IE IELTS EXCELLENCE
by
Mehedi Hossain Bhuiyan Sakib
ELT & TESOL, University of Cambridge
Cambridge CELTA-certified
British Council Awarded for IELTS
IDP-certified IELTS Master Trainer
Pearson-certified for PTE
ETS-certified for TOEFL & GRE
Economics, University of Dhaka
Free IELTS Prep Course & Resources
IELTS Excellence Bangladesh
IELTS Excellence Bangladesh
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8CAMBRIDGE
Academic
[Link],R enaa•
Authentic Practice Tests
Produced by Cambridge University Press & Assessment
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Contents
Introduction 4
Test 1 10
Test 2 33
Test 3 55
Test4 78
Audioscripts 99
Listening and Reading answer keys 120
Sample Writing answers 128
Sample answer sheets 139
Acknowledgements 143
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Introduction
Prepare for the exam with practice tests from Cambridge
Inside you'll find four authentic examination papers from Cambridge University Press &
Assessment. They are the perfect way to practise -EXACTLY like the real exam.
Why are they unique?
All our authentic practice tests go through the same design process as the IELTS test. We check every
single part of our practice tests with real students under exam conditions, to make sure we give you the
most authentic experience possible.
Students can take these tests on their own or with the help of a teacher to familiarise
themselves with the exam format, understand the scoring system and practise exam technique.
Further information
IELTS is jointly managed by the British Council, IDP: IELTS Australia and Cambridge University Press
& Assessment. Further information can be found on the IELTS official website at
[Link].
WHAT IS THE TEST FORMAT?
IELTS consists of four components. All candidates take the same Listening and Speaking tests. There is
a choice of Reading and Writing tests according to whether a candidate is
taking the Academic or General Training module.
Academic General Training
For candidates wishing to study at For candidates wishing to migrate to an
undergraduate or postgraduate levels, and English-speaking country (Australia, Canada, New
for those seeking professional Zealand, UK) and for those wishing to train or
registration. study below degree level.
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Introduction
Writing
This test consists of two tasks. It is suggested that candidates spend about 20 minutes on Task 1,
which requires them to write at least 150 words, and 40 minutes on Task 2, which requires them to
write at least 250 words. Task 2 contributes twice as much as Task 1 to the Writing score.
Task 1 requires candidates to look at a diagram or some data (in a graph, table or chart) and to
present the information in their own words. They are assessed on their ability to organise, present
and possibly compare data, and are required to describe the stages of a process, describe an object or
event, or explain how something works.
In Task 2, candidates are presented with a point of view, argument or problem. They are assessed
on their ability to present a solution to the problem, present and justify an opinion, compare and
contrast evidence and opinions, and evaluate and challenge ideas, evidence or arguments.
Candidates are also assessed on their ability to write in an appropriate style. More information on
assessing the Writing test, including Writing assessment criteria (public version), is available at
[Link].
Speaking
This test takes between 11 and 14 minutes and is conducted by a trained examiner.
There are three parts:
Part 1
The candidate and the examiner introduce themselves. Candidates then answer general questions about
themselves, their home/family, their job/studies, their interests and a wide range of similar familiar
topic areas. This part lasts between four and five minutes.
Part 2
The candidate is given a task card with prompts and is asked to talk on a particular topic. The
candidate has one minute to prepare and they can make some notes if they wish, before speaking for
between one and two minutes. The examiner then asks one or two questions on the same topic.
Part 3
The examiner and the candidate engage in a discussion of more abstract issues which are thematically
linked to the topic in Part 2. The discussion lasts between four and five minutes.
The Speaking test assesses whether candidates can communicate effectively in English. The
assessment takes into account Fluency and Coherence, Lexical Resource, Grammatical Range and
Accuracy, and Pronunciation. More information on assessing the Speaking test, including Speaking
assessment criteria (public version), is available at [Link].
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Introduction
HOW IS IELTS SCORED?
IELTS results are reported on a nine-band scale. In addition to the score for overall language ability,
IELTS provides a score in the form of a profile for each of the four skills (Listening, Reading, Writing
and Speaking). T hese scores are also reported on a nine-band scale. All scores are recorded on the
Test Report Form along with details of the candidate's nationality, first language and date of birth.
Each Overall Band Score corresponds to a descriptive statement which gives a summary of the
English-language ability of a candidate classified at that level. The nine bands and their descriptive
statements are as follows:
9 Expert user - Has fully operational command of the language: appropriate, accurate
and fluent with complete understanding.
8 Very good user - Has fully operational command of the language with only occasional
unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar
situations. Handles complex detailed argumentation well.
7 Good user - Has operational command of the language, though with occasional
inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles
complex language well and understands detailed reasoning.
6 Competent user - Has generally effective command of the language despite some
inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly
complex language, particularly in familiar situations.
5 Modest user - Has partial command of the language, coping with overall meaning in most
situations, though is likely to make many mistakes. Should be able to handle basic
communication in own field.
4 Limited user - Basic competence is limited to familiar situations. Has frequent problems in
understanding and expression. Is not able to use complex language.
3 Extremely limited user - Conveys and understands only general meaning in very
familiar situations. Frequent breakdowns in communication occur.
2 Intermittent user- Has great difficulty understanding spoken and written English.
1 Non-user - Essentially has no ability to use the language beyond possibly a few
isolated words.
0 Did not attempt the test - Did not answer the questions.
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Introduction
MARKING THE PRACTICE TESTS
Listening and Reading
The answer keys are on pages 120-127.
Each question in the Listening and Reading tests is worth one mark.
Questions which require letter I Roman numeral answers
For questions where the answers are letters or Roman numerals, you should write only the number of
answers required. For example, if the answer is a single letter or numeral, you
should write only one answer. If you have written more letters or numerals than are required, the
answer must be marked wrong.
Questions which require answers in the form of words or numbers
• Answers may be written in upper or lower case.
• Words in brackets are optional -they are correct, but not necessary.
• Alternative answers are separated by a slash (/).
• If you are asked to write an answer using a certain number of words and/or (a) number(s), you will
be penalised if you exceed this. For example, if a question specifies an answer using NO MORE
THAN THREE WORDS and the correct answer is 'black leather coat',
the answer 'coat of black leather' is incorrect.
• In questions where you are expected to complete a gap, you should only transfer the
necessary missing word(s) onto the answer sheet. For example, to complete 'in the .. .', where the
correct answer is 'morning', the answer 'in the morning' would be incorrect.
• All answers require correct spelling (including words in brackets).
• Both US and UK spelling are acceptable and are included in the answer key.
• All standard alternatives for numbers, dates and currencies are acceptable.
• All standard abbreviations are acceptable.
• You will find additional notes about individual answers in the answer key.
Writing
The sample answers are on pages 128-138. It is not possible for you to give yourself a mark for the
Writing tasks. We have provided sample answers (written by candidates), showing
their score and the examiners' comments. Additional sample and model answers can be
downloaded from the Resource Bank. These sample and model answers will give you an
insight into what is required for the Writing test.
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Introduction
HOW SHOULD YOU INTERPRET YOUR SCORES?
At the end of each Listening and Reading answer key you will find a chart which will help
you assess whether, on the basis of your practice test results, you are ready to take the
IELTS test.
In interpreting your score, there are a number of points you should bear in mind. Your
performance in the real IELTS test will be reported in two ways: there will be a Band Score from 1 to 9
for each of the components and an Overall Band Score from 1 to 9, which is
the average of your scores in the four components. However, institutions considering your application
are advised to look at both the Overall Band Score and the Band Score for
each component in order to determine whether you have the language skills needed for a
particular course of study. For example, if your course involves a lot of reading and writing, but no
lectures, listening skills might be less important and a score of 5 in Listening might be acceptable if the
Overall Band Score was 7. However, for a course which has lots of lectures and spoken instructions, a
score of 5 in Listening might be unacceptable even though the Overall Band Score was 7.
Once you have marked your tests, you should have some idea of whether your listening and reading
skills are good enough for you to try the IELTS test. If you did well enough in
one component, but not in others, you will have to decide for yourself whether you are ready to take the
test.
The practice tests have been checked to ensure that they are the same level of difficulty as the real
IELTS test. However, we cannot guarantee that your score in the practice tests will be reflected in the
real IELTS test. The practice tests can only give you an idea of your possible future performance and it
is ultimately up to you to make decisions based on
your score.
Different institutions accept different IELTS scores for different types of courses. We have based our
recommendations on the average scores which the majority of institutions accept. The institution to
which you are applying may, of course, require a higher or lower score than most other institutions.
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Test 1
LISTENING
PART 1 Questions 1-10
Complete the notes below.
Write ONE WORD AND/OR A NUMBER for each answer.
Hinchingbrooke Country Park
The park
Area: 1 ........................................... hectares
Habitats: wetland, grassland and woodland
Wetland: lakes, ponds and a 2 .......................................... .
Wildlife includes birds, insects and animals
Subjects studied in educational visits include
Science: Children look at 3 ........................................... about plants, etc.
Geography: includes learning to use a 4 .......................................... and compass
History: changes in land use
Leisure and tourism: mostly concentrates on the park's 5 .......................................... .
Music: Children make 6 .......................................... with natural materials, and experiment
with rhythm and speed.
Benefits of outdoor educational visits
They give children a feeling of 7 ......................................... that they may not have elsewhere.
Children learn new 8 ........................................... and gain self-confidence.
Practical issues
Cost per child: 9 £ ....................................... ..
Adults, such as 10 ........................................ , free
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Listening
PART 2 Questions 11-20
Questions 11-15
Choose the correct letter, A, B or C.
Stanthorpe Twinning Association
11 During the visit to Malatte, in France, members especially enjoyed
A going to a theme park.
B experiencing a river trip.
C visiting a cheese factory.
12 What will happen in Stanthorpe to mark the 25th anniversary of the
Twinning Association?
A A tree will be planted.
B A garden seat will be bought. A
C footbridge will be built.
13 Which event raised most funds this year?
A the film show
B the pancake evening
C the cookery demonstration
14 For the first evening with the French visitors host families are advised to
A take them for a walk round the town. go
B to a local restaurant.
C have a meal at home.
15 On Saturday evening there will be the chance to
A listen to a concert. watch a
B match.
C take part in a competition.
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Test 1
Questions 16-20
Label the map below.
Write the correct let t er, A-H, next t o Quest ions 16-20.
Farley House
--<::®
'(::::9>:9 99
@Old stables
®
I
,i
I I
I ✓ /
----------, ,, _____
L---------------��
.,.. ..
.------------1 '--------,
Car park
Car park
16 Farm shop ......................
17 Disabled entry ......................
18 Adventure playground Kitchen ••••••••••••••••••••••
19 gardens ......................
20 The Temple of the Four Winds ......................
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Listening
PART 3 Questions 21-30
Questions 21 and 22
Choose TWO letters, A-E.
Which TWO things did Colin find most satisfying about his bread reuse project?
A receiving support from local restaurants
B finding a good way to prevent waste
C overcoming problems in a basic process
D experimenting with designs and colours
E learning how to apply 3-D printing
Questions 23 and 24
Choose TWO letters, A-E.
Which TWO ways do the students agree that touch-sensitive sensors for food labels could
be developed in future?
A for use on medical products
B to show that food is no longer fit to eat for
C use with drinks as well as foods
D to provide applications for blind people to
E indicate the weight of certain foods
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Test 1
Questions 25-30
What is the students' opinion about each of the following food trends?
Choose SIX answers from the box and write the correct letter, A-H, next to
Questions 25-30.
Opinions
A This is only relevant to young people.
B This may have disappointing results.
C This already seems to be widespread.
D Retailers should do more to encourage this.
E More financial support is needed for this.
F Most people know little about this.
G There should be stricter regulations about this.
H This could be dangerous.
Food trends
25 Use of local products
26 Reduction in unnecessary packaging
27 Gluten-free and lactose-free food
28 Use of branded products related to celebrity chefs
29 Development of 'ghost kitchens' for takeaway food
30 Use of mushrooms for common health concerns
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Listening
PART 4 Questions 31-40
Complete the notes below.
Write ONE WORD ONLY for each answer.
Ceide Fields
• an important Neolithic archaeological site in the northwest of Ireland
Discovery
• In the1930s, a local teacher realised that stones beneath the bog surface
were once 31 ........................................... .
• His 32 ........................................... became an archaeologist and undertook an
investigation of the site:
- a traditional method used by local people to dig for 33 ...........................................
was used to identify where stones were located
- carbon dating later proved the site was Neolithic.
• Items are well preserved in the bog because of a lack of 34 ........................................... .
Neolithic farmers
• Houses were 35 ........................................... in shape and had a hole in the roof.
• Neolithic innovations include:
- cooking indoors
- pots used for storage and to make 36 ........................................... .
• Each field at Ceide was large enough to support a big 37 ........................................... .
• The fields were probably used to restrict the grazing of animals - no
evidence of structures to house them during 38 ........................................... .
Reasons for the decline in farming
• a decline in 39 ........................................... quality
• an increase in 40 ...........................................
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Test 1
I know that one or two of our visitors may not be all that [Link] main entrance to the
house has a lot of steps so you might want to use the disabled entry. This is on the far side of 017
the house from the car park.
Children will probably be most interested in the adventure playground. That's at the northern 018
end of the larger lake, in a bend on the path that leads to the lake. There's lots for children to
do there.
There are a number of lovely gardens near the house. The kitchen gardens are rectangular 019
and surrounded by a wall. They're to the north-east of the house, quite near the smaller lake.
They're still in use and have a great collection of fruit and vegetables.
The Temple of the Four Winds is a bit more of a walk - but it's worth it. Take the path from
the car park and go past the western sides of the stables and the house. Then when the path 020
forks, take the right-hand path. Go up there with the woods on your left and the temple is right
at the [Link] are great views over the whole area.
OK, so that's ...
PART 3
COLIN: I haven't seen you for a bit, Marie.
MARIE: No. I've been busy with my project.
COLIN: You're making a vegan alternative to eggs, aren't you? Something that doesn't
use animal products?
MARIE: Yes. I'm using chickpeas. I had two main aims when I first started looking for an
alternative to eggs, but actually I've found chickpeas have got more advantages.
COLIN: Right.
MARIE: But how about your project on reusing waste food - you were looking at bread,
weren't you?
COLIN: Yes. It's been hard work, but I've enjoyed it. The basic process was quite
straightforward - breaking the stale bread down to a paste then reforming it.
MARIE: But you were using 3-D printing, weren't you, to make the paste into biscuits?
COLIN: Yeah, I'd used that before, but in this project, I had tjme to play around with 021/22
different patterns for the biscuits and finding how I could add fruit and vegetables
to make them a more appetising colour, and I was really pleased with what
I managed to produce.
MARIE: It must've been a great feeling to make something appetising out of bits of old 021/22
bread that would've been thrown away otherwise.
COLIN: It was. And I'm hoping that some of the restaurants in town will be interested in
the biscuits. I'm going to send them some samples.
MARIE: I came across something on the internet yesterday that might interest you. It was
a company that's developed touch-sensitive sensors for food labels.
COLIN: Mmm?
MARIE: It's a special sort of label on the food package. When the label's smooth, the food
is fresh and then when you can feel bumps on the label, that means the food's
gone bad. It started off as a project to help visually impaired people know whether
food was fit to eat or not.
COLIN: Interesting. So just solid food?
MARIE: No, things like milk and juice as well. But actually, I thought it might be really good 023/24
for drug storage in hospitals and pharmacies.
COLIN: [Link] coming back to food, maybe it'd be possible to use ii for other things
besides freshness. Like how many kilograms a joint of meat is, for example. 023/24
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