There are two types of IELTS: Academic and General Training. IELTS Academic can be taken in a test centre on paper or on computer, and can now also be taken online from home or another private location that has a stable internet connection. IELTS General Training can only be taken in a test centre on paper or on computer.
For Academic and General Training you take the same Listening and Speaking tests but different Reading and Writing tests. Make sure you prepare for the correct test type.
The Listening, Reading and Writing sections of all IELTS tests are completed on the same day, with no breaks in between them.
The Speaking test, however, may be scheduled up to a week before or after the other tests. If you booked IELTS Online, your Speaking test will usually take place before your other tests. The total test time is 2 hours and 45 minutes.
IELTS official practice test
Know where you stand before you take your test with an official IELTS practice test. IELTS Progress Check is an official online-marked practice test. The test will give you an indication of your overall band score and individual band scores for each section. It will provide feedback on areas to improve. Book your official practice test today.
Listening
The listening section of the test lasts for 30 minutes and involves listening to four recordings made by native English speakers. After listening to each recording, the candidate must answer a series of questions.
Recording 1 is a conversation between two people in a casual setting, while Recording 2 is a monologue about a common social topic, such as local facilities. Recording 3 involves a conversation between up to four people in an educational or training environment, like a discussion between a university tutor and student about an assignment. Finally, Recording 4 is a monologue on an academic subject, such as a university lecture.
The assessors will evaluate the candidate’s ability to comprehend the primary ideas and factual information presented in the recordings, as well as the speakers’ attitudes and opinions, the intent of the speaker’s statements, and their ability to follow the progression of concepts.
IELTS Listening description
The IELTS Listening test consists of four sections, with ten questions each. The questions are arranged in the same order as they are heard in the audio.
The first two sections involve everyday social situations. Section 1 has a conversation between two speakers, such as discussing travel plans. Section 2 is a monologue, like a speech about local amenities. The last two sections are based on educational and training contexts. Section 3 involves a conversation between two speakers, like a university student and tutor discussing an assignment. Section 4 is a monologue on an academic topic, like a university lecture.
The audio recordings are played only once and feature a variety of accents, including British, Australian, New Zealand, American, and Canadian.
Test takers must answer the questions on the question paper as they listen, and then transfer their answers to an answer sheet during a 10-minute period at the end of the test. The question types include multiple choice, matching, labeling plans/maps/diagrams, filling out forms/notes/tables/flow-charts/summaries, and sentence completion. Each question is worth 1 mark, and poor spelling and grammar are penalized. The total time for the Listening test is around 30 minutes.
Timing: Approximately 30 minutes (plus 10 minutes transfer time).
No. of questions: 40
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.
Approximately 30 minutes will be given to complete the 40 questions, with an additional 10 minutes provided for transferring answers to the answer sheet. A variety of question types will be used, including multiple choice, matching, and completion tasks involving diagrams, forms, tables, or sentences. Test takers must write their answers on the question paper during the listening test, and they should be cautious about their spelling and grammar because mistakes will result in penalties. Each question carries one mark.
IELTS Listening in detail
A detailed examination of the IELTS Listening test including relevant resources.
Task Type 1 – Multiple Choice Format: The multiple-choice task presents a question or incomplete sentence with three answer choices (A, B, C). Test takers must choose the correct answer.
Occasionally, test takers may be asked to choose more than one answer from a longer list of options, so they should carefully read the question to determine how many answers are needed.
Task Focus: Multiple choice questions test a variety of skills, such as detailed comprehension of specific details or a general understanding of the main ideas presented in the listening text.
No. of questions: Varies
Task Type 2 – Matching Format: Test takers match numbered items from the listening text to a set of options on the question paper. The set of options may be criteria.
Focus: Matching tests the ability to understand information presented in a conversation on an everyday topic, and to recognize relationships and connections between facts in the listening text.
No. of questions: Varies
Task Type 3 – Plan, Map, Diagram Labelling Format: Test takers complete labels on a visual representation such as a building plan, town map, or equipment diagram, by selecting answers from a list.
Focus: This task assesses the ability to understand a description of a place and relate it to a visual representation. This includes understanding spatial relationships and directions.
No. of questions: Varies
Task Type 4 – Form, Note, Table, Flow-Chart, Summary Completion Format: Test takers fill in gaps in an outline of part or all of the listening text, focusing on the main ideas/facts. The outline may be a form, set of notes, table, or flow-chart. Test takers select their answers from a list on the question paper or identify missing words from the recording.
Focus: This task focuses on the main points of the listening text that a listener would naturally record in a given situation.
No. of questions: Varies
Task Type 5 – Sentence Completion Format: Test takers fill in gaps in a set of sentences summarizing key information from the listening text. A word limit is provided, and test takers must use information from the text to complete the sentence.
Focus: Sentence completion tests the ability to identify key information in the listening text and understand functional relationships such as cause and effect.
No. of questions: Varies
Task Type 6 – Short Answer Questions Format: Test takers read a question and write a short answer using information from the listening text. A word limit is provided, and contracted and hyphenated words count as single words.
Focus: Short answer questions test the ability to listen for concrete facts, such as places, prices, or times, within the listening text.
No. of questions: Varies
IELTS Listening – how it’s marked
The IELTS Listening test is graded by certified markers who undergo regular monitoring to maintain their reliability. After the marking process, Cambridge English further examines all answer sheets.
Band score conversion
No. of questions: Variable
IELTS Listening – how it’s marked
The Listening test is marked by certificated markers, who are regularly monitored to ensure their reliability. All answer sheets, after being marked, are further analysed by Cambridge English.
Band score conversion
A conversion table is created for each version of the Listening test that translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole or half bands.
For each correct answer in the 40-item test, one mark is given. Test takers should pay attention to their spelling and grammar while writing answers on the answer sheet as errors in these areas result in a penalty.
Academic Reading
The Academic Reading section of the IELTS test takes 60 minutes and comprises 40 questions that aim to assess a variety of reading skills such as understanding the general meaning of the text, identifying main ideas and details, scanning, comprehending logical reasoning, and recognizing the author’s attitudes, opinions, and intentions.
The IELTS Academic Reading test is composed of three lengthy texts, covering descriptive, factual, discursive, and analytical topics. These texts are sourced from books, journals, newspapers, and magazines, and are aimed at individuals who are seeking admission to university courses or professional registration, but they are suitable for a non-specialist audience.
IELTS Academic Reading description
The Academic Reading section of the test comprises of 40 questions that assess a range of reading abilities, such as reading for the main idea, details, logical arguments, and recognizing the author’s views, opinions, and purpose.
The test format involves three long texts sourced from books, journals, magazines, and newspapers, written for a general audience, and covering topics of general interest. The texts may use different writing styles such as narrative, descriptive or discursive, and contain non-verbal elements such as diagrams, graphs, or illustrations.
The test includes a variety of question types, including multiple choice, matching, sentence completion, summary completion, and short-answer questions.
Test takers are required to transfer their answers to an answer sheet within 60 minutes, and poor spelling and grammar are penalized. Each question is worth 1 mark.
IELTS Academic Reading in detail
A detailed look at the paper with links to related resources.
Task type 1 – Multiple choice
Task type and format: Test takers are required to choose the best answer from four alternatives (A, B, C or D), or the best two answers from five alternatives (A, B, C, D or E), or the best three answers from seven alternatives (A, B, C, D, E, F or G). Test takers write the letter of the answer they have chosen on the answer sheet. The questions may involve completing a sentence, where they are given the first part of a sentence and then choose the best way to complete it from the options, or could involve complete questions; with the test takers choosing the option which best answers them.
The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: 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.
No. of questions: Variable
Task type 2 – Identifying information
Task type and format: Test takers will be given a number of statements and asked: ‘Do the following statements agree with the information in the text?’ They are then required to write ‘true’, ‘false’ or ‘not given’ in the boxes on their answer sheets.
It is important to understand the difference between ‘false’ and ‘not given’. ‘False’ means that the passage states the opposite of the statement in question; ‘not given’ means that the statement is neither confirmed nor contradicted by the information in the passage.
Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.
Task focus: 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.
No. of questions: Variable
Task type 3 – Identifying writer’s views/claims
Task type and format: Test takers will be given a number of statements and asked: ‘Do the following statements agree with the views/claims of the writer?’ They are required to write ‘yes’, ‘no’ or ‘not given’ in the boxes on their answer sheet.
It is important to understand the difference between ‘no’ and ‘not given’. ‘No’ means that the views or claims of the writer explicitly disagree with the statement, i.e. the writer somewhere expresses the view or makes a claim which is opposite to the one given in the question; ‘not given’ means that the view or claim is neither confirmed nor contradicted.
Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.
Task focus: 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.
No. of questions: Variable
Task type 4: Matching information
Task type and format: Test takers are required to locate specific information within the lettered paragraphs/sections of a text, and to write the letters of the correct paragraphs/sections in the boxes on their answer sheet.
They may be asked to find: specific details, an example, a reason, a description, a comparison, a summary, an explanation. They will not necessarily need to find information in every paragraph/section of the text, but there may be more than one piece of information that test takers need to locate in a given paragraph/section. When this is the case, they will be told that they can use any letter more than once.
This type of task can be used with any text as it tests a wide range of reading skills, from locating detail to recognising a summary or definition.
Task focus: 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.
No. of questions: Variable
Task type 5 – Matching headings
Task type and format: Test takers are given a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Test takers must match the heading to the correct paragraphs or sections, which are marked alphabetically. Test takers write the appropriate Roman numerals in the boxes on their answer sheets. There will always be more headings than there are paragraphs or sections, so that some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example for test takers.
This task type is used with texts that contain paragraphs or sections with clearly defined themes.
Task focus: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.
No. of questions: Variable
Task type 6 – Matching features
Task type and format: Test takers are required to match a set of statements or pieces of information to a list of options. The options are a group of features from the text, and are identified by letters. Test takers may, for example, be required to match different research findings to a list of researchers, or characteristics to age groups, events to historical periods, etc. It is possible that some options will not be used, and that others may be used more than once. The instructions will inform test takers if options may be used more than once.
Task focus: 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.
No. of questions: Variable
Task type 7 – Matching sentence endings
No. of questions: Variable
Task type and format: Test takers are given the first half of a sentence based on the text and asked to choose the best way to complete it from a list of possible options. They will have more options to choose from than there are questions. Test takers must write the letter they have chosen on the answer sheet. The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: Matching sentence endings assesses the test takers’ ability to understand the main ideas within a sentence.
No. of questions: Variable
Task type 8 – Sentence completion
Task type and format: Test takers complete sentences in a given number of words taken from the text. They must write their answers on the answer sheet. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words.
The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: Matching sentence endings assesses the test takers’ ability to locate detail/specific information.
No. of questions: Variable
Task type 9 – Summary, note, table, flow-chart completion
Task type and format: Test takers are given a summary of a section of the text, and are required to complete it with information drawn from the text. The summary will usually be of only one part of the passage rather than the whole. The given information may be in the form of: several connected sentences of text (referred to as a summary), several notes (referred to as notes), a table with some of its cells empty or partially empty (referred to as a table), a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a flow-chart).
The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text.
Where words have to be selected from the passage, the instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark.
Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. Where a list of answers is provided, they most frequently consist of a single word.
Because this task type often relates to precise factual information, it is often used with descriptive texts.
Task focus: 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.).
No. of questions: Variable
Task type 10 – Diagram label completion
Task type and format: Test takers are required to complete labels on a diagram, which relates to a description contained in the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The answers do not necessarily occur in order in the passage. However, they will usually come from one section rather than the entire text.
The diagram may be of some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts.
Task focus: 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.
No. of questions: Variable
Task type 11 – Short-answer questions
Task type and format: Test takers answer questions, which usually relate to factual information about details in the text. This is most likely to be used with a text that contains a lot of factual information and detail.
Test takers must write their answers in words or numbers on the answer sheet. Test takers must write their answers using words from the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark.
Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. The questions are in the same order as the information in the text.
Task focus: Short answer questions assess the test takers’ ability to locate and understand precise information in the text.
No. of questions: Variable
IELTS Academic Reading – how it’s marked
Certified markers grade the Academic Reading test and undergo regular monitoring to ensure their consistency. After grading, all answer sheets are analyzed by Cambridge English.
Band score conversion
A conversion table is created for each version of the test to convert scores out of 40 to the IELTS 9-band scale. Scores are reported in whole or half bands.
General Training Reading
The General Training Reading test involves a 60-minute section with 40 questions that aim to assess various reading skills such as comprehending the main idea, identifying details, reading for gist, skimming, understanding logical argument, and recognizing the writer’s opinions, attitudes, and objectives.
The test includes extracts from books, magazines, newspapers, notices, advertisements, company handbooks, and guidelines that are typically encountered in daily life situations in English-speaking environments.
IELTS General Training Reading description
The test consists of three sections, with Section 1 potentially containing two or three short texts or several shorter texts. Section 2 includes two texts, while Section 3 has one long text. Test takers have 60 minutes to answer 40 questions, which come in a variety of types, such as multiple choice, matching, completion, and short-answer questions.
The first section, called ‘social survival,’ covers basic linguistic survival in English and mainly requires retrieving and providing general factual information from sources like notices, advertisements, and timetables. The second section, ‘Workplace survival,’ focuses on the workplace context, including job descriptions, contracts, staff development, and training materials. The third section, ‘general reading,’ involves reading more extended prose with a more complex structure, such as newspapers, magazines, and fictional and non-fictional book extracts.
Test takers must transfer their answers to an answer sheet within the allotted time and must take care with their spelling and grammar as poor performance is penalized. Each question is worth one mark.
IELTS General Training Reading in detail
A detailed look at the paper with links to related resources.
Task type 1 – Multiple choice
Task type and format: Test takers are required to choose the best answer from four alternatives (A, B, C or D), or the best two answers from five alternatives (A, B, C, D or E), or the best three answers from seven alternatives (A, B, C, D, E, F or G). Test takers write the letter of the answer they have chosen on the answer sheet. The questions may involve completing a sentence, where they are given the first part of a sentence and then choose the best way to complete it from the options, or could involve complete questions; with the test takers choosing the option which best answers them.
The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: 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.
No. of questions: Variable
Task type 2 –Identifying information
Task type and format: Test takers will be given a number of statements and asked: ‘Do the following statements agree with the information in the text?’ They are then required to write ‘true’, ‘false’ or ‘not given’ in the boxes on their answer sheets.
It is important to understand the difference between ‘false’ and ‘not given’. ‘False’ means that the passage states the opposite of the statement in question; ‘not given’ means that the statement is neither confirmed nor contradicted by the information in the passage.
Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.
Task focus: 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.
No. of questions: Variable
Task type 3 – Identifying writer’s views/claims
Task type and format: Test takers will be given a number of statements and asked: ‘Do the following statements agree with the views/claims of the writer?’ They are required to write ‘yes’, ‘no’ or ‘not given’ in the boxes on their answer sheet.
It is important to understand the difference between ‘no’ and ‘not given’. ‘No’ means that the views or claims of the writer explicitly disagree with the statement, i.e. the writer somewhere expresses the view or makes a claim which is opposite to the one given in the question; ‘not given’ means that the view or claim is neither confirmed nor contradicted.
Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.
Task focus: 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.
No. of questions: Variable
Task type 4 – Matching information
Task type and format: Test takers are required to locate specific information within the lettered paragraphs/sections of a text, and to write the letters of the correct paragraphs/sections in the boxes on their answer sheet.
They may be asked to find: specific details, an example, a reason, a description, a comparison, a summary, an explanation. They will not necessarily need to find information in every paragraph/section of the text, but there may be more than one piece of information that test takers need to locate in a given paragraph/section. When this is the case, they will be told that they can use any letter more than once.
This type of task can be used with any text as it tests a wide range of reading skills, from locating detail to recognising a summary or definition.
Task focus: 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.
No. of questions: Variable
Task type 5 – Matching headings
Task type and format: Test takers are given a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Test takers must match the heading to the correct paragraphs or sections, which are marked alphabetically. Test takers write the appropriate Roman numerals in the boxes on their answer sheets. There will always be more headings than there are paragraphs or sections, so that some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example for test takers.
This task type is used with texts that contain paragraphs or sections with clearly defined themes.
Task focus: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..
No. of questions: Variable
Task type 6 – Matching features
Task type and format: Test takers are required to match a set of statements or pieces of information to a list of options. The options are a group of features from the text, and are identified by letters. Test takers may, for example, be required to match different research findings to a list of researchers, or characteristics to age groups, events to historical periods, etc. It is possible that some options will not be used, and that others may be used more than once. The instructions will inform test takers if options may be used more than once.
Task focus: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.
No. of questions: Variable
Task type 7 – Matching sentence endings
Task type and format: Test takers are given the first half of a sentence based on the text and asked to choose the best way to complete it from a list of possible options. They will have more options to choose from than there are questions. Test takers must write the letter they have chosen on the answer sheet. The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus:Matching sentence endings assesses the test takers’ ability to understand the main ideas within a sentence.
No. of questions: Variable
Task type 8 – Sentence completion
Task type and format:Test takers complete sentences in a given number of words taken from the text. They must write their answers on the answer sheet. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words.
The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text.
Task focus: Matching sentence endings assesses the test takers’ ability to locate detail/specific information.
No. of questions: Variable
Task type 9 – Summary, note, table, flow-chart completion
Task type and format: Test takers are given a summary of a section of the text, and are required to complete it with information drawn from the text. The summary will usually be of only one part of the passage rather than the whole. The given information may be in the form of: several connected sentences of text (referred to as a summary), several notes (referred to as notes), a table with some of its cells empty or partially empty (referred to as a table), a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a flow-chart).
The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text.
There are two variations of this task type. Test takers may be asked either to select words from the text or to select from a list of answers.
Where words have to be selected from the passage, the instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark.
Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. Where a list of answers is provided, they most frequently consist of a single word.
Because this task type often relates to precise factual information, it is often used with descriptive texts.
Task focus: 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.).
No. of questions: Variable
Task type 10 – Diagram label completion
Task type and format: Test takers are required to complete labels on a diagram, which relates to a description contained in the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The answers do not necessarily occur in order in the passage. However, they will usually come from one section rather than the entire text.
The diagram may be of some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts.
Task focus: 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.
No. of questions: Variable
Task type 11 – Short-answer questions
Task type and format: Test takers answer questions, which usually relate to factual information about details in the text. This is most likely to be used with a text that contains a lot of factual information and detail.
Task focus: This task type assesses the test takers’ ability to understand details and/or the main ideas of a section of the text. In the variations involving a summary or notes, they 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.).
No. of questions: Variable
Task type 10 – Diagram label completion
Task type and format: Test takers complete labels on a diagram which relates to a description contained in the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If they write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The answers do not necessarily occur in order in the passage.
However, they will usually come from one section rather than the entire text. The diagram may be of some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts.
Task focus: This task type assesses the ability to understand a detailed description, and to relate it to information presented in the form of a diagram.
No. of questions: Variable
Task type 11 – Short-answer questions
Task type and format: Test takers answer questions, which usually relate to factual information about details in the text. This is most likely to be used with a text that contains a lot of factual information and detail.
Test takers must write their answers in words or numbers on the answer sheet. Test takers must write their answers using words from the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark.
Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. The questions are in the same order as the information in the text.
Task focus: Short answer questions assess the test takers’ ability to locate and understand precise information in the text.
No. of questions: Variable
IELTS Academic Reading – how it’s marked
Certified markers grade the Academic Reading test and undergo regular monitoring to ensure their consistency. After grading, all answer sheets are analyzed by Cambridge English.
Band score conversion
A conversion table is created for each version of the test to convert scores out of 40 to the IELTS 9-band scale. Scores are reported in whole or half bands.
Academic Training Writing
The Academic Writing test lasts for 60 minutes and covers topics that are relevant and appropriate for individuals entering undergraduate and postgraduate studies or seeking professional registration.
The test consists of two tasks:
Task 1 involves interpreting and analyzing information presented in the form of a graph, table, chart or diagram. You will be required to summarize, describe, or explain the information in your own words. This may include interpreting data, explaining a process, describing an object, or recounting an event.
Task 2 involves writing an essay in response to a given point of view, argument or problem. Both tasks must be written in a formal style.
Test-takers must provide their answers on the answer sheet provided and must write their responses in full sentences. Taking notes or using bullet points as answers is not acceptable. Test-takers are allowed to write on the question paper, but they must not take it out of the examination room, and the examiner will not see it. Additional resources related to the writing portion of the test are available for further information.
Task 1
Task type and format: In Writing Task 1, test takers may be asked to describe facts or figures presented in one or more graphs, charts or tables on a related topic; or they may be given a diagram of a machine, a device or a process and asked to explain how it works. They should write in an academic or semi-formal/neutral styles and include the most important and the most relevant points in the diagram. Some minor points or details may be left out.
Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 150 words, they should remember that a longer Task 1 answer may mean that they have less time to spend on Task 2, which contributes twice as much to the Writing band score.
Test takers should also note that they will be penalised for irrelevance if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source).
Test takers must write their answers on the answer booklet.
Task focus: This task assesses the ability to identify the most important and relevant information and trends in a graph, chart, table or diagram, and to give a well-organised overview of it using language accurately in an academic style.
No. of questions: 1
Task 2
Task type and format: In Writing Task 1, test takers may be asked to describe facts or figures presented in one or more graphs, charts or tables on a related topic; or they may be given a diagram of a machine, a device or a process and asked to explain how it works. They should write in an academic or semi-formal/neutral styles and include the most important and the most relevant points in the diagram. Some minor points or details may be left out.
Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 150 words, they should remember that a longer Task 1 answer may mean that they have less time to spend on Task 2, which contributes twice as much to the Writing band score.
Test takers should also note that they will be penalised for irrelevance if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source).
Test takers must write their answers on the answer booklet.
Task Focus: This task assesses the ability to identify the most important and relevant information and trends in a graph, chart, table or diagram, and to give a well-organised overview of it using language accurately in an academic style.
No. of questions: 2
Task 3
Task type and format: In Writing Task 2, test takers are given a topic to write about an academic or semi-formal/neutral style. Answers should be a discursive consideration of the relevant issues. Test takers should make sure that they read the task carefully and provide a full and relevant response. For example, if the topic is a particular aspect of computers, they should focus on this aspect in their response. They should not simply write about computers in general.
Test takers should spend no more than 40 minutes on this task. They are asked to write at least 250 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 250 words, if they write a very long answer they may not have time for checking and correcting at the end and some ideas may not be directly relevant to the question.
Task 2 contributes twice as much to the final Writing band score as Task 1.
Therefore, test takers who fail to attempt to answer this task will greatly reduce their chance of achieving a good band.
Test takers will be penalised for irrelevance if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source). Finally, test takers should make sure that they do not copy directly from the question paper because this will not be assessed.
They must write their answers on the answer booklet.
Task focus: This task assesses the ability to present a clear, relevant, well-organised argument, giving evidence or examples to support ideas and use language accurately.
No. of questions: 1
IELTS Academic Writing – How it’s marked
Marking and assessment
Each task is evaluated separately, with Task 2 being given more importance in the overall score than Task 1.
Certified IELTS examiners, who have appropriate teaching qualifications, evaluate the responses.
The examiners are selected by the test centers and approved by the British Council or IDP: IELTS Australia.
The scores are given in whole and half bands, and detailed descriptors have been developed to evaluate written performance across the nine IELTS bands.
These performance descriptors are applicable to both the Academic and General Training versions of IELTS and are based on specific criteria.
Task 1 responses are assessed on:
- Task achievement
- Coherence and cohesion
- Lexical resource
- Grammatical range and accuracy.
Task 2 responses are assessed on:
- Task response
- Coherence and cohesion
- Lexical resource
- Grammatical range and accuracy.
Performance descriptors
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. Academic Writing Task 1 is a writing task which has a defined input and a largely predictable output. 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.
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 their 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.
General Training Writing
The format of the General Training Writing test lasts for 60 minutes and covers topics that are generally interesting. The test includes two tasks:
In Task 1, test-takers will receive a situation and will be required to write a letter requesting information or explaining the situation. The letter may be written in a personal, semi-formal, or formal style.
In Task 2, test-takers will need to write an essay responding to a particular point of view, argument, or problem. The essay can be written in a fairly personal style.
IELTS General Training Writing description
The paper has two Writing tasks that need to be completed within a time limit of 60 minutes.
There are a total of two questions to answer.
Task 1 requires test takers to write a response to a given situation, which may involve writing a letter to request information or explaining a situation.
For Task 2, test takers must write an essay in response to a specific point of view, argument, or problem.
To answer the questions, test takers must write their answers fully in the answer booklet. They cannot use notes or bullet points as their answers, either in full or in part. While they are allowed to write on the question paper, they cannot take it out of the test room and the examiner will not see it.
Task 1
Task type and format: In Writing Task 1, test takers are presented with a situation and required to write a personal response in the form of an informal, semi-formal or formal letter of at least 150 words in the answer booklet provided. The situations they are asked to write about are common, everyday ones such as: writing to a college accommodation officer about problems with accommodation, writing to a new employer about time management problems they are having, writing to a local newspaper about a plan to develop a local airport, writing to a renting agency to sort out problems with the heating system in their house.
Test takers are told what kind of information (in the form of three bullet points) they must include in their response. They may be required to request or give information and/or explain a situation. To do this, they may need to do some of the following: ask for and/or provide general factual information, express needs, wants, likes or dislikes, express opinions or complaints, make requests or make suggestions/recommendations.
The style of writing that test takers use depends who they are asked to write to (i.e. the audience) and how well they are supposed to know them. They need to write in a style that is appropriate for their audience and that will help them to achieve their purpose for writing, e.g. writing to a friend (informal) or writing to a manager (semi-formal or formal). Test takers do not need to include any addresses at the head of their letters.
Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 150 words, they should remember that a longer Task 1 answer may mean that they have less time to spend on Task 2, which contributes twice as much to the Writing band score.
Test takers should also note that they will be penalised for irrelevance, if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source).
Task focus: This task assesses the ability to follow English letter-writing conventions (i.e. what order to put information in, what style to use, how to start and finish a letter), to use language accurately and appropriately and to organise and link information coherently and cohesively.
No. of questions: 1
Task 2
Task type and format: In Writing Task 2, test takers write a semi-formal/neutral discursive essay of at least 250 words in the answer book provided.
The task instructions give information about a point of view, argument or problem. They then tell test takers how to discuss this, which may involve providing general factual information, outlining and/or presenting a solution, justifying an opinion, evaluating evidence and ideas.
Topics are of general interest, – such as: whether children’s leisure activities should be educational, why families are not so close as they used to be and how they could be brought closer, how environmental problems can be solved, who should pay for the care of old people, whether smoking should be banned in public places.
Test takers should make sure that they complete the task carefully and provide a full and relevant response. They should organise their ideas clearly and make sure to support their argument with relevant examples (including from their own experience where relevant) or evidence. For this task, test takers need to be able to communicate more abstract and complex ideas and use a range of vocabulary and grammatical structures. Task 2 contributes twice as much to the final Writing band score as Task 1. Therefore, test takers who fail to attempt to answer this task will greatly reduce their chance of achieving a good score.
Test takers are asked to write at least 250 words and will be penalised if their answer is too short. They should spend no more than 40 minutes on this task.
Test takers should also note that they will be penalised for irrelevance if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source).
Task focus: This task assesses the ability to follow English discursive writing conventions (i.e. what order to put information in, what style to use, how to start and finish discursive writing, how to paragraph), to organise and link information coherently and cohesively and to use language accurately and appropriately.
No. of questions: 1
IELTS General Training Writing – How it’s marked
Marking and assessment
Each task is evaluated separately, with Task 2 being given more importance in the overall score than Task 1.
Certified IELTS examiners, who have appropriate teaching qualifications, evaluate the responses.
The examiners are selected by the test centers and approved by the British Council or IDP: IELTS Australia.
The scores are given in whole and half bands, and detailed descriptors have been developed to evaluate written performance across the nine IELTS bands. These performance descriptors are applicable to both the Academic and General Training versions of IELTS and are based on specific criteria.
Task 1 responses are assessed on:
- Task achievement
- Coherence and cohesion
- Lexical resource
- Grammatical range and accuracy.
Task 2 responses are assessed on:
- Task response
- Coherence and cohesion
- Lexical resource
- Grammatical range and accuracy.
Performance descriptors
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. General Training Writing Task 1 is a writing task with a largely predictable output in that each task 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 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 refers to the range of vocabulary the test takers have used and the accuracy and appropriacy of use 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 takers’ 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 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.
The other three assessment criteria (Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy) are the same for Task 1 and Task 2.
Speaking
The Speaking test is designed to evaluate your ability to speak in English, and is recorded for every test.
The test consists of three parts:
In Part 1, the examiner will ask you general questions about yourself and common topics like home, family, work, studies, and interests. This section typically lasts between four and five minutes.
In Part 2, you will be given a card with a specific topic and have one minute to prepare before speaking about it for up to two minutes. Afterward, the examiner may ask one or two follow-up questions on the same topic.
In Part 3, you will be asked further questions related to the topic in Part 2. These questions will allow you to discuss more abstract ideas and issues. This section lasts between four and five minutes.
- 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.
IELTS Speaking description
The format of the Speaking test involves an oral interview between the test-taker and an examiner, and all tests are recorded. The test lasts for a total of 11-14 minutes.
The test is divided into three parts, with each part serving a specific purpose in terms of the interaction pattern, task input, and test-taker output.
IELTS Speaking in detail
A detailed look at the paper with links to related resources.
Part 1 – Introduction and interview
Task type and format: In this part, the examiner introduces him/herself and checks the test takers’ identity. They then ask the test takers general questions on some familiar topics such as home, family, work, studies and interests. To ensure consistency, questions are taken from a script. Part 1 lasts for 4–5 minutes.
Part 1 – Introduction and interview
Task type and format: In this part, the examiner introduces him/herself and checks the test takers’ identity. They then ask the test takers general questions on some familiar topics such as home, family, work, studies and interests. To ensure consistency, questions are taken from a script. Part 1 lasts for 4–5 minutes.
Task focus: This part of the test focuses on the ability to communicate opinions and information on everyday topics and common experiences or situations by answering a range of questions.
No. of questions: Variable;
Part 2 – Long turn
Task type and format: Part 2 is the individual long turn. The examiner gives the test takers a task card which asks the test takers to talk about a particular topic, includes points to cover in their talk and instructs the test takers to explain one aspect of the topic. Test takers are given one minute to prepare their talk, and are given a pencil and paper to make notes. The examiner asks the test takers to talk for 1 to 2 minutes, stops the test takers after 2 minutes, and asks one or two questions on the same topic.
Using the points on the task card effectively, and making notes during the preparation time, will help the test takers think of appropriate things to say, structure their talk, and keep talking for 2 minutes. Part 2 lasts 3–4 minutes, including the preparation time.
Task Focus: This part of the test focuses on the ability to speak at length on a given topic (without further prompts from the examiner), using appropriate language and organising ideas coherently. It is likely that the test takers will need to draw on their own experience to complete the long turn.
No. of questions: Variable
Part 3 – Discussion
Task type and format: In Part 3, the examiner and the test takers discuss issues related to the topic in Part 2 in a more general and abstract way and, where appropriate, in greater depth. Part 3 lasts 4–5 minutes.
Task focus: This part of the test focuses on the ability to express and justify opinions and to analyse, discuss and speculate about issues.
No. of questions: Variable
IELTS Speaking – How it’s marked
Marking and assessment
Certified IELTS examiners evaluate speaking performances.
These examiners have appropriate teaching qualifications and are recruited by test centers and approved by either the British Council or IDP: IELTS Australia.
Scores are reported in whole or half bands, and performance descriptors have been developed for each of the nine IELTS bands, providing detailed information about spoken performance.
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 (get round a vocabulary gap by using other words) 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.