✦ IELTS Topic: Linking Words for Purpose – 10 Useful Phrases

1. In order to
   e.g., I study every day in order to improve my English.

2. So that
   e.g., I left early so that I could catch the train.

3. For the purpose of
   e.g., This test is designed for the purpose of measuring fluency.

4. With the aim of
   e.g., He joined the course with the aim of passing the IELTS exam.

5. With a view to
   e.g., She saved money with a view to buying a house.

6. For the sake of
   e.g., For the sake of clarity, let me explain again.

7. For the intention of
   e.g., He travelled abroad for the intention of studying.

8. For the objective of
   e.g., The project was launched for the objective of reducing waste.

9. To the end that
   e.g., The government increased funding to the end that education would improve.

10. For the purpose that
    e.g., He spoke slowly for the purpose that everyone could understand.

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✦ Why These Words Are Important in IELTS

• They help you explain reasons + goals clearly, especially in Writing Task 2 essays.

• They make your speech sound formal and academic, which boosts Coherence & Cohesion.

• They prevent repetition of simple “because” or “to.”

• They are especially useful for problem–solution essays and future-focused questions in Speaking.

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✦ IELTS Speaking Practice – Purpose

Part 1: Introduction & Interview

1. Do you study English in order to travel abroad?

2. Do you work hard so that you can achieve your goals?

3. Do you use social media for the purpose of learning, or entertainment?

4. Did you choose your job with the aim of developing new skills?

5. Have you ever saved money with a view to buying something important?

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Part 2: Cue Card

Describe a goal you achieved. Explain its purpose.
You should say:

• what the goal was

• how you achieved it

• why it was important
  and explain the purpose behind it using at least three linking words for purpose.

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✦ Sample Answers Using the Phrases

Part 1

1. Yes, I study English in order to pass IELTS and continue my studies abroad.

2. I always work hard so that I can feel proud of myself.

3. I sometimes use YouTube for the purpose of practising my listening skills.

4. I chose this course with the aim of improving my job opportunities.

5. I saved money with a view to travelling to Japan last year.

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Part 2 Sample Answer
A goal I achieved was finishing my bachelor’s degree. I worked very hard in order to complete it on time. I attended extra classes for the purpose of improving my grades. I studied late at night so that I would not fall behind. With the aim of getting into a good master’s programme, I did several projects. In the end, I succeeded, and now I feel more confident about my future.

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✦ Comprehension Test: Linking Words for Purpose

1. "I study every day in order to improve my English."
Q: Why does the speaker study every day?

2. "I left early so that I could catch the train."
Q: Why did the speaker leave early?

3. "This test is designed for the purpose of measuring fluency."
Q: What is the purpose of the test?

4. "He joined the course with the aim of passing the IELTS exam."
Q: Why did he join the course?

5. "She saved money with a view to buying a house."
Q: What did she want to buy?

6. "For the sake of clarity, let me explain again."
Q: Why does the speaker want to explain again?

7. "He travelled abroad for the intention of studying."
Q: Why did he travel abroad?

8. "The project was launched for the objective of reducing waste."
Q: What was the objective of the project?

9. "The government increased funding to the end that education would improve."
Q: What did the government want to improve?

10. "He spoke slowly for the purpose that everyone could understand."
Q: Why did he speak slowly?

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✦ Answer Key

1. To improve his English.

2. To catch the train.

3. To measure fluency.

4. To pass the IELTS exam.

5. A house.

6. To make things clear.

7. To study.

8. Reducing waste.

9. Education.

 

📊 IELTS Writing Task 1 – Topic 5

🎯 Question

The stacked bar chart below shows the value of exports of five product categories (machinery, vehicles, textiles, food, and chemicals) from Country Y in 2010 and 2020.

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📝 Model Answer (Band 8–9, ~190 words)

The stacked bar chart compares the value of exports in five product categories from Country Y in 2010 and 2020.

Overall, machinery and vehicles remained the dominant exports, while textiles declined. Chemicals and food saw moderate growth over the decade.

In 2010, machinery was the largest export sector, worth around $50 billion, followed closely by vehicles at about $45 billion. Both increased over the period, with machinery rising to approximately $60 billion and vehicles to $55 billion in 2020. Together, they continued to account for more than half of all exports.

Textile exports, by contrast, fell significantly, from roughly $30 billion in 2010 to just $20 billion in 2020. Food exports grew steadily, climbing from $25 billion to $35 billion, overtaking textiles. Chemicals also showed growth, increasing from $20 billion to $30 billion during the same period.

In summary, while machinery and vehicles continued to dominate Country Y’s exports, the most notable changes were the decline of textiles and the rise of food and chemicals.

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🔑 Useful Vocabulary

• Dominant exports / accounted for / represented

• Rose steadily / increased significantly / declined sharply

• By contrast / overtook / continued to dominate

• Worth around / valued at / reached approximately

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🔗 Linking Words

• Addition: in addition, furthermore, together, combined

• Contrast: whereas, by contrast, on the other hand

• Trends: over the decade, during the period, continued to

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✍️ Guidelines for Writing This Essay

1. Plan (2–3 minutes)

   • Identify dominant categories (machinery, vehicles).

   • Identify decline (textiles).

   • Identify growth (food, chemicals).

2. Structure

   • Intro: paraphrase question.

   • Overview: key trends (machinery & vehicles dominant, textiles decline).

   • Body 1: machinery, vehicles.

   • Body 2: textiles, food, chemicals.

   • Conclusion: summarise.

3. Topic Sentences

   • “Machinery and vehicles remained the largest contributors to exports.”

   • “By contrast, textiles declined, while food and chemicals increased steadily.”

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💡 Language Focus

• Verb vs. Noun phrases:

  • Textiles fell sharply / There was a sharp fall in textiles.

  • Food exports rose steadily / There was a steady rise in food exports.

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🔟 Practice Exercises

A. Fill-in

1. Machinery exports ______ from $50bn to $60bn.

2. Textiles ______ sharply to $20bn in 2020.

B. Rewrite with noun phrases

1. “Food exports increased steadily.” → …

2. “Textiles declined significantly.” → …

C. Choose overview
a) Machinery $50→60bn, Vehicles $45→55bn, Textiles $30→20bn, Food $25→35bn, Chemicals $20→30bn.
b) Machinery and vehicles dominated, textiles declined, and food/chemicals grew steadily.

D. Comparisons

1. Machinery in 2020 was ______ as high as chemicals in 2010.

2. Food exports in 2020 ______ textiles exports in 2020.

E. Spot the error
“Vehicles export increased steadily between 2010 and 2020.”

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✅ Suggested Answers

A: 1. rose / increased 2. fell / dropped
B: 1. There was a steady increase in food exports. 2. There was a significant decline in textiles.
C: b)
D: 1. three times 2. overtook / surpassed
E: Wrong form → should be “Vehicle exports…”

 

IELTS Writing Task 1 – Topic 4

🎯 Question

The table below shows the percentage of journeys made by different modes of transport in City X in 2000, 2010, and 2020.

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📝 Model Answer (Band 8–9, ~190 words)

The table illustrates the proportion of trips made by five types of transport in City X in 2000, 2010, and 2020.

Overall, private car use increased significantly over the period and became the most common mode of travel. By contrast, bus and bicycle use declined steadily. Walking and train travel showed more stable figures, with only slight changes.

In 2000, buses were the most popular, accounting for 38% of journeys, followed by cars at 30%. However, bus usage declined to 25% in 2010 and fell further to just 18% in 2020. Similarly, bicycles dropped from 20% to 10% over the same period.

Car use, on the other hand, rose steadily, reaching 35% in 2010 and 45% by 2020. This made cars the dominant means of travel by the end of the period. Walking accounted for 10% in 2000 and remained fairly stable, fluctuating slightly to 9% in 2020. Train travel also remained relatively low but increased gradually from 2% to 5%.

In summary, City X witnessed a shift away from public and non-motorised transport towards private car usage between 2000 and 2020.

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🔑 Useful Vocabulary

• Dominant mode / accounted for / represented

• Declined steadily / fell gradually / dropped sharply

• Rose steadily / increased significantly / fluctuated slightly

• By contrast / in comparison / became the most common

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🔗 Linking Words

• Trend changes: over the period, by 2020, during the decade

• Comparisons: whereas, by contrast, compared with

• Overview phrases: overall, it is clear that, in summary

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✍️ Guidelines for Writing This Essay

1. Plan (2–3 minutes)

   • Identify largest (cars by 2020).

   • Identify smallest (train throughout).

   • Identify decline (bus, bicycle).

   • Identify stability (walking).

2. Structure

   • Intro: paraphrase question.

   • Overview: key trends (car ↑, bus/bike ↓).

   • Body 1: buses, bicycles, cars.

   • Body 2: walking, trains.

   • Conclusion: summarise.

3. Topic Sentences

   • “Car use rose steadily and overtook buses to become the most popular mode.”

   • “By contrast, buses and bicycles declined steadily over the period.”

   • “Walking remained stable, while train usage grew only slightly.”

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💡 Language Focus

• Verb vs. Noun phrases:

  • Bus usage declined steadily / There was a steady decline in bus usage.

  • Car travel rose sharply / There was a sharp rise in car travel.

---

🔟 Practice Exercises

A. Fill-in

1. Car use ______ from 30% to 45%.

2. Bus travel ______ from 38% to 18%.

B. Rewrite with noun phrases

1. “Bicycle use fell gradually.” → …

2. “Car usage rose steadily.” → …

C. Choose overview
a) Cars, buses, bicycles, walking, and trains all changed between 2000 and 2020.
b) Car use rose sharply to become dominant, while buses and bicycles fell steadily.

D. Comparisons

1. By 2020, cars were ______ as popular as trains.

2. Bicycle journeys in 2000 were ______ times higher than in 2020.

E. Spot the error
“The percentage of bus use decreased steady from 2000 to 2020.”

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✅ Suggested Answers

A: 1. increased / rose 2. fell / dropped
B: 1. There was a gradual fall in bicycle use. 2. There was a steady rise in car usage.
C: b)
D: 1. nine times 2. two
E: Wrong word form → should be “steadily”.

 

📖 Chapter 6: Pig and Pepper

Alice walked through the wood, carrying the mushroom pieces carefully. Soon she came to a small house. Smoke rose from the chimney, and loud sneezes echoed inside. Curious, Alice went up to the door and knocked.

A fish-shaped footman in a livery (servant’s uniform) opened the door. He was giving a letter to a frog-shaped footman. “For the Duchess,” said the Fish. “From the Queen.”

The Frog bowed and carried the letter inside. Alice followed and found herself in a hot, smoky kitchen. Pepper filled the air so thickly that she sneezed at once.

In the middle of the kitchen sat the Duchess, holding a screaming baby. A cook was at the stove, throwing pepper everywhere and banging pots and pans.

Alice tried to be polite. “What a beautiful child!” she said, though the baby was wrinkled and red-faced.

The Duchess snapped, “Nonsense! If people only minded their own business, the world would go round a deal faster.”

“It would not,” said Alice boldly. “It would go slower.”

The Duchess glared, but then laughed. “You’re quite right, my dear. Have some more pepper!”

The baby screamed louder, sneezing and snorting. At last the Duchess thrust it into Alice’s arms. “Here, you may nurse it if you like. I must go to play croquet with the Queen.”

Alice rocked the baby and carried it outside. But as soon as she looked closely, she realized it was no ordinary child. Its nose turned into a snout, its body stretched, and it began grunting like a pig!

“Oh dear!” cried Alice. “If it grows up, it will surely be a nasty pig.” She set the strange creature down, and it ran happily into the forest, squealing.

Feeling relieved, Alice turned back and saw a grin appear in the air. Slowly, the rest of a Cheshire Cat appeared—first the head, then the body, then the long tail.

The Cat smiled broadly. “How do you do?”

Alice was startled. “I don’t much like animals that appear and disappear suddenly,” she said.

The Cat purred, “Everyone here is mad. I’m mad. You’re mad.”

“How do you know I’m mad?” asked Alice.

“You must be,” said the Cat, “or you wouldn’t be here.”

Alice couldn’t argue with that. “Will you tell me, please, which way I should go?”

“That depends on where you want to get to,” said the Cat.

“I don’t care much where,” said Alice.

“Then it doesn’t matter which way you go,” said the Cat.

Alice sighed. “But I’d like to meet some people.”

The Cat’s grin grew wider. “You will. In that direction lives the Mad Hatter. In the other lives the March Hare. Visit either you like—both are mad.”

Before Alice could ask more, the Cat slowly faded away until only its grin remained.

Alice shook her head. “Well! I’ve never seen a cat without a body before. But it makes me curious to meet these mad people.”

And with that, she set off toward the March Hare’s house.

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📘 Glossary

• Footman – a servant in old-fashioned clothes

• Livery – a uniform worn by servants

• Sneezes – sudden bursts of air from the nose

• Nonsense – silly or foolish talk

• Glared – looked angrily

• Thrust – pushed roughly or suddenly

• Snout – the long nose of a pig

• Grunting – making short, deep pig-like sounds

• Purred – the soft vibrating sound cats make when happy

• Faded – slowly disappeared

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❓ Comprehension Questions

1. Who delivered a letter to the Duchess’s house?

2. What filled the kitchen and made Alice sneeze?

3. How did the Duchess treat her baby?

4. Why did Alice set the baby down?

5. What did the baby turn into?

6. Who appeared in the forest after the baby left?

7. What strange ability did the Cheshire Cat have?

8. What did the Cat say about everyone in Wonderland?

9. Who did the Cat tell Alice she could visit?

10. What remained after the Cat disappeared?

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✅ Answers

1. A Fish-Footman.

2. Pepper.

3. She handed it roughly to Alice and went to play croquet.

4. Because it was turning into a pig.

5. A pig.

6. The Cheshire Cat.

7. He could appear and disappear at will.

8. That everyone there was mad.

9. The Mad Hatter and the March Hare.

10. Only the Cat’s grin.

 

📊 IELTS Writing Task 1 – Topic 3

🎯 Question

The line graph below shows the population growth in three regions (Asia, Europe, and Africa) between 1960 and 2020.

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📝 Model Answer (Band 8–9, ~190 words)

The line graph compares population growth in Asia, Europe, and Africa between 1960 and 2020.

Overall, Asia experienced the most dramatic increase, while Europe’s population grew slowly before stabilising. Africa also saw rapid growth, particularly after 1990.

In 1960, Asia had the highest population, at about 1.5 billion, compared with 600 million in Europe and around 300 million in Africa. Over the following decades, Asia’s figure rose sharply, more than doubling to over 3.5 billion by 2020.

Africa’s growth was also notable. From a relatively low base of 300 million, its population increased steadily, accelerating after 1990 to reach approximately 1.3 billion in 2020 — more than four times its 1960 level.

By contrast, Europe showed the least growth. Its population climbed slowly from 600 million in 1960 to just over 700 million in 1990, before levelling off and remaining almost unchanged thereafter.

In summary, Asia and Africa saw substantial rises in population over the period, whereas Europe experienced only modest growth followed by stability.

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🔑 Useful Vocabulary

• Rose sharply / grew steadily / levelled off / remained stable

• Dramatic increase / gradual growth / modest rise / stabilised

• More than doubled / quadrupled / more than four times as high

• From a low base / by contrast / the most significant growth

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🔗 Linking Words

• Contrast: whereas, by contrast, while

• Time phrases: over the following decades, after 1990, thereafter

• Cause/Effect: as a result, consequently, therefore

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✍️ Guidelines for Writing This Essay

1. Plan (2–3 minutes)

   • Identify highest (Asia).

   • Identify lowest (Africa in 1960, but rapid growth later).

   • Identify slowest growth (Europe).

2. Structure

   • Introduction: paraphrase question.

   • Overview: main trends (Asia + Africa rapid growth, Europe stable).

   • Body 1: Asia + Africa.

   • Body 2: Europe.

   • Conclusion: summarise.

3. Topic Sentences

   • “Asia experienced the greatest population growth, more than doubling over the period.”

   • “Africa also grew rapidly, particularly after 1990.”

   • “In contrast, Europe’s growth was slow and eventually stabilised.”

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💡 Language Focus

• Verb vs. Noun forms:

  • The population rose sharply / There was a sharp rise in the population.

  • Europe’s numbers levelled off / Europe saw a period of stability.

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🔟 Practice Exercises

A. Fill-in

1. Asia’s population ______ from 1.5 to 3.5 billion.

2. Europe’s population ______ at around 700 million after 1990.

B. Rewrite with noun phrases

1. “Africa’s population grew steadily.” → …

2. “Europe’s population levelled off.” → …

C. Choose overview
a) Asia 1.5 → 3.5bn, Europe 600→700m, Africa 300→1.3bn.
b) Asia and Africa grew rapidly, while Europe remained relatively stable.

D. Comparisons

1. Asia’s population in 2020 was ______ Africa’s in 1960.

2. Africa’s population more than ______ between 1960 and 2020.

E. Spot the error
“Europe population was stable from 1990.”

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✅ Suggested Answers

A: 1. rose sharply 2. remained stable
B: 1. There was steady growth in Africa’s population. 2. There was a levelling off in Europe’s population.
C: b)
D: 1. more than ten times 2. quadrupled
E: Missing article → “Europe’s population…”

 

📖 Chapter 5: Advice from a Caterpillar

Alice wandered through the wood until she came to a large mushroom. On top of it sat a blue Caterpillar, calmly smoking a long hookah (a water pipe).

The Caterpillar looked at Alice for some time without speaking. At last, in a slow, deep voice, it said:
“Who are you?”

Alice felt confused. “I—I hardly know, sir. I knew who I was this morning, but I think I must have changed several times since then.”

“What do you mean by that?” asked the Caterpillar.

Alice explained about growing and shrinking after eating and drinking different things. The Caterpillar puffed smoke and said coolly, “It is very confusing to you, isn’t it?”

Alice sighed. “Yes. I can’t remember things as I used to. For example, I try to say How doth the little busy bee, but it comes out all wrong.”

“Repeat You are old, Father William,” said the Caterpillar.

Alice tried, but the words came out strangely again. The Caterpillar listened, then said, “That is not correct. But it doesn’t matter. Keep your temper.”

Alice bit her lip. “It is very provoking,” she said.

The Caterpillar puffed his hookah a few more times, then asked, “So, you think you’ve changed? Do you like being different sizes?”

“Well, I’d like to be a little larger,” said Alice politely. “Three inches is such a very small size.”

“It is a very good height indeed!” said the Caterpillar angrily. “I am exactly three inches high.”

Alice quickly apologized. She didn’t want to upset him.

For a while, they sat in silence. At last the Caterpillar took the hookah from his mouth and said, “One side of the mushroom will make you grow taller. The other side will make you grow shorter.”

Then, without another word, he slid down off the mushroom and crawled away into the grass.

Alice looked at the mushroom carefully. But which side was which? She broke off a piece from the right-hand side and tasted it. Instantly, she felt her chin strike her foot—she had shrunk so small she could hardly breathe! Terrified, she quickly nibbled a piece from the other side. At once her neck shot up like a long telescope, rising high above the treetops. Birds screamed at her, thinking she was a serpent.

Alice panicked and ate a little more from the first piece. Slowly, slowly, she returned to her usual size. She was still a little shaky, but she felt proud. “At least now I can control it,” she said to herself. “One piece makes me bigger, the other makes me smaller.”

With the mushroom pieces in her hands, Alice felt ready for new adventures in Wonderland.

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📘 Glossary

• Caterpillar – a small insect that later becomes a butterfly

• Hookah – a long water pipe for smoking, often used in the Middle East and Asia

• Confused – not able to think clearly or understand

• Puffed – blew smoke from the mouth

• Provoking – making someone annoyed or angry

• Apologized – said sorry

• Mushroom – a type of fungus with a stem and a round top

• Nibbled – ate in small bites

• Telescope – an instrument that can stretch long, like Alice’s neck here

• Serpent – a large snake

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❓ Comprehension Questions

1. What was the Caterpillar doing when Alice first saw him?

2. How did Alice feel when asked “Who are you?”

3. What problem did Alice describe about her memory?

4. Which poem did the Caterpillar ask her to repeat?

5. Why was the Caterpillar angry when Alice wished to be taller?

6. What advice did the Caterpillar give Alice about the mushroom?

7. What happened when Alice ate from the right-hand side of the mushroom?

8. What happened when she ate from the other side?

9. Why did the birds scream at Alice?

10. How did Alice feel after she learned to control her size?

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✅ Answers

1. Sitting on a mushroom and smoking a hookah.

2. She felt confused and unsure of herself.

3. She said she couldn’t remember poems properly.

4. You are old, Father William.

5. Because he himself was only three inches high.

6. That one side of the mushroom made her taller, the other made her shorter.

7. She shrank until she was extremely tiny.

8. Her neck grew very long, like a telescope.

9. They thought she was a serpent.

10. Proud, though a little shaky.

 

📊 IELTS Writing Task 1 – Topic 2

🎯 Question

The pie chart below shows the percentage of electricity generated from different sources in Country X in 2022.

(I will generate the pie chart after building the lesson content.)

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📝 Model Answer (Band 8–9, ~190 words)

The pie chart illustrates the proportion of electricity produced from five different sources in Country X in 2022.

Overall, fossil fuels were the dominant source of power, accounting for more than half of the total, while renewable energy sources together made up a smaller but still significant share. Nuclear energy contributed the least.

According to the chart, coal was the largest contributor, generating 35% of the electricity supply. This was followed by natural gas at 25%, meaning that together these two fossil fuels accounted for 60% of total production. Oil represented a smaller share of 10%.

In contrast, renewable sources made up nearly one-third of the total. Hydropower contributed 15%, and solar and wind combined provided another 20%. Despite this, their total still fell short of fossil fuel output. Nuclear power was the least significant source, producing just 5%.

In summary, electricity generation in Country X remained heavily dependent on fossil fuels, although renewables also played an important and growing role.

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🔑 Useful Vocabulary

• Dominant source / accounted for / represented

• Made up / contributed / provided

• Fell short of / in contrast / the least significant

• More than half / nearly one-third / together made up

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🔗 Linking Words

• Addition: in addition, furthermore, together, combined

• Contrast: whereas, in contrast, while

• Proportion language: accounted for, represented, made up

• Superlatives: the largest contributor, the least significant

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✍️ Guidelines for Writing This Essay

1. Plan (2–3 minutes)

   • Identify largest (coal, 35%).

   • Identify smallest (nuclear, 5%).

   • Group fossil fuels vs renewables.

2. Structure

   • Introduction: Paraphrase question.

   • Overview: Highlight main trends (fossil fuels dominate, nuclear least).

   • Body 1: Fossil fuels (coal, gas, oil).

   • Body 2: Renewables + nuclear.

   • Conclusion: Summarise.

3. Topic Sentences

   • “Fossil fuels together produced the majority of electricity.”

   • “By contrast, renewable sources contributed a smaller but notable proportion.”

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💡 Language Focus

• Comparisons:

  • Coal produced more than double the share of nuclear energy.

  • Gas accounted for 25%, slightly higher than hydropower at 15%.

• Verb phrases vs. Noun phrases:

  • Coal contributed 35% / Coal’s contribution was 35%.

  • Nuclear represented only 5% / Nuclear’s share was just 5%.

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🔟 Practice Exercises

Exercise A (fill-in)

1. Coal ______ 35% of electricity.

2. Nuclear was the ______ contributor at 5%.

3. Renewables together ______ nearly one-third of total power.

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Exercise B (rewrite)

1. “Coal produced 35%.” → Rewrite using a noun phrase.

2. “Gas accounted for 25%.” → Rewrite using a noun phrase.

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Exercise C (overview)

Choose the better overview:
a) Coal 35%, gas 25%, oil 10%, hydro 15%, solar + wind 20%, nuclear 5%.
b) Fossil fuels made up the majority, while nuclear was the smallest contributor.

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Exercise D (true/false)

1. Coal and gas together represented 60%.

2. Nuclear contributed the same share as oil.

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Exercise E (vocabulary match)

1. Dominant

2. Fell short of

3. Accounted for
   a) was the main part
   b) made up
   c) did not reach

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Exercise F (comparisons)

Rewrite: “Coal was 35%, nuclear was 5%” using:

• seven times as much as

• more than six times greater than

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Exercise G (spot the error)

Find the error: “Solar and wind makes up 20% of the total.”

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Exercise H (short writing)

Write one sentence comparing fossil fuels and renewables using whereas.

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Exercise I (expand)

Turn into full sentence: “Coal 35%, Hydro 15%, gap 20%.”

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Exercise J (mini-essay)

Write a 50-word overview of the pie chart.

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✅ Suggested Answers

A: 1. accounted for / contributed 2. least 3. made up
B: 1. Coal’s share was 35% 2. Gas’s share was 25%
C: b)
D: 1. True 2. False
E: 1=a, 2=c, 3=b
F: Coal produced seven times as much as nuclear. / Coal’s share was more than six times greater than nuclear’s.
G: Error: “makes” → should be “make up.”
H: Fossil fuels produced 60% of electricity, whereas renewables accounted for 35%.
I: Coal generated 35% of electricity, compared with 15% for hydro, a difference of 20%.
J: Overall, fossil fuels dominated electricity generation, led by coal, while renewables together formed a significant minority. Nuclear was by far the smallest source.

 

📖 Chapter 4: The White Rabbit’s House

Alice was still standing by the bank when she saw the White Rabbit again. He was rushing along nervously, looking around. “Oh, my ears and whiskers! She will be so angry if I’m late!” he muttered. When he saw Alice, he shouted, “Mary Ann! What are you doing here? Run home this moment and fetch me my gloves and fan!”

Alice was so surprised that she forgot to explain she was not Mary Ann. Instead, she hurried after the Rabbit, thinking, “He takes me for his servant. I might as well see where this leads.”

Soon they came to a neat little house with a thatched roof and green shutters. Over the door was a bright brass plate with the name W. Rabbit. Alice went inside.

She found herself in a tidy hall with a table and some chairs. On the table lay a fan and two pairs of white kid gloves. Alice took the fan and one pair of gloves and was just about to leave when she noticed a small bottle on the shelf.

It had no label this time, but Alice was curious. “Well, I’ll try just a little,” she said. She drank and at once began to grow—faster and faster—until her head pressed against the ceiling! She dropped the fan and gloves in alarm.

“Oh dear! What will happen to me now?” she cried. She knelt down, but there was no space to move. Her arm stuck out of the window, and one foot pressed against the chimney. She was trapped!

Outside, Alice heard the White Rabbit’s voice. “Mary Ann! Mary Ann! Fetch me my gloves this moment!” Then came silence, followed by a group of voices. They were trying to pull Alice out of the house!

“Let’s burn the house down!” shouted one voice.

“Oh no, please don’t!” cried Alice, though no one seemed to hear her.

After much whispering, the Rabbit called, “Bill! Go down the chimney!”

Alice twisted and stretched, and suddenly she gave a great kick. A small creature—perhaps a lizard—shot out of the chimney and fell into the garden. The voices outside cried, “There goes Bill!” and began throwing pebbles through the window.

Alice was frightened at first, but then she noticed that the pebbles were turning into little cakes as they hit the floor. She quickly ate one, and to her relief, she began to shrink again. Soon she was small enough to run out of the house and escape into the woods.

The animals chased after her, but Alice ran as fast as she could until she was safe among the trees. She sat down to catch her breath.

“Well,” she said to herself, “that was a curious adventure indeed. I wonder what will happen next.”

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📘 Glossary

• Whiskers – long hairs on a rabbit’s or cat’s face

• Fetch – to go and bring something back

• Thatched roof – a roof made from straw or reeds

• Brass plate – a shiny metal sign

• Kid gloves – soft gloves made of young goat skin

• Trapped – unable to escape

• Chimney – a pipe or opening for smoke from a fire

• Creature – a living being, often an animal

• Pebbles – small stones

• Relief – a feeling of comfort after danger or worry

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❓ Comprehension Questions

1. Who did the White Rabbit mistake Alice for?

2. What did the Rabbit ask her to fetch?

3. What was written on the brass plate above the door?

4. What happened when Alice drank from the bottle in the Rabbit’s house?

5. Why was Alice trapped inside the house?

6. Who was sent down the chimney to deal with Alice?

7. What did Alice do that sent Bill flying?

8. What happened to the pebbles thrown through the window?

9. How did Alice manage to escape?

10. What did Alice think after running into the woods?

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✅ Answers

1. Mary Ann, his servant.

2. His gloves and fan.

3. W. Rabbit.

4. She grew very large until she filled the house.

5. Her head pressed against the ceiling, her arm stuck out the window, and her foot filled the chimney.

6. A small creature named Bill.

7. She kicked him up the chimney.

8. They turned into little cakes.

9. She ate a cake that made her shrink small enough to escape.

10. She thought it was a very curious adventure and wondered what would happen next.