IELTS Preparation hints

Skills for the Listening Module
Skills for the Reading Module
Skills for the Writing Module
Skills for the Speaking Module
The following study hints will help you in the weeks leading up to the
Become familiar with the test as early as possible. The skills
being tested in the IELTS take a period of time to build up. Cramming is
not an efectie study techni!ue for IELTS.
"se your study time e#ciently. Study when you are fresh and$
after you hae planned a timetable$ make sure that you keep to it. Set
goals and ensure that you hae ade!uate breaks. In the IELTS test$
each of the four Band %odules & Listening$ 'eading$ (riting and
Speaking & carries the same weight. Study each skill carefully and
spend more time on the skills in which you feel you are weak.
Be aware of the e)act procedure for the test. Be ery clear on
the order of each section$ its length and the speci*c !uestion types.
There are many resources aailable to help you practice these skills.
+aing a study partner or a study group is an e)cellent idea.
,ther students may raise issues that you may not hae considered.
Seek help from teachers$ friends and natie English speakers.
Countdown to the test
Days before the test
This is not a time for intensie study. It is a time to reiew skills and
your test techni!ue. It is important to e)ercise$ eat$ rest and sleep well
during the week in which you will take the test.
Leae nothing to chance. If you do not know how to get to the test
centre$ try going there at a similar time one or two weeks before the
real test.
The night before the test
-ou must hae a good dinner and go to bed at your normal time & not
too early and not too late$ as you do not want to disrupt your sleep
pattern if possible.
+ae eerything ready that you need to take with you to the test so
you can simply pick it up in the morning$ for e)ample$ the test
registration form$ passport$ test number$ pens$ pencils$ erasers$ etc. .
pen that runs dry or a pencil that breaks can take seeral minutes to
replace. Check before the e)am e)actly what articles you need. Set
your alarm clock the night before or arrange a wake/up call.
On the morning of the test
Eat a good breakfast. -ou will hae seeral hours of concentration
ahead of you and you will need food and drink in the morning. -ou may
een want to bring more food or a snack with you$ especially if your
speaking test is at a later time that day. -ou cannot$ howeer$ take
food or drink into the e)am room. If possible$ wear a watch in case you
cannot see the clock in the e)am room. It is essential that you keep
track of time.
0ie yourself plenty of time to get to the test centre. -ou will be
re!uired to complete a registration form and to show your passport
before you enter the e)amination room so you must arrie at the time
speci*ed by your test centre. If you are early$ you could go for a walk.
If you are late$ you will not be allowed to enter. .oid the added
tension of haing to rush.
During the test
%ost students at the test will feel nerous. This is !uite normal. In fact$
it can actually be !uite helpful in terms of motiation. It may make you
alert and help you to focus. The aim is for you to try to perform at your
optimum leel.
In contrast$ high leels of an)iety can afect a student1s performance.
+oweer$ much of this an)iety can be oercome by good preparation$
familiarity with test details and a positie attitude.
The e)amination room should be suitable for testing$ that is$ the
lighting$ entilation and temperature should be appropriate. If you are
uncomfortable because of any of these factors or if there is some other
problem$ such as not being able to hear the recording of the Listening
%odule$ make sure you ask the person in charge to do something
about it. 2or e)ample$ you may ask to change seats.
Examination technique
By using good e)amination techni!ue you could help to improe your
oerall score for the IELTS test.
'emember that eery section is marked independently. 3o not
4eopardise your performance in one section 4ust because you beliee
that you hae done badly in another. 3o not underestimate or try to
predict your outcome. -ou may$ in fact$ hae done better than you
2ocus on what you know rather than on what you don1t know while you
are doing the test.
Ensure that you adhere to the times suggested as they usually
correspond to the number of marks gien for a particular !uestion.
In the Listening and 'eading %odules$ it is a good idea to write down
an answer$ een if you are not sure of it$ before moing on to the ne)t
!uestion. %any students intend to return to the answers they hae
omitted at the end of the test but do not hae enough time to do so.
2urthermore$ by writing your best answer at the actual time of reading
the !uestion$ you sae the time you need to spend again on re/
reading the !uestion and re/ac!uainting yourself with the sub4ect
matter. If you are not con*dent about your answer$ mark it in some
way and return to it at the end.
3o not leae any answers blank.-ou are not penalised for incorrect
answers$ so 5guess1 wisely.
Skills for the Listening Module
In the IELTS Listening %odule$ the recording is played once only. -ou
must$ therefore$ use a number of strategies to help you listen closely.
There are a few main skills you will need to do well in the IELTS
Listening %odule6
Understanding the instructions
Instructions are both written on the !uestion paper and spoken on the
tape. 'ead and listen to eery word in the instructions ery carefully.
Ensure that you follow them e)actly and answer in the correct way.
Previewing and predicting
.n announcer will brie7y outline6
the topic
who is talking
the situation.
Try to listen carefully as this will help you to preiew the !uestions.
Before the recording begins for each section$ you will be gien up to 89
seconds to read and become familiar with the !uestions. "se this time
e#ciently so that you can prepare yourself to listen for the information
you need.
+ere are some hints for preiewing and prdicting6
Study the !uestion carefully and try to predict what type of
answer is re!uired. 2or e)ample$ will it be a date$ a name or maybe a
Check the diferences between similar/looking pictures or
Look for minor details such as diferent numbers or omissions.
In addition to the 89 seconds before each section$ you will also be
gien 89 seconds after each section to look oer your answers. If you
are satis*ed with your answers in the section you hae 4ust *nished$
moe on to the ne)t section and use the full ;9 seconds for
Listening for specifc information
"se of preiewing and predicting skills will help you listen for the
speci*c information you need to answer the !uestions in the Listening
%odule. Listening for key words and common connectie words often
helps to signal the speci*c information that you need in order to
answer the !uestion. %ake sure that$ while you are actually writing
your answers$ you continue to listen to the information gien in the
recordings as there will not be a second opportunity to hear it.
Checking and rewriting
-ou are gien about 89 seconds after each section to check your
answers. Check that all your answers correspond with the gien
%ake sure that you hae answered eery !uestion. %arks are not
deducted for incorrect answers so$ if you are unsure of a particular
answer$ you should guess by writing down what you think is the most
likely answer.
Check that you hae included only what is necessary in the answer.
.t the end of the Listening %odule$ you are gien about <9 minutes to
transfer your answers from the !uestion paper onto the answer sheet.
Scan your answers to ensure that you hae transferred them correctly
so that the number on the !uestion paper corresponds with the
number on the answer sheet. Be especially careful when transferring
answers from tables as sometimes the items are not linearly ordered.
Skills for the Reading Module
,ne of the main di#culties e)perienced by students doing the 'eading
%odule is not haing enough time to complete the test. It is$ therefore$
essential to read both e#ciently and efectiely.
There are a few main skills that you will need in order to do well in the
IELTS 'eading %odule. It is useful to use the following procedure for
each te)t that is gien.
Previewing (about 2 minutes for each passage)
=a>Study the passage by noting6
any print in bold type or italics.
=b>Study key parts of the passage by skimming. 'ead the *rst
paragraph which often focuses on the main idea. The *rst sentence
of each paragraph usually e)presses the key points of the
paragraph. 0enerally$ the concluding paragraph proides a
summary of the gien passage. -ou may wish to highlight these with
a pen.
Interpreting the instructions and questions (about 2 inutes!
'ead each word in the instructions carefully and ensure that you
understand e)actly what is re!uired and in what form. 2or e)ample$
the instructions may say$ 5Choose no more than three words from the
passage for each answer1. In this situation$ it would not be acceptable
to write four or more words. ,ften students *nd the right answer but
present it in the wrong form and$ unfortunately$ do not score any
marks for that answer. "nderstanding what is re!uired$ therefore$ is
4ust as important as *nding the right answer in the passage.
(hen you are looking at the !uestions$ you need to recognise6
what type of !uestion you hae to answer =is it gap/*lling$
multiple choice$ matching information$ etc:>
whether or not the !uestion re!uires a speci*c or general answer
what form the answer should take =is it a number$ date$ reason$
Scanning the te"t for speci#c ans$ers (about % inute per
"se your time wisely. Spend no longer than one minute on *nding each
answer. ,nly look in the gien te)t$ table$ diagram or graph for the
answer re!uired. Locate key words in the !uestion and *nd them$ or
synonyms for them$ in the te)t. The sentences around these words are
most likely to contain the answers you need.
If you are still unsure of the answer after you hae spent appro)imately
one minute on the !uestion$ make a sensible guess in the appropriate
form. -ou may wish to mark the answers you are unsure of in some
way so that$ if you do hae time at the end of the 'eading %odule$ you
can check these answers again.
Checking your answers (about 3 minutes)
.fter you hae completed your answers for each section$ you need to
check them. Check that you hae followed the instructions e)actly. If
you hae time$ return to the answers you marked because you were
unsure and see if the answers you hae gien are the best ones.
3o not leae any answers blank as you do not lose marks for incorrect
&elpful hints for the Practice Reading Module
There may be some words in the passage with which you are
unfamiliar. "se the strategies e)plained in the section$
5(orking out unfamiliar ocabulary1 to help you work out
the meanings of these words.
Be aware of the use of connectie words. These will help you
with the general meaning of the te)t. If you are unsure of
any answers$ check the table of common connectie
?ote if there is a glossary accompanying the passage.
2ollow the instructions carefully. . correct response will be
marked wrong if it is written in the wrong form.
Working out unfailiar 'ocabular(
(hen reading a passage in the IELTS test$ it is most likely that you will
come across words with which you are unfamiliar. Be prepared for this.
-ou may not need to understand the e)act meaning of an unknown
word$ unless there is a !uestion directly related to it.
If you do need to know the meaning of an unfamiliar word$ don1t panic.
There are arious strategies that you can use to work out the meaning
of the unknown words.
Check the context
.re there any clues in the surrounding words or phrases: Look
particularly at the words 4ust before and 4ust after the unfamiliar words.
Look for a defnition
Sometimes the writers realise that the word is an uncommon one so
they de*ne$ restate$ e)plain or gie an e)ample of it. (ords that signal
meaning often include 5is1$ 5means1$ 5refers to1$ 5that is1$ 5consists of1.
2or e)ample$ 5Snoring is a noise generated by ibrations of the soft
parts of the throat during sleep.1 The word 5is1 signals a de*nition.
'emember$ too$ to check if there is a glossary.
Identify the word’s place and purpose
Is it a noun$ ad4ectie$ erb or aderb in the sentence: .re there any
punctuation clues$ for e)ample$ semicolons or !uestion marks:
Look for connective words
They are often near the unknown words and will usually help to identify
the general direction of the argument which will help to gie some
understanding of the unknown word.
Break the word down into syllables
Sometimes knowledge of common roots$ a#)es and possible similarity
of words in your own language can help you to identify the meaning.
Treat the unknown word as an algebraic entity )X’
,bsere the relationship of the unknown word$5@1$ to other words and
concepts with which you are more familiar. ,ften this is enough to
answer !uestions that include5@1.
Skills for the Writing Module
In Task < of the (riting %odule$ you are gien about A9 minutes to
write a minimum of <B9 words.-ou are asked to look at a diagram$
table$ graph or short piece of te)t and describe the information in your
own words. There are three important steps you should follow6
preparation$ writing and editing. These steps will help you to write a
coherent and well organised essay in the time gien.
Preparation (about 2 minutes)
-ou need to spend A/8 minutes working out e)actly what you are going
to do. -ou should pay attention to the following points6
Study the !uestion carefully. %ost Task < writing inoles writing
a report which describes some information gien. -ou may wish to note
the instructions with a high/lighting pen.
Think carefully about the topic. ,utline some pertinent points.
Ensure that your ideas are arranged logically.

Writing (about 15 minutes)
(hen writing a Task < report$ include6
introductory sentence
body paragraphs =</8>
concluding sentence =optional>
Introductory sentence
The introductory sentence e)plains what you are describing$ for
5The table compares the population growth and interstate migration
in each .ustralian state for <A months to the end of <CCD.1
5The graph shows the growth of computers in .ustralia between
<CEB and <CCB.1
5The pie chart represents the proportion of gases contained in
natural gas.1
Body paragraphs
(hen discussing the date presented in the task$ identify signi*cant
trends and gie e)amples that relate directly to the gien information
to support your statements. If you are e)plaining a process or an ob4ect
and how it works$ you need to group your information so that it follows
a de*nite logical order.
'emember that the use of erbs e)pressed in the present passie
oice is often appropriate when giing a description of a process or
procedure$ for e)ample6
5Cofee beans are pulped to remoe their casing. They are then soaked
in water$ rinsed thoroughly and dried. .fter the beans are sorted$ they
are roasted in a kiln and blended. ?e)t$ they are packed and
dispatched to shops and supermarkets.1
Concluding sentence (optional)
. simple concluding statement could include any of the following$
where releant6
signi*cant comments
a potential solution
an oerall summary of the ideas
future implications.

Editing (about 2 minutes)
%ake sure that you hae followed the instructions carefully. Be sure
that you hae written what you intended and that no important ideas
are missing.
In the last few minutes$ check for obious errors$ such as spelling or
grammatical errors.
.ll too often students begin planning or een writing their answers in
the IELTS (riting %odule before they understand what is actually
e)pected of them. 2ollowing the steps below will help you to plan a
well/structured and coherent essay or report that addresses the gien
-ou may wish to spend about B/E minutes working out e)actly what
you are going to do. There are *e steps to consider.
Study the !uestion carefully. %ost task statements or !uestions
hae a key instructional word or words telling you what to do. ?ote
these words with a highlighting pen.
There are also key topic words which point to the most important parts
of the !uestion. "nderline those words too. .sk yourself how the key
words relate to the gien instruction.
Think carefully about the topic. +ow do you feel about it:
Establish a point of iew and list some points for deelopment.
The answer normally takes the form of a short essay. The word 5essay1
comes from an old 2rench word essai which meant 5to attempt or try
out1$ or 5to test1. In an IELTS (riting %odule Task A answer$ your
purpose is to deelop your point of iew in a conincing way.
3ecide which points will be written as topic sentences. Think
about how they will deelop into paragraphs.
Ensure that your points are arranged in a logical order.

(hen you are writing a Task A answer$ a structure based on the
following elements could be used =summarised in the 7ow chart
Introductory paragraph
The introduction of a Task A answer should begin with a general
statement or idea of your own that takes into account the key topic
words or their synonyms. The last sentence of the introduction should
include a thesis statement which shows the point of iew or direction
that will be taken in the answer.
Body paragraphs
Body paragraphs each consist of seeral sentences that are arranged
in a logical way to deelop a main idea. -ou can e)pect to write about
A/D body paragraphs for a Task A answer. Each of these contains an
appropriate connectie word to ensure a smooth transition between
paragraphs. This connectie is then put in a topic sentence which is
the main point of the paragraph clearly stated in a sentence. Eery
sentence in the paragraph must be directly related to it. Try to deelop
eery paragraph ade!uately. This may be done through the use of
e)amples$ e)planations$ detail$ logical inference$ cause and efect or
making comparisons or contrasts. There are many diferent ways to
organise your ideas for body paragraphs. Be con*dent of the ideas you
The conclusion
. good conclusion seres seeral purposes6
It indicates the end of your essay.
It gies your *nal thoughts and assessments on the essay
It weighs up the points in your essay and should strengthen your
thesis statement.
3o not simply repeat your opening paragraph. This appears too
mechanical and super*cial.

0eneral statement
Thesis statement

B,3- F.'.0'.F+ <
Topic sentence including connectie
2irst supporting sentence
Second supporting sentence
Third supporting sentence

B,3- F.'.0'.F+ A

B,3- F.'.0'.F+ 8

2"'T+E' B,3- F.'.0'.F+S

2inal assessment with concluding

Editing (about 3-5 minutes)
In the last few minutes$ you should check for obious errors$ such as
spelling or grammatical errors. Be sure you hae written what you
intended and that there are no important ideas missing.
Study the checklist for editing. It lists points to think about when
checking your essay. Become familiar with the list so that you will know
what to check for in the actual IELTS (riting %odule.
*hecklist for editing
<. & I hae used accurate grammatical structures$ for
e)ample$ consistent erb tenses$ sub4ect/erb agreement$
accurate word formation =especially of nouns$ erb and
ad4ecties> and appropriate use of 5a1 and 5the1 as well as
A. & I hae used a range of sentence structures.
8. & I hae used appropriate ocabulary.
D. & I hae used accurate spelling.
B. & I hae stated the main idea for each paragraph in a
topic sentence and all the points are related to this topic.
;. & I hae used connectie words efectiely to link ideas
so that the thoughts moe logically and clearly from
sentence to sentence and paragraph to paragraph.
E. & I hae deeloped each paragraph ade!uately.
G. & I hae supplied enough detailed information and
su#cient e)amples or facts.
C. & I hae deeloped a de*nite point of iew.
<9.& Eery paragraph that I hae written has de*nitely
helped to address the task.

Skills for the Speaking Module
Before the test begins$ the e)aminer will check your identi*cation. 2or
security reasons you will be asked to bring your passport or some other
photographic identi*cation. -ou will be asked to sign your name$ which
will be matched up with the photograph and signature on your IELTS
application form.
The test will then be conducted in *e phases$ which we will now
describe in turn.
Phase 1: Introduction
In Fhase <$ the e)aminer will *rst introduce himself or herself and will
inite you to do the same. -ou may be asked some general !uestions
about your background$ family$ home or personal interests.
S+ILL 0reeting the interiewer and introducing yourself.
Phrases you could use:
50ood afternoon. %y name is =name> .
5+ello. %y name is =name> but most of my friends call me
=shortened ersion of nameHnickname> .
Think about !uestions that the e)aminer might ask about the personal
information you proided on the application form. (ith a partner$ take
turns interiewing each other with !uestions based on this information.
Try to gie full and comprehensie answers to each !uestion.
Phase 2: Extended discourse
In phase A$ the interiewer will encourage you to speak for a longer
period of time on a familiar topic. -ou may be asked to speak on topics
related to your country$ such as customs or lifestyle$ and your personal
inolement with these. The aim of Fhase A is to show the interiewer
that you can describe something$ tell a story$ gie information or
directions or e)press your opinion without relying on the interiewer to
help you through the task.
The idea is for you to talk and gie as much information as you can. 3o
not simply answer 5yes1 or 5no1. 'emember$ the interiew should be like
a conersation. 3o not memorise responses. If you appear to be
reciting from memory$ the e)aminer will interrupt and ask a diferent
Before you begin preparing for Fhase A$ you may wish to make a list of
topics related to your country$ culture$ lifestyle$ personal interests$ etc.
,nce you hae completed such a list$ form !uestions that relate to
each of the skills for this phase. Think about possible !uestions that
could be asked.
(ith a speaking partner$ practise interiewing and being interiewed.
Try to gie full and comprehensie answers to each !uestion.
S+ILL Froiding general factual information.
Questions you may be asked:
5(hat are some important festials in your country:1
5(hat kind of climate does your country hae:1
5(hat are some of the main industries in your country:1
S+ILL E)pressing your opinions and attitudes.
Questions you may be asked:
(hat do you en4oy about the traditional music of your country:
5(hat do you think are positie and negatie aspects of your
country1s education system:1
5(ould you prefer to lie in the city or in the countryside and
S+ILL 3escribing a place$ eent or situation.
Questions you may be asked:
5Could you describe the illageHtownHcity in which you grew up1:
5(hat happens during =cultural eent$ such as Chinese ?ew
-earHChristmas> in your country1:
5Could you tell me how you like to spend your leisure time:1
S+ILL Comparing places$ eents or situations.
Questions you may be asked:
5+ow is =city where candidate is studying> diferent from
=candidate1s home city>:1
5(hat is the diference between shopping in =city where
candidate is studying> and shopping in =candidate1s home city>:1
5(hat do you like most about liing in =country where candidate
is studying>: +ow does that compare with =candidate1s home
S+ILL -ou should be able to gie directions and instructions.
Questions you may be asked:
5Could you tell me$ in detail$ how you got from your home to the
test centre this morning:1
5If I had to catch a train or bus in =candidate1s home city> what
would I do:1
5If I were to meet =an important older person> in your culture$
how should I greet them to be polite and show respect:1
S+ILL -ou should be able to re/tell a story or a se!uence of eents.
Questions you may be asked:
5(hat happens in =an important festial> in your country:1
5(hat is the most embarrassing thing that1s eer happened to
5(hat did you do when you were preparing to leae =candidate1s
home country> to come to =country of study>:1
S+ILL E)plaining how or why something is done.
Questions you may be asked:
5(hy do people do what:1=referring to something 4ust mentioned>
5Could you tell me more about the procedure inoled in =the
topic under discussion>1
5+ow do people celebrate the ?ew -ear in =candidate1s country>:1
Phase 3: Elicitation
In Fhase 8$ the interiewer wants to ascertain how competent you are
at gaining information on a gien topic.
-ou will be gien a card. ,n this card will be written a brief outline of a
particular situation. The card will state your role and the role of the
interiewer. -ou need to ask !uestions to *nd out more information.
The card will suggest things for you to ask but these are only gien to
you as a guide. 3o not feel compelled to follow these suggestions if
you hae ideas of your own.
-ou are responsible for starting the conersation and$ to some degree$
deeloping and directing the 7ow of dialogue.
To prepare for Fhase 8$ select one of the e)ercises from the Fractice
work cards below. Fractise asking !uestions with a partner.
Phase 4: Speculation and attitudes
In Fhase D$ the interiewer will conerse with you in greater depth on a
particular topic. Topics that may be discussed include your plans for
the immediate and long/term future and the impact that these may
hae on you and your family. -our opinion about$ attitude towards and
reasons for your particular future plans may also be discussed.
The interiewer may not understand or agree with some of your
responses. -ou may be asked to e)pand or elaborate on some point
that you hae made$ so be prepared for such a response. Being
prepared$ howeer$ neer means memorising set responses.
3uring Fhase D$ the interiewer will allow the discussion to become
more comple). +e or she may refer to other comments you hae
preiously made so you may hae to defend your opinion or gie a
more detailed e)planation of an idea you hae already mentioned.
Before you begin preparing for Fhase D$ you may wish to make a list of
your future plans under the headings of academic$ professional$
personal and possible conse/!uences of these plans. .lso$ make a list
of topics that relate to your personal interests in life as well as a wider
rangs of topics relating to your country$ profession and speci*c area of
S+ILL 3iscussing your future plans.
Questions you may be asked:
5Tell me what you plan to do when you *nish your undergraduate
5+ae you thought about which uniersity you would like to study
at and why:1
5+ow did you come to choose =a chosen area of study>:1
5(ould you eer like to hae your own business: (hy or why
+ere are some key phrases you could use6
In the
I hope to
I would like
a foundation
a master1s
In a few
I intend to
I1m planning
graduate from
study at
the "niersity of
.storia College.
In two
what I hae in
mind is to
ma4or in
e)plore the
area of
three years
I imagine I
a B..
an %..
an %B..
a Fh3.
S+ILL E)pressing your feelings$ opinions and attitudes.
Questions you may be asked:
5(hat are your thoughts about =controersial issue>:1
5+ow would you feel if =a controersial issue> were to happen in
the ne)t three or four years:1
5-ou seem to support =a controersial iewpoint>. (hy is this:1
5+ae you eer had to choose between =@> and =->: +ow did you
make this decision: +ow did you feel as a result of your choice:1
S+ILL E)plaining why you made certain decisions in the past and
giing reasons for your plans for the future.
Questions you may be asked:
5+ow did you know that you wanted to become a =candidate1s
choice of profession>:1
5(hen did you decide to study oerseas: (hat in7uenced you to
make this decision:1
5(hy hae you decided to study =candidate1s choice of study>:
+ow will this help your future career:1
S+ILL E)pressing agreement and disagreement.
Questions you may be asked:
5I agree with you to a point on this matter$ but could you e)pand
on it a little more$ please:1
5I1m not !uite coninced by what you are saying. Could you
deelop your idea more for me$ please:1
5I1m sorry I don1t !uite understand what you are trying to say.
Could you put it another way$ please:1
Phrases you could use when agreeing:
5(ell$ of course ... ?aturally ... I couldn1t agree more ...1
Phrases (ou could use $hen disagreeing,
5I1m sorry. I can1t agree with you ... I don1t really think so ...1
5That may be so but ... "nfortunately$ I hae a diferent point of
iew ...1
S+ILL 3iscussing hypothetical situations and speculating on future
Questions you may be asked:
5+ow do you think haing a degree from an oerseas uniersity is
going to help your 4ob prospects when you return to =candidate1s home
53o you think that the time spent studying in a foreign country is
going to bene*t you personally: If so$ in what ways:1
5+ow do you think your country bene*ts when students return
from studying abroad:1
S+ILL 2ollowing and responding to changes in tone and direction in
the interiew.
Questions you may be asked:
53o you hae any regrets about choosing =candidate1s choice of
profession> or =candidate1s choice of country in which to study>:1
5If you could repeat the year of your life$ what would you do
5(hat adice would you gie other students planning on
=studying oerseas>:1
Phase 5: Conclusion
This is the *nal section of the assessment and will naturally follow on
from Fhase D. The interiewer will let you know that the interiew has
come to an end$ wish you good luck and say goodbye.
-ou can prepare yourself for this phase by becoming familiar with
common e)pressions of leae/taking$ noting them and practising
responses to them.
S+ILLS ?oting that the interiew is *nishing and saying thank you
=with a smileI>.
Phrases you could use:
5Thank you ery much.1
5See you.1
Coping with the interview
There may be times in the interiew when you may not understand
what the e)aminer is saying because he or she may be speaking too
softly or too !uickly. Ferhaps the e)aminer may be using words or
phrases you do not know. .t these times$ do not be afraid to assert
yourself. .sk the e)aminer to speak more loudly$ more slowly or to use
other words. .lso$ do not hesitate to ask the e)aminer to repeat his or
her words at any time.
Phrases (ou could use,
5Could I ask you to speak more loudly please:1
5Sorry but I didn1t catch that. (ould you please repeat what you
4ust said:1
5I1m not !uite sure what you mean. Could you e)plain it to me:1