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Plan · develop · write

Topic ideas and planning packs

Find a question, choose a structure and develop an argument before opening the writing workspace. Every pack uses original English Test Coach material and links to its complete annotated answer.

60 of 60 planning packs

Browse questionsStudy full answers

These are fixed teaching resources, not live AI generations, examiner scores, recalled exam questions or predictions. Adapt each idea to your own position instead of memorising it.

Academic Task 2Opinion / agree or disagree

Sharing school sports facilities

Health · Intermediate

Local councils should give priority to opening school sports facilities for public use outside teaching hours rather than building new sports centres. To what extent do you agree or disagree?

Agree / disagree

  1. Introduction: state how far you agree and keep that position consistent.
  2. Body 1: develop your strongest reason with an explanation and a specific example.
  3. Body 2: develop another reason, or evaluate a counterargument without losing your position.
  4. Conclusion: answer the question again using the reasoning you have developed.

Opinion essays: choose a position and develop your reasons →

Idea starters

Develop 1

Case for priority: suitable space close to residents could support regular sessions without waiting for new construction. Explain the arrangements that make sharing useful, including agreement with the school, staffing, cleaning and dependable opening hours. Existing buildings still have operating costs; do not invent a saving.

Develop 2

Qualification and decision: an unused room may not meet the required hours, physical-access needs or activity requirements. Compare usable provision rather than buildings alone. State when you would favour shared use and when evidence of an unmet need would justify a new centre, without assuming that every school must open or every new centre is unnecessary.

Vocabulary to use precisely

reliable access
A dependable opportunity to use a place or service when it is needed.
“A weekly session needs reliable access to the hall, not only permission for an occasional visit.”
operating costs
The continuing expenses involved in running an activity or facility.
“Shared use may avoid new construction, but its operating costs still need to be considered.”
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Academic Task 2Two-part questions

School visits to zoos and wildlife centres

Education · Intermediate

A school is considering replacing one classroom lesson each term with an organised visit to a zoo or wildlife centre. What educational benefits might these visits offer? What concerns should the school address before arranging them?

Two-part questions

  1. Introduction: identify the situation and briefly address both questions.
  2. Body 1: answer the first question with a developed explanation and a relevant example.
  3. Body 2: answer the second question, making connections to the first where useful.
  4. Conclusion: bring the two answers together without introducing an unrelated judgement.

Two-part essays: develop a separate answer to each question →

Idea starters

Develop 1

Educational benefit: connect a specific observation task to questioning, comparing notes and follow-up study. Explain the thinking pupils practise. A visit being enjoyable does not by itself establish learning, and observing animals in a managed setting does not prove how they behave in the wild.

Develop 2

Planning concerns: explain how entry and travel costs or physical access could limit participation, then identify what the school should check about learning support and animal care. Keep these as concerns to investigate, not unsupported allegations about the venue. Address the limited school proposal rather than substituting a general argument for closing zoos.

Vocabulary to use precisely

learning objectives
The knowledge or skills an activity is intended to develop.
“Clear learning objectives can connect a wildlife visit to work before and after the trip.”
access costs
The expenses required to take part in an activity.
“The school should consider whether access costs would prevent some pupils from joining the visit.”
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Academic Task 2Discuss both views

Local services for an ageing population

Ageing population · Intermediate

A town with a growing proportion of older residents is reviewing its community budget. Some residents think extra money should go to organised social activities for older people. Others believe practical support at home should receive priority. Discuss both views and give your own opinion.

Discuss both views

  1. Introduction: identify both views and give your own opinion.
  2. Body 1: explain why people hold the first view and illustrate their reasoning.
  3. Body 2: fairly explain the second view; show how your judgement relates to it.
  4. Conclusion: weigh the views and restate your own position.

Discussion essays: cover both views and your opinion →

Idea starters

Develop 1

Social participation: a voluntary local activity could give someone who wants more contact a regular opportunity to contribute skills and meet others. Explain how the activity works and who can reach it. Do not assume all older residents are lonely, inactive or interested in one programme.

Develop 2

Practical support and priority: help with a named essential task could support someone whose current abilities or circumstances make it difficult. Compare this need with the participation benefit, base assistance on actual circumstances and preferences, and acknowledge that allocating extra funds to one service limits the other.

Vocabulary to use precisely

regular contact
Repeated interaction with other people over a period of time.
“A weekly group could provide regular contact for residents who want to take part.”
assessed need
A requirement identified from someone’s actual situation rather than a general label.
“Practical support should reflect assessed need rather than age alone.”
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Academic Task 2Problems / causes and solutions

Finding employment after prison

Crime and society · Intermediate

Some people who have served a prison sentence struggle to find stable employment after their release. Why might this happen, and what could employers and public services do to help them find suitable work?

Problems / causes and solutions

  1. Introduction: identify the issue and the two parts of the question.
  2. Body 1: explain the requested problems or causes; do not substitute one for the other.
  3. Body 2: propose specific measures and explain how each addresses a problem or cause above.
  4. Conclusion: summarise your explanation and the most relevant response.

Problems, causes and solutions: match the response to the question →

Idea starters

Develop 1

Possible barriers: time away from work may leave someone without recent experience or a usable reference. An employer may also judge an applicant only by their record instead of examining current suitability. Explain how each barrier affects an application; do not assume every person leaving prison lacks skills or that every employer reacts alike.

Develop 2

Matched responses: public employment services could help a jobseeker identify a skills gap, obtain relevant training and demonstrate current ability. Employers could assess that evidence against the actual role while retaining appropriate safeguards. Explain how the action changes a named barrier, and avoid promising jobs where no suitable vacancies exist or claiming employment alone prevents reoffending.

Vocabulary to use precisely

recent work experience
Practical experience of a job gained within a relatively short time.
“An applicant may need a way to demonstrate skills when recent work experience is limited.”
assess applicants individually
Consider each person on their own relevant evidence rather than treating a group as identical.
“Employers could assess applicants individually against the requirements of the role.”
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Academic Task 2Advantages / disadvantages

Museum admission and public access

Culture · Intermediate

A town museum plans to remove admission charges for its permanent collection while continuing to charge for temporary exhibitions. Do the advantages of this arrangement outweigh the disadvantages?

Advantages / disadvantages

  1. Introduction: identify the development and state whether its advantages outweigh its disadvantages if asked.
  2. Body 1: develop the strongest advantages with examples.
  3. Body 2: examine the disadvantages and compare their importance with the benefits.
  4. Conclusion: give an explicit overall judgement, not just a list of both sides.

Advantages and disadvantages: learn how to weigh the two sides →

Idea starters

Develop 1

Access benefit: removing the permanent-collection charge could make short or repeated visits easier for people with limited budgets. Explain how returning to particular objects can support learning. Temporary exhibitions still cost money, so do not claim the proposal removes every financial barrier in the museum.

Develop 2

Funding drawback and judgement: the museum loses one source of income while care of the collection still costs money. Paid temporary exhibitions may contribute, but their receipts are not given. Compare wider access with the risk of reduced opening hours or care; any dependable replacement funding is a condition you propose, not a fact supplied by the task.

Vocabulary to use precisely

the permanent collection
The objects a museum holds on an ongoing basis, rather than a short visiting display.
“Free access to the permanent collection could encourage residents to return more often.”
a reliable source of funding
Money that can be depended on to support an activity over time.
“The museum would need a reliable source of funding for its basic running costs.”
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General Training Task 1Semi-formal letters

Returning borrowed club equipment late

Apology letter · Intermediate

You borrowed a portable speaker from a local club and did not return it on the agreed day. You know the club coordinator through regular volunteering. Write a letter to the coordinator. Apologise and explain the delay, describe how you will return the equipment, and say how you will avoid a similar problem.

Semi-formal letter

  1. Opening: greet the known recipient appropriately and state your purpose without unnecessary ceremony.
  2. First task point: explain the situation with specific details and a respectful, direct tone.
  3. Remaining task points: cover every request while reflecting the existing relationship.
  4. Closing: invite a response and choose a polite sign-off that is neither highly formal nor casual.

Semi-formal letters: make clear requests and workable proposals →

Idea starters

Develop 1

Purpose and explanation: apologise for the missed return date and acknowledge a practical effect on the club. Give one plausible reason for the delay, but do not use it to deny responsibility. A known coordinator calls for respectful personal language, not an impersonal complaint or a casual message to a close friend.

Develop 2

Repair and prevention: specify when and how you can return the speaker and accessories, leaving the coordinator room to confirm the handover. Make the future step address the stated cause, such as checking a date or setting a reminder. A promise to be more careful is less useful than a concrete change.

Vocabulary to use precisely

at short notice
With little time to prepare or arrange something.
“You had to find another speaker at short notice because I returned it late.”
confirm the handover
Agree the details of passing an item back to someone.
“Please let me know whether 5.30 p.m. is suitable so that we can confirm the handover.”
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Academic Task 2Discuss both views

Advertising on children’s learning websites

Media · Intermediate

Some people support allowing advertising on free learning websites designed for children because it helps pay for the service. Others believe these websites should contain no commercial advertising. Discuss both views and give your own opinion.

Discuss both views

  1. Introduction: identify both views and give your own opinion.
  2. Body 1: explain why people hold the first view and illustrate their reasoning.
  3. Body 2: fairly explain the second view; show how your judgement relates to it.
  4. Conclusion: weigh the views and restate your own position.

Discussion essays: cover both views and your opinion →

Idea starters

Develop 1

Advertising-supported view: explain how revenue could pay for lesson creation and website maintenance without charging families. Develop a concrete access example, then describe a proposed safeguard such as separating advertisements from exercises; do not assume that all providers or adverts meet it.

Develop 2

Advertising-free view and judgement: consider the difference between identifying a sales message and removing it from the learning environment. Evaluate distraction or the perceived connection with a trusted activity. If you prefer alternative funding, acknowledge that donations or school partnerships may support fewer activities rather than assuming unlimited money.

Vocabulary to use precisely

advertising revenue
Money received for displaying advertisements.
“Advertising revenue could help a provider keep its learning activities free to families.”
learning environment
The setting and conditions in which someone studies.
“A commercial message can change the learning environment even when it is clearly labelled.”
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Academic Task 1Processes and stages

A simplified coastal water cycle

Natural cycle · Intermediate

The diagram shows selected routes in a simplified coastal water cycle. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Process diagrams: follow stages, cycles and separate branches →

Idea starters

Develop 1

Overview: describe a repeating movement between ocean and atmosphere with two return routes. Rain over the ocean returns directly; the selected land route runs through surface runoff and rivers. Neither route is a final endpoint.

Develop 2

Detail grouping: take the ocean as a convenient starting point, explain evaporation and condensation, then contrast rainfall locations and the return routes. Use active verbs for natural changes. Do not add quantities, timings or the groundwater, snow and plant flows omitted from this simplified diagram.

Vocabulary to use precisely

condenses
Changes from water vapour into liquid water.
“Water vapour cools and condenses, forming clouds.”
surface runoff
Water that flows across the surface of the land.
“In the land route shown, surface runoff enters rivers.”
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General Training Task 1Formal letters

Applying for weekend museum work

Application letter · Intermediate

You have seen an advertisement for a weekend visitor assistant at a local history museum. Write a letter to the museum manager. Explain why you are interested in the role, describe relevant experience, and give details of your availability.

Formal letter

  1. Opening: use a formal greeting for an unknown recipient and state the purpose clearly.
  2. First task point: give enough specific detail for the organisation or official to understand the situation.
  3. Remaining task points: develop each requested point, including any action or information you need.
  4. Closing: end politely with a formal sign-off that matches the greeting.

Formal letters: develop every task point and make the request clear →

Idea starters

Develop 1

Purpose and suitability: name the weekend visitor assistant role and explain a specific reason for your interest in the museum. Develop relevant experience through tasks such as welcoming groups, checking bookings or explaining facilities; connect the action to the role instead of merely claiming to be hardworking.

Develop 2

Availability and response: state a start point and the weekend hours you could work. Keep them compatible with any current commitment, and distinguish them from optional interview times. Ask the manager to confirm whether the hours fit; do not write as though the job has already been offered.

Vocabulary to use precisely

visitor enquiries
Questions raised by visitors about a place or its services.
“I answered visitor enquiries about events and facilities at the arts centre.”
available for an interview
Able to attend a meeting about an application at specified times.
“I am available for an interview on Wednesday afternoons.”
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Academic Task 1Charts and data

Library loans: observations and forecasts

Line chart · Advanced

The line graph shows annual loans of print books and digital items from a town's libraries in 2020 and 2025, with projections for 2030 and 2035. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Line graphs: select trends and compare figures accurately →

Idea starters

Develop 1

Overview: both loan series rose between the observed dates and are projected to rise further. Print books lead in 2020 and 2025, while digital items are forecast to lead by 2035. Preserve the distinction between recorded values and predictions.

Develop 2

Detail grouping: compare 2020 with 2025 first, then the 2030 and 2035 forecasts. The observed gap narrows from 300,000 to 200,000 loans. Digital loans remain below print in the 2030 projection but exceed them in 2035; no exact crossover year, cause or count of distinct borrowers is given.

Vocabulary to use precisely

are projected to
Are predicted to do something in a forecast.
“Print-book loans are projected to reach 550,000 in 2035.”
the gap narrowed
The difference between the compared values became smaller.
“Between 2020 and 2025, the gap narrowed from 300,000 to 200,000 loans.”
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Academic Task 2Advantages / disadvantages

Live online evening courses

Technology · Advanced

A community education centre plans to move all of its evening adult courses from classrooms to live online lessons. Do the advantages of this change outweigh the disadvantages?

Advantages / disadvantages

  1. Introduction: identify the development and state whether its advantages outweigh its disadvantages if asked.
  2. Body 1: develop the strongest advantages with examples.
  3. Body 2: examine the disadvantages and compare their importance with the benefits.
  4. Conclusion: give an explicit overall judgement, not just a list of both sides.

Advantages and disadvantages: learn how to weigh the two sides →

Idea starters

Develop 1

Advantage: removing the journey could help an adult attend after work. A live lesson still follows a timetable; do not assume self-paced recordings.

Develop 2

Disadvantage: moving every course removes classroom access for learners without a suitable connection, space or equipment. Use a hypothetical practical subject to explain why delivery requirements differ.

Develop 3

Weighing: compare a more convenient journey-free option for some learners with the loss of usable access for others. Judge the complete proposal before suggesting a selective alternative.

Vocabulary to use precisely

fixed timetable
Specified times at which activities take place.
“A live online lesson still follows a fixed timetable.”
practical access
The ability to use an opportunity with the resources and circumstances available.
“Removing travel does not guarantee practical access for someone without a suitable device or connection.”
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Academic Task 1Charts and data

Evening class enrolments

Bar chart · Foundation

The bar chart shows enrolments in six types of evening class at a community centre in 2025. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Bar charts: compare categories and distinguish changes over time →

Idea starters

Develop 1

Overview: fitness and languages have the largest enrolment totals, while computing has the fewest. This chart compares categories in one year, so a shorter bar is not a fall over time.

Develop 2

Detail grouping: compare fitness (120) and languages (90), then the middle and smaller categories. The six totals add to 420 enrolments; the largest two account for half. Registrations do not establish the number of distinct people or explain why a course has more enrolments.

Vocabulary to use precisely

accounted for half
Made up one half of a stated total.
“Fitness and languages together accounted for half of the 420 enrolments.”
twice as many
Double the number in a comparison.
“Arts had twice as many enrolments as computing, at 60 and 30 respectively.”
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Academic Task 2Advantages / disadvantages

Remote work and society

Work · Intermediate

In many countries, working from home is becoming increasingly common. Do the advantages of this development outweigh the disadvantages?

Advantages / disadvantages

  1. Introduction: identify the development and state whether its advantages outweigh its disadvantages if asked.
  2. Body 1: develop the strongest advantages with examples.
  3. Body 2: examine the disadvantages and compare their importance with the benefits.
  4. Conclusion: give an explicit overall judgement, not just a list of both sides.

Advantages and disadvantages: learn how to weigh the two sides →

Idea starters

Develop 1

Advantage: removing a commute gives workers time for rest or caring responsibilities. Explain who benefits rather than assuming every job can be done remotely.

Develop 2

Disadvantage: new employees may miss informal guidance. Compare that cost with the benefits and consider whether mentoring or occasional office days would help.

Vocabulary to use precisely

flexible working arrangements
Ways of working that allow some choice of time or place.
“Flexible working arrangements can make a long commute less frequent.”
professional isolation
A feeling of being separated from colleagues and workplace support.
“Regular mentoring may reduce professional isolation among new staff.”
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Academic Task 2Discuss both views

Universities and practical skills

Education · Foundation

Some people believe universities should focus on academic subjects, while others think practical skills are more important. Discuss both views and give your opinion.

Discuss both views

  1. Introduction: identify both views and give your own opinion.
  2. Body 1: explain why people hold the first view and illustrate their reasoning.
  3. Body 2: fairly explain the second view; show how your judgement relates to it.
  4. Conclusion: weigh the views and restate your own position.

Discussion essays: cover both views and your opinion →

Idea starters

Develop 1

Academic view: understanding principles can help graduates adapt when workplace tools change. Develop an example from one subject.

Develop 2

Practical view: projects or placements let students apply knowledge under realistic constraints. Decide how practical work should fit alongside academic study.

Vocabulary to use precisely

theoretical foundation
The underlying ideas needed to understand a subject.
“A theoretical foundation helps students explain why a method works.”
transferable skills
Abilities that can be used in different jobs or situations.
“Team projects can develop transferable skills such as clear communication.”
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Academic Task 2Opinion / agree or disagree

Free public transport

Cities · Advanced

Some people think public transport should be free in cities to reduce congestion and pollution. To what extent do you agree or disagree?

Agree / disagree

  1. Introduction: state how far you agree and keep that position consistent.
  2. Body 1: develop your strongest reason with an explanation and a specific example.
  3. Body 2: develop another reason, or evaluate a counterargument without losing your position.
  4. Conclusion: answer the question again using the reasoning you have developed.

Opinion essays: choose a position and develop your reasons →

Idea starters

Develop 1

Supporting view: removing fares may encourage some drivers to try buses or trains, especially where services are reliable.

Develop 2

Counterargument: price is not the only barrier. A free bus that rarely runs may not replace car journeys; consider the trade-off between subsidies and service quality.

Vocabulary to use precisely

fare revenue
Money collected from passengers' tickets.
“The city would need another source of funding to replace fare revenue.”
service frequency
How often buses or trains arrive.
“Improving service frequency could make public transport more convenient.”
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Academic Task 2Problems / causes and solutions

Children and technology

Technology · Intermediate

Children now spend more time using digital devices than playing outdoors. Why is this happening, and what can be done to encourage outdoor activity?

Problems / causes and solutions

  1. Introduction: identify the issue and the two parts of the question.
  2. Body 1: explain the requested problems or causes; do not substitute one for the other.
  3. Body 2: propose specific measures and explain how each addresses a problem or cause above.
  4. Conclusion: summarise your explanation and the most relevant response.

Problems, causes and solutions: match the response to the question →

Idea starters

Develop 1

Possible cause: digital games are available immediately, while outdoor play may require a safe space and adult supervision.

Develop 2

Matched response: schools and communities could offer accessible outdoor activities. Explain how these address a barrier rather than simply telling children to use screens less.

Vocabulary to use precisely

screen time
Time spent using devices with screens.
“Families could agree on screen time that leaves room for other activities.”
supervised activities
Activities overseen by a responsible adult.
“Supervised activities may reassure parents who worry about safety.”
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Academic Task 1Charts and data

Museum visitor trends

Line chart · Foundation

The line graph shows the number of visitors to three museums between 2000 and 2020. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Line graphs: select trends and compare figures accurately →

Idea starters

Develop 1

Overview selection: compare the direction of change across all three museums and identify whether the most popular venue changes.

Develop 2

Detail grouping: compare starting and ending visitor numbers, then select important changes in ranking. Use the chart's units and approximate values where appropriate.

Vocabulary to use precisely

overtook
Became higher than another value or series.
“The City Museum overtook the Art Gallery during the period shown.”
by contrast
Introduces a difference from the preceding point.
“By contrast, the Art Gallery ended below its starting level.”
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Academic Task 1Charts and data

Electricity generation

Stacked charts · Intermediate

The charts compare the sources used to generate electricity in a country in 1995 and 2025. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Charts and tables: build an overview and compare details →

Idea starters

Develop 1

Overview selection: identify the largest sources in each year and the main change in the mix. Check whether the chart shows percentages or absolute quantities.

Develop 2

Detail grouping: compare sources that increased with those that decreased, using figures from the chart. Do not infer total electricity production from percentage shares alone.

Vocabulary to use precisely

accounted for
Made up a specified part of a total.
“Use 'Coal accounted for ...' with the actual share shown in the chart.”
percentage points
The arithmetic difference between two percentages.
“A change from 20% to 30% is an increase of 10 percentage points, not 10%.”
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Academic Task 1Maps and plans

Library redevelopment

Maps · Advanced

The maps show a public library before and after redevelopment. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Maps and plans: compare completed changes and proposals →

Idea starters

Develop 1

Overview selection: identify the main change in the library's use of space. Check which features were added, removed, relocated or left unchanged.

Develop 2

Detail grouping: describe related areas together, using clear location words. Do not claim that a change improved the library unless the visual supplies that information.

Vocabulary to use precisely

was converted into
Was changed so that it served a different purpose.
“Use 'was converted into' only where an existing area acquired a new use.”
remained unchanged
Stayed the same across the two plans.
“Identify a feature that remained unchanged only after checking both maps.”
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General Training Task 1Formal letters

Damaged online order

Complaint letter · Foundation

You recently ordered an item online, but it arrived damaged. Write a letter to the company. Describe the item, explain the damage, and state what you would like the company to do.

Formal letter

  1. Opening: use a formal greeting for an unknown recipient and state the purpose clearly.
  2. First task point: give enough specific detail for the organisation or official to understand the situation.
  3. Remaining task points: develop each requested point, including any action or information you need.
  4. Closing: end politely with a formal sign-off that matches the greeting.

Formal letters: develop every task point and make the request clear →

Idea starters

Develop 1

Describe the item and order clearly, then explain the specific damage and how it affects use. A fictional order reference can help make the letter concrete.

Develop 2

Ask for a specific remedy such as a replacement or refund. Give a reasonable next step while keeping the tone polite and firm.

Vocabulary to use precisely

arrange a replacement
Organise the delivery of another item in place of the damaged one.
“Please arrange a replacement and let me know when it will arrive.”
at no additional cost
Without an extra charge.
“I would like the damaged item to be collected at no additional cost.”
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General Training Task 1Formal letters

Organising a community event

Request letter · Intermediate

You are organising a community event and would like a local business to support it. Write a letter explaining the event, describing the support you need, and explaining how the business would benefit.

Formal letter

  1. Opening: use a formal greeting for an unknown recipient and state the purpose clearly.
  2. First task point: give enough specific detail for the organisation or official to understand the situation.
  3. Remaining task points: develop each requested point, including any action or information you need.
  4. Closing: end politely with a formal sign-off that matches the greeting.

Formal letters: develop every task point and make the request clear →

Idea starters

Develop 1

Explain the event's purpose, audience and timing before asking for support. Be specific about whether you need equipment, refreshments or a financial contribution.

Develop 2

Describe a proportionate benefit for the business, such as acknowledgement on event materials. Avoid promising publicity you could not reasonably deliver.

Vocabulary to use precisely

community participation
Involvement by people in the local area.
“The event aims to encourage community participation in local projects.”
in-kind support
Help provided as goods or services instead of money.
“We would welcome in-kind support such as refreshments for volunteers.”
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General Training Task 1Informal letters

A friend is visiting

Personal letter · Foundation

A friend from another country is coming to visit your area. Write a letter suggesting where they should stay, describing activities you can do together, and giving advice about what to bring.

Informal letter

  1. Opening: greet your friend naturally and explain why you are writing.
  2. First task point: give a useful detail or personal suggestion.
  3. Remaining task points: address every request with concrete details and a friendly tone.
  4. Closing: invite a reply or mention your next contact, then use a friendly sign-off.

Informal letters: develop friendly apologies and practical requests →

Idea starters

Develop 1

Suggest a suitable place to stay and explain why it suits your friend. Connect the accommodation to transport, budget or the activities you will share.

Develop 2

Offer two specific activities and packing advice that fits them. Keep the tone friendly and include a weather alternative if useful.

Vocabulary to use precisely

catch up
Talk about what has happened since you last met.
“It will be lovely to catch up over dinner when you arrive.”
make yourself at home
Feel relaxed and welcome in someone else's home.
“You can stay in my spare room and make yourself at home.”
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General Task 2Discuss both views

Healthy food choices

Health · Intermediate

Some people believe governments should make unhealthy food more expensive. Others believe education is a better solution. Discuss both views and give your opinion.

Discuss both views

  1. Introduction: identify both views and give your own opinion.
  2. Body 1: explain why people hold the first view and illustrate their reasoning.
  3. Body 2: fairly explain the second view; show how your judgement relates to it.
  4. Conclusion: weigh the views and restate your own position.

Discussion essays: cover both views and your opinion →

Idea starters

Develop 1

Price approach: a higher price can discourage a purchase, but some people may keep buying the product and have less money left for necessities.

Develop 2

Education approach: practical cooking and label-reading skills may help people choose meals. Consider whether affordable, convenient alternatives are also needed.

Vocabulary to use precisely

nutritious alternatives
Other food choices that provide useful nutrients.
“Advice is more useful when nutritious alternatives are easy to obtain.”
purchasing decisions
Choices about what to buy.
“Both price and convenience can influence purchasing decisions.”
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General Task 2Causes and evaluation

Tourism and local culture

Travel · Advanced

International tourism can sometimes cause local traditions and cultures to become less distinctive. Why does this happen, and is this a positive or negative development?

Causes and evaluation

  1. Introduction: identify the change and your overall judgement.
  2. Body 1: explain the reasons for the change with a plausible example.
  3. Body 2: evaluate whether it is positive or negative, or whether its advantages outweigh its disadvantages, as the question requires.
  4. Conclusion: answer both the causes question and the evaluation question.

Reasons and evaluation: positive/negative and outweigh questions →

Idea starters

Develop 1

Possible cause: businesses may simplify traditional products or performances to appeal to visitors. Explain why that commercial pressure could change local practices.

Develop 2

Evaluation: tourism can fund cultural activities while also encouraging standardised experiences. Decide which effect matters more and explain the conditions behind your judgement.

Vocabulary to use precisely

cultural heritage
Traditions, places and practices passed between generations.
“Tourism income may help communities maintain their cultural heritage.”
commercial pressure
Incentives to change something in order to attract customers or revenue.
“Commercial pressure can influence which traditions are presented to visitors.”
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Academic Task 2Opinion / agree or disagree

Financial education at school

Education · Foundation

Some people think that managing personal finances should be taught as a compulsory subject at school. To what extent do you agree or disagree?

Agree / disagree

  1. Introduction: state how far you agree and keep that position consistent.
  2. Body 1: develop your strongest reason with an explanation and a specific example.
  3. Body 2: develop another reason, or evaluate a counterargument without losing your position.
  4. Conclusion: answer the question again using the reasoning you have developed.

Opinion essays: choose a position and develop your reasons →

Idea starters

Develop 1

Supporting view: basic lessons on budgeting and borrowing could prepare pupils for decisions they will face after school.

Develop 2

Limitation: the timetable is already crowded, and teaching abstract rules may not build usable skills. Consider short practical lessons integrated into existing subjects.

Vocabulary to use precisely

financial literacy
The knowledge needed to understand everyday money decisions.
“Financial literacy lessons could use realistic household budgets.”
informed decisions
Choices made with relevant knowledge and understanding.
“Comparing borrowing costs can help learners make informed decisions.”
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Academic Task 2Discuss both views

Green space in growing cities

Cities · Intermediate

As cities grow, some people believe that new housing is more important than preserving parks and green spaces. Discuss both views and give your opinion.

Discuss both views

  1. Introduction: identify both views and give your own opinion.
  2. Body 1: explain why people hold the first view and illustrate their reasoning.
  3. Body 2: fairly explain the second view; show how your judgement relates to it.
  4. Conclusion: weigh the views and restate your own position.

Discussion essays: cover both views and your opinion →

Idea starters

Develop 1

Housing view: a growing population needs somewhere to live, and limited land can make new homes difficult to provide.

Develop 2

Green-space view: parks support recreation and give residents shared outdoor space. Consider whether denser housing or reuse of developed land could address both needs.

Vocabulary to use precisely

housing demand
The need or desire for homes in an area.
“Population growth can increase housing demand.”
redevelop existing sites
Build again on land that has already been used.
“Cities could redevelop existing sites before removing established parks.”
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Academic Task 2Opinion / agree or disagree

Who should fund research?

Science · Advanced

Scientific research should be funded and controlled by governments rather than private companies. To what extent do you agree or disagree?

Agree / disagree

  1. Introduction: state how far you agree and keep that position consistent.
  2. Body 1: develop your strongest reason with an explanation and a specific example.
  3. Body 2: develop another reason, or evaluate a counterargument without losing your position.
  4. Conclusion: answer the question again using the reasoning you have developed.

Opinion essays: choose a position and develop your reasons →

Idea starters

Develop 1

Government funding: public support may sustain research with social value but no immediate commercial return. Explain how priorities and accountability would be handled.

Develop 2

Private funding: businesses may contribute specialist expertise and resources, but commercial incentives can shape what is studied. Decide whether mixed funding or public control best answers the claim.

Vocabulary to use precisely

commercial incentives
Reasons to act that are connected to earning revenue or profit.
“Commercial incentives may favour projects with a marketable result.”
public accountability
An obligation to explain decisions and results to the public.
“Government-funded research should be accompanied by public accountability.”
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General Training Task 1Formal letters

Repeated delivery delays

Complaint letter · Intermediate

A delivery company has repeatedly delivered important packages late. Write a letter to its manager. Describe the deliveries, explain the problems the delays caused, and state what action you expect.

Formal letter

  1. Opening: use a formal greeting for an unknown recipient and state the purpose clearly.
  2. First task point: give enough specific detail for the organisation or official to understand the situation.
  3. Remaining task points: develop each requested point, including any action or information you need.
  4. Closing: end politely with a formal sign-off that matches the greeting.

Formal letters: develop every task point and make the request clear →

Idea starters

Develop 1

Give two concrete examples of delayed deliveries, then explain their consequences rather than just stating that you were unhappy.

Develop 2

Request an investigation and a practical measure to prevent recurrence. Specify how you would like the manager to respond.

Vocabulary to use precisely

repeated delays
Late arrivals that have happened more than once.
“The repeated delays have disrupted our planned activities.”
prevent a recurrence
Stop the same problem from happening again.
“Please explain what steps you will take to prevent a recurrence.”
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General Training Task 1Informal letters

Advice about a training course

Personal letter · Foundation

A friend is considering taking a professional course that you recently completed. Write a letter to your friend. Describe the course, explain what you found useful, and give advice about preparing for it.

Informal letter

  1. Opening: greet your friend naturally and explain why you are writing.
  2. First task point: give a useful detail or personal suggestion.
  3. Remaining task points: address every request with concrete details and a friendly tone.
  4. Closing: invite a reply or mention your next contact, then use a friendly sign-off.

Informal letters: develop friendly apologies and practical requests →

Idea starters

Develop 1

Describe the course's content and format, then identify one activity or skill you personally found useful.

Develop 2

Give preparation advice based on that experience, such as practising prerequisite skills or reserving study time. Keep the advice relevant to your friend.

Vocabulary to use precisely

get the most out of
Gain as much benefit as possible from something.
“Doing the short preparation tasks will help you get the most out of the course.”
set aside some time
Reserve time for a particular activity.
“Try to set aside some time each week for the practical assignments.”
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General Training Task 1Formal letters

Booking a public hall

Request letter · Intermediate

You would like to hire a public hall for a local club. Write a letter to the venue manager. Explain the purpose of the event, describe the facilities you need, and ask about availability and cost.

Formal letter

  1. Opening: use a formal greeting for an unknown recipient and state the purpose clearly.
  2. First task point: give enough specific detail for the organisation or official to understand the situation.
  3. Remaining task points: develop each requested point, including any action or information you need.
  4. Closing: end politely with a formal sign-off that matches the greeting.

Formal letters: develop every task point and make the request clear →

Idea starters

Develop 1

Explain the club's event, expected attendance and preferred date. Describe the facilities needed for those activities rather than making an unrelated wish list.

Develop 2

Ask about availability and the full hire cost, including any equipment charges or deposit. Use a clear request that the venue manager can answer.

Vocabulary to use precisely

hire fee
The amount charged to use a venue or item temporarily.
“Could you confirm whether the hire fee includes use of the sound system?”
available facilities
Equipment or amenities that can be used at a venue.
“I would appreciate further information about the available facilities.”
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General Task 2Problems / causes and solutions

Local shops and online retail

Business · Intermediate

More people are buying goods online instead of using local shops. What problems can this cause for communities, and what measures could encourage people to shop locally?

Problems / causes and solutions

  1. Introduction: identify the issue and the two parts of the question.
  2. Body 1: explain the requested problems or causes; do not substitute one for the other.
  3. Body 2: propose specific measures and explain how each addresses a problem or cause above.
  4. Conclusion: summarise your explanation and the most relevant response.

Problems, causes and solutions: match the response to the question →

Idea starters

Develop 1

Possible problem: fewer visits to local shops can weaken neighbouring businesses and reduce opportunities for face-to-face contact.

Develop 2

Matched response: local shops could offer convenient collection, distinctive products or shared events. Explain how each measure gives residents a reason to visit without ignoring online shopping's convenience.

Vocabulary to use precisely

foot traffic
People walking through an area, especially potential customers.
“A regular street market could bring more foot traffic to nearby shops.”
personalised service
Help adapted to an individual customer's needs.
“Small retailers can distinguish themselves through personalised service.”
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General Task 2Causes and evaluation

A longer working life

Work · Advanced

In some countries, people are expected to work until a later age than in the past. What are the reasons for this change, and do the advantages outweigh the disadvantages?

Causes and evaluation

  1. Introduction: identify the change and your overall judgement.
  2. Body 1: explain the reasons for the change with a plausible example.
  3. Body 2: evaluate whether it is positive or negative, or whether its advantages outweigh its disadvantages, as the question requires.
  4. Conclusion: answer both the causes question and the evaluation question.

Reasons and evaluation: positive/negative and outweigh questions →

Idea starters

Develop 1

Possible reasons: longer lives and pressure on pension funding can encourage later retirement. Explain the mechanism without assuming that all older workers are equally healthy.

Develop 2

Evaluation: experienced staff can continue contributing, but physically demanding work may become harder. Weigh benefits and drawbacks while considering flexibility for different occupations.

Vocabulary to use precisely

retirement age
The age at which people are expected or entitled to stop working.
“A higher retirement age can affect occupations in different ways.”
retain experienced staff
Keep workers who have accumulated useful knowledge and skills.
“Flexible hours may help employers retain experienced staff.”
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Academic Task 2Problems / causes and solutions

Reducing household food waste

Environment · Foundation

Households sometimes throw away food that could still be eaten. What are the main reasons for this, and what could households and food retailers do to reduce the waste?

Problems / causes and solutions

  1. Introduction: identify the issue and the two parts of the question.
  2. Body 1: explain the requested problems or causes; do not substitute one for the other.
  3. Body 2: propose specific measures and explain how each addresses a problem or cause above.
  4. Conclusion: summarise your explanation and the most relevant response.

Problems, causes and solutions: match the response to the question →

Idea starters

Develop 1

Household cause: buying more than a family can use may leave fresh food uneaten. Explain how uncertain plans or large pack sizes could contribute.

Develop 2

Matched response: households could plan meals around food already available, while retailers could offer smaller portions. Link each measure to a specific cause.

Vocabulary to use precisely

meal planning
Deciding what to eat and what ingredients are needed in advance.
“Meal planning can help a household avoid buying duplicate ingredients.”
portion sizes
The amounts of food prepared, served or sold for an occasion.
“Smaller portion sizes may suit people who cook for one.”
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Academic Task 2Opinion / agree or disagree

Repairable everyday products

Environment · Intermediate

Manufacturers should be required to make everyday products easy to repair, even if this raises their purchase price. To what extent do you agree or disagree?

Agree / disagree

  1. Introduction: state how far you agree and keep that position consistent.
  2. Body 1: develop your strongest reason with an explanation and a specific example.
  3. Body 2: develop another reason, or evaluate a counterargument without losing your position.
  4. Conclusion: answer the question again using the reasoning you have developed.

Opinion essays: choose a position and develop your reasons →

Idea starters

Develop 1

Supporting view: accessible spare parts and replaceable components could help owners keep useful products for longer. Explain how that benefit relates to a higher initial price.

Develop 2

Qualification: buyers on tight budgets may struggle with the upfront cost. Decide whether minimum repair standards, clearer information or phased requirements address this concern.

Vocabulary to use precisely

spare parts
Replacement components used to repair an item.
“Affordable spare parts can make repairing a device practical.”
upfront cost
The amount paid at the beginning, before later savings or costs.
“A higher upfront cost may discourage buyers with limited savings.”
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Academic Task 2Discuss both views

Projects or final examinations?

Education · Advanced

Some teachers think students should be assessed mainly through long-term projects. Others think final examinations provide a fairer assessment. Discuss both views and give your own opinion.

Discuss both views

  1. Introduction: identify both views and give your own opinion.
  2. Body 1: explain why people hold the first view and illustrate their reasoning.
  3. Body 2: fairly explain the second view; show how your judgement relates to it.
  4. Conclusion: weigh the views and restate your own position.

Discussion essays: cover both views and your opinion →

Idea starters

Develop 1

Project view: a longer assignment can reveal planning, revision and the application of knowledge. Consider whether access to outside help affects fairness.

Develop 2

Examination view: common conditions may make individual performance easier to compare, but a single sitting can miss skills developed over time. Explain your preferred balance.

Vocabulary to use precisely

consistent assessment criteria
The same standards used to judge different students’ work.
“Consistent assessment criteria can make project marking clearer.”
independent performance
What someone can achieve without help from other people.
“A supervised examination gives one view of independent performance.”
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General Task 2Advantages / disadvantages

Working four longer days

Work · Intermediate

Some employers allow staff to complete the same weekly working hours over four longer days instead of five shorter days. Do the advantages of this arrangement outweigh the disadvantages?

Advantages / disadvantages

  1. Introduction: identify the development and state whether its advantages outweigh its disadvantages if asked.
  2. Body 1: develop the strongest advantages with examples.
  3. Body 2: examine the disadvantages and compare their importance with the benefits.
  4. Conclusion: give an explicit overall judgement, not just a list of both sides.

Advantages and disadvantages: learn how to weigh the two sides →

Idea starters

Develop 1

Benefit: one fewer commute could free up a whole day for appointments or family responsibilities. The question keeps total hours unchanged, so do not claim fewer working hours.

Develop 2

Drawback: longer shifts may be tiring and may conflict with childcare or customer-service needs. Weigh the effects for different jobs before deciding which side is stronger.

Vocabulary to use precisely

compressed schedule
An arrangement that fits the same working hours into fewer days.
“A compressed schedule can reduce the number of weekly commutes.”
extended shifts
Work periods that last longer than the usual daily schedule.
“Extended shifts may be difficult for staff with evening responsibilities.”
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General Task 2Causes and evaluation

Moving from cities to small towns

Communities · Advanced

Some people with jobs based in large cities are choosing to live in smaller towns while working remotely. Why might they make this choice, and is the change positive or negative for the towns receiving them?

Causes and evaluation

  1. Introduction: identify the change and your overall judgement.
  2. Body 1: explain the reasons for the change with a plausible example.
  3. Body 2: evaluate whether it is positive or negative, or whether its advantages outweigh its disadvantages, as the question requires.
  4. Conclusion: answer both the causes question and the evaluation question.

Reasons and evaluation: positive/negative and outweigh questions →

Idea starters

Develop 1

Possible reasons: remote working may let people seek more space or live nearer relatives without changing jobs. Explain the motivation without assuming every small town is cheaper.

Develop 2

Town-level evaluation: newcomers may support local services while adding pressure to housing or transport. Judge the impact on the receiving town, not only on the worker.

Vocabulary to use precisely

local demand
The amount of goods, services or housing wanted in an area.
“New residents can increase local demand for shops and services.”
housing pressure
Difficulty meeting the need for available, affordable homes.
“A sudden increase in residents may add to housing pressure.”
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General Task 2Two-part questions

Learning alongside a full-time job

Education · Foundation

Many adults would like to take evening classes while continuing to work full time. What difficulties might they face? How can education providers make these classes easier for working adults to attend?

Two-part questions

  1. Introduction: identify the situation and briefly address both questions.
  2. Body 1: answer the first question with a developed explanation and a relevant example.
  3. Body 2: answer the second question, making connections to the first where useful.
  4. Conclusion: bring the two answers together without introducing an unrelated judgement.

Two-part essays: develop a separate answer to each question →

Idea starters

Develop 1

Difficulty: unpredictable finishing times, travel and caring responsibilities can make regular attendance hard. Develop one practical example instead of listing many barriers.

Develop 2

Provider response: offer several class times, publish schedules early or provide catch-up materials. Explain which obstacle each option addresses and what support still requires attendance.

Vocabulary to use precisely

competing commitments
Responsibilities that require a person’s time at the same time.
“Working adults may have competing commitments in the evening.”
flexible attendance
Options that allow learners some choice about when or how they attend.
“Flexible attendance could help employees whose shifts change.”
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General Training Task 1Semi-formal letters

Requesting a temporary shift change

Request letter · Intermediate

You need to change your working hours temporarily to attend a training programme. Write a letter to your manager. Explain the programme, describe the change in hours you need, and suggest how your work could be covered.

Semi-formal letter

  1. Opening: greet the known recipient appropriately and state your purpose without unnecessary ceremony.
  2. First task point: explain the situation with specific details and a respectful, direct tone.
  3. Remaining task points: cover every request while reflecting the existing relationship.
  4. Closing: invite a response and choose a polite sign-off that is neither highly formal nor casual.

Semi-formal letters: make clear requests and workable proposals →

Idea starters

Develop 1

Explain the training programme, its dates and a relevant benefit. Specify the exact temporary change you are asking for so the manager can consider it.

Develop 2

Offer a realistic plan for covering essential tasks, such as swapping an agreed shift. Do not promise a colleague’s consent if the scenario does not provide it.

Vocabulary to use precisely

temporary adjustment
A change that applies for a limited period rather than permanently.
“I would like to request a temporary adjustment to my working hours.”
subject to your approval
Only if the person with responsibility agrees.
“I could complete these tasks earlier, subject to your approval.”
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General Training Task 1Informal letters

Missing a friend’s celebration

Personal letter · Foundation

You accepted an invitation to a friend’s celebration but can no longer attend. Write a letter to your friend. Explain why you cannot come, apologise, and suggest another way to celebrate together.

Informal letter

  1. Opening: greet your friend naturally and explain why you are writing.
  2. First task point: give a useful detail or personal suggestion.
  3. Remaining task points: address every request with concrete details and a friendly tone.
  4. Closing: invite a reply or mention your next contact, then use a friendly sign-off.

Informal letters: develop friendly apologies and practical requests →

Idea starters

Develop 1

Give a clear, believable reason you can no longer attend and acknowledge the disappointment or inconvenience. Keep the explanation proportionate to a letter to a friend.

Develop 2

Suggest a specific alternative, such as a meal on another date, and invite your friend to choose a suitable time. Use a warm tone rather than business-style wording.

Vocabulary to use precisely

make it up to you
Do something kind to compensate for disappointing someone.
“Let me make it up to you by taking you out for lunch next weekend.”
get together
Meet informally to spend time with someone.
“Could we get together the following Saturday instead?”
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Academic Task 1Charts and data

How people travel to work

Table · Intermediate

The table shows the percentages of commuters using three main methods of travel to work in three towns in 2010 and 2025. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Table reports: compare shares, trends and rankings →

Idea starters

Develop 1

Overview selection: identify the common direction of change for cars, buses and bicycles. Compare the largest category in each town at the end; do not confuse shares with numbers of commuters.

Develop 2

Detail grouping: compare the fall in car use first, then the gains in bus and bicycle shares. Subtract percentages to describe percentage-point changes and keep the two years distinct.

Vocabulary to use precisely

percentage points
The arithmetic difference between two percentages.
“Ashford's car share fell by 25 percentage points, from 70% to 45%.”
the same proportion
An equal share of the total in the groups being compared.
“Cars accounted for the same proportion of commuters in all three towns in 2025.”
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Academic Task 1Processes and stages

Making recycled paper sheets

Process diagram · Intermediate

The diagram shows a simplified process for making recycled paper sheets from used paper. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Process diagrams: follow stages, cycles and separate branches →

Idea starters

Develop 1

Overview selection: describe the eight-stage linear sequence, starting with used paper and ending with packed sheets. Group preparation and pulp-making separately from forming and finishing the paper.

Develop 2

Detail grouping: follow the numbered arrows, including the right-to-left lower row. Name water where it enters and plastic where it is removed; do not invent temperatures, machines or recycling loops.

Vocabulary to use precisely

is mixed with
Is combined with another material or substance.
“The sorted paper is mixed with water before the pulp is screened.”
subsequently
At a later point in a sequence.
“The sheet is dried and subsequently cut to size.”
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Academic Task 2Opinion / agree or disagree

Automated feedback in education

Technology · Intermediate

Schools and universities should use automated systems to give students feedback on all written assignments. To what extent do you agree or disagree?

Agree / disagree

  1. Introduction: state how far you agree and keep that position consistent.
  2. Body 1: develop your strongest reason with an explanation and a specific example.
  3. Body 2: develop another reason, or evaluate a counterargument without losing your position.
  4. Conclusion: answer the question again using the reasoning you have developed.

Opinion essays: choose a position and develop your reasons →

Idea starters

Develop 1

Supporting view: rapid automated comments can help students identify repeated surface errors before a teacher reviews the argument. Explain which feedback is suitable for automation.

Develop 2

Qualification: decide whether every assignment benefits from an automated feedback step or whether the method should be selected for the learning purpose. The word all concerns coverage; the question does not exclude human comments alongside automation.

Vocabulary to use precisely

immediate feedback
Comments or guidance provided without a long delay.
“Immediate feedback can help a learner correct a repeated formatting error while the task is still fresh.”
professional judgement
A considered decision based on relevant training and experience.
“A teacher's professional judgement is still needed when an argument is unusual but well supported.”
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Academic Task 2Problems / causes and solutions

Reducing noise in growing cities

Cities · Foundation

Noise from traffic and construction is increasing in many cities. What problems can this cause, and what measures could local authorities take to reduce it?

Problems / causes and solutions

  1. Introduction: identify the issue and the two parts of the question.
  2. Body 1: explain the requested problems or causes; do not substitute one for the other.
  3. Body 2: propose specific measures and explain how each addresses a problem or cause above.
  4. Conclusion: summarise your explanation and the most relevant response.

Problems, causes and solutions: match the response to the question →

Idea starters

Develop 1

Problem: repeated night-time noise can disturb sleep and make concentration harder. Develop the effect rather than claiming that every sound causes illness.

Develop 2

Matched measures: local authorities could enforce working-hour limits for construction and redesign traffic routes near homes. Explain which source each measure addresses.

Vocabulary to use precisely

noise disturbance
Unwanted sound that interrupts rest or normal activity.
“Clearer construction hours could reduce noise disturbance during the night.”
enforce time restrictions
Make sure rules limiting when an activity occurs are followed.
“Councils can enforce time restrictions on noisy building work.”
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Academic Task 2Two-part questions

Volunteering during university

Education · Intermediate

Some university students spend part of their free time volunteering in the local community. What benefits can this bring to students? How can universities encourage more students to take part?

Two-part questions

  1. Introduction: identify the situation and briefly address both questions.
  2. Body 1: answer the first question with a developed explanation and a relevant example.
  3. Body 2: answer the second question, making connections to the first where useful.
  4. Conclusion: bring the two answers together without introducing an unrelated judgement.

Two-part essays: develop a separate answer to each question →

Idea starters

Develop 1

Benefit: a community role can let students apply communication or organisation skills in an unfamiliar setting. Explain how that experience differs from attending a class.

Develop 2

Encouragement: universities could publish vetted opportunities and recognise sustained participation without making unpaid service compulsory. Link convenience and trust to participation.

Vocabulary to use precisely

practical experience
Knowledge or skill gained by doing a real activity.
“Organising a local event can give students practical experience of teamwork.”
vetted opportunities
Roles checked in advance for suitability and safety.
“A university portal could list vetted opportunities with clear time commitments.”
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Academic Task 2Advantages / disadvantages

Remote medical appointments

Health · Advanced

More medical consultations are taking place by video or telephone instead of in person. Do the advantages of this development outweigh the disadvantages?

Advantages / disadvantages

  1. Introduction: identify the development and state whether its advantages outweigh its disadvantages if asked.
  2. Body 1: develop the strongest advantages with examples.
  3. Body 2: examine the disadvantages and compare their importance with the benefits.
  4. Conclusion: give an explicit overall judgement, not just a list of both sides.

Advantages and disadvantages: learn how to weigh the two sides →

Idea starters

Develop 1

Advantage: a remote consultation can save travel for a routine follow-up and improve access for people far from a clinic. Keep the claim to suitable appointments.

Develop 2

Disadvantage: a clinician cannot perform every physical examination remotely, and some patients lack privacy or reliable technology. Weigh convenience against clinical limitations.

Vocabulary to use precisely

routine follow-up
A later appointment that checks progress after earlier care.
“A routine follow-up may not require a long journey to the hospital.”
physical examination
A clinician's direct check of a patient's body for medical signs.
“Persistent pain may require an in-person physical examination.”
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General Task 2Discuss both views

The future of public libraries

Communities · Foundation

Some people think public libraries should focus mainly on books, while others believe they should provide a wider range of community services. Discuss both views and give your opinion.

Discuss both views

  1. Introduction: identify both views and give your own opinion.
  2. Body 1: explain why people hold the first view and illustrate their reasoning.
  3. Body 2: fairly explain the second view; show how your judgement relates to it.
  4. Conclusion: weigh the views and restate your own position.

Discussion essays: cover both views and your opinion →

Idea starters

Develop 1

Book-focused view: lending and quiet study remain distinctive public services, especially for people without books or suitable space at home.

Develop 2

Wider-service view: digital help, classes and community events can respond to changing local needs. Give your judgement about how these uses should coexist rather than removing books.

Vocabulary to use precisely

core service
A central activity that an organisation is expected to provide.
“Free access to books remains a core service of a public library.”
community hub
A shared place where local people can access activities and support.
“A library can act as a community hub without giving up quiet reading areas.”
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General Task 2Problems / causes and solutions

Increasing community sport

Health · Intermediate

Many adults would like to exercise more but rarely take part in local sports activities. Why might this happen, and what could communities do to increase participation?

Problems / causes and solutions

  1. Introduction: identify the issue and the two parts of the question.
  2. Body 1: explain the requested problems or causes; do not substitute one for the other.
  3. Body 2: propose specific measures and explain how each addresses a problem or cause above.
  4. Conclusion: summarise your explanation and the most relevant response.

Problems, causes and solutions: match the response to the question →

Idea starters

Develop 1

Possible causes: fixed session times, cost or fear of joining an established group can discourage beginners. Develop one or two barriers instead of assuming lack of interest.

Develop 2

Matched response: low-cost beginner sessions at varied times could reduce both financial and confidence barriers. Explain how residents would discover the programme.

Vocabulary to use precisely

beginner-friendly sessions
Activities designed to welcome people with little experience.
“Beginner-friendly sessions may feel less intimidating than joining an established team.”
participation barrier
A condition that makes taking part difficult.
“Childcare can be a participation barrier for adults with young families.”
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General Task 2Causes and evaluation

Starting the school day later

Education · Advanced

Some secondary schools are beginning the school day later than they did in the past. Why is this change being considered, and is it a positive or negative development?

Causes and evaluation

  1. Introduction: identify the change and your overall judgement.
  2. Body 1: explain the reasons for the change with a plausible example.
  3. Body 2: evaluate whether it is positive or negative, or whether its advantages outweigh its disadvantages, as the question requires.
  4. Conclusion: answer both the causes question and the evaluation question.

Reasons and evaluation: positive/negative and outweigh questions →

Idea starters

Develop 1

Reason: schools may be responding to evidence about adolescent sleep patterns or difficult early travel. Explain the proposed link without presenting an invented local statistic.

Develop 2

Evaluation: more rest may improve readiness to learn, while later finishing can conflict with transport, activities or family routines. Decide which effects are more manageable.

Vocabulary to use precisely

sleep schedule
The usual times at which a person sleeps and wakes.
“A later start may fit some teenagers' sleep schedule more closely.”
knock-on effect
An indirect consequence caused by an earlier change.
“A later finish could have a knock-on effect on sports and family travel.”
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General Training Task 1Semi-formal letters

Noise from a neighbouring flat

Complaint letter · Foundation

A neighbour in your apartment building has recently been making noise late at night. Write a letter to the neighbour. Describe the noise, explain how it affects you, and suggest a way to solve the problem.

Semi-formal letter

  1. Opening: greet the known recipient appropriately and state your purpose without unnecessary ceremony.
  2. First task point: explain the situation with specific details and a respectful, direct tone.
  3. Remaining task points: cover every request while reflecting the existing relationship.
  4. Closing: invite a response and choose a polite sign-off that is neither highly formal nor casual.

Semi-formal letters: make clear requests and workable proposals →

Idea starters

Develop 1

Describe the type, time and frequency of the noise without making accusations you cannot support. Explain a concrete effect such as interrupted sleep or difficulty preparing for work.

Develop 2

Suggest a reasonable change, such as lowering music after an agreed time, and invite discussion. A letter to a neighbour can be polite and direct rather than highly formal.

Vocabulary to use precisely

late-night disturbance
Noise or activity that interrupts people during normal sleeping hours.
“The repeated music has become a late-night disturbance for the flats nearby.”
reach an agreement
Decide on a solution that the people involved accept.
“I hope we can reach an agreement about quieter hours.”
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General Training Task 1Informal letters

Thanking a weekend host

Personal letter · Foundation

You recently stayed with a friend for a weekend. Write a letter to your friend. Thank them for the visit, describe something you particularly enjoyed, and invite them to stay with you.

Informal letter

  1. Opening: greet your friend naturally and explain why you are writing.
  2. First task point: give a useful detail or personal suggestion.
  3. Remaining task points: address every request with concrete details and a friendly tone.
  4. Closing: invite a reply or mention your next contact, then use a friendly sign-off.

Informal letters: develop friendly apologies and practical requests →

Idea starters

Develop 1

Thank your friend for a specific part of the visit and explain why it made the weekend enjoyable. A remembered detail makes the gratitude sound personal.

Develop 2

Invite your friend with a practical suggestion about timing or an activity you could share. Keep the closing warm and make it easy to reply.

Vocabulary to use precisely

made me feel at home
Helped someone feel comfortable and welcome in another place.
“Your relaxed dinner on Friday made me feel at home straight away.”
return the favour
Do something helpful or kind for someone who helped you.
“I would love to return the favour and have you stay here next month.”
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General Training Task 1Formal letters

Lost property on a train

Request letter · Intermediate

You left an important item on a train. Write a letter to the railway company's lost-property office. Describe the item, explain when and where you lost it, and state how the office can return it to you.

Formal letter

  1. Opening: use a formal greeting for an unknown recipient and state the purpose clearly.
  2. First task point: give enough specific detail for the organisation or official to understand the situation.
  3. Remaining task points: develop each requested point, including any action or information you need.
  4. Closing: end politely with a formal sign-off that matches the greeting.

Formal letters: develop every task point and make the request clear →

Idea starters

Develop 1

Identify the item using distinctive but non-sensitive details, then state the train, date, approximate time and where you were sitting. Keep the timeline easy for staff to check.

Develop 2

Explain how staff can contact you and propose a secure collection or delivery method. Do not include real passwords, bank details or identity numbers in practice.

Vocabulary to use precisely

distinguishing feature
A detail that helps identify one item from similar items.
“A distinguishing feature is the blue fabric label inside the case.”
arrange collection
Organise a time and method for picking something up.
“Please let me know whether I can arrange collection from the central station office.”
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Academic Task 1Charts and data

Household water use

Bar chart · Foundation

The bar chart shows average daily household water use per person for four purposes in a town in 2005 and 2025. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Bar charts: compare categories and distinguish changes over time →

Idea starters

Develop 1

Overview selection: bathroom use is the largest category in both years, while garden use records the only substantial increase and doubles. The total rises only slightly, so do not describe every category as increasing.

Develop 2

Detail grouping: compare the three indoor categories together before contrasting them with the garden. Use litres per person per day consistently and distinguish a 25-litre rise from a percentage change.

Vocabulary to use precisely

daily consumption
The amount of a resource used during one day.
“Daily consumption in bathrooms remained the largest category in both years.”
rose by
Increased by a stated amount between two values.
“Garden water use rose by 25 litres per person per day.”
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Academic Task 2Opinion / agree or disagree

Green roofs on university buildings

Environment · Advanced

Universities should be required to include planted green roofs on all suitable new buildings, even if this increases construction costs. To what extent do you agree or disagree?

Agree / disagree

  1. Introduction: state how far you agree and keep that position consistent.
  2. Body 1: develop your strongest reason with an explanation and a specific example.
  3. Body 2: develop another reason, or evaluate a counterargument without losing your position.
  4. Conclusion: answer the question again using the reasoning you have developed.

Opinion essays: choose a position and develop your reasons →

Idea starters

Develop 1

Supporting view: a planted roof can slow rainwater runoff and add insulation where a building and climate are suitable. Explain why a design requirement should include technical assessment rather than claiming every roof can carry plants.

Develop 2

Cost qualification: installation and long-term maintenance have an upfront cost, but universities can publish suitability exceptions and compare whole-life performance. Decide whether those safeguards justify a general requirement.

Vocabulary to use precisely

building envelope
The roof, walls and other parts separating a building's interior from outside conditions.
“A green roof can form a useful part of the building envelope when its structure is suitable.”
long-term maintenance
Inspection and care required over an extended period.
“The design budget should include long-term maintenance rather than only the installation price.”
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General Task 2Advantages / disadvantages

Community tool libraries

Communities · Foundation

Some communities provide libraries where residents can borrow tools and household equipment instead of buying their own. Do the advantages of this development outweigh the disadvantages?

Advantages / disadvantages

  1. Introduction: identify the development and state whether its advantages outweigh its disadvantages if asked.
  2. Body 1: develop the strongest advantages with examples.
  3. Body 2: examine the disadvantages and compare their importance with the benefits.
  4. Conclusion: give an explicit overall judgement, not just a list of both sides.

Advantages and disadvantages: learn how to weigh the two sides →

Idea starters

Develop 1

Advantage: residents avoid buying occasional-use items, while one durable drill or ladder can serve many households. Explain how this can reduce both expense and storage needs.

Develop 2

Disadvantage: popular equipment may be unavailable or returned damaged. Weigh that inconvenience against the benefits and consider whether deposits, safety checks and a clear booking system can control it.

Vocabulary to use precisely

shared resource
An item or service used by several members of a group.
“A well-managed drill can become a shared resource for the whole neighbourhood.”
booking system
A method for reserving an item or service for a particular time.
“A simple booking system can reduce disputes about popular equipment.”
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General Training Task 1Informal letters

Asking a friend for moving help

Personal letter · Intermediate

You are moving to a new home and would like a friend to help you. Write a letter to your friend. Explain when you are moving, describe the help you need, and say how you will thank your friend.

Informal letter

  1. Opening: greet your friend naturally and explain why you are writing.
  2. First task point: give a useful detail or personal suggestion.
  3. Remaining task points: address every request with concrete details and a friendly tone.
  4. Closing: invite a reply or mention your next contact, then use a friendly sign-off.

Informal letters: develop friendly apologies and practical requests →

Idea starters

Develop 1

Give the exact day and approximate time, then explain why your friend is the right person to ask. Describe only the practical help needed, such as carrying bulky items or driving one load.

Develop 2

Offer a specific, friendly thank-you that fits the relationship, such as dinner after the move. Make it easy for your friend to decline or suggest a shorter time.

Vocabulary to use precisely

lend me a hand
Help someone with a practical task.
“Would you be able to lend me a hand for an hour on Saturday morning?”
make it up to you
Do something kind in return for another person's help or inconvenience.
“I will make it up to you with dinner at the new flat once the boxes are unpacked.”
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Academic Task 1Charts and data

Household spending shares

Pie charts · Intermediate

The pie charts compare how an average household in a town distributed its monthly spending among five categories in 2005 and 2025. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Pie charts: compare distributions and changing shares →

Idea starters

Develop 1

Overview selection: housing remains the largest category and takes a greater share in 2025, while food records the largest fall. Do not list every percentage in the overview.

Develop 2

Detail grouping: compare housing and food first because they are the two largest categories in 2005, then group the smaller transport, leisure and other changes. Report percentage-point differences, not changes in the household's unknown total spending.

Vocabulary to use precisely

accounted for
Made up a stated share of a total.
“Housing accounted for 35% of household spending in 2025.”
percentage-point fall
The arithmetic reduction between two percentage shares.
“Food recorded a seven-percentage-point fall between the two years.”
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Academic Task 1Charts and data

Passenger journeys and fares

Multiple charts · Advanced

The bar chart shows annual passenger journeys by three forms of regional transport in 2010 and 2025, while the table gives the average single fare for each form in the same years. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Mixed charts: cover both visuals and keep their units clear →

Idea starters

Develop 1

Overview selection: connect the two visuals without implying that higher fares caused a change in journeys. Bus remains the most used mode, train records the largest passenger increase and nearly reaches the bus total, while ferry use falls slightly. All three average fares rise.

Develop 2

Detail grouping: compare passenger volumes together first, then compare fares in a separate paragraph. Keep millions of journeys distinct from pounds, and use arithmetic differences only where they clarify the strongest contrasts.

Vocabulary to use precisely

narrowed the gap
Reduced the difference between two values over time.
“Train travel narrowed the gap with bus use from 13 million journeys to 4 million.”
average single fare
The mean price paid for one one-way journey.
“The average single fare for rail travel rose from £3.80 to £4.50.”
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Academic Task 1Processes and stages

A returnable bottle system

Cyclical process · Intermediate

The diagram shows a simplified system for collecting and reusing glass bottles. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Process diagrams: follow stages, cycles and separate branches →

Idea starters

Develop 1

Overview selection: distinguish the six-stage return loop from the recycling exit. Reusable bottles circulate again; damaged bottles leave at inspection. Do not claim that all collected bottles are refilled.

Develop 2

Detail grouping: describe collection, inspection and washing first, then refilling, shop delivery and customer return. Follow the lower row from right to left. No replacement-bottle input, timings or recycling steps are shown.

Vocabulary to use precisely

are taken out of circulation
Are removed from a system in which items are repeatedly used.
“Damaged bottles are taken out of circulation at the inspection stage.”
re-enter the cycle
Return to a sequence of stages that can be repeated.
“After customers return the empty bottles, they re-enter the cycle at collection.”
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Academic Task 1Maps and plans

A proposed station square

Proposed maps · Advanced

The plans show a station square in 2025 and a proposed design for the same area in 2028. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Chart / map / process report

  1. Introduction: identify what is shown, including the time period or stages where relevant.
  2. Overview: select the largest changes, main contrasts or overall process without inventing causes.
  3. Details 1: group related features and support them with accurate data, locations or stages.
  4. Details 2: cover the remaining main features and make relevant comparisons. Check units, dates and direction of change.

Maps and plans: compare completed changes and proposals →

Idea starters

Develop 1

Overview selection: compare planned replacement of vehicle facilities and lawn with the retained station, cafe, entrance and road. The right-hand plan is a proposal, not evidence that construction has happened.

Develop 2

Detail grouping: compare the western car park and taxi rank before turning to the southeastern lawn and new central path. Use the north arrow for locations; do not infer parking capacity, costs or reductions in traffic.

Vocabulary to use precisely

would be replaced by
Would give way to a different feature if a proposal were carried out.
“The taxi rank would be replaced by a bus stop.”
would remain in place
Would stay at the same location under the proposed arrangement.
“The cafe would remain in place to the east of the square.”
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