IELTS introduction

The International English Language Testing System (IELTS) measures the language
proficiency of people who want to study or work where English is used as a language of
communication. It uses a nine-band scale to clearly identify levels of proficiency, from non-
user (band score 1) through to expert (band score 9).

IELTS Academic or IELTS General Training

IELTS is available in two test versions: Academic - for people applying for higher education
or professional registration, and General Training for those migrating to Australia, Canada
and the UK, or applying for secondary education, training programmes and work experience
in an English-speaking environment. Both versions provide a valid and accurate assessment
of the four language skills: listening, reading, writing and speaking.

Test format

The IELTS test assesses your abilities in listening, reading, writing and speaking in less
than three hours.

There are two types of the IELTS test: IELTS Academic and IELTS General Training.

Listening and Speaking are the same for both tests, but the subject matter of the Reading and
Writing components differs depending on which test you take.

The Listening, Reading and Writing components of all IELTS tests are completed on the
same day, with no breaks in between them.

The Speaking component, however, can be completed up to a week before or after the other
tests. Your test centre will advise.

The total test time is 2 hours and 45 minutes.

TEST FORMAT

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.

Test format Reading

60 minutes

The Reading component 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 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.

Test format Academic Writing

60 minutes

IELTS Academic test

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 General Training

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.
Test format Speaking

1114 minutes

The speaking component 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 listening description

There are four sections 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 sections deal with situations set in everyday social contexts. In
Section 1, there is a conversation between two speakers (for example, a
conversation about travel arrangements), and in Section 2, there is a
Paper
monologue in (for example, a speech about local facilities). The final two
format sections deal with situations set in educational and training contexts. In
Section 3, there is a conversation between two main speakers (for example,
two university students in discussion, perhaps guided by a tutor), and in
Section 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
40
questions

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

Test takers write their answers on the question paper as they listen and at the
Answering 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
 There are four sections 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 sections deal with situations set in everyday social contexts. In
Section 1, there is a conversation between two speakers (for example, a
conversation about travel arrangements), and in Section 2, there is a
Paper
monologue in (for example, a speech about local facilities). The final two
format sections deal with situations set in educational and training contexts. In
Section 3, there is a conversation between two main speakers (for example,
two university students in discussion, perhaps guided by a tutor), and in
Section 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.

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

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
Task type
answer - A, B or C.
and format
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.

Multiple choice questions are used to test a wide range of skills. The test
Task focus 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
Variable
questions
Task type 2 Matching

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

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
Task focus
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
Variable
questions

Task type 3 Plan, map, diagram labelling

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

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
Task focus
include being able to follow language expressing spatial relationships and
directions (e.g. straight on/through the far door).

No. of
Variable
questions

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

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:
Task type 1. a form: often used to record factual details such as names
and format 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.

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

No. of
Variable
questions

Task type 5 Sentence completion

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
Task type
NUMBER.
and format
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.

Sentence completion focuses on the ability to identify the key information in

Task focus a listening text. Test takers have to understand functional relationships such
as cause and effect.

No. of
Variable
questions
Task type 6 Short-answer questions

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
Task type
are penalised for writing more than the stated number of words. (Test takers
and format
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.

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

No. of
Variable
questions

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
Assessment 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.

IELTS Academic Reading description

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

Timing 60 minutes

No. of
40
questions
 A variety of question types are used, chosen from the following; multiple
choice, identifying information, identifying the writers views/claims,
matching information, matching headings, matching features, matching
Task types
sentence endings, sentence completion, summary completion, note
completion, table completion, flow-chart completion, diagram label
completion and short-answer questions.

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
Sources 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.

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
Answering
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

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
Task type
first part of a sentence and then choose the best way to complete it from the
and format 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.

Multiple choice tests a wide range of reading skills, including detailed

Task focus understanding of specific points or an overall understanding of the main
points of the text.

No. of
Variable
questions

Task type 2 Identifying information

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.
Task type
It is important to understand the difference between 'false' and 'not given'.
and format '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.

Identifying information assesses the test takers ability to recognise

Task focus particular points of information conveyed in the text. It can thus be used
with more factual texts.

No. of
Variable
questions

Task type 3 Identifying writers views/claims

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.
Task type
It is important to understand the difference between 'no' and 'not given'. 'No'
and format 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.

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

No. of
Variable
questions

Task type 4 Matching information

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

Task type description, a comparison, a summary, an explanation. They will not
and format 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.

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

No. of
Variable
questions

Task type 5 Matching headings

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
Task type paragraph or section of the text. Test takers must match the heading to the
and format 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.

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

No. of
Variable
questions

Task type 6 Matching features

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
Task type
different research findings to a list of researchers, or characteristics to age
and format
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.

Matching features assesses the test takers ability to recognise relationships

and connections between facts in the text and their ability to recognise
Task focus 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
Variable
questions

Task type 7 Matching sentence endings

Test takers are given the first half of a sentence based on the text and asked
Task type to choose the best way to complete it from a list of possible options. They
and format 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.

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

No. of
Variable
questions

Task type 8 Sentence completion

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
Task type WORDS. If test takers write more than the number of words asked for, they
and format 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.

Matching sentence endings assesses the test takers ability to locate

Task focus
detail/specific information.

No. of
Variable
questions

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

Test takers are given a summary of a section of the text, and are required to
Task type
complete it with information drawn from the text. The summary will usually
and format 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.

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
Task focus
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
Variable
questions

Task type 10 Diagram label completion

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
Task type THAN THREE WORDS AND/OR A NUMBER from the passage, ONE
and format 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.

Diagram label completion assesses the test takers ability to understand a

Task focus detailed description, and to relate it to information presented in the form of a
diagram.

No. of
Variable
questions

Task type 11 Short-answer questions

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
Task type
instructions will make it clear how many words/numbers test takers should
and format 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.

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

No. of
Variable
questions

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 Assessment 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.

IELTS General Training Reading description

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

Timing 60 minutes

No. of
40
questions

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

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
Sources 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.

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
Answering
should be taken when writing answers on the answer sheet as poor spelling
and grammar are penalised.
 There are three sections. Section 1 may contain two or three short texts or
Paper
several shorter texts. Section 2 comprises two texts. In Section 3, there is one
format
long text.

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

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.
Task type
The questions may involve completing a sentence, in which the stem gives
and format 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.

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

No. of
Variable
questions

Task type 2 Identifying information

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
Task type questions are in the same order as the information in the text: that is, the
and format 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.

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

No. of
Variable
questions

Task type 3 Identifying writers views/claims

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.
Task type
and format 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.

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

No. of
Variable
questions

Task type 4 Matching information

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
Task type their answer sheet. They may be asked to find; specific details, an example, a
and format 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.

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

No. of
Variable
questions

Task type 5 Matching headings

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
Task type
headings than there are paragraphs or sections, so some headings will not be
and format
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.

This task tests the ability to recognise the main idea or theme in the
Task focus paragraphs or sections of a text, and to distinguish main ideas from
supporting ones.

No. of
Variable
questions

Task type 6 Matching features

Task type Test takers match a set of statements or pieces of information to a list of
and format 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.

This task assesses the ability to recognise relationships and connections

between facts in the text, and to recognise opinions and theories. It may be
Task focus 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
Variable
questions

Task type 7 Matching sentence endings

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
Task type more options to choose from than there are questions. The questions are in
and format 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
Variable
questions

Task type 8 Sentence completion

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
Task type THAN THREE WORDS AND/OR A NUMBER from the passage, ONE
and format 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 assesses the test takers ability to locate detail/specific
Task focus
information.

No. of
Variable
questions

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

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
Task type
from the text or to select from a list of answers. Where words have to be
and format
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.

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
Task focus
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
Variable
questions

Task type 10 Diagram label completion

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
Task type
written using figures or words. Contracted words will not be tested.
and format 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.

This task type assesses the ability to understand a detailed description, and to
Task focus
relate it to information presented in the form of a diagram.

No. of
Variable
questions

Task type 11 Short-answer questions

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
Task type from the passage, ONE WORD ONLY or NO MORE THAN TWO
and format 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.
 This task type assesses the ability to locate and understand precise
Task focus
information in the text.

No. of
Variable
questions

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 Assessment 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.

IELTS Academic Writing description

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

Timing 60 minutes

No. of
2
questions

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
Task types
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.

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
Answering
question paper but this cannot be taken from the examination room and will
not be seen by the examiner.
IELTS Academic Writing in detail

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

Task 1
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
Task type
short. While test takers will not be penalised for writing more than 150
and format 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.

This task assesses the ability to identify the most important and relevant
Task focus 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
1
questions

Task 2
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
Task type a particular aspect of computers, they should focus on this aspect in their
and format 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.

This task assesses the ability to present a clear, relevant, well-organised

Task focus argument, giving evidence or examples to support ideas and use language
accurately.

No. of
1
questions

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.

IELTS General Training Writing description

Paper
There are two Writing tasks to complete.
format

Timing 60 minutes

No. of
2
questions

In Task 1, test takers are asked to respond to a situation, for example, by

Task types 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.

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
Answering
the question paper but this cannot be taken from the test room and will not be
seen by the examiner.

IELTS General Training Writing in detail

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

Task 1

In Writing Task 1, test takers are presented with a situation and required to
Task type
write a personal response in the form of an informal, semi-formal or formal
and format 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).

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
Task focus
letter), to use language accurately and appropriately and to organise and link
information coherently and cohesively.

No. of
1
questions

Task 2

In Writing Task 2, test takers write a semi-formal/neutral discursive essay of

Task type at least 250 words in the answer book provided.
and format
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 childrens 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).

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
Task focus 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
1
questions

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.

IELTS Speaking description

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

Timing 1114 minutes

Task There are three parts to the test and each part fulfils a specific function in
types 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

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
Task type
topics such as home, family, work, studies and interests. To ensure
and format consistency, questions are taken from a script.

Part 1 lasts for 45 minutes.

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

No. of
Variable
questions

Part 2 Long turn

Task type Part 2 is the individual long turn. The examiner gives the test takers a task
and format 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 34 minutes, including the preparation time.

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
Task focus
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
Variable
questions

Part 3 Discussion

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

Part 3 lasts 45 minutes.

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

No. of
Variable
questions

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.