Introduction + Test 1

Overview of the IELTS examination
The International English Language Testing System !IELTSJ is jointly managed by the British
Council, Cambridge ESOL Examinations and IDP Education, Australia.
There are two versions of the test:

• Academic
• General Training.
The Academic test is for students wishing to study at undergraduate or postgraduate level in an
English-medium environment.
The General Training test is for people who wish to migrate to an English-speaking country.
There are separate Reading and Writing components for the Academic and General Training
IELTS tests.
The test
There are four components to the test.
Listening 30 minutes, plus 10 minutes for transferring answers to the answer sheet.
There are 4 sections in this part of the test.
Reading 60 minutes. There are 3 texts in this component, with 40 questions to answer.
Writing 60 minutes. There are 2 writing tasks. Your answer for Task 1 should have a
minimum of 150 words. Your answer for Task 2 should have a minimum of
250 words.
Speaking 11-14 minutes. There are 3 parts in this component. This part of the test will be
recorded.
Timetabling - Listening, Reading and Writing must be taken on the same day, and in the order
listed above. Speaking can be taken up to seven days before or after the other components.
Scoring - Each component of the test is given a band score. The average of the four scores
produces the Overall Band Score. You do not pass or fail IELTS; you receive a score.
IELTS and the Common European Framework of Reference

The CEFR shows the Level of the Learner and is used for many English as a Foreign Language
examinations. The table below shows the approximate CEFR level and the equivalent IELTS
Overall Band Score.
Proficient user C2 9
[Advanced) C1 7-8
Independent user B2 5-6.5
[Intermediate - Upper Intermediate) B1 4-5
6 Practice Tests for IELTS 2

Overview of the IELTS examination
This table contains the general descriptors for the band scores 1-9.
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
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
Marking
The Listening and Reading components have 40 items, each worth one mark if correctly
answered. Here are some examples of how marks are translated into band scores.
Listening 16 out of 40 correct answers: band score 5
23 out of 40 correct answers: band score 6
Reading 15 out of 40 correct answers: band score 5
Writing and Speaking are marked according to performance descriptors.
Writing - Examiners award a band score for each of four areas with equal weighting:
• Task achievement !Task 1 I
• Task response !Task 21
• Coherence and cohesion
• Lexical resource and grammatical range and accuracy
Speaking - Examiners award a band score for each of four areas with equal weighting:
• Fluency and coherence
• Lexical resource
• Grammatical range
• Accuracy and pronunciation
For full details of how the examination is scored and marked, go to: www.ielts.org.
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Strategies for success
listening
The IELTS Listening component consists of four sections, each containing 10 questions.
Section 1: The recording is of a conversation between two speakers in an everyday social
situation.
Section 2: The recording is of a monologue in an everyday soc1al situation.
Section 3: The recording is of a conversation between two to four people in an educational or
training situation.
Section 4: The recording is of a monologue on an academic subject.
The test takes approximately 30 minutes and consists of 40 questions, each worth one mark.
The recording is played once only. You will then have 10 minutes at the end of the test to transfer
your answers to an answer sheet.
Here are some tips for preparing yourself for the Listening component.
• Get used to listening to a range of accents

You might hear a variety of accents, including British, American and Australian in the
recording. You might have difficulty understanding if you are not familiar with an accent, so
practise as much as possible by watching films and video clips that feature accents that you
are less used to hearing. Listening to English language radio online might help too.
• Familiarise yourself with different task types

While you might be familiar with task types like multiple choice or short answers, you might
need practice in other task types, e.g. table/flow-chart completion, matching, labelling a
diagram, chart or map. Complex diagrams or graphs may look intimidating but the questions
are often easy once you understand what to listen out for.
• Try to answer all the questions

There is no penalty for wrong answers, so if in doubt, guess the answer to a question.
You might be right.
• Follow the order of information in the recording (unless the task requires
re-ordering)
The questions follow the order of the information in the recording. This means that the
answer for question 2 will probably come later in the recording than the answer for
question 1, so do not feel you have to focus on all the questions at the same time when you
are listening.

• Pay attention if you hear someone spelling a word
You might hear someone in a recording confirming the spelling of a word, often a name, e.g.
The surname is Goforth, G-0-F-O-R-T-H. If a word or name is spelt out, it is very likely that
it is the answer to one of the questions. Make sure you know how to say the letters of the
alphabet in English, especially the vowels.
• Practise Listening to numbers

You might be required to write down telephone numbers or other large numbers (e.g.
852,091]. Practise by asking a friend or family member to read out a variety of large numbers
while you write them down. Alternatively, listen to the news or radio programmes in English
and write down any numbers you hear.
Common errors
Trying to read the questions, listen to the recording and write the answers all at the same time
can put the multi-tasking skills of a candidate to the test. As the recording is played once only,
this can add to the stress. Here are some common errors that candidates make when doing the
Listening component and how to avoid them.
1 Not paying attention to the example in the recording

At the start of the Listening component, you might hear a variation of the following instructions.
Example (Listening Section 1)

Now turn to Section 1. You will hear a conversation between a travel agent and a student. First,
you have time to Look at questions 1-8.
You will see that there is an example that has been done for you. ... So the answer 'fvforzine · has
already been written in the gap.
Some candidates choose not to listen to the example question, seeing it as a waste of time.
However, the example not only provides a model for that particular question type, it also helps
set the context. A good grasp of the context can provide a framework for you to understand the
information that you will hear.
When listening to the example, ask yourself the following questions.
• Who are the speakers in this conversation?
• Where are they?
• What do they want from each other?
• What information will they need from each other?
This will prepare you for the rest of the conversation.
2 Spending the time between sections worrying about answers in the

last section
Use the time before the beginning of a new section to read the instructions and questions.
Underline the key words so that you can listen for the important information in the recording.
Try to predict what the answers might be. If the task is a gap-fill, ask yourself: What kind of word
could complete that gap? What part of speech? A verb, a noun, an adjective, an adverb? If a verb, what
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form of verb? If a noun, singular or plural? If an adjective, positive or negative meaning? Even if your
predictions are wrong, the act of predicting will help you to listen out for the correct answer.
Remember: You hear each recording once only, so understanding what you are being asked and
what to look out for is crucial.
At the end of the Listening component, you have 10 minutes to transfer your answers to the
answer sheet, so write your answers on the question paper while you are listening. There is
plenty of time at the end to check your spelling and copy your answers carefully onto the answer
sheet. When transferring your answers, make sure you write your answers next to the correct
question number. Also, check that your answers comply with the instructions. For example, if the
instructions were Write NO MORE THAN TWO WORDS or A NUMBER for each answer, do not write
three words.
Tip: Manage your time wisely

Do this by:
• using the time before listening to the recording for each section to read the questions
and predict the answers
• using the 10 minutes at the end of the Listening component to transfer your answers
carefully to the answer sheet, checking for mistakes.
3 Jumping to conclusions and getting the wrong answer

When listening out for answers to a question, some candidates immediately assume they have
the answer when some of the words in the recording match the words in a question.
Example (Listening, all sections)

Which of the following are provided by student accommodation services?
A breakfast, lunch and dinner
B advice about weekend jobs
C use of a washing machine, dishwasher and computer printer
D an en-suite toilet and shower room
Now here is an extract from the recording.
Aside from providing you with a roof over your head and a bed to sleep on, student
accommodation services also offer the use of a communal washing machine, dishwasher
and refrigerator for your convenience. Students are offered full board and all rooms have an
en-suite toilet and bath ... Oh, sorry! I meant en-suite toilet and shower: We are also happy to
give you advice about what you can do in the city over the weekends.
Can you guess why some candidates might wrongly choose option B or C? The audio script says
advice about what you can do in the city, which is not the same as advice about weekend jobs, and
the use of a refrigerator is not the same as the use of a computer printer. Yet many candidates
are too quick to move on to the next question. Phrases like Oh, sorry! I mean ... are common and
signal that an important correction to what has been said is about to follow.

Tip: Listen out for traps
Do this by:
• listening carefully to the end of an utterance
• not making assumptions ba�ed on one or two wotds you hear that match a question
• listeni.ng for phrases or words)hat negate what was said previously.
4 Staying up all night before the test to revise

As you listen, you will have to read (and re-read] the questions, figure out the correct answers
and write them down. That is a lot to do in a short time, so the Listening component requires a
lot of concentration. You need to be alert, so make sure you get lots of rest beforehand.
To prepare for the Listening component, practise reading, listening and writing at the same time.
Here are some ways to do this.
• Print out the script from the scene of a film. Watch the scene while reading the script and
circling key words.
• Listen to the evening news in English while at the same time looking at that day's English
newspaper, and try to find the same news story or facts in the newspaper.
• Write a summary of a film dialogue or news story as you watch or listen to it.
• Ask a friend to tell you a number of things in English, e.g. the foods they like, reasons why
they love living in a city, the features of their new smartphone. Write them down as your friend
is speaking.
5 Not analysing why an answer was incorrect

Some candidates do the listening sections of practice tests but then they just check their
answers in the answer key and add up their marks; they fail to ask themselves why they got an
incorrect answer. Refer to the audio script or listen to the recording again to see where you have
gone wrong and learn from your mistakes.
Checklist:
./ Use the example to help you understand the context.
./ Read the questions before the recording starts and predict the answers.
./ In the last 10 minutes, transfer your answers carefully to the answer sheet.
./ Listen carefully and make sure the answer matches what was said.
./ Get enough sleep before the test to ensure you are alert.
./ Practise listening, reading and writing at the same time.
./ When doing practice tests, learn from your mistakes by studying the audio script.
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Reading
The IELTS Reading component consists of three reading passages. The texts for the Academic
test come from authentic sources such as magazines, journals, books and newspapers, while
texts for the General Training test could also include advertisements, leaflets and instruction
manuals.
The Reading component takes 60 minutes and there are 40 questions.
Here are some tips for preparing yourself for both the Academic and the General Training
Reading component.
• Read widely
As the reading passages are based on authentic materials, reading newspapers, blogposts,
magazines, books, etc. will help to familiarise you with different styles of writing !descriptive,
discursive, argumentative, etc.] and expose you to a variety of language about different topics.
It will also help you to practise dealing with unknown words and topics - a skill that comes in
very useful during the test.
• Be prepared for the fact that the reading passages get more difficult
The first reading passage is the easiest of the three, so try not to spend too much time on it. It
is also the one for which you could score the most marks, so ensure you check your answers
to the questions and avoid careless mistakes.
The third passage is the most difficult of all, but do not get disheartened when you are
tackling the questions based on it. Remember that the IELTS test is graded from Oto 9 and
there are bound to be difficult questions designed to distinguish between candidates who will
get a band score of 7 or 8 from those who deserve a band score of 9.
• Do not make careless spelling and grammar mistakes

When you are copying words from a passage, make sure you spell them correctly; spelling
mistakes will cost you marks.
• Find the topic sentence of each paragraph

The topic sentence summarises the main idea or expresses the main point of a paragraph. It
is often the first sentence of a paragraph, but it can be anywhere in a paragraph. Can you find
the topic sentence in the following paragraph?
Example !Reading, all parts!

The pressures and deadlines a person faces at work are often blamed for causing stress,
but stress can also come from a lack of recognition and appreciation for the work someone
does. If someone suffers from a stress-related illness, the first step to getting better is to
identify the cause. Stress can also be exacerbated by the lack of support from family members.
Understanding its causes can help people to actively seek a solution to the problem.
Identifying the topic sentence of a paragraph !in this case, Understanding its causes [the causes
of stress] can help people to actively seek a solution to the problemI. will give you a better idea
about what the paragraph is about, and this will help you to find information in the passage
more quickly. Moreover, finding the topic sentence helps greatly in tasks where you are
required to match headings to paragraphs.

Common errors
Candidates often panic when they see the extent of the passages they have to read and the
number of questions they have to answer. Here are some common errors that candidates make
when doing the Reading component, and how to avoid them.
1 Reading the passage before you know what is expected of you

When you read the instructions and the questions, make sure you understand what you are
required to do. Circle key words to remind yourself what is important when referring back to the
question. Remember:
Write your
Scan and/or answer on
Read the skim the the answer
question ___.. passage for ___.. sheet and go
carefully the answers on to the next
question
Which key words would you circle in the question below?
Example (Reading, all sections)

Which paragraphs, A-0, contain information about the following?
Write the correct letter, A-0, in boxes 20-23 on your answer sheet. You may use any letter more
than once.
A the contents of the contract
B how to sue your employer successfully for unfair dismissal
C flexible working hours
D childcare facilities
You could circle Write the correct letter and boxes 20-23. This is important as you would lose
marks if you wrote:
20 flexible working hours
instead of
20 C
You could also circle use any letter more than once because even if you had already used a letter,
you could use it again.
Sometimes, the questions or options are long, e.g. how to sue your employer successfully for unfair
dismissal. Consider circling the key words sue, employer and unfair dismissal so that it is easier to
look out for information when you skim and scan the passage.
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2 Wasting time by reading every word in a passage
Not every part of a passage has relevant information. Look for linking words and adverbs to
guide you, e.g. What two problems do experts face when they are restoring a work of art?
When skimming a paragraph on art restoration, consider Looking for synonyms for problems
and find linking words or adverbs that signal that there are two aspects to the answer. When you
think you have found them, read the paragraph again more carefully.
Useful phrases: Linking two ideas

The pigments used to restore a painting can affect the original material. Another difficulty is the
irreversible damage that the cleaning process can cause.
First, the pigments used to restore a painting can affect the original material, and second, the
cleaning process can cause irreversible damage.
The pigments used to restore a painting can affect the original material. Also, the cleaning
process can cause irreversible damage.
Both the pigments used to restore a painting and the cleaning process can cause irreversible
damage, and these are just two of the complications that art restorers must consider.
In addition to the potentially deleterious effects of the pigments used to restore a painting, the
art restorer also has to contend with the irreversible damage that can be caused by the cleaning
process.
3 Worrying if you do not understand some of the words

Try to guess the meaning of unknown words from the context. Look for synonyms or other clues
to help you. In the example below, what might a saloon be?
Example (Reading, all sections)

The saloon, also known as the sedan, typically has an engine in the front and a boot in the rear,
and can have two or four doors. Unlike station wagons, saloons do not typically have a roof that
extends rearward.
Even if you do not know the synonym sedan, you know that a saloon has an engine, a boot, two
or four doors and a roof, and is different from a station wagon. Could you guess that a saloon is a
kind of car?
Tip: Guess the meaning of words you do not know

Do this by:
• looking for synonyms, paraphrases or other clues that may help to explain the word
• Looking for antonyms, e.g. A gigantic man, he looked out of place in that tiny room
• looking for a category to which a word might belong, e.g. saloon - vehicle; poodle - dog -
animal; daffodil - flower- plant.
4 Running out of time

You have 60 minutes to read three passages and answer 40 questions, so do not spend too long
on any one question. If you get stuck and you realise that you have spent the last 5 minutes trying
to answer a question, make an intelligent guess at what the answer might be and move on.

Write your answers directly on the answer sheet, not the question paper; in the Reading
component, unlike the Listening component, you do not have an extra 10 minutes at the end to
transfer your answers to the answer sheet.
You must write your answers in pencil, so make sure you have an eraser with you so that you can
change your answers if necessary.
Tip: Time is very important - dp not waste it

Do this by:
• not spending too much time on any one question
• writing your answers directly on the answer sheet.
5 Feeling disheartened when you do practice tests

Practice is important, but if you keep getting approximately the same score each time you
complete a practice paper, it is a good idea to take a break, expand your vocabulary through
other kinds of reading activities and find different ways to practise skimming and scanning
skills.
Here are some ideas.
• Skim a newspaper looking for a particular story referred to on the front page. How fast can
you find it?
• Practise skimming a newspaper article or a webpage as quickly as possible. Can you
summarise the text?
• Find out what people are saying about a particular event e.g. the World Cup, a celebrity
marriage or a new film on Twitter or Facebook. Skim the comments and summarise what
the general sentiment is. Are people positive or negative about the event? Why? What do they
think might happen?
• Scan a newspaper article for synonyms or near synonyms of words in the headlines.
• Scan a text for numbers and/or names as quickly as you can.
• The next time you are looking for information on the internet, conduct your search in English
and scan quickly for a possible website, ignoring all irrelevant results.
Checklist:
./ Read questions carefully before you read a passage to find the answers .
./ Look for linking words and adverbials to help point you towards the correct answers.
./ Use the context to help you to work out the meaning of unknown words.
./ If you get stuck on a difficult question, guess the answer and move on to the next question .
./ Write your answers directly on the answer sheet.
./ Practise your skimming and scanning skills.
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The IELTS Writing component takes 60 minutes and consists of two tasks. Task 2 carries more
weight in marking than Task 1.
Academic Writing component

Task 1 requires you to describe, summarise or explain the information given in a diagram, graph,
table or chart. You may be asked to:
• describe and explain data
• describe the stages of a process
• explain how something works
• describe an object or event.
Task 2 requires you to write an essay in response to a point of view, argument or problem.
Both tasks in the Academic Writing component must be in a formal style.
General Training Writing component

In Task 1 you are given a situation and you are required to write a semi-formal or formal letter
requesting information or explaining the situation.
Task 2 requires you to write an essay in response to a point of view, argument or problem.
The essay can be slightly more personal in style than the Academic Writing Task 2 essay.
In Task 2 of both the Academic Writing component and the General Training Writing component,
you may have to write one of the following types of essay:
• agree or disagree - This requires you to give your own opinion.
• for and against - This requires you to discuss both sides of a question, and your own opinion
might only become clear in the conclusion.
• problem and solution - This requires you to explain a problem and suggest possible solutions.
Here are some tips for preparing yourself for the individual tasks in the Writing component.
• Academic Writing Task 1

Your essay should have three parts: an introduction, the main body and a conclusion.
Introduction
In your introduction, summarise the information in the diagram, graph, table or chart by
rephrasing the question. Avoid copying words and phrases from the question.
Examples !Academic Writing Task 1)

Question: The chart below shows how many people go to work using trains, the underground,
and bus services every day.
Introduction: The chart illustrates the number of people commuting daily using different modes
of public transportation.
Question 2: The diagrams show the average male and female retirement ages in five different
countries.
Introduction: The pie charts illustrate how old the men and women of Japan, UK, Algeria, Kenya
and India are when they stop working.

Main body
The main body should consist of two or three paragraphs, each presenting information
illustrated in the diagrams, graphs, tables or charts. Try to highlight and describe at least
three key pieces of information. Practise looking at diagrams, graphs, tables and charts and
picking out the most relevant or interesting information.
Conclusion
The conclusion should consist of two or three sentences that summarise what you have
written. You could rephrase your introduction and highlight key information from the main
body of your essay.
• General Training Writing Task 1

Your letter should have three parts: an introductory paragraph, the main body and some
concluding remarks.
The introductory paragraph should consist of one to two sentences stating your reason for
writing. In the main body, provide the required information, explaining and giving examples to
illustrate what you are saying. In your concluding remarks, say what you expect to happen or
what you hope will be done, and sign off in a style appropriate to the purpose of the letter.
• Academic and General Training Writing Task 2
Example (Academic and General Training Writing Task 2)

Question: Online shopping is gaining popularity these days but some people believe that it is
overrated and problematic.
Introduction
The introduction should consist of about two to four sentences and provide a general
framework for the essay. Here are some suggestions.
o Sentence 1: Describe the background to the situation/topic and/or describe the current
situation, e.g. Nowadays, many people prefer to shop online than to go shopping in traditional
high street stores.
o Sentence 2: State the problem, the controversy or the argument, e.g. However, online
shopping has its own set of problems.
o Sentence 3: Briefly outline both sides of the issue and/or give your own opinion [depending
on the question type and what you include in the body of your essay), e.g. While some people
enjoy the convenience of internet shopping, others worry about not getting what they ordered
and issues of privacy.
Main body
The main body should consist of two to three paragraphs, each making a point relevant to the
argument/discussion. Here are some suggestions.
o Write a topic sentence that expresses the main point of your paragraph, e.g. Internet
shopping seems better suited to certain products than others.
o Write one or more sentences to explain and/or provide evidence to support the point
in the topic sentence, e.g. You cannot test drive a car or try on a suit if you purchase one
online, but when it comes to plane tickets, books or music, a traditional store cannot provide
much added value.
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o End your paragraph with a sentence that summarises the paragraph and ties it to the topic
sentence and the question, e.g. Online shopping is ideal for items that do not need to be seen
in real life, tried on or tested, and shoppers are more likely to take advantage of the internet
when they purchase these things.
Conclusion
The conclusion summarises what you discussed and refers the reader back to the main
argument in the question. Here, you can state or re-state your point of view, e.g. As we can
see, despite the obvious benefits of online shopping, there are also disadvantages that come
with the convenience. However, even though it is not all good, I personally think that the pros
far outweigh the cons, and I am convinced that internet shopping will continue to grow in the
near future.
Common errors
The writing tasks are a chance to demonstrate the range and accuracy of your knowledge of
English and your ability to organise your writing in coherent and well-structured paragraphs
while answering the task question. However, certain kinds of mistake can cause you to lose
marks. Here are some common errors that candidates make in the Writing component. Numbers
1-5 refer to the Writing components in both the Academic and General Training tests; 6-8 refer
to Academic Writing Task 1; 9-10 refer to General Training Task 1; and 11-13 refer to both the
Academic and General Training Task 2.
The Writing component in general

1 Writing Less than the minimum word count
For Task 1 the minimum word count is 150 words. For Task 2 it is 250 words. Writing fewer words
will affect your score significantly; a short answer also tends to affect coherence and will not
allow you to demonstrate the full range and accuracy of your knowledge of English.
Some candidates write too little because they spend too long on one task, and as a result do not
have enough time for the other. You have 60 minutes for both parts of the Writing component,
and it is recommended that you spend about 20 minutes on Task 1 and 40 minutes on Task 2.
Task 2 carries more marks than Task 1, so work out your strategy. Would you choose to do Task 2
first?
2 Not planning your answer

Because of the time pressure, it is tempting to put pen to paper immediately after reading the
question. However, if you do not think about the question, plan your essay and draft it, your
writing may be badly organised and lack intelligible content.
You will not be marked only on the range of structures and vocabulary you use, but also for task
achievement/response, cohesion and coherence. This means that your answer must be relevant
to the question and the examiner must be able to follow what you are saying easily.
Spend about 3 minutes thinking about the questions and planning and drafting your answer
for Task 1, and 5 minutes doing the same for Task 2. T he clearer your response is in your mind,
the better you will be able to focus on grammatical structures and vocabulary while you are
writing. You will not be given any rough paper in the test, so use the question sheet to plan your
essay, but remember to strike through your draft to show the examiner that it is not part of your
answer.

3 Repeating the same structures or words
Example (Academic Writing Task 1)

Women in Singapore are expected to live until they are 84 years old and men are expected to
live until they are 80 years old. However, in Myanmar women are expected to live until they are
67 years old and men are expected to live until they are 63 years old. The longest life expectancy
is in Japan, where women are expected to live until they are 86 years old and men are expected
to live until they are 79 years old.
Did you notice that the facts about the three countries were described using the same sentence
structure? How does the example below vary sentence structures?
Example (Academic Writing Task 1 l

While women in Singapore have a life expectancy of 84 years, men are expected to live until they
are 80. However, in Myanmar, life expectancy is significantly shorter, with the average female
living until she is 67 years of age and the average male until he is 63. Conversely, Japanese
women tend to live to the age of 86, and the life expectancy of Japanese men is about 79 years.
Tip: Vary sentence structures and vocabulary

Do this by:
• making a verb or verb phrase into a noun, e.g. expected to live� life expectancy
• using synonyms or paraphrasing, e.g. the average woman/man� the average female/
male; 6 7 years of age� the age of 6 7 � 6 7 years old
• beginning sentences with different noun phrases, e.g. While women in Singapore� in
Myanmar, life expectancy . ...
4 Memorising model answers

Reproducing memorised answers constitutes plagiarism; this is a serious offence. The IELTS
examination board have strategies in place to spot memorised answers and offenders will
be severely penalised. In addition, questions in the actual test are likely to be different from
questions in practice tests, so if a candidate tries to reproduce a memorised answer, it will not
answer the question. Furthermore, if a candidate tries to adapt a memorised answer to a test
question, his/her writing will probably become difficult to follow. This in turn affects the score for
cohesion and coherence. Finally, a memorised answer would also mask your real abilities, and
the examiner would not be able to judge your knowledge of English adequately.
5 Translating an answer from your first language

The writing convention in every Language is unique, so the structure and style you would use
and the way you would write an answer to a question in your own language (whether an essay,
a letter or a description of a graph! would vary from what is required in English. In English, we
tend to write a topic sentence before elaborating on it, but this might be Less common in other
languages and cultures.
Drafting an answer in your own language and then translating it into English is not only time
consuming, but can result in an incoherent piece of writing. Furthermore, you could end up not
using appropriate collocations, idioms and set phrases; these are often lost in translation.
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Start thinking about your answer in English from the planning stage and you will be more likely
to remember interesting words and phrases.
Checklist:
� Write at least 150 words for Task 1 and 250 words for Task 2.
� Spend some time thinking about and planning your answer.
� Find different.ways to express similar ideas and vary your sentence structure.
� Avoid memorising model answers.
� Think about your answer in English from the planning stage.
Academic Writing Task 1

6 Describing every single detail
There is sometimes more information than you need in the diagrams, graphs, tables or charts
provided. If you tried to describe every detail, you would risk sacrificing the cohesion and
coherence of your writing. The main features of the diagram might be lost, which would make it
difficult for the reader to focus on what is important.
In the example below, the candidate tried to describe three line graphs showing the sales of
CDs, cassettes and music downloads. The extract is from his description of CD sales. Notice how
difficult it is to pick out the important information.

The sale of CDs in the United States started rising in the mid-eighties, and in 1990 it hit
250 million a year and then increased further to 620 million in the mid-nineties. Growth slowed
down slightly and after peaking at 790 million in 1996, it fell to 780 million in 1997, and then
increased again to reach another peak in 1999 at 980 million. Sales then plateaued for a year
before dropping to 880 million in 2000. They rose to 900 million in 2001 but dipped sharply to
780 million in 2002. They then went up a little in 2003 and then fell again to 700 million in 2004.
It is far better to choose the most significant information from each category and highlight it.
If you spend too much time describing information about one category, you will not have time
to compare and contrast the information with the other"categories. In the example below, the
candidate highlighted the key features of CD sales. He then compared and contrasted these
features with the other categories.

The sale of CDs in the United States started rising in the mid-eighties to hit a peak in 1999 at
980 million a year as cassette sales fell to 180 million in the same year. After plateauing for
a year, there was a downward trend for CDs, with sales dropping to 700 million in 2004. This
coincided with the rise of music downloads, which started tentatively in 1997, but rocketed ...

Tip: High�ight thf'most importa�t inform�tionfo· �iagrams, graphs, tables or charts
,
�.Q this by:. J\, ·,! <¥5 · .,tt/
• identifying ke{features of the diagram$.' graphs: tables or charts
�,,
• comparing and :cont, rasting information across categories.
'C¼w>M,---sii,------1,=,""-----�-.--;!,'¼_.___ ,;�•--,...,ij
7 Not giving actual figures or units of measurement

What is missing from the following examples?
Example (Academic Writing Task 11

A
The largest number of mobile phones can be seen in China, with India trailing close behind.
Although the USA comes third in the List, there are only a third as many mobile phones as in China.
B
In 1950, 1000 were used for agricultural purposes, while only 100 were used for industrial
purposes. In 2000, the amount of water used for agricultural purposes increased to 3000.
In A the candidate described mobile phone ownership in several countries, but failed to give
concrete figures to support what she was saying. She could potentially have avoided losing
marks for task achievement by providing actual figures, e.g. The highest number of mobile phones
can be seen in China at 990 million, with India trailing close behind at 880 million. Although the USA
comes third in the list at 310 million mobile phones, there are only a third as many mobile phones as
in China.
In 8, the candidate gave figures but no units of measurement, so we do not know what the
figures refer to. Always include units of measurement so that the information is clear, e.g.
In 1950, 1000 km3 of water were used for agricultural purposes, while only 100 km3 were used
for industrial purposes. In 2000, the amount of water used for agricultural purposes increased to
3000 km3•
8 Misinterpreting the question or the diagrams, graphs, tables or charts

In the example below, the candidate attempted to provide figures and units of measurement. but
what do you think went wrong?
Example (Academic Writing Task 11

In 1927, only one American was unemployed, but this rose to 12 in 1933.
Clearly, more than one American must have been unemployed in 1927. The candidate had failed
to see that the Y-axis specified ·unemployment lin millions!'. The correct description of the
graph would read: In 1927, only one million Americans were unemployed, but this rose to 12 million
in 1933.
If you are not used to looking at diagrams and graphs, you could find them difficult and
intimidating. Practise interpreting diagrams and graphs and familiarise yourself with them.
There are plenty of good examples online.
In an attempt to paraphrase the question, some candidates make inaccurate generalisations,
e.g. The pie chart shows different literacy rates in the world, when in fact, the pie chart shows
21
literacy rates in five different countries. Make sure you do not report facts inaccurately; this could
lead to a loss of marks in task achievement.
Checklist:
./ Pick out the key information in the diagrams, graphs, tables or charts.
./ Support your description with actual figures .
./ Remember to include units of measurement .
./ Check that you have not misread the question or the diagrams, graphs, tables or charts.
General Writing Task 1

9 Using the wrong register
Writing in an informal style to someone to whom you should be writing in a formal style, and vice
versa, demonstrates a lack of knowledge of the conventions of letter writing. Before you start
writing, ask yourself: Who am I writing to? What is the purpose of the letter?
Learn phrases that differentiate a formal letter from an informal one. Which phrases in the
example below are formal and which are informal? Which would you use when writing to the
manager of a hotel? Which would you use when writing to a friend?
Useful phrases: Beginning and ending a letter

Dear Sir/Madam I Dear Mr/Ms/Mrs Webster Dear Jen
I'm writing with regard to ... I/'m writing to How are you? It's been a long time since I last
inform you that ... saw you. I hope you are well.
Useful phrases: Beginning and ending a Letter

Should you need any further information, Anyway, thanks/sorry again for ...
please feel free to contact me at ... Hope to see you soon. I I can ·t wait to see
I look forward to seeing/hearing from you soon!
you soon. Love
Yours faithfully, Sienna
Sienna Ford
Tip: Write your letter in the appropriate style/register

Do this by:
• knowing who you are writing to
• learning the difference between formal and informal expressions
• learning fixed expressions for beginning and ending letters.

10 Not addressing all the points in a question
Below is an example of a Task 1 question. Note: There are usually three points that the candidate
has to address.
Example (General Writing Task 1)

You are staying in rented accommodation arranged for you by the school you are studying
at. However, you feel that the landlord has not provided the facilities that the school
promised you.
Write a letter of complaint to the school's accommodation services and ask for a change in your
accommodation. In your letter
• say what the school had promised you
• describe the current unsatisfactory situation
• ask for changes to be made.
The three points given are not just guidelines but essential to task achievement. Failure to
address each point adequately will result in a loss of marks. Note also that simply saying
I would like some changes to be made to my living arrangements is not enough to satisfy the
third point in the question. What is required is an elaboration of the point, e.g. As no meals
are provided and I do not have use of a shower, I find that the situation is affecting my studies and
my life in general. I sincerely hope that you will find me alternative accommodation as soon as
possible. The location of the current flat is perfect for commuting to school and I would be happy
if you could find me another place in this area with a toilet, a working shower and meals that meet
my requirements.
Checklist:
./ Know the purpose of the letter and who it is for.
./ Make sure you write in an appropriate style.
./ Address all the points highlighted in the question adequately.
Academic and General Writing Task 2

11 Not understanding what the question is asking
It is important to read the question carefully and understand the type of task you are required to
do. Look at the examples on page 24 and ask yourself the following questions.
• Which question asks for my own opinion?
• Which question asks for solutions to a problem?
• Which question asks me to present different sides of an argument?
• Which question asks me to describe causes and/or effects?
23
Example (Academic and General Writing Task 2)
A
Social media have made it easier for us to connect with other people, but some have
blamed them for harming society. Discuss both the advantages and disadvantages of
social media.
B
As result of unhealthy diets and a lack of regular exercise, obesity has become a major
problem among young people. What do you think governments and schools can do to
improve this situation?
C
The invention of the smartphone has had a direct impact on our relationships and the way
we conduct business. How do you think the smartphone has changed the way we live our
lives?
D
The focus on academic achievement in schools fails to prepare students for real life. To what
extent do you agree or disagree?
Question A requires you to see things from both points of view and discuss the different
perspectives; B asks for solutions to a problem; Casks about the effects of the invention of the
smartphone; D requires you to state your own opinion and justify it. In all questions, however, it
is useful to consider a different point of view from your own so as to offer a balanced argument.
Doing so will also help to give your own opinions greater validity.
Be careful of questions that include extreme statements, Like the one in the example below.

The widespread availability of cheap flights and the increased ease of travelling have made
it possible for us to visit places previously untouched by tourism. This can only be a good
thing. Discuss.
The sentence This can QI1fr. be a good thing suggests that you should disagree with it and discuss
some negative points related to tourism.
Ti p: Answerthe question
'Do this by:
• familiarising yourself with the question types in Task 2
• reading the question carefully
• writing what is required of you
• watching out for extreme statements in the question
• referring back to the question when writing to ensure you do not go off topic.

12 Moving from point to point without elaboration
The writer of the paragraph in the example below made several good points that are relevant
to the question. However, the points were badly organised and the candidate did not explain or
support the points he was making.

Home schooling can be good for children because they can study what they want. But some
people say there is no structure for these children. Also, they will have no friends their age. But
they don't need to listen to boring teachers and study subjects that are useless in real life.
Follow up the topic sentence !your main point) with supporting evidence in the form of statistics,
examples, scenarios, reasons and explanations.

Home schooling can be good for children because they can work at their own pace and study
what they want. In a regular school, slower students are sometimes not able to follow lessons
and feel demotivated, while faster students find the lessons boring and stop paying attention.
Several homeschooled children claim that being able to choose a curriculum that suits their
interests and ability helps them to learn more than the average school student.
Checklist:
./ Understand what the question requires you to do.
./ Answer the question and do not go off topic.
./ Provide supporting evidence by giving reasons, examples and explanations.
Speaking
The IELTS Speaking component takes place with a candidate and an examiner in an examination
room. The test takes 11-14 minutes and has three parts.
Part 1: Introduction and overview
The examiner asks the candidate questions about familiar topics, e.g. family and friends,
hobbies, favourite foods.
Part 2: Individual long turn
The examiner gives the candidate a task card with some prompts and the candidate has a
minute to prepare to speak about the topic on the card. The candidate speaks for 1-2 minutes
on the given topic. The examiner then follows up with one or two questions about the topic.
Part 3: Two-way discussion
The examiner asks the candidate some abstract questions related to the topic in Part 2.
The candidate is required to give opinions and discuss issues.
Here are some tips for preparing yourself for the Speaking component.
25
• Focus on your breathing while you wait
As you sit outside the examination room waiting for your name to be called, you will inevitably
feel nervous. However, nervousness could have a negative effect on your ability to speak
in English. Focus on your breathing and try to clear your mind as you wait. Practise tongue
twisters like Peter Piper picked a pack of pickled peppers to loosen up the muscles of your
mouth and keep stress at bay.
• Listen to the examiner's questions carefully

What key words does the examiner use? What grammatical structures does he/she use in the
questions? Listening for key words can help you to focus on what is required of you, while the
grammatical structures could give you hints as to what tenses you should use in your answer.
• Let the topic bring up the vocabulary that you know

When the examiner marks you for your lexical range, he/she is not trying to find out the entire
scope of your knowledge of English vocabulary. Instead, he/she is listening to the words,
phrases and collocations you use while talking about a particular topic.
What phrases do you think might come up naturally when you are talking about your
favourite restaurant? What if you were talking about healthcare in your country? Wouldn"t the
vocabulary set be quite different? Practise recalling relevant words and phrases for different
topics.
Speaking Part 1
• Make sure you know enough vocabulary to talk about familiar topics
Do you know your job title or your parents' job titles in English? Do you know the necessary
vocabulary to talk about your hobby or the most important festivals in your country/town?
Can you explain why you like certain types of music or films?
The topics in Part 1 are fairly predictable, so practise talking about them and note down the
key phrases that you will need to express yourself.
• Use the right tenses

When you talk about your life experiences, use the present perfect tense, but switch to the
past simple tense when you tell stories about the past. Use the present simple to talk about
daily routines, regular occurrences and how you feel about your life and the people around
you.
Speaking Part 2
• Make use of your one-minute preparation time wisely
One minute is a not a long period of time, so you cannot write out your two-minute speech.
Instead, use the minute to plan what you are going to say. Use the following question words to
guide you: Who? What? Where? When? Why? How?
Example [Speaking Part 21

Talk about a present that you received.

success
Ask yourself the following questions and note down key words and phrases that would help
you answer them.
o Who gave you the present?
o What was it? Describe it. What is it used for?
o Where did you receive it? What happened when you opened the present?
o When did you receive it?
o Why did the person give you this present?
o How did you feel when you received it? How do you feel about it now?
For some tasks, Why? and How? might be more important than Who? or When?, while in
others, Who? might be the most important point to elaborate on. Decide what is most
important by referring to the question, and elaborate on that first.
• Do not forget to describe smells, sounds and feelings

Whether you are describing a visit to a market you love or meeting a person you admire for
the first time, it is natural to focus on appearances and events. However, you can add interest
and depth to your description by including information about sounds, smells and feelings,
e.g. The moment I entered the market, I was overwhelmed by the number of stalls there. Vendors
were yelling and trying to sell everything from plates to old books and clothes. I sniffed the sweet
smell of soy sauce and fried noodles coming from the food stalls and I instantly felt hungry.
The atmosphere was electric and although the weather was hot and humid, I felt excited and
energised.
If you have trouble remembering or recounting the details of an event, close your eyes and
visualise it. Try to recall all the sensations you experienced. The more often you practise
visualising events, the more easily you will be able to do it. Use this visualisation technique in
the test if necessary to help yourself focus.
• Record yourself talking

Practise planning your talk in one minute and then speaking for 2 minutes. Record yourself
and play back the recording. Listen out for areas you can improve on and also good use of
language and clear descriptions.
Speaking Part 3
• Give your opinions, but be balanced
Show the examiner that you can see things from different points of view by offering a counter
argument to your own point of view. Use phrases like On the other hand, Conversely, Others
might argue that ... to signal an alternative viewpoint.
• Display your ability to use complex grammatical structures

Part 3 offers you the chance to talk about more abstract subjects and therefore the
opportunity to use hypotheticals like the second and third conditional. You could also use
modals to express possibility, make suggestions and predictions.
Common errors
Here are some common mistakes that candidates make when doing the Speaking component.
You should be aware of these pitfalls as you prepare for the exam. The following points apply to
all three parts of the Speaking component, although examples are taken from particular parts.
27
1 Giving short answers to all questions
Example (Speaking Part 1 J

Examiner: Do you celebrate any traditional holidays with your family?
Candidate A: Yes. Chinese New Year.
Examiner: And what do you do during Chinese New Year?
Candidate A: I have dinner with my family.
Examiner: Do you celebrate any traditional holidays with your family?
Candidate 8: Yes, I do. Every year on New Year's Eve, my family gets together for a big dinner
and we welcome the Chinese New Year with festive songs and fireworks.
There ·s a belief that if we stay up late, ...
Candidate A gave very short answers and therefore was unable to demonstrate fluency. She also
missed the opportunity to demonstrate her lexical and grammatical range. Short answers could
greatly affect your speaking score, so try to expand on them. Candidate B's answer does this by
giving some good details.
Now look at the example below. Candidate C expands on her answer by explaining and giving
reasons and examples to clarify what she is saying.
Example (Speaking Part 31

Examiner: Do you think sports bring people together?
Candidate C: Yes, I do. When there are important sporting events like the Olympics or
the World Cup, people often gather to watch the events or games together.
They experience the same emotions: they laugh and they cry together. These
experiences can really bring people together.
Tip: Demonstrate flu

Do this by:
• describing a scena
• explair:ling and giving re
· • using examples todarify w
2 Repeating the same vocabulary too often
Example (Speaking Part 2)

Question: Describe a place you visited and that you really loved.
Candidate 0: ... The market was very nice and, er ... I liked going there. And I liked going with
my friend. It was a very nice experience. My friend thought it was nice too.
Using the same basic vocabulary over and over again demonstrates to the examiner that you
have a limited range of vocabulary, and this could cost you marks. You should try to use as wide a
range of vocabulary as possible. You can also use synonyms, paraphrase or describe something
in more detail, as in the example on page 29. Practise doing this whenever you have a chance to
speak English. Find alternatives for words that people over-use, like nice, good, bad, interesting,
enjoy, like, hate, very and really. How many alternatives does Candidate E use for nice?

Example (Speaking Part 2)
Question: Describe a place you visited and that you really loved.
Candidate E: ... The market was amazing and I had a wonderful time. It was full of people
and so busy and noisy, but I didn't mind it at all because it just added to the
atmosphere. There were hundreds of stalls selling a whole range of objects,
from arts and crafts to clothes and mobile phone accessories. And there was
more food than I had ever seen before. My friend came with me and it was
great being able to share the experience with her.
Although it is best not to over-use the same words, you can occasionally repeat a point you are
trying to make. You could refer back to what you have previously said in order to make your point
clearer and stronger by using phrases like As I said before, ... and Coming back to what I was saying
earlier, ....
3 Trying to answer a question you do not understand
Example (Speaking Part 31

Examiner: What can developed countries do about the poverty in developing countries?
Candidate F: Yeah, I think ... Well, developed countries can do ... um ... do more poverty in
developing countries.
You cannot avoid answering a question simply by repeating it back to the examiner. If you do not
understand the question, do not be afraid to ask for repetition or clarification.
4 Learning prepared answers

Avoid memorising paragraphs and long sentences. Candidates who prepare answers are often
so concerned with trying to remember their prepared answers that they fail to pay attention to
the question and end up using their prepared answers in the wrong context. Remember that
examiners are trained to detect memorised answers and you could be penalised for giving an
answer you have learnt by heart. Instead, when preparing for the test, learn some key phrases
and practise talking about different topics. Remember the good points you made or the interesting
examples you gave. And when speaking to the examiner, be yourself and speak naturally.
29
Tip: Practise speaking but do not memorise answers
Do this by:
• practising talking about different topics
• making notes of the good points you made or the interest.ing examples you gave while
practising
• answering questions naturally in the test.
5 Overusing linking words and fixed adverbial phrases

Some candidates think that the more linking words/phrases and adverbials they use, the
higher their score. Consequently, they use as many of these as they can, filling a short speech
with words and phrases like nevertheless, in spite of the fact that, what's more, and as far as
I'm concerned. Linking words/phrases and adverbials should clarify what you say, help you to
organise your points and help your listener to understand you easily. They should fit the content
and not stand out from it. Inappropriate usage can prevent you from getting a higher IELTS score.
Tip: Aim for good coherence

Do this by learning to use linking words/phrases and adverbials appropriately in order to
clarify and organise what you are saying.
Checklist:
.I Expand your answers by giving details, examples and explanations.
.I Demonstrate your range of vocabulary by using synonyms and by paraphrasing, and by
describing things in more detail.
.I If you do not understand a question, ask the examiner to repeat the question or clarify a word .
.I Speak from the heart. Do not memorise prepared answers.
.I Use linking words/phrases and adverbials appropriately to make what you say clearer.

Test1
SECTION 1 Questions 1-10

01
Questions 1-3
Choose the correct letter, A, 8 or C.
Example
The customer is leaving from
A Main Street.
B
C Central Bus Station.
The customer"s coach departs at

A 1.00 p.m.
B 2.00 p.m.
C 3.00 p.m.
2 The customer wants

A a single ticket.
B a return ticket.
C an open return ticket.
3 The customer is going to London

A to attend a family party.
B to see his daughter.
C for a meeting.
31
Questions 4-7
Complete the notes below.
Write NO MORE THAN TWO WORDS or A NUMBER for each answer:
Kieren Coaches
Name: Matthew (4) ____________
Address: 3415) __________
Telephone: 01732 (6) __________

Email: matt (7) ____________ @yahoo.co.uk
Questions 8-10
8 Apart from hand luggage, travellers

A must pay £10 for luggage.
B can only take two additional suitcases.
C are allowed up to 40 kilos of luggage free of charge.
9 Travel insurance
A is included.
B costs extra.
C is compulsory.
10 The customer decides to pay

A by debit card.
B in cash.
C by cheque.

Test 1: Listening

02
Questions 11-13
Choose THREE letters, A-F.
Which THREE changes have been made to the library over the summer?
A a new roof
B new computers
C new shelf units
D a self-service system
E meeting room decorated
F new furniture for the children
Questions 14-16
Write NO MORE THAN THREE WORDS for each answer.
Which THREE events does the speaker say are taking place in September?
14 ----------------
15 ----------------
16 ----------------
33
Questions 17-18
Choose the correct Letter, A, B or C.
17 The library needs a teacher for the Computer Club because

A the current teacher is leaving.
B they are starting an additional group.
C they want to start a higher-level class.
18 Who does the library want older people to talk to about the past?
A teachers
B young children
C teenagers
Questions 19-20
Choose TWO letters A-E.
In addition to books, which two services does the mobile library offer?
A computer lessons
B a reservation service
C a reference section
D newspapers and magazines
E community advice
.34 . Practice Tests for IELTS 2

Test 1: Listening

03
Questions 21-23
Complete the sentences below.
Write NO MORE THAN THREE WORDS for each answer:
21 The best days for engineering students are ____________

22 Students can get useful suggestions about ____________
23 Use the internet to look at ____________ before the event.
Questions 24-27
24 Fergus says that

A there is one company he is particularly interested in.
B he has done some research already.
C he knows the boss at one of the companies.
25 The tutor thinks Fergus should

A prepare questions in advance.
B research the skills required for jobs before the event.
C find out what the starting salaries are.
26 Fergus plans
A to wear a suit and tie.
B to wear smart but casual clothes.
C to buy an outfit for the event.
27 The tutor suggests that Fergus

A should ask particular people certain questions.
B should avoid taking free gifts.
C should treat conversations like short interviews.
35
Questions 28-30
Choose THREE Letters A-F.
Why do the tutor and Fergus think it is useful to attend a jobs fair?
A to get a job
B to find out what employers want from you
C to give employers your contact details
D to discover which are the key companies to work for
E to practise your communication skills
F to make useful contacts

Test 1: Listening

04
Questions 31-33
Choose the correct letter, A, B or C.
31 According to the speaker,

A people were healthier in the past.
B ancient bones need to be handled with care.
C bones offer clues to a person's lifestyle.
32 The island of Vanuatu

A was not always inhabited.
B had no food sources.
C was the only island in Remote Oceania.
33 Archaeologists wanted to discover

A what resources were available on the island.
B if the settlers could rely entirely on local food sources.
C the extent to which the settlers ate food they had brought with them.
Questions 34-37
Complete the sentences below.
Write NO MORE THAN THREE WORDS for each answer.
34 Bones provide a dietary _____________ of the things people ate.

35 Different ratios of carbon and sulphur are found in organisms depending on whether they
come from the _____________
36 Archaeologists analysed modern and _____________ food sources
for chemical elements.
37 The settlers ate wild creatures as well as _____________
37
Questions 38-39
Choose TWO letters, A-0.
An analysis of the bones of men and women suggest that

A females ate more meat than males.
B diet could have been determined by the job the person did.
C some people held higher status than others.
D food was distributed equally amongst the settlers.
Question 40
The bones of pigs and chickens indicate that these animals

A only ate food provided by the settlers.
B were a main source of food for the settlers.
C probably did not consume the settlers· limited food supplies.

Test 1: Reading
READING
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-14, which are based on Reading Passage 1 below.
Questions 1-5
Reading Passage 1 has six paragraphs, A-F.
Choose the correct heading for paragraphs 8-F from the list of headings below.
Write the correct number, i-ix, next to Questions 1-5.
List of Headings
What are metabolites?
ii The negative effects of allelopathy
iii Biological warfare in the plant world
iv Why we cannot use allelopathic chemicals at present
v What is allelopathy?
vi The reasons why plants compete with other plants
vii The effects of allelopathy and realisation of its possible uses
viii How could we use allelopathic chemicals in farming?
ix Specific examples of allelopathic plants
Example Answer
Paragraph A iii
1 Paragraph B
2 Paragraph C
'
3 Paragraph D
Paragraph E
5 Paragraph F
39
Mutual harm
A In forests and fields all over the world, plants are engaged in a deadly chemical war
to suppress other plants and create conditions for their own success. But what if we
could learn the secrets of these plants and use them for our own purposes? Would
it be possible to use their strategies and weapons to help us improve agriculture by
preventing weeds from germinating and encouraging growth in crops? This possibility
is leading agricultural researchers to explore the effects plants have on other plants
with the aim of applying their findings to farming.
B The phenomenon by which an organism produces one or more chemicals that

influence the growth, survival and reproduction of other organisms is called allelopathy.
These chemicals are a subset of chemicals produced by organisms called secondary
metabolites.A plant's primary metabolites are associated with growth and development.
Allelochemicals, however, are part of a plant's defence system and have a secondary
function in the life of the organism. The term allelopathy comes from the Greek: a//e/o
and pathy meaning 'mutual harm'. The term was first used by the Austrian scientist
Hans Molisch in 1937, but people have been noting the negative effects that one plant
can have on another for a long time. In 300 BC, the Greek philosopher Theophrastus
noticed that pigweed had a negative effect on alfalfa plants. In China, around the first
century AD, the author of Shennong Ben Cao Jing described 267 plants that have the
ability to kill pests.
C Allelopathy can be observed in many aspects of plant ecology. It can affect where
certain species of plants grow, the fertility of competitor plants, the natural change of
plant communities over time, which plant species are able to dominate a particular
area, and the diversity of plants in an area. Plants can release allelopathic chemicals
in several ways: their roots can release chemicals directly into the soil, and their
bark and leaves can release chemicals into the soil as they rot. Initially, scientists
were interested in the negative effects of allelopathic chemicals. Observations of the
phenomenon included poor growth of some forest trees, damage to crops, changes in
vegetation patterns and, interestingly, the occurrence of weed-free areas. It was also
realised that some species could have beneficial effects on agricultural crop plants
and the possible application of allelopathy became the subject of research.
D Today research is focused on the effects of weeds on crops, the effects of crops on
weeds, and how certain crops affect other crops. Agricultural scientists are exploring
the use of allelochemicals to regulate growth and to act as natural herbicides, thereby
promoting sustainable agriculture by using these natural chemicals as an alternative
to man-made chemicals. For example, a small fast-growing tree found in Central
America, sometimes called the 'miracle tree', contains a poison that slows the growth
of other trees but does not affect its own seeds. Chemicals produced by this tree
40 .Practice Tests for IELTS 2

Test 1: Reading
have been shown to improve the production of rice. Similarly, box elder - another
tree - stimulates the growth of bluestem grass, which is a tall prairie grass found in the
mid-western United States. Many weeds may use allelopathy to become ecologically
successful; a study in China found that 25 out of 33 highly poisonous weeds had
significant allelopathic properties.
E There may be at least three applications of allelopathy to agriculture. Firstly, the

allelopathic properties of wild or cultivated plants may be bred into crop plants through
genetic modification or traditional breeding methods to improve the release of desired
allelochemicals and thus improve crop yield. Secondly, a plant with strong allelopathic
properties could be used to control weeds by planting it in rotation with an agricultural
crop and then leaving it to rot and become part of the soil in order to inhibit the
growth of weeds. Finally, naturally occurring allelopathic chemicals could be used
in combination with man-made chemicals. Boosting the efficiency of man-made
herbicides could lead to a reduction in the amount of herbicides used in agriculture,
which is better for the environment.
F Despite the promising uses of allelopathic chemicals, agricultural scientists are still
cautious. Firstly, allelopathic chemicals may break down and disappear in the soil
more easily than artificial chemicals. Secondly, allelopathic chemicals may be harmful
to plants other than weeds. Thirdly, allelopathic chemicals could persist in the soil for
a long time and may affect crops grown in the same field as the allelopathic plants
at a later date. Because the effects of allelopathic chemicals are not yet fully known,
agricultural scientists will need to continue to study the biological war between plants.
41
Questions 6-9
Choose the correct letter, A, B, C or D.
6 What does the term 'allelopathy' refer to?

A the growth and development of a plant
B the relationship between plants that grown in the same area
C the effects of chemicals produced by a plant on another plant
D a plant's primary metabolic processes
7 Which of the following does allelopathy NOT affect?

A how certain species of plants change the nature of the soil where they grow
B the diversity of plants in an area
C the nutrients present in the soil
D the location in which plants can grow
8 Scientists are mainly interested in

A being able to exploit allelopathy in sustainable farming.
B the beneficial effects of weeds on crops.
C the effect of allelopathy on forests.
D the negative effects of weeds.
9 Which of the following is NOT mentioned in the text?

A a tree which is highly poisonous to weeds
B a tree which makes a type of grass grow better
C a tree which makes rice more productive
D a tree which produces a chemical that affects the growth of other trees

Test 1: Reading
Questions 10-14
Complete the summary of paragraphs E and F below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in spaces 10-14.
Scientists can see three potential uses of allelopathic chemicals in farming. Firstly, the ability to
produce allelopathic chemicals could be (10) _________ into agricultural crops;
secondly, allelopathic plants could be planted in rotation with the (11) _________
finally, naturally produced chemicals could be combined with (12) _________
herbicides. However, agriculturalists are still (13) _________ as allelopathic
plants may have negative effects on plants which are not the intended target and the chemicals
could remain in the ground for alnl (14) _________, even after the plants
themselves have died.
43
READING PASSAGE 2
You should spend about 20 minutes on Questions 15-26, which are based on Reading Passage 2 below.
Ordinary treasures
When Andy Warhol, one of the twentieth century's most influential artists, died his four-floor house
was so full of items that the only rooms you could walk through were the kitchen and the bedroom.
It turned out that Warhol had compulsive hoarding disorder, which is defined as the excessive
accumulation of objects and a refusal to throw them away. But Warhol's case is not uncommon;
around five per cent of Americans - nearly 15 million people - suffer from compulsive hoarding
disorder. This disorder interferes with daily activities such as sleeping and cooking, and in an
extreme form it can harm one's health, be a fire risk and even lead to death. Although researchers
suspect that the disorder is more widespread in the West, cases of hoarding have been recorded in
almost every country.
Twenty years ago, compulsive hoarding disorder was a relatively unexplored psychological
phenomenon, often treated as an aspect of obsessive compulsive disorder- the compulsion to repeat
a certain action over and over. However, it is now recognised as a separate disorder. Scientists from
many disciplines, including psychologists, neurologists and behavioural researchers are looking at
gene sequences within hoarders' DNA and scanning their brains to try to understand their behaviour
in the hope that they can be helped.
There are several theories for the behaviour. First of all, hoarding appears to run in families
and may have genetic causes, with family members often having similar issues. In a study of
219 families, researchers at Johns Hopkins University found that families with two or more
hoarding members showed a linkage between hoarding behaviour and chromosome 14 - one of
the 23 pairs of chromosomes that make up human DNA. A second theory states that the instinct
to hoard may be an evolutionary survival strategy: there are plenty of examples of hoarding in
the animal kingdom. The Arctic gray jay hoards around 100,000 berries and insects so that it has
enough food for the long winter months. Humans, however, are the only species that take the
strategy to extremes, sometimes filling their homes with so many objects that they eventually
become uninhabitable.
Recent psychological research, however, emphasises that hoarders do not just collect junk; nor
are they lazy or disorganised, even if their homes are chaotic. Many hoarders have normal lives,
with regular jobs and normal relationships with friends and family. Cognitively, hoarders tend to
be emotional, attaching sentimental value to belongings that other people would discard. They
also tend to be intelligent, well educated and more creative than average. However, they can be
indecisive and may start several different projects at the same time.

Test 1: Reading
Carol Mathews, a leading researcher into the condition, used magnetic resonance imaging (MRI)
to show brain activity in the process of decision making. People with compulsive hoarding disorder
display increased activity in an area of the brain related to decision making when asked to organise
objects. This increased activity is due to their greater emotional attachment to possessions. In other
tests, Mathews found that people with hoarding behaviour had difficulty grouping similar objects
and remembering the sequence of things. In effect, people with compulsive hoarding disorder do
not categorise objects in the same way as other people, and when they are asked to do so, show an
increase in brain activity associated with the decision-making process. It seems that people with
hoarding behaviour see and treat objects differently and might have a different appreciation of the
physical world. For example, a pile of objects in the middle of a room may be seen as a work of
art by a hoarder rather than just a heap of junk.
Treating hoarding effectively may depend upon whether we can identify specific character
traits. Dr Monika Eckfield of the University of California, San Francisco, believes there are two
different kinds of people with hoarding behaviour. She calls one kind impulsive-acquirers, who
buy objects out of excitement and keep them because they are interested in them. The other type
are the worried-keepers - the hoarders who acquire items passively and keep them in case they
need them in future. Worried-keepers spend more time sorting and organising belongings. While
both kinds of hoarders ofeither gender find it nearly impossible to throw anything away, more men
than women belong to the fonner category whilst more women fall into the worried-keeper group.
QUESTIONS 15-19
Do the following statements agree with the information given in Reading Passage 2?
Write
TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
15 People have died as a result of extreme hoarding behaviour.
16 Compulsive hoarding disorder is a type of obsessive compulsive disorder.
17 People with compulsive hoarding disorder usually have parents with the same condition.
18 People who take collecting to extremes eventually cannot live in their homes.
19 Hoarders show more activity in parts of the brain associated with the emotions.
45
Questions 20-25
Classify the following as typical of
A impulsive-acquirer hoarders
B worried-keeper hoarders
C both
Write the correct letter, A, B or C, next to Questions 20-25.
20 This type ot hoarder finds it almost impossible to discard anything.

21 This type of hoarder keeps possessions because he/she finds them interesting.
22 This type of hoarder keeps objects for future use.
23 This type of hoarder buys things because he/she is excited by them.
24 This type of hoarder has a greater tendency to sort objects.
25 This type of hoarder includes more men than women.
Question 26
Choose the correct letter, A, B or C.
The writer of the article views people with compulsive hoarding disorder as
A lazy and disorganised.
B abnormal because they cannot lead a normal life.
C having a different perception of physical objects from the majority of people.

Test 1: Reading
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-1,0, which are based on Reading Passage 3 below.
A A major cause of blindness in the industrialised world is age-related macular

degeneration (AMO). It affects approximately three million people globally and
accounts for around nine per cent of all blindness. These statistics are expected to
double by the year 2020 as the world population increases. Scientists have been
working on a new treatment for one type of the disease by using stem cells to repair
damage to the retina, with positive results. Two women in America, both registered
as blind, were given the new treatment and say their vision improved just weeks after
they were injected with the stems cells. With such promising results for a condition
which previously had no treatment, researchers are positive about the direction of the
stem cell treatment.
B AMO usually affects the elderly although younger people can also develop a version
of the condition. People with AMO typically have dark patches at the centre of their
vision - the deterioration takes place over months and years. Although people with
AMO do not lose their sight completely, they do lose central vision, which is vital for
detailed work and activities like reading and driving, so that leading a normal life can
become impossible over time. In the cases of the two American women, one was a
graphic artist who began to lose her vision in her twenties. As she lost most of her
central vision, she became unable to work, and then eventually it became impossible
for her to recognise people or watch TV. The second woman became unable to
recognise faces, had to stop driving and in the end could not leave her home.
C To understand AMO, we need to understand how our eyes work. Essentially a hollow
ball, the eye has a number of layers. The outer layer consists of the white of the eye
and the cornea. The cornea is the transparent area in front of the coloured iris and
the black pupil at the centre of the iris. The middle layer of the eye includes blood
vessels and the iris, which regulates the amount of light entering the eye. Just behind
the iris is the lens, which focuses images on the retina, which covers the inside of
the eyeball. The retina is the part of the eye that contains photoreceptors - cells that
sense light. Nerve fibres from the photoreceptors in the retina join together to form
the optic nerve, which then exits the eyeball and transmits visual information to the
brain. The photoreceptors are of two types, rods and cones: the rods are sensitive
to light intensity and the cones are sensitive to colour. They are mostly concentrated
in the part of the retina called the macula. This is only the size of a grain of rice, but
it is responsible for our central vision, most of our colour vision and our visual acuity,
or sharpness of vision. The photoreceptor cells lie on a thin layer of cells that provide
them with nutrients and carry away waste. When these underlying cells die or are
damaged, the photoreceptor cells cannot function properly, and this leads to a loss of
vision.
47
D Damage to the macula can result from a variety of factors. Age is the main risk factor
but smoking also damages blood vessels and the structure of the eye. Smokers are
three times more likely to develop AMO, as are people with poor diets. A diet lacking in
fruit and vegetables cannot help the body defend itself against free radical molecules
which damage cells. Fruit and vegetables contain antioxidants, which protect the
body against these free radicals. Finally, people with high blood pressure are one and
a half times more likely to contract AMO, as are those people with a family history of
the disease.
E The new treatment for AMO, developed by Dr Robert Lanza at Advanced Cell
Technology, involves changing embryonic stem cells into more specialised eye
stem cells and injecting 50,000 of them into the layer of the eye that supports the
photoreceptors. A stem cell is a primary cell that has the ability to divide and form
specialised cells that perform various functions within the body. First, a single stem
cell was taken from a human embryo and grown into a colony of millions of cells.
The cells were checked to make sure they were healthy. Then another procedure
encouraged the stem cells to develop into the type of cell that forms the layer under
the photoreceptor cells. The eye stem cells were injected below the retina through a
cut into the eyeball, where they filled in the gaps left by dead and damaged cells and
began functioning again.
F For the two patients, the results have been stunning. Tests have indicated that healthy
cells have grown where the stem cells were injected. The first woman has regained
enough vision to be able to cycle. Meanwhile, the second woman can read, cook and
go shopping by herself again. The hope is that the treatment could be a way forward for
other currently incurable conditions so that other people can lead normal lives again.
Questions 27-32
Reading Passage 3 has six paragraphs, A-F.
Which paragraphs, A-F, contain the following information?
Write the correct letter, A-F, next to Questions 27-32.
27 the symptoms of AMO
28 details about the treatment process
29 factors that may contribute to AMO
30 the physical causes of AMO

31 potential future uses of stem cell treatment
32 the frequency of occurrence of AMO

Test 1: Reading
Questions 33-35
Label the diagram below using words from the box.
macula
cornea
optic nerve
iris
retina
pupil
34
33
35
lens
Questions 36-40
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in spaces 36-40.
Age-related macular degeneration IAMDl is one of the main causes of loss of sight in the
(36) --------· Although AMO can affect (37) --------, the
majority of sufferers are older. Despite being very small, the macula is essential to our
(38) _________ as well as detailed vision and some colour vision. AMO happens
when the cells beneath the (39) _________ cells are damaged or die. A new
treatment to repair the damaged cells involves (40) _________ 50,000 stem cells
under the retina, after which they regenerate the damaged area.
49

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Overview of the IELTS examination

There are two versions of the test:

IELTS and the Common European Framework of Reference

6 Practice Tests for IELTS 2

• Get used to listening to a range of accents

• Familiarise yourself with different task types

• Try to answer all the questions

8 Practice Tests for IELTS 2

• Practise Listening to numbers

1 Not paying attention to the example in the recording

Example (Listening Section 1)

2 Spending the time between sections worrying about answers in the

Tip: Manage your time wisely

3 Jumping to conclusions and getting the wrong answer

Example (Listening, all sections)

Now here is an extract from the recording.

10 Practice Tests for IELTS 2

4 Staying up all night before the test to revise

5 Not analysing why an answer was incorrect

• Do not make careless spelling and grammar mistakes

• Find the topic sentence of each paragraph

Example !Reading, all parts!

12 Practice Tests for IELTS 2

1 Reading the passage before you know what is expected of you

Which key words would you circle in the question below?

Example (Reading, all sections)

Useful phrases: Linking two ideas

3 Worrying if you do not understand some of the words

Example (Reading, all sections)

Tip: Guess the meaning of words you do not know

4 Running out of time

14 Practice Tests for IELTS 2

Tip: Time is very important - dp not waste it

5 Feeling disheartened when you do practice tests

Academic Writing component

General Training Writing component

• Academic Writing Task 1

Examples !Academic Writing Task 1)

16 Practice Tests for IELTS 2

• General Training Writing Task 1

• Academic and General Training Writing Task 2

Example (Academic and General Training Writing Task 2)

The Writing component in general

2 Not planning your answer

18 Practice Tests for IELTS 2

Example (Academic Writing Task 1)

Example (Academic Writing Task 1 l

Tip: Vary sentence structures and vocabulary

4 Memorising model answers

5 Translating an answer from your first language

Academic Writing Task 1

Example (Academic Writing Task 1)

Example (Academic Writing Task 1)

20 Practice Tests for IELTS 2

7 Not giving actual figures or units of measurement

Example (Academic Writing Task 11

8 Misinterpreting the question or the diagrams, graphs, tables or charts

Example (Academic Writing Task 11

General Writing Task 1