Cambridge IELTS 8 Writing Model Answer (Test 1, Task 2)

The question is here: Test 1 Task 2

In the life of a child, constant learning is not only a must but a natural way of life. This is often split in to learning at school and learning at home. Clearly, both parents and teachers have a role to play in the education of a child, but with the issue of educating a child in how to become a balanced member of society, there has been some debate as to whether teachers or parents should be taking the most responsibility.

Firstly, at school, children are effectively members of a community including peers and teachers. In order to succeed in primary and secondary education, they need to be aware of acceptable and unacceptable behaviour. As teachers act as mentors and overseers in this environment, it is appropriate that they should be the ones to ensure that their students appreciate and adhere to the expectations of society, both inside and outside school. The experience of being at school ought to enable them to interact as part of a team, while being respectful and appreciative of others, and these skills are transferable to the outside world. Therefore, teachers should be acknowledged as playing a vital role in this area of development.

However, education does not begin and end in schools. Parents should always be the first point of contact and trust for children, and this means that they are responsible for planting the initial seeds of accepted behaviour, as well as providing real-world perspective, which often can not be accurately represented in schools due to the necessity for certain rules applying only within the walls of educational institutions. Evidently then, the role of a parent is absolutely key from a very early age.

In summary, children require guidance in all walks of life, whether it be at school or at home, and it is the responsibility both of parents and educators to provide this and to liaise with each other in order to ensure the best possible introduction to society and accepted behaviour for the children in their care.

Word Count: 339

Cambridge IELTS 8 Writing Model Answer (Test 1 Task 1)

You can find the question below:

Test 1 Task 1

The pie chart and table illustrate the main reasons for farmland degradation worldwide and in three continental regions respectively. Overall, there are three main reasons for this decrease in productivity, with Europe being the most seriously affected.

First of all, from a global perspective, over-grazing is the biggest cause of deterioration, with 35%, which is slightly higher than deforestation and over-cultivation at 30% and 28% respectively. The final 7% is attributed to “other” reasons.

The three principal reasons for agricultural decline are then split by region in the table, and it is notable that Europe’s percentages for deforestation and over-cultivation are significantly higher than either Oceania or North America, with 9.8% compared with 1.7% and 0.2% respectively for deforestation, and 7.7% compared with 0% and 3.3% respectively for over-cultivation. However,  11.3% of Oceania’s land degradation is attributed to over-grazing, whereas Europe’s percentage is roughly half this at 5.5%, and North America’s is at 1.5%. This means that the total land degradation percentages stand at 5% for North America, 13% for Oceania and a much higher 23% for Europe.

(164 words)

Let’s have a look at the phrases in bold.

1) Overall: This is an important part of Task 1. Remember to include a sentence in your introduction (or as a conclusion), which makes a “general” observation. You don’t need to include any numbers or percentages.

2) with 35%: If you are struggling to fit your numbers in to the same sentences as your comparisons, sometimes using “,with…” can be quite useful. Writing a new sentence that just includes one statistic would mean a short sentence that would break up the flow of your writing.

3) respectively: A great word for task 1. You use it to show the order of your numbers if they are separate from the things they refer to. For example: John and Jane are 12 and 10 respectively. This means that the first number matches the first name and the second number matches the second name, so John is 12 and Jane is 10. You usually finish a sentence with “respectively”.

4) However: You need to find comparisons to make. Here, most of the percentages are in a similar order – Europe is higher than the other regions, but there is one figure where this isn’t true. Find that number and use a “but” linker to make a comparison.



Cambridge Exams – Writing a Report / Proposal

A common question in Writing Part 2 is to write a report or proposal. This short article will give you two tips.

  • Structure

The accepted structure is headings and sub-headings. Have a look at this:


Start with “The purpose of this proposal / report is to…” or a similar phrase. Then, outline what you are going to be writing about – you can basically paraphrase the question and signal what is going to come. Don’t make any of your points yet!

Findings / Positive Points / Specific Subject Heading

Remember to structure this using sequencers (firstly, furthermore, additionally…)

Another heading with another subject (if necessary)

Same as above

Recommendations / Problems / Solutions

Often, part of this kind of task is to suggest improvements or solutions, so here you are directly addressing the previous paragraph(s) and again, sequencing your ideas clearly.


Don’t forget this paragraph! A brief summary “Overall…” and a positive statement to finish.

Take a look here for some model answers: CAE-10-TESTS-Model Compositions


  • Language

Remember, the language you need here is neutral. I like to think of it as BORING. This means no colourful adjectives (amazing, superb, wonderful), no exaggeration or emotion (I really believe, it is absolutely / completely / totally…). Instead, use modals, passives and objective language. Think about the language used in terms and conditions of contracts. Not very interesting!


Remember to write between 220 and 260 words for CAE!



IELTS Speaking – Finish your Part 2!

“And…er… that’s it…”

Have you ever finished your two-minute topic like this? How did it feel? I imagine there was a bit of silence as the examiner tried to work out if you had finished. It doesn’t need to be like that (it shouldn’t be like that!) Here are a few ideas to help you.

  • Sequence your ideas

If you are telling a story then you should be looking to use phrases like this:


I remember when… / There was this one time… / I’ve got this story about when…

Setting the scene

It was (date) and we were / I was…. / So, I remember that I / we were -ing…

Moving On

Next / After that / Then / The next thing that happened was / So then


In the end / At the end / So anyway / Finally

Do you know any more?

Remember to finish your final sentence with a decreasing tone to your voice, so that the examiner can hear you have finished.

Here are some sequencers you could use when giving your opinion about something

Statement – your main topic

Well, I think / I reckon / Basically / I believe that…


I guess that’s because / It’s all down to /

Sequencing – moving on

Also / I also think / Furthermore / Not only that, but


So, basically I / So yeah, that’s what I think / In brief / To recap / To put it simply

Let’s have a look at a couple of examples. The sequencing language is in bold. Read and think about what the topic is. Do you think the speaker would be successful? Try reading some of the sentences aloud – practise saying some of the sentences more and more quickly, but focus on a natural rhythm – remember, fluency DOES NOT mean speed!

1. Telling a story

I remember when I went to a really nice park with my best friend. It was about 4 years ago, I think, in the Summer, and… it was hot… So anyway, I remember we were walking along through like a forest-y bit, y’know, and then we realised that… it was… we were all alone and it was actually a bit dark. I…er… then I said to him, like, something like “This is a bit creepy – do you wanna get outta here?” and then he was like “Wait, did you here something?” and then there was like a creaking sound, which was really scary. So the next thing that happened was we were looking around trying to work out what was going on, and we saw some bushes moving. I think we were just creeped out because we were young and making each other more and more excited…er… scared. Anywaythen we like walked really slowly up to the er… bush, and we were crouching so that it was likely anyone would see us! Aaaaand… when my friend finally plucked up the courage to look in the hedge, in the end it was just two squirrels fighting – it was so embarrassing!

2. Giving an opinion

Well, I think that video games will pretty much take over our lives, to be honest because…well… technology and virtual reality has become so important in every day life. You can see examples of this in cinema, the home, even the street…all around us. Anyway, I think kids have come to expect a certain level of reality and…of absorption… immersion in a game. They, y’know… get bored and stuff really quickly… and  I guess it’s all down to what you’re used to. I reckon not only that, but that we’ll have VR headsets and 3d gaming in most first world houses within the next ten years, and then kids will refuse to leave the house. Also that kind of technology will be used in the workplace – y’know, for meetings and conferences, so people will go out less. So, to put it simply, I guess that technology has become the most important… thing in our lives, yeah.

Remember – your speaking test isn’t just about grammar, or speaking quickly. It’s also about being able to have a conversation in English, and part of that is signalling to other people either that you want to continue speaking, or that you are about to finish.

Thanks for reading and good luck!



IELTS Listening – Matching Tasks

Have a look at this task. I’ve found that it can sometimes confuse students because there is a lot of information to follow. A few simple tips should help with this task.

Listening Task Type 6

You can’t remember all the information in A-G, so stressing about keywords and synonyms won’t help much. Instead, have a quick read of the questions, then forget them!

  • As you listen, make a few notes next to each name as it appears.
  • After the end of the task (during your 30 seconds checking time), match your notes to the letters. Then, complete this part during your ten minutes transfer time at the end of the test.

My current students have found this technique very helpful – give it a go in your next class or self-study period!


Present Simple – Regular actions / routine

An introduction to the Present Simple (Lesson 1)

What do you do every day?


These things make up your everyday routine. When we talk about these things, and other things that we do more than once, we use the Present Simple.

Now read the text below. What examples of routine actions can you find?

My Simple Life

I get up at about 7:30 and have a quick shower. I usually make my dinner to take to work, but sometimes I can’t get out of bed! At work, I often stay late to do a bit more, but I sometimes feel really tired and then I go home at about 3 o’clock. I always eat my tea late and it ALWAYS contains meat! Later, I usually work out and I occasionally eat again afterwards. I rarely do anything on week nights (except play Sport) but I’m often in bed quite late because I like to do a lot of non-work things to relax after a long day’s teaching!

How many routine actions did you find? Take another look…

I get up at about 7:30 and have a quick shower. I usually make my dinner to take to work, but sometimes I can’t get out of bed! At work, I often stay late to do a bit more, but I sometimes feel really tired and then I go home at about 3 o’clock. I always eat my tea late and it ALWAYS contains meat! Later, I usually work out and I occasionally eat again afterwards. I rarely do anything on week nights (except play Sport) but I’m often in bed quite late because I  do a lot of non-work things to relax after a long day’s teaching!

The examples all use the Present Simple. You make this by using Subject (I, you, he, she, it, we, they) + verb 1 (remember to +s for he/she/it – I work –> He works / I read –> He reads / I go –> She goes

There is some extra information. Can you find the words that give us information about how often I do these things? How many are in the picture below? These are called adverbs.

Adverbs of Frequency

So, if I say always, this is a routine that never changes! For example: I always have a shower in the morning. Look at how the % information comes after the subject and before the verb. Can you make a list from my text similar to the picture above?


I get up / have a quick shower / do a lot of non-work things (like always – but with no adverb)
I always eat my tea late / it ALWAYS contains meat (100%)
I usually eat my dinner / I usually work out (80%)
I often stay late / I’m often in bed quite late (70%)
Sometimes I can’t get out of bed / I sometimes feel really tired (50%)
I occasionally eat again (30%)
I rarely do anything (10%)

So, we can see that I work out more often (80%) than I eat again (30%).

Can you complete these sentences to make them true for you?

1. I ___________ go to the cinema.

2. I ___________ go shopping.

3. I ___________ eat vegetables at mealtimes.

4. I ___________ visit my friends’ houses.

5. I ___________ phone / Skype my family.

Now write a paragraph about your routine! Use my example to help you.

More Information (Lesson 2)

1. How can I use don’t ?

Do you say “I don’t usually eat breakfast before work” or “I usually don’t eat breakfast before work”?

Good news! You can say both! Take a look at the picture below. If you see (don’t), you can use it there in a sentence.

I (don’t) always eat breakfast beforework
I (don’t) usually (don’t) eat breakfast before work
I (don’t) often (don’t) eat breakfast before work
I sometimes (don’t) eat breakfast before work
I occasionally (don’t) eat breakfast before work
I rarely (don’t) eat breakfast before work
I never eat breakfast before work –> use positive and always!

So you see, in general, more than 50% = don’t before adverb. Less than 50% = don’t after adverb.

How can I make questions?

Example: Do you usually go to the cinema at weekends? Do you always play Football on Mondays?

So, adverb before verb, but after subject.


How often do you….?

If you want to say specifically how often you do something, then don’t use an adverb. Try one of these phrases instead:

I go to the cinema once a week. –> Once =  one time
She eats meat at dinner twice a month. –> Twice = two times 
They play Football every month. –> Every month = once a month
We see my family three times a year. 

You’re done! Now you can:

  • Ask questions about people’s routines
  • Talk about frequency of actions
  • Write a paragraph about your daily routines

Now try this practice exercise to revise word order!

Present Simple Exercises