Idiomatic expressions are a very important element of learning a foreign language. No matter how well you can speak or how much vocabulary you know, idiomatic expressions can never be translated literally; that’s why it is too difficult to find out what people are saying if you don’t already know the meaning of these commonly used phrases.
Even if you know the meaning of every word you see or hear, you may not understand the idiom because you don't understand the culture behind it. Idiomatic expressions don’t apply to every English speaking country: England, Canada and Australia have their own idiomatic expressions that don’t necessarily apply in the United States. Most of the idiomatic expressions have some place in history where they originated; find out when and how some of the most common idiomatic expressions were born here: http://www.idiomsite.com/ and check out this extensive list of idiomatic expressions in alphabetical order or by country at http://www.usingenglish.com/reference/idioms/
-Written by Patricia Griffith
Tuesday, May 5, 2009
SAMPLE IDIOMS "A"
A bit much
If something is excessive or annoying, it is a bit much.
A chain is no stronger than its weakest link
This means that processes, organisations, etc, are vulnerable because the weakest person or part can always damage or break them.
A day late and a dollar short
(USA) If something is a day late and a dollar short, it is too little, too late.
A fool and his money are soon parted
This idiom means that people who aren't careful with their money spend it quickly. 'A fool and his money are easily parted' is an alternative form of the idiom.
A fool at 40 is a fool forever
If someone hasn't matured by the time they reach forty, they never will.
A hitch in your giddy-up
If you have a hitch in your giddy-up, you're not feeling well. ('A hitch in your gittie-up' is also used.)
A lick and a promise
If you give something a lick and a promise, you do it hurriedly, most often incompletely, intending to return to it later.
A little bird told me
If someone doesn't want to say where they got some information from, they can say that a little bird told them.
A little learning is a dangerous thing
A small amount of knowledge can cause people to think they are more expert than they really are.eg. he said he'd done a course on home electrics, but when he tried to mend my table lamp, he fused all the lights! I think a little learning is a dangerous thing
A long row to hoe
Something that is a long row to hoe is a difficult task that takes a long time.
A lost ball in the high weeds
A lost ball in the high weeds is someone who does not know what they are doing, where they are or how to do something.
A OK
If things are A OK, they are absolutely fine.
A penny for your thoughts
This idiom is used as a way of asking someone what they are thinking about.
A penny saved is a penny earned
This means that we shouldn't spend or waste money, but try to save it.
A picture is worth a thousand words
A picture can often get a message across much better than the best verbal description.
A poor man's something
Something or someone that can be compared to something or someone else, but is not as good is a poor man's version; a writer who uses lots of puns but isn't very funny would be a poor man's Oscar Wilde.
A pretty penny
If something costs a pretty penny, it is very expensive.
A problem shared is a problem halved
If you talk about your problems, it will make you feel better.
A rising tide lifts all boats
This idiom, coined by John F Kennedy, describes the idea that when an economy is performing well, all people will benefit from it.
A rolling stone gathers no moss
People say this to mean that that an ambitious person is more successful than a person not trying to achieve anything. Originally it meant the opposite and was critical of people trying to get ahead.
A slice off a cut loaf is never missed
Used colloquially to describe having sexual intercourse with someone who is not a virgin, especially when they are in a relationship. The analogy refers to a loaf of bread; it is not readily apparent, once the end has been removed, exactly how many slices have been taken.('You never miss a slice from a cut loaf' is also used.)
A steal
If something is a steal, it costs much less than it is really worth.
A still tongue keeps a wise head
Wise people don't talk much.
A watched pot never boils
Some things work out in their own time, so being impatient and constantly checking will just make things seem longer.
A1
If something is A1, it is the very best or finest.
Abide by a decision
If you abide by a decision, you accept it and comply with it, even though you might disagree with it.
Abject lesson
(India) An abject lesson serves as a warning to others. (In some varieties of English 'object lesson' is used.)
About as useful as a chocolate teapot
Someone or something that is of no practical use is about as useful as a chocolate teapot.
About face
If someone changes their mind completely, this is an about face. It can be used when companies, governments, etc, change their position on an issue.
Above board
If things are done above board, they are carried out in a legal and proper manner.
Above par
Better than average or normal
Absence makes the heart grow fonder
This idiom means that when people are apart, their love grows stronger.
Accident waiting to happen
If something is an accident waiting to happen, there's definitely going to be an accident or it's bound to go wrong. ('Disaster waiting to happen' is also used.)
Ace in the hole
An ace in the hole is something other people are not aware of that can be used to your advantage when the time is right.
Ace up your sleeve
If you have an ace up your sleeve, you have something that will give you an advantage that other people don't know about.
Achilles' heel
A person's weak spot is their Achilles' heel.
Acid test
An acid test is something that proves whether something is good, effective, etc, or not.
Across the board
If something applies to everybody, it applies across the board.
Across the ditch
(NZ) This idiom means on the other side of the Tasman Sea, used to refer to Australia or New Zealand depending on the speaker's location.
Across the pond
(UK) This idiom means on the other side of the Atlantic Ocean, used to refer to the US or the UK depending on the speaker's location.
Act of God
An act of God is something like an earthquake or floods that human beings cannot prevent or control.
Act of war
An act of war is a action that is either intended to start a war or that is interpreted as being sufficient cause for a war.
Actions speak louder than words
This idiom means that what people actually do is more important than what they say- people can promise things but then fail to deliver.
Adam's apple
The Adam's apple is a bulge in the throat, mostly seen in men.
Add fuel to the fire
If people add fuel to the fire, they make a bad situation worse.
Add insult to injury
When people add insult to injury, they make a bad situation even worse.
After your own heart
A person after your own heart thinks the same way as you.
Against the clock
If you do something against the clock, you are rushed and have very little time to do it.
Against the grain
If doing something goes against the grain, you're unwilling to do it because it contradicts what you believe in, but you have no real choice.
Age before beauty
When this idiom is used, it is a way of allowing an older person to do something first, though often in a slightly sarcastic way.
Agony aunt
An agony aunt is a newspaper columnist who gives advice to people having problems, especially personal ones.
Ahead of the pack
If you are ahead of the pack, you have made more progress than your rivals.
Ahead of time
If something happens ahead of time, it happens early or before the set time.
Air your dirty laundry in public
If you air your dirty laundry in public, you reveal aspects of your private life that should really remain private, by telling a secret, arguing in public, etc.
Albatross around your neck
An albatross around, or round, your neck is a problem resulting from something you did that stops you from being successful.
Alike as two peas
If people or things are as alike as two peas, they are identical.
Alive and kicking
If something is active and doing well, it is alive and kicking. (It can be used for people too.)
All along
If you have known or suspected something all along, then you have felt this from the beginning.
All and sundry
This idiom is a way of emphasising 'all', like saying 'each and every one'.
All bark and no bite
When someone talks tough but really isn't, they are all bark and no bite.
All bets are off
(USA) If all bets are off, then agreements that have been made no longer apply.
All dressed up and nowhere to go
You're prepared for something that isn't going to happen.
All ears
If someone says they're all ears, they are very interested in hearing about something.
All eyes on me
If all eyes are on someone, then everyone is paying attention to them.
All fingers and thumbs
If you're all fingers and thumbs, you are too excited or clumsy to do something properly that requires manual dexterity. 'All thumbs' is an alternative form of the idiom.
All hat, no cattle
(USA) When someone talks big, but cannot back it up, they are all hat, no cattle.('Big hat, no cattle' is also used.)
All heart
Someone who is all heart is very kind and generous.
All hell broke loose
When all hell breaks loose, there is chaos, confusion and trouble.
All in a day's work
If something is all in a day's work, it is nothing special.
All in your head
If something is all in your head, you have imagined it and it is not real.
All mod cons
If something has all mod cons, it has all the best and most desirable features. It is an abbreviation of 'modern convenience' that was used in house adverts.
All mouth and trousers
(UK) Someone who's all mouth and trousers talks or boasts a lot but doesn't deliver. 'All mouth and no trousers' is also used, though this is a corruption of the original.
All my eye and Peggy Martin
(UK) An idiom that appears to have gone out of use but was prevalent in the English north Midlands of Staffordshire, Cheshire and Derbyshire from at least the turn of the 20th century until the early 1950s or so. The idiom's meaning is literally something said or written that is unbelievable, rumor, over embellished, the result of malicious village gossip etc.
All of the above
This idiom can be used to mean everything that has been said or written, especially all the choices or possibilities.
All over bar the shouting
When something is all over bar the shouting, the outcome is absolutely certain.('All over but the shouting' is also used.)
All over the map
(USA) If something like a discussion is all over the map, it doesn't stick to the main topic and goes off on tangents.
All over the place
If something is completely disorganised or confused, it is all over the place.
All over the shop
If something is completely disorganised or confused, it is all over the shop.
All over the show
If something is all over the show, it's in a complete mess.An alternative to 'All over the shop'.
All roads lead to Rome
This means that there can be many different ways of doing something.
All set
If you're all set, you are ready for something.
All sixes
If something is all sixes, it doesn't matter how it's done; it's the same as 'six of one and half a dozen of the other'.
All skin and bone
If a person is very underweight, they are all skin and bone, or bones.
All square
If something is all square, nobody has an advantage or is ahead of the others.
All talk and no trousers
(UK) Someone who is all talk and no trousers, talks about doing big, important things, but doesn't take any action.
All that glitters is not gold
This means that appearances can be deceptive and things that look or sound valuable can be worthless. ('All that glistens is not gold' is an alternative.)
All the rage
If something's all the rage, it is very popular or fashionable at the moment.
All the tea in China
If someone won't do something for all the tea in China, they won't do it no matter how much money they are offered.
All your eggs in one basket
If you put all your eggs in one basket, you risk everything at once, instead of trying to spread the risk. (This is often used as a negative imperative- 'Don't put all your eggs in one basket'. 'Have your eggs in one basket' is also used.)
All's fair in love and war
This idiom is used to say that where there is conflict, people can be expected to behave in a more vicious way.
All's well that ends well
If the end result is good, then everything is good.
All-singing, all-dancing
If something's all-singing, all-dancing, it is the latest version with the most up-to-date features.
Alter ego
An alter ego is a very close and intimate friend. It is a Latin phrase that literally means 'other self'.
Always a bridesmaid, never a bride
If someone is always a bridesmaid, never a bride, they never manage to fulfill their ambition- they get close, but never manage the recognition, etc, they crave.
Ambulance chaser
A lawyer who encourages people who have been in accidents or become ill to sue for compensation is an ambulance chaser.
Amen
Some use 'Amen' or 'Amen to that' as a way of agreeing with something that has just been said.
An apple a day keeps the doctor away
Eating healthy food keeps you healthy.
An old flame
An old flame is a person that somebody has had an emotional, usually passionate, relationship with, who is still looked on fondly and with affection.
An ounce of prevention is worth a pound of cure
This expression means that is is better to try to avoid problems in the first place, rather than trying to fix them once they arise.
And all that jazz
This idiom means that everything related or similar is included.
Angry as a bear
If someone is as angry as a bear, they are very angry.('Angry as a bear with a sore foot' is also used.)
Angry as a bull
If someone is as angry as a bull, they are very angry.
Answers on a postcard
This idiom can be used to suggest that the answer to something is very obvious or that the person would really like to hear what people think.
Ants in your pants
If someone has ants in their pants, they are agitated or excited about something and can't keep still.
Any port in a storm
This means that in an emergency any solution will do, even one that would normally be unacceptable.
Any Tom, Dick or Harry
If something could be done by any Tom, Dick or Harry, it could be done by absolutely anyone.
Apple of your eye
Something or, more often, someone that is very special to you is the 'apple of your' eye.
Apple pie order
Everything is in perfect order and tidy if it is in apple pie order.
Apples and oranges
Tis used when people compare or describe two totally different things. ('Apples to oranges' is also used.)
Apples for apples
An apples for apples comparison is a comparison between related or simialr things. ('Apples to apples' is also used.)
Apron strings
A man who is tied to a woman's apron strings is excessively dependent on her, especially when it is his mother's apron strings.
Argue the toss
(UK) If you argue the toss, you refuse to accept a decision and argue about it.
Arm and a leg
If something costs an arm and a leg, it is very expensive.
Armchair critic
An armchair critic is someone who offers advice but never shows that they could actually do any better.
Armed to the teeth
If people are armed to the teeth, they have lots of weapons.
Around the clock
If something is open around the clock, it is open 24 hours a day. For example, an airport is open around the clock.
Arrow in the quiver
An arrow in the quiver is a strategy or option that could be used to achieve your objective.
As a rule
If you do something as a rule, then you usually do it.
As cold as ice
This idiom can be used to describe a person who does not show any emotion.
As cold as stone
If something is as cold as stone, it is very cold. If a person is as cold as stone, they are unemotional.
As cool as a cucumber
If someone is as cool as a cucumber, they don't get worried by anything.
As good as new
If something has been used but is still in extremely good condition, it is as good as new.
As mad as a hatter
This simile means that someone is crazy or behaves very strangely. In the past many people who made hats went insane because they had a lot of contact with mercury.
As mad as a wrongly shot hog
(USA) If someone is as mad as a wrongly shot hog, they are very angry. (Same as, Angry as a bear or Angry as a bull).
As much use as a chocolate fire-guard
A fire-guard is used in front of a fireplace for safety. A chocolate fire-guard is of no use. An alternative to 'As much use as a chocolate teapot'.
As much use as a chocolate teapot
Something that is as much use as a chocolate teapot is not useful at all.
As much use as a handbrake on a canoe
This idiom is used to describe someone or something as worthless or pointless.
As neat as a new pin
This idiom means tidy and clean.
As one man
If people do something as one man, then they do it at exactly the same time or in complete agreement.
As the actress said to the bishop
(UK) This idiom is used to highlight a sexual reference, deliberate or accidental.
As the crow flies
This idiom is used to describe the shortest possible distance between two places.
As you sow, so shall you reap
This means that if you do bad things to people, bad things will happen to you, or good things if you do good things.
Asleep at the switch
If someone is asleep at the switch, they are not doing their job or taking their responsibilities very carefully. 'Asleep at the wheel' is an alternative.
Asleep at the wheel
If someone is asleep at the wheel, they are not doing their job or taking their responsibilities very carefully. 'Asleep at the switch' is an alternative.
At a drop of a dime
(USA) If someone will do something at the drop of a dime, they will do it instantly, without hesitation.
At a loose end
(UK) If you are at a loose end, you have spare time but don't know what to do with it.
At a loss
If you are at a loss, you are unable to understand or comply.
At a snail's pace
If something moves at a snail's pace, it moves very slowly.
At arm's length
If something is at arm's length, it is a safe distance waway from you.
At cross purposes
When people are at cross purposes, they misunderstand each other or have different or opposing objectives.
At daggers drawn
If people are at daggers drawn, they are very angry and close to violence.
At death's door
If someone looks as if they are at death's door, they look seriously unwell and might actually be dying.
At each other's throats
If people are at each other's throats, they are fighting, arguing or competing ruthlessly.
At full tilt
If something is at full tilt, it is going or happening as fast or as hard as possible.
At large
If a criminal is at large, they have not been found or caught.
At loggerheads
If people are at loggerheads, they are arguing and can't agree on anything.
At loose ends
(USA) If you are at a loose end, you have spare time but don't know what to do with it.
At odds
If you are at odds with someone, you cannot agree with them and argue.
At sea
If things are at sea, or all at sea, they are disorganized and chaotic.
At the bottom of the totem pole
(USA) If someone is at the bottom of the totem pole, they are unimportant. Opposite is at the top of the totem pole.
At the coalface
If you work at the coalface, you deal with the real problems and issues, rather than sitting in a office discussing things in a detached way.
At the drop of a hat
If you would do something at the drop of a hat, you'd do it immediately.
At the end of the day
This is used to mean 'in conclusion' or 'when all is said and done'.
At the end of your rope
(USA) If you are at the end of your rope, you are at the limit of your patience or endurance.
At the end of your tether
(UK) If you are at the end of your tether, you are at the limit of your patience or endurance.
At the fore
In a leading position
At the top of my lungs
If you shout at the top of your lungs, you shout as loudly as you possibly can.
At the top of the list
If something is at the top of the list, it is of highest priority, most important, most urgent, or the next in one's line of attention.
At the top of your lungs
If you shout at the top of your lungs, you shout as loudly as you possibly can.
At the top of your voice
If you talk, shout or sing at the top of your voice, you do it as loudly as you can.
At your wit's end
If you're at your wit's end, you really don't know what you should do about something, no matter how hard you think about it.
At your wits' end
If you are at your wits' end, you have no idea what to do next and are very frustrated.
Average Joe
An average Joe is an ordinary person without anything exceptional about them.
Avowed intent
If someone makes a solemn or serious promise publicly to attempt to reach a certain goal, this is their avowed intent.
Away with the fairies
If someone is away with the fairies, they don't face reality and have unrealistic expectations of life.
Awe inspiring
Something or someone that is awe inspiring amazes people in a slightly frightening but positive way.
AWOL
AWOL stands for "Absent Without Leave", or "Absent Without Official Leave". Orignially a military term, it is used when someone has gone missing without telling anyone or asking for permission.
Axe to grind
If you have an axe to grind with someone or about something, you have a grievance, a resentment and you want to get revenge or sort it out. In American English, it is 'ax'.
If something is excessive or annoying, it is a bit much.
A chain is no stronger than its weakest link
This means that processes, organisations, etc, are vulnerable because the weakest person or part can always damage or break them.
A day late and a dollar short
(USA) If something is a day late and a dollar short, it is too little, too late.
A fool and his money are soon parted
This idiom means that people who aren't careful with their money spend it quickly. 'A fool and his money are easily parted' is an alternative form of the idiom.
A fool at 40 is a fool forever
If someone hasn't matured by the time they reach forty, they never will.
A hitch in your giddy-up
If you have a hitch in your giddy-up, you're not feeling well. ('A hitch in your gittie-up' is also used.)
A lick and a promise
If you give something a lick and a promise, you do it hurriedly, most often incompletely, intending to return to it later.
A little bird told me
If someone doesn't want to say where they got some information from, they can say that a little bird told them.
A little learning is a dangerous thing
A small amount of knowledge can cause people to think they are more expert than they really are.eg. he said he'd done a course on home electrics, but when he tried to mend my table lamp, he fused all the lights! I think a little learning is a dangerous thing
A long row to hoe
Something that is a long row to hoe is a difficult task that takes a long time.
A lost ball in the high weeds
A lost ball in the high weeds is someone who does not know what they are doing, where they are or how to do something.
A OK
If things are A OK, they are absolutely fine.
A penny for your thoughts
This idiom is used as a way of asking someone what they are thinking about.
A penny saved is a penny earned
This means that we shouldn't spend or waste money, but try to save it.
A picture is worth a thousand words
A picture can often get a message across much better than the best verbal description.
A poor man's something
Something or someone that can be compared to something or someone else, but is not as good is a poor man's version; a writer who uses lots of puns but isn't very funny would be a poor man's Oscar Wilde.
A pretty penny
If something costs a pretty penny, it is very expensive.
A problem shared is a problem halved
If you talk about your problems, it will make you feel better.
A rising tide lifts all boats
This idiom, coined by John F Kennedy, describes the idea that when an economy is performing well, all people will benefit from it.
A rolling stone gathers no moss
People say this to mean that that an ambitious person is more successful than a person not trying to achieve anything. Originally it meant the opposite and was critical of people trying to get ahead.
A slice off a cut loaf is never missed
Used colloquially to describe having sexual intercourse with someone who is not a virgin, especially when they are in a relationship. The analogy refers to a loaf of bread; it is not readily apparent, once the end has been removed, exactly how many slices have been taken.('You never miss a slice from a cut loaf' is also used.)
A steal
If something is a steal, it costs much less than it is really worth.
A still tongue keeps a wise head
Wise people don't talk much.
A watched pot never boils
Some things work out in their own time, so being impatient and constantly checking will just make things seem longer.
A1
If something is A1, it is the very best or finest.
Abide by a decision
If you abide by a decision, you accept it and comply with it, even though you might disagree with it.
Abject lesson
(India) An abject lesson serves as a warning to others. (In some varieties of English 'object lesson' is used.)
About as useful as a chocolate teapot
Someone or something that is of no practical use is about as useful as a chocolate teapot.
About face
If someone changes their mind completely, this is an about face. It can be used when companies, governments, etc, change their position on an issue.
Above board
If things are done above board, they are carried out in a legal and proper manner.
Above par
Better than average or normal
Absence makes the heart grow fonder
This idiom means that when people are apart, their love grows stronger.
Accident waiting to happen
If something is an accident waiting to happen, there's definitely going to be an accident or it's bound to go wrong. ('Disaster waiting to happen' is also used.)
Ace in the hole
An ace in the hole is something other people are not aware of that can be used to your advantage when the time is right.
Ace up your sleeve
If you have an ace up your sleeve, you have something that will give you an advantage that other people don't know about.
Achilles' heel
A person's weak spot is their Achilles' heel.
Acid test
An acid test is something that proves whether something is good, effective, etc, or not.
Across the board
If something applies to everybody, it applies across the board.
Across the ditch
(NZ) This idiom means on the other side of the Tasman Sea, used to refer to Australia or New Zealand depending on the speaker's location.
Across the pond
(UK) This idiom means on the other side of the Atlantic Ocean, used to refer to the US or the UK depending on the speaker's location.
Act of God
An act of God is something like an earthquake or floods that human beings cannot prevent or control.
Act of war
An act of war is a action that is either intended to start a war or that is interpreted as being sufficient cause for a war.
Actions speak louder than words
This idiom means that what people actually do is more important than what they say- people can promise things but then fail to deliver.
Adam's apple
The Adam's apple is a bulge in the throat, mostly seen in men.
Add fuel to the fire
If people add fuel to the fire, they make a bad situation worse.
Add insult to injury
When people add insult to injury, they make a bad situation even worse.
After your own heart
A person after your own heart thinks the same way as you.
Against the clock
If you do something against the clock, you are rushed and have very little time to do it.
Against the grain
If doing something goes against the grain, you're unwilling to do it because it contradicts what you believe in, but you have no real choice.
Age before beauty
When this idiom is used, it is a way of allowing an older person to do something first, though often in a slightly sarcastic way.
Agony aunt
An agony aunt is a newspaper columnist who gives advice to people having problems, especially personal ones.
Ahead of the pack
If you are ahead of the pack, you have made more progress than your rivals.
Ahead of time
If something happens ahead of time, it happens early or before the set time.
Air your dirty laundry in public
If you air your dirty laundry in public, you reveal aspects of your private life that should really remain private, by telling a secret, arguing in public, etc.
Albatross around your neck
An albatross around, or round, your neck is a problem resulting from something you did that stops you from being successful.
Alike as two peas
If people or things are as alike as two peas, they are identical.
Alive and kicking
If something is active and doing well, it is alive and kicking. (It can be used for people too.)
All along
If you have known or suspected something all along, then you have felt this from the beginning.
All and sundry
This idiom is a way of emphasising 'all', like saying 'each and every one'.
All bark and no bite
When someone talks tough but really isn't, they are all bark and no bite.
All bets are off
(USA) If all bets are off, then agreements that have been made no longer apply.
All dressed up and nowhere to go
You're prepared for something that isn't going to happen.
All ears
If someone says they're all ears, they are very interested in hearing about something.
All eyes on me
If all eyes are on someone, then everyone is paying attention to them.
All fingers and thumbs
If you're all fingers and thumbs, you are too excited or clumsy to do something properly that requires manual dexterity. 'All thumbs' is an alternative form of the idiom.
All hat, no cattle
(USA) When someone talks big, but cannot back it up, they are all hat, no cattle.('Big hat, no cattle' is also used.)
All heart
Someone who is all heart is very kind and generous.
All hell broke loose
When all hell breaks loose, there is chaos, confusion and trouble.
All in a day's work
If something is all in a day's work, it is nothing special.
All in your head
If something is all in your head, you have imagined it and it is not real.
All mod cons
If something has all mod cons, it has all the best and most desirable features. It is an abbreviation of 'modern convenience' that was used in house adverts.
All mouth and trousers
(UK) Someone who's all mouth and trousers talks or boasts a lot but doesn't deliver. 'All mouth and no trousers' is also used, though this is a corruption of the original.
All my eye and Peggy Martin
(UK) An idiom that appears to have gone out of use but was prevalent in the English north Midlands of Staffordshire, Cheshire and Derbyshire from at least the turn of the 20th century until the early 1950s or so. The idiom's meaning is literally something said or written that is unbelievable, rumor, over embellished, the result of malicious village gossip etc.
All of the above
This idiom can be used to mean everything that has been said or written, especially all the choices or possibilities.
All over bar the shouting
When something is all over bar the shouting, the outcome is absolutely certain.('All over but the shouting' is also used.)
All over the map
(USA) If something like a discussion is all over the map, it doesn't stick to the main topic and goes off on tangents.
All over the place
If something is completely disorganised or confused, it is all over the place.
All over the shop
If something is completely disorganised or confused, it is all over the shop.
All over the show
If something is all over the show, it's in a complete mess.An alternative to 'All over the shop'.
All roads lead to Rome
This means that there can be many different ways of doing something.
All set
If you're all set, you are ready for something.
All sixes
If something is all sixes, it doesn't matter how it's done; it's the same as 'six of one and half a dozen of the other'.
All skin and bone
If a person is very underweight, they are all skin and bone, or bones.
All square
If something is all square, nobody has an advantage or is ahead of the others.
All talk and no trousers
(UK) Someone who is all talk and no trousers, talks about doing big, important things, but doesn't take any action.
All that glitters is not gold
This means that appearances can be deceptive and things that look or sound valuable can be worthless. ('All that glistens is not gold' is an alternative.)
All the rage
If something's all the rage, it is very popular or fashionable at the moment.
All the tea in China
If someone won't do something for all the tea in China, they won't do it no matter how much money they are offered.
All your eggs in one basket
If you put all your eggs in one basket, you risk everything at once, instead of trying to spread the risk. (This is often used as a negative imperative- 'Don't put all your eggs in one basket'. 'Have your eggs in one basket' is also used.)
All's fair in love and war
This idiom is used to say that where there is conflict, people can be expected to behave in a more vicious way.
All's well that ends well
If the end result is good, then everything is good.
All-singing, all-dancing
If something's all-singing, all-dancing, it is the latest version with the most up-to-date features.
Alter ego
An alter ego is a very close and intimate friend. It is a Latin phrase that literally means 'other self'.
Always a bridesmaid, never a bride
If someone is always a bridesmaid, never a bride, they never manage to fulfill their ambition- they get close, but never manage the recognition, etc, they crave.
Ambulance chaser
A lawyer who encourages people who have been in accidents or become ill to sue for compensation is an ambulance chaser.
Amen
Some use 'Amen' or 'Amen to that' as a way of agreeing with something that has just been said.
An apple a day keeps the doctor away
Eating healthy food keeps you healthy.
An old flame
An old flame is a person that somebody has had an emotional, usually passionate, relationship with, who is still looked on fondly and with affection.
An ounce of prevention is worth a pound of cure
This expression means that is is better to try to avoid problems in the first place, rather than trying to fix them once they arise.
And all that jazz
This idiom means that everything related or similar is included.
Angry as a bear
If someone is as angry as a bear, they are very angry.('Angry as a bear with a sore foot' is also used.)
Angry as a bull
If someone is as angry as a bull, they are very angry.
Answers on a postcard
This idiom can be used to suggest that the answer to something is very obvious or that the person would really like to hear what people think.
Ants in your pants
If someone has ants in their pants, they are agitated or excited about something and can't keep still.
Any port in a storm
This means that in an emergency any solution will do, even one that would normally be unacceptable.
Any Tom, Dick or Harry
If something could be done by any Tom, Dick or Harry, it could be done by absolutely anyone.
Apple of your eye
Something or, more often, someone that is very special to you is the 'apple of your' eye.
Apple pie order
Everything is in perfect order and tidy if it is in apple pie order.
Apples and oranges
Tis used when people compare or describe two totally different things. ('Apples to oranges' is also used.)
Apples for apples
An apples for apples comparison is a comparison between related or simialr things. ('Apples to apples' is also used.)
Apron strings
A man who is tied to a woman's apron strings is excessively dependent on her, especially when it is his mother's apron strings.
Argue the toss
(UK) If you argue the toss, you refuse to accept a decision and argue about it.
Arm and a leg
If something costs an arm and a leg, it is very expensive.
Armchair critic
An armchair critic is someone who offers advice but never shows that they could actually do any better.
Armed to the teeth
If people are armed to the teeth, they have lots of weapons.
Around the clock
If something is open around the clock, it is open 24 hours a day. For example, an airport is open around the clock.
Arrow in the quiver
An arrow in the quiver is a strategy or option that could be used to achieve your objective.
As a rule
If you do something as a rule, then you usually do it.
As cold as ice
This idiom can be used to describe a person who does not show any emotion.
As cold as stone
If something is as cold as stone, it is very cold. If a person is as cold as stone, they are unemotional.
As cool as a cucumber
If someone is as cool as a cucumber, they don't get worried by anything.
As good as new
If something has been used but is still in extremely good condition, it is as good as new.
As mad as a hatter
This simile means that someone is crazy or behaves very strangely. In the past many people who made hats went insane because they had a lot of contact with mercury.
As mad as a wrongly shot hog
(USA) If someone is as mad as a wrongly shot hog, they are very angry. (Same as, Angry as a bear or Angry as a bull).
As much use as a chocolate fire-guard
A fire-guard is used in front of a fireplace for safety. A chocolate fire-guard is of no use. An alternative to 'As much use as a chocolate teapot'.
As much use as a chocolate teapot
Something that is as much use as a chocolate teapot is not useful at all.
As much use as a handbrake on a canoe
This idiom is used to describe someone or something as worthless or pointless.
As neat as a new pin
This idiom means tidy and clean.
As one man
If people do something as one man, then they do it at exactly the same time or in complete agreement.
As the actress said to the bishop
(UK) This idiom is used to highlight a sexual reference, deliberate or accidental.
As the crow flies
This idiom is used to describe the shortest possible distance between two places.
As you sow, so shall you reap
This means that if you do bad things to people, bad things will happen to you, or good things if you do good things.
Asleep at the switch
If someone is asleep at the switch, they are not doing their job or taking their responsibilities very carefully. 'Asleep at the wheel' is an alternative.
Asleep at the wheel
If someone is asleep at the wheel, they are not doing their job or taking their responsibilities very carefully. 'Asleep at the switch' is an alternative.
At a drop of a dime
(USA) If someone will do something at the drop of a dime, they will do it instantly, without hesitation.
At a loose end
(UK) If you are at a loose end, you have spare time but don't know what to do with it.
At a loss
If you are at a loss, you are unable to understand or comply.
At a snail's pace
If something moves at a snail's pace, it moves very slowly.
At arm's length
If something is at arm's length, it is a safe distance waway from you.
At cross purposes
When people are at cross purposes, they misunderstand each other or have different or opposing objectives.
At daggers drawn
If people are at daggers drawn, they are very angry and close to violence.
At death's door
If someone looks as if they are at death's door, they look seriously unwell and might actually be dying.
At each other's throats
If people are at each other's throats, they are fighting, arguing or competing ruthlessly.
At full tilt
If something is at full tilt, it is going or happening as fast or as hard as possible.
At large
If a criminal is at large, they have not been found or caught.
At loggerheads
If people are at loggerheads, they are arguing and can't agree on anything.
At loose ends
(USA) If you are at a loose end, you have spare time but don't know what to do with it.
At odds
If you are at odds with someone, you cannot agree with them and argue.
At sea
If things are at sea, or all at sea, they are disorganized and chaotic.
At the bottom of the totem pole
(USA) If someone is at the bottom of the totem pole, they are unimportant. Opposite is at the top of the totem pole.
At the coalface
If you work at the coalface, you deal with the real problems and issues, rather than sitting in a office discussing things in a detached way.
At the drop of a hat
If you would do something at the drop of a hat, you'd do it immediately.
At the end of the day
This is used to mean 'in conclusion' or 'when all is said and done'.
At the end of your rope
(USA) If you are at the end of your rope, you are at the limit of your patience or endurance.
At the end of your tether
(UK) If you are at the end of your tether, you are at the limit of your patience or endurance.
At the fore
In a leading position
At the top of my lungs
If you shout at the top of your lungs, you shout as loudly as you possibly can.
At the top of the list
If something is at the top of the list, it is of highest priority, most important, most urgent, or the next in one's line of attention.
At the top of your lungs
If you shout at the top of your lungs, you shout as loudly as you possibly can.
At the top of your voice
If you talk, shout or sing at the top of your voice, you do it as loudly as you can.
At your wit's end
If you're at your wit's end, you really don't know what you should do about something, no matter how hard you think about it.
At your wits' end
If you are at your wits' end, you have no idea what to do next and are very frustrated.
Average Joe
An average Joe is an ordinary person without anything exceptional about them.
Avowed intent
If someone makes a solemn or serious promise publicly to attempt to reach a certain goal, this is their avowed intent.
Away with the fairies
If someone is away with the fairies, they don't face reality and have unrealistic expectations of life.
Awe inspiring
Something or someone that is awe inspiring amazes people in a slightly frightening but positive way.
AWOL
AWOL stands for "Absent Without Leave", or "Absent Without Official Leave". Orignially a military term, it is used when someone has gone missing without telling anyone or asking for permission.
Axe to grind
If you have an axe to grind with someone or about something, you have a grievance, a resentment and you want to get revenge or sort it out. In American English, it is 'ax'.
10valuable tips for English study
- Denise
1. Don't overstudy. Trying to study too much in one session will lower your ability to remember new things. The brain can only remember so many items at once, and everyone’s brain is different. For example, some people can remember over 50 new words a week, while others remember only 3-4. When you feel you've had enough, stop and take a break -- give your brain a rest. If you have been studying for many years, take a break from your studies for a week or two. When you return to your studies you will find that you can remember much more than before. Never study more than 3-4 times a week – For example, study one day and rest the next.
2. Improve your memory: The brain is like a muscle. It needs exercise or it will lose its ability to process and store information. Set a regular study time for yourself (just like if you were going to the gym every other day) and keep to your schedule. Your body clock will prepare the brain for study if it becomes use to this schedule. If you are having trouble remembering, connect new words with things you (or others) already have or know. (For example, I have a wall clock, a calendar and a desk at home, but I don’t have a TV. My sister has a TV, but she doesn’t have a cellphone. – 5 new nouns of real things I already know about in my life.)
3. Repeat new words out loud, until you are sure of your pronunciation. If possible, record yourself speaking and then listen to it, while comparing it to your foreign teacher’s voice. (Ask your teacher for pronunciation help as often as you need.)
4. Syllable stress: Break down words into syllables and remember that each word has only one syllable which is stressed. (For example “Study”, Stú ·dy has two syllables, and the stress is placed on the syllable “Stú”. -- some students find it easier to write down each syllable and mark the stressed one with a Vietnamese tone marker.) Remember basic rules for stress.
5. Nouns: Find new vocabulary items in your environment. Use the foreign vocabulary to talk about them, not your native language. (Seeing/knowing something real will help improve learning and memory. – See #2 above.)
6. Verbs: If your new vocabulary word is a verb, try to imagine yourself (and others) doing that action. Try making new sentences using yourself, your friend(s), family, and/or groups of people using the new verb. (For example: "I swim", "he swims", "they swim", "we swim" etc.). When you have accomplished that, try to use three forms of the verb tense. (For example “I eat”, “I ate”, “I have eaten".)
7. Adjectives: If your new vocabulary word is an adjective, use your word knowledge to connect with nouns and make sentences, describing those items. For example: "a shiny black wooden table", "a beautiful gold watch", "an expensive Nokia cellphone". Practice this step with #5 above. (Remember that not all adjectives fit with all nouns.)
8. Grammar: Remember grammar structure - (subject + verb + object). Try to remember where certain words go, i.e., adjectives go before the noun, the verb "to be" goes after the subject, etc.
9. Make notes in class: Keep a class notebook. The teacher will usually write a grammar or pronunciation point down on the board for you. You should keep a record of what each class is about. Copying the class whiteboard to paper is one way to remember exactly what you studied, and it's easier to review later.
10. Keep a pocket notebook with you wherever you go. When you see something that you haven’t studied yet, write it down (in your language). When you get home, look-it up in the dictionary (always use more than one) and write the meaning down (in English) next to your native word. By using these visual and writing skills it will help you in the learning process and prevent spelling errors.
1. Don't overstudy. Trying to study too much in one session will lower your ability to remember new things. The brain can only remember so many items at once, and everyone’s brain is different. For example, some people can remember over 50 new words a week, while others remember only 3-4. When you feel you've had enough, stop and take a break -- give your brain a rest. If you have been studying for many years, take a break from your studies for a week or two. When you return to your studies you will find that you can remember much more than before. Never study more than 3-4 times a week – For example, study one day and rest the next.
2. Improve your memory: The brain is like a muscle. It needs exercise or it will lose its ability to process and store information. Set a regular study time for yourself (just like if you were going to the gym every other day) and keep to your schedule. Your body clock will prepare the brain for study if it becomes use to this schedule. If you are having trouble remembering, connect new words with things you (or others) already have or know. (For example, I have a wall clock, a calendar and a desk at home, but I don’t have a TV. My sister has a TV, but she doesn’t have a cellphone. – 5 new nouns of real things I already know about in my life.)
3. Repeat new words out loud, until you are sure of your pronunciation. If possible, record yourself speaking and then listen to it, while comparing it to your foreign teacher’s voice. (Ask your teacher for pronunciation help as often as you need.)
4. Syllable stress: Break down words into syllables and remember that each word has only one syllable which is stressed. (For example “Study”, Stú ·dy has two syllables, and the stress is placed on the syllable “Stú”. -- some students find it easier to write down each syllable and mark the stressed one with a Vietnamese tone marker.) Remember basic rules for stress.
5. Nouns: Find new vocabulary items in your environment. Use the foreign vocabulary to talk about them, not your native language. (Seeing/knowing something real will help improve learning and memory. – See #2 above.)
6. Verbs: If your new vocabulary word is a verb, try to imagine yourself (and others) doing that action. Try making new sentences using yourself, your friend(s), family, and/or groups of people using the new verb. (For example: "I swim", "he swims", "they swim", "we swim" etc.). When you have accomplished that, try to use three forms of the verb tense. (For example “I eat”, “I ate”, “I have eaten".)
7. Adjectives: If your new vocabulary word is an adjective, use your word knowledge to connect with nouns and make sentences, describing those items. For example: "a shiny black wooden table", "a beautiful gold watch", "an expensive Nokia cellphone". Practice this step with #5 above. (Remember that not all adjectives fit with all nouns.)
8. Grammar: Remember grammar structure - (subject + verb + object). Try to remember where certain words go, i.e., adjectives go before the noun, the verb "to be" goes after the subject, etc.
9. Make notes in class: Keep a class notebook. The teacher will usually write a grammar or pronunciation point down on the board for you. You should keep a record of what each class is about. Copying the class whiteboard to paper is one way to remember exactly what you studied, and it's easier to review later.
10. Keep a pocket notebook with you wherever you go. When you see something that you haven’t studied yet, write it down (in your language). When you get home, look-it up in the dictionary (always use more than one) and write the meaning down (in English) next to your native word. By using these visual and writing skills it will help you in the learning process and prevent spelling errors.
IELTS Sample Test
Here are sites where you can practice the IELTS test for Free!!!!
http://www.canadavisa.com/ielts/free-practice-tests.html
http://www.testpreppractice.net/IELTS/Free-Online-IELTS-Practice-Tests.aspx
SAMPLE TEST:
Preparing for the IELTS test with Holmesglen
Institute of TAFE
The reading component
The IELTS reading test takes one hour. In this time you are required to
read three texts of between 500 and 900 words each. The texts and
questions increase in difficulty. There will be around 40 questions to
answer and record on the answer sheet within the 60 minutes.
Most students come out of the reading test feeling that there wasn’t
enough time to complete the exam paper. For this reason it is very
important that you take a number of timed practice reading tests before the
actual exam day to develop the skills of skimming and scanning and other
timesaving strategies.
In the following pages you will find information and practice questions to
prepare you to answer some of the most common types of question in the
reading test:
♦= Summary completion
♦= Matching headings to paragraphs
♦= Identifying the writer’s views
♦= Multiple choice
♦= Selecting factors
♦= Table completion
♦= Matching causes and effects
♦= Sentence completion
♦= Short answer questions
Sample reading text
The reading text on the following page is longer that usual and is used as
the basis for all the questions and examples in this section. However, in
the real IELTS test the 40 or 50 questions will be based on three texts not
just one, and the questions will not test your understanding of a point in
the text more than once, as they may do here.
Sample reading text
Lessons from the Titanic
A From the comfort of our modern lives we tend to look back at the
turn of the twentieth century as a dangerous time for sea travellers. With
limited communication facilities, and shipping technology still in its infancy
in the early nineteen hundreds, we consider ocean travel to have been a
risky business. But to the people of the time it was one of the safest forms
of transport. At the time of the Titanic’s maiden voyage in 1912, there had
only been four lives lost in the previous forty years on passenger ships on
the North Atlantic crossing. And the Titanic was confidently proclaimed to
be unsinkable. She represented the pinnacle of technological advance at
the time. Her builders, crew and passengers had no doubt that she was
the finest ship ever built. But still she did sink on April 14, 1912, taking
1,517 of her passengers and crew with her.
B The RMS Titanic left Southampton for New York on April 10, 1912.
On board were some of the richest and most famous people of the time
who had paid large sums of money to sail on the first voyage of the most
luxurious ship in the world. Imagine her placed on her end: she was larger
at 269 metres than many of the tallest buildings of the day. And with nine
decks, she was as high as an eleven storey building. The Titanic carried
329 first class, 285 second class and 710 third class passengers with 899
crew members, under the care of the very experienced Captain Edward J.
Smith. She also carried enough food to feed a small town, including
40,000 fresh eggs, 36,000 apples, 111,000 lbs of fresh meat and 2,200 lbs
of coffee for the five day journey.
C RMS Titanic was believed to be unsinkable because the hull was
divided into sixteen watertight compartments. Even if two of these
compartments flooded, the ship could still float. The ship’s owners could
not imagine that, in the case of an accident, the Titanic would not be able
to float until she was rescued. It was largely as a result of this confidence
in the ship and in the safety of ocean travel that the disaster could claim
such a great loss of life.
D In the ten hours prior to the Titanic’s fatal collision with an iceberg at
11.40pm, six warnings of icebergs in her path were received by the
Titanic's wireless operators. Only one of these messages was formally
posted on the bridge; the others were in various locations across the ship.
If the combined information in these messages of iceberg positions had
been plotted, the ice field which lay across the Titanic’s path would have
been apparent. Instead, the lack of formal procedures for dealing with
information from a relatively new piece of technology, the wireless, meant
that the danger was not known until too late. This was not the fault of the
Titanic crew. Procedures for dealing with warnings received through the
wireless had not been formalised across the shipping industry at the time.
The fact that the wireless operators were not even Titanic crew, but rather
contracted workers from a wireless company, made their role in the ship’s
operation quite unclear.
E Captain Smith’s seemingly casual attitude in increasing the speed
on this day to a dangerous 22 knots or 41 kilometres per hour, can then be
partly explained by his ignorance of what lay ahead. But this only partly
accounts for his actions, since the spring weather in Greenland was known
to cause huge chunks of ice to break off from the glaciers. Captain Smith
knew that these icebergs would float southward and had already
acknowledged this danger by taking a more southerly route than at other
times of the year. So why was the Titanic travelling at high speed when he
knew, if not of the specific risk, at least of the general risk of icebergs in
her path? As with the lack of coordination of the wireless messages, it
was simply standard operating procedure at the time. Captain Smith was
following the practices accepted on the North Atlantic, practices which had
coincided with forty years of safe travel. He believed, wrongly as we now
know, that the ship could turn or stop in time if an iceberg was sighted by
the lookouts.
F There were around two and a half hours between the time the
Titanic rammed into the iceberg and its final submersion. In this time 705
people were loaded into the twenty lifeboats. There were 473 empty seats
available on lifeboats while over 1,500 people drowned. These figures
raise two important issues. Firstly, why there were not enough lifeboats to
seat every passenger and crew member on board. And secondly, why the
lifeboats were not full.
G The Titanic had sixteen lifeboats and four collapsible boats which
could carry just over half the number of people on board her maiden
voyage and only a third of the Titanic’s total capacity. Regulations for the
number of lifeboats required were based on outdated British Board of
Trade regulations written in 1894 for ships a quarter of the Titanic’s size,
and had never been revised. Under these requirements, the Titanic was
only obliged to carry enough lifeboats to seat 962 people. At design
meetings in 1910, the shipyard’s managing director, Alexander Carlisle,
had proposed that forty eight lifeboats be installed on the Titanic, but the
idea had been quickly rejected as too expensive. Discussion then turned
to the ship’s décor, and as Carlisle later described the incident … ’we
spent two hours discussing carpet for the first class cabins and fifteen
minutes discussing lifeboats’.
H The belief that the Titanic was unsinkable was so strong that
passengers and crew alike clung to the belief even as she was actually
sinking. This attitude was not helped by Captain Smith, who had not
acquainted his senior officers with the full situation. For the first hour after
the collision, the majority of people aboard the Titanic, including senior
crew, were not aware that she would sink, that there were insufficient
lifeboats or that the nearest ship responding to the Titanic’s distress calls
would arrive two hours after she was on the bottom of the ocean. As a
result, the officers in charge of loading the boats received a very halfhearted
response to their early calls for women and children to board the
lifeboats. People felt that they would be safer, and certainly warmer,
aboard the Titanic than perched in a little boat in the North Atlantic Ocean.
Not realising the magnitude of the impending disaster themselves, the
officers allowed several boats to be lowered only half full.
I Procedures again were at fault, as an additional reason for the
officers’ reluctance to lower the lifeboats at full capacity was that they
feared the lifeboats would buckle under the weight of 65 people. They had
not been informed that the lifeboats had been fully tested prior to
departure. Such procedures as assigning passengers and crew to
lifeboats and lifeboat loading drills were simply not part of the standard
operation of ships nor were they included in crew training at this time.
J As the Titanic sank, another ship, believed to have been the
Californian, was seen motionless less than twenty miles away. The ship
failed to respond to the Titanic’s eight distress rockets. Although the
officers of the Californian tried to signal the Titanic with their flashing
Morse lamp, they did not wake up their radio operator to listen for a
distress call. At this time, communication at sea through wireless was new
and the benefits not well appreciated, so the wireless on ships was often
not operated around the clock. In the case of the Californian, the wireless
operator slept unaware while 1,500 Titanic passengers and crew drowned
only a few miles away.
K After the Titanic sank, investigations were held in both Washington
and London. In the end, both inquiries decided that no one could be
blamed for the sinking. However, they did address the fundamental safety
issues which had contributed to the enormous loss of life. As a result,
international agreements were drawn up to improve safety procedures at
sea. The new regulations covered 24 hour wireless operation, crew
training, proper lifeboat drills, lifeboat capacity for all on board and the
creation of an international ice patrol.
Reading task type one: summary completion
Task description
The input for this type of question will be a summary of all or part of the
reading text. The summary will contain a number of gaps. All of the
information in the summary will be contained in the reading text, although
the words used will be different. You will also be provided with a list of
words to use to fill the gaps. There will be more words than gaps. These
words have been chosen so that only one word will be suitable for each
gap (the answer) but other words may appear suitable (distracters).
Your task is to complete the summary using one word from the list for
each gap. Because the summary is a paraphrase of the reading text
(rather than an edited version), you will need to have a good
understanding of the overall meaning and main points of the section
summarised, rather than a detailed understanding of the text.
What is being tested is your ability to:
♦= skim the text for information
♦= paraphrase the original text
Sample task
Complete the summary below.
Choose your answers from the box at the
bottom of the page and write them in boxes 1-8 on your answer sheet.
NB There are more words than spaces so you will not use them all.
You may use any of the words more than once.
List of Words
passengers
happy
float
advanced
lifeboats
confident
dangers
ocean
worried
inadequate
enormous
excitement
fast
handbook
water
afloat
record
fast
procedures
orders
drown
size
sink
safety
TheFinest Ship Ever Built
The North Atlantic Ocean crossing on the Titanic was expected to set a
new standard for …(1)… travel in terms of comfort and …(2)… The
shipping industry had an excellent safety …(3)… on the North Atlantic
Crossing over the previous forty years and the Titanic was the finest and
safest liner ever built. The Titanic combined the greatest technology of the
day with sheer …(4)…, luxury and new safety features. The Titanic’s
owners were …(5)… that even if the Titanic were letting in …(6)… she
would …(7) … indefinitely until help arrived. In hindsight we know that the
Titanic was not unsinkable and that technology alone could not save lives
when facilities were …(8)… and humans did not follow safe …(9)…
whether because of arrogance or ignorance.
Answer key
1. ocean
2. safety
3. record
4. size
5. confident
6. water
7. float
8. inadequate
9. procedures
http://www.canadavisa.com/ielts/free-practice-tests.html
http://www.testpreppractice.net/IELTS/Free-Online-IELTS-Practice-Tests.aspx
SAMPLE TEST:
Preparing for the IELTS test with Holmesglen
Institute of TAFE
The reading component
The IELTS reading test takes one hour. In this time you are required to
read three texts of between 500 and 900 words each. The texts and
questions increase in difficulty. There will be around 40 questions to
answer and record on the answer sheet within the 60 minutes.
Most students come out of the reading test feeling that there wasn’t
enough time to complete the exam paper. For this reason it is very
important that you take a number of timed practice reading tests before the
actual exam day to develop the skills of skimming and scanning and other
timesaving strategies.
In the following pages you will find information and practice questions to
prepare you to answer some of the most common types of question in the
reading test:
♦= Summary completion
♦= Matching headings to paragraphs
♦= Identifying the writer’s views
♦= Multiple choice
♦= Selecting factors
♦= Table completion
♦= Matching causes and effects
♦= Sentence completion
♦= Short answer questions
Sample reading text
The reading text on the following page is longer that usual and is used as
the basis for all the questions and examples in this section. However, in
the real IELTS test the 40 or 50 questions will be based on three texts not
just one, and the questions will not test your understanding of a point in
the text more than once, as they may do here.
Sample reading text
Lessons from the Titanic
A From the comfort of our modern lives we tend to look back at the
turn of the twentieth century as a dangerous time for sea travellers. With
limited communication facilities, and shipping technology still in its infancy
in the early nineteen hundreds, we consider ocean travel to have been a
risky business. But to the people of the time it was one of the safest forms
of transport. At the time of the Titanic’s maiden voyage in 1912, there had
only been four lives lost in the previous forty years on passenger ships on
the North Atlantic crossing. And the Titanic was confidently proclaimed to
be unsinkable. She represented the pinnacle of technological advance at
the time. Her builders, crew and passengers had no doubt that she was
the finest ship ever built. But still she did sink on April 14, 1912, taking
1,517 of her passengers and crew with her.
B The RMS Titanic left Southampton for New York on April 10, 1912.
On board were some of the richest and most famous people of the time
who had paid large sums of money to sail on the first voyage of the most
luxurious ship in the world. Imagine her placed on her end: she was larger
at 269 metres than many of the tallest buildings of the day. And with nine
decks, she was as high as an eleven storey building. The Titanic carried
329 first class, 285 second class and 710 third class passengers with 899
crew members, under the care of the very experienced Captain Edward J.
Smith. She also carried enough food to feed a small town, including
40,000 fresh eggs, 36,000 apples, 111,000 lbs of fresh meat and 2,200 lbs
of coffee for the five day journey.
C RMS Titanic was believed to be unsinkable because the hull was
divided into sixteen watertight compartments. Even if two of these
compartments flooded, the ship could still float. The ship’s owners could
not imagine that, in the case of an accident, the Titanic would not be able
to float until she was rescued. It was largely as a result of this confidence
in the ship and in the safety of ocean travel that the disaster could claim
such a great loss of life.
D In the ten hours prior to the Titanic’s fatal collision with an iceberg at
11.40pm, six warnings of icebergs in her path were received by the
Titanic's wireless operators. Only one of these messages was formally
posted on the bridge; the others were in various locations across the ship.
If the combined information in these messages of iceberg positions had
been plotted, the ice field which lay across the Titanic’s path would have
been apparent. Instead, the lack of formal procedures for dealing with
information from a relatively new piece of technology, the wireless, meant
that the danger was not known until too late. This was not the fault of the
Titanic crew. Procedures for dealing with warnings received through the
wireless had not been formalised across the shipping industry at the time.
The fact that the wireless operators were not even Titanic crew, but rather
contracted workers from a wireless company, made their role in the ship’s
operation quite unclear.
E Captain Smith’s seemingly casual attitude in increasing the speed
on this day to a dangerous 22 knots or 41 kilometres per hour, can then be
partly explained by his ignorance of what lay ahead. But this only partly
accounts for his actions, since the spring weather in Greenland was known
to cause huge chunks of ice to break off from the glaciers. Captain Smith
knew that these icebergs would float southward and had already
acknowledged this danger by taking a more southerly route than at other
times of the year. So why was the Titanic travelling at high speed when he
knew, if not of the specific risk, at least of the general risk of icebergs in
her path? As with the lack of coordination of the wireless messages, it
was simply standard operating procedure at the time. Captain Smith was
following the practices accepted on the North Atlantic, practices which had
coincided with forty years of safe travel. He believed, wrongly as we now
know, that the ship could turn or stop in time if an iceberg was sighted by
the lookouts.
F There were around two and a half hours between the time the
Titanic rammed into the iceberg and its final submersion. In this time 705
people were loaded into the twenty lifeboats. There were 473 empty seats
available on lifeboats while over 1,500 people drowned. These figures
raise two important issues. Firstly, why there were not enough lifeboats to
seat every passenger and crew member on board. And secondly, why the
lifeboats were not full.
G The Titanic had sixteen lifeboats and four collapsible boats which
could carry just over half the number of people on board her maiden
voyage and only a third of the Titanic’s total capacity. Regulations for the
number of lifeboats required were based on outdated British Board of
Trade regulations written in 1894 for ships a quarter of the Titanic’s size,
and had never been revised. Under these requirements, the Titanic was
only obliged to carry enough lifeboats to seat 962 people. At design
meetings in 1910, the shipyard’s managing director, Alexander Carlisle,
had proposed that forty eight lifeboats be installed on the Titanic, but the
idea had been quickly rejected as too expensive. Discussion then turned
to the ship’s décor, and as Carlisle later described the incident … ’we
spent two hours discussing carpet for the first class cabins and fifteen
minutes discussing lifeboats’.
H The belief that the Titanic was unsinkable was so strong that
passengers and crew alike clung to the belief even as she was actually
sinking. This attitude was not helped by Captain Smith, who had not
acquainted his senior officers with the full situation. For the first hour after
the collision, the majority of people aboard the Titanic, including senior
crew, were not aware that she would sink, that there were insufficient
lifeboats or that the nearest ship responding to the Titanic’s distress calls
would arrive two hours after she was on the bottom of the ocean. As a
result, the officers in charge of loading the boats received a very halfhearted
response to their early calls for women and children to board the
lifeboats. People felt that they would be safer, and certainly warmer,
aboard the Titanic than perched in a little boat in the North Atlantic Ocean.
Not realising the magnitude of the impending disaster themselves, the
officers allowed several boats to be lowered only half full.
I Procedures again were at fault, as an additional reason for the
officers’ reluctance to lower the lifeboats at full capacity was that they
feared the lifeboats would buckle under the weight of 65 people. They had
not been informed that the lifeboats had been fully tested prior to
departure. Such procedures as assigning passengers and crew to
lifeboats and lifeboat loading drills were simply not part of the standard
operation of ships nor were they included in crew training at this time.
J As the Titanic sank, another ship, believed to have been the
Californian, was seen motionless less than twenty miles away. The ship
failed to respond to the Titanic’s eight distress rockets. Although the
officers of the Californian tried to signal the Titanic with their flashing
Morse lamp, they did not wake up their radio operator to listen for a
distress call. At this time, communication at sea through wireless was new
and the benefits not well appreciated, so the wireless on ships was often
not operated around the clock. In the case of the Californian, the wireless
operator slept unaware while 1,500 Titanic passengers and crew drowned
only a few miles away.
K After the Titanic sank, investigations were held in both Washington
and London. In the end, both inquiries decided that no one could be
blamed for the sinking. However, they did address the fundamental safety
issues which had contributed to the enormous loss of life. As a result,
international agreements were drawn up to improve safety procedures at
sea. The new regulations covered 24 hour wireless operation, crew
training, proper lifeboat drills, lifeboat capacity for all on board and the
creation of an international ice patrol.
Reading task type one: summary completion
Task description
The input for this type of question will be a summary of all or part of the
reading text. The summary will contain a number of gaps. All of the
information in the summary will be contained in the reading text, although
the words used will be different. You will also be provided with a list of
words to use to fill the gaps. There will be more words than gaps. These
words have been chosen so that only one word will be suitable for each
gap (the answer) but other words may appear suitable (distracters).
Your task is to complete the summary using one word from the list for
each gap. Because the summary is a paraphrase of the reading text
(rather than an edited version), you will need to have a good
understanding of the overall meaning and main points of the section
summarised, rather than a detailed understanding of the text.
What is being tested is your ability to:
♦= skim the text for information
♦= paraphrase the original text
Sample task
Complete the summary below.
Choose your answers from the box at the
bottom of the page and write them in boxes 1-8 on your answer sheet.
NB There are more words than spaces so you will not use them all.
You may use any of the words more than once.
List of Words
passengers
happy
float
advanced
lifeboats
confident
dangers
ocean
worried
inadequate
enormous
excitement
fast
handbook
water
afloat
record
fast
procedures
orders
drown
size
sink
safety
TheFinest Ship Ever Built
The North Atlantic Ocean crossing on the Titanic was expected to set a
new standard for …(1)… travel in terms of comfort and …(2)… The
shipping industry had an excellent safety …(3)… on the North Atlantic
Crossing over the previous forty years and the Titanic was the finest and
safest liner ever built. The Titanic combined the greatest technology of the
day with sheer …(4)…, luxury and new safety features. The Titanic’s
owners were …(5)… that even if the Titanic were letting in …(6)… she
would …(7) … indefinitely until help arrived. In hindsight we know that the
Titanic was not unsinkable and that technology alone could not save lives
when facilities were …(8)… and humans did not follow safe …(9)…
whether because of arrogance or ignorance.
Answer key
1. ocean
2. safety
3. record
4. size
5. confident
6. water
7. float
8. inadequate
9. procedures
Five Steps for Writing a Great Essay
By: denise
Writing an essay requires specific skills and techniques that don’t come naturally to everyone. Learning the five basic steps to planning and writing a good essay is critical to your success.
Parts of an Essay
Every essay has three parts: the introduction, the body, and the conclusion. The introductory paragraph explains the general topic and introduces a thesis statement, which explains the angle or position you will be taking in the essay. The body is the “meat” of the essay. It should contain all the points you want to make and flow naturally from one point to the next. The concluding paragraph concisely sums up what you have said. When writing an essay, you should outline and write the body of the essay first, then the thesis, and finally the introduction and conclusion.
Step #1: Brainstorming
Begin thinking about your essay topic well before your essay is due. Consider your topic generally. Decide what you could say about it and what points you have to make on the subject. Write down all your ideas, even the ones that don’t seem so great. Once you have all your thinking on paper, you can begin to focus on the best ideas.
Step #2: Outlining the Body
The next step is to outline the body of your paper. Look at the collection of ideas you’ve brainstormed. Are there a few ideas that naturally seem to flow together? Are there related concepts? Those should be the core ideas in your essay. For each of those main ideas, jot down a few things you will say to support or discuss it. Once you have a list of points and sub-points to use in your essay, you can begin organizing them into an outline. Though you can be as formal about it as you like, the general format for an outline is:
Concept #1
- supporting idea
- supporting idea
- supporting idea
Concept #2
- supporting idea
- supporting idea
- supporting idea
Concept #3
- supporting idea
- supporting idea
- supporting idea
Step #3: Choosing a Thesis
Every paper must have a thesis, which is a statement in the first paragraph that sums up your point. The rest of the essay will be devoted to developing and explaining that thesis. Even though the thesis of your essay comes first, it’s much easier to write after you have outlined the body of the essay. Trying to sum up your whole outline in a sentence or two will result in a good thesis. Write your thesis at the top of your outline and refer to it often while writing so you don’t veer off topic.
Step #4: Writing Your First Draft
Now the hard work—determining all the ideas you’ll put in your essay—is done. All you need to do is form the ideas into sentences. Write the body paragraphs of your essay first, using your outline as a guide. Once you’ve finished, summarize your essay in a concluding paragraph at the end and write an introductory paragraph that introduces your topic and thesis statement. While writing your first draft, don’t worry too much about spelling, punctuation, grammar, or sentence structure. Just try to get your ideas all down and worry about proofreading later.
Step #5: Revision and Editing
After your first draft is finished, take a break and get some distance from your essay. When you come back to it with fresh eyes, you’ll be better equipped to revision and edit. While editing the first draft, just think about getting the paper to communicate your ideas clearly. Don’t worry about details like spelling and grammar until the final draft. Printing out the essay and reading it aloud might help. Asking someone else to read the draft and give you feedback is also valuable. This drafting and revising process can be repeated as necessary until you are satisfied with the finished product.
Any writing exercise, no matter how small, should begin with brainstorming and outlining. Then, even if it seems strange to be writing your essay “out of order,” create the body of the essay first and the introduction and conclusion last. The drafting and revising process is the last step to good essay writing.
10 Tips on How to Speak Effectively in Public
By: Dulce Amor Soriano
1. We should look our best. Although people are not supposed to 'judge the book by its cover', some people unconsciously tend to do that. If we don't look credible enough, they may not even start listening to what we have to say. I'm not saying we ought to wear gowns or tuxedos, but simply wear clothes fit for the occasion. Our clothes should be neat and free of wrinkles (unless it's the clothes' style), not too loud that people would rather stare at it than us. We should be pleasant-looking, and I'm not only referring to our clothes but our faces and gestures as well.
2. We should know how to stress our point. A speech, like a song has a variety of notes, tempo and loudness. A singer who just screeches all the way from the beginning to the end will not be listened to, no matter how talentedly-highpitched she is. Same with delivering a speech. We ought to know when to stay silent, when to pause, when to speak loudly, when to whisper, when to speak fast, when to slow down, etc. or else we would sound monotonous and the main points of our speech would not be understood or remembered well.
3. We should be humble. We should admit it when we make mistakes during our speech and to apologize for that mistake. There are times we may forget a certain term. Instead of pausing for a long time or using a word we're not sure of, it's better to ask our listeners. Do not be ashamed to do this. Listeners would appreciate your humility and even relate to you more because they know you are just like them, a human capable of making mistakes and forgetting things, a great or famous person, yet, still human, like them, and this makes the listeners love you more.
4. We should develop a clean sense of humor. Relating to the above mentioned tip on humility, it's not embarrassing to make mistakes or forget things especially when you have a good sense of humor to save the day. Instead of that instant becoming one of your most embarrassing experiences, it might even become one of your speech's highlights depending on how you carry yourself. Let me point out though, that it's a clean sense of humor I'm talking about, because I've heard some speeches before that relied on toilet humor and/or 'for adults only jokes' (you know what I mean)and the listeners, me included were not amused at all. Some might even be offended and walk out. So, be careful with the jokes, okay?
5. We should talk to the listeners not just with our lips but our eyes too. Even if we have a prepared speech (which speakers usually don't memorize), we should not glue our eyes on it. It's probably better if we just write outlines of our speech and not the word per word thing, for we might just be tempted to look at it more. If it's an outline, we wouldn't rely on that sheet of paper before us. Instead of looking on the prepared speech sheet, we should be looking at our listeners. Don't just focus on one though (even if there's a really gorgeous guy or girl in the audience who caught your attention). Look from left to right or right to left slowly; look at nearly everyone. Look them in the eyes, try to see if they understand your point. Let's not look at trees or the stage's ceiling or floor. We are talking to the people, so it's them we ought to look at. Let's make sure though that the way we look at them is not in any way offending though. And what we're saying should be in harmony with how we look at them.
6. We should use our gestures well. If you're a conductor in an orchestra, I'd understand why you have a lot of hand gestures (just kidding!^^), but if not, minimize it. We don't want the audience to be distracted with our unnecessary movements while we talk. Our gestures should be governed by what we say and what we want to point out. We should avoid having a memorized gesture like children are taught when reciting a poem in grade school. (we're not kids anymore, so it's not cute anymore^^)
7. We should use appropriate language. There's no need to use terribly deep-no one-else-has-heard-of terms or expressions to impress the listeners. Instead of gaining admirers, we might even lose them. Speak with simplicity and sincerity. Speak your audience's language, meaning, make your language appropriate for their level of understanding and appreciation.
8. We should connect to our listeners. Let's not speak as if we're on a stage in an empty hall. We should talk to them. Some speakers even go to the point of going down the stage and talking to individuals, making the audience feel that they are important and that it's not a one-way communication speech, but a discussion and that their thoughts matter. We don't always have to do this. It depends on the occasion, the listeners and the time allotted for our speech. I would just like to point out that speakers who make their audience feel that he is not the center of attention but them (the listeners) win their respect more.
9. We should believe in what we are saying. If we don't sound convinced by what we say, we can't expect anyone to believe it. In the first place, there's no need to be shy when asked to speak in public because the fact that you are asked to speak to the audience already means that you have authority in that area you will be talking about, and that those people already believe in you to begin with. So, let's prove them right and not waste their trust.
10. We should be able to inspire our listeners to take action. This skill is probably not that easy to develop, but it's the skill that separates good speakers from great ones. Why? Because even if people enjoyed our speech and listened to it, if whatever action we expect from them afterwards was not realized, then, our talk might have been in vain. It might have been good for the moment, but not one that will be remembered or change lives.
Tips on How to Learn English Effectively
- denise
Do you want to know how to learn English effectively? If so, you are not alone. In fact, there are many people out there today who are working to learn English as a second language. No matter what the reason is that you are learning English, you want to make sure that you can learn it quickly and effectively as well. Whether you are learning English in a class, on your own, or with language teaching software, there are certain things that you can do to make sure that you learn the language effectively. So, here are a few tips to keep in mind that will help you on your journey towards learning the English language.
English is an easy language to start learning because:
The difficult parts of English are:
Do you want to know how to learn English effectively? If so, you are not alone. In fact, there are many people out there today who are working to learn English as a second language. No matter what the reason is that you are learning English, you want to make sure that you can learn it quickly and effectively as well. Whether you are learning English in a class, on your own, or with language teaching software, there are certain things that you can do to make sure that you learn the language effectively. So, here are a few tips to keep in mind that will help you on your journey towards learning the English language.
- Make Sure You WANT to Learn
One of the first tips that can help you out if you want to know how to learn English effectively is to make sure that you really want to learn this language. If you really don’t want to learn, there is no book, no class, and no tips that are going to make it simpler for you. Make sure that you ask yourself whether you really want to learn English. If not, then it’s not for you. However, a real desire to learn the language can go a long way. - Figure Out What Motivates You
If you want to learn English effectively, you need to figure out what your motivation is. Why do you want to learn English so badly? Do you want to improve your current learning, get a better job, attend university, or enjoy your life in an English speaking country? No matter the reason you are motivated to learn this language, you need to understand what motivates you so you can use it as encouragement as you learn the language. - Decide on Some Goals
It is very important that you have goals in mind if you want to know how to learn English effectively. Setting goals will help you to know where you want to be and it will you to actually see your progress as you learn the language as well. Decide what your goals are, whether you want to improve your vocabulary, pronunciation, or even if you want to comprehend when you’re listening better. Once you know your goals, make sure that you are working to achieve them. - Be Sure to Practice
Practicing is probably one of the most important tips if you want to know how to learn English effectively. The more you practice your English skills, the better you will become at it. You can practicing by reading English, by writing emails and letters, by listening to television or the radio in English, or even by taking time to speak to other people who speak the English language. The more you practice, the fewer mistakes you’ll end up making over time, and you’ll become more effective with your English skills. - Speak without Fear
The biggest problem most people face in learning a new language is their own fear. They worry that they won’t say things correctly or that they will look stupid so they don’t talk at all. Don’t do this. The fastest way to learn anything is to do it – again and again until you get it right. Like anything, learning English requires practice. Don’t let a little fear stop you from getting what you want. - Surround Yourself with English
The absolute best way to learn English is to surround yourself with it. Take notes in English, put English books around your room, listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin "thinking in English." - Work on Vocabulary Development
No matter what language you’re learning, a large vocabulary is going to be very important. This is especially important when you are learning the English language. One of the best ways to learn new vocabulary words is to start reading and you can also learn more by listening to the radio or watching television. Playing word games and doing word puzzles can also help you out when you are trying to enhance your English vocabulary. - Study on a Regular Basis
If you plan on learning a language, you are going to have to make studying a priority. It’s not just something you do every now and then, but it should be done every single day. When you study each day it is easier to retain the new things that you learn. You’ll also find that you can review easier every day and you’ll definitely remember what you learn a lot better as well. So, if you want to know how to learn English effectively, then you need to make studying a priority. - Make it Enjoyable
When you’re having fun, it actually makes it easier for you to remember things that you learn, so make sure that you make learning English fun. Take time to do puzzles and to play games, even if it does seem a bit childlike. They really can help you as you learn English and provide you with excellent practice. - Join an English Language Center
Most people have limited money, and everyone wants good value for money. With language centers it's like holidays - we probably know what we want, but no single holiday offers absolutely everything we want. With language centers it's similar, but there are important differences; you want some of the things you want from a holiday (a nice place, things to see, etc.) but you also want the professional service - the teaching, etc. - to be as good as possible.
English is an easy language to start learning because:
- it has no genders. Apart from people, all objects are 'neuter', not 'masculine' or 'feminine'. So you say 'it' for such things, and do not need to learn any genders.
- it usually has easy verb endings. Apart from a few 'irregular' verbs, verb endings are easy, and hardly change.
- adjectives remain the same for all words - there are no different endings to learn.
- the singular and plural pronoun 'you' is the same. There is no need to decide whether to use a polite form, or an intimate form, when speaking to someone as in French or German. (English used to have the singular form 'thou', which was often used in the intimate way like 'tu' or 'du'. In fact, in dialects in parts of England, this is still sometimes used. And in the Republic of Ireland, they have a very sensible plural form of 'you', when speaking to several people: 'yous'.)
The difficult parts of English are:
- the spelling of a word may not show what the pronunciation (way of saying) the word is.
This is because English words came from many different sources. It is not a 'pure' language. - because English came from two main sources - old French, and old Anglo-Saxon, there is a very large vocabulary of words. Words with similar meanings may have come from both sources. For example, START (from Anglo-Saxon) and COMMENCE (from old French). The meaning is similar, but not precisely the same.
- native English speakers use a lot of idioms, that is - words used in a way which is not their obvious meaning. An English speaker may say,
"I do not think much of apples."
This does not mean he doesn't often think about apples. It means that he does not like apples very much!
Yet he might say,
"I think nothing of going for a swim before breakfast."
What this really means is that he actually likes doing this, and that it is no problem to him!
But don't worry. You will find that you can understand and communicate even when you have not been learning English for long!
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