IELTS Preparation hints
Skills for the Listening Module
Skills for the Reading Module
Skills for the Writing Module
Skills for the Speaking Module
The following study hints will help you in the weeks leading up to the
IELTS.
Become familiar with the test as early as possible. The skills being
tested in the IELTS take a period of time to build up. Cramming is not an
effective study technique for IELTS.
Use your study time efficiently. Study when you are fresh and, after you
have planned a timetable, make sure that you keep to it. Set goals and
ensure that you have adequate breaks. In the IELTS test, each of the four
Band Modules — Listening, Reading, Writing and Speaking — carries the same
weight. Study each skill carefully and spend more time on the skills in
which you feel you are weak.
Be aware of the exact procedure for the test. Be very clear on the order
of each section, its length and the specific question types. There are
many resources available to help you practice these skills.
Having a study partner or a study group is an excellent idea. Other
students may raise issues that you may not have considered.
Seek help from teachers, friends and native English speakers.
Countdown to the test
Days before the test
This is not a time for intensive study. It is a time to review skills
and your test technique. It is important to exercise, eat, rest and sleep
well during the week in which you will take the test.
Leave nothing to chance. If you do not know how to get to the test
centre, try going there at a similar time one or two weeks before the real
test.
The night before the test
You must have a good dinner and go to bed at your normal time — not too
early and not too late, as you do not want to disrupt your sleep pattern
if possible.
Have everything ready that you need to take with you to the test so you
can simply pick it up in the morning, for example, the test registration
form, passport, test number, pens, pencils, erasers, etc. A pen that runs
dry or a pencil that breaks can take several minutes to replace. Check
before the exam exactly what articles you need. Set your alarm clock the
night before or arrange a wake-up call.
On the morning of the test
Eat a good breakfast. You will have several hours of concentration ahead
of you and you will need food and drink in the morning. You may even want
to bring more food or a snack with you, especially if your speaking test
is at a later time that day. You cannot, however, take food or drink into
the exam room. If possible, wear a watch in case you cannot see the clock
in the exam room. It is essential that you keep track of time.
Give yourself plenty of time to get to the test centre. You will be
required to complete a registration form and to show your passport before
you enter the examination room so you must arrive at the time specified by
your test centre. If you are early, you could go for a walk. If you are
late, you will not be allowed to enter. Avoid the added tension of having
to rush.
During the test
Most students at the test will feel nervous. This is quite normal. In
fact, it can actually be quite helpful in terms of motivation. It may make
you alert and help you to focus. The aim is for you to try to perform at
your optimum level.
In contrast, high levels of anxiety can affect a student's performance.
However, much of this anxiety can be overcome by good preparation,
familiarity with test details and a positive attitude.
The examination room should be suitable for testing, that is, the
lighting, ventilation and temperature should be appropriate. If you are
uncomfortable because of any of these factors or if there is some other
problem, such as not being able to hear the recording of the Listening
Module, make sure you ask the person in charge to do something about it.
For example, you may ask to change seats.
Examination technique
By using good examination technique you could help to improve your
overall score for the IELTS test.
Remember that every section is marked independently. Do not jeopardise
your performance in one section just because you believe that you have
done badly in another. Do not underestimate or try to predict your
outcome. You may, in fact, have done better than you imagined.
Focus on what you know rather than on what you don't know while you are
doing the test.
Ensure that you adhere to the times suggested as they usually correspond
to the number of marks given for a particular question.
In the Listening and Reading Modules, it is a good idea to write down an
answer, even if you are not sure of it, before moving on to the next
question. Many students intend to return to the answers they have omitted
at the end of the test but do not have enough time to do so. Furthermore,
by writing your best answer at the actual time of reading the question,
you save the time you need to spend again on re-reading the question and
re-acquainting yourself with the subject matter. If you are not confident
about your answer, mark it in some way and return to it at the end.
Do not leave any answers blank.You are not penalised for incorrect
answers, so ‘guess’ wisely.
Skills for the Listening Module
In the IELTS Listening Module, the recording is played once only. You
must, therefore, use a number of strategies to help you listen closely.
There are a few main skills you will need to do well in the IELTS
Listening Module:
Understanding the instructions
Instructions are both written on the question paper and spoken on the
tape. Read and listen to every word in the instructions very carefully.
Ensure that you follow them exactly and answer in the correct way.
Previewing and predicting
An announcer will briefly outline:
1。 the topic
2。 who is talking
3。 the situation.
Try to listen carefully as this will help you to preview the questions.
Before the recording begins for each section, you will be given up to 30
seconds to read and become familiar with the questions. Use this time
efficiently so that you can prepare yourself to listen for the information
you need.
Here are some hints for previewing and prdicting:
1。Study the question carefully and try to predict what type of answer is
required. For example, will it be a date, a name or maybe a number?
2。Check the differences between similar-looking pictures or diagrams.
3。Look for minor details such as different numbers or omissions.
In addition to the 30 seconds before each section, you will also be
given 30 seconds after each section to look over your answers. If you are
satisfied with your answers in the section you have just finished, move on
to the next section and use the full 60 seconds for previewing.
Listening for specific information
Use of previewing and predicting skills will help you listen for the
specific information you need to answer the questions in the Listening
Module. Listening for key words and common connective words often helps to
signal the specific information that you need in order to answer the
question. Make sure that, while you are actually writing your answers, you
continue to listen to the information given in the recordings as there
will not be a second opportunity to hear it.
Checking and rewriting
You are given about 30 seconds after each section to check your answers.
Check that all your answers correspond with the given instructions.
Make sure that you have answered every question. Marks are not deducted
for incorrect answers so, if you are unsure of a particular answer, you
should guess by writing down what you think is the most likely answer.
Check that you have included only what is necessary in the answer.
At the end of the Listening Module, you are given about 10 minutes to
transfer your answers from the question paper onto the answer sheet. Scan
your answers to ensure that you have transferred them correctly so that
the number on the question paper corresponds with the number on the answer
sheet. Be especially careful when transferring answers from tables as
sometimes the items are not linearly ordered.
Skills for the Reading Module
One of the main difficulties experienced by students doing the Reading
Module is not having enough time to complete the test. It is, therefore,
essential to read both efficiently and effectively.
There are a few main skills that you will need in order to do well in
the IELTS Reading Module. It is useful to use the following procedure for
each text that is given.
Previewing (about 2 minutes for each passage)
(a) Study the passage by noting:
1。titles
2。headings
3。illustrations
4。iagrams
any print in bold type or italics.
(b) Study key parts of the passage by skimming. Read the first paragraph
which often focuses on the main idea. The first sentence of each paragraph
usually expresses the key points of the paragraph. Generally, the
concluding paragraph provides a summary of the given passage. You may wish
to highlight these with a pen.
Interpreting the instructions and questions (about 2 minutes)
Read each word in the instructions carefully and ensure that you
understand exactly what is required and in what form. For example, the
instructions may say, ‘Choose no more than three words from the passage
for each answer'. In this situation, it would not be acceptable to write
four or more words. Often students find the right answer but present it in
the wrong form and, unfortunately, do not score any marks for that answer.
Understanding what is required, therefore, is just as important as finding
the right answer in the passage.
When you are looking at the questions, you need to recognise:
1。what type of question you have to answer (is it gap-filling, multiple
choice, matching information, etc?)
2。whether or not the question requires a specific or general answer
3。what form the answer should take (is it a number, date, reason, etc?)
Scanning the text for specific answers (about 1 minute per question)
Use your time wisely. Spend no longer than one minute on finding each
answer. Only look in the given text, table, diagram or graph for the
answer required. Locate key words in the question and find them, or
synonyms for them, in the text. The sentences around these words are most
likely to contain the answers you need.
If you are still unsure of the answer after you have spent approximately
one minute on the question, make a sensible guess in the appropriate form.
You may wish to mark the answers you are unsure of in some way so that, if
you do have time at the end of the Reading Module, you can check these
answers again.
Checking your answers (about 3 minutes)
After you have completed your answers for each section, you need to
check them. Check that you have followed the instructions exactly. If you
have time, return to the answers you marked because you were unsure and
see if the answers you have given are the best ones.
Do not leave any answers blank as you do not lose marks for incorrect
answers.
Helpful hints for the Practice Reading Module
1。There may be some words in the passage with which you are unfamiliar.
Use the strategies explained in the section, ‘Working out unfamiliar
vocabulary' to help you work out the meanings of these words.
2。Be aware of the use of connective words. These will help you with the
general meaning of the text. If you are unsure of any answers, check the
table of common connective words.
3。Note if there is a glossary accompanying the passage.
Follow the instructions carefully. A correct response will be marked wrong
if it is written in the wrong form.
Working out unfamiliar vocabulary
When reading a passage in the IELTS test, it is most likely that you
will come across words with which you are unfamiliar. Be prepared for
this. You may not need to understand the exact meaning of an unknown word,
unless there is a question directly related to it.
If you do need to know the meaning of an unfamiliar word, don't panic.
There are various strategies that you can use to work out the meaning of
the unknown words.
Check the context
Are there any clues in the surrounding words or phrases? Look
particularly at the words just before and just after the unfamiliar words.
Look for a definition
Sometimes the writers realise that the word is an uncommon one so they
define, restate, explain or give an example of it. Words that signal
meaning often include ‘is', ‘means', ‘refers to', ‘that is', ‘consists
of'. For example, ‘Snoring is a noise generated by vibrations of the soft
parts of the throat during sleep.' The word ‘is' signals a definition.
Remember, too, to check if there is a glossary.
Identify the word's place and purpose
Is it a noun, adjective, verb or adverb in the sentence? Are there any
punctuation clues, for example, semicolons or question marks?
Look for connective words
They are often near the unknown words and will usually help to identify
the general direction of the argument which will help to give some
understanding of the unknown word.
Break the word down into syllables
Sometimes knowledge of common roots, affixes and possible similarity of
words in your own language can help you to identify the meaning.
Treat the unknown word as an algebraic entity ‘X'
Observe the relationship of the unknown word,‘X', to other words and
concepts with which you are more familiar. Often this is enough to answer
questions that include‘X'.
Skills for the Writing Module
TASK ONE
In Task 1 of the Writing Module, you are given about 20 minutes to write
a minimum of 150 words.You are asked to look at a diagram, table, graph or
short piece of text and describe the information in your own words. There
are three important steps you should follow: preparation, writing and
editing. These steps will help you to write a coherent and well organised
essay in the time given.
Preparation (about 2 minutes)
You need to spend 2-3 minutes working out exactly what you are going to
do. You should pay attention to the following points:
1。Study the question carefully. Most Task 1 writing involves writing a
report which describes some information given. You may wish to note the
instructions with a high-lighting pen.
2。Think carefully about the topic. Outline some pertinent points.
3。Ensure that your ideas are arranged logically.
Writing (about 15 minutes)
When writing a Task 1 report, include:
1。introductory sentence
2。body paragraphs (1-3)
3。concluding sentence (optional)
Introductory sentence
The introductory sentence explains what you are describing, for example:
‘The table compares the population growth and interstate migration in each
Australian state for 12 months to the end of 1994.'
‘The graph shows the growth of computers in Australia between 1975 and
1995.'
‘The pie chart represents the proportion of gases contained in natural
gas.'
Body paragraphs
hen discussing the date presented in the task, identify significant
trends and give examples that relate directly to the given information to
support your statements. If you are explaining a process or an object and
how it works, you need to group your information so that it follows a
definite logical order.
Remember that the use of verbs expressed in the present passive voice is
often appropriate when giving a description of a process or procedure, for
example:
‘Coffee beans are pulped to remove their casing. They are then soaked in
water, rinsed thoroughly and dried. After the beans are sorted, they are
roasted in a kiln and blended. Next, they are packed and dispatched to
shops and supermarkets.'
Concluding sentence (optional)
A simple concluding statement could include any of the following, where
relevant:
1。significant comments
2。a potential solution
3。an overall summary of the ideas
4。future implications.
Editing (about 2 minutes)
Make sure that you have followed the instructions carefully. Be sure
that you have written what you intended and that no important ideas are
missing.
In the last few minutes, check for obvious errors, such as spelling or
grammatical errors.
TASK TWO
All too often students begin planning or even writing their answers in
the IELTS Writing Module before they understand what is actually expected
of them. Following the steps below will help you to plan a well-structured
and coherent essay or report that addresses the given task.
Preparation
You may wish to spend about 5-7 minutes working out exactly what you are
going to do. There are five steps to consider.
1。Study the question carefully. Most task statements or questions have a
key instructional word or words telling you what to do. Note these words
with a highlighting pen.
There are also key topic words which point to the most important parts of
the question. Underline those words too. Ask yourself how the key words
relate to the given instruction.
2。Think carefully about the topic. How do you feel about it?
Establish a point of view and list some points for development. The answer
normally takes the form of a short essay. The word ‘essay' comes from an
old French word essai which meant ‘to attempt or try out', or ‘to test'.
In an IELTS Writing Module Task 2 answer, your purpose is to develop your
point of view in a convincing way.
3。Decide which points will be written as topic sentences. Think about how
they will develop into paragraphs.
4。Ensure that your points are arranged in a logical order.
Writing
When you are writing a Task 2 answer, a structure based on the following
elements could be used (summarised in the flow chart opposite).
Introductory paragraph
The introduction of a Task 2 answer should begin with a general
statement or idea of your own that takes into account the key topic words
or their synonyms. The last sentence of the introduction should include a
thesis statement which shows the point of view or direction that will be
taken in the answer.
Body paragraphs
Body paragraphs each consist of several sentences that are arranged in a
logical way to develop a main idea. You can expect to write about 2-4 body
paragraphs for a Task 2 answer. Each of these contains an appropriate
connective word to ensure a smooth transition between paragraphs. This
connective is then put in a topic sentence which is the main point of the
paragraph clearly stated in a sentence. Every sentence in the paragraph
must be directly related to it. Try to develop every paragraph adequately.
This may be done through the use of examples, explanations, detail,
logical inference, cause and effect or making comparisons or contrasts.
There are many different ways to organise your ideas for body paragraphs.
Be confident of the ideas you choose.
The conclusion
A good conclusion serves several purposes:
1。It indicates the end of your essay.
2。It gives your final thoughts and assessments on the essay subject.
3。It weighs up the points in your essay and should strengthen your thesis
statement.
4。Do not simply repeat your opening paragraph. This appears too
mechanical and superficial.
INTRODUCTION
General statement
Thesis statement
BODY PARAGRAPH 1
Topic sentence including connective word
First supporting sentence
Second supporting sentence
Third supporting sentence
BODY PARAGRAPH 2
BODY PARAGRAPH 3
FURTHER BODY PARAGRAPHS
CONCLUSION
Final assessment with concluding connective
Editing (about 3-5 minutes)
In the last few minutes, you should check for obvious errors, such as
spelling or grammatical errors. Be sure you have written what you intended
and that there are no important ideas missing.
Study the checklist for editing. It lists points to think about when
checking your essay. Become familiar with the list so that you will know
what to check for in the actual IELTS Writing Module.
Checklist for editing
1. — I have used accurate grammatical structures, for example, consistent
verb tenses, subject-verb agreement, accurate word formation (especially
of nouns, verb and adjectives) and appropriate use of ‘a' and ‘the' as
well as prepositions.
2. — I have used a range of sentence structures.
3. — I have used appropriate vocabulary.
4. — I have used accurate spelling.
5. — I have stated the main idea for each paragraph in a topic sentence
and all the points are related to this topic.
6. — I have used connective words effectively to link ideas so that the
thoughts move logically and clearly from sentence to sentence and
paragraph to paragraph.
7. — I have developed each paragraph adequately.
8. — I have supplied enough detailed information and sufficient examples
or facts.
9. — I have developed a definite point of view.
10.— Every paragraph that I have written has definitely helped to address
the task.
Skills for the Speaking Module
Before the test begins, the examiner will check your identification. For
security reasons you will be asked to bring your passport or some other
photographic identification. You will be asked to sign your name, which
will be matched up with the photograph and signature on your IELTS
application form.
The test will then be conducted in five phases, which we will now
describe in turn.
Phase 1: Introduction
In Phase 1, the examiner will first introduce himself or herself and
will invite you to do the same. You may be asked some general questions
about your background, family, home or personal interests.
SKILL Greeting the interviewer and introducing yourself.
Phrases you could use:
‘Good afternoon. My name is (name) .
‘Hello. My name is (name) but most of my friends call me (shortened
version of name/nickname) .
Think about questions that the examiner might ask about the personal
information you provided on the application form. With a partner, take
turns interviewing each other with questions based on this information.
Try to give full and comprehensive answers to each question.
Phase 2: Extended discourse
In phase 2, the interviewer will encourage you to speak for a longer
period of time on a familiar topic. You may be asked to speak on topics
related to your country, such as customs or lifestyle, and your personal
involvement with these. The aim of Phase 2 is to show the interviewer that
you can describe something, tell a story, give information or directions
or express your opinion without relying on the interviewer to help you
through the task.
The idea is for you to talk and give as much information as you can. Do
not simply answer 'yes' or 'no'. Remember, the interview should be like a
conversation. Do not memorise responses. If you appear to be reciting from
memory, the examiner will interrupt and ask a different question.
Before you begin preparing for Phase 2, you may wish to make a list of
topics related to your country, culture, lifestyle, personal interests,
etc. Once you have completed such a list, form questions that relate to
each of the skills for this phase. Think about possible questions that
could be asked.
With a speaking partner, practise interviewing and being interviewed.
Try to give full and comprehensive answers to each question.
SKILL Providing general factual information.
Questions you may be asked:
‘What are some important festivals in your country?'
‘What kind of climate does your country have?'
‘What are some of the main industries in your country?'
SKILL Expressing your opinions and attitudes.
Questions you may be asked:
What do you enjoy about the traditional music of your country?
‘What do you think are positive and negative aspects of your country's
education system?'
‘Would you prefer to live in the city or in the countryside and why?
SKILL Describing a place, event or situation.
Questions you may be asked:
‘Could you describe the village/town/city in which you grew up'?
‘What happens during (cultural event, such as Chinese New Year/Christmas)
in your country'?
‘Could you tell me how you like to spend your leisure time?'
SKILL Comparing places, events or situations.
Questions you may be asked:
‘How is (city where candidate is studying) different from (candidate's
home city)?’
‘What is the difference between shopping in (city where candidate is
studying) and shopping in (candidate's home city)?’
‘What do you like most about living in (country where candidate is
studying)? How does that compare with (candidate's home country)?’
SKILL You should be able to give directions and instructions.
Questions you may be asked:
‘Could you tell me, in detail, how you got from your home to the test
centre this morning?’
‘If I had to catch a train or bus in (candidate's home city) what would I
do?’
‘If I were to meet (an important older person) in your culture, how should
I greet them to be polite and show respect?’
SKILL You should be able to re-tell a story or a sequence of events.
Questions you may be asked:
‘What happens in (an important festival) in your country?’
‘What is the most embarrassing thing that's ever happened to you?’
‘What did you do when you were preparing to leave (candidate's home
country) to come to (country of study)?’
SKILL Explaining how or why something is done.
Questions you may be asked:
‘Why do people do what?’(referring to something just mentioned)
‘Could you tell me more about the procedure involved in (the topic under
discussion)’
‘How do people celebrate the New Year in (candidate's country)?’
Phase 3: Elicitation
In Phase 3, the interviewer wants to ascertain how competent you are at
gaining information on a given topic.
You will be given a card. On this card will be written a brief outline
of a particular situation. The card will state your role and the role of
the interviewer. You need to ask questions to find out more information.
The card will suggest things for you to ask but these are only given to
you as a guide. Do not feel compelled to follow these suggestions if you
have ideas of your own.
You are responsible for starting the conversation and, to some degree,
developing and directing the flow of dialogue.
To prepare for Phase 3, select one of the exercises from the Practice
work cards below. Practise asking questions with a partner.
Phase 4: Speculation and attitudes
In Phase 4, the interviewer will converse with you in greater depth on a
particular topic. Topics that may be discussed include your plans for the
immediate and long-term future and the impact that these may have on you
and your family. Your opinion about, attitude towards and reasons for your
particular future plans may also be discussed.
The interviewer may not understand or agree with some of your responses.
You may be asked to expand or elaborate on some point that you have made,
so be prepared for such a response. Being prepared, however, never means
memorising set responses.
During Phase 4, the interviewer will allow the discussion to become more
complex. He or she may refer to other comments you have previously made so
you may have to defend your opinion or give a more detailed explanation of
an idea you have already mentioned.
Before you begin preparing for Phase 4, you may wish to make a list of
your future plans under the headings of academic, professional, personal
and possible conse-quences of these plans. Also, make a list of topics
that relate to your personal interests in life as well as a wider rangs of
topics relating to your country, profession and specific area of study.
SKILL Discussing your future plans.
Questions you may be asked:
‘Tell me what you plan to do when you finish your undergraduate studies.’
‘Have you thought about which university you would like to study at and
why?’
‘How did you come to choose (a chosen area of study)?’
‘Would you ever like to have your own business? Why or why not?’
Here are some key phrases you could use:
In the future I hope to
I would like to
successfully
complete
a foundation course.
a master's degree.
In a few years I intend to
I'm planning to
graduate from
study at
the University of Sydney.
Astoria College.
In two years what I have in mind is to major in
study
explore the area of
Psychology.
International Trade.
Marketing.
Within three years I imagine I will receive
complete
a BA.
an MA.
an MBA.
a PhD.
SKILL Expressing your feelings, opinions and attitudes.
Questions you may be asked:
‘What are your thoughts about (controversial issue)?’
‘How would you feel if (a controversial issue) were to happen in the next
three or four years?’
‘You seem to support (a controversial viewpoint). Why is this?’
‘Have you ever had to choose between (X) and (Y)? How did you make this
decision? How did you feel as a result of your choice?’
SKILL Explaining why you made certain decisions in the past and giving
reasons for your plans for the future.
Questions you may be asked:
‘How did you know that you wanted to become a (candidate's choice of
profession)?’
‘When did you decide to study overseas? What influenced you to make this
decision?’
‘Why have you decided to study (candidate's choice of study)? How will
this help your future career?’
SKILL Expressing agreement and disagreement.
Questions you may be asked:
‘I agree with you to a point on this matter, but could you expand on it a
little more, please?’
‘I'm not quite convinced by what you are saying. Could you develop your
idea more for me, please?’
‘I'm sorry I don't quite understand what you are trying to say. Could you
put it another way, please?’
Phrases you could use when agreeing:
‘Well, of course ... Naturally ... I couldn't agree more ...’
Phrases you could use when disagreeing:
‘I'm sorry. I can't agree with you ... I don't really think so ...’
‘That may be so but ... Unfortunately, I have a different point of view
...’
SKILL Discussing hypothetical situations and speculating on future events.
Questions you may be asked:
‘How do you think having a degree from an overseas university is going to
help your job prospects when you return to (candidate's home country)?’
‘Do you think that the time spent studying in a foreign country is going
to benefit you personally? If so, in what ways?’
‘How do you think your country benefits when students return from studying
abroad?’
SKILL Following and responding to changes in tone and direction in the
interview.
Questions you may be asked:
‘Do you have any regrets about choosing (candidate's choice of profession)
or (candidate's choice of country in which to study)?’
‘If you could repeat the year of your life, what would you do
differently?’
‘What advice would you give other students planning on (studying
overseas)?’
Phase 5: Conclusion
This is the final section of the assessment and will naturally follow on
from Phase 4. The interviewer will let you know that the interview has
come to an end, wish you good luck and say goodbye.
You can prepare yourself for this phase by becoming familiar with common
expressions of leave-taking, noting them and practising responses to them.
SKILLS Noting that the interview is finishing and saying thank you (with a
smile!).
Phrases you could use:
‘Thank you very much.’
‘Goodbye.’
‘See you.’
Coping with the interview
There may be times in the interview when you may not understand what the
examiner is saying because he or she may be speaking too softly or too
quickly. Perhaps the examiner may be using words or phrases you do not
know. At these times, do not be afraid to assert yourself. Ask the
examiner to speak more loudly, more slowly or to use other words. Also, do
not hesitate to ask the examiner to repeat his or her words at any time.
Phrases you could use:
‘Could I ask you to speak more loudly please?’
‘Sorry but I didn't catch that. Would you please repeat what you just
said?’
‘I'm not quite sure what you mean. Could you explain it to me?’
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