to know first of all:
What score do you need?
When do you need it?
What is your score right now?
Once you can answer all those questions (if you need help about your score, consider signing up for my Patreon for practice tests), then you have a timeline.
If you need your score really soon and are close, then you can study about IELTS using online resources.
If you don’t need your score for a long time (it doesn’t matter if you are close or far from it), then you should focus on long-term goals.
Be careful you don’t make the mistake that many students do: don’t spend years studying IELTS while your band score remains the same because your English is not improving.
Establish a realistic timeline based on your English level and desired IELTS score.
Study Consistently Rather Than in Big Blocks
Research has shown that it is much more effective to study a little bit consistently every day instead of studying in big blocks sometimes.
Consistent study, even less than an hour a day, can dramatically aid memory retention.
Therefore, try to study every day!
The best way to do this is to tie it to a habit you already have.
Try studying right before or after you have coffee in the morning, before you go to work/school, before or after dinner, right after you brush your teeth at night, etc.
Make it a habit and stick to it consistently!
Here are some ideas for study that might help you:
It is important to have feedback from another source so that you can be sure you are not wasting your time.
Identify your Strengths & Weaknesses
It’s important to work on your strengths and your weaknesses.
In my experience, 90% of IELTS students have the same weaknesses: writing task 1 overviews, writing task 2 main ideas development, speaking fluency and pronunciation, reading T/F/NG and listening multiple choice.
Most students should focus on those areas.
Your weaknesses might be different though so you should seek outside advice as well.
Here are some resources to deal with the problems above:
Improve the most common weaknesses for IELTS candidates.
Develop your Speaking Skills
Speaking is another area that presents huge challenges for students.
You will often find that your speaking lags behind your other skills.
This is because speaking is fast and it takes practice to make all the words you can understand in reading and listening run out your mouth faster when you talk.
It is also really hard to improve compared to other skills.
If you don’t have a partner or a class to work with, you will have to be creative with different methods.
If you study the exact same way every time, then your progress will be slow.
Change the ways that you practice speaking – be creative!
IELTS Speaking Resources
This comes down to the four areas you get marked on: fluency, vocabulary, grammar, and pronunciation.
Here is an explanation of each of the band scores you are marked on:
Fluency:how fast you speak, how much you hesitate (use um/uh) or pause, how much you over-use words like ‘like’, how much you correct yourself, how much you repeat yourself, if you answers make sense logically, how long your answers are
Vocabulary:range (lots of different collocations, phrasal verbs, expressions) and how accurate (correct) they are, can you paraphrase
Grammar:range (how many different types of complex grammar you use), and how accurate (correct) your grammar is, how much you repeat the same structures
Pronunciation: how easy it is to understand all the sounds/words, word stress, sentence stress, intonation, chunking, how natural you sound
Here are some of my speaking model answers with ideas for creative practice:
Don’t waste all your time doing listening test after listening test.
IELTS Listening Resources
To improve your listening and prepare for IELTS, find a balance between IELTS and other resources.
I would always recommend that after you listen, you go back, read the tape script, and highlight the answers you got wrong.
Figure out the reason why you got an answer wrong and then try to develop that skill – it might be vocabulary, the way a word is pronounced, a trick in the test, a difficult synonym, etc.
When you are ready to focus on just IELTS here are some resources you can use:
You will develop reading a lot faster if you use interesting, native English sources.
Choose the Paper-Based or Computer-Based Exam
Here is a summary of 12 main differences for each section of the exam:
The paper-based test means you will use a pencil and answer sheet. The computer-based uses a keyboard and mouse.
The test is in exactly the same order.
For listening and reading, you do not get 10 minutes at the end to transfer your answers for the computer-based test (you do have time in between sections to double-check your answers and 2 minutes at the end to check all your answers).
You have your own computer and headphones for the computer-based test.
For the computer-based writing test, you can more easily edit your writing and see the time and your word count clearly.
Most people make more typos on computers (me included!) so you must be more careful about careless mistakes.
You will still receive a pencil and paper for notes on the computer-based test (for listening, reading, and writing).
For the computer-based reading test, you can see the reading and the questions at the same time so you don’t have to flip back and forth between pages.
For reading on the computer, you can also copy and paste your answers to avoid spelling mistakes and increase the font size.
For the computer-based listening, you can highlight parts of the text.
For listening on the computer, you should try one online to get familiar with how to move between pages and do the different question types.
You get your results faster for the computer-based test.
Personally, I would go with the computer-based exam because I am confident on a computer and there are a lot of advantages (especially for writing).
The speaking test is the same for both.
Practice with both tests and then make your decision!
Practice both and make a good decision about which one suits you the best.
Change your Mindset
The most important factor learning English and studying for IELTS is motivation.
Studies have shown again and again that nothing is more important than motivation when it comes to success with English.
Many students become discouraged when they fail or make mistakes.
But there is a simple way to avoid feeling bad about yourself.
Just remember that you are improving and that your mistakes are not about you – they are just about the work.
That simple shift – from criticizing yourself to criticizing your world, will take tons of psychological pressure off you and free you up to have fun studying.
Change your mindset and everything will go a lot easier in your studies and not feel like a chose!
This is an IELTS writing task 2 sample answer essay on the topic of the importance of students learning to give school presentations and speeches from the real IELTS exam.
Please consider supporting me on Patreon.com/howtodoielts to receive my exclusive IELTS Ebooks – you can even sign up for private live lessons with me!
Dave
IELTS Essay: School Presentations and Speeches
Some believe children should be taught to give speeches and presentations in school.
Why is this?
Should this be taught in schools?
Many believe that giving presentations and speeches ought to be a key part of school curricula for children. In my opinion, this is an attempt to develop a number of skills holistically and should be encouraged.
The main reason schools incorporate presentations is to improve skills needed for the future. Children will later be expected to present individually and in groups throughout their academic career and in most work contexts. In order to give a competent presentation, children must first of all develop confidence speaking in front of others and then combine this with careful preparation, repeated practice, research, and, often, team-working skills. Each of these qualities will be useful later and the earlier students begin, the more likely they are to excel in areas that many adults still find challenging.
I would recommend this practice continues since integration of skills contributes to greater progress. Skills developed on their own are often not as memorable. If a young child, for example, must do a book report with a group of other children this requires them to read the book, divide up sections of the presentation, communicate with team members, and deliver an engaging speech at the end. The combination of all skills makes the learning more memorable and likely to develop fixed characteristics. An illustrative analogy would be how an athlete practices for a sport. They can master individual skills on their own but the greatest progress comes when they blend them under the intense pressure of a game.
In conclusion, educators often teach public speaking in order to prepare students for the future and this multidisciplinary approach is a positive. Presentations and speeches are also a good way to combine and review past lessons.
Analysis
1. Many believe that giving presentations and speeches ought to be a key part of school curricula for children. 2. In my opinion, this is an attempt to develop a number of skills holistically and should be encouraged.
Paraphrase the overall essay topic.
Write a clear opinion. Read more about introductions here.
1. The main reason schools incorporate presentations is to improve skills needed for the future. 2. Children will later be expected to present individually and in groups throughout their academic career and in most work contexts. 3. In order to give a competent presentation, children must first of all develop confidence speaking in front of others and then combine this with careful preparation, repeated practice, research, and, often, team-working skills. 4. Each of these qualities will be useful later and the earlier students begin, the more likely they are to excel in areas that many adults still find challenging.
Write a topic sentence with a clear main idea at the end.
Explain your main idea.
Develop it with specific or hypothetical examples.
Keep developing it fully.
1. I would recommend this practice continues since integration of skills contributes to greater progress. 2. Skills developed on their own are often not as memorable. 3. If a young child, for example, must do a book report with a group of other children this requires them to read the book, divide up sections of the presentation, communicate with team members, and deliver an engaging speech at the end. 4. The combination of all skills makes the learning more memorable and likely to develop fixed characteristics. 5. An illustrative analogy would be how an athlete practices for a sport. 6. They can master individual skills on their own but the greatest progress comes when they blend them under the intense pressure of a game.
Write a new topic sentence with a new main idea at the end.
Explain your new main idea.
Include specific details and examples.
Continue developing it…
as fully as possible!
The more development, the better!
1. In conclusion, educators often teach public speaking in order to prepare students for the future and this multidisciplinary approach is a positive. 2. Presentations and speeches are also a good way to combine and review past lessons.
Summarise your main ideas.
Include a final thought. Read more about conclusions here.
Vocabulary
What do the words in bold below mean?Make some notes on paper to aid memory and then check below.
Many believe that giving presentations and speeches ought to be a key part of school curricula for children. In my opinion, this is an attempt to develop a number of skills holistically and should be encouraged.
The main reason schools incorporate presentations is to improve skills needed for the future. Children will later be expected to present individually and in groupsthroughout their academic career and in most work contexts. In order to give a competent presentation, children must first of all develop confidence speaking in front of others and then combine this with careful preparation, repeated practice, research, and, often, team-working skills. Each of these qualities will be useful later and the earlier students begin, the more likely they are to excel in areas that many adults still find challenging.
I would recommend this practice continues since integration of skills contributes to greater progress. Skills developed on their own are often not as memorable. If a young child, for example, must do a book report with a group of other children this requires them to read the book, divide up sections of the presentation, communicate with team members, and deliver an engaging speech at the end. The combination of all skills makes the learning more memorable and likely to develop fixed characteristics. An illustrative analogy would be how an athlete practices for a sport. They can master individual skills on their own but the greatest progress comes when they blend them under the intense pressure of a game.
In conclusion, educators often teach public speaking in order to prepare students for the future and this multidisciplinary approach is a positive. Presentations and speeches are also a good way to combine and review past lessons.
Answers
For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:
presentations talking in front of the whole class
speeches public speaking
ought to should
key part big role
school curricula what is studied in class
attempt try
develop a number of skills learn a lot of different techniques
holistically all together
encouraged recommended
incorporate add in
will later be expected to later in life people will think you can do it
individually on your own
in groups with others
throughout the entire time
academic career throughout school
work contexts at various jobs
competent presentation good speech
first of all to start with
confidence feeling good about your abilities
in front of others publicly
combine put together
careful preparation taking time to get ready
repeated practice rehearsing
research find out about a topic
team-working skills working with others
qualities characteristics
the more likely they are the better chance of
excel do well at
areas skills
adults older people
challenging have difficulty
recommend advise
practice development
integration combining
contributes to aids
greater progress more development
on their own by themselves
memorable easy to remember
young child little kid
book report presentation about a book
requires needs
divide up sections assign different parts
communicate talk to, interact with
team members people in your group
deliver speak
engaging interesting
at the end finally
combination putting together
memorable easy to remember
develop fixed characteristics become qualities for a person
illustrative analogy good similar situation
athlete someone who plays a sport
master individual skills learn one specific skill
greatest progress comes more development is involved in
blend combine
intense pressure lots of stress
educators teachers
prepare get ready for
multidisciplinary approach learning about a lot of different subjects
review past lessons go over what you studied before
I recommend getting a pencil and piece of paper because that aids memory. Then write down the missing vocabulary from my sample answer in your notebook:
Many believe that giving p_________________s and s_____________s o____________o be a k___________t of s______________a for children. In my opinion, this is an a___________t to d__________________________s h_____________y and should be e___________d.
The main reason schools i_______________e presentations is to improve skills needed for the future. Children w_____________________o present i________________y and i___________st________________t their a_________________r and in most w_______________s. In order to give a c____________________n, children must f____________l develop c_____________e speaking i_____________________s and then c____________e this with c________________________n, r___________________e, r______________h, and, often, t_______________________s. Each of these q___________s will be useful later and the earlier students begin, t_____________________e to e________l in a_______s that many a__________s still find c________________g.
I would r______________d this p__________e continues since i_____________n of skills c_______________________________s. Skills developed o_____________n are often not as m______________e. If a y______________d, for example, must do a b______________t with a group of other children this r___________s them to read the book, d_____________________s of the presentation, c______________e with t_______________s, and d_________r an e___________g speech a____________d. The c______________n of all skills makes the learning more m____________e and likely to d___________________________s. An i____________________y would be how an a____________e practices for a sport. They can m___________________s on their own but the g__________________________s when they b______d them under the i___________________e of a game.
In conclusion, e_____________s often teach public speaking in order to p___________e students for the future and this m________________________h is a positive. Presentations and speeches are also a good way to combine and r_____________________s.
Listening Practice
Learn more about this topic in the video below and practice with these activities:
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