IELTS DEMYSTIFIED

Timing: Approximately 30 minutes (plus 10 minutes transfer time for paper based test).
No. of questions: 40
Marks: Each question is worth 1 mark.
Task types: A variety of question types are used, chosen from the following: multiple choice, matching, plan/map/diagram labelling, form/note/table/flow-chart/summary completion, sentence completion.

There are four parts with ten questions each -

• Recording 1 – a conversation between two people set in an everyday social context.

• Recording 2 – a monologue set in an everyday social context, e.g. a speech about local facilities.

• Recording 3 – a conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment.

• Recording 4 – a monologue on an academic subject, e.g. a university lecture.

Note that the recordings are heard only once. They include a range of accents, including British, Australian, New Zealand, American and Canadian. Furthermore, the questions are designed so that the answers appear in the order they are heard in the audio.

Timing: 60 minutes
No. of questions: 40
Marks: Each question is worth 1 mark.
Task types: Three different reading sections are given with a variety of question types, chosen from the following: multiple choice, identifying information, identifying writer’s views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion, short-answer questions.

Reading section 1 may contain two or three short texts or several shorter texts. Section 2 comprises two texts. In Section 3, there is one long text. These are designed to assess your ability in - reading for gist, reading for main ideas, reading for detail, skimming, understanding logical argument and recognizing writers' opinions, attitudes and purpose.

In the Academic test type, the reading passages will be slightly longer than those on the General Training test type.

Note: The questions are in the same order as the information in the text: that is, the answer to the first question in a group will be located in the text before the answer to the second question, and so on.

Timing: 60 minutes
No. of questions: 40
Marks: Score weightage for Task2 is double than that of Task1.
Task types:
- Task 1 - Write 150 words in about 20 minutes
- Task 2 - In response to a point of view, argument or problem, write an essay of 250 words in about 40 minutes.

1. Academic Test Type :
   In task 1, you will be presented with a graph, table, chart or diagram and asked to describe, summarise or explain the information in your own words. You may be asked to describe and explain data, describe the stages of a process, how something works or describe an object or event.

2. General Test Type :
   In task 1, you will be presented with a situation and asked to write a letter requesting information, or explaining the situation. Depending on th situation, the letter may be personal, semi-formal or formal in style.

Note that in academic test type, responses to both tasks must be in a formal style. Whereas, in General Training test type, the essay can be fairly personal in style.

Timing: 11-15 minutes
No. of questions: varies
Task types: There are three parts to the test -

• Part 1 - the examiner will ask you general questions about yourself and a range of familiar topics, such as home, family, work, studies and interests. This part lasts between four and five minutes.

• Part 2 - you will be given a card which asks you to talk about a particular topic. You will have one minute to prepare before speaking for up to two minutes. The examiner will then ask one or two questions on the same topic.

• Part 3 - you will be asked further questions about the topic in Part 2. These will give you the opportunity to discuss more abstract ideas and issues. This part of the test lasts between four and five minutes.

Each question in the Listening test carries 1 mark. The count of correct answers for the 40 questions in the test is converted into a band score based on the above given IELTS band scale for Listening test. Scores are reported in whole bands and half bands. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalized.

Below is a description of the various task types presented in the Listening test.

Task type 1 – Multiple choice

Multiple choice questions are designed to assess the test taker's capability of detailed understanding of specific points or an overall understanding of the main points of the listening text.

Task type 2 – Matching

Matching assesses the skill of listening for detail and whether a test taker can understand information given in a conversation on an everyday topic, such as the different types of hotel or guest house accommodation. It also assesses the ability to follow a conversation between two people. It may also be used to assess test takers’ ability to recognize relationships and connections between facts in the listening text.

Task type 3 – Plan, map, diagram labelling

This type of task assesses the ability to understand, for example, a description of a place, and to relate this to a visual representation. This may include being able to follow language expressing spatial relationships and directions (e.g. straight on/through the far door).

Task type 4 – Form, note, table, flow-chart, summary completion

This task assesses the listener's attentiveness in capturing the main points of a given situation

Task type 5 – Sentence completion

Sentence completion focuses on the ability to identify the key information in a listening text. Test takers have to understand functional relationships such as cause and effect.

Task type 6 – Short-answer questions

This task focuses on the ability to listen for concrete facts, such as places, prices or times, within the listening text.

Note:

• Test takers should check this word limit carefully for each task. They will be penalized for writing more than the stated number of words.

• Contracted words will not be tested.

• Hyphenated words count as single words.

Each question in the Reading test carries 1 mark. The count of correct answers for the 40 questions in the test is converted into a band score based on the above given IELTS band scale for Reading test. Scores are reported in whole bands and half bands.

Below is a description of the various task types presented in the Reading test.

Task type 1 – Multiple choice

Multiple choice tests a wide range of reading skills, including detailed understanding of specific points or an overall understanding of the main points of the text.

Task type 2 – Identifying information

Identifying information assesses the test takers’ ability to recognise particular points of information conveyed in the text. It can thus be used with more factual texts.

Task type 3 – Identifying writer’s views/claims

This type of task assesses the test takers’ ability to recognise opinions or ideas, and so it is often used with discursive or argumentative texts.

Task type 4 – Matching information

Matching information assesses the test takers’ ability to scan for specific information. Unlike task type 5, Matching headings, it is concerned with specific information rather than with the main idea.

Task type 5 – Matching headings

Matching headers tests the test takers’ ability to recognise the main idea or theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting ones.

Task type 6 – Matching features

Matching features assesses the test takers’ ability to recognise relationships and connections between facts in the text and their ability to recognise opinions and theories. It may be used both with factual information, as well as opinion-based discursive texts. Test takers need to be able to skim and scan the text in order to locate the required information and to read for detail.

Task type 7 – Matching sentence endings

Matching sentence endings assesses the test takers’ ability to understand the main ideas within a sentence.

Task type 8 – Sentence completion

Matching sentence endings assesses the test takers’ ability to locate detail/specific information.

Task type 9 – Summary, note, table, flow-chart completion

Summarising assesses the test takers’ ability to understand details and/or the main ideas of a section of text. In the variations involving a summary or notes, test takers need to be aware of the type of word(s) that will fit into a given gap (for example, whether a noun is needed, or a verb, etc.).

Task type 10 – Diagram label completion

Diagram label completion assesses the test takers’ ability to understand a detailed description, and to relate it to information presented in the form of a diagram.

Task type 11 – Short-answer questions

Short answer questions assess the test takers’ ability to locate and understand precise information in the text.

For both Academic & General Training test formats, each of the two writing section tasks is assessed independently. The assessment of Task 2 carries more weight in marking than Task 1. Scores are reported in whole and half bands.

Detailed performance descriptors have been developed which describe written performance at the IELTS 9 bands. These are available on the Band Score Descriptors page. They apply to both IELTS Academic and IELTS General Training versions and are based on the following criteria.

Task 1:

Task achievement

This assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. Task 1 has a defined input and a largely predictable output. In case of Academic Test, it is basically an information-transfer task that relates narrowly to the factual content of an input diagram and not to speculative explanations that lie outside the given data. Whereas in General Training test, task1 sets out the context and purpose of the letter and the functions the test taker should cover in order to achieve this purpose.

Coherence and cohesion

This concerns overall clarity and fluency: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.

Lexical resource

This refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task.

Grammatical range and accuracy

This refers to the range and accurate use of grammar as manifested in the test taker's sentence writing.

Task 2:

Task response

In both IELTS Academic and IELTS General Training versions, Task 2 requires test takers to formulate and develop a position in relation to a given prompt in the form of a question or statement. Ideas should be supported by evidence, and examples may be drawn from the test takers’ own experience. Responses must be at least 250 words in length. Scripts under the required minimum word limit will be penalised.

Coherence and cohesion

This assesses the overall clarity and fluency of the message: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.

Lexical resource

This criterion refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task.

Grammatical range and accuracy

This assesses the range and accurate use of grammar, as manifested in their test takers’ writing at sentence level.

Scores are reported in whole and half bands by assessing the test taker's ability on below defined criteria. Detailed performance descriptors about the test taker's spoken performance for each of the IELTS 9 bands are available on the Band Score Descriptors page.

Fluency and coherence

This refers to the ability to talk with normal levels of continuity, rate and effort and to link ideas and language together to form coherent, connected speech. The key indicators of fluency are speech rate and speech continuity. The key indicators of coherence are logical sequencing of sentences, clear marking of stages in a discussion, narration or argument, and the use of cohesive devices (e.g. connectors, pronouns and conjunctions) within and between sentences.

Lexical resource

This criterion refers to the range of vocabulary used and the precision with which meanings and attitudes can be expressed. The key indicators are the variety of words used, the adequacy and appropriacy of the words used and the ability to circumlocute (fill in the vocabulary gap by using more words than necessary) with or without noticeable hesitation.

Grammatical range and accuracy

This refers to the range and the accurate and appropriate use of the test takers' grammatical resource. The key indicators of grammatical range are the length and complexity of the spoken sentences, the appropriate use of subordinate clauses, and the range of sentence structures, especially to move elements around for information focus. The key indicators of grammatical accuracy are the number of grammatical errors in a given amount of speech and the communicative effect of error.

Pronunciation

This criterion refers to the ability to produce comprehensible speech to fulfil the Speaking test requirements. The key indicators will be the amount of strain caused to the listener, the amount of the speech which is unintelligible and the noticeability of L1 influence.