The Ultimate Guide For IELTS Preparation
Welcome to our exam preparation guide! We have put together a comprehensive suite of tools and resources to help you ace your upcoming exam. In this guide, you will find quick hacks and tips from experts, do’s and don’ts, and an array of resources to help you prepare. With our help, you can be sure to maximize your chances of success!
Listening Module
Listening is one of the four modules of the International English Language Testing System (IELTS). This module tests the ability of the test taker to understand spoken English in an academic context. The test is divided into four parts, with a total listening time of thirty minutes. In the first part, the test taker will hear a conversation between two people, usually a student and a lecturer. In the second part, the test taker will listen to a monologue, such as a university lecture or a speech. In the third part, there will be a conversation between two or more people, such as a discussion in a seminar. In the fourth part, the test taker will listen to a lecture. The listening section will include questions that test the test taker’s ability to understand the main points, details, opinions, attitudes and purposes of the speakers. The test taker must also demonstrate the ability to identify the speaker’s accent and the general context of the conversation. After the listening test, the test taker will have ten minutes to transfer their answers to the answer sheet.
Exam Pattern
You will listen to four recordings of native English speakers and then write your answers to a series of questions.
Recording 1 – a conversation between two people set in an everyday social context.
Recording 2 – a monologue set in an everyday social context, e.g. a speech about local facilities.
Recording 3 – a conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment.
Recording 4 – a monologue on an academic subject, e.g. a university lecture.
Assessors will be looking for evidence of your ability to understand the main ideas and detailed factual information, the opinions and attitudes of speakers, the purpose of an utterance and evidence of your ability to follow the development of ideas.
Paper format: There are four parts with ten questions each. The questions are designed so that the answers appear in the order they are heard in the audio.
The first two parts deal with situations set in everyday social contexts. In Part 1, there is a conversation between two speakers (for example, a conversation about travel arrangements), and in Part 2, there is a monologue in (for example, a speech about local facilities). The final two parts deal with situations set in educational and training contexts. In Part 3, there is a conversation between two main speakers (for example, two university students in discussion, perhaps guided by a tutor), and in Part 4, there is a monologue on an academic subject.
The recordings are heard only once. They include a range of accents, including British, Australian, New Zealand, American and Canadian.
Timing: Approximately 30 minutes (plus 10 minutes transfer time).
No. of questions: 40
Task types: A variety of question types are used, chosen from the following: multiple choice, matching, plan/map/diagram labelling, form/note/table/flow-chart/summary completion, sentence completion.
Answering: Test takers write their answers on the question paper as they listen and at the end of the test are given 10 minutes to transfer their answers to an answer sheet. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.
Marks: Each question is worth 1 mark.
Task type and format: In multiple choice tasks, there is a question followed by three possible answers, or the beginning of a sentence followed by three possible ways to complete the sentence. Test takers are required to choose the one correct answer – A, B or C.
Sometimes, test takers are given a longer list of possible answers and told that they have to choose more than one. In this case, they should read the question carefully to check how many answers are required.
Task focus: Multiple choice questions are used to test a wide range of skills. The test taker may be required to have a detailed understanding of specific points or an overall understanding of the main points of the listening text.
No. of questions: Variable
Task type and format: Test takers are required to match a numbered list of items from the listening text to a set of options on the question paper. The set of options may be criteria of some kind.
Task focus: Matching assesses the skill of listening for detail and whether a test taker can understand information given in a conversation on an everyday topic, such as the different types of hotel or guest house accommodation. It also assesses the ability to follow a conversation between two people. It may also be used to assess test takers’ ability to recognise relationships and connections between facts in the listening text.
No. of questions: Variable
Task type and format: Test takers are required to complete labels on a plan (eg of a building), map (eg of part of a town) or diagram (e.g. of a piece of equipment). The answers are usually selected from a list on the question paper.
Task focus: This type of task assesses the ability to understand, for example, a description of a place, and to relate this to a visual representation. This may include being able to follow language expressing spatial relationships and directions (e.g. straight on/through the far door).
No. of questions: Variable
Task type and format: Test takers are required to fill in the gaps in an outline of part or of all of the listening text. The outline will focus on the main ideas/facts in the text. It may be:
1. a form: often used to record factual details such as names
2. a set of notes: used to summarise any type of information using the layout to show how different items relate to one another
3. a table: used as a way of summarising information which relates to clear categories – e.g. place/time/price,
4. a flow-chart: used to summarise a process which has clear stages, with the direction of the process shown by arrows.
Test takers may have to select their answers from a list on the question paper or identify the missing words from the recording, keeping to the word limit stated in the instructions. Test takers do not have to change the words from the recording in any way.
Test takers should read the instructions very carefully as the number of words or numbers they should use to fill the gaps will vary. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words, and test takers should check this word limit carefully for each task. Contracted words will not be tested. Hyphenated words count as single words.
Task focus: This focuses on the main points which a listener would naturally record in this type of situation.
No. of questions: Variable
Task type and format: Test takers are required to read a set of sentences summarising key information from all the listening text or from one part of it. They then fill a gap in each sentence using information from the listening text. A word limit is given, for example, ‘NO MORE THAN ONE WORD AND/OR A NUMBER’.
Test takers are penalised for writing more than the stated number of words. (Test takers should check this word limit carefully for each task: the limit is either ONE, TWO or THREE words). Contracted words will not be tested. Hyphenated words count as single words.
Task focus: Sentence completion focuses on the ability to identify the key information in a listening text. Test takers have to understand functional relationships such as cause and effect.
No. of questions: Variable
Task type and format: Test takers are required to read a question and then write a short answer using information from the listening text. A word limit is given, for example, ‘NO MORE THAN THREE WORDS AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words. (Test takers should check this word limit carefully for each task.) Contracted words will not be tested. Hyphenated words count as single words. Sometimes test takers are given a question which asks them to list two or three points.
Task focus: Sentence completion focuses on the ability to listen for concrete facts, such as places, prices or times, within the listening text.
No. of questions: Variable
The Listening test is marked by certificated markers, who are regularly monitored to ensure their reliability. All answer sheets, after being marked, are further analysed by Cambridge English.
Band score conversion
A Band Score conversion table is produced for each version of the Listening test which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands.
One mark is awarded for each correct answer in the 40-item test. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.
Top 6 Tips For Preparing IELTS Listening
1. Use Smartphone
The smartphone allows you to access English whenever and wherever you want, and listening to it for at least 20 minutes every day is key to preparing for the IELTS test.
Listen to English during your commute to get used to native speakers speaking at a normal speed in preparation for test day.
2. Listen for unfamiliar words
Listen for unfamiliar words while consuming media and look up their meanings to broaden your knowledge Spelling must be 100% accurate to receive a mark, even if the word is correct but spelled incorrectly.
3. Focus on grammar and vocabulary
Test day is challenging as it requires listening to a non-native language for extended periods In order to improve your IELTS listening score, you should focus on grammar and vocabulary, as well as reading instructions quickly and noting how many words you can write.
Exam preparation should include familiarization with six types of questions, and having a systematic approach to them can help succeed on test day.
4. Be aware of the context
When listening to a conversation, it is important to be aware of the context in which it is taking place. This can include the time of day, the location, and the people involved. This information can help you to better understand the conversation and the people involved.
5. Review Your Mistakes and Learn from Them
Making mistakes is a natural part of learning and improving, and this goes for the IELTS Listening exam too. As part of the review process for your test, be sure to identify your mistakes and reflect on what you could have done differently in order to get the right answer. Once you know where you went wrong, you can focus on correcting and improving these areas going forward. Doing this will be invaluable in helping you to achieve a better score on the IELTS Listening test.
=> Read Aloud in English as You Listen
Reading aloud in English as you listen to the IELTS listening passages can be an effective way to improve your comprehension. This can help you better understand the nuances of the language and enable you to quickly identify keywords and phrases. Furthermore, reading aloud can help you become more familiar with the language and its various structures, which will prove beneficial when it comes to answering questions. Make sure to read slowly and clearly and practice as often as possible for the best results.
Do's and Don'ts
Do’s:
1. Familiarize yourself with the different question types.
2. Focus on each question type and the associated answers.
3. Maintain your word count (e.g., no more than 2 words or even a quantifiable number)
4. Read the instructions carefully and listen to the audio multiple times.
5. Provide a thorough response to all queries without forfeiting any credit for unanswered spaces.
6. Practice with IELTS listening sample tests.
Don’ts:
1. Don’t try to memorize answers.
2. Don’t try to guess the answers.
3. Don’t rush through the questions or audio.
4. Don’t get distracted or lose focus during the listening test.
5. Focus on one question at a time to ensure that each is answered.
6. Transfer answers to the answer sheets to avoid mistakes.
Top FAQ's Of Listening Module
Indeed, both versions of the IELTS test – Academic and General Training are equivalent in terms of listening paper.
To ensure success in all four modules of your IELTS exam, it is highly advisable to employ pencil during the assessment. Should you have answered with this writing instrument, be sure to erase and revise any responses that do not seem appropriate.
IELTS testing comprises of a variety of questions, six in total. They include:
- Multiple Choice Questions
- Matching
- Map/Plan/Diagram labelling
- Form/Table/Flowchart/Note/Summary completion
- Sentence completion
- Short Answer Questions
Unfortunately, this is not possible. The IELTS Listening test necessitates mastery over more than one accent; therefore, you must become familiar with various accents before taking the exam.
As a result of IELTS being an open-ended English proficiency assessment, you may encounter regional variations in speech during the audio recording component. Fortunately, accents from Australia and New Zealand; as well as American varieties can be encountered. In reality though, these elements may prove to be one of your greatest obstacles when attempting to attain high scores on this test; so it is crucial that prior practice with listening variety shows up before taking the exam. By familiarizing yourself with various dialects and augmenting your overall IELTOF skills through Podcasts can provide optimal preparation for success!
Yes, the inquiries made in IELTS Listening are presented in an orderly fashion that allows for comprehension of their responses when the recording is played. The same pattern persists for all question types encountered during this module.
During the preview stage, you will have a mere 30-second window to scrutinize the inquiries on which answers will be provided during subsequent segments of your recording. The accompanying instructions should be comprehensive enough to ensure that you are aware exactly what subjects are covered in subsequent sections; thus facilitating an efficient process for evaluating questions beforehand. Additionally, any pauses may enable users to scan through additional queries before resuming the recording process
Listen to the recording carefully, make quick guesses for missed questions, and move on rather than wasting time on one question.
You cannot get extra paper, but you can use the question paper to make notes or underline keywords. Only the answer sheet will be marked.
Yes, you will be granted an additional ten minutes for the purpose of transferring answers onto your answer sheet. Therefore, take utmost care in transferring them without fail!
Guessing is encouraged on tests, but never leave an answer blank.
It is recommended to write IELTS Listening responses in either capital letters or small letters, or a combination of both; those with bad handwriting should use capitals for increased readability.
If you have spelled the word incorrectly, your answer will be deemed incorrect. Additionally, if you misplace cities or other names mentioned in audio files during assessment periods; it could lead to demerits.
Use American or British spelling for the IELTS Listening module. Regardless of what you choose to write, it is imperative that you stick exclusively to one form of notation and continue in this manner. For example, if your preference was centered over centre; then keep with the same for any remaining responses as well!
Abbreviations/short forms are strictly disallowed in IELTS assessments, such as when jotting down the answer of ‘New Zealand’ and opting for NZ. Incorrectly completing this task can result in substantial deductions – do not use them!.
You may write in either direction; for instance, ‘seven’ or ‘7’, both entries are equally valid.
If you are undertaking computer-assisted IELTS, then the inquiries should pop up on your screen along with the corresponding answers that need to be provided.
IELTS Listening test requires answering 40 questions in response to four recordings from native speakers, which are heard only once.
Though Part 4 may be the most arduous portion of the IELTS Listening test, its content is still grounded in words that are commonly encountered. Additionally, it draws from disciplines such as academia and could potentially encompass a broad spectrum of subjects for discussion.
Indeed, the queries posed in IELTS Listening are presented in an orderly fashion with corresponding responses displayed upon playback of the recording. Similarly to all question types assessed during this test module, this pattern is observed throughout the test.
Reading Module
The IELTS Reading Test Format is an assessment of a student’s ability to read, comprehend and interpret written English. The test consists of three sections, each of which focuses on a different aspect of reading ability. The first section consists of a series of multiple-choice questions based on a text, which the student must read and answer. The second section involves a series of true/false questions based on a text, which the student must read and answer. The third section is a series of short-answer questions based on a text, which the student must read and answer. The test lasts for 60 minutes and is scored out of a possible 9 points with 1 point for each correct answer. The IELTS Reading Test is designed to give an overall picture of a student’s reading ability.
Academic Reading Exam Pattern
The IELTS Reading Test Format is an assessment of a student’s ability to read, comprehend and interpret written English. The test consists of three sections, each of which focuses on a different aspect of reading ability. The first section consists of a series of multiple-choice questions based on a text, which the student must read and answer. The second section involves a series of true/false questions based on a text, which the student must read and answer. The third section is a series of short-answer questions based on a text, which the student must read and answer. The test lasts for 60 minutes and is scored out of a possible 9 points with 1 point for each correct answer. The IELTS Reading Test is designed to give an overall picture of a student’s reading ability.
Task type and format: Test takers are required to choose the best answer from four alternatives (A, B, C or D), or the best two answers from five alternatives (A, B, C, D or E), or the best three answers from seven alternatives (A, B, C, D, E, F or G). Test takers write the letter of the answer they have chosen on the answer sheet. The questions may involve completing a sentence, where they are given the first part of a sentence and then choose the best way to complete it from the options, or could involve complete questions; with the test takers choosing the option which best answers them.
The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: Multiple choice tests a wide range of reading skills, including detailed understanding of specific points or an overall understanding of the main points of the text.
No. of questions: Variable
1
Task type and format: Test takers will be given a number of statements and asked: ‘Do the following statements agree with the information in the text?’ They are then required to write ‘true’, ‘false’ or ‘not given’ in the boxes on their answer sheets.
It is important to understand the difference between ‘false’ and ‘not given’. ‘False’ means that the passage states the opposite of the statement in question; ‘not given’ means that the statement is neither confirmed nor contradicted by the information in the passage.
Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.
Task focus: Identifying information assesses the test takers’ ability to recognise particular points of information conveyed in the text. It can thus be used with more factual texts.
No. of questions: Variable
No. of questions: Variable
Task type and format: Test takers will be given a number of statements and asked: ‘Do the following statements agree with the views/claims of the writer?’ They are required to write ‘yes’, ‘no’ or ‘not given’ in the boxes on their answer sheet.
It is important to understand the difference between ‘no’ and ‘not given’. ‘No’ means that the views or claims of the writer explicitly disagree with the statement, i.e. the writer somewhere expresses the view or makes a claim which is opposite to the one given in the question; ‘not given’ means that the view or claim is neither confirmed nor contradicted.
Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.
Task focus: This type of task assesses the test takers’ ability to recognise opinions or ideas, and so it is often used with discursive or argumentative texts.
No. of questions: Variable
Task type and format: Test takers are required to locate specific information within the lettered paragraphs/sections of a text, and to write the letters of the correct paragraphs/sections in the boxes on their answer sheet.
They may be asked to find: specific details, an example, a reason, a description, a comparison, a summary, an explanation. They will not necessarily need to find information in every paragraph/section of the text, but there may be more than one piece of information that test takers need to locate in a given paragraph/section. When this is the case, they will be told that they can use any letter more than once.
This type of task can be used with any text as it tests a wide range of reading skills, from locating detail to recognising a summary or definition.
Task focus: Matching information assesses the test takers’ ability to scan for specific information. Unlike task type 5, Matching headings, it is concerned with specific information rather than with the main idea.
No. of questions: Variable
Task type and format: Test takers are given a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Test takers must match the heading to the correct paragraphs or sections, which are marked alphabetically. Test takers write the appropriate Roman numerals in the boxes on their answer sheets. There will always be more headings than there are paragraphs or sections, so that some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example for test takers. This task type is used with texts that contain paragraphs or sections with clearly defined themes.
Task focus: Matching headers tests the test takers’ ability to recognise the main idea or theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting ones.
No. of questions: Variable
The Academic Reading test is marked by certificated markers, who are regularly monitored to ensure reliability. All answer sheets, after being marked, are further analysed by Cambridge English.
Band score conversion
A Band Score conversion table is produced for each version of the Academic Reading test, which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands.
Task type and format: Test takers are required to match a set of statements or pieces of information to a list of options. The options are a group of features from the text, and are identified by letters. Test takers may, for example, be required to match different research findings to a list of researchers, or characteristics to age groups, events to historical periods, etc. It is possible that some options will not be used, and that others may be used more than once. The instructions will inform test takers if options may be used more than once.
Task focus: Matching features assesses the test takers’ ability to recognise relationships and connections between facts in the text and their ability to recognise opinions and theories. It may be used both with factual information, as well as opinion-based discursive texts. Test takers need to be able to skim and scan the text in order to locate the required information and to read for detail.
No. of questions: Variable
Task type and format: Test takers are given the first half of a sentence based on the text and asked to choose the best way to complete it from a list of possible options. They will have more options to choose from than there are questions. Test takers must write the letter they have chosen on the answer sheet. The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: Matching sentence endings assesses the test takers’ ability to understand the main ideas within a sentence.
No. of questions: Variable
1
Task type and format: Test takers complete sentences in a given number of words taken from the text. They must write their answers on the answer sheet. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: Matching sentence endings assesses the test takers’ ability to locate detail/specific information.
Task type and format: Test takers are given a summary of a section of the text, and are required to complete it with information drawn from the text. The summary will usually be of only one part of the passage rather than the whole. The given information may be in the form of: several connected sentences of text (referred to as a summary), several notes (referred to as notes), a table with some of its cells empty or partially empty (referred to as a table), a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a flow-chart).
The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text.
There are two variations of this task type. Test takers may be asked either to select words from the text or to select from a list of answers.
Where words have to be selected from the passage, the instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark.
Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. Where a list of answers is provided, they most frequently consist of a single word.
Because this task type often relates to precise factual information, it is often used with descriptive texts.
Task focus: Summarising assesses the test takers’ ability to understand details and/or the main ideas of a section of text. In the variations involving a summary or notes, test takers need to be aware of the type of word(s) that will fit into a given gap (for example, whether a noun is needed, or a verb, etc.).
No. of questions: Variable
used with discursive or argumentative texts.
No. of questions: Variable
Task type and format: Test takers are required to complete labels on a diagram, which relates to a description contained in the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The answers do not necessarily occur in order in the passage. However, they will usually come from one section rather than the entire text.
The diagram may be of some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts.
Task focus: Diagram label completion assesses the test takers’ ability to understand a detailed description, and to relate it to information presented in the form of a diagram.
No. of questions: Variable
Task type and format: Test takers answer questions, which usually relate to factual information about details in the text. This is most likely to be used with a text that contains a lot of factual information and detail.
Test takers must write their answers in words or numbers on the answer sheet. Test takers must write their answers using words from the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark.
Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. The questions are in the same order as the information in the text.
Task focus: Short answer questions assess the test takers’ ability to locate and understand precise information in the text.
No. of questions: Variable
General Reading
Paper format: There are three sections. Section 1 may contain two or three short texts or several shorter texts. Section 2 comprises two texts. In Section 3, there is one long text.
Timing: 60 minutes
No. of questions: 40
Task types: A variety of question types are used, chosen from the following: multiple choice, identifying information, identifying writer’s views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion, short-answer questions.
Sources: The first section, ‘social survival’, contains texts relevant to basic linguistic survival in English with tasks mainly about retrieving and providing general factual information, for example, notices, advertisements and timetables.
The second section, ‘Workplace survival’, focuses on the workplace context, for example, job descriptions, contracts and staff development and training materials.
The third section, ‘general reading’, involves reading more extended prose with a more complex structure. Here, the emphasis is on descriptive and instructive rather than argumentative texts, in a general context relevant to the wide range of test takers involved, for example, newspapers, magazines and fictional and non-fictional book extracts.
Answering: Test takers are required to transfer their answers to an answer sheet during the time allowed for the test. No extra time is allowed for transfer. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.
Marks: Each question is worth 1 mark.
Task type and format: In this task type, test takers choose the best answer from four alternatives A, B, C or D, or the best two answers from five alternatives (A, B, C, D or E), or the best three answers from seven alternatives (A, B, C, D, E, F or G). They write the letter of the answer they have chosen on the answer sheet.
The questions may involve completing a sentence, in which the ‘stem’ gives the first part of a sentence and test takers choose the best way to complete it from the options, or could involve complete questions, choosing the option which best answers them. The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: This task type tests a wide range of reading skills including detailed understanding of specific points or an overall understanding of the main points of the text.
No. of questions: Variable
Task type and format: The test taker will be given a number of statements and asked: ‘Do the following statements agree with the information in the text?’ They then write ‘true’, ‘false’ or ‘not given’ in the boxes on their answer sheets. The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question and so on.
It is important to understand the difference between ‘false’ and ‘not given’. ‘False’ means that the passage states the opposite of the statement in question; ‘not given’ means that the statement is neither confirmed nor contradicted by the information in the passage.
Any knowledge students bring with them from outside the passage should not play a part when deciding on their answers.
Task focus: This task type assesses the test takers’ ability to recognise particular points of information conveyed in the text. It can thus be used with more factual texts.
No. of questions: Variable
Task type and format: The test taker will be given a number of statements and asked: ‘Do the following statements agree with the views/claims of the writer?’ They answer ‘yes’, ‘no’ or ‘not given’ in the boxes on their answer sheet. The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on.
It is important to understand the difference between ‘no’ and ‘not given’. ‘No’ means that the views or claims of the writer explicitly disagree with the statement, i.e. the writer somewhere expresses the view or makes a claim which is opposite to the one given in the question; ‘not given’ means that the view or claim is neither confirmed nor contradicted. (Any knowledge students bring with them from outside the passage should not play a part when deciding on their answers.
Task focus: This task type assesses the test takers’ ability to recognise opinions or ideas, and is thus often used with discursive or argumentative texts.
No. of questions: Variable
Task type and format: Test takers locate specific information in the lettered paragraphs/sections of a text, and write the letters of the correct paragraphs/sections in the boxes on their answer sheet. They may be asked to find; specific details, an example, a reason, a description, a comparison, a summary, an explanation. They will not necessarily need to find information in every paragraph/section of the text, but there may be more than one piece of relevant information in a given paragraph/section. When this is the case, test takers will be told that they can use any letter more than once. The questions do not follow the same order as the information in the text. This task type can be used with any text as it may test a wide range of reading skills, from locating detail to recognising a summary or definition.
Task focus: This task type assesses the test takers’ ability to scan for specific information. Unlike task type 5 (Matching headings), it is concerned with specific information rather than with the main idea.
No. of questions: Variable
Task type and format: Test takers are given a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc.), referring to the main idea of the paragraph or section of the text. They must match the heading to the correct paragraphs or sections, which are marked alphabetically, and write the appropriate Roman numerals in the boxes on their answer sheets. There will always be more headings than there are paragraphs or sections, so some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example. No heading may be used more than once. This task type is used with texts that contain paragraphs or sections with clearly defined themes.
Task focus: This task tests the ability to recognise the main idea or theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting ones.
No. of questions: Variable
Task type and format: Test takers match a set of statements or pieces of information to a list of options. These are a group of features from the text, and are identified by letters. Test takers may, for example, be required to match different characteristics to age groups or events to historical periods, etc. It is possible that some options will not be used, and that others may be used more than once. The instructions will advise whether options may be used more than once. The questions do not follow the same order as the information in the text.
Task focus: This task assesses the ability to recognise relationships and connections between facts in the text, and to recognise opinions and theories. It may be used both with texts dealing with factual information, description or narrative. Test takers need to be able to skim and scan the text in order to locate the required information and to read for detail.
No. of questions: Variable
Task type and format: Test takers are given the first half of a sentence based on the text and choose the best way to complete it from a list of possible options. They will have more options to choose from than there are questions. The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: This task type assesses the test takers’ ability to understand the main ideas.
No. of questions: Variable
Task type and format: Test takers complete sentences in a given number of words taken from the text, writing their answers on the answer sheet. The instructions will make it clear how many words/numbers should be in the answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark.
Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on.
Task focus: This task type assesses the test takers’ ability to locate detail/specific information.
No. of questions: Variable
Task type and format: Test takers are given a summary of a section of the text, and are required to complete it with information drawn from the text. Note that the summary will usually be of only one part of the passage rather than the whole. The given information may be in the form of; several connected sentences (referred to as a summary), several notes (referred to as notes), a table with some of its cells empty or partially empty (referred to as a table), a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a flow-chart). The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text. There are two variations of this task type. Test takers may be asked either to select words from the text or to select from a list of answers. Where words have to be selected from the passage, the instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. Where a list of answers is provided, they most frequently consist of a single word, There are always more words or phrases in the box than there are gaps to fill. Because this task type often relates to precise factual information, it is often used with descriptive texts.
Task focus: This task type assesses the test takers’ ability to understand details and/or the main ideas of a section of the text. In the variations involving a summary or notes, they need to be aware of the type of word(s) that will fit into a given gap (for example, whether a noun is needed, or a verb, etc.).
No. of questions: Variable
Task type and format: Test takers complete labels on a diagram which relates to a description contained in the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If they write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The answers do not necessarily occur in order in the passage.
However, they will usually come from one section rather than the entire text. The diagram may be of some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts.
Task focus: This task type assesses the ability to understand a detailed description, and to relate it to information presented in the form of a diagram.
No. of questions: Variable
Task type and format: Test takers answer questions about factual details in the text. Test takers must write their answers in words or numbers on the answer sheet. Test takers must write their answers using words from the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If they write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the test before the answer to the second question, and so on.
Task focus: This task type assesses the ability to locate and understand precise information in the text.
No. of questions: Variable
The General Training Reading test is marked by certificated markers, who are regularly monitored to ensure reliability. After being marked, all answer sheets, are further analysed by Cambridge English.
Band score conversion
A band score conversion table is produced for each version of the General Training Reading test which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands.
Top 6 Tips For Preparing IELTS Reading
1=>Take your time before timing yourself.
First, take your sweet time and become familiar with the various types of questions. Also bear in mind why you are prone to making mistakes; once you have gained comfort level and exam day is drawing nearer – it’s alright to start timing yourself!
2=>Ensure that your responses are transcribed with great care
Carefully transfer your responses. During the examination, you are permitted to jot down answers on your exam paper; however, be certain that any spelling errors do not occur when transferring them to the answer sheet.
3=>Be inexact in your answers.
Failure to provide an answer of any kind will not result in a loss of points during the IELTS exam. Assume nothing and make a guess if you don’t know – it’s perfectly all right!
4=>Don’t anticipate comprehending every passage.
Even proficient English speakers may come across unfamiliar terms in the texts; so don’t be tempted to try and decipher them! Maintaining concentration on inquiries is essential for success.
5=> Skim through the passage to get an idea of the main points
When studying for the IELTS Reading section, experts recommend skimming through the passage first to get an idea of the main points and topic. This will help you better allocate your time and focus on the sections that you need to improve on. Skimming through the passage can also help you identify keywords and phrases, which can help guide your reading and understanding of the text. Furthermore, it is important to remember to read actively, as this will help ensure that you’re taking in all of the necessary information.
6=> Symbolize the keywords
When scanning through the text, make sure you mark or circle those passages that are most significant. This will expedite your search for answers should you need them later on; look out for titles and headings as well as any
7=> Use context clues to understand difficult words
One of the most effective strategies to ace the IELTS Reading section is to use context clues such as synonyms and antonyms. In addition to providing a better understanding of difficult words, this approach also allows test-takers to answer questions correctly in less time. When looking for synonyms and antonyms, it is important to consider the context of the sentence as well as the other words in the sentence to ensure that you pick the right answer. By using context clues such as synonyms and antonyms, test-takers can maximize their score on this critical section of the IELTS exam.
Do's and Don'ts
Do’s:
1. Familiarize yourself with the different types of questions in the IELTS Reading section.
2. Read the questions carefully before reading the text.
3. Read the text quickly to get an idea of the main topic and key words.
4. Skim through the text to find the answers to the questions.
5. Pay close attention to key words and phrases.
6. Read and re-read the text until you understand it.
7. Make sure you answer all the questions and provide details.
8. Practice timing yourself when taking the test.
9. Make sure to double check your answers.
10. Take a practice test to get familiar with the types of questions and to practice your timing.
Don’ts:
1. Don’t rush through the questions.
2. Don’t read the text word for word.
3. Don’t forget to answer all the questions.
4. Don’t ignore key words and phrases.
5. Don’t get stuck on one question.
6. Don’t waste time on difficult questions.
7. Don’t make assumptions about the content.
8. Don’t forget to double check your answers.
9. Don’t get distracted by other materials in the room.
10. Don’t forget to practice with a timer.
Top FAQ's Of Reading Module
‘True, false; Undeniably not. Peruse the text and discern whether its content is valid or incorrect. Assign a numerical indication between 0 and 3 to each statement of fact presented in order to test its veracity. Due to being such an arduous task, it may well be considered the most challenging question in this exercise!
The most straightforward aspect of IELTS is listening and articulating. In order to achieve a respectable score, you must attain a mark of 7 or higher – this demonstrates your mastery of the English language in all its nuances..
These tests are designed to be straightforward and uncomplicated, with band scores ranging from 1 (the lowest) to 9 (the highest). All varieties of IELTS utilize the same scoring system.
Scoring 5.5 or 6 may seem possible from 4.5 or 5 with a little more effort and preparation; however, reaching 6.5 requires considerable practice on your part – something which is not impossible but nevertheless rather arduous to achieve!
Despite the difficulties associated with attaining a high score in the IELTS proficiency exam, it is not as difficult as one may believe. To succeed, simply put together an adequate plan for success. Regarding preparation – what could be more daunting than selecting which path to take?
The IELTS reading band score is based on the number of correct answers out of 40, converted into a score based on the overall results of all test-takers for that day.
Students frequently ponder whether, by chance, the essay questions from the IELTS exam are encountered again. To put an end to this inquiry and provide definitive answers – No!
If your mock test result indicates band 6.0-6.5, anticipate achieving a score of 7.5 – 8 within 1-3 months’ time! Many of our students have even broken the barrier with an overall grade point average (GPA) in excess of 8SCORE!
Each IELTS task is crafted to be straightforward and accessible. Scores are reported on a scale ranging from 1 to 9 with all versions of the exam using the same scoring system.
At the moment, students are required to reexamine all four modules of the test: listening comprehension, reading comprehension and pen-and-paper writing as well as oral presentation in order to enhance their performance band score. This practice may be unwieldy though; thus an alternative approach could be considered – repassing just one module at a time for improved results
An IELTS score of 5.5, while possibly indicative of proficiency in English language usage, is no longer an insurmountable barrier to achieving fluency. Indeed, this level can be considered a mere opportunity for aspiring English speaker to demonstrate their ability to comprehend and converse with ease!
On the whole, a minimum aggregate grade of 6.0 is commonplace– even for those who aim for an ‘advanced’ level of attainment and insist on obtaining at least a 6.5 in both writing and reading assignments – spawning the notion that an aggregate score of 6.5 may be considered to represent satisfactory performance (for further elaboration).
Absolutely not! Your IELTS score cannot be diminished during re-marking – only augmented.
No, as a prerequisite for visa application, overall scores must reach 6.5 points. This is a rule decreed by the authorities and in any subject such as listening comprehension – 5.5 marks should not be attained – but where it comes to speaking fluently or reading with ease- surely higher!
The IELTS Reading section can be a daunting experience owing to the amount of text and questions that must be comprehended within a short period of time. Moreover, for the more challenging Academic Reading phase of the exam, you will have to manage vast quantities within an expedient timeframe – making it all that much more difficult!
There are a total of three readings for the academic paper and three different sections in each of the general training papers – each section featuring one or two texts..
Absolutely not! There are no deductions for an incorrect response. Thus, before pressing ‘submit’ on your answer sheet, always provide a figure and offer an educated guess as to its value; failing to do so may result in a loss of points.
It is essential that candidates devote no more than 20 minutes to each passage. Constructively use your allotted time while attempting the questions; do not linger over any one answer choice too long!
Well, the test that you’re taking is a part of your English language proficiency skills and therefore writing answers in the correct spelling is essential. Even if you know an answer and misspell it, it will be marked wrong. Therefore, pay attention to big words.
Assuming that you allot 15 minutes of your 1 hour allotted time for READING the questions, you’ll be left with 45 minutes to ANSWER 40 granted queries. Invest no more than 1 minute per question – even if it proves difficult; come back to any pertinent query later on in order not to overburden yourself!
The allotted time for taking the IELTS Reading test is one hour. Consequently, it is essential that you do not jot down answers on paper; rather, utilize a pen/eraser and transpose them into your answers instead!
Writing Module
The IELTS Writing Module Test Format is an international English language testing system that evaluates a person’s ability to understand, write, and communicate in English. The test is divided into two parts, the Academic Writing and General Training Writing Tests. The Academic Writing Test is designed to assess a person’s ability to write in a formal academic style, while the General Training Writing Test focuses on more everyday writing tasks. The test consists of two tasks for the Academic Writing Test and two tasks for the General Training Writing Test. Each task must be completed within a certain time limit and must be written using formal language and appropriate grammar. The evaluation of the test is based on the quality and accuracy of the writing, as well as the individual’s ability to clearly express their ideas.
Academic Writing
Topics are of general interest to, and suitable for, test takers entering undergraduate and postgraduate studies or seeking professional registration. There are two tasks:
- Task 1 – you will be presented with a graph, table, chart or diagram and asked to describe, summarise or explain the information in your own words. You may be asked to describe and explain data, describe the stages of a process, how something works or describe an object or event.
- Task 2 – you will be asked to write an essay in response to a point of view, argument or problem. Responses to both tasks must be in a formal style.
Paper format: There are two Writing tasks and BOTH must be completed.
Timing: 60 minutes
No. of questions: 2
Task types: In Task 1, test takers are asked to describe some visual information (graph/table/chart/diagram) in their own words. They need to write 150 words in about 20 minutes. In Task 2, they respond to a point of view or argument or problem. They need to write 250 words in about 40 minutes.
Answering: Answers must be given on the answer sheet and must be written in full. Notes or bullet points are not acceptable as answers. Test takers may write on the question paper but this cannot be taken from the examination room and will not be seen by the examiner.
Task type and format: In Writing Task 1, test takers may be asked to describe facts or figures presented in one or more graphs, charts or tables on a related topic; or they may be given a diagram of a machine, a device or a process and asked to explain how it works. They should write in an academic or semi-formal/neutral styles and include the most important and the most relevant points in the diagram. Some minor points or details may be left out.
Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 150 words, they should remember that a longer Task 1 answer may mean that they have less time to spend on Task 2, which contributes twice as much to the Writing band score.
Test takers should also note that they will be penalised for irrelevance if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source).
Test takers must write their answers on the answer booklet.
Task focus: This task assesses the ability to identify the most important and relevant information and trends in a graph, chart, table or diagram, and to give a well-organised overview of it using language accurately in an academic style.
No. of questions: 1
Test takers should spend no more than 40 minutes on this task. They are asked to write at least 250 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 250 words, if they write a very long answer they may not have time for checking and correcting at the end and some ideas may not be directly relevant to the question.
Task 2 contributes twice as much to the final Writing band score as Task 1. Therefore, test takers who fail to attempt to answer this task will greatly reduce their chance of achieving a good band.
Test takers will be penalised for irrelevance if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source). Finally, test takers should make sure that they do not copy directly from the question paper because this will not be assessed.
They must write their answers on the answer booklet.
Task focus: This task assesses the ability to present a clear, relevant, well-organised argument, giving evidence or examples to support ideas and use language accurately.
No. of questions: 1
Marking and assessment
Task 2 responses are assessed on:
- Task response
- Coherence and cohesion
- Lexical resource
- Grammatical range and accuracy.
Task 1
Task achievement
This assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. Academic Writing Task 1 is a writing task which has a defined input and a largely predictable output. It is basically an information-transfer task that relates narrowly to the factual content of an input diagram and not to speculative explanations that lie outside the given data.
Coherence and cohesion
This concerns overall clarity and fluency: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.
Lexical resource
This refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task.
Grammatical range and accuracy
This refers to the range and accurate use of grammar as manifested in their sentence writing.
Task response
In both IELTS Academic and IELTS General Training versions, Task 2 requires test takers to formulate and develop a position in relation to a given prompt in the form of a question or statement. Ideas should be supported by evidence, and examples may be drawn from the test takers’ own experience. Responses must be at least 250 words in length. Scripts under the required minimum word limit will be penalised.
Coherence and cohesion
This assesses the overall clarity and fluency of the message: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.
Lexical resource
This criterion refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task.
Grammatical range and accuracy
This assesses the range and accurate use of grammar, as manifested in their test takers’ writing at sentence level.
General Writing
Topics are of general interest. There are two tasks:
- Task 1 – you will be presented with a situation and asked to write a letter requesting information, or explaining the situation. The letter may be personal, semi-formal or formal in style.
- Task 2 – you will be asked to write an essay in response to a point of view, argument or problem. The essay can be fairly personal in style.
Paper format: There are two Writing tasks to complete.
Timing: 60 minutes
No. of questions: 2
Task types: In Task 1, test takers are asked to respond to a situation, for example, by writing a letter requesting information or explaining a situation. In Task 2, test takers write an essay in response to a point of view, argument or problem.
Answering: Answers must be written in full in the answer booklet. Notes or bullet points in whole or in part are not acceptable as answers. Test takers may write on the question paper but this cannot be taken from the test room and will not be seen by the examiner.
A detailed look at the paper with links to related resources.
Task type and format: In Writing Task 1, test takers are presented with a situation and required to write a personal response in the form of an informal, semi-formal or formal letter of at least 150 words in the answer booklet provided. The situations they are asked to write about are common, everyday ones such as: writing to a college accommodation officer about problems with accommodation, writing to a new employer about time management problems they are having, writing to a local newspaper about a plan to develop a local airport, writing to a renting agency to sort out problems with the heating system in their house.
Test takers are told what kind of information (in the form of three bullet points) they must include in their response. They may be required to request or give information and/or explain a situation. To do this, they may need to do some of the following: ask for and/or provide general factual information, express needs, wants, likes or dislikes, express opinions or complaints, make requests or make suggestions/recommendations.
The style of writing that test takers use depends who they are asked to write to (i.e. the audience) and how well they are supposed to know them. They need to write in a style that is appropriate for their audience and that will help them to achieve their purpose for writing, e.g. writing to a friend (informal) or writing to a manager (semi-formal or formal). Test takers do not need to include any addresses at the head of their letters.
Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 150 words, they should remember that a longer Task 1 answer may mean that they have less time to spend on Task 2, which contributes twice as much to the Writing band score.
Test takers should also note that they will be penalised for irrelevance, if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source).
Task focus: This task assesses the ability to follow English letter-writing conventions (i.e. what order to put information in, what style to use, how to start and finish a letter), to use language accurately and appropriately and to organise and link information coherently and cohesively.
No. of questions: 1
Task type and format: In Writing Task 2, test takers write a semi-formal/neutral discursive essay of at least 250 words in the answer book provided.
The task instructions give information about a point of view, argument or problem. They then tell test takers how to discuss this, which may involve providing general factual information, outlining and/or presenting a solution, justifying an opinion, evaluating evidence and ideas.
Topics are of general interest, – such as: whether children’s leisure activities should be educational, why families are not so close as they used to be and how they could be brought closer, how environmental problems can be solved, who should pay for the care of old people, whether smoking should be banned in public places.
Test takers should make sure that they complete the task carefully and provide a full and relevant response. They should organise their ideas clearly and make sure to support their argument with relevant examples (including from their own experience where relevant) or evidence. For this task, test takers need to be able to communicate more abstract and complex ideas and use a range of vocabulary and grammatical structures. Task 2 contributes twice as much to the final Writing band score as Task 1. Therefore, test takers who fail to attempt to answer this task will greatly reduce their chance of achieving a good score.
Test takers are asked to write at least 250 words and will be penalised if their answer is too short. They should spend no more than 40 minutes on this task.
Test takers should also note that they will be penalised for irrelevance if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source).
Task focus: This task assesses the ability to follow English discursive writing conventions (i.e. what order to put information in, what style to use, how to start and finish discursive writing, how to paragraph), to organise and link information coherently and cohesively and to use language accurately and appropriately.
No. of questions: 1
Writing responses are assessed by certificated IELTS examiners. All IELTS examiners hold relevant teaching qualifications and are recruited as examiners by the test centres and approved by the British Council or IDP: IELTS Australia.
Each task is assessed independently. The assessment of Task 2 carries more weight in marking than Task 1.Scores are reported in whole and half bands. Detailed performance descriptors have been developed which describe written performance at the nine IELTS bands. They are available on the How IELTS is scored page. The descriptors apply to both the Academic and General Training versions and are based on the following criteria.
Task 1 responses are assessed on:
- Task achievement
- Coherence and cohesion
- Lexical resource
- Grammatical range and accuracy.
Task 2 responses are assessed on:
- Task response
- Coherence and cohesion
- Lexical resource
- Grammatical range and accuracy.
Task 1
Task achievement
This assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. General Training Writing Task 1 is a writing task with a largely predictable output in that each task sets out the context and purpose of the letter and the functions the test taker should cover in order to achieve this purpose.
Coherence and cohesion
This assesses the overall clarity and fluency of the message: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.
Lexical resource
This refers to the range of vocabulary the test takers have used and the accuracy and appropriacy of use in terms of the specific task.
Grammatical range and accuracy
This refers to the range and accurate use of grammar, as manifested in the test takers’ sentence writing.
Task response
In both IELTS Academic and IELTS General Training versions, Task 2 requires test takers to formulate and develop a position in relation to a question or statement. Ideas should be supported by evidence, and examples may be drawn from the test takers’ own experience. Responses must be at least 250 words in length. Scripts under the required minimum word limit will be penalised.
The other three assessment criteria (Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy) are the same for Task 1 and Task 2.
Tips For IELTS Writing
1. Organizing Ideas Logically
Utilize up to five minutes to generate potential topics, and then cull which facts you want to include. Arrange ideas logically in sequential order and utilize linking words as well as cohesive devices between sentences, phrases, and paragraphs.
2. Understand The Approach
Each activity requires an optimum approach.
Task 1 (Academic) is to identify the most prevalent trends and characteristics; in the introductory passage, rewrite information presented from the task using synonym substitutions and grammatical transformation; structure paragraphs logically so as not to provide exhaustive details on all data presented – only relevant aspects should be highlighted in summary.
Task 1 (General Training) is to analyze the query; generate an array of potential answers using bulleted points; establish a structure for crafting the paragraphs, address each bullet point – and then pen your letter.
Task 2 – Ensure that your essay includes an introductory segment, at least two body paragraphs, and a conclusion. In this portion of the composition, resoundingly answer the query and formulate a thesis statement based on your viewpoint; craft topic sentences for each idea with one sentence per concept and use one sentence as an initial point of departure for each subsequent paragraph; provide supporting details throughout to bolster these ideas – ultimately culminating in a joint summarization at its close.
3. Write at least 250 words for Task 2
For Task 2, your essay should be at least 250 words. To maximize your score in this section, practice writing essays of the required length that answer the given prompt. Additionally, familiarize yourself with the criteria and language used in IELTS scoring rubrics so that you can tailor your writing accordingly. With the right preparation and practice, you can improve your IELTS writing score significantly
4. Consider style when writing for IELTS
Each task type calls for an appropriate stylistic approach: formal, semi-formal or informal; this will dictate the variety of grammatical constructs and lexical resources that may be utilized.
5. Improve Your Grammar and Vocabulary
Utilize the time leading up to your test by perusing a variety of resources, and striving for fluency in C1 and C2 levels of the Common European Framework of Reference for Languages. Additionally, practice constructing sentences with more complex grammatical constructions; this will equip you with familiarity when it comes time to take that written examination!
6. Proofread your work
Proofreading your IELTS writing assignment is a crucial step in the writing process. Checking your work for spelling errors, incorrect grammar, and punctuation, and ensuring that the ideas within your work are clearly expressed and logically organized are all important elements of proofreading. Additionally, it is important to review the criteria of the IELTS assignment to ensure that you have included all of the necessary information. By taking the time to properly proofread your work, you can ensure that you are submitting an effective and accurate piece of writing that will meet the expectations of your IELTS evaluator.
7. No Off-Topic Responses
When it comes to the IELTS Writing exam, the key to success is providing relevant answers. It is important to avoid providing irrelevant answers as this can significantly impact your score. To ensure you are adequately prepared for the IELTS Writing exam, make sure that your answers are relevant to the questions asked and provide evidence to support your response. Additionally, try to focus on answering the exact question without going off topic.
Top FAQ's Of Writing Module
Examine the minutiae of your composition. Ensure every detail is precisely stated and accurately rendered.
- Make sure that you are adhering to spelling and punctuation standards; otherwise, errors in these areas could cause confusion.
- Avoid the temptation to use complex language.
- Stick with the familiar and avoid using complicated language.
If you spell a word incorrectly in the Listening test, you will not be awarded a mark. In the Writing test, fluency and accuracy are key aspects for assessment; for example, for Band 8 candidates may produce uncommon spelling errors; compared to Band 5 candidates who have notable missteps in their spelling.
Keep sentences short, no more than 10-12 words.
A good paragraph should be composed of a series of clear, linked statements.
Avoid using long words; use small words to ensure clear and concise communication of even complex ideas.
Avoid using unfamiliar words.
Avoid the use of adjectives and adverbs.
Practice writing with small words and short, clear sentences for six months to improve language skills and break bad language habits.
This section provides a primer on academic writing by introducing the 5 Cs of Clarity, Coherence, Conformity, Consistency, and Conciseness.
Scoring a grade of 5.5 or 6 may appear feasible from an effortless 4.5 or 5, yet attaining an evaluation of 6.5 is no easy feat – it necessitates sustained dedication on the part of any performer in order to acquire this level of achievement!
Con: You don’t need to fret over the words used; just let your computer do that for you! Pro: Editing is easy when all of those cut-and-paste options are at hand.
Minor spelling mistakes won’t affect your score, as long as they don’t alter the meaning of your writing.
Keep sentences short and simple for easier comprehension. Unnecessary details should be saved for later in the story.
Not meeting the word count requirements for IELTS writing tasks will result in a lower score.
Aim for 175 words for Task 1 and 250 words for Task 2 to avoid penalty and improve score.
A narrative requires 8 components: theme, plot, characters, setting, conflict, and point of view.
The IELTS scoring system is merely a manifestation of the process, so if someone receives a band score of 6.65, it will be rounded down to only six and one-half – an insignificant distinction indeed!
Task 2 of the writing portion, you should aim for between 1-250 words. Additionally, it is important to remember that it is the quality of your writing and your ability to express yourself clearly that matters most in these tasks. Therefore, focus on crafting a well-structured and organized argument rather than aiming for a certain number of words.
Speaking Module
The IELTS Speaking Module Test Format is an exam of English proficiency conducted face-to-face with a qualified examiner. The test is divided into three parts and lasts for 11 to 14 minutes. The first part requires the examinee to introduce themselves, use the provided topics to talk about their family, work, studies and interests. In the second part, the examiner will ask general questions about the examinee’s opinions and feelings on a variety of topics. The third part requires the examinee to talk about a topic of their choice and to give their opinion. During the test, the examiner will assess the examinee’s pronunciation, vocabulary usage, grammar and fluency. The IELTS Speaking Module Test is the most reliable way to assess a person’s English language skills.
Exam Pattren
Task type and format: In this part, the examiner introduces him/herself and checks the test takers’ identity. They then ask the test takers general questions on some familiar topics such as home, family, work, studies and interests. To ensure consistency, questions are taken from a script. Part 1 lasts for 4–5 minutes.
Task focus: This part of the test focuses on the ability to communicate opinions and information on everyday topics and common experiences or situations by answering a range of questions.
No. of questions: Variable
Task type and format: Part 2 is the individual long turn. The examiner gives the test takers a task card which asks the test takers to talk about a particular topic, includes points to cover in their talk and instructs the test takers to explain one aspect of the topic. Test takers are given one minute to prepare their talk, and are given a pencil and paper to make notes. The examiner asks the test takers to talk for 1 to 2 minutes, stops the test takers after 2 minutes, and asks one or two questions on the same topic.
Using the points on the task card effectively, and making notes during the preparation time, will help the test takers think of appropriate things to say, structure their talk, and keep talking for 2 minutes. Part 2 lasts 3–4 minutes, including the preparation time.
Task focus: This part of the test focuses on the ability to speak at length on a given topic (without further prompts from the examiner), using appropriate language and organising ideas coherently. It is likely that the test takers will need to draw on their own experience to complete the long turn.
No. of questions: Variable
Task type and format: In Part 3, the examiner and the test takers discuss issues related to the topic in Part 2 in a more general and abstract way and, where appropriate, in greater depth. Part 3 lasts 4–5 minutes.
Task focus: This part of the test focuses on the ability to express and justify opinions and to analyse, discuss and speculate about issues.
No. of questions: Variable
Marking and assessment
Speaking performances are assessed by certificated IELTS examiners. All IELTS examiners hold relevant teaching qualifications and are recruited as examiners by the test centres and approved by the British Council or IDP: IELTS Australia.
Scores are reported in whole and half bands. Detailed performance descriptors have been developed which describe spoken performance at the nine IELTS bands. These are available on the How IELTS is scored page.
Fluency and coherence
This refers to the ability to talk with normal levels of continuity, rate and effort and to link ideas and language together to form coherent, connected speech. The key indicators of fluency are speech rate and speech continuity. The key indicators of coherence are logical sequencing of sentences, clear marking of stages in a discussion, narration or argument, and the use of cohesive devices (e.g. connectors, pronouns and conjunctions) within and between sentences.
Lexical resource
This criterion refers to the range of vocabulary used and the precision with which meanings and attitudes can be expressed. The key indicators are the variety of words used, the adequacy and appropriacy of the words used and the ability to circumlocute (get round a vocabulary gap by using other words) with or without noticeable hesitation.
Grammatical range and accuracy
This refers to the range and the accurate and appropriate use of the test takers’ grammatical resource. The key indicators of grammatical range are the length and complexity of the spoken sentences, the appropriate use of subordinate clauses, and the range of sentence structures, especially to move elements around for information focus. The key indicators of grammatical accuracy are the number of grammatical errors in a given amount of speech and the communicative effect of error.
Pronunciation
This criterion refers to the ability to produce comprehensible speech to fulfil the Speaking test requirements. The key indicators will be the amount of strain caused to the listener, the amount of the speech which is unintelligible and the noticeability of L1 influence.
Tips For IELTS Speaking
1. Maximize Your 1-Minute Time
In part two of the speaking section, the examiner will give you one minute to prepare your speech. Use this time to create a story or put yourself in someone else’s shoes to tell the story from their perspective.
For instance, if you desire to impart a tale involving an occasion that took place at a sporting event and you’re not acquainted with the activity in question–let’s say it was your friend who attended the match–you could constructively put yourself into their shoes of someone savvy with sports knowledge by relating their experience like one’s own. Ultimately, there is no correct answer; only judging them on articulatory skills will be assessed toward success or failure Write down keywords on notepaper for one minute to refer to if you get stuck and for a satisfactory fluency score, keep going without pauses.
2. Don’t try to Memorize:
In the speaking section, questions typically follow a familiar pattern. In part one, you will be asked about topics such as your hometown or occupation – perhaps even some of your favorite pastimes. Part two tends to focus on narrative experiences that provide insight into certain topics; for instance, you could recount an anecdote based upon a location or person -or even an item- related to these experiences! Finally, in part three there is often ample space for exploration and discussion regarding points raised from earlier parts as well as any thoughts on current events/issues relative thereto!
3. Speak clearly and at a normal pace.
It is important to remember to speak clearly and at a natural speed. When speaking too quickly, sometimes it can be difficult for the examiner to understand what is being said, as well as potentially signaling to the examiner that the speaker is nervous or unprepared. Similarly, speaking too slowly can also be a sign of unpreparedness. Practicing speaking out loud at a natural speed can help to ensure that the speaker is ready and prepared for the speaking test.
4. Use correct grammar and pronunciation
One of the most important tips for success in the IELTS speaking section is to use correct grammar and pronunciation. Being able to accurately construct sentences and pronounce words correctly can be the difference between a good score and a great score. It is important to practice speaking English regularly and to focus on improving grammar and pronunciation. This will help ensure that, when the time comes, you are able to confidently express yourself in English.
5. Make eye contact
Making eye contact during your IELTS speaking test can help you appear more confident and alert. It is important to remember that you should not stare at the examiner, but rather make natural eye contact throughout your answer. Making eye contact also helps to make your answers flow more naturally and sound more convincing. Additionally, making eye contact with the examiner can help to show that you are paying attention and are engaged in the conversation.
Do's and Don'ts
Do’s:
1. Make sure to practice your pronunciation and grammar.
2. Be aware of your body language and facial expressions.
3. Use a wide range of vocabulary related to the topic.
4. Speak in full sentences as opposed to single words or short phrases.
5. Use appropriate pauses, intonation and stress.
6. Make sure to answer all parts of the question.
7. Take your time but be aware of the time limit.
Don’ts:
1. Don’t use memorized answers.
2. Don’t use too many filler words.
3. Don’t forget to answer all parts of the question.
4. Don’t forget to use appropriate grammar and pronunciation.
5. Don’t speak too quickly or too slowly.
6. Don’t be too nervous or overwhelmed.
7. Don’t forget to use pauses, intonation and stress in your speech.
8. Don’t forget to be aware of the time limit.
Top FAQ's Of Speaking Module
The examiner is the only individual who has access to the timer; therefore, it is prudent for examinees to practice speaking and have someone time their performance in order to become accustomed with each segment of the examination.
If you are planning to take the computer-delivered test, it is advisable to speak on the same day. You can nominate a preferred time either before or after modules two through four. As for the paper-based test, it may occur on the same day or any point during that period. Your testing location will determine an appropriate time for you
At first, the examiner reads out some information and checks your ID.
The first section of the exam consists primarily of inquiries about person-related topics, which can be completed in approximately 4-5 minutes. In addition to this portion,
Part 2 features a brief talk. One minute should suffice for preparation prior to speaking for up to two minutes; once those questions have been asked and answered by you or your colleague, the examiner may inquire further on any topic from earlier in the test – ensuring that no aspect goes unexplored! Lastly comes
Part 3 progression: an expansive discussion centered around any topic covered within Parts 1 & 2 – potentially taking between 4-7 minutes depending on how much time is allotted.
If an examiner interjects during your IELTS Speaking test, do not be alarmed. They have to adhere to a rigorous timetable – for example, in Part 1 they are allowed no more than five minutes per section. As such, it would appear that they simply wish to move on with the rest of their assessment swiftly.
Wearing masks can be advantageous to your IELTS Speaking score, provided that you are able to speak clearly. If the examiner cannot hear what you are saying, they will request a repetition – which is perfectly acceptable and shouldn’t be problematic as long as it is clear in communication.
While 25% of your final IELTS band score is undoubtedly essential, the other components of the test’s examination are equally vital: Reading (25%), Listening (25%) and Writing (25%).
When preparing for the IELTS Speaking test, it’s important to bear in mind a number of potential pitfalls that could sabotage your coherence and fluency. Amongst them are pauses during speech-making and hesitations in finding suitable words when brainstorming; both situations may be perceived by examiners as signifying insufficiently coherent ideas.
In the IELTS Speaking test, mispronunciation and pausing are crucial aspects. While it is essential to employ English sounds appropriately, it is acceptable to have a regional accent. When pauses are employed judiciously; they can enhance fluency as well as pronunciation patterns in terms of rhythm and intonation – such phrases as Hmm-ing a substantive query; Let me ponder this interesting question or Im sure ive never pondered that before illustrate how effectively one can incorporate that element into their speech.
The IELTS Speaking test does not assess your knowledge. If you are unfamiliar with the topic, you can still provide explanations for what you do know or why this may be the case. You could even venture a guess; your performance will not be dependent upon facts and figures alone.
Many applicants are concerned about requesting the examiner to rephrase a question during the IELTS Speaking test. Though this may seem like a risky move, it is actually acceptable. If one needs clarification on an aspect of this portion of the exam, feel free to ask for clarification.
Individuals are apprehensive about utilizing slang in their IELTS exam. Our Practical IELTS Expert Rocco is confident that it is acceptable as long as it conforms to etiquette, and if applicable to the situation being addressed.
If you are not able to offer an opinion on a query, it is acceptable to simply provide some speculation. If the inquirer asks about taking a ferry as a means of public transportation and none of your experiences have involved this mode of transport before, one could well make an educated guess based off previous knowledge but nevertheless contemplate their first experience with such activity. Utilize your own idiomatic expression should you be unable to come up with anything specifically insightful or impartial — after all; these things happen.
The IELTS expert Rochelle cautions that it is impossible to change one’s topic of study, however she does offer options. First and foremost, be truthful in explaining why you lack any knowledge or experience with the issue at hand. Then transition into touching upon some related subject matter; for instance, reminiscing about a book you had read but cannot recall its title – subsequently leading up to viewing a movie adaptation from which an underlying novel served as its basis later on in conversation.
Without a doubt, yes! In some instances, IELTS experts may not come across as particularly congenial when their concentration is at its peak; they are after all tasked with recollecting vast amounts of information and must make note of your speech.
In the first portion of IELTS Speaking, Rocco’s observation is to ensure our responses are as extensive as possible. Though it may seem trivial and simple at this juncture, it is still crucial for candidates to demonstrate proficiency in language use and pronunciation coupled with fluency.
Part 2 of the IELTS Speaking test can be a daunting prospect because you must communicate two minutes’ worth of thoughts on your own without any assistance from the examiner. To ease this burden, it is wise to utilize linking devices such as ‘firstly’, ‘finally’, and other similar constructions that help you articulate ideas more smoothly and logically.
In part 3 of the IELTS Speaking test, the questions can be more challenging than previous sections as they are less personal in nature. Instead, they require a broader response which necessitates careful consideration of both sides. Additionally, it is important to explore possible angles and examples that could further bolster your assertions.
If you’ve attained a band 6 in your IELTS Speaking exam, that is a commendable score. However, if you are striving for an upper-tier rating and wish to sharpen your communication skills further, then it’s advisable to work on fluency and the construction of ideas more easily. It is also imperative that one broadens their vocabulary range while balancing verbose sentences with complicated grammar – ideally aiming towards band 7 proficiency level.