IELTS Preparation Guide 2wdwww023 JP

IELTS
Preparation Guide
Contents
03 Why IELTS 18 IELTS Academic Writing
04 How can IELTS help you succeed 21 IELTS General Training Writing
05 Understand IELTS Academic 23 Speaking test

and IELTS General Training
25 Test day tips to help you succeed
06 How is IELTS scored in a test centre
07 Computer, paper or online – 26 Tips for getting your room ready

Your IELTS, your choice for IELTS Online
08 IELTS Online 27 How your skills are accessed
09 IELTS One Skill Retake 28 Receiving your results
10 IELTS preparation planner 29 Appendix – Assessment criteria

for each band score
11 Listening test
34 Get more preparation and advice
13 Reading test
35 Join our global community
17 Writing test
IELTS P R EPA R AT IO N G U I D E 3
The International English Language Testing System

(IELTS) is the world’s leading English test for work, study
and migration, and we’re here to support you to achieve
your goals.
Why IELTS?
IELTS is an English IELTS your way The test that’s tried and
language test for study, You have the choice between taking trusted
migration or work. IELTS at a test centre or at the IELTS has been developed by some
convenience of your home. At a test of the world’s leading experts in
centre you can take IELTS on computer language assessment and is supported
IELTS is recognised by more or on paper. At home you can take by an extensive program of research,
than 11,000 organisations IELTS online. validation and test development.
including educational
institutions, employers, Accessible and convenient The level of the test
professional associations Available at 2200 locations and online
There is no ‘pass’ or ‘fail’ in IELTS
in more than 80 countries.
and governments, in more as it is designed to assess English
than 140 countries around To find out test dates in your area, language skills across a wide range of
levels. Results are reported as band
the world. please contact your nearest IELTS test
scores on a scale of 1 (the lowest) to
centre. A list of IDP IELTS test locations
is available at ieltsjp.com/test-dates. 9 (the highest).
The international test

IELTS content is internationally
focused. Texts and tasks are sourced
from publications from all over the
English-speaking world, a range of
native-speaker accents are used in
the Listening test (North American,
Australian, New Zealand, etc.) and
all standard varieties of English are
accepted in test takers’ written and
spoken responses.
How can IELTS help you succeed?

IELTS offers extensive IELTS on computer: Fast and Real help for the real world
preparation materials Flexible Our real-world assessment approach
to build your skills and The same IELTS test you know and helps to prepare you for life beyond
trust, delivered via computer. Reading, the test. We offer real support from
combine technology with Listening and Writing are taken on a real people to set you up for success on
human-based testing to computer, you’re Speaking test will still the day and we work together to build
provide the best possible be face-to-face with an IELTS examiner. your language skills. Whether your goal
IELTS on computer provides more is study, a career, or migration, IELTS
test conditions. Respected flexibility with multiple sessions a day unlocks that ambition.
and accepted worldwide, and fast results.
IELTS prepares you for Expert support to help you
To learn more and access practice reach your goals.
real-life success. materials, visit IELTS on computer.
Our official IELTS experts can coach
you through the process to help you
IELTS Online succeed. Whether it be giving you
Bring IELTS closer to you. We know it’s feedback on official practice tests,
not always easy or possible to go to a answering your questions in free
test centre. IELTS Online allows you to Masterclasses, or providing you with
take IELTS Academic in the comfort of a personalised action plan – we’re
your own home. To see if IELTS Online here to help you boost your score and
is best for you visit IELTS Online. achieve your goals.
Face-to-face speaking tests to IELTS One Skill Retake

put you at ease IELTS One Skill Retake allows you to
When it comes to speaking, we are retake one of the four skills (Listening,
proud to still provide face-to-face Reading, Writing and Speaking) if you
testing. If you are taking IELTS in a didn’t get the score you needed first
test centre your speaking test will take time around. IELTS One Skill Retake
place in a quiet room. If you are taking gives you the opportunity to get the
IELTS online your speaking test will be score you need without having to
face-to-face over a video call. Unlike retake the whole test.
a computer you can trust a person to
put you at ease, pick up on your native
accent and guide you towards your
best performance.
Understanding IELTS Academic

and IELTS General Training
Before booking your test, IELTS ACADEMIC IELTS GENERAL TRAINING
understand if you need
IELTS Academic or IELTS
General Training. Listening (30 minutes) Listening (30 minutes)
IELTS is available in two different • Four recorded monologues and • Four recorded monologues and
types: Academic and General Training. conversations conversations
Organisations will normally specify
which type of IELTS you will need for
your application.
Reading (60 minutes) Reading (60 minutes)
In some cases, either IELTS Academic • Three reading passages with tasks • Section 1 contains two or three short
or IELTS General Training may be factual texts
accepted. If you are in doubt as to • Texts may include diagrams, graphs
which to take, you should contact the or illustrations • Section 2 contains two short, work-
organisation you are applying to check related, factual texts
their requirements. • Texts are taken from books,
journals, magazines and newspapers • Section 3 contains one longer text
In both IELTS Academic and IELTS on a topic of general interest
General Training tests, you are tested
on all four language skills – Listening, • Texts are authentic and taken from
Reading, Writing and Speaking – notices, advertisements, company
unless you have an exemption due to handbooks, official documents,
a disability. Everyone takes the same books and general interest
Listening and Speaking tests. There
are different Reading and Writing
tests for IELTS Academic and IELTS
General Training. Writing (60 minutes) Writing (60 minutes)
• Summarise, describe or explain • Letter writing task of at least

a table, graph, chart or diagram 150 words
• Short essay task of at least • Short essay task of at least

250 words 250 words
Speaking (11–14 minutes) Speaking (11–14 minutes)
• Face-to-face interview without • Face-to-face interview without

disruptions or distractions disruptions or distractions
• Includes short questions, speaking • Includes short questions, speaking

at length about a familiar topic and at length about a familiar topic and
a structured discussion a structured discussion
How is IELTS scored?

IELTS nine-band scale
Your performance on test day in each language skill – Listening, Reading, Writing and Speaking – is reported as a band score
on a scale of 1 (the lowest) to 9 (the highest). All parts of the test and the overall band score are reported in whole or half
bands (e.g. 6.0, 6.5, 7.0, 7.5, etc.).
Has fully operational command of the language: appropriate, accurate and

9 Expert user
fluent with complete understanding.
Has fully operational command of the language with only occasional

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

7 Good user inaccuracies, inappropriacies and misunderstandings in some situations.
Generally handles complex language well and understands detailed reasoning.
Has generally effective command of the language despite some inaccuracies,

6 Competent user inappropriacies and misunderstandings. Can use and understand fairly complex
language, particularly in familiar situations.
Has partial command of the language, coping with overall meaning in most
5 Modest user situations, although is likely to make many mistakes. Should be able to handle
basic communication in own field.
Basic competence is limited to familiar situations. Has frequent problems in

4 Limited user
understanding and expression. Is not able to use complex language.
Conveys and understands only general meaning in very familiar situations.

3 Extremely limited user
Frequent breakdowns in communication occur.
No real communication is possible except for the most basic information using
2 Intermittent user isolated words or short formulae in familiar situations and to meet immediate
needs. Has great difficulty understanding spoken and written English.
Essentially has no ability to use the language beyond possibly a few

1 Non-user
isolated words.
0 Did not attempt the test No assessable information provided.

Computer, paper or online –

Your IELTS, your choice
Taking IELTS online, on computer or on paper, you can be confident that you are taking
the same trusted English language test.
IELTS ONLINE
IELTS ON COMPUTER IELTS ON PAPER
(TAKEN AT HOME OR
(TAKEN IN-CENTRE) (TAKEN IN-CENTRE)
A SUITABLE LOCATION)
Covers all 4 English Skills
Face-to-face Speaking test

with an IELTS Examiner Online
Available for IELTS Academic
Available for IELTS General

Coming soon
Training
Results available 3-6 days 3-5 days 13 days
Test availability 6 days a week 7 days a week 48 days per year
Listening (30 minutes)

Reading (60 minutes)
Length of test
Writing (60 minutes)
Speaking (11-14 minutes)
Can be taken anywhere Private room with reliable Must be taken Must be taken
internet connection in-centre in-centre
IELTS Online
What is IELTS Online Key benefits
IELTS Online is our new Convenient, take from home or any private space with an internet connection
convenient way to take IELTS
Academic. All you need is a Results within 3-6 days
Windows or Mac computer,
stable internet connection and a
well-lit private space. Speaking test with a human examiner via video call
IELTS Online has the same

content and features of IELTS on For more information visit our IELTS Online page.
paper and IELTS on computer
taken in a test centre. The
difference with IELTS Online is
you can take it from the comfort
of your home.
IELTS One Skill Retake

Helping you show your full potential
What is IELTS One Skill Key features

Retake? Focus and prepare for one skill
IELTS One Skill Retake gives you
the option to retake any one Available on IELTS on computer for Academic and General Training.
component of the test; Listening, Coming soon for IELTS Online.
Reading, Writing or Speaking.
If you didn’t show your full Retake one skill per original test within 60 days of original test
potential in one section on test
day, IELTS One Skill Retake can
IELTS One Skill Retake is currently available at selected IELTS test centres in
help you get back on track. Australia and will continue to roll out globally throughout 2023. Please contact your
test centre to find out more.
IELTS preparation planner

Get ready to get results
04 PRACTICE WITH OFFICIAL IELTS MATERIAL
There are so many great ways to prepare for IELTS,
which can help you to achieve your best on test day.
IELTS Prepare
By taking advantage of our step-by-step guide and
planning well, you can boost your confidence and IELTS Prepare gives you access to a range of preparation
your score. materials, from practice tests, videos and articles, to expert
assessments, online courses, webinars and more.
With the ability to filter content based on your needs and skill
level. To get access to all official IDP IELTS preparation materials
01 FIRST STEPS go to ieltsjp.com/prepare.
Popular IELTS practice material

Register for the test: To find a test centre near you or to book
your IELTS on computer or IELTS on paper test go to IELTS Progress Check is an official IELTS online practice test.
ieltsjp.com/test-dates. Completed tests are marked by IELTS trained and qualified
markers and you will receive an official feedback report,
Set your ‘score goal’: Confirm the IELTS score required by including an indicative overall test band score as well as a
your chosen university, institution, employer or organisation. band score for each section of the test (Reading, Listening,
Knowing your ‘score goal’ gives you a clear target to work Writing & Speaking). All within 5 days of completing your IELTS
towards. You can look up the criteria for each score here: Progress Check practice test! Book your practice test today:
ieltsjp.com/about/about-ielts/ielts-band-scores so you ieltsjp.com/ielts-progress-check.
understand. what you need to prepare for.
IELTS Macquarie Preparation Course: Book your IELTS test
with IDP and learn the university way, for free! Access hundreds
of new and improved IELTS study materials developed by
02 BOOST YOUR ENGLISH SKILLS Macquarie University experts, sample test questions with model
answers, and over 60 guided video tutorials delivered by award-
winning IELTS trainers. Learn more here
The best way to succeed in any English language test is ieltsjp.com/prepare/paid-practice-materials/online-course.
to improve your English. Here are two great ways to build
your skills. IELTS by IDP app: Achieve your study and work abroad dreams
by getting the band score you need. No matter what test
An English language course: This is one of the best ways to format you’re using, you prepare for your IELTS test with a
improve your English. The feedback you receive from your massive range of preparation videos, articles and practice tests.
teacher will help you improve the specific skills involved in Download the app today: ieltsjp.com/lp/ielts-by-idp-app.
Listening, Reading, Writing and Speaking English.
An IELTS preparation course: This can help you familiarise

yourself with the types of tasks included in an IELTS test. Ask
05 THE DAY BEFORE THE TEST
your local IELTS test centre for more information about a
preparation course near you.
Recap on the rules: Re-read information provided by your
test centre to ensure you understand the test format and
rules. If you are taking IELTS Online, make sure you have your
03 USE YOUR ENGLISH EVERY DAY computer and room set up correctly.
Plan your journey: Ensure you know how to get to the test
Practice makes perfect, so use your English as much as you can venue so that you arrive on time. Also get plenty of rest the
well in advance of the test. night before your test to help you feel more relaxed on the day.
Listen: Listen to English language radio, television and film.

You should try to listen to a variety of English accents including
American, Australian, British, Canadian and New Zealand.
06 TEST DAY
Read: Read English publications such as newspapers and
magazines regularly. Allow time: Allow plenty of time to travel to the test venue
to ensure you arrive on time or get set up at home if you are
Write: Write letters, emails or notes in English whenever possible.
taking IELTS online.
Speak: Speak English with your friends and family.
Bring your passport: Please make sure you bring the same
identification that you provided when you book your test, as we
need to match these for you to be able to sit the test.
Listening test
Listening Test format: Approximately 30 minutes
The Listening section is the same Section 1 Section 3
for both IELTS Academic and IELTS A conversation between two people A conversation between up to four
General Training. There are four set in an everyday social context (e.g., a people set in an educational or training
parts. You will hear the recording conversation about accommodation). context (e.g., a university tutor and a
only once. A variety of voices and student discussing an assignment, or a
native speaker accents are used. Section 2 group of people planning a project).
A monologue set in an everyday social
context (e.g., a speech about local Section 4
facilities or about arrangements for A talk (e.g., a university lecture).
meals during a conference).
Tips
01 03 05
At the beginning of each section You will sometimes have a list of Try to listen for key words or
read the questions for that section options to choose from as answers. synonyms (words that have the
carefully, before the recording The possible answers may be listed in same or nearly the same meaning
starts. This will help you to follow the alphabetical order and not necessarily as another word) from the question
recording and identify the answers. in the order you will hear them. to help you identify the answer. For
example, in the recording you might
02 04 hear: “She likes going to the gym
and playing tennis”. On your answer
After completing a section, it is better Be careful to note word limits. If
sheet/screen (in IELTS on computer),
to look ahead and read the questions there is an instruction: Write no more
this could appear as “She is an
for the next section than to worry than two words, writing more than
active person”.
about the last section. two words will mean you will receive
no marks at all for your answer, even
if some of the words are correct.
Listening test
Question types
A variety of question types are used, chosen from the following: multiple choice, matching, plan/map/diagram
labelling, form/note/table/flowchart/summary completion, sentence completion.
MULTIPLE CHOICE MATCHING FORM, NOTE, TABLE,

FLOWCHART, SUMMARY
In multiple choice questions, there You are required to match a numbered COMPLETION
is a question followed by three list of items from the listening text to a
possible answers, or the beginning of set of options on the question paper. You are required to fill in the gaps in an
a sentence followed by three possible The set of options may be criteria of outline of part or of all of the listening
ways to complete the sentence. You are some kind. text. The outline will focus on the main
required to choose one correct answer ideas/facts in the text. It may be:
– A, B or C.
How it works 1. A form: often used to record factual
Sometimes, you are given a longer list Matching assesses the skill of details such as names.
of possible answers and told that you listening for detail and whether you
have to choose more than one. In this can identify information given in a 2. A set of notes: used to summarise
case, you should read the question conversation on an everyday topic, any type of information using the
carefully to check how many answers such as the different types of hotel layout to show how different items
are required. or guest house accommodation. relate to one another.
It also assesses the ability to follow 3. A table: used as a way of

How it works a conversation between two people. summarising information which
Multiple choice questions are used It may also be used to assess your relates to clear categories – e.g.
to test a wide range of skills. You ability to recognise relationships and place/time/price.
may be required to have a detailed connections between facts in the
understanding of specific points listening text. 4. A flowchart: used to summarise a
or an overall understanding of the process that has clear stages, with
main points of the listening text. the direction of the process shown
by arrows.
PLAN, MAP, DIAGRAM
LABELLING You may have to select your answers
from a list presented or identify the
missing words from the recording,
You are required to complete labels on keeping to the word limit stated in
a plan (e.g., of a building), map (e.g., the instructions. You do not have to
of part of a town) or diagram (e.g., of change the words from the recording
a piece of equipment). The answers in any way.
are usually selected from a list on the
question paper.
You should read the instructions very
carefully as the number of words or
How it works numbers you should use to fill the
gaps will vary. A word limit is given,
This type of task assesses the ability for example, ‘NO MORE THAN TWO
to understand, for example, a WORDS AND/OR A NUMBER’.
description of a place, and to relate
this to a visual representation. This
may include being able to follow
language expressing spatial relations
and directions (e.g., straight on/
through the back door).
Reading test
Reading test format: IELTS Academic, 60 minutes
There are three sections, each The texts are all real and are Texts range from the descriptive and
containing one long text. taken from books, magazines and factual to the discursive and analytical.
newspapers. They have been written Texts may contain non-verbal materials
for a non-specialist audience and such as diagrams, graphs or illustrations.
are on academic topics of general
interest, which means you do not need If texts contain technical terms, then a
specialist knowledge to do well. simple glossary is provided.
The texts are appropriate to, and

accessible to, candidates entering
undergraduate or postgraduate courses
or seeking professional registration.
Reading test format: IELTS General Training, 60 minutes

There are three sections all of Section 1 Section 3
which contain real passages. Contains two or three short factual Contains one longer, more complex
texts, one of which may be composite text on a topic of general interest. You
(consisting of 6–8 short texts related will be reading real passages taken
by topic, e.g. hotel advertisements). from notices, advertisements, company
Topics are relevant to everyday life in handbooks, official documents, books,
an English-speaking country. magazines and newspapers.
Section 2
Contains two short factual texts
focusing on work-related issues (e.g.
applying for jobs, company policies,
pay and conditions, workplace facilities,
staff development and training).
Tips
01 03 05
To improve your performance in the When you come to reading the If you are copying words from a
Reading test you need to practise passage, read it quickly the first question or reading passage to use
reading a variety of English texts. time in order to get a general idea in your answer, remember that your
This will help you develop the ability of what it’s about. Don’t worry about spelling must be accurate. In IELTS on
to read quickly. words you do not understand. Then computer, you can use Copy (Ctrl C)
read each question again to remind and Paste (Ctrl V) on your keyboard
02 yourself which parts of the passage to move your answers to the answer
you will need to read again in detail. box, reducing room for mistakes.
Read every question carefully first
before reading the passages. This
will make it easier for you to find the 04
answers. Underline possible answers The Reading passages always contain
as you go. In IELTS on computer, you the information you need to answer
can highlight or make notes on a the question. You won’t have to use
section of text. your own knowledge of a topic.
Reading test
Question types
A variety of question types may be 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, flowchart
completion, diagram label completion and short-answer questions.
MULTIPLE CHOICE IDENTIFYING INFORMATION MATCHING INFORMATION
For this question type, you are required In this question type, you will be given In this question type, you are required
to choose: a number of statements and asked: to locate specific information within
“Do the following statements agree the lettered paragraphs/sections of
• the best answer from with the information in the text?”. You a text, and to select the letters of the
• four alternatives, or the best two are then required to write ‘True’, ‘False’ correct paragraphs/sections in the
answers from or ‘Not given’ in the answer boxes. It is answer section.
important to understand the difference
• five alternatives, or the best three
between ‘False’ and ‘Not given’. ‘False’ You may be asked to find: specific
answers
means the passage states the opposite details, an example, a reason, a
• from seven alternatives. of the statement in question. ‘Not description, a comparison, a summary
given’ means that the statement is or an explanation.
The questions may involve completing neither confirmed nor contradicted by
a sentence, where you are given the the information in the passage. You will not necessarily need to find,
first part of a sentence and then choose information in every paragraph/section
the best way to complete it from the of the text, but there may be more
options. There could be complete than one piece of information that you
IDENTIFYING WRITER’S
questions, where you will be asked to need to locate in a given paragraph/
VIEWS/CLAIMS
choose the option that best answers section. When this is the case, you will
them. The questions are in the same be told that you can use any letter
order as the information in the reading In this question type, you will be given more than once.
text: that is, the answer to the first a number of statements and asked: ‘Do
question in this question type will be the following statements agree with the
This question type can be used with
located in the text before the answer to views/ claims of the writer?’. You will
any text as it tests a wide range of
the second question, and so on. then select ‘Yes’, ‘No’ or ‘Not given’.
reading skills, from locating detail to
recognising a summary or definition.
It is important to understand the
difference between ‘No’ and ‘Not given’.
How it works
• ‘No’ means that the views or claims Matching information assesses your
of the writer explicitly disagree ability to scan for specific words and
with the statement, i.e. the writer phrases.
somewhere expresses the view or
makes a claim that is opposite to the
one given in the question.
• Not given’ means that the view
or claim is neither confirmed nor
contradicted.
Any knowledge that you bring from

outside the passage should not play a
part when deciding on your answers.
How it works
This question type assesses your
ability to recognise opinions or ideas
and is often used with discursive or
argumentative texts.
Reading test
Question types (continued)
MATCHING HEADINGS
In this question type, you are given a

list of headings. A heading will refer
to the main idea of the paragraph or
section of the text. You will then be
asked to match the heading to the
correct paragraphs or sections. 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. This question type is used
with texts that contain paragraphs or
sections with clearly defined themes.
How it works
Matching headings will test your ability
to recognise the main idea or theme
in the paragraphs or sections of a text,
and to distinguish main ideas from
supporting ones.
MATCHING FEATURES MATCHING SENTENCE ENDINGS SENTENCE COMPLETION
For this question type, you are required In this question type, you are given the In this question type, you will complete
to match a set of statements or pieces first half of a sentence based on the sentences in a given number of words
of information to a list of options. The reading text and asked to choose the taken from the reading text. You must
options are a group of features from best way to complete it from a list of type your answer in the answer box. The
the text and are identified by letters. possible options. There will be more instructions will make it clear how many
options to choose from than there words/numbers test takers should use
For example, you may be required to are questions. You will then have to in their answers, e.g. ‘NO MORE THAN
match different research findings to a choose the correct option to complete THREE WORDS AND/ OR A NUMBER
list of researchers, or characteristics to the sentence. The questions are in from the passage’, ‘ONE, WORD ONLY’
age groups, events to historical periods, the same order as the information or ‘NO MORE THAN TWO WORDS’.
etc. It is possible that some options will in the passage: that is, the answer to
not be used and that others may be the first question in this group will be If you write more than the number of
used more than once. The instructions found before the answer to the second words asked for, you will lose marks.
will inform you if options may be used question, and so on. Numbers can be written using figures
more than once. or words. Hyphenated words count
as single words. The questions are in
How it works the same order as the information
How it works Matching sentence endings will in the passage: that is, the answer to
Matching features will assess your assess your ability to understand the the first question in this group will be
ability to recognise relationships main ideas within a sentence. found before the answer to the second
and connections between facts in question, and so on.
the text and your ability to recognise
opinions and theories. It may be
used with factual information or How it works
opinion-based discursive texts. You Matching sentence endings assesses
will need to be able to skim and your ability to locate detail/specific
scan the text in order to locate the information.
required information and to read
for detail.
Reading test
Question types (continued)
SUMMARY, NOTE, TABLE, SHORT-ANSWER QUESTIONS

FLOWCHART COMPLETION How it works
Summarising assesses your ability In this question type, you will answer
In this question type, you are given to understand details and/or the questions that usually relate to factual
a summary of a section of the text main ideas of a section of text. In the information about details in the text.
and are required to complete it with variations involving a summary or This is most likely to be used with
information drawn from the text. The notes, you will need to be aware of a text that contains a lot of factual
summary will usually be of only one the type of word(s) that will fit into information and detail.
part of the passage rather than the a given gap (for example, whether a
whole. The given information may be in noun is needed, or a verb, etc.). You must then type your answers in
the form of: words or numbers, using words from
the text. The instructions will make it
• several connected sentences of text clear how many words/numbers test
(referred to as a summary) DIAGRAM LABEL COMPLETION takers should use in their answers, e.g.
• several notes (referred to as notes) ‘NO MORE THAN THREE WORDS AND/
OR A NUMBER from the passage’, ‘ONE
• a table with some of its cells empty or In this question type, you are required WORD ONLY’ or ‘NO MORE THAN TWO
partially empty (referred to as a table) to complete labels on a diagram, which WORDS’. If you write more than the
• a series of boxes or steps linked relates to a description contained in number of words asked for, you will
by arrows to show a sequence of the text. The instructions will make it lose marks.
events, with some of the boxes clear how many words/numbers otest
or steps empty or partially empty takers should use in their answers, Numbers can be written using figures or
(referred to as a flowchart). e.g. ‘NO MORE THAN THREE WORDS words. Hyphenated words count as single
AND/ OR A NUMBER from the passage’, words. The questions are in the same
The answers will not necessarily ‘ONE WORD ONLY’ or ‘NO MORE THAN order as the information in the text.
occur in the same order as in the text. TWO WORDS’.
However, they will usually come from
one section rather than the entire text. If you write more than the number of How it works
There are two variations of this task words asked for, you will lose marks.
Short-answer questions will assess
type. You may be asked either: Numbers can be written using figures
your ability to locate and understand
or words. Hyphenated words count
precise information in the text.
1. to select words from the text or; as single words. The answers do
not necessarily occur in order in the
2. to select from a list of answers.
passage. However, they will usually
come from one section rather than the
Where words have to be selected from
entire text.
the passage, the instructions will make
it clear how many words/numbers test
The diagram may be of some type
takers should use in their answers, e.g.
of machine, or of parts of a building
‘NO MORE THAN THREE WORDS AND/
or of any other element that can be
OR A NUMBER from the passage’, ‘ONE
represented pictorially. This task type
WORD ONLY’ or ‘NO MORE THAN TWO
is often used with texts describing
WORDS’. If you write more than the
processes or with descriptive texts.
number of words asked for, you will
lose marks.
How it works
Numbers can be written using figures
Diagram label completion assesses
or words. Hyphenated words count as
your ability to understand a detailed
single words.
description and to relate it to
information presented in the form of
Where a list of answers is provided,
a diagram.
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.
Writing test
Writing test format: IELTS Academic, 60 minutes
There are two parts. Responses to Task 1 Task 2
Task 1 and Task 2 should be written You are presented with a graph, table, You are asked to write an essay in
in a formal style. chart or diagram and are asked to response to a point of view, argument
summarise and report the information or problem. Task 2 contributes twice
in your own words. You may be asked as much as Task 1 to the Writing
to select and compare data, describe score. The issues raised are of general
the stages of a process, describe an interest to, suitable for and easily
object or how something works. understood by test takers entering
undergraduate or postgraduate studies
or seeking.
Writing test format: IELTS General Training, 60 minutes

There are two parts. Topics are of Task 1 Task 2
general interest. You are presented with a situation and You are asked to write an essay in
are asked to write a letter requesting response to a point of view, argument
information or explaining the situation. or problem. The essay can be less
The letter may be personal, semi- formal in style with a more personal
formal or formal in style. response than the Academic Writing
Task 2 essay. Task 2 contributes twice
as much as Task 1 to the Writing score.
Tips
01 03 05
In your Writing test there are no right Notice the minimum word limit. If You must write both your answers
or wrong answers or opinions. The you write less than 150 words for in full, not in note form or in bullet
examiners are assessing how well Task 1 and less than 250 for Task points. You must arrange your ideas
you can use your English to report 2, you will lose marks. In computer in paragraphs to show the examiner
information and express ideas. delivered IELTS, the screen shows that you are able to organise your
your word count automatically. main and supporting points.
02
Analyse the questions carefully to 04
make sure your answer addresses all Be careful to use your own words
the points covered by the question. because the examiner will not
include words copied from the
question in the word count.
Writing test
IELTS Academic Writing
IELTS Academic Writing Task 1

Length: Write at least 150 words. Time: You should spend about 20 minutes on this task.
SUMMARISING FACTS OR CHARTS, GRAPHS OR TABLES

FIGURES FROM GRAPHIC
INFORMATION Generally, the charts, graphs and tables can either show comparisons of data at
one moment in time or compare data over a fixed period of time.
If you are doing the Academic test, your
first job may be to compose a report
identifying the most important and
relevant information and trends using The chart shows the percentage of men and women living in poverty divided into ten
the facts or figures presented in different age groups in the United States in 2008.
a chart, graph, table or a combination
of such graphics. Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
It is also possible that you will instead
be given a diagram of a machine, Proverty rate by sex and age Men
device or process and be required to
Women
explain how it works.
25%
Other graphics that can sometimes
appear on the test are two maps or
20%
structural drawings of an area from
different times showing changes
that have occurred. You will need 15%
to summarise the major changes or
differences between them.
10%
The key to responding successfully to

any of these Task 1 visuals is to show 5%
that you understand the big picture by
identifying the main trends, major parts
0%
or stages and/or important differences
that are evident in the graphic. So, Under 5 5-17 18-24 25-34 35-44 45-54 55-59 60-64 65-74 75-up
rather than mechanically describing
all the data, select and report on the
most important and the most relevant
aspects that appear. When you are reporting on a graphic highs (highest rates were under the age
you will need to show that you of 5, for both males and females at 20%
As you can probably guess, there are understand exactly what data is about. and 21% respectively) and lows for each
specific kinds of details you should be (lowest poverty rate for men were those
looking for in the different graphics Using this example, you can see a aged 75 and over at just over 5%, and
that appear on the test. Here is a more comparison between the percentage of for women it was between the ages of
detailed breakdown of question types men and women living in poverty in 10 45-54 at about 9%).
with some tips for how to interpret and different age groups in the USA in 2008.
complete each of them. Look also at similarities (the higher
Besides giving a general summary of rates of poverty for both men and
what the data shows about men and women were under the age of 24) and/
women in poverty at this time and or differences (females had higher rates
in this place (more females were in of poverty throughout, especially those
poverty than men at all ages with lower over 75) and data that stands out as
rates for men and women in the mid exceptional (higher rates of poverty in
ages), you should note any outstanding women aged 18-24 and 75-up).
Writing test
IELTS Academic Writing Task 2

WRITING AN ESSAY ADDRESSING THE ACADEMIC DISCUSSION

ESSAY COMPLETELY
If you are doing the Academic test, Successful sports professionals can earn
you will be presented with an idea or It’s very important that you read and a great deal more money than people in
premise about a subject and you will respond to the prompt carefully. If you other important professions. Some people
be asked to respond in some way to complete only part of the task, you think this is fully justified while others
it. Topics can include a wide range of will lower your score. Here are some think it is unfair.
commonly discussed subjects such examples of some of the different
as the environment, immigration, essay types and a breakdown of what Discuss both these views and give your
technology, or culture. Your response needs to be addressed in each. opinion. There are three parts that you
to the prompt will be in one of various need to address in this prompt:
ways. You might be asked to answer by:
AGREE/DISAGREE • Why do some believe it is justifiable
• agreeing or disagreeing. that sports professionals earn a great
• discussing two given opposing views. deal more money than others?
Some people believe that it is wrong for
• writing about whether the professional athletes to compete in the • Why do others think it isn’t justifiable
advantages of a given development Olympics because their strong financial that they make these earnings?
outweigh the disadvantages. backing and training give them an unfair • What is your opinion in this matter?
• explaining a given problem or the advantage over the other athletes. To
cause of the problem and offering what extent do you agree or disagree?
solutions. PROBLEM/SOLUTION
Look carefully and you will see that
there are two premises that you will
Here are two different variations of
need to address if you want your
ORGANISATION essays about problems that often
response to be complete. It’s easier
appear. The questions related to these
to see them if you look at them as
You are required to organise your prompts are usually given to you so
questions:
response into an essay. Essays are it’s easy to see that there are two parts
composed of several paragraphs. that need to be addressed.
• Do professional athletes have an
unfair advantage over other Olympic
The first paragraph should introduce However, take care to notice the plurals
athletes because of their financial
the topic, your main idea (thesis) and (reasons, problems, solutions). Be sure
support and training?
generally outline how you propose to to pay attention to these instructions
• Is it wrong for the professionals to and provide more than one reason,
present your argument or discussion.
compete in the Olympics for this reason? problem or solution if you are aiming
The body or middle paragraphs for a high score.
NOTE: It is possible for you to agree
are divided into separate points
with one and disagree with the other. • More and more wild animals are on
with explanations and examples to
For example, you could say that you the verge of extinction and others are
support them.
agree that they have an advantage but on the endangered list. What are the
that it isn’t wrong for them to compete reasons for this?
The essay closes with a conclusion
in certain circumstances.
that summarises your points and • What can be done to solve this problem?
brings your arguments or discussion • An increasing number of professionals,
to a reasoned closing. Aim to write 4-6 such as doctors and teachers, are
paragraphs including an introduction leaving their own poorer countries to
and conclusion. work in developed countries.
• What problems does this cause?
Remember that you have only 40
minutes to write the essay because • What solutions can you suggest to deal
you also need to complete the Task 1 with this situation?
report in the 60 minutes you are given
for this section of the test.
Writing test
IELTS Academic Writing Task 2 (continued)

ADVANTAGES VS.
DISADVANTAGES
Here are two different possible

question formats you could see about
advantages and disadvantages.
• Today more and more people are

working from home.
• Does this trend have more advantages
or more disadvantages?
• Do the advantages outweigh the
disadvantages?
Whether you are given question (a) or

(b) above, to respond completely, you
need to consider both the advantages
and disadvantages.
You can write more about one side

than the other, especially if you have
a strong opinion going one way.
However, a one-sided argument
in these types of questions is not
complete and you will lower your
score if you forget to consider both
advantages and disadvantages.
Writing test
IELTS General Training Writing
IELTS General Training Writing Task 1

WRITE A SHORT LETTER FOR A THE FORMAL LETTER THE INFORMAL LETTER
SPECIFIC PURPOSE
You live in a room in college that you A friend has agreed to look after
Task 1 in the General Training Writing share with another student. However, your house and pet while you are on
section is a letter of correspondence there are many problems with this holiday. Write a letter to your friend. In
where you demonstrate your ability arrangement and you find it very the letter:
to communicate using English letter- difficult to work. Write a letter to the
writing conventions. accommodation officer at the college. • give contact details for when you
In the letter, describe the situation are away,
You will be given a common, everyday explain your problems and why it • give instructions about how to care
situation such as writing to apologise for is difficult to work say what kind of for your pet
missing a friend’s party, or complaining accommodation you would prefer.
• describe other household duties.
to a company about bad service, writing
to give advice to a friend about where to Begin your letter as follows:
go on holiday, or writing to express your Begin your letter as follows:
Dear Sir or Madam,
interest in a new job. Dear...
A key indicator of a formal letter is when
In addition to being given the situation Notice that you have to choose the
you are given the salutation of “Dear Sir
three bullet points will outline exactly salutation, unlike the previous task
or Madam,” which shows that you do
what information you need to include sample. This does not automatically
not know the person you are writing to.
in your letter. You might, for example, mean it is an informal letter. You should
have to describe details, give reasons, look to see who you are writing to and
The following are some suggestions for
express likes and dislikes, or make why. This example is a letter to a friend
how to create and keep a formal tone
suggestions or recommendations. and the situation is a positive one (not
in your letter:
a complaint or a serious apology), so an
You will need to choose and use the informal tone can be used.
Openings and closings:
correct tone in your letter. Tone is the
way you communicate with people that • Begin with: Dear Sir or Madam, or
shows the kind of relationship you have Dear Mr. Smith, or Dear Mrs. Jones
with them. In letters tone is clearly • End with: Yours faithfully or Yours
indicated by a proper salutation and sincerely
closing, and it should also be conveyed
by your choice of words or phrasing as Kind and amount of detail:
well as the kind and amount of details
Get to the point or purpose of your
you include.
letter right away, include the necessary
and relevant information only and
Different relationships require different
make sure you cover the three bullet
levels of respect which is probably true
points in the question accurately (if you
in your language as well. IELTS letters
are asked to explain your problems
are usually either formal, or informal in
(plural), give more than one and stick to
tone. Generally, if the letter is to friends,
the facts).
people you know well, or family, and
the reason for writing is positive, the
tone is informal. Letters to everyone Use polite, formal language and
else and for all complaints or negative DO NOT USE CONTRACTIONS OR
messages should be more formal. SHORT FORMS:
• “I am writing to thank you...”
Here are examples of the two main • “I apologise for missing the birthday
kinds of letters that can appear on the celebration...”
test with advice on how to create tone
• “I would like some more information
for each.
about...”
• “Would it be possible for us to meet...”
Writing test
IELTS General Training Writing
IELTS General Training Writing Task 2

WRITING AN ESSAY ANALYSING THE ESSAY TASK High-level essays do not simply list
possible answers; they make a couple
of good points and provide reasoning
Essays in the General Training test are Force yourself to look carefully at the
and examples to support them. Here is
about general interest topics such as prompt by underlining key words. Then
an example of a point being effectively
whether it is better to home-school identify exactly what the questions are
developed.
children, whether the drinking age asking you to do. For example:
should be raised, who is responsible for
the care of the elderly or how families This is a sample body paragraph that
Traditionally, elderly people have
could be brought closer together. might appear in an essay responding to
lived with and been cared for by
the first question.
younger family members. In modern
Given a statement about a topic, you society, more and more elderly
may be asked to agree or disagree or people are living in special homes Modern families today often do not have
you may be required to answer one for the elderly. Why do you think the time or energy to care for the elderly
or two questions about the topic. For families choose to have their elderly at home. In most places today people
example, given the statement that relatives live in special homes away have demanding jobs and can barely
families are not as close as they were from family? What do you think is take care of themselves let alone an
in the past, you might be asked to the best way for modern families to older relative who may be sick or infirm.
respond to the following questions: care for their elderly relatives? In most countries, special residences
Why do you think this is so? What for the ageing are designed to care for
can be done to bring families closer the needs of those who have medical
This essay has two parts:
together again? issues related to getting older and they
provide wholesome activities and social
1. Explain why modern families send
stimulation for the elderly who otherwise
their elderly relatives away to live in
might be sitting alone at home while their
ORGANISATION special homes.
younger relatives are off working. That is
why some families feel their relatives are
2. Say whether you think it is better for
An IELTS essay is usually composed of safer and happier living away in these
elderly parents to be cared for by
4 – 6 paragraphs. care centres.
younger family members at home or
to be sent away or whether you have
The first paragraph introduces the Notice that the paragraph begins
an even better alternative.
subject of your essay and what you with the answer to the question and
plan to say about it. The last paragraph is followed by further explanation, an
If you fail to answer either one of these
summarises your point and restates example and a concluding sentence.
questions, you will lower your score.
your main findings about this topic. You could use a paragraph to answer
each part in the body of your essay.
The body or middle paragraphs should Note that if you had two very good
answer the main questions you have reasons, for example, for why families
identified in the task with a clear send their relatives away, you could
explanation for your response and devote a paragraph to each, which
examples to support your thinking would allow you to provide further
If you have analysed the task before extension and support.
writing, you will know exactly what to
write in these body paragraphs. The
following example will illustrate how.
Speaking test
IELTS Speaking test is Part 1: Introduction and Part 2: Individual long turn
face-to-face with a human questions on familiar topics Length: 3-4 minutes
examiner whether you take Length: 4-5 minutes After Part 1, the examiner will give you
a topic and ask you to talk about it for
IELTS at a test centre or The examiner will start by introducing
one to two minutes.
him or herself and asking you to
online. The only difference state your name and show your
with online is the test is identification. Next, you will be asked The topic will be handed to you on a
card and you will also be given a piece
over a video call. general questions about yourself such
of paper and a pencil for making notes.
as where you live or what you are
currently doing (working or studying). On the card, you will see the speaking
There are three parts to complete. prompt and some points you can cover
The remaining questions in this section in your talk relating to this.
are of a personal nature and topics
will be familiar, for example, about the You will have exactly one minute to
music you like, cooking, the weather, or prepare and make notes before you
movies you prefer. Usually, you cover speak.
one or two more topics and you may
get two or three questions about each Here is a sample Part 2 task:
of them. Describe a beautiful place to visit in your
city. You should say:
The examiner will ask the question
and then just listen, although you • where it is
may be prompted to extend your
• how to get there
response with a “why” or “why not” if
your answer is too short. This is not a • what there is to do when you are
conversation though; it happens in a there and
question-answer format. • explain why you recommend this place.
Be prepared to answer questions using After the one-minute preparation,

different verb tenses and forms. you will be asked to begin and the
examiner will listen to you for two
If you listen carefully to what the minutes. They may ask you a couple of
examiner asks, it will help you follow-up questions when the time is
formulate your answer using the up before going on to the next section.
appropriate tense.
Take notes! The initial thoughts you jot
If you are asked: Did you like the same down will help you remember what you
movies when you were a child? You have to say.
could say: “When I was a child, I liked
cartoons more because…” Try to structure your talk with a simple
beginning, middle and end. You can
• Don’t give one- or two-word use key words from the prompt to form
answers. Give at least one or two an introductory sentence. For example,
sentences. This is your chance to take the words “beautiful place” “visit”
show off your English and holding and “city” from the above prompt and
back is not going to help your score. begin your talk with: “I would like to talk
• Prepare for this section by reviewing to you today about an area of my city
vocabulary about work, school, your that everyone should go see because
home, hobbies, the weather, etc. its beauty is outstanding.”
Speaking test
Then, use the three bullet points to
help you organise the middle of your
talk and conclude by explaining why
this is the place you most recommend.
• Extend each part of your answer with

some details. You have two minutes
to fill and you need show that you
can enlarge on a topic and use a
range of expressions, grammatical
structures and vocabulary.
• Use the full two minutes. Practise
talking in front of a mirror on a
subject for two minutes so you get
a sense of the timing.
Part 3: Two-way discussion

Length: 4-5 minutes
The questions in Part 3 will be loosely Support and extend your answers. • Paraphrase or explain what you
connected to the topic that you spoke State your opinions clearly and provide are trying to say instead of giving
about in Part 2. They will become more examples and reasoning as you talk. up if you forget a word in English.
complex and abstract as you go along. You do not have to believe your If you forget the word for “iron”, for
You will need to be able to express and opinion, or you might not have one, example, you could say, “the tool
justify your opinions, analyse, discuss so turn to what you think others are you use to take the wrinkles out of
and speculate on given subjects. saying about the subject and create a your clothing, you know, it heats up
line of reasoning from that. and you press it on the material,
If your long turn was about a beautiful oh yes, it’s called an iron”. You will
place to visit in your city, this section Remember the more you say, the be rewarded for finding ways to
might begin by talking about beautiful more you show how you can use express what you are thinking rather
places and the first question might be, English to communicate. than penalised if you just say that
“Do you think it’s important to maintain you don’t know how to say it
beautiful places in cities?” • Avoid long pauses. It is okay to
pause to think but don’t let too
The examiner will speak more with much time pass without speaking.
you in this section and may challenge It is good to have some fillers or
your opinions to see how well you are stalling phrases that will give you
able to converse about abstract ideas time to formulate your answer.
versus the personal topics contained Phrases such as, “That’s an excellent
in Parts 1 and 2. question…”, “Where should I start,
let me see…”, “I need a couple of
seconds to think about that but…”
• Ask for clarification. Be sure you
understand the question before
you answer so that your response is
relevant. It’s okay to say something
like — “I’m sorry, can you please
repeat that?”, or “If I understand you
correctly, you want to know…”, or
“Do you mean…?”
Test day tips to help you succeed

in a test centre
Know what to expect to
perform at your best.
Here is some handy advice to help
you understand how a test day is
run in a test centre – so you can
arrive prepared and can focus on
achieving your goal.
Arrive early ID check Asking for help

Arriving early is a great way to When you register on test day, you’ll If you have a problem (e.g. if you think
set yourself up for success on the be greeted by test centre staff who will you have been given the wrong paper,
day. Remember that you’ll need to check your identification (ID). you cannot hear the instructions, or you
allow time to register, check in your feel ill) raise your hand to attract the
belongings and get seated for the Please make sure your ID: attention of the invigilators. Please note
test – so double check your booking that the supervisor will not provide any
confirmation for timings and plan to • is the same ID you used when you explanation of the questions.
arrive or log on in advance. booked your test
• is current and valid End of the test
Check in your • has a recognisable photo of yourself
personal items Congratulations – you’ve finished your
Before you enter the room, your finger test! Everyone does need to stay in
All of your personal items will need to their seat for the full duration of the
be checked in before you can enter will be scanned to verify your identity as
part of our standard security procedure. test, so if you finish early make the
the test room. This includes all mobile most of your time and review your
phones, wrist watches, handheld answers until the test invigilator advises
computers, headphones, cameras, Entering the test room everyone to leave. Please leave any
hats, scarves, wallets, books, notes and notes and materials from the test on
food. Our staff will collect and safely When you enter the test room, an your desk and remember to collect your
store all of your belongings in secure IELTS test invigilator will guide you checked belongings before you leave.
lockers, unless you specifically need to your seat. You’re able to bring
them for religious reasons. in a drink of water in a transparent
bottle, but as it is a test environment Getting your results
you’re not able to speak to other You can view your test results online as
test takers or write notes. If you do soon as they are available at
have a question, raise your hand and ieltsjp.com/results/get-ielts-results.
someone will help you.
Your results will be available within:
Breaks
• 3-5 days for IELTS on computer
If you need to go to the bathroom • 3-6 days for IELTS online
during the test, raise your hand and
• 13 days for IELTS on paper
a staff member will assist you. Please
note that no one is able to leave the
You can collect your Test Result Form
room while the test supervisor is
– which is the formal transcript of your
giving instructions, as we don’t want
result – from the test centre or have it
you to miss out on any important
mailed directly to you, depending on
test information.
what you specified when you registered
for the test.
Tips for getting your room ready

for IELTS Online
Important
Set up your room and check your
computer the day before your
test so that you are prepared.
This will give you time to fix any
problems before your test.
No one else is allowed in the

room while you are taking the
test. If you are interrupted, or
if you speak to anyone during
your test, you may not be able
to continue with your test.
Get your room ready Get your computer ready

Find a quiet, private, well-lit room. No extra screens are allowed.
1
Close the door. Only one screen is allowed to take
the test.
2 Choose a desk or table so that you
are comfortable for the whole test. Bluetooth is not allowed.
Remove any Bluetooth keyboard
Make sure your desk is clear. or mouse.
3
You are allowed:
Headphones are not permitted
Your computer (laptop or during the test.
desktop).
Make sure your computer is
Your test username, password, connected to power.
and PIN. You will have a
different PIN for your Speaking Make sure your camera, speakers
test and your Listening, and microphone are working.
Reading & Writing test. Take
a photo of these with your Download the Inspera Exam Portal.
phone or tablet, or write them
on a piece of paper. Run the Inspera Exam Portal
system check. If the Inspera Exam
Your passport (no other ID). Portal system check is successful
you may close the Portal.
For the Listening, Reading,
Writing test you will need a To make sure you understand
tablet or mobile phone with a what to expect on your test day, we
camera for the room scan. This recommend you read the test format
will be turned off once the scan and practise with the IELTS Online
is complete. familiarisation tests. You can find more
sample questions here.
Have a question or need support?

Please contact us at [email protected] and we will be pleased to assist.
How your skills are assessed

There is no pass or fail in The nine-band scoring Assessed by highly
an IELTS test – you will system qualified examiners
receive a score from 1-9 IELTS uses a nine-band scoring system Your test results are assessed by
to measure your test results. You will examiners who are highly qualified
on each part of the test. receive individual scores for each of the and experienced English language
four skills in Listening, Reading, Writing professionals. They work to clearly
and Speaking, and an overall band defined criteria and are subject to
score on a scale of 1 (the lowest) to 9 extensive and detailed quality control
(the highest). procedures.
Marking performance Global assessment

fairly criteria
Examiners do not see any of your
Your IELTS test is marked with the
personal details (including any previous
same assessment criteria used all over
scores if you have sat the test before),
the world. You are no more likely to
which ensures that they mark your
receive a higher band score in one
performance anonymously and fairly.
country than another.
Different examiners also mark different
sections of your test.
Whether you take IELTS on paper,
computer or IELTS Online, you can be
confident that you are taking the same
trusted English language test.
Receiving your results

You will receive a Test
Report Form, which
reports a score for each of
the four skills (Listening,
Reading, Writing and
Speaking), as well as an
overall band score.
To find out more about your IELTS Preview your results online Retaking IELTS
scores, visit IELTS band scores.
We know you have a lot riding on your
In the event that you don’t get the
IELTS test, so you can preview your
result you’re hoping for, you can
results online as soon as they become
Your Test Report Form is the take the test again and there are no
available. Your results will be available
official record of your results on restrictions on the number of times
within:
you can sit the test. Before resitting
that test day, so make sure you
IELTS, it can be helpful to take some
keep this document safe. If you • 3-5 days for IELTS on computer
extra steps to make sure you’re ready.
do need a replacement due to • 3-6 days for IELTS online
unforeseen circumstances, • 13 days for IELTS on paper IELTS Progress Check is an official
speak to your test centre.
practice test that gives you an
Your Test Report Form remains the indicative band score and personalised
You can request copies of your official confirmation of your results and feedback on your performance. You
Test Result Form to be sent you’ll need to supply that document to can also look in more detail at the
directly up to five recognising recognising organisations. marking criteria so that you know
organisations per application. what you’re aiming for. Our IELTS
This includes, academic Your scores explained and preparation planner (see page 9)
institutions, government advice to improve your scores provides a range of tips for improving
agencies, professional bodies your skills and boosting your score.
When you log on to see your results,
and employers. It doesn’t you will be able to receive feedback Results validity period
include migration or education on your performance for each of the
agents. Organisations decide how long they
skills. You will also receive advice on will accept your Test Report Form.
how to improve your performance in The IELTS Test Partners recommend
order to reach the next level. This you check with your organisation to
advice should be used for guidance determine its particular validity period
only. for IELTS results.
IELTS One Skill Retake Enquiry on Results

If you are unhappy with your test
If you didn’t achieve the score you were result, you can apply for a re-mark
hoping for on one skill you can take (Enquiry on Results) at the centre
IELTS One Skill Retake. It allows you to where you took the test. You have up
retake one of the four skills (Listening, to six weeks to apply for a re-mark and
Reading, Writing and Speaking) if you you can choose which test sections are
didn’t get the score you needed first reviewed. There is a fee for this service,
time around. IELTS One Skill Retake but that fee does get refunded if your
gives you the opportunity to get the score on any section is increased.
score you need without having to
retake the whole test.
Appendix – Assessment criteria

for each band score
IELTS Speaking Assessment Criteria
Grammatical range
Band Fluency and coherence Lexical resource Pronunciation
and accuracy
• speaks fluently with only rare • uses vocabulary with full flexibility • uses a full range of structures • uses a full range of pronunciation
repetition or self-correction; any and precision in all topics naturally and appropriately features with precision and subtlety
hesitation is content-related rather • uses idiomatic language naturally and • produces consistently accurate • sustains flexible use of features
9 than to find words or grammar
• speaks coherently with fully
accurately structures apart from ‘slips’
characteristic of native speaker speech
throughout
• is effortless to understand
appropriate cohesive features
• develops topics fully and appropriately
• speaks fluently with only occasional • uses a wide vocabulary resource • uses a wide range of structures • uses a wide range of pronunciation
repetition or self-correction; readily and flexibly to convey precise flexibly features
hesitation is usually contentrelated meaning • produces a majority of error-free • sustains flexible use of features, with
8 and only rarely to search for language
• develops topics coherently and
• uses less common and idiomatic
vocabulary skilfully, with occasional
sentences with only very occasional
• inappropriacies or basic non-
only occasional lapses
• is easy to understand throughout;
appropriately inaccuracies systematic errors L1 accent has minimal effect on
• uses paraphrase effectively as required intelligibility
• speaks at length without noticeable • uses vocabulary resource flexibly to • uses a range of complex structures • shows all the positive features of
effort or loss of coherence discuss a variety of topics with some flexibility Band 6 and some, but not all, of the
• may demonstrate language-related • uses some less common and • frequently produces error-free positive features of Band 8
7 hesitation at times, or some

repetition and/or self-correction
idiomatic vocabulary and shows some
awareness of style and collocation,
sentences, though some
• grammatical mistakes persist
• uses a range of connectives and with some inappropriate choices
discourse markers with some flexibility • uses paraphrase effectively
• is willing to speak at length, though • has a wide enough vocabulary • uses a mix of simple and complex • uses a range of pronunciation
may lose coherence at times due to to discuss topics at length and structures features with mixed control
occasional repetition, self-correction make meaning clear in spite of • may make frequent mistakes with • shows some effective use of features
or hesitation inappropriacies
6 • uses a range of connectives and • generally paraphrases successfully
complex structures, though these
rarely cause comprehension problems
but this is not sustained
• can generally be understood
discourse markers but not always throughout, though mispronunciation
appropriately of individual words or sounds
reduces clarity at times
• usually maintains flow of speech but • manages to talk about familiar and • produces basic sentence forms with • shows all the positive features of
uses repetition, self-correction and/or unfamiliar topics but uses vocabulary reasonable accuracy Band 4 and some, but not all, of the
slow speech to keep going with limited flexibility • uses a limited range of more positive features of Band 6
5 • may over-use certain connectives and

discourse markers
• attempts to use paraphrases with
mixed success
complex structures, but these usually
contain errors and may cause some
• produces simple speech fluently, comprehension problems
but more complex communication
causes fluency problems
• cannot respond without noticeable • is able to talk about familiar topics • produces basic sentence forms and • uses a limited range of pronunciation
pauses and may speak slowly, with but can only convey basic meaning on some correct simple sentences but features
frequent repetition and self-correction unfamiliar topics and makes frequent subordinate structures are rare
4 • links basic sentences but with errors in word choice • errors are frequent and may lead to
• attempts to control features but
lapses are frequent
repetitious use of simple connectives • rarely attempts paraphrase misunderstanding • mispronunciations are frequent and
and some breakdowns in coherence cause some difficulty for the listener
• speaks with long pauses • uses simple vocabulary to convey • attempts basic sentence forms but • shows some of the features of Band 2
• has limited ability to link simple personal information with limited success, or relies on and some, but not all, of the positive
apparently memorised utterances features of Band 4
3 sentences
• gives only simple responses and is
• has insufficient vocabulary for less
familiar topics • makes numerous errors except in
frequently unable to convey basic memorised expressions
message
2
• pauses lengthily before most words • only produces isolated word or • cannot produce basic sentence forms • speech is often unintelligible
• little communication possible memorised utterances
1
• no communication possible
• no rateable language
0 • does not attend

IELTS Writing Task 1 Band Descriptors

Note: A script must fully fit the positive features of the descriptor at a particular level.
Coherence and Grammatical range

Band Task acheivement Lexical resource
cohesion and accuracy
• All the requirements of the task are fully and • The message can be followed • Full flexibility and precise use • A wide range of structures within
appropriately satisfied. effortlessly. are evident within the scope of the scope of the task is used with
• Cohesion is used in such a the task. full flexibility and control.
way that it very rarely attracts • A wide range of vocabulary is used • Punctuation and grammar are
attention. accurately and appropriately with used appropriately throughout.
9 • Any lapses in coherence or
cohesion are minimal.
very natural and sophisticated
control of lexical features.
• Minor errors are extremely rare
and have minimal impact on
• Paragraphing is skilfully managed. • Minor errors in spelling and word communication.
formation are extremely rare
communication.
• The response covers all the requirements • The message can be followed • A wide resource is fluently and • A wide range of structures within
of the task appropriately, relevantly and with ease. flexibly used to convey precise the scope of the task is flexibly and
sufficiently. • Information and ideas are logically meanings within the scope of accurately used.
• (AC) Key features are skilfully selected, and sequenced, and cohesion is well the task. • The majority of sentences are
clearly presented, highlighted and illustrated. managed. • There is skilful use of uncommon error-free, and punctuation is well
and/or idiomatic items when managed.
8
• (GT) All bullet points are clearly presented, • Occasional lapses in coherence or
and appropriately illustrated or extended. cohesion may occur. appropriate, despite occasional • Occasional, non-systematic
inaccuracies in word choice and errors and inappropriacies occur,
• There may be occasional omissions or lapses • Paragraphing is used sufficiently collocation.
in content. and appropriately. but have minimal impact on
• Occasional errors in spelling and/ communication.
or word formation may occur,
but have minimal impact on
communication.
• The response covers the requirements of • Information and ideas are logically • The resource is sufficient to allow • A variety of complex structures
the task. organised and there is a clear some flexibility and precision. is used with some flexibility and
• The content is relevant and accurate – there progression throughout the • There is some ability to use less accuracy.
may be a few omissions or lapses. The response. A few lapses may occur. common and/or idiomatic items. • Grammar and punctuation are
format is appropriate. • A range of cohesive devices • An awareness of style and generally well controlled, and
• (AC) Key features which are selected are including reference and collocation is evident, though error-free sentences are frequent.
covered and clearly highlighted but could be substitution is used flexibly but inappropriacies occur. • A few errors in grammar may
more fully or more appropriately illustrated with some inaccuracies or some persist, but these do not impede
over/under use. • There are only a few errors in
7 or extended.
• (AC) It presents a clear overview, the data are
spelling and/or word formation,
and they do not detract from
communication.
appropriately categorised, and main trends overall clarity.

or differences are identified.
• (GT) All bullet points are covered and clearly
highlighted but could be more fully or
more appropriately illustrated or extended.
It presents a clear purpose. The tone is
consistent and appropriate to the task. Any
lapses are minimal.
• The response focuses on the requirements of • Information and ideas are • The resource is generally adequate • A mix of simple and complex
the task and an appropriate format is used. generally arranged coherently and and appropriate for the task. sentence forms is used but
• (AC) Key features which are selected are there is a clear overall progression. • The meaning is generally clear in flexibility is limited.
covered and adequately highlighted. A • Cohesive devices are used to some spite of a rather restricted range • Examples of more complex
relevant overview is attempted. Information good effect but cohesion within or a lack of precision in word structures are not marked by the
is appropriately selected and supported and/or between sentences may choice. same level of accuracy as in simple
using figures/data. be faulty or mechanical due to • If the writer is a risk-taker, there structures.
• (GT) All bullet points are covered and misuse, overuse or omission. will be a wider range of vocabulary • Errors in grammar and
6 adequately highlighted. The purpose
is generally clear. There may be minor
• The use of reference and
substitution may lack flexibility
used but higher degrees of
inaccuracy or inappropriacy.
punctuation occur, but rarely
impede communication.
inconsistencies in tone. or clarity and result in some • There are some errors in spelling
• Some irrelevant, inappropriate or inaccurate repetition or error. and/or word formation, but these
information may occur in areas of detail or do not impede communication.
when illustrating or extending the main points.
• Some details may be missing (or excessive)
and further extension or illustration may be
needed.


• The response generally addresses the • Organisation is evident but is • The resource is limited but • The range of structures is limited
requirements of the task. The format may not wholly logical and there may minimally adequate for the task. and rather repetitive.
be inappropriate in places. be a lack of overall progression. • Simple vocabulary may be used • Although complex sentences
• (AC) Key features which are selected are Nevertheless, there is a sense accurately but the range does are attempted, they tend to be
not adequately covered. The recounting of of underlying coherence to the not permit much variation in faulty, and the greatest accuracy
detail is mainly mechanical. There may be response. expression. is achieved on simple sentences.
no data to support the description. • The relationship of ideas can be • There may be frequent • Grammatical errors may be
• (GT) All bullet points are presented but one followed but the sentences are lapses in the appropriacy frequent and cause some
or more may not be adequately covered. not fluently linked to each other. of word choice, and a lack difficulty for the reader.
5
The purpose may be unclear at times. • There may be limited/overuse of flexibility is apparent in • Punctuation may be faulty.
The tone may be variable and sometimes of cohesive devices with some frequent simplifications and/or
inappropriate. inaccuracy. repetitions.
• There may be a tendency to focus on • The writing may be repetitive • Errors in spelling and/or word
details (without referring to the bigger due to inadequate and/or formation may be noticeable
picture). inaccurate use of reference and and may cause some difficulty
• The inclusion of irrelevant, inappropriate substitution. for the reader.
or inaccurate material in key areas
detracts from the task achievement.
• There is limited detail when extending and
illustrating the main points.
• The response is an attempt to address • Information and ideas are • The resource is limited and • A very limited range of
the task. evident but not arranged inadequate for or unrelated to structures is used.
• (AC) Few key features have been selected. coherently, and there is no clear the task. Vocabulary is basic • Subordinate clauses are
progression within the response. and may be used repetitively. rare and simple sentences
• (GT) Not all bullet points are presented.
• Relationships between ideas can • There may be inappropriate predominate.
• (GT) The purpose of the letter is not clearly be unclear and/or inadequately use of lexical chunks (e.g.
4 explained and may be confused. The tone • Some structures are produced
marked. There is some use of memorised phrases, formulaic accurately but grammatical
may be inappropriate. basic cohesive devices, which language and/or language from errors are frequent and may
• The format may be inappropriate. may be inaccurate or repetitive. the input material). impede meaning.
• Key features/bullet points which are • There is inaccurate use or a lack • Inappropriate word choice and/ • Punctuation is often faulty or
presented may be irrelevant, repetitive, of substitution or referencing. or errors in word formation inadequate.
inaccurate or inappropriate. and/or in spelling may impede
meaning.
• The response does not address the • There is no apparent logical • The resource is inadequate • Sentence forms are attempted,
requirements of the task (possibly because organisation. Ideas are (which may be due to the but errors in grammar and
of misunderstanding of the data/diagram/ discernible but difficult to relate response being significantly punctuation predominate
situation). to each other. underlength). (except in memorised phrases
• Key features/bullet points which are • Minimal use of sequencers or • Possible over-dependence on or those taken from the input
material). This prevents most
3 presented may be largely irrelevant.
• Limited information is presented, and this
cohesive devices. Those used do
not necessarily indicate a logical
input material or memorised
language. meaning from coming through.
may be used repetitively. relationship between ideas. • Control of word choice and/ • Length may be insufficient to
• There is difficulty in identifying or spelling is very limited, and provide evidence of control of
referencing. errors predominate. These sentence forms.
errors may severely impede
meaning.
• The content barely relates to the task. • There is little relevant message, • The resource is extremely • There is little or no evidence
or the entire response may be limited with few recognisable of sentence forms (except in
2
off-topic. strings, apart from memorised memorised phrases).
• There is little evidence of control phrases.
of organisational features. • There is no apparent control of
word formation and/or spelling.
• Responses of 20 words or fewer are rated • Responses of 20 words or • Responses of 20 words or • Responses of 20 words or
at Band 1. fewer are rated at Band 1. fewer are rated at Band 1. fewer are rated at Band 1.
1 • The content is wholly unrelated to the

task.
• The writing fails to communicate
any message and appears to be
• No resource is apparent, except
for a few isolated words.
• No rateable language is evident.
• Any copied rubric must be discounted. by a virtual non-writer.
0 • Should only be used where a candidate did not attend or attempt the question in any way, used a language other than English throughout, or where there is proof
that a candidate’s answer has been totally memorised.


• The prompt is appropriately addressed and • The message can be followed • Full flexibility and precise use are • A wide range of structures is used
explored in depth. effortlessly. widely evident. with full flexibility and control.
• A clear and fully developed position is • Cohesion is used in such a • A wide range of vocabulary is used • Punctuation and grammar are
presented which directly answers the way that it very rarely attracts accurately and appropriately with used appropriately throughout.
9 question/s.
• Ideas are relevant, fully extended and well
attention.
• Any lapses in coherence or
very natural and sophisticated
control of lexical features.
• Minor errors are extremely rare
supported. cohesion are minimal. • Minor errors in spelling and word communication.
• Any lapses in content or support are • Paragraphing is skilfully managed. formation are extremely rare
extremely rare. and have minimal impact on
communication.
• The prompt is appropriately and sufficiently • The message can be followed • A wide resource is fluently and • A wide range of structures is
addressed. with ease. flexibly used to convey precise flexibly and accurately used.
• A clear and well-developed position is • Information and ideas are logically meanings. • The majority of sentences are
presented in response to the question/s. sequenced, and cohesion is well • There is skilful use of uncommon error-free, and punctuation is well
• Ideas are relevant, well extended and managed. and/or idiomatic items when managed.
8 supported.
• There may be occasional omissions or lapses
• Occasional lapses in coherence
and cohesion may occur.
appropriate, despite occasional
inaccuracies in word choice and
• Occasional, non-systematic
errors and inappropriacies occur,
collocation. but have minimal impact on
in content. • Paragraphing is used sufficiently
and appropriately. • Occasional errors in spelling and/ communication.
or word formation may occur,
but have minimal impact on
communication.
• The main parts of the prompt are • Information and ideas are logically • The resource is sufficient to allow • A variety of complex structures
appropriately addressed. organised, and there is a clear some flexibility and precision. is used with some flexibility and
• A clear and developed position is presented. progression throughout the • There is some ability to use less accuracy.
response. (A few lapses may occur, common and/or idiomatic items. • Grammar and punctuation are
• Main ideas are extended and supported but but these are minor.)
there may be a tendency to over-generalise • An awareness of style and generally well controlled, and
or there may be a lack of focus and precision • A range of cohesive devices collocation is evident, though error-free sentences are frequent.
including reference and
7
in supporting ideas/material. inappropriacies occur. • A few errors in grammar may
substitution is used flexibly but persist, but these do not impede
with some inaccuracies or some • There are only a few errors in
spelling and/or word formation communication.
over/under use.
and they do not detract from
• Paragraphing is generally used overall clarity.
effectively to support overall
coherence, and the sequencing
of ideas within a paragraph is
generally logical.
• The main parts of the prompt are addressed • Information and ideas are • The resource is generally adequate • A mix of simple and complex
(though some may be more fully covered generally arranged coherently and and appropriate for the task. sentence forms is used but
than others). An appropriate format is used. there is a clear overall progression. • The meaning is generally clear in flexibility is limited.
• A position is presented that is directly relevant • Cohesive devices are used to some spite of a rather restricted range • Examples of more complex
to the prompt, although the conclusions good effect but cohesion within or a lack of precision in word structures are not marked by the
drawn may be unclear, unjustified or and/or between sentences may choice. same level of accuracy as in simple
repetitive. be faulty or mechanical due to • If the writer is a risk-taker, there structures.
6 • Main ideas are relevant, but some may be
insufficiently developed or may lack clarity,
misuse, overuse or omission.
• The use of reference and
will be a wider range of vocabulary
used but higher degrees of
• Errors in grammar and
punctuation occur, but rarely
while some supporting arguments and substitution may lack flexibility inaccuracy or inappropriacy. impede communication.
evidence may be less relevant or inadequate. or clarity and result in some • There are some errors in spelling
repetition or error. and/or word formation, but these
• Paragraphing may not always be do not impede communication.
logical and/or the central topic
may not always be clear.


• The main parts of the prompt are • Organisation is evident but is • The resource is limited but • The range of structures is limited
incompletely addressed. The format may not wholly logical and there may minimally adequate for the task. and rather repetitive.
be inappropriate in places. be a lack of overall progression. • Simple vocabulary may be used • Although complex sentences
• The writer expresses a position, but the Nevertheless, there is a sense accurately but the range does are attempted, they tend to be
development is not always clear. of underlying coherence to the not permit much variation in faulty, and the greatest accuracy
response. expression. is achieved on simple sentences.
• Some main ideas are put forward, but
they are limited and are not sufficiently • The relationship of ideas can be • There may be frequent • Grammatical errors may be
developed and/or there may be irrelevant followed but the sentences are lapses in the appropriacy frequent and cause some
not fluently linked to each other.
5 detail.
• There may be some repetition. • There may be limited/overuse
of word choice and a lack
of flexibility is apparent in
difficulty for the reader.
• Punctuation may be faulty.
of cohesive devices with some frequent simplifications and/or
inaccuracy. repetitions.
• The writing may be repetitive • Errors in spelling and/or word
due to inadequate and/or formation may be noticeable
inaccurate use of reference and and may cause some difficulty
substitution. for the reader.
• Paragraphing may be
inadequate or missing.
• The prompt is tackled in a minimal way, • Information and ideas are • The resource is limited and • A very limited range of
or the answer is tangential, possibly due evident but not arranged inadequate for or unrelated to structures is used.
to some misunderstanding of the prompt. coherently and there is no clear the task. Vocabulary is basic • Subordinate clauses are
The format may be inappropriate. progression within the response. and may be used repetitively. rare and simple sentences
• A position is discernible, but the reader • Relationships between ideas can • There may be inappropriate predominate.
has to read carefully to find it. be unclear and/or inadequately use of lexical chunks (e.g. • Some structures are produced
4 • Main ideas are difficult to identify and marked. There is some use of memorised phrases, formulaic accurately but grammatical
such ideas that are identifiable may lack basic cohesive devices, which language and/or language from errors are frequent and may
relevance, clarity and/or support. may be inaccurate or repetitive. the input material). impede meaning.
• Large parts of the response may be • There is inaccurate use or a lack • Inappropriate word choice and/ • Punctuation is often faulty or
repetitive. of substitution or referencing. or errors in word formation inadequate.
• There may be no paragraphing and/or in spelling may impede
and/or no clear main topic meaning.
within paragraphs.
• No part of the prompt is adequately • There is no apparent logical • The resource is inadequate • Sentence forms are attempted,
addressed, or the prompt has been organisation. Ideas are (which may be due to the but errors in grammar and
misunderstood. discernible but difficult to relate response being significantly punctuation predominate
• No relevant position can be identified, to each other. underlength). Possible over- (except in memorised phrases
and/or there is little direct response to the • There is minimal use of dependence on input material or those taken from the input
question/s. sequencers or cohesive devices. or memorised language. material). This prevents most
3 Those used do not necessarily • Control of word choice and/ meaning from coming through.
• There are few ideas, and these may be
irrelevant or insufficiently developed. indicate a logical relationship or spelling is very limited, and • Length may be insufficient to
between ideas. errors predominate. These provide evidence of control of
• There is difficulty in identifying errors may severely impede sentence forms.
referencing. meaning.
• Any attempts at paragraphing

are unhelpful.
• The content is barely related to the prompt. • There is little relevant message, • The resource is extremely • There is little or no evidence
• No position can be identified. or the entire response may be limited with few recognisable of sentence forms (except in
2
off-topic. strings, apart from memorised memorised phrases).
• There may be glimpses of one or two ideas phrases.
without development. • There is little evidence of control
of organisational features. • There is no apparent control of
word formation and/or spelling.
• Responses of 20 words or fewer are rated • Responses of 20 words or • Responses of 20 words or • Responses of 20 words or
at Band 1. fewer are rated at Band 1. fewer are rated at Band 1. fewer are rated at Band 1.
1 • The content is wholly unrelated to the

prompt.
• The writing fails to communicate
any message and appears to be
• No resource is apparent, except
for a few isolated words.
• No rateable language is evident.
• Any copied rubric must be discounted. by a virtual non-writer.
0 • Should only be used where a candidate did not attend or attempt the question in any way, used a language other than English throughout, or where there is proof
that a candidate’s answer has been totally memorised.
Get more preparation material and advice

IDP Education offers several ways to help you prepare for your IELTS test.
ATTEND AN IELTS MASTERCLASS IELTS BY IDP APP
An IELTS Masterclass is a free seminar that helps you Achieve your study and work abroad dreams by getting the
understand the assessment criteria, common mistakes band score you need. No matter what test format you’re
to avoid in your test and what examiners are looking using, you prepare for your IELTS test with a massive range
for when scoring you. of preparation videos, articles and practice tests.
Register for an IELTS Masterclass Download the IELTS by IDP app
IELTS OFFICIAL PRACTICE TEST – GET FREE ACCESS TO

IELTS PROGRESS CHECK AN ONLINE PREPARATION COURSE
IELTS Progress Check is an official IELTS online practice Book your IELTS test with IDP and learn the university
test. Completed tests are marked by IELTS trained way, for free! Access hundreds of new and improved
and qualified markers and you will receive an official IELTS study materials developed by Macquarie
feedback report, including an indicative overall test University experts, sample test questions with model
band score as well as a band score for each section of answers, and over 60 guided video tutorials delivered
the test (Reading, Listening, Writing & Speaking). All by award-winning IELTS trainers.Learn more here:
within 5 days of completing your IELTS Progress Check
practice test! Book your practice test today:
IELTS Progress Check FREE online IELTS preparation course

Join our global community
youtube.com/IELTSbyIDP instagram.com/ieltsbyidp IELTS by IDP
facebook.com/ieltsbyidp IELTS Blog

Notes
facebook.com/ieltsbyidp
ieltsjp.com
instagram.com/ieltsbyidp
IELTS by IDP

IELTS Preparation Guide 2wdwww023 JP

Uploaded by

Copyright:

Available Formats

IELTS Preparation Guide 2wdwww023 JP

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IELTS Preparation Guide 2wdwww023 JP

Uploaded by

Copyright:

Available Formats

IELTS

05 Understand IELTS Academic 23 Speaking test

07 Computer, paper or online – 26 Tips for getting your room ready

08 IELTS Online 27 How your skills are accessed

09 IELTS One Skill Retake 28 Receiving your results

10 IELTS preparation planner 29 Appendix – Assessment criteria

The International English Language Testing System

The international test

How can IELTS help you succeed?

Face-to-face speaking tests to IELTS One Skill Retake

Understanding IELTS Academic

• Summarise, describe or explain • Letter writing task of at least

• Short essay task of at least • Short essay task of at least

Speaking (11–14 minutes) Speaking (11–14 minutes)

• Face-to-face interview without • Face-to-face interview without

• Includes short questions, speaking • Includes short questions, speaking

How is IELTS scored?

Has fully operational command of the language: appropriate, accurate and

Has fully operational command of the language with only occasional

Has operational command of the language, although with occasional

Has generally effective command of the language despite some inaccuracies,

Basic competence is limited to familiar situations. Has frequent problems in

Conveys and understands only general meaning in very familiar situations.

Essentially has no ability to use the language beyond possibly a few

0 Did not attempt the test No assessable information provided.

Computer, paper or online –

Covers all 4 English Skills

Face-to-face Speaking test

Available for IELTS Academic

Available for IELTS General

Results available 3-6 days 3-5 days 13 days

Test availability 6 days a week 7 days a week 48 days per year

Listening (30 minutes)

IELTS Online has the same

IELTS One Skill Retake

What is IELTS One Skill Key features

IELTS preparation planner

Popular IELTS practice material

An IELTS preparation course: This can help you familiarise

Listen: Listen to English language radio, television and film.

MULTIPLE CHOICE MATCHING FORM, NOTE, TABLE,

It also assesses the ability to follow 3. A table: used as a way of

The texts are appropriate to, and

Reading test format: IELTS General Training, 60 minutes

MULTIPLE CHOICE IDENTIFYING INFORMATION MATCHING INFORMATION

Any knowledge that you bring from

In this question type, you are given a

MATCHING FEATURES MATCHING SENTENCE ENDINGS SENTENCE COMPLETION

SUMMARY, NOTE, TABLE, SHORT-ANSWER QUESTIONS

Writing test format: IELTS General Training, 60 minutes

IELTS Academic Writing Task 1

SUMMARISING FACTS OR CHARTS, GRAPHS OR TABLES

The key to responding successfully to

IELTS Academic Writing Task 2

WRITING AN ESSAY ADDRESSING THE ACADEMIC DISCUSSION

IELTS Academic Writing Task 2 (continued)

Here are two different possible

• Today more and more people are