3/6/24

An Introduction to IELTS

11/03/2024

Make sure that you …

• are familiar with test format and task types
• are aware of timings, especially with reading and writing
• read the questions carefully and answer all parts
• use the time given before each listening section
• plan their writing and use paragraphs
• personalize writing if asked to relax and enjoy the speaking
• show their range of grammar and vocabulary knowledge in writing and
speaking

1
 IELTS Test Results

Marking is carried out at the test centre by trained examiners The completed Test Report Form bears a centre stamp, a
whose work is closely monitored. This ensures that test results validation stamp, the candidate’s photograph and the authorised
are available without any administrative delay. centre representative’s signature. The authenticity of any
Results are standardised and usually available within two weeks Test Report Form can be verified by means of the Test Report
of the test, and Test Report Forms are sent to the candidates Form Verification Service located at https://ielts.ucles.org.uk
and to the sponsor(s)/receiving institution(s). Test centres are not British Council, IDP: IELTS Australia and Cambridge ESOL
permitted to give results over the phone, or by fax or email. reserve the right to cancel any Test Report Form in the event
of any attempt to tamper with or misuse the information
contained in it.
Test Scores
IELTS provides a profile of a candidate’s ability to use English.
Candidates receive scores on a Band Scale from 1 to 9.
A score is reported for each test component. The individual test
scores are then averaged and rounded to produce an Overall
Band Score according to a confidential Band Score conversion
table. Overall Band Scores and individual test scores are
reported in whole and half bands.

Test Report Form

An example of the Test Report Form is shown on the right.

Each test is reported separately as a Band Score, together with
an Overall Band Score. A descriptive statement giving a
summary of the English of a candidate classified at each band
level is provided below and is included on the reverse of the Test
Report Form.

>>> IELTS Band Scores

Has fully operational command of the language: appropriate, accurate and fluent with complete
9 Expert user understanding.

Has fully operational command of the language with only occasional unsystematic inaccuracies and
8 Very good user inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed
argumentation well.

Has operational command of the language, though with occasional inaccuracies, inappropriacies and
7 Good user misunderstandings in some situations. Generally handles complex language well and understands detailed
reasoning.

Has generally effective command of the language despite some inaccuracies, inappropriacies and
6 Competent user misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.

Has partial command of the language, coping with overall meaning in most situations, though is likely to make
5 Modest user many mistakes. Should be able to handle basic communication in own field.

Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is
4 Limited user not able to use complex language.

Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in
3 Extremely limited user communication occur.
No real communication is possible except for the most basic information using isolated words or short
2 Intermittent user formulae in familiar situations and to meet immediate needs. 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 No assessable information provided.

4 | IELTS Handbook 2007

Interpretation of Results
Assessment of performance in IELTS depends on how the For how long is a test score valid?
candidate’s ability in English relates to the language demands There are a number of variables affecting the length of time
of courses of study or training, not on reaching a fixed pass over which an IELTS score remains valid. As a general rule it
mark. The appropriate level required for a given course of study is recommended that a Test Report Form that is more than two
or training is ultimately something which institutions/departments/ years old should only be accepted as evidence of present level
colleges must decide in the light of knowledge of their own of ability if accompanied by proof that a candidate has actively
courses and their experience of overseas students taking them. maintained or tried to improve their English language proficiency.
The table below gives guidance on acceptable levels of The IELTS Test Partners cannot verify results older than two
performance for different courses. It should be noted, however, years.
that many diverse variables can affect performance on courses,
of which language ability is but one. What happens if a candidate loses their Test Report Form
Receiving organisations are advised to consider both the or requires further copies?
Overall Band Score and the bands recorded for each individual Candidates are given one copy of their Test Report Form
test, which indicate the candidate’s particular strengths or and this cannot be replaced. Candidates may request for up
weaknesses. Language skills can be matched to particular to five additional copies to be sent to receiving organisations.
courses. For example, if a course has a lot of reading and Additional copies sent to receiving organisations may incur
writing, but no lectures, listening comprehension might not be an administrative fee. Test Report Forms for tests taken more
quite as important and a score of, perhaps, 5.5-6 in Listening than two years ago cannot be re-issued.
might be acceptable if the Overall Band Score was 7. However,
for a course where there are lots of lectures and spoken What can a candidate do if they are unhappy with
instructions a score of 5.5-6 in Listening might be unacceptable their results?
even though the Overall Band Score was 7. Receiving Candidates may apply for an enquiry on results procedure at the
organisations should also consider a candidate’s IELTS results in centre at which they took their test within four weeks of issue of
the context of a number of factors, including age and motivation, results. The candidate’s test material is re-marked. There is a fee
educational and cultural background, first language and for this which is refunded should the Band Score be increased.
language learning history.

Band Linguistically demanding Linguistically less Linguistically demanding Linguistically less

academic courses demanding academic training courses demanding training
courses courses
e.g. Medicine, e.g. Air Traffic Control,
Law, Linguistics, e.g. Agriculture, Engineering, Pure e.g. Animal Husbandry,
Journalism, Library Pure Mathematics, Applied Sciences, Catering, Fire Services
Studies Technology, Industrial Safety
Computer-based work,
Telecommunications

7.5 – 9.0 Acceptable Acceptable Acceptable Acceptable

7.0 Probably acceptable Acceptable Acceptable Acceptable

6.5 English study needed Probably acceptable Acceptable Acceptable

6.0 English study needed English study needed Probably acceptable Acceptable

5.5 English study needed English study needed English study needed Probably acceptable

IELTS Handbook 2007 | 5

 Tests

Each candidate takes four tests, one in each of the four skills –
Listening, Reading, Writing and Speaking.
SECTION 2 Questions 11– 20
>>> Listening
Questions 11– 15
Duration and format Choose the correct letter, A , B or C.
The Listening test takes around 30 minutes. There are
40 questions and four sections. 11 The most important reason for a settlement at the Rocks was
A fresh water.
The Listening test is recorded on a CD and is played B flat rock.
ONCE only. C a sea wall.

During the test, time is given for candidates to read the 12 The plague was brought to Sydney by
questions and write down and then check their answers. A rat-catchers.
Answers are written on the question paper as candidates listen. B convicts.
C sailors.
When the recording ends, ten minutes are allowed for
candidates to transfer their answers to an answer sheet. 13 The Harbour Bridge was built
A in 10 years with 7 deaths.
B in 10 years with 17 deaths.
Task types
C in 17 years with 10 deaths.
The first two sections are concerned with social needs. There
is a conversation between two speakers and then a monologue. 14 The Chinese community arrived in the Rocks in
For example – a conversation about travel arrangements or A 1825.
B 1844.
decisions on a night out, and a speech about student services
C 1870.
on a university campus or arrangements for meals during a
conference. 15 The Chinese shops were mainly
A restaurants and laundries.
The final two sections are concerned with situations related more B soap shops and general stores.
closely to educational or training contexts. There is a C general stores and laundries.
conversation between up to four people and then a further
monologue. For example – a conversation between a tutor and a
student about an assignment or between three students
planning a research project, and a lecture or talk of general
academic interest.
A range of native-speaker English accents are used in the
recordings which reflects the international usage of IELTS.
A variety of questions are used, chosen from the following types:
Questions 16 – 20
• multiple choice
Complete the notes below.
• short-answer questions
Write NO MORE THAN THREE WORDS for each answer.
• sentence completion
• note/ summary/ flow-chart/ table completion Number of convicts brought to
New South Wales 16 ..................................
• labelling a diagram
• classification Date of last convict ship 17 ..................................

• matching
Age of youngest convict nine

Marking and assessment

One mark is awarded for each correct answer in the 40-item test. Crime of youngest convict 18 ..................................

A confidential Band Score conversion table is produced for each

version of the Listening test, which translates scores out of 40 Age of oldest convict 19 ..................................
into the IELTS 9-band scale. Scores are reported in whole and
half bands. Care should be taken when writing answers on the
Crime of oldest convict telling lies
answer sheet as poor spelling and grammar are penalised.

Most serious crime murder

Reason for most crimes 20 ..................................

6 | IELTS Handbook 2007

>>> Reading The third section, ‘general reading’, involves reading
more extended prose with a more complex structure but
Duration and format with the emphasis on descriptive and instructive rather than
The Reading test takes 60 minutes. There are 40 questions, argumentative texts, in a general context relevant to the wide
based on three reading passages with a total of 2,000 to range of candidates involved.
2,750 words.
Texts and questions appear on a question paper which Marking and assessment
candidates can write on but not remove from the examination One mark is awarded for each correct answer in the 40-item test.
room. A Band Score conversion table is produced for each version of
All answers must be entered on an answer sheet during the the Reading test which translates scores out of 40 into the IELTS
60-minute test. No extra time is allowed for transferring answers. 9-band scale. Scores are reported in whole band and half
bands. Care should be taken when writing answers on the
Task types answer sheet as poor spelling and grammar are penalised.
A variety of questions are used, chosen from the following types:
• multiple choice
• short-answer questions
• sentence completion
• note/ summary/ flow-chart/ table completion
Questions 1– 5
• labelling a diagram
Complete the summary using the list of words, A-O, below.
• matching headings for identified paragraphs/ sections of the
text Write the correct letter, A-O, in boxes 1- 5 on your answer sheet.

• identification of writer’s views/ claims – yes, no or not given

Example
• identification of information in the text – true, false or not
given The failure during the late 1970s and early 1980s of an attempt to
establish a widespread wind power industry in the United States
• classification resulted largely from the 1..... in oil prices during this period. The
industry is now experiencing a steady 2..... due to improvements in
• matching lists/ phrases
technology and an increased awareness of the potential in the power
of wind. The wind turbines that are now being made, based in part on
Academic Reading the 3..... of wide-ranging research in Europe, are easier to manufacture
Texts are taken from magazines, journals, books, and and maintain than their predecessors. This has led wind-turbine makers
newspapers. Texts have been written for a non-specialist to be able to standardise and thus minimise 4..... . There has been
audience. All the topics are of general interest. They deal with growing 5..... of the importance of wind power as an energy source.

issues which are interesting, recognisably appropriate and

accessible to candidates entering undergraduate or A criticism H success
B design costs I production costs
postgraduate courses or seeking professional registration.
C failure J stability
At least one text contains detailed logical argument. Texts may D operating costs K fall
contain non-verbal materials such as diagrams, graphs or E growth L recognition
illustrations. If texts contain technical terms then a simple F scepticism M decisions
glossary is provided. G effects N decline
O results

General Training Reading

Texts are taken from notices, advertisements, official documents,
booklets, newspapers, instruction manuals, leaflets, timetables,
books and magazines.
The first section, ‘social survival’, contains texts relevant to basic
linguistic survival in English with tasks mainly about retrieving
and providing general factual information.
‘Training survival’, the second section, focuses on the training
context, for example on the training programme itself or on
welfare needs. This section involves a text or texts of more
complex language with some precise or elaborated expression.

IELTS Handbook 2007 | 7

>>> Writing
Duration and format
The Writing test takes 60 minutes. There are two tasks to
complete. It is suggested that about 20 minutes is spent on
Task 1 which requires candidates to write at least 150 words.
Task 2 requires at least 250 words and should take about 40
minutes.
Candidates may write on the question paper but this cannot be
taken from the examination room and will not be seen by the
examiner.
Answers must be given on the answer sheet and must be written
in full. Notes or bullet points in whole or in part are not
acceptable as answers.

Task types
Academic Writing
In Task 1 candidates are asked to describe some information
(graph/table/chart/diagram), and to present the description in
their own words. Depending on the type of input and the task
suggested, candidates are assessed on their ability to:
• organise, present and possibly compare data
• describe the stages of a process or procedure
• describe an object or event or sequence of events
• explain how something works

In Task 2 candidates are presented with a point of view or

argument or problem. Candidates are assessed on their ability
to:
Academic Writing Task 1 (example)
• present the solution to a problem
• present and justify an opinion
• compare and contrast evidence, opinions and implications
• evaluate and challenge ideas, evidence or an argument

The issues raised are of general interest to, suitable for and
easily understood by candidates entering undergraduate or
postgraduate studies or seeking professional registration.

Academic Writing Task 1 (example)

8 | IELTS Handbook 2007

 General Training Writing
In Task 1 candidates are asked to respond to a given problem
with a letter requesting information or explaining a situation.
Depending on the task suggested, candidates are assessed
on their ability to:
• engage in personal correspondence
• elicit and provide general factual information
• express needs, wants, likes and dislikes
• express opinions (views, complaints etc.)

In Task 2 candidates are presented with a point of view or

argument or problem.
Candidates are assessed on their ability to:
• provide general factual information
• outline a problem and present a solution
• present and possibly justify an opinion, assessment or
hypothesis
• present and possibly evaluate and challenge ideas, evidence
and argument

The topics are of general interest and it makes no difference

what subjects candidates study.

Academic Writing Task 2 (example)

General Training Writing Task 1 (example) General Training Writing Task 2 (example)

IELTS Handbook 2007 | 9

Marking and assessment Coherence and Cohesion
Each task is assessed independently. The assessment of Task 2 This criterion is concerned with the overall clarity and fluency of
carries more weight in marking than Task 1. the message: how the response organises and links information,
Writing responses are assessed by certificated IELTS examiners. ideas and language. Coherence refers to the linking of ideas
All IELTS examiners hold relevant teaching qualifications and are through logical sequencing. Cohesion refers to the varied and
recruited as examiners by the test centres and approved by appropriate use of cohesive devices (for example, logical
British Council or IDP: IELTS Australia. connectors, pronouns and conjunctions) to assist in making the
conceptual and referential relationships between and within
Detailed performance descriptors have been developed
sentences clear.
which describe written performance at the nine IELTS bands.
Public versions of these descriptors are available on the IELTS Lexical Resource
website. This criterion refers to the range of vocabulary the candidate has
used and the accuracy and appropriacy of that use in terms of
The descriptors apply to both the Academic and General
the specific task.
Training Modules and are based on the following criteria.
Task 1 responses are assessed on: Grammatical Range and Accuracy
This criterion refers to the range and accurate use of the
• Task Achievement candidate’s grammatical resource as manifested in the
• Coherence and Cohesion candidate’s writing at the sentence level.

• Lexical Resource
Task 2
• Grammatical Range and Accuracy Task Response
In both Academic and General Training Modules Task 2 requires
Task 2 responses are assessed on:
the candidates to formulate and develop a position in relation to
• Task Response a given prompt in the form of a question or statement. Ideas
should be supported by evidence, and examples may be drawn
• Coherence and Cohesion
from the candidates’ own experience. Responses must be at
• Lexical Resource least 250 words in length.
• Grammatical Range and Accuracy

Task 1 Scripts under the required minimum word limit will be penalised.
Task Achievement
This criterion assesses how appropriately, accurately and Scores are reported in whole and half bands.
relevantly the response fulfils the requirements set out in the
task, using the minimum of 150 words.
Academic Writing Task 1 is a writing task which has a
defined input and a largely predictable output. It is basically an
information-transfer task which relates narrowly to the factual
content of an input diagram and not to speculated explanations
that lie outside the given data.
General Training Writing Task 1 is also a writing task with a
largely predictable output in that each task sets out the context
and purpose of the letter and the functions the candidate should
cover in order to achieve this purpose.

10 | IELTS Handbook 2007

>>> Speaking
Duration and format
The Speaking test takes between 11 and 14 minutes and
consists of an oral interview between the candidate and an
examiner.
All Speaking tests are recorded.
The structure of the test is summarised below.

Part Nature of interaction Timing

Part 1 Examiner introduces him/herself and 4–5 minutes

Introduction and confirms candidate’s identity.
interview
Examiner interviews candidate using
verbal questions selected from familiar
topic frames.

Part 2 Examiner asks candidate to speak for 3–4 minutes

Individual long 1–2 minutes on a particular topic (including
turn based on written input in the form of a 1 minute
preparation
candidate task card and content-
time)
focused prompts. Examiner asks one
or two questions to round off the long
turn.

Part 3 Examiner invites candidate to 4–5 minutes

Two-way participate in discussion of a more
discussion abstract nature, based on verbal
questions thematically linked to
Part 2 topic.

Task types
There are three parts to the test and each part fulfils a specific
function in terms of interaction pattern, task input and candidate
output.
In Part 1 candidates answer general questions about
themselves, their homes/families, their jobs/studies, their
interests, and a range of familiar topic areas. This part lasts
between four and five minutes.
In Part 2 the candidate is given a verbal prompt on a card and is
asked to talk on a particular topic. The candidate has one minute
to prepare before speaking at length, for between one and two
minutes. The examiner then asks one or two rounding-off
questions.
In Part 3 the examiner and candidate engage in a discussion of
more abstract issues and concepts which are thematically linked
to the topic prompt in Part 2. The discussion lasts between four
and five minutes.

IELTS Handbook 2007 | 11

Research has shown that the speech functions which occur Grammatical Range and Accuracy
regularly in a candidate’s output during the Speaking test are: This criterion refers to the range and the accurate and
• Providing personal • Narrating and appropriate use of the candidate’s grammatical resource.
information paraphrasing The key indicators of grammatical range are the length and
• Providing non-personal • Comparing complexity of the spoken sentences, the appropriate use of
information subordinate clauses, and the range of sentence structures,
especially to move elements around for information focus.
• Expressing opinions • Summarising
The key indicators of grammatical accuracy are the number
• Explaining • Conversation repair of grammatical errors in a given amount of speech and the
• Suggesting • Contrasting communicative effect of error.

• Justifying opinions • Expressing a preference

Pronunciation
• Speculating • Analysing This criterion refers to the ability to produce comprehensible
speech to fulfil the Speaking test requirements.
Other speech functions may emerge during the test, but they are
not forced by the test structure. The key indicators will be the amount of strain caused to the
listener, the amount of the speech which is unintelligible and
Marking and assessment the noticeability of L1 influence.
Speaking performances are assessed by certificated IELTS
examiners. All IELTS examiners hold relevant teaching
qualifications and are recruited as examiners by the test centres
Scores are reported in whole and half bands.
and approved by British Council or IDP: IELTS Australia.
Detailed performance descriptors have been developed
which describe spoken performance at the nine IELTS bands.
Public versions of these descriptors are available on the IELTS
website.
Example Part 2
Fluency and Coherence
This criterion refers to the ability to talk with normal levels of Describe a teacher who has greatly influenced you in your
continuity, rate and effort and to link ideas and language education.
together to form coherent, connected speech. You should say:
where you met them
The key indicators of fluency are speech rate and speech
what subject they taught
continuity.
what was special about them
The key indicators of coherence are logical sequencing of
and explain why this person influenced you so much.
sentences, clear marking of stages in a discussion, narration
or argument, and the use of cohesive devices (e.g. connectors, You will have to talk about the topic for 1 to 2 minutes.
pronouns and conjunctions) within and between sentences. You have one minute to think about what you are going to say.
You can make some notes to help you if you wish.

Lexical Resource
This criterion refers to the range of vocabulary the candidate
can use and the precision with which meanings and attitudes
can be expressed. Example Part 2

The key indicators are the variety of words used, the adequacy Describe a letter you received which was very important to you.
and appropriacy of the words used and the ability to You should say:
circumlocute (get round a vocabulary gap by using other words)
when you received it
with or without noticeable hesitation. who sent it
what it was about

and explain why it was important to you.

You will have to talk about the topic for 1 to 2 minutes.

You have one minute to think about what you are going to say.
You can make some notes to help you if you wish.

12 | IELTS Handbook 2007

Test Registration and Administration

IELTS management is centrally controlled but the administration according to the global IELTS test date schedule. Information
of the test takes place in local test centres. This guarantees on the availability of test sessions at centres can be found on the
flexibility and adaptability, and ensures a very rapid turnaround IELTS website www.ielts.org The chart below shows the test
from registration to results. procedure for candidates.
Most centres conduct a testing session at least once a
month and more often at peak times. Special test sessions
can be arranged for particular sponsors or organisations

ENQUIRY
Contact the nearest test centre to find out about available test dates and to obtain an application form.
Contact details for all IELTS centres worldwide can be found at www.ielts.org. The test centre has Official
IELTS Practice Materials for sale and these can also be bought directly from Cambridge ESOL or IDP: IELTS
Australia using the order form in this Handbook.

APPLICATION
Fill in the application form and send it or take it to the test centre with the test fee and two recent identical
passport-sized photographs (not more than six months old). You need some evidence of identity. This must
be a passport or a National Identity Card with a number, photograph, date of birth and signature. The
document must be valid, not expired at registration nor on the test day.

Candidates taking the test outside their own country must present a passport. Candidates must enter
the number of their passport or identity card on the application form. A copy of the identity document is to
be attached to the application form. Only when all registration procedures are fully completed will the
application be processed.

You must bring the ID document indicated on the application form to the test. This is the only form of identity
that will be accepted on the test day.

CONFIRMATION
Test centre informs candidate of date and time of test in writing. If the Speaking test is to be on a different
day, candidate is informed about this now.

DAY OF THE TEST

The identity of all candidates will be checked on test day. Photographs of candidates may be taken on the
test day. Each candidate must have the same evidence of identity as the number entered on the
application form. No other forms of identification are acceptable. Candidates also need pencils and pens,
a pencil sharpener, and an eraser. Candidates must not take into the test room any bags, books, papers,
cameras, mobile phones, recording devices, pagers or any other devices, electronic or not.

Candidates are met by an IELTS Administrator who checks identification and makes sure candidates know
where and when to go for the test. Candidates are assigned a place which they must keep for the Listening,
Reading and Writing tests.

Candidates are not allowed to leave the test room during any test.

All answers are entered on the answer sheets provided. Candidates can write on the question papers but
cannot take them out of the room.
The Speaking test is recorded.
Candidates found cheating, copying the work of another candidate, disrupting the test, or removing or
attempting to remove or copy any test materials from the examination room will not receive a result and may
be liable to prosecution.

RESULTS
Results will be produced 13 days after the test. At some centres candidates may collect their results on the
13th day; at others results are mailed to candidates on the 13th day. Test centres are not permitted to give
results over the phone or by fax or email.

IELTS Handbook 2007 | 13

 3/6/24

Writing (60 Minutes)

• The Writing component of IELTS Academic includes two tasks.
• Task 1: You will be presented with a graph, table, chart or diagram and
asked to describe, summaries or explain the information in your own
words. You may be asked to describe and explain data, describe the
stages of a process, how something works or describe an object or
event.
• Task 2: You will be asked to write an essay in response to a point of
view, argument or problem. Responses to both tasks must be in a
formal style.

Listening (30 Minutes)

• Section 1: A conversation between two people set in an everyday
social context.
• Section 2: A monologue set in an everyday social context e.g. a speech
about local facilities.
• Section 3: A conversation between up to four people set in an
educational or training context, e.g. a university tutor and a student
discussing an assignment.
• Section 4: A monologue on an academic subject e.g. a university
lecture.

2
 3/6/24

Reading (60 Minutes)

The Reading component consists of 40 questions. A variety of

question types is used in order to test a wide range of reading skills.
These including reading for gist, reading for main ideas, reading for
detail, skimming, understanding logical argument, recognizing writers'
opinions, attitudes and purpose.

Speaking (11-14 Minutes)

• Part 1: The Examiner will ask you general questions about yourself
and a range of familiar topics, such as home, family, work, studies and
interests.
• Part 2: You will be given a card which asks you to talk about a
particular topic. You will have one minute to prepare before speaking
for up to two minutes. The examiner will then ask one or two
questions on the same topic to finish this part of the test.
• Part 3: You will be asked further questions connected to the topic in
Part 2. These questions will give you the opportunity to discuss more
abstract ideas and issue.

3
 3/6/24

IELTS WRITING TASK 1

IELTS WRITING
• 1. Academic Writing
• 2. What IELTS Examiners Expect
• 3. IELTS Writing Overview (Types of Questions)
• 4. Write an Essay (IELTS Task 2)
• 5. Do’s & Don’ts
• 6. Sample Essay

4
 3/6/24

What IELTS Examiners Expect

On the IELTS writing test you will be assessed on four things:

• Task Achievement (TA)

• Coherence and Cohesion (CC)
• Lexical Resource (LR)
• Grammatical Range and Accuracy (GRA)

What IELTS Examiners Expect:

Task Achievement
This requires the students to accurately reflect the
relevant information in the graph. If you gave your
answer to a stranger, would they be able to accurately
reproduce the graph? If they could, then you have
fulfilled this task.

5
 3/6/24

What IELTS Examiners Expect:

Coherence and Cohesion
This part of the marking criteria judges students' ability to
produce an answer that is clear, fluent and easy to understand. Structure,
appropriate vocabulary and good grammar help to boost your score
here. Good paragraphing and appropriate use of cohesive devices can
also be used to gain a higher score.

What IELTS Examiners Expect:

Lexical Resource
This section is all about vocabulary and is often the most
misunderstood. It is NOT about inserting as many long words as you
can think of. It is about choosing relevant, appropriate and accurate
words. You will help your score here by using a variety of vocabulary
and not simply copying the words in the question.

6
 3/6/24

What IELTS Examiners Expect:

Grammatical Range and Accuracy
Obviously, you have to produce grammatically accurate sentences
to do well in this section, but it is also about using the appropriate
structures. You are expected to use different structures for describing
numbers, trends and making comparisons. The most common grammar
mistake students make in IELTS task 1 is not using articles and plurals
properly. If at least 50% of your sentences are not grammatically correct
it is hard to score over a band 7.

What IELTS Examiners Expect

• A clear, concise, focused, structured and backed up by evidence
• Its purpose is to aid the reader’s understanding
• It has a formal tone and style, but it is not complex and does not
require the use of long sentences and complicated vocabulary

7
 3/6/24

What IELTS Examiners Expect

• Planned and focused: answers the question and demonstrates an
understanding of the subject.
• Structured: is coherent, written in a logical order, and brings together
related points and material.
• Evidenced: demonstrates knowledge of the subject area, supports
opinions and arguments with evidence, and is referenced accurately.
• Formal in tone and style: uses appropriate language and tenses, and is
clear, concise and balanced.

IELTS Writing Overview

• The Writing test takes 60 minutes.
• There are two tasks to complete.
• It is suggested that about 20 minutes is spent on Task 1, which requires
candidates to write at least 150 words.
• This task requires at least 250 words and should take about 40
minutes. Task 2 contributes twice as much as Task 1 to the Writing
score.

8
 3/6/24

IELTS Writing Overview: Strategies

• Describing a chart (bar chart, line graph, pie chart, table, map, diagram
or process flow)
• 150 words /20 minutes

The Components:

1 2 3 4
Part 1. Opening/Intro Part 2: Overview Part 3: Details of Details of significant
• (1-2 sentences) Introduce • (2-4 sentences) General significant feature 1 feature 1)
the visuals descriptions • Comparison & contrast • Supporting
• e.g. The charts display • e.g. The data show a • Increase & decrease details/Comparison
_____/ The diagram constant/fluctuating • e.g . The first state & last details, if appropriate
describes ____ increase in …… This
state; the trends in the
trend occurred across all highest & lowest group
groups ……

9
 3/6/24

IELTS Writing Overview

• Paragraph 1 (Introduction)
• Sentence 1- Paraphrase Question
• Paragraph 2 (Overview)
• Sentence 1- Overview of first main feature
• Sentence 2- Overview of second main feature
• Sentence 3- Make comparison, if appropriate
• Paragraph 3 (Details of significant feature 1)
• Sentence 1- Supporting details
• Sentence 2- Supporting details
• Sentence 3- Supporting details/comparison details, if appropriate
• Paragraph 4 (Details of significant feature 2)
• Sentence 1- Supporting details
• Sentence 2- Supporting details
• Sentence 3- Supporting details/Comparison details, if appropriate

Part 1: Opening
(Reference: The Title) – 1 or 2 Useful words/phrases:
sentences. • Describe
State the title • Display
• The charts display _____ • Illustrate
• The diagram describes ____ • Show
• The map illustrates ______ • Portray
• The table shows ____

10
 3/6/24

Part 2: The background

(Reference: The summary – Useful words/phrases:
instructions)- 2 to 4 sentences • Trends
• State the general trends • Constant trend
• The data show a • Increasing trend
constant/fluctuating increase in
…… • Decreasing trend
• The trend occurred across all • Fluctuating trend
groups …… • Slight(ly) vs. Sharp(ly) –
increase slightly (slight
increase); increase sharply (sharp
increase); moderate

Part 3: The Analysis of interesting points

• Comparison & contrast • In 2002, slightly more than half the
• Increase & decrease population owned computers. That
number increased to roughly 75% over
• Analyze the first state & last state; the next eight years.
• Analyze the trends in the highest & • Postgraduates were always ahead of
lowest group the general population. While roughly
• Analyze the lowest point and the three-quarters of postgraduates owned
highest point computers in 2002, that figure rose to
nearly 95% by 2010.
• By contrast, those who had not
finished high school began with only a
15% computer ownership rate, which
increased to about 45% after eight
years.

11
 3/6/24

Part 4: Conclusion
• Concluding statement Useful expressions:
• End with the summary of the • In conclusion
trend. • In summary

• In conclusion, we learned from

the graphs that the first decade
of the 21st century saw steady
gains in computer ownership
among a variety of education
levels.

EXERCISE: PARAPHRASING AN ESSAY QUESTION

1. Adverts are a major part of everyday life.

2. The student requested that the professor excuses her absence, but the
professor refused.

3. While studying abroad provides an opportunity to broaden one's

experience, it also presents the danger of negative influences from the host
culture.

12
 3/6/24

Step by Step Instructions

• Read the question twice very carefully.
• Look at the data. What data is represented on the axis? What groups are represented? What time periods are
shown? What are units of measurements?
• What are the main features?
• Can I make any comparisons?
• Make a quick plan using above structure.
• Write introduction by paraphrasing question.
• Write second paragraph, which is summary or overview of main features.
• Support the second paragraph with more detail in third and fourth paragraph.
• Make sure I've not repeated any words and used a range of vocabulary.
• Check for any grammar mistakes and make sure I've got at least 150 words.
• After writing, I should be able to hand this to a stranger and they would be able to draw the graph.

EXERCISE

13
 3/6/24

Writing Task 1: Computer Ownership

• You should spend about 20 minutes on this task. The graphs below give information about computer
ownership as a percentage of the population between 2002 and 2010, and by level of education for the
years 2002 and 2010. Summarize the information by selecting and reporting the main features, and make
comparisons where relevant. Write at least 150 words.

14
 3/6/24

ROUGH OUTLINE
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

1 The charts show rates of computer ownership from 2002-2010, including a more
detailed look at ownership patterns by level of education.
These data show a constant increase in the percentage of the population that owned
computers during the eight year timeframe. This rising trend occurred across all
2 education levels. However, although having more education correlated directly with
higher computer ownership percentages from 2002-2010, the ownership percentage
increased most among those with the least education during those years.

In 2002, slightly more than half the population owned computers. That number increased
3 to roughly 75% over the next eight years. Postgraduates were always ahead of the
general population. While roughly three-quarters of postgraduates owned computers in
2002, that figure rose to nearly 95% by 2010. By contrast, those who had not finished
high school began with only a 15% computer ownership rate, which increased to about
45% after eight years. Notably, the three groups at the lowest end of the education
spectrum saw the most significant computer ownership gains over this period. Their rate
rose approximately 30 percentage points. College graduates and postgraduates saw more
modest gains with 20 point increases between 2002 and 2010.

4 The first decade of the 21st century saw steady gains in computer ownership among a variety of
education levels.

15
 3/6/24

Sample
Essay

ROUGH OUTLINE
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

16
 3/6/24

GRAMMAR REVISION
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

17
 3/6/24

GRAMMAR REVISION
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

WRAP UP: WRITING TASK 1

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

18
 3/6/24

Write an Essay (IELTS Task 2)

12/03/2024

Write an Essay (IELTS Task 2)

• Task 2: Task response
• Requires the test takers to formulate and develop a position in relation
to a given prompt in the form of a question or statement
• Should be supported by evidence and examples may be drawn from
from the test takers' own experience
• Test takers are penalized if they don't cover all of the points in the
question
• Responses must be at least 250 words in length.

19
 3/6/24

Types of Questions

• Agree / Disagree
• Advantages/ Disadvantages
• Both Views
• Causes / Effects
• Problems / Solutions

Agree / Disagree
• Maintaining public libraries is a waste of time since computer
technology is now replacing their functions.
• To what extent do you agree or disagree?

20
 3/6/24

Both Views
• Some people believe that higher education should be funded
by the government. Others, however, argue that it is the
responsibility of individuals to fund their higher education.
• Discuss both views and give your opinion.

Causes / Effects
• The percentage of overweight children in western society has
increased by almost 20% in the last ten years.
• Discuss the causes and effects of this disturbing trend.

21
 3/6/24

Problems / Solutions
• Students are becoming more and more reliant on computers.
What are some of the problems associated with reliance on
computers, and what are some of the possible solutions?

Task 2 Structure
1 1st Paragraph: Introduction of your opinion, thinking, perspectives/ Agree or disagree/
Main advantages or disadvantages

2 2nd Paragraph: Examples, explanations, evidences, details

3 3rd Paragraph: Examples, explanations, evidences, details

4 4th Paragraph: Conclusion: restate your main point of view

22
 3/6/24

Grammar for Writing Essay

• Compound Sentence:
• Linking Words
• Example: “Internal combustion engine pollute the environment
therefore we should stop using it”

• Embedded Clause:
• Example
“Megalodon, a giant version of modern-day great white shark, went
extinct nearly two million years ago.”

Grammar for Writing Essay

• Complex Sentence: Independent clause + dependent clause
• Example
• If young adults who have no basic knowledge of digital literacy and
cyber security have a chance to chat with strangers, they tend to trust
their new friends easier and do whatever they are told to.

23
 3/6/24

General Vocabulary for Essay Writing

Reason Contrast Addition
• As a result • Despite • Additionally
• Consequently • In spite of... • In addition
• Due to ...... • However • Apart from this
• For this reason • Nevertheless
• Besides
• Hence • Nonetheless
• Furthermore
• Therefore • On the other hand
• Thus • Whereas • Moreover Similarly
• While

General Vocabulary for Essay Writing

Order Emphasis Clarification
• First/ firstly • Indeed • In other words
• Second/ secondly • It should be noted... • To clarify
• Finally • Obviously To break it down
• Following • Surprisingly • To clearly define
• Previously • To emphasize • To explain
• Subsequently • Unquestionably • To put it in another way
• Last but not least
• To simplify

24
 3/6/24

General Vocabulary for Essay Writing

Condition Concession Illustration
• As • Although • For example
• Because of • Even though • For instance
• Even if • And still • In this case
• If • Even so • In this situation
• Since • Even though • Namely
• Unless • Such as
• Whenever

Wrap up: Do’s

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

25
 3/6/24

Wrap up: Don’t

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Sample Essay
• Social media is becoming increasingly popular among all age groups.
However, sharing personal information on social media websites does
have risks.
• Do you think that the advantages of social media outweigh the
disadvantages?

26
 3/6/24

Model Answer
1 • These days, various communication platforms are being used by people worldwide, while its dangers of
publicizing an individual’s details are concerned. In my point of view on this issue, I strongly believe that
although a number of people are worried about social media’s misuse, it still has more benefits than adverse
effects.

2 • To begin with, we are able to use all these sites and applications for connecting with others in order to keep
in touch with our family and friends, especially when they are not living with each other in the same
residence. For example, students who study abroad can spend time calling their loved ones through the video
conference feature. Seeing their familiar people and environment at home via smartphone, at least it could
threaten their mental health problems occurred by being far away from their home country.
3 • However, a number of parents have raised the issue of the risk of the Internet claiming that to let children
participate in an online community possibly leads to crimes. If young adults who have no basic knowledge of
digital literacy and cyber security have a chance to chat with strangers, they tend to trust their new friends
easier and do whatever they are told to, such as taking pictures or clips of themselves or even making an
appointment to see each other in person, which can cause numerous unexpected events that no one wants.
4 • In conclusion, even though the cons of having an online society are discussed, I think that all-aged users can
take the most advantage of this virtual world if they have critical thinking skills as well as safety and privacy
concerns while using the Internet.

GRAMMAR REVISION
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

27
 3/6/24

GRAMMAR REVISION
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

WRAP UP: WRITING TASK 2

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

28
 3/6/24

READING SKILLS

13/03/2024

IELTS READING
• 1. IELTS reading exam overview:
• 2. IELTS Reading skills
• 3. Reading unknown vocabulary
• 4. Key Advice

29
 3/6/24

Reading (60 Minutes)

The Reading component consists of 40 questions. A variety of

question types is used in order to test a wide range of reading skills.
These including reading for gist, reading for main ideas, reading for
detail, skimming, understanding logical argument, recognizing writers'
opinions, attitudes and purpose.

Reading (60 Minutes)

There are 3 texts with around 2500 words altogether.
The texts are taken from books, journals, and magazines.

Questions include:
• multiple choice
• matching headings to paragraphs
• True / False / Not Given
• fill in gaps

30
 3/6/24

1. IELTS reading exam overview:

IELTS reading exam overview:

Increase
your speed!
Common
Key words &
mistakes
unknown
Timing words

3 skills

31
 3/6/24

2. IELTS Reading skills

Skimming Scanning Close reading

What do you read?

Why do you use this skill?

What words do you focus on?

How fast do you go?

Skimming stones.
Keep your eyes moving over
the text, like the stone keeps
moving over the water.

Scanning at the airport

when you are late for your
flight. Block out all the
other text and noise and
focus on the information
you need.

32
 3/6/24

Scanning techniques
What word stands out at you in this line:

asklfjsaljaskfanlkhalksfnaskfncNewcastleadnglkagpiahaekna

Why did you see the word?

Names are easy to spot because they are capitalised. Numbers are also easy.
These are good key words to scan for if they appear in the question.

Notice that you didn’t need to read the whole line to find the word.
When you are scanning, you should not be reading.

Skimming is like looking at the whole picture.

Scanning
is looking for specific parts, like all the pink bits or all the %s

Close reading is harder and takes longer. It’s looking

carefully at the distinctions between similar words and ideas
and seeing which one fits best.

33
 3/6/24

How do I use all the skills in the exam?

skim the title, subheadings, pictures, first line of every

paragraph. Now you should know the general topic.

write the main topic of the text and the general topic of each
paragraph, eg living in space, reasons for, reasons against,
current experiments, conclusion. This will help you find key
information and answers.

read the questions. Underline key words. As you read, some

answers may pop into your head. Note the paragraph you think
contains the answers,

scan to find key words and quick answers

close read small parts of the text for more difficult questions

3. Reading unknown vocabulary

How many of these words do you not know?
Jack quickly entered the didot and cleaned the various misturaes
he had been using to repair the wuipit. He had often thought that
this job was extremely yullning. However, he had to admit that
this time things seemed to be a bit easier. When he finished, he
put on his redick and went back to the study to relax. He took out
his favourite pipe and settled into the beautiful new pogtry. What
a fantastic schnappy he had made when he had bought the pogtry.
Only 300 yagmas!

Let’s see how much you can understand

without knowing these words.

34
 3/6/24

3. Reading unknown vocabulary

Where is Jack?
Jack quickly entered the didot and cleaned the various
misturaes he had been using to repair the wuipit. He had often
thought that this job was extremely yullning. However, he had to
admit that this time things seemed to be a bit easier. When he
finished, he put on his redick and went back to the study to relax. He
took out his favourite pipe and settled into the beautiful new pogtry.
What a fantastic schnappy he had made when he had bought the
pogtry. Only 300 yagmas!

Reading unknown vocabulary

What’s he doing?
Jack quickly entered the didot and cleaned the various
misturaes he had been using to repair the wuipit. He had often
thought that this job was extremely yullning. However, he had to
admit that this time things seemed to be a bit easier. When he
finished, he put on his redick and went back to the study to relax. He
took out his favourite pipe and settled into the beautiful new pogtry.
What a fantastic schnappy he had made when he had bought the
pogtry. Only 300 yagmas!

35
 3/6/24

Reading unknown vocabulary

How does he feel about it?
Jack quickly entered the didot and cleaned the various
misturaes he had been using to repair the wuipit. He had often
thought that this job was extremely yullning. However, he had to
admit that this time things seemed to be a bit easier. When he
finished, he put on his redick and went back to the study to relax. He
took out his favourite pipe and settled into the beautiful new pogtry.
What a fantastic schnappy he had made when he had bought the
pogtry. Only 300 yagmas!

Reading unknown vocabulary

What can you ‘put on’? So what is a ‘redick’?

Jack quickly entered the didot and cleaned the various
misturaes he had been using to repair the wuipit. He had often
thought that this job was extremely yullning. However, he had to
admit that this time things seemed to be a bit easier. When he
finished, he put on his redick and went back to the study to relax. He
took out his favourite pipe and settled into the beautiful new pogtry.
What a fantastic schnappy he had made when he had bought the
pogtry. Only 300 yagmas!

36
 3/6/24

Reading unknown vocabulary

What type of thing is a ‘pogtry’?

Jack quickly entered the didot and cleaned the various
misturaes he had been using to repair the wuipit. He had often
thought that this job was extremely yullning. However, he had to
admit that this time things seemed to be a bit easier. When he
finished, he put on his redick and went back to the study to relax. He
took out his favourite pipe and settled into the beautiful new pogtry.
What a fantastic schnappy he had made when he had bought the
pogtry. Only 300 yagmas!

Reading unknown vocabulary

What are yagmas?

Jack quickly entered the didot and cleaned the various
misturaes he had been using to repair the wuipit. He had often
thought that this job was extremely yullning. However, he had to
admit that this time things seemed to be a bit easier. When he
finished, he put on his redick and went back to the study to relax. He
took out his favourite pipe and settled into the beautiful new pogtry.
What a fantastic schnappy he had made when he had bought the
pogtry. Only 300 yagmas!

37
 3/6/24

Reading unknown vocabulary

What’s good about the pogtry?

Jack quickly entered the didot and cleaned the various
misturaes he had been using to repair the wuipit. He had often
thought that this job was extremely yullning. However, he had to
admit that this time things seemed to be a bit easier. When he
finished, he put on his redick and went back to the study to relax. He
took out his favourite pipe and settled into the beautiful new pogtry.
What a fantastic schnappy he had made when he had bought the
pogtry. Only 300 yagmas!

Reading unknown vocabulary

Jack quickly entered the didot and cleaned the various misturaes he had
been using to repair the wuipit. He had often thought that this job was
extremely yullning. However, he had to admit that this time things seemed
to be a bit easier. When he finished, he put on his redick and went back to
the study to relax. He took out his favourite pipe and settled into the
beautiful new pogtry. What a fantastic schnappy he had made when he
had bought the pogtry. Only 300 yagmas!

There will be words you don’t know in the

IELTS reading. Read around them. Have
confidence, trust your instincts, use your logic.

38
 3/6/24

Key advice

Do not spend minutes reading and re-reading a sentence just

because you don’t understand one word.

Each question is only worth 1 point. Make a guess and move

on. Use the process of elimination to increase your chances.

There are questions that are difficult for native speakers too.
Don’t get stuck.

39
3/6/24

40
3/6/24

41
 3/6/24

LISTENING SKILLS

14/03/2024

42
 3/6/24

IELTS LISTENING
• 1. IELTS listening exam overview
• 2. IELTS listening skills
• 3. Key Advice

IELTS LISTENING (30 minutes)

• It is played ONCE only.
• There is time to read through the questions before you begin.
• There is 10 minutes at the end to transfer your answers/ 2 minutes for
computer-based test.
• There are 4 parts.
Part 1 2 3 4
Points 10 10 10 10
People speaking Dialogue Monologue Dialogue Monologue
English General General Academic Academic

43
 3/6/24

IELTS LISTENING
• You need:
• knowledge of spoken English and the ability to:
• Predict
• Identify key words & synonyms
• Note take
• 4 parts (10 points for each)
• Fluency practice for part 1
• Commercial radio – practice writing numbers / dates / days / addresses
• Find a list of addresses / phone numbers / dates – use the practice center
• After each session, analyze strengths & remaining weaknesses

IELTS Listening Question Types

• Multiple Choice - Ability to understand the main points covered in the
recording
• Matching - Ability to identify a connection between the facts with respect to
the recording
• Map, Plan, or Diagram Labelling - Ability to understand the description of
an image (Map, Plan or Diagram) and relate it to its visual representation
• Form, Table, Flowchart, Note, or Summary Completion - Ability to
understand the main points covered in the recording
• Sentence Completion - Ability to analyze the main idea of the listening text
and identify important information from the recording
• Short Answers - Ability to analyze the main idea of the listening text and
identify important information from the recording

44
 3/6/24

3. Key Advice
• The questions are in the same order as the information in the audio: that is, you will listen the
answer to the first question before the answer to the second question, and so on.

• You'll often see instructions like this in the listening test:

• WRITE ONE WORD ONLY FOR EACH ANSWER

• WRITE ONE WORD AND / OR A NUMBER FOR EACH ANSWER

• WRITE NO MORE THAN TWO WORDS AND / OR A NUMBER FOR EACH ANSWER

• WRITE NO MORE THAN THREE WORDS FOR EACH ANSWER

45
3/6/24

46
3/6/24

47
 3/6/24

IELTS SPEAKING
15/03/2024

IELTS SPEAKING
• 1. What IELTS Examiners Expect
• 2. IELTS Speaking exam overview:
• 3. IELTS Speaking skills
• 4. IELTS Speaking Part 1
• 5. IELTS Speaking Part 2
• 6. IELTS Speaking Part 3
• 7. Speaking Tips

48
 3/6/24

What IELTS Examiners Expect

On the IELTS Speaking test you will be assessed on four things:

• Task Achievement (TA)

• Coherence and Cohesion (CC)
• Lexical Resource (LR)
• Grammatical Range and Accuracy (GRA)

IELTS SPEAKING OVERVIEW

• Speaking approximately 11-14 minutes
• Consists of oral interviews between the examinee and the examiner
• The test consists of three parts.
• In the first part the examiner introduces himself and asks about name,
address, interests and occupation. This part, lasting 4 to 5 minutes, is
fairly simple if the candidate is not nervous and the conversational
English is adequate.

49
 3/6/24

IELTS SPEAKING OVERVIEW

• In the second part the examinee will be given a sheet of paper with a
topic written on it. S/he has to speak for 2 minutes on this topic.
• Can't ask for another topic.
• 1 minute to write down ideas. A sheet of paper and a pen are
provided.
• Make sure to read all the questions relating to the topic, written on the
paper. It usually has two or three parts which the candidate will have
to talk about.
• Don't miss out any question or lose marks.
• Take the one minute provided to write down all the ideas. Two
minutes can be a long time to talk solo and the notes made will help
the candidate keep talking for the full two minutes.

Speaking (11-14 Minutes)

• Part 1: The Examiner will ask you general questions about yourself
and a range of familiar topics, such as home, family, work, studies and
interests.
• Part 2: You will be given a card which asks you to talk about a
particular topic. You will have one minute to prepare before speaking
for up to two minutes. The examiner will then ask one or two
questions on the same topic to finish this part of the test.
• Part 3: You will be asked further questions connected to the topic in
Part 2. These questions will give you the opportunity to discuss more
abstract ideas and issue.

50
 3/6/24

Part 1 (Interview)
Part 1 of the IELTS Speaking test lasts between 4 and 5
minutes. The examiner will ask some simple 'getting-to-know-you'
questions which will help the examiner find out a little about you
and help put you at ease. These will be general questions such as
about your family, your studies, where you come from or what
your interests are.

Example Questions
Q: Where are you from?
Q: Where is your hometown?
Q: Why are you studying English?
Q: Have you visited any English speaking countries?

51
 3/6/24

Speaking Tips
• Giving full, relevant answers to the examiner's questions will
help get the interview off to a good start.
1) Avoid giving short, uncommunicative replies.
Q: Where are you from?
A: I'm from ………. in ……….. (Don't stop there!) It's
about ………. kilometers north of ……………. It's a modern
city but with a lot of history and a lovely place to live.

Speaking Tips
2) Avoid short, 'yes', 'no' answers to closed questions. (These are questions
beginning 'Have you ...', 'Do you ...', 'Is it ...' etc which can be answered simply
with a yes or no answer).
Q: Have you visited any English speaking countries?
A: Yes. (Don't stop there!) I went to England last year and spent two
weeks seeing the sights. A couple of years ago I went to New York with my
parents and had a great time.

52
 3/6/24

Speaking Tips
Q: Do you play any sports?
A: No. (Don't stop there!) I'm not really interested in playing
sports. I like watching sport on TV and I really enjoyed
keeping up with the Olympics recently.

Speaking Tips
3) Offer examples to help you explain a statement.
Q: Why are you preparing for the IELTS exam?
A: Because I need it for my studies. (Don't stop there!) I've been
offered a place at a university in England to study on an MBA but I need
to show my level of English is good enough.

53
 3/6/24

Part 2 (Long Turn)

Part 2 of the IELTS Speaking test lasts between 3 and 4 minutes
(including 1 minute preparation time). The examiner gives you a task
card and you have to speak about the subject without interruption for
between 1 and 2 minutes.

Example Task

• Example: Describe a place you have visited that you have fond
memories of.

• You should say:

• where this was
why you went there
what you did there
and what it was about the place that makes it so memorable.

54
 3/6/24

Example Task
• Describe your favorite personal possession.
• what this possession is
when you first got it
when you use it
and why it's so important to you.

Part 3: (Two-Way Discussion)

• In Part 3 of the test, which lasts between 3 to 4 minutes, the examiner
will ask you questions linked to the topic in Part 2.

55
 3/6/24

Example Questions (Based on example topics in Part 2 above)

• Q: It is sometimes argued that local cultures are being

destroyed by tourism. Why do think people might feel this?
Q: What benefits do people get from travelling to other
countries?
Q: Do you think people are becoming too materialistic?
Q: To what extent are people's buying habits affected by
advertising?

Speaking Tips
• 1. If you need time to collect your thoughts use expressions like:
'That's a good question.', 'Well, let me think ...'.
• 2. Don't forget to avoid short, 'yes', 'no' answers. Try to offer examples
to back up a statement.
• 3. Help make your contributions memorable. Try explaining a point
using a short, personal anecdote.

56
 3/6/24

• 4. If the examiner asks a question that you don't understand, take

control of the situation with questions such as those that appear
below. Responding like this will show evidence of your
communication skills.
If the examiner uses a word or phrase that you don't understand, say
something like:
"Sorry but could you explain what you mean by ........" or
"I haven't come across that word/expression before. Could you
explain what you mean?"

• If you simply didn't hear something that was asked, respond with:
"Excuse me, I didn't quite catch that. Could you say that again?"
"I'm sorry, but would you mind repeating that?"
• If you want to make sure you've understood what the examiner has asked you could
say:
"Do you mean ........"
"When you say ........, do you mean/are you asking ........?

57
 3/6/24

Speaking Tips
• Here’s a list of prompt words that you can use to help you prepare:
• Introductory phrases - when you start your talk:
• I’m going to talk about…
• I’d like to talk about…
• I want to talk about…
• What I'm going to talk about is…
• I'm going to describe…

Speaking Tips
• Developing phrases - when you want to expand your argument:
• First of all…
• Secondly,…
• Additionally,…
• Another thing…
• Another reason why…
• Furthermore…

58
 3/6/24

Speaking Tips
• Background phrases - when you want to add some detail:
• It's near…
• It happened…
• It took place…
• It’s been going on for/since…
• At that time…

Speaking Tips
• Impression phrases - when you want to say something that made an
impression on you
• … impressed me
• … motivated me
• … moved me
• … disturbed me
• … touched me deeply
• … had an effect on me
• … affected me
• ... influenced me.

59
 3/6/24

Speaking Tips
• Things you like phrases - when you want to describe or talk about
things you like:
• I like… most of all
• I enjoy…
• I love doing...
• … really appeals to me because…
• I take great pleasure in…

ARE YOU READY? …

60
3/6/24

61
3/6/24

62
3/6/24

63
3/6/24

64