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.