2. Write a letter to an English speaking friend. In your letter
• explain why you have moved
• describe the new house
• invite your friend to come and visit
3. You recently ordered a small item online but when it arrived it was unusable.
Write a letter to the company that sold you the item:
• give details about the order you made
• explain what was wrong with the item
• tell the company what you want them to do about it
4. You recently ordered a small item online but when it arrived it was unusable.
Write a letter to the company that sold you the item. In the letter:
• give details about the order you made
• explain what was wrong with the item
• tell the company what you want them to do about it
5. Write a letter to your friend. In your letter:
• give contact details for when you are away
• give instructions on how to care for your pet
• describe other household duties
6. Write a letter to your neighbours. In your letter,
• explain the reason for the noise
• apologise for the noise
• describe what action you will take
7. Write a letter to your manager to request setting up a cafeteria for the staff.
In your letter, you should tell:
8. Recently you visited a foreign country with a friend write a letter to someone.
You should tell
Complete the notes below.
Write ONE WORD for each answer.
Travelled to town today: by bus
Name: Luisa 1 ………………………..
Address: 2 ……………………….. White Stone Rd
Postcode: 3 ………………………..
Occupation: 4 ………………………..
Reason for visit to town: to go to the 5 ………………………..
Suggestions for improvement:
• better 6 ………………………..
• have more footpaths
• more frequent 7 ………………………..
Things that would encourage cycling to work:
• having 8 ……………………….. parking places for bicycles
• being able to use a 9……………………….. at work
• the opportunity to have cycling 10 ……………………….. on busy roads
Choose the correct letter, A, В or C.
New city developments
11 The idea for the two new developments in the city came from
12 What is unusual about Brackenside pool?
13 Local newspapers have raised worries about
14 What decision has not yet been made about the pool?
Which feature is related to each of the following areas of the world represented in the playground? Choose SIX answers from the box and write the correct letter A-I, next to questions 15 to 20.
A. ancient forts
C. ice and snow
E. local animals
G. music and film
H. space travel
Areas of the world
15 Asia …………
16 Antarctica …………
17 South America …………
18 North America …………
19 Europe …………
20 Africa …………
Choose TWO letters, A — E.
Which TWO hobbies was Thor Heyerdahl very interested in as a youth?
Choose TWO letters, A-E.
Which do the speakers say are the TWO reasons why Heyerdahl went to live on an island?
A. to examine ancient carvings
B. to experience an isolated place
C. to formulate a new theory
D. to learn survival skills
E. to study the impact of an extreme environment
Choose the correct answer, 1, 2 or 3.
The Later Life of Thor Heyerdahl
25 According to Victor and Olivia, academics thought that Polynesian migration from the east was impossible due to
26 Which do the speakers agree was the main reason for Heyerdahl’s raft journey?
27 What was most important to Heyerdahl about his raft journey?
28 Why did Heyerdahl go to Easter Island?
29 In Olivia’s opinion, Heyerdahl’s greatest influence was on
30 Which criticism do the speakers make of William Oliver’s textbook?
Complete the notes below.
Write ONE WORD ONLY for each answer.
The Future of Management
• greater 31 ……………………………… among companies
• increase in power of large 32 ……………………………… companies
• rising 33 ……………………………… in certain countries
External influences on businesses
• more discussion with 34 ……………………………… before making business decisions
• environmental concerns which may lead to more 35 ………………………………
• more teams will be formed to work on a particular 36 ………………………………
• businesses may need to offer hours that are 37 ……………………………… or the chance to work remotely
• increasing need for managers to provide good 38 ………………………………
• changes influenced by 39 ……………………………… taking senior roles
• increase in number among 40 ……………………………… specialists
Economic analysis sheds light on the history of migration and on its future
A. DURING successive waves of globalisation in the three centuries leading up to the first world war, migration of labour was consistently one of the biggest drivers of economic change. Since 1945 the world has experienced a new era of accelerating globalisation, and the international movement of labour is proving once again to be of the greatest economic and social significance. As a new study by Barry Chiswick of the University of Illinois at Chicago and Timothy Hatton of the University of Essex makes plain, it is economic factors that have been uppermost throughout the history of migration.
B. For many years after the discovery of America, the flow of, free migrants from Europe was steady but quite small: transport costs were high, conditions harsh and the dangers of migration great. In 1650 a free migrant’s passage to North America cost nearly half a year’s wages for a farm labourer in southern England. Slavery predominated until the slave trade was stopped in the first half of the 19th century. By around 1800, North America and the Caribbean islands had received some 8m immigrants. Of these, about 7m were African slaves.
C. The first era of mass voluntary migration was between 1850 and 1913. Over 1m people a year were drawn to the new world by the turn of the 20th century. Growing prosperity; falling transport costs and lower risk all pushed in the same direction. Between 1914 and 1945, war, global depression and government policy reduced migration. During some years in the 1930s, people returning to Europe from the United States, even though comparatively few, actually outnumbered immigrants going the other way. After the second world war the cost of travel fell steeply. But now the pattern changed. Before long Europe declined as a source of immigration and grew as a destination. Emigration from developing countries expanded rapidly: incomes there rose enough to make emigration feasible, but not enough to make it pointless. Many governments began trying to control immigration. Numbers, legal and illegal, surged nonetheless, as economics had its way.
D. Migration, it is safe to assume, is in the interests of (voluntary) migrants: they would not move otherwise. The evidence suggests that it is also very much in the overall interests of the receiving countries. But, as Mr Chiswick and Mr Hatton point out, there are losers in those countries. The increase in the supply of labour means that the wages of competing workers may fall, at least to start with.
E. The economic conditions now seem propitious for an enormous further expansion of migration. On the face of it, this will be much like that of a century ago. As before, the main expansionary pressures arc rising incomes in the rich countries and rising incomes in the poor ones. (This second point is often neglected: as poor countries get a little less poor, emigration tends to increase, because people acquire the means to move.) The study emphasises, however, two crucial differences between then and now.
F. One is that, in the first decade of the 20th century, the receiving countries needed lots of unskilled workers in industry and farming. In the first decade of the 21st century, in contrast, opportunities for unskilled workers are dwindling. In the United States, wages of unskilled workers are falling. The fall is enough to hurt the workers concerned, but not to deter new immigrants.
G. And the other big difference between now and a century ago? It is that the affected rich-country workers are in a stronger position to complain, and get something done. The most likely result is that a trend that is already well established will continue: countries will try to restrict the immigration of unskilled workers, giving preference to workers with skills.
H. This does help, in one way, quite apart from narrowing the rich countries’ shortage of skilled workers: it reduces the pressure to make low wages even lower. However, the idea has drawbacks too. It turns away many of the poorest people who want to migrate, which is hard to justify in humanitarian terms. Also, it pushes others from this group into illegal immigration, which exposes them to dangers, makes integration more difficult and may even make the wages of low-paid workers even lower than if the same migrants entered legally. On top of all this is the loss of skilled workers in the sending countries. Already some of the world’s poorest nations lose almost all the doctors they train to jobs in Europe or North America. Money immigrants send home offsets some of that loss, but not all.
I. Today’s migration, much more than the migration of old, poses some insoluble dilemmas. Belief in individual freedom suggests that rich countries should adopt more liberal immigration rules, both for unskilled migrants and skilled ones. With or without such rules, more migrants are coming. And in either case, the question of compensation for the losers, in rich countries and poor countries alike, will demand some attention.
Complete the notes below.
Choose ONE OR TWO WORDS from the passage.
Write your answers in boxes 1-5 on your answer sheet.
Which paragraphs in the passage contain the following information?
Write the correct letter, A-I, in boxes 6-11 on your answer sheet.
Choose the correct letter, A, B, C or D.
The list below gives some of the effects of immigration restrictions.
Which THREE effects are mentioned in the passage?
The list below gives reasons for relaxing immigration restrictions.
Which TWO reasons are mentioned in the passage?
Australia’s Convict Colonies
A. The 1700s in Britain saw widespread poverty and rising crime, and those convicted of crimes faced harsh penalties, including transportation to one of Britain’s overseas colonies. Since 1615, convicts had been transported to Britain’s American colonies, both as punishment and a source of labour, but this practice was halted by the Revolutionary War in America (1775-1783). The British government decided to establish a new prison colony, and Botany Bay in New South Wales was chosen as the site, (Captain Cook, exploring the southeast coast of Australia in 1770, had named the land New South Wales and claimed it for Britain.) Between 1787 and 1868, almost 160,000 convicts, of whom about 25,000 were women, were sent to Australia to serve sentences ranging from 7 years to life.
B. Eleven ships set sail from England in 1787 to take the first group of about 750 British convicts to Australia. The fleet reached Botany Bay in January 1788, but nearby Sydney Cove was selected as a more suitable site for the new settlement, which later became the city of Sydney. The first few years were difficult, with severe food shortages; by 1792, however, there were government farms and ovate gardens. Convicts worked on these farms, or on construction projects such as building roads and bridges. Although the settlement was a prison colony, few convicts served their sentences in jail. They lived in houses they had built themselves, and established families, businesses and farms. A settlement was also established on Norfolk Island, where some convicts were sent for crimes committed after arrival in the colony. Two more settlements were established on Van Diemen’s Land (now Tasmania), in 1803 and 1804.
C. Convicts not involved in public work were assigned to free settlers, providing labour in exchange for food, clothing and shelter. Some masters treated the convicts cruelly, and the punishment of convicts, particularly in the early days, could be arbitrary and savage. Lachlan Macquarie, governor of New South Wales from 1809 to 1819, adopted a more humane approach. He encouraged convicts to reform by rewarding good behaviour, even granting pardons to convicts before their sentence was completed. These emancipists, as they were called, were given land and government assistance to help them start farming. His policies were unpopular both with British authorities and wealthy free settlers, however, and the next governors were under orders to ensure that life for convicts became much stricter and more controlled. There were harsher punishments for second offenders, such as working in the ‘iron gangs’, where men were chained together to carry out exhausting work on the roads, or being sent to penal settlements where punishment was deliberately brutal so that it would act as a deterrent.
D. In the early years of settlement, the convicts greatly outnumbered free immigrants and settlers. In 1810, convicts made up almost 60 percent of the population, and over 20,000 new convicts arrived between 1821 and 1830. Even in 1831, convicts still comprised 45 percent of the population, with ex-convicts and emancipists making up another 30 percent. 25 percent of the population now consisted of people born in the colonies, and free people outnumbered convicts.
E. The first group of free settlers had arrived in Australia in 1793 to seek their fortune in the new land. Their numbers grew, with about 8,000 free settlers arriving in the 1820s to take advantage of free land grants and cheap convict labour. In 1831, the British government offered money to support new settlers, hoping to attract skilled workers and single women as immigrants. Between 1831 and 1840, more than 40,000 immigrants arrived in Australia.
F. During the 1820s there was a lengthy campaign to win certain rights for emancipists, which was opposed by wealthy free settlers. In the 1830s, free immigrants to New South Wales and Van Diemen’s Land, unhappy about living in a prison colony where civil liberties were restricted and convict labour resulted in low wages, increasingly voiced their opposition to transportation. Again, wealthy landowners disagreed, but a growing number of reformers in England were also opposed to convicting transportation. In 1838, a committee set up by the British Parliament recommended that the government end transportation to New South Wales and Van Diemen’s Land, and abolish assignment. The British duly abolished assignment, and transportation – at least to New South Wales – was halted in 1840.
G. Transportation continued, however, to other colonies and settlements. In the 1840s, most British convicts were sent to Van Diemen’s Land, where the British government introduced a convict system based on stages of reform, with the convicts gaining increasing levels of freedom for continued good behaviour. Transportation to the eastern colonies was abolished in 1852. In contrast, the convict system in Western Australia began in 1850, at the request of the Western Australian government, and continued until 1868. Convicts served part of their sentences in Britain before being transported to the colony, where they worked on badly-needed public construction projects under a system similar to that tried in Van Diemen’s Land.
Which THREE of the following statements are true of free settlers in the Australian prison colonies, according to the text?
Choose THREE letters A-H.
The Reading Passage has seven paragraphs A-G.
Choose the correct heading for each paragraph from the list of headings below.
Write your answers in boxes 4-9 on your answer sheet.
List of Headings
ExampleParagraph A ii
22. Paragraph B ……….
23. Paragraph C ……….
24. Paragraph D ……….
25. Paragraph E ……….
26. Paragraph F ……….
27. Paragraph G ……….
Complete the notes below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 28-31 on your answer sheet.
Australia’s Convict Colonies : Events preceding first settlement
•1615 – convicts first transported to 28 …………… controlled by Britain
•1770 – Cook claims SE Australian coast for Britain, calling it 29 ………………..
•1775 – 1783 – Revolutionary War in America halts transportation there
•1787 – Botany Bay chosen as site for new 30 ……………….. ; first convict fleet sets sail
•1788 – fleet reaches Botany Bay but 31 ……………………. chosen instead
As a primary colour, blue has been the most difficult for artists and scientists to create.
Artists have always been enhanced by blue, yet fine blues have long been difficult to obtain. Blues are relatively rare in nature, and painters throughout the ages have therefore found themselves at the mercy of what contemporary chemical technology could offer. Some blues have been prohibitively expensive, others were unreliable. The quest for a good blue has driven some crucial technological innovations, showing that the interaction of art and science has not always been a one-way affair.
The first pigments were simply ground-up coloured minerals dug from the earth. But few blue minerals are suitable as pigments – so there are no blues in cave art. Ancient Egyptian artists used blue prominently, however, because they knew how to make a fine artificial pigment, now known as Egyptian blue.
The discovery of Egyptian blue, like that of many other artificial pigments, was almost certainly an accident. The Egyptians manufactured blue-glazed stones and ornaments called faience using a technique they inherited from the Mesopotamians. Faience manufacture was big business in the ancient world-it was traded all over Europe by 1500 BC. Faience is made by heating stone ornaments in a kiln with copper minerals such as malachite. Egyptian blue, which was made from at least 2500 BC, comes from firing chalk or limestone with sand and copper minerals, and probably appeared by the chance mixture of these ingredients in a faience kiln.
Scientists recently deduced the secrets of another ancient blue: Maya blue, used for centuries throughout central America before the Spanish Conquest. This is a kind of clay – a mineral made of sheets of atoms – with molecules of the blue dye indigo wedged between the sheets. Using indigo in this way makes it less liable to decompose. No one has made colours this way since the Mayas, and no one knows exactly how they did it. But technologists are now interested in using the same trick to make stable pigments from other dyes.
The finest pigment available to mediartists was ultramarine, which began to appear in Western art in the 13th century. It was made from the blue mineral lapis lazuli, of which only one source was known: the remote mines of Badakshan, now in Afghanistan. In addition to the difficulty of transporting the mineral over such distances, making the pigment was a tremendously laborious business. Lapis lazuli turns greyish when powdered because of impurities in the mineral. To extract the pure blue pigment, the powder has to be mixed to a dough with wax and kneaded repeatedly in water.
As a result, ultramarine could cost more than its weight in gold, and medieval artists were very selective in using it. Painters since the Renaissance craved a cheaper, more accessible, blue to compare with ultramarine. Things improved in 1704, when a Berlin-based colour maker called Diesbach discovered the first “modern” synthetic pigment: Prussian blue. Diesbach was trying to make a red pigment, using a recipe that involved the alkali potash. But Diesbach’s potash was contaminated with animal oil, and the synthesis did not work out as planned. Instead of red, Diesbach made blue.
The oil had reacted to produce cyanide, a vital ingredient of Prussian blue. Diesbach kept his recipe secret for many years, but it was discovered and published in 1724, after which anyone could make the colour. By the 1750s, it cost just a tenth of ultramarine. But it wasn’t such a glorious blue, and painters still weren’t satisfied. They got a better alternative in 1802, when the French chemist Louis Jacques Thenard invented cobalt blue.
Best of all was the discovery in 1826 of a method for making ultramarine itself. The French Society for the Encouragement of National Industry offered a prize of 6,000 francs in 1824 to anyone who could make artificial ultramarine at an affordable price. The Toulouse chemist Jean-Baptiste Guimet was awarded the prize two years later, when he showed that ultramarine could be made by heating china clay, soda, charcoal, sand and sulphur in a furnace. This meant that there was no longer any need to rely on the scarce natural source, and ultramarine eventually became a relatively cheap commercial pigment (called French ultramarine, as it was first mass-produced in Paris).
In the 1950s, synthetic ultramarine became the source of what is claimed to be the world’s most beautiful blue. Invented by the French artist Yves Klein in collaboration with a Parisian paint manufacturer, Edouard Adam, International Klein Blue is a triumph of modern chemistry. Klein was troubled by how pigments lost their richness when they were mixed with liquid binder to make a paint. With Adam’s help, he found that a synthetic resin, thinned with organic solvents, would retain this vibrant texture in the dry paint layer. In 1957, Klein launched his new blue with a series of monochrome paintings, and in 1960 he protected his invention with a patent.
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
The colours used in cave paintings and other early art were made by crushing . However, later artists have generally had to rely on the of the day for their supplies of blue. Among the first examples of the widespread use of blue was in art. Over the centuries, many more attempts to create acceptable blues have been made, some of which have led to significant .
Choose the correct letter, A, B, C or D.
32. What was the main disadvantage in using ultramarine for medieval artists?
33. The discovery of Prussian blue was the result of
Look at the following notes that have been made about the types of blue described in Reading Passage. Match each description with a type of blue.
Types of Blue
34. derived from a scarce natural resource ……….
35. specially designed to retain its depth of colour when used in paint ……….
36. was cheap to produce but had limited appeal for artists ……….
37. made using a technique which is not yet fully understood ……….
38. thought to have been produced during another manufacturing process ……….
39. came to be manufactured inexpensively in large quantities ……….
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
Write at least 150 words. You do NOT need to write any addresses.
Begin your letter as follows:
You have completed the first section of your Writing test. Now move on to Writing task 2.
Some people believe that teaching children at home is best for a child’s 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.
You have now reached the end of your Writing test; download the answers and see how well you have done.
At Chris Cappell College, INR 8000.00 is fixed as coaching fee for 6 months. To book the test , the candidate needs to pay INR 14000.00 to the British Council or IDP.
Anyone who wishes to join the IELTS coaching program with Chris Cappell College, online or regular, has to take the entry test first. Along with the entry test answers, you are requested to fill in your contact details. We will contact you as soon as the result is with us.
Upon joining you are requested to fill in an application form.
For IELTS writing materials, click here.
The International English Language Testing System (IELTS) measures the language proficiency of people who want to study or work where English is used as a language of communication. It uses a nine-band scale to clearly identify levels of proficiency, from non-user (band score 1) through to expert (band score 9).
IELTS Academic or IELTS General Training
IELTS is available in: Academic – for people applying for higher education or professional registration, and General Training for those migrating to Australia, Canada and the UK, or applying for secondary education, training programmes and work experience in an English-speaking environment. Both versions provide a valid and accurate assessment of the four language skills: listening, reading, writing and speaking.
All test takers take the same Listening and Speaking tests but
different Reading and Writing tests. Make sure that you prepare for the correct test type.
The Listening, Reading and Writing sections of all IELTS tests are completed on the same day, with no breaks in between them.
The Speaking section, however, can be finished up to a week before or after the other tests. The total test time is 2 hours and 45 minutes.
IELTS Listening test is made to assess you listening abilities. This module is the same for Academic and General IELTS.
The Listening module takes 40 minutes: 30 min for testing and 10 min for transferring your answers to the answer sheet. There are 40 questions in Listening module, with 10 questions in each section. Sections get increasingly difficult. You will listen to four recordings which are a mix of monologues and conversations from a range of native speakers and you will only hear each recording once.
These questions test your ability to understand:
· Main ideas and detailed factual information
· The opinions and attitudes of speakers
· The purpose of an utterance
· The ability to follow the development of ideas.
Listening part details:
Recording 1 A conversation between two people set in an everyday social context.
Recording 2 A monologue set in an everyday social context, e.g. a speech about local facilities.
Recording 3 A conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment.
Recording 4 A monologue on an academic subject, e.g. a university lecture.
A variety of question types are used, including multiple choice, form completion, note completion, summary completion, sentence completion, and short-answer questions.
Candidates for IELTS Academic and IELTS General both do the same listening test
9 listening tips for your IELTS exam
The best way to prepare for the listening test is to practice as often as you can but here we have some tips that can help you prepare for your exam.
1. Attempt all questions –there are no penalties for incorrect answers.
2. Be careful to not waste time on a question that you don’t know though – guess and move on.
3. Watch out for plurals in answers. If the question requires a plural answer, a singular answer is incorrect.
4. Answers appear in the order they are heard in the audio. They come quickly or with large gaps between them.
5. Prepare to hear a potential answer that is not the actual answer. This is common when two people are making plans. They first agree on meeting at a certain time, but then one remembers that they cannot so they decide on a new time.
6. Take care when you transfer your answers and pay attention to the word limit for your answers on your answer sheet!
7. Multiple choice answers will ask for a letter (a, b, c, d). Write the letter and not the corresponding answer. When asked to complete a sentence using no more than two words, and the correct answer is “leather coat,” then “a coat made of leather” is incorrect. Same goes for numbers.
8. Hyphenated words (like “part-time”) are considered as one word.
9. A date (1990) is considered one number.
IELTS Reading examines a variety of reading skills, and although the question formats are the same, the text styles are different for Academic and General Training. You will be given around 60 minutes to answer 40 questions, and there are 3 different reading texts to read. Each section contains one text and questions. Each section should take roughly 20 minutes.
The test takes place directly after the listening test. It is 1 hour long with no time to transfer your answers from the question sheet to the answer sheet so make sure you write your answers on the answer paper within the 1 hour time frame.
In General Reading Module, the texts are generally shorter, easier and are from social, academic and work contexts. In Academic Reading Module, the three texts are longer and more complex than for general candidates. The texts are of an academic nature and taken from books, magazines and journals.
IELTS Reading Tips
1. Read every day: Firstly, you need to read. Articles online, newspapers, novels, and journals are wonderful places to start. Try not to read consciously and just go with the flow of the text.
2. Read the questions first: This tip is a game-changer when it comes to the IELTS. You have 60 minutes to answer 40 questions linked to 3 texts. Time is of the essence, so you cannot read the text fully and take your own sweet time. Read the questions first. This will tell you what to look for when you get to the passage and save precious time.
3. Reread the questions and understand them: Seriously, a small error in understanding what the question wants can pull you back a long way. Read the questions thoroughly.
4. Scan, skim and summarize: Skim the passage given to you and look for main ideas, understand the layout of the text, highlight keywords and salient points, and try to make sense of what the passage is about.
5. Key in the keywords in your head: Questions will ask you to look for specific information and fill in/choose the right answers. While skimming, make sure you highlight keywords like dates, places, topics, numbers etc.
6. Familiarize yourself with various Question Types and practice: These will help you familiarize yourself with the IELTS Question Types and ensure that you have sufficient practice.
7. Vocabulary: When you read articles and content from different genres, you are not only building your knowledge but also encountering new words as you progress. Read, learn the words you do not know, and keep reading.
The IELTS Writing test is designed to assess a wide range of writing skills, including how well you
· write a response appropriately
· organise ideas
· use a range of vocabulary and grammar accurately
Timing: The IELTS Writing test takes 60 minutes. Spend 20 minutes on Task 1, and 40 minutes on Task 2. You will need to manage your own time, so make sure you move on to Task 2 after 20 minutes.
Two tasks: Task 1 and Task 2. You will be asked to write at least 150 words for Task 1 and at least 250 words for Task 2
The topics used in the IELTS General Training Writing test are of general interest. In Task 1 you will be presented with a situation and asked to write a letter requesting information or explaining the situation. You can write the letter in a personal, semi-formal or formal style. In Task 2 you will be asked to write an essay in response to a point of view, argument or problem.
Write in a formal style in the IELTS Academic Writing test. In Task 1 you will be presented with a graph, table, chart or diagram. You will be asked to describe, summarise or explain the information in your own words. This might involve describing and explaining data, describing the stages of a process or how something works, or describing an object or event. In Task 2 you will be asked to write an essay in response to a point of view, argument or problem. You should make the content interesting and easy to understand.
1. Before writing an essay, you must know its basic structure.
2. Do Task 2 first, because it is worth more marks and is easier.
3. Don’t waste too much time on Task 1. Learn all the specific writing structure for each type of task 1. In the real test, you just have to apply that structure with new data and suitable verb tenses.
4. You must complete both tasks.
5. Again, practice writing. Do both 2 tasks in one hour. You can focus only on task 1 or task 2, but before the test, you should practice writing both tasks to get familiar with time limits.
6. Practice makes perfect. In writing, this statement is completely true. But it is better if there is someone to check your writing for you and so you can learn from your mistakes.
7. Writing requires wide academic vocabulary.
8. Avoid all informal ways of writing. There are some rules of writing you should follow. For example: no abbreviations, no 1st and 2nd pronoun or possessive (I, you, me, my, your), except in conclusion where you have to state your opinion.
9. Each body paragraph has to include: the topic sentence, supporting sentences (2-3 sentences), development sentences (evidence: example, experience, data). In many languages (English included), there are many ways to develop a body paragraph, which results in a situation where that topic sentence is not the first sentence. But you are advised to put the topic sentence at the beginning of each body paragraph. Don’t be creative in this case.
IELTS Speaking is a face-to-face, informal discussion with an IELTS examiner, and is the same for both Academic and General Training. The test is divided into 3 parts and is designed to test your pronunciation, fluency, grammar and vocabulary.
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.
· Be fluent and liberated: Speak fluently and spontaneously. You will gain more points. Don’t worry too much about using clever vocabulary, it’s more important to be fluent. But also don’t speak too quick and mind your grammar. You should find a “healthy balance” between speaking too quickly and making long pauses.
· Practise answering sample questions: Typically, you will be asked about everyday topics, such as work, studies, sport, family and so on. So you should try answering IELTS Speaking questions before the exam.
· Ask the question again if you need to: Don’t be shy, if you want to clarify something. You will not lose points for asking the examiner.
· Be emotional! : Speak with emotions. Nothing separates the experienced speaker from beginners as tone of the speech. Express your feelings like you would do using your native language.
· Extend your speech: Try to speak at least more than the examiner. If you are asked a question using one sentence, respond with two or more. And never give short, uncommunicative replies.