IELTS Workshop Handout

An Introduction to IELTS
Facilitated by Dan Golden for
December 10, 2022

Table of Contents
IELTS Listening page 3

IELTS Reading (Academic) page 8
IELTS Speaking page 15
IELTS Writing: Task 1 (Academic) page 46
IELTS Writing: Task 2 page 65
Computer-delivered IELTS (CD IELTS) page 91
Recommended IELTS Texts and Teaching Resources page 93
Trainer Biography page 94
© Dan Golden for IDP Japan 2022. All rights reserved. Page 2
IELTS Listening
• 4 sections, 10 questions in each section, about 30 minutes total
• In the paper-based test, candidates are given 10 minutes at the end of the test to transfer
answers to the answer sheet.
• In CD IELTS, candidates have two minutes at the end of the test to check their answers.
Dialogue Monologue
(2 people speaking) (1 person speaking)
social Part 1 Part 2
academic Part 3 Part 4
Part 1: a social conversation between 2 people

• A person phoning a museum to ask about classes
• A person conducting a survey
• A person arranging for transportation from an airport to a town or hotel in the area
• A person calling a health club for information
Part 2: a general interest talk by one person
• A person giving a tour of a museum, park, historic home or school campus
• A policeman giving a report of a crime
• A radio talk on an interesting topic
• A counselor talking to a group of students
• A salesperson giving a tour
Part 3: an academic conversation between 2 people (2 students or a student and a lecturer)
• A worksheet
• A presentation or project
• A dissertation, thesis or paper
Part 4: an extract from a university lecture
Candidates will see a variety of question types, both where they must write an answer (gap-fill
questions) and where they must choose an answer from a list, for example multiple choice or
classification.
Spelling is very important. Answers must ‘fit’ grammatically and must be spelled 100% correctly. A
misspelled answer is a wrong answer.
For gap-fill questions, candidates should think about the part of speech necessary to complete the
blank space, and must be sure the answer fits both logically and grammatically.
Candidates must ignore distracting information and listen for paraphrase (synonyms).
from Mindset for IELTS Level 2, pg 99, published by Cambridge University Press
from Mindset for IELTS Level 3, pg 108 published by Cambridge University Press
IELTS Reading (Academic)
• 3 passages of approximately 700 to 900 words each
• 12 to 14 questions for each passage, a total of 40 questions
• 60 minutes
• There is no time to transfer answers. Answers must be on the answer sheet at the end of
the hour.
As in the Listening test, grammar and spelling in the IELTS Reading test must be 100% correct.
Question types will include a variety of gap-fill, matching, multiple choice and true/false/not given
and yes/no/not given questions.
Each passage is more difficult than the previous passage. For this reason, I suggest candidates
spend a maximum of 15 minutes on the first reading passage, a maximum of 20 minutes on the
second passage and a maximum of 25 minutes on the third passage. Candidates taking the
paper-based IELTS test need to allow time to transfer their answers to the answer sheet as there
is no transfer time given in the reading test. They should also allow time to recheck their work.
To be successful on the reading test, candidates must be able to:
• Identify the writer’s overall purpose.
• Follow key arguments in a text.
• Identify opinions and attitudes.
• Locate specific information.
• Distinguish main ideas from supporting details.
• Extract information from a text to complete a diagram, summary, table, or set of notes.
It is important that student understand the concepts of skimming, scanning and reading for detail.
Skimming is used to gain an understanding of the main idea of a reading passage and to build a
mental map of what information is discussed in each section or paragraph.
Scanning is searching for specific detail such as a name of a person, publication or institution, a
date, or a word that is topic-specific such as the name of a location or a medical condition,
Reading for detail means exactly that: reading more carefully to determine the main idea of a
paragraph or section or to establish the argument the writer is making.
Scanning
Complete these sentences using NO MORE THAN TWO WORDS from the text which follows.
1. Barton Sparagon is a doctor who researches ___________________________.
2. The term ‘hurry sickness’ has been in use for __________________________.
3. Jill Stein works as _____________________.
Hurry Sickness by Alyson Geller, MPH
from Focus on IELTS New Edition, pgs 49 and 51, published by Pearson
Reading for detail
Questions 1 – 6
The reading passage has six paragraphs, A – F.
Choose the correct heading for each paragraph from the list of headings below.
List of Headings
i Some of the things liars really do
ii When do we begin to lie?
iii How wrong is it to lie?
Iv Exposing some false beliefs
Which form of communication best
v
exposes a lie?
vi Do only humans lie?
vii Dealing with known liars
viii A public test of our ability to spot a lie
1 Paragraph A ______
2 Paragraph B ______
3 Paragraph C ______
4 Paragraph D ______
5 Paragraph E ______
6 Paragraph F ______
from Complete IELTS 5 – 6.5, pgs 70 - 71, published by Cambridge University Press
IELTS Speaking
Candidates receive scores for four different areas:
• Fluency and coherence
o Is the candidate able to speak at length on a topic, giving a well-organized answer
with reasons and/or examples?
o Is the candidate able to use linking words (discourse markers) correctly and
flexibly?
o Is the candidate able to speak without repeating him/herself or correcting
him/herself?
• Lexical resource
o Can the candidate discuss both familiar and unfamiliar topics?
o Is the candidate using an adequate, sufficient or wide range of vocabulary?
o Is the candidate using some less common lexical items such as idioms or
collocations?
• Grammatical range and accuracy
o Is the candidate using a range of grammatical structures when he/she speaks,
including a mix of simple and complex sentences and relative clauses?
o What percentage of their sentences are error-free?
• Pronunciation
o Is the candidate able to use a range of pronunciation features?
o Is the candidate generally able to be understood?
o Does the candidate’s native language affect their pronunciation?
Each of the four areas counts equally (25%) towards the overall speaking score.
Cohesive Devices for IELTS Speaking
Begin your speech
• To begin with,
• First of all,
• I’d like to start with
Introduce your opinion
• I believe,
• In my opinion,
• I suppose that...
• I am absolutely convinced that...
• When it comes to me, I believe
• I can only guess that
• I tend to think that...
• I have mixed views about this issue
• I am sure that
Explain
• He left the country the same day. In that case, he must have had his passport with him.
• You must get some more petrol. Otherwise, we will not have enough to get us to the next
town.
Add more points
• Besides,
• Moreover,
• Next,
• First, second, third
• In addition,
• What is more,
• There were several good reasons for changing the plan. To begin with, it involved a lot of
money. On top of that, it needed too many people.
Discuss the situation (show 2 points of view)
• On the one hand..... on the other hand
• Many people believe that children should go to school. However,...
• It is important to have a job with high salary. At the same time, there are other important
aspects to consider...
Give some examples
• For example,
• For instance,
• To illustrate my point, I would like to tell you about...
• One example of positive thinking could be
• Let us take the case of Great Britain.
• There are many advantages of traveling, such as
Compare
• In comparison with children, teenagers are more independent.
• Compared with the older people, youngsters prefer active entertainment
• Middle-aged people often visit concerts. Similarly, many young people enjoy going to
concerts.
• The same is true about...
• Small children tend to respect their parents’ values. In contrast, teenagers often express
their own opinion.
• Older people prefer watching TV, while younger people enjoy going to night clubs and
discos.
Summarize
• On the whole, I think that it is a good solution
• In short, she is extremely helpful
• To sum up, this is a film that you should see
Openers and Fillers
• Oh, that's an interesting question.
• Actually,
• You know, I am not an expert in art, but I suppose that...
• I'm not really sure what I think about that, but…
• I've got mixed views on the issue of ….
• In fact,
• Well, on the whole I tend to think that...
• To be honest,
• The way I see it is that…
• Oh, that's a difficult question.
• Well, let me think about it
• When it comes to me, I believe that…
• As a matter of fact,
• The key thing is, ….
• Now, let me think how I can put this…
• I've never thought about it, but I could say that…
• That really depends on the situation...
The speaking test is in three parts:
• Part 1: The interview (4 – 5 minutes)
The interview always begins with questions about a candidate’s home, work or studies. The
candidate is then asked questions about two more areas of general interest. Candidates
should give answers of 15 to 20 seconds (3 – 5 sentences) for each question, answering
the question they were asked and then extending their answer by giving a reason or an
example.
• Part 2: The long turn (3 - 4 minutes)

The candidate is given pencil and paper to make notes and then is given a topic on which
to speak. Before speaking, the candidate has one minute to make notes. The candidate
must speak for two minutes. At the end of two minutes, the examiner will say ‘thank you,’
indicating that the candidate has reached the end of the time. The examiner may ask a
‘rounding off’ question to end this part of the speaking test.
• Part 3: The discussion (4 – 5 minutes)

The candidate is asked more abstract questions about the topic from part 2 which relate the
topic to humankind and to society at large. This is an opportunity for candidates to show off
their vocabulary and their language skills. Answers should be between 30 seconds and one
minute long, giving reasons and examples.
Sample Speaking Questions: Part 1
Let’s talk about where you live.
• What city or town do you live in?
• What do you enjoy the most about living there?
• What amenities are there near where you live?
• If you could change one thing about where you live, what would it be?
Let’s talk about what you do. Do you work or are you a student?
• What kind of work do you do?
• Why did you choose this kind of work?
• What sort of education do you need to do this job?
• Do you work best in the morning or in the afternoon?
OR
• What subject(s) are you studying?

• Why did you choose to study this subject?
• What background do you need to study in this program?
• Do you study best in the morning or in the afternoon?
The weather
• What kind of weather did you like best when you were a child?
• Does the weather affect your mood?
• What is the best weather for studying or working?
• Would you like to live in a country that has very hot or very cold weather?
Neighbors
• How often do you see your neighbors? (Why / why not?)
• Do you invite your neighbors to your home? (Why / why not?)
• Do you think you are a good neighbor? (Why / why not?)
• Has a neighbor ever helped you? (Why / why not?)
Age
• Are you happy to be the age you are now? (Why / why not?)
• When you were a child, did you think a lot about your future? (Why / why not?)
• Do you think you have changed as you have gotten older? (Why / why not?)
• What will be different about your life in the future? (Why / why not?)
Animals
• Are there many animals or birds where you live? (Why / why not?)
• How often do you watch programs or read articles about wild animals? (Why / why not?)
• Have you ever been to a zoo or wildlife park? (Why / why not?)
• Would you like to have a job working with animals? (Why / why not?)
Home town
• Is your home town a good place to live? (Why / why not?)
• What kinds of jobs to people in your home town do?
• In which part of your home town do most people live?
• Where did you play in your home town when you were a child?
Sport
• What sports are popular in your country?
• Did you learn any sports at school? (Why / why not?)
• How often do you watch sport? (Why / why not?)
• Do you participate in any sports at the moment? (Why / why not?)
Shopping
• What kinds of things do you prefer shopping for?
• In what places do you like to go shopping? (Why?)
• What effect has online shopping had in your country?
• What would you recommend that tourists buy from your country? (Why?)
Your country
• Do most people live in houses or apartments in your country?
• What do people usually do in their free time in your country?
• What do you enjoy most about living in your country?
• Would you say your country is a good place to visit? (Why?)
Food
• What is your favorite meal?
• Do you prefer to eat out or to eat at home? (Why?)
• Are there any traditional meals that you would recommend? (Why?)
• How have people’s eating habits changed in your country over the last 20 years?
Money
• When you go shopping, do you prefer to pay for things in cash or by card? (Why?)
• Do you ever save money to buy special things? (Why / why not?)
• Would you ever take a job which had low pay? (Why / why not?)
• Would winning a lot of money make a big difference to your life? (Why / why not?)
Parts 2 and 3: A special gift
Describe a special gift or present you gave to someone.

You should say:
who you gave the gift to
what the gift was
where you got it from
and explain why this gift was special.
Let’s consider first of all giving gifts in families.

• On what occasions do family members fie gifts to each other?
• Is gift giving important in families?
• What kids of gifts do children give to adults and their families?
• At what age to children start to choose their own gifts to give?
Now let’s think about giving gifts in society.

• What situations in business are there when people might give gifts?
• How important is gift giving for a country’s economy?
Let’s move on to international gifts or international aid.

• What sort of aid do governments give to other countries?
• What do you think motivates governments to give aid to other countries?
• Is international aid always helpful?
Parts 2 and 3: An exciting experience
Describe something you did (or experienced) that was exciting.

You should say:
when you did it
where you were with you did it
who you did it with
and explain why this experience was exciting for you.
Let’s consider first of all exciting and adventurous activities.

• Are there many opportunities for young people in your country to do exciting activities?
• Why do some people like activities such as bungee jumping?
• Which is a more exciting place for a child to grow up, a rural environment or an urban
environment?
Now let’s think about parental attitudes.

• Would you say parents in your country give their children enough independence?
• Do young people today have too much pressure in their lives?
• Is this pressure a positive development or a negative development for children?
Let’s move on to dangerous activities.

• Why do some people like activities that are not just exciting, but dangerous?
• What are some examples of these dangerous activities?
• Should people be banned from doing some of these dangerous activities?
Tell us about… Tell us about…
…happiness …advertisements
…a bag you carry …animals
…being busy …pets
…being polite …birds
…bicycles …books
…boats …buying things
…city life …country life
…collecting things …clothes and fashion
…colors …concentrating
…computers …cooking
…entertainment …dancing
…your family …driving
…films …emails
…flowers …evenings
…friends …games
…friendship …gardens
…fruits and vegetables …a gift you gave someone
…holidays …a gift you received
…good health …leisure time
…housework …what you do to relax
…maps …magazines and newspapers
…mobile phones …music
…nature …museums and art galleries
…neighbors …outdoor activities
…noise …parties
…rain …parks
…reading …relatives
…seasons …restaurants
…the city, town or village …your house, apartment,

you come from condo or dormitory
…the city, town or village you …your family

live in now
…the university you attend or …your job and your workplace

attended
…your elementary school …your high school
…your favorite clothes …sleep
…singing …shopping
…sport and exercise …shoes
…your favorite sports team …street markets
…your favorite teacher or …swimming

professor
…taking photos …sunshine
…television …the Internet
…movies …your boss
…travel …toys
…trees …public transportation where

you live
…visiting relatives …visitors to your home
…walking or running …visitors to your country
…weddings …robots
…weekends …your daily routine
…a trip you would like to take …art and paintings
…a foreign country …a car you would like to own
…a place you have visited …your dream home
…your favorite place to eat …your most important

possession
…your favorite season …a lucky day
…your best friend …something dangerous
…something that makes you …your favorite place to go

laugh outside of your city
…your plans for next week …your plans for next weekend
Talk about… Talk about…
…a place you have been near
…the oldest person you know water (ocean, river, etc.)
*use past tense for past activities


…the elementary school you …a place you have been near
attended mountains
*use past tense for past activities *use past tense for past activities

…the high school you attended …a vacation or holiday you
took

…a meal you enjoyed …a time you helped someone

…a party you attended …a trip you took using public
transportation
…a time when you forgot …a time you gave someone a
something important gift

…a time when you did …your first day at school or
something exciting work

…a time you bought something …a park or garden you visited
you were dissatisfied with

…a class, a seminar or a …a time you made a wrong or
training session you attended bad decision

…a time when you were late …something useful you learned
from a family member or
friend
How can people be encouraged to How can the government encourage
spend more time doing outdoor more people to use public transport
activities? instead of using their own cars?
Which is more important, mankind

Do electronic devices always make
exploring outer space or mankind
people’s lives easier?
exploring the world’s oceans?
Why do many people want to start

Are competitions always good for
their own business? What are the
children? What are some drawbacks
advantages and drawbacks of doing
of competitions?
this?
Should people be allowed to

Is it important for governments to
photograph famous people in public
give money to support the arts?
without asking their permission?
How useful are the opinions of family

What are some of the benefits of
and friends when young people have
exercise?
to make an important decision?
Do highly paid sports figures and
Why do many small, family-owned
entertainers deserve their high
business fail after only a couple of
salaries more than doctors or
years?
teachers?
How important are first impressions Do people spend too much money on
when making friends? weddings nowadays?
Is it possible to judge someone’s

How important is it for a person to be
personality the first time you meet
physically fit?
them?
How has the lifestyle (or culture) in

Thailand been affected by changes in
consumer behavior over the last 50 What are some of the pros and cons
years? of online shopping?
Some people say that majority of

male students prefer to study
Who should be responsible for
science subjects while the majority
paying for scientific research,
of females prefer to study arts-
governments or private companies?
related subjects? Do you agree or
disagree? Why?
When marrying, is it important to
Can a comedy film or TV program marry someone of the same
from one country be appreciated by educational / religious / cultural /
people in a different country? economic background as you? (Ask
about one specific area.)
What are some of the differences Do governments have a

between traveling to a distant place responsibility to ensure that food
today compared to traveling to a sold in markets, restaurants and food
distant place 100 years ago? stalls is safe?
What are some examples of historical

Should children’s stories always sites in Thailand? Should these sites
have a “good person” and a “bad be protected? Whose responsibility
person”? is it to maintain and protect these
sites?
How can parents encourage their

How has the Internet changed the
children to develop good reading
way people access music nowadays?
habits?
Is it important for a family to eat Which gives people more happiness,

together often? money or good relationships with
others?
In what ways can employers Is a greater variety of food available
encourage their employees to stay in Thailand now than in the past / 20
healthy? years ago?
What subjects that are not currently How does the climate in a certain
being taught in high school do you area influence the construction of
feel SHOULD be taught? homes and buildings in that area?
Why is it important to respect other

Is writing letters by hand still
people, even if you disagree with
important in the 21st century?
their thoughts or ideas?
Why do people enjoy spending time

Do men and women have the same
near water (for example, a river, lake
attitudes towards clothing?
or ocean)?
In what ways can television Is it important for children to take

programs be educational? part in sports?
IELTS Speaking Exam: Part 1 topics
The first questions will be on one of the following topics:
• Your Work or Your Studies
• Your Home (Your Accommodation)
• Your Hometown
A Healthy Lifestyle Friendship Politeness

Advertisements Fruits and Vegetables Pop Stars
Advertising Games Public Holidays
Animals Gifts (Giving and Receiving) Public Transportation
Apps Going Out with Friends Punctuality
Art (Or, 'The Arts') Greeting Cards Rain and Rainy Days
Art Galleries and Museums Groups Relatives
Bags Hand-Made Things Restaurants
Being Bored or Being Busy Happiness Robots
Bicycles Hats Schools (Primary/Secondary)
Birds Helping Others Science
Birthdays History Shops and Shopping
Boats Holidays Singing
Books & Reading Housework Sleep and Sleeping
Buildings Indoor Games Snacks
Cards Jewelry Social Media Websites
Carrying Things Keeping Healthy Spending Time Alone
Cars and Driving Languages Sport and Exercise
Celebrities Leisure Activities near Water Sports Teams
Children Leisure Time & Relaxing Staying Up Late
Chocolate Long-distance Travel Street Markets
City Life Magazines and Newspapers Sunglasses
Climate Maps Sunshine and Sunny Days
Clothes / Fashion / Shoes Mathematics Swimming
Collecting Meals Taking a Break
Colors Meeting New People Teachers
Communication Memory Teenagers
Computers and The Internet Mirrors Telephones
Concentrating Mobile Devices (not Phones) Television and Radio
Concerts Mobile Phones Text Messages
Cooking Money The Countryside
Daily Routine Museums and Art Galleries The Ocean
Dancing Music and Musical Instruments The Sky
Days of the Week Names Time and Time Management
Dictionaries Natural Places Toys
Doing Things Quickly Neighbors Transport and Transportation
Drawing or Painting News and Newspapers Travel and Travelling
Dreams Noises and Sounds Travelling by Bus, Train or Plane
Emails and Letters Numbers Trees
Entertainment Outdoor Activities Visitors to Your Home/Hometown
Evenings Parks and Gardens Walking
Family and Friends Parties and Gatherings Watches
Family Activities Patience Weather, Seasons and Climate
Family Life People's Ages Weddings
Films / Movies Photographs and Photography Weekends
Flowers Physical Exercise Your Country
Food and Cooking Plans and Goals Your Parents
Foreign Food Plants Your Primary School Years
IELTS Speaking Exam: Part 2 and 3 Topics
A (Place In A) City You Visited A Day in the Countryside

A Bad Weather Experience A Day Off
A Band or Singer A Day Out
A Beautiful or Handsome Person A Decision You Disagreed With
A Bicycle, Car or Motorcycle Trip A Difficult Decision
A Big Company A Difficult Thing You Did Well
A Birthday Celebration A Disagreement with a Friend
A Book A Disliked High School Subject
A Book or Film about the Future A Domesticated Animal
A Book Recommended by Others A Family
A Book You Enjoyed as a Child A Family Business
A Book You Enjoyed Reading A Family Celebration You Attended
A Book You Recently Read A Family Event
A Book You Want to Read Again A Family Friend
A Book You Would Recommend A Family Member
A Borrowed Thing A Family Member who Made You Feel Proud
A Broken Thing at Home A Family Member You Admire
A Building A Family Member You Like to Spend Time With
A Building In Your Hometown A Family Member You Would Like to Work With
A Building In Your School Or University A Family Photograph You Like
A Building of National Importance A Family You Know
A Business Near Your Home A Famous Foreign Person
A Busy Time A Famous Person
A Cafe or Restaurant A Film
A Cake A Film About a Real Person or Event
A Car or Vehicle You Would Like to Have A Film or TV Program that Made You Laugh
A Car Trip A Film You Didn't Like
A Change that Would Improve Your Local Area A Film You Watched
A Changed Plan A Film You Would Like to Watch Again
A Character From A Childhood Story A Film You Recently Watched
A Child Who Made you Laugh A Foreign Country You Would Like to Visit
A Child You Know A Foreign Culture
A Childhood Activity A Foreign Film
A Childhood Friend A Foreign Food
A Childhood Game A Foreign Language You Would Like to Learn
A Childhood Indoor Game A Foreign Place You Would Like to Travel to
A Childhood Present A Free Gift
A Childhood School A Free-Time Activity
A Childhood Song or Melody A Frequent Flier
A Childhood Story A Frequent Trip You Dislike
A Childhood Teacher A Friend
A Childhood Toy A Friend Not Seen for a Long Time
A Childhood Trip A Friend Who Is a Good Leader
A City You have Visited or Lived In A Friend You Admire
A Class / Course You Studied A Friend's Habit
A Clever Solution A Friend's Success
A Colorful Place A Future Change
A Comic Actor A Garden
A Competition A Gift
A Competition Winner A Gift of Money You Received
A Competition You Would Like to Enter A Gift that Took a Long Time to Choose
A Computer Program or App A Gift You Gave
A Computer Skill A Gift You Made Yourself
A Conversation with a Stranger A Gift You Received in Your Childhood
A Course You Would Like to Study A Gift You Would Like to Give
A Creative Person A Goal that You Have
A Crowded Place A Good Friend
A Good Law A Park or Garden
A Good Neighbor A Party
A Good Parent A Peaceful Place
A Good Student A Perfect Holiday
A Group A Performance
A Group Activity A Person Who Dresses Well
A Happy Childhood Event or Memory A Person who Has an Interesting Job
A Happy Event A Person who has Visited your Home
A Happy Marriage A Person who is Good at his/her Job
A Happy Person A Person Who Likes to Help Others
A Happy Purchase A Person Who Speaks a Foreign Language Well
A Healthy Activity A Person Who Taught You A Useful Skill
A Helpful Person A Person Who Took Care of You in Your Childhood
A Helpful Website You Visit A Person with an Important Job
A Hobby A Person You Enjoy Talking With
A Holiday You Would Like A Person You Have Lived With
A Home You Like A Person You Helped
A Hotel A Person You Like to Spend Time With
A House or Apartment A Person You Live With
A Job A Person You Visited
A Job that Makes the World Better A Person You Would Like to be Similar to
A Job You Did Quickly A Photograph
A Job You Wanted to Do A Photograph of You
A Knowledgeable Person A Photograph That You Like
A Language Skill A Physical Activity
A Leader A Picnic or Outdoor Meal
A Leader You Admire A Picture or Photo in Your Home
A Leisure Activity A Piece of Clothing You Like to Wear
A Leisure Centre A Piece of Electronic Equipment
A Lesson, Class or Training Session A Piece Of Furniture
A Letter or Card You Received A Piece of Good News by Phone
A Letter or Email You Wrote A Piece of Happy Family News
A Library A Piece of Technology
A Lifestyle Change to Improve Your Health or Fitness A Place for Shopping
A Little-Known Place A Place for Sport
A Local Event A Place for Swimming
A Long Journey A Place in Another Country
A Long Walk A Place in Your City or Town
A Machine or Electronic Device A Place Near Water
A Magazine or Newspaper A Place of Natural Beauty
A Magazine or Newspaper Article A Place to Listen to Music
A Meal A Place to Relax
A Meal For Your Friends A Place Where People Go to Listen to Music
A Meal You Had With Your Friends A Place Where You Can Read or Write
A Meal You Like to Eat A Place Where You Go for Lunch
A Meal You Would Like to Eat A Place Where You Learned about the Past
A Meaningful Song A Place Where You Often Go Shopping
A Message A Place Where You Would Like to Have a Home
A Missed Appointment A Place with a Lot of Water
A Mistake You Made A Place You Go to with Friends
A Modern Building A Place You Worked or Studied
A Move to a New School or Home A Place You Would Like to Visit Again
A Musical Event A Plan
A Neighbor A Plan (not work or study related)
A New Development A Plant
A New Law A Pleasant Surprise
A New or Exciting Activity A Polite Person
A New Shop A Polluted Place
A New Skill A Popular Band, Singer or Person
A News Story that Made You Happy A Popular Place for Swimming
A Newspaper or Magazine Article A Positive Change
A Newspaper You Like to Read A Positive Change in Your Life
A Practical Skill A Time When Someone Helped You
A Prize or Award A Time When the Weather Changed Your Plan
A Product from Another Country A Time When You Arrived Early
A Product from Your Country A Time When You Got Lost
A Product You Were Dissatisfied With A Time When You Got Up Early
A Product You Were Happy With A Time When You Had to Wait
A Project or Homework Assignment A Time When You Helped Someone
A Public Event A Time When You Needed to Use Imagination
A Public Place that Needs Improvement A Time When You Stayed Away from Home
A Quiet Place A Time When You Were a Member of a Team
A Quiz Show A Time When You Were Late
A Radio or TV Program A Time You Borrowed Something
A Recent Change A Time You Gave Help
A Relaxing Day A Time You Looked at the Sky
A Restaurant A Time You Saved Money for Something
A River A Time You Shared Personal Information
A Room Where You Spent a Lot of Time as a Child A Time You Were Glad You Had a Mobile Phone
A School Friend A Time You Were Not Allowed to Use Your Mobile
A School or University Building Phone
A School Rule A Time You Wore Special Clothing
A School You Attended A Tourist Attraction
A Science Subject A Town or City
A Seaside Leisure Activity A Toy in Your Childhood
A Seaside Place You Would Like to Visit A Tradition in Your Country
A Season A Traditional Product
A Shop A Traffic Jam
A Shopping Street A Travelling Companion
A Situation When You Felt Angry A Trip
A Skill Learned in Childhood A Trip by Public Transport
A Skill You Recently Learned A Trip that Took Longer than Expected
A Small Business A TV or Film Character
A Small Thing to Protect the Environment A TV or Radio Presenter
A Song A TV or Radio Program
A Song from Childhood A TV Program
A Special Holiday (Vacation) A TV Program that You Didn't Like
A Special Meal A TV Program You Enjoy
A Special Trip in the Future A Type of Book You Like to Read
A Speech or Talk A Type of Film
A Sport You Like A Type of Music that is Popular in Your Country
A Sport You Like to Watch A Useful App
A Sport You Played in Childhood A Useful Piece of Advice
A Sport You Would Like to be Good At A Useful Website
A Sport You Would Like to Try A Vehicle You Would Like to Own
A Sports Event A Visit to a Friend or Family Member
A Sportsperson A Visitor / Some Visitors
A Stage in Your Life you Enjoyed A Visitor to Your Home
A Story A Walk with a Friend
A Story or Novel You Read A Waste of Time
A Street A Way of Saving Money
A Street Market A Way to Relax
A Subject in School A Website
A Subject You Didn't Like Before A Wedding
A Success You Have Had A Well-known Story from Your Country
A Success You Would Like to Achieve A Well-Paid Job
A Successful Businessperson You Admire A Wild Animal
A Successful Person A Wise Decision
A Successful Small Business or Company A Work of Art
A Surprise Encounter with Someone You Know A Workplace
A Talkative Person A Wrong Decision
A Tall Building A Special Meal
A Team Activity An Achievement
A Teenager You Know An Activity Near Water
A Television Program You Like An Activity with an Old Person (in Your Family)
An Activity You Do that Keeps You Fit
An Adventurous Person An Occasion When You Waited
An Advertisement An Occasion When You Were Late
An Ambition Not Yet Achieved An Old (Family) Photograph
An Area of Science An Old Person Who You Admire
An Article You Read about Health An Old Person You Like to Talk to
An Artist You Admire An Old Person You Respect
An Artistic Activity You Did at School An Old Thing in Your Family
An Athlete An Open-air Market
An Educational Trip An Organization
An Educational TV Program An Outdoor Activity
An Email or Postcard An Outdoor Place for Relaxation
An English Class Activity An Unhappy Shopping Experience
An English Lesson An Unused Thing
An Enjoyable Phone Conversation An Unusual Building
An Environmental Law An Unusual Job
An Event You Celebrated An Unusual Meal
An Event You Prepared For An Activity with an Old Person
An Exciting Activity Another Culture
An Exciting Book Another Language
An Exciting Message Art or Music
An Exciting Sport Clothes
An Exhibition Clothing for Special Occasions
An Expensive Activity Equipment at Home
An Historic Building Favorite Means of Transportation
An Historic Place Favorite Weather
An Historic Site Foreign Music
An Historical Event Friendly to a Person You Didn't Like
An Historical Period Furniture in Your Home
An Ideal Park Future Work Plans
An Important Celebration Good Customer Service
An Important Conversation Good News
An Important Decision Good Service
An Important Event in History How You Stay Healthy
An Important Job Ideal Home
An Important Letter You Wrote or Received Last Weekend
An Important Plant Leisure Time
An Important Traditional Celebration Living in a Foreign Place
An Indoor Game You Played in Your Childhood Noise
An Intelligent Person Place with a Lot of Noise
An Interesting Animal Positive Words You Received
An Interesting Conversation Primary School Math
An Interesting Film Problematic Equipment
An Interesting Foreigner Public Transportation
An Interesting House or Apartment Receiving a Large Sum Of Money
An Interesting Job Recent Changes to Your Hometown
An Interesting Member of Your Family Recently Bought Home Equipment
An Interesting Neighbor School Holidays
An Interesting Old Person Smiling People
An Interesting Or Unusual Activity You Did Recently Some Advice You Received
An Interesting Public Place Some Good News from TV or the Internet
An Interesting Shop Some Good News You Received
An Interesting Song Some Interesting News
An Interesting Story on TV Some Local News
An Interesting Subject Some Paid Work
An Interesting Talk or Speech Some Physical Exercise
An Invention Some Recent News
An Item of Clothing Bought for You Some Useful Advice that You Received
An Item of Clothing for Special Occasions Someone in the News
An Item of Clothing that Someone Gave You Someone in the News You Would Like to Meet
An Occasion When Someone Taught You a Useful Skill Someone Who Apologized to You
An Occasion When You Had to be Polite Someone Who Did Not Tell the Whole Truth
An Occasion When You Helped a Stranger Someone Who Does Something Well
Someone Who Gave You Important Help Your Favorite Means of Communication
Someone Who Is Good At Cooking Your Favorite Part of the Day
Someone Who Moved to New Accommodation Your Favorite Part of Your Hometown
Someone Who Spoke a Foreign Language Your Favorite Piece of Clothing
Someone Whose Work Benefits Society Your Favorite Season or Time of the Year
Someone You Enjoy Spending Time With Your Favorite Subject at School
Someone You Know Who Has a Healthy Lifestyle Your First Cell-phone
Someone You Recently Met Your First Day
Someone You Would Like to be Similar To Your Future Work Plans
Something a Friend Did Your Ideal Holiday
Something Expensive You Bought Your Ideal Home
Something Healthy You Would Recommend Your Personality (or Character)
Something Interesting You Learned on the Internet Your Plans For the Future
Something Naughty You Did Your Teaching Experience
Something Special from a Holiday Your Work or Study Place
Something that Helped You Learn a Foreign Language
Something that Helped You Learn a Language
Something that Made You Happy
Something that Made You Laugh
Something to Help You Concentrate
Something Unusual or Interesting You Did Recently
Something You are Good At
Something You Bought but Don't Often Use
Something You Cannot Live Without
Something You Did to Help
Something You Do to Stay Healthy
Something You Forgot
Something You Hope to Do
Something You Lost
Something You Made by Hand
Something You Recently Learned
Something You Saved For
Something You Shared
Something You Want to Buy
Something You Want to Do
Something You Would Like to Buy (in the Future)
Something You Would Like to Learn
Something You Would Like to Learn (how) to Do
Something You Would Like to Learn More About
Something You Would Like to Replace
Spent Time with a Child
Studying IELTS
Success
The Family Member You Spend the Most Time With
The First Time You Ate a New Food
The First Time You Used a Foreign Language
The Most Enjoyable Stage in Your Life
The Oldest Person You Know
The Perfect Climate
The Perfect Job for You
The Room You Spend the Most Time In
The Type of Clothes You Like to Wear
Travel to Somewhere in the World
Two People From The Same Family
Waiting for Something
Your Best Friend
Your Childhood Home or Room
Make sure your students…
• …feel confident.
o Remind them to relax and enjoy the conversation with the examiner.
• …listen carefully to the questions.
o Focus on giving good detailed answers to the question using correct grammar and
appropriate vocabulary.
• …use fillers and hesitation devices.
o Important if they need “thinking time’ before answering
• …realize it is their language and not their opinions which are being evaluated.
Exam techniques for IELTS Speaking

• Memorize some checking questions.
o Sorry, I didn’t catch that.
o Are you asking…?
o Do you mean…?
• Avoid parroting (repeating back the words in the question
o Paraphrase, rephrase, use synonyms
• Avoid silence or hesitation.
o That’s an interesting question. Let me think.
o What I want to say is…
• In Part 2, keep talking for two minutes
o More important than answering all parts of the question
o Bring in additional information
• In part 3, try to compare different ideas and opinions.
o This can help weaker candidates keep talking even when they do not have ideas or
opinions of their own.
IELTS Writing: General Information
The IELTS Writing test is in two parts, Task 1 and Task 2. In Task 1, the candidate must write
about data (a chart, graph or table, for example) and identify the trend. Task 2 is a discussion
essay.
Each essay receives a score between 1 and 9 for four different areas:
• Task achievement
o How well does he essay answer the question? Are ALL parts of the question
answered?
o Did the candidate identify the key features and use data to support what they are
saying?
o Did the candidate write more than the minimum number of words?
• Coherence and cohesion
o Are information and ideas arranged coherently and is there a clear overall
progression?
o Are cohesive devices used effectively and appropriately?
o Is paragraphing logical and well=organized?
• Lexical resource
o Is the candidate using an adequate, sufficient or wide range of vocabulary?
o Is the candidate using less common lexical items such as idioms or collocations?
• Grammatical range and accuracy
o Is the candidate using a range of grammatical structures, including a mix of simple
and complex sentences and relative clauses?
o What percentage of the sentences are error-free?
IELTS Writing: Task 1 (Academic)

Candidates must write a minimum of 150 words.
They should spend approximately 20 minutes on Task 1.
In Task 1, the candidate has to describe something such as a chart (bar chart, pie chart), graph
(line graph) or table and make comparisons about what is shown. Sometimes there are multiple
sets of data, such as a pie chart and a table or a line graph and a bar chart. Sometimes
candidates are asked to describe a process or to compare two maps.
Candidates MUST write an overview statement (no data, save data for the body paragraphs)
telling what the overall trend is in the data given.
Body paragraphs MUST include data to support what the candidate is saying.
How to Write an IELTS Task 1 Essay
You should spend 20 minutes on this task.
The line graph below shows changes in the amount and type of fast food
consumed by Australian teenagers from 1975 to 2000.
Summarize the information by selecting and reporting the main features
and make comparisons where relevant.
Write at least 150 words.
There are three basic things you need to structure an IELTS writing task 1.
1. Introduce the graph

2. Give an overview
3. Give the detail
1) Introduce the Graph

You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To
do this, paraphrase the title of the graph, making sure you put in a time frame if there is one.
Here is an example for the above line graph:
The line graph illustrates the amount of fast food consumed by teenagers in Australia
between 1975 and 2000, a period of 25 years.
You can see this says the same thing as the title, but in a different way.
2) Give an Overview
You also need to state what the main trend or trends in the graph are. Don’t give detail such as
data here – you are just looking for something that describes what is happening overall.
One thing that stands out in this graph is that one type of fast food fell over the period, whilst the
other two increased, so this would be a good overview.
Here is an example:
Overall, the consumption of fish and chips declined over the period, whereas the amount of
pizza and hamburgers that were eaten increased.
This covers the main changes that took place over the whole period.
You may sometimes see this overview as a conclusion. It does not matter if you put it in the
conclusion or the introduction when you do an IELTS writing task 1, but you should provide an
overview in one of these places.
3) Give the Detail

You can now give more specific detail in the body paragraphs.
When you give the detail in your body paragraphs in your IELTS writing task 1, you must make
reference to the data.
The key to organizing your body paragraphs for an IELTS writing task 1 is to group data together
where there are patterns.
To do this you need to identify any similarities and differences.
Look at the graph – what things are similar and what things are different?
As has already identified in the overview, the consumption of fish and chips declined over the
period, whereas the amount of pizza and hamburgers that were eaten increased.
It is clear that pizza and hamburgers were following a similar pattern, but fish and chips were
different. On this basis, you can use these as your ‘groups’, and focus one paragraph on fish and
chip and the other one on pizza and hamburgers.
Here is an example of the first paragraph:
In 1975, the most popular fast food with Australian teenagers was fish and chips, being
eaten 100 times a year. This was far higher than pizza and hamburgers, which were
consumed approximately 5 times a year. However, apart from a brief rise again from 1980
to 1985, the consumption of fish and chips gradually declined over the 25-year timescale to
finish at just under 40 times per year.
As you can see, the focus is on fish and chips. This does not mean you should not mention the
other two foods, as you should still make comparisons of the data as the questions asks.
The second body then focuses on the other foods:
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza
consumption increased gradually until it overtook the consumption of fish and chips in
1990. It then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers,
increasing sharply throughout the 1970’s and 1980’s, exceeding fish and chips
consumption in 1985. It finished at the same level that fish and chips began, with
consumption at 100 times a year.
Full Model Answer:
The line graph illustrates the amount of fast food consumed by teenagers in Australia between
1975 and 2000, a period of 25 years. Overall, the consumption of fish and chips declined over the
period, whereas the amount of pizza and hamburgers that were eaten increased.
In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100
times a year. This was far higher than pizza and hamburgers, which were consumed
approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the
consumption of fish and chips gradually declined over the 25-year timescale to finish at just under
40 times per year.
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza
consumption increased gradually until it overtook the consumption of fish and chips in 1990. It
then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers, increasing sharply
throughout the 1970’s and 1980’s, exceeding that of fish and chips in 1985. It finished at the same
level that fish and chips began, with consumption at 100 times a year.
(193 words)
IELTS Task 1
Describing a Graph Over Time
This handout explains how to describe a line graph or bar chart for IELTS task 1 that is over time.
This uses an example of a bar chart, but it will be the same for a line graph.
When you get a chart or graph to describe, it is always important to check whether there is a time
frame or not. If there is, you will need to use the language of change.
However, it is not enough just to describe the changes of each element (ActiveX, Java and Net in
this case) on their own and ignore how they relate to each other.
Look at the question – you are asked to compare the data as well. You must also compare the
elements where relevant in your IELTS task 1.
You must also group data together to make sure you have a well-organized and coherent answer.
To do this, you need to look for similarities and differences when you first analyze the graph for
IELTS task 1, and decide what can be logically put together or not.
Now look at the bar chart below and read the IELTS task 1 model answer.
The bar chart shows the number of times per week (in 1000s), over five weeks, that three
computer packages were downloaded from the internet.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
Week 1
Week 2
Week 3
Week 4
Week 5
0 20 40 60 80 100 120 140
Net Java ActiveX
Model Answer
The bar chart illustrates the download rate per week of ActiveX, Java and Net computer packages
over a period of five weeks. It can clearly be seen that ActiveX was the most popular computer
package to download, whilst Net was the least popular of the three.
To begin, downloads of ActiveX and Java showed similar patterns, with both gradually increasing
from week 1 to week 5. However, the purchases of Active X remained significantly higher than for
the other product over this time frame. In week 1, purchases of ActiveX stood at around 75,000,
while those for Java were about 30,000 lower. With the exception of a slight fall in week 4,
downloading of ActiveX kept increasing until it reached a peak in the final week of just over
120,000. Java downloads also increased at a steady rate, finishing the period at 80,000.
The product that was downloaded the least was Net. This began at slightly under 40,000, and, in
contrast to the other two products, fell over the next two weeks to reach a low of approximately
25,000. It then increased sharply over the following two weeks to finish at about 50,000, which
was well below that of ActiveX.
(Words 198)
Language of Change
As you can see, there are several examples of this in the graph, so it is important to learn how to
use these correctly in order to successfully write an IELTS task 1 chart over time. Here are some
examples:
increasing gradually
a slight fall
kept rising
reached a peak
increased at a steady rate
fell
increased sharply
a low of
finish at
stood at
finishing the period at
You will need to practice this type of language, and also make sure you know a variety of
structures to get a better score – if you keep repeating the same kind of phrases this will show you
have a more limited range of lexis and grammar.
Making Comparisons
In IELTS task 1, you must also compare the data as you are asked to do in the rubric.
If you just write about what happened to ActiveX, what happened to Java, and what happened to
Net, without showing any relationship between them, this won’t be enough.
Here are some examples of where comparisons are made between the products in the IELTS task
1 graph, and the language of comparison is highlighted in black:
It can clearly be seen that ActiveX was the most popular computer package to download,
whilst Net was the least popular of the three.
Downloads of ActiveX and Java showed similar patterns, with both gradually increasing
from week 1 to week 5.
However, the purchases of Active X remained significantly higher than for the other
product over this time frame.
In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about
30,000 lower.
Java downloads also increased at a steady rate, finishing the period at 80,000.
The product that was downloaded the least was Net. This began at slightly under 40,000,
and, in contrast to the other two products, fell over the next two weeks.
It then increased sharply over the following two weeks to finish at about 50,000, which was
well below that of ActiveX.
Grouping the Data

It is a good idea to divide your answer into paragraphs so it is well organized. To do this, you
should group similar things together into paragraphs or sections.
If you look at the chart, you will see that ActiveX and Java have a similar pattern, both steadily
increasing over the period (apart from the slight fall of ActiveX in week 4), so these could be put
together:
To begin, downloads of ActiveX and Java showed a similar trend, with both gradually increasing
from week 1 to week 5. However, the purchases of Active X remained significantly higher than for
the other product over this time frame. In week 1, purchases of ActiveX stood at around 75,000,
while those for Java were about 30,000 lower. With the exception of a slight fall in week 4,
downloading of ActiveX kept rising until it reached a peak in the final week of just over 120,000.
Java downloads also increased at a steady rate, finishing the period at 80,000.
On the other hand, Net is the lowest and it has a different pattern – falling and then rising again –
so this could be described in another paragraph:
The product that was downloaded the least was Net. This began at slightly under 40,000, and, in
contrast to the other two products, fell over the next two weeks to a low of approximately 25,000. It
then increased sharply over the following two weeks to finish at about 50,000, which was well
below that of ActiveX.
There is usually more than one way to group the data for an IELTS task 1, so this needs to be
your decision. As long as it is logical and makes your answer easy to follow and read, this should
be ok.
The diagram below shows the process of treating waste water.
IELTS Table Gap Fill Exercise
You should spend about 20 minutes on this task.
The table illustrates the proportion of monthly household

income five European countries spend on food and drink,
housing, clothing and entertainment.
Summarize the information by selecting and reporting the
main features and make comparisons where relevant.
Proportion of household income five European countries spend on food and drink,
housing, clothing and entertainment.
Food and
Housing Clothing Entertainment
drink
France 25% 31% 7% 13%
Germany 22% 33% 15% 19%
UK 27% 37% 11% 11%
Turkey 36% 20% 12% 10%
Spain 31% 18% 8% 15%
The table 1. ____________ the amount of household income that five countries in Europe spend
per month on four items. Overall, 2. ________________ all five countries spend the majority of
their income on food and drink and housing, but 3. __________________ clothing and
entertainment.
Housing is 4. _________________ expenditure item for France, Germany and the UK, with all of
them spending around one third of their income on this, at 31%, 33% and 37%, 5. ____________ .
In contrast, they spend around 6. ___________________ food and drink. 7. ________________ ,
this pattern is reversed for Turkey and Spain, who spend around a fifth of their income on housing,
but approximately one third on food and drink.
All five countries spend much less on 8. ___________________ two items. France and Spain
spend the least on clothing at less than 10%, 9. ______________ the other three countries spend
around the same amount, 10. ____________________ 11% and 15%. At 19%, Germany spends
the most on entertainment, whereas UK and Turkey spend approximately half this amount, with
France and Spain between the two.
Words choices:
it is evident that However illustrates a quarter on the largest
the remaining ranging between respectively while much less on
IELTS Pie Chart Gap Fill Exercise
The pie charts show the electricity generated in Germany and France from all
sources and renewables in the year 2009.
Summarize the information by selecting and reporting the main features and make
The four pie charts 1. _____________________________ the electricity generated between
Germany and France during 2009, and it is measured in billions kWh. Overall, it can be seen that
conventional thermal was the main source of electricity in Germany, 2. _______________ nuclear
was the main source in France.
The bulk of electricity in Germany, whose total output was 560 billion kWh, came from
conventional thermal, at 59.6%. In France, the total output 3. ____________________________ ,
at 510 billion kWh, and in contrast to Germany, conventional thermal 4. _____________________
just 10.3%, with most electricity coming from nuclear power (76%). In Germany,
5. ______________________ nuclear power generated electricity was only
6. ____________________ of the total.
Moving on to renewables, this accounted for quite similar proportions for both countries,
7. ______________________ 15% of the total electricity generated. In detail, in Germany, most of
the renewables consisted of wind and biomass, totaling around 75%, which
8. ___________________ than for hydroelectric (17.7%) and solar (6.1%). The situation
9. ________________________ in France, where hydroelectric made up 80.5% of renewable
electricity, with biomass, wind and solar making up 10. _______________________ 20%.
Words choices:
was very at
was lower the remaining compare
different approximately
the proportion of was far higher accounted for one fifth whereas
IELTS Table Gap Fill Exercise
The table below shows information about underground

railway systems in six cities.
Summarize the information by selecting and reporting the
main features and make comparisons where relevant.
Kilometers of Passengers per

City Date opened
route year (in millions)
London 1863 394 775
Paris 1900 199 1191
Tokyo 1927 155 1927
Washington DC 1976 126 144
Kyoto 1981 11 45
Los Angeles 2001 28 50
The table (1)__________________ data (2)_____________ the underground rail networks in six
major cities. It (3)________________ the six networks in terms of their age, size and number of
people who use them each year. It is clear that the three oldest underground systems are larger
and serve (4)__________________ more passengers than the newer systems.
The London underground is the (5)_____________ system, having opened in 1863. It is also the
largest system, with 394 kilometers of route. The (6)____________ largest system, in Paris, is
only about (7)___________ the size of the London underground, with 199 kilometers of route.
However, it serves more people per year. While only (8)___________ in terms of size, the Tokyo
system is easily the most used, with 1,927,000 passengers per year.
Of the three (9)____________ networks, the Washington DC underground is the most extensive,
with 26 kilometers of route, compared to (10)____________ 11 kilometers and 28 kilometers for
Kyoto and Los Angeles, (11)_______________. The Los Angeles network is the
(12)____________, having opened in 2001, while the Kyoto network is the (13)___________ and
serves only 45 (14)____________ passengers per year.
(181 words)
about compares half illustrates
largely million newer newest
older oldest only respectively
Second secondly smaller smallest
Third thousand twice
The table illustrates data about the underground rail networks in six major cities. It compares the six
networks in terms of their age, size and number of people who use them each year. It is clear that the three
oldest underground systems are larger and serve significantly more passengers than the newer systems.
The London underground is the oldest system, having opened in 1863. It is also the largest system, with
394 kilometers of route. The second largest system, in Paris, is only about half the size of the London
underground, with 199 kilometers of route. However, it serves more people per year. While only third in
terms of size, the Tokyo system is easily the most used, with 1,927,000 passengers per year.
Of the three newer networks, the Washington, DC, underground is the most extensive, with 26 kilometers
of route, compared to only 11 kilometers and 28 kilometers for Kyoto and Los Angeles, respectively. The
Los Angeles network is the newest, having opened in 2001, while the Kyoto network is the smallest and
serves only 45 million passengers per year.
(181 words)
Cohesive Devices for Task 1 Essays
Graphs and tables analysis
• The graph shows demographic trends
• The table gives information about the attitude towards science
• The graph compares the rate of smoking
• It can be clearly seen, that the rate of smoking is currently declining
• A further prominent feature of the data is that relatively low numbers of students (less
than 10%) in both age groups plan to study
• Another important trend in the data is that
• Whereas the vast majority of English speakers in the UK, more than 58 million out of a total
of 59 million, speak English as a first language, in India...
• Similarly, most English speakers...
• There was a sharp rise to 900 which preceded a gradual decline
• There was a slight drop to 90 which was followed by a more marked decrease to 30
• There was a sudden and noticeable difference between
• The number of people under 18 rose dramatically
• The number of people under 18 increased sharply
• There was a slight decline in the number of married people
• There was a sharp drop in the number of deaths
• It reached a peak in 2012, after which it dropped back to the November level
• It fluctuated around 100, but it levelled out in 2011
• In can be observed that there has been a considerable increase
• A steady increase followed by a gradual decline
• A sharp drop followed by a steady decrease
• A gradual decrease followed by a sudden fall
• A gradual rise followed by a sharp increase
• The main difference between oil and gas consumption is
• Nevertheless, Britain produces much
• In contrast with Germany,
• Admissions to all sciences started at the same level
• Admissions to medicine equaled biology about 5 years ago
• The percentage of students who enjoy science lessons is significantly lower in the 16-18
age group at 25% than it is in the 19-21 age group where the figure is 55%.
• The number is approximately the same in both age groups ...while the number in the
older age group is a mere 1% less
• Spending was highest on transport costs at £64.90 per week, up £6.50 from the previous
year, an increase of 11 per cent.
• Over half of all transport spending (£33.30) was on running costs, which rose by £4.00 (an
increase of 14 per cent).
• Spending in the third highest category, recreation and culture, remained similar to 2009 at
£58.10 per week.
• A weekly average of £4.30 was spent on pets and pet food.
• Clothing accounted for £1.60 of this increase
• The number of people employed in the private sector increased by 205,000 to reach
23.38 million whereas the number of people employed in the public sector fell by 39,000 to
reach 5.90 million, the lowest figure since March 2003.
• Indigenous production of fuels in the UK fell by 11.6 per cent in the first quarter of 2012
compared with a year earlier.
• Of electricity generated in the first quarter of 2012, gas accounted for 27 per cent (its
lowest share in the last fourteen years), whilst coal accounted for 42 per cent.
• Onshore wind showed the highest absolute increase in generation in the first quarter of
2012, increasing by 51 per cent, from 2.4 TWh in the first quarter of 2011 to 3.6 TWh
• Consumption by electricity generators was up by 19.0 per cent to 15.9 million tons.
• There is a large discrepancy between the number of people employed in service
industries and those employed in the primary sector.
• Britain’s economy is largely based on its industry, whereas a few hundred years ago it was
an agrarian country.
Direction Location
• rose to (a rise) • directly opposite
• increased to (an increase) • on the right-hand side of
• went up to • in close proximity to
• climbed to • to the left of
• an upward trend • at the bottom
• a boom • in the bottom right-hand corner of
• declined to (a decline) • exactly in the middle of
• decreased to (a decrease) • at the top of
• dipped to (a dip)
• went down to Adverbs
• a fall (fell to) • dramatically
• a drop (dropped to) • sharply
• levelled out at • steeply
• did not change • substantially
• remained stable at • significantly
• remained steady at • markedly
• stayed constant at • rapidly
• maintained the same level • suddenly
• fluctuated around (a fluctuation) • moderately
• peaked at • slightly
• plateaued at • steadily
• stood at • gradually
• slowly
IELTS Writing: Task 2 (Academic)
Candidates must write a minimum of 250 words.
They should spend approximately 40 minutes on Task 2. As Task 2 counts twice as much as Task
1 in the overall score, it is suggested that candidates answer Task 2 first.
Questions in Task 2 may include the following question types:
• A statement is given, followed by an opinion. The candidate is asked whether they agree or
disagree or to what extent they agree or disagree.
• Two differing or opposing views are given and the candidate is asked to discuss both views
and give their opinion.
• A statement is given and the candidate is asked to discuss advantages and disadvantages
or causes/problems and solutions.
• A statement is given and the candidate is asked why this situation happens/exists and if it is
a positive or negative development.
• A statement is given, followed by two questions which the candidate must answer.
Writing Task 2
Lesson 1: Identify the Topic
In the writing for task 2, one of the first things you need to do is identify the topic of the essay.
If you write about the wrong topic or go off topic when you write your answer, this will substantially
reduce your band score.
How do I identify the topic?

Remember, in IELTS writing, you are usually presented with some issue or problem that is
currently affecting society and you need to discuss it.
You need to read the question carefully and identify what the issue is. You will normally only be
looking for one or two key words.
Have a look at the following question. What is the issue?
The crime rate among teenagers has increased dramatically in many countries.
Discuss some possible reasons for this increase and suggest solutions.
You should have identified teenage crime as the topic.
What if I identified ‘crime’ as the topic?

Your essay would be wrong if you wrote about crime generally. When you have a topic, it may
require you to talk about a particular area, group of people or place.
In this case, the question specifically wants you to address the issue of TEENAGE crime.
When you identify the topic, always look carefully to see if it is being narrowed down to a particular
area that you need to focus on.
Writing Task 2
Lesson 2: Identify the Task
Once you have identified the topic for your essay, you need to identify the task.
The ‘task’ is the part of the question that tells you what you have to do to answer it.
This is one of the most important things you will have to do when you analyze the essay question
because 25% of your grade for the essay is based on ‘Task Response’ - how you have responded
to the task.
How do I identify the task?

In order to grade your task response, the examiner will be looking to see if you have answered
the question.
If you have only partially answered the question, this will decrease your score for Task Response.
Let’s look at the same essay question we looked at in lesson 1 when you identified the topic:
Discuss some possible reasons for this increase and suggest solutions.
In the previous lesson, we identified the topic for this question as ‘teenage crime’.
The task - or ‘what you have to do’ - is usually at the end of the prompt. As you can see, you are
being told to ‘Discuss some possible reasons for this increase and suggest solutions’.
It’s very common in task 2 IELTS essay questions to get asked to do two things, and this
question is a good example of this:
1. Why teenage crime has increased

2. Ways to solve this problem
You MUST discuss both those things to ensure you have fully answered the question and you
must write roughly equal amounts about each part.
Doing any of the following things will reduce your score for task response, and hence may reduce
your overall score:
1. Only writing about reasons or only solutions

2. Writing most of your essay about reasons and only a small part on solutions (or visa versa)
3. Writing about the reasons and solutions for crime in general, and not referring
to teenage crime (the topic)
4. Writing about neither reasons nor solutions
This is why it is so important to spend some time at the beginning making sure you identify the
task so that you know what you have to write about.
A Common Mistake
It is a common mistake for students to rush at the beginning to start writing as they are worried
about not finishing, and then write about the wrong thing.
For example, when you have finished identifying the task, you will brainstorm your ideas. You may
come up with reasons for an increase in crime such as ‘lack of parental
supervision’ and ‘boredom’.
However, I have seen students come up with problems of teenage crime, such as ‘more young
people being put in prison' and ‘stress for their parents'.
This particular task asks you to write about ‘reasons’, not ‘problems’ (though being asked to write
about 'problems and solutions' is common).
If you do this, you will not be answering the question. This comes from rushing and not taking
enough time to identify the task properly.
Other Question Types

The previous question was fairly easy, so to identify the task was hopefully not too difficult.
Some questions, though, will take more thought in order to identify what you need to write about.
Here is another example:
Young people spend increasing amounts of their free time in shopping malls. This
has a negative effect on young people and society.
To what extent do you agree or disagree?
Again, look to the end of the prompt to identify the task.
You have to say if you agree or disagree with the negative effect on young people and society of
young people spending their free time in shopping malls.
You must also say how much you agree or disagree ("to what extent").
Let’s assume you want to look at both sides of the issue. You therefore need to discuss the
reasons why you agree, and the reasons why you disagree. Or put another way:
1. The positive effects of young people spending time in shopping malls

2. The negative effects of young people spending time in shopping malls
And, of course, in the introduction or conclusion you need to make it clear what your opinion is.
If you do all of these things then you will have answered all parts of the prompt. If you find more
reasons to agree than disagree, then you can write more about this side of the argument, or visa
versa.
How to Write an IELTS Essay
It is important to analyse model answers for IELTS essays because there are different essay
types, and these will require different ways to answer them.
However, as you will see from the guidance on this page, they can all follow the same basic
structure.
The golden rule is to ALWAYS read the question very carefully to see exactly what you are
being asked to do.
How do I Write an IELTS Essay?

In order to answer this, let’s first look at a sample question:
Write about the following topic:
In the last 20 years there have been significant developments in

the field of information technology (IT), for example the World
Wide Web and communication by email. However, these
developments in IT are likely to have more negative effects than
positive in the future.
To what extent do you agree with this view?
Give reasons for your answer and include any relevant examples from your own experience or knowledge.
You should write at least 250 words.
An IELTS essay is structured like any other essay; you just need to make it shorter. There are
three key elements:
1. Introduction
2. Body Paragraphs
3. Conclusion
We will look at each of these in turn, using the essay question above as an example.
1) Introduction
You should keep your introduction for the IELTS essay short. Remember you only have 40
minutes to write the essay, and some of this time needs to be spent planning. Therefore, you need
to be able to write your introduction fairly quickly so you can start writing your body paragraphs.
You should do just two things:
• State the topic of the essay, using some basic facts (that you may be able to take from the
question)
• Say what you are going to write about
Here is an example introduction for the above essay question about IT:
The last two decades have seen enormous changes in the way people's lives are affected
by IT, with many advances in this field. However, while these technological advances have
brought many benefits to the world, it can be argued that these developments in IT will
result in more negative impacts than positive.
As you can see, the first sentence makes sure it refers to the topic (IT) and uses facts about IT
taken from the question. Note that these are paraphrased - you must not copy from the rubric!
The second part then clearly sets out what the essay will be about and confirms the writer’s
opinion (some questions may not ask for your opinion, but this one does).
2) Body Paragraphs
For an IELTS essay, you should have 2 or 3 body paragraphs - no more, and no less.
For your body paragraph, each paragraph should contain one controlling idea, and have
sentences to support this.
Let’s look at the first paragraph for the essay about IT. The essay is about the benefits and
drawbacks of IT, so these will need to be discussed in separate paragraphs.
Here is the first body paragraph:
To begin, email has made communication, especially abroad, much simpler and faster,
resulting in numerous benefits for commerce and business. Furthermore, the World Wide
Web means that information on every conceivable subject is now available to us. For
example, people can access news, medical advice, online education courses and much
more via the internet. It is evident that these improvements have made life far easier and
more convenient for large numbers of people and will continue to do so for decades to
come.
The controlling idea in this first paragraph is the 'benefits of IT', and there are two supporting
ideas, which are underlined. No drawbacks are discussed as the paragraph would then lose
coherence.
Most of the essay will focus on the negative aspects of IT, as the writer says there are more
negative effects in the introduction. The next two paragraphs are about these.
The topic sentence in the next paragraph therefore tells us we are changing the focus to the
negative points:
Nevertheless, the effects of this new technology have not all been beneficial. For
example, many people feel that the widespread use of email is destroying traditional forms
of communication such as letter writing, telephone and face-to-face conversation. This
could result in a decline in people's basic ability to socialize and interact with each other on
a day-to-day basis.
The final body paragraph gives the last negative effect:
In addition, the large size of the Web has meant that it is nearly impossible to regulate and
control. This has led to many concerns regarding children accessing unsuitable websites
and viruses. Unfortunately, this kind of problem might even get worse in the future at least
until more regulated systems are set up.
3) Conclusion
The conclusion only needs to be one or two sentences, and you can do the following:
• Re-state what the essay is about (re-write the last sentence of your introduction in different
words)
• Give some thoughts about the future
Here is an example:
In conclusion, developments in IT have brought many benefits, yet I believe developments

relating to new technology are likely to produce many negative effects in the future. These
must be addressed if we are to avoid damaging impacts to individuals and society.
The full IELTS Essay:
The last two decades have seen enormous changes in the way people's lives are affected
by IT, with many advances in this field. However, while these technological advances have
brought many benefits to the world, it can be argued that these developments in IT will
result in more negative impacts than positive.
To begin, email has made communication, especially abroad, much simpler and faster,
resulting in numerous benefits for commerce and business. Furthermore, the World Wide
Web means that information on every conceivable subject is now available to us. For
example, people can access news, medical advice, online education courses and much
more via the internet. It is evident that these improvements have made life far easier and
more convenient for large numbers of people and will continue to do so for decades to
come.
Nevertheless, the effects of this new technology have not all been beneficial. For example,
many people feel that the widespread use of email is destroying traditional forms of
communication such as letter writing, telephone and face-to-face conversation. This could
result in a decline in people's basic ability to socialize and interact with each other on a
day-to-day basis.
In addition, the large size of the Web has meant that it is nearly impossible to regulate and
control. This has led to many concerns regarding children accessing unsuitable websites
and viruses. Unfortunately, this kind of problem might even get worse in the future at least
until more regulated systems are set up.
In conclusion, developments in IT have brought many benefits, yet I believe developments
relating to new technology are likely to produce many negative effects in the future. These
must be addressed if we are to avoid damaging impacts to individuals and society.
(288 words)
Comments
The IELTS essay introduction talks in general about the increasing use of IT, thus
introducing the topic well. The thesis then clearly sets out the writer’s opinion.
The following paragraph mentions the present benefits of these developments, but the
opening sentence in the third paragraph is a qualifying statement (Nevertheless, not all
the effects...), so the writer can now focus on the negative elements.
The fourth paragraph provides two other negative examples (lack of regulation, viruses).
Both paragraphs suggest that these problems will continue in the future.
The essay concludes with a clear opinion that agrees with the statement.
Overall, it is a well-balanced text that mentions the present situation (...this has made
life...) but importantly, also refers to the future of IT (...likely to increase..., might get
worse...).
IELTS Essay – Advertising
A second model essay for IELTS is presented here. This one tackles the subject of advertising.
As with model essay 1, this essay is an agree / disagree essay.
In these types of essays, you are presented with one opinion:
Some of the methods used in advertising are unethical and unacceptable in today’s
society.
Your options are:
1. Agree 100%
2. Disagree 100%
3. Partly agree
In the answer below, the writer agrees 100% with the opinion.
As you can see, the writer’s opinion is made clear in the thesis statement (the last sentence of
the introduction).
All the body paragraphs then explain why the writer disagrees. In other words, it discusses the
negative aspects of advertising.
_________________________________________________
Some of the methods used in advertising are unethical and

unacceptable in today’s society.
Model Answer
The world that we live in today is dominated by advertising. Adverts are on television, on the World
Wide Web, in the street and even on our mobile phones. However, many of the strategies used to
sell a product or service can be considered immoral or unacceptable.
To begin with, the fact that we cannot escape from advertising is a significant cause for complaint.
Constant images and signs wherever we look can be very intrusive and irritating at times. Take for
example advertising on the mobile phone. With the latest technology mobile companies are now
able to send advertising messages via SMS to consumers' phones whenever they choose.
Although we expect adverts in numerous situations, it now seems that there are very few places
we can actually avoid them.
A further aspect of advertising that I would consider unethical is the way that it encourages people
to buy products they may not need or cannot afford. Children and young people in particular are
influenced by adverts showing the latest toys, clothing or music and this can put enormous
pressure on the parents to buy these products.
In addition, the advertising of tobacco products and alcohol has long been a controversial issue,
but cigarette adverts have only recently been banned in many countries. It is quite possible that
alcohol adverts encourage excessive consumption and underage drinking, yet restrictions have
not been placed on this type of advertising in the same way as smoking.
It is certainly true to say that advertising is an everyday feature of our lives. Therefore, people are
constantly being encouraged to buy products or services that might be too expensive,
unnecessary or even unhealthy. In conclusion, many aspects of advertising do appear to be
morally wrong and are not acceptable in today's society.
(296 words)
_________________________________________________
Comments
This essay for IELTS is well organized as there are five clear paragraphs, each containing ideas
that are relevant, well expressed, and related to the topic.
Focusing on the language and structures in particular, the essay starts with an appropriate
introductory sentence. Linking words are used accurately (However, In addition, Therefore).
Phrases that signal opinions are evident (A further aspect of advertising that I would consider
unethical...) backed up by reasons (...encourages people to buy products they may not need
or cannot afford) and examples (Children and young people in particular, are influenced by
adverts).
In general, many other useful phrases are used, indicating a good control of language (It is quite
possible... Many people consider... It is certainly true to say...).
IELTS Essay – University education

Some people believe the aim of university education is to help

graduates get better jobs. Others believe there are much wider
benefits of university education for both individuals and
society.
Discuss both views and give your opinion.
Give reasons for your answer and include any relevant exampled from your own knowledge or
experience.
Some people believe the aim of university education is to help graduates get better
jobs. Others believe there are much wider benefits of university education for both
individuals and society.
Discuss both views and give your opinion.
These days, more and more people are making the choice to go to university. While some people are of the
opinion that the only purpose of a university education is to improve job prospects, others think that society
and the individual benefit in much broader ways.
It is certainly true that one of the main aims of university is to secure a better job. The majority of people
want to improve their future career prospects and attending university is one of the best ways to do this as
it increases a person’s marketable skills and attractiveness to potential employers. In addition, further
education is very expensive for many people, so most would not consider it if it would not provide them with
a more secure future and a higher standard of living. Thus, job prospects are very important.
However, there are other benefits for individuals and society. Firstly, the independence of living away from
home is a benefit because it helps the students develop better social skills and improve as a person. A
case in point is that many students will have to leave their families, live in halls of residence and meet new
friends. As a result, their maturity and confidence will grow, enabling them to live more fulfilling
lives. Secondly, society will gain from the contribution that the graduates can make to the economy. We are
living in a very competitive world, so countries need educated people in order to compete and prosper.
Therefore, I believe that although a main aim of university education is to get the best job, there are clearly
further benefits. If we continue to promote and encourage university attendance, it will lead to a better
future for individuals and society.
(279 words)
Comments
The writer in this IELTS writing example has a clear thesis in the second sentence of the introduction,
establishing that two sides of this issue will be discussed (While some people are of the opinion...others
think that...).
Looking at the structure, the topic sentences make it clear when the first opinion is being discussed (It is
certainly true that one of the main aims of university is to secure a better job.) and when the writer is
moving onto the next opinion (However, there are other benefits for individuals and society.).
Connectors (To begin... Also... Firstly... Secondly) are used well to introduce each new supporting idea.
Further connectors (For example...A case in point is that...As a result...) are used to expand on these
ideas.
Finally, the writer has demonstrated that they are able to use complex sentence structures (While...that...in
order to...as...), and has discussed both views and combined this with his/her opinion, thus ensuring the
question has been answered.
IELTS Essay – Old Buildings
Many old buildings protected by law are part of a

nation’s history. Some people think they should be
knocked down and replaced by news ones.
How important is it to maintain old buildings?
Should history stand in the way of progress?
Model Answer
Most nations around the world have at least some, or possibly many, old buildings such as
temples, churches and houses in their cities, villages and surrounding areas which have historical
significance. In my opinion, it is very important to maintain these, but this does not mean progress
should stop.
Preserving certain old buildings is important for several reasons. Firstly, these structures provide
an insight into the history of our countries, showing us how people many centuries ago lived their
lives. Without them, we could only learn by books, and it would undoubtedly be sad if this were the
only way to see them. Many of these buildings are also very beautiful. Take for example the many
religious buildings such as churches and temples that we see around the world. Not only this, but
on a more practical level, many of these buildings provide important income to a country as many
tourists visit them in great numbers.
However, this certainly does not mean that modernization should be discouraged. I believe that
old buildings can be protected in tandem with progress. For example, in many circumstances we
see old historic buildings being renovated whilst maintaining their original character, and being
used for modern purposes. Also, in no way does history hinder progress, and in fact it is the
opposite. By studying and learning about our history, we understand more about the world we live
in, and this helps us to build a better future.
To conclude, I believe that it is very important to protect and preserve old buildings as we can
learn about our history as can others from other countries. Such knowledge can also help us to
understand how to modernize our countries in the best way.
Words 287
IELTS Essay – Skin whitening
In many parts of the world today there is a profitable market

for products which lighten or whiten people’s skin.
What are the reasons for using such products? What effects
do they have in terms of health and society?
Give reasons for you answer and include any relevant examples from your own experience or
knowledge.
Model Answer
In many countries, particularly places like Asia, skin whitening products are incredibly popular and
provide huge profits for the companies involved in their sale. While there are a number of reasons
that people use these products, they can also negative effects for the user’s health and for society.
The principal reason that people use skin whitening products is because whiter skin is seen to be
more desirable than darker skin. To understand why, we need to firstly look at history. In ancient
times, those people of a higher status tended to stay indoors, whilst people of a lower status
worked outside, usually farming. As a result, those people who were indoors had much lighter
skin, which means that whiter skin is now associated with having a higher status than dark skin.
Another reason, which is partly related to this, is the desire for the ‘Western’ look. For example,
plastic surgery to create western eyelids and noses is common in Asia, and the white skin is part
of this. These beliefs and images are also perpetuated in the media, with adverts showing people
with white skin as more successful and attractive.
However, despite the fact that having whiter skin may improve a person’s self-esteem, these
products can have negative effects. Regarding health, there are reports that people are harming
their skin permanently as some products bought over the counter have prescription-strength
ingredients. For instance, some contain steroids or toxins which can severely damage the skin and
other parts of the body. In terms of society, there are also detrimental effects. Such behavior
perpetuates the belief that ‘white’ is better than ‘black’, and thus those with darker skin may
experience discrimination.
In conclusion, people use whitening products due to the fact that white skin, usually through the
media, is portrayed as more desirable. However, steps should be taken to change this image as
the drawbacks of this are clear, with potentially dangerous consequences for people’s future
health and society as a whole.
(330 Words)
Cohesive Devices for Task 2 Essays
Begin your essay
• Nowadays, many people believe that
• Over the last decades,
• Most people are aware that
• Many people advocate the view that
• On the other hand, opponents claim that
• Opponents argue that
• There exist strong arguments in support of both sides of this debate, which implies that
it is worth examining both points of view before reaching any conclusions.
• It is a common belief that
• Money is clearly something which is often discussed in today’s world.
• Hardly a day goes by without the subject of money being raised in people’s lives.
• Clear agendas have multiple benefits.
• Home education is an issue that generates heated debates with supporters maintaining
that
• Over the years mankind has recognized the need for social and personal freedom
• Distant education supporters offer a variety of arguments
Stress your point

• Clearly,
• Obviously,
• It is obvious that
• Naturally,
• In fact,
• Undoubtedly,
Give ideas and discuss

• People argue a lot nowadays about whether
• Furthermore,
• Nevertheless,
• On the whole, I believe that
• First, second, third, last
• From an economic standpoint
• In addition, many people
• It is often argued that censorship is necessary
• In contrast, opponents of censorship point out
• Furthermore, it is generally felt that
• An additional advantage of education is that
• The greatest disadvantage of censorship is that
• Another negative aspect of censorship is that
• One convincing argument in favor of censorship is that
• Another drawback of censorship is that
• Sceptics point out that
• There is another side to the issue
• This is partly true
• It is true to a certain extent
Show your impression
• As far as I am concerned
• It makes an enduring impression on
• The most noticeable feature of it is
• One cannot help, but be impressed by the natural beauty
• Without doubt, the most impressive thing is
• The first thing one notices about
• Undoubtedly, the thing which will disappoint any visitor is
Compare
• Streets were just as narrow as they are today
• The cottage was the same as it had been
• The new buildings are considerably less ornate than
• It was by far the most elegant hotel
• The further south you travel, the warmer it becomes
• It looks very similar to
• The places are alike
• Compared with Paris, Rome is
• On the one hand, on the other hand
• The main difference between Rome and Paris is
• Nevertheless, it is a cozy town
• In contrast with winter desertion, in the summer the resort is swarming with tourists
Give your opinion

• It is my opinion that
• In my opinion,
• I firmly believe that
• I am convinced that
• I do not agree that
• I am inclined to believe that
• As far as I am concerned
Provide examples
• For example,
• For instance
• such as
• particularly,
• One typical example of this is
Suggest solutions
• One way to deal with the situation would be to ensure
• Steps should also be taken to
• A clear solution to this problem is for the government to make sure
• One final suggestion, which would help enormously, would be to
• Measures should be taken in order to deal with
• An alternative way to solve this problem would be
• People should focus their attention to improve the situation
• If attempts were made to address this problem, the effect would be that
• The situation could be improved, if they...
Show the result
• A result of her being open is that she is popular
• She is open, therefore she is popular
• The outcome of those measures might be
• The effect of this would be
• The reason she is popular is that
• As a result, they...
• Consequently,
Conclusion
• In conclusion, it can be said that
• Taking everything into consideration, it can be concluded that
• To sum up, it is clear that
• All things considered, the obvious conclusion to be drawn is that
• To conclude, it is my belief that
• To sum up, I am convinced that
• Taking everything into account, I therefore conclude that
• All things considered, it can be concluded that
Common IELTS Task 2 Essay Topics
• Animals: pets, blood sports, animals for scientific experiments

• Art: art appreciation, censorship or art / artists, creativity, art at school, funding of art, benefits
of art for individuals and society, creative and performing arts, culture and society
• Business and money: small vs large businesses, international business, family-run business,
management and leadership, success in business, business and technology, skills vs
knowledge for business, materialism and consumerism
• Communication: Technology and communication, family and communication, face-to-face vs
long distance communication, types of communication, effective communication
• Crime and punishment: prisons vs rehabilitation, capital punishment vs other types of
punishment, what makes a criminal, major vs minor crime, crime and technology, teenagers
and crime, role of police, men and women in law enforcement
• Economics: cash vs credit cards, saving vs spending, globalization and economy, world
economic issues, economic progress and success, wealth and poverty
• Education: children and education, relevant subjects, education and technology, role of
teachers, discipline and rules in school, single-sex schools, uniforms, funding, assessment,
student life, educational aid to poorer countries, importance of studying science, history, the
arts or a foreign language
• Employment: retiring, telecommuting, automation, salaries, job importance, child labor
• Engineering: building design, design and innovation, trends
• Environment: animals, protection of endangered species, zoos and their role, environmental
problems, saving the environment and solving environmental problems, government vs
individual roles, global warming, deforestation, climate change, pollution
• Family and children: family roles, parental roles, family size, the generation gap, discipline,
role models, family and education, raising children
• Food: health and diet, education of diet, traditional vs modern diets, fast food, children and
diet, availability, food production, food transportation, chemicals and fertilizers
• Globalization: language, travel, tourism, loss of identity / culture, poverty / wealth, changing
attitudes and trends, the modern world
• Health: prevention vs cure, funding, health and education, poor countries and rich countries,
health aid, dealing with global epidemics, hospitals and treatments, obesity, exercise and
health, stress, healthcare, drug use, exercise and keeping fit
• Human body: the mind, mental and physical development
• Language: having only one world language, methods of language learning, travel and
language, the disappearance of languages, language and culture
• Media and advertising: censorship, control and freedom of speech, advertising methods,
children and advertising, media and technology, news and reporting, news, fame
• Natural resources: oil, water, coal, forests, alternative fuels, energy crisis, depletion of
resources
• Personality: development of character and personality, innate or developed practices (nature
vs nurture), female / male characteristics, happiness
• Reading: paper books vs e-books, children and reading, books and education, libraries,
reading and leisure
• Society: overpopulation, poverty, homeless people, crime on the streets, modern lifestyles,
budget spending, public services
• Sport: professional vs amateurs, salary, equipment, sport and learning, sport as a school
subject, men vs women in sport, types of sport, international sporting events, competitive
sports, dangerous sports
• Technology: controlling the Internet, socializing online, children and technology (safety), the
change in society, letters vs e-mail, storing data, safety of personal information, computers,
hacking, telecommunications
• Transport: development of infrastructure, comparing forms of transport, cars, air travel, public
transportation, problems with modern forms of transport, environmental issues, changing
trends
• Travel: culture and travel, understanding people and travel, living in a global world
• Urban and rural areas: development, urbanization, migration, quality of life
• Work: shift work, women at work, types of jobs (blue collar / white collar), children and
exploitation, part-time work, work and technology, employment, salary, equality
• Other essay topics: space and exploration, water and oceans, changing and moving vs
stability and consistency, leisure activities, government spending
No-go topics include death, politics, race, religion, sex and war.
Computer Delivered IELTS (CD IELTS)
Is the computer-based IELTS different from the paper-based test?
No. It is the same test but candidates put their answers on a computer rather than on paper.
Is the marking the same?
Yes, it is 100% the same. It is the same test with the same marking. All that is different is that the
candidate types their answers on a computer.
Are there any differences between CD IELTS and paper-based IELTS?
Just one. In the paper-based listening test, candidate have 10 minutes at the end of the test to
transfer their answers from the question paper to the answer sheet. In the computer-based test,
this is not the case. In the computer-based test, candidates type their answers using the computer.
At the end of the test, they receive only 2 minutes to check their answers.
For reading, writing and speaking, the timing is the same. Every other aspect of the test is the
same, regardless of whether it is on paper or on a computer.
Why take CD IELTS?
The aim of offering CD IELTS is for people who are more accustomed to typing than to writing. If a
person prefers to type and can type quickly, then CD IELTS is the best way to take the test. If a
person is poor or very slow at typing, then they should stick with the paper-based version of the
test.
Pros & Cons of CD IELTS

Pros
• Easy to write/type answers if you are good at typing
• Screens provided are a good size which is useful for reading
• Less crowded – fewer people take the test at one time (at the moment)
• Quick results (results for CD IELTS are normally available within 5 to 7 days)
• Slot availability
Cons
• You need to be good at typing. If you are not a good typist, you should consider the paper-
based test.
• Screens will lock at exactly the mentioned time so candidates will not be able to make any
last-minute changes.
• The timer will not display seconds in the last one minute, so candidates will not know when
the screen will get locked.
General advice
• Make sure you practice sample computer-based IELTS tests before trying the real CD
IELTS. You can find one on the IDP website at
https://www.ieltsessentials.com/about/computer-delivered-ielts/get-familiar The practice test
works best in Google Chrome.
• If your typing isn’t good, take the paper-based test.
Listening pros and cons
1. Con: Even though you are given a pen and paper, you need to type your answer directly
into the computer. This means you need to be able to listen and type at the same time.
2. Con: Some questions require you to type an answer while others require you to drag words
from one place to another and others require you to select boxes. You need to get used to
the different ways IELTS listening questions can be answered on the computer.
3. Con: transfer time – you only have 2 minutes to check your answers, not 10 minutes to
transfer them.
4. Con: If you don’t know how to move from one section to the next, you might waste valuable
time figuring it out.
5. Pro: The tab key works to move from one part to another.
6. Note: There is no longer an example conversation at the beginning of the listening test. Do
not expect that any longer.
7. Advice: Get familiar with the way each page looks and feels on CD IELTS for each type of
question. Sample questions are available on the IDP website.
Reading pros and cons

1. Pro: The best thing about CD IELTS is that the passage will be on the left-hand side of the
screen and the questions will appear on the right-hand side. It is very easy and convenient
to read and answer the questions.
2. Pro: You can increase the font size.
3. Pro: You can highlight the text as needed. Right=click and select highlight. In the paper-
based test, it is not easy to highlight because you can’t use a highlighter pen in the test.
4. Pro: Another advantage for the reading exam: you an copy/paste from the test using
CTRL+C and CTRL+V, which reduces the changes of typos.
5. Con: You cannot use a search function to look for words.
6. Advice: Get used to scrolling up and down long articles to get used to reading passages
and navigating passages on a screen.
Writing pros and cons

1. Pro: You do not need to count your words. The computer will show you the word count
2. Pro: It is easier to edit your writing. You can cut, copy and paste.
3. Con: The major disadvantage with CD IELTS is that we unintentionally make spelling / typo
errors. Though we know how to spell a word, as make mistakes when we type, It is not
always possible to identify all the spelling mistakes when proof reading.
4. Con: There will be a lot of people typing for one hour all at the same time. This means it
could be noisy, which some people find distracting.
5. Con: Your typing speed needs to be adequate.
6. Note: You will be given a pen and paper, You can use it to plan your essay, or you can plan
your essay on screen and expand your plan as you write your essay.
Speaking Test:
• This has not changed. It is still a face-to-face conversation with an examiner.
Recommended IELTS Texts and Teaching Resources
Textbooks
Action Plan for IELTS by Vanessa Jakeman and Clare McDowell, published by Cambridge
University Press. Both Academic and General Training books available.
Complete IELTS (3 levels: Band 4 - 5, Band 5 - 6.5 and Band 6.5 - 7.5) published by Cambridge
University Press.
Focus on IELTS Foundation by Sue O’Connell, published by Pearson Longman.
Focus on IELTS by Sue O’Connell, published by Pearson Longman.
Improve your Skills for IELTS 4.5 to 6.0 and Improve your Skills for IELTS 6.0 to 7.5, published by
Macmillan. Separate books for Listening/Speaking, Reading, Writing at each level.
Mindset for IELTS (Foundation, levels 1 – 3) published by Cambridge University Press.
Resource Materials
Check your Vocabulary for IELTS by Rawdon Wyatt, published by A&C Black. ISBN 978-1-
408153-93-2.
Check your Vocabulary for Academic English by David Porter, published by A&C Black. ISBN 978-
0-713682-85-4
Grammar for IELTS by Diana Hopkins and Pauline Cullen, published by Cambridge University
Press. ISBN 978-0-521604-62-8.
IELTS Resource Pack by Jon Marks, published by Bloomsbury. ISBN 978-1-905085-15-6.
Instant IELTS by Guy Brook-Hart, published by Cambridge University Press. ISBN 978-0-521755-
34-4.
Pronunciation Games by Mark Hancock, published by Cambridge University Press, ISBN 978-0-
521467-35-3.
Vocabulary for IELTS by Pauline Cullen, published by Cambridge University Press. ISBN 978-0-
521709-75-0.
Useful Websites www.ieltsessentials.com

www.IELTSLiz.com www.IELTSadvantage.com
www.memrise.com wwwe.bbc.co.uk/learningenglish
www.quizlet.com learningenglish.voanews.com
www.ted.com www.lyricstraining.com
www.englishcentral.com www.australiaplus.com/international/learn-english
Trainer Bio: Dan Golden
Dan Golden has spent over 14 years helping candidates prepare for the IELTS test by improving their
English skills and developing their confidence in their own abilities. He spent 12 years in a variety of
teaching and administrative roles with IDP English in Bangkok, consistently challenging and motivating
students to do their very best. During his time at IDP, he helped prepare high school and college students,
university lecturers, government officials, military officers, and corporate leaders for the IELTS test and has
coached multiple non-native speakers to overall IELTS Band scores of 8, 8.5 and 9.
In addition to his roles as a teacher and an IELTS examiner, Dan has led multiple successful IELTS teacher
training seminars for IDP in the Philippines, Vietnam, Cambodia, Thailand, Indonesia, Malaysia, Singapore,
Japan, Australia and New Zealand. He currently manages the IELTS preparation program for Wall Street
English Thailand.
Dan is a native of Pascagoula, Mississippi. Prior to moving to Bangkok in 2005, Dan worked in the
corporate world in both San Francisco and Los Angeles, California, including time with the offices of
Deloitte Consulting and The Charles Schwab Corporation. His understanding of the business world enables
him to draw from a wealth of experience working with groups and individuals from a variety of backgrounds
in teaching IELTS preparation courses, corporate classes and teacher training workshops.
If you have any questions, ideas or suggestions for IELTS related training, please feel free to contact Dan
directly at dangoldensf@yahoo.com.
Notes…
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Evaluating and Improving
IELTS Writing (v.2.0)
Facilitated by Dan Golden for

Table of Contents
Understanding IELTS Writing tasks pg 3

Script analysis: Task 1 pg 5
Classroom strategies: Task 1 pg 19
Script Analysis: Task 2 pg 27
Classroom strategies: Task 2 pg 42
Providing feedback pg 50
Recommended IELTS Texts and Teaching Resources pg 52
Computer Delivered IELTS (CD IELTS): Pros and Cons pg 53
Trainer Biography pg 55
© Dan Golden for IDP Education 2022. All rights reserved. Page 2
WRITING TASK 1
You work in an international company. You need to take some time off work.
Write a letter to your employer. In your letter
• explain why you need this time off
• give details of when you want the time off
• say who can do your work while you are away

You do NOT need to write any addresses.
Begin your letter as follows:
Dear ……………,
WRITING TASK 1
There have been some problems with public transport in your area recently.
Write a letter to the manager of the public transport company. In your letter
• describe the problems
• explain how these problems are affecting the public
• suggest what changes could be made

You do NOT need to write any addresses.
Begin your letter as follows:
Dear Sir or Madam,
WRITING TASK 1
The charts below show the number of Japanese tourists travelling abroad between
1985 and 1995 and Australia’s share of the Japanese tourist market.
Summarise the information by selecting and reporting the main features, and make
WRITING TASK 1
The diagram below shows the process of using water to produce electricity.
Summarise the information by selecting and reporting the main features, and make
WRITING TASK 2

Television is dangerous because it destroys family life and any sense of

community; instead of visiting people or talking with our family we just watch
television.
To what extent do you agree or disagree with this opinion?
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
WRITING TASK 2

In many countries children are engaged in some kind of paid work. Some people
regard this as completely wrong, while others consider it as valuable work
experience, important for learning and taking responsibility.
Discuss both these views and give your own opinion.
or experience.
WRITING TASK 2

People should be allowed to continue to work for as long as they want to and not
be forced to retire at a particular age such as 60 or 65.
Do you agree or disagree?
or experience.
WRITING TASK 2

Many people say that cooking and eating at home is better for the individual and
the family than eating out in restaurants or canteens.
Do you agree or disagree?
or experience.
Common IELTS Task 2 Essay Topics
(It is generally thought that the topics underlined occur more frequently.)
• Animals: pets, blood sports, animals for scientific experiments

• Art: art appreciation, censorship or art / artists, creativity, art at school, funding of art, benefits
of art for individuals and society, creative and performing arts, culture and society
• Business and money: small vs large businesses, international business, family-run business,
management and leadership, success in business, business and technology, skills vs
knowledge for business, materialism and consumerism
• Communication: Technology and communication, family and communication, face-to-face vs
long distance communication, types of communication, effective communication
• Crime and punishment: youth crime, criminal justice, prisons vs rehabilitation, capital
punishment vs other types of punishment, what makes a criminal, major vs minor crime, crime
and technology, role of police, men and women in law enforcement
• Economics: cash vs credit cards, saving vs spending, globalization and economy, world
economic issues, economic progress and success, wealth and poverty
• Education: children and education, relevant subjects, education and technology, role of
teachers, discipline and rules in school, single-sex schools, uniforms, funding, assessment,
student life, educational aid to poorer countries, importance of studying science, history, the
arts or a foreign language
• Employment: retiring, telecommuting, automation, salaries, job importance, child labor
• Engineering: building design, design and innovation, trends
• Environment: animals, protection of endangered species, zoos and their role, environmental
problems, saving the environment and solving environmental problems, government vs
individual roles, global warming, deforestation, climate change, pollution
• Family and children: family roles, parental roles, family size, the generation gap, discipline,
role models, family and education, raising children
• Food: health and diet, education of diet, traditional vs modern diets, fast food, children and
diet, availability, food production, food transportation, chemicals and fertilizers
• Globalization: language, travel, tourism, loss of identity / culture, poverty / wealth, changing
attitudes and trends, the modern world
• Health: prevention vs cure, funding, health and education, poor countries and rich countries,
health aid, dealing with global epidemics, hospitals and treatments, obesity, exercise and
health, stress, healthcare, drug use, exercise and keeping fit
• Human body: the mind, mental and physical development
• Language: having only one world language, methods of language learning, travel and
language, the disappearance of languages, language and culture
• Media and advertising: censorship, control and freedom of speech, advertising methods,
children and advertising, media and technology, news and reporting, news, fame
• Natural resources: oil, water, coal, forests, alternative fuels, energy crisis, depletion of
resources
• Personality: development of character and personality, innate or developed practices (nature
vs nurture), female / male characteristics, happiness
• Reading: paper books vs e-books, children and reading, books and education, libraries,
reading and leisure
• Society: overpopulation, poverty, homeless people, crime on the streets, modern lifestyles,
budget spending, public services
• Sport: professional vs amateurs, salary, equipment, sport and learning, sport as a school
subject, men vs women in sport, types of sport, international sporting events, competitive
sports, dangerous sports
• Technology: controlling the Internet, socializing online, children and technology (safety), the
change in society, letters vs e-mail, storing data, safety of personal information, computers,
hacking, telecommunications
• Transport: pubic transport, development of infrastructure, comparing forms of transport, cars,
air travel, public transportation, problems with modern forms of transport, environmental
issues, changing trends
• Travel: culture and travel, understanding people and travel, living in a global world
• Urban and rural areas: development, urbanization, migration, quality of life
• Work: shift work, women at work, types of jobs (blue collar / white collar), children and
exploitation, part-time work, work and technology, employment, salary, equality
• Other essay topics: space and exploration, water and oceans, changing and moving vs
stability and consistency, leisure activities, government spending
No-go topics include death, politics, race, religion, sex and war.
Recommended IELTS Texts and Teaching Resources
Textbooks
Action Plan for IELTS by Vanessa Jakeman and Clare McDowell, published by Cambridge
University Press. Both Academic and General Training books available.
Complete IELTS (3 levels: Band 4 - 5, Band 5 - 6.5 and Band 6.5 - 7.5) published by Cambridge
University Press.
Focus on IELTS Foundation by Sue O’Connell, published by Pearson Longman.
Focus on IELTS by Sue O’Connell, published by Pearson Longman.
Improve your Skills for IELTS 4.5 to 6.0 and Improve your Skills for IELTS 6.0 to 7.5, published by
Macmillan. Separate books for Listening/Speaking, Reading, Writing at each level.
Mindset for IELTS (Foundation, levels 1 – 3) published by Cambridge University Press.
Resource Materials
Check your Vocabulary for IELTS by Rawdon Wyatt, published by A&C Black. ISBN 978-1-
408153-93-2.
Check your Vocabulary for Academic English by David Porter, published by A&C Black. ISBN 978-
0-713682-85-4
Grammar for IELTS by Diana Hopkins and Pauline Cullen, published by Cambridge University
Press. ISBN 978-0-521604-62-8.
IELTS Resource Pack by Jon Marks, published by Bloomsbury. ISBN 978-1-905085-15-6.
Instant IELTS by Guy Brook-Hart, published by Cambridge University Press. ISBN 978-0-521755-
34-4.
Pronunciation Games by Mark Hancock, published by Cambridge University Press, ISBN 978-0-
521467-35-3.
Vocabulary for IELTS by Pauline Cullen, published by Cambridge University Press. ISBN 978-0-
521709-75-0.
Useful Websites www.ieltsessentials.com

www.IELTSLiz.com www.IELTSadvantage.com
www.memrise.com wwwe.bbc.co.uk/learningenglish
www.quizlet.com learningenglish.voanews.com
www.ted.com www.lyricstraining.com
www.englishcentral.com www.australiaplus.com/international/learn-english
Computer Delivered IELTS (CD IELTS): Pros and Cons
Is the computer-based IELTS different from the paper-based test?
No. It is the same test but candidates put their answers on a computer rather than on paper.
Is the marking the same?
Yes, it is 100% the same. It is the same test with the same marking. All that is different is that the candidate
types their answers on a computer.
Are there any differences between CD IELTS and paper-based IELTS?
Just one. In the paper-based listening test, candidate have 10 minutes at the end of the test to transfer their
answers from the question paper to the answer sheet. In the computer-based test, this is not the case. In
the computer-based test, candidates type their answers using the computer. At the end of the test, they
receive only 2 minutes to check their answers.
For reading, writing and speaking, the timing is the same. Every other aspect of the test is the same,
regardless of whether it is on paper or on a computer.
Why take CD IELTS?
The aim of offering CD IELTS is for people who are more accustomed to typing than to writing. If a person
prefers to type and can type quickly, then CD IELTS is the best way to take the test. If a person is poor or
very slow at typing, then they should stick with the paper-based version of the test.
Pros & Cons of CD IELTS

Pros
• Easy to write/type answers if you are good at typing
• Screens provided are a good size which is useful for reading
• Less crowded – fewer people take the test at one time (at the moment)
• Quick results (results for CD IELTS are normally available within 5 to 7 days)
• Slot availability
Cons
• You need to be good at typing. If you are not a good typist, you should consider the paper-based
test.
• Screens will lock at exactly the mentioned time so candidates will not be able to make any last-
minute changes.
• The timer will not display seconds in the last one minute, so candidates will not know when the
screen will get locked.
General advice
• Make sure you practice sample computer-based IELTS tests before trying the real CD IELTS. You
can find one on the IDP website at https://www.ieltsessentials.com/about/computer-delivered-
ielts/get-familiar The practice test works best in Google Chrome.
• If your typing isn’t good, take the paper-based test.
Listening pros and cons

1. Con: Even though you are given a pen and paper, you need to type your answer directly into the
computer. This means you need to be able to listen and type at the same time.
2. Con: Some questions require you to type an answer while others require you to drag words from
one place to another and others require you to select boxes. You need to get used to the different
ways IELTS listening questions can be answered on the computer.
3. Con: transfer time – you only have 2 minutes to check your answers, not 10 minutes to transfer
them.
4. Con: If you don’t know how to move from one section to the next, you might waste valuable time
figuring it out.
5. Pro: The tab key works to move from one part to another.
6. Note: There is no longer an example conversation at the beginning of the listening test. Do not
expect that any longer.
7. Advice: Get familiar with the way each page looks and feels on CD IELTS for each type of question.
Sample questions are available on the IDP website.
Reading pros and cons

1. Pro: The best thing about CD IELTS is that the passage will be on the left-hand side of the screen
and the questions will appear on the right-hand side. It is very easy and convenient to read and
answer the questions.
2. Pro: You can increase the font size.
3. Pro: You can highlight the text as needed. Right=click and select highlight. In the paper-based test,
it is not easy to highlight because you can’t use a highlighter pen in the test.
4. Pro: Another advantage for the reading exam: you an copy/paste from the test using CTRL+C and
CTRL+V, which reduces the changes of typos.
5. Con: You cannot use a search function to look for words.
6. Advice: Get used to scrolling up and down long articles to get used to reading passages and
navigating passages on a screen.
Writing pros and cons

1. Pro: You do not need to count your words. The computer will show you the word count
2. Pro: It is easier to edit your writing. You can cut, copy and paste.
3. Con: The major disadvantage with CD IELTS is that we unintentionally make spelling / typo errors.
Though we know how to spell a word, as make mistakes when we type, It is not always possible to
identify all the spelling mistakes when proof reading.
4. Con: There will be a lot of people typing for one hour all at the same time. This means it could be
noisy, which some people find distracting.
5. Con: Your typing speed needs to be adequate.
6. Note: You will be given a pen and paper, You can use it to plan your essay, or you can plan your
essay on screen and expand your plan as you write your essay.
Speaking Test:
• This has not changed. It is still a face-to-face conversation with an examiner.
Trainer Bio: Dan Golden
Dan Golden has spent over 14 years helping candidates prepare for the IELTS test by improving their
English skills and developing their confidence in their own abilities. He spent 12 years in a variety of
teaching and administrative roles with IDP English in Bangkok, consistently challenging and motivating
students to do their very best. During his time at IDP, he helped prepare high school and college students,
university lecturers, government officials, military officers, and corporate leaders for the IELTS test and has
coached multiple non-native speakers to overall IELTS Band scores of 8, 8.5 and (yes!) 9.
In addition to his roles as a teacher and an IELTS examiner, Dan has led multiple successful IELTS teacher
training seminars for IDP in the Philippines, Vietnam, Cambodia, Thailand, Indonesia, Malaysia, Singapore,
Japan, Australia and New Zealand. He currently manages the IELTS preparation program for Wall Street
English Thailand.
Dan is a native of Pascagoula, Mississippi. Prior to moving to Bangkok in 2005, Dan worked in the
corporate world in both San Francisco and Los Angeles, California, including time with the offices of
Deloitte Consulting and The Charles Schwab Corporation. His understanding of the business world enables
him to draw from a wealth of experience working with groups and individuals from a variety of backgrounds
in teaching IELTS preparation courses, corporate classes and teacher training workshops.
If you have any questions, ideas or suggestions for IELTS related training, please feel free to contact Dan
directly at dangoldensf@yahoo.com.
Notes…
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

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An Introduction to IELTS

Facilitated by Dan Golden for

December 10, 2022

IELTS Listening page 3

academic Part 3 Part 4

Part 1: a social conversation between 2 people

Hurry Sickness by Alyson Geller, MPH

• Part 2: The long turn (3 - 4 minutes)

• Part 3: The discussion (4 – 5 minutes)

• What subject(s) are you studying?

Describe a special gift or present you gave to someone.

Let’s consider first of all giving gifts in families.

Now let’s think about giving gifts in society.

Let’s move on to international gifts or international aid.

Describe something you did (or experienced) that was exciting.

Let’s consider first of all exciting and adventurous activities.

Now let’s think about parental attitudes.

Let’s move on to dangerous activities.

Tell us about… Tell us about…

…a bag you carry …animals

Tell us about… Tell us about…

…being busy …pets

Tell us about… Tell us about…

…being polite …birds

Tell us about… Tell us about…

Tell us about… Tell us about…

…boats …buying things

…city life …country life

Tell us about… Tell us about…

…collecting things …clothes and fashion

Tell us about… Tell us about…

Tell us about… Tell us about…

Tell us about… Tell us about…

Tell us about… Tell us about…

…your family …driving

Tell us about… Tell us about…

Tell us about… Tell us about…

Tell us about… Tell us about…

Tell us about… Tell us about…

…fruits and vegetables …a gift you gave someone

Tell us about… Tell us about…

…holidays …a gift you received

…good health …leisure time

Tell us about… Tell us about…

…housework …what you do to relax

Tell us about… Tell us about…

…maps …magazines and newspapers

Tell us about… Tell us about…

…mobile phones …music

Tell us about… Tell us about…

…nature …museums and art galleries

Tell us about… Tell us about…

…neighbors …outdoor activities

Tell us about… Tell us about…

Tell us about… Tell us about…

Tell us about… Tell us about…

Tell us about… Tell us about…

…the city, town or village …your house, apartment,

Tell us about… Tell us about…

…the city, town or village you …your family

…the university you attend or …your job and your workplace

Tell us about… Tell us about…

…your elementary school …your high school

Tell us about… Tell us about…