You are on page 1of 41

TARGET BAND

How Not to Fear IELTS


A Complete Practical Guide
Evaluation Edition 2012
SAZZAD A CHOWDHURY
http://www.facebook.com/ieltsband8

targetband8@yahoo.com








ABOUT THIS BOOK
Is it Easy to Score Band 8?
Yes, it is easy. Why? Because, you need to correct only 35 out of 40 questions to get 8 in the
Reading and Listening section. Don`t you think that`s a big error margin?...........5 answers can
be remained incorrect!!! But, millions of candidates are sitting for the IELTS every year and a
very few can ever score 8. Why? Because, nobody is out there to tell them the secret way that
can bring them that high score. Tons of books/CDs and thousands of training centers are
devoted to help the candidates but most of them are loaded with only Sample Questions or
Mob Tests or list of tips. So, is there any practical guide to get that higher band?
TARGET BAND
Speaking section....What makes you score
better?
Avoid simple traps of examiner that
my hinder you to score high
Motivate the examiner to questions
that you already prepared in your
home
Use some universal techniques to
sound your conversation as natural
as possible
Know some trips/secrets to score 7+
in this section following some styles
of speaking

You are here to find so!!!
Prepare you for the Reading section at Band 9
Level

Make plenty of time (within allotted 60
minutes) by following a tricky technique.
NO MORE FEAR for the HEADINGS
MACHING tasks.
Answer True/False/Not Given questions
within a minute.
Master to art of scan, skim and speed
reading.

Score 9 in the Listening section!!! How?

Predict what the speaker will say in the
recording in advance
Avoid different accent trap in the audio
recordings
Skillfully handle monologues and
dialogues of the recordings
Know the test takers tricks that can baffle
you during the test
.
Writing section is not hard anymore!!! How?

Know some common frames to answer
the Task-1 questions
Practice with words usage that will boost
your score
Careful about the words and types of
sentence that can decrease the score.
Write about almost anything in Task type-
2 by following some simple structure

HOW NOT TO FEAR I ELTS
Table of Contents



Reading Section .............................................................................................. 1
Match Headings .................................................................................................................. 1
True/False/Not Given ...13
Gap fill task ....22
Sentence Completion ......31
Table/Chart/Diagram Filling ... 40
Multiple Choices ...52
Short Answers ...65
Classification .76

Writing Section ............................................................................................... 1
Table ................................................................................................................................... 1
Graph 9
Chart .. 15
Diagram ..22
Problem and Solution ......31
Cause and Effect ..42
Advantage and Disadvantage ... 48
Argument ...55

Listening Section ............................................................................................ 1
Numbers & Letters .............................................................................................................. 2
Dates 3
Spelling Letters..... ..4
Signpost Words5
Handle Multiple Speaker ........,.8
Predict Earlier .. 12
Accent Trap ...15
Different types of Questions18


Speaking Section ............................................................................................ 1
Part 1: Introduction .............................................................................................................. 2
Part 2: Individual Long Run ..9
Part 3: Two Way Discussion ...18
Common Framework to speak... 23
Avoiding common traps ...30




H O W N O T T O F E A R I E L T S
1
Eight Types of Questions
in the Reading Setion

here are 8 basic types of IELTS reading qestion tas!s"



Each type of qestions reqires a certain strategy or approach in order to #a!e the
best se of yor ti#e" $o sho%d be f%e&ib%e enogh to se a%% these different approaches that sit the qestion
tas!" In this gide' yo (i%% not on%y find the strategies to approach a%% these eight
types of tas!s' bt a%so practica% de#onstration of each"

!ath Headings
This task is prett strai!ht forward" o# are !i$en a set of para!raphs witho#t their headin!s%
o# are to select the ri!ht para!raph headin! from a !i$en list. &or e$er test takers this is a
prett labo#r'intensi$e tpe of (#estion% and the strate! shown in this !#ide will certainl
make o# appreciate how eas it is.
Ho( to so%)e #atch headings
Step *+ ,%assify the Headings according to -organi.ing (ords/
Step0+ ,atch the tone of 1aragraphs by s!i##ing *
st
' 0
nd
' 2
rd
and %ast %ine
Step2+ 3atch paragraphs (ith headings by organi.ing (ords
Step4+ S!i# for the best ans(er

Readin!
T
REA5IN6 TAS7S
*" 3AT,H HEA5IN6S 8" TA9LE:,HART:5IA6RA3 FILLIN6
0" TR;E:FALSE:NOT 6I<EN =" 3;LTI1LE ,HOI,ES
2" 6A1 FILL TAS7 >" SHORT ANSWERS
4" SENTEN,E ,O31LETION 8" ,LASSIFI,ATION TAS7S
H O W N O T T O F E A R I E L T S
"
Organi.ing Words
Title of headin!s can be !ro#ped to!ether #nder some common or!ani)in!
words. *ike o# can !ro#p these three title'''+En$ironmental effect,% +The
financial cost of recent technolo!ical impro$ements,% +-rri!ation sstems fall
into dis#se,''''#nder the or!ani)in! word +Effect,
E.ample of /r!ani)in! 0ord
Fact' 5escription' 1rob%e#s' Effects' ,ases' 1rpose' 1rocess etc"
Tone of the paragraphs in the reading passage
Each para!raph in the readin! passa!e can be identified #nder a
or!ani)in! word. 1o# can do it b identifin! the tone of a para!raph.
A para!raph statin!% +The conse(#ences of o#r water
policies..2eopardisin! h#man health. Tens of millions of people ha$e
been forced to mo$e from their homes....., can be identified as Effect
para!raph.

#ratia$ E%erise
-t is the time to look at the aforementioned strategies in action and
disco$er ho( easy it is to answer match headin!s (#estions. 3ambrid!e
-E*T4 practice book is #sed on this re!ard% beca#se it is the onl official practice test book in
the market. 1o# can open the hard cop book if o# alread bo#!ht it. /therwise% follow the
passa!e cited below from the 3ambrid!e -E*T4 5.
Reading 1assage has se)en paragraphs' A?H
3hoose the correct headin! for para!raphs A and 367 from the list of headin!s below
0rite the correct n#mber" i6.i% in bo.es on o#r answer sheet.














8. 9ara!raph A

9assa!e 4o#rce pa!es :; '
:< in 3ambrid!e -E*T4 5.
List of Headings
I Scientists call for a revision of policy
ii An explanation for reduced water use
iii How a global challenge was met
iv Irrigation systems fall into disuse
v Environmental effects
vi The financial cost of recent technological improvements
vii The relevance to health
viii Addressing the concern over increasing populations
ix A surprising downward trend in demand for water
x The need to raise standards
xi A description of ancient water supplies

E&a#p%e Ans(er
* 9ara!raph A
1aragraph 9 iii
:. 9ara!raph 3
=. 9ara!raph D
<. 9ara!raph E
>. 9ara!raph &
?. 9ara!raph G
5. 9ara!raph 7

H O W N O T T O F E A R I E L T S
&


























MAKING EVERY DROP COUNT

A The histor of h#man ci$ili)ation is entwined with the histor of the was we ha$e learned to manip#late water
reso#rces. As towns !rad#all e.panded% water was bro#!ht from increasin!l remote so#rces% leadin! to sophisticated
en!ineerin! efforts s#ch as dams and a(#ed#cts. At the hei!ht of the Roman Empire% nine ma2or sstems% with an
inno$ati$e lao#t of pipes and well'b#ilt sewers% s#pplied the occ#pants of Rome with as m#ch water per person as is
pro$ided in man parts of the ind#strial world toda.

B D#rin! the ind#strial re$ol#tion and pop#lation e.plosion of the 8@th and :;
th
cent#ries% the demand for water rose
dramaticall. Anprecedented constr#ction of tens of tho#sands of mon#mental en!ineerin! pro2ects desi!ned to
control floods% protect clean water s#pplies% and pro$ide water for irri!ation and hdropower bro#!ht !reat benefits to
h#ndreds of millions of people. &ood prod#ction has kept pace with soarin! pop#lations mainl beca#se of the
e.pansion of artificial irri!ation sstems that make possible the !rowth of <;B of the worldCs food% Nearl one fifth of
all the electricit !enerated worldwide is prod#ced b t#rbines sp#n b the power of fallin! water.

3 1et there is a dark side to this pict#re: despite o#r pro!ress% half of the worldCs pop#lation still s#ffers% with water
ser$ices inferior to those a$ailable to the ancient Greeks and Romans. As the Anited Nations report on access to water
reiterated in No$ember :;;8% more than one billion people lack access to clean drinkin! water" some two and a half
billion do not ha$e ade(#ate sanitation ser$ices. 9re$entable water6related diseases kill an estimated 8;%;;; to :;%;;;
children e$er da% and the latest e$idence s#!!ests that we are fallin! behind in efforts to sol$e these problems.

D The conse(#ences of o#r water policies e.tend beond 2eopardi)in! h#man health. Tens of millions of people ha$e
been forced to mo$e from their homes 6 often with little warnin! or compensation 6 to make wa for the reser$oirs
behind dams. Dore than :; B of all freshwater fish species are now threatened or endan!ered beca#se dams and water
withdrawals ha$e destroed the free'flowin! ri$er ecosstems where the thri$e. 3ertain irri!ation practices de!rade
soil (#alit and red#ce a!ric#lt#ral prod#cti$it. Gro#ndwater a(#ifersE are bein! p#mped down faster than the are
nat#rall replenished in parts of -ndia% 3hina% the A4A and elsewhere. And disp#tes o$er shared water reso#rces ha$e
led to $iolence and contin#e to raise local% national and e$en international tensions.

E At the o#tset of the new millenni#m% howe$er% the wa reso#rce planners think abo#t water is be!innin! to chan!e.
The foc#s is slowl shiftin! back to the pro$ision of basic h#man and en$ironmental needs as top priorit 6 ens#rin!
Fsome for allG% instead of Fmore for someH. 4ome water e.perts are now demandin! that e.istin! infrastr#ct#re be #sed
in smarter was rather than b#ildin! new facilities% which is increasin!l considered the option of last% not first% resort.
This shift in philosoph has not been #ni$ersall accepted% and it comes with stron! opposition from some established
water or!ani)ations. Ne$ertheless% it ma be the onl wa to address s#ccessf#ll the pressin! problems of pro$idin!
e$erone with clean water to drink% ade(#ate water to !row food and a life free from pre$entable water'related illness.

& &ort#natel 6 and #ne.pectedl 6 the demand for water is not risin! as rapidl as some predicted. As a res#lt% the
press#re to b#ild new water infrastr#ct#res has diminished o$er the past two decades. Altho#!h pop#lation% ind#strial
o#tp#t and economic prod#cti$it ha$e contin#ed to soar in de$eloped nations% the rate at which people withdraw
water from a(#ifers% ri$ers and lakes has slowed. And in a few parts of the world% demand has act#all fallen.

G 0hat e.plains this remarkable t#rn of e$entsI Two factors: people ha$e fi!#red o#t how to #se water more
efficientl% and comm#nities are rethinkin! their priorities for water #se. Thro#!ho#t the first three'(#arters of the
:;th cent#r% the (#antit of freshwater cons#med per person do#bled on a$era!e" in the A4A% water withdrawals
increased tenfold while the pop#lation (#adr#pled. B#t since 8@8;% the amo#nt of water cons#med per person has
act#all decreased% thanks to a ran!e of new technolo!ies that help to conser$e water in homes and ind#str. -n 8@?>%
for instance% Japan #sed appro.imatel 8= million !allons of water to prod#ce K8 million of commercial o#tp#t" b
8@8@ this had dropped to =.> million !allons Le$en acco#ntin! for inflationM' almost a (#adr#plin! of water
prod#cti$it. -n the A4A% water withdrawals ha$e fallen b more than :; B from their peak in 8@8;.

7 /n the other hand% dams% a(#ed#cts and other kinds of infrastr#ct#re will still ha$e to be b#ilt% partic#larl in
de$elopin! co#ntries where basic h#man needs ha$e not been met. B#t s#ch pro2ects m#st be b#ilt to hi!her
specifications and with more acco#ntabilit to local people and their en$ironment than in the past. And e$en in re!ions
where new pro2ects seem warranted% we m#st find was to meet demands with fewer reso#rces% respectin! ecolo!ical
criteria and to a smaller b#d!et.


H O W N O T T O F E A R I E L T S
'
Step *+ ,%assification of Headings
There are 88 headin!s listed for the passa!e and n#mber iii is !i$en as
e.amples. 4o there are total 8; headin!s need to be cate!ori)ed accordin! to
some or!ani)in! word. B !lancin! at these 8; headin!s we can !#ess that the
passa!e wo#ld be abo#t en$ironment. 4o% there wo#ld be 9roblems and their Effects and
moreo$er we can e.pect the article will offer some sol#tion. *etGs 3ate!ori)e these headin!s
on these cate!ories. Notice the bold words in headin!s that helped to cate!ori)e them.
Organi.ing Word Headings
1rob%e# i$ -rri!ation sstems fa%% into disse
N En$ironmental effects
$i The financia% cost of recent technolo!ical impro$ements
$ii The rele$ance to health Lprob%e#M
$iii Addressin! the concern o$er increasin! pop#lations
Fact i. A s#rprisin! downward trend in demand for water
5escription ii An e&p%anation for red#ced water #se
&i A description of ancient water s#pplies
So%tion - 4cientistsC call for a re)ision of polic
. The need to raise standards


Step 0+ Identify Each 1aragraph (ith a Organi.ing
Word
4o far o# ha$e listed para!raph headin!s #nder some or!anisin! words. Now%
itGs the time to look at para!raphs in the readin! passa!e and determine
whether the can fall #nder those or!anisin! words. To do this% o# can skim
8st% :nd% =rd and last line of each para!raph. -n most of the cases% o# donGt need to !o
thro#!h =rd or last line of the passa!e" 8st and last line wo#ld be eno#!h to identif them.



H O W N O T T O F E A R I E L T S
(
How to Identify the Tone of a #aragraph
To !et an idea of the tone/s#b2ect matter/topic of para!raph% o# can skim
tho#!h the *
st'
' 0
nd
and %ast %ine of each 9ara!raph. The intention wo#ld be
to get the tone Le.. 9roblem% description% sol#tion etcM of it #nder pre$io#s
+or!ani)in! words, of headin!s classification. 4ee the ill#strated e.ample
below and note the Red 3olo#red words which helps to !et the tone of para!raph.




Paragraph A
The history of human civiliation is entwined with the history of the ways we have learned to
manipulate water resources! As towns gradually expanded" water was brought from
increasingly remote sources" leading to sophisticated engineering efforts such as dams and
a#ueducts! At te eigt of te Ro!an E!"i#e$ nine !a%o# s&ste!s$ 'it an innovative
(a&o)t of "i"es and 'e((*+)i(t se'e#s$ s)""(ied te o,,)"ants of Ro!e 'it as !), 'ate#
"e# "e#son as is "#ovided in !an& "a#ts of te ind)st#ia( 'o#(d toda&-

This $ast $ine desri)es water
supp$y syste* of the Ro*an
E*pire+ So, #aragraph A fa$$s
under organi-ing word
.desription/


Paragraph $
Yet te#e is a da#. side to tis "i,t)#e/ des"ite o)# "#og#ess$ a(f of te 'o#(d0s "o")(ation
sti(( s)ffe#s$ 'it 'ate# se#vi,es infe#io# to tose avai(a+(e to te an,ient G#ee.s and
Ro!ans- As the %nited &ations report on access to water reiterated in &ovember '(()" more
than one billion people lac* access to clean drin*ing water+ some two and a half billion do not
have ade#uate sanitation services! Preventable water,related diseases *ill an estimated )("(((
to '("((( children every day" and the latest evidence suggests that we are falling behind in
efforts to solve these problems!


This first $ine te$$s us a)out
pro)$e*s+ So, #aragraph 0
fa$$s under organi-ing word
.#ro)$e*/

H O W N O T T O F E A R I E L T S
1
Paragraph E
At the outset of the new millennium" however" the way resource planners thin* about water is
beginning to change! The focus is slowly shifting bac* to the provision of basic human and
environmental needs as top priority , ensuring -some for all." instead of -more for some/! Some
water experts are now demanding that existing infrastructure be used in smarter ways rather
than building new facilities" which is increasingly considered the option of last" not first" resort!
This shift in philosophy has not been universally accepted" and it comes with strong opposition
from some established water organiations! Neve#te(ess$ it !a& +e te on(& 'a& to add#ess
s),,essf)((& te "#essing "#o+(e!s of "#oviding eve#&one 'it ,(ean 'ate# to d#in.$ ade1)ate
'ate# to g#o' food and a (ife f#ee f#o! "#eventa+(e 'ate#*#e(ated i((ness-


This $ast $ine te$$s us a)out
So$utions+ So, .#aragraph E/
fa$$s under organi-ing word
.So$ution/

This seond $ine te$$s us
a)out pro)$e*s+ So,
.#aragraph 2/ fa$$s under
organi-ing word .#ro)$e*/

Paragraph 0
The conse#uences of our water policies extend beyond 1eopardiing human health- Tens of
!i((ions of "eo"(e ave +een fo#,ed to !ove f#o! tei# o!es 2 often 'it (itt(e 'a#ning
o# ,o!"ensation 2 to !a.e 'a& fo# te #ese#voi#s +eind da!s- 2ore than '( 3 of all
freshwater fish species are now threatened or endangered because dams and water
withdrawals have destroyed the free4flowing river ecosystems where they thrive! $ertain
irrigation practices degrade soil #uality and reduce agricultural productivity! 5roundwater
a#uifers6 are being pumped down faster than they are naturally replenished in parts of India"
$hina" the %SA and elsewhere! And disputes over shared water resources have led to violence
and continue to raise local" national and even international tensions!


H O W N O T T O F E A R I E L T S
3





























This 1
st
$ine te$$s us a)out a
fat 4a pratia$ situation5+
So, #aragraph F fa$$s under
organi-ing word Fat

Paragraph 7
3o#t)nate(& 2 and )nex"e,ted(& 2 te de!and fo# 'ate# is not #ising as #a"id(& as so!e
"#edi,ted! As a result" the pressure to build new water infrastructures has diminished over the
past two decades! Although population" industrial output and economic productivity have
continued to soar in developed nations" the rate at which people withdraw water from a#uifers"
rivers and la*es has slowed! And in a few parts of the world" demand has actually fallen!


Paragraph 5

4at ex"(ains tis #e!a#.a+(e t)#n of events5 T'o fa,to#s8 "eo"(e ave fig)#ed o)t o' to
)se 'ate# !o#e effi,ient(&$ and ,o!!)nities a#e #etin.ing tei# "#io#ities fo# 'ate# )se!
Throughout the first three4#uarters of the '(th century" the #uantity of freshwater consumed
per person doubled on average+ in the %SA" water withdrawals increased tenfold while the
population #uadrupled! 9ut since ):;(" the amount of water consumed per person has actually
decreased" than*s to a range of new technologies that help to conserve water in homes and
industry! In ):<=" for instance" >apan used approximately )? million gallons of water to produce
@) million of commercial output+ by ):;: this had dropped to ?!= million gallons Aeven
accounting for inflationB4 almost a #uadrupling of water productivity! In the %SA" water
withdrawals have fallen by more than '( 3 from their pea* in ):;(!


This 1
st
$ine gi6es the
desription 4e%p$anation5 of
two fators+ So, #aragraph
7 fa$$s under organi-ing
word .2esription/

H O W N O T T O F E A R I E L T S
8


















Step 2+ 3atching 1aragraphs @ Headings by
Organi.ing Words
4o far o# ha$e listed para!raphs #nder some or!anisin! words. Now% itGs the
time to comparati$el look at o#r findin!s/research. 1o# can see the
o#tcome of o#r obser$ation in the table below.
Organi-ing Words #aragraph Headings
#ro)$e* 0 9 2 iv 6 v 6 vi 6 vii 6 viii
Fat F ix
2esription A 9 7 ii 6 xi
So$ution E 9 H i 6 x

Things are 7etting Easy Now:
After matchin! the headin!s with para!raph n#mbers as it is shown in the
table abo$e% donCt o# think it is !ettin! eas now to answer the (#estionsI
The answer for 9ara!raph & is fo#nd i.. There is a >;/>; possibilit in
answerin! Description O 4ol#tion 9ara!raphs. /nl o# need to eliminate = headin!s for the
9roblem 3ate!or. *et do this in the ne.t step.


This 1
st
$ine te$$s us a)out
so$ution+ So, #aragraph H
fa$$s under organi-ing word
;So$ution/
Paragraph H
On te ote# and$ da!s$ a1)ed),ts and ote# .inds of inf#ast#),t)#e 'i(( sti(( ave to +e +)i(t$
"a#ti,)(a#(& in deve(o"ing ,o)nt#ies 'e#e +asi, )!an needs ave not +een !et! 9ut such pro1ects
must be built to higher specifications and with more accountability to local people and their
environment than in the past! And even in regions where new pro1ects seem warranted" we must find
ways to meet demands with fewer resources" respecting ecological criteria and to a smaller budget


H O W N O T T O F E A R I E L T S
<
Step 4+ S!i# 1aragraphs for the 9est Ans(er
After the end of step :% it is clear that se$eral headin!s need to be eliminated
to find the best match. -n this step o# need to skim each para!raph to find
the best answer. This process is ill#strated below. Note the Red 3olo#red
words that help to determine the best answers
Organi-ing Word= #ro)$e*
1aragraph ,
1et there is a dark side to this pict#re: despite o#r pro!ress% half of the worldCs pop#lation still s#ffers%
with water ser$ices inferior to those a$ailable to the ancient Greeks and Romans. As the Anited
Nations report on access to water reiterated in No$ember :;;8% more than one billion people lack
access to clean drinkin! water" some two and a half billion do not ha$e ade(#ate sanitation ser$ices.
9re$entable water6related diseases !i%% an esti#ated *A'AAA to 0A'AAA chi%dren e)ery day% and
the latest e$idence s#!!ests that we are fallin! behind in efforts to sol$e these problems.
9ossible 3hoices:
B i$ -rri!ation sstems fall into dis#se L-t does not sa anthin! abo#t irri!ationM
B $ En$ironmental effects L-t does not sa anthin! abo#t en$ironmentM
B $i The financial cost of recent technolo!ical impro$ements LThere is no mention of
costM
$ii The rele$ance to health L- does sa abo#t disease or health problemM
B $iii Addressin! the concern o$er increasin! pop#lations LThere is no mention abo#t increasin!
pop#lationM
1aragraph 5
The conse(#ences of o#r water policies e.tend beond 2eopardi)in! h#man health. Tens of millions
of people ha$e been forced to mo$e from their homes 6 often with little warnin! or compensation
6 to make wa for the reser$oirs behind dams. Dore than :; B of all freshwater fish species are
now threatened or endan!ered beca#se dams and water withdrawals ha$e destroyed the free'flowin!
ri)er ecosyste#s where the thri$e. 3ertain irri!ation practices degrade soi% qa%ity and red#ce
a!ric#lt#ral prod#cti$it. Gro#ndwater a(#ifers are bein! p#mped down faster than the are nat#rall
replenished in parts of -ndia% 3hina% the A4A and elsewhere. And disp#tes o$er shared water
reso#rces ha$e led to $iolence and contin#e to raise local% national and e$en international tensions.
B i$ -rri!ation sstems fall into dis#se L-t does not sa anthin! abo#t irri!ationM
$ En$ironmental effects L-t does not sa abo#t en$ironment/Ecosstem/4oil P#alitM
B $i The financial cost of recent technolo!ical impro$ements LThere is no mention of
costM
B $iii Addressin! the concern o$er increasin! pop#lations LThere is no mention abo#t increasin!
pop#lationM
H O W N O T T O F E A R I E L T S
1>

Organi-ing Word= 2esription
1aragraph A
The histor of h#man ci$ili)ation is entwined with the histor of the was we ha$e learned to
manip#late water reso#rces. As towns !rad#all e.panded% water was bro#!ht from increasin!l
remote so#rces% leadin! to sophisticated en!ineerin! efforts s#ch as dams and a(#ed#cts. At the
hei!ht of the Ro#an E#pire% nine ma2or sstems% with an inno$ati$e %ayot of pipes and (e%%C
bi%t se(ers% s#pplied the occ#pants of Rome with as m#ch water per person as is pro$ided in man
parts of the ind#strial world toda.
9ossible 3hoices:
B ii An e.planation for red#ced water #se LThere is no mention abo#t red#ced water
#seM
.i A description of ancient water s#pplies LThere is mention of a ancient/ Roman
water s#ppl sstemM
1aragraph 6
As there are two possible answer choices and one is 2#st fi.ed for 9ara!raph A% the answer is
ii An e.planation for red#ced water #se

Organi-ing Word= So$ution
1aragraph E
At the o#tset of the new millenni#m% howe$er% the wa reso#rce planners think abo#t water is
be!innin! to chan!e. The foc#s is slowl shiftin! back to the pro$ision of basic h#man and
en$ironmental needs as top priorit 6 ens#rin! Fsome for allG% instead of Fmore for someH. 4ome
water e&perts are no( de#anding that e.istin! infrastr#ct#re be #sed in s#arter (ays rather than
b#ildin! new facilities% which is increasin!l considered the option of last% not first% resort. This shift in
philosoph has not been #ni$ersall accepted% and it comes with stron! opposition from some
established water or!ani)ations. Ne$ertheless% it ma be the onl wa to address s#ccessf#ll the
pressin! problems of pro$idin! e$erone with clean water to drink% ade(#ate water to !row food and
a life free from pre$entable water'related illness. 9ossible 3hoices:
i 4cientistsC call for a re$ision of polic LThere is mention for e.perts/scientists
demandM
B . The need to raise standards. LThere is no mention of standardsM
1aragraph H
There are : answer choices for so%tion cate!or and one is 2#st fi.ed for 9ara!raph E% so 9ara'7 is
. The need to raise standards
H O W N O T T O F E A R I E L T S
11
True? Fa$se? Not 7i6en or @es? No? Not 7i6en
This is part of the readin! test where most of the st#dents !et worried abo#t. Dost
candidatesC dot not #nderstands the difference between No or &alse and Not Gi$en. *et
#s clear this contro$ers% .No?Fa$se/ *eans there is so*ething in the
passage with is Aust opposite?against the state*ent+ .Not
7i6en/ *eans there is nothing in the reading passage to
support or ontradit with the Buestion state*ent+ The go$den
ru$e for reading part in the IELTS is not to fo$$ow your own idea
)ut to fo$$ow the idea stated in the te%t+
*etGs test o#r capabilit of readin! b simpl testin! the abo$e para!raph in -E*T4 stle.

Test+ 5o the state#ents agree (ith the infor#ation gi)en in the paragraphD
0rite: Tre if the statement a!rees with the information
Fa%se if the statement contradicts the information
Not gi)en if there is no information on this
8. FNoC and FfalseC represents the same thin!
:. Dan -E*T4 candidates score comparati$el lower band in this part of
the test.
=. FNot !i$enC means that o# sho#ld #se o#r own ideas.
Answers to e%erise a)o6e
8. Tr#e LBeca#se% No and &alse are 2oined with +and, in the te.tM
:. Not Gi$en LThere is no mention of !ettin! lower band score in the te.tM
=. &alse L-t is stated in the te.t that st#dents sho#ld not follow their own ideasM


How to so$6e True?Fa$se?Not 7i6en
Step *+ Identify !ey (ords in the qestion
Step0+ Scan reading passage to find the !ey(ord
Step2+ Read the passage %ine (hich contains the !ey(ord
Step4+ 5eter#ine (hether it is sa#e' opposite or ot of conte&t
H O W N O T T O F E A R I E L T S
1"









So*e #ages are Not A6ai$a)$e in this E6a$uation 0opy


H O W N O T T O F E A R I E L T S
1
Two Types of Questions
in the Writing Setion

here are 0 basic types of IELTS (riting qestion tas!s"


Each type of qestions reqires a certain strategy or approach in order to #a!e the
best se of yor ti#e" $o sho%d be f%e&ib%e enogh to se a%% these different approaches that sit the qestion
tas!" In this gide' yo (i%% not on%y find the strategies to approach a%% these eight
types of tas!s' bt a%so practica% de#onstration of each"

TasC 1= Ta)$e
A table will be presented to o# and o# m#st write o#t appro.imatel a *8A (ord disc#ssion on it
within appro.imatel 0A #intes. 1o# m#st e$al#ate the table% or!ani)e o#r ideas% and de$elop
them into a cohesi$e and coherent e.planation.

Ho( to (rite abot a tab%e
1aragraph * Write a descripti)e introdction
1aragraph 0 Write a o)er)ie(
1aragraph 2 @ 4""" 5escribe !ey infor#ation

0ritin!
T
WRITIN6 TAS7S
TAS7*+ 5ATA OR 1RO,ESS E*8AW:0A3F TAS7 0+ AN ESSA$ OR RE1ORT E08AW:4A3F
TA9LE 1RO9LE3 AN5 SOL;TION
6RA1H ,A;SE AN5 EFFE,T
,HART A5<ANTA6E AN5 5ISA5<ANTA6E
5IA6RA3 OF A 1RO,E5;RE AR6;3ENT
H O W N O T T O F E A R I E L T S
"
#ratia$ E%erise
-t is the time to look at the aforesaid strategies in action and disco$er
ho( easy it is to write abo#t a Table. 3ambrid!e -E*T4 practice book is
#sed on this re!ard% beca#se it is the onl official practice test book in the market. 1o# can
open the hard cop book if o# alread bo#!ht it. /therwise% follow the table cited below
from the 3ambrid!e -E*T4 :.

The tab%e be%o( sho(s the cons#er drab%es Ete%ephone' refrigerator' etc"F o(ned in
9ritain fro# *G>0 to *G82"

0rite a report for a #ni$ersit lect#rer describin! the information shown below.
1o# sho#ld write at least 8>; words
3ons#mer d#rables 8@5: 8@5< 8@5? 8@58 8@5@ 8@88 8@8: 8@8=
9ercenta!e of
ho#seholds with:

3entral heatin! =8 <= <8 >: >> >@ ?; ?<
Tele$ision @= @> @? @? @5 @5 @5 @8
Nideo 88
Nac##m cleaner 85 8@ @: @: @= @< @>
Refri!erator 5= 88 88 @8 @: @= @= @<
0ashin! machine ?? ?8 58 5> 5< 58 5@ ?;
Dishwasher = = < < >
Telephone <: >; >< ?; ?5 5> 5? 55

1aragraph *+ Write a descripti)e introdction
1o# sho#ld write total = sentences in the first para!raph. First sentence wo#ld
be introdctory sentence b paraphrasin! the (#estion statement beca#se
writin! the e.act (#estion statement will c#t down o#r score. The second @
third sentence wo#ld be o)er)ie( sentence abo#t the table.

Table 4o#rce pa!es :8 in
3ambrid!e -E*T4 :.
H O W N O T T O F E A R I E L T S
&
How to #araphrase the Question State*ent
As it is stated abo$e% o# sho#ld write a introd#ctor sentence in the first
para!raph. So#e stdents spend a %ot of ti#e (riting an introdction.
7ere is a (#ick wa to write an introd#ction. The $er first step to paraphrase
the (#estion statement is to chan!e the reporting )erb of the (#estion
statement. -n the (#estion statement o# will find somethin! like: QThe table below shows
the...., The most commonl #sed reportin! $erbs for this p#rpose tend to be QshowsQ.
7owe$er% this is not the onl $erb #se to refer the data of table or !raph. To% paraphrase the
(#estion statement" o# can choose from the followin! list of reference $erbs:
E&a#p%e of Reporting <erbs
1ro)ide The tab%e pro)ides infor#ation abot"""

Represent The tab%e represents statistics on""""

Indicate The tab%e indicates the n#ber of""""""
J#st after chan!in! the reportin! $erb% o# can write abo#t what the data represents in the
table in o#r own words. 3heck whether the table presents total $ol#me or percenta!e. Ne.t
to this 2#st write the time d#ration showed in the table. 4o% the shortc#t form#la wo#ld be:
0hanging the reporting 6er) DD Write what is the data a)out DD
Ti*e duration
E&a#p%e of Introdctory Sentence
The tab%e pro)ides percentage of hoseho%ds in 9ritain sing different
cons#er drab%es fro# *G>0 to *G82
The tab%e represents the percentages of hoseho%d possess a range of
cons#er drab%es in eight different years"
The tab%e indicates the hoseho%d statistics sing cons#er drab%es in
9ritish hoseho%ds fro# *G>0 to *G82"
Now% it is the time to write o$er$iew sentences. -n the first sentence o# can write the !eneral
trend of the table. -n the second sentence o# can write an contrast or compare $isible in the
table. 4o#nds diffic#ltI J#st follow the sentence format presented in the ne.t pa!e and o#
will find it eas.
H O W N O T T O F E A R I E L T S
'
O)er)ie( For#at for Writing 0 Sentences
*" O)era%%' HHHHHincreased:decreased bet(eenHHHH"E6enera% trendF
In partic%arHHHHHHHHHHH (hi%eHHHHHHHHHHHHHHHE,ontrastF
0" It is c%ear fro# the figres thatHHHHHHHHHHHHHHHHE6enera% trendF
Near%yHH' (ith a %itt%e differentiation in case ofHHHHHE,ontrastF
2" Not srprising%y'HHHHHHHHHHHHHHHHHHHHHHHHE6enera% trendF
Ho(e)er' HHHs%ight%y fe(er:%ess:#ore than HHHH did" E,o#pareF

Now letGs p#t these sentence str#ct#re format for writin! o$er$iew for the abo$e table.
E&a#p%e of O)er)ie( Sentences
O)era%%' the hoseho%d o(nership of cons#er drab%es in 9ritain
increased bet(een *G>0 and *G82" In partic%ar' the percentage of
hoseho%ds (ith centra% heating rose' (hi%e the n#ber of hoseho%ds (ith
a (ashing #achine fe%%"
It is c%ear fro# the figres that there is an increasing se of cons#er
drab%es in 9ritain fro# *G>0 to *G82" Near%y' a%% prodcts sage sho(ed an
p(ard trend (ith a %itt%e differentiation in case of (ashing #achine"
Not srprising%y' the o(nership of cons#er drab%es rose in 9ritain o)er
the years" Ho(e)er' the sage centra% heating increased s%ight%y #ore than
dish(asher did"
1aragraph 2 @ 4+ 5escribe 7ey Infor#ation
To describe !ey infor#ation in a tab%e yo sho%d describe the
i#portant data in the tab%e" $o canIt (rite abot e)ery co%#n and
ro(' so %oo! for the+C
The biggest and s#a%%est n#ber in co%#ns or ro(s
The biggest change in n#bers o)er the ti#e period
The c%osest si#i%arity' dissi#i%arity and e&ceptions a#ong categories
of data
H O W N O T T O F E A R I E L T S
(
The Eiggest and S*a$$est Nu*)er in o$u*ns or rows
LooCing at the ta)$e, we an see that the )iggest nu*)er in rows goes to
te$e6ision 4<& +++<8+5 ategory and the s*a$$est nu*)er goes to dishwasher
4&+++(5 ategory+
,entra% heating 2* 42 48 80 88 8G =A =4
Te%e)ision @= @> @? @? @5 @5 @5 @8
<ideo 88
<ac# c%eaner 85 8@ @: @: @= @< @>
Refrigerator 5= 88 88 @8 @: @= @= @<
Washing #achine ?? ?8 58 5> 5< 58 5@ ?;
5ish(asher = = < < >
Te%ephone <: >; >< ?; ?5 5> 5? 55

The 9iggest and S#a%%est N#ber For#at for Writing
It is interesting to see that the #aJority ofHHHHHHHHHHHH" In contrast' the %o(est
percentage:n#ber ofHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH"
Now letGs p#t these sentence str#ct#re format for the abo$e table.
E&a#p%e
It is interesting to see that the #aJority of hoseho%ds o(ned Te%e)ision in *G>0
and the figre has risen to G8K fro# G2K by *G82" In contrast' the %o(est
percentage of hoseho%ds sed dish(asher and the figre rose fro# on%y 2K in
*G>8 to Jst 8K by *G82"
Notice the se of qantifiers Ee&" -the #aJority of/ for contab%e non -hoseho%ds/F in
(riting tab%e" $o sho%d be caref% in sing the# (ith contab%e and ncontab%e for#s"
On%y (ith
ncontab%e nons
With ncontab%e
and contab%e nons
On%y (ith
contab%e nons
a little no/none a few
a bit EofF not any a n#ber EofF
C so#e EanyF se)era%
a great dea% of a %ot of a %arge n#ber of
a %arge a#ont of p%enty of a great n#ber of
C %ots of The #aJority of
H O W N O T T O F E A R I E L T S
1
Therefore' (hi%e describing the abo)e tab%e' yo can a%ternati)e%y (rite %i!e+
It is interesting to see that the #aJority of:a %arge n#ber of:a great n#ber of: hoseho%ds
o(ned Te%e)ision in *G>0 and the figre has risen to G8K fro# G2K by *G82"
Notice the se of connecti)e (ords Ee&" -in contrast/F in (riting tab%e" Fo%%o(ing %ist contain
other connecti)e (ords yo can se describing this type of co#parison or contrast"
On the contrary A%ternati)e%y On the other hand
Ho(e)er Whereas C
So' yo can (rite""" On the contrary: A%ternati)e%y: On the other hand: Ho(e)er: Whereas:
In contrast' the %o(est percentage of hoseho%ds sed dish(asher and the figre rose fro#
on%y 2K in *G>8 to Jst 8K by *G82"
The Eiggest 0hanges in Nu*)ers o6er the Ti*e #eriod
LooCing at the ta)$e, we an see that the )iggest hange in nu*)ers fro* 1<3" to
1<8& goes to Te$ephone 433F'"G&(5 and ne%t is 0entra$ heating 41'F&1G&&5
,entra% heating 2* 42 48 80 88 8G =A =4
Te%e)ision @= @> @? @? @5 @5 @5 @8
<ideo 88
<ac# c%eaner 85 8@ @: @: @= @< @>
Refrigerator 5= 88 88 @8 @: @= @= @<
Washing #achine ?? ?8 58 5> 5< 58 5@ ?;
5ish(asher = = < < >
Te%ephone <: >; >< ?; ?5 5> 5? 55

The 9iggest ,hanges in N#ber For#at for Writing
The greatest increase (as in HHHHHHHHHHHHHHHHHHHHHHHHHrising
fro#HHHHHHHHHHHHHHHH" Ne&t ca#e to HHHHHHHHHEcategory (ith second biggest
changeF' rising fro#HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH"



H O W N O T T O F E A R I E L T S
3
Now letGs p#t these sentence str#ct#re format for the abo$e table.
E&a#p%e
The greatest increase (as in te%ephone o(nership' rising fro# 40K in *G>0
to >>K in *G82" Ne&t ca#e centra% heating o(nership' rising fro# 2>K of
hoseho%ds in *G>0 to =4K in *G82"
The 0$osest Si*i$arity, 2issi*i$arity and E%eptions a*ong
0ategories of data
LooCing at the ta)$e, we an see that 6ideo ategory is a e%eption as it
has data a6ai$a)$e on$y for 1<8& and washing *ahine shows dissi*i$arity
)eause fro* 1<8& to 1<3" a$$ data shows a inrease )ut the househo$ds
perentage with washing *ahine o*es down to 1> fro* 11 in "<8&+
,ons#er
drab%es
*G>0 *G>4 *G>= *G>8 *G>G *G8* *G80 *G82
1ercentage of
hoseho%ds (ith+

,entra% heating =8 <= <8 >: >> >@ ?; ?<
Te%e)ision @= @> @? @? @5 @5 @5 @8
<ideo 88
<ac# c%eaner 85 8@ @: @: @= @< @>
Refrigerator 5= 88 88 @8 @: @= @= @<
Washing #achine ?? ?8 58 5> 5< 58 5@ ?;
5ish(asher = = < < >
Te%ephone <: >; >< ?; ?5 5> 5? 55






H O W N O T T O F E A R I E L T S
8
The c%osest si#i%arity" dissi#i%arity and e&ceptions (riting for#at
Fina%%y' it is (orth noting that HHHHHHHHHHHHHHHHHHHHHHHHHHH' #ean(hi%e
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH"
Now letGs p#t these sentence str#ct#re format for the abo$e table.
E&a#p%e
Fina%%y' it is (orth noting that o(nership of (ashing #achine acta%%y fe%%
by *GK bet(een*G80 @ *G82' #ean(hi%e the )ideo reorder Jst got
introdced into the #ar!et in *G82"
The Fina$ Writing 411> words in "> !inutes5
Adding up a$$ the e%a*p$es of writing different parts of a ta)$e, $etH see what
o*es up fina$$y+
The ta)$e pro6ides perentage of househo$ds in Eritain using
different onsu*er dura)$es fro* 1<3" to 1<8&+

O6era$$, the househo$d ownership of onsu*er dura)$es in Eritain
inreased )etween 1<3" and 1<8&+ In partiu$ar, the perentage of
househo$ds with entra$ heating rose, whi$e the nu*)er of
househo$ds with a washing *ahine fe$$+

It is interesting to see that the *aAority of househo$ds owned
Te$e6ision in 1<3" and the figure has risen to <8I fro* <&I )y
1<8&+ In ontrast, the $owest perentage of househo$ds used
dishwasher and the figure rose fro* on$y &I in 1<38 to Aust (I )y
1<8&+

The greatest inrease was in te$ephone ownership, rising fro* '"I
in 1<3" to 33I in 1<8&+ Ne%t o*e entra$ heating ownership,
rising fro* &3I of househo$ds in 1<3" to 1'I in 1<8&+
Fina$$y, it is worth noting that ownership of washing *ahine
atua$$y fe$$ )y 1<I )etween1<8" 9 1<8&, *eanwhi$e the 6ideo
reorder for onsu*er Aust got introdued into the *arCet in 1<8&+

H O W N O T T O F E A R I E L T S
<








So*e #ages are Not A6ai$a)$e in this E6a$uation 0opy















H O W N O T T O F E A R I E L T S
1
Se6en Types of Questions
in the Listening Setion
There are > basic types of IELTS (riting qestion tas!s"



For 1arts in the Listening Section
*istenin! test is the 8
st
test o# will be doin! on the test da. 1o# will write
answer on (#estion paper as o# listen and at the end of a#dio listenin! o#
will ha$e 8; min#tes to transfer o#r answers from the (#estion booklet to the
ans(er sheet. *istenin! answer sheet can be downloaded here.


Typica% IELTS Listening Test
Situation Part Topics
Social Needs Section 1 Discussion on TV Program
Someone making complaint/booking
Someone asking for information
Section 2 Someone describing rules and regulations
about a restaurant/hotel
Procedure you need to follow to get a driving
license or to make a complaint
Education & Training Section 3 Students discussing lecture or planning
assignment/thesis/talking to college or
university authority
Section 4 An expert/professor/researcher talking about
something.
*istenin!
LISTENIN6 TAS7S
3;LTI1LE ,HOI,E LA9ELIN6 A 3A1
SHORT ANSWER L;ESTIONS S;33AR$ ,O31LETION
SENTEN,E ,O31LETION ,LASSIFI,ATION
5IA6RA3 :TA9LE:FLOWC,HART ,O31LETION
H O W N O T T O F E A R I E L T S
"

How to #repare for Listening Setion
The onl wa to do well at listenin! section is 9ractice. B#t% o# donGt
need to practice tons of e.ercises. -n this book% - am !oin! to
compartmentali)e the practice lession for -E*T4 listenin! mod#le.

Nu*)er 9 Letters
Practice listening for numbers. They can occur in any section of the listening test. You may be
required to listen out for a telephone number, someones height or weight, the number of a bank
account, a sports score, the cost of a gift, the dimensions of an object and others.
A common problem with the listening test is that you may have trouble distinguishing what the
number is. Is it 15 or 50, 17 or 70? Remember codes, reference numbers and policy numbers are
quite often written with numbers and capital letters. They should be written like this, W3E1R6.

5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin!
(#estions.
https://www.opendri$e.com/filesID&8/TE8/TER:@TS81;

Number and Letters
It is a very good listening practice for section 1. keep in mind that 'reference number', 'flight number',
'passport number' and ' post number' are all combinations of letters and numbers.
1. Flight number: _____
2. Flight number: _____
3. Reference number: _____
4. Reference number: _____
5. Surname: _____
6. Surname: _____
7. Address: _____ _____
8. Address: _____ _____
9. Telephone number: _____
10. Telephone number: _____



H O W N O T T O F E A R I E L T S
&
2ates
The most significance about writing dates in IELTS listening module is never to write dates like 12/07/2010.
If you have written so, an American person will interpret it to be the 7th December 2010. However, a British
citizen will read the same date to be the 12th July 2010. You must write dates in IELTS listening as 12 July
2010 instead of 12/07/2010. Otherwise, you can also write July 12, 2010. 12th July 2010 and July 12th, 2010
are also correct.
Similarly, days and months must also be written in full spelling. For example, you should write Saturday
instead of Sat. One more thing is the capitalization of the first letter. Writing 'december' or 'saturday' will be
considered spelling errors. So, you must write months and days with first letters capitalized like 'December'
and 'Saturday'.

5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin!
(#estions.
https://www.opendri$e.com/filesID&8/T-<D2!;R)NDN=-=
Dates
It is a very good listening practice for section 1. Keep in mind that dates should be written like: 12
July 2012
1. Lincolns Birthday: _____
2. Valentines Day: _____
3. Washington`s Birthday: _____
4. April Fool Day: _____
5. Easter Date: _____
6. Mothers Day: _____
7. Memorial Day: _____
8. Fathers Day: _____
9. Independence Day: _____
10. Friendship Day: _____
11. Halloween Day: _____
12. Thanks Giving Day: _____







H O W N O T T O F E A R I E L T S
'
Spelling Letters

Do you know a British Native can speak A-E-I, G and J, B and V in a very close tone, so that it become
difficult to distinguish them. Here is an Example Exercise for you to Practice
5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin!
(#estions.
https://www.opendrive.com/files?MF8yOTI4MzM3X3JzbTJz
Spelling Letters
Listen to the downloaded audio file and listen to a women speaking to a bank manager about opening
a bank account and answer the following questions.
1. Customer Name: _____
2. Adresss: _____
3. Mothers Maiden Name: _____
4. Living Before: _____
5. Road Address: _____
6. Reference Number: _____


To #ratie *ore Listening Letters 2own$oad an E%e$$ent Software at
http=??engspe$$+soureforge+net?
To #ratie *ost freBuent *isspe$t words in the IELTS Test 0$iC at
http=??www+a*)ridge+org?ser6$et?fi$e?store3?ite*1"1><3?6ersion1?Joa)ForI
ELTSKWL!KFreBuent$y!isspe$tWords+pdf
Complete Exercise

Now, you may have practice enough and achieve excellent listening skills to hear numbers and letter
in English conversation. It is the time to go for a test comprising both number and letters.
5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin!
(#estions.
https://www.opendri$e.com/filesID&8/T-<D)c;R)h<TT&3

1. Irene 2. Walker 3. 27 Scythe Close 4. Gibson 5. Inglewood
6. 21 eo!il "oad 7. #$4625%&
H O W N O T T O F E A R I E L T S
(

Complete Exercise
Listen to the downloaded audio file and listen to a man speaking to a customer service female
representative for reporting a problem about a credit card account and answer the following
questions.
Example
Identification and security check: Platinum Card Service

1. Card number:
2. Name:
3. Postcode:
4. Address:
5. Date of birth:
6. Mother`s maiden name:










Signpost Words

To recognize signpost words and anticipate what the speaker would say are importing skills for the
listener listening module.

Signpost indicates direction where to go, for example when you drive you see road signs saying
turning left, right or giving you information where the read leads to. Signpost words conjunctions
used for result, contrast, comparison, illustration/example, reasons and addition.

Some examples of signposts are:
To introduce a new point: right, Okay, good, now, well
To list points: first, first of all, for a start, second, another, also, then, next, finally, last
To explain: In other words, that is, I mean, look at it this way
To signal important points: the important/central point, I would like to stress, You have to remember
that, the fact is that, so you see that, in fact, what I am saying is that
To express result: so, therefore, as a result
To give an example: for instance, for example, take the case of , imagine, like, such as, let`s look
1. 6''2 3443 1147 ('21 2. Carlos da Sil!a 3. SE1 8PB 4. 43 &a)*hall
Close+ ,ondon 5. 13 July 1963/'63 6. Moore
H O W N O T T O F E A R I E L T S
1
To show contrast: but, however, on the other side
To sum up at the end: In conclusion, In short, In brief, summing up, so you see , the result is that
5o(n%oad Section
3lick on the link to download the a#dio file and answer the followin!
(#estions.

https://www.opendri$e.com/filesID&8/T-<NDkwR;lTc;N1


Signpost Word Exercise
Listen to the downloaded audio file and listen to an expert speaking about personal saving practices
in the USA and answer the following questions.
Write NO MORE THAN THREE WORDS for each answer.

1. According to George Bernard Shaw, men are supposed to understand ................... economics
and finance.
2. However, women are more prepared to .................................about them
3. Women tend to save for ............................... and a house
4. Men tend to save for ................................and for retirement.
5. Women who are left alone may have to pay for .......................when they are old.

Do You Find it Difficult?
Just follow the Answer
discussion below and see how easy it is to answer these
questions using Signpost Words.
First %isten for 6eorge 9ernard Sho(

7i!hli!ht the keword Geor!e Bernard 4haw and wait for the speaker to sa the word
QGeor!e Bernard 4hawQ
8. Accordin! to Geor!e Bernard 4haw% men are s#pposed to #nderstand ...................
economics and finance.
Ne.t% listen to the si!npost word Q7e also saidQ Lhe also said a women ha$in! fewer
pretensions is far more willin! to learnM

:. 7owe$er% women are more prepared to .................................abo#t them

H O W N O T T O F E A R I E L T S
3
Secondly, wait for the Change of Direction

There were : (#estions abo#t QGeor!e Bernard 4howQ. 0e alread answered them. 4o%
wait for listenin! ne.t si!npost word to answer the ne.t (#estions.

After takin! abo#t Geor!e Bernard show% speaker is chan!in! the direction of his speech
b sain! the si!npost word QLetMs %oo! Lwhat man and women act#all sa$e forMQ.

7i!hli!ht the keword Q0omenQ O Qsa$e for Q and wait to listen these kewords and o#
can hear Q Research st#dies of women in North America ha$e fo#nd that women are far
more likel to sa$e for their chi%dren edcation and the are also more likel to sa$e #p
in order to b# a ho#se one da

=. 0omen tend to sa$e for ............................... and a ho#se
Ne.t% hi!hli!ht the keword +Den, O +sa$e for,. *isten the speaker is sain! the
si!npost word Non the other handN LThe same st#dies ha$e fo#nd that man on the other
hand tend to sa$e for carM. Notice% how interestin! it is that answer arri$es 2#st after the
si!npost word.
4. Men tend to save for ................................and for retirement.

To answer (#estion no.>% hi!hli!ht kewords QwomenQ Qha$e to pa for LwhatIMQ. 1o#
will hear Q4ince women are likel to be the ones left witho#t a partner in old a!e% the
ma therefore ha$e to pa for nrsing careQ.

>. Women who are left alone may have to pay for .......................when they are old




Wo#en prepared for HHHHHHHHH EWhatDF
Wo#en sa)e for HHHHHHHHHHHH EWhatDF
3en sa)e for HHHHHHHHHHHHHHH EWhatDF
Wo#en ha)e to pay for HHHHHHH EWhatDF
THEOR@ OF
HI 7HLI 7HTI N7
LE@WOR2S
ASL THE
QMESTI ON
WHATN
WHEREN HOWN
H O W N O T T O F E A R I E L T S
8









So*e #ages are Not A6ai$a)$e in this E6a$uation 0opy











H O W N O T T O F E A R I E L T S
1
Three Types of Inter6iew
in the SpeaCing Setion
There are 2 basic pats of IELTS spea!ing tas!"



Scenario in the Spea!ing Section
4peakin! test is the last test o# will be doin! before or after the test da. 1o#
will be sittin! in front of an e.aminer and o#r inter$iew will be recorded on a
a#dio plaer% so that after the res#lt !et p#blished if o# complain abo#t o#r
score" o#r test can be re'e.amined. 1o# will ha$e 88'8< min#tes to complete
the test co#ntin! from o#r entrance to the e.aminerGs room to the end of farewell
con$ersation.


3ost co##on IELTS Spea!ing Topic
Round Interview Type Topics
1 Introduction Your living
Your interests
Your Hobby
2 Individual Long
Run
People who influences you
Your clothing/thought of fashion
Favorite book, film, music or TV program
Your memorable travel/journey
A special day of your life
Skills you have learned
4peakin!
S1EA7IN6 TEST
INTRO5;,TION
IN5I<I5;AL LON6 R;N E1I,7IN6 ,;E ,AR5F
TWO WA$ 5IS,;SSION
H O W N O T T O F E A R I E L T S
"
Precious Person re Object in personal life
3 Two Way
Discussion
Free conversation between the examiner and candidate
link to the subject from round-2

How to #repare for the SpeaCing Test
1o# alread !et the list of topics of -E*T4 speakin!. Do not take it
li!htl% beca#se it took me ears to broadl cate!ori)e the speakin! test
topics in these narrow lists and o# will be happ to know that almost
@@.@@B test (#estions co$ers these topics. 4o% - !#ess o# alread fi!#re it o#t. 9reparin!
to speak all these listed topics will make o# tension free d#rin! the inter$iew. -n the third
ro#nd% the e.aminer en2os cent percent freedom to ask o# an (#estion related to the
topic o# spoke in part':. 4o% it seems there is nothin! to prepare for that ro#nd. B#% in
this book - will disc#ss some common (#estion framework #s#all asked in part'=.
#artF1= Introdution
D#rin! this first ro#nd the e.aminer will introd#ce him/her and ask o# to show o#r 9hoto
-D. 7e will ha$e a (#ick check on o#r -D and ask o# a personal (#estion statin! o#r name
from the -DU*ike so Dr. 9a#l% do o# work or st#dII
Re*e*)er, students genera$$y get a $ow sore in this
setion )eause of short or one word answers.
-f the st#dent onl !i$es short answers% e$en if it is d#rin! part one% the sho#ld not e.pect a
!ood score. This is d#e to the fact that this is a test and in an En!lish speakin! test st#dents
sho#ld be showin! off their En!lish speakin! abilit rather than !i$in! short answers or
worse% repeatin! the (#estion in the answer. At least = sentences are recommended for e$en
part 8 answers. 4o% answer of +Do o# work or st#dI, can be
Actually I am studying medicine. It was not something I always wanted to do
although both my parents are doctors. That might sound surprising, but I really loved
to be a musician. As I grew up, however, I saw the work my parents did and was
really impressed by how much they helped people so I decided I would follow in their
footsteps and study medicine too.
Or,
Well Im an engineer, in fact, I am civil engineer. Although, for a time when I was
young, I really wanted to study science, I found that engineering was really a
fascinating field. Civil engineering in particular attracted me because it is so
important for society bridges, dams, roads things people need everyday civil
engineers play a role in all of these.

H O W N O T T O F E A R I E L T S
&
!any suessfu$ andidates stated that they were asCed
Buestions in the speaCing setion whih they were prepared
in ho*e+ It he$ps the* to sore high+ Eut, re*e*)er that
your speaCing shou$d not sound $iCe you are speaCing
*e*orised answers+ For that you need to de6e$op to speaC
$ear$y in aade*i tone+ LetHs re*ind that you do not need
to de*onstrate aent or speed in this test rather you need
to show auray and f$ueny where auray *eans
speaCing with *ini*a$ gra**atia$ error and f$ueny doesnOt *eans speaCing
BuiC$y, )ut to a6oid pause $iCe h**+++4si$ene5++I *ean++ 4si$ene5+ This is an
ora$ testP you ha6e to speaC so*ething than re*ain si$ent+

- am !oin! to list speakin! (#estions of part'8 from official -E*T4 tests held on different
months in :;8: in different parts of the world. There is no specific best answer for each
(#estion" o# can tr o#r own to speak abo#t these (#estions. B#t% - am !oin! to !i$e a Band
8 answer of all these (#estions. 7a$e a look at these answers. Get some idea% so that o# will
not lost o#rself in answerin! these (#estions in the real test.
$or Interest
2o you $iCe sportsN
At this time 3ricket is the most pop#lar sports in o#r co#ntr. Beca#se% we
ha$e a !or!eo#s national cricket team #se to pla in the 0orld 3#p and
the ha$e done (#ite well with some of the best all'ro#nder rankin! at top
of the world.
- am a bi! 3ricket fan% e$en tho#!h - am not $er !ood at plain! cricket
mself. - lo$e to watch the sport on TN. - ha$e plaed 3ricket whene$er -
!et a chance since - st#died in the middle school.
- think an kind of sports acti$it not onl refreshes the bod b#t also
makes mentall alert and read and ea!er to en!a!e in the work of the da.
-n addition% a reasonable amo#nt of sports acti$it prepares the bod for a
!ood ni!htHs sleep. 7owe$er% o$er'ind#l!ence in phsical e.ercise can do
more harm than !ood. Beca#se% it can make o# too tired to sta awake d#rin! the work.
/h. /ff co#rse% - like to pla tennis beca#se most of friends are inclined
towards tennis recentl. The place where - li$e offer a nice facilit b#t the
problem is it is bit e.pensi$e. - am lookin! forward to afford it in the near
f#t#re.
N O T I 0 E ,
H OW
S # E A L I N 7
E N 7 L I S H
2 I F F E R
F R O !
WR I T T E N
E N 7 L I S H
Q= 2esri)e the
Cind of sports
peop$e do in your
ountry+ WhyN
Q= Ha6e you e6er
tried any sportN
Q= 2o you thinC
sport affets the
person doing itN
Q= Is there any
other sport you
wou$d $iCe to try in
futureN
H O W N O T T O F E A R I E L T S
'
2o you $iCe f$owersN
- lo$e all tpes of flowers% theHre 2#st ama)in!. D top fa$orite flowers are
Roses% Dais and 4#nflowers. B#t the best one - like is rose. - like flowers
beca#se% the bloom from b#ds and offer hope% man of them smell
hea$enl% especiall the Jasmine% the petals are soft and $el$et% the colors can bri!hten m
da% the si!nal 4prin! time...and often are smbolic of lo$e
-G$e sent flowers a co#ple of times altho#!h not on $alentineCs da b#t on
the birthda of m close friends. - think flowers are !ood !ift to e.press the
emotion for someone in a (#ite modest wa. &or me% it was both kind of
orthodo. b#t prett cool. -f% - deser$e an !ift from someone% -Hd e.pect
rather e.pect flowers from m well'wishersC.
2o you $iCe 0o*puterN

E$er da% b#t so m#ch in the weekends . - need m 93 a lot for st#din!%
b#t in the weekends -Hm mostl !et b#s in social networks. -t help me to
learn man new thin!s each da and !et connected some interestin! people
so far .
- find comp#ter as a bi! factor to ed#cation beca#se it is helpin! teachers%
st#dents and parents comm#nicate. /nline search en!ines and libraries
help make learnin! a lot easier and faster. - reall think the #se of
comp#ters will chan!e the method of ed#cation from Hpaper bookH to H
monitor basedH.
/n the contrar% - find comp#ter are can se$erel affect the concentration of a workin!
person b distractions like #nnecessaril listenin! m#sic% online chattin! and watchin! $ideos.
A!ain% there is lot of contro$ersies !oin! aro#nd like a comp#ter canGt deli$er information
like a teacher and that comp#ters are 2#st a distraction to st#dents 2#st like $ideo !ames.
2id you $iCe toys as a hi$dN

- liked mildl dan!ero#s and !ender appropriate tos. 3ap !#ns/Barbie L
choose accordin! to o#r !enderM were m fa$orite. And m dadHs stereo.
- 2#st lo$ed p#shin! the b#ttons% flippin! switches and t#rnin! the dials. -Hd
ha$e to sa rather than tos. - mostl plaed with o#r pets% cats% do!s%
li)ards% t#rtles% etc. 0e had a pond in o#r backard and wo#ld catch them. That was b far
more f#n than act#al tos.

Q= 2o you $iCe
f$owersN WhyN
Q= Ha6e you e6er
gi6en f$owers to
any)odyN
How often do you
use a o*puterN
What do you
$iCe?donOt $iCe
a)out itN
What toys did you
usua$$y p$ay with
as hi$dN
H O W N O T T O F E A R I E L T S
(
- think tos make me to learn how to make life en!a!in!. To make the life
s#ccessf#l it is $er important how effecti$el one en!a!e with it Doreo$er%
tos fosters m ima!ination and creati$it% it stim#lated m tho#!hts
patterns and problem sol$in! abilities.
- wo#ld prefer ed#cational tos like p#))le bo.% 2i!saws. - fo#nd that
ed#cational tos are $er helpf#l for a child to learn to think% to make
decisions% to be creati$e% to de$elop their comm#nication skills% and b#ild
their self confidence. The will also learn skills like hand'ee coordination%
memor retention% readin! skills and motor skills. And these are 2#st a few skills% there is so
m#ch more the will learn.
2id you $iCe your shoo$N

-t was a small school in the $icinit of m home co$ers from !rade 8 to >
classes. - en2oed the plain! in the school ard with m friends% most of
them were from m nei!hborhood. Dost of all% teachers were reall
friendl and - fo#nd mself comfortable to st#d there.

Thin!s ha$e chan!ed so far. *ast ear - ha$e $isited the school for the time
- left it. -t is the first time -C$e been in m old school d#rin! class time. and
- felt like a combination airline passen!er and criminal while enterin! the
b#ildin!. &irst o# empt o#r pockets and !o thro#!h a metal detector. - had to show m
identification twice and finall sat in a chair while the took m photo. - !#ess% safet and
sec#rit ha$e been ti!htened with the ad$ancement of technolo! B#t it is the si!n of the
times.
4ocial interaction% wonderf#l teachers and friendships..i had some
wonderf#l friends in hi!h school. - had some wonderf#l teachers. - ha$e
remembered them almost e$er da of m life. - hope for their well bein!
and happiness. - hope the think of me often as well.
- miss m friends. /$er the ears% most of #s ha$e mo$ed awa% started
families% made new friends and 2#st lost to#ch. -Hm fort#nate to still see
some of m friends e$er now and then% b#t itHs #s#all at a (#ick l#nch or
a drink after work.
@our fa6orite ho$iday destination

0ell% itHs hard for me to cate!ori)e mself as one of it. - like to !o to the
beach and - also en2o to !o to mo#ntain. Each place has its different
appeal. B#t% it wo#ld be en2oable for me to $isit a place that offers both
How did these toys
inf$uene your $ifeN
What types of toys
wou$d you gi6e as
a gift to hi$drenN
Te$$ *e a)out the
e$e*entary shoo$
you went to+
2id you 6isit your
shoo$ reent$yN
What do you *iss
fro* your shoo$
daysN
Are you in ontat
with your shoo$
friendsN
What ho$iday
destination do you
wish to 6isitN
H O W N O T T O F E A R I E L T S
1
mo#ntain trackin! and sea beach. 4o% - prefer to $isit Greece. Greece is the perfect place
whether o# want to en2o mo#ntaino#s landscapes% lon! sand beach and more.
*ots of times. E$er time is better than the last time. There is alwas more
to e.plore spots of infinite bea#t and ama)ement.
Greece wo#ld be m lifetime fa$orite holida destination. &ood and
weather was !reat. - didnGt find anthin! ob2ectionable abo#t this place.

$or Hobby
@our WeeCend


To m mind e$er da off needs some special plannin!. Time passes
(#ickl and if o# ha$e no plans o# can be s#re to !et no res#lts% as o#
ma find spend o#r whole da doin! nothin!. - #s#all ha$e some
prefi.ed plans like $isitin! some am#sin! p#blic places with m famil.
/therwise% weather permittin! - #s#all can be fo#nd on the !olf co#rse. 7owe$er -G$e
recentl taken #p photo!raph so - am hopin! to spend some time on thatV
Reading EooC

1es - do. 9lease allow me to e.plain. &irstl% - belie$e that all of
#s sho#ld read a lot. &or e.ample% when o# read o# ac(#ire new
knowled!e% which in t#rn will broaden o#r $iews on important
matters. -n addition - also like readin! 3ra) En!lish in the web. The topics are
interestin! and short% and the translations ens#re that - DonGt waste time lookin! #p
#nfamiliar words.

- like to read historical books. - ha$e recentl read a book abo#t the histor
of 4o#th Africa. -t is called The 3o$enant% and was written b a famo#s
American a#thor called James Ditchener. -t describes the histor from the
$er first das% #p to the present. -t co$ers all aspects of the co#ntr% b#t
foc#ses on the people of the co#ntr. &or e.ample% he looks at the political sit#ation o$er the
past fift ears% which was based on racial discrimination and had become known to the world
as apartheid.

Ha6e you a$ready
)een thereN
Wou$d you go
there again and
whyN
How do you
usua$$y spend your
days offN
2o you $iCe reading
)ooCsN
What Cind of )ooCs
do you $iCe to
readN
H O W N O T T O F E A R I E L T S
3
$or Li)ing
@our Qo)

0ell% off co#rse. 0hat - mean is that - am $er happ in m present 2ob. -n
addition% in m present 2ob - !et alon! well with m collea!#es.

Bein! part of a breakthro#!h team is an e.perience -Hd lo$e to repeat. This
2ob is a !ood fit for what -H$e been interested in thro#!ho#t m career. -t
offers a nice mi. of short' and lon!'term acti$ities. D short'term
achie$ements keep me cranked #p and the lon!'term accomplishments
make me feel like a billion b#cks.

- ha$e no plan do so. 7owe$er% - mi!ht not find s#ch nice people to work
with and co#ld be $er #nhapp. *astl% - belie$e - will be able to de$elop
m career here. &or instance% if - keep #p the !ood work that - am
presentl doin!% - co#ld be promoted in two ears time and so become the
head of a department.

@our Li6ing #$ae
- !rew #p in North P#eensland% A#stralia and still li$e there b#t - was
born in 9hilippines. D mom mo$ed here when - was fo#r beca#se she
wanted me to !et a !ood ed#cation.
-tHs been wonderf#l. - s#ppose o# co#ld sa the town is medi#m'si)ed.
-tHs completel safe to walk aro#nd the town with friends and han! o#t
at the mo$ies or shoppin! centres. -tHs !ot beaches% bea#tif#l parks% b#sh and the most
awesome swimmin! hole" and within onl a few ho#rs dri$e o# can hit lakes% mo#ntain
ran!es and rainforestsV And the people are all prett friendl% #nlike the Hbi! citH
mentalit - see when we !o on holidas% with people p#shin! in% bein! impatient and
simpl r#de. - lo$e this kind of lifestle and once - ha$e kids cannot see mself settlin!
down in a town an lar!er than this.

0ell% - can sa traffic is a bi! problem. 9#blic b#ses are not fre(#ent
eno#!h and there are places that do not ha$e road access. Alon! with
transportation scarcit% there are prett reckless dri$ers with road'ra!e are not too far
from the ed!e. Apart from these% - lo$e li$in! here with the lo$e of m familV
2o you $iCe your
Ao)N
What part
partiu$ar$y do you
$iCe a)out itN
Wou$d you $iCe to
do the sa*e Ao) in
the futureN
Where did you
grow upN
2o you $iCe this
p$aeN
What donOt you $iCe
a)out this p$aeN
H O W N O T T O F E A R I E L T S
8

@our House
3ertainl. 0e are a normal -ndian famil. -t consists of m father% m mother% and me. -
am the onl child% so - donGt ha$e an brothers or sisters. D !randparents passed awa
when - was still $er o#n!% so - did not ha$e the pri$ile!e of knowin! them. D father
was one of fo#r children% and m mother has a brother% so - ha$e a n#mber of #ncles
and a#nts% and man co#sins.
I am living in a house in a nice neighbourhood. It feels so comfortable of me to
be in that a caring, loving, inviting home.
We are not that fortunate to own that house, although you have a plan to buy a
house in the same neighbourhood in future.

As I have already told you I like to live there because of space., for the first
time I have a home with lots of room. I also like the breeze. I'm on a hill so
looking out my back windows all I see are rooftops. This means opening my windows pulls through
an awesome breeze.

@our Transportation
Here the public transportation are mainly buses and trains. People own
motorcycles and bikes for transportations. Motorcycles are very popular and
convenient. More and more people have private cars. Because of the prevalence
of those, environmental pollution is a very serious problem here
I don`t own any private car. So, most of the time I use public transport.
In my opinion, one of the biggest problems of transportation is traffic jams in the
city. In view of the seriousness of this problem, effective measures must be taken
before things get worse. On the one hand, the government should invest more
money in the building of new roads and the repairing and maintenance of old
ones, particularly those in busy areas of the cities. On the other hand, the number
of private cars in urban areas should be limited while the number of public buses should be
increased. At the same time, it is essential that stricter, traffic rules and regulations be issued to
strengthen traffic control.





0ou$d you te$$ *e
so*ething a)out
your fa*i$yN
2o you $i6e in a
house or an
apart*entN

2o you rent or
own itN
2o you $iCe $i6ing
in thereN WhyN
What type of
transport peop$e
use in your
ountry, *ost$yN
2o you use it as
we$$N
What
i*pro6e*ents an
)e *ade in your
ityOs pu)$i
transport syste*N
H O W N O T T O F E A R I E L T S
<









So*e #ages are Not A6ai$a)$e in this E6a$uation 0opy