Ace Ielts Study Guide PDF

IELTS
Preparation Course
Study Guide
Features:
 Full description of the different subtests: Listening, Reading, Writing &

Speaking.
 Clear explanations of what is in the IELTS test, how it is assessed, and what
skills you need to develop in order to do this test successfully.
 Detailed step-by-step advice on how you should approach the IELTS test.
 IELTS specimen materials (practice tests) for both General Training and
Academic candidates.
CONTENTS
Title Page No.
Introduction to IELTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
IELTS Test Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The IELTS 9 Band Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Module 1: Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-5
Module 2: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4
Module 3: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-6
Module 4: Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-5
i
Introduction to IELTS
IELTS, the International English Language Testing System, is designed to assess the
language ability of candidates who need to study or work where English is the
language of communication.
IELTS is jointly managed by University of Cambridge ESOL Examinations

(Cambridge ESOL), British Council and IDP: IELTS Australia. IELTS conforms to
the highest international standards of language assessment. It covers four language
skills—listening, reading, writing and speaking.
IELTS is recognised by universities and employers in many countries, including

Australia, Canada, New Zealand, the UK and the USA. In some cases, it is also
required for entry to universities in some parts of Africa, the Middle East and
Southeast Asia. It is also recognised by professional bodies (e.g. CGFNS),
immigration authorities (i.e. Australia, New Zealand and Canada) and other
government agencies as well as private institutions.
Academic and General Training
IELTS is available in two formats—Academic and General Training.
The Academic Modules assess whether a candidate is ready to study or train in the
medium of English at an undergraduate or postgraduate level. Admission to
undergraduate and postgraduate courses should be based on the results of these
modules.
The General Training Modules emphasise basic survival skills in a broad social and
educational context. General Training is suitable for candidates who are going to
English speaking countries to complete their secondary education, to undertake work
experience or training programmes not at degree level, or for immigration purposes
to Australia, Canada and New Zealand. The General Training modules are not
offered at all test administrations.
1
IELTS TEST FORMAT
Listening
4 sections (40 items) – 30 minutes
Candidates listen to a number of recorded texts,

which increase in difficulty as the test progresses.
These include a mixture of monologues and
conversations and feature a variety of English
accents and dialects.
The recording is heard only once, but candidates

are given time to read the questions and write
down their answers.
Academic Reading General Training Reading

3 sections (40 items) – 60 minutes 3 sections (40 items) – 60 minutes
There are three reading passages with texts. The texts are based on the type of material
Texts are taken from books, magazines, candidates would be expected to encounter on
journals and newspapers, all written for a a daily basis in an English speaking country.
non-specialist audience. At least one of the They are taken from sources such as
texts contains a detailed argument. newspapers, advertisements, instruction
manuals and books, and test the candidate’s
ability to understand and use information. The
test includes one longer text, which is
descriptive rather than argumentative.
Academic Writing General Training Writing

2 Tasks – 60 minutes 2 Tasks – 60 minutes
In Task 1, candidates are asked to write a The first task requires candidates to write a
description of at least 150 words. This is letter of at least 150 words either asking for
based on material found in a chart, table, information, or explaining a situation.
graph or diagram and should demonstrate
their ability to present information and to For the second task, candidates write a short
summarise the main features of the input. essay of at least 250 words in response to a
statement or question. They are expected to
For the second task, candidates write a short demonstrate an ability to present a position,
essay of at least 250 words in response to a construct an argument and discuss issues.
statement or question. They are expected to
demonstrate an ability to present a position,
construct an argument and discuss abstract
issues.
Speaking
11-14 minutes
The test takes the form of a face to face interview.

Candidates are assessed on their use of spoken
English to answer short questions, to speak at
length on a familiar topic, and also to interact with
the examiner.
2
3
The IELTS 9 Band Scale
9 Expert user Has fully operational command of the language: appropriate,

accurate and fluent with complete understanding.
8 Very good user Has fully operational command of the language with only
occasional unsystematic inaccuracies and inappropriacies.
Misunderstandings may occur in unfamiliar situations. Handles
complex detailed argumentation well.
_________________________________________________________________
7 Good user Has operational command of the language, though with
occasional inaccuracies, inappropriacies and misunderstandings
in some situations. Generally handles complex language well and
understands detailed reasoning.
6 Competent user Has generally effective command of the language despite some
inaccuracies, inappropriacies and misunderstandings. Can use
and understand fairly complex language, particularly in familiar
situations.
5 Modest user Has partial command of the language, coping with overall
meaning in most situations, though is likely to make many
mistakes. Should be able to handle basic communication in own
field.
4 Limited user Basic competence is limited to familiar situations. Has frequent

problems in understanding and expression. Is not able to use
complex language.
3 Extremely Conveys and understands only general meaning in very familiar

limited user situations. Frequent breakdowns in communication occur.
2 Intermittent user No real communication is possible except for the most basic
information using isolated words or short formulae in familiar
situations and to meet immediate needs. Has great difficulty in
understanding spoken and written English.
1 Non user Essentially has no ability to use the language beyond possibly a
few isolated words.
0 Did not attempt No assessable information provided.

the test
Candidates taking the Academic module are usually expected to get at least a band
7.0 in all 4 modules, while those taking the General Training module are required a
band 5.5 or 6.0.
IELTS Preparation Course – Study Guide: LISTENING V1.2014
Module 1: Listening
The Listening Module takes around 30 minutes. There are 40 questions. There are four sections. The
Listening Module is recorded on CD and is played ONCE only.
During the test, time is given for candidates to read the questions and write down and then check their
answers. Answers are written on the Question Paper as candidates listen. When the recording ends,
ten minutes are allowed for candidates to transfer their answers to an Answer Sheet.
The first two sections are concerned with social needs. There is a conversation between two speakers
and then a monologue.
The final two sections are concerned with situations related more closely to educational or training
contexts. There is a conversation between up to four people and then a further monologue.
A range of accents and dialects are used in the recordings which reflects the international usage of
IELTS.
THE LISTENING TEST
Each section becomes more difficult—make sure you score highly in the earlier sections to get a good
start.
Section One
This will be a conversation between two people, normally about something to do with everyday life.
Section Two
This is a monologue—there is only one speaker. They will be giving information connected with
something in everyday life. It could be a radio programme, or somebody giving directions for
example.
Section Three
This is a conversation between two (or more) people. They often discuss something relating to student
or university life.
Section Four
This is another monologue. The speaker is often giving a short talk or lecture connected with studying
in a university.
Each section will become more difficult than the one before. So do not worry if you can answer fewer
questions in Section Four than Section One.
Transfer Time
After Section Four, you will hear:
That is the end of the listening test. You now have ten minutes to transfer your answers to the listening
answer sheet.
This is the time to transfer your answers from the booklet to the answer sheet. Only answers on the
answer sheet will be marked.
ACE IELTS Review Center and Language Services Page 1

Types of Questions
MULTIPLE CHOICE
You will have to choose one, or sometimes two letters, A, B, C, D or E.
TRUE, FALSE, NOT GIVEN (or YES, NO, NOT GIVEN)

Do the statements below agree with the information given in the texts?
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the monologue/ dialogue
USING NO MORE THAN THREE WORDS AND/OR A NUMBER

You will have to answer a question, complete a statement, fill in a table, or label a diagram using one,
two or a maximum of three words and/or a number.
LOCATING INFORMATION ON A MAP

You will be asked to identify the location of a place or a person, or follow directions while looking at
a map.
The Written Instructions

Look at the instructions on the cover of the listening booklet. Listen to the instructions and read them
at the same time.
• These are the instructions you will hear at the beginning of the listening test. Listen to the
recording and read the instructions. This will help you to relax and tune in to the English.
• Do not open the booklet until you hear the instruction: Now turn to section one.
The Spoken Instructions

From now on most of the instructions will be on the cd and not written down. They repeat the written
instructions and they always follow a similar pattern, beginning:
You will hear . . . .

• This gives you an idea of the situation. For example: a conversation between two people, a
radio programme/broadcast, an announcement.
• Do not worry if you do not hear what they say. The questions will give you a good idea of the
subject.
First, look at questions ….

• You are given some time to look at the questions. Make use of this time.
• Look at the questions and listen to the instructions on how to answer the questions.
• Determine how the questions should be answered: with a letter or a word, or two or three
words.
• Read the questions and the possible answers (if choices are given); do not worry if you do not
understand everything that you hear, you only need to listen out for the information that
answers the questions.
You will see that there is an example….

• In section one there is always an example in a shaded grey box. You will hear a short passage
from the cd including the information in the example question and answer.

• Listen carefully and look at the questions and the correct answer. It will help you to get used
to the voices on the cd.
• DO NOT write the example answer on your answer sheet.
• After section one there may be a written example, but you will not hear a section of the
recording.
Now we shall begin. You should answer the questions as you hear them because you will not hear the
recording a second time.
• You will only hear the recording once only. The aim is to see how much you understand
first time without asking someone to repeat what they said.
Now listen carefully to the first part of the conversation and answer the questions…
• Write in the listening booklet.
• Choose the answers as you are listening, if possible.
• Write down any information that may help you choose the answer.
• Keep moving on. If you hear the answer to the next question, then you have already missed
the answer to the question you are on.
Before they continue look at questions…

• Each section is often divided into two parts.
• Only look at the questions the recording tells you to.
For example: 6 – 10.
As you listen to the rest of the conversation…

• Answer questions while you listen as before.
• Only worry about the spelling of words, usually names, that are spelt for you on the CD.
Write these clearly.
That is the end of section one. You now have half a minute to check your answers.
• This time is very important. Make sure you have answers for as many questions as possible.
• If the choices are A, B, C, or D circle one (guess if you are not sure). You may be right and
a wrong answer does not lose any marks.
• If you have written an answer quickly, write it again clearly. You may not remember the
answer twenty minutes later.
Now turn to section two.

• This is the instruction to move on to the next section.
• It is too late to worry about questions you have not answered. If you do not move on you
are wasting time you could spend on the next section.
LISTENING SKILLS: CAP

Contextualise, Anticipate, Predict
Contextualise the situation in which the speaking takes place as it will help you to predict the kind of
language you will hear.
• Where is the speaking taking place?

• How many speakers are there?
• Is it a formal [a lecture] or informal [a conversation] situation?
• What is the topic?
Anticipate by listening to the spoken instructions and reading the questions to get the ‘structure’ of
the listening.
• Always read the questions BEFORE listening.
• Use the questions to help you predict the order of information.
• Look at any visuals: pictures, images, maps, charts, etc.
Predict the kind of information you are listening for.

• Is it a number or time?
• Is it a name or place?
• Is it descriptive, informative or persuasive?
• Are there any KEY words [or synonyms] to listen for?
Listening for detail and gist
Listening for detail means listening for specific information. This information will often be a
number, a time, a name or a place. For example, we may be listening for Lotto results; the time of
departure of a bus, train or plane; who is waiting to see you; or where a typhoon is headed. When
listening for detail, we can predict the kind of information we are listening for.
Listening for gist means listening for the main idea, which is, in some ways, more difficult as you
have to listen to longer statements and understand the main point. However, do not worry if you do
not hear every word as you will only need to understand the main thought of the conversations or
monologues.
TEST TIPS
• Become familiar with the instructions before you do the test.
• Practise listening as much as possible before you do the test.
• Listen carefully to the introduction and the instructions on the cd.
• Read ahead: highlight important key words. When the time for reading ahead terminates,
stop reading immediately and begin to listen from the very first word.
• Don’t worry if you haven’t pre-read everything.
• Don’t get lost at the beginning. Don’t waste time.
• Write notes and answers in the question booklet as you listen.
• Write the answer according to the instructions of the question.
• Work quickly but carefully.
• Write a maximum of two or three words and/or a number, as instructed.
• When answering questions, use abbreviations to give yourself time to focus on the task of listening.
Write out the abbreviation in full at the end of each section.
• When listening, try to listen for two answers at a time. Don’t only listen to obtain information or
answer one question; rather, listen in order to listen to two questions. This will help you not to get
lost.
• When filling out a form, make sure you get the spelling correct especially if the word or name is
spelled out for you.
• Be careful of letters and numbers that sound similar (e.g. A-H-8, C-G, W-OO-EE, 80-18, 30-13, etc.).
• Remember, there’s a big difference between listening to the news and listening for IELTS.
• Do not worry if you do not understand everything on the recording.
• Check your answers (adjust spelling or make handwriting clear).
• Transfer all answers to the answer sheet.

THE LISTENING PROCESS
Listening is a very important area of communication because we spend most of our time in
work and play listening. It is not just a passive state where we find ourselves in. Oftentimes however,
we do not listen effectively. Studies show that we usually forget from one-third to one-half of what
we hear within eight hours or even less after hearing it. This may be due to our inability to listen well.
Such inability leads to misunderstanding and miscommunication or no communication at all. Because
of this, we must learn how to listen effectively.
Good listening begins with a willingness to participate completely in a communicative

situation. Good and proper listening has the following benefits:
• it stimulates better communication between the parties involved
• it contributes to and promotes better responses among the members of the group
• it helps you as a listener enjoy what you hear
• it assists you in understanding what is being said
• it enables you to react to what is said
• it plays a vital role in voice improvement in that you are able to correct your problems of
vocalization
Through an intensive listening program, you will learn to recognize, isolate, identify, and
describe the component elements of the voices of others and your own. Once this is done, you will be
prepared to correct your errors more readily and develop a pleasant, suitable speaking voice. Then
with practice in speaking, you will be able to incorporate the new patterns into your speech with little
or no conscious effort.
As you go about the task of making your ear more sensitive to sounds, you should pursue an
active and systematic listening program. Spend some time each day working to improve the three
consecutive stages of listening: 1) attention factor, 2) auditory discrimination, and 3) listening
comprehension.
Attention Factor
Most people have normal hearing but their ears are not alert; they do not listen well. They probably
have auditory ability but they do not use it. Therefore, they must practice and keep on listening
attentively until they discover their maximum hearing potentials. To improve your attention factor,
you must do a great deal of listening by focusing attention on the tones and noises you hear about you.
Do this for at least a few minutes each day. This will be a strange but enriching experience for you if
you have been used to listening so little.
Auditory Discrimination
Auditory discrimination mainly involves listening to sounds and analyzing them on the basis of
quality, pitch, loudness, and rate. Initially, your analysis should cover the different sounds you can
hear but later on, isolate and identify the four basic factors:
quality, pitch, loudness and rate. Training your ears for auditory discrimination may not be easy since
the elements of sound may obscure each other. You need to be especially cautious about your analysis
by improving your ability to distinguish relative degrees of quality, pitch, loudness and rate.
Listening Comprehension
Listening comprehension or aural comprehension is the process of translating and interrelating sounds,
quality, pitch, loudness and rate into thought symbols. Specifically, it is the ability of the listener to
understand and respond to significant signals and oral messages. Training your ears for
comprehension is the highest level of listening since the two stages, attention factor and auditory
discrimination, both contribute to your comprehension of an oral message.
IELTS Preparation Course – Study Guide: READING V1.2014
Module 2: Reading
The Reading Module takes 60 minutes. There are 40 questions, based on three reading
passages with a total of 2,000 to 2,750 words. Both the Academic Reading and General
Training Reading Modules have the same format.
All answers must be entered on an answer sheet during the 60-minute test. No extra time is
allowed for transferring answers.
Academic Reading
Texts are taken from magazines, journals, books, and newspapers. Texts have been written
for a non-specialist audience.
At least one text contains a detailed logical argument. Texts may contain non-verbal
materials such as diagrams, graphs or illustrations. If texts contain technical terms then a
simple glossary is provided.
General Training Reading

The first section, ‘social survival’, contains texts relevant to basic linguistic survival in
English with tasks mainly about retrieving and providing general factual information.
‘Training survival’, the second section, focuses on the training context, for example on the
training programme itself or on welfare needs. This section involves a text or texts of more
complex language with some precise or elaborated expression.
The third section, ‘general reading’, involves reading more extended prose with a more
complex structure but with the emphasis on descriptive and instructive rather than
argumentative texts, in a general context relevant to the wide range of candidates involved.
The Reading Test

Each section is more difficult than the one before.
The Reading paper is one of the most difficult parts of the IELTS examination. You
have to answer about 40 questions on 3 reading texts in one hour. You have about 20 minutes
for each text. Your reading technique is really important. You need to be able to skim and
scan the text (look through it quickly to find important information) as well as read it in depth.
Some students prefer to look at the questions first. Other students find it better to read
the text first and then look at the questions. We generally recommend you look through the
questions first, but you must find your own technique.
NEVER read the whole text. Read the first sentence in each paragraph. This should
tell you the topic of the paragraph. Highlight or underline important (‘key’) words.

• Know what’s the passage about

• Look at the questions carefully
• Look at the text
• Answer on the Answer Sheet
• Don’t waste time
Types of Questions
MULTIPLE CHOICE
Answer questions by choosing from a list of answers A, B, C or D.
TRUE, FALSE, NOT GIVEN (or YES, NO, NOT GIVEN)

Do the statements below agree with the information given in the texts?
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage
USING NO MORE THAN THREE WORDS

Answer a question, complete a statement, fill in a table, or label a diagram using one, two or a
maximum of three words.
CHOOSING HEADINGS FOR PARAGRAPHS

You have a list of Headings (i-x) which you match to paragraphs or sections of the reading
passage.
MATCHING LISTS/PHRASES
There will be phrases in a table which you have to match with the rest of the sentence in that
section to complete the sentence.
ALWAYS approach matching questions like this:

• READ a section, THEN find a match (you may choose more than one at this stage)
• Select the best matches after you’ve read all the sections
• Doing it this way means you only read the text ONCE
SUMMARY
The passage is summarized and you have to choose a suitable word or words, a number or
numbers, to fill gaps and complete the summary.
The Reading Skills You Need
Reading is one of the four language skills: reading, writing, listening and speaking. It is a
receptive skill, like listening. This means it involves responding to text, rather than producing
it. Very simply we can say that reading involves making sense of text. To do this we need to
understand the language of the text at word level, sentence level and whole-text level. We
also need to connect the message of the text to our knowledge of the world.

SKIMMING (reading for gist) is reading quickly through a text to get a general idea of what
it is about. When you are skimming a passage for a general understanding, don’t try to
understand every word. Jump from paragraph to paragraph, finding the main point in each
paragraph before moving on to the next, like jumping across stepping-stones in a river. The
main point of each paragraph is often, though certainly not always, the first sentence in each
paragraph. The sentence with the main point is often called the ‘topic sentence.’ Taken
together, the topic sentences of a passage should provide a reasonable summary of the
passage.
Skimming is a reading technique used when you want to get the general idea. First you look
through the whole reading paper. Then look at titles, paragraph headings, pictures (if any).
SCANNING (reading for specific information) is reading the passage to locate a specific
piece or pieces of information you need. When you are scanning to locate some specific
information, it is not necessary to read and understand every word in the passage. When you
look at each sentence, you need to understand only enough to answer the question: Is this
what I am looking for or not? So, you only need to understand the topic of the sentence.
Scanning is a useful strategy when answering IELTS reading questions that are asking for
specific information, especially when that information is a name or a number: names are
CAPITALISED, which makes them stand out from the rest of the text; and numbers
(amounts, dates, etc.) when written NUMERICALLY also stand out.
Scanning is also the quickest way to locate the part of the text where an answer to a question
is likely to be.
1. Highlight the KEY words in the question (e.g. underlined or in italics)

2. Scan the text for the location of the key word (or synonymous expression) and
highlight the sentence.
3. The answer to the question is probably in that sentence or the one before or after it.
INTENSIVE READING is reading one section of the passage carefully to understand what
is needed to answer a question. After you have scanned and located the information you
need, you must read those sentences intensively. Reading intensively is different from
skimming and scanning. When you skim and scan you only need to understand some key
words: the subject, verb and object. Now it may be necessary to understand every word.
Reading is a complicated process. It involves understanding letters, words and sentences,

understanding the connections between sentences (coherence and cohesion), understanding
different text types, making sense of the text through your knowledge of the world and using
the appropriate reading sub skill. Reading may be a receptive skill but it certainly isn’t a
passive one!
Because you have no time to read every word in the passage, you have to skim and scan for
the most significant details which provide the answers to the questions. You only need to
read intensively parts of the text when the question requires you to.

Reading Strategies
• Predicting what the article may be about. Use the titles and headings to try to predict the
article’s general content. Even if your prediction is incorrect, this will help you to focus on
the exercise and calm your nerves so you can think clearly. Identify if the article’s tone is
positive, negative or neutral. Quickly brainstorm some ideas about the article.
• Skimming for global information. Skim the passage to have a general idea of what it is all
about.
• Scanning for specific information. Scan the paragraphs to locate specific information that
may be the answer to a question.
• Guessing the meaning of words from the context. You may come across words which
you do not know the meaning of. Guess the meaning of the word from the context in which it
is used. Understand its function (e.g. noun, verb, adjective, etc.).
• Referencing. The main subject or noun is found in the beginning sentence in a paragraph.
In referring to that subject in succeeding sentences, pronouns will be used to make reference
to the noun that was mentioned in the first sentence.
TIPS
• Quickly look through the questionnaire to see how many questions/sections there
are. Read the questions before the text(s). SKIM the titles.
• Don’t go over the time.
• Read the text but not in full. Answer questions you find in the text, then go back to
the text. NEVER read the whole text in one go.
• Don’t stay long on a question you can’t answer. Move to the next question. Go
back later.
• Check your time (put a time limit on every section).
• Transfer your answers to the answer sheet section by section. There is no transfer
time. Answers written in the question paper and not on the answer sheet will not
receive any marks.
• Don’t leave any unanswered items.
• Review your answers if you still have time.

IELTS Writing Module
WRITING MODULE FORMAT
The Writing Module takes 60 minutes. There are two tasks to complete. It is suggested that about 20 minutes
is spent on Task 1 which requires candidates to write at least 150 words. Task 2 requires at least 250 words
and should take about 40 minutes.
Answers must be given on the Answer Sheet and must be written in full. Notes or bullet points in whole or in
part are not acceptable as answers. Candidates should note that scripts under the required minimum word limit
will be penalised.
Academic General Training

Task 1 – 150 W (20 mins.) Task 1 – 150 W (20 mins.)
Task 2 – 250 W (40 mins.) Task 2 – 250 W (40 mins.)
Academic Writing General Training
In Task 1 candidates are asked to describe In Task 1 candidates are asked to respond to
some information (graph/table/chart/diagram), a given problem with a letter requesting
and to present the description in their own information or explaining a situation.
words. They may be asked to describe and
explain data, describe the stages of a In Task 2 candidates are presented with a
process, how something works or describe an point of view or argument or problem.
object or event.
Candidates need to demonstrate their ability
In Task 2 candidates are presented with a to respond appropriately in terms of content,
point of view or argument or problem. vocabulary and the organisation of ideas.
Appropriate responses are personal, semi-
Candidates need to demonstrate their ability formal or formal correspondence (Task 1) and
to respond appropriately in terms of content, short essays (Task 2). In General Training
vocabulary and the organisation of ideas. Writing Task 2 a slightly more personal
Appropriate responses are descriptions/ response is acceptable than in Academic
summaries (Task 1) and short essays (Task Writing Task 2.
2) and these should be formal in style.
Test-taking tips
MANAGE YOUR TIME WORD COUNT

Make sure you write at least 150 words for Task 1
1. READ and 250 words for Task 2, no less. If you write more
5 minutes (T1 & T2) you will not be penalised. You do not get extra points
2. PLAN either for writing more. In Task 1 you should write no
more than 200 words, and in Task 2 no more than
3. WRITE -- 10 -12 mins. (T1) 300 words. This is important as one of the first things
-- 25 mins. (T2) the examiner does is to check the word count—if the
word count is under what is required, then your score
4. CHECK -- 3 to 5 minutes (T1 & T2) will be reduced irrespective of the quality of your
writing.
2
Usually your essay must be written for a typical
STRATEGIES FOR WRITING
educated adult, so you must write in the appropriate
Being an effective and efficient writer means more
formal style. In general do not address the reader
than writing accurately (with correct grammar and
directly. Do not use first and second person
spelling) and knowing a lot of vocabulary. Both of
pronouns (1st: I, me, my; 2nd: you), like: “I can see
these things are important, but they do not
that the graph is about…” but rather the 3rd person
automatically give you a good mark in the IELTS
“The graph is about…it shows…” or state it in the
writing module.
passive voice: “It can be seen that…”
 Write in different ways Steps in Writing Task 1 Academic

 Put structure in your writing Step 1: Read and understand the task (2 minutes)
 Focus on your reader Step 2: Plan what you are going to write (3 minutes)
In the IELTS test, you must do only what the task Step 3: Write your answer on the answer sheet (12
tells you to do and no more than that. You must write minutes)
about a particular topic for a particular reader.  Introduction: Summarise the topic and
Focusing on your reader will help you to make sure introduce the table, graph/chart or
that everything you write is relevant. If you don’t do diagram.
what the task tells you to do, you will lose marks.  Body: Write an overview. Then state the
main point and other important/interesting
points. Mention details/figures.
WRITING SKILLS  Conclusion: Re-state the main points
Task 1 General Training: Step 4: Check your writing (3 minutes)
Writing Effective Letters
Reminders for Academic Writing Task 1:
Steps in Writing a Letter  Write a short introductory paragraph.
 Write an overview (1 sentence of the 2
st nd
Step 1: Read and understand the task. (2 minutes) paragraph).

 Write 2 or more paragraphs for the body (no. of
Step 2: Plan what you are going to write. (3 minutes) paragraphs depend on the data).
 Describe, not analyse, trends (highest, lowest,
Step 3: Write your answer on the Answer Sheet. significant changes, peaks & valleys), compare/
(12 minutes) contrast (high-low, up-down, increase-
decrease/decline)
 Write a greeting e.g. highest temperature/lowest temperature and
 State your purpose for writing average rainfall in a year, percentage of change/
 Give/request information to support your increase/decrease.
purpose  Do not describe the physical features of the
 Request action graph/chart/diagram.
 Close  Invariably a graph is going to involve past times, so
keep your tenses right. If the years are not
 Sign off
indicated, don’t use past tense.
Step 4: Check your writing. (3 minutes)  Use the right prepositions for dates
(e.g. in January, on January 10, 2005).
 DO NOT give your opinions. Just describe details.
Task 1 Academic:  Vary your language. Task 1 requires different
Describing and Interpreting register/lexicon from Task 2.
 Do not repeat the rubric in your introduction/
overview. It will not count. Use your
In Task 1 (Academic) you must write a short essay of own words.
at least 150 words describing what you see in a If you must borrow the idea of the rubric,
graph, chart, table or diagram. paraphrase it.
 Do not give a rhetorical introduction (e.g. “Water is
life. It is the most important element on earth.”)
3
Sample Task 1 (General Training)

You should spend about 20 minutes on this task.
You rent a house through an agency. The heating system has stopped working.
You phoned the agency a week ago but it still has not been repaired.
Write a letter to the agency. In your letter

 explain the situation
 say what your problems are, and
 tell them what you want them to do about it.
Write at least 150 words.
You do NOT need to write your own address.
Begin your letter as follows:
Dear Sir/Madam,
Sample answer
Greet Dear Sir/Madam,
State your I am writing to complain about a serious problem in my house, which I rent
purpose through your agency. The heating system in my house has completely
stopped working.
Give/request This situation is causing many problems for us during this very cold
information to weather. It is affecting my children’s study, my husband’s work, and my
support your purpose own health.
Give/request I telephoned your agency on Thursday 27 th January and spoke to one of

more information your staff about the heating system. I explained the situation to her and
to support your she told me that the problem would be fixed in two or three days, but in fact
purpose nothing has happened. Seven days have now passed and I have not
received any communication from your office at all. Naturally I am very
concerned about this.
Request action Could you please send a repairman to fix my heating system as soon as
possible? It is now urgent.
Close Thank you for your attention to this matter.
Sign off Yours faithfully,

4
Sample Task 1 (Academic)
The graph below shows the different modes of transport used to travel to and
from work in one European city in 1950, 1970 and 1990.
Summarise the information by selecting and reporting the main features,

and make comparisons where relevant.
Bus
50
Car
P Bike
E
R Foot
C
E 25
N
T
A
G
E
0
1950 1970 1990
Modes of transport and years
Modes of transport to and from work in one European city
Sample answer
The introduction: People in this city use four modes of transport to travel to and
Summarise the topic from work, namely bus, car, bike, and foot. The graph indicates
and introduce the the percentage of total travellers who used these four modes of
graph/table. transport in 1950, 1970, and 1990.
The body: Begin w/ an It is clear that the most significant change occurred in the use of
overview. State the cars—while the use of other modes of transport either decreased
main point and other or fluctuated, the use of cars increased. In 1950 only about 5% of
important and travellers used a car to go to and from work, but this rose to 25%
interesting points. in 1970 and to over 35% in 1990.
5
Another striking change involves travelling on foot. In 1950 about

one in three people walked to and from work, but this fell to around
20% in 1970 and to a very low 5% in 1990.
Travelling by bike also fell dramatically, while bus travel first

increased and then declined, although in 1990 it was the second
most popular type of transport.
The conclusion: In general it can be said that in the period 1950 to 1990, the
Re-state the main use of cars to travel to and from work increased dramatically,
point/s. while other forms of transport declined.
Task 2 General Training/Academic
Task 2 (General Training) and Task 2 (Academic) are Task 1

very similar. The only difference is the type of topic.
In the Academic Module, the topics are somewhat Task Achievement

more academic, that is, they are topics of general This criterion assesses how appropriately, accurately
interest that people at university and college might and relevantly the response fulfills the requirements
discuss. set out in the task, using the minimum of 150 words.
In the General Training Module, the topics are more Academic Writing Task 1 is a writing task which has a
general, that is, they are topics of general interest defined input and a largely predictable output. It is
that people in the general community might discuss. basically an information-transfer task which relates
narrowly to the factual content of an input diagram
Note that the topics are of general interest in both and not to speculated explanations that lie outside
cases and it makes no difference what module the given data.
candidates study. It is reasonable to say, however,
that the Academic topics are more difficult than the General Training Writing Task 1 is also a writing task
General Training topics. Still, the format of the tasks with a largely predictable output in that each task sets
is the same and the skills required are the same. out the context and purpose of the letter and the
functions the candidate should cover in order to
achieve this purpose.
You must write in the appropriate style or register for
each situation. You must organize your writing in a
good standard manner and you must use appropriate Coherence and Cohesion
language and ideas. This criterion is concerned with the overall clarity and
fluency of the message: how the response organises
and links information, ideas and language.
ASSESSMENT CRITERIA
Coherence refers to the linking of ideas through
Task 1
logical sequencing. Cohesion refers to the varied
 Task Achievement and appropriate use of cohesive devices (for
 Coherence and Cohesion example, logical connectors, pronouns and
 Lexical Resource conjunctions) to assist in making the conceptual and
 Grammatical Range and Accuracy referential relationships between and within
Task 2 sentences clear.
 Task Response
 Coherence and Cohesion
 Lexical Resource
 Grammatical Range & Accuracy
6
Lexical Resource Task 2

This criterion refers to the range of vocabulary the
candidate has used and the accuracy and Task Response
appropriacy of that use in terms of the specific task. In both Academic and General Training Modules
Task 2 requires the candidates to formulate and
Grammatical Range and Accuracy develop a position in relation to a given prompt in the
This criterion refers to the range and accurate use of form of a question or statement. Ideas should be
the candidate’s grammatical resource as manifested supported by evidence, and examples may be drawn
in the candidate’s writing at sentence level. from the candidates’ own experience. Responses
must be at least 250 words in length.
Sample Task 2
Write about the following topic.
Some businesses now say that no one can smoke cigarettes in any of their offices. Some
governments have banned smoking in all public places. This is a good idea, but it also
takes away some of our freedom.
Do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge or
experience.
Sample answer
The introduction: I completely disagree with this statement. I believe that smoking should be banned
State your view. in all offices and in all public places and I do not agree that this takes away some of
our freedom. There are two reasons why I hold this view.
The body: Firstly, giving smokers the ‘freedom’ to smoke in offices and public places is very
Support your view dangerous, both for the smokers themselves and for the people near them. Perhaps
with reasons, people should have the right to kill themselves slowly, but this causes a financial loss
arguments, to our community, since we all pay either directly or indirectly for the health costs
examples. associated with smoking. However, smokers certainly do not have the right to
damage the health of other people. The ‘freedom’ to hurt other people is not a
genuine freedom.
Secondly, the ban on smoking in offices and public places does not actually threaten
anyone’s freedom. People may continue to smoke. We are simply seeking to limit
the location of this activity, just as we limit the places where we can urinate, for
example. We do this for the same reason in both cases, namely public health. Few
people would think that their freedom is limited because they cannot urinate in offices
or public places. Why do they then complain when businesses and governments try
to protect people from the health dangers associated with passive smoking?
The conclusion: For these reasons, I strongly believe that a ban on smoking in all offices and public
Re-state your view. places is an excellent idea that will not take away anyone’s freedom.
TASK 2 Sample Questions
Sample 1a - Agreeing or disagreeing

People should be allowed to continue to work for as long as they want to, and not be forced to
retire at a particular age such as 60 or 65.
Sample 1b - Agreeing or disagreeing
The world is consuming natural resources faster than they can be renewed. Therefore it is
important that products are made to last. Governments should discourage people from
constantly buying more up to date or fashionable products.
To what extent do you agree with this statement?
Sample 2a - Advantages and Disadvantages + Agree or Disagree

Soon it will be scientifically possible to clone humans.
What are the advantages and disadvantages of this?
Sample 2b - Advantages and Disadvantages + Agree or Disagree

In urban areas, people usually live in high rise buildings like condominiums. In the
countryside, people live in one-storey houses.
Do you think living in a condominium has more advantages or more disadvantages?
Sa
Sample 2c - Advantages and Disadvantages + Agree or Disagree
The threat of nuclear weapons maintains world peace. Nuclear power provides cheap and
clean energy. The benefits of nuclear technology far outweigh the disadvantages.
To what extent do you agree or disagree?
Sa
Sample 2d - Advantages and Disadvantages + Agree or Disagree
Some people think that the social media (e.g. facebook) have a positive effect on people’s lives.
Others believe that these have a negative effect.
Discuss both these views and say whether you think the benefits outweigh the disadvantages.
Sample 3a - Agreeing or disagreeing
Some people think that students learn better if they are a little afraid of their teacher. Others
think that they work better if their teacher treats them as friends.
Discuss both these views and give your own opinion.
Sample 3b - Agreeing or disagreeing

Some people think that privately owned universities provide better quality of education than
state-funded universities.
Discuss the benefits of both these situations and give your own opinion about which one is
better.
Sample 3c - 2 Views + Opinion

Some people think that privately owned universities provide better quality of education than
state-funded universities.
Discuss the benefits of both these situations and give your own opinion about which one is
better.
Sample 4 - Causes, Effects & Solution

The percentage of overweight children in western society has increased by almost 20% in the
last ten years.
Discuss the possible causes and effects of this disturbing trend and offer a solution.
Sample 5a- Answer 2 Questions

The number of people leaving their country to work abroad often only seems to benefit them
rather than their own country.
What problems might this trend cause? How might these problems be reduced?
Sample 5b - Answer 2 Questions

In the future natural resources such as coal and oil will be used up.
How can we save on resources? What alternative forms of energy are available?
Sample 6 - Taking a position (choosing between 2 options)

In Britain when people grow old they go to live in an institution (i.e. Nursing Home).
Who do you think should pay for their care, the family or the government?
IELTS Preparation Course – Study Guide: SPEAKING V1.2014
Module 4: Speaking
The Speaking Module takes between 11 and 14 minutes and consists of an oral interview between the
candidates and an examiner. All interviews are recorded.
In Part 1 candidates answer general questions about themselves, their homes/families, their jobs/studies, their
interests, and a range of familiar topic areas. This part lasts between four and five minutes.
In Part 2 the candidate is given a verbal prompt on a card and is asked to talk on a particular topic. The
candidate has one minute to prepare before speaking at length for up to two minutes. The examiner then asks
one or two rounding-off questions.
In Part 3 the examiner and candidate engage in a discussion of more abstract issues and concepts which are
thematically linked to the topic prompt in Part 2. the discussion lasts between four and five minutes.
ALL INTERVIEWS WILL BE RECORDED.
The Speaking Module assesses whether candidates can communicate effectively in English.
ASSESSMENT CRITERIA
Fluency and Coherence refers to the ability to talk within normal levels of continuity, rate and effort and to
link ideas and language together to form coherent, connected speech.
The key indicators of fluency are speech rate and speech continuity.
The key indicators of coherence are logical sequencing of sentences, clear marking of stages in a discussion,
narration or argument, and the use of cohesive devices (e.g. connectors, pronouns and conjunctions) within and
between sentences.
Lexical Resource refers to the range of vocabulary the candidate can use and the precision with which
meanings and attitudes can be expressed.
The key indicators are the variety of words used, the adequacy and appropriacy of the words used and the ability
to circumlocute (get round a vocabulary gap by using other words) with or without noticeable hesitation.
Grammatical Range and Accuracy refers to the range and the accurate and appropriate use of the candidate’s
grammatical resource.
The key indicators of grammatical range are the length and complexity of the spoken sentences, the appropriate
use of subordinate clauses, and the range of sentence structures, especially to move elements around for
information focus.
The key indicators of grammatical accuracy are the number of grammatical errors in a given amount of speech
and the communicative effect of error.
Pronunciation refers to the ability to produce comprehensible speech to fulfil the speaking test requirements.
The key indicators will be the amount of strain caused to the listener, the amount of the speech which is
unintelligible and the noticeability of L1 influence.
All criteria have equal weighting. The final speaking score is an average of the four criteria, and can be a whole
band (e.g. 7.0) or a half band (e.g. 6.5).

The structure of the module is summarized below.
Part Nature of interaction Timing
Part 1 Examiner introduces him/herself and confirms candidate’s 4 – 5 minutes

Introduction identity.
and interview Examiner interviews candidate using verbal questions selected
from familiar topic frames.
Part 2 Examiner asks candidate to speak for 1-2 minutes on a particular 3 – 4 minutes
Individual topic based on written input in the form of a candidate task card (including 1 minute
long turn with content-focused prompts. preparation time)
Examiner asks one or two questions to round off the long turn.
Part 3 Examiner invites candidate to participate in discussion of a more 4 – 5 minutes

Two-way abstract nature, based on questions thematically linked to Part 2
discussion topic.
The Speaking Test Structure
Part I is the easiest, here the examiner will ask for your full name, ID and perhaps where you come
from, just to get the interview started and to check the authenticity of your identity against his/her list. In this
opening part, NEVER give any unsolicited information (e.g. the meaning of your name or where/how you got it;
details about your hometown such as land area, population, boundaries, etc.).
Still on Part I. After this introductory part, the examiner will ask more questions chosen from 3 frames.
A frame is a set of pre-determined questions on a topic. Each frame has a topic which the examiner will
announce/introduce before asking the questions. (Example: Now let’s move on to talk about your hometown or
village . . .) This is not yet a question, so don’t answer by talking about your hometown/village. Wait for
the question.
When the examiner asks you where you come from, do not answer by saying, “I come from the
Philippines.” Of course it is obvious because you are here in the Philippines! The answer to this type of
question is to give the name of the city, town or village where you were born.
In Part II, the examiner will let you talk for 2 minutes without interruption. If you do not understand
the question, the examiner cannot explain the question. There should be no reason for you not to get the
question or topic right since the examiner will say it and give you a prompt card on which the topic is written,
with all the sub-topics/sub-questions/bullet points. After 2 minutes the examiner will ask 1 or 2 questions just
to round-off this part. Do not give a lengthy answer. YES or NO or a one-sentence answer would be fine.
In Part III, the examiner will ask one or two more frames of questions. Each frame contains 3 to 5
specific questions. The questions are of a more complicated nature than in the first two parts. If you do not
understand the question, you can ask the examiner to explain it a bit.
Each part has a time limit, so try to keep your answers to a reasonable length. That is neither too long
nor too short. Don’t be too chatty or too brief with your answers either. The notion that you are in control of
the interview is WRONG! The examiner is in control. Although you do most of the talking (since the examiner
is limited to asking questions), this does not mean that you are in control.

Tips for the Speaking Test
1. Before the interview

 Be prepared and try to relax.
Read books, newspapers, magazines, journals, the Reader’s Digest, etc. Practice speaking
English as often as you can.
 Show up for the interview 30 minutes to an hour ahead of schedule. The candidate/s before
you might be late, so you may be interviewed before your time.
 Bring your passport or any valid ID.
 Expect the interview to be recorded. This is a security measure both for you and the
examiner.
 Leave your bag outside the interview room when your turn comes.
2. During the interview

 Be courteous and try to make a good impression.
 Be willing to talk and be positive. Always have something to say about any possible topic.
Avoid saying: “I’m sorry, I have no idea.”
 If you do not understand the question, do not ask the examiner to explain it in Parts I and II.
The examiner has to adhere to the questions in the frames and s/he is strictly prohibited from
explaining the questions. You may ask the examiner to repeat the question but not to
explain it. In Part III, the examiner may explain the question minimally.
 In Part II, use the 1 minute preparation time to think about your answer. You will be given a
piece of paper and a pencil to make some notes, so make a plan or an outline of what you
want to say.
 If the question/topic is something you cannot talk about because you have no knowledge or
experience in this area, talk about something related.
Example: If you will be asked to talk about a novel that you have read, and you have never read a
novel in your whole life, you can talk about any other book instead. Be courteous. You may say:
“I’m sorry but I have never read a novel before, so if you will allow me I will talk instead
about a book which I [have read recently/like reading].”
 Make sure you talk for 2 minutes. If you talk for only 1 minute the examiner will encourage
you to say something more. To avoid speaking under time (less than 2 minutes), practice
speaking at home to get an idea of how 2 minutes “feels” like. But don’t worry because the
examiner will tell you when the time is up.
 Try to give an organized answer by following the instructions or bullet points on the prompt
card.
 When you start speaking, do not repeat the topic (e.g. “My question goes like this: Describe
a teacher who has influenced your life…” or “The topic you have asked me to talk about
is…”). Remember the examiner was the one who gave you the questions so s/he knows
what it is.
3. Concluding the interview

 The examiner will thank you when the interview ends.
 Remember to thank the examiner as well for his/her time.
 You do not have to offer a handshake. Most examiners do not like this. It is also highly
unlikely that an examiner will offer a handshake.
 Do not ask the examiner how you fared in the interview. You will have to wait for the
Results to be mailed to you 2 weeks later.
 If you have any questions about this, talk to the examinations manager/test supervisor/
invigilator.
 Once the examiner tells you that it is the end of the speaking test, leave the room at once.
Don’t linger outside the interview room and talk to other candidates waiting for their turn
about the questions the examiner asked you.

Understanding Different Types of Questions
1. “WHAT-“ Questions
e.g. “What job do you do?”
 Talk more about your job rather than your workplace.

“I’m an operating room nurse at Chong Hua Hospital. I’ve been working there for 2 years
now.”
NOT: “I work at Chong Hua Hospital. It’s a tertiary level hospital with a 300-bed
capacity. It has state-of-the-art facilities and it caters to people in the Visayas and
Mindanao.”
This does not answer the question at all.
2. Questions Using Conditionals

e.g. “What kind of job would you like to have in the future?”
or “Describe a job you would like to have in the future.”
 Don’t talk about the job you have now. Describe a job you would probably do if
circumstances had been different. For example, you’re a nurse but you would have wanted
to be a fashion designer.
Talk about being a fashion designer, and what you would do if you were one.
3. Questions that make you choose between one or the other

e.g. “Do you prefer to live in a small house or a big house?”
 Don’t answer with a “Yes…” Pick one (small house or big house), then explain why you
prefer that.
“I prefer to live in a small house because it’s easier to clean.”
4. “WHY-“ Questions as follow-up to a main question

e.g. “Do you like the place where you live? Why?”
 Should be answered with “Yes” or “No” and “because…”
“Yes. I like the place where I live because it’s peaceful and quiet compared to big cities
like Manila. The air is fresh and clean and I know my neighbors very well because
they’ve been my neighbors since I was born.”
5. “HOW-“ or “IN WHAT WAY-“ Questions

e.g. “How has advertising contributed to globalisation?”
 Don’t answer with “because…” Use modifiers like adverbs: “I think advertising has
contributed much to globalisation.” Through advertisements, people are made aware of the
wide array of products available in the market. Advertisements help consumers make
informed choices when buying the products they need.”
6. Questions about ADVANTAGES and DISADVANTAGES or BENEFITS and DRAWBACKS

e.g. “What do you think are the advantages and disadvantages of being old?”
 Answer in the order mentioned by the examiner (i.e. advantages first before
disadvantages).
“I think there are many benefits of being old. First of all, with old age comes wisdom. The older
a person is, the wiser he/she becomes because of the experiences he/she has had in life. When you are
old, people look up to you for guidance and good counsel. Second, you get senior citizen’s discount, as
mandated by law. Third, you don’t have to wait on long queues at places like grocery stores and
banks, because there are priority lanes for senior citizens. However, the drawbacks of being old are
that you are not as healthy as when you were younger, and you are more susceptible to diseases like
hypertension, diabetes and cardiovascular diseases. You also tend to be forgetful.”
Final tip: AVOID USING SLANG WORDS (e.g. gonna, wanna, kinda, “bonggacious,” “bootylicious”)

Sample Speaking Test Questions (Part 1)
Frame 1 (Your hometown/village)

Let’s talk about your hometown/village…
 What kind of place is it?

 What’s the most interesting part of your town/village?
 What kind of jobs do people in your town/village do?
 Would you say it’s a good place to live? [Why?/Why not?]
Describe a festival or cultural event that you celebrate in your country.
You should say
what the event is

how often the event takes place
who participates in the event
and explain why this festival or event 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.
Let’s consider first of all…
Cultural celebrations/festivals in your country

 Why do people have cultural celebrations/festivals where you live?
 How important are cultural celebrations and festivals in your country?
 How have cultural celebrations and festivals changed in your country?
 What role does religion play in these cultural celebrations/festivals?

IELTS WRITING TASK 2
Lesson 1: Agreeing or Disagreeing
Understanding Task 2
One possible Task 2 topic requires you to agree or disagree, or explain to what extent you agree or
disagree with a given issue or statement.
Example:
People should be allowed to continue to work for as long as they want to, and not be
forced to retire at a particular age such as 60 or 65.
With this kind of Task 2 topic, you must write a short essay (at least 250 words) in which you state
your point of view. Candidates taking the Academic module must write using the appropriate
formal style, while those taking the General Training module may use a less formal style.
Doing Task 2
In Task 2 you must argue—that is, you must present an opinion. You have to state your opinion
(whether you agree or disagree or to what extent you agree or disagree) in the first paragraph. In
this type of writing, you express your opinion and give reasons to support your opinion or position.
These reasons and explanations, together with examples, should be written in the body of your
essay. In the conclusion, you restate your position.
Make sure to follow this simple four-step guide to doing Task 2.
Steps Suggested time Detail

Step 1
Read and understand the 5 minutes Understand the topic.
task. Understand the question.
Understand the requirements.
Step 2
Plan what you are 5 minutes Plan the introduction (state your view).
going to write Plan the body (support your view).
Plan the conclusion (re-state your view).
Step 3
Write your answer on the 25 minutes State your view (the introduction).
Answer Booklet. Support your view with reasons, arguments,
examples (the body).
Re-state your view (the conclusion).
Step 4
Check your writing. 5 minutes. Check the content.
Check the language.
Check the presentation.
2
Structure of the essay:
INTRODUCTION
1st paragraph: Write 2 or 3 sentences stating your position: whether you agree or disagree
or to what extent you agree or disagree.
BODY
2nd paragraph: Give first reason why you agree or disagree (justify your reason and give
examples from your own knowledge or experience)
3rd paragraph: Give second reason why you agree or disagree (justify your reason and give
examples from your own knowledge or experience).
4th paragraph: Give third reason (if necessary) why you agree or disagree (justify your
reason and give examples from your own knowledge or experience).
CONCLUSION
5th paragraph: Write a short conclusion (1 or 2 sentences) restating your position.
Lesson 2: Stating Advantages & Disadvantages
One possible Task 2 topic requires you to state advantages and disadvantages, or explain whether
there are more advantages or disadvantages to a given topic/issue.
Example:
In urban areas, people usually live in high rise buildings like condominiums. In the
countryside, people live in one-storey houses.
Do you think living in a condominium has more advantages or more disadvantages?
With this kind of Task 2 topic, you must write a short essay (at least 250 words) in which you state
your point of view, whether there are more advantages or disadvantages. Candidates taking the
Academic module must write using the appropriate formal style, while those taking the General
Training module may use a less formal style.
Doing Task 2
In Task 2 you must argue—that is, you must present an opinion. You have to state your opinion
(whether you think that there are more advantages or more disadvantages) in the first paragraph.
In this type of writing, you express your opinion and give reasons to support your opinion or
position. The reasons and explanations, together with examples, should be written in the body of
your essay. You have to discuss both advantages and disadvantages in order to prove that there
are more advantages or disadvantages. In the conclusion, you restate your position.

Step 1
Step 2
Plan what you are 5 minutes Plan the introduction (state your view).
going to write Plan the body (support your view).
Step 3
Write your answer on the 25 minutes State your view (the introduction).
Answer Booklet. Support your view with reasons, arguments,
examples (the body).
Step 4
Check the language.
2
Structure of the essay:
INTRODUCTION
1st paragraph: Write 2 or 3 sentences stating your position: whether you think there are
more advantages or more disadvantages.
BODY
2nd paragraph: Discuss the advantages. Cite some examples based on your own
knowledge and experience. If your position is that you think there are more
advantages, make sure you discuss more points here than disadvantages.
3rd paragraph: Discuss the disadvantages. Cite some examples based on your own
knowledge and experience. If you think that there are more disadvantages,
make sure to cite more points here than advantages.
CONCLUSION
4th paragraph: Write a short conclusion (1 or 2 sentences) restating your position.
Lesson 3: Discussing two opposing views
then giving your own opinion
One possible Task 2 topic requires you to discuss two opposing views and to give your own opinion.
Example:
Some people think that students learn better if they are a little afraid of their teacher.
Others think that they work better if their teacher treats them as friends.
Discuss both these views and give your own opinion.

With this kind of Task 2 topic, you must write a short essay (at least 250 words) in which you discuss two
opposing views first before you give your own opinion. Candidates taking the Academic module must write
using the appropriate formal style, while those taking the General Training module may use a less formal
style.
Doing Task 2
In the introduction, write 2 or 3 general statements about the topic. Don’t give your opinion yet. Use your
own words when you state the topic. Don’t copy the rubric verbatim. In the body of the essay, discuss the
two points of view (not your own opinion yet), then after you have discussed these, you can state your own
opinion and explain it. In the conclusion, you restate your position.

Step 1
Step 2
Plan what you are 5 minutes Plan the introduction (don’t state your view).
going to write Plan the body (the 2 points of view & your own
opinion).
Step 3
Write your answer on the 25 minutes State the topic in your own words
Answer Booklet. (the introduction).
Discuss the first 2 views then your own
(the body).
Step 4
Check the language.
2
INTRODUCTION
1st paragraph: State the topic in 2 or 3 sentences using your own words.
BODY:
2nd paragraph: Discuss the first view. Give examples using your own knowledge or
experience.
3rd paragraph: Discuss the second view. Give examples using your own knowledge or
experience.
4th paragraph: Discuss your own point of view. Give examples using your own knowledge
or experience.
CONCLUSION:
5th paragraph: Restate your position in relation to the 2 opposing views (1 or 2 sentences).
Distinguishing between fact and opinion
Facts are truths known to exist. They can be determined by direct observation and/or they
can be verified by a reliable source. If we cannot directly observe facts, we can always investigate
them through reliable sources. However, in the Writing test, one does not have the chance to
investigate sources. That is why it is necessary to do a lot of reading before you take the test.
Read magazines like Reader’s Digest, Time and Newsweek as well as newspapers, so that you
will be updated on current events.
Statements of fact are often introduced by expressions such as

“It is said that…”
“They say that…”
“It is a fact that…”
“As a matter of fact…”
“An unidentified source noted that…”
“There can be no doubt that…”
“Studies reveal that…/Research shows that…”
Opinions are statements of personal judgement and preferences. Speakers usually

introduce their opinions with comments such as
“I think…”
“As far as I’m concerned…”
“I believe…/Personally, I believe that…/I feel…”
“It is my opinion that…/In my opinion…”
“To me…”
“I consider…”
Lesson 4: Discussing causes & effects
and offering a solution/s
One possible Task 2 topic requires you to identify the causes and effects of a given problem and to offer a
solution or solutions.
Example:
The percentage of overweight children in western society has increased by almost 20%
in the last ten years.
Discuss the possible causes and effects of this disturbing trend and offer a solution.
With this kind of Task 2 topic, you must write a short essay (at least 250 words) in which you have to
identify/enumerate and explain the causes and effects of a given problem and then suggest a solution or
solutions. Candidates taking the Academic module must write using the appropriate formal style, while those
taking the General Training module may use a less formal style.
Doing Task 2
In the introduction, write 2 or 3 general statements about the topic. You are not required to give an opinion,
so don’t give any. Use your own words when you state the topic. Don’t copy the rubric verbatim. In the
body of the essay, discuss the causes and effects of the problem. These should be based on facts, not your
opinion. Then you offer a solution or solutions. In the conclusion, summarise the main points discussed in
the body (write1 or 2 sentences referring to the problem, causes, effects and a general solution). Do not
introduce new details or facts here. The conclusion should just summarise what you have already written in
the body.

Step 1
Step 2
going to write Plan the body (causes, effects & solution).
Plan the conclusion (summary of the main
points).
Step 3
Discuss the causes, effects & solution (the body).
Summarise the main points (the conclusion).
Step 4
Check the language.
2
INTRODUCTION
BODY:
2nd paragraph: Discuss the causes based on known facts. Explain. Give examples using
your own knowledge or experience.
.
3rd paragraph: Discuss the effects based on known facts. Give examples using your own
knowledge or experience.
4th paragraph: Offer or suggest a solution/s. Give examples using your own knowledge
or experience if necessary/applicable.
CONCLUSION:
5th paragraph: Summarise the main points (1 or 2 sentences).
Using words that express facts
In stating the causes and effects of the given problem, you have to rely on your knowledge
of known facts. It is necessary to do a lot of reading before you take the test. Read magazines
like Reader’s Digest, Time and Newsweek as well as newspapers, so that you will be updated on
current events.

You are not required to give your opinions in this type of topic.
Lesson 5: Discussing problems and how to reduce these
One possible Task 2 topic requires you to identify the problems that arise because of a trend or situation and
suggest how these problems might be reduced.
Example:
The number of people leaving their country to work abroad often only seems to benefit
them rather than their own country.
What problems might this trend cause? How might these problems be reduced?
identify/enumerate and explain the problems brought about by a trend or situation. Then you have to
suggest ways to reduce these problems. Candidates taking the Academic module must write using the
appropriate formal style, while those taking the General Training module may use a less formal style.
Doing Task 2
In the introduction, write 2 or 3 general statements about the topic/problem. Use your own words when you
state the topic. Don’t copy the rubric verbatim. In the body of the essay, discuss the problems that result
from this trend or situation. These should be based on facts. If you state your opinion on what problems
might result from this trend, make sure you justify your opinion. Then you suggest ways to reduce the
problem (you’re not really being asked to suggest how the problem can be solved completely). In the
conclusion, summarise the main points discussed in the body (1 or 2 sentences).

Step 1
task. Understand the questions.
Step 2
going to write Plan the body (problems & solution).
points).
Step 3
Discuss the problems & suggest how to reduce
(the body).
Step 4
Check the language.
2
INTRODUCTION
BODY:
2nd paragraph: Discuss the problems that may arise from this trend. Explain/justify your
answers. Give examples.
3rd paragraph: Discuss the effects based on known facts. Give examples using your own
knowledge or experience.
4th paragraph: Suggest how these problems might be reduced. Give examples using your
own knowledge or experience if necessary/applicable. This part if drawn
from your personal opinion/point of view.
CONCLUSION:
REMEMBER: Facts are truths known to exist. They can be determined by direct
observation and/or they can be verified by a reliable source. If we cannot directly observe facts,
we can always investigate them through reliable sources. However, in the Writing test, one does
not have the chance to investigate sources. That is why it is necessary to do a lot of reading
before you take the test. Read magazines like Reader’s Digest, Time and Newsweek as well as
newspapers, so that you will be updated on current events.


“I think…”
“To me…”
“I consider…”
Lesson 6: Answering one or two questions
One possible Task 2 topic requires you to answer one or two questions.
Example:
When visiting foreign countries, some people take full advantage of the opportunities to
learn about the culture and traditions of these countries.
How can visitors learn about the culture and traditions of other countries?
Why do some visitors learn about the culture and traditions of other countries while
other visitors don’t?
With this kind of Task 2 topic, you must write a short essay (at least 250 words) in which you have to answer
two questions. Make sure you answer both questions satisfactorily. Justify your answers. Give reasons and
examples based on your own knowledge and experience. Candidates taking the Academic module must
write using the appropriate formal style, while those taking the General Training module may use a less
formal style.
Doing Task 2
In the introduction, write 2 or 3 general statements about the topic/problem. You are not required to take a
position. Use your own words when you state the topic. Don’t copy the rubric verbatim. In the body of the
essay, answer the two questions then explain/justify your answers. Make sure you address both questions.
In the conclusion, summarise the main points discussed in the body (1 or 2 sentences).

Step 1
task. Understand the questions.
Step 2
going to write Plan the body (your answers to the questions).
points).
Step 3
Discuss yoru answers to the questions.
Explain/justify (the body).
Step 4
Check the language.
2
INTRODUCTION
BODY:
2nd paragraph: Answer the first question. Explain/justify your answer. Give examples using
your own knowledge or experience.
3rd paragraph: Answer the second question. Explain/justify your answer. Give examples
using your own knowledge or experience.
CONCLUSION:
Lesson 7: Commenting on a situation or issue
One possible Task 2 topic requires you to comment on a situation or issue.
Example:
In Britain when people grow old they go to live in an institution (i.e. Nursing Home).
Who do you think should pay for their care, the family or the government?
comment on a situation or issue, usually one that is culture-specific or culturally-bound. You have to state
your opinion/opinions about the topic, but be aware of the realities of that particular culture. In the topic
above, you are asked to comment on a practice of the British. Do not judge the British culture. Give an
objective view, then justify it. Give reasons and examples based on your own knowledge and experience.
Candidates taking the Academic module must write using the appropriate formal style, while those taking the
General Training module may use a less formal style.
Doing Task 2
In the introduction, write 2 or 3 general statements about the topic/problem. You have to state your position
(whether you think it is the family or the government who should pay for the care of the elderly). In the body
of the essay, Give two or three reasons to justify your position. Explain your position and give examples. In
the conclusion, summarise the main points discussed in the body (1 or 2 sentences).

Step 1
Step 2
Plan what you are 5 minutes Plan the introduction (decide on your position).
going to write Plan the body (reasons to support your position).
points).
Step 3
Write your answer on the 25 minutes State your position (the introduction).
Answer Booklet. Give 2-3 reasons to justify your position. Explain
(the body).
Step 4
Check the language.
2
INTRODUCTION
1st paragraph: State the topic and your position in 2 or 3 sentences using your own words.
BODY:
2nd paragraph: Give one reason why you hold that view then explain/justify your answer.
Give examples using your own knowledge or experience.
3rd paragraph: Give another reason. Explain/justify your answer. Give examples
using your own knowledge or experience.
4th paragraph: Give a third reason (if necessary). Explain/justify your answer. Give
examples using your own knowledge or experience.
CONCLUSION:
REMEMBER: Facts are truths known to exist. They can be determined by direct
observation and/or they can be verified by a reliable source. If we cannot directly observe facts,
we can always investigate them through reliable sources. However, in the Writing test, one does
not have the chance to investigate sources. That is why it is necessary to do a lot of reading
before you take the test. Read magazines like Reader’s Digest, Time and Newsweek as well as
newspapers, so that you will be updated on current events.


“I think…”
“To me…”
“I consider…”
Although you are asked to give your own opinion about a practice in Britain, avoid making a
judgement or giving comments based on your own culture. Be mindful of the realities in the British
culture (i.e. it is a common practice for the British to entrust their elderly to the care of professional
healthcare providers in nursing homes). In the Filipino culture, old people remain with their families
who take care of them when they are unable to take care of themselves. But this should not matter
in your answer, because you are not asked to discuss your own culture.

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IELTS

 Full description of the different subtests: Listening, Reading, Writing &

Title Page No.

IELTS Test Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The IELTS 9 Band Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Module 1: Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-5

Module 2: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4

Module 3: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-6

Module 4: Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-5

IELTS is jointly managed by University of Cambridge ESOL Examinations

IELTS is recognised by universities and employers in many countries, including

Academic and General Training

IELTS is available in two formats—Academic and General Training.

Candidates listen to a number of recorded texts,

The recording is heard only once, but candidates

Academic Reading General Training Reading

Academic Writing General Training Writing

The test takes the form of a face to face interview.

The IELTS 9 Band Scale

9 Expert user Has fully operational command of the language: appropriate,

4 Limited user Basic competence is limited to familiar situations. Has frequent

3 Extremely Conveys and understands only general meaning in very familiar

0 Did not attempt No assessable information provided.

THE LISTENING TEST

ACE IELTS Review Center and Language Services Page 1

TRUE, FALSE, NOT GIVEN (or YES, NO, NOT GIVEN)

USING NO MORE THAN THREE WORDS AND/OR A NUMBER

LOCATING INFORMATION ON A MAP

The Written Instructions

The Spoken Instructions

You will hear . . . .

First, look at questions ….

You will see that there is an example….

ACE IELTS Review Center and Language Services Page 2

Before they continue look at questions…

As you listen to the rest of the conversation…

Now turn to section two.

LISTENING SKILLS: CAP

• Where is the speaking taking place?

Predict the kind of information you are listening for.

Listening for detail and gist

ACE IELTS Review Center and Language Services Page 4

THE LISTENING PROCESS

Good listening begins with a willingness to participate completely in a communicative

General Training Reading

The Reading Test

ACE IELTS Review Center and Language Services Page 1

• Know what’s the passage about

TRUE, FALSE, NOT GIVEN (or YES, NO, NOT GIVEN)

USING NO MORE THAN THREE WORDS

CHOOSING HEADINGS FOR PARAGRAPHS

ALWAYS approach matching questions like this:

The Reading Skills You Need

ACE IELTS Review Center and Language Services Page 2

1. Highlight the KEY words in the question (e.g. underlined or in italics)

Reading is a complicated process. It involves understanding letters, words and sentences,

ACE IELTS Review Center and Language Services Page 3

• Don’t go over the time.

• Check your time (put a time limit on every section).

• Don’t leave any unanswered items.

• Review your answers if you still have time.

ACE IELTS Review Center and Language Services Page 4