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Helpful Hints  

for

ACADEMIC MODULE

BY GARRY ADAMS & TERRY PECK

Practice Tests and Hints for IELTS  

Listening • Reading • Writing • Speaking fully updated for new  

IELTS Speaking Test format

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101 Helpful Hints for IELTS

PUBLISHER'S ACKNOWLEDGEMENTS AUTHORS' ACKNOWLEDGEMENTS

The publishers are grateful for permission to use copyright We would like to acknowledge the support of the following  

material. We would like to acknowledge the original sources of people:  

text material listed below. Permission has been sought to reproduce  

all material whose source could be identified. Information that Bruce Bell, HelenkaPiotrowski, Laurent Seibert, Andrew Thomas  

will enable the publishers to rectify any error or omission in (Sydney English Language Centre), and Soon-Young Yoon.

subsequent editions will be welcome.  

ABOUT THE AUTHORS  

The nine Band Score descriptions on page 12 are reproduced from  

The IELTS Handbook, a joint publication of the University of Terry Peck and Garry Adams have extensive IELTS coaching  

Cambridge Local Examinations Syndicate, The British Council, experience, both having been involved in implementing and  

and IDP Education Australia: IELTS Australia. The reading designing IELTS coaching programmes. Terry Peck was an  

passage "Regional Student Survey" on page 97, is adapted from IELTS examiner for a number of years in Sydney, Australia.  

The ELICOS Student Contextualised - Facts & Figures by Ms.  

CM. Bundesen, with permission of the author.  

AVAILABLE SOON:  

BY THE AUTHORS :  

'101 Helpful Hints for IELTS - Academic Module'  

'101 Helpful Hints for IELTS - Academic Module' International Edition - Practice CD-ROM and Manual  

International Edition - Practice Book & Cassette  

'101 Helpful Hints for IELTS - General Training Module'  

Book: ISBN # 0 9587604 6 2  

International Edition - Practice CD-ROM and Manual  

Cassette: ISBN # 0 9578980 0 2  

'101 Helpful Hints for IELTS - General Training Module' '303 The Speaking Room for IELTS'  

International Edition - Practice Book & Cassette Video/CD-ROM/Cassette and Manual  

Book: ISBN # 0 9587604 9 7  

'404 Practice Listening Tests for IELTS'  

Cassette: ISBN # 0 9578980 0 2  

Practice Book & Cassettes  

'202 Useful Exercises for IELTS' Book: ISBN # 0 9587604 8 9  

International Edition - Practice Book & Cassette Cassettes: ISBN # 0 9578980 4 5  

Book: ISBN # 0 9587604 7 0  

Cassette: ISBN # 0 9578980 1 0

'202 Useful Exercises for IELTS'  

Australasian Edition - Practice Book & Cassette  

Book: ISBN # 0 9587604 5 4  

Cassette: ISBN # 0 9578980 2 9

First published in Sydney, Australia 2000  

ISBN 0 9587604 6 2

Adams & Austen Press Pty. Ltd. A.B.N. 96 087 873 943  

PO Box 509, Marrickville, New South Wales, Australia 1475  

Tel/Fax: 612-9568-1768  

Email: [email protected] www.aapress.com.au

Copyright © T. A. Peck 1999

All rights reserved. No part of this publication may be reproduced or  

transmitted  

in any form or by any means without permission in writing from the  

publisher.

Illustrations by H. Piotrowski and T. Peck

Printed and bound in Australia by Southwood Press, Marrickville, NSW.

9 8 7 6 5 4 3 2 1

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Contents

CONTENTS

INTRODUCTION Page  

How to Use This Book 4  

What is IELTS? 5- 10  

-An Overview 5  

- The IELTS Academic Module Sub-tests 6 - 7  

- Myths and Truths about IELTS 8- 9  

- Some Interesting World Wide WebSites for Teachers and Students 10

101 HELPFUL HINTS  

Using the Hints 11  

IELTS Test - Basic Hints (1 - 15) 12 - 19  

Listening Test Hints (16 - 36) 20-3 1  

Reading Test Hints (37 - 58) 32 - 46  

Writing Test Hints (59 - 82) 47 - 73  

- A Basic Understanding 47 - 54  

-Writing Task 1 55 - 61  

- Sentence Construction 62 - 63  

- Writing Task 2 64 - 73  

Speaking Test Hints (83 - 101) 74 - 83  

Notes 84

PRACTICE TESTS  

How to Take the Practice Tests 85  

Practice Test One 86 - 106  

- Practice Listening Test One 86 - 92  

- Practice Reading Test One 93 - 103  

- Practice Writing Test One 104  

- Practice Speaking Test One 105 - 106  

Practice Test Two 107 - 126  

- Practice Listening Test Two 107- 112  

- Practice Reading Test Two 113- 123  

- Practice Writing Test Two 124  

- Practice Speaking Test Two 125 - 126  

Practice Test Three 127 - 137  

- Practice Reading Test Three 127 - 136  

- Practice Writing Test Three 137  

Practice Test Four 138 - 150  

- Practice Reading Test Four 138 - 149  

- Practice Writing Test Four 150

APPENDICES  

Appendix 1 - Speaking Test Practice Game 151 - 152  

Appendix 2 - Tapescripts 153- 159  

Appendix 3 - Answer Keys 160-16 1  

Appendix 4 - Score Interpreter 162  

Appendix 5 - Answer Sheets 163- 165  

Appendix 6 - Model Answers to Writing Tests 166- 169  

Appendix 7 - Adams & Austen Press WebSite and Publications 170  

Appendix 8 - Further Reading List 171  

Appendix 9 - Glossary 172 - 174

INDEX  

Index to 101 Helpful Hints 175 - 176

3

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101 Helpful Hints for IELTS

INTRODUCTION  

HOW TO USE THIS BOOK

Read the Introduction "What is IELTS?" on page 5, so that  

STEPI  

you have a better understanding of what the examination is  

about and what is expected of you.

Complete Practice Test One under test conditions. Follow  

STEP 2 the instructions on page 85. Check your answers with the  

Answer Key on page 160. Check your ability using the  

Score Interpreter on page 162.

Use the Hints Section starting on page 11 to review with  

STEP 3 care any mistakes you might have made in Practice Test

One.

Complete Practice Test Two under test conditions. Check  

STEP 4  

your answers with the Answer Key on pages 160 and 161.  

Check your ability using the Score Interpreter on page 162.

Refer to the Hints Section again to review with care any  

STEPS mistakes you might have made in Practice Test Two.

Complete the more difficult Practice Tests Three and Four  

STEP 6 under test conditions. Check your answers with the Answer

Key on page 161. Check your ability using the Score  

Interpreter on page 162.

Contact your nearest IELTS Administration Centre and fill  

STEP 7 in an application form to take the test. Apply only when you

feel you have adequately prepared and are ready for the  

examination.

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Introduction

WHAT IS IELTS?

AN OVERVIEW

• The International English Language Testing System (IELTS) examination  

can be taken in over 100 different countries in the world. It is primarily  

designed to assess the readiness of candidates to study or train in further or higher education  

courses held in English at college or university.

• The examination takes 2 hours and 45 minutes to complete, and consists of four Sub-tests in the  

skills of listening, reading, writing and speaking.

• There are two IELTS test modules available - the Academic Module and the General Training  

Module. The results of the Academic Module may be used to determine a candidate's suitability  

for study at undergraduate or postgraduate level. The General Training Module is suitable for  

candidates wishing to continue their studies at diploma level only. The General Training Module  

is also used for immigration purposes to Australia or New Zealand, and for students who wish  

to complete their secondary education in an English-speaking country. The General Training  

Reading and Writing Sub-tests are less demanding than the corresponding Academic Module  

Sub-tests, but the Listening and Speaking Sub-tests are the same for both modules.

• It does not matter what subject you are going to study in the future - or have studied in the past  

- all students taking the desired module do the same test. You will not be tested on your specific  

knowledge of a subject; only your English language skills are assessed.

• You may write on the question papers, but you may not take the question papers from the  

examination room. All your answers must be written on the Answer Sheet provided.

• You can apply to take the IELTS examination at any IELTS Administration Centre. For further  

details of your nearest centre, consult the IDP British Council UCLES IELTS Handbook or refer  

to the official IELTS website on the Internet: http://www.ielts.org/centres.cfm

• At certain IELTS Administration Centres it is possible to choose between a computerised version  

of the Listening, Reading and Writing Sub-tests (CBIELTS) and the usual paper-based version.

• You cannot pass or fail the IELTS examination. The university or college that you wish to enter  

will inform you of the overall IELTS Band Score they require for enrolment in the particular  

course you wish to study. Note that you may also need to achieve a minimum score in a particular  

Sub-test (often the Writing Sub-test).

• You will be given a mark between 0 and 9 for each of the 4 Sub-tests (there are no half marks in  

the Writing and Speaking Sub-tests). Your Overall Band Score is an average of the 4 Sub-  

test Band Scores, with fractional scores rounding up or down to the nearest x.0 or x.5 score (with  

x.25 and x .75 rounding up.)

Therefore, if you score 6.5 in the Listening Sub-test  

5 in the Reading Sub-test  

7 in the Writing Sub-test  

and 6 in the Speaking Sub-test

Your total score is 24.5

By averaging the scores (dividing the total score 24.5 by 4) in the example above, you would  

achieve an Overall Band Score of 6.0 (which is 6.125 rounded down).

• You will usually receive your results within two weeks of the date of your test.

• If you want to take the examination again, you must wait a minimum of three months, yet there  

is no limit to the number of times you can sit for the IELTS examination.

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101 Helpful Hints for EELTS

THE LISTENING SUB-TEST

• The Listening Sub-test takes 30 minutes: approximately 20 minutes to  

listen to the tape and answer the questions, and 10 minutes to transfer your  

answers to an Answer Sheet provided with the test booklet.

• The test consists of 4 sections, and you will hear the tape only once. There are 40 questions in total.

• The listening passages become more difficult as you progress through the test.

• Section 1 is based on social or life situations: for example, travel arrangements, visiting a new  

city, or making arrangements to go out. This is usually a conversation between at least two speakers.

• Section 2 is also based on social or life situations: for example, a news broadcast, or a description  

of college facilities. This is usually a passage with only one person speaking.

• Section 3 is usually based on education and training situations: for example, a group of students  

planning a project, or a tutor and a student discussing career options. This is often a conversation  

with up to four speakers.

• Section 4 is also based on education and training: for example, a lecture or a talk of general  

academic interest.

• Spelling is not important in the Listening Sub-test, except that you must spell words correctly  

when they are spelt out for you on the tape.

• Your answers need to be legible, that is, they must be able to be read. This applies to all the types  

of answers you give: letters, numbers and phrases.

• You write your answers on the question paper as you do the Listening Sub-test, and when it is  

completed, you have 10 minutes to transfer them carefully onto the Answer Sheet. Make sure  

that each answer is transferred accurately and is legible.

THE READING SUB-TEST

• The Reading Sub-test takes 60 minutes and is in 3 sections. There are 3 passages with a combined  

length of 1500-2500 words and a total of 40 questions.

• The reading passages become more difficult as you progress through the test.

• The passages are taken from journals, magazines, books and newspapers. All the topics are of  

general interest and are not specialised texts.

• The reading passages may contain diagrams, charts or graphs, and at least one passage will  

include an argument. If a reading passage contains technical or specialised words, a glossary is  

usually provided.

• The questions may come before or after the reading passages in the examination booklet, and  

instructions and examples are given at the beginning of a new group of questions.

• You must write your answers during the Reading Sub-test on the Answer Sheet provided.

6

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Introduction

THE WRITING SUB-TEST

The Writing Sub-test takes 60 minutes.

There are two writing tasks.

The first task will take approximately 20 minutes, and you are required  

to write a minimum of 150 words. The second task will take approximately  

40 minutes with a minimum of 250 words.

For Task 1 you describe information that is presented to you in a graph, table, chart, diagram,  

or short piece of text. The description is usually given in the form of a report. You might have  

to compare sets of data, or use a set of data to support a given statement. Alternatively, you might  

be required to describe the stages of a process, describe an object, or explain how something  

works, or how it is used.

For Task 2 you are asked to write a formal essay or a report in which you might have to offer a  

solution to a particular problem, present and justify an opinion, compare information given in  

the question task, or evaluate and challenge a given argument.

In both tasks you must write in the formal academic style appropriate to the question task. You  

will also be marked on your ability to organise your writing, and on your choice of content within  

your answers.

The question tasks do not require you to have any specialised knowledge of a particular subject.

THE SPEAKING SUB-TEST

The Speaking Sub-test takes between 11 and 14 minutes.

The Sub-test consists of an interview with a trained examiner, and is recorded on a tape recorder.  

However, this recording is made to assess the examiner and not the candidate.

There are 3 parts to the Speaking Sub-test.

Part 1: you answer questions about your home life or family life, work or study, your interests  

and other familar topics of a general nature to reveal your background. (4-5 minutes)

Part 2: you are given exactly 1 minute to prepare yourself to talk about a particular topic. The  

instructions to guide your talk are written on a card given to you by the examiner. Your  

talk should last for 1 -2 minutes. The examiner will ask one or two questions at the end.  

(3-4 minutes - including preparation time of 1 minute)

Part 3: you have a discussion with the examiner based on themes connected to the topic given  

in Part 2. This part of the test requires discussion of more abstract ideas. (4-5 minutes)

The interview is then closed and the Speaking Sub-test is completed.

Most of the questions asked in the Sub-test are scripted; they come from a bank of questions  

prepared by the test authorities. These questions are being continually added to and updated.

The Speaking Sub-test Band Score is calculated from a comprehensive checklist of speaking  

skills in 4 distinct areas of ability:

Fluency and Coherence Lexical Resource

Grammatical Range and Accuracy Pronunciation

(See Speaking Hint 85 on page 74 for an explanation of these skills.)

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101 Helpful Hints for IELTS

Ten Myths' about the IELTS Test

* Commonly held beliefs which are untrue!

1. The JELTS test is more difficult Welt, no. The IELTS test is not necessarily any more  

than other English tests. difficult than other tests, but not all tests assess the same  

skills. The IELTS test will certainly challenge you because  

the training course you are considering will be tough, too.

2. 1 can choose which module of Not quite. If you want to do a degree course, you MUST  

the IELTS test 1 wish to take. take the Academic Module. The General Training Module is  

for diploma level courses and immigration purposes. But it  

is true that the IELTS test module you take is determined by  

the choices you make about your future.

3. The IELTS tests are different No. There are many versionscA ttietest, andatanygiven  

in various parts of the world. examination there may be a different version being given at  

a centre. However, IELTS is a standardised, global test.

4. 1 can get a better score at Absolutely not. IELTS officials use many means to  

some IELTS testing centres ensure standardisation of Band Scores throughout the world.  

than at others. Of course, it could be true that taking IELTS in an English-  

speaking country is beneficial, but only because you are  

being exposed to English every day.

5. 1 can only take the IELTS test Not true. You can take the IELTS test as many times as  

a total of 3 times. you wish, but you must wait three months before you take the  

test again. This is the minimum time considered necessary  

to improve upon your Overall Band Score.

6. 1 can successfully study for We do not think so. The authors realise that every  

the test by myself. student has his or her own particular study method, but to  

prepare effectively for the IELTS test you should get  

professional advice from atutor, either in a class or privately.  

You should also realise that General English Course practice  

is useful in addition to a specialised IELTS Course.

7. To get a good result in the Really? Achieving a satisfactory Overall Band Score is  

IELTS test 1 should do as many the result of a number of strategies, not o1 justtaking practice  

practice tests as possible. tests. And, definitely, if you do a practice test, you must work  

out why you made each and every mistake; otherwise you  

are missing out on valuable 'learning' time.

8. The Listening Test is the most Many students believe that one particular Sub-test is  

difficult of the IELTS Sub- more difficult than all the others. Of course, all they are realty  

tests. sayingisthattheyneedextrapracticeinthatskillarea. Sorry,  

it is a myth.

9. If 1 don't think my score is If you have received a Band Score that is clearly an error,  

accurate, there is nothing 1 you have the right to have your test papers and speaking  

can do about it. assessment re-evaluated. But remember that this process  

costs extra, and the second set of Band Scores is official,  

even if one or more of these scores is lower than before.

10. If 1 get a good score, 1 can use Not at any time in the future, no. There is a time limit on  

it as proof of my ability at any the usefulness of the Test Report Form which you receive  

time in the future. after having taken the IELTS test. This period is about two  

years, providedyou can prove that you have maintained your  

English.

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Using the Hints

101 HELPFUL HINTS  

USING THE HINTS

There are tw o way s to use the hints in this book :

1. Rea d the hints before you attempt th e Practice Tests , preferably in the order they  

are written , to prepare yourself for the variou s type s of question s you might be  

asked.

or 2 . Refer to each hint a s you check through the Practice Test s after you hav e taken  

the tests under examination conditions .

The Practice Test s are written with a key UPâ„¢""*"1 at the top of the outside margin of most

page s which tells you that the number s in the margin below that key and next to a question  

refer to the 10 1 Helpful Hints . Multiple hint s separated by a dot indicate each hint is relevant .  

A hyphen between tw o hint s indicate s that all the hints between those tw o hint number s are  

relevant to a question :

i.e. 8 indicatesareferencetoHint8:"READTHEINSTRUCTIONSCAREFULLY" .

i.e. 22-46 indicate s both Hint s 22 and 46 are relevant ,

i.e. 11-15 indicate s all the hints from 1 1 to 15 are relevant .

Not e that question s with a hint number in bold italics next to them in the margin hav e a hint  

specifically linked to that question :

i.e. 20 indicate s a specific reference vs mad e for th e question in Hint 20 .

Hint number s shown in normal print indicate that the advice given is generally applicable to  

the question .

References to the "Quick Punctuation Guide " (Writing Hint 59) , and to the "1 0 Point Grammar  

Checklist" (Writing Hint 65) , are given with a superscripted number to the right of the hint  

number . Th e superscripted number refers to on e of th e numbere d point s mad e in that section  

of th e hint :

i.e. 59 refers to (Writing) Hint 59 , point number 6 .

At the end of each set of question s in the Practice Listening and Reading Tests , a check guide  

is given , referencing certain hints that assist with checking your work :

i.e. check ... indicate s that Hint s 1 1 to 15 contain advice about checking that  

11- 1 5 section of the test .

Similarly, an overall check guide is given at the end of each Sub-test :

i.e. overall check. ... indicates these hints assist with checking the entire Sub-test.

Blanks 1 1  

Grammar 12  

&65  

One Answer 13  

Spelling 14  

Legibility 15  

Punctuation 59

There are four icons used throughout the Hints Section and in the Practice Tests themselves:  

The icons are used to indicate sections of Dractice for the Listening, Reading,  

Writing, and Speaking Sub-tests.

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101 Helpful Hints for IELTS

IELTS TEST - BASIC HINTS

BEFORE THE TEST

CHOOSE A REALISTIC AND ACHIEVABLE GOAL

To obtain a satisfactory IELTS Band Score, it is necessary to be realistic. If the goal is to reach a  

certain level of English proficiency, success can only be achieved with much practice. It is important  

to know what an IELTS score in any of the Sub-tests means before you set yourself a goal. An outline  

of the Overall Band Scale levels is given below:

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 Limited User - Conveys and understands only general meaning in very familiar 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 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 The Test - No assessable information provided

It takes three months of regular intensive practice to improve by one overall Band

FOLLOW A REGULAR STUDY PLAN

Set aside the maximum number of hours you can spare each day to practise English for all four Sub-  

tests . Do not concentrate only on your weakest areas. Be regular in your practice, and give yourself  

a rest between tasks. Take at least one day out of your week to rest and forget the test completely.  

The secret of success is to work towards your goal slowly, steadily and regularly.

Take every opportunity to listen to English whenever and wherever you can. Watch TV programmes  

and films, listen to radio programmes and English language tapes - even songs in English on tape.  

Have as many conversations with native English speakers as you can, and practise in English as often  

as possible with your non-native English-speaking friends.

Try to read texts in English at least once every day. You should always be in the process of reading  

a book in English - a page or two each night before bedtime is an excellent plan. Read newspapers,  

magazines, and novels written for your English level (available from good language bookshops).  

Academic Module candidates should obtain academic articles, if possible. Always carry English  

texts with you, so you can read when you have spare time that would otherwise be wasted.

Do not worry about understanding every word. Read some articles in detail and some for speed.

12

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IELTS Test - Basic Hints

INCREASE YOUR PERSONAL SPEED

In the IELTS test, time is your enemy. Candidates who have taken the test and did not perform as  

well as they had hoped often complain that they were unable to give all the answers in the Listening  

Test because the tape was too fast, and that they ran out of time in the Reading Test.

To begin with, do not worry if you do not finish the tests. Remember, the test is designed to measure  

candidates over a range of scores from 0 to 9 (0 indicates the test was not attempted). Candidates  

whose English is near perfect can expect to score 9, but even native English-speaking people would  

be unlikely to complete every Listening Test answer perfectly or finish the Reading Test a long time  

before the examination ends. Remember, the test is meant to be challenging.

The IELTS test measures many aspects of your English ability including the speed at which you  

listen, read, write, speak, and think in English. Your personal speed is not something which changes  

a great deal from day to day, but does change considerably over a longer period of time, as a direct  

result of practice in working with the English language.

Your personal speed and ability in the 5 areas previously mentioned is pretty well fixed at any given  

time. The official IELTS Band Scores you receive are extremely accurate, since each test is trialled  

extensively to achieve standardised results for candidates at all English levels. Nonetheless, there  

are certainly many things you can do, before and on the day of the test, to help maximise the use of  

your time and give yourself the best chance of success.

Consider the following situation: although a racing car cannot go faster than its maximum speed, the  

race can still be won, and its maximum speed maintained for longer, if an expert driver is at the wheel.  

An expert racing car driver will:

(before the race) ... spend a great deal of time practising at the wheel before race day  

... visit the track so that he or she knows where to go and what to expect  

... get enough sleep before the day of the big race  

... eat a good breakfast on race day morning;

(during the race) ... check his or her watch constantly to monitor the car's progress  

... keep moving along the track and not get stuck on a bad corner  

... breathe long and deeply to relax and keep the oxygen going to the brain  

... drink water (but not too much!) when the car is at the pit-stop.

The Listening, Reading, and Writing Tests are given in that order, and are usually held on a single  

morning. The combined length of those three tests is 2 hours and 30 minutes. (The Speaking Test  

is conducted at an appointed time in the afternoon.) Only one short break is given between the  

Reading and Writing Tests, so you need to be at your best for a long period of time, which is why  

you must sleep and eat well before the test. The hints and guidelines in this book should help you  

achieve your "maximum speed". The more effort you put in, the faster your personal speed will be  

on the day. (See also IELTS Test - Basic Hints 1 and 2.)

INCREASE YOUR SENTENCE READING SPEED

The faster and more accurately you read, the more questions you will be able to answer. In all the  

tests, the instructions, the example, and the questions themselves need to be read quickly, and must  

be well understood in order for you to have more time to find the answers. It pays to increase your  

overall reading speed. (See also Reading Hint 41.)

To increase your reading speed, you must learn to read in groups of words that form logical units  

of thought within sentences. Look at the following sentence:

Britain has been a popular choice for thousands of international students over many years.

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101 Helpful Hints for IELTS

Notice how you can think of the sentence as being made up of 3 main parts:

1. Britain has been a popular choice (What and where?)  

2. ... for thousands of international students (Who for?)

3. ... over many years. (When?)

Note also, that in this case (and many others) all the phrases answer wh/how questions. It may be  

helpful at first to think of wh/how questions when trying to read in phrases.

If you read each word in a sentence one at a time, you will read very slowly and most likely  

misunderstand the meaning of much of what you read. So read your sentences in phrases by  

considering all the words of a phrase as a single unit.

Notice how much quicker it is to read the sentence, and how the meaning of what you say is more  

clear. Practise reading in phrases everyday. Look ahead on the page as you read, and always aim  

to find logical places in the sentences where phrases begin and end. Note also that there is often more  

than one solution as to where the logical breaks between phrases occur within sentences.

Read faster by reading words in groups that form logical units of thought

DEVELOP A MEMORY FOR ENGLISH

In the Reading Test, it pays to remember as much as you can of what you have just read, but at least  

the words can be read again. However, in the Listening Test you cannot go back, and the tape is only  

played once. If the answer comes before the keyword/phrase, your memory of what you have just  

heard is even more important. Nevertheless, the answer usually follows the keywords/phrases that  

you hear, and is close in time to the main keyword/phrase you are listening for. (See also IELTS Test  

- Basic Hint 9.)

To improve your "English memory", try the following exercise. Using the pause button on the tape  

recorder, repeat the sentences spoken in the passages on the audio cassette tape that comes with this  

book, gradually increasing the length of what you repeat. Do not worry about repeating the exact  

words. Simply aim to remember more of what you have heard.

DURING THE TEST

MANAGE YOUR TIME CAREFULLY

The Listening Sub-test

The tape is heard once only, and the questions are answered as you listen. Time is, therefore,  

managed for you, but you have a short period of time after each passage is heard to check your work.

Do not use this time to transfer your answers to the Answer Sheet because you are given 10  

minutes at the end of the test in which to do this.

The Reading Sub-test

An advised period of time is usually given in which to complete each of the three sections of the test.  

Keep an eye on the time as you progress through the Reading Sub-test, and as you complete each  

question group. Make sure that you stop answering questions when the advised time is up. Move  

on to the next group of questions even if you have not finished those questions. If you do not, you  

will probably not complete as many questions as you could. Remember that you are in charge of  

managing your time in the Reading Sub-test.

14

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IELTS Test - Basic Hints

THE GOLDEN RULE OF IELTS

The Golden Rule is "Always give the monkey exactly what he wants".

If a monkey asks for a banana, you must give him a banana and not an apple. In other words,  

your answer to a question must be exactly what is required. You must be quite sure of the  

type of information you are asked to give as an answer, and what you must do with that  

information to give an accurate answer.

You might think that this advice is too simple to be worth remembering. It  

might seem obvious that you have to do what the test asks you to do and give the answers  

the test asks you to give. Yet failure to remember and apply the Golden Rule is one of  

the main reasons why candidates do not score as well in the test as they believe they  

should. Read the questions very carefully.

Know the type of information the test asks you to give:

Is the answer a method of transport? ... a person? ... a place? ... a number?  

If you know, you have a better chance of giving the correct answer.

Know what you have to do with the information:

Do you have to complete a sentence, or fill in the missing words in a sentence?  

If so, your answers must, therefore, be grammatically correct within that sentence.

Do you have to provide an answer with no more than a maximum number of words?  

If so, your answer must not contain more than that maximum number of words.

Do you have to name two items that you must hear on the tape, or find in a reading passage?  

If so, your answer must contain two items only; three items would be incorrect.

Always know exactly what type of information you need to give and what  

you have to do with it

READ THE INSTRUCTIONS CAREFULLY

Candidates who do not read or listen to the instructions carefully may believe they are saving time,  

but the instructions contain vital information which must be understood in order to answer correctly.

• The instructions may contain information about the passage topic which helps  

to predict what you may hear or read. (See Listening Hint 16 & Reading Hint 38.)

• The instructions tell you what to do, what kind of answer to give, and, in the case  

of the Listening Test instructions, they tell you when to answer.

• It is important to read the instructions quickly and accurately. You might not have  

time to complete the test if you are too slow at reading the explanatory information.

ALWAYS LOOK AT THE EXAMPLE

The example is given to you for a number of very good reasons. It is important to read and/or listen  

to the example carefully. Some candidates believe they can save time by not looking at the example.  

This is a mistake. If you do not know how to give the answer, you are very likely to give an incorrect  

answer or a correct answer in the wrong form.

The example tells us 3 very important pieces of information about the task:

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101 Helpful Hints for IELTS

1. The example tells you how to give the answer to questions.

You should usually answer questions in the same form as the given example.

• Look at the Example for Questions 1 - 3 in Reading Test One:

order of popularity (Ex:)

Your answers to Questions 1- 3 can therefore be given in number form where applicable.  

Answers can also be given as words and/or letters. The instructions will often tell you in  

what form the answers are to be given. The example illustrates what the instructions state.

2. The example gives you information about the listening or reading passage.

You will understand more about what you listen to and read if you can predict what is to come.  

The example gives information that is easily understood and helps you predict information  

about the ideas behind the main topic of the passage.

• Look at the Example for Questions 10 - 15 in Reading Test One:

Example: There are presently more than 1,000,000 foreign students of English abroad.

In this case, the example tells you that the statement is true, and that studying English abroad  

is very popular. Note that it can be a good idea to read the example statements (and the  

questions) before reading the reading passage in full.

3. The example tells you when to start listening, or where to start reading to find the answers.

• Look at the Example for Questions 22 - 25 in Reading Test One:

The logical place to commence looking for the answers would not be at the top of the reading  

passage, but after the position of the example word in the passage. Of course, in the Listening  

Test, the answers will come after the example that you hear.

USE QUESTION KEYWORDS TO FIND THE ANSWERS

The keywords or keyphrases in the questions help you in your search for the answers. This is true  

for both the Listening and Reading Sub-tests. First, you must choose which word or phrase to listen  

for on the tape, or search for in the reading passages. There may be more than one keyword or  

keyword phrase in a question, and they can be placed before or after the answer.

• Look at Question 19 in Listening Test One:

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IELTS Test - Basic Hints

Since topic keywords and keyphrases are heard or read some time before or after the answer is found,  

they are similar in function to street signposts; they can point forwards to where you are going or  

back to where you came from. In this book, they are referred to as signpost keywords/phrases  

because they point to where the answer can be found. Other keywords are very close to the answer  

and often form part of the answer phrase. Here, they are referred to as destination keywords/phrases.

In Question 19 ofListening Test One, the signpost keywords to listen for are "witnesses", "heard",  

and "lorry". The destination keyphrase is "sound the...". You should also be aware of when this  

event occurred; that is, something was heard before the lorry collided with traffic.

Note that the signpost keyword (in this case "witnesses ") is usually heard a short time before the  

answer is given, and tells you that the answer is coming.

You may not hear (or find in a reading passage) all the keywords or keyphrases; you may instead  

hear (or read) words with the same or similar meaning. In Question 20 of Listening Test One, the  

signpost keywords/phrases to listen for are "collided", "traffic" and "turning into the". You do  

not hear the word "collided", but you do hear the phrase "pick up the cars", which has a similar  

meaning.

You should be aware that flexibility is most important when dealing with keywords. (See also  

Listening Hint 18 & Reading Hints 49 & 56.)

Circle the important keywords or phrases before you listen or search for the answer

CHECK BEFORE THE END OF THE TEST

DO NOT FORGET TO MAKE LOGICAL GUESSES

In the Reading Sub-test, if you are having trouble completing the questions to a particular passage,  

you should leave a minute or so at the end of each advised time period for that passage (usually 20  

minutes) to guess those questions that can be guessed. In the Listening Sub-test, you are given a  

minute of silence after each section has finished. Candidates who forget to give a logical guess to  

questions they cannot otherwise answer, do not give themselves any chance at all to get a mark!

D Look at Question 10 in Reading Test One:

Q10. Study destination choices are mostly influenced by proximity to home.

T F N

It is a True/False type question with the added possibility of the statement not being mentioned  

in the passage (N for Not Mentioned).

A logical guess would be that the statement is likely to be true. A quick look at the passage tells  

us that "the country of choice depends to a large extent on economic factors." The answer is  

"F" for False. Not all logical guesses are correct !

D Look at Question 11 in Reading Test One:

Ql 1. Students who wish to study business will probably study English overseas.

T F N

A guess might be that in this age of globalisation the statement is likely to be true. The passage  

states that "The strength of international business connections between countries also gives a

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101 Helpful Hints for IELTS

good indication of where students will seek tuition." This is a sentence which discusses where  

a student who has already made the decision to study overseas might go.

The instructions clearly tell us to refer to the passage for the answers. Since we are given  

no indication of whether future business students will study abroad, the answer must be "N".

B Look at Question 14 in Reading Test One:

Q14. Standards at tertiary institutions in Australia and New Zealand are improving.

T F N

It is obviously difficult to guess if a statement is not mentioned in the passage. If in doubt, do not  

choose a statement that is likely to be false as 'not mentioned' in the passage. In most cases, only  

likely to be true statements are not mentioned in the text. They are often put there to trap candidates  

into believing the statement is actually mentioned. The answer to Question 14 is "N".

Also, your own knowledge of the actual truth of a statement might not always be helpful. The answer  

must be given according to what is said in the passage. Nevertheless, logical thinking is the key to  

working out (and guessing!) many of the answers in the IELTS test.

ARE YOUR ANSWERS GRAMMATICALLY CORRECT?

While it is true that not all words and phrases given as answers to questions in the Listening and  

Reading Tests need to be grammatically correct, it is often possible to work out the correct answer by  

using your knowledge of grammar. Always consider whether your choice of answer is grammatically  

acceptable before making your final decision. This is especially true of the following types of tasks:

• short-answer question tasks • all table/chart/diagram/note completion tasks  

• sentence completion tasks • gapfill tasks.

- • Look at Questions 17 and 18 in Listening Test One:

Police believe the driver of a (17) lost control of the vehicle before reaching  

the traffic (18) at the corner of Avalon Road and Batty Avenue.

Question 17 must be a singular noun beginning with a consonant, since the word before the  

gap is the indefinite article "a". The answer is "lorry". "Articulated lorry" would probably  

be accepted, but why give a more detailed, unnecessary (and grammatically incorrect) answer?  

The answer to Question 18, however, is a plural noun, "lights". The singular noun "light" does  

not make English sense. English-speaking people always talk of traffic lights. The answer  

"light" might be unacceptable as an answer in the actual test. Take no chances.

Verb forms, plural forms and other grammatical forms can be important when you give Listening  

and Reading Test answers. A good rule is to always try to give the answer in correct grammatical  

form. (See Writing Hint 65 for a 10 Point Grammar Checklist, and see Writing Hint 81.)

GIVE ONE ANSWER ONLY

Give just one answer to a question, unless you are specifically requested to give more than one  

answer. Even if one of the multiple answers you give is correct, you might score zero if too many  

of the other answers are incorrect. Surprisingly, candidates sometimes give more answers than  

necessary! If you are asked to name just three items that you hear or read about in a passage, it makes  

no sense to give four items as your answer. You will score zero, even if all four items are correct.  

Remember the Golden Rule. (See IELTS Test - Basic Hint 7.)

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IELTS Test - Basic Hints

Note that with short-answer questions, especially in the Listening Test, there is sometimes a variety  

of words or phrases that can give the correct answer. However, you waste valuable time if you give  

more than one of the correct answers to short-answer questions. Alternative answers are given to  

various questions in the Answer Keys for the Listening and Reading Tests contained in this book.

CHECK YOUR SPELLING

In the Listening and Reading Tests exact spelling is not always essential. It is only necessary in the  

Listening Test if a word answer is spelt out for you on the tape.

• Look at Question 6 in Listening Test One:

Family Name:

You must spell George's family name exactly as spelt out letter by letter on the tape.

Other correct answers in the Listening and Reading Tests can be incorrectly spelt and still count  

towards your Band Score, but they must be sufficiently well spelt to indicate the correct answer.  

Copy answers from the passages accurately in the Reading Test. In the Listening Test, if you are  

unsure of the spelling, write an approximation of the way the answer sounds.

O Look at Question 7 in Listening Test One:

Nationality:

It would be unlikely for the spelling "Sweterlan" to be accepted as "Switzerland" because it  

is not close enough to indicating the country. Besides, you are asked to give the nationality,  

not the country. Remember the Golden Rule. (See IELTS Test - Basic Hint 7.)

MAKE SURE YOUR ANSWERS ARE EASY TO READ

You cannot expect to do well if your answers cannot be read. Candidates may be unaware that their  

answers cannot be understood by the examiners who mark the tests. Be careful!

Words: If you have trouble with English letters, you could write your Listening and Reading  

Test answers in BLOCK LETTERS. Practise, so your letters look like these:

ABCDEFGHIJKLMNOPQRSTUVWXYZ

abcdefghijklmnopqrstuvwxyz

Your letters must be distinguishable from each other. Pay particular attention to:

E and F I, J and L M, N and W U and V I and T

(It is often hard to tell the difference between these letters when candidates write them quickly.)

Numbers: Numbers can be even more difficult to read:

1234567890

Many candidates do not realise that their numbers cannot be recognised by the examiners. Practise  

so that your numbers look similar to those shown above.

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101 Helpful Hints for IELTS

LISTENING TEST HINTS

BE READY TO LISTEN

Remember that the listening part of the IELTS test is the same for Academic and General Training  

Module candidates. There are 4 sections, and each is treated separately and played once only. The  

moment you hear the words "Section 1", "Section 2 " etc. you should:

• be prepared and ready to listen for the instructions that are given  

• listen for details about the information contained in the coming passage,  

(e.g. who? what? where? when? why?)

First, check where the questions are located on the pages in the section to be heard. In the short time  

given to you before the listening passage begins, which is usually only about ten, twenty or thirty  

seconds at most, you should do your best to predict what you will hear.

When the conversation, interview or lecture begins, the first item to listen for is the example.  

Sometimes, the example is heard first and then again when the passage is played in full; in other  

IELTS Listening Tests it is heard once only. (See also IELTS Test - Basic Hints 8 and 9.)

LEARN TO PREDICT

There are many types of IELTS listening question tasks:

• matching tasks • multiple choice tasks • short-answer question tasks

• true/false tasks • sentence completion tasks • chart / table completion tasks

• gapfill tasks • diagram labelling tasks

In the Listening Test you use four skills at once. It is not surprising that candidates often find this  

the most demanding of the four tests. You need to be able to:

• read the instructions and questions  

• listen for general information  

• listen for specific information  

• write the answers as you listen for the answers to the questions that follow.

Before each listening passage, in the time given to you to look at each section in the test booklet, you  

should try to predict information about the listening passage situation. Predict the number of people  

involved and what they might be doing or planning. Try especially to predict what they might say  

and the words they might use.

You are given only a short time to look at the questions before the listening passage begins. However,  

to score well in the Listening Test you need to develop the ability to think ahead. The more  

effectively you can predict, the quicker your mind will form the correct word associations to make  

with the topic, and the better you will be able to work out the meaning of what you hear.

A useful exercise for helping to develop the ability to predict is to play audio cassette tapes in English  

(e.g. the tape that accompanies this book), and pause after every minute or two to ask yourself what  

will happen and what you will hear next. This can also be done with videos, taped news items on  

the TV, interviews on the radio etc. It is important to think about the words that you expect to  

hear. Write them down, and then check to see how many you guessed correctly.

The secret to increasing your listening skills is to better predict what you might hear

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Listening Test Hints

WORK OUT THE WORD VARIABLES

Section 1 of the Listening Test is the easiest of the four sections. Each section becomes progressively  

more difficult. If you know your English level is average or above average, that is, you have a good  

understanding oT basic survival English, you should have little trouble hearing all the answers in  

Section 1. Most candidates who are seriously considering tertiary study in an English-speaking  

country in the near future should be able to score 100% in this section. However, it is so easy to make  

unnecessary mistakes due to nervousness or lack of preparation. Listen for a general understanding  

of the situation, and at the same time listen for the specific keywords or phrases.

The keywords or keyphrases in Section 1 are most likely to be presented to you in the test booklet in  

the form of pictures, charts or diagrams; in the other three sections they are usually given in words only.

Predicting the words you might hear in Section 1 is easier if you work out the word variables. The  

variables are those words and situations in a possible answer that can vary or change, according to  

what you hear on the tape. In many types of questions, multiple choice for example, those variable  

word/phrase choices are given to you. In other questions, the choice of words you may hear is  

completely up to you to predict.

O Look at Question 2 in Listening Test One:

Q2. Who do they ask for directions?

A B C D

The variable words or phrases are ... man sitting or standing  

man with a hat/cap or without a hat/cap  

man in uniform or in an overcoat

You might also hear the following words:

trolley baggage luggage desk bag bench

By predicting the variable words to listen for, you increase your chances  

of hearing the answer

THE ANSWERS ARE OFTEN STRESSED AND REPEATED

If you listen carefully to the practice tape, you will notice that important information, which includes  

the answers, is almost always stressed and quite often repeated two or even three times. This  

surprises many candidates when they know the answer and listen again to the tape.

• Look at Question 9 in Listening Test One:

Destination: (9)

Tapescript: George: Well, yes, I live in France now, but I was born in Switzerland.  

Clerk: Swiss. Very good. Flight number: FA-492. Destination is ...  

George: ... Paris.

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101 Helpful Hints for IELTS

Clerk: Are you connecting with any other flight in Paris, or will you  

be staying there?  

George: No, I'm spending my vacation in Paris. Well, Sevres, just  

outside Paris.

The answer "Paris" is mentioned 4 times (in bold) and is stressed once (bold and underlined).

KNOW WHEN TO MOVE ON TO THE NEXT QUESTION

In the IELTS Listening Test each section is considered separately, and you are not told when the next  

question in a section comes. When the passage is being played, you should:

• be aware of the content of the next question ...

• ... as you listen for the answer to the current question.

If you do not think ahead to the next question, and you miss an answer, you might be unable to keep  

up with the tape. You could still be waiting for an answer that has already been given.

Listen for the question topic keywords/phrases, any marker words/phrases (see below), and the  

changes in the speaker's inflection or pitch, to help you recognise when the questions change.  

Once you recognise that the question topic has changed, it is time to move on to the next question,  

even if you have not completed the previous question.

Only very few Listening Test questions are given out of order. However, you must be flexible enough  

to look ahead at the test paper in case the answers to questions do not come in the order shown in  

the test booklet. This is most likely to occur in a gapfill listening task.

Marker words/phrases are those English words/phrases that tell the listener that the topic is changing.  

Listen for marker words/phrases so that you know to move on to the next question.

e.g. - And now (we will)... - Now tell me,... - Next, I'd like to...  

- Finally, can you tell us ... - Right, so the first thing ... - To start with ...  

- Before I move on to ... - I'd like now to move on to ... - One more thing ...  

- And what about...? - Well, that's about it, except for ...

Changes in the speaker's inflection also tell you that the question topic is changing. Usually, when  

an English speaker changes topic, his or her voice will lift considerably in pitch and in level of  

excitement. Listen to the tape provided with the book for the above or similar marker words/phrases,  

and try to hear the changes in pitch and excitement in the voice.

LOOK AT OTHER QUESTIONS FOR THE ANSWER

In some cases, the answer to a question could be given in written words later in the test booklet.

• Look at Question 1 in Listening Test One.

(The answer "C" (FrancAir Check-In) is given to you by looking at Question 3.)

In listening and reading gapfill tasks the word or phrase you need is sometimes there in front of your  

eyes on the page.

• Look at Question 17 in Listening Test One.

(The answer "lorry" is given to you three lines later in the gapfill text.)

Clues to the answer, and even the answers themselves, can sometimes be found  

printed in the test booklet

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Listening Test Hints

LISTEN FOR THE SPEAKER CHANGING HIS/HER MIND

Often the speaker changes his or her mind and makes a correction before giving the answer that you  

need. Alternatively, the speaker may correct someone else.

• Look at the part of the tapescript which answers Question 7 in Listening Test One:

Clerk: George ... er... L-A-V-I-L-L-I-E-R-S. Good. Now, nationality: French. No,  

wait a minute. It's a Swiss passport.

The clerk wants to find out George's nationality. He guesses that George is French, but thinks  

twice when he notices George's passport is Swiss. It would be a mistake to write down the first  

nationality mentioned, in your hurry to get the right answer.

Listen for the possibility of the speaker making corrections to what is said

USE SHORTHAND FOR SPEEDY WRITING

In the Listening Test, you are often required to listen for the next answer while writing down the  

answer to the previous question. It is one of the measures of effective listening - the examiners want  

to find out if you can comprehend what is said while attempting another task at the same time. This  

further tests your listening ability in English.

To write down the answers more quickly, write only the first two or three letters of the answer that  

you hear. This shorthand approach is effective in a gapfill listening task because some of the answers  

may come in quick succession, especially at the beginning of the gapfill passage. (See also Listening  

Hints 24 and 25.) You can complete the words during the short period of time given to you after the  

passage has finished. You are very likely to remember what the letters mean because they are the  

first letters of words you have recently heard in context.

• Look at Questions 14 - 21 in Listening Test One:

This method can enable you to return quickly to giving your whole attention to listening for the next  

answer. However, it does require some practice. Note that you would not try to use this method to  

remember numbers, but with word answers you can almost always remember the words again. Then,  

all you need to do is give the correct grammatical form of the answers. (See also IELTS Test - Basic  

Hint 12.)

PRACTICE FOR LISTENING GAPFILLS

Gapfill tasks are usually considered by candidates to be the most difficult of the IELTS listening  

tasks. Your grammatical knowledge is as important as your listening ability, for answers should be  

grammatically correct within the given sentences.

The most common type of IELTS listening gapfill task requires you to listen to a passage of spoken  

English containing information concerning a particular topic or event. In the tests in this book  

both gapfill listening tasks are news items. It is good practice to listen to the news either on the TV  

or radio, and try to complete a chart such as the one on the next page:

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101 Helpful Hints for IELTS

Item What? Where? When? Who? How? Why?

News Item 1

News Item 2

Not only news items, but all kinds of informative talks can provide practice of this kind. First, w  

you should do here is listen for general information. This is essential because unless you <  

understand the general idea of what is being said, you will be unable to understand the spec  

information in the talk. Most listening gapfill questions require you to listen for specific informati

Make a video or audio cassette tape of your news items or talks from the TV or radio. Now go bj  

over the tape you have made and listen for specific information on the tape. It is useful to m  

an audio cassette of a video cassette item because it is easier to play back the information on an au  

cassette tape. Do not try to understand every word. You should train your ear to listen for the wo  

you are already familiar with, but did not catch on the first listening for general information.

You can also use the passages on the audio cassette tape that accompanies this book for the ss  

purpose. Check the words that you miss by referring to the Practice Listening Test Tapescript  

Appendix 2 starting on page 153. More exercises are available from the companion practice bi  

'202 Useful Exercises for IELTS'. (See also Reading Hint 55.)

LISTENING GAPFILLS - STEP BY STEP

• Before you listen:  

Read the instructions carefully.  

(See IELTS Test - Basic Hints 7 and 8.)  

Always look at and listen for the example.  

(See IELTS Test - Basic Hint 9.)  

• As you listen:  

Choose the keywords/phrases to listen for, and be aware of the question changing.  

(See IELTS Test - Basic Hint 10 and Listening Hint 20.)  

Be aware that some of the answers may come quickly one after the other.  

(See Listening Hint 23.)  

Be aware that one or two of the answers may not be given in question order.  

(See Listening Hint 20.)  

Be aware that the word or phrase you need may already be on the page.  

(See Listening Hint 21.)  

Use shorthand to improve the speed at which you write down your answers.  

(See Listening Hint 23.)  

D In the time given to you at the end of the gapfill:  

Make sure your words and numbers are easy to read.  

(See IELTS Test - Basic Hints 14 and 15.)  

Guess the answers to unanswered questions - do not leave blanks.  

(See IELTS Test - Basic Hint 11.)  

Check that your answers are given in grammatically correct English.  

i.e. for answers that should be in plural form.  

(See IELTS Test - Basic Hint 12.)

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Listening Test Hints

PRACTICE FOR SHORT-ANSWER QUESTIONS

Some candidates find short-answer question tasks even more challenging than gapfill exercises.  

Usually, short-answer question tasks come later in the Listening Test, and, therefore, the Listening  

passages are longer and more difficult to understand.

The IELTS short-answer question tasks require you to listen to a passage of spoken English, often  

a conversation between two people, and choose words or phrases from the dialogue which best  

answer the given questions. It is good practice to listen to interviews and conversations with  

interesting persons on the TV or radio, and make brief notes from short excerpts of what you have  

chosen to listen to.

Make a video or audio cassette tape of your chosen news item or talk from the TV or radio. Now  

you can go back over the tape and make abbreviated notes of the important points made by the  

speakers. It is useful to make an audio cassette of a video cassette item because it is easier to play  

back the information on an audio cassette tape. Do not worry if you cannot understand every word.

You can also use the passages on the tape that accompanies this book for the same purpose. Check  

the words that you do not hear clearly by referring to the Practice Listening Test Tapescripts in  

Appendix 2 starting on page 153.

O Look at these notes made from part of the tapescript of Section 3 of Listening Test One:

Sue: Good afternoon and welcome to "Working Lives". My  

name is Sue Holt. This week we continue our series by  

looking at a job that is often thought of as adventurous,  

exotic, and highly desirable. We're going to take a  

behind-the-scenes look at the airline hospitality  

industry. What is the reality behind the smart uniform  

and ever-ready smile of the flight attendant? We're  

lucky enough to have in the studio Julie Nevard, who  

works for British AirWorld, and is a senior member  

of the cabin crew staff.

Sue: Thank you for finding the time to speak to us. I know  

that you must have a busy schedule.

Julie: My pleasure. Yes, it is a very full-time job, but I think  

you realise that very early on in your career..

Sue: How long have you been involved in in-flight  

hospitality?

Julie: Well, I trained for a year at the British AirWorld  

Training School, and... I'd already taken a Diploma in  

Hospitality and Tourism after I left school so, all in all,  

... about 5 years ... no, more like 6 years.

The notes above make use of abbreviations  

underlining  

symbols, (especially dashes, arrows and brackets).  

missing vowels etc.

Be aware, however, that your test answers, must not be in note form. This is for practice only.

For practice, you can devise and use your own system of note-taking

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101 Helpful Hints for IELTS

SHORT-ANSWER QUESTIONS - SPECIFY THE TOPIC

In a question which asks you to provide a short answer to a question, you should first accurately v  

out the question topic in order to give the correct answer.

• Look at Questions 24 and 25 in Listening Test One:

Q24. What does Julie like most about her job?

Q25. What is Julie's main responsibility when on duty?

In Question 24 the topic is not simply what Julie likes about her job, but what Julie likes i  

about her job. Therefore, the answer is "meeting new people", and not "going to place,  

has never been before ", nor any of the other reasons she mentions.

Similarly, in Question 25 the topic is not simply Julie's responsibilities when on duty  

Julie's main responsibility when on duty. Therefore, the answer is "passenger comfort'  

not any one of the other responsibilities she mentions.

Check with the Practice Listening Test One Tapescript in Appendix 2 starting on page 1^  

you are unsure of what Julie says.

If you do not read the question carefully, and do not accurately specify the topic, you might e  

give the wrong answer.

Before the passage is played, or as you listen, circle the topic of each questior

SHORT-ANSWER QUESTIONS - SUMMING UP Q

The speaker often sums up what he or she says in answer to a specific question. It is natural  

speaker to be sometimes unable to give an instant answer to a question. The speaker will thei  

of many connected things before stating directly what he or she wishes to give as the answer;  

end of the reply.

• Look at part of the tapescript of Section 3 of Listening Test One:

Sue: Then tell me, what is your main responsibility during a flight?  

Julie: That's hard to say really. Well, we're responsible for all the  

needs and demands of each and every passenger, for up to 10  

hours on some long haul flights. Not to mention the safety of  

the plane and all the passengers. I suppose, if I have to come  

up with a single answer, it'd be passenger comfort.

The above excerpt gives the answer to Question 25 in Listening Test One.

Julie cannot instantly give a direct answer to Sue's question, but eventually sums up and-  

her answer directly - "passenger comfort".

You should wait for the speaker to sum up before giving your short answer to a question. If y  

not, you run the risk of writing down an answer which may be incorrect or only partly correct  

might also be too busy writing down what you think is the answer, and not hear the correct ai  

in the speaker's summing up.

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Listening Test Hints

SHORT-ANSWER QUESTIONS - STEP BY STEP

O Before you listen:

Read the instructions carefully.  

(See IELTS Test - Basic Hints 7 and 8.)  

Always look at and listen for the example.  

(See IELTS Test - Basic Hint 9.)  

• As you listen:  

Accurately specify the topic before choosing the keywords/phrases to listen for, and  

be aware of the question changing.  

(See IELTS Test - Basic Hint 10 and Listening Hints 20 and 27.)  

If necessary, wait for the speaker to sum up.  

(See Listening Hint 28.)  

d In the time given to you at the end of the short-answer questions:  

Make sure your words and numbers are easy to read.  

(See IELTS Test - Basic Hints 14 and 15.)  

Guess the answers to unanswered questions - do not leave blanks.  

(See IELTS Test - Basic Hint 11.)  

Check that your answers are given in grammatically correct English.  

i.e. for answers that should be in plural form.  

(See IELTS Test - Basic Hint 12.)

PRACTICE FOR MULTIPLE CHOICE QUESTIONS

Most candidates say that they find the multiple choice question tasks easier than the other listening  

tasks. This is because in a question with four choices you have a 25% chance of being correct.  

However, you also have a 75% chance of being wrong, which is why multiple choice questions are  

harder than they seem. Of course, if you are given 5 choices, your chance is lowered to only 20% !

The IELTS multiple choice question tasks require you to listen to a passage of spoken English, often  

a conversation between two people, or a lecture or talk, and make a choice between a number of  

possible given answer choices. It is good practice to listen to lectures or talks given on interesting  

topics. Tapes can be found on any number of topics at local bookstores and English language  

bookstores, or you can use the practice material contained on the tapes which accompany this  

practice book. Tapes with exercises for other English language tests conducted almost exclusively  

in multiple choice format (such as TOEFL or TOEIC) can be bought. Also, more multiple choice  

exercises are available from the companion practice book '202 Useful Exercises for IELTS'.

The choices for answers to a multiple choice question are either directly or indirectly supported  

(correct), directly or indirectly contradicted (incorrect), or not mentioned at all (incorrect).

When you practise multiple choice question tasks, do not be satisfied with simply finding the correct  

answer. Decide if the other incorrect choices are either contradicted or not mentioned. Of course,  

in the actual test you only have to find the one correct answer, but further practice will help you  

understand why certain choices cannot be correct. Therefore, carefully examine the 3 (or more)  

given choices to see how multiple choice questions are constructed. In this way, you get more value  

out of the practice task.

Note that although there is only one correct solution to a multiple choice question, it is possible that  

all or even none of the given choices to a multiple choice question may be correct. (See also Listening  

Hint 31).

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101 Helpful Hints for IELTS

First, look at the ways in which answer choices may be incorrect:

1. There is often at least one given answer choice that is neither sensible nor logical, a  

therefore, cannot be correct.

2. There may be given answer choices that are contradicted in the passage.

A choice may either be

directly contradicted - clearly and directly opposite in meaning to what is he

or indirectly contradicted - what is heard leads you to conclude that the choice is incorr

or not exactly what is stated - almost, but not quite, what the speaker says.

3. There may be given answer choices that are not mentioned in the passage. (Note that so  

answers might not be mentioned in the passage and may also lack logic or sense.)

Next, look at the ways in which answer choices may be correct:

1. A given answer choice may be directly supported by what is stated in the passage.

2. A given answer choice may be indirectly supported by what is stated in the passage, t  

is, what is heard leads you to conclude that the choice is the correct answer.

When you practise, ask yourself if the given answer choices in a multiple choice question are:

- directly supported - directly contradicted  

- indirectly supported - indirectly contradicted

not exactly what is stated - lacking logic or sense  

not mentioned - all (or none) of the above

O Look at Question 35 in Listening Test One:

Q35. The reception desk in a hotel is described as:

a) impressive at first  

b) a switchboard operating system  

c) the nervous centre of the hotel  

d) the first point of contact with a guest

Choice a) is not mentioned in the passage. The reception desk is nowhere described as bei  

impressive; the lecturer simply says there is a "need for creating a good first

Note that choice a) is not mentioned but is also not a sensible answer. Does the recepti  

desk become less impressive later?

Choice b) cannot possibly be correct because it lacks logic. A switchboard operating syst  

is mentioned, but it cannot be a description of a reception desk.

Choice c) is not exactly what is stated in the passage. The lecturer says  

"... the reception desk is both the ... er... the face and the nerve centre of a hotel...".

Choice d) is correct because it is directly supported in the passage. The lecturer says  

"... (the reception desk is) the first point of physical contact with the client...".

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Listening Test Hints

MULTIPLE CHOICE - CONSIDER ALL THE CHOICES

Do not forget to consider all of the possible answer choices. The last choice may be one of the  

following two types:

"all of the above" ... answer choices are correct,

or "none of the above" ... answer choices is correct.

If you do not read the last choice given, and it asks you to consider all of the other choices as correct  

or incorrect answers, you might easily make a choice that only partly answers the question.

MULTIPLE CHOICE - LENGTH OF THE CHOICES

There is often one possible answer choice that is longer than the others. After you have considered  

and rejected any illogical choice(s), the next consideration could be whether or not the longest choice  

given is the correct answer. Yes, correct answers in multiple choice questions are often the choices  

that are the longest! Of course, this is not always so; however, if you have no alternative but to guess,  

this hint might help.

MULTIPLE CHOICE - STEP BY STEP

You do not have much time to read the multiple choice questions in the Listening Test booklet before  

the passage begins. Therefore, decide which parts of the question task to read first.

• Before you listen:  

You need to understand what the topic of the talk or conversation is about so that you can  

predict what ideas and words you might hear. Therefore, read the instructions first.  

(See also IELTS Test - Basic Hints 7 and 8.)  

Once you have read the instructions, do not forget to look at the example.  

(See IELTS Test - Basic Hint 9.)  

Next, you should read the first question and all the possible answer choices to that  

question. By doing this, you will be prepared for the first question when the passage  

begins. Note that you do not know how much time you have before the passage begins.  

(See also Listening Hint 16.)  

Underline any keywords/phrases in the question and possible answer choices that you  

feel might help you in listening for the answer. Make sure that the keywords/phrases  

refer to the specific topic of the question.  

(See also IELTS Test - Basic Hint 10.)  

Then, you should at least read the other questions for keywords before you read any of  

the possible answer choices to those questions. This will further assist you with  

predicting and prepare you to move on to the next question as the questions change.  

(See also Listening Hint 20.)  

Be ready to give the answer to the first question as soon as the passage begins. Sometimes  

the answer to the first question is given in the speaker's very first sentence.  

(See also Listening Hint 23.)  

• As you listen:  

Carefully examine the answer choices for each question as you listen to the passage.  

(See Listening Hint 30.)  

Do not overlook "all (or none) of the above" answer choices.  

(See Listening Hint 31.)  

If in doubt, consider the longest answer after rejecting any illogical answers.  

(See Listening Hint 32.)

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101 Helpful Hints for IELTS

3 In the time given to you at the end of the multiple choice questions:  

Check the choices you have made.  

(See Listening Hints 3 1 to 33.)  

Guess the answers to unanswered questions - do not leave blanks.

(See IELTS Test - Basic Hint 11.)

PRACTICE FOR TRUE/FALSE QUESTIONS

Candidates usually feel safe with True/False type tasks because the chance of getting each answ  

correct is 50%. Yet, surprisingly, it is often the task in which candidates score the least marks. Th  

is especially true of True/False/Not Mentioned, or Accurate/Inaccurate/Not Given question tasl  

in which your chances of answering correctly are lowered to 1 in 3. (See IELTS Test - Basic Hint 1

The IELTS True/False question tasks require you to listen to a passage of spoken English, often J  

informative talk or lecture, and choose whether given statements are supported or contradicted  

the passage. It is good practice to listen to talks or recorded lectures on the TV or radio, or you c  

buy recorded talks on audio cassette tapes at bookstores. Practise with listening passages that itemi  

certain rules or conditions, perhaps listing the rules of use of an educational facility such as a librai  

Make use of the passages on the tape that accompanies this book. The companion practice book '2i  

Useful Exercises for IELTS' contains further True/False listening exercises.

To increase your ability to recognise the language used in English to qualify statements made, pi  

"The Rule Game". You will need a partner, preferably an native English speaker. Ask him or r  

questions to discover the rules of a particular club or institution that your partner belongs to a  

knows well. You might also discuss the rules of a game that he or she knows how to play. F  

example, your partner might say, "I belong to a squash club". Ask various questions to find out wl  

rules a member has to follow, and what members are allowed and are not allowed to do at the ch  

Ask about opening hours, fees, fines, dress restrictions, and any other limitations. Possible clubs;  

sports clubs, computer clubs, book clubs, and any other special interest clubs. Institutions wht  

people have to follow specific rules include banks, libraries, schools, churches, community serv  

organisations and real estate agencies. Try to find out as many rules as you can.

To successfully answer True/False task questions, you need to recognise the modifying or qualify]  

words or phrases used in the question statements, and listen for them in the passage.

Below are some words and phrases that help to modify or qualify what is stated:

- must - have to - certainly -will - absolutely essen  

- ought to - should - necessary to - need to - can / may only  

- don't have to - not required to - unnecessary to - need not (needn't) - it is optional  

-may - might - can - could - it is possible  

- must not (mustn't) - should not (shouldn't) -cannot (can't) - won't - strictly prohibit*  

- never - sometimes - often - usually - always  

- however -but - an exception is - on the other hand -yet

• Look at Questions 33 - 35 in Listening Test Two:

Q33. Students only need to enter their name to log on to the machines A I

Q34. If something goes wrong on the computer, you should not turn A I  

the machine off

Q35. Student computer disks are sometimes allowed in the laboratory. A I

Identify any modifying or qualifying words in True/False question tasks

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Listening Test Hints

TRUE/FALSE QUESTIONS - "100% WORDS "

Be especially careful of True/False type questions when the statements given include words such as  

"always", "never", "must", "have to", "only", and "all (the students etc.)". This can also apply  

to other question types such as multiple choice tasks in both the Listening and Reading Tests.

These 100% qualifying words have unconditional or all-inclusive meanings in sentences. However,  

even though the words you read in the Listening Test booklet may be heard in the passage, they are  

often qualified later. If you do not listen carefully, you might easily believe these statements are true  

when they are actually false. In fact, statements containing "100% words" in True/False question  

tasks are quite often false. They are sometimes purposely included in the test to discover a  

candidate's true listening ability.

O Look at Question 36 in Listening Test Two:

Q36. The Macintosh computer network can only be used A I N  

by second and third year students.

What you hear in the passage is almost the same as what is written in the question statement:

"The Macintosh computer network is reserved for second and third year  

students only..."

However, the tutor further qualifies what he says in the very same sentence:

"... unless you are a first year student of the Graphic Design course."

Sometimes statements which make 100% claims are not further qualified in the same sentence, but  

are qualified a little later in the passage. Beware!

TRUE/FALSE QUESTIONS - STEP BY STEP

• Before you listen:  

Read the instructions carefully.  

(See IELTS Test - Basic Hints 7 and 8.)  

Always look at (and listen for) the example.  

(See IELTS Test - Basic Hint 9.)  

• As you listen:  

Choose the keywords and topic to listen for and be aware of the question changing.  

(See IELTS Test - Basic Hint 10 and Listening Hint 20.)  

Check the question statements carefully for modifying and qualifying words.  

(See Listening Hint 34.)  

Beware of question statements that contain words that imply 100%.  

(See Listening Hint 35.)  

If necessary, wait for the speaker to qualify what has been said.  

(See Listening Hints 28, 31 and 35.)  

• In the time given to you at the end of the True/False questions:  

Make sure your letters are easy to read.  

(See IELTS Test - Basic Hints 14 and 15.)  

Guess the answers to unanswered questions - do not leave blanks.  

(See IELTS Test - Basic Hint 11.)

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101 Helpful Hints for IELTS

READING TEST HINTS

WRITE YOUR ANSWERS ON THE ANSWER SHEET

It is most important to write your answers on the Answer Sheet as you do the Reading Test. If you  

do not, you may find yourself in the unfortunate position of having completed the test in the given  

time of 60 minutes but without having recorded any answers to any questions at all! This would  

require you to make a special request of the IELTS marking team to refer to your Reading Test  

booklet for the answers. The problem is that your quickly written answers might be difficult to read.  

This could easily mean that a correct answer you gave might be marked as incorrect. (See also IELTS  

Test-Basic Hint 15.)

Write your answers on the Answer Sheet provided as you do the Reading Test

DO NOT READ THE READING PASSAGE FIRST

It is a mistake to begin reading a passage without first having a reason to read. There are 3 parts to  

the Reading Test, and many candidates begin each part in the same way - by reading the passage.  

They might read it in detail, or scan it quickly to find out what the topic of the passage is and to get  

a general idea of the contents. However, candidates who do this first have forgotten the need to  

predict information. They do not have a good enough reason to read the passage so soon.

Always have a reason to read a passage before you begin to do so. Have a question in your mind -  

something you are looking for - otherwise you will not be managing your time well. (See also IELTS  

Test - Basic Hint 6 and Listening Hint 17.)

READ THE TEST IN A LOGICAL ORDER

The following sentence gives a suggested order in which to look at the information in any of the 3  

parts of the Reading Test:

"To HAVE BRIGHT PROSPECTS, INTELLIGENTLY ANSWER EAC H QUESTION" .

Read each part of the test in the order given by the first letter of each word of the sentence:

T - The Title of the reading passage should give you a rough idea about the main topic of the  

passage. If you do not understand the meaning of the title or some of the words it contains,  

it does not matter. Try and work out the meaning of the title while you continue to read.

H - The Headings for each section of the passage refer to what is contained in each section, and  

where information can be located. They also help you to predict what the passage is about.

B - Bold printed words indicate that those words are of some importance. They can also help  

you to predict information contained in the passage.

P - It is said that a Picture is worth a thousand words. Always look at illustrations, figures,  

tables, graphs and diagrams that accompany a reading passage. They often summarise, add  

important detail, or make information in the passage more clear.  

I - The Instructions contain important information that you must read. If you do not read the  

instructions, you will almost certainly answer some of the questions in the wrong manner.  

The instructions may also contain clues about the information contained in the passage.

A - What kind of Answers do you need to give? The instructions will tell you. The kind of  

answers that are required also tell you more about the information within the passage.

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Reading Test Hints

Is the answer a name? a date? a number? etc. Remember to apply the Golden Rule.  

(See IELTS Test - Basic Hint 7.)

E - The Example not only provides you with the correct way to answer the questions, it tells  

you, in summarised form, more about the passage itself. You are not wasting time by  

examining the example and the answer it gives.

Q - Finally, the Questions themselves provide valuable hints about the ideas contained in  

the passage as well as specific information to look for on your first reading.

All of the above should be quickly examined before you read the passage in any detail. It will make  

scanning the passage much easier, and will help you to predict a large amount of information.

CONSIDER THE PASSAGE LAYOUT

In the Reading Test the questions may come before or after the passage. You need to know:

• where each of the 3 sections of the Reading Test begins and ends  

• how many questions there are in that part of the test, and where they also begin  

and end (so that you do not forget to look at questions)  

• how long to spend on a group of questions (you may be given an advised amount  

of time for particular groups of questions)  

• which questions to answer first.

There are 8 basic types of IELTS reading question tasks:

• matching tasks • multiple choice tasks • short-answer question tasks

• true/false tasks • sentence completion tasks • classification tasks

• gapfill tasks • table, chart or diagram completion tasks

Each reading passage requires a certain strategy or approach in order to make the best use of your  

time. The strategy to use depends on the type of question tasks that accompany each passage. You  

should be flexible enough to use a different approach if it suits the question task. (See also IELTS  

Test - Basic Hint 6.)

With some passages, it is best to spend time reading certain portions of the passage in some detail.  

This might be the best approach for a particular sentence completion task, for instance. With other  

passages, it might be better to search the passage for the question topic keywords/phrases (referred  

to as signpost keywords/phrases in this book), and to look closely around those keywords for  

further matching keywords/phrases to obtain the answer you require. This is usually the best way  

to answer matching task question types. Further reading practice is available in the companion  

practice book '202 Useful Exercises for IELTS'. (See also IELTS Test - Basic Hint 10 and Reading  

Hints 44 and 45.)

Sometimes it is a good idea not to answer certain questions in thej3rderinj«hicJxthey aragiven3 For  

example, it might be wise to try and complete a gapfill summary of a passage first, since a summary  

gives broad information about that passage quicker than a detailed reading, even with words missing.  

On the other hand, if you know that a certain type of reading task is more difficult for you, it may  

be best to attempt another task first. However, it is usually best to answer the questions in the order  

given in the test.

It is impossible to say which is the best strategy for a group of questions in advance. By studying  

the reading hints in this book, it should be possible to find the best strategy to use in a given case.

Examine the layout of each part of the test before you read the passage within it

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101 Helpful Hints for IELTS

SCAN THE READING PASSAGE

Scanning is the method to use when you need to search a page quickly for information that you  

require. You may be looking for the general idea of the information on the page (skim quickly  

through the information), or you may wish to scan for specific information. In either case, the  

method is to sweep your eyes across the page slowly and smoothly, starting at the top left, and  

working your way across and down the page in a wavelike motion as in the illustration below.

Practise scanning by applying the scanning technique to this page and other pages of writing of your  

own choice.

Did you understand the general idea of the topics on the page you just  

scanned? Did you move smoothly and steadily?

Do not read every word and do not rush. You are simply guiding your eyes  

with your finger or pen, and picking up information as you go, occasionally  

stopping for a moment to read something important that you have found,  

and continuing slowly back and forth, across and down the page.

It takes a little practice at first, but it is the best way to move quickly through  

a text without getting stuck and wasting time reading a lot of unnecessary  

information. You are more likely to find what you are looking for because  

you will have covered all parts of the page.

When scanning, guide your eyes across the page by using your first 3 fingers, or your index finger  

alone, or even the tip of a pen or pencil. This will prevent your eyes from wandering about on the  

page. You can increase your general reading speed too, by following your finger with your eyes  

across the page as you read. Many studies prove how much quicker people read when guiding their  

eyes across the page. You might be surprised to discover how much faster you will be reading.

READ THE TOPIC SENTENCES FIRST

When you are ready to search the reading passage for more information, you have to know which  

parts of the passage to read first. Remember, you do not usually have time to read every word of the  

passage, especially if your reading speed is only average.

A reading passage consists of a number of paragraphs, each of which has a main idea or topic that  

tells the reader more about the main topic of the passage. You should make certain that you  

understand the topic of each of the paragraphs in the passage by searching for the topic sentences.

The topic sentence is usually, but not always, the first sentence of a paragraph. In fact, the topic  

sentence might be any one (or two) of the paragraph sentences. In general, when searching for the  

topic sentence it is wise to follow a particular search order:

check the first sentence -» then the second sentence - * and then the last sentence

If you still have not discovered the topic of the paragraph, you will have to read the whole paragraph  

to find out what it is about. (See also Writing Hint 61.)

The introduction is a paragraph with a special purpose: it contains the main idea or topic of the entire  

passage. If the passage is an argument, it should also state the writer's opinion. Note that the first  

sentence of the introduction is usually the topic sentence. (See also Writing Hint 80.)

In addition, the conclusion often summarises the main points of the passage, and is often worth  

reading directly after looking at the introduction.

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Reading Test Hints

KNOW WHERE TO START LOOKING FOR AN ANSWER

The quickest way to find the answers to the Reading Test questions is to know where to look for them.  

If you know what the main idea or topic of each paragraph is, you can first look for the answer to  

a question in the most likely paragraph in the passage.

• Look at Question 13 in Reading Test One:

Q13 English language classrooms in the U.S. have the widest range of student nationalities.

T F N

Having matched the headings to the paragraphs in the passage in Questions 5 - 10, we know  

that Paragraph (iii) has the heading "Heterogeneity in the language classroom ". Question 13  

refers to heterogeneity in U.S. English language classrooms, so it is logical to look in Paragraph  

(iii) for the answer. A quick scan of Paragraph (iii) reveals that the question statement is true.

There is usually a logical place to begin looking for the answer to a reading question. This requires  

an understanding of the main idea or topic of each paragraph. You can save yourself a great  

amount of time if you work out the main idea or topic of each paragraph in the early stages of your  

assessment of the passage. (See also Reading Hint 42.)

READ AROUND THE KEYWORDS/PHRASES

Sometimes the answer to a question can be found without a detailed reading of a paragraph that might  

contain the answer. First, choose the keyword/phrase from the question, and locate the first instance  

of it in the reading passage, reading around it to discover the answer. Next, read the sentence the  

keyword/phrase is within. Then, if necessary, read the preceeding and succeeding sentences. If the  

answer is not found by reading around the first location of the keyword/phrase, search for the next  

instance, and repeat the process. Continue until the answer is found.

D Look at Question 15 in Reading Test One:

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101 Helpful Hints for IELTS

A quick scan of the paragraphs that contain each instance of the keyword reveals the answer.  

Paragraph (iv) tells us that the majority of international students in Australia and New Zealand  

are Asian. The last sentence of paragraph (v) confirms this is true "despite the 1990s Asian  

economic crisis". The answer must therefore be "T" for True.

This method of searching for each instance of the keyword/phrase should direct you to the answer  

in the shortest time possible. (See also IELTS Test - Basic Hint 10.)

MATCHING TASKS

There are many different ways in which matching task questions can be written in the IELTS test,  

but, in fact, they can be divided into 2 types:

Type 1 - with a list of items to choose from equal in number to the matches to make.

Type 2 - with a longer list of items to choose from than the number of matches to make.

Tasks with more items than necessary from which to choose answers (Type 2) are, naturally, more  

difficult than tasks with an equal number of items to match (Type 1). In both types, there are often  

2 or 3 similar items for each question from which you will have to choose the correct answer.

Matching Task Method - for Types 1 and 2

Step 1. Read the instructions carefully. You need to have as much information as possible  

about the matching task before you begin.

Step 2. Complete the task in the order in which the answers will be given in the passage.  

It is important to determine the best order in which to do the matching. Random order is  

not a good idea; a systematic approach is always best. The fastest method is, if possible,  

to match the items in the order in which the answers to the questions will appear in the  

passage.

• Look at the list of headings for Questions 4 - 9 in Reading Test One:

A. Heterogeneity in the language classroom  

B. Major influence on existing student source  

C. Reasons for the choice of destination  

D. Additional student sources  

Exmple: E, Conclusion  

F. The attractions of studying in the antipodes  

G. Student destinations

Not including the example, there are 6 paragraphs, each requiring a heading, and there are  

6 headings to choose from. Therefore, this task is a matching task Type 1. The headings  

are to be matched with paragraphs in the passage, so the best method in this case is to look  

at each paragraph to be matched from top to bottom in the passage, and seek the correct  

match from the list of items (not the other way around).

Step 3. Cross off the answers to the example first, but only if an answer cannot be used more than  

once. Having crossed the example off the list of items, you should then proceed to the first  

place in the passage where a match is to be made, and seek the match from the list of items.

Step 4. Give yourself a number of choices from the list of possible matches. If you do not, you  

might easily decide on the first match you think is the answer, but often there are two or three  

matching items that might match. Of course, only one will be correct.

• Look at Question 8 in Reading Test One:

Q8. Paragraph (v)

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Reading Test Hints

Paragraph (v)

Australia and New Zealand have roughly the same percentage of Asian students in their  

language classrooms, but not all students of English who choose these countries are from  

Asia. The emerging global consciousness of the late twentieth century has meant that  

students from as far as Sweden and Brazil are choosing to combine a taste for exotic travel  

with the study of English 'down under' and in 'the land of the long white cloud'. But even  

the Asian economic downturn in the 1990s has not significantly altered the demographic  

composition of the majority of English language classrooms within the region.

Question 8 asks for the heading of Paragraph (v). The topic of the paragraph deals with  

the nationality profile of overseas students attending English classes in Australia and New  

Zealand. Therefore, the two most likely headings that will match with this paragraph are,  

"A" - (Heterogeneity in the language classroom) and "D" - (Additional student sources).

If you do not consider both likely choices, you might not choose answer "D", which is the  

correct answer.

Matching Task Method - Type 1 only

Step 5. Leave the most difficult match to last. Sometimes, one of the matching items is more  

difficult than the others. In a matching task Type 1, you can leave the most difficult match  

to last because the unmatched item left over at the end will be the answer (provided, of  

course, your other answers are correct). Do not waste too much time searching for the  

answer to a difficult matching question in a matching task Type 1 - it is wiser to solve the  

easiest matches first.

Step 6. Check your answers carefully because if you make an error with one match in a matching  

task Type 1, you will cause an error to occur with another match.

With both matching task Types 1 and 2, when the task asks you to match a heading with a single  

paragraph, you must be sure of the main topic of the paragraph before you make your match.

Similarly, when you are asked to match a heading with a particular part of the passage (which might  

contain more than one paragraph), you must be sure that every paragraph within that portion of the  

passage relates in some way to the topic idea of the heading you are considering.

• Look at Section (v) in Reading Passage 1 of Reading Test Four:

Section (v)

Monorail systems are not new, but they have so far been built as adjuncts to existing city  

road systems. They usually provide a limited service, which is often costly and fails to  

address the major concern of traffic choking the city.

The Beam-Operated Traffic System, on the other hand, provides a complete solution to city  

transportation. Included in its scope is provision for the movement of pedestrians at any  

point and to any point within the system. A city relieved of roads carrying fast moving cars  

and trucks can be given over to pedestrians and cyclists who can walk or pedal as far as they  

wish before hailing a quickly approaching beam-operated car. Cyclists could use fold-up  

bicycles for this purpose.

It is not immediately clear from the first paragraph whether the main topic of the section is  

answer e) "The monorail system" or h) "The complete answer to the traffic problem". By  

reading carefully, it can be seen that only answer h) relates to both paragraphs in the section.

Matched headings need to refer to all parts of the indicated portion of the passage

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101 Helpful Hints for ELT S

CHECK YOUR ANSWERS ARE CORRECT

Besides matching headings with paragraphs or portions of a passage, you might need to match  

beginnings with endings of sentences by referring to a reading passage, or match labels with parts  

of a diagram, table or chart. Your answer must agree with all the information in the other half of  

the match. It is sometimes useful to match at least 3 areas of information in a possible answer  

before choosing that answer.

• Look again at the headings for Questions 4 - 9 in Reading Test One:

A. Heterogeneity in the language classroom  

B. Major influence on existing student source  

C. Reasons for the choice of destination  

D. Additional student sources  

E. Conclusion  

F. The attractions of studying in the antipodes  

G. Student destinations

The first heading can be divided into 3 parts- "Heterogeneity", "language" and "classroom".  

Similarly, the second heading can be divided into 3 parts - "Major influence", "existing" and  

"student source ". The third heading can be divided into 3 parts as well - "Reasons ", "for the  

choice of and "destination". When searching for the answer in a paragraph in the passage,  

make sure that each of the 3 parts of the heading relates to what is stated in the passage.

Not only matching task headings can be divided into 3 parts. Many, but not all, statements and  

questions in other reading task types contain 3 (or more) areas of information to search for in a  

passage. The point to remember is that if at least three matching areas of information agree with  

what you read in the passage, you can be fairly certain that the answer you have chosen is correct.

• Look at Question 12 in Reading Test One:

Q12. Students of the same nationality usually make similar study choices.

T F N

This question is part of a True/False/Not Given reading task, but the question statement can  

be divided into (at least) 3 areas of information to check for in the reading passage - "Students  

of the same nationality", "usually make", and "similar study choices".

Each of these 3 areas of information can be matched with what is in the reading passage, and  

therefore the answer is "T" for True.

Check that all parts of the answer agree with what is stated in the reading passage

"PLACE" THE TASK ACROSS THE PASSAGE

If you look at the example and the last question of a particular set of questions in a reading task,  

and then locate the topic of the example and the topic of the last question within the passage, the  

answers to the task questions will generally lie within the area between those two locations. This  

placing technique shortens the area of the passage in which to search for the answers.

The technique is particularly useful in reading gapfill tasks where you must refer to a reading passage  

for the missing words. The summary gapfill text can sometimes be divided into sections that  

correspond to the various paragraphs of the reading passage. It should then be quicker to find the  

correct paragraph within which to find the answer. This technique is not limited to gapfill tasks.

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Reading Test Hints

• Look at the Example and Questions 16 - 18 in Reading Test One:

Example: What is the name of the Association which commissioned the survey?

Q16. Which regional group had the largest percentage of students in the survey?

Ql8. For what purpose did most students intend to use their English learning?

The topic of the example is given by the keyword/phrase "name of the Association ". The topic  

of the last question (Question 18) is given by the keyword/phrase "use their English learning ".  

Therefore, the answers to the task questions will most likely be found in the area of the passage  

beginning with the paragraph giving the answer to the example (the first paragraph), and ending  

with the paragraph discussing how the students planned to use their English (the second last  

paragraph on the same page).

The example above is a simple example of how to apply the placing technique to a question task.  

In more difficult cases the technique can often prevent much wasted time searching for an answer  

in the wrong part of the passage.

Know where to look for answers in the reading passage by restricting the search area

LOOK FOR CHANGES IN THE SENTENCE ORDER

The information contained in a question sentence (or part sentence) is sometimes written in a  

different order to that in the equivalent sentence in the passage. This switching of information can  

be confusing in a difficult question. A simple example is given below.

Look at Question 14 in Reading Test One:

Q14. Standards at Australian and New Zealand tertiary institutions are improving.

T F N

In the passage it says:

"... and, perhaps of most importance to many Asian students whose English  

study is a prelude to tertiary study, the growing awareness that courses at  

antipodean universities and colleges are of an exceptionally high standard."

The "standards" and "tertiary" keywords in the question are found in reverse order in the  

reading passage.

Sometimes not all the keywords/phrases within a particular question can be found close together in  

the passage, or within a single sentence. In fact, there may be a good deal of interesting but irrelevant  

information between the keywords/phrases in the passage. This may prevent you from finding all  

you need to know to answer the question. (See also Reading Hint 56.)

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101 Helpful Hints for IELTS

LOOK FOR PATTERNS OF WORDS AND PHRASES

Finding the answers to questions in the Reading Test largely depends on your ability to recognise  

the shapes and patterns in groups of words. There are basically 3 kinds of "patterns" to recognise:

Pattern Type 1: corresponding words with exactly the same pattern  

Pattern Type 2: corresponding words with a similar pattern  

Pattern Type 3: corresponding words, but with a less recognisable pattern

The best way to explain is by illustration and analysis.

• Look at Question 36 in Reading Test One:

Q36. Permanent damage to the body may result if Ecstasy is taken simultaneously with ...

Question Phrase Passage Phrase

a) may result -» may result (Pattern Type 1)

b) taken simultaneously -» taken at the same time (Pattern Type 2)

c) damage to the body -» harm to bodily organs (Pattern Type 3)

The verb phrase "may result" in the question matches exactly the verb phrase "may result" in  

the passage (Pattern Type 1).

The phrase "taken simultaneously" in the question has a similar pattern to the phrase "taken  

at the same time " in the passage (Pattern Type 2). The words "at the same time " in the passage  

have been substituted in the question with the similar meaning word (synonym) "simultaneously ".

The phrase "damage to the body" in the question is similar in meaning to the phrase given in  

the passage, but the pattern is less recognisable (Pattern Type 3).

Note that single words, too, may be substituted in the question for a word (or phrase) in the passage.  

In Question 36, the word "permanent" is a substitute for the adjective "lasting" in the passage.

Now refer to the reading passage starting on page 101, and find the corresponding phrases for those  

in Question 37 below. To which pattern type does each phrase belong?

• Look at Question 37 in Reading Test One:

Q37. Cellular damage to the brain is detected by measuring the amount of ...

Question Phrase Passage Phrase

a) cellular damage to the brain -> (Pattern Type ....)

b) the amount of -> (Pattern Type ....)

c) is detected by -» (Pattern Type....)

(Answers are given upside-down at the bottom of page 43).

Note that not all questions will contain all three pattern types; nor will all substitutions fall neatly  

into the three patterns. Nevertheless, being able to recognise and match the patterns when they occur  

will help greatly with your reading comprehension.

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Reading Test Hints

FIVE QUICK HINTS

Read the Glossary

Occasionally a reading passage comes with a glossary of words in the passage that may be technical  

or not easily understood. Do not forget to check a glossary for the meaning of a word.

Also, the IELTS Academic Module, being a formal academic test, contains a number of words often  

found in such tests, that is, vocabulary commonly used when studying at post-secondary (tertiary)  

level. The Glossary on page 172 contains a number of such words taken from this book. Check the  

meanings of the words it contains in a good dictionary and learn them. They are words that you are  

likely to encounter many times in practice IELTS tests, and probably in the IELTS test itself.

Check Difficult Vocabulary

You may not understand every word in the reading passages. Even native English-speaking people  

might have difficulty fully understanding all the vocabulary presented in an IELTS test. You are not  

allowed to use a dictionary in the examination room, nor is it a good idea to use a dictionary during  

the first attempt at the tests in this book (or any other practice IELTS test book). Later, of course,  

it is useful to study the passages carefully and check unknown vocabulary.

The best approach is to guess the meaning of the word from the context, that is, from the words that  

surround it. However, this is not always an easy task. If you still have no idea what the word means,  

ask yourself if it contributes a positive (+) or negative (-) meaning to the sentence. This is usually  

enough to assist you to work out the meaning or intention of the writer. (See also Reading Hint 55.)

Search for Numbers First

Numbers are easier than words to locate within a reading passage. If a number is mentioned in the  

question, use the keyword approach outlined in Reading Hint 44, and search for the key "number"  

in the passage. Check around each use of the number to see if the answer you need is located nearby.  

Remember though, that numbers can also be expressed in word form in a reading passage.

Remember Maximum Word Requirements

If the instructions inform you that the maximum number of words to give as an answer is, say, three,  

you can assume that at least one answer, and probably more, will contain three words exactly.  

Therefore, look for phrases that contain the maximum number of words allowed. Remember the  

Golden Rule, and do not give more words than instructed. (See IELTS Test - Basic Hint 7.)

• Look at Questions 24 - 28 in Reading Test Two and the Answer Key.

In this task, 2 out of 5 of the answers are three words long:

Q25. - "six quality bands" Q28. - "lack communication skills"

Check Figures and Diagrams for Answers

Do not forget that the answers you are looking for may be given in a figure, diagram, illustration,  

graph, table or chart that accompanies the reading passage. Always check footnotes, too.

• Look at Question 29 in Reading Test Four:

Q29. Children with A.D.D.:

c) may be slightly affected by sugar intake

The answer c) is given only in Figure 1 - Evaluations of Controversial Treatments for A.D.D.

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101 Helpful Hints for IELTS

READING GAPFILLS - METHOD

If the first task in a reading passage is to complete the reading passage itself by asking you, for  

instance, to add headings for various paragraphs or sections, then it is probably best to complete that  

task first. However, if there is a gapfill task which is a summary of the whole passage, or even part  

of the passage, consider completing the gapfill first. Summary gapfills help to predict information  

about the passage, even with some words missing. They may also help to answer questions in other  

tasks connected to that passage.

There are 2 types of gapfill tasks in the IELTS Reading Test:

Type 1 - those with a given list of words or phrases to choose from to fill in the gaps.

Type 2 - those where you fill the gaps with words or phrases from the reading passage.

Gapfill tasks Type 2 are, naturally, more difficult than gapfill tasks Type 1. The text of a gapfill task  

Type 2 is always a summary of part or the whole of a reading passage. On the other hand, a gapfill  

task Type 1 may or may not be a summary of part or the whole of a reading passage. Both task types,  

however, require a good knowledge of grammar.

Reading Gapfill Method - for Type 1

Step 1. First, read the instructions. You need to know if the gapfill is a summary of part or of the  

whole of the reading passage; if so, you will need to refer to the passage. You also need to  

know if you can use a word from the list of words more than once.

Step 2. Next, read the example and cross the answer to the example off the list, but only if you  

cannot use a word from the list more than once.

Step 3. Then, scan or skim the gapfill text quickly for a general understanding of the text.

Step 4. Now work out the parts of speech for each of the words in the given list. Place a letter  

standing for the part of speech next to each word in the list. If the item in the list is a phrase,  

you should determine the kind of phrase (noun, adjectival, adverbial, prepositional etc.).  

If a word can function as two parts of speech, e.g. as a noun and a verb, write down both.

n - noun v - verb a - adjective adv - adverb

p - preposition pp - past participle '-ing' words c - conjunction

By distinguishing the words or phrases according to their function as parts of speech, you  

need only search through similar functioning words when considering a word or phrase  

for a gap. In this way, you considerably shorten the time required to find the words or  

phrases that are possible correct answers.

Remember, if the word either side of the gap:

... is a noun, the answer could be an adjective (usually before the gap)  

... is a verb, the answer could be an adverb.  

... is an adjective, the answer could be a noun (or an adverb if after the gap)

Do not forget this structure: (pro)noun + (be) + adjective, e.g. She is happy.  

Note that an adverb may precede the adjective in the above structure.

Step 5. Now turn to the first gap in the task, and try to work out the full meaning of the sentence  

it is within. You may need to read the sentence before and after, too.

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Reading Test Hints

Step 6. Next, work out the part of speech for the gap. Do so, by closely examining the words that  

come both before and after the gap.

Step 7. Then search only through the words in the list that can function as the same part  

of speech as the missing gap word. Look for all the possible answers that you think  

could fit in the gap. Make no final choices just yet. There are usually two or three  

similar words that could be correct. Write them all above the gap.

Step 8. Refer to the reading passage to help you choose possible answers for the gap if the  

gapfill text is a summary of part or all of the passage.

Step 9. Complete steps 5 to 8 for each gap in the task.

Step 10. Choose a final answer from the words chosen for each gap. Cross off the incorrect  

answers, do not write them on the Answer Sheet, for you will not be correct if you give  

more than one answer.

Reading Gapfill Method - for Type 2

Step 1. First, read the instructions. You need to know if the gapfill text is a summary of part or of  

the whole of the reading passage.

Step 2. Next, read the example for information about the topic of the summary.

Step 3. Then, scan or skim the gapfill text quickly for a general understanding of the text.

Step 4. Now locate the answer to the example in the reading passage.

Step 5. "Place" the summary across the passage to find out where the answers to questions  

may be found. It is often possible to divide the summary into parts that correspond to  

various paragraphs or sections of the passage. In this way, it is possible to shorten the area  

of the passage in which to look for particular answers. (See also Reading Hint 47.)

Step 6. Now turn to the first gap in the task, and try to work out the full meaning of the sentence  

it is within. You may need to read the sentence before and after, too.

Step 7. Next, work out the part of speech for that gap. Do so, by closely examining the words that  

come both before and after the gap.

Step 8. Then, examine the keywords/phrases to look for in the passage, and locate them in the  

passage. (See also IELTS Test - Basic Hint 10 and Reading Hint 57.)

Step 9. Choose the word that best suits the gap, remembering that the words you find in the  

passage may not be in the word form you require. You may need a noun, but the word  

given in the passage might be an adjective. In which case, you must change the form of the  

word to the word form required in the gapfill text.

Step 10. Complete steps 6 to 9 for each gap in the task.

Turn the page upside down to see the answers to the exercise given on page 40:

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Reading Test Hints

FIND SHORT SENTENCES WITHIN PARAGRAPHS

It is important to develop the ability to "see" a short question sentence within a longer sentence or  

within a paragraph. The sentences forming the questions usually contain summarised information,  

and are, therefore, almost always shorter than the sentence or sentences in the reading passage which  

contain the corresponding information.

O Look at Question 2 in Reading Test Two:

It takes practice to "see" the information contained in the sentence of a question within the extra  

wording in the reading passage, but it is an important skill. Note that sometimes the information in  

the sentence forming the question is not given in the same order as the same information in the  

passage. Nonetheless, the ability to "see" a shorter sentence within longer sentences is essential  

when trying to locate the correct answer within a large piece of text. (See also Reading Hint 48.)

CONSIDER THE LOCATION OF THE ANSWER

You must be willing to search both before and after the keywords/phrases. The distance of an answer  

from the keyword/phrase can vary considerably in the Reading Test, but the answer is usually found  

in the same paragraph as the keyword/phrase with which it is connected.

In this book, certain keywords and phrases in the questions (and passages) are referred to as signpost  

keywords/phrases because they point to paragraphs in the passage where answers are likely to be  

found. Keywords more closely connected with the answer are referred to as destination keywords/  

phrases. (See also IELTS Test - Basic Hint 10.)

D Look at Question 22 in Reading Test Three:

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101 Helpful Hints for IELTS

Notice that sometimes the signpost keyword/phrase can be found long before the answer in a  

passage. It can also come after the answer.

Note also that when the keywords/phrases in the question are found in the passage they may not be  

written exactly in the same way. The corresponding keywords/phrases in the passage may contain  

substituted words, or they may be phrases with a similar meaning. (See also Reading Hint 49.)

Nevertheless, reference to the keywords/phrases in a question can always be found somewhere in  

the reading passage, and most often in the same paragraph. (See also Reading Hints 46 and 56.)

CHARTS AND TABLES IN QUESTION TASKS

Keywords, keyphrases, and examples are also features of questions within charts and tables. Do not  

overlook the words already contained in a chart or table in your hurry to find the answer in the reading  

passage. These words can also be considered as 'examples'.

• Look at Questions 1 - 3 in Reading Test One:

The keywords/phrases for Question 1 are the headings for the row and column in which the question  

is found {"type of English in course books used in this country" in "Britain" ). Similarly, the  

keywords/phrases for Questions 2 and 3 are the appropriate row and column headings.

The particular examples for Question 1 are "American " and "not given " because they are in the  

same row as the question. Similarly, the example words for Questions 2 and 3 are found in the same  

row as the questions.

Remember that in charts and tables, the example words in a row not only help you answer the  

question, they may also be words or phrases within a particular word set.

e.g. The type of English in course books used in the U.S. is given as "American".  

Question 1 asks for the type of English in course books used in Britain. Referring  

to the passage, the answer is found to be "British", which is within the word set  

"nationality".

Be aware that it is possible for the answer to a question in a chart or table to be a word already given  

somewhere in the same row or column.

Remember to examine all the words and phrases contained in a chart or table

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Writing Test Hints

WRITING TEST HINTS  

A BASIC UNDERSTANDING

PAY ATTENTION TO THE PRESENTATION

// ^  

identati >n.sâ€"

While it is true that the IELTS Writing Test is not marked for neatness, there is the psychological  

aspect to consider when you are trying to impress an examiner. You are not there in person to present  

your work, so always aim to make your writing look presentable on the page.

10 Point Guide to Presentation and Layout

i. There is no need for a title in the IELTS test task writings, and do not rewrite the question task,  

ii. Use left and right margins as in the two good examples above.  

iii. Use either indentations for the, first line of each paragraph (traditional method) or a blank line  

between paragraphs (modern method), but do not mix both methods.  

iv. Do not use double spacing, that is, do not leave a blank line between each line of writing.  

v. Use all the line - write from the very edge of the left margin all the way to the very edge of the  

right margin. This is true for every line, except where the line is short, or where the last word  

will not fit between the margins. In the latter case, do not continue into the margin area. Start  

on a new line with the word that is too large.  

vi. Do not split words. Rather than memorise complex rules for splitting words, do not split them.

vii. Write between 10-12 words per line. This will prevent you writing words too large and with  

gaps larger than a single letter or two between words. It will also make it simpler for you to  

quickly estimate how many words you have written in the test.

viii. 7iu cuMive mttOtfy, t&at U, mti the letter jowed toqd&vi.  

Cursive writing makes your work look more mature, if it can be read easily. The non-cursive  

writing of some candidates can look immature. Since first impressions are important, impress  

the examiner by writing the way educated English-speaking adults usually write in English.  

ix. Write in a thick, not fine, pen, and consider writing in blue ink. Why? From a psychological  

point of view, a thick pen makes a stronger impression. Similarly, written work in pencil looks  

weak and impermanent. Pencil users waste time erasing, and sharpening or pumping the lead.  

Blue ink, is more soothing and pleasant to look at than black. Leave behind a positive impression.

x. If you make a mistake, simply cross out the errer error with one line. There is no penalty for  

crossing out. Besides, it shows the examiner that you are capable of error correction.

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101 Helpful Hints for IELTS

Quick Punctuation Guide

1. Use full-stops only at the end of a e.g. the Eiffel Tower  

sentence. Begin sentences with a the University of North London  

capital letter. Proper nouns also  

require capital letters.

2. Use commas to separate parts of a e.g. The pollution of rivers, which is  

sentence to avoid any confusion with often caused by chemical waste and  

meaning. Additional information is fertiliser, is causing enormous  

enclosed within commas. problems for fishermen, especially  

in Britain.

(The comma after 'fishermen'  

ensures that 'especially' connects  

with 'Britain' not 'fishermen'.)

A comma is used after most e.g. Therefore, the use of chemicals on  

connectives (linking words), and farms should be better controlled.  

usually before and after a connective However, even if such laws were  

in mid-sentence. Commas separate passed tomorrow, most rivers would  

clauses in most conditional sentences. take years to recover.

3. Semi-colons are used to separate sub- e.g. Chemical waste from factories is  

groups within lists, but more often to still drained into river systems; it is  

join two independent clauses that are hard to believe that this practice is  

grammatically complete but closely still allowed by law in some areas.  

related. However, in the latter case,  

you can always use a full-stop instead.

4. You may use a colon if you need to e.g. The environment is important for  

draw attention to what is to follow. the following reasons:

5. Use quotation marks for quotes and e.g. The Daily Express  

titles. Apostrophes show possession farmers' profits  

or contraction. there's

6. Do not use contractions in formal e.g. don't, shouldn't, can't, it's  

writing. Use the full form instead. etc.

7. Do not use exclamation marks in  

the IELTS Writing Test, and avoid  

asking questions.

8. Brackets are useful, especially for e.g. the total number of cars (10)  

quoting statistics in Writing Task 1,  

but do not overuse.

UNDERSTAND THE QUESTION TASK

It is important to fully understand the task you must perform in the IELTS Writing Test. The Golden  

Rule is that you must be sure of the type of answer you are required to give to the examiners, and  

what you must do with that information to give the answer accurately. (See IELTS Test - Basic Hint 7.)

You will probably receive a lower Writing Test Band Score if you fail to ...

... write what you are required to write, and with at least the minimum number of  

words requested per task. You may be asked to write an essay, report, or description  

etc. There is no maximum word limit, but there is a limit to the amount of space in which  

to write your answers.

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Writing Test Hints

... write directly on the given topic. Once you have accurately determined what the  

topic and the topic question is, keep to the topic throughout the entire piece of writing.

... write for the intended reader. This means you should write your answer in a formal  

academic style. For instance, if you are asked to write for a university lecturer, your  

answer must be written in the formal style expected.

It is inappropriate to write in note form in the IELTS test (unless specifically requested).

It is inappropriate to use colloquial or slang words or expressions in formal writing.  

Also, you should avoid using the word "thing ", or words containing the word "thing ",  

such as "something" or "anything". Use more descriptive words instead.  

It is not generally acceptable to use "etc." or "and so on" in formal writing. Instead,  

make a list of at least 3 examples of what you wish to say, and punctuate as follows:

e.g. " ... in the water, air and soil " but " ... they sat for the test, passed, and  

failed to use their qualifications. "

Note that the comma after the second last item is usually included only if there might  

otherwise be an unintended confusion of meaning, as in the second example above.

... write what is expected. If the task includes the words "(write from) your own  

experience", it means from the knowledge you have of a particular topic, and does not  

usually mean writing about your personal experiences (unless specifically requested).  

e.g. "Language-learning overseas is an extremely difficult process."  

not "When I was in England, I found learning a language to be very difficult."

... write all that is requested in the task. For instance, if you are asked to give  

recommendations or advice, make sure that you do. Also, avoid making statements that  

are too general, too simple, and too obvious. Your answer should be written in some detail.

The Topic and The Topic Question

It is important to know precisely what the topic is, and what the question is concerning that topic.

Look at the circled topics of Task 2 in Writing Tests One and Two:

TEST (Studying the English language in an English-speaking country) is the best but not the only  

0NE way to learn the language.

Do you agree or disagree with this statement?

TEST The world is experiencing a dramatic increase in population. This is causing problems not  

TW0 only for poor, undeveloped countries, but also for industrialised and developing nations.

Describe some of the problems that (overpopulation) causes, and suggest at least one  

possible solution.

The Test One topic is "studying the English language in an English-speaking country". The  

question asks you to consider the alternative: studying English in a non-English-speaking country.  

Failure to compare the advantages and disadvantages of both ways will most likely mean a lower score.

The topic in Test Two is "overpopulation". If you wrote at length about overpopulation not being  

a problem, it would be irrelevant. In addition, you would score less if you failed to offer a solution.

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101 Helpful Hints for IELTS

USE THE "THREE-PART" WRITING APPROACH

Model sentences, paragraphs, essays and reports each consist of 3 basic parts. Even words can  

consist of three parts:

A Word:

• (prefix) + stem + (suffix)

A Basic Sentence:

subject + verb + complement

A Typical Paragraph:

Topic sentence - states or refers to the main idea behind the paragraph

- Explanation - to make the topic sentence (or key vocabulary  

within the topic sentence) clearly understood

- Evidence - to offer proof of what you are saying as part  

of an argument

- Example(s) - to further illustrate the point you are making

- Extra detail - to substantiate the main point of the paragraph

Summary sentence - concludes the paragraph (optional)

The topic sentence is usually, but not always, the first sentence of the paragraph. (See Reading Hint 42.)

Note also that the "body" of the paragraph consists of one or more, but not necessarily all, of the 4  

"E"s (explanation, evidence, example(s), and extra detail).

A Typical Essay:

Introduction Introduction

Body Body

Conclusion Conclusion

You might like to think of an essay, a report or any formal piece of writing, as being written with the  

3-part shape of a cat in the writer's mind. Note the relative sizes of the parts of the cat.

Note that you do not need to place "ears" on the "cat" in the IELTS Writing Tasks. In other words  

you do not need a title. This is true of the IELTS test, but not of most essays at tertiary level.

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Writing Test Hints

WRITE INTERESTING SENTENCES

Beware of sentences that are too simple and too obvious. Good sentences inform the reader, and are,  

therefore, interesting to read. However, do not write unnecessarily complex sentences, and do not  

use a word unless you are quite sure of what it means. It is better to use simple words correctly than  

complex words incorrectly. Consider the following topic sentence:

"There are many rich and poor countries in the world".

It makes a statement that is much too general in content and is obviously true. Although no-one  

would argue with the truth of the statement, it is not an informative or interesting sentence to read.

"There' are many more poor countries than rich countries, yet the latter are in  

possession of almost all of the world's economic wealth".

Note that the second sentence answers at least 3 wh/how questions:

Which countries? ... rich and poor  

How many (rich and poor) countries? ... many more poor countries than rich  

How much (do the rich countries own)? ... almost all of the world's economic wealth.

Who? What? Where? When? Why? Which? How many? How much? How often?

'Answers' to wh/how questions add interest to your sentences.

Try to include the answer to at least 3 wh/how questions in your sentences

IMPROVE YOUR WRITING

It is not the aim of this book to provide a detailed course in writing. However, there is a 3-part method  

you can use to increase your writing power gradually. It might seem simple, but it was the method  

you used to learn to write in your own language.

1. Read

Yes! Read other people's well-written English. That is why people write in the first place - to be  

read. The more you read, the more you will understand of the structure of English sentences. (See  

also IELTS Test - Basic Hints 2 and 4.)

2. Copy

If you should do more reading in English, / why not assist your writing / at the same time? / Simply  

copy / passages of well-written English / onto paper. / Concentrate as you copy, / thinking about the  

structure of the sentences / as you write. / Try to remember / the groups of words you copy / in natural  

phrases / as shown in this paragraph. / Try to remember / more and more words at a time / before  

checking / to make sure you have copied accurately. / (See IELTS Test - Basic Hint 5.)

3. Write

There is no substitute for practice. The more you write in English, the easier it will become, and the  

more accurate your sentences will be. Naturally, it is useful to have your sentences checked by a  

trained English language teacher, but if that cannot be done, do not worry. If you copy well-written  

English paragraphs while you are also trying to improve your own sentences, your sentence  

structures will certainly improve. A large number of exercises designed to improve your writing  

skills for the IELTS test is included in the companion book '202 Useful Exercises for IELTS'.

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101 Helpful Hints for IELTS

6 COMMON QUESTIONS ABOUT THE WRITING TEST

"What happens if I don't finish the writing tasks in the given time?"

You will be penalised because you will not have fulfilled the requirements of each task. It is,  

therefore, most important to practise writing for speed a long time before the day of the test, so that  

you can be sure of finishing in the required time. It is wise to spend only the advised amount of time  

suggested for each task (20 minutes on Writing Task 1 and 40 minutes on Writing Task 2).

"If I complete only one task, is that better than two unfinished tasks?"

No. You will score very badly. Even if you write an extremely good piece of writing for, say, Task  

2, by not attempting Task 1 at all, you will score badly. You must at least attempt both tasks. In  

addition, Task 2 is worth more marks than Task 1, which is one reason for the longer amount of time  

advised for Task 2. Another reason is, of course, the greater number of words required,

"How can I improve my writing speed so that I can finish both tasks ? "

Practise with a clock. Copy paragraphs of well-written English as quickly as you can, and try to  

increase your speed gradually. This will help to boost the physical speed at which you write.

Also, use a pen which writes well. It is often faster to write with a pen than with a pencil. It is worth  

buying a pen with which you are personally able to write smoothly and easily.

It might be wise to look at the way you hold your pen. Do you grasp it too tightly, as if trying to  

squeeze out the ink with your fingers? Writing is a physical act, but it should not cause too much  

physical stress. Your hand should flow easily across the page.

Practise writing smoothly and quickly. Cursive or "running" writing causes less stress than non-  

cursive writing, and enables the hand to move faster across the page. (See also Writing Hint 59.)

"Do I have to show my writing plans? "

No. Any plans you write are not taken into account when an assessment is made of your work.  

Therefore, you need not worry about how your plans look. However, you have to be able to  

understand what you have written. It is always preferable to be neat and tidy than messy.

"What should I do if I have no ideas about the topic? "

You should ask yourself "why not?" Both writing tasks are of general interest, and no special  

knowledge is required. It is essential that you read about current affairs in your own language as well  

as in English in order to keep up with what is happening in the world. Join your local library, read  

English language newspapers and magazines. Watch current affairs programmes on TV, and listen  

to current affairs programmes on the radio. Do everything you can to become well-informed,  

especially about the topics that people talk about in English-speaking countries.

"Does spelling count towards the IELTS Writing Band Score?" ,

Yes, and so does punctuation. All the requirements of good writing are taken into account. However,  

you should not worry greatly if you make a few spelling errors. Naturally, you should try hard to  

avoid all errors by leaving time at the end of the Writing Test to check your work for grammatical  

mistakes, spelling, and punctuation. (See also Writing Hints 59 and 65.)

It is encouraging to remember that your work does not have to be perfect. A non-English-speaking  

person is not expected to write an essay, or describe a chart or table as well as a native-writer, unless  

he or she has been speaking, listening, reading, and writing in English for many years.

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Writing Test Hints

10 POINT GRAMMAR CHECKLIST

1. Check for missing or incorrect articles:

"5% of population of the UK is..." "5% of the population of the UK is..."

2. Check the 3rd person singular 's' agreement in the present tense:

".. she want to go to university..." "... she wants to go to university..."

3. Check that your verbs are correct (in the active tense and passive voice):

"In 1945 the war end ..." "In 1945 the war ended..."

4. Check that your verb forms are correct:

"They have been tried to..." "They have been trying to. ."

5. Check all your subject-verb agreements:

"... poor countries has suffered." "p o o r countries have suffered..."

6. Check your countable and uncountable nouns:

"Most student do not wish to..." "Most students do not wish to..."  

but "Mostpeoples in the world..." "Mostpeople in the world.,"

7. Check that your pronouns refer to (previously mentioned) nouns:

"He wants to go to university..." "He wants to go to university ."  

(it "a student" is not mentioned before) (if "a student" is previously mentioned)

Note that pronouns can come before the nouns they substitute for, but this is not as common.

8. Check that your prepositions are correct:

"The company was interested at..." "The company was interested in ..."

9. Check that your parts of speech are correct:

"... it was a destruction act,,," (noun) " if was a destructive a c t . " (adj.)

10. Check that your conditional forms are correct:

Zero: If + present tense ..., + present tense + infinitive... always

1st: If+present tense ..., + will (may, might, could etc.) + infinitive ... maybe

2nd If + past simple tense + would (may,might,could + infinitive) maybe not  

continuous  

3rd If + past perfect tense ..., + would have (may have etc.) + past participle ... did not occur

Leave up to 5 minutes at the end of the test to read your work again with this checklist in mind.  

Whenever you write, in the IELTS test and for practice, you should always check for errors.

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TABLE OF SOME OF THE MOST COMMONLY USED CONNECTIVE WORDS AND PHRASES  

(Refer to an academic writing textbook or teacher for a detailed discussion of appropriate use. See the Further Reading List on page 171,)

First of all,... In the first place,.,. Group 1, Sequencing/Listing In other words, ... Group 7. Inferring  

Tobegin with,...  

Use to catalogue (make a list In that case, ... Use to deduce from what you  

Firstly,,Second(ly),...Third{ly) of items or sequence (place lave said.  

Then  

First,.,, Next, .Then. - After that,... in order) what you say. (Either what might or might  

Finally,.., (Or) else,... not have happened,  

is happening, or will happen.)  

Also,.. Group 2, Reinforcing Otherwise,.,,  

Besides,,.. Use to add to and strengthen  

Furthermore,... what you have said. Alternatively,., Group 8. Giving Alternatives  

On the otto hand,.,, Use to refer to an alternative  

In addition,... to what you have said,  

Moreover,... Then again, ...

In the sane way,.., Group 3. Equating : In other words,.,. Group 9. Restating  

Likewise,.., Use to indicate similarity That is to say.,,, Use to express what you have  

with what has been said. said in another way (usually  

Similarly,,., To put it simply,,,, more simply.)

In conclusion,,.»* Group 4 Summarising Conversely,,. Group 10. Contrasting  

In summary,... * Use to introduce a gen- In compat is a,... Use to compare or contrast  

eralisation of or conclusion In contrast to this,,,, with what you have said.  

To conclude,...* to what you have said,  

To sum up,.,.* Instead,.,,

For example,... Group 5. Referring On the contrary..,,  

For instance,,., (e.g.) Use to indicate you will ,„, whereas,..  

give (or have given) one or  

In particular,,, more examples of what you .,,,while.,./..,,whilst.  

particularly,,,. have said.  

After all Group 11 . Conceding  

... such as,.,  

(i.e.) Use to indicate an All the same.... Use to indicate other ways  

. . . t h a t . . , / . „ , that is to say ,,.. explanation of what you have Although,,.Though,,.,Everthough..of considering what you  

said. have said.  

.,„ namely,,,, Even if,

As a result,,,. Group 6, Showing Results Key:  

Consequently,,,. Use to express the In spite of,.,, despite this that,. Basic Connectives  

Hence,,.. consequence of what you Nvertheless.... ,..of the "and" type  

have said.  

So... Nonetheless,.,. ,,. of the "or" type  

Therefore, ,„ Still,. ...of the "but" type  

Thus,,.. Yet,.,,

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Writing Test Hints

WRITING TASK 1

UNDERSTAND WRITING TASK 1

Writing Task 1 is designed to test your ability to interpret and present information that is given in  

short form, often as data within a diagram, graph, chart or table. You must present the information  

in your own words as complete sentences within paragraphs, that is, not in note form unless  

specifically requested. The minimum number of words you are required to write is 150. You are  

not asked to give opinions, make assumptions, or draw conclusions about the information given.

The information may be presented to you in a number of ways, for instance, as:

• a graph • a diagram of the stages of a process or procedure  

• a bar or pie chart • a sequence of events  

• a table of information • a picture of an object showing how it works.

There might be a combination of graphs, tables and charts, and you may be asked to compare the  

information given. Sometimes, however, even when the question does not specifically ask you to  

compare information, you will probably find it is necessary to do so (as in Task 1 of Writing Test  

One). Remember to compare the information shown, if it helps you with your description. (See also  

Writing Hints 66 and 82.)

Alternatively, you may be asked to use the information given to support a written statement.

First of all, you must fully understand the task and what you are asked to do. Spend a minute or two  

working out what it is you are looking at, and what information you must give.

PLAN THE NUMBER OF PARAGRAPHS

Once you have read the task carefully and you are sure of what to do, you need to plan your answer.  

Since you have only 20 minutes to complete the task, you do not have time to write a detailed plan  

on paper. Instead, you should look for the main features of the diagram, table, chart, process etc.  

This will assist you to determine the number of paragraphs to write before you begin.

• Look at the model answer for Task 1 of Writing Test One on page 164.

To begin with, you will need an introductory paragraph describing the table. Then you should  

note that the information is presented in columns and rows. You could either write 3 body  

paragraphs according to the column information (Non- Book Club Members, Book Club  

Members, and Total), or 4 body paragraphs according to the row information (Fiction, Non-  

Fiction, Magazines, and Total). It does not matter which of the plans you choose, but you must  

make a decision before you begin to write. Note that you do not need a "separate" conclusion  

for Writing Task 1. (See Writing Hint 74.)

You should also decide what the main topic of each paragraph will be before you write. In general,  

you should aim to write a total of between 3 and 5 paragraphs for Writing Task 1.

The model answer for Task 1 of Writing Test One is written in 4 paragraphs:

Paragraph 1 - the introduction  

Paragraph 2 - the sales to non- Book Club members  

Paragraph 3 - the sales to Book Club members  

Paragraph 4 - the totals.

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101 Helpful Hints for ELT S

Sometimes, it is a good idea to join together the introduction and the first body paragraph, but only  

in Writing Task 1. If there is quite a lot of information to include in your answer, you might not be  

able to complete the task in 20 minutes if you write a long introduction. However, an introduction  

that is too short, for instance, a single short sentence, will not work as a paragraph. Similarly, you might  

need to join paragraphs that contain more than one main idea, but only do this in Writing Task 1.

a Look at Task 1 of Writing Test Two on page 123.

You must write a report describing the stages involved in writing a formal academic essay as  

illustrated in the diagram. You need an introduction, and, as six stages are shown, it would be  

logical to plan for 7 paragraphs. This would normally be the best approach. However, since  

Writing Task 1 is short, each paragraph would then contain too few words. Note how the model  

answer combines some of the stages of the process within its 4 paragraphs to avoid this problem.

Also, you do not need to add a "separate" conclusion in Writing Task 1. (See Writing Hint 74.)

Plan the number of paragraphs before you begin, by noting the main features of the  

data within the diagram, graph, chart etc.

USE "REFERENCE" STRUCTURES

When referring to a diagram, chart, table etc. use "reference" structures such as those given below.  

This will assist the reader to know where your information comes from, and will effectively lead in  

to what you have to say.

table/chart,  

table/chart shows (that)... According to the  

diagram,  

diagram As (is) shown in the graph,  

graph As can be seen from the figures,

The figures show (that)... It can be seen from the table/chart  

statistics  

We can see from the diagram  

diagram shows how... It is clear from the graph (that)...  

figures  

describes apparent  

illustrates

Be careful not to use these "reference" structures too frequently to avoid unnecessary repetition.

WRITE A DESCRIPTIVE INTRODUCTION

All Writing Task 1 answers require an introduction, which should begin with a topic sentence. The  

topic sentence of the introduction is a general statement that explains what it is that is being described  

in the task. Imagine that the reader does not have the task in front of him or her. You must tell the  

reader in words what you see. (See also Writing Hint 61.)

O Look at the introduction to the model answer for Task 1 of Writing Test One:

The table shows the sales figures of fiction books, non-fiction books, and magazines  

in a college bookshop for February 2000. The figures are divided into two groups: sales  

to non~ Book Club members and to Book Club members.

The general statement (topic sentence) of the introduction is shown in bold print. It tells the

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Writing Test Hints

reader that the information is given in a table, and that the table shows sales figures. In addition,  

it states what those figures are for (fiction books, non-fiction books, and magazines), and for  

whom and when the figures apply. This sentence is informative, and gives a clear indication of  

what the reader needs to know to understand the rest of your written work. Note also that it  

includes the answer to at least 3 wh/how type questions. (See Writing Hint 62.)

The next sentence describes how groups of information are given in the table or, rather, how the  

writer has decided to group the information, and gives an idea of how the body of the piece of  

writing is constructed. The effect is similar to a "map", which provides the reader with a sense  

of direction. The reader knows that the next paragraph will describe the sales figures to non- Book  

Club members, and the paragraph after that will describe the sales to Book Club members.

One problem is that a suitable general statement may already be given as part of the question. In that  

case do not copy the sentence word for word. Instead, you should either rearrange the words to say  

what has been said in a slightly different way, and/or give additional information:

• Look at part of the question for Task 1 of Writing Test One:

The table below summarises some data collected by a college bookshop for  

the month of February, 2000.

It would be a mistake to copy this part of the question to use as the general statement in the  

introduction. In the model answer, you can see that the question words have been changed,  

added to, and rearranged in order to write a general statement. Alternatively, because a general  

statement is already part of the question task, you might simply begin with the "map" of your  

answer, that is, with a sentence describing how the information is given in the table.

Begin the introduction with a general statement, then a "map" of the body of the answer

PRESENT STATISTICS EFFECTIVELY

If you are asked to organise and present data in your answer, you will need to include the given  

statistics in an effective manner. You may also be asked to compare statistical data.

O Look at the data in the model answers for Task 1 of Writing Tests One, Three and Four:

TEST College staff bought 332 magazines, 44 fiction and 29 non-fiction books.

Book Club members bought more fiction (76) and non-fiction books (942) than other  

customers.

The total number of publications sold for the month was 3134 (1474 to college students,  

405 to staff, 204 to the public, and 1051 to Book Club members).

TEST France and Spain both have 12 students; Germany has 11.  

TMRFF

Students from all five countries are enrolled in CAD, but more males are taking this option  

than females (21 and 9 respectively).  

For each nationality the males taking CAD outnumber the females except in the case of  

the Syrians with 3 females to only 1 male.

TEST (Acme Sports Cars) was making almost twice the profit at the beginning than at the end  

FOUR of the financial year.

There was a three-fold increase in (Branson Motors') monthly profit over the same period.

Branson Motors' monthly profit, however, doubled from £20,000 to £40,000.

(The monthly profit)... continued to rise, peaking at just over £60,000 by the end of September.

Branson Motors' monthly profits fluctuated between just over £60,000 and £40,000.

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101 Helpful Hints for IELTS

As you can see, the statistical data can be presented in a variety of ways:

... as numbers functioning as adjectives inside or outside brackets  

... as numbers expressed in word form {"twice the profit", "three-fold" etc.)  

... as numbers listed in the order mentioned using the word "respectively".

Statistics are often expressed in percentages:

The EEC and the USA both had 10%. The profit remained steady at 10%.

The profit rose to 10%. The profit peaked at just over 10%.

The monthly profit increased by lO% from 10% to 20%.

fell from 20% to 10%.

percentage (10%).  

Slovakia had the largest number of students (245).

10% of the students.

10% of the students were from the Federation of Russia.

France accounted for. 10% of the students.

They made twice the profit percentage in May than in March.  

three times  

four times percentage of profit

The profit percentage doubled from March to May.  

percentage of profit increased three-fold  

decreased four-fold

Company A's profit percentage rose steadily, whereas thaLof Company B fell slightly.

There were more respectively).

Note also the following structures for presenting numbers and statistical data:

a quarter of  

almost one  

nearly  

a third of  

approximately one the (total) number of students.  

about  

(a) half of  

just over one  

over  

School A has  

three quarters of

almost a quarter  

nearly half as many students  

approximately three quarters as School B.  

about  

just over twice as much space  

over three times

almost / nearly as many (students) as  

about / approximately as much (space) as  

School A  

has School B.  

about / approximately the same (number of students) as  

exactly /precisely (proportion  

(amount

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Writing Test Hints

EXPRESS CHANGES IN DATA EFFECTIVELY

If Writing Task 1 is a graph, table or chart, you should notice first if the information is fixed in time  

or changes over time. If the information changes over time, you need to express those changes by  

using words and phrases which describe how it has changed.

The figures given can either increase or decrease, fluctuate, or remain stable (stay the same).  

Increases, decreases and fluctuations can be expressed in either of two grammatical ways:

• verb + adverb form

• adjective + noun form.

• Look at the following table:

The number of (cars) increased suddenly from (June) to (December).  

jumpe d * rapidly  

rose • dramatically between (June) and (December).  

significantly  

decreased sharply A  

VERB + dropped steeply A

ADVERB fell steadily *  

FORM gradually *  

fluctuated *A slowly *

slightly

There was a (very) sudden increase in the number from ... to ... .  

rapid jump * of (cars) between... and... .  

dramatic rise  

ADJECTIVE significant  

+ NOUN sharp A decrease  

FORM . A  

steep drop  

steady * fall  

gradual * * A Note that not all of the word

slow * fluctuation *A combinations are possible:  

slight i.e, "slow jump" X  

and "sharp fluctuation " X

• Look at the following examples from the model answer for Task 1 of Writing Test Four:

(i) Acme Sports Cars' monthly profit fell dramatically ...

(ii) Acme Sports Cars' monthly profit decreased slightly ... but rose sharply ...

(iii) The monthly profit of both Acme Sports Cars and Branson Motors gradually  

increased...

(iv) There was a three-fold increase in the latter's monthly profit...

Rewrite them using the alternative method to the one used above:

(i)

(ii)

(iii)

(iv)

(Answers are given upside-down at the bottom of page 61.)

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101 Helpful Hints for IELTS

Little or no change can be expressed in the following way:

The number remained steady  

stable from (June) to (December).  

of (cars sold)  

stayed the same between (June) and (December).

There was little change in the number from ... to ... .  

hardly any of (cars sold) between... and  

no

Notice how the words and phrases for expressing data changing with time apply to a graph:

O Look at the following graphical detail taken from Task 1 of Writing Test Four:

(for Acme Sports  

Cars)

peak  

sharp rise

dramatic fall /  

steady drop sharp drop

(to) reach a plateau /  

(to) remain steady  

trough gradual  

increase  

(to) bottom out (to) reach the bottom

The situation at the highest and lowest points of a graph can be expressed in the following way:

peaked in (December).  

The monthly profit  

The figures reached apeak  

at (20%).  

The situation a high (point)

bottomed out  

rock  

reached bottom  

the  

a low (point)  

hit a trough

USE THE CORRECT TENSE/VOICE

It is important to use the correct grammatical tense or voice each time you use a verb. If the Writing  

Task is a process or procedure, use the present tense and the passive voice to describe the steps or  

stages. You can also use the gerund form of a verb (the "-ing" form used as a noun), and the infinitive  

with "to" construction after "it is necessary" and "it is important" etc.

O Look at the following examples from the model answer for Task 1 of Writing Test Two:

The second stage involves conducting suitable research.  

Notes are taken from available literature at the library, and data (are) collected from  

questionnaires...  

Writing the first draft is the third stage.

First, it is necessary to organise the content of the essay, and (to) produce a brief outline.

Use similar constructions with the present tense and the passive voice, the gerund form, and the  

infinitive with "to", when you are describing how something works.

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Writing Test Hints

When asked to describe information given in a table or chart that shows the present situation, use  

the present simple or present continuous tense, and the passive voice where necessary.

O Look at the following examples from the model answer for Task 1 of Writing Test Three:

... students from four European countries ... and one Middle Eastern country ... are  

taking Graphic Design...

Some students are enrolled in the Computer-Aided Design core option ...

... Sweden has the largest number of enrolled students (17) and Syria (has) the least (5).

When asked to describe information shown in a graph, table or chart that is either fixed in time or  

that changed over time, use the past simple or past continuous tense.

D Look at the following examples from the model answer for Writing Task 1 of Writing Test Four:

(Acme Sports Cars)... was making almost twice the profit at the beginning ...

There was a three-fold increase in the latter's monthly profit over the same period.

... Acme Sports Cars' monthly profit decreased slightly ... but rose sharply ...

Note that the use of the present perfect tense to convey the meaning of a past situation being  

considered (by the reader) in the present, e.g. "... Acme Sports Cars' monthly profit has fallen  

dramatically", can be confusing. It is better to make it a rule for Writing Task 1 to use the past simple  

or continuous tense for changes that took place during a completed period of time in the past.

It is also possible that the information in the graph, table or chart will refer to a period of time  

beginning in the past or present, and continuing into the future. In that case, you will need to use  

the correct language to express what may happen in the future. (See Speaking Hint 100.)

DO NOT ADD A "SEPARATE" CONCLUSION

There is no need to write a "separate" conclusion as you must do in Writing Task 2. This is because  

you are not being asked to conclude an argument, or evaluate your discussion of a topic, as in Writing  

Task 2. Remember, your opinions are not required in Writing Task 1.

D Look at the last paragraph of the model answer for Writing Task 1 of Writing Test Two:

The sixth stage consists of writing the final draft of the essay. A spellcheck is required,  

before adding a title page and compiling a bibliography. The essay should then be  

submitted before the deadline for completion.

This last paragraph serves as a conclusion, since it is the sixth and final stage of the process.

Similarly, the last paragraph of all answers to Writing Task 1 will serve as a conclusion. However,  

if you are having trouble trying to write at least 150 words, it is be better to write a short conclusion  

than fail to complete the task. Try to do so by giving more detail, and not by giving opinions.

In Writing Task 1, your personal opinions about the topic are irrelevant

Turn the page upside down to see the answers to the exercise given on page 59:

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101 Helpful Hints for IELTS

SENTENCE CONSTRUCTION

USE A VARIETY OF SENTENCES TYPES

In both writing tasks it is important to avoid using repetitious sentence constructions. You need a  

variety of ways to express yourself in your sentences. The best way to practise is to observe how other  

writers construct their sentences and imitate them.

There are 4 basic sentence types - simple, compound, complex and combination sentences.

a) Simple Sentences

• with 1 verb and a single subject:

Computers make life easy for many people.

• with 2 verbs and a single subject:

Computers cost a lot of money and require regular maintenance.

• with 2 verbs and a compound subject:

Businesses and individuals buy computers and use them mostly for correspondence.

The sentences above are simple - they consist of one independent clause. A clause is a group of words  

containing a subject and a verb. (A group of words without a subject and/or verb is merely a phrase.)  

An independent clause can function as a complete sentence, in which case it ends with a full stop.

b) Compound Sentences

Compound sentences consist of two or more independent clauses joined in the following ways:

• with a semi-colon:

Some people like computers; others are afraid of modern technology.

• with one of these 7 conjunctions: and - but - or - nor - for - so - yet (note the comma)

Students usually write with a computer, but / like writing by hand.

• with a conjunctive (joining) adverb: furthermore - moreover - therefore (etc.)

Students usually write with a computer; however, / like writing by hand.

The punctuation in each case is important and counts towards your final IELTS Writing Band Score.

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Writing Test Hints

c) Complex Sentences

Complex sentences consist of an independent clause and one (or more) dependent clauses. A  

dependent clause is a group of words including a verb which do not form a complete sentence by  

themselves, and so depend on the existence of an independent clause. There are 3 basic types of  

complex sentences:

• with a dependent clause functioning as an adverb: (beginning with an adverb)

Although computers can save time, they take a long time to understand.

(A dependent adverb clause can come before or after the independent clause. The dependent  

adverb clause is followed by a comma only if it comes before the independent clause.)

• with a dependent clause functioning as an adjective: (beginning with a relative pronoun  

or relative adverb)

Database software is essential for companies which need to maintain records.

(A dependent adjective (relative) clause can begin with who, which, whose etc. (relative  

pronouns) or when, where and why (relative adverbs). The dependent clause adds information  

to a noun. A comma is required only if the information is not essential to the noun.)

• with a dependent clause functioning as a noun: (beginning with that, whether, or  

lwK question words etc.)

Most experts insist that computers are essential in schools.

(A dependent noun clause~can function either as the subject or the object (as above) of the  

independent clause. A comma is, therefore, unnecessary.)

b) Combination Sentences

Combination sentences consist of a combination of compound and complex sentences. They  

therefore consist of at least two independent clauses and one or more dependent clauses:

When computers first appeared, they were huge, but now they are extremely compact.

Writing informative, varying and accurate sentences takes a great deal of skill and practice. You are  

advised to spend some time analysing the dependent and independent clauses in the sentences  

contained in the model answers for both writing tasks on pages 166-169. Also, we refer you to the  

publications under the heading 'Writing & Punctuation' in the Further Reading List on page 171,  

and our companion practice book '202 Useful Exercises for IELTS'.

6.1

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101 Helpful Hints for IELTS

WRITING TASK 2

UNDERSTAND WRITING TASK 2

Writing Task 2 is more important than Writing Task 1. Writing Task 2 counts more towards your  

overall IELTS Writing Test Band Score than Writing Task 1. However, you must complete both  

tasks to get an accurate Band Score. You are strongly advised to spend only 20 minutes on Writing  

Task 1 before turning your attention to Writing Task 2. It is a mistake to spend longer than the advised  

time on Task 1. You will definitely need 40 minutes on Writing Task 2, and you should leave some  

time at the end of the hour to check your work in both tasks. (See Writing Hints 65 and 81.) Note  

that you do not have to attempt Task 1 first. You can answer Task 2 first, if you wish.

The task requirement for Task 2 is that you write an essay or report of not less than 250 words on  

a given topic of general interest. An essay is a literary composition on a particular subject. A report  

is a formal account made after investigation of a subject, but for the purposes of the IELTS Writing  

Test, a report can be written in the style appropriate for an essay. Therefore, in Task 2, an essay or  

report can be either an argument regarding a topic, or an account of a situation regarding a topic.

This task assesses not only your ability to write, but also your ability to think about and discuss an  

issue of some kind. It is, therefore, important that you have ideas and opinions on a wide range of  

subjects of general interest, which means that you should be well-read and informed about most of  

the popular and controversial issues that are debated in the media these days. Sometimes, the IELTS  

Writing Task 2 topics are of educational interest, in which case your personal knowledge and  

experience of the topic may be relevant, but be careful not to write about your personal experiences;  

use them instead to talk generally and objectively about the topic. In addition, you will need to  

present your thoughts in an organised and orderly way.

There are five steps in the process of writing an essay for the IELTS Writing Test:

Check the answer STEP 5

Write the answer STEP 4

Plan the answer STEP 3

Think about an answer STEP 2

Analyse the question STEP I

STEP 1. ANALYSE THE QUESTION (approx. 1 minute)

The Writing Task 2 questions are of 2 basic types. In this book we will refer to them as Type A and  

Type B questions.

Type A Questions

Firstly, there are questions requiring an argument as an answer. Essays that contain an argument  

are those in which your opinions regarding a topic are essential, as is your understanding and  

presentation of conflicting opinions. You should consider the argument as having two sides (usually  

yes/no, or positive/negative), one of which you support.

If you reduce the argument to a yes/no question, the essay you write will be much like a debate in  

which you present both sides of the issue: the side you believe in, and the side the opponents of your  

views believe in. You should support your argument with sufficient evidence in order to prove your  

point, as well as refute the opposing side of the argument. (See Writing Hint 80.)

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Writing Test Hints

Type B Questions

Secondly, there are questions which require an account as an answer. Essays of this type ask you  

to describe and explore the situation regarding the topic, with less emphasis on giving opinions. You  

should describe the situation regarding the topic, and explore the reasons for the situation being what  

it is. Although in this case you do not have to support an argument, it is wise to provide evidence  

of the truth (or otherwise) of the situation.

In both Type A and B questions you may need to make recommendations, offer solutions, or give  

advice.

• Look at the Task 2 questions for all four Writing Tests, and determine the question type,  

Type A or Type B. Then check with the answers given below:

TEST Studying the English language in an English-speaking country is the best but not the  

ONE only way to learn the language.

Do you agree or disagree with this statement?

TEST Describe some of the problems that overpopulation causes, and suggest at least one  

TWO possible solution.

TEST Discuss the causes and some effects of widespread drug use by young people in modern  

THREE day society. Make any recommendations you feel are necessary to help fight youth drug  

abuse.

TEST To what extent is nuclear technology a danger to life on Earth? What are the benefits and  

FOUR risks associated with its use?

Consideration of the Question

It will help when planning your answer to consider the Writing Task 2 questions as being written in  

either wh/how, or yes/no question form. The latter is especially helpful when considering a Type A  

(argument) question because it makes it easier to determine the opposing sides of the argument.

• Look at the Task 2 questions for Writing Tests One to Four below:

TEST ... becomes a yes/no question:  

ONE  

Studying the English language in an English-speaking country is the best, but is it the only  

way to learn the language?

TEST ... becomes a wh question:  

TWO

What problems does overpopulation cause? Can you suggest at least one possible solution?

TEST ... becomes two wh questions:

THREE  

What are the causes and effects of widespread drug use by young people in modern day  

society. What recommendations do you feel are necessary to help fight youth drug abuse?  

TEST ... becomes a yes/no question (and the original wh question):  

FOUR  

Is nuclear technology a danger to life on Earth? What are the benefits and risks associated  

with its use?

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101 Helpful Hints for IELTS

STEP 2. THINK ABOUT AN ANSWER (approx. 2 minutes)

Before you can plan your answer, you need to think of 2 or more main ideas that you will use to  

support what you have to say in your essay. This step is often referred to as "brainstorming". In  

a true brainstorming session you write down as many ideas and words as you can that come into your  

head as you think about the topic. Do not judge the worth of the ideas as they come to you - that comes  

later, after you have put the notes you have made into groups of associated words and ideas.

This preparatory brainstorm session - alone, with a partner, or in a study discussion group - is  

essential when writing essays at a tertiary level. It shows the complexity of the task, and reveals what  

you already know and what you need to know about the topic in order to complete the essay.

Practise brainstorming well in advance of taking the IELTS test. See Speaking Hint 91 for Speaking  

Test Stage 2 topics with which to practise brainstorming for ideas. Write down on a blank piece of  

paper as many ideas and words as you can about the topic you choose. Next, put the topic in the  

middle of an "Idea Web" like the one below, and put the words you have brainstormed into groups  

of associated ideas. You do not have to include all the ideas that you write down.

• Look at the following brainstorming session used to create the model answer for Task 2 of  

Writing Test One:

vs  

cut secondary school/ parents' help  

proble4n&witfah*>ryte&ickne4i' learn/from/boohs- lea-Stressful/  

Uve/wi£h3ritiih/fci*yUly/pe<yple/ advcLntugei-- money dedication/  

pronunciation-better Spoken/English- not good  

teachers - native/ ipeakery High-School fUni/  

culture/  

Students- muust work/ hard-  

home$tuy  

Study and/living-costs-  

listening- reading-  

grcwnmar - skM/ good/ for later  

writing- speaking-

reasonable level of English  

possible in home country if: HIGH SCHOOL /UNI  

- student is gifted and EDUCATION IN  

STUDENT'S  

dedicated HOME COUNTRY  

SKILLS - spoken English not good  

- grammar often advanced  

- skill useful later overseas  

TOPIC  

Studying English in  

an English-speaking  

country: is it the  

only way? ADVANTAGES OF

ENGLISH-SPEAKING  

COUNTRY

LESS STRESS IN - opportunities to practise with  

HOME COUNTRY English-speakers  

do not have to worry about: - experience culture first-hand  

- accommodation costs - live with British family etc.  

- study and living costs - attend a language school  

- daily survival stress - teachers are native speakers  

IDEA WE B

Note that you do not have time in the actual test to complete a detailed brainstorming session or "Idea  

Web" as illustrated above. The method is given for practice only. Nonetheless, you should regularly  

brainstorm in order to develop the skills necessary to help you think of main ideas for your answer.

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With Type A questions, you will only write a successful essay if you can think of a minimum of 2  

main supporting arguments for the case you wish to present. Similarly with Type B questions, you  

will need a minimum of 2 main areas of discussion on which to base your essay about the topic. In  

each case only 2 to 4 main ideas are necessary because of the length of the task - 250 words.

STEP 3. PLAN THE ANSWER (approx. 2 minutes) Q - w

You do not have time in the actual test to write a detailed plan like the sample plan shown below.  

Your plan will need to be much shorter, and perhaps only "written" in your head. (Any written plans  

in the actual IELTS test are ignored when your writing is assessed.) However, once you have thought  

of the main ideas that your answer will contain, you do need to structure and organise your answer.  

Evidence of organisational ability counts towards your Writing Task 2 Band Score.

You should only take a few minutes to read and understand the question, and to think of and construct  

an answer (approximately 5 minutes for Steps 1 to 3). Therefore, it is important to know how to form  

a well-organised plan quickly and skillfully with the ideas you have "brainstormed".

H Look at the plan for the model answer for Task 2 of Writing Test One:

PLAN (Test One)

TOPIC: Studying English in an English-speaking country  

TYPE A QUESTION: It is the best, but is (the topic) the only way?

INTRO: = there are advantages of English study (in Britain?)  

(approx. 40 words) BUT my opinion -»NO, not the only way + REASONS

BODY:  

PARAGRAPH 1: (NO + REASONS) = students can learn English at high school (and university)  

(approx. 60 words) - grammar skills often advanced, but speaking poor  

- good grammar will assist later (in Britain?)

PARAGRAPH 2: (NO + REASONS) = English study at home less stressful and fewer problems:  

(approx. 60 words) - with accommodation  

- with study and living costs  

- with daily survival in foreign country

PARAGRAPH 3: (BEST WAY = advantages of English study in Britain  

(approx. 60 words) + REASONS) - can practise listening to / speaking with native speakers  

- can experience the culture (assists language study)  

- should live with British family/people  

- should attend language school with native speakers

CONCLUSION: (NO + REASONS) = possible to reach good English level, if clever + work hard  

(approx. 30 words)  

250 words (minimum)

Note these points about the plan above:

• The plan is composed of 5 parts: topic, question type, introduction, body and conclusion.  

• The purpose of the introduction is to express the topic clearly. Also, since the task in this  

case is to present an argument, the writer's opinion will be expressed in the introduction as well.  

• There are 3 main ideas expressed in the body of the essay. The body consists of 3 paragraphs  

containing 2 main ideas to support the writer's opinion, and 1 main idea to balance the  

writer's opinion with the alternative viewpoint.  

• The conclusion of the essay contains one minor point that is not fully developed, and a  

viewpoint that is conditional.  

• The total of the proposed minimum number of words for each paragraph is the minimum  

number of words required to adequately complete the task.

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101 Helpful Hints for EELTS

Complete the plans below for Task 2 of Writing Tests Two, Three and Four, by referring to the model  

answers on pages 167, 168 and 169, and the example plan on page 67.

PLAN (Test Two)

TOPIC: Overpopulation  

TYPE What problems does (the topic) cause? Suggest at least one possible solution

INTRO:

PARA. 1: (PROBLEMS:  

B CAUSES/EFFECTS)

0  

PARA. 2: (PROBLEMS:  

D CAUSES/EFFECTS)

PARA. 3: (SOLUTIONS)

CONC:

PLAN (Test Three)

TOPIC: Widespread drug use by young people in modern day society  

TYPE What are the causes and effects of (the topic)! Give recommendations to help fight it

INTRO:

PARA. 1: (CAUSES)  

B

0  

PARA. 2: (CAUSES)  

D

PARA. 3: (EFFECTS)

CONC:

PLAN (Test Four)

TOPIC: Nuclear technology  

TYPE Is (the topic) a danger to life on Earth? What are the benefits and risks of using (the topic)?

INTRO:

PARA. 1: (BENEFITS)  

B

PARA. 2: (BENEFITS)  

D

Y  

PARA. 3: (RISKS)

CONC:

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Writing Test Hints

STEP 4. WRITE THE ANSWER (approx. 30 minutes)

Once you have a plan, either quickly written down or in your head, the time comes to actually write  

the answer. Begin with the introduction - there is no need to write a title, or repeat the question.

The Introduction

• Look at the introductions to the Task 2 model answers for Writing Tests One to Four:

TEST Studying a language in a country where it is widely spoken has many advantages. It is,  

ONE therefore, a good idea to study English in a country such as Britain. However. I believe

it is not the only way to learn the language.

TEST In most countries of the world the population is increasing alarmingly. This is especially  

TWO true in poor, undeveloped countries. Overpopulation causes a considerable number of

problems.

TEST Youth drug abuse is a serious problem nowadays in many cultures. Not only is illegal  

THREE drug use on the rise , but the children as young as ten years old are experimenting with alcohol  

and tobacco. The reasons for this behaviour are unclear, but certain sociologists blame the  

examples set by their elders.

TEST These days, many people are afraid of nuclear technology because of the dangers  

FOUR associated with its use. In my opinion, although it is true that nuclear weapons pose the  

greatest threat to life, the use of nuclear technology for peaceful purposes also carries some  

serious risks.

The topic sentence of each introduction (shown in bold print) states the main idea of the paragraph,  

and introduces the theme of the essay itself. The ideas within the paragraphs are joined together with  

connective or linking words (shown underlined). In all these examples, the topic sentence is the first  

sentence of each paragraph. It does not always need to be the first sentence, but it makes the  

paragraph easier to write. (See also Reading Hint 42.) Notice how the topic sentences are clear,  

simple, interesting and informative. (See also Writing Hint 62.)

Tests One and Four are answers to Type A questions (argument essays). Note that the writer's  

opinion is given in the introduction.

In all introductions the sentences following the topic sentence give the reader an idea of how the rest  

of the essay is constructed. They function similarly to a "map" of the essay, although, as in the  

examples above, the map need not be complete in a short IELTS essay. (See also Writing Hint 68.)

The final sentence of the introduction leads naturally into the first body paragraph

The Body

• Look at the first body paragraphs of the Task 2 model answers for Writing Tests One to Four:

TEST In the first place, most students in non-English-speaking countries learn English at  

ONE secondary school, and sometimes at university nowadays. Although their spoken English  

is not usually of a very high standard, their knowledge of grammar is often quite advanced.  

This is certainly useful when students come to an English-speaking country to perfect the  

language.

TEST In poor countries it is difficult to provide enough food to feed even the present number  

of people. In addition, education to limit the number of children per family is not always  

successful. Poorer countries usually have a lot of unemployment too, and an increase in  

population simply makes the situation worse. The environment also suffers when there are  

too many people living on the land.

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101 Helpful Hints for IELTS

TEST Parents who drink and smoke to excess are, in effect, telling their children that it is  

THREE acceptable to abuse their bodies with drugs. Consequently, children may have a similar  

view towards illegal drugs, even if their parents are against their use. In addition, drug use  

shown on television and in films can only confuse children who are also taught at school  

that drug abuse is wrong.

TEST Nuclear power stations provide an important source of cheap power for many  

FOUR industrialised nations and some developing countries. However, there is always the  

danger of radiation leaking from these plants. Even though safety precautions are taken, there  

have been numerous disasters such as the explosion of a nuclear plant in Russia not long ago.

As with the introduction, the topic sentence of each first body paragraph (shown in bold print) states  

or refers to the main idea of the paragraph, and the ideas within the paragraphs are joined together  

with connective or linking words (shown underlined).

Note the use of the sequencing phrase ( "In the first place ") in the first body paragraph of Writing  

Test One. A sequencing word ( "Secondly ") is also used in the second body paragraph. Notice that  

the same sequencing construction is not used repetitively ( "Firstly, Secondly, Thirdly,"). For this  

reason, the technique is not used in both of the model answers to the writing tasks of Test One.

In each case, the sentences of the first body paragraph are relevant to the main idea or topic of the  

paragraph. The same is true of all the body paragraphs. The body paragraphs develop the main idea  

of the essay. If a new idea is introduced, it is supported with additional detail or with examples.

If you are developing an argument, you should support each statement you make with appropriate  

evidence. Note that the statements made can contrast with as well as support the main idea, in order  

to develop the argument. This can be seen in the first body paragraph of Writing Test Four.

The final sentence of a body paragraph often completes the main idea  

of the paragraph

Balancing the Argument

Look at the third body paragraph of the Task 2 model answer to Writing Test One:

However, there are obvious advantages of learning English in Britain. Every day there are  

opportunities to practise listening to and speaking with British people. Also, students can  

experience the culture first-hand, which is a great help when trying to understand the  

language. This is especially true if they choose to live with a British family, as exchange  

students for example. Furthermore, if students attend a language school full-time, the  

teachers will be native speakers. In this case, not only will students speaking and listening  

skills improve, but attention can be given to developing reading and writing skills as well.

Essays requiring an argument of some kind should be balanced by including a paragraph which either  

gives an alternative viewpoint, or states and refutes the opposing side of the argument.

The argument in Task 2 of Writing Test One is whether or not studying the English language in an  

English-speaking country is the only way to learn the language. The position taken by the writer is  

that it is not the only way to learn the language. In order to balance the essay, the alternative viewpoint  

is also considered. In this case, because the writer fully agrees that there are many advantages of  

studying English in an English-speaking country, the opposing argument is not directly refuted.

However, if you disagree with the other side of the argument, you will need to refute that opinion  

or position. This means that you first state the opposing side of the argument, and then give reasons  

why you do not agree. Perhaps the opposing argument is weak, or does not include all the known  

facts. Or maybe yours is a more compelling argument, in which case you must say why. Of course,  

you may disagree strongly, mildly, or only partially.

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Writing Test Hints

Suggested phrases for refutation paragraphs:

Many people' believe that .. . However, I strongly disagree ... because... ^  

. Nothing could be further from . In fact,...  

(Strong disagreement) the truth

Others may argue that... . I find it hard to agree ... ... for the J  

. Nevertheless, I cannot agree ... following reasons;  

(Mild disagreement)  

Those who point out that... . Perhaps this is true, but it cannot be denied that...  

disagree  

. This is partly true, then again, ...  

(Concessional disagreement)

The Conclusion

CJ Look at the introductions to the Task 2 model answers for Writing Tests One to Four:

TEST In general, even though it is preferable to study English in an English-speaking country,  

0 NE a reasonable level of English can be achieved in one's own country, if a student is gifted

and dedicated to study.

TEST To sum up, if the population explosion continues, many more people will die of starvation  

TW0 in poor countries, and life in the cities, even in affluent nations, will become increasingly

difficult.

TEST To conclude, I recommend that the only sensible way to solve this problem is to educate  

THREE young people about the dangers of drug use, and to take steps to reduce the pressure of  

competition placed upon them.

TEST In conclusion, nuclear technology certainly has positive uses but is nonetheless dangerous.  

i FOUR However, it would have been better if it had never been used to create nuclear weapons. If  

life on Earth is to continue, all the nuclear nations of the world should agree to disarm as  

soon as possible.

The conclusion usually begins with a special concluding phrase (see those shown above in bold) that  

links it to the rest of the essay. (See also Writing Hint 66.)

Notice that a conditional sentence can be very effective in the conclusion. One reason for this is that  

it can refer to what might occur as a result of your suggestions or recommendations. Of course, you  

can use conditional sentences elsewhere in your essay as well. If you do use conditionals, be sure  

that the construction of your sentences is grammatically correct. (See Writing Hint 65.)

Also, in a short essay of approximately 250 words the conclusion can be just one or two sentences  

long. The conclusion should briefly sum up what you have said in your essay, and does not usually  

contribute a new idea, unless it is a minor point. However, it is a good place to make recommendations  

or suggestions, or to give advice and offer solutions, if you are asked to do so.

STEP 5. CHECK THE ANSWER (approx. 5 minutes) Qâ€"m

You should allow up to 5 minutes at the end of the writing task to check your work for grammatical  

errors and missing or faulty punctuation. Use the "10 Point Grammar Checklist" (see Writing Hint  

65) and the "Quick Punctuation Guide" (see Writing Hint 59).

To help you remember what to check for, you might like to learn this short rhyming verse:

First look for missing Articles, and be sure to check the rest,  

Third-person present singular Verbs are next, just add an 's'.  

Then check the voice and tense of Verbs, Verb forms and Verb agreements,  

But after the four Vs come the four Ps or there 'II be grievance:  

Plurals, Pronouns, Prepositions; check your Parts of speech,  

And finally, Conditionals; if uncertain then check each.

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101 Helpful Hints for IELTS

CAUSE AND EFFECT & COMPARISON AND CONTRAST

In most essays and reports, you will need to refer to the cause of some particular situation and its  

effect. Note that, when constructing sentences, either the cause or the effect can be mentioned first.

CAUSE EFFECT

Overpopulation causes a considerable number of problems.  

is the cause of

is the reason behind  

for

EFFECT CAUSE

A number of serious problems are caused by overpopulation.  

due to  

the result of  

consequence

CAUSE EFFECT EFFECT

One effect  

is famine.  

The consequence(s) of overpopulation  

result(s)  

are famine and disease which result in death.  

effect(s) lead to

CAUSE EFFECT

Overpopulation is a problem in parts of Africa. Asa result (of this), famine is  

consequence widespread.

Consequently,  

For this reason,  

Hence,  

So,  

Therefore,  

Thus,

CAUSE EFFECT

As a result of overpopulation, Africa faces a number of problems.  

consequence

Owing to an increase in population,

Here are some sentences and clauses from the model answer for Task 2 of Writing Test Two which  

also show cause and effect relationships. Work out which is the cause and which is the effect in each  

case. Study the model answer to see how they help develop the essay by providing evidence to  

support the arguments made:

... an increase in population simply makes the situation worse ...

The environment also suffers when there are too many people living on the land.

Moreover, there is usually a great deal more crime which is often due to high rates of  

unemployment.

Further large increases in population only cause more overcrowding, unemployment and crime.

In China, couples are penalised financially if they have more than one child.

... the "one-child policy" is beginning to have an effect...

... if the population explosion continues, many more people will die of starvation in poor  

countries,...

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Writing Test Hints

Some, but not all, essays and reports ask you to make comparisons, or contrast various things by  

describing their similarities and differences. Even if the question does not specifically ask you to  

compare or contrast, it may be necessary to do so in order to establish a point of view or opinion.

A is bigger than B. C is bigger than (both) A and B. C is the biggest.  

A is more expensive than B. C is more expensive than A and B. C is the most expensive.

Cis significantly bigger than B. Cis a little bit bigger than A.  

considerably slightly

a great deal just (a bit)  

a lot (a little)  

much

Cis (much) more important / than B.  

clever /  

big X

Whereas B is small, C is large. C is extremely big. On the other hand, B is small.  

While really In comparison,  

Whilst very By  

rather In contrast,  

quite

The main difference between C and B is that C is big, whereas B is small.  

while  

One of the differences between whilst

A is different from B. A and B are very different to each other.  

to quite from

C and D similar to each other.  

unlike

Dis the same (size) as C. Dis approximately the same (size) as  

exactly the same about  

almost  

equivalent (in size) to  

similar (in size) to

A is not (nearly) as big as C. B is small compared with  

(anywhere near) to

nowhere near

Many people think that A and B are similar. On the contrary, A and B are quite different.

Practise using the above structures in sentences which make comparisons, or contrast items of your  

own choice by substituting them for the letters A B C and D in the sentences given above.

You can also refer to the Part 2 sample topic cards given in Speaking Hint 94, and use the ideas in  

those topics to practise comparing and contrasting.

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SPEAKING TEST HINTS

BE PREPARED AND TRY TO RELAX

You should be on time and prepared for the interview. (See also IELTS Test - Basic Hint 3.)  

Remember to have your passport with you to show to the examiner for identification.

The examiner is provided with a list of standardised questions to ask you, and will conduct the  

interview in a manner that you might not be used to if you have not had some previous practice. The  

Speaking Sub-test is a formal interview, not an ordinary conversation. In Parts 1 & 2 of the test, the  

examiner cannot talk to you freely. He or she must follow a strict set of questions that is determined  

in advance of your test. In Part 3 the examiner can talk with less restriction.

Do not worry about the interview being recorded. The recording is made to ensure that the examiner  

conducts the interview properly, and is not used to test your English.

First impressions are very important. You should always reply with an answer that is informative  

and as interesting as possible.

Body language is also important. Sit comfortably and try to show with your body that you are  

relaxed, but not too relaxed ! Remember that the speaking part of the IELTS test is the same for  

Academic and General Training Module candidates and is formal in style. With your body, aim to  

create a relaxed impression, and by what you say, aim to create an intelligent impression.

BE WILLING TO TALK, AND BE POSITIVE

Do not simply reply yes or no to a question and wait for the next one. Remember, this test is your  

opportunity to speak. Try to be as helpful and willing to talk as you can. The examiner is there to  

guideyouastowhattosay and will do as little of the talking as possible. You should aim to be talking  

for at least 75-80% of the time. Also, take advantage of every question to show that you are an  

interesting and informed person.

In order to present yourself in the best way possible you should try to sound positive about your past,  

present and future. Candidates sometimes think that absolute honesty is always necessary. However,  

if you are studying in a foreign country, for example, and you are asked what you think of that  

country, it is unwise to say that you think it is terrible - even if you believe it to be true !

The examiner is expecting to talk to a positive, intelligent and courteous candidate

THE EXAMINER FRAME

You have probably heard or been told by your English teacher that the examiner uses what is called  

a "frame" from which to ask you questions. A frame is simply a set of pre-determined questions  

on a topic. For example, in order to first get to know you, the examiner will ask a few questions about  

your background, but he or she will only ask the questions in the chosen frame.

Does this mean you can find out from other students who have previously taken the test what the  

questions are going to be in your test? Unfortunately, this is not possible ! The use of frames does  

not mean that all students hear exactly the same set of questions. In fact, there are many frames from  

which the examiner can choose questions.

You might be interested to know that the introduction of standard sets of questions on various topics

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Speaking Test Hints

for all candidates means the accuracy of your assessment is further guaranteed.

Although you do not have to concern yourself about where the questions come from, it is essential  

to understand that the standardisation of questions means that your answering technique is very  

important (see Speaking Hint 86).

In addition, you should know that the examiner is giving you a score out of 9 in four areas of speaking  

ability:

1. Fluency and Coherence - (Does your speech flow? Can you be easily understood?)

2. Lexical Resource - (Do you use a reasonably wide range of vocabulary in your speech?)

3. Grammatical Range and Accuracy - (Do you use English grammar properly when you speak?)

4. Pronunciation - (Do you use English sounds, stress and intonation patterns etc. correctly?)

Your final Band Score for the Speaking Sub-test is the average of these four scores.

MAKE GOOD USE OF THE QUESTIONS ASKED

If the situation was an ordinary conversation, it would be perfectly reasonable to answer some of  

the questions with a short one or two word answer, but this is not an ordinary conversation.

Ordinary conversation

Question: Where do you come from?

Answer: Germany.

Question: Which part of Germany?

Notice that the questioner has asked a second question to get more detail.

Formal IELTS interview

Question: Where do you come from?

Answer: Germany. Hamburg. It's in the north, you know ... a very busy city with a  

population of over one and half million people. But actually I live about 15  

kilometres out of town - on a small farm.

In this case the candidate has given a brief but satisfactory answer that makes full use of the question  

asked. Remember, especially in Parts 1 & 2 of the test, the examiner cannot ask further questions  

to find out what you should have told him or her in the first place.

However, do not fall into the trap of trying to impress with large words and complex explanations.  

A complicated answer is not necessarily better than a simple and concise answer because you can  

easily become lost for words! The examiner is listening for a level of fluency, and hesitation does  

not help your overall Band Score.

In general, it is better to give simple and accurate answers than complex, inaccurate answers. Simple  

answers, however, do not mean one-word answers; this will prevent you from showing the examiner  

how well you can speak and require the examiner to move on to the next question too soon.

Answer the questions in full when they are given to you - you are unlikely to get a  

second chance to answer them

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101 Helpful Hints for IELTS

PARTI. INTRODUCTION & INTERVIEW (4-5 minutes)

Requirements

You will certainly be asked general questions about your background, so you should have already  

prepared answers to some basic questions about yourself. For practice, write a short description of  

your present situation, and imagine the questions a stranger might ask you based on what you have  

written.

The requirements for effective performance in Part 1 are that you:

• introduce yourself in a relaxed, friendly manner

• produce basic information about yourself simply, accurately, and as fluently as  

possible  

• present yourself as a person who is willing to talk and has interesting things to  

say about himself or herself.

Remember, Part I is mainly concerned with who you are, what you have done, your  

home or your family, your job or your studies, and your interests

What To Do and What Not To Do

1 Show the examiner you are confident by 1 Do not tell the examiner that you are nervous,  

smiling and looking him or her in the eye. or blink your eyes and move about too much.  

2 If the examiner offers to shake your hand, 2 Do not shake hands with the examiner as if  

return his or her handshake firmly. your extended hand were a cold wet fish!  

3 Answer the questions you are asked clearly 3 Do not cut the interview questions short with  

and in some detail (using at least two or one-word or very short answers.  

three sentences). 4 Do not wait for another question - the examiner  

4 Show that you are in control by talking wants you to answer each question in full.  

freely about yourself and your past. 5 Do not be afraid to correct yourself if you  

5 Make sure you have practised well enough make a grammatical mistake, but fluency is  

before the test so that the past tenses you just as important. Your grammar practice  

use are accurately formed and appropnate. should take place in the classroom or at home.

Suggested "Opening" Words and Phrases

Practise using the phrases and sentences below with the help of a partner. Ask your partner to ask  

you some basic "getting to know you" questions.

Good morning. ' Pleased to meet you.  

afternoon.  

Where shall I sit*? Over here? I' m very well thank you. And you?

As you can see, I come from .. I was born in ... but now I live in ...

You can see that I'm (nationality)... but I've been living in (your host country) for (period of time)!

I am very close to my family, although I don't live with them any longer.

Recently, I've been studying at... Before that I studied at...  

working worked  

I've been studying English now for (1 year) ... At the moment I'm studying at ...  

working

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Speaking Test Hints

Part 1 - Background Information Topic Areas:

Your Home and Family

Questions about this topic are fairly common in all English test interviews, including the IELTS.  

The examiner wishes to find out some general background information about you, and your home  

and family is a good place to start.

Common questions might include:

Where do you live? You will probably not be asked all of these  

Do you live by yourself or with your family? questions, but be ready to answer these or  

similar questions clearly and willingly.  

Who do you share with?  

Show as much interest in your own answers  

Is it a nice place? What's it like? as the examiner does listening to the answers  

you give.  

Are you here in (your host country) alone or  

is your family with you? Try to think of yourself, and sound like,  

someone special - which, of course, you are!  

Do you like living in (your host country)!  

Do not take too long to answer each question  

What do your parents do? * at this stage - let the examiner guide you. You  

should sense when he or she wants to move on  

Do you have any brothers and sisters?  

to the next question.

i e what is their profession or work status''  

Remember to smile!

Your Jobs and/or Studies

If you have a job (or have had a job in the past), that could be of interest to the examiner. If not, it  

does not matter - you are probably engaged in study or can talk about your English course. If current  

work or study does not apply to you, then talk briefly about how you began to learn English and the  

school in which you studied.

Your Interests

Most students have interesting hobbies or activities that they enjoy doing - make sure that you are  

prepared to talk about what interests you and what you do in your spare time. Again, make yourself  

sound as if you are the only person in the world who does these exciting things.

Other Familiar Topic Areas

Refer to the Speaking Game on page 152 for more topic ideas for Part 1.

Suggested Word s an d Phrase s ... if you are unsure of the question or how to answer

I'm not exactly sure what you mean. Could you repeat the question please?

I'm not quite sure how to answer that question, but (perhaps)...

That's a rather difficult question, but (maybe) I can answer you by saying ...

... if you cannot think of what else to say

I think that is all I can tell you about... Would you like me to tell you more about...?

Is that all you'd like to know? I'm afraid that's about as much as I know.

I think that's about it. ., ? „-. I can't think of anything else right now ...

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101 Helpful Hints for IELTS

PART 2. INDIVIDUAL LONG TURN (3-4 minutes)

Requirements

You will know that Part 2 has begun when the examiner asks you to talk in some detail about a  

particular topic - a topic which is usually easy for you to find things to talk about. Note that you are  

only asked to talk about one topic.

The requirements for effective performance in Part 2 are that you:

• talk in some detail about the topic referred to on the card you are given  

• try give an organised answer by following the instructions written on the card  

• keep talking about the topic - with no help from the examiner - for at least one  

minute and up to 2 minutes

Remember, Part 2 is concerned with your ability to speak with little or no hesitation  

and in some detail about a simple topic

What To Do and What Not To Do

1 Use your preparation time to think about 1 Do not digress; that is, do not talk of things  

your answer - think only about what is which are not directly related to the topic on  

written on the card. the card.

2 Organise your reply by following the order 2 Do not hesitate for too long in your answer. It  

of the instructions given on the card. (See is better to speak about anything than not to  

Speaking Hint 94.) speak at all !

3 Be aware of how long you have been talking 3 Do not be afraid to correct a grammatical  

by practising with a wristwatch before mistake, but fluency is just as important as  

you do the test. (See Speaking Hint 94.) grammar, and too much correction will make it  

4 Make sure you have answered all that is hard for you to be understood.

required on the card, and be prepared to 4 Do not expect the examiner to give you feedback  

answer a couple of questions at the end. on how well you performed in your talk.

Part 2 - What To Do in the Minute of Silence

When the examiner hands you the card your one minute's preparation time has begun. Read the card  

carefully, noting what the topic is. Since there is no title on the card*, the topic might not be  

immediately clear, but the topic is given in the very first sentence.

You will see that there are a number of instructions to follow, and all the items of information  

required are expected to be referred to in your answer. You can certainly add extra information if  

you think it is appropriate, and you are wise to do so - if you have time - provided that you do not  

digress (speak "off or away from the topic).

The best approach is to read the card quickly from beginning to end, and then go back to the first  

specific instruction after the topic sentence. Think of things to say about each of the instructions in  

the remaining time you have. Although you are allowed to make notes (and refer to them in your  

answer), unless you have practised this approach, it is probably best to spend your time thinking  

rather than writing. But some candidates may wish to ask the examiner for notepaper to write on.

There are usually 3 or 4 instructions to speak about - so aim to speak for 30 seconds on each one.

* the use of card titles in the Speaking Test Game on page 152 is for ease of use in the game

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Speaking Test Hints

A Sample Topic Card:

Describe a city or a town that you know well.

You should include in your answer:

the location of the city or town

the part of the city or town you are most familiar with

important landmarks and places to visit

... and what makes that city or town special to you and to others.

Notice that the topic is there in the very first sentence. Note also that there are 4 further instructions  

that follow (there may be more or less). If you speak for about 30 seconds on each of these 4  

instructions, you will have spoken for about 2 minutes - which is more than adequate. Do not speak  

for longer than 2 minutes.

The examiner may or may not stop you talking after two minutes, so aim to finish within that period  

of time. Of course, it is very important to speak for at least one minute, so if you have difficulty  

speaking for that length of time you will have to practise, practise, practise.

Try using a wristwatch, and time yourself on each part of the topic. Become accustomed to speaking  

for approximately 30 seconds on one instruction. Then move on to the next instruction. You can  

look quickly at your watch in the test itself, but we do not advise it. It is much better to practise  

recognising how long 30 seconds "feels".

When you get better at "feeling" how long you take to speak about parts of the main topic, you can  

approach the entire answer in a similar way - that is, by estimating how long you have spoken for,  

and making sure you have included all parts of the answer within two minutes.

So, what specifically can you talk about? Look at a breakdown of the above topic:

the location of the city or town

the part of the city or town you  

are most familiar with

important landmarks and  

places to visit

what makes that city or town  

special to you and to others

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101 Helpful Hints for IELTS

Your answer should not only be interesting, it should also be informative.

Look at the following possible answer:

I' m going to talk about the city of Sydney - on the east coast of Australia - a very modern and clean city with  

a beautiful harbour... er... with a population of about four and a half million inhabitants - it gets quite busy in  

1  

peak hour because just about everyone travels to work by car or train , but it is a great place to live because there  

are many exciting things to see and do - especially for young people.

I live in the inner-city - in a typical older style building... er I think it was built about 100 years ago ...it's quite  

spacious, but many people live in modern apartment blocks. Sydney is quite a tall city - skyscrapers etc - but  

there are lots of wide streets - often lined with trees. The Australian gum-tree is everywhere, but of course,  

koalas and kangaroos can only be found in the zoo these days! Because the weather is so warm - most days  

there are blue skies and sunshine - because of this, people lend to smile a lot - they seem to enjoy their lives.

The Opera House is a favourite place for tourists to visit - it looks like the sails of a ship from a distance. And  

the Harbour Bridge is also strange - it looks something like a coat-hanger - and itis used very effectively at Xmas  

and New Year to put on wonderful firework displays.

I think it's the sense of space and freedom that people notice first when they come to this city. It has a mixed  

population - people come from so many different backgrounds - but there doesn't seem to be as much tension  

as in other cities. Perhaps people are too busy dreaming about the beach to worry about riots and that sort of  

thing. Water is always nearby, and the harbour is really one of the most beautiful sights in the world. ' '

The answer is given in fairly simple English - you should avoid giving a complex answer with  

difficult vocabulary. It contains all the points written in note-form on the previous page, and is  

approximately the right length for a good answer. Of course, the speed at which you speak will also  

determine how much you are able to say. Increase your speaking speed by practising 'topic talking'  

daily and by improving your pronunciation.

Use the sample cards below and in the Speaking Test Game on page 152 to practise writing out an  

answer of similar length, and ask a teacher to check your work. Then try giving a spoken answer from  

the notes you have made. It is fine to memorise an answer for practice if it helps to speed up your  

English, but do not waste your time memorising large pieces of English to speak in the test. The  

examiner will not be fooled by this approach! Besides, you would be very lucky to guess your topic  

before the test.

You might be able to make your talk sound more interesting by "lifting" your voice a  

little higher than when you speak normally

More Sample Topic Cards

Talk about a holiday you have taken recently Describe a health problem you once had  

or at some time in the past. (or talk about someone else's problem).

You should mention:  

You should include in your answer:  

the nature of the health problem  

where you went on your holiday  

why the problem occurred  

why you went to this particular place  

what you (or the other person) could not  

what you did and with whom do because of the problem

... and why you enjoyed your holiday or not. ... what you (or the other person) had to do to  

get better

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Speaking Test Hints

PART 3. TWO-WAY DISCUSSION (4-5 minutes)

Requirements

Part 3 of the Speaking Sub-test is the most demanding. Although it is described as a two-way  

discussion, you will be expected to do most of the talking. The questions or prompts you must  

answer are linked to the topic you spoke about in Part 2, but they take the topic further away from  

you and your immediate life and into areas of more general interest.

The discussion is designed to:

• make you think and comment about various issues (within a specific topic area) that  

concern people living in today's world

• encourage you to give your opinions

• extend your range of responses to include some or all of the following:

- describing in detail

- contrasting and comparing

- discussing situations as they were in the past

- imagining situations as they might be in the future

Remember, ejfective performance in Part 3 requires an ability to respond to  

questions and prompts about abstract ideas.

What To Do and What Not To Do

1 Try to talk around a difficult question by 1 Do not repeat the information you gave in  

speculating (guessing), using simple words the original talk you gave in Part 2. Although  

if you can to express complex ideas. This the questions and prompts in Part 3 are  

is much better than trying to impress with connected to the topic in Part 2, it is unlikely  

big words that you may use incorrectly. that information you gave then will be  

2 It is not a good idea to just give up; always appropriate now.  

attempt to answer a question as fully as 2 Do not worry if you cannot answer easily.  

possible and the best way you can. If you The examiner is asking more difficult  

get stuck and cannot continue, the examiner questions in Part 3, and is probably trying  

might be able to help you if you say: "Can to find your "ceiling" - the point at which  

you ask the question in a different way?" you cannot communicate easily (for lack of  

vocabulary or some other speaking skill).  

3 Use a variety of introductory phrases to  

begin expressing an opinion (see Speaking 3 If asked to talk about the future, do not  

Hint 97). overuse the word "will". There are many  

ways to express the future in English. (See  

4 Use appropriate future forms and phrases  

Speaking Hint 99.) The word "will" is  

to express the possibility of a future situation  

often too definite to use to guess about  

occurring. (See Speaking Hint 99.) things which, after all, may not happen.

Introductory Phrases for Giving Opinions

I think (that)... In my opinion ... I strongly believe that...  

believe

What I think is this: ... It seems to me that... In my view ...

As far as I'm concerned ... If you ask me ... Don't you think that...

this phrase is used even when previously asked a question! ,

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101 Helpful Hints for IELTS

Part 3 - Practice Topics for Discussion:

Since you cannot know what topic you will be asked to talk about in Part 2 of the Speaking Sub-  

test, it follows that you cannot know in advance any particulars about the wider topic area that is  

discussed in Part 3. The following possible discussion topics are for practice only:

• Problems that affect your country • The relevance of school examinations  

• Financial success and how to achieve it • Materialism and the consumer  

• Poverty and hunger in the Thirld World • Space travel  

• Crime and punishment • Modern medicine  

• Fashion and design • Censorship and the Internet  

• Public transport • Types of governments in the world today  

• Youth and the problems they face • Women in the workplace  

• The role of television and radio in society • The qualities and skills of a good company manager  

• The influence of the print media • The necessity of a strong defence force  

• Current affairs • The advantages of an international language  

• The changing nature of family life • The design of modern cities  

• Nuclear energy • The influence of sport in society  

• World economic solutions • Street protests and individual rights  

• Diet, health and exercise • Religion and the church in the modern world  

• The consequences of global warming • The pros and cons of living in a foreign country  

• Recreational facilities in modern cities • The meaning of happiness  

• Future energy resources • Living together, marriage and divorce

When you first practise speaking about these topics, try it in your own language. Think about the  

situation as it might have been in the past, the way things are now, and how things might become  

in the future. Make comparisons, give opinions, and try to sound authoritative. Then practise in English!

Suggested Phrases for Speaking About The Future

I'm certain that... (something will/is going to happen)

Most probably ... (something will/is going to happen)

It's (always) possible that... (something might happen) certainly will

I hope that... (something happens or doesn't happen) bound to  

most probably  

(Something) probably will ... (happen) in the short term probably

won't long possibly/maybe it will

(Something) might even ... (happen) (may) might / perhaps

Perhaps (something) will even ... (happen) it's 50-50 whether or not

Of course, (something) could always (happen), especially if ... *  

possibly / maybe it won't  

There's a good chance that... (something will happen) (may) migllt not

a 50-50 perhaps  

a reasonable probably won't  

most probably won't  

I doubt (very much) if...  

not much surely won't

Sometimes I wonder if (something is going to happen)..." definitely  

w h e t h e r '

I'm not sure if it'll... . but...

Note the inclusion of first conditional "if clauses", which can be useful when asked to speculate about the possibility  

of something happening in the future.

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Speaking Test Hints

CONCLUDING THE INTERVIEW

Requirements

When the examiner has finished the discussion in Part 3, the Speaking Sub-test has come to an end.  

The examiner will thank you for talking and the interview is concluded.

• remember to thank the examiner for his or her time and say goodbye.

• as you leave the room, don't forget to remain positive - the examiner might not  

have yet completely made up his or her mind about your score, and the final  

impression you make is important.

If you have questions about the test itself, such as when the results will become  

available, talk to the person in charge of the day's proceedings

What To Do and What Not To Do

1 Relax and remain in control right up until 1 Do not tell the examiner how relieved you  

the moment you leave the interview room. are the test is over, and there is no need to  

comment on your performance!  

2 Shake hands confidently, if you are invited  

to do so, and thank the examiner for his or 2 Do not overdo your friendliness at the end.  

her time. Be glad you did your best, smile and leave  

the room.  

3 Simply say:  

3 Do not ask the examiner for your Band  

"Thank you very much for your time. I Score. He or she is unable to give you that  

enjoyed talking with you. Goodbye." information.

... or a similar concluding sentence or two  

of your own.

AFINALJWORD^...^

IELTS is a demanding and challenging examination. Because the Band Score you receive is  

probably of great importance to your future you should a make a serious effort RIGHT NOW to  

achieve the level of English you require. Don't wait until tomorrow - tomorrow never comes.

Think deeply about what you can achieve with your life if you score well. Think about what you  

will be able to do later.

Well-placed effort is always rewarded. The hard work you do now will eventually make your life  

easier. A little pain now for a lot of gain later. That is the secret of success - perhaps the secret of  

living itself- for learning never ends.

The first time you take any test you are unfamiliar with the way in which it is conducted and will  

naturally feel slightly nervous. Many candidates take the IELTS test the first time for practice - to  

get an accurate assessment of their level and to familiarise themselves with the process - before  

taking it a second or even third time. Each time you must wait for three months before being allowed  

to take the test again. It takes at least that period of time to increase your overall Band Score by one  

Band, and requires intensive daily study.

Good luck ... and remember the Golden Rule

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The Practice Tests

PRACTICE TESTS

HOW TO TAKE THE PRACTICE TESTS

Before the Practice Tests

Find a quiet room with a desk, and make sure that you have enough time to complete each test  

and are not going to be interrupted.

You will need a pen and two photocopies of the Listening and Reading Test Answer Sheet on  

page 163, and a photocopy of the Writing Test Answer Sheets on pages 164 and 165. You will  

also need a cassette player for the Practice Listening Tests, a blank tape for the Practice Speaking  

Tests, and a watch or clock.

NB: The suggested times given in this book for the smaller blocks of Reading Test questions are not  

a feature of the actual IELTS Reading Test. They are given to assist with your practice sessions only.

During the Practice Tests

Follow each test's instructions carefully, and do not spend longer on the examination than the  

instructions allow. If you spend longer on the Practice Tests than the instructions allow, you will  

not get an idea of how well you will perform in the real IELTS examination.

When you have finished the Listening Test, allow yourself 10 minutes to transfer your answers  

onto the Answer Sheet, give yourself a short break, and then go on to the Reading Test.

At the beginning of each part of the Reading Test there are suggestions for how long you should  

spend on each set of questions. Be sure to follow these suggestions carefully.

At the end of 60 minutes, stop doing the Reading Test and immediately continue with the Writing  

Test. Then go on to the Speaking Test, and record your responses on a blank tape.

After the Practice Tests

Check your answers to the Listening and Reading Tests with the Answer Keys on pages 160 and  

159. Check your answers to the Writing Tests with the Model Answers on pages 166 to 169. Ask  

a teacher to look at your Writing Tasks and to listen to the tape you recorded for the Speaking  

Test in order to estimate your scores.

Then use the Score Interpreter on page 162 to discover how well you did in each Sub-test, and  

how much extra English study you may need to do to improve your score. In the actual IELTS  

test, your Overall Band Score is the average of the 4 Sub-test Band Scores.

Once you have completed Practice Test One, and have checked with the Score Interpreter, turn  

to the Hints Section for help with those questions that caused you difficulty. The guide to using  

the 101 Helpful Hints is on page 11. Then continue the test process with Practice Tests Two,  

Three and Four on pages 107, 127 and 138 respectively.

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101 Helpful Hints for IELTS

Pre-Test: PRACTICE TEST ONE

1-5

During Test: PRACTICE LISTENING TEST ONE

6-10

This is a practice listening test that resembles the International English Language Testing System  

Listening Test. The test consists of four sections. Answer the questions as you listen to the  

recording. Note that the recording is played once only.

Section 1

Questions 1-4

8 Decide which picture is the best match with what you hear on the tape, and circle the letter under  

16-17 that picture. The first one has been done for you as an example.

Example: How do George and Lisa get to the airport?

® B c D

i8i9 Q1 . What are they looking for?  

20-21

A B c D

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Practice Test One

Q2. Who do they ask for directions? 18

1

B C D

Q3. Where is the FrancAir Check-In desk? 18  

19-21-22

B

D

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101 Helpful Hints for IELTS

18 Q4. What does George want to buy before he catches the plane?

A B c D

Questions 5-13

8 Fill in the information you hear on the form below in the spaces numbered 5-13 .  

16-17 The first one has been done for you as an example.  

23

PAID Excess Baggage Declaration Certificate

15 (5)  

20

10 Given Name: (Example:)

14-15-19 Family Name: (6)  

591

14-22 Nationality: (7)  

591

Flight Number: (8)  

15-19

1 Destination: (9)  

19 -59

Contact Number: (10)  

15-19

Declaration of Contents:

11)

12)

13)

Check  

11-15

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Practice Test One

Section 2 6-10  

23-25

Questions 14 - 21

You will now hear a short news item. Fill in the gaps in the summary below with the correct word  

or phrase according to what you hear. The first one has been done for you as an example. 16-17

The traffic accident in ...(Example)... 9

has caused the death of (14) persons, and a 15-20

further (15) people have been taken to St. John's 15

(16) for treatment . The northbound

and southbound lanes of Avalon Road are still closed, and

drivers are advised to avoid the area.

Police believe the driver of a (17) ,... 12-19  

21

lost control of the vehicle before reaching the traffic

(18) at the corner of Avalon Road and Batty 1219  

65s

Avenue. Witnesses told reporters that they heard the lorry sound

the (19) moments before it collided with traffic 1019

turning into the (20)

Anyone requiring further information should telephone the

police hotline on (21) 15-19

Check:  

1 1 - 15

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101 Helpful Hints for IELTS

6-10 Section 3  

26-29

Questions 22 - 28

8 You will hear the first part of an interview on the radio. Write a word or a short phrase to answer  

16-17 each of the questions below.

i4-2i Q22. Which company does Julie work for?  

20

19 Q23. What diploma course did Julie take at college?

27-28 Q24. What does Julie like most about her job?

27-28 Q25. What is Julie' s main responsibility when on duty?

7 - 591 Q26./Q27. Name two of the airline's most frequent overseas destinations:

(1)

(2)

Q28. Why does Julie regularly change the time on her watch?

Questions 29 - 33

8 Complete the table below with information from the next part of the radio interview.  

16-17 Write NO MORE THAN THREE WORDS for each answer.  

23-58

Changes Benefits

seats (29) to the consumer

to the consumer  

entertainment (30)

(31)  

smoking restrictions

(32)

economy class  

meals (33) to the consumer  

Check:  

11-15

Table 1. Improvements to Service on British AirWorld  

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Practice Test One

Section 4 6-10  

30-33

Questions 34 - 40

You will hear part of a seminar given at a Hotel Management School. Circle the letter beside a  

the most suitable answer for each of the questions below. The first one has been done for you 16 '17

as an example.

Example: How many major career areas does the lecturer mention? 9

a) 3 c) 5

4 d) 6

Q34. For each professional area the lecturer discusses: 19 • 3 1  

20

a) the professional qualifications necessary  

b) the available career opportunities  

c) the personal skills needed  

d) all of the above

Q35. The reception desk in a hotel is described as : 30

a) impressive at first  

b) a switchboard operating system  

c) the nervous centre of the hotel  

d) the first point of contact with a guest

Q36. It is essential in front desk and reception work to have : 3 1

a) a foreign language  

b) a good dictionary  

c) switchboard operation skills  

d) none of the above

Q37. The lecturer says that a member of a drink and bar service team :

a) need not have a thorough knowledge of wine  

b) must not drink on the job  

c) can eventually become a wine maker  

d) can eventually manage a cellar dealing only with wines

Q38. The most experienced cook is a:

a) Grade 3 chef  

b) Grade 1 chef  

c) Grade A chef  

d) Grade 10 chef

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101 Helpful Hints for IELTS

31 Q39. Students completing the Catering Core option can start working as:

a) a Grade 2 chef  

b) a Grade 1 chef  

c) an Assistant chef  

d) none of the above

Q40. The seminar was given:

a) by the Principal of the school  

b) to introduce the school to potential students  

c) to introduce students to the course options available  

d) to introduce the staff to new students

Overall Check:

Blanks: 1 1  

Grammar 12 That is the end of Practice Listening Test One.  

&6 5  

One Answer: 13 You now have 10 minutes to transfer your answers to the Answer Sheet.  

Spelling: 14 Then continue with Practice Reading Test One on page 93.  

Legibility: 15  

Punctuation: 59 1

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Practice Test One

i PRACTICE READING TEST ONE During Test:  

6-10-37

Reading Passage 1

Questions 1-15

You are advised to spend about 20 minutes on Questions 1-15 .

DESTINATIONS FOR INTERNATIONAL ENGLISH STUDENTS 38-44

51-57

Paragraph (i)  

At any given time, more than a million international students around the world are engaged in  

the study of the English language in a predominantly English-speaking country. The five most  

popular destinations, in order of popularity, are the U. S., Britain, Australia, New Zealand, and  

Canada. The reasons for choosing to study English abroad differ with each individual, as do the  

reasons for the choice of destination.

Paragraph (ii)  

Numerous studies conducted in Britain and the United States show that the country of choice  

depends to a large extent on economic factors. While this should not provoke much surprise,  

careful analysis of the data suggests that students and their parents are most influenced by the  

preconceptions they have of the countries considered for study abroad, which, in turn, influence  

the amount they or their parents are prepared to outlay for the experience. The strength of  

international business connections between countries also gives a good indication of where  

students will seek tuition. In the main, students tend to follow the traditional pattern of study for  

their national group.

Paragraph (iii)  

The United States attracts the most diverse array of nationalities to its English language  

classrooms - this heterogeneity being largely due to its immense pulling power as the world's  

foremost economy and the resulting extensive focus on U.S. culture. Furthermore, throughout  

the non-European world, in Asia and North and South America especially, the course books used  

to teach English in most elementary and high schools introduce students to American English  

and the American accent from a very early age. Canada also benefits from worldwide North  

American exposure, but has the most homogenous group of students - most with French as their  

first language. Before furthering their English skills, students in Europe study from predominantly  

British English material; most Europeans, naturally, opt for neighbouring Britain, but many  

Asian, Middle-Eastern, and African students decide upon the same route too.

Paragraph (iv)  

Australia and New Zealand are often overlooked, but hundreds of thousands of international  

students have discovered the delights of studying in the Southern Hemisphere. The majority are  

Asian for reasons that are not difficult to comprehend: the proximity of the two countries to Asia,  

(Jakarta, the capital of Australia's closest Asian neighbour, Indonesia, is only 5506 kilometres  

from Sydney), the comparatively inexpensive cost of living and tuition, and, perhaps of most  

importance to many Asian students whose English study is a prelude to tertiary study, the  

growing awareness that courses at antipodean universities and colleges are of an exceptionally  

high standard. In addition, revised entry procedures for overseas students have made it possible

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101 Helpful Hints for IELTS

for an increasing number to attend classes to improve their English for alternative reasons.

Paragraph (v)  

Australia and New Zealand have roughly the same mix of students in their language classrooms,  

but not all students of English who choose these countries are from Asia. The emerging global  

consciousness of the late twentieth century has meant that students from as far as Sweden and  

Brazil are choosing to combine a taste for exotic travel with the study of English 'down under'  

and in 'the land of the long white cloud'. But even the Asian economic downturn in the 1990s  

has not significantly altered the demographic composition of the majority of English language  

classrooms within the region.

Paragraph (vi)  

Nor have the economic problems in Asia caused appreciable drops in full-time college and  

university attendances by Asian students in these two countries. This is partly because there has  

always been a greater demand for enrolment at Australian and New Zealand tertiary institutions  

than places available to overseas students. In addition, the economic squeeze seems to have had  

a compensatory effect. It has clearly caused a reduction in the number of students from affected  

countries who are financially able to study overseas. However, there has been a slight but  

noticeable shift towards Australia and New Zealand by less wealthy Asian students who might  

otherwise have chosen the United States for English study.

Paragraph (vii)  

The U.S. and Britain will always be the first choice of most students wishing to study the English  

language abroad, and it is too early to tell whether this trend will continue. However, economic  

considerations undoubtedly wield great influence upon Asian and non-Asian students alike. If  

student expectations can be met in less traditional study destinations, and as the world continues  

to shrink, future international students of English will be advantaged because the choice of viable  

study destinations will be wider.

Q u e s t i o n s 1-4

6 You are advised to spend about 5 minutes on Questions 1-4.

8 Complete the missing information in the table below by referring to Reading Passage 1  

58 "Destinations for International English Students". Write your answers in boxes 1 - 4 on your  

Answer Sheet. The first one has been done for you as an example.

U.S. Britain Australia New Zealand Canada

9 order of popularity 1st (Ex:). 3rd 4th 5th

type of English in course  

books used in this country American (1) (2) not given not given

student heterogeneity 1 2 (3) equal 3 5  

(1 = most heterogenous  

Check: 5 = least heterogenous)  

11-15

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Practice Test One

Questions 4-9

You are advised to spend about 5 minutes on Questions 4 - 9 . 6

Choose the most suitable heading from the list of headings below for the seven paragraphs of 8  

Reading Passage 1 "Destinations for International English Students". Write your answers in 45-46

boxes 5 - 10 on your Answer Sheet.

List of Headings

A. Heterogeneity in the language classroom

B. Enrolment demand in Australia & New Zealand.

C. Reasons for the choice of destination

D. The attractions of studying in the antipodes

Example: E. Conclusion

F. Additional student sources

G. Student destinations

Q4. Paragraph (i) Q8. Paragraph (v) 42 / 45

Q5. Paragraph (ii) Q9. Paragraph (vi)

Q6. Paragraph (iii) Example: Paragraph (vii) .. 9

Q7. Paragraph (iv) Check:

1 1 - 13-15

Questions 10-15

You are advised to spend about 10 minutes on questions 10 -15 . 6

Refer to Reading Passage 1 "Destinations for International English Students", and look at the 8  

statements below. Write your answers in boxes 10 -1 5 on your Answer Sheet. 34-36

Write T if the statement is True

F if the statement is False

N if the information is Not Given in the text

Example: There are presently more than 1,000,000 foreign students of English 9  

abroad.

F N

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101 Helpful Hints for IELTS

11 Q10. Study destination choices are mostly influenced by proximity to home.

T F N

11 Q11. Students who wish to study business will probably study English overseas.

T F N

46 Q12 . Students of the same nationality usually make similar study choices.

T F N

35 • 43 Q13 . English language classroom s in the U.S . hav e the widest range of student  

nationalities .

T F N

11-48 Q14. Standards at Australian and New Zealand tertiary institutions are improving.

T F N

44-46 Q15 . Despite the 1990s Asian economic crisis, Asian students still dominate  

the English language classrooms of Australia and New Zealand.

T F N

Check:  

11-13-15

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Practice Test One

Reading Passage 2

Questions 16-31

You are advised to spend about 20 minutes on Questions 16-31 . 6

REGIONAL STUDENT SURVEY 38-44  

52-54-57

A survey recently commissioned by the English Language Intensive Courses for Overseas Students  

(ELICOS) Association has produced valuable data as to why overseas students choose to study in  

Australia. Students were asked a range of questions to determine why they had chosen Australia, how  

they were going to use the English they had learnt, how they had spent their holidays, and what were their  

future plans. There were also asked to compare Australia with other countries where they could study English.

Figure 1. Regional Breakdown of Student Of the 2200 questionnaires handed out, 1684 valid returns  

Sample were used, representing approximately 11% of the  

estimated number of students studying at ELICOS  

Other 7% colleges. The regional breakdown of the student sample  

was as follows: Asia 73.4%, Europe 10.2%, Pacific  

Pacific 0 5% 0.5%, Other 7.0%.

Europe 102% Japanese students formed the largest nationality group,  

representing 34% of the returns. Other nationality groups  

Asia 73 4% represented in the survey, in descending order, were

0 20 40 60 80 Taiwan, Korea, Indonesia, Switzerland, Hong Kong,  

Thailand, other European countries, China, and Iran.

The top 11 reasons for choosing Australia as a place to study English were, in order of ranking, as follows:

1. Safety 7. Close to home country  

2. Friends and relations in Australia 8. High quality of courses  

3. Climate and friendliness of Australians 9. Work while studying  

4. Combine study with travel 10. Hope to migrate  

5. Low cost of living 11. Low tuition fees  

6. Friend's recommendation

Differences emerge when the responses of different nationality groups are analysed, yet there is some  

degree of uniformity across regional areas. Students from most Asian countries, for instance, cited  

safety, climate, low cost of living, and friendliness of people as reasons for choosing Australia as a place  

to learn English. To Indonesian students, however, proximity to home country and quality of courses  

were the attractive factors. The overall profile of responses from Japanese students was in line with those  

of students from other Asian countries, although the opportunity to combine work and travel, study and  

travel, and high standard of courses were the major attractions. Students and tourists from Switzerland  

and other European countries were clearly attracted by Australia as a tourist destination. Their reasons  

for coming to Australia were quite distinct from those of Asian respondents, but bore some resemblance  

to Japanese respondents.

When asked how they planned to use the English they were learning, 41 % answered that they would use  

their English for further study in Australia, 37% stated their English was to help obtain employment or  

to advance their existing career, 9% planned to use it in their travels, 6% for further study in their home  

country, 5% for further study in a third country, and 2% specified "other".

A significantly high proportion of students of all nationalities was interested in English providing a  

springboard for further study in Australia. No Swiss student indicated an interest in studying English  

as a means of facilitating communication when travelling. Female respondents from Hong Kong, Korea,

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101 Helpful Hints for IELTS

Taiwan, and Thailand were more concerned than their male counterparts with English as a means to  

improve employment or career prospects. Female respondents from Japan and Taiwan were more  

interested than their male counterparts in studying English to facilitate travel and to meet people.

With regard to immediate post-ELICOS study  

Figure 2. Student Objectives for English Study  

plans, 41% stated that they would progress  

Further Study to further studies, close to a third stated they  

50 -, in Australia would return to their home country or move  

Employment / Career to a third country, 21% stated they would  

Travel - destination travel, and 8% stated they planned to work  

unspecified temporarily in Australia.

Further Study -  

Home Country  

Further Study - Third When considering public English language  

Country examinations, 65% of respondents indicated  

Areas of Consideration Other they would sit for an English test post-study.  

More than half indicated their intention to take  

IELTS, just over a third named TOEFL, 15% named the Cambridge First Certificate, and 9% stated "other".  

There were marked differences in response between students from different countries and across gender.

Asked whether they had had visits from overseas friends or family during their course, 27% of students  

responded affirmatively. Students in Queensland were more likely than average to have had visits,  

whereas respondents from Western Australia were less likely than the average to have had visits.

The most popular break activity was travelling in Australia - 90% - followed by travelling to home  

country - 19% - and, finally, working full or part-time - 9%. While the principal areas of employment  

remained in restaurants, cleaning, and factories, there was a steep increase in the number of students  

working as shop assistants and tour guides, neither of which were previously significant employment areas.

Respondents were also asked to rank the three top Figure 3. Post - ELICOS Plans  

supplier countries in terms of cost, quality, and visa  

ease. In terms of "cost", Britain was regarded as the 8%  

most expensive, the U S. second, Canada third, and  

Australia fourth. In terms of "quality", first preferences Further Studies  

only, 61% of respondents regarded the U.K. as having 21% 41 % Leave Australia

the best quality tuition. Opinion on the supplier of the Travel  

second best level of tuition was more evenly divided,  

with 34% naming the U.S., and 29% naming Australia. Work in Australia

Australia was considered the third best supplier, with 30%  

a 35% response, and 25% naming Canada.

More students believed visas were easier to get for Australia than for any of the other English language  

provider countries. Opinion was divided, however, and the view was not held by a clear majority - 35%  

of respondents placed Australia first, while 32% placed the U.S. first.

Questions 16-25

You are advised to spend about 5 minutes on Questions 16-25 .

8 Refer to Reading Passage 2 "Regional Student Survey", and answer the following questions with  

26-27 suitable numbers, words or phrases. Write your answers in boxes 16 - 25 on your  

43-57  

Answer Sheet. The first one has been done for you as an example.

Example: What is the name of the Association which commissioned the survey?

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Practice Test One

Q16. Which regional group had the largest percentage of students in the survey? 4 7 - 5 7 - 5 9

Q17. Swiss students' reasons for choosing Australia were similar to those of which 47-59  

Asian nationality group?

Q18. For what purpose did most students intend to use their English learning? 42-44 47  

54

Questions 19 to 21

You are advised to spend about 5 minutes on Questions 19-21 . 8 - 5 7

Complete the following chart with information from the reading passage:

Answer

Example' The percentage of ELICOS college students represented in the sample: 9

Q19. The number of specific areas of questioning in the survey: 15-52

Q20. The number of reasons given for studying in Australia which are  

directly concerned with study issues: 15-52

Q21. The percentage of respondents who planned to seek short-term  

employment in Australia after completing their ELICOS study: 7-15-52

Questions 22 to 25

You are advised to spend about 5 minutes on Questions 22-25 . 8  

43-47  

The notes below were made from information in Reading Passage 2. Complete each gap by 55-56

choosing the best word or phrase from the box on the next page. Note that there are more  

choices in the box than gaps. You will not need to use all the choices given.

Sixty-five percent of students surveyed said they would sit for an English  

test after their study. Over a third intended to take TOEFL, but more than half  

indicated their intention to take ...(Ex:)..Jji.lJT.S The two criteria which 9  

7-12-44  

determined the responses given when students were asked about English language  

tests were gender and (22)

The three most popular activities during course breaks were a) travelling in  

Australia, b) (23) and c) working full or part-time. In terms of perceived  

(24) , the three top countries, in order of preference, were considered to be  

the U.K., the U.S., and Australia. A small majority of students believed (25)  

to Australia were the easiest to obtain.

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101 Helpful Hints for IELTS

the U.K. visit permission to work cost

•'the U.S. IELTS returning home visas

quality of tuition nationality type of test tuition

Check  

11-15

Questions 26 - 31

6 You are advised to spend about 5 minutes on Questions 26-31 .

8 Refer to Reading Passage 2 "Regional Student Survey", and complete the sentences below from  

12 45 46 the choices available (A - J). Write the appropriate letters in boxes 26 - 31 on your Answer Sheet.  

65  

The first one has been done for you as an example.

Note that there are more choices available than required.

Answer

9 Example: The ELICOS survey...

Q26. Indonesian students chose Australia to study English because ...

Q27. Swiss students were attracted to Australia because ...

Q28. Japanese and Taiwanese female students ...

52 Q29. Just over a quarter of all respondents ...

Q30. Of the areas of student employment mentioned ...

54 Q31. The two most popular objectives for studying English ...

A. ... of the appeal of the country to tourists.

B. ... intended to further their studies after completing ELICOS study.

C. ... of the standard of tuition and the two countries being close  

neighbours.

D. ... two had only recently become popular.

E. ... accounted for over three-quarters of the responses.

F. ... had had visitors from overseas during their courses.

G. ... handed out 2200 questionnaires.

H. ... differed from the male students from those two countries regarding  

the reasons for studying English.

I. ... were.further study and travel.

J. ... were planning to work temporarily in Australia.

Check.  

11 13-15

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Practice Test One

Reading Passage 3

Questions 32 - 40

You are advised to spend about 20 minutes on Questions 32 - 40.

THE DANGERS OF 38-44  

53-57

Use of the illegal drug named Ecstasy since humans react in different ways than  

(MDMA) has increased alarmingly in Britain rats and monkeys to the drug), and cases of  

over the last few years, and in 1992 the human liver or kidney damage have so far  

British Medical Journal claimed that at least only been reported in Britain. Nonetheless,  

seven deaths and many s,evere adverse evidence to date suggests that alcohol and  

reactions have followed its use as a dance Ecstasy taken at the same time may result in  

drug. 14 deaths have so far been attributed lasting harm to bodily organs.  

to the drug in Britain, although it is possible  

Evidence that MDMA causes long term  

that other drugs contributed to some of those  

cellular damage to the brain has, until  

deaths. While it is true that all drugs by their  

recently, been based on experiments with  

very nature change the way in which the  

animals alone; the most common method of  

body reacts to its environment and are  

detection is to cut out a section of the brain,  

therefore potentially dangerous, it is still  

and measure the level of the chemical  

unclear whether casual use of Ecstasy is as  

serotonin. This is performed weeks or  

dangerous as authorities believe. What is  

months after use of a suspect drug. If the  

certain is that the drug causes distinct changes  

serotonin level, which is lowered as a result  

to the body which, unless understood, may  

of the use of many drugs, fails to return to  

lead to fatal complications in certain  

circumstances. normal, then it is probable that the drug in  

question has caused damage to the cells of  

In almost all cases of MDMA-related deaths that part of the brain. Ecstasy has been  

in Britain, overheating of the body and implicated in causing brain damage in this  

inadequate replacement of fluids have been way, but in most cases the serotonin level  

noted as the primary causes of death. Yet in returns to normal, albeit after a long time.  

the United States, studies appear to implicate  

other causes since no deaths from overheating Early experiments with monkeys, in which  

have yet been reported. It seems that normal they were found to have permanent brain  

healthy people are unlikely to die as a result damage as a result of being administered  

of taking MDMA, but people with pre- MDMA, were used to link brain damage in  

existing conditions such as a weak heart or humans to Ecstasy use. These early concerns  

asthma may react in extreme ways and are led to the drug being classified as extremely  

well-advised not to take it. dangerous, and although the results of the  

research were doubted by some and criticised  

Not all physical problems associated with as invalid, no attempt was made to change  

the drug are immediate. Medium term and the classification. However, the latest  

long term effects have been reported which available data regarding permanent brain  

are quite disturbing, yet not all are damage in humans who have taken Ecstasy  

conclusively linked to the drug's use. regularly over many years (as little as once  

Medium term effects include the possibility a week for four years) seem to justify the  

of contracting the liver disease hepatitis, or cautious approach taken in the past.  

risking damage to the kidneys. However,  

animal studies show no such damage The psychological effects of taking Ecstasy  

(although it is readily admitted by researchers are also a major cause for concern. It is clear  

that animal studies are far from conclusive that the mind is more readily damaged

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101 Helpful Hints for IELTS

by the drug than is the body. It is not difficult undoubtedly an addictive substance, but one  

to find occasional or regular users of the that quickly loses its ability to transport the  

drug who will admit to suffering mental mind, while it increases its effect upon the  

damage as a result. Paranoia, depression, body. Yet, unlike the classic addictive  

loss of motivation and desire, bouts of mania drugs, heroin, opium, morphine and so on,  

- all are common, and not unusual side Ecstasy does not produce physical withdrawal  

effects of the drug. symptoms. In fact, because one becomes  

quickly tolerant of its effect on the mind, it  

To be fair to those who claim that Ecstasy is necessary to forgo its use for a while in  

frees the personality by removing one's order to experience again its full effect. Any  

defences against psychological attack, it is substance which produces such a strong  

true that the drug can be liberating for some effect on the user should be treated with  

users. Unfortunately, the experience is appropriate respect and caution.  

likely to be short-lived, and there is always  

the danger is that one's normal life might  

seem dull by comparison. .*

Perhaps the most damning evidence urging  

against the use of Ecstasy is that it is

Questions 32 - 35

6 You are advised to spend about 10 minutes on Questions 32 - 35.

8 Refer to Reading Passage 3 "The Dangers of Ecstasy", and decide which of the answers best  

30-33 completes the following sentences. Write your answers in boxes 32 - 35 on your Answer Sheet.  

43-44  

The first one has been done for you as an example.

Example: In recent years, use of the illegal drug Ecstasy in Britain:

9  

has increased c) has decreased

b) has decreased alarmingly d) has increased a little

Q32. It is not known whether:

52  

a) drugs change the way the body reacts  

b) the British Medical Journal has reported seven deaths caused by  

Ecstasy  

c) Ecstasy alone was responsible for the 14 deaths in Britain  

d) Ecstasy causes changes to the body

3 1 Q33. The use of Ecstasy:

a) is usually fatal  

b) is less dangerous than the authorities believe  

c) is harmless when used as a dance drug  

d) none of the above

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Practice Test One

Q34. Deaths from Ecstasy are sometimes caused by:

a) people with pre-existing conditions  

b) too much fluid in the body  

c) overheating of the body  

d) all of the above

Q35. MDMA studies conducted on animals:

a) show damage to the kidneys  

b) cannot provide absolute proof of the effect of the drug  

on humans  

c) are cruel and have been discontinued  

d) have yet to indicate long term brain damage

Questions 36 - 40

You are advised to spend about 10 minutes on Questions 36-40 .

Using information from Reading Passage 3, complete the following sentences using  

NO MORE THAN THREE WORDS. Write your answers in boxes 36 - 40 on your Answer  

Sheet.

Q36. Permanent damage to the body may result if Ecstasy is taken  

simultaneously with

Q37. Cellular damage to the brain is detected by measuring the amount of

Q38. The serotonin level of Ecstasy users takes a long time to

Q39. One of the positive effects of taking Ecstasy is that it can

Q40. Ecstacy produces no withdrawal symptoms even though it is

That is the end of Practice Reading Test One.  

Now continue with Practice Writing Test One on page 104.

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101 Helpful Hints for IELTS

59-66 PRACTICE WRITING TEST ONE

67-75 Writing Task 1

6 You are advised to spend a maximum of 20 minutes on this task.

68-70-71 The table below summarises some data collected by a college bookshop  

for the month of February 2000.

Write a report describing the sales figures of various types ofpublications,  

based on the information shown in the table.

8 You should write at least 150 words.

Non- Book Club Members Book Club  

College Staff College Students Members of Public Members Total

Fiction 44 31 76 151

Non-fiction 29 194 122 942 1287

Magazines 332 1249 82 33 1696

Total 405 1474 204 1051 3134

75-82 Writing Task 2

6 You are advised to spend a maximum of 40 minutes on this task.

Your college tutor has asked you to write an essay on the following topic:

60-77-80 Studying the English language in an English-speaking country is the best but  

not the only way to learn the language.

Do you agree or disagree with this statement?

8 You should write at least 250 words.

You are required to support your arguments with relevant information and examples based on  

your own ideas, knowledge and experience.

Overall Check

Grammar 12  

& 6 5 That is the end of Practice Writing Test One.  

Spelling 4  

Legibility 15 Now continue with Practice Speaking Test One on page 105.  

Punctuation 59

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Practice Test One

© PRACTICE SPEAKING TEST ONE

Practise answering the questions below, giving answers that are at least one or two sentences  

long (if not more). If possible, practise with another person - taking it in turns to answer the same  

question - and compare your responses.

(Please note that the following questions are only a guide to the type of questions you might be  

asked in the actual test.)

Part 1 87-9i

Please enter and take a seat. Yes, just here. First, I need to see your passport.

... it's only for security purposes.

Thank you. My name is (interviewer's name). And yours is ...?

So, I see you are from (your country).

Can you tell me about the town you come from?

Has your family always lived in (your town)l

Where are you living now?

How often do you contact your parents?

Do you have any brothers and sisters?

Can you tell me what you are studying or where you are working at the moment?

What do you like about the work or study you are doing?

Describe your school or workplace.

What is (or was) your favourite subject at school? Why?

What hobbies do you have if any?

Why do you enjoy this activity (these activities)?

What do you do and where do you go when you get together with your friends?

What kind of holidays do you like?

What sports do you play or like to watch?

What type of books do you enjoy reading?

Is there anything you find difficult in your present life? •

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101 Helpful Hints for IELTS

92-94 Part 2

Thank you. Now I'd like you to take this card. I want you to speak for one or two minutes about  

the topic written on this card. Follow the instructions. I will give you one minute to prepare  

before I ask you to give your talk.

S-95 Talk about a library that you belong to or have visited.

You should say:

where it is located and how the library is organised

who visits the library and why people go there

when and why you last visited the library

... and what rules the library has.

95-99 P a r t 3 (begins after one or two follow-up questions on the talk above)

Please hand me the card. Thank you. Libraries have always been very important to the  

community and especially to students.

As well as lending books to borrowers, what other services are provided by a good library?

Does a library serve any other function in the communinty?

How has access to information changed over the last hundred years or so?

What are the advantages of using the Internet over visiting a library?

Are there any advantages of using a library in preference to searching the Internet?

Do you think that the Internet disadvantages some people over others? In what way?

Many people cannot read or write well in their own language. How can this be solved?

People are reading less and less these days^ why do you think this is?

How can people be encouraged to read more?

What about electronic books - do they have a future?

loo-ioi That is the end of the interview. Thank you and goodbye.

Overall Check.  

WhatToDo and That is the end of Practice Speaking Test One. m  

What Not To Do  

88-93-96-101 Check your answers to Practice Test One with the Answer Key on page 160.

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Practice Test Two

PRACTICE TEST TWO Pre-Test:  

1-5  

PRACTICE LISTENING TEST TWO DunngTest:  

6-10

This is a practice listening test that resembles the International English Language Testing System  

Listening Test. The test consists of four sections. Answer the questions as you listen to the  

recording. Note that the recording is played once only.

Section 1

Q u e s t i o n s 1-2

Decide which picture is the best match with what you hear on the tape, and circle the letter under 8  

that picture. The first one has been done for you as an example. 16-17

Example: Where is Ewa? 9

A C D

Q1. Which timetable does Ewa decide upon for Friday? 18-19  

20

MORNING: MORNING: MORNING: MORNING:

Reading Skills Vocabulary Writing Skills Grammar

Writing Skills Speaking Skills Reading Skills Reading Skills

Pronunciation Reading Skills Grarnmar Writing Skills

AFTERNOON: AFTERNOON: AFTERNOON: AFTERNOON:

Listening Practice Grammar Listening Practice No Electives

Speaking Skills Writing Skills Vocabulary

A B c D

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101 Helpful Hints for IELTS

18-22 Q2. Which clock shows the time of Ewa's special English class?

A B C D

Questions 3-7

8 Circle the correct answer from the choices given below each question.

20

Q3. How long has Jon been studying at the college?

a) one year c) one and a half years

b) two years d) two and a half years

Q4. What course is Ewa going to study at the college?

a) Basic Computing c) Basic Programming

b) Advanced Programming d) Advanced Computing

19-21 Q5. What is the combined number of students and staff at the college?

a) 150 c) 50

b) 550 d) 500

3 1 Q6. Which club does Jon belong to at the college?

a) Hang Gliding Club c) Tennis Club

b) Photographic Club d) none of the above

19-20 Q7. How much does Jon think Ewa will pay to join the Orienteering Club?

a) £20 c) £50

b) £10 d) £15

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Practice Test Two

Questions 8-14

Fill in the information you hear on the form below in the spaces numbered 8 - 1 4 .  

16-17  

The first one, has been done for you as an example. 23

NATIONAL BUSINESS COLLEGE

ORIENTEERING CLUB: REGISTRATION FORM

Given Name: (Example:) 9

Family Name: (8) 14-15-19  

20 591

Nationality: (9) 15-19 591

Student Number: (10) 7 . 15-19

Present Course:

Years of Experience: (11) 15

Blood Type:

Partner's Given Name:

Partner's Family Name: (12) . 14-15-59*

Day of Session: (13) . 59 1

Home Telephone No.: (14) . 15-19

Check-  

11-15

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101 Helpful Hints for IELTS

610 Section 2  

23-25

Questions 15 -18

8 You will now hear a short report broadcast on the television. Look at the map of Estonia and  

16'17 complete the sentences below with the correct number, word or phrase according to what you

hear. The first one has been done for you as an example.

Tallinn

ESTONIA

9 Example: Estonia is located on the &M&&f:. shores of the Baltic sea.

is Q15. The country is only square km in size.  

20

Q16. Estonia is about the size of Scotland.

Q17. The percentage of native Estonians is

Q18. Tallinn is the city of Estonia.

Questions 19 - 23

8-23 Complet e the summary of part tw o of the television programm e by writing NO MORE THAN  

2 5 TWO WORDS for each answer . Th e first on e ha s been don e for you as an example .

Estonia is a small , flat country in Europ e dotted with numerou s island s and

9 ... (Example:)....fa&€4. The manufacture of agricultural machinery and

12-65' (19) are the major industries, with (20) and vegetables

the main (21)

Once a part of Greater Russia, the nation is now an independent democratic

(22) The Kroon is the unit of currency; the official language is

Estonian. The weather in Estonia in summer is (23)

Check:  

11-15

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Practice Test Two

Section 3 6-io

23-26-29  

Questions 24 - 32

You will hear an interview with an ex-student of the college . Write a word or a short phrase 8  

to answer each of the questions below . The first one has been done for you as an example . 16 "17

Example: How many years ago was Anna a student at the college? 9

Q24. Who does Anna currently work for? 1920

Q25. Why are some elderly people provided with food by the council?

Q26. When did Anna discover her progress in the first course was unsatisfactory?

Q27./Q28. Name two of the suggestions made to Anna by the school counsellor : 7 -19

(1)

(2)

Q29. What does Anna do to increase her English vocabulary?

Q30. According to Anna, does eating earlier in the day increase the metabolic rate?

Q31 . Why does Anna wish to get a job in a hospital soon?

Q32. What is Anna' s long-term goal?

Check:  

11-15

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101 Helpful Hints for IELTS

6-10 Section 4

34-35  

Questions 33 - 40

8 You will hear part of the Student Orientation to the computer laboratory.

16-17

Circle A if the information in the statement is Accurate

I if the information in the statement is Inaccurate

N if the information in the statement is Not Given

The first one has been done for you as an example.

Your Answers

Example: There are over 100 computers in the laboratory. I I N

34 Q33. Students only need to enter their name to log on to the machines. A I N  

20

34 Q34. If something goes wrong on a computer, you should not turn the A I N  

machine off.

34 Q35. Student computer disks are sometimes allowed in the laboratory. A I N

35 Q36. The Macintosh computer network can only be used by second A I N  

and third year students.

35 Q37. After class hours there is a charge per page for the use of all A I N  

computer printers.

Q38. The computer laboratory is open at 8.00 am during the week. A I N

Q39. The computer lab card shows a student's name, course and A I N  

log on number.

Q40. Students are expected to follow 5 computer laboratory rules. A I N

Overall Check:

Blanks: 1 1  

Grammar 12 That is the end of Practice Listening Test Two.  

&65  

One Answer 13 You now have 10 minutes to transfer your answers to the Answer Sheet.  

Spelling: 14 Then continue with Practice Reading Test Two on page 113.  

Legibility: IS  

Punctuation: 59 1

112

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Practice Test Two

PRACTICE READING TEST TWO DunngTest  

6-10-37

Reading Passage 1

Questions 1-15

You are advised to spend about 20 minutes on Questions 1-15.

TRACKING HURRICANES 38-44  

54-56-57

North American meteorologists from the National Oceanic  

and Atmospheric Administration (NOAA)'s Hurricane  

Research Division have recently improved the success rate in  

their forecasting of where hurricanes are likely to hit land by an estimated 15 to 30%.  

This increase in accuracy is due to the use of instruments called GPS-dropwindsondes,  

which can probe the atmosphere surrounding a hurricane while it is still out at sea. The  

atmospheric characteristics of hurricanes over land are well understood because  

investigation is possible with weather balloons containing sophisticated meteorological  

instruments. When hurricanes are out of reach of balloons, gathering information is  

decidedly more difficult. Little is known of the weather conditions that guide hurricanes  

towards land.

An accurate estimation of where a hurricane will strike is essential in order to reduce  

loss of life and property. Hurricane Andrew, the most costly hurricane in U.S. history,  

killed 15 people and caused damage of $35 billion, in today's dollars, in 1992.  

: 2  

However, the unnamed Category 4 hurricane which struck southeast Florida in 1926  

and killed 243 people would have caused an estimated $77 billion if it had struck today.  

The reason for this is the explosion in population growth and development along the  

south-east coast of the U.S. during the last half century.

Hurricanes occur in cycles every few decades, the last intense period in the U.S. being  

from 1940 to 1969. 'Camille', a Category 5 hurricane of such catastrophic force that  

it caused over a billion and a half dollars worth of damage at the time and killed 256  

people, struck the coast of the Gulf of Mexico in 1969 with winds over 320 km/h. Yet,  

for the last quarter century, hurricane activity has been relatively mild. Scientists do  

not know the precise reason for the cycles of hurricane activity, but they could be caused  

by a phenomenon called the 'Atlantic Conveyor'. This is the name given to the gigantic  

current of water that flows cold from the top of the globe slowly along the Atlantic ocean  

floor to Antarctica and resurfaces decades later before flowing back north, absorbing  

heat as it crosses the equator. Since hurricanes derive their energy from the heat of  

warm water, it is thought that an increase in the speed of the' Conveyor', as it pulls warm  

water to the north, is an indicator of intensifying hurricane activity.

The use of GPS-dropwindsondes began in 1997. Small sensing devices dropped from  

planes at very high altitudes and over a wide area, they are far more revealing than  

previously used sensors. Because they weigh only 0.4 kilograms, they are able to stay  

aloft for longer periods and broadcast more data to the ground. Each sonde carries its  

own global positioning satellite receiver. The GPS signals received are used to calculate  

the direction and speed of wind, and data on temperature, humidity, and barometric  

pressure at half second intervals all the way down to the ocean surface.

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101 Helpful Hints for IELTS

Dropwindsonde information is fed into a special meteorological computer in Maryland  

which generates a global computer model of wind patterns. Data analysts have  

discovered a greater variability in the winds at sea level than previously believed, but  

many forecasting problems are beyond a solution, at least for the time being. For  

instance, it is not yet known why hurricanes can suddenly change in intensity; current  

computer models often fail to predict whether a hurricane will reach land or else cannot  

pinpoint where a strike will take place.

One surprising result of a recent computer simulation was the destruction of a large part  

of downtown New York. Hurricane researchers believe that the city is more likely than  

Miami to suffer a direct hit in the near future. Also, certain geographical features of  

the coastline near New York make it conceivable that a wall of water called a storm  

surge pushed ashore by hurricane winds would cause a devastating flooding of  

Manhattan. A storm surge was responsible for the more than 8000 deaths caused by  

the hurricane that destroyed the city of Galveston in 1900.

1 the custom of naming hurricanes began in the early 1950s  

2 hurricanes are categorised according to their wind speed from Category 1 (least intense)

to Category 5 (most intense)

Questions 1 - 4

6 You are advised to spend about 5 minutes on Questions 1-4.

8 Refer to Reading Passage 1 "Tracking Hurricanes", and look at Questions 1 - 4 below. Write  

26-27 your answers in boxes 1 - 4 on your Answer Sheet. The first one has been done for you as an  

43-57  

example.

Example: What do the letters NOAA stand for?  

9

Ql. Which instruments have recently increased the success rate of U.S.  

65'  

hurricane forecasts?

56 Q2. What reason is given for the lack of knowledge of hurricanes at sea?

52-54 Q3. Why was the hurricane which struck in 1926 not given a name?

54'591 Q4. What is the name of the strongest hurricane mentioned in the article?

Check:  

11-15

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Practice Test Two

Questions 5-11

You are advised to spend about 8 minutes on Questions 5-11 . 6

Look at the table below. According to Reading Passage 1, to whom or what do the phrases on 8  

the right refer? Write your answers in boxes 5 -1 1 on your Answer Sheet. The first one has been 44-46

done for you as an example.

Note that you must give your answer IN NO MORE THAN THREE WORDS. 53

Who or What ?

have improved their forecasts for hurricanes. 9

Q5 ... become stronger every few decades. 65'

Q6 ... energises all hurricanes. 49

Q7 ... is a huge current of water flowing from 44

north to south.

44  

Q8 ... could not stay in the air for a long time.

49-65  

Q9 ... know more about surface winds than  

they knew before.  

Q10 ... recently predicted a catastrophe for the 42-43  

city of New York.

Qll ... is a huge wave of water blown on land 42-49  

by a hurricane.

Check  

11-15

Questions 12 -15

You are advised to spend about 7 minutes on Questions 12-15 . 6

Refer to Reading Passage 1, and decide which of the answers best completes the following 8  

sentences. Write your answers in boxes 12 -15 on your Answer Sheet. The first one has been 30-33  

40-43  

done for you as an example.

Example: The main point of the passage is to give information about: 9

a) previous U.S. hurricanes

b) future U.S. hurricanes

c) forecasting hurricane activity

why hurricanes change in intensity

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101 Helpful Hints for 1ELTS

52 Q12 . Th e intensity of U.S . hurricanes :

a) ha s increased by 15 to 30 % recently  

by depend s on the GPS-dropwindsonde s  

c) wa s greater from 1940 to 1969 than at any previou s time

d) can be more accurately measured by satellite assistance

31-52 Q13. The Category 4 hurricane which hit Florida in 1926:

a) w as the most catastrophic to hit the U. S. this century

b) caused $77 billion worth of damage

c) caused an explosion in population growth

d) none of the above

35-52 Q14. Hurricane'Camille' :

a) caused $1.5 billion dollars damage in today's money  

b) was the worst U.S. storm this century in terms of life lost

c) was named in the 1950s

d) was not as intense as the hurricane of 1926

Q15. The writer of the passage probably believes that:

a) accurate tracking of hurricanes might be possible  

in the future

b) storm surges only occur within computer simulations

c) computer predictions are unreliable

d) the worst hurricanes occur in the U.S.

Check:  

11-13-15

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Practice Test Two

Reading Passage 2

Questions 16-28

You are advised to spend about 20 minutes on Questions 16 - 28.

Sydney and Wollongong universities were  

TERTIARY COMPARISON GUIDE  

both in the second ranking. Wollongong was 54 .56 .57  

the only newer university to make such a high  

After purchasing a house and a car, the grade. Macquarie and the University of  

next maj or life expenditure is almost certainly Technology, Sydney, were in band four;  

the cost of tertiary education. The question Charles Sturt, Canberra, New England, and  

is, are prospective university students getting Newcastle were in band five. In band six  

value for money? Paying up to $25,000 for a were the Australian Catholic University and  

university education, they need reliable the University of Western Sydney.

information in order to compare institutions This ranking has drawn much criticism,  

and courses. since it was based on what universities spent  

There are now two official guides on research, and not on the quality of teaching.  

comparing universities, but not courses. As However, it should be stated that this was the  

a result, academic controversy has arisen first year of a continuing quality review.  

over their adequacy, and because of concerns Next, the Quality Review Committee will  

about comparability and accuracy of data. assess the teaching record of universities.  

When comparing universities, one should be The Department of Education  

aware of what exactly is being measured, and Employment and Training (DEET) has  

whether the information is useful. Professor published 50 indicators of diversity and  

Brian Smith, Vice-Chancellor of the performance of Australian universities. This  

University of Western Sydney, says, "There lists comparative data on everything from  

is as much variation within one university as academic staff ratio and percentage of staff  

between universities; no university has all with PhDs, to expenditure on library grants.  

the best activities, and no university is without The document says it does not rank  

its strengths". universities, and is designed to assist students  

It makes little sense for prospective to make informed comparisons. But the  

students to choose to go to a university simply universities can be ranked by each measure  

because it has an excellent reputation. It is using a key indicator of success - positive  

wiser to look first at the overall characteristics graduate outcomes - which combines the  

and reputation of a university, and then at the percentage of recent graduates in full-time  

faculty or discipline desired. To do this one work and/or full-time study.

must have access to quality data for each Here, the University of Technology,  

discipline. Sydney, emerges as the leader in NSW, with  

Let us look at three ways we can now rank 83.2% of its graduates in work and/or study,  

universities. A government-appointed just behind the ANUwith83.5%. Sydney has  

Quality Review Committee made the first 79.8%, Charles Sturt 75.5%, Wollongong  

ranking of unversities in 1993. It divided the 74.1%, Macquarie 73.2%, UNSW 73.1%,  

35 universities in Australia into six quality Newcastle 72.5%, New England/Southern  

bands based mainly on research and teaching Cross 72%, and Western Sydney 69.7%.

outcomes. In the top band, only two Professor Gannicort, a Professor of  

universities were represented: one fromNSW Education at Wollongong University, has  

(the University of NSW) and the other from developed his own "performance table",  

the ACT (the Australian National University). ranking Australian universities using some

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101 Helpful Hints for IELTS

of the DEET data - including the number of graduates chose not to rank universities  

government research grants and grants from "because they said there was no correlation  

industry, as well as the number of recent between the university and performance".  

graduates in full-time work or study. This Dr. Michael Dack, Public Affairs Director  

time the University of Queensland tops the of the Institution of Engineers, has commented  

league. Sydney is third, UNSW fifth, ANU that the prestige of a university does not  

sixth, Macquarie 10th, Newcastle 15th, and count. The smaller universities are tailoring  

all the other NSW universities well down in courses and products to the marketplace better  

the rankings. He says this shows that the key than the large universities. They are trying  

factors which determine better university harder to produce graduates who are  

performance are what has always been acceptable to industry and employers.  

supposed: that is, high quality students, Traditional universities are often more  

numerous well-qualified staff, and non- academic and less industry-linked. He argues  

proliferation of courses. strongly the case for more broadly educated

Interestingly, Ms. Barbara Bell, the graduates. For example, the trend in  

National Recruitment Manager for the engineering was to produce graduates with a  

Institute of Chartered Accountants, claims broader education, communication and  

employers are not so much interested in the financial skills, and knowledge of the  

university as in the skills and all-round quality environmental and political context .  

of graduates. Those graduates who lack Engineers with other skills were able to  

communication skills, for example, are at a weather times of economic recession much  

big disadvantage. Ms. Bell quotes a recent better.  

survey that found a quarter of employers of

Figure 1. Australian Universities -  

Positive Graduate Outcomes  

ANU

UTS

Sydney

Charles Sturt

Wollongong

Macquarie

UNSW

Newcastle  

60% J Southern Cross

Western Sydney  

10 Australian Universities

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Practice Test Two

Questions 16-23

You are advised to spend about 10 minutes on Questions 16-23 . 6

Refer to Reading Passage 2 "Tertiary Comparison Guide", and look at the statements below. 8  

Write your answers in boxes 16 - 23 on your Answer Sheet. 34-36  

43-44-46

Write A if the statement is Accurate

I if the statement is Inaccurate

N if the information is Not Given in the text

The first one has been done for you as an example.

Example: There are now two official university comparison guides available. 9

I N

Q16. Prospective students should consider the reputation of the university before 34  

choosing the faculty.

A I N

Q17. The university ranking system by the Quality Review Committee was 46 -  

well-received by students.

A I N

Q18. The Quality Review Committee's basis for determining the ranking was the 44  

quality of tuition.

A I N

Q19. The Committee will next review the amount universities spend on research. 44

A I N

Q20. The DEET study was conducted to assist students to compare information 44  

about universities.

A I N

Q21. More than a third of the universities in the DEET study have 75% or more of 54  

their recent graduates in work and/or study.

A I N

Q22. According to employers, the ranking of universities does not assist in the 43  

determination of performance.

A I N

Q23. In order to compare disciplines or faculties, students need access to quality data. 44

A I N Check:  

11-13-15-

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101 Helpful Hints for IELTS

Questions 24 - 28

6 You are advised to spend about 10 minutes on Questions 24 - 28.

8 Complete the sentences below with words or phrases from Reading Passage 2 "Tertiary  

46 53 Comparison Guide". Write your answers in boxes 24 - 28 on your Answer Sheet. The first one  

has been done for you as an example.

Note that each answer requires a MAXIMUM OF THREE WORDS.

9 Example: Th e cost of tertiary education is a

44 Q24 . University course s wer e not compared , which wa s one reason why the tw o  

official comparison guide s caused

44 • 53• 65 Q25 . Th e government-appointed Quality Review Committe e ranked Australia' s  

universities within

43 • 57 Q26 . In order to rank universities , som e of the DEE T data wa s used by Professor  

Gannicort to produce a

44-54-65* Q27. The ANU scored highest when positive

were used as the key indicators of success.

43-53-57 Q28. Employers are unlikely to employ graduates who

Check.  

11-15

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Practice Test Two

Reading Passage 3

Questions 29 - 40

You are advised to spend about 20 minutes on Questions 28 - 40. 6

38-44  

50-56-57

A few years ago, a query about the health of a person's hard disk drive would have been met  

with a blank stare. Nowadays, almost everyone is aware of this remarkable electronic storage  

medium that is part of every modern computer, even though most users remain ignorant of the  

complexity of hard drive technology.

In the early days of computing, an information record of a computer' s memory content was kept  

on punched cards similar to the way in which an automated piano stores the keynote sequences  

on a piano roll. Later, magnetic tape was used to store electronic signals, and is still the favoured  

means of economically backing up the contents of hard drives. However, accessing information  

sequentially stored on tape is slow since the electroniodata  

must be input through a fixed head in a single pass.

Hard disk drives solve this problem by incorporating a  

spinning platter on which magnetic data can be made  

accessible via a moving head that reads and writes  

information across the width of the disk. It is analogous to  

the way in which a person can choose to play a particular  

track on a CD player by causing the arm to move the head  

across the disk. The CD player is, in fact, necessarily  

similar in design to a hard drive, although there are significant differences in speed of data  

access.

Most modern hard drives incorporate several platters to further reduce the time spent seeking  

the required information. Also, some newer drives have two heads; one for reading, and a  

second head for writing data to disk. This separation of tasks enables much higher densities of  

magnetic information to be written on the platter, which increases the capacity of the hard drive.

There are three important ways in which the capacity of hard disks has been increased. First,  

the data code itself has been tightened with express coding techniques. Second, as previously  

noted, the head technology has been improved; and third, the distance between the heads and  

the platters has been greatly reduced. It is hard to believe, but the head can be made to pass  

over the magnetised platter at distances of less than 1 microinch (the width of a typical human  

hair is 5000 microinches). This is achieved by means of a special protective coating applied to  

the platter. Each of these three improvements enables speedier access to the data.

Hard drives are more commonplace than tape recorders these days, but it must be remembered  

that they are much more fragile. Treated with respect they may last a number of years, but they  

are quite easily damaged, often with disastrous consequences for the user, whose precious data  

can become lost forever. Dropping a drive is almost always fatal, as is passing an incorrect  

electrical current through one (by faulty connection). Dust and even extremes of temperature  

can cause failure. Yet, no physical damage can ever result from the input of data via the  

keyboard or mouse. Of course, over time the magnetised coating on the platters will erode, yet  

this is almost entirely independent of the amount of use.

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101 Helpful Hints for IELTS

There are serious questions being raised about the direction of the future of electronic storage  

media. Some researchers claim that it would be wiser to invest more time and money in setting  

up systems for streaming data across networks of computers from centralised banks of  

information storage. This would avoid the need for each personal computer user to have his or  

her own copy of a software program resident on a local hard drive. Personal data files could  

be kept at a central storage unit, and be suitably protected from disaster by a failsafe backup  

system.

As the Internet becomes ever more pervasive, and the speed of access to other machines  

increases across our telephone lines, it might be possible to do away with local storage systems  

altogether.

Glossary:

backing up - duplicating  

sequential(ly) - in sequence (or one after the other)  

platter - circular disk or plate  

Streaming data - sending or broadcasting information as data

Questions 29 - 31

6 You are advised to spend about 5 minutes on Questions 29-31 .

8 Refer to Reading Passage 3 "Hard Disk Drive Technology" and the diagram below. Choose from  

12-65' the words and phrases in the given list, and label the diagram with the correct name of each part

of the hard drive. Write your answers in boxes 29 - 31 on your Answer Sheet. The first one has  

been done for you as an example.

Note that you will not need to use every word or phrase in the list.

LIST OF PARTS:

CD player second head magnetic tape

moving head data code platter

electrical current special protective coating

9 / 4 4 ...(Ex:).  

(reads information across  

the width of the disk)

44 56 ...(30)  

(each contains magnetised  

areas for data storage)

44-57 ...(31)  

(shortens the required distance bettween the  

head and the platter to less than 1 microinch)

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Practice Test Two

Questions 32 - 36

You are advised to spend about 7 minutes on Questions 32 - 36. 6

Refer to Reading Passage 3 "Hard Disk Drive Technology", and decide which of the answers best s  

completes the following sentences. Write your answers in boxes 32 - 36 on your Answer Sheet.  

The first one has been done for you as an example.

Example: Nowadays, hard disk drive technology is: 9

a) less complex  

fb)) part of every modern computer  

c) expensive  

d) not difficult to understand

Q32. Magnetically-coated disks are one of many types of: so

a) sequential access information systems  

b) information storage solutions  

c) tape storage solutions  

d) CD players

Q33. Connecting a hard drive incorrectly usually: so

a) results in excess temperature  

b) erodes the magnetised material on the platters  

c) damages the keyboard or mouse  

d) destroys the drive

Q34. Keyboard or mouse use can easily cause: 31

a) incorrect electrical currents  

b) the magnetised coating on the platter to wear out  

c) physical damage to the hard disk drive  

d) none of the above

Q35. In the future, a computer user might be able to access personal data files from: 31

a) a central storage unit  

b) a local hard drive  

c) a software program  

d) the local bank

Q36. Centralised banks of storage information could: 3150

a) offer better protection of a user's data files  

b) stream data across telephone lines  

c) mean the end of local storage systems  

Check:

d) all of the above 11 • 13 • 15

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101 Helpful Hints for IELTS

Questions 37-40

6 You are advised to spend about 8 minutes on Questions 37 - 40.

8 The following following text is a summary of part of Reading Passage 3. Complete each gap in  

43-47  

43-47 the text by choosing the best phrase from the box below the summary. Write your answers in  

50-55-56  

50-55-56  

boxes 37 - 40 on your Answer Sheet.

Note that there are more phrases to choose from than are required. The first one has been  

done for you as an example.

Hard disk drives are exceedingly complex and fragile pieces of equipment, but  

9 ...(Ex:) The cheapest way to store computer information is  

7-12-44  

(37) However, it is slow to read back stored information in this way.  

(38) , on the other hand, consists of one or more spinning platters coated  

with magnetised material holding data made accessable by two moving heads.  

Modern advances in disk technology have increased the (39) of hard disks.  

This has been accomplished (40)

A. storage capacity

B. on magnetic tape

C. most computer users know that a hard disk drive is complex

D. a CD player is faster than a disk drive

E. A hard disk drive

^ F. few computer users are aware of this

G. in three ways

H. cost

I. increasing the size of the platters used

J. size of the heads

Overall Check:

Blanks: 1 1  

Grammar 12  

&SS  

One Answer: 13 That is the end of Practice Reading Test Two.  

Spelling: 14  

Legibility: 1 5 Now continue with Practice Writing Test Two on page 125.  

Punctuation: 5 9 1

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Practice Test Two

PRACTICE WRITING TEST TWO 59-66

Writing Task 1 67-74-75

You are advised to spend a maximum of 20 minutes on this task. 6

The flowchart below shows the process involved in writing a formal 68 73  

academic essay for a particular university course.

Describe the stages of the process in a report for a university lecturer.

You should write at least 150 words. 8

First Private Tutorial Second Private Tutorial OR  

Study Group Discussion

Topic: discuss task and topic Analysis: discuss first draft  

with tutor problem areas  

Reading List: obtain list of Advice: Ask for further ideas,  

resources - books, articles suqqestions

Research Second Draft

Library: read literature, take Input Revision: read resource  

notes material again  

Field work: give questionnaires, Second Draft & Check: include  

conduct interviews, surveys suggestions, check quotations

First Draft Final Draft

Plan: organise essay content, Final Draft & Check: do final  

produce brief outline rewrite, spellcheck  

First Draft & Check: use formal + compile bibliography *  

written style, check language + add title page  

SUBMIT BY DEADLINE

Preparation and Writing of a Formal Academic Essay

: bibliography - list of books referred to

Writing Task 2 75-82

You are advised to spend a maximum of 40 minutes on this task.

Write an essay for a college tutor on the following topic:

The world is experiencing a dramatic increase in population. This is causing 60 77 79  

problems not only for poor, undeveloped countries, but also for industrialised 80 82

and developing nations.

Describe some of the problems that overpopulation causes, and suggest at  

least one possible solution.

You should write at least 250 words.

You are required to support your ideas with relevant information and examples based on your  

own knowledge and experience.

Overall Check.

Grammar 12  

That is the end of Practice Writing Test Two. & 65  

Spelling 4  

Now continue with Practice Speaking Test Two on page 126. Legibility 15  

Punctuation 5 9

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101 Helpful Hints for IELTS

83-86 PRACTICE SPEAKING TEST TWO

8 Practise answering the questions below, giving answers that are at least one or two sentences  

long (if not more). If possible, practise with another person - taking it in turns to answer the same  

question - and compare your responses.

(Please note that the following questions are only a guide to the type of questions you might be  

asked in the actual test.)

87-91 P a r t 1

Please come in and sit down - over here. First, let me take a look at your passport.

... it's for security purposes only.

Thank you. My name is (interviewer's name). What is your name?

Where do you come from?

Tell me about your family. What do your family members do for a living?

What do you and your family like to do together?

Where do you live now?

What kind of place do you live in (a house or a flat)?

Describe the neighbourhood that you live in at the moment.

Have you ever had a full-time job? If you have, tell me about it.

What are (or were) the advantages and disadvantages of this job?

Have you ever had a part-time or casual job?

Did you enjoy your time at school? Tell me what you liked and what you didn't like.

Are you studying at the moment? If so, what are you studying and where?

What do you find most difficult about your study and why?

What is your favourite pastime? Why do you enjoy doing this?

Do you prefer indoor or outdoor activities? Why?

Do you belong to any clubs? If so, why did you join.

Do you read much? What do you like to read?

What else do you like to do in your spare time?

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Practice Test Two

Part 2 92-94

Thank you. Now, please take this card. I want you to speak for one or two minutes about the  

topic written on this card. Follow the instructions on the card. You have one minute to prepare  

before you give your talk.

Describe a person who has had a major influence on you. 8 95

You should include in your answer:

who that person is and what he or she looks like

how you first met

his or her special qualities and characteristics

... and why that person is so important in your life.

P a r t 3 (begins after one or two follow-up questions on the talk above) 95-99

Thank you. Please give me back the card. People are so interesting.

How do you think people's attitudes to life have changed over the last hundred years or so?

How is your behaviour different to your parents' behaviour?

What do you think has caused these changes - why have people changed so much?

How is modern life better than in the past?

In what ways was life better in the past?

Describe the main problems that people face living in the modern world.

Are there any solutions to these problems?

Do you think the way we live will continue to change in the future? In what way?

What do you think will be the greatest influence on young people in the future?

... and what are the greatest dangers that young people will face?

Who are the best role models for young people these days?

That is the end of the interview. Thank you and goodbye. 100-101

Overall Check

That is the end of Practice Speaking Test Two. What To Do and  

What Not To Do

Check your answers to Practice Test Two with the Answer Key on page 160. 88-93-96-101

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101 Helpful Hints for IELTS

During Test: i PRACTICE READING TEST THREE  

6-10-37

Reading Passage 1  

38-44  

54-56-57

Questions 1-5

6 You should spen d about 8 minute s on Question s 1 - 5 .

8 Refer to Readin g Passag e 1 "Sugar an d Other Sweeteners" , an d look at Question s 1 - 5 below .  

26-27 Write your answer s in boxe s 1 - 5 on your Answer Sheet . Th e first on e ha s been don e for you

as an example .

9 Example: What do the letters H F C S stand for ?

13 Q1/Q2 . Ther e are T W O naturally occurring sugar substance s mentione d in  

the article other than sucrose. What are they ?

44 Q 3 . W h a t doe s th e food industry consider t o b e the perfect sweetener ?

13 • 54 Q4/Q5 . N a m e th e T W O most recent artificial sweetener s listed in Figur e 1 .

The sweetness of a substance results from Nature is abundant with sweet foodstuffs, the  

physical contact between that substance and most common naturally occurring substance  

the many thousand taste buds of the tongue. beingfructose, found in almost all fruits and  

The taste buds are clustered around several berries, and being the main component of  

hundred small, fleshy protrusions called taste honey. Of course, once eaten, all foods  

papilla which provide a large surface area for provide one or more of the three basic food  

the taste buds and ensure maximum contact components - protein, fat and carbohydrate -  

with a substance. which eventually break down (if and when  

required) to supply the body with the essential  

Although there are many millions of olfactory  

sugar glucose.  

cells in the nose, taste is a more intense  

experience than smell; food technologists Nature also supplies us with sucrose, a  

believe this is because of the strong pleasure naturally occurring sugar within the sugar  

relationship between the brain and food. And cane plant, which was discovered many  

it is universally acknowledged that sweetness centuries BC. Sucrose breaks down into  

is the ultimate pleasurable taste sensation. glucose within the body. Nowadays, white  

However, no-one is exactly sure what makes sugar is the food industry standard taste for  

a substance sweet. sugar - the benchmark against which all other

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Practice Test Three

sweet tastes are measured. produces the optimum amount of pleasure  

for most people - is surprisingly constant,  

In the U.S. A., foods and especially soft drinks,  

even across different cultures. This probably  

are commonly sweetened with High Fructose  

goes a long way towards explaining the almost  

Corn Syrup (HFCS) derived from corn starch  

universal appeal of Coca-Cola. (Although  

by a process developed in the late 1960s.  

the type of sugar used in soft drinks differs  

In addition to nature's repertoire, man has across cultures, the intensity and, therefore,  

developed a dozen or so artificial sweetening pleasure invoked by such drinks remains  

agents that are considered harmless, non- fixed within a fairly narrow range of  

active chemicals with the additional property agreement.)  

of sweetness (see Figure 1.)  

Artificial sweeteners cannot match the  

There is, indeed, an innate desire in humans luxurious smoothness and mouth-feel of white  

(and some animals) to seek out and enjoy sugar. Even corn syrup has a slightly lingering  

sweet-tasting foods. Since sweet substances after-taste. The reason why food technologists  

provide energy and sustain life they have have not yet been able to create a perfect  

always been highly prized. All food alternative to sucrose (presumably a non  

manufacturers capitalise on this craving for kilojoule-producing substitute) is simple.  

sweetness by flavouring most processed foods There is no molecular structure yet known  

with carefully measured amounts of sugar in that predisposes towards sweetness. In fact,  

one form or another. The maximum level of there is no way to know for certain if a  

sweetness that can be attained before the substance will taste sweet or even taste of  

intrinsic taste of the original foodstuff is lost anything at all. Our current range of artificial  

or unacceptably diminished is, in each case, sweeteners were all discovered to be sweet  

determined by trial and error. purely by accident.

Further, the most acceptable level of  

sweetness for every product - that which

Sweetener strength Taste When Discovered

Sorbitol 0.6 slightly oily 1872 (France)

Sucrose 1.0 standard pre - 400 BC? (India?)

High Fructose Corn Syrup 1.0 slight after-taste 1960s (USA)

Cyclamate 30 sickly 1937 (USA)

Aspartame (NutraSweet) 200 close to sucrose 1965 (USA)  

but softer, thinner

Saccharin 300 slightly bitter after-taste 1878 (Germany)

relative to sucrose - base 1.0

** a mixture of fructose and glucose

Figure 1. Commercial Sweeteners

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101 Helpful Hints for IELTS

Questions 6-15

6 You are advised to spend about 12 minutes on Questions 6-15 .

8 The paragraphs below summarise Reading Passage 1 "Sugar and Other Sweeteners". Choose  

43-47 ONE appropriate word from the box below to complete each blank space. Write your answers  

55-56  

in boxes 6 -15 on your Answer Sheet. The first one has been done for you as an example.

Note that NO WORD CAN BE USED MORE THAN ONCE.

Sugar tastes sweet because of thousands of receptors on the tongue which connect

the substance with the brain. The taste of sweetness is universally

9 ...(Ex:)..&€6£0&(. as the most pleasurable known, although it is a (6)  

7-12-44  

why a substance tastes sweet (7) is the most abundant naturally occurring

sugar, sources of which include (8) and honey. Sucrose, which supplies

(9) to the body, is extracted from the sugar-cane plant, and white sugar (pure

sucrose) is used by food (10) to measure sweetness in other

(11) Approximately a dozen artificial sweeteners have been (12)....;

one of the earliest was Sorbitol from France.

Manufacturers add large amounts of sugar to foodstuffs but never more than the

(13) required to produce the optimum pleasurable taste. Surprisingly, this

amount is (14) for different people and in different cultures. No-one has yet

discovered a way to predict whether a substance will taste sweet, and it was by

chance alone that all the man-made (15) sweeteners were found to be sweet.

glucose sweetened different

w technology fructose mystery

"** artificially technologists maximum

commonly chemical best

*!»'• substances discovered accepted

fruit chemist similar

Check  

11-15

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Practice Test Three

Reading Passage 2

Questions 16-26

You are advised to spend about 20 minutes on Questions 16-26 . 6

BENEATH THE CANOPY 38-44

51-57

1. The world's tropical rainforests comprise supply.  

some 6% of the Earth's land area and contain  

more than half of all known life forms, or a 6. The developed world takes every  

conservative estimate of about 30 million species opportunity to lecture countries which are the  

of plants and animals. Some experts estimate guardians of rainforest. Rich nations exhort  

there could be two or even three times as many them to preserve and care for what is left,  

species hidden within these complex and fast- ignoring the fact that their wealth was in large  

disappearing ecosystems; scientists will probably part due to the exploitation of their own natural  

never know for certain, so vast is the amount of world.  

study required.  

7. It is often forgotten that forests once covered  

2. Time is running out for biological research. most of Europe. Large tracts of forest were  

Commercial development is responsible for the destroyed over the centuries for the same reason  

loss of about 17 million hectares of virgin that the remaining rainforests are now being  

rainforest each year - a figure approximating felled - timber. As well as providing material  

1% of what remains of the world's rainforests. for housing, it enabled wealthy nations to build  

large navies and shipping fleets with which to  

3. The current devastation of once impenetrable continue their plunder of the world's resources.  

rainforest is of particular concern because,  

although new tree growth may in time repopulate 8. Besides, it is not clear that developing  

felled areas, the biologically diverse storehouse countries would necessarily benefit financially  

of flora and fauna is gone forever. Losing this from extended bioprospecting of their  

bountiful inheritance, which took millions of rainforests. Pharmaceutical companies make  

years to reach its present highly evolved state, huge profits from the sale of drugs with little  

would be an unparalleled act of human stupidity. return to the country in which an original  

discovery was made.  

4. Chemical compounds that might be extracted  

from yet-to-be-discovered species hidden beneath 9. Also, cataloguing tropical biodiversity  

the tree canopy could assist in the treatment of involves much more than a search for medically  

disease or help to control fertility . useful and therefore commercially viable drugs.  

Conservationists point out that important medical Painstaking biological fieldwork helps to build  

discoveries have already been made from immense databases of genetic, chemical and  

material found in tropical rainforests. The drug behavioural information that will be of benefit  

aspirin, now synthesised, was originally found only to those countries developed enough to use  

in the bark of a rainforest tree. Two of the most them.  

potent anti-cancer drugs derive from the rosy  

periwinkle discovered in the 1950s in the tropical 10. Reckless logging itself is not the only danger  

rainforests of Madagascar. to rainforests. Fires lit to clear land for further  

logging and for housing and agricultural  

5. The rewards of discovery are potentially development played havoc in the late 1990s in  

enormous, yet the outlook is bleak. Timber-rich the forests of Borneo. Massive clouds of smoke  

countries mired in debt, view potential financial from burning forest fires swept across the  

gain decades into the future as less attractive southernmost countries of South-East Asia  

than short-term profit from logging. Cataloguing choking cities and reminding even the most  

species and analysing newly-found substances resolute advocates of rainforest clearing of the  

takes time and money, both of which are in short

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101 Helpful Hints for 1ELTS

swiftness of nature's retribution. an alarming number of instances, complete  

obliteration.  

11. Nor are the dangers entirely to the rainforests  

themselves. Until very recently, so-called "lost" 12. Forest-dwellers who have managed to live  

tribes - indigenous peoples who have had no in harmony with their environment have much  

contact with the outside world - still existed deep to teach us of life beneath the tree canopy. If we  

within certain rainforests. It is now unlikely do not listen, the impact will be on the entire  

that there are any more truly lost tribes. Contact human race. Loss of biodiversity, coupled with  

with the modern world inevitably brings with it climate change and ecological destruction will  

exploitation, loss of traditional culture, and, in have profound and lasting consequences.

Questions 16 - 20

6 You are advised to spend about 8 minutes on Questions 16-20 .

8 Refer to Reading Passage 2 "Beneath the Canopy" and answer the following questions. The left-  

43-45-49 hand column contains quotations taken directly from the reading passage. The right-hand

column contains explanations of those quotations. Match each quotation with the correct  

explanation. Select from the choices A - F below and write your answers in boxes 16 - 20 on your  

Answer Sheet.

9 Example: ' a conservative estimate'

Quotations Explanations

9 Ex: 'a conservative estimate' A. with many trees  

(paragraph 1) but few financial resources

Q16. 'biologically diverse B. purposely low and cautious  

storehouse of flora and fauna' reckoning  

(paragraph 3)

Q17. 'timber-rich countries mired C. large-scale use of plant  

in debt' and wildlife  

(paragraph 5)

Q18. 'exploitation of their own natural D. profit from an analysis of the  

world' plant and animal life  

(paragraph 6)

Q19. 'benefit financially from E. wealth of plants  

extended bioprospecting of and animals  

their rainforests'  

. (paragraph 8)

Q20. 'loss of biodiversity' F. being less rich in natural  

Check-. (paragraph 12) wealth  

1 1 - 15

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Practice Test Three

Questions 21 - 23

You are advised to spend about 5 minutes on Questions 21-23 . e

Refer to Reading Passage 2, and look at Questions 21-2 3 below. Write your answers in boxes 8  

2 1 - 23 on your Answer Sheet. ^ ; "

Q21. How many medical drug discoveries does the article mention? is

Q22. What two shortages are given as the reason for the writer's 1357  

pessimistic outlook?

Q23. Who will most likely benefit from the bioprospecting of developing 7 44  

countries' rainforests?

Check:  

11-15

Questions 24 - 26

You are advised to spend about 7 minutes on Questions 24 - 26 . 6

Refer to Reading Passage 2, and decide which of the answers best completes the fo ; 8  

sentences. Write your answers in boxes 24 - 26 on your Answer Sheet. 30~33  

J J 43-44

Q24 . Th e amount of rainforest destroyed annually is : 44-49-52

a) approximately 6 % of the Earth' s land area  

b) such that it will only take 100 year s to lose all the forests  

c) increasing at an alarming rate  

d) responsible for commercial development

Q25 . In Borne o in the late 1990s : 31-52

a) burning forest fires caused air pollution problem s a s far away  

as Europ e  

b) reckles s logging resulted from burning forest fires  

c) fires wer e lit to play th e gam e of havo c  

d) non e of the abov e

Q26 . Man y so-called "lost " tribes of certain rainforests : 44

a) hav e been destroyed by contact with the modern world  

b) do not know how to exploit the rainforest without causing harm  

to the environment  

c) are still lost inside the rainforest  

d) must listen or they will impact on the entire human race

Check:  

11-13-15

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101 Helpful Hints for IELTS

Reading Passage 3

Questions 27 - 40

6 You are advised to spend about 20 minutes on Questions 27 - 40.

38-44 PARALINGUISTIC COMMUNICATION  

51-57

Communication via the spoken word yields a 'class' of that person. In England, there are  

Vast amount of information in addition to the many regional accents - the most obvious  

actual meaning of the words used. This is differences being between people who live or  

paralinguistic communication. Even the come from the north and those hailing from  

meaning of spoken words is open to the south. It is usually the vowel sounds  

interpretation; sarcasm, for instance, relies which vary the most.  

heavily on saying one thing and meaning  

Accents give us direct information about the  

another. It is impossible to produce spoken  

speaker, but the information we decipher is,  

language without using some form of  

unfortunately, not always accurate. Accents  

communication beyond the literal meaning  

tend to reflect existing prejudices towards  

of the words chosen.  

people we hear using them.  

Our skill in communicating All of us tend to judge each  

what we wish to say is other in this way, whether it  

determined not only by our is a stereotypical response -  

choice of words, but also by positive, negative or neutral  

the accent we use, the - to the place we assume a  

volume of our speech, the person is from, or a value  

speed at which we speak, and our tone of we hold based on our perception of that  

voice, to name but a few paralinguistic person's status in society (Wilkinson, 1965).  

features. Furthermore, we sometimes  

miscommunicate because the ability to Another instantly communicable facet of a  

interpret correctly what is being said to us person's conversation is the degree of  

varies greatly with each individual. loudness employed. We assume, perhaps  

correctly in the majority of instances, that  

Clearly, certain people are better at extroverts speaklouder than introverts, though  

communicating than others, yet it is important this is not always the case. Also, men tend to  

to realise that the possession of a wide use more volume than women. A person  

vocabulary does not necessarily mean one speaking softly might be doing so for any  

has the ability to effectively communicate an number of reasons - secrecy, tenderness,  

idea. embarrassment, or even anger. People who  

Each one of us speaks with an accent. It is not are deaf tend to shout because they  

possible to do otherwise. Our accent quickly overcompensate for the lack of aural feedback  

tells the listener where we come from, for they receive. And foreigners often complain  

unless we make a conscious effort to use of being shouted at by native speakers. Oddly,  

another accent, we speak with the accent of the latter must suppose that speaking loudly  

those with whom we grew up or presently will somehow make up for the listener's  

live amongst. apparent lack of comprehension.

Accents, then, inform us first about the country The speed at which an individual speaks  

a person is from. They may also tell us which varies from person to person. The speech rate  

part of a country the person lives in or has tells the listener a great deal about the speaker  

lived in, or they might reveal the perceived - his or her mood or personality, for instance

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Practice Test Three

in addition to providing clues about the state of mind, as well as indicating familiarity  

speaker's relationship to the listener, and the with the listener and the language spoken.  

interest taken in the topic of conversation.  

Nonetheless, variations in talking speed are All paralinguistic messages provide much  

less a matter of context than of the speaker's useful information about the speaker;  

basic personality (Goldman-Eisler, 1968). information which is either consciously or  

subconsciously received. In most cases people  

There are three more non-verbal features of appear to interpret the messages appropriately,  

the voice to consider, each of which sends except where there is interference because of  

paralinguistic messages to the listener: voice prejudice.  

quality, the tone of voice used, and continuity  

of speech, that is, the deliberate or non- It is relatively easy to judge a person's age,  

deliberate use of pauses, hesitations, sex and feelings from the paralinguistic clues  

repetitions etc. Voice quality tells us about they leave behind in their speech, but people  

the physical attributes or health of the speaker; are less able to correctly determine such  

voice tone informs us of the speaker's feelings detailed characteristics as, say, intelligence  

towards either the topic of conversation or (Fay and Middleton, 1940).  

the listener; and continuity of speech is  

particularly revealing of the speaker's nervous

Questions 27 - 31

You are advised to spend about 6 minutes on Questions 27-31 . 6

Refer to Reading Passage 3 "Paralinguistic Communication", and look at the statements below. 8  

Write T if the statement is True, F if the statement is False, and NG (for Not Given) if there is 34-36  

43-44-46  

no information about the statement in the passage. Write your answers in boxes 27 - 31 on your  

Answer Sheet.

Example: Paralinguistic communication refers to the definition 0NG  

of spoken words.

Q27. The volume at which we speak is a paralinguistic feature T F NG 44  

of our speech.

Q28. A speaker's accent always indicates the country or place T F NG 35  

he or she comes from.

Q29. People from the south of England are sometimes T F NG 35  

prejudiced against the accents of people from the north.

Q30. Personality is a greater determinant of talking speed T F NG 48  

than other factors in a person's speech.

Q31. The study of paralinguistics includes 'reading between T F NG  

the lines' in written communication. Check:  

11-13-15

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101 Helpful Hints for IELTS

Questions 32 - 34

6 You are advised to spend about 7 minutes on Questions 32 - 34.

8 What are the THREE specific areas of research undertaken by the linguists whose names are  

4 4 5 6 giveninbracketsinReadingPassage3? Select from the list below. Write your answers in boxes

32 - 34 on your Answer Sheet.  

Note that you can GIVE YOUR ANSWERS IN ANY ORDER.

A the mood or personality of a speaker

B the accuracy of interpretation of various paralinguistic messages

C the causes of variations in the rate of speech

D what makes a conversation interesting

E which accents are most highly rated by listeners

F how to determine the intelligence of a listener

G the vowel differences between accents

Check:  

1 1 - 1 3 - 15

Questions 35 - 40

6 You are advised to spend about 7 minutes on Questions 35 - 40.

8 Refer to Reading Passage 3 "Paralinguistic Communication", and complete the six sentence  

12-45 beginnings below with the appropriate sentence endings from the list given in the box. Select

from choices (i) - (ix) and write your answers in boxes 35 - 40 on your Answer Sheet. The first  

one has been done for you as an example.

9 Example: If someone is being sarcastic, it means that they are

Sentence Beginnings:

It is not possible to (35)

Some people are better at communicating than others because they are (36)

Speakers from the North of England (37)

The response to a particular accent heard (38)

Speakers with hearing disabilities (39)

Paralinguistic information is sometimes (40)

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Practice Test Three

Sentence Endings:

(i) ... registered below the level of consciousness.

(ii) ... may be one of three kinds.

(iii) ... communicate only the meaning of spoken words.

(iv) ... use a regional accent.

(v) ... saying the opposite of what they mean on purpose.

(vi) ... aware of the power of paralinguistic messages.

(vii) ... cannot be distinguished from those who come from the South.

(viii) ... have a wider vocabulary.

(ix) ... often speak louder than usual.

Chec  

1 1 - 1 3 - 1

That is the end of Practice Reading Test Three.  

Now continue with Practice Writing Test Three on page 138.

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101 Helpful Hints for IELTS

59-66 PRACTICE WRITING TEST THREE

67-75 Writing Task 1

6 You are advised to spend a maximum of 20 minutes on this task.

72 73 The bar chart below shows the number of overseas students enrolled in  

a second year Graphic Design course at a college in the south of England.

Write a report for a university lecturer describing the information  

shown.

8 You should write at least 150 words.

KEY  

| Enrolled in CAD core option' M - Male students  

I Enrolled in Photography core option F - Female students

10 -r Sweden

8 - Spain  

France Germany  

No. of -  

enrolled 6 -  

students  

_  

from  

4 -  

abroad Syria

2 -

0  

M F M F M F M F M F  

1 CAD - Computer-Aided Design

77-82 Writing Task 2

6 You are advised to spend a maximum of 40 minutes on this task.

Write an essay for a university lecturer on the following topic:

77 75-80 People in allmodern societies use drugs, but today's youth are experimenting  

with both legal and illegal drugs, and at an increasingly early age. Some  

sociologists claim that parents and other members of society often set a bad  

example.

Discuss the causes and some effects of widespread drug use by young people  

in modern day society. Make any recommendations you feel are necessary to  

help fight youth drug abuse.

You should write at least 250 words.

You are required to support your arguments with relevant information and examples based on  

your own ideas, knowledge and experience.

Overall Check

Grammar 12  

& 6 5 That is the end of Practice Writing Test Three.  

Spelling 4  

Legibility 15 Check your answers to Practice Test Three with the Answer Key on page 168.  

Punctuation 59

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Practice Test Four

i PRACTICE READING TEST FOUR

Reading Passage 1

Questions 1-12

You are advised to spend about 20 minutes on Questions 1-12 .

THE BEAM-OPERATED TRAFFIC SYSTEM

The Need for Change  

The number of people killed each year on the road is more  

than for all other types of avoidable deaths except for  

those whose lives are cut short by tobacco use. Yet road  

deaths are tolerated - so great is our need to travel about  

swiftly and economically.

Oddly, modern vehicle engine design - the combustion """ ~"  

engine - has remained largely unchanged since it was conceived over 100 years ago. A huge  

amount of money and effort is being channelled into alternative engine designs, the most popular  

being based around substitute fuels such as heavy water, or the electric battery charged by the  

indirect burning of conventional fuels, or by solar power.

Nevertheless, such innovations will do little to halt the carnage on the road. What is needed is  

a radical rethinking of the road system itself.

Section (ii)  

The Beam-Operated Traffic System, proposed by a group of Swedish engineers, does away with  

tarred roads and independently controlled vehicles, and replaces them with innumerable small  

carriages suspended from electrified rails along a vast interconnected web of steel beams  

crisscrossing the skyline. The entire system would be computer-controlled and operate without  

human intervention.

Section (iii)  

The most preferable means of propulsion is via electrified rails atop the beams. Although electric  

transport systems still require fossil fuels to be burnt or dams to be built, they add much less to  

air pollution than the burning of petrol within conventional engines. In addition, they help keep  

polluted air out of cities and restrict it to the point of origin where it can be more easily dealt with.  

Furthermore, electric motors are typically 90% efficient, compared to internal combustion  

engines, which are at most 30% efficient. They are also better at accelerating and climbing hills.  

This efficiency is no less true of beam systems than of single vehicles.

Section (iv)  

A relatively high traffic throughput can be maintained - automated systems can react faster than  

can human drivers - and the increased speed of movement is expected to compensate for loss of  

privacy. It is estimated that at peak travel times passenger capacity could be more than double  

that of current subway systems.

It might be possible to arrange for two simultaneous methods of vehicle hire: one in which large  

carriages (literally buses) run to a timetable, and another providing for hire of small independently  

occupied cars at a slightly higher cost. Travellers could order a car by swiping a card through  

a machine, which recognises a personal number code.

Section (v)  

Monorail systems are not new, but they have so far been built as adjuncts to existing city road  

systems. They usually provide a limited service, which is often costly and fails to address the

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101 Helpful Hints for 1ELTS

major concern of traffic choking the city.

The Beam-Operated Traffic System, on the other hand, provides a complete solution to city  

transportation. Included in its scope is provision for the movement of pedestrians at any point  

and to any point within the system. A city relieved of roads carrying fast moving cars and trucks  

can be given over to pedestrians and cyclists who can walk or pedal as far as they wish before  

hailing a quickly approaching beam-operated car. Cyclists could use fold-up bicycles for this  

purpose.

Section (vi)  

Since traffic will be designated an area high above the ground, human activities can take place  

below the transit system in complete safety, leading to a dramatic drop in the number of deaths  

and injuries sustained while in transit and while walking about the city. Existing roads can be  

dug up and grassed over, or planted with low growing bushes and trees. The look of the city is  

expected to improve considerably for both pedestrians and for people using the System.

Section (vii)  

It is true that the initial outlay for a section of the beam-operated system will be more than for  

a similar stretch of tarred road. However, costs for the proposed system must necessarily include  

vehicle costs, which are not factored into road-building budgets. Savings made will include all  

tunnels, since it costs about US $120,000 per kilometre to build a new six lane road tunnel.  

Subway train tunnels cost about half that amount, because they are smaller in size. Tunnels  

carrying beamed traffic will have a narrower cross-sectional diameter and can be dug at less depth  

than existing tunnels, further reducing costs.

Objections  

The only major drawbacks to the proposal are entrenched beliefs that resist change, the potential  

for vandalism, and the loss of revenue for car manufacturers. Video camera surveillance is a  

possible answer to vandalism, while the last objection could be overcome by giving car  

manufacturers beam-operated vehicle building contracts. 60% of all people on earth live in  

cities; we must loosen the immediate environment from the grip of the road-bound car.

Questions 1-4

6 You are advised to spend about 5 minutes on Questions 1 - 4.

8 Refer to Reading Passage 1 "The Beam-Operated Traffic System", and complete the flowchart  

40~44 below with appropriate words or phrases from the passage. Write your answers in boxes

1 - 4 on your Answer Sheet.

Current City Traffic System:

internal independently conventional traffic  

combustion controlled tarred road choking the  

engine * vehicles system city

Proposed City Traffic System:

42-44-4 9 (1) (2) (3) city  

rails -controlled without any  

carriages System (4)  

Check  

11-15 .*..,» .

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Practice Test Four

Questions 5 - 9

You are advised to spend about 8 minutes on Questions 5-9 . 6

Choose the most suitable heading from the list of headings below for the seven sections of 8  

40 45 4€  

Reading Passage 1 "The Beam-Operated Traffic System". Write your answers in boxes 5 - 9 on ' "  

your Answer Sheet.

List of Headings

A. Returning the city to the people

B. Speed to offset loss of car ownership

C. Automation to replace existing roads

D. A safe and cheap alternative

E. The monorail system

F. Inter-city freeways

Example: G. Doing the sums 9

H. The complete answer to the traffic problem

I. Cleaner and more efficient

Q5. Section (ii) Q8. Section (v)

Q6. Section (hi) Q9. Section (vi) 42 / 45

Q7. Section (iv) Example: Section (vii)....(?.. 9

Check  

11-13-15

Questions 10-12

You are advised to spend about 7 minutes on Questions 10 -12 . e

Refer to Reading Passage 1, and look at the statements below. s

34-36  

Write S if the statement is Supported by what is written in the passage, and write NS if the 43  

statement is Not Supported. Write your answers in boxes 10 -12 on your Answer Sheet.

Example: The combustion engine was designed over 100 years ago. NS 9

Q10. The increased speed of traffic in a Beam-Operated Traffic S NS 52  

System is due to electric motors being 90% efficient.

Q11. Beamed traffic will travel through tunnels costing less to NS 43  

build than subway tunnels.

Q12. A possible solution to wilful damage to the System is to NS 44  

install camera equipment. Check  

11-13-15

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101 Helpful Hints for IELTS

Reading Passage 2

Questions 13 - 26

6 You are advised to spend about 20 minutes on Questions 13-26.

38-44 Microcredit - Helping to Alleviate  

54-56-57  

Third World Poverty

The application of prevailing theories of society. It took six years to reach a 50-50 ratio  

economics has so far failed to lift developing of male and female borrowers. Over time, it  

countries out of the cycle of poverty that became apparent that improving the income  

entraps the majority of inhabitants. of women has positive effects that are lacking  

Worldwide there are still an estimated 1.3 when men are the beneficiaries. While men  

billion people earning a dollar or less a day are likely to take risks with the money they  

and living in excruciating poverty. Decades have borrowed, women prove more capable  

of huge loans by banks from affluent nations of planning for the future and improving the  

- at interest rates that cripple developing family situation.  

economies - do not appear to be providing a The Grameen Bank has loaned over $2  

solution to entrenched poverty. Professor billion in Bangladesh to date. Over 3.5  

Muhammad Yunus' Grameen Bank, million women from low income households  

however, is taking a different approach to the have benefited from its schemes, receiving  

problem. amounts that have increased to around $160  

In 1976, the Bangladeshi economics per loan. The bank claims a remarkable  

professor embarked upon a microcredit repayment rate of 98%. It works in 36,000  

programme with a loan of just 62 cents (U.S.) villages throughout Bangladesh, employs a  

each to a group of 42 workers. Instead of staff of over 12,000, and has provided the  

loaning large amounts of money to well-off blueprint for similar microcredit programmes  

debtors, the bank he started made extremely working in over 56 countries, including the  

small loans to poor Bangladeshis who were United States of America, where poverty  

considered a bad risk by the traditional remains an intractable problem in many large  

banking system. He astounded his critics by cities.  

proving that the poor were more likely to Offering credit to poverty-stricken women  

repay their debts than the wealthy. Virtually to start small enterprises is not the only way  

none of the thousands of women who have in which the bankhas improved their financial  

been financially assisted by the bank for over status. The bank is the largest internet service  

20 years have defaulted on their payments. provider in the country, and, in partnership  

Yet all are expected to pay interest and abide with a Norwegian telecommunications  

by the rules of contract. These borrowings company, lends cellular phones to borrowers,  

have enabled Bangladeshi women to set up mostly women, who generate income by  

numerous small-scale projects which directly selling telephone services to the rural  

benefit their families and the communities in population. A telephone lady can earn $2 a  

which they live. The success of the experiment day which amounts to $700 a year - more than  

has brought about a revolution in the way triple the average Bangladeshi annual per  

anti-poverty programmes are now organised. capita income.

By the end of the century, almost 95% of The success of the Grameen programme  

borrowers in Bangladesh were women, but continues to confound the experts. Their  

the bank did not set out to lend mainly to reaction to Professor Yunus' bold plans to  

women. At first, women were reluctant to bring solar and wind energy to isolated  

use the bank's services for fear of stepping communities, and to make the World Wide  

out of line in a strongly male-dominated Web available to the poor is much the same

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Practice Test Four

as the reaction of the orthodox banks to his  

initial concept - condemnation and disbelief. Number of ... (as at August 1998)  

It is sobering to reflect that despite the obvious  

success of the model, microcredit still receives  

Branches 1118  

only 2% of the world' s $60 billion  

development budget.  

Centres 66,352  

It is true that the new goals of the Grameen  

programme are beyond mere banking and  

will require the involvement and funding of Villages 38,766

multinational companies and traditional aid  

agencies. It is equally true that engaging the Borrowers 124,248 (5.3%)  

poor to help with the removal of the poverty (mate)

in which they find themselves is now a  

technique with a proven track record. This Borrowers 2,232,905 (94 7%)  

not only addresses the problem at grassroots (female)  

level, but also preserves the dignity of those  

who participate by avoiding the need for Houses built 448,031 (cumulative)  

charity. (with  

Grameen  

Provided the latest extensions remain  

housing  

fundamentally 'bottom up' solutions, it seems loans)  

sensible to believe they have more than a  

small chance of success.  

Figure 1. Grameen Bank Performance

Questions 13 -15

You are advised to spend about 5 minutes on Questions 13 -15 . s

Complete the information for the pie charts below by referring to Reading Passage 1 "Microcredit 8  

- Helping to Alleviate World Poverty". Write your answers in boxes 13 -1 5 on your Answer 52

Sheet. The first one has been done for you as an example.

Gender of borrowers:

1976  

Q13 54

Q14 54

(Ex:) 9

94.7%

Q15. 58

Check  

11-15

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101 Helpful Hints for IELTS

Questions 16-21

e You are advised to spend about 7 minutes on Questions 16 - 21.

s Refer to Reading Passage 1, and link the phrases in Questions 16-2 1 with either:

44-46-49

TB Traditional Banks  

GB the Grameen Bank

MB Male Borrowers

FB Female Borrowers

A All of the above

or N None of the above

Write your answers in boxes 16 - 21 on your Answer Sheet.

Q16. thought that poor Bangladeshis would default on their loans

Q17. providing a model for other poverty relief programmes to follow

Q18. initially unwilling to borrow funds

Q19. often careless with the money they have been loaned

Q20. not likely to be unable or unwilling to repay debts

Q21. either paying or charging interest on their loans

Questions 22 - 26

6 You are advised to spend about 8 minutes on Questions 22 - 26.

8 Complete the following statements with words or phrases from Reading Passage 1 "Microcredit  

12-65 - Helping to Alleviate World Poverty". Write your answers in boxes 22 - 26 on your Answer  

46-53 Sheet.  

Note that each answer requires a MAXIMUM OF FOUR WORDS.

Q22. The interest rates that banks from wealthy nations charge

65 Q23. After six years, the Grameen Bank was lending money to an equal  

number of

Q24. Even in wealthy countries, poverty still exists in

Q25. Women with cellular phones can earn three times the average wage  

by to villagers.

53 Q26 . Professor Yunu s hope s to interest existing aid organisation s and  

Check. in his latest plans .

11-15  

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Practice Test Four

Reading Passage 3

Questions 27 - 40

You are advised to spend about 20 minutes on Questions 27 - 40.

A.D.D. - Missing Out on Learning 38-44  

40-51-54

Study requires a student's undivided attention. It is impossible to acquire a complex skill or  

absorb information about a subject in class unless one learns to concentrate without undue stress  

for long periods of time. Students with Attention Deficit Disorder (A.D.D.) are particularly  

deficient in this respect for reasons which are now known to be neurobiological and not  

behavioural, as was once believed. Of course, being unable to concentrate, and incapable of  

pleasing the teacher and oneself in the process, quickly leads to despondence and low self-  

esteem. This will naturally induce behavioural problems.

It is estimated that 3 - 5 % of all children suffer from Attention Deficit Disorder. There are three  

main types of Attention Deficit Disorder: A.D.D. without Hyperactivity, A.D.D. with Hyperactivity  

(A.D.H.D.), and Undifferentiated A.D.D.

The characteristics of a person with A.D.D. are as follows:

• has difficulty paying attention  

• does not appear to listen  

• is unable to carry out given instructions  

• avoids or dislikes tasks which require sustained mental effort  

• has difficulty with organisation  

• is easily distracted  

• often loses things  

• is forgetful in daily activities

Children with A.D.H.D. also exhibit excessive and inappropriate physical activity, such as  

constant fidgeting and running about the room. This boisterousness often interferes with the  

educational development of others. Undifferentiated A.D.D. sufferers exhibit some, but not all,  

of the symptoms of each category.

It is important to base remedial action on an accurate diagnosis. Since A.D.D. is a physiological  

disorder caused by some structural or chemically-based neurotransmitter problem in the nervous  

system, it responds especially well to certain psychostimulant drugs, such as Ritalin. In use since  

1953, the drug enhances the ability to structure and complete a thought without being  

overwhelmed by non-related and distracting thought processes.

Psychostimulants are the most widely used medications for persons with A.D.D. and A.D.H.D.  

Recent findings have validated the use of stimulant medications, which work in about 70 - 80%

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101 Helpful Hints for IELTS

of A.H.D.D. children and adults (Wilens and Biederman, 1997). In fact, up to 90% of  

distractibility in A.D.D. sufferers can be removed by medication. The specific dose of medicine  

varies for each child, but such drugs are not without side effects, which include reduction in  

appetite, loss of weight, and problems with falling asleep.

Not all students who are inattentive in class have Attention Deficit Disorder. Many are simply  

unwilling to commit themselves to the task at hand. Others might have a specific learning  

disability (S.L.D.). However, those with A.D.D. have difficulty performing in schoolnotusually  

1  

because they have trouble learning , but because of poor organisation, inattention, compulsion  

and impulsiveness. This is brought about by an incompletely understood phenomenon, in which  

the individual is, perhaps, best described as 'tuning out' for short to long periods of time. The  

effect is analogous to the switching of channels on a television set. The difference is that an  

A.D.D. sufferer is not 'in charge of the remote control'. The child with A.D.D. is unavailable  

to learn - something else has involuntarily captured his or her whole attention.

It is commonly thought that A.D.D. only affects children, and that they grow out of the condition  

once they reach adolescence. It is now known that this is often not the case. Left undiagnosed  

or untreated, children with all forms of A.D.D. risk a lifetime of failure to relate effectively to  

others at home, school, college and at work. This brings significant emotional disturbances into  

play, and is very likely to negatively affect self-esteem. Fortunately, early identification of the  

problem, together with appropriate treatment, make it possible for many victims to overcome the  

substantial obstacles that A.D.D. places in the way of successful learning.

1 approximately 15% of A.D.H.D. children do, however, have learning disabilities

Alternative Treatments for A.D.D. Evaluation

EEG Biofeedback - expensive  

- trials flawed - (sample  

groups small, no control groups)

Dietary intervention (removal of food additives - - ineffective  

preservatives, colourings etc.) - numerous studies disprove link

- slightly effective (but only for  

Sugar reduction (in A.D.H.D.) small percentage of children)

- undocumented, unscientific  

Correction of (supposed) inner-ear disturbance studies

- inconsistent with current theory

Correction of (supposed) yeast infection - lack of evidence  

(Candida albicans) - inconsistent with current theory

Vitamin/mineral regimen for (supposed) genetic - lack of evidence  

abnormality - theory disproved in the 1970s

Body manipulations for (supposed) misalignment - lack of evidence  

of two bones in the skull - inconsistent with current theory

Figure 1. Evaluations of Controversial Treatments for A.D.D.

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Practice Test Four

Questions 27-29

You are advised to spend about 5 minutes on Questions 27-29 . 6

Refer to Reading Passage 3 "A.D.D. - Missing Out On Learning", and decide which of the 8  

answers best completes the following sentences. Write your answers in boxes 27 - 29 on your 30-33  

43-44  

Answer Sheet. The first one has been done for you as an example.

Example: The number of main types of A.D.D. is: 9

a) 1  

b) 2  

03  

d) 4

Q27. Attention Deficit Disorder : 3 1

a) is a cause of behavioural problems  

b) is very common in children  

c) has difficulty paying attention  

d) none of the above

Q28. Wilens and Biederman have shown that : 31-44

a) stimulant medications are useful  

b) psychostimulants do not always work  

c) hyperactive persons respond well to psychostimulants  

d) all of the above

Q29. Children with A.D.D. : 54

a) have a specific learning disability

b) should not be given medication as a treatment  

c) may be slightly affected by sugar intake  

d) usually improve once they become teenagers

Check:  

11-15

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101 Helpful Hints for IELTS

Questions 30-37

6 You are advised to spend about 10 minutes on Questions 30 - 37.

8 The following is a summary of Reading Passage 3. Complete each gap in the text by choosing  

43-47  

a word, or phrase from the box below the notes. Write your answers in boxes  

30 - 37 on your Answer Sheet.

Note that there are more choices in the box than gaps. You will not need to use all the choices  

given, but you may use a word, or phrase more than once.

Attention Deficit Disorder is a neurobiological problem that affects 3 - 5% of all  

9 ...(Ex:). .... Symptoms include inattentiveness and having difficulty  

getting (30) , as well as easily becoming distracted. Sometimes, A.D.D . is  

55 accompanied by (31) In these cases, the sufferer exhibits excessive  

physical activity.

Psychostimulant drugs can be given to A.D.D . sufferers to assist them with the  

(32) of desired thought processes , although they might cause  

55 i 55 (33) Current theory states that medication is the only (34)  

that has a sound scientific basis. This action should only be taken after an accurate  

diagnosis is made.

Children with A.D.D. do not necessarily have trouble learning; their problem is  

that they involuntarily (35) their attention elsewhere. It is not only  

(36) that are affected by this condition. Failure to treat A.D.D. can lead to  

lifelong emotional and behavioural problems. Early diagnosis and treatment,  

however, are the key to (37) overcoming learning difficulties associated  

with A.D.D.

side effects successfully completion adults

medicine switch drug Ritalin

hyperactivity organised losing weight A.D.H.D.

children attention remedial action paying

Check  

11-15

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Practice Test Four

Questions 38 - 40

You are advised to spend about 5 minutes on Questions 38 - 40. 6

Refer to Reading Passage 3, and decide which of the following pieces of advice is best suited for 8  

ch child listed in the table below. Write your answers in boxes 38 - 40 on your Answer Sheet. 54-58

ADVICE:

A current treatment ineffective - suggest increased dosage of Ritalin.

B supplement diet with large amounts of vitamins and minerals.

C probably not suffering from A.D.D. - suggest behavioural counselling.

D bone manipulation to realign bones in the skull.

E EEG Biofeedback to self-regulate the child's behaviour.

F daily dose of Ritalin in place of expensive unproven treatment.

CHILD 1 CHILD 2 CHILD 3

Problems - does not listen to given - often forgets to do - excessively active  

instructions homework - unable to pay attention  

- loses interest easily - sleeps in class - dislikes mental effort  

- cannot complete tasks - disturbs other students - disturbs other students  

- quiet and withdrawn

Current - EEG Feedback - none - diet contains no food  

Treatment additives  

- low dose of Ritalin

Best (38) (39) (40) 58  

Advice

OvoaUChecfc

Blanks: 1 1  

Grammar 12  

&S5  

That is the end of Practice Reading Test Four. One Answer: 13  

Spelling: 14  

Now continue with Practice Writing Test Four on page 150. Legibility: 15  

Punctuation: 59*

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101 Helpful Hints for IELTS

59-66 PRACTICE WRITING TEST FOUR

67-75 Writing Task 1

6 You are advised to spend a maximum of 20 minutes on this task.

7i-72- 73 The graph below shows the monthly profits of3 British companies in the  

car retail industry for the 2000 financial year.

Write a report for a university lecturer comparing the performance of  

Acme Sports Cars and Branson Motors for the period given.

8 You should write at least 150 words.

End of 1st Quarter: End of 2nd Quarter: End of 3rd Quarter: End of Financial  

Profit Introduction of tax on Media reports boost Year:  

(in£1000s) luxury goods in economy

T  

100-

Acme Sports  

Cars

Branson  

Motors

0  

Apr '00 May Jun Ml Aug Sep Oct Nov Dec '00 Jan '01 Feb Mar'01

2000 Financial Year

75 82 Writing Task 2

6 You are advised to spend a maximum of 40 minutes on this task.

Write an essay for a university lecturer on the following topic:

77-79- 9O We have been living in the nuclear age now for over half a century. Since the  

first atomic bombs were developed, nuclear technology has provided  

governments with the ability to totally destroy the planet. Yet the technology  

has been put to positive use as an energy source and in certain areas of  

medicine.

To what extent is nuclear technology a danger to life on Earth ? What are the  

benefits and risks associated with its use?

8 You should write at least 250 words.

You are required to support your arguments with relevant information and examples based on  

your own ideas, knowledge and experience.

Overall Check:

Grammar 12  

& 6 5 That is the end of Practice Writing Test Four.  

Spelling: 4  

Legibility: 15 Check your answers to Practice Test Four with the Answer Key on page 169.  

Punctuation: 59

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Appendix 1

Instructions for Speaking Test Board Game

(see the board for setup instructions)

PART 1: A player lands on a square and chooses one of the other players to ask him or her a  

question about the item on that square. The other players can ask further questions if necessary.

Important! If the other players consider the answer(s) given too short or not appropriate, they can  

appeal to a student chosen as a referee, who must decide if the answer is good enough for the player  

to stay on the square. Otherwise, the player must go back to the square he or she came from.

PART 2: A player landing on a 'Topic Talk' square uses the indicated topic talk card (A-F) and is  

given 1 minute to prepare a short talk for 1-2 minutes. The other players should each ask 1 further  

question at the end. Note: Only one Topic Talk' is required of each player, and when the talk is  

completed, he or she waits on the star square ('Wait Here After Topic Talk') until the next turn.

PART 3: The KEY below is for squares 33-35-37-39-41-43-45. Choose a prompt for the 'Topic Talk' given.

33 Talk A.. . Discuss the role of movies in society today.  

Talk B... Discuss the role of advertising in modern culture.  

Talk C... Discuss how important tourism is in your country these days.  

Talk D... Discuss the importance of role models for the youth of today.  

Talk E... Discuss whether you think books are too expensive to buy.  

Talk F... Discuss what you think makes a good school.

35 Talk A.. . Compare movies made in your country with movies made in America.  

Talk B... Compare products made in your country with those made overseas.  

Talk C... Compare travel in the past, say a hundred years ago, with travel today.  

Talk D... Compare the differences between students in your own country and those from overseas.  

Talk E... Compare the differences between reading a book in your own language and in English.  

Talk F... Compare the education system in your own country with that of your host country.

37 Talk A.. . How often and where do you go to the movies? Describe the cinema you usually go to.  

Talk B... How do products made these days compare with those made in the past?  

TalkC.. . How might the tourist industry in your country change in the future?  

Talk D... How can students improve their performance at school?  

Talk E... How useful are books translated from English or from other languages into your language?  

Talk F... How have schools changed in the last hundred years?

39 Talk A.. . What are the advantages of being a movie star or director?  

Talk B... What are some of the advantages of advertising?  

Talk C... What are some of the advantages of travel?  

Talk D... Are there any advantages of being popular at school?  

Talk E... What are the advantages of a book compared with a movie version of a book?  

Tak F... What are some of the advantages of doing well at school?

4 1 Talk A.. . What are the disadvantages of being a movie star or director?  

Talk B.. . Are there any disadvantages of seeing advertisements everywhere?  

Talk C.. . What are the disadvantages of the increased popularity of tourism?  

Talk D ... What are the disadvantages of being unpopular at school?  

Talk E.. . Are there disadvantages of making books out of paper? Are there any alternatives?  

Talk F.. . In what ways does a bad teacher disadvantage students?

43 Talk A.. . Do you think television has helped to make the world a better place to live in?  

Talk B... Do you think banning advertisements for alcohol and smoking is worthwhile? Why?  

Talk C.. . What do you think is the best way to plan a holiday? Why?  

Talk D... Do you think it is harder to study when you are young or when you are older? Why?  

Talk E... In what ways do you think being a writer might be an interesting job?  

Talk F... What sort of equipment do you think is useful in a language school? Why?

45 Talk A.. . Explain what you think movies might be like in a hundred years from now.  

Talk B... Explain some of the differences between a consumer society and a primitive society.  

Talk C.. . Explain what we can do to protect nature in the future.  

Talk D... Explain the most effective methods of punishment for bad students.  

Talk E... Explain why you cannot learn English only from a book.  

Talk F... Explain how schools might look in the future.

151

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Appendix 1

152

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Appendix 2

TAPESCRIPTS

PRACTICE LISTENING on the Excess Baggage form in the spaces numbered 5 to 13.  

First, you have some time to look at the form.

TEST ONE (10 second pause)

Now listen to the conversation, and answer Questions 5 to 13.  

Narrator: Listening Test One. This is a practice listening test Clerk: Good morning. Can I help you?  

which resembles the International English Language Testing  

George: Yes. I would like to check in for flight FA-492.  

System Listening Test. The test consists of four sections.  

Answer the questions as you listen to the recording. Note that Clerk: Very good. Can I have your ticket and passport please?

the recording is played once only. Please turn to Section 1. George: Yes, here you are.

Section 1 Clerk: OK. Thanks... er... if you could just put your suitcase  

on the scales ...  

Narrator: Section 1. George and Lisa are overseas students  

George: Oh, I also have this extra box that I want to take as  

studying in Britain. They are returning home for the summer  

well.  

holidays. Look at the Example and Questions 1 to 4.  

Clerk: OK. Well, that's extra luggage, so I'11 have to get you  

(10 second pause)  

to fill out an Excess Baggage Declaration Certificate. It' 11 cost  

For each of the questions four pictures are given. Decide  

extra, I'm afraid. Let's see ... er ... £40 exactly.  

which picture is the best match with what you hear on the tape,  

George: Oh well, what's the form for?  

and circle the letter under that picture. First, you have some  

time to look more carefully at Questions 1 to 4. Clerk: It's just a form you have to fill out, so if there are any  

(10 second pause) problems, we'll know where you are and how to contact you.  

So, if you can give me a few details, I'll key in the information.  

Now listen to the following conversations, and answer  

OK then. Now, your passport says your name is.. . Lavilliers.  

Questions 1 to 4.  

Is that right?  

Taxi Driver: That'll be £23. Right. There's your change. George: Yes. George Lavilliers.  

Have a nice trip. Oh, I'll just get your bags out of the boot.  

Clerk: George ... er ... L-A-V-I-L-L-I-E-R-S. Good. Now,  

Lisa: Thank you very much. Now, George, let's find the nationality: French. No, wait a minute. It's a Swiss passport.  

check-in desk.  

George: Well, yes, I live in France, but I was born in  

George: Yes, but with all the changes they have made here at Switzerland.  

the airport, I'm not sure where the check-in desk is.  

Clerk: Swiss. Very good. Flightnumber: FA-492. Destination  

Lisa: Iknow. It's strangeisn'tit? Why don'tweaskforhelp? is ...

George: Good idea. What about that man sitting down over  

George: ... Paris.  

there?  

Clerk: Are you connecting with any other flight in Paris, or  

Lisa: Which one? The one with the hat on?  

will you be staying there?  

George: But what about the man with the blue uniform and  

George: NoJ'mspendingmyholidayinParis. WelLSevres,  

the cap sitting on the trolley? He's bound to know. He looks  

just outside Paris.  

like he works here.  

Clerk: OK, so what's the phone number there?  

Lisa: OK, I'll ask him. Excuse me, could you tell me where  

the check-in desk for FrancAir is please? George: Um... let me think... the country code for France is  

... er ... 33, and the number is ... 1 - 9 8 6 1 - 4 5 3 7.  

Man: Oh, let me think. I haven't worked here very long. The  

best way to get there would be to turn left at the end here, where Clerk: Right. So that's ... 3 3 1 - 9 8 6 1 - 4 5 3 7.

the cafe" is, and then go straight ahead until you're opposite the George: Yes, that's it.  

departure gates entrance ... no, no ... sorry ... um, it might be Clerk: And can you tell me briefly what you have in the box?  

quicker to turn right as soon as you get past the cafe, and keep  

George: Well, there are some books, just university textbooks  

going along the corridor until you come to the sliding doors at  

from last term, some clothes, and ... oh yeah, my computer  

theend. On the left. Yep ...that'sit. All the check-in counters  

disks.  

are in a hall there. I'm pretty sure FrancAir is directly to your  

left as you walk in the hall. Clerk: OK. Thank you. And what would be the approximate  

value of the contents?  

Lisa: Thanks a lot. So, it's left past the cafe", and then right  

opposite ... George: Oh, quite a bit actually. About... yes, about £150.  

Clerk: That's all. There's your receipt for the box, your  

Man: ... the bookshop. You can't miss it.  

passport and ticket, and here's your boarding pass. Gate 7.  

George: Come on then, Lisa. We don't want to be late, and  

You can board the plane in about 35 minutes. Have a nice  

I want some time to get a cup of coffee and look around the  

flight.  

bookshop.  

Narrator: That is the end of Section 1. You now have 30  

Lisa: OK, George, but I want to go and wash my hands first.  

seconds to check your answers to Section 1.  

I'll meet you at the check-in desk.  

Narrator: George now speaks to the clerk at the check-in (30 second pause)

counter. Listen to the conversation, and fill in the information Now turn to Section 2.

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Section 2 (30 second pause)  

Now turn to Section 3  

Narrator. Section 2 You will now hear a short news item  

Fill in the gaps in the summary of the news item with the Section 3  

correct word or phrase, according to what you hear The first  

one has been done for you as an example You now have some Narrator: Section 3 Next, you will hear an interview on the  

time to look at the summary radio Wnte a word or a short phrase to answer each of the  

(20 second pause) questions numbered 22 to 28 First, you have some time to  

look at the Example and questions  

Now listen to the news item, and answer Questions 14 to 21  

(10 second pause)  

Kelly: the Minister responsible declined to make any  

further statement And now with more information on the Now listen to the interview, and answer Questions 22 to 28  

situation in Lidham we cross to Sophie Roberts at the scene of Sue: Good afternoon and welcome to "Working Lives" My  

today's major traffic accident name is Sue Holt This week we continue our series by looking  

Sophie: Good evening Yes, Kelly The situation here in at a job that is often thought of as adventurous, exotic, and  

Avalon Road, Lidham, is chaotic The death toll is rising with highly desirable We're going to take a behind-the-scenes  

three known fatalities, and a further 14 people receiving look at the airline hospitality industry What is the reality  

treatment at the local St John's Hospital A few moments ago behind the smart uniform and ever ready smile of the flight  

I spoke with the Police Rescue Officer in charge, Chief 1  

attendant ? We're lucky enough to have in the studio Juke  

Inspector McManus, who told me that it would be at least two Nevard, who works for British AirWorld, and is a senior  

hours before the northbound lane was reopened, and even  

member of the cabin crew staff Thank you for finding the time  

longer for the southbound lane that is still strewn with vehicles  

to speak to us I know that you must have a busy schedule  

He urged all drivers to find an alternative route through  

Lidham Julie: My pleasure Yes, it is a very full-time job, but I think  

you realise that very early on in your career  

Kelly: Is there any clear indication as to what caused the 1  

Sue: How long have you been involved in in-flight hospitality '  

disaster'  

Julie: Well, I trained for a year at the British AirWorld  

Sophie: Well, yes, Kelly They are starting to put together the Training School, and I'd already taken a Diploma in  

accounts of the witnesses ah, here is Chief Inspector Hospitality and Tourism after Heft school so, al2 in all, about  

McManus Inspector, could you spare us a moment please'' 5 years no, more like 6 years

InspectorM: Well,yes,justamomentthough Asyoucansee  

Sue: So your training was at college''  

I have a lot on right now  

Julie: Well, yes, the preliminary training, but then the British  

Sophie: Yes, thank you Now tell me, do you have any more  

1 AirWorld Training course in Manchester was a more specialised  

information for us ?  

hospitality course I suppose you could call the Diploma my  

InspectorM: Yes, it seems, from what I can piece together so major professional qualification  

far from the statements that the witnesses have made, that the  

Sue: Isee Nowtellme,isthejobasglamorousasmostpeople  

dn ver of a large articulated lorry lost control of his vehicle as  

believe''  

he came down the road there Asyou reaware.itisaverysteep  

stretch of dual carriageway, and it would have been very Julie: Absolutely not' Oh, of course, there are many good  

difficult for the driver to bring his vehicle back under control things about the job You know, you never know where you  

coming down that hill There was a queue of traffic turning might be going For example, I still get excited when I see the  

into Avalon Road from Batty Avenue They wouldn't have new roster for the first time Knowing I'll soon be off  

been able to do anything I'm sorry, I must get back to work somewhere I haven't been before, on a new route The best  

Sophie- Yes, yes of course, Inspector Thank you for thing, of course, is that all the time I'm meeting new people  

your time I also have with me Mr Ted Higgms, a local But people don't realise that what I get to see most of is the  

shopkeeper, who told us that he heard the lorry sounding its inside of hotel rooms, and most hotel rooms are pretty similar  

horn before the accident Also, it's like, I'm working, but the majority of my passengers  

are on holiday Sometimes it's hard to deal with all their  

Ted: Well, I wasjust unloading my van outside the shop here,  

and I heard this horn, you know, much worse than an ordinary demands There are times you just want to shout, "I'm doing  

1  

car horn, and it just went on and on, getting louder and louder, my best, I've got ajob to do, leave me alone ", but that doesn't  

and then, I think I was still holding a box of tomatoes and, happen very often

there was this huge lorry coming down the road, horn going Sue: Then tell me, what is your main responsibility during a  

and the lights on, travelling real fast I don't know, maybe flight?  

about 80 or 90 mph, it came straight down through the lights Julie: That's hard to say really Well, we're responsible for  

right at the moment the traffic was turning into the main road, all the needs and demands of each and every passenger, for up  

you know, Avalon Road from Batty Avenue It just seemed to to 10 hours on some long haul flights Not to mention the  

pick up the cars as it, as it went along 1 tell you it was a real mess safety of the plane and all the passengers I suppose, if I have

Sophie. Thank you Mr Higgms and, so back to you Kelly, to come up with a single answer, it'd be passenger comfort  

in the studio  

Sue: Do you find yourself going to the same places often"'  

Kelly: Thank you Sophie Anyone wanting fiirthennformation Julie: There are four or five major destinations that we fly to  

regarding those injured in the accident should ring St John's more regularly than others Yes, I' ve got to know some cities  

Hospital, which has set up a hotline, and the number is 0 1 7  

very well  

1 - 3 8 9 - 1 7 78 I'll repeat that number 0 1 7 1 - 3 8 9 - 1 9 7  

7 7 8 And now, with all the news of sport, here is Charles Sue: Oh, really Which destinations are those  

Oakden Julie: Well, there's Pans, Frankfurt, Rome, Kennedy  

Narrator: That is the end of Section 2 You now have 30 Sue: Kennedy Airport in in Los Angeles9

seconds to check your answers to Section 2 Julie: New York these are the most frequent destinations

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Appendix 2

with British AirWorld. (10 second pause)  

Sue: So how do you deal with the changing time zones? Now listen to the lecture, and answer Questions 34 to 40.  

Julie: It's something you just have to get used to. Oh, Lecturer: Welcome to the first seminar of the International  

everybody in the industry has a special tip to beat jet lag on Hotel Hospitality and Management Course. My name' s Garth  

longer flights. But me? I just make sure that I am regularly Walters, andl'mone of the Career Advisors.at the school, and,  

changing the time on my watch. I find that if I change the time er... this afternoon, I intend to give you an overview of the four  

little by little and fairly frequently, well, that seems to work core subject options available to you in this course - one of  

well for me. You see, I have two watches: the one I'm which you will need to choose as your core or main subject by  

constantly adjusting and the one with the original time at the end of the first week. Each core subject prepares students  

departure. for work in one of four major career areas: front desk and  

Sue: That sounds like a good idea. reception work, drink and bar service, restaurant service, and  

Narrator: In the next part of the radio interview, complete the lastly, guest relations. For each area that I have mentioned, we  

table with no more than three words for each answer. First, will explore the personal skills required, the professional  

you have some time to look at the table and questions. qualifications needed, and the career opportunities available.

(10 second pause) To start with, we are going to take a look at front desk and  

Now listen and answer Questions 29 to 33. reception work. In some ways, the reception desk is both the  

... er... face and the nerve centre of a hotel. It's the first point  

Sue: So, have you seen many changes in the type of services  

of physical contact with the client, and a close and professional  

you offer?  

relationship should be immediately struck up. The psychology  

Julie: Oh, yes. These days the competition is much tougher. behind the need for creating a good first impression and  

I suppose the result is that the consumer, the traveller, has a maintaining it is fairly obvious, but how to do this effectively  

much better deal. Well, the seats are bigger, more comfortable constitutes a major slice of the work that all students will be  

than they were 10 years ago - the in-flight entertainment, the doing in the first few weeks of this course, regardless of the  

films ... now they are all recent release blockbusters. They option that you choose.  

weren't lOyearsago. But the two biggest improvements have  

Now, the type of person who is best suited for front desk and  

been to do with the smoking restrictions and the upgrading of  

the meals. reception work is self-confident, caring and sensitive,  

intelligent, and also able to work calmly in the glare of the  

Sue: Oh right, tell me about these two changes. public eye, when it's as busy as it often gets, without appearing

Julie: Yes, the restriction on smoking has had a two-fold to panic. The ability to speak more than one language is,  

benefit. Firstly, the atmosphere is much more pleasant, and, naturally, a great asset in this job, as is clear diction and  

secondly, the fire risk is greatly reduced. You know, we used familiarity with switchboard operating systems - a technical  

to have people dropping cigarettes, burning the seats. A skill that is taught only in the front desk and reception core  

dreadful fire risk. Can you imagine? option.  

Sue: Terrible. Qualifications? Well, ideally, an Associate Diploma with at  

Julie: I, for one, never understood why anyone was ever least one foreign language would be good, but this is not  

allowed to smoke on aeroplanes in the first place. strictly necessary. You are encouraged, however, to take up  

Sue: Um ... and the meals? another language. As for the career opportunities available,  

um ... after a few years, competent front desk staff can begin  

Julie: Ah, with so many carriers vying for passengers on the working in reception management, that is, being responsible  

same route, you just have to offer more. Vegetarian meals, for the VIP guests, and coordinating and arranging conferences  

choice of two hot meals, interesting, exotic, gourmet food - all and meetings at the hotel.  

this is now commonplace in our economy class galleys. And  

for the business and first-class passengers, the food is as good We now move on to the second core subject option - drink and  

as in any world-class restaurant - top chefs, great presentation, bar service. Usually, you need to have completed a recognised  

nutritious ingredients ... really quite lovely. bar course to begin serving drinks in a top hotel, but yeu'll all  

be taught the basics, since a percentage of the work in each  

Sue: And finally, what advice or words of warning would you option is compulsory for all students.  

give to school leavers considering a career in this industry?  

Obviously, an outgoing and lively personality are prerequisites  

Julie: That's a difficult question. I'd say think long and hard  

for this type of work, also, an ability to work late into the  

about why you want to do it. It's not all glamorous, and it can  

night. So, if you are a morning person, this type of work is  

be very hard work.  

definitely not for you ! There is much more to skilled bar work  

Sue: Julie, it's been fascinating talking to you. Thank you for than just serving drinks. It involves an intimate knowledge of  

your time. And just before we go, next week we will be most alcoholic beverages, mixers, wines, and beers, as well as  

talking to ... mixing techniques, and the correct choice of drinks to  

Narrator: That is the end of Section 3. You now have 30 accompany meals. An effective member of a drink and bar  

seconds to check your answers to Section 3. service team can eventually move into more specialised areas.

' (30 second pause) Two of the main avenues open are cellar management:  

Now turn to Section 4. dealing exclusively with wine and fortified wines... the, er...  

selection, purchase, storage, and general upkeep of the hotel  

Section 4 cellar, and the other area is working in co-ordination with fine  

restaurants as a wine manager or consultant, with the emphasis  

Narrator: Section 4. You will hear part of an introductory  

placed more on the bonding of wine with food. Naturally, for  

seminar given at a Hotel Management School. Choose the  

both careers, a wide and thorough knowledge and appreciation  

most suitable of the answers given for each of the questions  

of wine varieties and styles is essential.  

numbered 34 to 40. First, you have some time to look at the  

Example and questions. The third core subject option is restaurant service. Well, a love

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Appendix 2

of food and its presentation is a must for anyone considering need more English practice, like me.  

this line of work. Also, life in a restaurant can be hectic, hot, Jon: Yeah, it's a good idea.  

and very busy. The hours are long, and the competition for  

Ewa: It's on Fridays, and I have to choose which timetable is  

certain positions within the industry is tough, but, by completing  

best for me. There are four to choose from. Here, take a look.  

the International Hotel Hospitality and Management Catering  

core option, you will be able to enter restaurant service as an Jon: Oh, I see. Well, what do you need?  

Assistant or Grade 3 chef. As a Grade 3 chef you will be Ewa: I need everything ... but especially writing practice.  

responsible for the preparation of salads and desserts, stocking Jon: Well, do you want to go to the Writing Skills class in the  

and cleaning the fridges, etc., and, as you learn, you can morning or the afternoon?  

progress to Grade 2, and then, with time, Grade 1 or Chief chef.  

Ewa: In the afternoon, I think.  

As you become more familiar with different styles of food and  

presentation, you may wish to specialise in a particular area, Jon: OK. So, Grammar and Writing Skills in the afternoon.  

but, as I said, the competition, especially in the larger more Ewa: Grammar? Oh no. I don't want to study grammar.  

reputable hotels, can be fierce. Right. Um... before I move on  

Jon: Well, in that case, Reading and Writing in the morning,  

to the last option, guest relations, I want to say a few words  

followed by Pronunciation... then Listening and Speaking in  

about how you can best choose your core subject, but, er... are the afternoon.  

there any questions before I continue?  

Ewa: I don't think my pronunciation is too bad, do you?  

Narrator: That is the end of Section 4. You now have 30  

Jon: No, no, you speak very clearly.  

seconds to check your answers to Section 4.  

Ewa: Yes, but I do need more vocabulary.  

(30 second pause)  

Jon: If you study Vocabulary in the morning, you have to  

You now have 1 minute to check your answers for the entire  

study Grammar in the afternoon. What about Listening?  

test.  

Ewa: Oh, yes. I certainly need to practise more listening.  

(60 second pause)  

Jon: Then your best choice would be to study Listening and  

That is the end of the Listening Test. You are now given  

Vocabulary in the afternoon, and Writing, Reading, and  

exactly 10 minutes to transfer your answers to the Listening  

Test Answer Sheet. Grammar in the morning.

Ewa: Do I have to take Grammar?  

Jon: Well, if you want to improve your writing.

Ewa: Yes, I suppose you're right. And... um... Writing class  

first lesson in the morning?

Jon: I'm afraid so. How's your reading, Ewa?  

Ewa: Oh, I'm a bit slow. Yes, I think I will study Writing,  

PRACTICE LISTENING Reading, and Grammar in the morning ...  

Jon: ...and Listening and Vocabulary in the afternoon. Good  

TEST TWO choice. Now what do you have to do?

Narrator: Listening Test Two. This is a practice listening test Ewa: Um ... just give this form to my tutor tomorrow.

which resembles the International English Language Testing Jon: Do you have any classes today?  

System Listening Test. The test consists of four sections. Ewa: There's a special introductory English class for foreign  

Answer the questions as you listen to the recording. Note that  

students later this morning.  

the recording is played once only. Please turn to Section 1.  

Jon: What time's the class?

Section 1 Ewa: We have to be at the Function Room at 11.00 am.

Jon: It's five past nine now ...  

Narrator: Section 1. Ewa is an overseas student who has just  

enrolled at the National Business College. Her friend, Jon, Ewa: ... it's actually nine-thirty ...  

meets her on enrolment day. Look at the Example and Jon: Oh, right. We' ve got time, so why don'11 take you down  

Questions 1 and 2. to the Student Centre?  

Ewa: OK.  

(10 second pause)  

Jon: Come on then ...  

For both questions four pictures are given. Decide which  

picture is the best match with what you hear on the tape, and Narrator: Jon and Ewa continue their conversation in the  

circle the letter under that picture. First, you have some time Student Centre. Choose the most suitable of the answers given  

to look more carefully at Questions 1 and 2. for each of the questions numbered 3 to 7. First, you have  

(10 second pause) some time to look at the questions.

Now listen to the conversation between Ewa and Jon, and (10 second pause)  

answer Questions 1 and 2. Now listen to the conversation, and answer Questions 3 to 7.

Jon: Hi, Ewa. I see you've just enrolled. Ewa: Jon, how many years have you been studying at the

Ewa: Oh, hi, Jon. Yes, it didn't take long. What about you? College?

Jon: Oh, because I've re-enrolled for another year, I don't Jon: This is my second year. I started... er... well, one year  

have to be here until this afternoon, but I thought I'd come ago. Tell me again. Whatisitthatyou'restudying? Computing,  

along and help. isn't it? Basic Programming?

Ewa: Oh, that's very kind of you, Jon. Maybe you could help Ewa: Yes, I worked as a computer programmer after I  

me with this elective class timetable. It's for students who graduated from university.

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Appendix 2

Jon: So why are you doing Basic Programming? Clerk: Good. When would you like to climb?  

Ewa: No, no. Advanced Programming. Jon: Is Sunday morning good for you, Ewa?  

Jon: Right. Well, here we are at the Student Centre. Ewa: Not really, Jon. I go to church.  

Ewa: Oh, it's huge ! Clerk: We have sessions in the afternoon, too. Only on  

Jon: Yeah, well, it has to be. There are 500 students on weekends though.  

campus and 50 staff. Ewa: Oh well, Saturday afternoon, is it OK for you?

Ewa: Oh, look, there's some information about clubs. Jon: Sure.

Jon: V m already a member of the Table Tennis Club and the Clerk: Saturday PM. One more thing. I need a contact  

Orienteering Club. Do you want to play table tennis? number if we need to ring you ... change in the weather or  

Ewa: I'm not much good, I'm afraid. What else is there? something like that ... er ... what's your home telephone  

number?  

Jon: Fencing, tennis, hang-gliding ...  

Ewa: 0 1 2 2 2 - 5 6 5 2 4 8 .  

Ewa: What about orienteering? How much is it to join?  

Jon: For second year students it's cheaper. Only £10 ..., but Clerk: 0 1 2 2 2 - 5 6 5 2 4 8. Now, all you have to do is pay  

the £15, and I'll fix you up with a Club Membership card.  

for first year students it's £20, 1 think. Do you want to become  

Here's an information sheet about the Club. See you later.  

a member? I joined last year.  

Jon: Bye. Hey,Ewa, we've still got plenty oftime, let'swatch  

Ewa: Why not? some TV.  

Jon: OK. Let's go to the Student Information Office. Over Ewa: All right.

here ... Narrator: That is the end of Section 1. You now have 30  

Narrator: At the Student Information Office Ewa wants to seconds to check your answers to Section 1.  

join the Orienteering Club. She has to give information about (30 second pause)  

herself to the clerk. Listen to the conversation, and complete  

Now turn to Section 2.  

the information on the Club Registration form in the spaces  

numbered 8 to 14. First, you have some time to look at the Section 2  

form.  

Narrator: Section2. When Ewa arrives at the Student Centre,  

(10 second pause) she watches a television report on the European country of

Now listen to the conversation, and answer Questions 8 to 14. Estonia. Before you listen, look at the map of Estonia, the  

Jon: Hello. My friend Ewa is a new student, and she would Example and Questions 15 to 18.

like to join the Orienteering Club. (10 second pause)

Clerk: No problem. All I have to do is fill in this registration Now listen to the television report, and answer Questions 15  

form, and the cost is only £15 for first year students. To start to 18.  

with, I need your full name. Ewa, isn't it? Reporter: Good morning viewers. Today on 'World in  

Ewa: Yes, E-W-A. Focus' we take a look at the small but fascinating country of  

Clerk: Family name? Estonia. Can you see it there to the right of your screen?  

Located on the eastern shores of the Baltic Sea - west of  

Ewa: Zaleska.  

Russia, and to the north of Latvia - Estonia is a mere 45,227  

Clerk: Zaleska... how do you spell that? square kilometres in size, which is, let's say, three-fifths the

Ewa: Z-A-L-E-S-K-A. size of Scotland. The country is divided into 15 counties, 207  

Clerk: Zal-eska. Very good. And you're from ... ? rural municipalities, and only 47 towns. The official population  

is 1,462,130, made up mostly of native Estonians (64.2%),  

Ewa: ... Poland.  

followed by Russians (28.7%), Ukrainians (2.7%), and  

Clerk: Nationality: Polish. I went to Poland last year. Great Belarussians, Finnish and others (4.4%). The capital, Tallinn,  

place. OK, so what's your student number? in the north-west, as you can see, quite a beautiful city, has a  

Jon: ... Er ... on your student card. population of just 420,470. We'll be back with a further look  

Ewa: Oh, right. Here it is: 3 4 9 6 8 - A P. at this extraordinary nation. Stay tuned.

Clerk: 349 6 8-AP . Got it. You must be doing the Advanced Narrator: Next, look at the summary of part two of the  

Programming course. Tell me about your orienteering television report and Questions 19 to 23.  

experience. How long have you been doing it? (10 second pause)

Ewa: Two years. Now listen to the rest of the report, and answer Questions 19  

Jon: You're probably better than I am. to 23.  

Clerk: Next thing is.. . do you know your blood type? Um... Reporter: Welcome back. Estonia is a rather flat country-the  

for safety reasons... highest point is just 318 m above sea level. It has over 1,500  

islands and more than 1,400 lakes. The chief industries are the  

Ewa: Oh, right. Yes, it is A positive.  

manufacture of agricultural machinery and electric motors.  

Clerk: When we climb we always nominate a partner; it's Chief crops? Grain and vegetables. Ok, now, you're probably  

good for teamwork, and you both look out for each other. thinking - why don't we know more about Estonia? Well, it  

Jon: OK. We'll be partners. could be because the country only gained independence from  

Clerk: Right. So, what's your name? Russiainl991. Each year, it celebrates its Independence Day  

on February 24th. The constitution guarantees fundamental  

Jon: Jon. J-O-N.  

human rights, and Estonia, nowadays, is, in fact, a democratic  

Clerk: Family name? parliamentary republic. The currency is the Estonian Kroon,  

Jon: Anderburg. A-N-D-E-R-B-U-R-G. worth one eighth of a German mark, or about 4.5 pence. The

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Appendix 2

official language is Estonian, but, given that the nation shares Tutor: What advice did the counsellor give9

a border with Russia, it's no surprise that a great many people Anna- Well, she was very kind and understanding, and I  

speak Russian And so, for the weather in Tallinn today realised that I was doing the wrong course You have to be an  

Estonians enjoy a mild climate m summer, and can expect 'extrovert' , you know, outgoing Ithinkit'sapersonalthing  

partly cloudy skies and a top temperature of 61 degrees with me You had to give a lot of opinions, and I am shy So,  

Fahrenheit, that is 16 degrees Celsius Back to the news she suggested I ask more questions in class, so I made it a rule  

Presenter: Moscow Talks today between the Russian to ask at least one or two questions every lesson  

Delegation and the Vice-President of the United States appear Tutor: So you swapped courses and began to talk more in  

to have been successful class Was there anything else that the counsellor suggested9

Narrator: That is the end of Section 2 You now have 30 Anna: Yes, she said I shouldn't live with students from my  

seconds to check your answers to Section 2 own country I should share a house with some English  

(30 second pause) students, so I did, and my English improved much faster  

Now turn to Section 3 Tutor: Are there any problems that you currently have with  

English9

Anna: Oh, yes, I used to have problems with the technical  

Section 3 vocabulary in my field, but you pick that up pretty quickly  

Now, it's mostly I have difficulty trying to understand the  

Narrator: Section 3 Later that morning, Ewa attends a colloquial language of the English, the way they express  

special class for students who are non-native speakers The themselves is sometimes very Mrange  

tutor is interviewing an ex-student of the College For Tutor: I see How do you increase your vocabulary, for  

Questions 24 to 32, listen to the interview, and complete the instance9

sentences with a suitable word or phrase First, you have some Anna- 1 listen to the radio a lot Interviews on radio, talk-back  

time to look at the Example and questions programmes, that sort of thing I find that really helps me It's

(10 second pause) better than just watching TV And, actually, I keep a journal  

of the expressions I hear Some people collect stamps, and I  

Now listen to the interview, and answer Questions 24 to 32 collect new words and English expressions  

Tutor: Today I have with me Anna Cherney, who was a  

9 Tutor: Let's talk some more about your course at the College  

student at this College, er how long ago  

Do you remember any study projects that you were involved  

Anna: I was here one and a half, no, two years ago now m9

Tutor: Anna was a student in this English class when she was Anna: Er, let me see well, there was one study we made of  

at the College, and she is here to tell us about the many the nutritional habits of English schoolchildren We had to  

problems facing a non-native speaker in a tertiary institution produce a questionnaire, for a group of 20 kids, and we  

What have you been doing since you graduated, Anna9 discovered that, too many children either didn't have any

Anna: I was quite lucky when I left the College because I breakfast at all, or else they ate foods for breakfast that were  

got a job pretty quickly with the local council I'm still with much too high in sugar These are two major dietary problems  

them Tutor: Why9

Tutor: Tell the class what course you took here at the College' Anna: It's complicated, but breakfast is an important meal  

Anna: Yes, I originally wanted to work in advertising, but I because your metabolic rate - the rate at which the body bums  

found it was too hard because of my English And sol changed up food - is faster the earlier you begin eating in the day So,  

my direction, and, well, I'm glad I did because now I have a if you want to have lots of energy, eat a good, balanced  

qualification in nutritional science, and that's how I managed breakfast, you need a higher metabolic rate, you see Also, too  

to get a job with the council much sugar in the diet can cause the blood sugar level to rise  

Tutor: What exactly do you do with the council'' very quickly at first, and then drop too rapidly For breakfast,  

this is bad because later you are more likely to feel sleepy and  

Anna: I work with the Chief Dietician, making sure that the unable to concentrate So eat a good breakfast, you 11 think  

meals prepared for the elderly in the community are nutritionally better, concentrate better, and, yes, you'll probably score  

balanced The council provides food for those old people who better in your exams'  

can't get out of their flat or their house It's a very demanding 9  

job , but I like it Tutor: Urn, one last question What about your future Have  

9 you any immediate plans9  

Tutor: You deliver the food  

Anna: Well, m the short-term I'll continue to work for the  

Anna: No, no I spend most of my day in a laboratory at the  

council and gain more experience there, I hope to get a  

council but sometimes I talk to older people to find out if the  

position in a hospital, which would be much more challenging  

food is tasty enough, and, er that they like it I spend a lot  

than my present job After that, my long term goal is I have  

of time in the kitchens, too, making sure that the food is good  

a dream to open my own busmess - an agency providing  

quality  

nutritional advice and giving consultations - or I might have  

Tutor: What exactly were the problems when you first am ved to go back to my own country instead and do what I can to  

at the College9 improve the diet of my people at home

Anna: I was very shy, you know I couldn't communicate Tutor: I see Now, does anyone have any questions for Anna9  

with the students m my class because most of them were Yes In the first row  

native-speakers my English was not very good But I, I  

Narrator: That is the end of Section 3 You now have 30  

thought everything was OK, until I got the result of my first  

seconds to check your answers to Section 3  

examination The tutor was worried why I was so quiet in  

class I told her it was because I was afraid to ask a question, (30 second pause)  

and, anyway, she suggested that I talk to the school counsellor Now turn to Section 4

158

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Appendix 2

Section 4 course, do not give such good quality printouts as the laser  

printers, are suitable mainly for giving a rough copy of your  

Narrator: Section 4. You will hear part of the orientation in work ... er ... urn ... they are free for student use during class  

which Ewa is shown the College's computer laboratory. For hours. After hours a charge applies. Now, class hours, as you  

each of the questions numbered 33 to 40, circle the letter A if probably already know, are from nine in the morning until  

the statement is accurate, I if the statement is inaccurate, or N three-thirty in the afternoon, Monday to Thursday, and until  

if the information in the statement is not given in the listening midday on Fridays. The computer lab, however, is open an  

passage. First, you have some time to look at the Example and hour before class begins each day, and until six o' clock every  

questions. afternoon, except for Fridays, when the lab closes at five.

(30 second pause) Now, if you need any assistance with the software program  

you're working on, you can either look in the manuals located  

Now listen to the computer laboratory orientation, and answer  

on the shelves below each machine, or, if you're still having  

Questions 33 to 40.  

problems, you can ask one of the lab assistants to help out. In  

Norman: Let me introduce you to Donald McGlubbin, who addition, there is always help at hand on screen, in most cases  

is in charge of maintaining the facilities of our computer simply by pressing function key number one at the top left of  

laboratory, and ... er ... over to you, Don. each keyboard. Well, that's about it. Uh. Oh, I forgot to

Donald: Yes, Norman. Well, as you can see, we have well mention the computer lab card which contains your log on  

over a hundred PC computers, as well as 20 Macintosh number. By producing your card, you can borrow computer  

computers set up for those students who need to produce high books and manuals from the computer lab library. Um... OK.  

quality graphic design work. Of course, maintainance of all That's all I need to tell you at this stage. B ack to you, Norman.  

these machines and the equipment that goes with them ... Norman: Thanks, Don. Right... er ... next on the right we  

printers, fax machines, modems, etc., takes up almost all of my come to the audio-visual laboratory.  

time, so, we have a number of rules. All students are expected  

Narrator: That is the end of Section 4. You now have 30  

to follow the rules, or they will be unable to use the lab in the  

seconds to check your answers to Section 4.  

future - and just about everybody needs to use the lab at some  

stage. (30 second pause)

First of all, log on procedure. All students have to log on, that You now have one minute to check your answers for the entire  

is, enter their name and lab number before the program menu test.

comes up on the screen. The reason is that, if anything goes (60 second pause)  

wrong with the machine, we can find out from you what it was That is the end of the Listening Test. You are now given  

you were doing when the problem occurred, and this can save exactly 10 minutes to transfer your answers to the Listening  

a great deal of time when trying to solve the problem. Which Test Answer Sheet.  

brings us to the second rule. If something goes wrong, you  

mustn't just walk away from the computer, or turn it off and  

pretend it hasn't happened. You must let me, or one of my  

assistants, know what has happened, and remember, we can  

always find out who was last using the machine! So, with these  

two simple rules, it becomes relatively easy to maintain so  

many machines. The third rule concerns the use of student  

disks. At no time are you allowed to bring your own disks into  

the laboratory. This lab is completely free of the need for  

student disks of any kind, because each computer is linked to  

a network, and there are four networks, each of which has its  

own file-serving machine. We don't want you to bring along  

your own disks for two very good reasons. The first reason is  

because of copyright laws. It's illegal to copy programs  

bought by the college. The second reason has to do with those  

nasty little programs called viruses, which can do a tremendous  

amount of damage. So, no student disks in the lab. We,  

therefore, insist that you leave your bags outside, too, which  

is rule number four.

Now, a network simply means a number of computers are  

linked together, in other words, can share information. There  

are three networks for the PC computers, and one network for  

the 20 Macintosh machines. That brings me to the fifth rule:  

students must only access the network that is set up for their  

use. One of the three PC networks is only for first year students  

to use - over here, another is only for second year students -  

over there along the back wall, and the third network - on the  

far right, is reserved for third year student use. The Macintosh  

computer network is reserved for second and third year  

students only, unless you are a first year student of the Graphic  

Design course. Rule five: you can only access the network that  

is set up for your level.

All networks have printout capability, and there is a charge per  

page on the laser printers. The dot-matrix printers, which, of

159

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Appendix 3

ANSWER KEYS

NB: l) answer words in brackets are optional  

ii) alternative answers are separated with a stroke ( / )

PRACTICE TEST ONE PRACTICE TEST ONE PRACTICE TEST TWO

LISTENING TEST ONE READING TEST ONE LISTENING TEST TWO

Section 1 Passage 1 Section 1  

Ql. c Ql. British Ql. c Q4. b Q7. a  

Q2. B Q2. not given Q2. d Q5. b  

Q3. A Q3. (equal) 3 Q3. a Q6. d  

Q4. B Q4. G Q8. Z A L E S K A  

Q5. £40 Q5. C (must be correctly spelt)  

Q6. L A V I L L I E R S Q6. A Q9. Polish  

(must be correctly spelt) Q10. 3 4 9 6 8 - A P  

Q7. D  

Q7. Swiss Qll . 2years  

Q8. F  

Q8. FA - 492 Q9. B Q12. A N D E R B U R G  

Q9. Paris / Sevres Q10. F (must be correctly spelt)  

Q10. 3 3 1 - 9 8 6 1 - 4 5 3 7 Q l l . N Q13. Saturday (afternoon)  

Qll . /Q12./Q13 . books / university Q12. T Q14. 0 1 2 2 2 - 5 6 5 2 4 8

texts / clothes / computer disks Section 2  

Q13. T  

(answers may be in any order) Q15. 45,227 (square km)  

Q14. N  

Section 2 Q16. three-fifths  

Q15. T  

Q14. 3 ; Q17. 64.2%  

" > ' Passage 2 '\ ' : " Q18. capital  

Q15. 14  

Q16. Asia Q19. electric motors  

Q16. hospital  

Q17. Japan / Japanese respondents Q20. grain  

Q17. lorry  

Q18. further study (in Australia) Q21. crops (answer must be plural)  

Q18. lights (answer must be plural)  

Q19. 5 Q22. republic  

Q19. horn  

Q20. 4 Q23. mild  

Q20. main road / dual carriageway  

Q21. 8% Section 3  

Q21. 0 1 7 1 - 3 8 9 - 1 7 7 8  

Q22. nationality Q24. (the) local council / chief dietician  

Section 3 Q23. returning home Q25. (they) can't get out of their flat (or  

house)  

Q22. British AirWorld Q24. quality of tuition  

Q26. after (receiving the result of) her  

Q23. Hospitality and Tourism Q25. permission to study first examination

Q24. meeting (new) people Q26. C  

Q27. / Q28. change courses / talk more  

Q25. passenger comfort Q27. A in class / ask more questions /  

r move out of her flat / don't live  

Q26./ Q27. Paris / Frankfurt / Rome / Q28. H  

with students from her own country  

Kennedy Airport / New York Q29. F (answers may be in any order, but  

(answers may be in any order,  

Q30. D only one answer per question)  

but only one per question)  

Q31. E Q29. listens to the radio (talk-back  

Q28. (to) beat jet lag / (to) deal with  

programmes / radio interviews) /  

the (changing) time zones Passage 3 keeps a journal / collects English

Q29. bigger / more comfortable Q32. c words and expressions  

Q30. recent (release) films / recent Q33. d Q30. yes  

(release) blockbusters Q31. more challenging (than her present  

Q34. c  

Q31. atmosphere more pleasant job )  

Q32. fire risk reduced Q35. b Q32. (open her) own business/agency /  

nutritional (advice) agency / give  

Q33. offer more / vegetarian meals / Q36. alcohol dietary) consultations  

two hot meals / interesting / exotic / Q37. (the chemical) serotonin  

gourmet food Section 4  

Q38. return to normal  

Section 4 Q39. free the personality / liberate some Q33. I Q37. A

Q34. d Q37. c Q40. c users / remove one's defenses Q34. A Q38 A

Q35. d Q38. b Q40. addictive Q35. I Q39. N

Q36. d Q39. c Q36. I Q40. A

160

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Appendix 3

ANSWER KEYS

NB: i) answer words in brackets are optional  

ii) alternative answers are separated with a stroke ( / )

PRACTICE TEST TWO PRACTICE TEST THREE PRACTICE TEST FOUR

READING TEST TWO READING TEST THREE READING TEST FOUR

Passage 1 Passage 1 Passage 1  

Ql. GPS-dropwindsondes Q1./Q2. fructose / glucose Ql. electrified  

Q2. (weather) balloons (answers may be in any order, but Q2. computer  

only one answer per question)  

Q3. (the custom of) naming hurricanes Q3. Beam-Operated Traffic  

Q3. white sugar / sucrose  

began in the (early) 1950s Q4. roads  

Q4. / Q5. Aspartame / NutraSweet //  

Q4. Camille Cyclamate Q5. C

Q5. hurricanes (answers may be in any order, but Q6. I

Q6. heat (of water) / warm water only one answer per question) Q7. B

(NB: the Atlantic Conveyor does Q6. fructose Q8. H  

not give energy to all hurricanes) Q7. abundant Q9. A

Q7. (the) Atlantic Conveyor Q8. fruit Q10. NS

Q8. previously used sensors Q9. glucose Qll . S

Q9. data analysts Q10. technologists Q12. S

Q10. (a) computer (simulation) /  

hurricane researchers Qll . substances Passage 2

Q12. discovered Q13. male/men  

Q11. (a) storm surge  

Q13. maximum Q14. female/women

Q14. similar Q15. 1998  

Q13; d  

Q15. chemical Q16. TB  

Q14. b  

P a s s a g e 2 Q17. GB  

Q15. a  

Q16. E Q18. FB  

Passage 2 Q17. A Q19. MB

Q16. A Q18. C Q20. FB

Q17. N Q19. D Q21. A

Q18. I Q20. F Q22. cripple developing economies

Q19. I Q21. 3 Q23. male and female borrowers

Q20. A Q22. time (and) money Q24. many large cities

Q21. A Q23. pharmaceutical companies / Q25. selling telephone services  

Q22. A developed countries Q26. multinational companies

Q23. A Q24. b Passage 3

Q25. d  

Q24. (academic) controversy Q27. a  

Q26. a  

Q25. six quality bands Q28. d  

Q26. performance table Passage 3 Q29. c

Q27. T  

Q27. graduate outcomes Q30. organised  

Q28. F  

Q28. lack communication skills Q31. hyperactivity  

Q29. NG  

Passage 3 Q32. completion  

Q30. T  

Q29. second head Q33. side effects  

Q31. F  

Q30. platter Q34. remedial action  

Q32. / Q33. / Q34. E / C / B  

Q31. special protective coating (answers may be in any order, but Q35. switch

Q32. b only one answer per question) Q36. children

Q33. d Q37. B Q35. (iii) Q38. (ii) Q37. successfully

Q34. d Q38. E Q36. (vi) Q39. (ix) Q38. F

Q35. a Q39. A Q37. (iv) Q40. (i) Q39. C

Q36. d Q40. G  

Q40. A

161

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Appendix 4

SCORE INTERPRETER

Your TEST O N E TEST TW O TEST THREE TEST FOUR  

Score Listening Reading Listening Reading Reading Reading

0-2 Well Below Average Well Below Average Well Below Average Well Below Average Well Below Average Well Below Average  

3-4 Well Below Average Well Below Average Well Below Average Well Below Average Well Beiow Average Well Below Average

5-6 Well Below Average Well Below Average Well Below Average Well Below Average Well Below Average Well Below Average

7-8 Well Below Average Well Below Average Well Below Average Well Below Average Well Below Average Below Average

9-10 Well Below Average Well Below Average Below Average Well Below Average Below Average Below Average  

11-12 Below Average Well Below Average Below Average Below Average Below Average Below Average  

13-14 Below Average Below Average Below Average Below Average Below Average Below Average  

15-16 Below Average Below Average Below Average Below Average Below Average Below Average  

17-18 Below Average Below Average Below Average Below Average Below Average Average  

19-20 Below Average Below Average Average Below Average Average Average  

21-22 Average Below Average Average Average Average Average  

23-24 Average Average Average Average Average Average  

25-26 Average Average Average Average Average Above Average  

27-28 Average Average Above Average Average Above Average Above Average  

29-30 Above Average Average A vove Average A vove Average Above Average Above Average  

31-32 Above Average Above Average Above Average Above Average Above Average Above Average  

33-34 Above Average Above Average Above Average Above Average Above Average Well Above Average  

35-36 Above Average Above Average Above Average Above Average Well Above Average Well Above Average  

37-38 Above Average Above Average Well Above Average Well Above Average Well Above Average Well Above Average  

39-40 Well Above Average Well Above Average Well Above Average Well Above Average Well Above Average Well Above Average

Key : (a satisfactory score is taken to mean a tertiary institution entry level Band Score of between 5.5 and 6.5)

Well It is clear you require a great deal more practice before you attempt the IELTS test. It would  

Below probably take at least 48-60 weeks of intensive practice to achieve a satisfactory score in the  

Average actual IELTS test.

Below You do not yet fully understand the strategies required to do well in the IELTS test, nor how  

Average to apply them. At present, you are only likely to hear or find answers with a teacher's help.

It would probably take at least 36-48 weeks of intensive practice to achieve a satisfactory score  

in the actual IELTS test.

Average You need to read all the hints in this book, and know how to apply them before you attempt  

the actual IELTS test. Perhaps you would be capable of hearing the answers in the listening  

test if it were played more than once. You most certainly need more time to complete the  

reading test. It would probably take at least 24-36 weeks of intensive practice to achieve a  

satisfactory score in the actual IELTS test.

Above Your score indicates that you understand how to apply most of the hints in this book.  

Average However, if you take the actual IELTS test now, you might be disappointed with your result.  

It would probably take at least 12-24 weeks of intensive practice to achieve a satisfactory score  

in the actual IELTS test.

Well You appear to understand the strategies involved in the listening and reading tests in this book.  

Above It may take 6 - 1 2 weeks of intensive practice to achieve a satisfactory IELTS Band Score.  

Average Take a short approved IELTS course at an English college, or alternatively, you might wish

to purchase more practice books.

Please note that the tests in this book are not written at the same level of difficulty; they become  

progressively more difficult as you work your way through the book. Therefore, it is not possible  

to give an accurate Band Score indication.

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Appendix 6

MODEL ANSWERS  

ACADEMIC MODULE - WRITING TEST ONE

The model answers below are given as examples only. This standard of written English can only  

be achieved with much practice.

Taskl

The table shows the sales figures of fiction books, non-fiction books, and magazines in a college  

bookshop for February 2000. The figures are divided into two groups: sales to non- Book Club members  

and to Book Club members.

The non- Book Club member figures comprise sales to college staff, college students, and members of  

the public. College staff bought 332 magazines, 44 fiction and 29 non-fiction books. College students  

bought 1249 magazines, 194 non-fiction and 31 fiction books. More magazines were sold to college  

students than to any other group of customers. Although no fiction books were sold to members of the  

public, they purchased 122 non-fiction books and 82 magazines.

Book Club members bought more fiction (76) and non-fiction books (942) than other customers. On the  

other hand, magazine sales to Club members (33) were fewer than for any other type of customer.

The total number of publications sold for the month was 3134 (1474 to college students, 405 to staff, 204  

to the public, and 1051 to Book Club members). Of this figure, 151 items were fiction books and 1287  

were non-fiction. Therefore, magazines accounted for the greatest number of sales (1696).

(194 words)

Task 2

Studying a language in a country where it is widely spoken has many advantages. It is, therefore, a good  

idea to study English in a country such as Britain. However, I believe it is not the only way to learn the  

language.

In the first place, most students in non-English-speaking countries learn English at secondary school, and  

sometimes at university nowadays. Although their spoken English is not usually of a very high standard,  

their knowledge of grammar is often quite advanced. This is certainly useful when students come to an  

English-speaking country to perfect the language.

Secondly, studying the basics of English at secondary school is less stressful than learning the language  

while overseas. This is because students living at home do not have to worry about problems such as  

finding accommodation, paying for their study and living costs, and trying to survive in a foreign country  

where day to day living causes much stress.

However, there are obvious advantages of learning English in Britain. Every day there are opportunities  

to practise listening to and speaking with British people. Also, students can experience the culture first-  

hand, which is a great help when trying to understand the language. This is especially true if they choose  

to live with a British family, as exchange students for example. Furthermore, if students attend a  

language school full-time, the teachers will be native speakers. In this case, not only will students'  

speaking and listening skills improve, but attention can be given to developing reading and writing skills  

as well.

In general, even though it is preferable to study English in an English-speaking country, a reasonable  

level of English can be achieved in one's own country, if a student is gifted and dedicated to study.

(290 words)

166

----------------------- Page 160-----------------------

Appendix 6

MODELANSWERS  

ACADEMIC MODULE - WRITING TEST TWO

The model answers below are given as examples only. This standard of written English can only  

be achieved with much practice.

Taskl

For this university course an essay is completed in six stages. The first stage is a private tutorial in which  

the task and topic are fully discussed with the tutor. A reading list should be obtained, detailing useful  

resource material.

The second stage involves conducting suitable research. Notes are taken from available literature at the  

library, and data collected from questionnaires, interviews and surveys. Writing the first draft is the third  

stage. First, it is necessary to organise the content of the essay, and produce a brief outline. Next, the  

draft is written in the acceptable formal academic style, and checked for appropriate language.

Stage number four is another tutorial or study group discussion, during which problem areas are  

analysed, and further ideas and suggestions are noted. The fifth stage includes reading the resource  

material again, before writing a second draft using suggestions from stage four. Once completed, all  

quotations should be checked for errors.

The sixth stage consists of writing the final draft of the essay. A spellcheck is required, before adding  

a title page and compiling a bibliography. The essay should then be submitted before the deadline for  

completion.  

(192 words)

Task 2

In most countries of the world the population is increasing alarmingly. This is especially true in poor,  

undeveloped countries. Overpopulation causes a considerable number of problems.

In poor countries it is difficult to provide enough food to feed even the present number of people. In  

addition, education to limit the number of children per family is not always successful. Poorer countries  

usually have a lot of unemployment too, and an increase in population simply makes the situation worse.  

Th&£nvironment also suffers when there are too many people living on the land.

In rich, industrialised and developing countries it is very difficult for governments to provide effective  

public services in overcrowded cities. Moreover, there is usually a great deal more crime, which is often  

due to high rates of unemployment. Further large increases in population only cause more overcrowding,  

unemployment and crime.

There are two main solutions to the overpopulation problem. Firstly, every woman who is pregnant, but  

who does not want to give birth, should be allowed by law to have an abortion. Secondly, governments  

must educate people to limit the size of the family. In China, couples are penalised financially if they  

have more than one child. This may seem cruel, but the "one-child policy" is beginning to have an effect  

in the world's most populous nation. Eventually, similar policies might also be necessary in other  

crowded nations such as India, for example.

To sum up, if the population explosion continues, many more people will die of starvation in poor  

countries, and life in the cities, even in affluent nations, will become increasingly difficult.

(267 words)

167

----------------------- Page 161-----------------------

Appendix 6

/et MODEL ANSWERS  

ACADEMIC MODULE - WRITING TEST THREE

The model answers below are given as examples only. This standard of written English can only  

be achieved with much practice.

Taskl

According to the bar chart, students from four European countries (Sweden, Spain, France and Germany)  

and one Middle Eastern country (Syria) are taking Graphic Design at the college. Some students are  

enrolled in the Computer-Aided Design (CAD) core option; the others are taking Photography.

Overall, Sweden has the largest number of enrolled students (17) and Syria the smallest (5). France and  

Spain both have 12 students; Germany has 11. It is noticeable that France and Germany have similar  

profiles.

Students from all five countries are enrolled in CAD, but more males are taking this option than females  

(21 and 9 respectively). For each nationality the males taking CAD outnumber the females, except in  

the case of the Syrians with 3 females to only 1 male. Sweden has the most students studying CAD (9);  

Spain is next with 7, while France has 6. Germany and Syria have 4 CAD students each.

As for the photography option, more females than males are enrolled from every country except Syria.  

In fact, no female Syrian students are taking Photographic Design. Only 1 male from each country is  

enrolled in Photography, except for 2 males from Spain.

(192 words)

Task 2

Youth drug abuse is a serious problem nowadays in many cultures. Not only is illegal drug use on the  

rise, but children as young as 10 years old are experimenting with alcohol and tobacco. The reasons for  

this behaviour are unclear, but certain sociologists blame the examples set by their elders.

Parents who drink and smoke to excess are, in effect, telling their children that it is acceptable to abuse  

their bodies with drugs. Consequently, children may have a similar view towards illegal drugs, even if  

their parents are against their use. In addition, drug use shown on television and in films can only confuse  

children who are also taught at school that drug abuse is wrong.

The pressure on young people to perform well at school in order to compete for jobs is a possible cause  

of the problem. Many believe they cannot live up to their parents' expectations, and feel a sense of  

hopelessness. Also, the widespread availability of drugs means teenagers are faced with the temptation  

to experiment. Drugs are used as a means of expressing dissatisfaction with the pressures they face in  

society.

The effects of drug abuse are well known. Many young people's talents are wasted, and addiction to hard  

drugs can cost a user his or her life. Furthermore, those who drink and drive may be involved in fatal  

road accidents. The cost to society is great, and enormous amounts of money are spent on convicting  

drug dealers and on education programmes.

To conclude, I recommend that the only sensible way to solve this problem is to educate young people  

about the dangers of drug use, and to take steps to reduce the pressure of competition placed upon them.

(283 words)

168

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Appendix 6

MODEL ANSWERS  

ACADEMIC MODULE - WRITING TEST FOUR

The model answers below are given as examples only. This standard of written English can only  

be achieved with much practice.

Task 1

The graph shows the four quarters of the 2000 financial year and the monthly profit of Acme Sports Cars  

and Branson Motors for 12 months. The former was making almost twice the profit at the beginning than  

at the end of the financial year. There was a three-fold increase in the latter's monthly profit over the  

same period.

During the first quarter, Acme Sports Cars' monthly profit decreased slightly from £70,000 to £60,000,  

but rose sharply to £80,000 by the end of June. Branson Motors' monthly profit, however, doubled from  

£20,000 to £40,000.

Due to the introduction of a luxury goods tax, Acme Sports Cars' monthly profit fell dramatically during  

the second quarter from £80,000 to only £10,000, whereas that of Branson Motors continued to rise,  

peaking at just over £60,000 by the end of September.

In the third quarter, Acme Sports Cars' monthly profit increased steadily to £20,000 and remained stable,  

while Branson Motors' monthly profits fluctuated between just over £60,000 and £40,000. At the  

beginning of the last quarter, a boost in the economy meant the monthly profit of both Acme Sports Cars  

and Branson Motors gradually increased to £40,000 and £60,000 respectively by the financial year's end.  

(200 words)

Task 2

These days, many people are afraid of nuclear technology because of the dangers associated with its use.  

In my opinion, although it is true that nuclear weapons pose the greatest threat to life, the use of nuclear  

technology for peaceful purposes also carries some serious risks.

Nuclear power stations provide an important source of cheap power for many industrialised nations and  

some developing countries. However, there is always the danger of radiation leaking from these plants.  

Even though safety precautions are taken, there have been numerous disasters such as the explosion of  

a nuclear plant in Russia not long ago.

Nuclear technology is even used to help cure some diseases such as cancer. Radiation can be applied  

to the body to burn away cancerous cells. This is, however, a dangerous procedure, and the application  

of radiation is almost always painful and not always successful.

The most worrying aspect of nuclear technology, though, is its use for military purposes. Enough atomic  

bombs have already been built to completely destroy the planet, and the real danger is that one day some  

country will start a war with these weapons. Too many countries now have the technology required to  

make such bombs, and there is currently much debate about how to control the situation.

In conclusion, nuclear technology certainly has positive uses, but is, nonetheless, dangerous. However,  

it would have been better if it had never been used to create nuclear weapons. If life on Earth is to  

continue, all the nuclear nations of the world should agree to disarm as soon as possible.

(261 words)

169