Choosing a University or Course
Lesson 1.4 introduces the most heavily weighted skill: Writing Task 2. See the 4-part essay as a framework, walk through a TFNG decision flowchart, and meet your first sample Task 1 visual.
- See the 4-part essay as a framework
- Apply a TFNG decision flowchart
- Use 10+ opinion phrases
- Use reason→result linkers accurately
- Recognise a Task 1 bar chart at a glance
Get Ready · Choosing a university
- Most important factor — reputation, cost, location, or course content?
- Is studying abroad worth the extra cost?
- Should students choose a course they enjoy or one that leads to a good job?
Vocabulary · Opinion language
Overusing 'I think' / 'In my opinion' — they appear in nearly every Band 5–6 essay. Replace with higher-register alternatives.
Grammar · Reason → result linkers
| Structure | Example |
|---|---|
| because + clause | Students choose this university because it offers scholarships. |
| due to / owing to + noun | Due to strong industry links, the course leads to excellent employment. |
| so + adj + that | The fees are so high that many take out loans. |
| such + noun + that | It has such a strong reputation that competition is fierce. |
| consequently / as a result | Costs have risen sharply; consequently, students share housing. |
✓ The course is so demanding that few students complete it in three years. ✗ The course is so demanding so few students complete it.
Reading · True / False / Not Given
Surveys in the UK and Australia consistently show course reputation and graduate employment rates are the two most influential factors for prospective students, well ahead of campus facilities or social life. Most domestic students prefer to study within three hours of home, but international students weigh climate, safety and cost of living more heavily. The perceived prestige of the host city often outweighs the university's actual ranking — the 'city halo effect'. Recent data suggest almost two-thirds of UK undergraduates now factor expected debt into their choice — a figure that has more than doubled in fifteen years.
| Q | Statement | Answer |
|---|---|---|
| 1 | Course reputation matters more to students than social life. | TRUE |
| 2 | Domestic students always prefer to stay close to home. | FALSE |
| 3 | International students earn higher salaries after graduating. | NOT GIVEN |
| 4 | Almost 66% of UK undergraduates consider future debt. | TRUE |
| 5 | The 'city halo effect' has been criticised by rectors. | NOT GIVEN |
Listening Skills — Advice Session on Choosing a Course
A university admissions advisor is speaking with a prospective student who is unsure which course to apply for. This is a Section 1/2-style task with multiple-choice and short-answer questions.
- Read all options before listening — distractors are common in multiple-choice questions.
- Listen for the final decision, not just the options mentioned along the way.
- Note any changes of mind — the last stated preference is usually correct.
- Pay attention to reasons given, as these often distinguish the right answer from distractors.
Listen first — the transcript stays hidden so this works like the real exam.
Listening audio
Tap play to generate and listen.
Choose the correct letter, A, B or C, or write NO MORE THAN TWO WORDS AND/OR A NUMBER, as instructed.
- Which course does the student finally choose? A) Business Administration B) International Relations C) Data Analytics
- Why was the student initially worried about Data Analytics? A) Cost B) Maths background C) Location
- What does the program include to address this concern? A) A foundation module B) A tutor C) An online course
- Required overall IELTS band: ____
- Minimum band allowed in any one section: ____
- Deadline for September entry: ____
- Deadline for January intake: ____
Answer key
Speaking · Part 3 — University choices
- What factors should young people consider when choosing a university?
- Is university the best path for everyone?
- How has the role of universities changed in the last 20 years?
- 'Students should think about cost, location and reputation. Cost is important because many don't have money. Reputation helps with jobs.'
- Listed reasons, simple connectors
- 'I'd say there are three factors worth weighing seriously. First and foremost, the academic reputation of the specific department — not the university overall — because that's what employers actually look at.'
- Ranked argument, hedging, specificity
Writing · Task 2 essay framework
Task 2 is essentially identical in both pathways. The difference is Task 1: Academic = describe a chart/graph; General Training = write a letter.
Writing Task 1 · Sneak peek (Academic)
Academic Task 1 asks you to describe a visual. Here is a typical bar chart so you know what's coming in Unit 3.
Pathway focus · Task 1 for Academic — first look
Summarise the main features of a visual (chart, graph, table, map or process) in at least 150 words. No personal opinion.
Exam Strategy
- Exam Tip
State a clear opinion in the introduction — examiners must know your position before the body.
- Exam Tip
Paraphrase the prompt — never copy more than 3 consecutive words.
- Exam Tip
TFNG literally: if the passage doesn't state it, it's NOT GIVEN.
- Exam Tip
Plan for 3 minutes before writing — saves 5 minutes of editing.
Independent Practice
Write 3 different introductions for the prompt above — vary the opener each time.
5 sentences with 'so + adj + that' and 5 with 'such + noun + that'.
Pick a news article. Write 5 of your own TFNG statements, then check each one.
Key Takeaways
- Every Task 2 = Intro + Body 1 + Body 2 + Conclusion.
- A clear thesis is non-negotiable for Band 6+.
- TFNG: never infer.
- Band 7 upgrades — grammar rangeCombine simple sentences into accurate complex ones — and keep them error-free.
- Reading inference and writer's viewRead for meaning and attitude, not matching words — the Band 7 reading skill.
- Band 7 upgrades — Task 1 languageOverview quality, comparison language and precise data description.
Optional — this doesn't affect your lesson or course progress.