What is IELTS?

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

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

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

Why take IELTS?

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

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

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

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

What IELTS score do I need?

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

Entry requirements for organisations which accept IELTS

How IELTS is developed

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

proficiency.

Test questions are developed by language specialists from Australia, Canada, New
Zealand, the UK and the USA. The test covers four sections: Listening, Reading, Writing
and Speaking. 
IELTS test content reflects everyday situations. It is unbiased and fair to all test takers
from all backgrounds.

IELTS for study

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

Studying in an English-speaking country offers lots of opportunities. It can also allow

you to specialise in a particular field or gain employment once you have finished your
education.

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

IELTS for migration

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

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

Australia

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

The minimum IELTS score for Australian immigration is 6.

Achieve your dream to go to Australia with IELTS

Canada

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

For Canadian immigration, we advise contacting the organisation for the minimum score
as this will differ depending on your circumstances.
New Zealand

Immigration New Zealand asks for IELTS as evidence of English language proficiency
for many visas. This includes those within the skilled migrant, investor and entrepreneur,
residence from work and parent categories.

The minimum IELTS score for New Zealand immigration is 6.5.

UK

Evidence of English language ability is a requirement for those applying to settle

permanently in the UK (also known as applying for 'leave to remain' or 'long residence').

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

Test format

There are two types of  IELTS:  Academic and General Training. All test takers take the
same Listening and Speaking tests but different Reading and Writing tests.  Make sure
that you prepare for the correct test type.

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

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

IELTS official practice test

Know where you stand before you take your test with an official IELTS practice
test. IELTS Progress Check  is an official IELTS online marked practice test. The test will
give you an indication of your band score and provide feedback on areas to improve.
Book your official practice test today.

Test format – Listening (30 minutes)

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

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

context.
 Recording 2 – a monologue set in an everyday social context, e.g. a speech about
local facilities.
 Recording 3 – a conversation between up to four people set in an educational or
training context, e.g. a university tutor and a student discussing an assignment.
 Recording 4 – a monologue on an academic subject, e.g. a university lecture.
Assessors will be looking for evidence of your ability to understand the main ideas and
detailed factual information, the opinions and attitudes of speakers, the purpose of an
utterance and evidence of your ability to follow the development of ideas.
  

IELTS Listening description

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

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

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

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

No. of questions: 40

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

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

Marks: Each question is worth 1 mark.

IELTS Listening in detail

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

Task type 1 – Multiple choice

Task type and format: In multiple choice tasks, there is a question followed by three
possible answers, or the beginning of a sentence followed by three possible ways to
complete the sentence. Test takers are required to choose the one correct answer - A, B or
C.
Sometimes, test takers are given a longer list of possible answers and told that they have
to choose more than one. In this case, they should read the question carefully to check
how many answers are required.

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

No. of questions: Variable

Task type 2 – Matching

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

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

No. of questions: Variable

Task type 3 – Plan, map, diagram labelling

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

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

No. of questions: Variable

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

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

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

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

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

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

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

No. of questions: Variable

Task type 5 – Sentence completion

Task type and format: Test takers are required to read a set of sentences summarising
key information from all the listening text or from one part of it. They then fill a gap in
each sentence using information from the listening text. A word limit is given, for
example, ‘NO MORE THAN ONE WORD AND/OR A NUMBER’.

Test takers are penalised for writing more than the stated number of words. (Test takers
should check this word limit carefully for each task: the limit is either ONE, TWO or
THREE words). Contracted words will not be tested. Hyphenated words count as single
words.

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

No. of questions: Variable

Task type 6 – Short-answer questions

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

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

No. of questions: Variable

IELTS Listening – how it's marked

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

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 detai l,
skimming, understanding logical argument and recognising writers' opinions, attitudes
and purpose.

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

IELTS Academic Reading description

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

Timing: 60 minutes

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

Sources: Texts are taken from books, journals, magazines and newspapers, and have been
written for a non-specialist audience. All the topics are of general interest. They deal with
issues which are interesting, recognisably appropriate and accessible to test takers
entering undergraduate or postgraduate courses or seeking professional registration. The
passages may be written in a variety of styles, for example narrative, descriptive or
discursive/argumentative. At least one text contains detailed logical argument. Texts may
contain non-verbal materials such as diagrams, graphs or illustrations. If texts contain
technical terms a simple glossary is provided.

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

Marks: Each question is worth 1 mark.

IELTS Academic Reading in detail

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

Task type 1 – Multiple choice

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

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

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

No. of questions: Variable 

Task type 2 – Identifying information

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

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

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

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

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

No. of questions: Variable

Task type 3 – Identifying writer’s views/claims

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

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

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

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

No. of questions: Variable

Task type 4 – Matching information

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

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

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

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

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

No. of questions: Variable 

Task type 5 – Matching headings

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

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

No. of questions: Variable 

Task type 6 – Matching features

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

Task focus: Matching features assesses the test takers’ ability to recognise relationships
and connections between facts in the text and their ability to recognise opinions and
theories. It may be used both with factual information, as well as opinion-based
discursive texts. Test takers need to be able to skim and scan the text in order to locate
the required information and to read for detail.
No. of questions: Variable

Task type 7 – Matching sentence endings

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

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

No. of questions: Variable

Task type 8 – Sentence completion

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

Task focus: Matching sentence endings assesses the test takers’ ability to locate
detail/specific information.

No. of questions: Variable

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

Task type and format: Test takers are given a summary of a section of the text, and are
required to complete it with information drawn from the text. The summary will usually
be of only one part of the passage rather than the whole. The given information may be in
the form of: several connected sentences of text (referred to as a summary), several notes
(referred to as notes), a table with some of its cells empty or partially empty (referred to
as a table), a series of boxes or steps linked by arrows to show a sequence of events, with
some of the boxes or steps empty or partially empty (referred to as a flow-chart).
The answers will not necessarily occur in the same order as in the text. However, they
will usually come from one section rather than the entire text.

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

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

Because this task type often relates to precise factual information, it is often used with
descriptive texts.

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

No. of questions: Variable

Task type 10 – Diagram label completion

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

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

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

No. of questions: Variable 
Task type 11 – Short-answer questions

Task type and format: Test takers answer questions, which usually relate to factual
information about details in the text. This is most likely to be used with a text that
contains a lot of factual information and detail.

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

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

No. of questions: Variable 

IELTS Academic Reading – how it's marked

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

Test format – Academic Writing (60 minutes)

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

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

IELTS Academic Writing description

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

Timing: 60 minutes

No. of questions: 2
Task types: In Task 1, test takers are asked to describe some visual information
(graph/table/chart/diagram) in their own words. They need to write 150 words in about 20
minutes. In Task 2, they respond to a point of view or argument or problem. They need to
write 250 words in about 40 minutes.

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

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

  
Task 1

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

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

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

Test takers must write their answers on the answer booklet.

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

No. of questions: 1

Task 2

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

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

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

They must write their answers on the answer booklet.

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

No. of questions: 1

IELTS Academic Writing - How it's marked

Marking and assessment

Each task is assessed independently. The assessment of Task 2 carries more weight in
marking than Task 1.

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

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

Task 1 responses are assessed on:

 Task achievement
 Coherence and cohesion
 Lexical resource
  Grammatical range and accuracy.

Task 2 responses are assessed on:

 Task response
 Coherence and cohesion
 Lexical resource
 Grammatical range and accuracy.

Performance descriptors

Task 1

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

Coherence and cohesion

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

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

Grammatical range and accuracy

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

Task 2

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

Coherence and cohesion

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

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

Grammatical range and accuracy

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

Test format – Speaking (11–14 minutes)

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

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

IELTS Speaking description

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

Timing: 11–14 minutes

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

IELTS Speaking in detail

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

Part 1 – Introduction and interview

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

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

No. of questions: Variable 

Part 2 – Long turn

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

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

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

No. of questions: Variable 

Part 3 – Discussion

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

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

No. of questions: Variable 

IELTS Speaking - How it's marked

Marking and assessment

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

Scores are reported in whole and half bands. Detailed performance descriptors have been
developed which describe spoken performance at the nine IELTS band.

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.

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TEACHER ROBERT – INTRODUCTION

I have been teaching English for over 22 years now and I am passionate about helping
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