IELTS - 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.

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
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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.
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).
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.
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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.
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.
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.
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,
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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
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.
IELTS General Training Reading in detail
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.
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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.
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.
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
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.
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
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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.
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.
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.
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
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.
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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.
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.).
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
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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.
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
‘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
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.
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.
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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.

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.
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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
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 response
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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.
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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
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.
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.
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.
IELTS Speaking - How it's marked
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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.

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.
Academic
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
13
Paper format: Three reading passages with a variety of questions using a number of
task types.
Timing: 60 minutes
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.
IELTS Academic Reading in detail
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.
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
14
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.
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.
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.
Task type 5 – Matching headings
15
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.
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.
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.
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
16
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.
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
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.).
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.
17
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.
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
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.
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.
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.
18
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.

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.
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
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.
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.
19
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
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 achievement
 Task response
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
20
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.

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.

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.

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.

This assesses the range and accurate use of grammar, as manifested in their test
takers’ writing at sentence level.
21

IELTS - Test Format

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Test format – Listening (30 minutes)

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

IELTS Listening description

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

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 2 – Matching

Task type 3 – Plan, map, diagram labelling

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

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

Task type 5 – Sentence completion

Task type 6 – Short-answer questions

Test format – Reading (60 minutes)

Answering: Test takers are required to transfer their answers to an answer sheet

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 2 – Identifying information

Task type 3 – Identifying writer’s views/claims

Task type 4 – Matching information

Task type 5 – Matching headings

Task type 6 – Matching features

Task type 7 – Matching sentence endings

Task type 8 – Sentence completion

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

Task type 10 – Diagram label completion

Task type 11 – Short-answer questions

Test format – General Training Writing (60 minutes)

IELTS General Training Writing description

Paper format: There are two Writing tasks to complete.

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

IELTS General Training Writing - How it's marked

Marking and assessment

Task 1 responses are assessed on:

Task 2 responses are assessed on:

Coherence and cohesion

Grammatical range and accuracy

Test format – Speaking (11–14 minutes)

IELTS Speaking description

IELTS Speaking in detail

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

Part 1 – Introduction and interview

Part 2 – Long turn

IELTS Speaking - How it's marked

Marking and assessment

Fluency and coherence

Grammatical range and accuracy

IELTS Academic Reading description

Answering: Test takers are required to transfer their answers to an answer sheet

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 2 – Identifying information

Task focus: Identifying information assesses the test takers’ ability to recognise

Task type 3 – Identifying writer’s views/claims