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IELTS General Training Practice Test

Table of Contents

1. Introduction 2
2. Listening Test 3
3. Reading Test 27
4. Writing Test 45
5. Speaking Test 52

1
Introduction
The international English language testing system (IELTS) is the worlds most
popular English language proficiency test for higher education and global migration,
with over 2 million tests taken in the last year.
IELTS assesses all of your English skills reading, writing, listening and speaking,
and is designed to reflect how you will use English at study, at work, and at play, in
your new life abroad.
The IELTS test is developed by some of the worlds leading experts in language
assessment. It has an excellent international reputation, and is accepted by over
9,000 organisations worldwide, including schools, universities, employers,
immigration authorities and professional bodies.
There are two versions of the test: IELTS Academic and IELTS General Training.
IELTS General Training is designed for those who are going to English speaking
countries for secondary education, work experience or training programs. The test
measures English language proficiency in a practical, everyday context. The tasks
and tests reflect both workplace and social situations.
The following sections contain practice tests for each of the four language
components the IELTS Academic tests: Listening, Reading, Writing and Speaking.
In the package you have just downloaded we have already included the
compressed audio files you need to complete the Listening Test, as well as
examples of answers for the Speaking Test. If for some reason you need to
download the files again or you want to listen to them in a browser, you can access
them at the following links:
IELTS listening test audio: section 1
IELTS listening test audio: section 2
IELTS listening test audio: section 3
IELTS listening test audio: section 4
Speaking test audio part 1
Speaking test audio part 2
Speaking test audio part 3

2
Listening practice test 1
The IELTS Listening test will take about 30 minutes, and you will have an extra 10
minutes to transfer your answers to the answer sheet.

Print this document containing all the instructions as well as the questions and the answer sheet.

Listen to the instructions for each section of the test carefully. Answer all of the questions.

While you are listening, write your answers on the question paper. Use a pencil.

There are 40 questions altogether. Each question carries one mark.

When you have completed all four parts of the Listening test you will have ten minutes to copy your
answers on to a separate answer sheet.

For each part of the test, there will be time for you to look through the questions and time for you to check
your answers.

When you have completed all four parts of the Listening test you will have ten minutes to copy your
answers on to a separate answer sheet.

We can make special arrangements for candidates with disabilities. If you require a modified version of
the test, for example, in Braille, contact your test centre three months in advance to discuss your
requirements.

Instructions to candidates
In the actual test you will be given the following instructions:

do not open this question paper until you are told to do so


write your name and candidate number in the spaces at the top of this page
listen to the instructions for each part of the paper carefully
answer all the questions
while you are listening, write your answers on the question paper
you will have 10 minutes at the end of the test to copy your answers onto the separate answer sheet; use
a pencil
At the end of the test you will be asked to hand in the question paper.

Review
Once you have completed the practice test, download the answers and see how well you have done.

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Candidate Number

Candidate Name ______________________________________________

International English Language Testing System

Listening

Practice test 40 minutes

Time 40 minutes

Instructions to candidates

Do not open this question paper until you are told to do so.
Write your name and candidate number in the spaces at the top of this page.
Listen to the instructions for each part of the paper carefully.
Answer all the questions.
While you are listening, write your answers on the question paper.
You will have 10 minutes at the end of the test to copy your answers onto the separate
answer sheet. Use a pencil.
At the end of the test, hand in this question paper.

Information for candidates

There are four parts to the test.


You will hear each part once only.
There are 40 questions.
Each question carries one mark.

For each part of the test, there will be time for you to look through the questions and time
for you to check your answers.

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Section 1 Questions 110

Questions 15

Complete the notes below.

Write no more than two words and/or a number for each answer.

Transport from Bayswater

Example Answer
Destination Harbour City

Express train leaves at 1 .

Nearest station is 2 .

Number 706 bus goes to 3 .

Number 4 . bus goes to station

Earlier bus leaves at 5 .

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Questions 610

Complete the table below.

Write no more than one word and/or a number for each answer.

Transport Cash fare Card fare

Bus 6 $ $1.50

Train (peak) $10 $10

Train (off-peak) $10

before 5pm or after 7 pm) 8 $

9 ferry $4.50 $3.55

Tourist ferry (10 ) $35

Tourist ferry (whole day) $65

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Section 2 Questions 1120

Questions 1114

Which counsellor should you see?

Write the correct letter, A, B or C, next to questions 1114.

A Louise Bagshaw
B Tony Denby
C Naomi Flynn

11 if it is your first time seeing a counsellor

12 if you are unable to see a counsellor during normal office hours

13 if you do not have an appointment

14 if your concerns are related to anxiety

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Questions 1520

Complete the table below.

Write no more than two words for each answer.

Workshop Content Target group


Adjusting what you need to succeed 15 students
academically

Getting Organised use time effectively, find 16 all students


between study
and leisure

Communicating talking with staff, communicating all students, especially


across cultures
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Anxiety 18 , breathing students about to sit exams


techniques, meditation, etc.

19 staying on track for long periods 20 students


only

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Section 3 Questions 2130

Questions 2130

Complete the notes below.

Write no more than three words for each answer.

Novel: 21

Protagonists: Mary Lennox; Colin Craven

Time period: Early in 22

Plot: Mary UK meets Colin who thinks hell never be able to

23 . They become friends.

Point of view: Omniscient narrator knows all about characters feelings,

opinions and 24

Audience: Good for children story simple to follow

Symbols (physical items that represent 25 ):

the robin redbreast

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the portrait of Mistress Craven

Motifs (patterns in the story):

the Garden of Eden

secrecy metaphorical and literal transition from 27

Themes: Connections between

28 and outlook

29 and well-being

individuals and the need for 30

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Section 4 Questions 3140

Questions 3135

Complete the table below.


Write one word only for each answer.

Time Perspectives

Time Zone Outlook Features & Consequences

Past Positive Remember good times, e.g. birthdays.

Keep family records, photo albums, etc.

31 Focus on disappointments, failures, bad decisions.


..

Present Hedonistic Live for 32 .. ; seek sensation; avoid pain.

Fatalistic Life is governed by 33 .. , religious beliefs,


social conditions. Lifes path cant be changed.

Future 34 Prefer work to play. Dont give in to temptation.


..

Fatalistic Have a strong belief in life after death and importance of

35 .. in life.

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Questions 3640

Choose the correct letter, A, B or C.

36 We are all present hedonists


A at school
B at birth
C while eating and drinking

37 American boys drop out of school at a higher rate than girls because
A they need to be in control of the way they learn
B they play video games instead of doing school work
C they are not as intelligent as girls

38 Present-orientated children
A do not realise present actions can have negative future effects
B are unable to learn lessons from past mistakes
C know what could happen if they do something bad, but do it anyway

39 If Americans had an extra day per week, they would spend it


A working harder
B building relationships
C sharing family meals

40 Understanding how people think about time can help us


A become more virtuous
B work together better
C identify careless or ambitious people

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Transcript

Narrator:

Test 1
You will hear a number of different recordings and you will have to answer questions on
what you hear. There will be time for you to read the instructions and questions and you
will have a chance to check your work. All the recordings will be played once only. The
test is in 4 sections. At the end of the test you will be given 10 minutes to transfer your
answers to an answer sheet. Now turn to section 1.

Section 1

You will hear a conversation between a clerk at the enquiries desk of a transport
company and a man who is asking for travel information. First you have some time to
look at questions 1 to 5.
[20 seconds]
You will see that there is an example that has been done for you. On this occasion only
the conversation relating to this will be played first.

Woman: Good morning, Travel Link. How can I help you?


Man: Good morning. I live in Bayswater and Id like to get to Harbour City
tomorrow before 11am.
Woman: Well, to get to Bayswater
Man: No, no. I live in Bayswater my destination is Harbour City.
Woman: Sorry. Right; so thats Bayswater to Harbour City. Are you planning to
travel by bus or train?

Narrator:
The man wants to go to Harbour City, so Harbour City has been written in the space.
Now we shall begin. You should answer the questions as you listen because you will not
hear the recording a second time. Listen carefully and answer questions 1 to 5.

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Woman: Good morning, Travel Link. How can I help you?
Man: Good morning. I live in Bayswater and Id like to get to Harbour City
tomorrow before 11am.
Woman: Well, to get to Bayswater
Man: No, no. I live in Bayswater my destination is Harbour City.
Woman: Sorry. Right; so thats Bayswater to Harbour City. Are you planning to
travel by bus or train?
Man: I dont mind really, whichever option is faster, I suppose.
Woman: Well, if you catch a railway express, thatll get you there in under
an hour Lets see yes, if you can make the 9.30am express, Id
recommend you do that.
Man: Great. Which station does that leave from?
Woman: Helendale is the nearest train station to you.
Man: Did you say Helensvale?
woman: No, Helendale thats H-E-L-E-N-D-A-L-E
Man: Whats the best way to get to the Helendale station then?
Woman: Well, hang on a minute while I look into that Now, it seems to me that
you have two options. Option one would be to take the 706 bus from the
Bayswater Shopping Centre to Central Street. When you get there, you
transfer to another bus which will take you to the station. Or, the second
option, if you dont mind walking a couple of kilometres, is to go directly
to Central Street and get straight on the bus going to the train station.
Man: Okay. Which bus is that?
Woman: The 792 will take you to the station.
Man: I guess the walk will be good for me so that might be the better option.
What time do I catch the 792?
Woman: There are two buses that should get you to the station on time: one just
before nine oclock and one just after. But look, at that time of the
morning it might be better to take the earlier one just in case theres a
traffic jam or something. The 8.55 is probably safer than the 9.05.
Man: Yeah, I dont want to the miss the train, so Ill be sure to get on the five-
to-nine bus.

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Narrator:

Before you hear the rest of the conversation, you have some time to look at questions 6
to 10.
[20 seconds]
Now listen and answer questions 6 to 10.

Man: By the way, how much will I have to pay in fares?


Woman: Well, you can get a ticket on the bus for $1.80 cash and youll need $10
each way for the train. Wait, do you have a Travel Link Card?
Man: No, but I can get one before tomorrow.
Woman: Okay, well thatll make it considerably cheaper then. The bus will cost
$1.50 each way, and the train will be the train to Harbour City will
still cost $10.00 because youll be travelling during peak hours in the
morning, so no savings there, Im afraid. However, if you could come
back at an off-peak time
Man: What does that mean?
Woman: Well, if you could start your return journey before 5pm or later than half
past 7 in the evening
Man: Actually, I wasnt planning on coming back till at least 8 oclock anyway.
Woman: In that case, you can make quite a saving if you use your Travel Link
Card. You did say you were planning to purchase one, didnt you?
Man: Yes, Ill pick one up later today.
Woman: Good that would mean that your return train journey would only cost
you $7.15 with your card.
Man: Thank you.
Woman: Is there anything else I can help you with?
Man: Actually, there is. Do you know if I can use the Travel Link Card on
ferries?
Woman: If youre thinking of the Harbour City ferries that go back and forth
between the north and south bank, those are the commuter ferries, then
yes. A one-way trip costs $4.50 but with your card youd make a 20%
saving and only pay $3.55.
Man: So, $3.55 for the commuter ferry What about the tour boats?

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Woman: You mean the tourist ferries that go upriver on sightseeing tours? No
they only take cash or credit card. Theyre not part of the Travel Link
Company.
Man: Oh, I see. I dont suppose you know the cost of a tour?
Woman: In actual fact, I do, because I took a friend on the trip upriver just last
week. We decided on the afternoon tour and that was $35 each but I
understand that you can do the whole day for $65.
Man: Thank you. Youve been a great help.
Woman: My pleasure. Enjoy your day out.

Narrator:
That is the end of section 1. You now have half a minute to check your answers.
[30 seconds]
Now turn to section 2.

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Narrator: Section 2

You will hear a guidance counsellor talking to a group of students. First you have some
time to look at questions 11 to 14.
[20 seconds]
Listen carefully and answer questions 11 to 14.

Speaker:

Hello everyone. Im the counselling administrator here at St. Ives College and
Ive been asked to come and talk to you about our counselling team and the services
that we offer.
We have three professional counsellors here at St. Ives: Louise Bagshaw, Tony
Denby and Naomi Flynn. They each hold daily one-on-one sessions with students, but
which counsellor you see will depend on a number of factors.
If youve never used a counsellor before, then you should make an appointment
with Naomi Flynn. Naomi specialises in seeing new students and offers a preliminary
session where she will talk to you about what you can expect from counselling, followed
by some simple questions about what you would like to discuss. This can be really
helpful for students who are feeling a bit worried about the counselling process. Naomi is
also the best option for students who can only see a counsellor outside office hours. She
is not in on Mondays, but starts early on Wednesday mornings and works late on
Thursday evenings, so you can see her before your first class or after your last class on
those days.
Louise staffs our drop-in centre throughout the day. If you need to see someone
without a prior appointment then she is the one to visit. Please note that if you use this
service then Louise will either see you herself, or place you with the next available
counsellor. If you want to be sure to see the same counsellor on each visit, then we
strongly recommend you make an appointment ahead of time. You can do this at
reception during office hours or by using our online booking form.
Tony is our newest addition to the counselling team. He is our only male
counsellor and he has an extensive background in stress management and relaxation
techniques. We encourage anyone who is trying to deal with anxiety to see him. Tony

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will introduce you to a full range of techniques to help you cope with this problem such
as body awareness, time management and positive reinforcement.

Narrator:
Before you hear the rest of the talk, you have some time to look at questions 15 to 20.
[20 seconds]
Now listen and answer questions 15 to 20.

Speaker:

Each semester the counselling team runs a number of small group workshops.
These last for two hours and are free to all enrolled students.
Our first workshop is called Adjusting. Weve found that tertiary education can
come as a big shock for some people. After the structured learning environment of
school, it is easy to feel lost. In this workshop, we will introduce you to what is necessary
for academic success. As you might expect, were targeting first-year students with this
offering.
Getting organised follows on from the first workshop. Here, were going to help
you break the habit of putting things off, get the most out of your time and discover the
right balance between academic and recreational activities. With Getting organised,
were catering to a broader crowd, which includes all undergraduates and
postgraduates.
Next up is a workshop called Communicating. The way people interact here may
be quite different to what youre used to, especially if youve come from abroad. Well
cover an area that many foreign students struggle with how to talk with teachers and
other staff. Well cover all aspects of multicultural communication. International students
tend to get a lot out of this class, so we particularly encourage you to come along, but I
must say that sometimes students from a local background find it helpful too. So,
everyone is welcome!
The Anxiety workshop is held later on in the year and deals with something you
will all be familiar with the nerves and anxiety that come when exams are approaching.
Many students go through their entire academic careers suffering like this, but you dont
have to. Come to this workshop and well teach you all about relaxation and how to

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breathe properly, as well as meditation and other strategies to remain calm. Weve
tailored this workshop to anyone who is going to sit exams.
Finally, we have the Motivation workshop. The big topic here is how to stay on
target and motivated during long-term research projects. This workshop is strictly for
research students, as less-advanced students already have several workshops catering
to their needs.
Well, thats it, thanks for your time. If you have any questions or want more
information about our services, do come and see us at the Counselling Service.

Narrator:
That is the end of section 2. You now have half a minute to check your answers.
[30 seconds]
Now turn to section 3.

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Narrator: Section 3

You will hear a conversation between a tutor and two students who are preparing for an
English literature test. First you have some time to look at questions 21 to 24.
[20 seconds]
Listen carefully and answer questions 21 to 24

Tutor: Hello Lorna, Ian. Glad you could make it. Youre the only two who put
your names down for this literature tutorial so lets get started, shall we? I
want to run over some aspects of the novel, The Secret Garden, with you
before the test next week. Be sure to take some notes and ask questions
if you need to.
Ian: Hey Lorna, have you got a spare pen?
Lorna: Sure, here you are.
Tutor: Okay, so, the story follows two key characters you should refer to them
as protagonists who go by the names of Mary Lennox and Colin
Craven. The story is set shortly after the turn of the twentieth century, and
the narrative tracks the development of the protagonists as they learn to
overcome their own personal troubles together.
Lorna: Thats quite a common storyline, isnt it?
Tutor: Yes, youre right, Lorna. So, what can you tell me about the character of
Mary?
Lorna: Well, in the beginning she is an angry, rude child who is orphaned after a
cholera outbreak and forced to leave India and move to the United
Kingdom to her uncles house in Yorkshire.
Tutor: Thats right and there she meets Colin who spends his days in an
isolated room, believing himself to be permanently crippled with no hope
of ever gaining the ability to walk. The two strike up a friendship and
gradually learn by encouraging each other that they can both become
healthy, happy and fulfilled in life.
Ian: Will we need to remember a lot of these details for the exam?
Tutor: Just the basic outline. Examiners dont want to read a plot summary
they know what the book is about. Focus on narrative techniques instead,
such as point of view.

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Lorna: Whats that mean?
Tutor: Its all about how we see the story. This story, for example, is written from
the perspective of what is called an omniscient narrator. Omniscient
means all-knowing. So, as readers we get to see how all the characters
feel about things, what they like and dont like, and what their motivations
are in the story.

Narrator:
Before you hear the rest of the conversation, you have some time to look at questions 25
to 30.
[20 seconds]
Now listen and answer questions 25 to 30.

Ian: Wont it be hard to write a technical analysis? After all, its a kids book.
Tutor: Well, it was initially pitched at adults you know, but over the years it has
become seen as a more youth-orientated work. And youre right in a
sense the simple vocabulary and absence of foreshadowing make the
story very easy to follow and ideally suited for children. But that doesnt
mean there isnt much to analyse. Look at the symbolism, for instance.
Lorna: Symbols are things, right? Material things like objects that stand for
abstract ideas.
Tutor: Absolutely, yes. And the author uses many of them. Theres the robin
redbreast, for example, which symbolises the wise and gentle nature that
Mary will soon adopt note that the robin is described as not at all like
the birds in India. Roses are used as well as a personal symbol for
Mistress Craven youll see theyre always mentioned alongside her
name. And Mistress Cravens portrait can also be interpreted as a symbol
of her spirit.
Ian: Are symbols just another name for motifs?
Tutor: No, motifs are a bit different. They dont have as direct a connection with
something the way that a symbol does. Motifs are simply recurring
elements of the story that support the mood.
Lorna: Are there any in this novel?

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Tutor: Yes, two very important ones. The Garden of Eden is a motif. It comes up
a few times in connection with the garden of the story. And then youve
got the role that secrets play in the story. In the beginning, everything is
steeped in secrecy, and slowly the characters share their secrets and in
the process move from darkness to lightness, metaphorically, but also in
the case of Colin, quite literally. His room in the beginning has the
curtains drawn, and he appears at the end in the brightness of the
garden.
Ian: Anything else we need to know about?
Tutor: Yes. Nearly all novels explore universal concepts that everyone has
experienced things like love, family, loneliness, friendship. These are
called themes. The Secret Garden has a few themes that all centre on the
idea of connections. The novel explores, for example, the way that health
can determine and be determined by our outlook on life. As Colins health
improves, so too do his perceptions of his strength and possibility. The
author also examines the link between our environment and our physical
and emotional prosperity. The dark, cramped rooms of the manor house
stifle the development of our protagonists; the garden and natural
environments allow them to blossom, just as the flowers do. Finally, this
book looks at connections between individuals, namely Mary and Colin.
This necessity of human companionship is the novels most significant
theme because none of their development as individuals would have
occurred without their knowing each other. Well, that about sums it up, I
think.
Lorna: Thats a great help, thanks.
Ian: Yes, thanks very much.
Narrator:
That is the end of section 3. You now have half a minute to check your answers.
[30 seconds]
Now turn to section 4.

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Narrator: Section 4

You will hear a talk on the topic of time perspectives. First you have some time to look at
questions 31 to 40.
[20 seconds]
Listen carefully and answer questions 31 to 40.

Speaker:

Today, Im going to be talking about time. Specifically Ill be looking at how people think
about time, and how these time perspectives structure our lives. According to social
psychologists, there are six ways of thinking about time, which are called personal time
zones.

The first two are based in the past. Past positive thinkers spend most of their time in a
state of nostalgia, fondly remembering moments such as birthdays, marriages and
important achievements in their life. These are the kinds of people who keep family
records, books and photo albums. People living in the past negative time zone are also
absorbed by earlier times, but they focus on all the bad things regrets, failures, poor
decisions. They spend a lot of time thinking about how life could have been.

Then, we have people who live in the present. Present hedonists are driven by pleasure
and immediate sensation. Their life motto is to have a good time and avoid pain. Present
fatalists live in the moment too, but they believe this moment is the product of
circumstances entirely beyond their control; its their fate. Whether its poverty, religion or
society itself, something stops these people from believing they can play a role in
changing their outcomes in life. Life simply is and thats that.

Looking at the future time zone, we can see that people classified as future active are
the planners and go-getters. They work rather than play and resist temptation. Decisions
are made based on potential consequences, not on the experience itself. A second
future-orientated perspective, future fatalistic, is driven by the certainty of life after death

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and some kind of a judgement day when they will be assessed on how virtuously they
have lived and what success they have had in their lives.

Okay, lets move on. You might ask how do these time zones affect our lives? Well,
lets start at the beginning. Everyone is brought into this world as a present hedonist. No
exceptions. Our initial needs and demands to be warm, secure, fed and watered all
stem from the present moment. But things change when we enter formal education
were taught to stop existing in the moment and to begin thinking about future outcomes.

But, did you know that every nine seconds a child in the USA drops out of school? For
boys, the rate is much higher than for girls. We could easily say Ah, well, boys just
arent as bright as girls but the evidence doesnt support this. A recent study states that
boys in America, by the age of twenty one, have spent 10,000 hours playing video
games. The research suggests that theyll never fit in the traditional classroom because
these boys require a situation where they have the ability to manage their own learning
environment.

Now, lets look at the way we do prevention education. All prevention education is aimed
at a future time zone. We say dont smoke or youll get cancer, get good grades or you
wont get a good job. But with present-orientated kids that just doesnt work. Although
they understand the potentially negative consequences of their actions, they persist with
the behaviour because theyre not living for the future; theyre in the moment right now.
We cant use logic and its no use reminding them of potential fall-out from their
decisions or previous errors of judgment weve got to get in their minds just as theyre
about to make a choice.

Time perspectives make a big difference in how we value and use our time. When
Americans are asked how busy they are, the vast majority report being busier than ever
before. They admit to sacrificing their relationships, personal time and a good nights
sleep for their success. Twenty years ago, 60% of Americans had sit-down dinners with
their families, and now only 20% do. But when theyre asked what they would do with an
eight-day week, they say Oh thatd be great. They would spend that time labouring
away to achieve more. Theyre constantly trying to get ahead, to get toward a future
point of happiness.

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So, its really important to be aware of how other people think about time. We tend to
think: Oh, that persons really irresponsible or That guys power hungry but often what
were looking at is not fundamental differences of personality, but really just different
ways of thinking about time. Seeing these conflicts as differences in time perspective,
rather than distinctions of character, can facilitate more effective cooperation between
people and get the most out of each persons individual strengths.

Narrator:

That is the end of section 4. You now have half a minute to check your answers.
[30 seconds]

That is the end of the listening test. You now have 10 minutes to transfer your answers
to the listening answer sheet.

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IELTS Listening practice test 1
Answers
SECTION 1 SECTION 2

1. 9.30 (am) 11. C


2. Helendale 12. C
3. Central Street/St 13. A
4. (number/no./#) 792 14. B
5. 8.55 (am) 15. first/1st year
6. 1.80 16. (right) balance
7. 7.30 17. international/foreign (students)
8. 7.15 18. relaxation
9. commuter 19. motivation
10. afternoon 20. research/advanced

SECTION 3 SECTION 4

21. The Secret Garden 31. negative


th
22. (the) 20 /twentieth century 32. pleasure
23. walk 33. poverty
24. motivations/motivation 34. active
25. abstract ideas 35. success
26. roses 36. B
27. dark(ness) to light(ness) 37. A
28. health 38. C
29. environment 39. A
30. human companionship 40. B

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Reading practice test 1
You will be allowed 1 hour to complete all 3 sections of the Reading test.

Print out the the PDF document containing the questions and the blank answer sheet.

Time yourself and allow just one hour to complete all three parts.

There are 40 questions in this practice test. Each question carries one mark.

Instructions to candidates
In the actual test you will be given the following instructions:

do not open this question paper until you are told to do so


write your name and candidate number in the spaces at the top of the page
read the instructions for each part of the paper carefully
answer all the questions
write your answers on the answer sheet; use a pencil
you must complete the answer sheet within the time limit
At the end of the test you will be asked to hand in both the question paper and your answer sheet.

Review
Once you have completed all three sections, have a look at the answers PDF document and see how you
have done.

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Candidate Number

Candidate Name ______________________________________________

INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM

General Training Reading

PRACTICE TEST 1 hour

Time 1 hour

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name and candidate number in the spaces at the top of this page.
Read the instructions for each part of the paper carefully.
Answer all the questions.
Write your answers on the answer sheet. Use a pencil.
You must complete the answer sheet within the time limit.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATES


There are 40 questions on this question paper.
Each question carries one mark.

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SECTION 1 Questions 114
Read the text below and answer Questions 18.

EMERGENCY PROCEDURES
Revised July 2011
This applies to all persons on the school campus
In cases of emergency (e.g. fire), find the nearest teacher who will:
send a messenger at full speed to the Office OR inform the Office via phone ext. 99.

PROCEDURE FOR EVACUATION


1. Warning of an emergency evacuation will be marked by a number of short bell
rings. (In the event of a power failure, this may be a hand-held bell or siren.)
2. All class work will cease immediately.
3. Students will leave their bags, books and other possessions where they are.
4. Teachers will take the class rolls.
5. Classes will vacate the premises using the nearest staircase. If these stairs are
inaccessible, use the nearest alternative staircase. Do not use the lifts. Do not
run.
6. Each class, under the teachers supervision, will move in a brisk, orderly fashion
to the paved quadrangle area adjacent to the car park.
7. All support staff will do the same.
8. The Marshalling Supervisor, Ms Randall, will be wearing a red cap and she will
be waiting there with the master timetable and staff list in her possession.
9. Students assemble in the quad with their teacher at the time of evacuation. The
teacher will do a head count and check the roll.
10. Each teacher sends a student to the Supervisor to report whether all students
have been accounted for. After checking, students will sit down (in the event of
rain or wet pavement they may remain standing).
11. The Supervisor will inform the Office when all staff and students have been
accounted for.
12. All students, teaching staff and support personnel remain in the evacuation area
until the All Clear signal is given.
13. The All Clear will be a long bell ring or three blasts on the siren.
14. Students will return to class in an orderly manner under teacher guidance.
15. In the event of an emergency occurring during lunch or breaks, students are to
assemble in their home-room groups in the quad and await their home-room
teacher.

30
Questions 1 - 8
Complete the sentences below.

Choose NO MORE THAN THREE WORDS from the text for each answer.

Write your answers in boxes 18 on your answer sheet.

1 In an emergency, a teacher will either phone the office or .. .

2 The signal for evacuation will normally be several .. .

3 If possible, students should leave the building by the .. .

4 They then walk quickly to the .. .

5 .. will join the teachers and students in the quad.

6 Each class teacher will count up his or her students and mark .. .

7 After the .. , everyone may return to class.

8 If there is an emergency at lunchtime, students gather in the quad in

.. and wait for their teacher.

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Read the texts below and answer Questions 914.

Community Education

SHORT COURSES: BUSINESS

Business Basics
Gain foundation knowledge for employment in an accounts position with bookkeeping
and business basics through to intermediate level; suitable for anyone requiring
knowledge from the ground up.
Code B/ED011
16th or 24th April 9am4pm
Cost $420

Bookkeeping
This course will provide students with a comprehensive understanding of bookkeeping
and a great deal of hands-on experience.
Code B/ED020
19th April 9am2.30pm (one session only so advance bookings essential)
Cost $250

New Enterprise Module


Understand company structures, tax rates, deductions, employer obligations, profit and
loss statements, GST and budgeting for tax.
Code B/ED030
15th or 27th May 6pm9pm
Cost $105

Social Networking the Latest Marketing Tool


This broad overview gives you the opportunity to analyse what web technologies are
available and how they can benefit your organisation.
Code B/ED033
1st or 8th or 15th June 6pm9pm
Cost $95

Communication
Take the fear out of talking to large gatherings of people. Gain the public-speaking
experience that will empower you with better communication skills and confidence.
Code B/ED401
12th or 13th or 14th July 6pm9pm
Cost $90

32
Questions 914

Do the following statements agree with the information given in the text?

In boxes 914 on your answer sheet, write

TRUE if the statement agrees with the information


FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

9 Business Basics is appropriate for beginners.

10 Bookkeeping has no practical component.

11 Bookkeeping is intended for advanced students only.

12 The New Enterprise Module can help your business become more profitable.

13 Social Networking focuses on a specific website to help your business succeed.

14 The Communication class involves speaking in front of an audience.

33
SECTION 2 Questions 1528

Questions 1521
The text on the next page has seven sections, AG.
Choose the correct heading for each section from the list of headings below.
Write the correct number, ix, in boxes 1521 on your answer sheet.

List of Headings
i How can reflection problems be avoided?
ii How long should I work without a break?
iii What if I experience any problems?
iv When is the best time to do filing chores?
v What makes a good seat?
vi What are the common health problems?
vii What is the best kind of lighting to have?
viii What are the roles of management and workers?
ix Why does a VDU create eye fatigue?
x Where should I place the documents?

15 Section A
16 Section B
17 Section C
18 Section D
19 Section E
20 Section F
21 Section G

34
BENEFICIAL WORK PRACTICES FOR THE KEYBOARD
OPERATOR

A Sensible work practices are an important factor in the prevention of muscular


fatigue; discomfort or pain in the arms, neck, hands or back; or eye strain which can be
associated with constant or regular work at a keyboard and visual display unit (VDU).

B It is vital that the employer pays attention to the physical setting such as
workplace design, the office environment, and placement of monitors as well as the
organisation of the work and individual work habits. Operators must be able to recognise
work-related health problems and be given the opportunity to participate in the
management of these. Operators should take note of and follow the preventive
measures outlined below.

C The typist must be comfortably accommodated in a chair that is adjustable for


height with a back rest that is also easily adjustable both for angle and height. The back
rest and sitting ledge (with a curved edge) should preferably be cloth-covered to avoid
excessive perspiration.

D When the keyboard operator is working from a paper file or manuscript, it should
be at the same distance from the eyes as the screen. The most convenient position can
be found by using some sort of holder. Individual arrangement will vary according to
whether the operator spends more time looking at the VDU or the paper whichever the
eyes are focused on for the majority of time should be put directly in front of the
operator.

E While keying, it is advisable to have frequent but short pauses of around thirty to
sixty seconds to proofread. When doing this, relax your hands. After you have been
keying for sixty minutes, you should have a ten minute change of activity. During this
spell it is important that you do not remain seated but stand up or walk around. This
period could be profitably used to do filing or collect and deliver documents.

F Generally, the best position for a VDU is at right angles to the window. If this is
not possible then glare from the window can be controlled by blinds, curtains or movable
screens. Keep the face of the VDU vertical to avoid glare from overhead lighting.

G Unsatisfactory work practices or working conditions may result in aches or pain.


Symptoms should be reported to your supervisor early on so that the cause of the
trouble can be corrected and the operator should seek medical attention.

35
QUESTIONS 2228
Read the text below and answer Questions 2228.

Workplace dismissals

Before the dismissal


If an employer wants to dismiss an employee, there is a process to be followed.
Instances of minor misconduct and poor performance must first be addressed through
some preliminary steps.

Firstly, you should be given an improvement note. This will explain the problem, outline
any necessary changes and offer some assistance in correcting the situation. Then, if
your employer does not think your performance has improved, you may be given a
written warning. The last step is called a final written warning which will inform you that
you will be dismissed unless there are improvements in performance. If there is no
improvement, your employer can begin the dismissal procedure.

The dismissal procedure begins with a letter from the employer setting out the charges
made against the employee. The employee will be invited to a meeting to discuss these
accusations. If the employee denies the charges, he is given the opportunity to appear at
a formal appeal hearing in front of a different manager. After this, a decision is made as
to whether the employee will be let go or not.

Dismissals
Of the various types of dismissal, a fair dismissal is the best kind if an employer wants
an employee out of the workplace. A fair dismissal is legally and contractually strong and
it means all the necessary procedures have been correctly followed. In cases where an
employees misconduct has been very serious, however, an employer may not have to
follow all of these procedures. If the employer can prove that the employees behaviour
was illegal, dangerous or severely wrong, the employee can be dismissed immediately:
a procedure known as summary dismissal.

Sometimes a dismissal is not considered to have taken place fairly. One of these types
is wrongful dismissal and involves a breach of contract by the employer. This could
involve dismissing an employee without notice or without following proper disciplinary
and dismissal procedures. Another type, unfair dismissal, is when an employee is
sacked without good cause.

There is another kind of dismissal, known as constructive dismissal, which is slightly


peculiar because the employee is not actually openly dismissed by the employer. In this
case the employee is forced into resigning by an employer who tries to make significant
changes to the original contract. This could mean an employee might have to work night
shifts after originally signing on for day work, or he could be made to work in dangerous
conditions.

36
Questions 22 and 23
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the text for each answer.
Write your answers in boxes 2223 on your answer sheet.

22 If an employee receives a .. , this means he will lose his job if his


work does not get better.

23 If an employee does not accept the reasons for his dismissal, a .. can
be arranged.

Questions 2428
Look at the following descriptions (Questions 2428) and the list of terms in the box
below.
Match each description with the correct term AE.
Write the appropriate letter AE in boxes 2428 on your answer sheet.

24 An employee is asked to leave work straight away because he has done


something really bad.

25 An employee is pressured to leave his job unless he accepts conditions that are
very different from those agreed to in the beginning.

26 An employer gets rid of an employee without keeping to conditions in the contract.

27 The reason for an employees dismissal is not considered good enough.

28 The reasons for an employees dismissal are acceptable by law and the terms of
the employment contract.

A Fair dismissal
B Summary dismissal
C Unfair dismissal
D Wrongful dismissal
E Constructive dismissal

37
SECTION 3 QUESTIONS 2940

Read the text below and answer Questions 2940.

CALISTHENICS
The worlds oldest form of
resistance training

A From the very first caveman to scale a tree or hang from a cliff face, to the mighty
armies of the Greco-Roman empires and the gymnasiums of modern American high
schools, calisthenics has endured and thrived because of its simplicity and utility. Unlike
strength training which involves weights, machines or resistance bands, calisthenics
uses only the bodys own weight for physical development.

B Calisthenics enters the historical record at around 480 B.C., with Herodotus
account of the Battle of Thermopolylae. Herodotus reported that, prior to the battle, the
god-king Xerxes sent a scout party to spy on his Spartan enemies. The scouts informed
Xerxes that the Spartans, under the leadership of King Leonidas, were practicing some
kind of bizarre, synchronised movements akin to a tribal dance. Xerxes was greatly
amused. His own army was comprised of over 120,000 men, while the Spartans had just
300. Leonidas was informed that he must retreat or face annihilation. The Spartans did
not retreat, however, and in the ensuing battle they managed to hold Xerxes enormous
army at bay for some time until reinforcements arrived. It turns out their tribal dance was
not a superstitious ritual but a form of calisthenics by which they were building awe-
inspiring physical strength and endurance.

C The Greeks took calisthenics seriously not only as a form of military discipline and
strength, but also as an artistic expression of movement and an aesthetically ideal
physique. Indeed, the term calisthenics itself is derived from the Greek words for beauty
and strength. We know from historical records and images from pottery, mosaics and
sculptures of the period that the ancient Olympians took calisthenics training seriously.

They were greatly admired and still are, today for their combination of athleticism
and physical beauty. You may have heard a friend whimsically sigh and mention that
someone has the body of a Greek god. This expression has travelled through centuries
and continents, and the source of this envy and admiration is the calisthenics method.

10

38
D Calisthenics experienced its second golden age in the 1800s. This century saw the
birth of gymnastics, an organised sport that uses a range of bars, rings, vaulting horses
and balancing beams to display physical prowess. This period is also when the
phenomena of strongmen developed. These were people of astounding physical
strength and development who forged nomadic careers by demonstrating outlandish
feats of strength to stunned populations. Most of these men trained using hand
balancing and horizontal bars, as modern weight machines had not yet been invented.

E In the 1950s, Angelo Siciliano who went by the stage name Charles Atlas was
crowned The Worlds Most Perfectly Developed Man. Atlass own approach stemmed
from traditional calisthenics, and through a series of mail order comic books he taught
these methods to hundreds of thousands of children and young adults through the 1960s
and 1970s. But Atlas was the last of a dying breed. The tides were turning, fitness
methods were drifting away from calisthenics, and no widely-regarded proponent of the
method would ever succeed him.

F In the 1960s and 1970s calisthenics and the goal of functional strength combined
with physical beauty was replaced by an emphasis on huge muscles at any cost. This
became the sport of body building. Although body buildings pioneers were drawn from
the calisthenics tradition, the sole goal soon became an increase in muscle size. Body
building icons, people such as Arnold Schwarzenegger and Sergio Oliva, were called
mass monsters because of their imposing physiques. Physical development of this
nature was only attainable through the use of anabolic steroids, synthetic hormones
which boosted muscle development while harming overall health. These body builders
also relied on free weights and machines, which allowed them to target and bloat the
size of individual muscles rather than develop a naturally proportioned body.
Calisthenics, with its emphasis on physical beauty and a balance in proportions, had
little to offer the mass monsters.

G In this bigger is better climate, calisthenics was relegated to groups perceived to


be vulnerable, such as women, people recuperating from injuries and school students.
Although some of the strongest and most physically developed human beings ever to
have lived acquired their abilities through the use of sophisticated calisthenics, a great
deal of this knowledge was discarded and the method was reduced to nothing more than

an easily accessible and readily available activity. Those who mastered the rudimentary
skills of calisthenics could expect to graduate to weight training rather than advanced
calisthenics.

H In recent years, however, fitness trends have been shifting back toward the use of
calisthenics. Bodybuilding approaches that promote excessive muscle development
frequently lead to joint pain, injuries, unbalanced physiques and weak cardiovascular
health. As a result, many of the newest and most popular gyms and programmes

11

39
emphasise calisthenics-based methods instead. Modern practices often combine
elements from a number of related traditions such as yoga, Pilates, kettle-ball training,
gymnastics and traditional Greco-Roman calisthenics. Many people are keen to recover
the original Greek vision of physical beauty and strength and harmony of the mind-body
connection.

12

40
QUESTIONS 2935
The text has eight paragraphs, AH.

Which paragraph contains the following information?

Write the correct letter, AH, in boxes, 2935 on your answer sheet.

29 the origin of the word calisthenics

30 the last popular supporter of calisthenics

31 the first use of calisthenics as a training method

32 a multidisciplinary approach to all-round health and strength

33 reasons for the survival of calisthenics throughout the ages

34 the use of a medical substance to increase muscle mass and strength

35 a reference to travelling showmen who displayed their strength for audiences

13

41
QUESTIONS 3640
Complete the summary below.

Choose NO MORE THAN TWO WORDS from the text for each answer.

Write your answers in boxes 3640 on your answer sheet.

During the sixties and seventies, attaining huge muscles became more important than

36 .. or having an attractive-looking body. The first people to take up this

new sport of body building had a background in calisthenics but the most famous

practitioners became known as 37 .. on account of the impressive size of

their muscles. Drugs and mechanical devices were used to develop individual muscles

to a monstrous size.

Calisthenics then became the domain of weaker people: females, children and those

recovering from 38 .. . Much of the advanced knowledge about calisthenics

was lost and the method was subsequently downgraded to the status of a simple, user-

friendly activity. Once a person became skilled at this, he would progress to 39

.. .

Currently a revival of calisthenics is under way as extreme muscle building can harm the

body leaving it sore, out of balance, and in poor 40 .. .

14

42
IELTS General Training Test One: Reading
ANSWERS
Each question correctly answered scores 1 mark. Correct spelling is needed in all
answers.

General Training Test One:

Section 1
1. send a messenger
2. short bell rings
3. nearest staircase/stairs
4. (paved) quadrangle (area)/quad
5. (all) support staff/personnel
6. the (class) roll
7. all clear (signal)
8. (their) home-room groups
9. TRUE
10. FALSE
11. NOT GIVEN
12. NOT GIVEN
13. FALSE
14. TRUE

Section 2
15. vi
16. viii
17. v
18. x
19. ii
20. i
21. iii
22. final written warning
23. formal appeal hearing
24. B
25. E
26. D
27. C
28. A

Section 3
29. C
30. E
31. B
32. H
33. A
34. F
35. D
36. functional strength
37. mass monsters

43
38. injuries
39. weight training
40. cardiovascular health

44
Speaking practice test 1
In the Speaking test, you will have a discussion with a certified examiner. It will
be interactive and as close to a real-life situation as a test can get.

The Speaking test is 11-14 minutes long and is in three parts.

Part 1 You will answer questions about yourself and your


family.

Part 2 You will speak about a topic.

Part 3 You will have a longer discussion about the topic


introduced in Part 2.

The Speaking test is the same for both IELTS Academic and IELTS General Training tests.

How to practise
This practice material is designed for two people working together. Find a study partner to help you
practise. This might be a teacher or a friend.

Take the three parts of this practice test one after another without a break to make your practice as
realistic as possible.

Remember, you need to speak fluently, clearly and accurately. It is important to say as much as you can
and to be spontaneous. Do not prepare answers in advance.

Record yourself if you can so that you can go back and check your performance.

Review your Speaking test


Listen to your recordings and discuss your test with your study partner. Think about how you spoke. Were
you fluent? Did your speech sound natural? Were you able to express yourself clearly?

Use the audio recordings and transcripts in each section to gain an insight into the test format. Note that
these are not model answers, so do not try to imitate them.

There are no 'answers'. You and your study partner will need to assess how well you do.

45
Speaking part 1
In part 1 of the Speaking test the examiner will introduce him or herself and ask
general questions on familiar topics.

The examiner will ask you to confirm your identity.

He or she will then ask general questions on familiar topics such as home, family, work, studies and
interests. Part 1 of the test will last 4-5 minutes.

How to practise
You will need a study partner to practise the Speaking test.

Ask your study partner to interview you using the questions below. Record yourself if you can.

Speaking test part 1: questions


Lets talk about your home town or village:

what kind of place is it?


whats the most interesting part of your town/village?
what kind of jobs do the people in your town/village do?
would you say its a good place to live? (why?)
Lets move on to talk about accommodation:
tell me about the kind of accommodation you live in?
how long have you lived there?
what do you like about living there?
what sort of accommodation would you most like to live in?

46
Speaking part 2
In the IELTS speaking part 2 test you will be given a task card on a particular
topic, and this will include key points that you should talk about.

This section of the Speaking test gives you the opportunity to speak for longer on a topic.

You will be given one minute to prepare to talk about the topic on the task card. A pencil and paper will
be provided for you to make notes.

You will have to talk for 1-2 minutes, and then the examiner will ask you one or two questions on the
same topic. Part 2 takes 3-4 minutes in total.

How to practise
Ask your study partner to listen while you speak about the task card topic. You should talk for 1-2
minutes.

Your study partner should then ask you one or two questions on the same topic using the rounding off
questions.

Record yourself if you can.

Speaking test part 2: candidate task card


Describe something you own which is very important to you.

You should say:

where you got it from


how long you have had it
what you use it for; and
explain why it is important to you.

You will have to talk about the topic for 1 to 2 minutes.

You have one minute to think about what you're going to say.

You can make some notes to help you if you wish.

Rounding off questions


Tell me

is it valuable in terms of money?


would it be easy to replace?

47
Speaking part 3
In part 3 of the Speaking test the examiner will ask further questions which are
connected to the topics discussed in part 2.

This part of the test is designed to give you the opportunity to talk about more abstract issues and ideas.
It is a two-way discussion with the examiner, and will last 4-5 minutes.

How to practise
Ask your study partner to prompt your practice test discussion using the questions below. Try to speak as
naturally and fluently as possible.

Record your discussion if you can.

Lets consider first of all how peoples values have changed.

What kind of things give status to people in your country?


Have things changed since your parents time?
Finally, lets talk about the role of advertising.
Do you think advertising influences what people buy?

48
You can read the transcript of the audio to check any words that you
did not understand.
Do you think that this candidate performed well?
Think about how you can improve your own Speaking test.

Transcript part 1
Examiner: Now, in this first part, Id like to ask you some more
questions about yourself, OK?
Lets talk about your home town or village. What kind of place is it?
Candidate: Its quite a small village, about 20km from Zurich. And
its very quiet. And we have only little ... two little shops because
most of the people work in Zurich or are orientated to the city.
Examiner: Whats the most interesting part of this place ... village?
Candidate: On the top of a hill we have a little castle which is very
old and quite well known in Switzerland.
Examiner: What kind of jobs do people in the village do?
Candidate: We have some farmers in the village as well as people
who work in Zurich as bankers or journalists or there are also
teachers and some doctors, some medicines.
Examiner: Would you say its a good place to live?
Candidate: Yes. Although it is very quiet, it is people are friendly
and I would say it is a good place to live there, yes.
Examiner: Lets move on to talk about accommodation. Tell me
about the kind of accommodation you live in ...

49
Transcript part 2
Examiner: Alright? Remember you have one to two minutes for this,
so dont worry if I stop you. Ill tell you when the time is up.
Candidate: OK
Examiner: Can you start speaking now, please?
Candidate: Yes. One of the most important things I have is my
piano because I like playing the piano. I got it from my parents to my
twelve birthday, so I have it for about nine years, and the reason
why it is so important for me is that I can go into another world when
Im playing piano. I can forget whats around me and what ... I can
forget my problems and this is sometimes quite good for a few
minutes. Or I can play to relax or just, yes to to relax and to think
of something completely different.
Examiner: Thank you. Would it be easy to replace this, this piano?
Candidate: Yes, I think it wouldnt be that big problem but I like my
piano as it is because I have it from my parents, its some kind
unique for me.

Transcript part 3
Examiner: Weve been talking about things we own. Id like to
discuss with you one or two more general questions relating to this
topic. First, lets consider values and the way they can change. In
Switzerland, what kind of possessions do you think give status to
people?
Candidate: The first thing which comes in my mind is the car. Yes,
because lots of people like to have posh cars or expensive cars to
show their status, their place in the society.
Examiner: Is that a new development?
Candidate: No, I think it isnt.

50
Examiner: People have thought like that for quite a long time?
Candidate: Yes. Another thing is probably the clothing. It starts
already when you are young. When the children go to school they
want to have posh labels on their jumpers or good shoes.
Examiner: What do you think of this way of thinking, that I need to
have a car or certain clothes to show my status?
Candidate: Probably its sometimes a replacement for something
you dont have, so if your wife has left you or your girlfriend, you just
buy some new, I dont know, new watches or new clothes to make
you satisfied again.
Examiner: You dont think of it as a healthy way of thinking?
Candidate: Its probably not honest to yourself. You can understand
what I mean?
Examiner: Yes. And do you think this will change? In the future, will
cars and designer clothes be status symbols in the same way?
Candidate: Im sure that clothes will be ... that the thing with the
clothes will be the same. Im not so sure about the cars because
cars cause lots of environmental problems and probably in some
years, a few years, this will change because its not reasonable to
drive a car anymore.
Examiner: Can you tell me a little bit more about that?

51
Writing practice test 1 - IELTS Academic
You will be allowed 1 hour to complete two tasks in the IELTS Academic Writing
test.

Print the PDF document with the questions and have some sheets of paper ready for writing.

In the actual test you will do your writing in an answer booklet.

Timing

The total time allowed for the IELTS General Training Writing test is 60 minutes.

Time yourself and allow just one hour to complete both parts.

Task 2 contributes twice as much as Task 1 to the Writing score.

Writing task 1

You should spend about 20 minutes on task 1

write in a personal, semi-formal or formal style


write at least 150 words

Writing task 2

You should spend about 40 minutes on task 2

give reasons for your answer and include examples from your own knowledge or experience
write at least 250 words

Instructions to candidates

In the actual test you will be given the following instructions:

do not open this question paper until you are told to do so


write your name and candidate number in the spaces at the top of this page
read the instructions for each task carefully
answer both of the tasks
write at least 150 words for task 1
write at least 250 words for task 2
write your answers in the answer booklet
write clearly in pen or pencil; you may make alterations, but make sure your work is easy to read

At the end of the test, hand in both the question paper and your answer booklet.

Review
Once you have completed both tasks, review your work. Look at the PDF document with the model
answers to see good examples of how to complete the Writing test.

52
Candidate Number

Candidate Name ______________________________________________

INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM

General Training Writing

PRACTICE TEST 1 hour

Time 1 hour

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name and candidate number in the spaces at the top of this page.
Read the instructions for each task carefully.
Answer both of the tasks.
Write at least 150 words for Task 1.
Write at least 250 words for Task 2.
Write your answers in the answer booklet.
Write clearly in pen or pencil. You may make alterations, but make sure your work is
easy to read.
At the end of the test, hand in both this question paper and your answer booklet.

INFORMATION FOR CANDIDATES


There are two tasks on this question paper.
Task 2 contributes twice as much as Task 1 to the Writing score.

53
WRITING TASK 1

You should spend about 20 minutes on this task.

A friend has agreed to look after your house and pet while you are on holiday.

Write a letter to your friend. In your letter

give contact details for when you are away


give instructions about how to care for your pet
describe other household duties

Write at least 150 words.

You do NOT need to write any addresses.

Begin your letter as follows:

Dear .....................,

54
WRITING TASK 2

You should spend about 40 minutes on this task.

Write about the following topic:

Some people believe that teaching children at home is best for a childs
development while others think that it is important for children to go to school.
Discuss the advantages of both methods and give your own opinion.

Give reasons for your answer and include any relevant examples from your own
knowledge or experience.

Write at least 250 words.

55
INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM

General Training Writing Model Answers

WRITING TASK 1 Model Answer

Dear Carolyn,

Thank you for agreeing to house-sit for me. If you need to contact me during my holiday,
Ill be staying at the Imperial Hotel in Bundaberg. If its urgent, however, please ring my
mobile phone, which Ill keep with me at all times. Ive written the numbers on a sticky
note which Ive left on the fridge.

My cat needs to be fed twice daily so each morning and evening put a handful of cat
biscuits in his dish. You will find these in the kitchen pantry. Also, please check
throughout the day to make sure he has fresh water. You can give him a small bowl of
milk in the evening.

I would like you to water my plants, too. The indoor ones in the lounge only need water
once every few days but the plants on the balcony need to be watered daily unless there
has been heavy rain. Finally, for security, please clear my mail box every day and keep
the outside lights on at night.

I look forward to seeing you on my return.

Yours,

Katie

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WRITING TASK 2 Model Answer

The argument over whether learning at home or at school is better for children has not
been settled yet. Whereas home education offers better protection with individual
learning and opportunities for families to bond, schools have a superior range of material
and human resources. Ultimately, I think the school experience is best for children.

There are several advantages for children who learn at home. Firstly, they can spend
more time with their parents and siblings. Many social problems are associated with
families not spending enough quality time together. Teaching children at home also
provides them with an individualised learning environment. Instruction is custom-
designed and moves at the childs own pace and in accordance with his or her individual
learning style. Finally, home schooling protects children from bullies and others who
might be a bad influence.

On the other hand, the school environment also offers advantages for children. Schools
encourage children to socialise with their peers and learn how to cope with gossip,
bullying and peer pressure. In addition, children will receive better tuition across a range
of disciplines, as schools have teachers who are trained in special subjects. What is
more, schools provide better access to physical resources such as sports equipment,
musical instruments and library books.

I believe that children are better off in a school environment. Although family time and
individual learning are important, the range of expertise and resources that schools offer
cannot be matched in the home. School environments may present difficult social
situations, but so too does the real world and children must learn to navigate these on
their own.

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