Sunday, 8 February 2026

Reading, Wrting (formal/informal email) and speaking

email

emails formal and informal1emails formal and informal2

https://edubenchmark.com/blog/place-ielts-cue-card-speaking-part-2/

Pau test practice:

Pau test Eng.ord.22

"How Food Influencers Affect What We Eat"

    Many of us are lucky enough to have some degree of choice over what we eat, with numerous options available to us whenever we open our fridge. But are the decisions we make about our diet as free as we think? It seems that hunger and choice are not the only factors influencing what we eat. Scroll through social media sites and you will be confronted with picture after picture of perfectly presented and utterly delicious-looking meals. While the actual smell and taste of food has an undeniably powerful effect on us, could endless posts of steaming snacks be equally influential?     
    Certainly, it appears we're hugely influenced by other people – especially those closest to us – when it comes to what we eat. Research has found that the stronger two people's connection, the more influence they have over each other's food choices. According to Professor Argeseanu, from Atlanta University, "it's all about relationships and comparisons. If I think the person I'm with is more appealing or popular, I'll tend to want to imitate them more. This can mean these social cues generally encourage us to eat more, although being around healthy eaters could encourage you to eat healthier, too.” 
     Our eating habits are also influenced by what we see. "There is some evidence that, if you see pictures of food, this visual stimulation can prompt you to feel a desire to eat", says Suzanne Higgs, a British psychobiologist. Social media is one place where visual and social cues meet. Evidence suggests that if social network friends post regularly about particular types of food, it could lead you to copy them, for better or for worse. And research indicates that social media might be changing our relationship with food, making us think differently about what we eat. "Friends posting pictures of themselves consuming fast food is going to set a norm that eating fast food is what people do", says Higgs. 
       Research suggests we're more likely to engage with photos of fast food, particularly when the food is high in saturated fat, because it makes us feel good by releasing dopamine and stimulating pleasure centres in the brain. It doesn't help that healthier foods are often seen as boring in comparison, says Tina Tessitore, a food marketing expert. "In advertising, you see unhealthy food in social settings – people having a barbeque with friends, for example, while healthy food often focuses more on the nutritional value. If you saw friends eating salad together, it wouldn't seem so credible”. 
www.bbc.com, 7 December 2021 (Adapted)

Question 1: True or False

a) You normally encounter many photos of food on your social network accounts.

    ◦ TRUE: "Scroll through social media sites and you will be confronted with picture after picture of perfectly presented and utterly delicious-looking meals"

b) People who we are closer to tend to influence our food choices less.

    ◦ FALSE: "Certainly, it appears we’re hugely influenced by other people – especially those closest to us – when it comes to what we eat"

c) Studies show that what we see and read online could be changing our opinions about the food we consume.

    ◦ TRUE: "And research indicates that social media might be changing our relationship with food, making us think differently about what we eat"

d) We feel better when we see and eat foods which are high in saturated fats.

    ◦ TRUE: "Research suggests we’re more likely to engage with photos of fast food, particularly when the food is high in saturated fat, because it makes us feel good by releasing dopamine..."
Question 2 . Answering with your own words:
a) What different factors affect our choice of food according to the text? While personal preference and the physical sensation of hunger are basic drivers, our diet is also heavily shaped by the sensory appeal of food, such as its aroma and flavor. Additionally, social connections play a major role, as we tend to copy the eating habits of those we are close to. Visual triggers from social media posts and biological responses, such as the release of dopamine when we see high-fat foods, further influence our cravings and decisions.
b) What two types of people are most likely to influence us on social media and why? We are most affected by people with whom we share strong personal bonds, as the level of influence increases with the strength of the relationship. We are also highly susceptible to the choices of individuals we perceive as more attractive or popular. This happens because we have a natural tendency to imitate others whom we admire or view as social ideals.
c) How are different types of food shown differently in photos and how does that affect the viewer? Unhealthy food is often depicted in fun, social environments, like a barbecue with friends, which makes these foods seem like a normal and enjoyable part of life. On the other hand, healthy food is usually presented by emphasizing its nutritional facts, which can make it appear unexciting or "boring". Consequently, viewers may find images of people eating healthy food together to be less believable or convincing than images of fast food.
Question 3: Vocabulary (Synonyms)
a) Amount, level: Degree.
b) Completely: Utterly.
c) Attractive: Appealing.
d) Rule: Norm.
e) To connect: Engage.
f) Believable: Credible.
Question 4: Multiple Choice
1. d) is still very important when it comes to our choice of food. (The text states the actual smell and taste have an "undeniably powerful effect").
2. c) is both visual and social in nature. (Social media is described as the place where "visual and social cues meet").
3. c) try to transmit the idea that the food is good for you. (Healthy food advertising focuses on "nutritional value")

Sunday, 1 February 2026

Describing trends. Statistics

  Describing changes. The world of statistics

 

Verbs to describe an upward trend

The following verbs can be used to describe a trend or pattern that goes up.

  • climb (past: climbed)
  • go up (past: went up)
  • grow (past: grew)
  • increase (past: increased)
  • jump (past: jumped)
  • rise (past: rose)
  • rocket (past: rocketed)

Sentence examples using words that show an upward trend:

  • The number of enrolments increased significantly between 2005 and 2010.
  • Production rose from 800 units in May to 1000 units the following month.

Verbs to describe a downward trend

The following verbs can be used to describe a trend or pattern that goes down.

  • decline (past: declined)
  • decrease (past: decreased)
  • drop (past: dropped)
  • fall (past: fell)
  • go down (past: went down)
  • plummet (past: plummeted) = to fall or drop suddenly in amount or value
  • plunge (past: plunged) = to fall or drop suddenly in amount or value

Plunge and Plummet, when describing trends, have the same meaning.

Sentence examples using words that show a downward trend:

  • Prices of Model X dropped significantly once Model Y became available on the market.
  • Company profits decreased in 2013 by 15%.

Words and phrases used to describe a stable trend

To describe a more or less stable pattern, you can use the following expressions:

  • maintain (past: maintained)
  • remain (past: remained)
  • stay (past: stayed)
  • constant
  • stable
  • steady
  • unchanged

Adverbs used when describing trends

Adverbs describe HOW something happens. They usually come after a verb.

  • sharply, rapidly, quickly, steeply
  • considerably, significantly, substantially
  • steadily, gradually, moderately
  • slightly, slowly

Nouns used when describing trends

  • decline
  • decrease
  • dip (a momentarily small drop in the level of something)
  • drop
  • fall
  • fluctuation (= an irregular rising and falling in number or amount; a variation)
  • growth
  • increase
  • peak (= the highest point)
  • rise
  • slump (= a severe or prolonged fall in the price, value, or amount of something)
  • variation (= a change or difference in condition, amount, or level)

IELTS Academic Writing Task 1 - Describing Trends Vocabulary
Prepositions for graphs,trends and statistics 

Describing graphs and trends. 

Monday, 26 January 2026

Use of English. Relatives & connectors

We use relative clauses to give additional information about something without starting another sentence. By combining sentences with a relative clause, your text becomes more fluent and you can avoid repeating certain words.

How to Form Relative Clauses Level 2

Imagine, a girl is talking to Tom. You want to know who she is and ask a friend whether he knows her. You could say:
A girl is talking to Tom. Do you know the girl?
That sounds rather complicated, doesn't it? It would be easier with a relative clause: you put both pieces of information into one sentence. Start with the most important thing  – you want to know who the girl is.
Do you know the girl …
As your friend cannot know which girl you are talking about, you need to put in the additional information  – the girl is talking to Tom. Use „the girl“ only in the first part of the sentence, in the second part replace it with the relative pronoun (for people, use the relative pronoun „who“). So the final sentence is:
Do you know the girl who is talking to Tom?

Relative Pronouns Level 2

relative pronounuseexample
whosubject or object pronoun for peopleI told you about the woman wholives next door.
whichsubject or object pronoun for animals and thingsDo you see the cat which is lying on the roof?
whichreferring to a whole sentenceHe couldn’t read which surprised me.
whosepossession for people animals and thingsDo you know the boy whosemother is a nurse?
whomobject pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who)I was invited by the professor whom I met at the conference.
thatsubject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible)I don’t like the table that stands in the kitchen.

Subject Pronoun or Object Pronoun? Level 2

Subject and object pronouns cannot be distinguished by their forms - who, which, that are used for subject and object pronouns. You can, however, distinguish them as follows:
If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun. Subject pronouns must always be used.
the apple which is lying on the table
If the relative pronoun is not followed by a verb (but by a noun or pronoun), the relative pronoun is an object pronoun. Object pronouns can be dropped in defining relative clauses, which are then called Contact Clauses.
the apple (which) George lay on the table

Relative Adverbs Level 3

A relative adverb can be used instead of a relative pronoun plus preposition. This often makes the sentence easier to understand.
This is the shop in which I bought my bike.
→ This is the shop where I bought my bike.
relative adverbmeaninguseexample
whenin/on whichrefers to a time expressionthe day when we met him
wherein/at whichrefers to a placethe place where we met him
whyfor whichrefers to a reasonthe reason why we met him

Defining Relative Clauses Level 2

Defining relative clauses (also called identifying relative clauses or restrictive relative clauses) give detailed information defining a general term or expression. Defining relative clauses are not put in commas.
Imagine, Tom is in a room with five girls. One girl is talking to Tom and you ask somebody whether he knows this girl. Here the relative clause defines which of the five girls you mean.
Do you know the girl who is talking to Tom?
Defining relative clauses are often used in definitions.
A seaman is someone who works on a ship.
Object pronouns in defining relative clauses can be dropped. (Sentences with a relative clause without the relative pronoun are called Contact Clauses.)
The boy (who/whom) we met yesterday is very nice.

Non-Defining Relative Clauses Level 4

Non-defining relative clauses (also called non-identifying relative clauses or non-restrictive relative clauses) give additional information on something, but do not define it. Non-defining relative clauses are put in commas.
Imagine, Tom is in a room with only one girl. The two are talking to each other and you ask somebody whether he knows this girl. Here the relative clause is non-defining because in this situation it is obvious which girl you mean.
Do you know the girl, who is talking to Tom?
Note: In non-defining relative clauses, who/which may not be replaced with that.
Object pronouns in non-defining relative clauses must be used.
Jim, who/whom we met yesterday, is very nice.

How to Shorten Relative Clauses? Level 3

Relative clauses with whowhichthat as subject pronoun can be replaced with a participle. This makes the sentence shorter and easier to understand.
I told you about the woman who lives next door. – I told you about the woman livingnext door.
Do you see the cat which is lying on the roof? – Do you see the cat lying on the roof?

Exercises on Relative Clauses

Relative Pronouns and Relative Adverbs

OTHER LINKS AND EXTRA INFO:


CONNECTORS:

Expressing contrast and concession

Connectors are very important to make the texts we write more cohesive.
There are many different types, but today we are simply going to sonsider the ones used to express contrast or concession, that means when ideas seem to diverge.
Look at the list below:
using-connectors-and-unit-8-contents-8-638
They all introduce a note of  contrast and disagreement, but they have different ways of being used in the sentences. For example their placement may vary. Some are more often used at the beginning, some at the end and others in the middle.Besides their position, they also require different types of completion. Note the differences in the explanation below:
contrast
Although / though / even though  (need a full clause (subject + verb).
Despite /In spite of  – take a Gerund (ing form) or noun
Despite the fact that… / In spite of the fact that …. – full clause (subject + verb)
Yet / Still /However / Nevertheless – need a comma (,) and come in the middle of two clauses.
contrast_connectors





















Exercises.  Exercise 1     Exercise 2     Exercise 3     Exercise