Top Tips for IELTS Academic

Produced by Cambridge ESOL in collaboration with the British Council

Top Tips for IELTS Academic

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Contents

Introduction Guide to IELTS task types How to revise for IELTS The IELTS Listening test The IELTS Reading test The IELTS Writing test The IELTS Speaking test What to do on the day Answer sheets Understanding your IELTS scores Installing the CD-ROM

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Top Tips for IELTS Academic

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Reading: identifying information

TIP: Remember that the statements will not be expressed in exactly the same way as in the text, so look for key words in the statements and nd similar words or phrases in the text.

Example
Here is part of a text about the history of Greenland and some of the questions.

The ancestors of the Inuit people of Greenland are thought to have lived in Siberia the vast eastern region of modern Russia until 7,000 or 8,000 years ago. There is evidence that they then travelled by boat into Alaska, settling in the northerly part of North America. From there, some migrated to Greenland around 5,000 years ago, and evidence has been found of their existence around the northern tip of the island.
the following statements agree with the information Q Do given in the passage? 1 The Inuit people are probably descended from inhabitants of Siberia. TRUE 2 The Inuit peoples ancestors migrated to North America about 5,000 years ago. FALSE 3 The north of Greenland was the most attractive area of the island for the earliest settlers. NOT GIVEN

1 2

Explanation: The key words in the questions are underlined, and so are words in the text that they refer to. 1 has the same meaning as the rst highlighted section. 2 The text says that they are thought to have lived in Siberia until 7,000 or 8,000 years ago. 5,000 years ago is when some moved from North America to Greenland. 3 No reason is given for migrating to northern Greenland. There is nothing in the text that most attractive refers to, so the statement may or may not be true.

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Reading: short-answer questions

TIP: Make sure you copy the words correctly and you spell them as they are spelled in the text.

Example
Here is part of a text about a vessel that is used to explore the depths of the ocean. Each answer should be no more than two words and/or a number.

A great deal of research into the depths of the ocean has been carried out using the submersible Alvin, a craft that can carry three people down to a depth of 4,500 metres. Constructed in 1964, it is operated by the Woods Hole Oceanographic Institution (WHOI) in the USA. Alvin is manufactured from syntactic foam, a material which is strong enough to withstand the enormous water pressure that the submersible encounters. It is equipped with lights, two robotic arms to manipulate instruments, and a basket for tools and for samples picked up from the ocean floor.
the questions below. Q Answer 1 In which year was Alvin built? (in) 1964 2 What material is Alvin made of? syntactic faom 3 What equipment on Alvin can operate instruments? robotic arm 4 What equipment on Alvin is used as a container? (a) basket

Explanation: In 2 one word, foam, has been copied wrongly, so the answer wont get a mark. In 3 one of the two words, arms, has been copied wrongly, so this answer will be marked wrong.

The questions and answers follow the order of the text.

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Writing: Task 2
TIP: Include examples to support your opinion.

Example
Here is an example of a Task 2 question. people say that governments need to do more to Q Some prevent damage to the environment. To what extent do you agree or disagree with this statement? Here is part of a student answer for this question, showing how you can use examples. If governments imposed heavy taxes on those companies that cause pollution to the environment, for example, a chemical factory polluting a local river or an airline using planes that cause high levels of carbon emissions, then there would be a serious nancial incentive for them to change their behaviour and invest in cleaner, more environmentally friendly ways of conducting their businesses. Governments should increase knowledge and education about how damage is done to the environment. This could be through public information advertisements or funding television documentaries, for instance, which would reach a large number of people. The result of this would be that people would have more awareness of the causes of harmful environmental damage and would exert pressure on those responsible for it or boycott their goods and services.

Explanation: The highlighted parts of the text show how the student
uses examples to expand and develop the points.

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