Key verbs: enjoy, avoid, consider, suggest, admit, risk, postpone, practice, involve, recommend, miss
Language context: I enjoy learning new languages and avoid making mistakes when speaking.
Communication context: She suggested improving her pronunciation by practicing speaking daily.
Usage: "She enjoys communicating in English" — NOT "enjoys to communicate"
Key verbs: want, decide, plan, hope, need, try, manage, fail, refuse, promise, offer, allow
Language context: Many people want to achieve fluency and plan to study abroad.
Communication context: He decided to learn sign language to communicate with deaf colleagues.
Usage: "I hope to master this language" — NOT "hope mastering"
Stop + gerund: "I stopped speaking my mother tongue" = ceased the action (no longer speak it)
Stop + infinitive: "I stopped to speak to someone" = paused in order to do something
Remember + gerund: "I remember learning this language as a child" = recall the experience
Remember + infinitive: "I must remember to practice daily" = must not forget (future obligation)
Try + gerund: "I tried speaking without my native language" = experimented
Try + infinitive: "I tried to speak fluently" = attempted with effort
Across the globe, approximately 7,000 languages are spoken today, yet linguists estimate that one language dies every two weeks. This alarming extinction rate has prompted researchers to investigate linguistic decline. When a language becomes endangered, the cultural knowledge embedded within it is often lost forever. Communities struggling to preserve their linguistic heritage face enormous challenges, particularly when younger generations adopt dominant languages.
The phenomenon of bilingualism and multilingualism offers both opportunities and challenges. In regions with strong language policies promoting immersion programmes, children develop superior cognitive abilities and enhanced communication skills. However, language barriers continue to impede cross-cultural understanding. Modern solutions include digital preservation projects that archive endangered languages through recordings. Linguistic diversity strengthens societies, yet protecting minority languages requires sustained effort.
Language acquisition in childhood remains superior to adult learning, yet fluency can be achieved at any age through dedication. The formal register of academic language differs markedly from informal register used in casual speech. Non-verbal communication, including body language, often conveys meaning beyond words. Professional translation and interpretation services bridge divides, while sign language provides access for deaf communities. As language evolution continues, slang and code-switching reflect the dynamic nature of human communication.
The role of lingua franca in global communication cannot be overstated. English has assumed this role in international business and diplomacy, creating both advantages and concerns. While a global lingua franca facilitates communication, critics worry it contributes to extinction of smaller languages. Language proficiency in English has become an economic asset, shaping educational priorities worldwide. Yet this trend threatens linguistic diversity and raises questions about cultural identity.
Bilingual education and immersion programmes represent promising interventions. Studies show that multilingual individuals enjoy cognitive advantages and superior problem-solving abilities. Schools implementing these programmes report that students maintain their mother tongue while achieving language proficiency in additional languages. However, implementation requires substantial investment and trained educators capable of supporting natural communication.
One of the most significant developments has been the rise of distance learning and online educational platforms. Universities worldwide now offer academic programmes that can be completed entirely remotely, making higher education more accessible to students in developing nations who previously faced geographical and financial barriers to education. Research suggests that well-designed online courses can be as effective as face-to-face instruction, particularly when they incorporate collaborative learning activities and regular formative assessment.
However, critics argue that the digital divide — the gap between those with and without access to technology — threatens to widen educational inequality rather than reduce it. Students from disadvantaged backgrounds often lack reliable internet connections or suitable devices, putting them at a significant academic disadvantage. Furthermore, some educators maintain that face-to-face interaction is essential for developing interpersonal skills and emotional intelligence, aspects of learning that are difficult to replicate in virtual environments.
The concept of lifelong learning has gained considerable traction in the 21st century. As the job market evolves rapidly due to automation and artificial intelligence, vocational training programmes and continuous professional development have become essential for career progression. Many employers now invest in staff training, recognising that a skilled workforce is crucial for maintaining competitiveness. Governments, too, have begun to allocate more funding to adult education initiatives, acknowledging that the traditional model of front-loaded education — where learning occurs primarily in youth — is no longer sufficient.
Looking ahead, experts predict that personalised learning, powered by artificial intelligence, will revolutionise education. AI-driven platforms can adapt to each student's learning style and pace, providing tailored instruction that addresses individual strengths and weaknesses. While some fear this could lead to the erosion of the traditional teacher's role, proponents argue that it will free educators to focus on mentoring and fostering creativity — uniquely human qualities that no algorithm can replace. The curriculum of the future will likely emphasise problem-solving, digital literacy, and adaptability over the memorisation of facts.
Student enquiring about postgraduate programmes at a university
You should say:
I'd like to talk about my high school English teacher, Mr. Abdullah, who taught me during my final two years of secondary education. He was responsible for our academic English programme, which was designed to prepare us for university-level studies.
What made him truly exceptional was his student-centred approach to teaching. Rather than relying on traditional rote learning, he would foster critical thinking by presenting us with real-world problems and asking us to debate possible solutions. He genuinely believed in personalised learning and would often tailor his instruction to match each student's abilities.
His influence on my attitude towards education was profound. Before his class, I saw learning as simply memorising facts to pass exams. He taught me that education is really about developing problem-solving skills and intellectual curiosity. He instilled in me the value of lifelong learning, which is something I carry with me to this day. I genuinely believe that without his mentoring, I wouldn't have pursued higher education or developed the confidence to engage in independent learning.
📝 Band 8 notes: Uses topic collocations naturally (academic programme, foster critical thinking, student-centred, rote learning, personalised learning, lifelong learning). Good range of tenses and structures. Clear story arc with personal reflection.
Some people believe that all children should learn a foreign language from primary school, while others think it should not be introduced until secondary school. Discuss both views and give your opinion.
Write at least 250 words.
The question of whether higher education should be free or funded by students themselves is a topic of ongoing debate in many countries. While both perspectives have merit, I believe that a balanced approach combining government funding with affordable tuition fees would be most effective.
Those who advocate for free university education argue that it removes barriers to education, particularly for students from disadvantaged backgrounds. When tuition fees are eliminated, talented individuals who might otherwise be unable to afford a degree can access academic programmes that develop their skills. This, in turn, creates a more skilled workforce, which benefits the economy as a whole. Furthermore, free education can help to reduce educational inequality, ensuring that opportunities are not determined by one's financial circumstances.
On the other hand, opponents contend that students should invest in their own education, as graduates typically earn significantly higher salaries over their lifetimes. They argue that government resources could be better allocated to other public services such as healthcare and infrastructure. Additionally, completely free education could lead to overcrowded universities, potentially reducing the quality of instruction available to each student.
In my opinion, governments should allocate more funding to subsidise higher education while requiring students to contribute a manageable portion through income-contingent loans. This model ensures that education remains accessible without placing an unsustainable burden on public finances. Vocational training programmes should also receive equal investment, as not all career paths require a traditional university degree.
In conclusion, while fully free education is an admirable goal, a balanced funding model that addresses educational inequality while maintaining quality would be the most practical and effective approach to this complex issue.
📝 Band 7 notes: Clear position throughout. Good use of topic collocations (barriers to education, skilled workforce, allocate funding, vocational training). Logical paragraph structure. Some complex sentences. Would reach Band 8 with more sophisticated hedging and less formulaic structure.
The proposition that university education ought to be entirely state-funded is one that generates considerable debate, particularly in nations where higher education costs continue to escalate. While the ideal of universal free education is compelling, I would argue that the reality demands a more nuanced approach that balances accessibility with sustainability.
Proponents of free tertiary education make a persuasive case when they highlight the role of tuition fees as barriers to education. In many developing countries, promising students from disadvantaged backgrounds are effectively excluded from academic programmes simply because they cannot afford the fees. Removing this financial obstacle would not only foster greater educational equality but would also cultivate a more skilled workforce, yielding long-term economic dividends that could far outweigh the initial investment.
Nevertheless, the argument for student-funded education carries its own weight. Perhaps most compellingly, research consistently demonstrates that when individuals invest personally in their education, they tend to engage more seriously with their studies and achieve stronger academic outcomes. Moreover, with governments worldwide facing competing demands on limited budgets — from healthcare to environmental protection — it seems unreasonable to expect taxpayers alone to bear the cost of higher education, particularly given that graduates disproportionately benefit financially from their qualifications.
What seems most pragmatic is a hybrid model in which governments allocate substantial funding to reduce tuition costs while implementing income-contingent repayment schemes. Such an approach, already adopted successfully in countries like Australia, ensures that education remains accessible while establishing a sustainable funding mechanism. Crucially, equivalent resources should be directed towards vocational training and continuous professional development, recognising that lifelong learning in various forms is essential in today's rapidly evolving job market.
Ultimately, the binary choice between free and paid education is something of a false dichotomy. The most effective educational systems will be those that prioritise both accessibility and quality, adapting their funding models to serve the needs of all learners.
📝 Band 8 notes: Sophisticated vocabulary and grammar throughout. Natural use of hedging ("seems most pragmatic", "something of a false dichotomy"). Collocations used precisely and naturally, not shoehorned in. Complex argument with real-world examples (Australia). Excellent cohesion without formulaic linking words.