For example, if the topic is a particular aspect of the wider topic of computers, you should focus on this aspect only in your answer. You should not simply write about computers in general. You will need to organise your ideas clearly and make sure you use relevant examples which can be from your own experience, if relevant or evidence.
You should spend no more than 40 minutes on this task. While you will not be penalised for writing more than words, if you write a very long answer you may not have time for checking and correcting at the end, and some ideas may not be directly relevant to the question.
You may also produce handwriting which is unclear. You should remember that you will be penalised if what you write is not related to the topic. This task tests if you can write a clear, relevant, well-organised argument, giving evidence or examples to support your ideas, and use language accurately.
The paper has four parts, with ten questions in each part. The questions are in the same order as the information in the recording, so the answer to the first question will be before the answer to the second question, and so on.
Parts 1 and 2 deal with everyday, social situations. There is a conversation between two speakers in Part 1 for example, a conversation about travel arrangements. Only one person speaks in Part 2 for example, a speech about local facilities. Parts 3 and 4 deal with educational and training situations. In Part 3 there is a conversation between two main speakers for example, two university students in discussion, perhaps guided by a tutor.
In Part 4 only one person speaks on an academic subject. You will hear the recordings once only. You will have 10 minutes at the end of the test to do this. Each correct answer receives 1 mark. Your final score is given as a band score in whole or half bands, e.
This type of question may be a question with three possible answers or the first half of a sentence with three possible sentence endings. You have to choose one correct answer, A, B or C, then write the correct letter on the answer sheet.
Sometimes you are given a longer list of possible answers and you have to choose more than one answer. You should read the question carefully to check how many answers you need to choose.
In this type of question, you have to match a list of items from the recording to a list of options on the question paper, then write the correct letter on the answer sheet. In this type of question, you have to fill in gaps in an outline of part or all of the recording. In this type of question, you have to read sentences that summarise important information from either all of the listening text or from one part of it.
You have to fill in a gap in each sentence using information from the recording. In this type of question, you have to read a question and write a short answer using information from the recording. Write your answer on the answer sheet. Sometimes you are given a question which asks you to write two or three different answers.
The Speaking test is a face-to-face interview between the candidate and an examiner. The Speaking test is recorded. There are three parts to the test, and each part follows a specific pattern of tasks in order to test your speaking ability in different ways. Fluency and coherence assesses how well you can speak at a normal speed without too much hesitation. It also includes putting your sentences and ideas in a logical order and using cohesive devices including linking words, pronouns and conjunctions, etc.
Lexical resource assesses the range of vocabulary you use and how accurately and appropriately you use vocabulary to express meaning. Grammatical range and accuracy assesses the range of grammar you use and how accurately and appropriately you use it.
Pronunciation assesses your ability to speak in a way which can be understood without too much effort. Then the examiner asks you general questions on some familiar topics, such as home, family, work, studies or interests. Part 2 is the individual long turn. The examiner gives you a task card which asks you to talk about a particular topic. The card tells you what points you should include in your talk and instructs you to explain one aspect of the topic.
You have one minute to prepare your talk, and the examiner will give you a pencil and paper to make notes. By using the points on the task card and making notes during the preparation time, you should be able to think of appropriate things to say, and have time to structure your talk so that you keep talking for 2 minutes.
The examiner will then ask you to begin talking and will stop you when the time is up. They may then ask you one or two questions on the same topic. In Part 3, you and the examiner discuss issues related to the topic in Part 2 in a more general and abstract way and, where appropriate, in greater depth.
There are three sections of increasing difficulty. Section 1 may contain two or three short texts or several shorter texts. Section 2 contains two texts. In Section 3, there is one long text. The texts in Section 1 deal with everyday topics, and they are the sort of texts that a person would need to be able to understand when living in an English-speaking country.
You will need to pick out important information, e. The texts in Section 2 focus on work topics, for example, job descriptions, contracts, staff development and training materials. The text in Section 3 deals with a topic of general interest.
The style of writing in Section 3 is generally descriptive containing detailed information and instructive telling you how to do something. This Section 3 text is longer and more complex than the texts in Sections 1 and 2.
Section 3 texts are taken from newspapers, magazines, books and online resources. In Task 1, you have to respond to a situation by writing a letter, for example, asking for information or explaining a situation.
You are allowed to write notes on the question paper but these will not be seen by the examiner. In General Training Writing Task 1, you are given a situation and you need to write a response of at least words in the form of a letter. Depending on the task, the letter may be personal, semi-formal or formal in style. The question paper tells you what information to include in the form of three bullet points.
The situations you need to write about are common, everyday situations such as:. The style of writing that you use depends on who you are asked to write to and how well you are supposed to know them.
You need to choose a style that is appropriate for your audience and will help you achieve your purpose for writing, e. You need to write at least words and will be penalised if your answer is too short.
While candidates will not be penalised for writing more than words, you should remember that a longer Task 1 answer may mean that you have less time to spend on Task 2, which contributes twice as much to your Writing band score. This task tests if you are able to write a letter which is well organised and appropriate in its register and style.
The instructions for Task 2 give information about an opinion, argument or problem. The instructions then tell you what you should discuss in your essay. You should make sure that you write your answer carefully so that you give a complete response that is also relevant.
To do this you will need to organise your ideas clearly and make sure you use relevant examples which can be from your own experience, if relevant or evidence. For this task, you need to be able to discuss more abstract and complex ideas and use a variety of vocabulary and grammatical structures. Depending on the task type, you will be assessed on your ability to:. Academic module Choose this if you wish to study at undergraduate or postgraduate levels, or if you are seeking professional registration, e.
General Training module Choose this if you wish to migrate to an English-speaking country, e. What's in the exam? Summary Time allowed: 60 minutes including transfer time Number of sections: 3; the total text length is 2,—2, words Number of questions: 40 Marking: Each correct answer receives 1 mark. Your final score is given as a band score from 1—9 in whole or half bands, e.
Types of question Question Type 1 — Multiple choice What's involved? This type of question may be a question with four possible answers or the first half of a sentence with four possible sentence endings. You have to choose one correct answer A, B, C or D , then write the correct answer on the answer sheet.
The questions are in the same order as the information in the text: that is, the answer to the first question will be before the answer to the second question, and so on. What skills are tested?
This type of question tests many different reading skills including: detailed understanding of specific points or general understanding of the main points of the text. How many questions are there? This type of question tests your ability to recognise specific information given in the text. This type of question tests your ability to recognise opinions or ideas. Question Type 4 — Matching information What's involved? In this type of question, you have to find specific information in the paragraphs or sections of a text.
The paragraphs or sections are identified by letters A, B, C, etc. You will need to write the letters of the correct paragraphs or sections in the boxes on your answer sheet. Not every paragraph or section may be used and some paragraphs or sections may be used more than once.
This type of question assesses your ability to scan a text in order to find specific information. Unlike Task Type 5 Matching headings , it focuses on specific information rather than the main idea. You may have to find: specific details, an example, reason, description, comparison, summary or explanation. Question Type 5 — Matching headings What's involved? In this type of question, there is a list of headings which are identified by Roman numerals i, ii, iii, etc.
A heading summarises the main idea of a paragraph or section of the text. You must match the heading to the correct paragraph or section. You will need to write the correct Roman numerals in the boxes on your answer sheet.
There will always be more headings than paragraphs or sections, so some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task.
One or more paragraphs or sections may already be matched with a heading as an example on the question paper. No heading may be used more than once. This type of question tests your ability to identify the general topic of a paragraph or section and to recognise the difference between the main idea and a supporting idea.
Question Type 6 — Matching features What's involved? In this type of question, you have to match a set of statements or pieces of information to a list of options. The options are a group of features from the text, and letters A, B, C, etc. Write the correct letter on the answer sheet.
You may, for example, have to match descriptions of inventions to the people who invented them. It is possible that some options will not be used, and that others may be used more than once. This type of question tests your ability to recognise relationships and connections between facts in the text and your ability to recognise opinions and theories. You need to be able to skim and scan the text to find the information quickly so that you can then read that part more carefully for detail.
Question Type 7 — Matching sentence endings What's involved? In this type of question, you are given the first half of a sentence based on information in the text and you have to choose the best way to complete the sentence by choosing from a list of possible endings. Test takers must write the letter they have chosen on the answer sheet.
The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on.
Task type and format: Test takers complete sentences in a given number of words taken from the text. They must write their answers on the answer sheet. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words.
Task type and format: Test takers are given a summary of a section of the text, and are required to complete it with information drawn from the text. The summary will usually be of only one part of the passage rather than the whole. The given information may be in the form of: several connected sentences of text referred to as a summary , several notes referred to as notes , a table with some of its cells empty or partially empty referred to as a table , a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty referred to as a flow-chart.
The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text. There are two variations of this task type. Test takers may be asked either to select words from the text or to select from a list of answers. Contracted words are not tested. Where a list of answers is provided, they most frequently consist of a single word. Because this task type often relates to precise factual information, it is often used with descriptive texts.
In the variations involving a summary or notes, test takers need to be aware of the type of word s that will fit into a given gap for example, whether a noun is needed, or a verb, etc.
Task type and format: Test takers are required to complete labels on a diagram, which relates to a description contained in the text. The answers do not necessarily occur in order in the passage. The diagram may be of some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts. Task type and format: Test takers answer questions, which usually relate to factual information about details in the text.
This is most likely to be used with a text that contains a lot of factual information and detail. Test takers must write their answers in words or numbers on the answer sheet. Test takers must write their answers using words from the text. The questions are in the same order as the information in the text. The Academic Reading test is marked by certificated markers, who are regularly monitored to ensure reliability. Paper format: There are three sections.
Section 1 may contain two or three short texts or several shorter texts. Section 2 comprises two texts. In Section 3, there is one long text. Here, the emphasis is on descriptive and instructive rather than argumentative texts, in a general context relevant to the wide range of test takers involved, for example, newspapers, magazines and fictional and non-fictional book extracts.
They write the letter of the answer they have chosen on the answer sheet. Task focus: This task type tests a wide range of reading skills including detailed understanding of specific points or an overall understanding of the main points of the text. The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question and so on. Any knowledge students bring with them from outside the passage should not play a part when deciding on their answers.
Task focus: This task type assesses the test takers' ability to recognise particular points of information conveyed in the text. They may be asked to find; specific details, an example, a reason, a description, a comparison, a summary, an explanation.
When this is the case, test takers will be told that they can use any letter more than once. The questions do not follow the same order as the information in the text. This task type can be used with any text as it may test a wide range of reading skills, from locating detail to recognising a summary or definition.
Unlike task type 5 Matching headings , it is concerned with specific information rather than with the main idea. Task type and format: Test takers are given a list of headings, usually identified with lower-case Roman numerals i, ii, iii, etc. They must match the heading to the correct paragraphs or sections, which are marked alphabetically, and write the appropriate Roman numerals in the boxes on their answer sheets.
There will always be more headings than there are paragraphs or sections, so some headings will not be used. One or more paragraphs or sections may already be matched with a heading as an example. No heading may be used more than once. Task focus: This task tests the ability to recognise the main idea or theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting ones. Task type and format: Test takers match a set of statements or pieces of information to a list of options.
These are a group of features from the text, and are identified by letters. Test takers may, for example, be required to match different characteristics to age groups or events to historical periods, etc.
The instructions will advise whether options may be used more than once. Task focus: This task assesses the ability to recognise relationships and connections between facts in the text, and to recognise opinions and theories. It may be used both with texts dealing with factual information, description or narrative. Task type and format: Test takers are given the first half of a sentence based on the text and choose the best way to complete it from a list of possible options.
The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. Task type and format: Test takers complete sentences in a given number of words taken from the text, writing their answers on the answer sheet. Note that the summary will usually be of only one part of the passage rather than the whole.
The given information may be in the form of; several connected sentences referred to as a summary , several notes referred to as notes , a table with some of its cells empty or partially empty referred to as a table , a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty referred to as a flow-chart.
Where a list of answers is provided, they most frequently consist of a single word, There are always more words or phrases in the box than there are gaps to fill. In the variations involving a summary or notes, they need to be aware of the type of word s that will fit into a given gap for example, whether a noun is needed, or a verb, etc.
Task type and format: Test takers complete labels on a diagram which relates to a description contained in the text. If they write more than the number of words asked for, they will lose the mark. Task focus: This task type assesses the ability to understand a detailed description, and to relate it to information presented in the form of a diagram.
Task type and format: Test takers answer questions about factual details in the text. The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the test before the answer to the second question, and so on. Task focus: This task type assesses the ability to locate and understand precise information in the text.
A band score conversion table is produced for each version of the General Training Reading test which translates scores out of 40 into the IELTS 9-band scale.
Topics are of general interest to, and suitable for, test takers entering undergraduate and postgraduate studies or seeking professional registration. There are two tasks:.
They need to write words in about 20 minutes. In Task 2, they respond to a point of view or argument or problem. They need to write words in about 40 minutes. Answering: Answers must be given on the answer sheet and must be written in full.
Notes or bullet points are not acceptable as answers. Test takers may write on the question paper but this cannot be taken from the examination room and will not be seen by the examiner.
Task type and format: In Writing Task 1, test takers may be asked to describe facts or figures presented in one or more graphs, charts or tables on a related topic; or they may be given a diagram of a machine, a device or a process and asked to explain how it works. Some minor points or details may be left out. Test takers should spend no more than 20 minutes on this task. They are asked to write at least words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than words, they should remember that a longer Task 1 answer may mean that they have less time to spend on Task 2, which contributes twice as much to the Writing band score.
Test takers should also note that they will be penalised for irrelevance if the response is off-topic or is not written as full, connected text e. They will be severely penalised for plagiarism i. Task focus: This task assesses the ability to identify the most important and relevant information and trends in a graph, chart, table or diagram, and to give a well-organised overview of it using language accurately in an academic style.
Answers should be a discursive consideration of the relevant issues. Test takers should make sure that they read the task carefully and provide a full and relevant response.
For example, if the topic is a particular aspect of computers, they should focus on this aspect in their response. They should not simply write about computers in general. Test takers should spend no more than 40 minutes on this task. While test takers will not be penalised for writing more than words, if they write a very long answer they may not have time for checking and correcting at the end and some ideas may not be directly relevant to the question.
Task 2 contributes twice as much to the final Writing band score as Task 1. Therefore, test takers who fail to attempt to answer this task will greatly reduce their chance of achieving a good band. Test takers will be penalised for irrelevance if the response is off-topic or is not written as full, connected text e.
Finally, test takers should make sure that they do not copy directly from the question paper because this will not be assessed.
Task focus: This task assesses the ability to present a clear, relevant, well-organised argument, giving evidence or examples to support ideas and use language accurately. Scores are reported in whole and half bands. Detailed performance descriptors have been developed which describe written performance at the nine IELTS bands.
Task achievement This assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of words. Academic Writing Task 1 is a writing task which has a defined input and a largely predictable output. It is basically an information-transfer task that relates narrowly to the factual content of an input diagram and not to speculative explanations that lie outside the given data.
Coherence and cohesion This concerns overall clarity and fluency: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices for example, logical connectors, pronouns and conjunctions to assist in making the conceptual and referential relationships between and within sentences clear.
Lexical resource This refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task. Grammatical range and accuracy This refers to the range and accurate use of grammar as manifested in their sentence writing.
Responses must be at least words in length. Scripts under the required minimum word limit will be penalised. Coherence and cohesion This assesses the overall clarity and fluency of the message: how the response organises and links information, ideas and language.
Lexical resource This criterion refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task. Task types: In Task 1, test takers are asked to respond to a situation, for example, by writing a letter requesting information or explaining a situation. In Task 2, test takers write an essay in response to a point of view, argument or problem. Answering: Answers must be written in full in the answer booklet. Notes or bullet points in whole or in part are not acceptable as answers.
Test takers may write on the question paper but this cannot be taken from the test room and will not be seen by the examiner. Task type and format: In Writing Task 1, test takers are presented with a situation and required to write a personal response in the form of an informal, semi-formal or formal letter of at least words in the answer booklet provided.
The situations they are asked to write about are common, everyday ones such as: writing to a college accommodation officer about problems with accommodation, writing to a new employer about time management problems they are having, writing to a local newspaper about a plan to develop a local airport, writing to a renting agency to sort out problems with the heating system in their house.
Test takers are told what kind of information in the form of three bullet points they must include in their response. The style of writing that test takers use depends who they are asked to write to i.
They need to write in a style that is appropriate for their audience and that will help them to achieve their purpose for writing, e. Test takers do not need to include any addresses at the head of their letters. Test takers should also note that they will be penalised for irrelevance, if the response is off-topic or is not written as full, connected text e.
Task focus: This task assesses the ability to follow English letter-writing conventions i. The task instructions give information about a point of view, argument or problem. Test takers should make sure that they complete the task carefully and provide a full and relevant response. They should organise their ideas clearly and make sure to support their argument with relevant examples including from their own experience where relevant or evidence.
For this task, test takers need to be able to communicate more abstract and complex ideas and use a range of vocabulary and grammatical structures. Therefore, test takers who fail to attempt to answer this task will greatly reduce their chance of achieving a good score. Test takers are asked to write at least words and will be penalised if their answer is too short. They should spend no more than 40 minutes on this task.
Task focus: This task assesses the ability to follow English discursive writing conventions i. Each task is assessed independently.
The assessment of Task 2 carries more weight in marking than Task 1. The descriptors apply to both the Academic and General Training versions and are based on the following criteria. General Training Writing Task 1 is a writing task with a largely predictable output in that each task sets out the context and purpose of the letter and the functions the test taker should cover in order to achieve this purpose.
Lexical resource This refers to the range of vocabulary the test takers have used and the accuracy and appropriacy of use in terms of the specific task.
Paper format: The Speaking test consists of an oral interview between the test takers' and an examiner. All Speaking tests are recorded. Task types: There are three parts to the test and each part fulfils a specific function in terms of interaction pattern, task input and test takers output. They then ask the test takers general questions on some familiar topics such as home, family, work, studies and interests.
To ensure consistency, questions are taken from a script. Part 1 lasts for 4—5 minutes. Task focus: This part of the test focuses on the ability to communicate opinions and information on everyday topics and common experiences or situations by answering a range of questions.
Task type and format: Part 2 is the individual long turn. The examiner gives the test takers a task card which asks the test takers to talk about a particular topic, includes points to cover in their talk and instructs the test takers to explain one aspect of the topic.
Test takers are given one minute to prepare their talk, and are given a pencil and paper to make notes. The examiner asks the test takers to talk for 1 to 2 minutes, stops the test takers after 2 minutes, and asks one or two questions on the same topic. Using the points on the task card effectively, and making notes during the preparation time, will help the test takers think of appropriate things to say, structure their talk, and keep talking for 2 minutes.
Part 2 lasts 3—4 minutes, including the preparation time. Task focus: This part of the test focuses on the ability to speak at length on a given topic without further prompts from the examiner , using appropriate language and organising ideas coherently. It is likely that the test takers will need to draw on their own experience to complete the long turn.
Task type and format: In Part 3, the examiner and the test takers discuss issues related to the topic in Part 2 in a more general and abstract way and, where appropriate, in greater depth. Part 3 lasts 4—5 minutes.
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