Do you know whose prime has come? 😁

@CDIELTS

Realize that your brain is like a muscle: The more you practice and get feedback, the stronger it gets.

#quotes

@CDIELTS

The game that flourished in Britain from the 8th to the 19th centuries was substantially different from all the previously known forms – more disorganised, more violent, more spontaneous and usually played by an indefinite number of players. Frequently, the games took the form of a heated contest between whole villages. Kicking opponents were allowed, as in fact was almost everything else.

#passage
#matchingheadings

@CDIELTS

Sometimes my students complain about their inability to score high in the reading section of exams and their lack of ideas for writing essays, despite having memorized a large amount of vocabulary and knowing English well.

I believe this is not just a language issue but rather depends largely on how good critical thinkers they are. In my view, all of the learning they’ve done — from childhood to now — contributes to how they think and how their minds manage information. Even if they don’t remember the details of a history or science lesson, the process of learning and integrating new information with what they’ve previously learned is key to becoming a skilled thinker.

In conclusion, I believe that students with a strong foundation in all subjects are more likely to score well in the reading and writing portions of tests. Therefore, we should focus on teaching our children all subjects thoroughly during primary and secondary school, rather than waiting until university or college.

#IMHO

@CDIELTS

There was tremendous enthusiasm for football, even though the authorities repeatedly intervened to restrict it, as a public nuisance. In the 14th and 15th centuries, England, Scotland and France all made football punishable by law, because of the disorder that commonly accompanied it, or because the well loved recreation prevented subjects from practicing more useful military disciplines. None of these efforts had much effect.

#passage
#matchingheadings

@CDIELTS

True/False/Not Given vs Yes/No/ Not Given

✅️ The only difference between the two versions is that TRUE/FALSE/NOT GIVEN focuses on facts, while in Yes/No/Not Given questions you should pay attention to the writers' opinion.

✅️ In a real exam, some students confuse these question types. As a result, they write True/False/Not Given instead of Yes/No/Not Given. They don't have to worry as test organisers accept both forms as correct answers.

#reading
#usefulinformation

@CDIELTS

Use relative clauses to add meaning

I read the book yesterday, which was interesting.

❌ unclear if "the book" or "yesterday" was interesting

Yesterday, I read the book, which was interesting.

✅ "which" refers to the "book"

@cdielts

When your friend is your translator...

@cdielts

The bar chart compares the percentage of sustainable energy in total supply in four countries between 1997 and 2010.

Overall, the proportion of renewable energy in Sweden and Iceland grew gradually, the reverse was true for Australia and Turkey. Additionally, the figure for Iceland was by far the highest in each year.

Iceland and Sweden showed increases in their percentage of renewable energy. In 1997, the percentage of renewable energy in Iceland started at about 45%, which were considerably higher than that of Sweden, about 5%. This gap became even more pronounced in 2000, as the figure for Iceland underwent a noticeable increase to 60% and that for Sweden rose to approximately 7%. In 2010, the proportion of renewable energy in total energy supply in Iceland reached its peak of 70%, while that of Sweden saw a minimal rise to about 9%.

Australia and Turkey, on the other hand, opposed the trend. The proportion of renewable energy in Australia started at about 9% in 1997, a figure that then decreased slightly to 7% in 2000. The figure experienced a slight decline to about 5% by the final year. The percentage of renewable energy in Turkey improved from about 38% to 40% between 1997 and 2000, after which it fell gradually to approximately 33% in 2010.

Written by student A

@cdielts

The bar chart illustrates the proportion of sustainable energy in total energy supply in four countries between 1997 and 2010.

Overall, while the proportion of renewable energy in Iceland and Sweden increased over the years, the opposite trend was seen in Australia and Turkey. Additionally, Iceland stood out with consistently higher figures.

Iceland and Turkey showed much bigger changes in their renewable energy supply compared to the other countries. Both countries exhibited increases from 1997 to 2000, rising from 45% to 60% in Iceland and from 38% to 40% in Turkey. However, in the final year, while the figure for Iceland continued to increase and reached the peak of 70%, Turkey’s share dropped back to just over 30%.

In contrast, the figures were smaller for the two remaining countries. Interestingly, Australia and Sweden showed opposite trends, both staying within the 10% range. The percentage of renewable energy in Australia declined steadily from 9% in 1997 to about 4% in 2010 whereas the figure for Sweden rose gradually from around 5% to 9% over the same period.

Written by student B

@cdielts