What is IELTS?

The International English Language Testing System (IELTS) is designed to help you work,
study or migrate to a country where English is the native language. This includes countries
such as Australia, Canada, New Zealand, the UK and USA.

Your ability to listen, read, write and speak in English will be assessed during the test.
IELTS is graded on a scale of 1-9.

IELTS is jointly owned by the British Council, IDP: IELTS Australia and Cambridge
English.

Why take IELTS?

If you are looking to work, live or study in an English-speaking country, then you must be
able to demonstrate a high level of English language ability.

English is the third most spoken language in the world, with 379 million speakers
worldwide.

Being able to communicate in the native language of the country you wish to work or study
in, has a wide range of benefits. It is also essential for job opportunities as well as
integration into the community.

IELTS is the most popular test for those looking to migrate to Australia, Canada, New
Zealand and the UK. It is globally recognised by more than 11,000 employers, universities,
schools and immigration bodies including 3,400 institutions in the USA.
IELTS score scale

Band Description
Skill level
score
The test taker has fully operational command of the language. Their use of
Expert user English is appropriate, accurate and fluent, and shows complete
9
understanding.

The test taker has fully operational command of the language with only
Very good occasional unsystematic inaccuracies and inappropriate usage. They may
8 misunderstand some things in unfamiliar situations. They handle complex
user
and detailed argumentation well.

The test taker has operational command of the language, though with
occasional inaccuracies, inappropriate usage and misunderstandings in
7 Good user
some situations. They generally handle complex language well and
understand detailed reasoning.

The test taker has an effective command of the language despite some
Competent
inaccuracies, inappropriate usage and misunderstandings. They can use
6
user
and understand fairly complex language, particularly in familiar situations.

The test taker has a partial command of the language and copes with
overall meaning in most situations, although they are likely to make many
5 Modest user
mistakes. They should be able to handle basic communication in their own
field.

The test taker's basic competence is limited to familiar situations. They

4 Limited user frequently show problems in understanding and expression. They are not
able to use complex language.

Extremely The test taker conveys and understands only general meaning in very
3 familiar situations. There are frequent breakdowns in communication.
limited user
 Intermittent The test taker has great difficulty understanding spoken and written
2 English.
user

The test taker has no ability to use the language except a few isolated
1 Non-user
words.

Did not
0 attempt the The test taker did not answer the questions.
test

What IELTS score do I need?

The higher you can score in your IELTS, reflects a better understanding and ability to
communicate in English. Each immigration body, university, workplace or institution will
have specific IELTS score requirements. The score you need will depend on what you are
looking to do in the country, i.e work or study.

Entry requirements for organisations which accept IELTS

How IELTS is developed

IELTS is developed to provide a fair and accurate assessment of English language

proficiency.

Test questions are developed by language specialists from Australia, Canada, New Zealand,
the UK and the USA. The test covers four sections: Listening, Reading, Writing and
Speaking.

IELTS test content reflects everyday situations. It is unbiased and fair to all test takers
from all backgrounds.
IELTS test types

IELTS has two types: IELTS Academic and IELTS General Training. Both tests assess
your English language skills in listening, reading, writing and speaking.

IELTS Academic

The IELTS Academic test is suitable for those wanting to study in an English-speaking
environment or university (higher education). You can also take IELTS Academic for
professional registration purposes.

The test measures if you are ready to begin studying in English. It features vocabulary that is
familiar within an academic setting.

IELTS General Training

The IELTS General Training test is suitable for those applying to study below degree level. This
includes an English-speaking school or college. It can also be taken for work experience or other
employment training.

IELTS General Training is also required for migration to Australia, Canada, New Zealand and
the UK. The test features everyday English language skills that you will need in social and
workplace environments.

Test format

There are two types of IELTS: Academic and General Training. All test takers take the
same Listening and Speaking tests but different Reading and Writing tests. Make sure
that you prepare for the correct test type.
The Listening, Reading and Writing sections of all IELTS tests are completed on the
same day, with no breaks in between them.

The Speaking section, however, can be completed up to a week before or after the other
tests. The total test time is 2 hours and 45 minutes.

Test format – Listening (30 minutes)

You will listen to four recordings of native English speakers and then write your answers to a
series of questions.

 Recording 1 – a conversation between two people set in an everyday social context.

 Recording 2 – a monologue set in an everyday social context, e.g. a speech about local
facilities.

 Recording 3 – a conversation between up to four people set in an educational or training

context, e.g. a university tutor and a student discussing an assignment.

 Recording 4 – a monologue on an academic subject, e.g. a university lecture.

Assessors will be looking for evidence of your ability to understand the main ideas and detailed
factual information, the opinions and attitudes of speakers, the purpose of an utterance and
evidence of your ability to follow the development of ideas.

IELTS Listening description

Paper format: There are four parts with ten questions each. The questions are designed so that
the answers appear in the order they are heard in the audio.

The first two parts deal with situations set in everyday social contexts. In Part 1, there is a
conversation between two speakers (for example, a conversation about travel arrangements), and
in Part 2, there is a monologue in (for example, a speech about local facilities). The final two
parts deal with situations set in educational and training contexts. In Part 3, there is a
conversation between two main speakers (for example, two university students in discussion,
perhaps guided by a tutor), and in Part 4, there is a monologue on an academic subject.

The recordings are heard only once. They include a range of accents, including British,
Australian, New Zealand, American and Canadian.

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

No. of questions: 40

Task types: A variety of question types are used, chosen from the following: multiple choice,
matching, plan/map/diagram labelling, form/note/table/flow-chart/summary completion,
sentence completion.

Answering: Test takers write their answers on the question paper as they listen and at the end of
the test are given 10 minutes to transfer their answers to an answer sheet. Care should be taken
when writing answers on the answer sheet as poor spelling and grammar are penalised.

Marks: Each question is worth 1 mark.

IELTS Listening in detail

A detailed look at the paper with links to related resources.

Task type 1 – Multiple choice

Task type and format: In multiple choice tasks, there is a question followed by three possible
answers, or the beginning of a sentence followed by three possible ways to complete the
sentence. Test takers are required to choose the one correct answer - A, B or C.

Sometimes, test takers are given a longer list of possible answers and told that they have to
choose more than one. In this case, they should read the question carefully to check how many
answers are required.

Task focus: Multiple choice questions are used to test a wide range of skills. The test taker may
be required to have a detailed understanding of specific points or an overall understanding of the
main points of the listening text.

No. of questions: Variable

Task type 2 – Matching

Task type and format: Test takers are required to match a numbered list of items from the
listening text to a set of options on the question paper. The set of options may be criteria of some
kind.

Task focus: Matching assesses the skill of listening for detail and whether a test taker can
understand information given in a conversation on an everyday topic, such as the different types
of hotel or guest house accommodation. It also assesses the ability to follow a conversation
between two people. It may also be used to assess test takers’ ability to recognise relationships
and connections between facts in the listening text.

No. of questions: Variable

Task type 3 – Plan, map, diagram labelling

Task type and format: Test takers are required to complete labels on a plan (eg of a building),
map (eg of part of a town) or diagram (e.g. of a piece of equipment). The answers are usually
selected from a list on the question paper.

Task focus: This type of task assesses the ability to understand, for example, a description of a
place, and to relate this to a visual representation. This may include being able to follow
language expressing spatial relationships and directions (e.g. straight on/through the far door).

No. of questions: Variable

Task type 4 – Form, note, table, flow-chart, summary completion

Task type and format: Test takers are required to fill in the gaps in an outline of part or of all of
the listening text. The outline will focus on the main ideas/facts in the text. It may be:

1. a form: often used to record factual details such as names

2. a set of notes: used to summarise any type of information using the layout to show how
different items relate to one another
3. a table: used as a way of summarising information which relates to clear categories – e.g.
place/time/price,
4. a flow-chart: used to summarise a process which has clear stages, with the direction of the
process shown by arrows.

Test takers may have to select their answers from a list on the question paper or identify the
missing words from the recording, keeping to the word limit stated in the instructions. Test
takers do not have to change the words from the recording in any way.

Test takers should read the instructions very carefully as the number of words or numbers they
should use to fill the gaps will vary. A word limit is given, for example, ‘NO MORE THAN
TWO WORDS AND/OR A NUMBER’. Test takers are penalised for writing more than the
stated number of words, and test takers should check this word limit carefully for each task.
Contracted words will not be tested. Hyphenated words count as single words.

Task focus: This focuses on the main points which a listener would naturally record in this type
of situation.

No. of questions: Variable

Task type 5 – Sentence completion

Task type and format: Test takers are required to read a set of sentences summarising key
information from all the listening text or from one part of it. They then fill a gap in each sentence
using information from the listening text. A word limit is given, for example, ‘NO MORE
THAN ONE WORD AND/OR A NUMBER’.
Test takers are penalised for writing more than the stated number of words. (Test takers should
check this word limit carefully for each task: the limit is either ONE, TWO or THREE words).
Contracted words will not be tested. Hyphenated words count as single words.

Task focus: Sentence completion focuses on the ability to identify the key information in a
listening text. Test takers have to understand functional relationships such as cause and effect.

No. of questions: Variable

Task type 6 – Short-answer questions

Task type and format: Test takers are required to read a question and then write a short answer
using information from the listening text. A word limit is given, for example, ‘NO MORE
THAN THREE WORDS AND/OR A NUMBER’. Test takers are penalised for writing more
than the stated number of words. (Test takers should check this word limit carefully for each
task.) Contracted words will not be tested. Hyphenated words count as single words. Sometimes
test takers are given a question which asks them to list two or three points.

Task focus: Sentence completion focuses on the ability to listen for concrete facts, such as
places, prices or times, within the listening text.

No. of questions: Variable

IELTS Listening – how it's marked

The Listening test is marked by certificated markers, who are regularly monitored to ensure their
reliability. All answer sheets, after being marked, are further analysed by Cambridge English.

Band score conversion

A Band Score conversion table is produced for each version of the Listening test which translates
scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands.

One mark is awarded for each correct answer in the 40-item test. Care should be taken when
writing answers on the answer sheet as poor spelling and grammar are penalised.
Test format – Reading (60 minutes)
The Reading section consists of 40 questions, designed to test a wide range of reading
skills. These include reading for gist, reading for main ideas, reading for detail, skimming,
understanding logical argument and recognising writers' opinions, attitudes and purpose.

IELTS Academic test - this includes three long texts which range from the descriptive and
factual to the discursive and analytical. These are taken from books, journals, magazines
and newspapers. They have been selected for a non-specialist audience but are appropriate
for people entering university courses or seeking professional registration.

IELTS Academic Reading description

Paper format: Three reading passages with a variety of questions using a number of task
types.

Timing: 60 minutes

No. of questions: 40

Task types: A variety of question types are used, chosen from the following; multiple
choice, identifying information, identifying the writer’s views/claims, matching
information, matching headings, matching features, matching sentence endings, sentence
completion, summary completion, note completion, table completion, flow-chart
completion, diagram label completion and short-answer questions.
Sources: Texts are taken from books, journals, magazines and newspapers, and have been
written for a non-specialist audience. All the topics are of general interest. They deal with
issues which are interesting, recognisably appropriate and accessible to test takers entering
undergraduate or postgraduate courses or seeking professional registration. The passages
may be written in a variety of styles, for example narrative, descriptive or
discursive/argumentative. At least one text contains detailed logical argument. Texts may
contain non-verbal materials such as diagrams, graphs or illustrations. If texts contain
technical terms a simple glossary is provided.

Answering: Test takers are required to transfer their answers to an answer sheet during the
time allowed for the test. No extra time is allowed for transfer. Care should be taken when
writing answers on the answer sheet as poor spelling and grammar are penalised.

Marks: Each question is worth 1 mark.

IELTS Academic Reading in detail

A detailed look at the paper with links to related resources.

Task type 1 – Multiple choice

Task type and format: Test takers are required to choose the best answer from four
alternatives (A, B, C or D), or the best two answers from five alternatives (A, B, C, D or
E), or the best three answers from seven alternatives (A, B, C, D, E, F or G). Test takers
write the letter of the answer they have chosen on the answer sheet. The questions may
involve completing a sentence, where they are given the first part of a sentence and then
choose the best way to complete it from the options, or could involve complete questions;
with the test takers choosing the option which best answers them.

The questions are in the same order as the information in the text: that is, the answer to the
first question in this group will be located in the text before the answer to the second
question, and so on. This task type may be used with any type of text.

Task focus: Multiple choice tests a wide range of reading skills, including detailed
understanding of specific points or an overall understanding of the main points of the text.

No. of questions: Variable

Task type 2 – Identifying information

Task type and format: Test takers will be given a number of statements and asked: ‘Do
the following statements agree with the information in the text?’ They are then required to
write ‘true’, ‘false’ or ‘not given’ in the boxes on their answer sheets.

It is important to understand the difference between 'false' and 'not given'. 'False' means
that the passage states the opposite of the statement in question; 'not given' means that the
statement is neither confirmed nor contradicted by the information in the passage.

Students need to understand that any knowledge they bring with them from outside the
passage should not play a part when deciding on their answers.

Task focus: Identifying information assesses the test takers’ ability to recognise particular
points of information conveyed in the text. It can thus be used with more factual texts.

No. of questions: Variable

Task type 3 – Identifying writer’s views/claims

Task type and format: Test takers will be given a number of statements and asked: ‘Do
the following statements agree with the views/claims of the writer?’ They are required to
write ‘yes’, ‘no’ or ‘not given’ in the boxes on their answer sheet.

It is important to understand the difference between 'no' and 'not given'. 'No' means that the
views or claims of the writer explicitly disagree with the statement, i.e. the writer
somewhere expresses the view or makes a claim which is opposite to the one given in the
question; 'not given' means that the view or claim is neither confirmed nor contradicted.

Students need to understand that any knowledge they bring with them from outside the
passage should not play a part when deciding on their answers.

Task focus: This type of task assesses the test takers’ ability to recognise opinions or
ideas, and so it is often used with discursive or argumentative texts.

No. of questions: Variable

Task type 4 – Matching information

Task type and format: Test takers are required to locate specific information within the
lettered paragraphs/sections of a text, and to write the letters of the correct
paragraphs/sections in the boxes on their answer sheet.

They may be asked to find: specific details, an example, a reason, a description, a

comparison, a summary, an explanation. They will not necessarily need to find information
in every paragraph/section of the text, but there may be more than one piece of information
that test takers need to locate in a given paragraph/section. When this is the case, they will
be told that they can use any letter more than once.

This type of task can be used with any text as it tests a wide range of reading skills, from
locating detail to recognising a summary or definition.

Task focus: Matching information assesses the test takers’ ability to scan for specific
information. Unlike task type 5, Matching headings, it is concerned with specific
information rather than with the main idea.

No. of questions: Variable

Task type 5 – Matching headings

Task type and format: Test takers are given a list of headings, usually identified with
lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the
paragraph or section of the text. Test takers must match the heading to the correct
paragraphs or sections, which are marked alphabetically. Test takers write the appropriate
Roman numerals in the boxes on their answer sheets. There will always be more headings
than there are paragraphs or sections, so that some headings will not be used. It is also
possible that some paragraphs or sections may not be included in the task. One or more
paragraphs or sections may already be matched with a heading as an example for test
takers. This task type is used with texts that contain paragraphs or sections with clearly
defined themes.

Task focus: Matching headers tests the test takers’ ability to recognise the main idea or
theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting
ones.

No. of questions: Variable

Task type 6 – Matching features

Task type and format: Test takers are required to match a set of statements or pieces of
information to a list of options. The options are a group of features from the text, and are
identified by letters. Test takers may, for example, be required to match different research
findings to a list of researchers, or characteristics to age groups, events to historical
periods, etc. It is possible that some options will not be used, and that others may be used
more than once. The instructions will inform test takers if options may be used more than
once.

Task focus: Matching features assesses the test takers’ ability to recognise relationships
and connections between facts in the text and their ability to recognise opinions and
theories. It may be used both with factual information, as well as opinion-based discursive
texts. Test takers need to be able to skim and scan the text in order to locate the required
information and to read for detail.

No. of questions: Variable

Task type 7 – Matching sentence endings

Task type and format: Test takers are given the first half of a sentence based on the text
and asked to choose the best way to complete it from a list of possible options. They will
have more options to choose from than there are questions. Test takers must write the letter
they have chosen on the answer sheet. The questions are in the same order as the
information in the passage: that is, the answer to the first question in this group will be
found before the answer to the second question, and so on. This task type may be used with
any type of text.

Task focus: Matching sentence endings assesses the test takers’ ability to understand the
main ideas within a sentence.

No. of questions: Variable

Task type 8 – Sentence completion

Task type and format: Test takers complete sentences in a given number of words taken
from the text. They must write their answers on the answer sheet. The instructions will
make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO
MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD
ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of
words asked for, they will lose the mark. Numbers can be written using figures or words.
Contracted words will not be tested. Hyphenated words count as single words. The
questions are in the same order as the information in the passage: that is, the answer to the
first question in this group will be found before the answer to the second question, and so
on. This task type may be used with any type of text.
Task focus: Matching sentence endings assesses the test takers’ ability to locate
detail/specific information.

No. of questions: Variable

Task type 9 – Summary, note, table, flow-chart completion

Task type and format: Test takers are given a summary of a section of the text, and are
required to complete it with information drawn from the text. The summary will usually be
of only one part of the passage rather than the whole. The given information may be in the
form of: several connected sentences of text (referred to as a summary), several notes
(referred to as notes), a table with some of its cells empty or partially empty (referred to as
a table), a series of boxes or steps linked by arrows to show a sequence of events, with
some of the boxes or steps empty or partially empty (referred to as a flow-chart).

The answers will not necessarily occur in the same order as in the text. However, they will
usually come from one section rather than the entire text.

There are two variations of this task type. Test takers may be asked either to select words
from the text or to select from a list of answers.
Where words have to be selected from the passage, the instructions will make it clear how
many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN
THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO
MORE THAN TWO WORDS’. If test takers write more than the number of words asked
for, they will lose the mark.

Numbers can be written using figures or words. Contracted words are not tested.
Hyphenated words count as single words. Where a list of answers is provided, they most
frequently consist of a single word.

Because this task type often relates to precise factual information, it is often used with
descriptive texts.
Task focus: Summarising assesses the test takers’ ability to understand details and/or the
main ideas of a section of text. In the variations involving a summary or notes, test takers
need to be aware of the type of word(s) that will fit into a given gap (for example, whether
a noun is needed, or a verb, etc.).

No. of questions: Variable

Task type 10 – Diagram label completion

Task type and format: Test takers are required to complete labels on a diagram, which
relates to a description contained in the text. The instructions will make it clear how many
words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE
WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE
THAN TWO WORDS’. If test takers write more than the number of words asked for, they
will lose the mark. Numbers can be written using figures or words. Contracted words will
not be tested. Hyphenated words count as single words. The answers do not necessarily
occur in order in the passage. However, they will usually come from one section rather than
the entire text.

The diagram may be of some type of machine, or of parts of a building or of any other
element that can be represented pictorially. This task type is often used with texts
describing processes or with descriptive texts.

Task focus: Diagram label completion assesses the test takers’ ability to understand a
detailed description, and to relate it to information presented in the form of a diagram.

No. of questions: Variable

Task type 11 – Short-answer questions

Task type and format: Test takers answer questions, which usually relate to factual
information about details in the text. This is most likely to be used with a text that contains
a lot of factual information and detail.
Test takers must write their answers in words or numbers on the answer sheet. Test takers
must write their answers using words from the text. The instructions will make it clear how
many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN
THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO
MORE THAN TWO WORDS’. If test takers write more than the number of words asked
for, they will lose the mark.
Numbers can be written using figures or words. Contracted words are not tested.
Hyphenated words count as single words. The questions are in the same order as the
information in the text.

Task focus: Short answer questions assess the test takers’ ability to locate and understand
precise information in the text.

No. of questions: Variable

IELTS Academic Reading – how it's marked

The Academic Reading test is marked by certificated markers, who are regularly monitored
to ensure reliability. All answer sheets, after being marked, are further analysed by
Cambridge English.

Band score conversion

A Band Score conversion table is produced for each version of the Academic Reading test,
which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole
bands and half bands.

Test format – Reading (60 minutes)

The Reading section consists of 40 questions, designed to test a wide range of reading
skills. These include reading for gist, reading for main ideas, reading for detail, skimming,
understanding logical argument and recognising writers' opinions, attitudes and purpose.

IELTS General Training test - this includes extracts from books, magazines, newspapers,
notices, advertisements, company handbooks and guidelines. These are materials you are
likely to encounter on a daily basis in an English-speaking environment.

IELTS General Training Reading description

Paper format: There are three sections. Section 1 may contain two or three short texts or
several shorter texts. Section 2 comprises two texts. In Section 3, there is one long text.

Timing: 60 minutes

No. of questions: 40

Task types: A variety of question types are used, chosen from the following: multiple
choice, identifying information, identifying writer’s views/claims, matching information,
matching headings, matching features, matching sentence endings, sentence completion,
summary completion, note completion, table completion, flow-chart completion, diagram
label completion, short-answer questions.

Sources: The first section, ‘social survival’, contains texts relevant to basic linguistic
survival in English with tasks mainly about retrieving and providing general factual
information, for example, notices, advertisements and timetables.

The second section, ‘Workplace survival’, focuses on the workplace context, for example,
job descriptions, contracts and staff development and training materials.

The third section, ‘general reading’, involves reading more extended prose with a more
complex structure. Here, the emphasis is on descriptive and instructive rather than
argumentative texts, in a general context relevant to the wide range of test takers involved,
for example, newspapers, magazines and fictional and non-fictional book extracts.

Answering: Test takers are required to transfer their answers to an answer sheet during the
time allowed for the test. No extra time is allowed for transfer. Care should be taken when
writing answers on the answer sheet as poor spelling and grammar are penalised.
Marks: Each question is worth 1 mark.

IELTS General Training Reading in detail

A detailed look at the paper with links to related resources.

Task type 1 – Multiple choice

Task type and format: In this task type, test takers choose the best answer from four
alternatives A, B, C or D, or the best two answers from five alternatives (A, B, C, D or E),
or the best three answers from seven alternatives (A, B, C, D, E, F or G). They write the
letter of the answer they have chosen on the answer sheet.

The questions may involve completing a sentence, in which the ‘stem’ gives the first part
of a sentence and test takers choose the best way to complete it from the options, or could
involve complete questions, choosing the option which best answers them. The questions
are in the same order as the information in the text: that is, the answer to the first question
in this group will be located in the text before the answer to the second question, and so on.
This task type may be used with any type of text.

Task focus: This task type tests a wide range of reading skills including detailed
understanding of specific points or an overall understanding of the main points of the text.

No. of questions: Variable

Task type 2 – Identifying information

Task type and format: The test taker will be given a number of statements and asked: ‘Do
the following statements agree with the information in the text?’ They then write ‘true’,
‘false’ or ‘not given’ in the boxes on their answer sheets. The questions are in the same
order as the information in the text: that is, the answer to the first question in this group
will be located in the text before the answer to the second question and so on.
It is important to understand the difference between 'false' and 'not given'. 'False' means
that the passage states the opposite of the statement in question; 'not given' means that the
statement is neither confirmed nor contradicted by the information in the passage.

Any knowledge students bring with them from outside the passage should not play a part
when deciding on their answers.

Task focus: This task type assesses the test takers' ability to recognise particular points of
information conveyed in the text. It can thus be used with more factual texts.

No. of questions: Variable

Task type 3 – Identifying writer’s views/claims

Task type and format: The test taker will be given a number of statements and asked: ‘Do
the following statements agree with the views/claims of the writer?’ They answer ‘yes’,
‘no’ or ‘not given’ in the boxes on their answer sheet. The questions are in the same order
as the information in the text: that is, the answer to the first question in this group will be
located in the text before the answer to the second question, and so on.

It is important to understand the difference between 'no' and 'not given'. 'No' means that the
views or claims of the writer explicitly disagree with the statement, i.e. the writer
somewhere expresses the view or makes a claim which is opposite to the one given in the
question; 'not given' means that the view or claim is neither confirmed nor contradicted.
(Any knowledge students bring with them from outside the passage should not play a part
when deciding on their answers.

Task focus: This task type assesses the test takers’ ability to recognise opinions or ideas,
and is thus often used with discursive or argumentative texts.

No. of questions: Variable

Task type 4 – Matching information

Task type and format: Test takers locate specific information in the lettered
paragraphs/sections of a text, and write the letters of the correct paragraphs/sections in the
boxes on their answer sheet. They may be asked to find; specific details, an example, a
reason, a description, a comparison, a summary, an explanation. They will not necessarily
need to find information in every paragraph/section of the text, but there may be more than
one piece of relevant information in a given paragraph/section. When this is the case, test
takers will be told that they can use any letter more than once. The questions do not follow
the same order as the information in the text. This task type can be used with any text as it
may test a wide range of reading skills, from locating detail to recognising a summary or
definition.

Task focus: This task type assesses the test takers’ ability to scan for specific information.
Unlike task type 5 (Matching headings), it is concerned with specific information rather
than with the main idea.

No. of questions: Variable

Task type 5 – Matching headings

Task type and format: Test takers are given a list of headings, usually identified with
lower-case Roman numerals (i, ii, iii, etc.), referring to the main idea of the paragraph or
section of the text. They must match the heading to the correct paragraphs or sections,
which are marked alphabetically, and write the appropriate Roman numerals in the boxes
on their answer sheets. There will always be more headings than there are paragraphs or
sections, so some headings will not be used. It is also possible that some paragraphs or
sections may not be included in the task. One or more paragraphs or sections may already
be matched with a heading as an example. No heading may be used more than once. This
task type is used with texts that contain paragraphs or sections with clearly defined themes.

Task focus: This task tests the ability to recognise the main idea or theme in the
paragraphs or sections of a text, and to distinguish main ideas from supporting ones.
No. of questions: Variable

Task type 6 – Matching features

Task type and format: Test takers match a set of statements or pieces of information to a
list of options. These are a group of features from the text, and are identified by letters.
Test takers may, for example, be required to match different characteristics to age groups
or events to historical periods, etc. It is possible that some options will not be used, and
that others may be used more than once. The instructions will advise whether options may
be used more than once. The questions do not follow the same order as the information in
the text.

Task focus: This task assesses the ability to recognise relationships and connections
between facts in the text, and to recognise opinions and theories. It may be used both with
texts dealing with factual information, description or narrative. Test takers need to be able
to skim and scan the text in order to locate the required information and to read for detail.

No. of questions: Variable

Task type 7 – Matching sentence endings

Task type and format: Test takers are given the first half of a sentence based on the text
and choose the best way to complete it from a list of possible options. They will have more
options to choose from than there are questions. The questions are in the same order as the
information in the text: that is, the answer to the first question in this group will be found
before the answer to the second question, and so on. This task type may be used with any
type of text.

Task focus: This task type assesses the test takers’ ability to understand the main ideas.

No. of questions: Variable

Task type 8 – Sentence completion

Task type and format: Test takers complete sentences in a given number of words taken
from the text, writing their answers on the answer sheet. The instructions will make it clear
how many words/numbers should be in the answers, e.g. ‘NO MORE THAN THREE
WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE
THAN TWO WORDS’. If test takers write more than the number of words asked for, they
will lose the mark.

Numbers can be written using figures or words. Contracted words will not be tested.
Hyphenated words count as single words. The questions are in the same order as the
information in the passage: that is, the answer to the first question in this group will be
found before the answer to the second question, and so on.

Task focus: This task type assesses the test takers’ ability to locate detail/specific
information.

No. of questions: Variable

Task type 9 – Summary, note, table, flow-chart completion

Task type and format: Test takers are given a summary of a section of the text, and are
required to complete it with information drawn from the text. Note that the summary will
usually be of only one part of the passage rather than the whole. The given information
may be in the form of; several connected sentences (referred to as a summary), several
notes (referred to as notes), a table with some of its cells empty or partially empty (referred
to as a table), a series of boxes or steps linked by arrows to show a sequence of events,
with some of the boxes or steps empty or partially empty (referred to as a flow-chart). The
answers will not necessarily occur in the same order as in the text. However, they will
usually come from one section rather than the entire text. There are two variations of this
task type. Test takers may be asked either to select words from the text or to select from a
list of answers. Where words have to be selected from the passage, the instructions will
make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO
MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD
ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of
words asked for, they will lose the mark. Numbers can be written using figures or words.
Contracted words are not tested. Hyphenated words count as single words. Where a list of
answers is provided, they most frequently consist of a single word, There are always more
words or phrases in the box than there are gaps to fill. Because this task type often relates
to precise factual information, it is often used with descriptive texts.

Task focus: This task type assesses the test takers’ ability to understand details and/or the
main ideas of a section of the text. In the variations involving a summary or notes, they
need to be aware of the type of word(s) that will fit into a given gap (for example, whether
a noun is needed, or a verb, etc.).

No. of questions: Variable

Task type 10 – Diagram label completion

Task type and format: Test takers complete labels on a diagram which relates to a
description contained in the text. The instructions will make it clear how many
words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE
WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE
THAN TWO WORDS’. If they write more than the number of words asked for, they will
lose the mark. Numbers can be written using figures or words. Contracted words will not
be tested. Hyphenated words count as single words. The answers do not necessarily occur
in order in the passage.

However, they will usually come from one section rather than the entire text. The diagram
may be of some type of machine, or of parts of a building or of any other element that can
be represented pictorially. This task type is often used with texts describing processes or
with descriptive texts.

Task focus: This task type assesses the ability to understand a detailed description, and to
relate it to information presented in the form of a diagram.
No. of questions: Variable

Task type 11 – Short-answer questions

Task type and format: Test takers answer questions about factual details in the text. Test
takers must write their answers in words or numbers on the answer sheet. Test takers must
write their answers using words from the text. The instructions will make it clear how
many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN
THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO
MORE THAN TWO WORDS’. If they write more than the number of words asked for,
they will lose the mark. Numbers can be written using figures or words. Contracted words
are not tested. Hyphenated words count as single words. The questions are in the same
order as the information in the text: that is, the answer to the first question in this group
will be located in the test before the answer to the second question, and so on.

Task focus: This task type assesses the ability to locate and understand precise information
in the text.

No. of questions: Variable

IELTS General Training Reading - How it's marked

The General Training Reading test is marked by certificated markers, who are regularly
monitored to ensure reliability. After being marked, all answer sheets, are further analysed
by Cambridge English.

Band score conversion

A band score conversion table is produced for each version of the General Training
Reading test which translates scores out of 40 into the IELTS 9-band scale. Scores are
reported in whole bands and half bands.
Test format – Academic Writing (60 minutes)

Topics are of general interest to, and suitable for, test takers entering undergraduate and
postgraduate studies or seeking professional registration. There are two tasks:

 Task 1 - you will be presented with a graph, table, chart or diagram and asked to
describe, summarise or explain the information in your own words. You may be
asked to describe and explain data, describe the stages of a process, how something
works or describe an object or event.
 Task 2 - you will be asked to write an essay in response to a point of view,
argument or problem. Responses to both tasks must be in a formal style.

IELTS Academic Writing description

Paper format: There are two Writing tasks and BOTH must be completed.

Timing: 60 minutes

No. of questions: 2

Task types: In Task 1, test takers are asked to describe some visual information
(graph/table/chart/diagram) in their own words. They need to write 150 words in about 20
minutes. In Task 2, they respond to a point of view or argument or problem. They need to
write 250 words in about 40 minutes.

Answering: Answers must be given on the answer sheet and must be written in full. Notes
or bullet points are not acceptable as answers. Test takers may write on the question paper
but this cannot be taken from the examination room and will not be seen by the examiner.
A detailed look at the paper with links to related resources.

Task 1

Task type and format: In Writing Task 1, test takers may be asked to describe facts or
figures presented in one or more graphs, charts or tables on a related topic; or they may be
given a diagram of a machine, a device or a process and asked to explain how it works.
They should write in an academic or semi-formal/neutral styles and include the most
important and the most relevant points in the diagram. Some minor points or details may be
left out.

Test takers should spend no more than 20 minutes on this task. They are asked to write at
least 150 words and will be penalised if their answer is too short. While test takers will not
be penalised for writing more than 150 words, they should remember that a longer Task 1
answer may mean that they have less time to spend on Task 2, which contributes twice as
much to the Writing band score.

Test takers should also note that they will be penalised for irrelevance if the response is
off-topic or is not written as full, connected text (e.g. using bullet points in any part of the
response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying
from another source).

Test takers must write their answers on the answer booklet.

Task focus: This task assesses the ability to identify the most important and relevant
information and trends in a graph, chart, table or diagram, and to give a well-organised
overview of it using language accurately in an academic style.

No. of questions: 1
Task 2

Task type and format: In Writing Task 2, test takers are given a topic to write about an
academic or semi-formal/neutral style. Answers should be a discursive consideration of the
relevant issues. Test takers should make sure that they read the task carefully and provide a
full and relevant response. For example, if the topic is a particular aspect of computers,
they should focus on this aspect in their response. They should not simply write about
computers in general.

Test takers should spend no more than 40 minutes on this task. They are asked to write at
least 250 words and will be penalised if their answer is too short. While test takers will not
be penalised for writing more than 250 words, if they write a very long answer they may
not have time for checking and correcting at the end and some ideas may not be directly
relevant to the question.
Task 2 contributes twice as much to the final Writing band score as Task 1. Therefore, test
takers who fail to attempt to answer this task will greatly reduce their chance of achieving a
good band.

Test takers will be penalised for irrelevance if the response is off-topic or is not written as
full, connected text (e.g. using bullet points in any part of the response, or note form, etc.).
They will be severely penalised for plagiarism (i.e. copying from another source). Finally,
test takers should make sure that they do not copy directly from the question paper because
this will not be assessed.

They must write their answers on the answer booklet.

Task focus: This task assesses the ability to present a clear, relevant, well-organised
argument, giving evidence or examples to support ideas and use language accurately.

No. of questions: 1
IELTS Academic Writing - How it's marked
Marking and assessment
Each task is assessed independently. The assessment of Task 2 carries more weight in
marking than Task 1.

Responses are assessed by certificated IELTS examiners. All IELTS examiners hold
relevant teaching qualifications and are recruited as examiners by the test centres and
approved by the British Council or IDP: IELTS Australia.

Scores are reported in whole and half bands. Detailed performance descriptors have been
developed which describe written performance at the nine IELTS bands. These are
available on the How IELTS is scored page. They apply to both IELTS Academic and
IELTS General Training versions and are based on the following criteria.

Task 1 responses are assessed on:

 Task achievement
 Coherence and cohesion

 Lexical resource

 Grammatical range and accuracy.

Task 2 responses are assessed on:

 Task response
 Coherence and cohesion

 Lexical resource

 Grammatical range and accuracy.

Performance descriptors

Task 1
Task achievement
This assesses how appropriately, accurately and relevantly the response fulfils the
requirements set out in the task, using the minimum of 150 words. Academic Writing Task
1 is a writing task which has a defined input and a largely predictable output. It is basically
an information-transfer task that relates narrowly to the factual content of an input diagram
and not to speculative explanations that lie outside the given data.

Coherence and cohesion

This concerns overall clarity and fluency: how the response organises and links
information, ideas and language. Coherence refers to the linking of ideas through logical
sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for
example, logical connectors, pronouns and conjunctions) to assist in making the conceptual
and referential relationships between and within sentences clear.

Lexical resource
This refers to the range of vocabulary used and its accuracy and appropriacy in terms of the
specific task.

Grammatical range and accuracy

This refers to the range and accurate use of grammar as manifested in their sentence
writing.

Task 2

Task response
In both IELTS Academic and IELTS General Training versions, Task 2 requires test takers
to formulate and develop a position in relation to a given prompt in the form of a question
or statement. Ideas should be supported by evidence, and examples may be drawn from the
test takers’ own experience. Responses must be at least 250 words in length. Scripts under
the required minimum word limit will be penalised.

Coherence and cohesion

This assesses the overall clarity and fluency of the message: how the response organises
and links information, ideas and language. Coherence refers to the linking of ideas through
logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices
(for example, logical connectors, pronouns and conjunctions) to assist in making the
conceptual and referential relationships between and within sentences clear.

Lexical resource
This criterion refers to the range of vocabulary used and its accuracy and appropriacy in
terms of the specific task.

Grammatical range and accuracy

This assesses the range and accurate use of grammar, as manifested in their test takers’
writing at sentence level.

Test format – General Training Writing (60 minutes)

Topics are of general interest. There are two tasks:

 Task 1 - you will be presented with a situation and asked to write a letter
requesting information, or explaining the situation. The letter may be personal,
semi-formal or formal in style.
 Task 2 - you will be asked to write an essay in response to a point of view,
argument or problem. The essay can be fairly personal in style.
IELTS General Training Writing description

Paper format: There are two Writing tasks to complete.

Timing: 60 minutes

No. of questions: 2

Task types: In Task 1, test takers are asked to respond to a situation, for example, by
writing a letter requesting information or explaining a situation. In Task 2, test takers
write an essay in response to a point of view, argument or problem.

Answering: Answers must be written in full in the answer booklet. Notes or bullet points
in whole or in part are not acceptable as answers. Test takers may write on the question
paper but this cannot be taken from the test room and will not be seen by the examiner.

A detailed look at the paper with links to related resources.

Task 1

Task type and format: In Writing Task 1, test takers are presented with a situation and
required to write a personal response in the form of an informal, semi-formal or formal
letter of at least 150 words in the answer booklet provided. The situations they are asked
to write about are common, everyday ones such as: writing to a college accommodation
officer about problems with accommodation, writing to a new employer about time
management problems they are having, writing to a local newspaper about a plan to
develop a local airport, writing to a renting agency to sort out problems with the heating
system in their house.

Test takers are told what kind of information (in the form of three bullet points) they
must include in their response. They may be required to request or give information
and/or explain a situation. To do this, they may need to do some of the following: ask for
and/or provide general factual information, express needs, wants, likes or dislikes,
express opinions or complaints, make requests or make suggestions/recommendations.

The style of writing that test takers use depends who they are asked to write to (i.e. the
audience) and how well they are supposed to know them. They need to write in a style
that is appropriate for their audience and that will help them to achieve their purpose for
writing, e.g. writing to a friend (informal) or writing to a manager (semi-formal or
formal). Test takers do not need to include any addresses at the head of their letters.

Test takers should spend no more than 20 minutes on this task. They are asked to write at
least 150 words and will be penalised if their answer is too short. While test takers will
not be penalised for writing more than 150 words, they should remember that a longer
Task 1 answer may mean that they have less time to spend on Task 2, which contributes
twice as much to the Writing band score.

Test takers should also note that they will be penalised for irrelevance, if the response is
off-topic or is not written as full, connected text (e.g. using bullet points in any part of
the response, or note form, etc.). They will be severely penalised for plagiarism (i.e.
copying from another source).

Task focus: This task assesses the ability to follow English letter-writing conventions
(i.e. what order to put information in, what style to use, how to start and finish a letter),
to use language accurately and appropriately and to organise and link information
coherently and cohesively.

No. of questions: 1

Task 2

Task type and format: In Writing Task 2, test takers write a semi-formal/neutral
discursive essay of at least 250 words in the answer book provided.

The task instructions give information about a point of view, argument or problem. They
then tell test takers how to discuss this, which may involve providing general factual
information, outlining and/or presenting a solution, justifying an opinion, evaluating
evidence and ideas.

Topics are of general interest, - such as: whether children’s leisure activities should be
educational, why families are not so close as they used to be and how they could be
brought closer, how environmental problems can be solved, who should pay for the care
of old people, whether smoking should be banned in public places.

Test takers should make sure that they complete the task carefully and provide a full and
relevant response. They should organise their ideas clearly and make sure to support their
argument with relevant examples (including from their own experience where relevant) or
evidence. For this task, test takers need to be able to communicate more abstract and
complex ideas and use a range of vocabulary and grammatical structures. Task 2
contributes twice as much to the final Writing band score as Task 1. Therefore, test takers
who fail to attempt to answer this task will greatly reduce their chance of achieving a
good score.

Test takers are asked to write at least 250 words and will be penalised if their answer is
too short. They should spend no more than 40 minutes on this task.

Test takers should also note that they will be penalised for irrelevance if the response is
off-topic or is not written as full, connected text (e.g. using bullet points in any part of
the response, or note form, etc.). They will be severely penalised for plagiarism (i.e.
copying from another source).

Task focus: This task assesses the ability to follow English discursive writing
conventions (i.e. what order to put information in, what style to use, how to start and
finish discursive writing, how to paragraph), to organise and link information coherently
and cohesively and to use language accurately and appropriately.

No. of questions: 1
IELTS General Training Writing - How it's marked
Marking and assessment

Writing responses are assessed by certificated IELTS examiners. All IELTS examiners
hold relevant teaching qualifications and are recruited as examiners by the test centres
and approved by the British Council or IDP: IELTS Australia.

Each task is assessed independently. The assessment of Task 2 carries more weight in
marking than Task 1.Scores are reported in whole and half bands. Detailed performance
descriptors have been developed which describe written performance at the nine IELTS
bands. They are available on the How IELTS is scored page. The descriptors apply to
both the Academic and General Training versions and are based on the following criteria.

Task 1 responses are assessed on:

 Task achievement
 Coherence and cohesion

 Lexical resource

 Grammatical range and accuracy.

Task 2 responses are assessed on:

 Task response
 Coherence and cohesion

 Lexical resource

 Grammatical range and accuracy.

Performance descriptors

Task 1
Task achievement
This assesses how appropriately, accurately and relevantly the response fulfils the
requirements set out in the task, using the minimum of 150 words. General Training
Writing Task 1 is a writing task with a largely predictable output in that each task sets out
the context and purpose of the letter and the functions the test taker should cover in order
to achieve this purpose.

Coherence and cohesion

This assesses the overall clarity and fluency of the message: how the response organises
and links information, ideas and language. Coherence refers to the linking of ideas
through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive
devices (for example, logical connectors, pronouns and conjunctions) to assist in making
the conceptual and referential relationships between and within sentences clear.

Lexical resource
This refers to the range of vocabulary the test takers have used and the accuracy and
appropriacy of use in terms of the specific task.

Grammatical range and accuracy

This refers to the range and accurate use of grammar, as manifested in the test takers’
sentence writing.

Task 2

Task response
In both IELTS Academic and IELTS General Training versions, Task 2 requires test
takers to formulate and develop a position in relation to a question or statement. Ideas
should be supported by evidence, and examples may be drawn from the test takers’ own
experience. Responses must be at least 250 words in length. Scripts under the required
minimum word limit will be penalised.

The other three assessment criteria (Coherence and Cohesion, Lexical Resource,
Grammatical Range and Accuracy) are the same for Task 1 and Task 2.
Test format – Speaking (11–14 minutes)

The speaking section assesses your use of spoken English. Every test is recorded.

 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. This part lasts
between four and five minutes.
 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.

 Part 3 - you will be asked further questions about the topic in Part 2. These will
give you the opportunity to discuss more abstract ideas and issues. This part of the
test lasts between four and five minutes.

IELTS Speaking description

Paper format: The Speaking test consists of an oral interview between the test takers' and
an examiner. All Speaking tests are recorded.

Timing: 11–14 minutes

Task types: There are three parts to the test and each part fulfils a specific function in
terms of interaction pattern, task input and test takers output.

IELTS Speaking in detail

A detailed look at the paper with links to related resources.

Part 1 – Introduction and interview

Task type and format: In this part, the examiner introduces him/herself and checks the
test takers' identity. They then ask the test takers general questions on some familiar topics
such as home, family, work, studies and interests. To ensure consistency, questions are
taken from a script. Part 1 lasts for 4–5 minutes.

Task focus: This part of the test focuses on the ability to communicate opinions and
information on everyday topics and common experiences or situations by answering a
range of questions.

No. of questions: Variable

Part 2 – Long turn

Task type and format: Part 2 is the individual long turn. The examiner gives the test
takers a task card which asks the test takers to talk about a particular topic, includes points
to cover in their talk and instructs the test takers to explain one aspect of the topic. Test
takers are given one minute to prepare their talk, and are given a pencil and paper to make
notes. The examiner asks the test takers to talk for 1 to 2 minutes, stops the test takers after
2 minutes, and asks one or two questions on the same topic.

Using the points on the task card effectively, and making notes during the preparation time,
will help the test takers think of appropriate things to say, structure their talk, and keep
talking for 2 minutes. Part 2 lasts 3–4 minutes, including the preparation time.

Task focus: This part of the test focuses on the ability to speak at length on a given topic
(without further prompts from the examiner), using appropriate language and organising
ideas coherently. It is likely that the test takers will need to draw on their own experience
to complete the long turn.

No. of questions: Variable

Part 3 – Discussion

Task type and format: In Part 3, the examiner and the test takers discuss issues related to
the topic in Part 2 in a more general and abstract way and, where appropriate, in greater
depth. Part 3 lasts 4–5 minutes.

Task focus: This part of the test focuses on the ability to express and justify opinions and
to analyse, discuss and speculate about issues.

No. of questions: Variable

IELTS Speaking - How it's marked

Marking and assessment

Speaking performances are assessed by certificated IELTS examiners. All IELTS

examiners hold relevant teaching qualifications and are recruited as examiners by the test
centres and approved by the British Council or IDP: IELTS Australia.

Scores are reported in whole and half bands. Detailed performance descriptors have been
developed which describe spoken performance at the nine IELTS bands. These are
available on the How IELTS is scored page.

Fluency and coherence

This refers to the ability to talk with normal levels of continuity, rate and effort and to link
ideas and language together to form coherent, connected speech. The key indicators of
fluency are speech rate and speech continuity. The key indicators of coherence are logical
sequencing of sentences, clear marking of stages in a discussion, narration or argument,
and the use of cohesive devices (e.g. connectors, pronouns and conjunctions) within and
between sentences.

Lexical resource
This criterion refers to the range of vocabulary used and the precision with which meanings
and attitudes can be expressed. The key indicators are the variety of words used, the
adequacy and appropriacy of the words used and the ability to circumlocute (get round a
vocabulary gap by using other words) with or without noticeable hesitation.

Grammatical range and accuracy

This refers to the range and the accurate and appropriate use of the test takers' grammatical
resource. The key indicators of grammatical range are the length and complexity of the
spoken sentences, the appropriate use of subordinate clauses, and the range of sentence
structures, especially to move elements around for information focus. The key indicators of
grammatical accuracy are the number of grammatical errors in a given amount of speech
and the communicative effect of error.

Pronunciation
This criterion refers to the ability to produce comprehensible speech to fulfil the Speaking
test requirements. The key indicators will be the amount of strain caused to the listener, the
amount of the speech which is unintelligible and the noticeability of L1 influence.

IELTS for migration

IELTS is accepted as evidence of English language proficiency for study, work and migration in Australia, Canada, New
Zealand and the UK.

Each country sets its own IELTS requirements which we have listed below. Scores requirements will also vary depending
on the requirements of your visa, and where you plan to study or work.

Australia
IELTS is accepted by the department of Home Affairs for many visa categories, as well as for
permanent residency in Australia. It is also a requirement for some Australian professional
organisations and accrediting bodies.

The minimum IELTS score for Australian immigration is 6.

Canada
If you are applying for a work visa, professional recognition or for permanent residency in Canada, it is likely that you will
be required to present evidence of English language proficiency.

For Canadian immigration, we advise contacting the organisation for the minimum score as this will differ depending on
your circumstances.
New Zealand
Immigration New Zealand asks for IELTS as evidence of English language proficiency for many visas. This includes those
within the skilled migrant, investor and entrepreneur, residence from work and parent categories.

The minimum IELTS score for New Zealand immigration is 6.5.

UK
Evidence of English language ability is a requirement for those applying to settle permanently in the UK (also known as
applying for 'leave to remain' or 'long residence').

IELTS minimum score requirements for migration to the UK vary from 4 to 7.

IELTS for study

Over 3.7 million students study abroad every year. Many students study in English-speaking countries, such as Australia,
Canada, New Zealand, the UK and USA.

Studying in an English-speaking country offers lots of opportunities. It can also allow you to specialise in a particular field
or gain employment once you have finished your education.

IELTS is recognised by more than 11,000 education and training providers worldwide. Some universities in non-English
speaking countries also require an IELTS score if the course is taught in English.

IELTS Academic
The IELTS Academic test is suitable for those wanting to study in an English-speaking
environment or university (higher education). You can also take IELTS Academic for
professional registration purposes.

Students can request to send their IELTS results to up to five organisations free of charge. There
is a fee for sending results to additional organisations. You can request your centre to send your
results as long as your IELTS scores are valid.

IELTS General Training

The IELTS General Training test is suitable for those applying to study below degree level. This includes an English-
speaking school or college.
IELTS General Training is also required for migration to Australia, Canada, New Zealand and the UK. The test features
everyday English language skills that you will need in social and workplace environments.

Which IELTS test type is right for me?

If you want to move to an English-speaking country to study, then you should take
the IELTS Academic test.

For work or immigration, the IELTS General Training test is recommended.

English is the third most commonly spoken language spoken in the world. Taking IELTS and achieving an IELTS test and
achieving a score of 6 or above can greatly enhance your work prospects. It also demonstrates to employers that you are
committed to working and living in the country.

Organisations around the globe rely on IELTS to help them select the right people. Here is an overview of IELTS for work.

Which industries ask for IELTS?

Many of the registration bodies that accept IELTS represent the health care professions. This
includes industries such as nursing, medicine and pharmacy, where English language
competence is of critical importance.

Other professional bodies in particular countries requiring an IELTS result include accounting,
engineering, law and veterinary practice.

A wide range of other employers from sectors such as finance, government, construction, energy,
aviation and tourism also require IELTS.