Question types - IELTS Academic Reading

1. MULTIPLE CHOICE

e.g. Why did Heyerdahl go to Easter Island?
A    to build a stone statue
B    to sail a reed boat
C    to learn the local language

2. SHORT ANSWER QUESTIONS

e.g. What kind of change can we experience in our bodies due to stress?

3. SENTENCE COMPLETION

e.g. In Greece, tourism is the most important.....

4. SUMMARY COMPLETION

e.g. Psychologists have traditionally believed that a personality.......................was impossible and that by a..................., a person's character tends to be fixed. This is not true according to positive psychologists, who say that our personal qualities can be seen as habitual behaviour. One of the easiest qualities to acquire is.............

5. TABLE COMPLETION

6. FLOW-CHART COMPLETION

7. DIAGRAM LABEL COMPLETION

8. NOTE COMPLETION

9. IDENTIFYING INFORMATION

e.g. TRUE               if the statement agrees with the information
       FALSE             if the statement contradicts the information
       NOT GIVEN   if there is no information on this

Most comedians use personal situations as a source of humour
Chimpanzees make particular noises when they are playing

10. IDENTIFYING WRITER'S VIEWS/CLAIMS

e.g. YES                if the statement agrees with the claims of the writer
       NO                  if the statement contradicts the claims of the writer
       NOT GIVEN  if it is impossible to say what the writer things about this

Power companies have given Diels enough money to develop his laser.
Weather forecasters are intensely interested in Diel's system.

11. MATCHING INFORMATION

e.g. People must accept that they do not know much when first trying something new
       It is important for people to actively notice when good things happen

               List of people
               A   Christopher Peterson
               B   David Fajgenbaum
               C   Suzanne Segerstrom

12. MATCHING HEADINGS

e.g. List of Headings
       i The search for the reasons for an increase in population
       ii Industrialisation and the fear of unemployment
       iii The development of cities in Japan
       iv The time and place of the Industrial Revolution
       v The cases of Holland, France and China
   
       1 Paragraph A
       2 Paragraph B
       3 Paragraph C
       4 Paragraph D

13. MATCHING FEATURES

e.g. Which paragraph contains the following information?
.
       1  a description of an early timekeeping invention affected by cold temperatures
       2  a description of the origins of the pendulum clock
       3  an explanation of the importance of geography in the development of the calendar in farming              communities

14. MATCHING SENTENCE ENDINGS

e.g. Scientists know a moment of insight is coming
       Metal connections are much harder to make
       Some companies require their employees to stop working

       A when people are not too familiar with one another.
       B because there is greater activity in the right side of the brain.
       C if people are concentrating on the specifics of a problem.
       D so they can increase the possibility of finding answers.
       E when the brain shows strong signs of distraction

Academic IELTS Writing - Task 1 (Vocabulary)

Taken from IELTS Preparation

Academic Writing Task 1 (Vocabulary)

Introducing an overall trend
One of the most important things to note is that
One thing that stands out is that
It is interesting to note that

Introducing supporting detail
More specifically,
For example,
For instance,

Approximating
About
Approximately
Roughly
Just under
Just over
A little less than
A little more than

Time referencing
From the beginning of the period,
Thereafter,
Following that,
Throughout the period

Making forecasts
It seems likely that
The trend looks set to continue
It is estimated that
It is predicted to

Linking paragraphs
In contrast,
Similarly,
As regards

Describing two parts of a chart
Twice as many/three times as many/not as many........as.....
Far more/much more/many more/a lot more/substantially more/considerably more/significantly more/slightly more.....than.....

Very big changes
dramatic
sharp
huge
enormous
steep

Big changes
substantial
considerable
significant
marked

Small changes
moderate
slight
small
minimal

IELTS Academic Writing - Task 2

Many people choose to learn a foreign language through self-study. Others believe it's impossible to become a fluent speaker in this way. Discuss both these views and give your opinion.

In a global world learning a foreign language has become extremely important for work and travel. Some people opt to learn a second language on their own using the Internet and other resources while others argue that this is not an effective method.

People who have full-time jobs, family responsibilities, limited time or money or choose to learn another language for pleasure might go about learning a foreign language on their own. The Internet has a wealth of information for language learners. There are free courses, videos, movies in foreign languages, blogs, apps, supportive groups on Facebook and quizzes available which makes it easy for someone to learn grammar, vocabulary and pronunciation. It is also possible to find printed material, CDs and DVDs at local libraries and bookstores. All these resources can be accessed easily and can help a learner achieve a certain standard via self-study.

In order to reach a higher level though, other methods might be required. It may be a good idea for a learner to attend regular classes to improve their accuracy in the language. During a lesson they have the opportunity to ask a teacher questions and interact with other students. Another way is to immerse themselves in the culture of a country by trying to live there or working locally. If someone lives or works where a language is spoken they are able to learn it faster and better. 

In my opinion, self-study is useful for beginners who want to understand the basic structure and vocabulary of a language. In terms of fluency, however, I think classes are needed in order for a person to reach a higher level of accuracy.  

Relative clauses - Grammar

Relative clauses give more information / comment on the main idea.
e.g. If you own a company, you are able to make decisions yourself, which means you are in control of your work.

Common relative clauses:

which means, allows people to, enables people to, makes it possible/easy difficult to, gives people a chance to, encourages people to, prevents/stops people from

Discussion Clock for Essays

Signposting for IELTS listening

Lectures

• I'm going to look at the....
• There are going to be three sections to my lecture today...
• In the first I am going to discuss briefly...
• Then I will go on to look at...
• Finally, I'm going to think about...
• So,...
• ...comes next
• Okay. Let's now think about...

Flowcharts

• In addition to...
• Besides this...
• Then,...
• Once this is...
• The next step is...
• Finally...

Language to listen for in maps

• in front of
• next to 
• opposite
• beside
• behind
• to the left of
• in between
• centre
• corner
• entrance
• North, East, South, West

Transition words and phrases (reading and writing)

Sequence

again, also, and, and then, finally, first, second, third, next, afterward, subsequently, finally, previously, before this, simultaneously

To add

equally important, finally, further, furthermore, lastly, what's more, moreover, in addition

To prove

because, since, for the same reason, obviously, evidently, in fact, in any case, that is

To compare and contrast

whereas, but, yet, on the other hand, however, on the contrary, by comparison, where, compared to, although, conversely, meanwhile, in contrast, though, despite, as opposed to

Cause-and-effect

as a result, because, consequently, for this purpose, so, then, therefore, to this end

Emphasis

definitely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, never, emphatically, unquestionably, without a doubt, certainly, undeniably

Examples

for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, such as

To summarise and conclude

in brief, on the whole, summing up, to conclude, hence, therefore, accordingly, thus, as a result, consequently

IELTS Task 2 - Writing Band Descriptors (public version)

BAND 9
Task Response

• Fully addresses all parts of the task
• Presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas

Coherence and cohesion

• Uses cohesion in such a way that it attracts no attention
• Skilfully manages paragraphing

Lexical resources

• Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as 'slips'

Grammatical range and accuracy

• Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as 'slips'

BAND 8
Task Response

• Sufficiently addresses all parts of the task
• Presents a well-developed response to the question with relevant, extended and supported ideas

Coherence and cohesion

• Sequences information and ideas logically
• Manages all aspects of cohesion well
• Uses paragraphing sufficiently and appropriately

Lexical resources

• Uses a wide range of vocabulary fluently and flexibly to convey precise meanings
• Skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
• Produces rare errors in spelling and/or word formation

Grammatical range and accuracy

• Uses a wide range of structures
• The majority of sentences are error-free
• Makes only very occasional errors or inappropriateness

BAND 7
Task Response

• Addresses all parts of the task
• Presents a clear position throughout the response
• Presents, extends and supports main ideas, but there may be a tendency to over generalise and/or supporting ideas may lack focus

Coherence and cohesion

• Logically organises information and ideas; there is clear progression throughout
• Uses a range of cohesive devices appropriately although there may be some under/over-use
• Presents a clear central topic within each paragraph

Lexical resources

• Uses a sufficient range of vocabulary to allow some flexibility and precision
• Uses less common lexical items with some awareness of style and collocation
• May produce occasional errors in word choice, spelling and/or word formation

Grammatical range and accuracy

• Uses a variety of complex structures
• Produces frequent error-free sentences
• Has good control of grammar and punctuation but may make a few errors

BAND 6
Task Response

• Addresses all parts of the task although some parts may be more fully covered than others
• Presents a relevant position although the conclusions may become unclear or repetitive
• Presents relevant main ideas buy some may be inadequately developed/unclear

Coherence and cohesion

• Arranges information and ideas coherently and there is clear overall progression
• Uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
• May not always use referencing clearly or appropriately 
• Uses paragraphing, but not always logically

Lexical resources

• Uses an adequate range of vocabulary for the task
• Attempts to use less common vocabulary but with some inaccuracy
• Makes some errors in spelling and/or word formation, but they do not impede communication

Grammatical range and accuracy

• Uses a mix of simple and complex sentence forms
• Makes some errors in grammar and punctuation but they rarely reduce communication

BAND 5
Task Response

• Addresses the task only partially; the format may be inappropriate in places
• Expresses a position but the development is not always clear and there may be no conclusions drawn
• Presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail

Coherence and cohesion

• Presents information with some organisation but there may be a lack of overall progression
• Makes inadequate, inaccurate or over-use of cohesive devices
• May be repetitive because of lack of referencing and substitution
• May not write in paragraphs, or paragraphing may be inadequate

Lexical resources

• Uses a limited range of vocabulary, but this is minimally adequate for the task
• May make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader

Grammatical range and accuracy

• Uses only a limited range of structures
• Attempts complex sentences but these tend to be less accurate than simple sentences
• May make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader

BAND 4
Task Response

• Responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate
• Presents a position but this is unclear
• Presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported

Coherence and cohesion

• Presents information and ideas but these are not arranged coherently and there is no clear progression in the response
• Uses some basic cohesive devices but these may be inaccurate or repetitive
• May not write in paragraphs or their use may be confusing

Lexical resources

• Uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
• Has limited control of word formation and/or spelling; errors may cause strain for the reader 

Grammatical range and accuracy

• Uses only a very limited range of structures with only rare use of subordinate clauses
• Some structures are accurate but errors predominate, and punctuation is often faulty

IELTS Task 1 Writing Band Descriptions (public version)

BAND 9
Task Achievement

• Fully satisfies all the requirements of the task
• Clearly presents a fully developed response

Coherence and Cohesion

• Uses cohesion in such a way that it attracts no attention
• Skillfully manages paragraphing

Lexical resource
Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as 'slips'

Grammatical range and accuracy
Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as 'slips'

BAND 8
Task Achievement

• Covers all requirements of the task sufficiently
• Presents, highlights and illustrates key features/bullet points clearly and appropriately

Coherence and Cohesion

• Sequences information and ideas logically
• Manages all aspects of cohesion well
• Uses paragraphing sufficiently and appropriately

Lexical resource

• Uses a wide range of vocabulary fluently and flexibly to convey precise meanings
• Skillfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
• Produces rare errors in spelling and/or word formation

Grammatical range and accuracy

• Uses a wide range of structures
• The majority of sentences are error-free
• Makes only very occasional errors or inappropriateness

BAND 7
Task Achievement

• Covers the requirements of the task
• (Academic) presents a clear overview of main trends, differences or stages
• (General training) presents a clear purpose, with the tone consistent and appropriate
• Clearly presents and highlights key features/bullet points but could be more fully extended

Coherence and cohesion

• Logically organizes information and ideas; there is clear progression throughout
• Uses a range of cohesive devices appropriately although there may be some under/over-use

Lexical resources

• Uses a sufficient range of vocabulary to allow some flexibility and precision
• Uses less common lexical items with some awareness of style and collocation
• May produce occasional errors in word choice, spelling and/or word formation

Grammatical range and accuracy

• Uses a variety of complex structures
• Produces frequent error-free sentences
• Has good control of grammar and punctuation but may make a few errors

BAND 6
Task Achievement

• Addresses the requirements of the task
• (Academic) presents an overview with information appropriately selected
• (General training) presents a purpose that is generally clear; there may be inconsistencies in tone
• Presents and adequately highlights key features/bullet points but details may be irrelevant, inappropriate or inaccurate

Coherence and cohesion

• Arranges information and ideas coherently and there is a clear overall progression
• Uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
• May not always use referencing clearly or appropriately

Lexical resources

• Uses an adequate range of vocabulary for the task
• Attempts to use less common vocabulary but with some inaccuracy
• Makes some errors in spelling and/or word formation, but they do not impede communication

Grammatical range and accuracy

• Uses a mix of simple and complex sentence forms
• Makes some errors in grammar and punctuation but they rarely reduce communication

BAND 5 
Task achievement

• Generally addresses the task; the format may be inappropriate in places
• (Academic) recounts details mechanically with no clear overview; there may be no data to support the description
• (General training)  may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate
• Presents, but inadequately covers, key features/bullet points; there may be a tendency to focus on detail

Coherence and cohesion

• Presents information with some organisation but there may be a lack of overall progression
• Makes inadequate, inaccurate or over-use of cohesive devices
• May be repetitive because of lack of referencing and substitution

Lexical resources

• Uses a limited range of vocabulary, but this is minimally adequate for the task
• May make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader

Grammatical range and accuracy

• Uses only a limited range of structures
• Attempts complex sentences but there tend to be less accurate than simple sentences
• May make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader

BAND 4
Task Achievement

• Attempts to address the task but does not cover all key features/bullet points; the format may be inappropriate
• (General training) fails to clearly explain the purpose of the letter; the tone may be inappropriate
• May confuse key features/bullet points with detail; parts may be unclear, irrelevant repetitive or inaccurate

Coherence and cohesion

• Presents information and ideas but these are not arranged coherently and there is no clear progression in the response
• Uses some basic cohesive devices but these may be inaccurate or repetitive

Lexical resources

• Uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
• Has limited control of word formation and/or spelling; errors may cause strain for the reader

Grammatical range and accuracy

• Uses only a very limited range of structures with only rare use of subordinate clauses
• Some structures are accurate but errors predominate, and punctuation is often faulty

IELTS Speaking - Band descriptors (public version)

BAND 9

Fluency and coherence

• Speaks fluently with only rare repetition or self correction; any hesitation is content-related rather than to find words or grammar
• Speaks coherently with fully appropriate features
• Develops topics fully and appropriately

Lexical resource

• Uses vocabulary with full flexibility and precision in all topics
• Uses idiomatic language naturally and accurately

Grammatical range and accuracy

• Uses a full range of structures naturally and appropriately
• Produces consistently accurate structures apart from 'slips' characteristic of native speaker speech.

Pronunciation

• Uses a full range of pronunciation features with precision and subtlety
• Sustains flexible use of features throughout
• Is effortless to understand

BAND 8

Fluency and coherence

• Speaks fluently with only occasional repetition or self-correction; hesitation is usually content related and only rarely to search for language
• Develops topics coherently and appropriately

Lexical resource

• Uses a wide vocabulary resource readily and flexibly to convey precise meaning
• Uses less common and idiomatic vocabulary skilfully, with occasional inaccuracies
• Uses paraphrase effectively

Grammatical range and accuracy

• Uses a wide range of structures flexibly
• Produces a majority of error-free sentences with only very occasional inappropriateness or basic/unsystematic errors

Pronunciation

• Uses a wide range of pronunciation features
• Sustains flexible use of features, with only occasional lapses
• Is easy to understand throughout; accent has minimal effect on intelligibility

BAND 7

Fluency and coherence

• May demonstrate language-related hesitation at times, or some repetition and/or self-correction
• Uses a range of connectives and discourse makers with some flexibility

Lexical resource

• Uses vocabulary resource flexibly to discuss a variety of topics
• Uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices
• Uses paraphrase effectively

Grammatical range and accuracy

• Uses a range of complex structures with some flexibility
• Frequently produces error-free sentences, though some grammatical mistakes persist

Pronunciation

• Shows all the positive features of band 6 and some, but not all, of the positive features of band 8

BAND 6

Fluency and coherence

• Is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation
• Uses a range of connectives and discourse markers but not always appropriately

Lexical resources

• Has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriateness
• Generally paraphrases successfully

Grammatical range and accuracy

• Uses a mix of simple and complex structures, but with limited flexibility
• May make frequent mistakes with complex structures, though these rarely cause comprehension problems

Pronunciation

• Uses a range of pronunciation features with mixed control
• Shows some effective use of features but this is not sustained
• Can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times

BAND 5

Fluency and coherence

• Usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going
• May over-use certain connectives and discourse markers
• Produces simple speech fluently, but more complex communication causes fluency problems

Lexical resource

• Manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility
• Attempts to use paraphrase but with mixed success

Grammatical range and accuracy

• Produces basic sentence forms with reasonable accuracy
• Uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems

Pronunciation
Shows all the positive features of band 4 and some, but not all, of the positive features of band 6

BAND 4

Fluency and coherence

• Cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction
• Links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence

Lexical resources

• Is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice
• Rarely attempts paraphrase

Grammatical range and accuracy

• Produces basic sentence forms and some correct simple sentences but subordinate structures are rare
• Errors are frequent and may lead to misunderstanding

Pronunciation

• Uses a limited range of pronunciation features
• Attempts to control features but lapses are frequent
• Mispronunciations are frequent and cause some difficulty for the listener

Types of essays

1. Discussion Essay or For and Against Essay
e.g. Some people believe there should be fixed punishments for each type of crime. Others, however, argue that the circumstances of an individual crime, and the motivation for committing it, should always be taken into account when deciding on the punishment.
Discuss both these views and give your own opinion.

2. Problem/Solution Essay
e.g. Despite huge improvements in healthcare, the overall standard of physical health in many developed countries is now falling.
What could be the reason for this trend, and what can be done to reverse it?

3. Opinion Essay
e.g. Some people think that school children need to learn practical skills such as car maintenance or bank account management along with academic subjects at school.
To what extent to you agree or disagree?

IELTS Test Tips

Listening

• The recording is heard once.
• You will be given time to read through the questions before you listen.
• As you listen, write your answers on the question paper. At the end of the test, you will have 10 minutes to transfer your answers to the answer sheet.
• You must write your answers in pencil.
• 'Completion' question types 

-Pay attention to word limit. e.g. NO MORE THAN TWO WORDS.
-Transfer only the missing word(s) to the answer sheet.
-You will hear the word(s) you need to use in the recording.
-Pay attention to spelling and grammar: you will lose marks for mistakes.
-You may write your answers in lower case or capitals.

Reading

• You will not be given extra time to transfer answers at the end of the test.
• You must write in pencil.
• 'Completion' question types

Pay attention to word limit. e.g. NO MORE THAN TWO WORDS.
-Transfer only the missing word(s) to the answer sheet.
-Pay attention to spelling and grammar: you will lose marks for mistakes.
-The word(s) you use must be taken from the Reading text. You will not need to change the form of the word(s) in the text.
-You may write your answers in lower case or capitals.

Writing

• You many write your answers in pencil or pen
• Pay attention to the number of words required for each task. You will lose marks if you do not write at least 150 words for Task 1 and at least 250 words for Task 2.
• You should spend approximately 20 minutes on Task 1 and approximately 40 minutes on Task 2.
• You must write your answers in full; answers written in note form or in bullet points will lose marks.
• Pay attention to spelling, grammar and punctuation; you will lose marks for mistakes.
• You may write your answers entirely in capitals if you wish.
• You may make notes on the question paper but nothing you write on the question paper will be marked.

Information for Candidates: Introducing IELTS to test takers p.6

The Speaking component of the IELTS test

Timing
11-14 minutes

Test Parts
There are 3 parts

Part 1 Introduction and interview (4-5 minutes)
The examiner introduces him/herself and asks you to introduce yourself and confirm your identity. The examiner asks general questions on familiar topics, e.g. home, family, work, studies, and interests.

Part 2 Individual long turn (3-4 minutes)
The examiner gives you a task card which asks you to talk about a particular topic and which includes points that you can cover in your talk. You are given 1 minute to prepare your talk, and are given a pencil and paper to make notes. You talk for 1-2 minutes on the topic. The examiner may then ask you 1-2 questions on the same topic.

Part 3 Two-way discussion (4-5 minutes)
The examiner asks further questions which are connected to the topic of Part 2. These questions give you an opportunity to discuss more abstract ideas.

Skills assessed

• the ability to communicate opinions and information on everyday topics.
• the ability to speak at length on a given topic using appropriate language and organising ideas coherently
• the ability to express and justify opinions and analyse, discuss and speculate about issues

Scores are reported in whole and half bands.

Information for Candidates: Introducing IELTS to test takers p.5

The writing component of IELTS

Timing
60 minutes

Tasks
There are 2 tasks. You are required to write at least 150 words for Task 1 and 250 words for Task 2. Responses should be written in an academic, semi-formal style

Academic Writing
In Task 1, you are presented with a graph, table, chart or diagram and are 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.

In Task 2, you are asked to write an essay in response to a point of view, argument or problem.

General Training Writing
In Task 1, you are presented with a situation and are asked to write a letter requesting information or explaining the situation. The letter may be personal or semi-formal in style.

In Task 2, you are asked to write an essay in response to a point of view, argument or problem.

Skills assessed

• content
• organisation of ideas
• accuracy and range of vocabulary and grammar

Task 2 contributes twice as much as Task 1 to the Writing Score. Scores are reported in whole and half bands.

Information for Candidates: Introducing IELTS to test takers p.5

The Reading component of the IELTS test

Timing
60 minutes (no extra transfer time).

Questions
There are 40 questions. A variety of question types are used, chosen from the following:

• multiple choice
• identifying information (True/False/Not Given)
• identifying a writer's views/claims (Yes/No/Not Given)
• 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 completion

Test parts
There are 3 sections. The total text length is between 2,150 and 2,750 words.

Academic Reading

Each section contains one long text. Texts are authentic and are taken from books, journals, magazines and newspapers. They have been written for a non-specialist audience and are on academic topics of general interest. Texts range from the descriptive and factual to the discursive and analytical. Texts may contain non-verbal materials such as diagrams, graphs or illustrations. 

General Training 
Section 1 contains two or three short factual texts, one of which may be composite (consisting of 6-8 short texts related by topic e.g. hotel advertisements). Texts are relevant to everyday life in an English-speaking country.

Section 2 contains two short factual texts focusing on work-related issues (e.g. applying for jobs, company policies, pay and conditions, workplace facilities, staff development and training).

Section 3 contains one longer, more complex text on a topic of general interest.

Texts are authentic and are taken from notices, advertisements, company handbooks, official documents, books, magazines and newspapers.

Skills assessed
A wide range of reading skills are assessed, including:

• reading for gist
• reading for main ideas
• reading for detail
• understanding inferences and implied meaning
• recognising writer's opinions, attitudes and purpose
• following the development of an argument.

Marking
Each correct answer receives 1 mark. Scores out of 40 are converted to the IELTS 9-band scale.

Scores are reported in whole and half bands.

Academic Reading

Raw Score out of 40     Band Score
15                                  5
23                                  6
30                                  7
35                                  8

General Training Reading

Raw Score out of 40     Band Score
15                                  4
23                                  5
30                                  6
34                                  7

Information for Candidates: Introducing IELTS to test takers p.4

The Listening Component of the IELTS test

Timing
Approximately 30 minutes (plus 10 minutes' transfer time).

Questions
There are 40 questions. A variety of question types are used, chosen from the following:

• multiple choice
• matching
• plan/map/diagram labelling
• form completion
• note completion
• table completion
• flow-chart completion
• summary completion
• sentence completion
• short-answer questions

Test Parts
There are 4 sections

Section 1 is a conversation between two people set in an everyday context (e.g. a conversation in an accommodation agency)

Section 2 is a monologue set in an everyday social context (e.g. a speech about local facilities or a talk about the arrangements for meals during a conference).

Section 3 is 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, or a group of students planning a research project).

Section 4 is a monologue on an academic subject (e.g. a university lecture).

Each section is heard once only. A variety of voices and native-speaker accents are used.

Skilled assessed
A wide range of listening skills are assessed, including:

• understanding of main ideas
• understanding of specific factual information
• recognising opinions, attitudes and purpose of a speaker
• following the development of an argument

Marking

Each correct answer receives 1 mark. Scores out of 40 are converted to the IELTS 9-band scale.

Scores are reported in whole and half bands

Raw Score our of 40     Band score
16                                  5
23                                  6
30                                  7
35                                  8

Information for Candidates: Introducing IELTS to test takers p.4

Academic IELTS - Writing (Task 1)

The table shows the preferences of international visitors who either opted for cities, the seaside or tours in 2005 in five countries.

43% of visitors who went to the UK chose cites as their destination while about a half of this number vacationed in Spanish cities. While French cities were preferred by 17% of the tourists, American and Italian cities accounted for 13%.

France and Spain noted high percentages of interest in coastal regions, 75% and 65% respectively. The remaining countries, Italy, USA and the UK had less than 10% of the tourists going to their coasts.

Touring was popular in the USA (81%) and Italy (79%). 53% of the international tourists selected to tour the UK. A tour of Spain (14%) and France (8%) was not popular among visitors.

To sum up, in 2005 international tourists enjoyed touring America and Italy whilst the coastal areas of France and Spain were favoured destinations. The UK was visited for its cities and not its coastal regions.

Academic IELTS - Writing (Task 1)

The bar chart provides information on how much free time men and woman had per week in 1998-99 according to their employment status.

To begin with, unemployed and retired males had 80 hours of free time a week while females in this category had 10 hours less of leisure time. Housewives enjoyed 50 hours per week of free time whereas females who had part-time work had 10 hours less. Finally, men who worked full-time had a rest period of 45 hours a week and their female counterparts didn't have as much free time (35 hours).

We can see that men had more leisure time than women in the given time period particularly those that were unemployed and retired. Although unemployed and retired women also had plenty of free time, those with a full-time job had the least time off as did women with part-time jobs.

IELTS Writing - Paraphrasing an essay topic (Vocabulary)

nowadays - today
more and more people - an increasing number of people
the majority - most
there is a tendency towards - there is a trend for people to
it cannot be denied that - there is no doubt that
be taken into account - considered
has a number of benefits - has considerable advantages
suggest some measures - propose some steps
implement measures - take action
ban - forbid/prohibit
prevent from - discourage from
enable someone - allow someone
provide someone with the opportunity - offer someone the chance
lead to - result in
there is a lack of - there is a shortage of
the elderly - senior citizens
local authorities - the local council
opponents - critics
students - learners
supporters - advocates
children - youngsters
teenagers - adolescents

IELTS Speaking - Holidays (Vocabulary)

all-in package/package holiday - travel and accommodation is included in the price
self-catering - a holiday where you supply your own food
breathtaking view - an extremely beautiful view
stunning landscape - extremely beautiful countryside
picturesque village - very pretty village
places of interest - sites of interest to tourists
to go sightseeing - to look around the tourist sites
charter-flight - a cheaper form of flying
check-in desk - place where you register your flight and leave your luggage
departure lounge - where you wait for your flight to be called
to get away from it all - to take a holiday to escape a stressful lifestyle
guided tour - an organised group shown around a place of interest by an expert
holiday brochure - a publication with details of holiday packages
holiday destination - where you go for a holiday
a resort - a place where many people go for holiday
a youth hostel - a cheap form of accomodation
local crafts - objects produced locally
a souvenir - a thing that is kept as a reminder of a place
a long weekend - an extended weekend holiday including Friday or Monday
a short break - a short holidy
out of season - outside the main holiday period

IELTS Speaking - Vocabulary (Relationships)

to break up - to end a romantic relationship
to drift apart - to become less close to someone
to fall out with - to have a disagreement and stop being friends
to have an argument with/to argue - to have a disagreement
to get a divorce - to disolve a marriage legally
to get along like a house on fire - to like someone's company a lot
to hit it off - to quickly become good friends
to get on well with - to understand someone and enjoy similar interests
to enjoy someone's company - to like spending time with someone
to have ups and downs - to have good and bad times
to ask someone out - when someone asks another person out for a date
to get to know - to begin to know someone
to fall for - to fall in love
to fall head over heels in love - to start to love someone a lot
love at first sight - to fall in love as soon as you meet someone
a healthy relationship - a good, positive relationship
to be in a relationship - to be romanticallly involved with someone
to work at a relationship - to try to keep a positive relationship with someone
to settle down - to give up the single life and start a family
to get engaged - to make a promise to get married
to tie the knot - to get married
to go back years - to have known someone for a long time
to have a lot in common - to share similar interests
to be well matched - to be similar to
to just be good friends - to not be romantically involved
to keep in touch with - to keep in contact with
to lose touch with - to not see or hear from someone anymore

IELTS Speaking - Technology (Vocabulary)

to access websites/email - to locate
to back up files - to make a copy of files in case of a computer problem
to bookmark a webpage - to mark a webpage for future reference
to browse websites/to surf the web - to look at websites
to crash - to suddenly stop working
word processing - producing written texts on a computer
to cut and paste - to move text/images from one place in a document to another
a desktop - a computer that isn't portable
to download - to save a copy of a file from the internet on your own device
to enter a web address - to type the address of a website into the address bar of your browser
a gadget - a technological device e.g. mobile phone, camera
to go online - to start using the Internet
an operating system - the software that tells the computer how to work
to send an attachment - send an email with an accompanying file
social media - media used to interact with other people e.g. Facebook, Twitter
to upgrade - to obtain a more powerful/feature-rich computer or software
video conferencing - to see and hear people from different locations using the Internet
wireless hotspot - a public place where you can access the Internet
wireless network - a network where users can access the Internet without the use of fixed cables

IELTS Speaking - Sports (Vocabulary)

a football match - a game of football
a football pitch - the surface on which you play football
a football season - a period in the year when football is played
a season ticket - a ticket that gives you entry to most of a team's home games during the sporting year
a football fan - someone who likes football
a home game - a football match played in the team's own stadium
an away game - a match played in an opposing team's stadium
a fitness programme - a schedule of activities to keep fit
to get into shape - to become fit
to keep fit - to stay in good physical condition
to take up exercise - to start doing exercise
to train hard - to train with a lot of effort
a personal trainer - a sports coach that helps you on a one-to-one basis
to go jogging - to run around the streets
a brisk walk - a fast walk
strenuous exercise - exercise that needs a lot of physical effort
a personal best - to achieve the best personal result so far in sport
to set a record - to achieve the best result in a sport
a sports centre - a public building where people can do various sports
sports facilities - the equipment and services needed to do a sport
a squash/tennis/badminton court - the surface where you play these sports

IELTS Speaking - Food (Vocabulary)

to be full up - can't eat anymore
to be starving/dying of hunger - very hungry
to eat a balanced diet - to eat the correct types and amounts of food
to eat like a horse - to eat a lot
to follow a recipe - to cook a meal following instructions
a fussy eater - someone who has their own high standards about what to eat
to grab a bite to eat - to eat something quickly
to have a sweet tooth - to enjoy sugary food
home-cooked food - food cooked at home from individual ingredients
the main meal - the most important meal of the day
to make your mouth water - to make you feel very hungry for something
to play with your food - to push food around the plate to avoid eating it
processed food/a ready meal - commercially prepared food bought for convenience
a take away - a cook meal prepared in a restaurant and eaten at home
fast food/junk food - pre-prepared/packaged food that has low nutritional value
a snack - a small amount of food between meals
to spoil your appetite - to eat something that will stop you feeling hungry when it's meal time
ingredients - foods/substances that are combined to make a certain dish
calories - a measure of the energy value of food
cuisine - a style or method of cooking of a particular country or region e.g. Indian cuisine
traditional food - consumed over a long period of time in a region or country
nutritious - nourishing
vitamins - organic compounds which are essential for normal growth
a vegetarian - a person who doesn't eat meat, fish, animal products for moral, religious or health reasons.
vegan - a person who doesn't eat or use animal products
lactose intolerance - inability of someone to digest lactose, a sugar found in milk and dairy products
dairy products - milk products e.g. cheese, yogurt
red meat - meat that is red when raw e.g beef, lamb
white meat -  pale meat e.g. chicken, rabbit
to fry - cooking in oil or other fat
oily food - greasy
to steam - to cook in boiling water in a covered pan
barbecue (BBQ) - food cooked outdoors over an open fire
food label - label found on package giving information about the nutritional value of the food item
to go on a diet - to follow healthy nutrition rules mainly to lose weight
delicious/tasty - pleasant to the taste

IELTS Speaking - Education (Vocabulary)

to attend classes - to go to classes
an intensive course - a short course that offers a lot of training
higher education - college or university
bachelors degree - an undergraduate course which usually lasts 3-4 years
masters degree - a course following a bachelors degree which usually lasts 1-2 years
distance learning - studying online or by post
to fall behind with your studies - to progress less quickly than others
to keep up with your studies - to not fall behind
to give feedback - to offer guidance on a student's work
a graduation ceremony - an event where a students get their degree
to learn something by heart - to memorise it
a mature student - someone who is older than the average age
to meet a deadline - to finish a task in the time allowed
to play truant - to stay away from class without permission
a single-sex school - a school where only boys or girls attend
to sit an exam - to take an exam
a state school - a school paid for by public funds and available to the general public
to take a year out/a gap year - to spend a year working or travelling before starting university
tuition fees - the money paid for a course of study
to work your way through university - to have a paid job whilst studying to support yourself financially
a seminar - a university class where a topic is discussed by a professor and a small group of students
a lecture - an educational talk given to university students

IELTS Speaking - Work (Vocabulary)

to be called for an interview - to be invited to attend an interview
to be your own boss - to have your own business
a dead-end job - a job with no promotional opportunities
a good team player - somebody who can work well with other people
full-time - the number of hours that people usually work in a complete week
a heavy workload - to have a lot of work to do
a high-powered job - an important job
holiday entitlement - the number of days holiday allowed
job satisfaction - the feeling of enjoying a job
manual work - work that requires physical activity
maternity leave - time off work given to a woman about to have a baby
to meet a deadline - to finish a job by an agreed time
a nine-to-five job - a normal job that consists of an 8 hour day
part-time - working less than full-time
temporary work - work done for a limited time only
voluntary work - to work with pay
sick leave - time allowed off work when sick
to be stuck behind a desk - to be unhappy in an office job
to be well paid - to earn a good salary
working conditions - the hours, salary and other entitlements that comes with the job
manual work - to work with your hands

IELTS Speaking - Health (Vocabulary)

aches and pains - minor pains that continue over a period of time
to be a bit off colour - to feel a little ill
to be under the weather - to not feel well
to feel poorly - to feel ill
a blocked nose - when the nose has excess fluid due to a cold
to catch a cold - to get a cold
to go down with a cold - to become ill
a heavy cold - a bad cold
a sore throat - inflammation that causes pain when swallowing
cuts and bruises - minor injuries
to make a speedy recovery - to recover quickly from an illness
to be on the mend - to be recovering after an illness
to be over the worst - to have got through the most serious stage of an illness
fit as a fiddle - to be healthy
to go private - to choose to be treated privately rather than by the state
General Practitioner (GP) - family doctor
to make an appointment - to arrange a time to see a doctor
a check-up - a physical examination by a doctor
to phone in sick - to call work to explain that you won't be going due to illness

Academic IELTS - Task 1 (Writing)

The line graph shows the percentage of 14-60 year olds that went to the cinema at least once a year over a twenty year period.

To begin with, 90% of those aged 14-24 visited the cinema annually in 1990. Attendance reached a peak in 1998 at 95% as well as in 2010. Between 1998 and 2008 attendance by this group was steady at 90%. While only 60% of the 25-34 year olds visited the cinema in 1990, this percentage rose by 20% ten years later. Stable attendance was noted in the next four years followed by a 10% drop. Similarly, the 35-49 year olds began with attendances of 60% in 1990 to gradually reach 85% twenty years later. Between 1996 and 2002 the percentage of cinema goers in this age group remained at 70%. Finally, 40% of the oldest age group went to the cinema in the first two years and 10% more the following two years as well as 2000 and 2002. Interest in cinema for the 50+ age group gradually rose to 60% in 2010.

In conclusion, more youngsters attended the cinema in the 20 year time frame whilst fewer of the oldest group did so. The percentage of the 50+ and 35-49 year olds enjoying the cinema increased whilst the figures for the 14-24 year olds remained relatively stable.

IELTS Speaking - Books and Films (Vocabulary)

FILMS/MOVIES
an action film - a film with fast moving scenes, often containing violence
to be based on - to use as a model
a box office hit - a financially successful film
a blockbuster - a film that is a big commercial sucess
the central character - the main person in a film/book
to get a good/bad review - to receive positive or negative feedback
to go on general release - when a film can be seen by the general public
a low budget film - a film made with a small amount of money
on the big screen - at the cinema
to see a film - to see a film at the cinema
to watch a film - to watch a film on TV
the setting - where the action takes place
soundtrack - the music that accompanies a film
special effects - the visuals or sounds that are added to a film which are difficult to produce naturally

BOOKS
genre - a style of literature
bedtime reading - something to read before sleeping
to be a big reader - someone who reads a lot
to be heavy-going - difficult to read
a classic - of the highest quality
to come highly recommended - to be praised by another person
couldn't put it down - wasn't able to stop reading a book
an e-book - a digital book
to flick through - to look quickly through a book
a historical novel - a story set in the past
hardback - a book with a rigid cover
paperback - a book with a flexible cover
a page turner - a book that you want to keep reading
plot - the main events in a book/film
to read from cover to cover - to read a book from the first page to the last
to take a book from the library - to borrow a book

IELTS Speaking - Accommodation (Vocabulary)

modern comforts - technology at home that makes jobs easier e.g. microwave
detached house - not physically connected to other property
apartment block - a large building made up of smaller apartment units
dream home / ideal home - a home you regard as perfect
to do up a property - to repair an old building
fully-furnished - rented property with all furniture included
house-hunting - looking for a property to live in
house-warming party - a party to celebrate moving into a new home
hall of residence - a college/university building where students live
to live on campus - to live on the university/college grounds
to move into - to begin to live in a property
to own your own home - to have bought the property you live in
property market - the buying and selling of land or buildings
to put down a deposit - to pay an amount of money as the first in a series of future payments
rented accommodation - property owned by someone else.  A person pays a fixed amount to live in
single room - a room for one person
a spacious room - a large room
the suburbs - a residential area on the edge of towns or cities

IELTS Speaking - Clothes and Fashion (Vocabulary)

to be trendy - fashionable
the height of fashion - very fashionable
to keep up with the latest fashion - to wear the newest fashion
to have an eye for fashion - to ge a good judge of fashion
to take pride in your appearance - to pay attention to how you look
well-dressed - to be dressed attractively
to look good in/to suit someone - to wear something that suits you
to mix and match - to wear different itsms of clothing that aren't part of a set
casual clothes - not formal
classic style - a simple, traditional style
timeless - something that doesn't go out of fashion
vintage clothes - clothes from an earlier period e.g. 70s
smart clothes - the kind of clothes worn for a formal event
designer clothes - well-known, expensive brand
to dress for the occasion - to wear clothes that are suitable for a particular event e.g. wedding
fashion icon - a person famous for their sense of fashion
fashion show - an event where models show off the latest designs
to go out of fashion/old fashioned - not in fashion anymore
a slave to fashion/a fashion victim - someone who always feels the need to wear the latest fashion

IELTS Speaking - Describing a person (Vocabulary)

PHYSICAL APPEARANCE
complexion - natural skin colour and texture
fair hair - light-coloured hair
shoulder-length hair - hair that comes down to the shoulders
to be good looking - to be attractive
medium height - average height
to be overweight - to weigh more than is regarded as healthy
to have a slim figure - attractively thin
to be well-built - to be muscular
to have a youthful appearance - to look young
middle-aged - about between 45-65

PERSONALITY
to be open-minded - prepared to accept other views/behaviours
easy-going/laid-back - relaxed and not easily worried about anything
extrovert - an energetic person who likes the company of others
fun-loving - to enjoy having fun
having a good sense of humour - able to understand what is funny
introvert - someone who is shy
to put others first - to think of others before yourself
self-confident - believes in one's own ability/knowledge
trustworthy - can be trusted
honest - truthful
loyal - giving constant and firm support
supportive - giving encouragement of emotional help

IELTS Speaking - Business (Vocabulary)

self-employed - to work for yourself
to run your own business - to have a business of your own
to set up a business - to start a business
to go into business with - to join another person to start/expand a business
niche business - a business that serves a small, particular market e.g. a shop that sells products for left-handed people
to earn a living - to earn money
to make a profit - income is greater than cost of running a business
to take out a loan - to borrow money
to take on employees - to give people a job
to launch a product - to start selling and promoting a new product
to lay someone off - when a company ends an employee's contract of employment
to fire an employee - to dismiss a worker from a job
to retire - stop working when reaching the normal age for leaving service (e.g. 65)
an employee - someone who works for a salary/wages
an employer - a person/organisation that gives someone a job
a manager/a director/a supervisor - a person who supervisors a person or activity
a wage - a payment made on a daily or weekly basis for work or services

IELTS Speaking - Music (Vocabulary)

types of music - pop, rock, classical, jazz, reggae, electronic, R&B, rap, Hip Hop, instrumental etc.

taste in music - the music someone likes

fans - people who love a particular band or singer

background music - music that is played while something else is happening e.g. music played in a shop or restaurant

a catchy tune - a song that is easy to remember and makes you want to sing it

to download music - to get music from the Internet

to go on tour - to plan performances around a country

live performance - music that is listened to while it is performed

to have a great voice - to sing well

a hit - an album or single that sells many copies

a single - a CD that has only one song

a record/an album - a recorded song or music available for the public to buy

a music festival - performance by different artists over several days

a group/band - a small group of musicians who play or sing together 

a musical instrument - an instrument that makes a musical sound e.g. piano, guitar, saxophone

the music industry - the industry that represents companies that record, produce and market music

music piracy - when an artist does not give consent to the copying or distribution of their music

a music video - a short film made with a song to promote it

the charts - a weekly listing of recent bestselling records

IELTS Speaking - Town/City Vocabulary

inner-city - the central part of a city where people live, often in poor conditions.
poor housing - housing that is not in good condition.
run down - buildings that are old and of a poor standard.
residential area - an area where people live.
suburbs - the outer area of cities/towns where people live.
local facilities - local buildings or services that service the public.
office block - a large building that has offices.
places of interest - buildings that have an interest for visitors.
tourist attraction - a place of interest to tourists.
public spaces - areas that are open to the public e.g. a square, a park
shopping centre - an area with many shops.
shopping malls - large indoor shopping centres.
upmarket shops - expensive fashionable shops.
public transport system - public vehicles e.g. buses, trains, trams that run at regular times and routes.
to get around - to travel around.
traffic jam/congestion - heavy traffic which makes it hard to move around.

IELTS Speaking (Vocabulary)

PART I

Talking about your preferences
What I like/dislike about...
Generally, I prefer X to Y.
I'm not really fond of/I don't really like...
I love/I can't stand...

Talking about frequency
I often..., but sometimes/now and again I...
I rarely/occasionally/hardly ever...

Describing people and places
I have a pretty/fairly/small/average/large family.
It's a pretty/fairly/very small/large/lively/quiet place.

Talking about future plans
I hope to go to...
I want to...
I'd love to...
I dream of...

PARTS 2 AND 3

Introducing the topic
I would like to talk about...
I'm going to tell you about...

Introducing an opinion
To my mind...
I suppose...
I guess...
In my opinion/view...
I really/strongly believe that...
Personally, I think...
I'm really in favour of...

Introducing an explanation
The reason why I don't like...is that...
One of the reasons is that...

Giving an impersonal opinion
Some people think/feel/believe that...

Giving advice
I think people should...
It's important that...
It's a good idea to...

Generalising
As a rule...
Overall/Generally...
On the whole/in general...

Speculating
It's likely/unlikely that...will...
It probably/definitely won't...
It's difficult to say, but maybe...
I'm not sure, but perhaps...
I'm pretty sure/certain that...
I predict/expect that...
As far as I can see...will...

Evaluating
I agree up to a point...
I tend to agree...
I don't really agree/think that...
I completely agree/disagree...
I'm not really sure about...

Comparing and contrasting
For me, X is more/less important...
I don't think X is as..as Y.
...whereas, on the other hand...

Qualifying an opinion
Actually, I'm not really sure about this, because I've never...
Well, I guess it depends, because there are many...
I think it's hard to say, because...
I don't have a strong opinion on this, but probably...

Introducing an opposing viewpoint
But I think it's also important to consider...
Well, yes, buy on the other hand...

Linking ideas
Plus/Also/In addition...
...as well/too
Another reason why I think..is that...

Outlining your response
There are two main problems..Firstly...Secondly...
I think there are several points to consider...

'Buying time'
Well, let's see...
Let me think about that for a moment.
That's a good question...

Clarifying your idea
What I'm trying to say is....
Perhaps I should make myself clearer by saying...
What I mean to say is...
Let me put it another way...

Taken from IELTS Language Bank