🔶 Part 1 — Tutorial

Step 1 — Analyse the task & map causes to solutions (Causes + Solutions)

Read the prompt twice and ring the task words and scope: “reasons” asks for causes (not effects), and “how can this be addressed” asks for practical solutions matched to those causes. Identify the problem precisely: childhood obesity rates are increasing worldwide means a trend affecting many countries, so your arguments must be broadly applicable and not tied to one city only. Distinguish between proximate causes (e.g., energy-dense diets, sedentary screen time) and structural causes (e.g., aggressive food marketing to children, limited safe play spaces, over-scheduled parents with little time to cook). Choose two major causes you can fully develop with a mechanism and example; depth is better than listing many items superficially. Translate each chosen cause into a targeted solution: if the cause is school food quality, the solution might be mandatory nutrition standards and regular audits; if the cause is screen-based leisure, the solution might be after-school sports provision and safe community facilities. Decide whether to state a thesis previewing the two causes and two corresponding solutions in the introduction, or to keep a neutral outline and reserve evaluation for the conclusion. Keep tone non-judgmental: avoid blaming children or families; focus on systems and incentives. Plan realistic measures by naming an actor (schools, local councils, parents, ministries of health), an action (set standards, fund programmes, restrict advertising), and an impact (reduce sugary intake, increase daily activity). Avoid slipping into effects-only language (e.g., “obesity causes disease”); the task wants causes of obesity, not consequences. Aim for ~8–9 minutes of planning, 25–28 minutes of writing, and 3–4 minutes for checks. Finally, remember word count: ~270–310 words allows full development without padding.

Example Box — Decoding the Prompt (Childhood Obesity: Causes & Solutions)

Prompt: “Childhood obesity rates are increasing worldwide. What are the reasons, and how can this be addressed?”
Focus: Explain key reasons (causes) and propose workable solutions that directly target those causes.
Typical causes: Ultra-processed, high-sugar foods; pervasive marketing to children; reduced physical activity; unsafe or limited play areas; long screen time; time-poor households.
Matching solutions: School meal standards & audits; tax/label sugar-dense products; restrict child-directed ads; subsidise after-school sport; build safe playgrounds; parent education + simple meal planning.
Pitfalls: Mixing up effects with causes; offering vague, utopian solutions; blaming individuals; giving statistics without explanation; listing too many ideas with no development.

Step 2 — Plan a clean structure & link each solution to a cause

Use a four-paragraph structure for control and clarity. In the introduction, paraphrase the statement and either preview two main causes and the type of solutions you will recommend or signal a neutral outline and promise solutions later. In Body 1, develop two major causes; give each a topic phrase, a mechanism (how it leads to weight gain), and a concise, plausible micro-example (e.g., “school kiosks selling sweetened drinks increase daily sugar intake”). Keep the two causes connected by a theme (e.g., food environment, or activity environment) so cohesion is natural. In Body 2, deliver paired solutions that mirror the causes: Cause A → Solution A (who does what, how it works, likely impact); Cause B → Solution B (same pattern). Name the implementer (schools, councils, regulators), the instrument (standards, subsidies, timetables, facilities), and the result (less sugar, more steps, healthier choices). Add a brief evaluation line acknowledging feasibility or barriers (cost, compliance, equity) to show mature reasoning. In the conclusion, answer the question directly by synthesising the two strongest causes and the most workable solutions; do not add new arguments. Keep examples general and realistic rather than country-specific unless you can explain them quickly. Choose cohesive devices that fit cause–effect and solution logic (because/therefore; leads to/results in; to address this/a practical measure is). Prioritise clarity over rhetorical flourish; examiners reward development and logic. Finally, ensure each paragraph has one controlling idea to avoid list-like writing.

Example Box — Skeleton Plan (Causes → Solutions)

Intro: Paraphrase rise in childhood obesity; preview two main causes and state you will propose targeted measures.
Body 1 (Causes): C1: cheap, ultra-processed foods widely available → mechanism: high sugar density increases energy intake; micro-example. C2: sedentary leisure (screens) & limited safe play → mechanism: reduced energy expenditure; micro-example.
Body 2 (Solutions): S1 (for C1): school food standards + sugar-drink limits + clear labels; implementer: schools/regulator; mechanism: nudge healthier choices. S2 (for C2): after-school sports + safe playgrounds; implementer: councils/schools; mechanism: raise daily activity.
Conclusion: Restate: food environment + activity environment are key; practical school- and community-level responses can curb the trend.

Step 3 — Write high-impact paragraphs with cause–mechanism–example and actor–action–impact

Start each body paragraph with a clear topic sentence that names the cause or the solution set so the examiner instantly sees structure. For every cause, explain the mechanism: show how behaviour or environment increases net energy intake or reduces expenditure. Use a micro-example that sounds real but takes one line; avoid statistics you cannot justify. Keep your tone balanced and avoid moralising; the aim is to analyse systems, not blame children. When proposing solutions, use the actor–action–impact formula: actor (school, council, regulator) does action (standard, funding, timetable, restriction) so that impact (less sugar, more steps) occurs. Make the solution proportionate to the cause: advertising restrictions address marketing exposure; facility funding addresses lack of safe play spaces. Use evaluation clauses to acknowledge costs or compliance issues briefly, which signals maturity without derailing the argument. Maintain parallelism across Body 1 and Body 2 so the essay feels symmetrical and easy to follow. Vary sentence length for rhythm, but keep clauses tight; long chains of modifiers often reduce clarity. Reference back to keep cohesion (“these options”, “such environments”); avoid repeating nouns. Finish each paragraph with a link-back line that ties the point to the question (“therefore these conditions help explain the rise” / “thus these measures directly address the drivers”). Keep examples and measures broadly international so the essay remains globally relevant. Above all, ensure each solution is credibly linked to a previously stated cause; this is the hallmark of a strong Causes + Solutions response.

Example Box — High-impact Sentences

Cause topic: “A major driver is the easy availability of ultra-processed snacks that concentrate sugar and fat.”
Mechanism: “Because these products are cheap and ubiquitous in school kiosks, children exceed their daily energy needs without noticing.”
Cause micro-example: “For instance, replacing water with a sweetened drink at lunch can add hundreds of kilojoules in a single break.”
Solution topic: “A practical response is to set mandatory school-meal standards and limit sugary drinks on campus.”
Actor–action–impact: “If education authorities audit menus and require water as the default, average sugar intake falls and healthier habits form early.”
Link-back: “Therefore these measures address the food environment that fuels childhood weight gain.”

Step 4 — Language, cohesion, and accuracy tuned for Causes + Solutions

Use precise cause–effect lexis (due to, leads to, results in, driven by, exacerbated by) and solution signals (to address this, a viable measure is, authorities can, schools should). Prefer neutral nutrition/activity vocabulary (energy-dense, ultra-processed, sugary beverages, sedentary leisure, safe play spaces) over emotive terms. Keep formality consistent and avoid casual phrasing or rhetorical questions. Ensure paragraph unity: one controlling idea per paragraph with a reason → mechanism → example chain for causes and actor → action → impact chain for solutions. Use reference chains to avoid repetition (“these foods”, “such environments”, “this approach”). Vary linkers beyond “firstly/secondly” by using concessive devices (however, nevertheless) and evaluative phrases (on balance, to a limited extent). Check articles, prepositions, and agreement carefully; minor errors can distract. Keep claims reasonable and avoid unsupported statistics; illustrate with micro-examples instead. Mind hyphenation for compounds (school-meal standards, after-school sports, sugar-sweetened drinks) and use commas to separate non-essential clauses. Aim for clear, concise topic sentences and finish with decisive linking lines to show control. Proofread for parallel structure when listing solutions and for modality accuracy (can/should/may) to reflect feasibility. Finally, ensure your conclusion synthesises the essay rather than adding a fresh idea, and restates how the proposed measures directly counter the main drivers.

Example Box — Quick Quality Checks

Relevance: Are you writing about causes (not effects) and solutions that match them?
Development: Does each cause have mechanism + micro-example? Does each solution name actor + action + impact?
Cohesion: Do linkers and reference words guide the reader logically?
Feasibility: Are measures realistic at school/community/policy level?
Accuracy: Are articles/prepositions/collocations correct (access to, standards for, restrictions on)?

Universal Fill-in-the-Gap Template — Causes + Solutions

Adapt to the childhood obesity prompt. Replace […] with your ideas. Keep sentences concise and focused.

Sentence-by-Sentence Scaffold (Causes → Solutions)

Intro S1 (Paraphrase): Childhood obesity has become more common in many countries in recent years.

Intro S2 (Outline/Thesis): This essay explains the main reasons—[cause 1] and [cause 2]—and suggests practical ways to address them.

Body 1 S3 (Cause 1 — topic): One important cause is […], which increases children’s […].

Body 1 S4 (Mechanism): Because […], children are likely to […], leading to […].

Body 1 S5 (Micro-example): For example, [… short, plausible illustration …].

Body 1 S6 (Link back): Therefore, [… cause 1 …] helps explain the rise in childhood obesity.

Body 1 S7 (Cause 2 — topic): A second driver is […], which reduces […].

Body 1 S8 (Mechanism): When […], daily energy use falls and […].

Body 1 S9 (Micro-example): For instance, [… compact illustration …].

Body 1 S10 (Link back): Thus, [… cause 2 …] also contributes to the trend.

Body 2 S11 (Solution for Cause 1 — topic): A practical measure for [… cause 1 …] is for [actor] to [… action …].

Body 2 S12 (Mechanism/Impact): This would [… mechanism …], so that [… impact …].

Body 2 S13 (Micro-example): For example, [… concrete step and expected effect …].

Body 2 S14 (Solution for Cause 2 — topic): To counter [… cause 2 …], [actor] can [… action …].

Body 2 S15 (Mechanism/Impact): As a result, […], which increases/decreases […].

Body 2 S16 (Micro-example): A case in point is [… brief illustration …].

Body 2 S17 (Evaluation): Although this requires [… cost/compliance …], it is feasible and likely to [… effect …].

Conclusion S18 (Restate answer): In summary, factors such as [… cause 1 …] and [… cause 2 …] are raising childhood obesity rates.

Conclusion S19 (Synthesis): Targeted steps by [… actors …]—including [… solution 1 …] and [… solution 2 …]—can reverse this trend.

Conclusion S20 (Final note): With consistent action at school and community level, most children can form healthier daily habits.

Paraphrase & Thesis — Ready-to-adapt Samples (Childhood Obesity)

Paraphrase Options

P1: Many countries have seen a steady rise in childhood obesity in recent decades.
P2: The proportion of children who are overweight is increasing around the world.

Thesis/Outline Options

Neutral outline: This essay examines why this is happening and proposes practical ways to respond.
Preview causes + solutions: The main drivers are easy access to ultra-processed foods and sedentary leisure, and the most effective responses lie in school-meal standards and after-school sport.
Balanced evaluation: While no single policy can solve the problem, coordinated steps in schools and neighbourhoods can greatly improve children’s daily choices.

🔶 Part 2 — Task
40:00

Task A — [IELTS Academic] [Writing Task 2]

Question (Causes + Solutions)

Childhood obesity rates are increasing worldwide. What are the reasons, and how can this be addressed?
Write at least 250 words.

Task B — Extra Practice

Another New Question

Many cities are replacing public libraries with fully digital resources and e-books. Is this a positive or negative development?
Write at least 250 words.

Countdown Timer (with Custom Time)

Use the default 40:00 or set your own time, then start the countdown. The small timer badge stays visible at the top-right of this panel while you scroll.

40:00
Tip: Many candidates spend ~40 minutes on Task 2 (planning, writing, checking).

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🔶 Part 3 — Sample Answers

Sample Answer — Band 6

In many countries, more children are becoming overweight today than in the past. This essay will explain two main reasons for this change and suggest some practical ways to improve the situation.

One important reason is the easy access to cheap, ultra-processed food and sugary drinks. These products are sold almost everywhere, including small shops near schools, and they are often cheaper than fresh food. Because they are high in sugar and fat, children can take in more energy than they use, even without feeling full. For example, swapping water for a sweetened drink at lunchtime adds extra calories with no real nutrition. Over time, this daily habit leads to weight gain.

A second reason is that many children spend long hours on screens instead of being active. After school, some students go straight to online games or social media, and parents may worry about safety outdoors. When children sit for long periods, they use less energy, and this makes it easier to gain weight. A simple example is a child who takes the bus both ways and then watches videos for several hours every evening with no sport that week.

To address the food issue, schools and local authorities can set clear standards for meals and snacks on campus. If sugary drinks are limited and water is the default option, students will choose healthier items more often. Shops near schools can also be encouraged to display fruit and nuts at eye level. To deal with low activity, schools could offer affordable after-school clubs and safe playgrounds, so families feel comfortable letting children join. Timetabled daily movement, such as short fitness breaks, would also raise activity levels during the school day.

In conclusion, easy access to unhealthy food and less physical activity are key reasons for rising childhood obesity. By improving school food and increasing safe, attractive chances to exercise, communities can help children form better habits.

Why this works (Band 6) — Step-by-step

1) The introduction paraphrases the task and outlines a causes-and-solutions approach, which directly answers the question.

2) Paragraphing follows a clear four-part structure (intro, causes, solutions, conclusion) that is easy to follow.

3) The first body paragraph names a specific cause (“ultra-processed food and sugary drinks”) instead of listing many ideas.

4) A mechanism is explained (high sugar/fat → excess energy intake) to show understanding, not just opinion.

5) A short, realistic micro-example (swapping water for a sweet drink) illustrates the mechanism.

6) The second body paragraph introduces a distinct cause (sedentary screen time) to avoid repetition.

7) It explains how less movement reduces energy use, linking behaviour to weight gain logically.

8) Another micro-example (bus both ways + evening videos) keeps the discussion concrete and believable.

9) Solutions are paired with causes (school food standards for diet; clubs/playgrounds for activity) to maintain cohesion.

10) Actors are named (schools, local authorities), which increases practicality.

11) Actions are specific (limit sugary drinks; offer affordable clubs; provide safe playgrounds).

12) Expected impacts are stated (healthier choices; increased activity), showing cause–effect control.

13) The language is mostly simple and accurate, which fits Band 6 descriptors.

14) Linkers (for example, to address, in conclusion) guide the reader without overuse.

15) The conclusion synthesises the main ideas rather than adding new ones.

16) The essay stays globally relevant and avoids narrow, country-specific claims.

17) Word count comfortably exceeds 260 words, allowing adequate development.

18) Tone is factual and avoids blaming children or parents, which suits academic style.

Sample Answer — Band 7

Childhood obesity has risen sharply across a wide range of countries in recent decades. This essay argues that the food environment and the activity environment are the principal drivers of this trend and outlines targeted responses that schools and local authorities can implement.

The first driver concerns diet. Ultra-processed snacks and sugar-sweetened beverages are cheap, aggressively promoted, and available in and around schools. Because these products pack a great deal of energy into small portions, children can exceed their daily needs without noticing, especially if such items replace water or fruit. For instance, a bottle of sweetened tea at lunch and a packet of crisps after class can silently add hundreds of calories to an ordinary day. Over time, this routine normalises energy excess and gradual weight gain.

The second driver is limited daily movement. Many children commute by car or bus and then spend evenings on screens, while some neighbourhoods lack safe green spaces. When habitual activity falls, overall energy expenditure declines, making weight gain more likely even with moderate diets. A typical case is a student who has two hours of homework and then relaxes online, leaving little room for sport except on weekends.

To address the diet environment, education authorities should mandate school-meal standards, restrict sugary drinks on campus, and ensure water is the default. Simple visual labels at kiosks would also nudge healthier choices. To improve activity levels, councils and schools can fund after-school clubs, maintain safe playgrounds, and schedule brief, daily fitness breaks. While these measures require modest investment and cooperation from vendors and families, they are realistic and likely to shift habits at scale.

In summary, readily available energy-dense foods and reduced everyday movement are central to rising childhood obesity. Coordinated action in schools and neighbourhoods can realign children’s routine choices towards healthier patterns.

Why this works (Band 7) — Step-by-step

1) The thesis frames two coherent themes (“food environment” and “activity environment”), signalling organisation.

2) Each body paragraph has a clear topic sentence that controls the paragraph content.

3) The essay explains mechanisms (energy density; reduced expenditure) rather than merely naming causes.

4) Examples are concise, plausible, and international, avoiding country-specific statistics.

5) Lexis is precise but not overly technical (e.g., ultra-processed, sugar-sweetened beverages, nudge).

6) Cohesive devices are varied and natural (because, for instance, while, in summary) without mechanical sequencing.

7) Solutions mirror causes (diet measures for diet causes; activity measures for inactivity), creating logical symmetry.

8) Actor–action–impact is visible: authorities mandate standards → fewer sugary options → healthier defaults.

9) A brief feasibility note (“modest investment,” “cooperation”) shows awareness of implementation.

10) The conclusion synthesises the drivers and the locus of intervention (schools/neighbourhoods).

11) Sentence structures vary (complex and simple), improving readability and demonstrating control.

12) Collocations are accurate (mandate standards, fund clubs, maintain playgrounds).

13) The tone is objective and avoids moral judgement, appropriate for academic writing.

14) Word choice maintains formality and clarity, supporting Band 7 lexical criteria.

15) There is no irrelevant information; development depth is prioritised over breadth.

16) Reference chains (“these products,” “such items,” “these measures”) prevent repetition.

17) Paragraph endings link back to the question (weight gain; shift habits at scale).

18) Overall length (>260 words) allows sufficient development without padding.

Sample Answer — Band 8+

Across much of the world, the share of children living with obesity has climbed, not because families suddenly became less responsible, but because daily choices are increasingly shaped by environments that promote over-consumption and inactivity. This essay argues that two systemic drivers—ubiquitous ultra-processed foods and the erosion of routine physical movement—are pivotal, and that proportionate, school- and community-level policies can realistically reverse the trend.

Food environments now normalise energy-dense products for children. Highly palatable snacks and sweetened drinks are cheap, omnipresent and often marketed directly to young audiences. Because these items concentrate sugar and fat in small volumes, they stealthily raise energy intake when they displace water, fruit or regular meals. A child who buys a large sweetened tea with a pastry at break time may meet a substantial fraction of daily calories before lunch, yet still feel “snack-hungry” later. Over months, this routine surplus compounds into weight gain.

At the same time, routine activity has been engineered out of many children’s days. Motorised commutes, homework loads, screen-based leisure and occasionally unsafe streets reduce opportunities for spontaneous movement. When baseline expenditure is suppressed in this way, even a moderate diet can lead to positive energy balance. A typical pupil might sit through classes, ride a bus home, and spend the evening online; without scheduled sports or safe play spaces, there is little chance to reclaim lost movement.

Proportionate responses should mirror these drivers. Education authorities can mandate standards for school meals, restrict the sale of sugar-sweetened drinks on campus and make water the default. Simple front-of-kiosk labels would further nudge healthier choices. In parallel, schools and councils can fund after-school clubs, maintain well-lit playgrounds and build five-minute “movement breaks” into the timetable. While such steps require coordination with vendors and modest budgets, they are feasible and, crucially, target the levers that shape behaviour every day.

In conclusion, the rise in childhood obesity is largely explained by energy-dense diets and reduced everyday movement. By resetting defaults at school and in neighbourhoods, authorities can make the healthy choice the easy one and, over time, bend the curve downwards.

Why this works (Band 8+) — Step-by-step

1) The introduction reframes blame and positions the argument around systems, showing sophistication.

2) A two-pillar thesis (“foods” and “routine movement”) previews a tightly controlled structure.

3) Topic sentences signal the paragraph focus immediately, aiding coherence.

4) Mechanisms are explicit (energy density; displacement of water/fruit; engineered inactivity).

5) Micro-examples are vivid but concise, demonstrating plausibility without statistics.

6) Lexis is precise and academic (ubiquitous, displace, baseline expenditure, proportionate responses).

7) Collocations are natural (mandate standards, restrict sale, build movement breaks, bend the curve).

8) Cohesive devices are varied and subtle (at the same time, in parallel, while such steps, crucially).

9) Solutions are structurally matched to causes, creating clear logic and symmetry.

10) The actor–action–impact chain is maintained (authorities → standards/restrictions → healthier defaults).

11) Feasibility and constraints are acknowledged (coordination, modest budgets), indicating evaluation.

12) Sentences show range (front-loaded clauses, relative clauses, balanced coordination) without loss of clarity.

13) Register remains objective and non-judgemental throughout, fitting an academic essay.

14) Reference chains (“such steps,” “these drivers”) reduce repetition and improve flow.

15) Paragraph endings link back to the question by emphasising causes or practical impact.

16) The conclusion synthesises arguments and offers a memorable policy-focused line (“resetting defaults”).

17) The discussion is globally applicable, avoiding culture-bound claims.

18) Word count exceeds 260 words, allowing fully developed ideas and examples.

19) Precision and control across grammar and vocabulary align with Band 8+ descriptors.

🔶 Part 4 — Vocabulary

Vocabulary — 10 Key Words from the Task

Each item below gives IPA (BrE/AmE), part(s) of speech, common patterns, a clear definition, a model sentence with a short gloss, helpful synonyms, and frequent learner mistakes to avoid.

Ultra-processed — adj.

IPA: BrE /ˌʌltrəˈprəʊsest/ · AmE /ˌʌltrəˈprɑːsest/

Patterns: ultra-processed + foods/snacks/meals; be ultra-processed.

Definition: Industrially formulated food products with many additives that are designed to be highly palatable and have long shelf lives.

Example: “Many school kiosks sell ultra-processed snacks that concentrate sugar and fat.” — such products make overeating easier.

Synonyms: highly processed (more common); packaged; industrial.

Common mistakes: ❌ “very processed foods” → ✔ “ultra-processed foods”; keep the hyphen.

Sugar-sweetened drink — n. (also “beverage”)

IPA: BrE /ˌʃʊɡə ˈswiːtənd drɪŋk/ · AmE /ˌʃʊɡər ˈswiːtənd drɪŋk/

Patterns: restrict/ban the sale of sugar-sweetened drinks; choose water instead of sugar-sweetened drinks.

Definition: Any drink with added sugar (e.g., sodas, sweetened teas, energy drinks).

Example: “Making water the default reduces purchases of sugar-sweetened drinks at school.” — fewer added-sugar calories.

Synonyms: sugary drink (more common); soft drink (context-dependent).

Common mistakes: ❌ “sugar-added drink” → ✔ “sugar-sweetened drink”.

Sedentary — adj.

IPA: BrE /ˈsɛd(ə)ntri/ · AmE /ˈsɛdənˌtɛri/

Patterns: sedentary lifestyle/behaviour; become sedentary; remain sedentary.

Definition: Involving little physical activity; mostly sitting.

Example: “Long gaming sessions can create a sedentary evening routine.” — little movement occurs.

Synonyms: inactive (more common); desk-bound.

Common mistakes: ❌ Using it to mean “sad”; it relates to low movement, not mood.

Energy-dense — adj.

IPA: BrE /ˈɛnədʒi dɛns/ · AmE /ˈɛnərdʒi dɛns/

Patterns: energy-dense foods/diets/snacks; consume energy-dense items.

Definition: Containing many calories per gram.

Example: “Frequent, energy-dense snacks can push children above their daily needs.” — leads to surplus calories.

Synonyms: high-calorie (more common); calorie-rich.

Common mistakes: ❌ “dense energy foods” → ✔ “energy-dense foods”.

Intake — n. (uncountable for “amount consumed”)

IPA: BrE /ˈɪnteɪk/ · AmE /ˈɪnteɪk/

Patterns: energy/calorie/sugar intake; intake of + noun; reduce/monitor intake.

Definition: The amount of food or drink (or a nutrient) that a person consumes.

Example: “Clear labels help families cut their sugar intake.” — they consume less sugar.

Synonyms: consumption (more common in general use).

Common mistakes: Avoid the plural for amount: ❌ “sugar intakes” → ✔ “sugar intake”.

Expenditure (in “energy expenditure”) — n. (uncountable)

IPA: BrE /ɪkˈspɛndɪtʃə/ · AmE /ɪkˈspɛndɪtʃər/

Patterns: increase/reduce energy expenditure; daily energy expenditure.

Definition: The amount of energy (calories) the body uses.

Example: “Walking to school raises energy expenditure without taking extra time.” — more calories are used.

Synonyms: calorie burn (more common, informal); energy use.

Common mistakes: Do not confuse with “expense” (money); here it means energy used.

Ubiquitous — adj.

IPA: BrE /juːˈbɪkwɪtəs/ · AmE /juːˈbɪkwɪtəs/

Patterns: be ubiquitous in/among…; the ubiquity of + noun.

Definition: Present or found everywhere; very common.

Example: “Advertising for sweet snacks is ubiquitous around schools.” — it appears in many places.

Synonyms: widespread (more common); pervasive.

Common mistakes: Use correct prepositions: ✔ “ubiquitous in shops,” not ❌ “ubiquitous of shops.”

Mandate — v.

IPA: BrE /ˈmændeɪt/ · AmE /ˈmænˌdeɪt/

Patterns: mandate + noun (“mandate nutrition standards”); mandate that + clause.

Definition: To officially require something by law, rule, or authority.

Example: “Education authorities can mandate water as the default drink on campus.” — they require it formally.

Synonyms: require (more common); prescribe; decree.

Common mistakes: Prefer “mandate that schools …” or “mandate standards,” not awkward ❌ “mandate to schools to …”.

Restrict — v.

IPA: BrE /rɪˈstrɪkt/ · AmE /rɪˈstrɪkt/

Patterns: restrict + noun (“restrict sales/advertising”); restrict X to Y; noun: restrictions on + noun.

Definition: To limit the amount or availability of something.

Example: “Schools could restrict the sale of sugary drinks to promote healthier choices.” — make them less available.

Synonyms: limit (more common); curb; cap.

Common mistakes: ✔ “restrictions on drinks,” not ❌ “restrictions for drinks”; ✔ “restrict access to,” not ❌ “restrict access from.”

Default — n.

IPA: BrE /dɪˈfɔːlt/ · AmE /dɪˈfɔlt/

Patterns: make/set X the default; by default; default option.

Definition: The pre-selected option that happens automatically if no active choice is made.

Example: “If water is the default at lunch, students are more likely to drink it.” — the automatic choice becomes healthier.

Synonyms: standard option; preset.

Common mistakes: Do not confuse with legal “in default” (failure to pay/appear); here it means the automatic setting.

🔶 Part 5 — Phrases & Expressions

Phrases / Expressions — 10 Key Items from the Task

Each item includes BrE & AmE IPA, part(s) of speech, patterns, a clear definition, a model sentence with a short gloss, useful synonyms, and common learner mistakes to avoid.

be linked to — verb phrase

IPA: BrE /biː ˈlɪŋkt tuː/ · AmE /bi ˈlɪŋkt tu/

Patterns: be linked to + noun/gerund; link X to Y.

Definition: to have a connection or association with something (not necessarily causal).

Example: “High screen time is often linked to lower daily movement.” — associated with reduced activity.

Synonyms: be associated with; be connected with.

Common mistakes: ❌ “linked with to” → ✔ “linked to”; do not assume causation unless you explain it.

lead to — verb phrase

IPA: BrE /liːd tuː/ · AmE /lid tu/

Patterns: lead to + noun/gerund; lead someone to + bare infinitive (different meaning).

Definition: to cause something to happen; to result in.

Example: “Frequent sugary drinks can lead to excess calorie intake.” — cause higher consumption.

Synonyms: cause; bring about.

Common mistakes: ❌ “lead into weight gain” (use for directions) → ✔ “lead to weight gain”.

result in — verb phrase

IPA: BrE /rɪˈzʌlt ɪn/ · AmE /rɪˈzʌlt ɪn/

Patterns: result in + noun/gerund; result from + noun (source).

Definition: to have as an outcome; to cause something to happen.

Example: “Less outdoor play often results in lower energy expenditure.” — outcome is reduced calorie burn.

Synonyms: lead to; give rise to.

Common mistakes: ❌ “result to” → ✔ “result in”.

a major driver of — noun phrase

IPA: BrE /ə ˈmeɪdʒə ˈdraɪvə r ɒv/ · AmE /ə ˈmeɪdʒər ˈdraɪvər ʌv/

Patterns: (be) a major driver of + noun.

Definition: an important cause or force pushing a trend.

Example: “Cheap ultra-processed snacks are a major driver of childhood obesity.” — key cause of the trend.

Synonyms: a key cause of; a primary factor in.

Common mistakes: Prefer ✔ “driver of” over ❌ “driver for” in this meaning.

address the issue — verb phrase

IPA: BrE /əˈdrɛs ði ˈɪʃuː/ · AmE /əˈdrɛs ði ˈɪʃu/

Patterns: address + problem/issue/concern; address sth by + -ing.

Definition: to deal with or try to solve a problem.

Example: “Schools can address the issue by improving meal standards.” — take action to solve it.

Synonyms: tackle; deal with.

Common mistakes: ❌ “address to the issue” → ✔ “address the issue”.

set standards for — verb phrase

IPA: BrE /sɛt ˈstændədz fɔː/ · AmE /sɛt ˈstændərdz fɔr/

Patterns: set standards for + noun; set a standard in + field (different pattern).

Definition: to establish official criteria or quality requirements.

Example: “Authorities should set standards for school meals to limit added sugar.” — establish required quality.

Synonyms: establish standards; define requirements.

Common mistakes: Avoid ❌ “set up standards” (redundant); use ✔ “set standards”.

restrict the sale of — verb phrase

IPA: BrE /rɪˈstrɪkt ðə seɪl ɒv/ · AmE /rɪˈstrɪkt ðə seɪl ʌv/

Patterns: restrict the sale of + product; restrictions on + noun.

Definition: to limit how or where a product can be sold.

Example: “Schools could restrict the sale of sugar-sweetened drinks on campus.” — make them less available.

Synonyms: limit sales of; curb availability of.

Common mistakes: ✔ “restrictions on drinks,” not ❌ “restrictions for drinks”.

make X the default — verb phrase

IPA: BrE /meɪk ðə dɪˈfɔːlt/ · AmE /meɪk ðə dɪˈfɔlt/

Patterns: make + noun + the default; set X as the default.

Definition: to choose an option that will happen automatically unless changed.

Example: “Schools should make water the default at lunch.” — the automatic choice becomes water.

Synonyms: set as the default; set as the standard option.

Common mistakes: Keep the article: ✔ “the default,” not ❌ “make water default”.

nudge someone towards — verb phrase

IPA: BrE /nʌdʒ ˈsʌmwʌn təˈwɔːdz/ · AmE /nʌdʒ ˈsʌmwʌn təˈwɔrdz/

Patterns: nudge sb towards + noun/gerund; nudge sb to + verb.

Definition: to gently guide people to make better choices without forcing them.

Example: “Simple labels can nudge students towards healthier snacks.” — gently steer behaviour.

Synonyms: steer; encourage; prompt.

Common mistakes: Use ✔ “towards/ toward” or ✔ “to + verb”; avoid ❌ “nudge to towards”.

access to — noun + preposition collocation

IPA: BrE /ˈæksɛs tuː/ · AmE /ˈækˌsɛs tu/

Patterns: have/provide/limited access to + noun.

Definition: the ability or opportunity to use or reach something.

Example: “Limited access to safe play areas reduces children’s activity.” — fewer chances to be active.

Synonyms: availability of; opportunity to use.

Common mistakes: ❌ “access of playgrounds” → ✔ “access to playgrounds”; usually uncountable (“access,” not “an access”).