argue that a foreign language should be learnt while others argue that this strategy would put on the and subsequently considering the importance, necessity and obligation of learning a foreign language then I strongly believe the thoughts of the first party. Apparently the advantages of learning a foreign language in the primary level . Generally the age of childhood is very fresh from their home and outside the home is on their shoulders and they are just free to play, enjoy and study, so the structure of the foreign language can easily be copied in their minds and finally they can become more mature when they due to the long term procedure. On the other hand some school teachers devise teaching methodologies for teaching students and the children get bored the examinations of the foreign language. Therefore students could get mentally confused and discouraged to as well. For instance my cousin was trying hard to learn the English language but the very basic English language examinations and he also . To sum up all the observations then we can get a perception that teaching a foreign language to the students of the primary school is the best idea and beneficial for the future of the students but meanwhile a very slow and progressive, enjoyable and transparent teaching strategies should be planned in order to provide a very delightful environment to the .
Learning a Foreign Language in Primary vs Secondary School
Some experts believe that it is better for children to begin learning a foreign language at primary school rather than secondary school? Do the advantages of this outweigh the disadvantages?
Annotated response
15 correction notes
Overall assessment
Why this response received Band 5.5
The response takes a clear position that the advantages of early foreign language learning outweigh the disadvantages and attempts to support it with a personal example. Its main limitations are awkward, error-prone language and a thin development of ideas, with the disadvantage discussed more convincingly than the advantages.
IELTS criteria
How each score was decided
Task Response
6.0The response addresses the question directly, states a clear position, and covers both sides, but the main ideas are underdeveloped and supported only thinly, with a single anecdotal example.
Coherence and Cohesion
5.5There is a visible overall structure with basic linking devices, but progression is often mechanical and cohesion is strained by clumsy connectors and long, tangled sentences.
Lexical Resource
5.5Word choice shows some adequate range for the topic but is limited by non-natural collocations such as 'school of thoughts', 'cross the minor number of disadvantages', and 'get qualified to the secondary school'.
Grammatical Range and Accuracy
5.5A mix of simple and complex structures is attempted, but frequent errors in agreement, articles, phrasing, and sentence construction reduce accuracy and occasionally obscure meaning.