IELTS Train the Trainer 2023:

General Training Reading and Writing

Facilitated by Dan Golden for

A quick overview of the General Training Reading test
The General Training Reading test requires you to read extracts from books, magazines, newspapers,
notices, advertisements, company handbooks and guidelines. These are materials you are likely to
encounter daily in an English-speaking environment. There are three parts in the test, with Part
1 containing two to three short texts, Part 2 contains two texts and Part 3 contains one longer text.

Sample questions
• Flow-chart completion (pages 10 – 11)

• Identifying information (pages 14 – 15)

• Matching information (pages 7 – 8)

• Matching features (pages 12 – 13)

• Matching headings (pages 9 – 10)

• Sentence completion (page 16)

• Short-answer questions (page 17)

Multiple choice
There are three types of multiple choice questions:

• Choose the best answer from four choices (A, B, C or D)

• Choose the best two answers from five choices (A, B, C, D or E)

• Choose the best three answers from seven choices (A, B, C, D, E, F or G)

Each multiple choice question may involve completing a sentence, where you are given the first part of
a sentence and then you have to choose the best way to complete it from the options, or you might
have to answer a complete question, choosing the option which best answers it.

The questions are presented in the same order as the information in the reading text. So, the answer
to the first multiple choice question will be located in the text before the answer to the second multiple
choice question, and so on.

Identifying information
When you have to identify information, you will be given a number of statements and asked: “Do the
following statements agree with the information in the text?”. When you answer the
questions, you write “True”, “False” or “Not given” in the answer boxes.

It is important to understand the difference between “False” and “Not given”. “False” means the
passage states the opposite of the statement in question. “Not given” means that the statement is
neither confirmed nor contradicted by the information in the passage.

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Identifying a writer's views or claims
In this question type, where you have to identify a writer’s view or claim, you will be given a number
of statements and asked: ‘Do the following statements agree with the views/claims of the writer?’. You
will then select ‘Yes’, ‘No’ or ‘Not given’.

It is important to understand the difference between 'No' and 'Not given'. 'No' means that the views or
claims of the writer explicitly disagree with the statement, i.e. the writer expresses the view or makes a
claim which is opposite to the one given in the question; 'Not given' means that the view or claim is
neither confirmed nor contradicted.

Be careful when deciding on your answer that you are not influenced by your own knowledge on the
topic area.

This question type assesses your ability to recognize opinions or ideas, and so it is often used with
discursive or argumentative texts.

Matching information
In this matching information question type, you are required to locate specific information within the
lettered paragraphs or sections of a text, and then you have to select the letters of the correct
paragraphs or sections.

You may be asked to find:

• specific detail

• an example

• a reason

• a description

• a comparison

• a summary

• an explanation.

You will not necessarily need to find information in every paragraph or section of the text, but there
may be more than one piece of information that you need to locate in a given paragraph or section.
When this is the case, you will be told that you can use a letter more than once.

This matching information question type can be used with any text, as it tests a wide range of reading
skills, from locating detail to recognizing a summary or definition.

Matching information assesses your ability to scan for specific information.

Matching headings
A heading refers to the main idea of the paragraph or section of the text. In the matching headings
question type, you are given a list of headings and then asked to match the heading to the correct
paragraphs or sections. There will always be more headings than there are paragraphs or sections, so
some headings will not be used. It is also possible that some paragraphs or sections may not be

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included in the task. This question type is used with texts that contain paragraphs or sections with
clearly defined themes.

Matching headings tests your ability to recognize the main idea or theme in the paragraphs or sections
of a text, and to distinguish main ideas from supporting ones.

Matching features
You are required to match a set of statements or pieces of information to a list of options. The options
are presented as a group of features from the text with each one identified by letters. For example, you
may be required to match different research findings to a list of researchers, or characteristics to age
groups, events to historical periods, etc. It is possible that some options will not be used, and that
others may be used more than once. The instructions will tell you if you can use the options more than
once.

Matching features will assess your ability to recognize relationships and connections between facts in
the text and your ability to recognize opinions and theories. It may be used both with factual
information, as well as opinion-based discursive texts. You will need to be able to skim and scan the
text in order to locate the required information and then to read for detail to match the correct feature.

Matching sentence endings

When you have to match sentence endings, you are given the first half of a sentence based on the
reading text and you are asked to choose the best way to complete it from a list of possible options.
There will be more options to choose from than there are questions. You will then have to choose the
correct option to complete the sentence. The questions are in the same order as the information in the
passage: that is, the answer to the first question in this group will be found before the answer to the
second question, and so on.

Matching sentence endings assesses your ability to understand the main ideas within a sentence.

Sentence completion
In this sentence completion question type, you will complete sentences taken from the reading text.
The instructions will make it clear how many words or numbers you should use in your answer, e.g.,
‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or
‘NO MORE THAN TWO WORDS’. If you write more than the number of words in the instruction, you
will lose the mark. Numbers can be written using figures or words. Hyphenated words count as single
words. The questions are in the same order as the information in the passage: that is, the answer to
the first question in this group will be found before the answer to the second question, and so on.

Sentence completion assesses your ability to locate detail or specific information.

Summary, note, table, flow-chart completion

In this summary completion question type, you will be given a summary of a section of the text and are
required to complete it with information taken from the text. The summary will usually be of only one
part of the passage rather than the whole.

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The given information may be in the form of:

• several connected sentences of text (referred to as a summary)

• several notes (referred to as notes)

• a table with some of its cells empty or partially empty (referred to as a table)

• a series of boxes or steps linked by arrows to show a sequence of events, with some of the
boxes or steps empty or partially empty (referred to as a flow-chart).

The answers will not necessarily occur in the same order as in the text. However, they will usually
come from one section rather than the entire text.

There are two variations of this task type. You may be asked to:

1. select words from the text

2. select from a list of answers.

Where words have to be selected from the passage, the instructions will make it clear how many
words or numbers you should use in your answers, e.g., ‘NO MORE THAN THREE WORDS AND/OR
A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If you write
more than the number of words asked for, you will lose the mark.

Numbers can be written using figures or words. Hyphenated words count as single words. Where a list
of answers is provided, they most frequently consist of a single word.

Because this task type often relates to precise factual information, it is often used with descriptive
texts.

It will assess your ability to understand details and/or the main ideas of a section of text. In the
variations involving a summary or notes, you will need to be aware of the type of word(s) that will fit
into a given gap (for example, whether a noun is needed, or a verb, etc.).

Diagram label completion

In this question type, you are required to complete labels on a diagram, which relates to a description
contained in the text. The instructions will make it clear how many words or numbers you should use
in your answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’,
‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If you write more than the number of words
asked for, you will lose the mark. Numbers can be written using figures or words. Hyphenated words
count as single words. The answers do not necessarily occur in order in the passage. However, they
will usually come from one section rather than the entire text.

The diagram may show some type of machine, or of parts of a building or of any other element that
can be represented pictorially. This task type is often used with texts describing processes or with
descriptive texts.

Diagram label completion assesses your ability to understand a detailed description, and to relate it to
information presented in the form of a diagram.

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Short-answer questions
In this question type, you are required to answer a question providing a short answer. You will answer
questions which usually relate to factual information about details in the text.

You must write your answers using words or numbers from the text. The instructions will make it clear
how many words or numbers you should use in your answers, e.g. ‘NO MORE THAN THREE WORDS
AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If
you write more than the number of words asked for, you will lose the mark.

Numbers can be written using figures or words. Hyphenated words count as single words. The
questions are in the same order as the information in the text.

Short-answer questions assess your ability to locate and understand precise information in the text.

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General Training Reading sample task – Matching information

SECTION 1 Questions 1 – 8
Questions 1 – 8

Look at the five advertisements, A-E.

Which advertisement mentions the following?

Write the correct letter, A-E, in boxes 1-8 on your answer sheet.

NB You may use any letter more than once.

1 up-to-date teaching systems

2 that the institution has been established for a significant time

3 examination classes

4 that arrangements can be made for activities outside class

5 the availability of courses for school students

6 language teaching for special purposes

7 a wide variety of language choices

8 evening classes

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Page 8
General Training Reading sample task – Matching headings

Questions 27 – 32

The text has seven paragraphs, A-G.

Choose the correct heading for paragraphs A, B and D-G from the list of headings below.

Write the correct number, i-ix, in boxes 27-32 on your answer sheet.

List of Headings
i Robots working together
ii Preparing LGVs for takeover
iii Looking ahead
iv The LGV’s main features
v Split location for newspaper production
vi Newspapers superseded by technology
vii Getting the newspaper to the printing centre
viii Controlling the robots
ix Beware of robots!

27 Paragraph A ________

28 Paragraph B ________

Example
Paragraph C ___ix___

29 Paragraph D ________

30 Paragraph E ________

31 Paragraph F ________

32 Paragraph G ________

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General Training Reading sample task – Matching headings and Flow-chart completion

ROBOTS AT WORK
A day’s paper and the publishing order are determined at
The newspaper production process has come a long way head office, the information is punched into the
from the old days when the paper was written, edited, computer and the LGVs are programmed to go about
typeset and ultimately printed in one building with the their work. The LGVs collect the appropriate size paper
journalists working on the upper floors and the printing reels and take them where they have to go. When the
presses going on the ground floor. These days the editor, press needs another reel its computer alerts the LGV
subeditors and journalists who put the paper together are system. The Sydney LGVs move busily around the
likely to find themselves in a totally different building or press room fulfilling their two key functions to collect
maybe even in a different city. This is the situation which reels of newsprint either from the reel stripping
now prevails in Sydney. The daily paper is compiled at the stations, or from the racked supplies in the newsprint
editorial headquarters, known as the prepress centre, in the storage area. At the stripping station the tough
heart of the city, but printed far away in the suburbs at the wrapping that helps to protect a reel of paper from
printing centre. Here human beings are in the minority as rough handling is removed. Any damaged paper is
much of the work is done by automated machines peeled off and the reel is then weighed.
controlled by computers.
E
B Then one of the four paster robots moves in.
Once the finished newspaper has been created for the next Specifically designed for the job, it trims the paper
morning’s edition, all the pages are transmitted neatly and prepares the reel for the press. If required
electronically from the prepress centre to the printing the reel can be loaded directly onto the press; if not
centre. The system of transmission is an update on the needed immediately, an LGV takes it to the storage
sophisticated page facsimile system already in use on area. When the press computer calls for a reel, an LGV
many other newspapers. An imagesetter at the printing takes it to the reel loading area of the presses. It lifts the
centre delivers the pages as film. Each page takes less than reel into the loading position and places it in the correct
a minute to produce, although for colour pages four spot with complete accuracy. As each reel is used up,
versions, once each for black, cyan, magenta and yellow the press drops the heavy cardboard core into a waste
are sent. The pages are then processed into photographic bin. When the bin is full, another LGV collects it and
negatives and the film is used to produce aluminium deposits the cores into a shredder for recycling.
printing plates ready for the presses.
F
C The LGVs move at walking speed. Should anyone step
A procession of automated vehicles is busy at the new in front of one or get too close, sensors stop the vehicle
printing centre where the Sydney Morning Herald is until the path is clear. The company has chosen a
printed each day. With lights flashing and warning horns laserguide function system for the vehicles because, as
honking, the robots (to give them their correct name, the the project development manager says “The beauty of
LGVs or laser guided vehicles) look for all the world like it is that if you want to change the routes, you can work
enthusiastic machines from a science fiction movie, as out a new route on your computer and lay it down for
they follow their own random paths around the plant them to follow”. When an LGV’s batteries run low, it
busily getting on with their jobs. Automation of this kind will take itself off line and go to the nearest battery
is now standard in all modern newspaper plants. The maintenance point for replacement batteries. And all
robots can detect unauthorised personnel and alert security this is achieved with absolute minimum human input
staff immediately if they find an “intruder”; not and a much reduced risk of injury to people working in
surprisingly, tall tales are already being told about the the printing centres.
machines starting to take on personalities of their own.
G
D The question newspaper workers must now ask,
The robots’ principal job, however, is to shift the however is, “how long will it be before the robots are
newsprint (the printing paper) that arrives at the plant in writing the newspapers as well as running the printing
huge reels and emerges at the other end centre, churning out the latest edition every morning?”
some time later as newspapers. Once the size of the

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General Training Reading sample task - Flow-chart completion

Questions 33 – 40

Complete the flow-chart below.

Choose NO MORE THAN THREE WORDS from the text for each answer.

Write your answers in boxes 33 - 40 on your answer sheet.

The Production Process

The newspaper is compiled at the editorial headquarters by the journalists.

The final version of the text is 33 ............... to the printing centre.

The pages arrive by facsimile.

The pages are converted into 34 …………… .

35 …………… are made for use in the printing presses.

The LGVs are 36 …………… by computer.

The LGVs collect the reels of paper.

The LGVs remove the 37 …………… from the reel.

The reel is 38 …………… .

The reel is trimmed and prepared by the 39 …………… .

The reel is taken to the press. The reel is taken to the 40 ……………

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General Training Reading sample task – Matching features

[Note: This is an extract from a General Training Reading text on the subject
of the history of cinema. The text preceding this extract gave a general overview.]

Although French, German, American and British pioneers have all been credited with the
invention of cinema, the British and the Germans played a relatively small role in its
worldwide exploitation. It was above all the French, followed closely by the Americans,
who were the most passionate exporters of the new invention, helping to start cinema in
China, Japan, Latin America and Russia. In terms of artistic development it was again
the French and the Americans who took the lead, though in the years before the First
World War, Italy, Denmark and Russia also played a part.

In the end it was the United States that was to become, and remain, the largest single
market for films. By protecting their own market and pursuing a vigorous export policy,
the Americans achieved a dominant position on the world market by the start of the First
World War. The centre of filmmaking had moved westwards, to Hollywood, and it was
films from these new Hollywood studios that flooded onto the world’s film markets in the
years after the First World War, and have done so ever since. Faced with total
Hollywood domination, few film industries proved competitive. The Italian industry,
which had pioneered the feature film with spectacular films like “Quo Vadis?” (1913) and
“Cabiria” (1914), almost collapsed. In Scandinavia, the Swedish cinema had a brief
period of glory, notably with powerful epic films and comedies. Even the French cinema
found itself in a difficult position. In Europe, only Germany proved industrially capable,
while in the new Soviet Union and in Japan, the development of the cinema took place in
conditions of commercial isolation.

Hollywood took the lead artistically as well as industrially. Hollywood films appealed
because they had better constructed narratives, their special effects were more
impressive, and the star system added a new dimension to screen acting. If Hollywood
did not have enough of its own resources, it had a great deal of money to buy up artists
and technical innovations from Europe to ensure its continued dominance over present or
future competition.

From early cinema, it was only American slapstick comedy that successfully developed
in both short and feature format. However, during this ‘Silent Film’ era, animation,
comedy, serials and dramatic features continued to thrive, along with factual films or
documentaries, which acquired an increasing distinctiveness as the period progressed. It
was also at this time that the avant-garde film first achieved commercial success, this
time thanks almost exclusively to the French and the occasional German film.

Of the countries which developed and maintained distinctive national cinemas in the
silent period, the most important were France, Germany and the Soviet Union. Of these,
the French displayed the most continuity, in spite of the war and post-war economic
uncertainties. The German cinema, relatively insignificant in the pre-war years, exploded
on to the world scene after 1919. Yet even they were both overshadowed by the Soviets
after the 1917 Revolution. They turned their back on the past, leaving the style of the
pre-war Russian cinema to the émigrés who fled westwards to escape the Revolution.

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General Training Reading sample task – Matching features

The other countries whose cinemas changed dramatically are: Britain, which had an
interesting but undistinguished history in the silent period, Italy, which had a brief
moment of international fame just before the war, the Scandinavian countries,
particularly Denmark, which played a role in the development of silent cinema quite out
of proportion to their small population, and Japan, where a cinema developed based
primarily on traditional theatrical and, to a lesser extent, other art forms and only
gradually adapted to western influence.

Questions 34 – 40

Look at the following statements (Questions 34 – 40) and the list of countries below.

Match each statement with the correct country, A – J.

Write the correct letter, A-J, in boxes 34-40 on your answer sheet.
NB You may use any letter more than once.

34 It helped other countries develop their own film industry.

35 It was the biggest producer of films.

36 It was first to develop the 'feature' film.

37 It was responsible for creating stars.

38 It made the most money from 'avantgarde' films.

39 It made movies based more on its own culture than outside influences

40 It had a great influence on silent movies, despite its size.

List of countries

A France
B Germany
C USA
D Denmark
E Sweden
F Japan
G Russia
H Italy
I Britain
J China

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General Training Reading sample task – Identifying information

Read the text below and answer Questions 1-8.

London to Brighton Bike Ride

The start
The bike ride starts at Clapham Common tube station.
• Your Start Time is indicated by the colour of your body number in this pack. It is also
printed on the address label of the envelope. Please arrive no earlier than 30 minutes
before that time.
• We allocate an equal number of cyclists for each Start Time to ensure a steady flow.
Please keep to the time you've been given so we can keep to our schedule and avoid
delaying other riders and prevent 'bunching' further down the route.
• An Information Point, toilets and refreshment stands will be open from very early in
the day.

Ride carefully
We put together as many facilities as possible to help ensure you have a troublefree day.
But we also rely on you to ride safely and with due consideration for other cyclists and
road users. Although many roads are closed to oncoming traffic, this is not always the
case and you should be aware of the possibility that there could be vehicles coming in the
opposite direction. Please do not attempt reckless overtaking whilst riding – remember it
is NOT a race.

Follow all instructions

Every effort is made to ensure that the route is well signed and marshalled. Please obey
all directions from police and marshals on the route. If you hear a motorcycle marshal
blow his/her whistle three times, move left.

Wear a helmet
Every year we are delighted to see more riders wearing protective helmets, but we would
like to see every cyclist on the ride wearing one. More than half of reported injuries in
cycling accidents are to the head, and a helmet gives the best protection when the head
hits the ground.

Attracting assistance
If you have an accident, ask a marshal for help; they are in contact with the
support/emergency services. To call for help from our motorcycle marshals, give a 'thumbs
down' signal. The marshal will do all he/she can to help, providing he/she is not already
going to a more serious accident. If a motorcycle marshal slows down to help you, but you
have just stopped for a rest and don't need help, please give a 'thumbs up' signal and
he/she will carry on. Remember – thumbs down means 'I need help'.

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In case of breakdown
Refer to your route map and make your way to a Mechanics Point. Mechanical
assistance is free when you show your Rider Identity Card; you just pay for the parts.

Refreshment stops
Look out for these along the route. Most are organised by voluntary clubs and their prices
give you real value for money. They are also raising money for their local communities and
the British Heart Foundation, so please give them your support.

Rain or shine – be prepared

In the event of very bad weather, watch out for signs to wet weather stations en route.
Good waterproofs, like a cycle cape, are essential. Our first aid staff can only supply bin
liners and by the time you get one you may be very wet. However, the English summer is
unpredictable – it may also be hot, so don't forget the sun protection cream as well!

If you have to drop out

We will try to pick your bike up for you on the day. Call Bike Events () no more than two
weeks after the ride to arrange collection. Sorry, we cannot guarantee this service nor can
we accept liability for any loss or damage to your bike. Bike Events will hold your bike for
three months, after which it may be disposed of. You will be charged for all costs incurred
in returning your cycle.

Questions 1 – 8

Do the following statements agree with the information given in the text?

In boxes 1-8 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1 You should not arrive more than half an hour before your allocated starting time.

2 Your Rider Identity Card will be sent to you before the event.

3 Some roads may have normal traffic flow on them.

4 Helmets are compulsory for all participants.

5 Refreshments are free to all participants during the ride.

6 If you need a rest you must get off the road.

7 First aid staff can provide cycle capes.

8 Bike Events will charge you for the return of your bike.

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General Training Reading sample task – Sentence completion

[Note: This is an extract from a General Training Reading text on the subject of
understanding bee behaviour. The text preceding this extract described Karl von Frisch's
experiments and his conclusions about two bee dances.]

At first, von Frisch thought the bees were responding only to the scent of the food. But what did
the third dance mean? And if bees were responding only to the scent, how could they also ‘sniff
down’ food hundreds of metres away from the hive*, food which was sometimes downwind? On a
hunch, he started gradually moving the feeding dish further and further away and noticed as he did
so that the dances of the returning scout bees also started changing. If he placed the feeding dish
over nine metres away, the second type of dance, the sickle version, came into play.
But once he moved it past 36 metres, the scouts would then start dancing the third, quite different,
waggle dance.

The measurement of the actual distance too, he concluded, was precise. For example, a feeding
dish 300 metres away was indicated by 15 complete runs through the pattern in 30 seconds.
When the dish was moved to 60 metres away, the number dropped to eleven.

Von Frisch noted something further. When the scout bees came home to tell their sisters about the
food source, sometimes they would dance outside on the horizontal entrance platform of the hive,
and sometimes on the vertical wall inside. And, depending on where they danced, the straight
portion of the waggle dance would point in different directions. The outside dance was fairly easy
to decode: the straight portion of the dance pointed directly to the food source, so the bees would
merely have to decode the distance message and fly off in that direction to find their food.

But by studying the dance on the inner wall of the hive, von Frisch discovered a remarkable
method which the dancer used to tell her sisters the direction of the food in relation to the sun.
When inside the hive, the dancer cannot use the sun, so she uses gravity instead. The direction of
the sun is represented by the top of the hive wall. If she runs straight up, this means that the
feeding place is in the same direction as the sun. However, if, for example, the feeding place is
40º to the left of the sun, then the dancer would run 40º to the left of the vertical line. This was to
be the first of von Frisch’s remarkable discoveries. Soon he would also discover a number of other
remarkable facts about how bees communicate and, in doing so, revolutionise the study of animal
behaviour generally.

* Hive – a ‘house’ for bees; the place where they build a nest and live

Questions 38 - 40

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the text for each answer.

Write your answers in boxes 38-40 on your answer sheet.

38 Von Frisch discovered the difference between dance types by changing the position
of the .................. .

39 The dance outside the hive points in the direction of the ............... .

40 The angle of the dance from the vertical shows the angle of the food from the ………. .

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General Training Reading sample task – Short-answer questions

Questions 4 – 8

Answer the questions below.

Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the text for each answer.

Write your answers in boxes 4-8 on your answer sheet.

4 What has been found in some Fancy Foods products?

5 Where can you find the batch number on the jars?

6 How much will you receive for an opened jar of contaminated Chicken Curry?

7 If you have eaten Chicken Curry from a jar with one of the batch numbers listed, whom
should you contact?

8 What is the maximum reward Fancy Foods is offering for information about who
contaminated their product?

IMPORTANT NOTICE: PRODUCT RETURN

Fancy Foods wishes to inform the public that pieces of metal have been found in some jars of
Fancy Foods Chicken Curry (Spicy). The batches of the jars involved have numbers from J6617
to J6624. The batch number is printed on the bottom of each jar.

If you have any jars with these batch numbers, please return them (preferably unopened) to the
supermarket where you purchased them. You can also return them to the factory (Fancy Foods
Retailers, Blacktown). Fancy Foods will pay $10 for each jar returned unopened and $5 for each
jar already opened.

No payment will be made for empty jars, which do not need to be returned. However, the Retailing
Manager will be interested to hear from people who have consumed chicken curry from any of the
above batch numbers. In particular, it will be helpful if they can give information about the place
of purchase of the product.

Jars of Fancy Foods Chicken Curry (Coconut) and Fancy Foods Chicken Curry (Mango) have not
been affected and do not need to be returned.

REWARD
Fancy Foods will pay a reward of $10,000 to $50,000 for information which leads to the
conviction of any person found guilty of placing metal pieces in its products. If you have such
information, please contact the Customer Relations Manager, Fancy Foods Retailers,
Blacktown.

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 Answers to reading exercises
Words in brackets are optional - they are correct, but not necessary.

Pages 8 – 9, Matching information Pages 15 – 16, Identifying information

1 B 1 TRUE
2 E 2 NOT GIVEN
3 E 3 TRUE
4 C 4 FALSE
5 D 5 FALSE
6 B 6 NOT GIVEN
7 A 7 FALSE
8 D 8 TRUE

Pages 10 – 12, Matching headings and Flow- Page 17, Sentence completion
chart completion 38 feeding dish
27 v 39 food (source)
28 vii 40 sun
29 iv
30 i Page 18, Short answer questions
31 viii 4 pieces of metal
32 iii 5 (on) the bottom
33 transmitted (electronically) 6 $5
34 (photographic) film/negative(s) 7 (the) Retailing Manager
35 (aluminium) printing plates 8 $50,000
36 programmed
37 damaged paper/wrapping
38 weighed
39 paster robot(s)
40 storage area

Pages 13 – 14, Matching features

34 A
35 C
36 H
37 C
38 A
39 F
40 D

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A quick look at the General Training Writing test
The General Training Writing test includes two tasks that are based on topics of general interest.

Task 1

You will be presented with a situation and asked to write a letter requesting information or explaining
the situation. The letter may be personal, semi-formal or formal in style.

Task 2

You will be asked to write an essay in response to a point of view, argument or problem. The essay
can be slightly more personal in style compared to an Academic Writing task. You will support your
point of view with relevant examples from your own knowledge and experience.

Task 1: Writing a short letter for a specific purpose

In Task 1 in the General Training Writing test, you are asked to write a letter, where you demonstrate
your ability to communicate using English letter-writing conventions.

You will be given a common, everyday situation such as writing to apologise for missing a friend’s
party, or complaining to a company about bad service, writing to give advice to a friend about where to
go on holiday, or writing to express your interest in a new job.

In addition to being given the situation, three bullet points will outline exactly what information you
need to include in your letter. You might, for example, have to describe details, give reasons, express
likes and dislikes, or make suggestions or recommendations.

You will need use the correct tone in your letter. Tone is the way you communicate with
people showing the kind of relationship you have with them. In letters, the tone you use is clearly
indicated by a proper salutation and closing and it should also be conveyed by your choice of words
or phrasing.

Letters are usually written in a formal or informal tone. Generally, if the letter is to friends, people you
know well, or family, and the reason for writing is positive, the tone is informal. Letters to everyone else
and for all complaints or negative messages, should be more formal.

Task 2: Writing an essay

In Task 2 of the General Training Writing test, you are asked to write an essay in response to a point of
view, an argument, or a problem. Topics are of general interest such as whether it is better to
homeschool children, whether the drinking age should be raised, who is responsible for the care of the
elderly or how families could be brought closer together.

The task instructions give you information about the question telling you how to discuss the topic in
your essay. You may be asked to provide factual information, outline and present solutions, justify
an opinion or evaluate evidence and ideas. It is important that you complete the task carefully using
relevant ideas and examples to support your position. Your ideas should be organised clearly, using
paragraphs for each idea. You must write a minimum of 250 words.

You are assessed on your ability to follow English essay-writing conventions to organise and link
information in a coherent way using language accurately and appropriately to express your ideas and
opinions.

Page 19
How to write a Task 1 letter
• Different types of letter (complaint, invitation, request, application, making arrangements,
apology)
• Different tone (formal, semi-formal, informal)
• Grammar must be appropriate for the tone of the letter
Suggested structure:

• Greeting (Dear … ,)
• reason for writing (may not be necessary in an informal letter)
• first body paragraph (first bullet point with detail)
• second body paragraph (second bullet point with detail)
• third body paragraph (third bullet point with detail)
• sign off (All the best, Yours sincerely, Yours faithfully)
• name

Page 20
Example1: a personal letter

You want to sell your television. You think a friend of yours might like to buy it from you.
Write a letter to your friend.
In your letter:

• Explain why you are selling the television.

• Describe the television.

• Suggest a date when your friend cam come and see it.

Write at least 150 words.

You do NOT need to write any addresses.
Begin your letter as follows:
Dear ………,

Model Answer
Dear Gary,

Hope you are doing well.

I’m doing fine, though my life is quite hectic at the moment because, as you know, I am moving
abroad and there is so much to do!

There are a few things that I can’t take with me because they are too big so I am seeing if any of
my friends would be interested in buying them. One of the things I do not want to take with me is
my television, and I thought you might like to buy it off me for a cheap price.

It’s a 32“ flat screen TV, and it’s a Phillips model. It has a USB port so you can just plug in a thumb
drive to watch movies or listen to music. It has great stereo surround sound.

As you know, I’m leaving the country at the end of the month, which is only two weeks away. So if
you want to see it, it would be best to come on 20th or 21st. That will give me time to sell it
elsewhere if you are not interested.

Ok, I look forward to seeing you. Let me know if you can’t make it.

All the best,

John.

(199 Words)

Page 21
Comments
Overall, it is a good answer meeting all the requirements.

The IELTS letter addresses the three key points in the task about the television – why it’s being
sold (paragraphs 1 and 2), it’s description (paragraph 3), and some possible dates (paragraph 4).

It is clearly organized with each key point being addressed in a separate paragraph.

The tone is appropriate – informal as it is being sent to a friend (Hope you are doing well…, so
much to do!..., All the best...).

There is also evidence of the ability to use a mix of complex sentence structures correctly (though
my life…, because…, that I can’t…, if any of my friends…, which is only…, as you know…),
and correct usage of modality (can’t…, would…, might…, will…).

Page 22
Example 2: A semi-formal letter (a request)

You are experiencing financial problems and want to ask your landlord if you can pay
your rent late.

Write a letter to your landlord.

In your letter explain

• Why you are writing to him.

• Why you cannot pay the rent.

• When you will pay the rent.

Write at least 150 words.

You do NOT need to write any addresses.
Begin your letter as follows:
Dear ………,

Model Answer
Dear Mr Strickland,

I am writing to you to request that you allow me to pay my rent late this month.

I’ve been a tenant with you for a number of years now, and, as you know, I have always paid my
rent on time. However, I am having a few financial problems at the moment. Last month, I was
made redundant from my job because the company I work for is closing down. Because I have not
worked at the company for long, I have not received a redundancy payment, therefore leaving me
short of money this month.

I can assure you that I will be able to pay the rent on the 15th of next month. I have now found
another job, and they have kindly agreed to give me an advance on my wages, but they are
unable to arrange this until next week.

I hope this will be acceptable to you, but please contact me if it is a problem.

Yours sincerely,

John Streetham.

(163 Words)

Page 23
Comments
The letter is well-structured as the writer makes it clear in the first sentence why the letter is being
written, gives further details of the problem in the first body paragraph, and then in the final
paragraph sets out when payment will be made.

The tone of the letter is appropriate as it is polite (I am writing to you to request..., I can assure
you...., I apologise for this problem..., please contact me if it is a problem... ).

The opening and closing of the letter are correct for a semi-formal letter to someone if you know
their name (Dear Mr Strickland..., Yours sincerely... ).

There are good examples of correct use of tenses, demonstrating that the writer has a very good
working use of grammar:

1. present continuous for what is happening now: I am having a few financial problems at the
moment
2. past simple passive for events in the past and when the subject is not doing the verb: I
was made redundant
3. Future: I can assure you that I will be able to pay
4. Present perfect: I have now found

Page 24
Example 3: A formal letter (a complaint)

Your car insurance company has told you that they are going to increase the amount you
have to pay in insurance for your car each month. You are not happy about this.

Write a letter to your insurance company.

In your letter, explain

• Why you are writing to them.

• Why you think the insurance should not be increased.

• What you want them to do.

Write at least 150 words.

You do NOT need to write any addresses.
Begin your letter as follows:
Dear ………,

Model Answer
Dear Sir / Madam,

I am writing to you as I recently received a letter from you informing me that the insurance
premium for my car is going to increase from next month.

As you will be aware if you check my records, I have held my insurance with your company for
nearly seven years now. During this time, I have never had an accident and never had any reason
to make a claim on my insurance.

I understand that at times prices need to be increased. However, this increase you are suggesting
will result in a 20% increase in the amount I pay each month, a rate I feel is too much.

I would therefore like you to write back to me and explain why such an increase has been
proposed. If you are unable to justify it to my satisfaction, then I am afraid that I will have no other
option but to move my insurance to another company.

I look forward to hearing from you,

Yours faithfully,

Mr Mahmoud Khan

(166 words)

Page 25
Comments
The answer clearly addresses all the bullet points from the question. The writer gives reasons why
the letter is being written and why the increase is considered unfair, and then goes on to explain
what he wants the company to do to resolve the situation.

The writer expands on his ideas by giving extra details. For example, he explains that he has had
insurance for seven years and never had an accident, and he also explains how the increase will
affect him i.e., result in a 20% rise in his payments. It is important when writing a letter to give
extra information to support the letter whilst remaining on topic.

The tone of the IELTS formal letter is well-controlled, with appropriate opening (Dear Sir / Madam)
and closing (Yours faithfully) phrases, and further phrases that ensure the formal letter still
remains polite (I understand that..., I’m afraid..., I look forward to hearing from you...) despite
the fact that it is a letter of complaint.

There are some other good examples of phrases appropriate to a semi-formal or formal letter (As
you will be aware..., I would therefore like you to...).

Page 26
How to write an IELTS essay
While there are different types of IELTS Task 2 essays (agree / disagree, advantages /
disadvantages, problems / solutions, etc.), the answers all follow the same basic pattern. The
steps involved are:

• Identify the topic and the task.

• Brainstorm.
• Organize ideas into paragraphs.
• Write the essay.
• Check your work and look for mistakes.

For this example, the candidate is asked to give an opinion on an issue, and then discuss the
advantages or disadvantages of it.

The golden rule is to ALWAYS read the question very carefully to see exactly what you are
being asked to do.

You should spend about 40 minutes on this task.

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.

Page 27
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.

Page 28
Most of the essay will focus on the negative aspects of IT, as the writer says there are more
negative effects in the introduction. So 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.

Page 29
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...).

Page 30
IELTS Essay – University education

You should spend about 40 minutes on this task.

Write about the following topic:

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.
Write at least 250 words.

Page 31
 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.

Page 32
General Training Writing sample task – Task 1

WRITING TASK 1

You should spend about 20 minutes on this task.

You live in a room in college which you share with another student. However, there
are many problems with this arrangement and you find it very difficult to work.

Write a letter to the accommodation officer at the college. In the letter,

• describe the situation

• explain your problems and why it is difficult to work

• say what kind of accommodation you would prefer

Write at least 150 words.

You do NOT need to write any addresses.

Begin your letter as follows:

Dear Sir

Page 33
General Training Writing sample task – Task 1 sample answer

Dear Sir/Madam,

I am writing to express my dissatisfaction with my room-mate. As you know we share one room,
I can not study in the room at all any more if I still stay there.

She always has friend visiting and has parties in the room. They make lots of noise and switch
on the radio very loudly, for me this environment is very difficult to study and I need a quiet
room. Even borrows my things without asking, it is very impolite.

I request you can give me a new room next term because I have been asked her has parties in
other place many times they still have parties in the room. I really can not stay in the same room
with her.

I would be grateful if you could change me a single room.

Your faithfully,

Catherine

Examiner comment

Band 5

The answer is below the word limit and there is some repetition of the task rubric. (Length is a
common problem in General Training scripts.) Answers that are short lose marks because of
inadequate content and may also lose marks because there is insufficient material in the answer
for the examiner to give credit for accuracy and coherence. Despite these problems, the
introduction to the letter is appropriate and the purpose of the writer is clear. The points are not
always linked together well and punctuation is sometimes faulty. The sentences are kept quite
simple and mistakes occur as soon as more complex structures are attempted.

Page 34
Sample General Training Task 2 Questions

Some people believe that teaching children at home is best for a child’s development
while others think that it is important for children to go to school.
Discuss the advantages of both methods and give your own opinion.

Some people think that having a set retirement age (e.g. 65 years) for everybody,
regardless of occupation, is unfair. They believe that certain workers deserve to retire
and receive a pension at an earlier age.
Do you agree or disagree?
Which types of workers do you think should benefit from early retirement?

Some people believe that traveling is a valuable experience, others say it is a waste of
time and money.
Discuss both views and give your opinion.

Some students travel abroad for one year before starting university.
What are the advantages and disadvantages of this?

Retirees have time for many different activities.

What are those activities?

What is the benefit of such activities to the retirees themselves and to the society?

Many old cities around the world are going through major processes of modernization.

What are the advantages and disadvantages of modernization?

Page 35
General Training Writing sample task – Task 2

WRITING TASK 2

You should spend about 40 minutes on this task.

Write about the following topic:

In Britain, when someone gets old they often go to live in a home with other old people
where there are nurses to look after them. Sometimes the government has to pay for
this care.

Who do you think should pay for this care, the government or the family?

Give reasons for your answer and include any relevant examples from your own knowledge or
experience.

Write at least 250 words.

Page 36
General Training Writing sample task – Task 2 sample answer

Who should be responsible for our people.

It is true that the old Peoples situation gets worse in the many countries. The first question must
be what they want’s and what they needs? Especially their necessity are more benefit more
respect more quiet life.

If they have been working for a long time in the any company or in the Public Sector and when
they get old that’s means during their retire’s time company or Government must be responsible
of their welfare, it is just my opinion. They should take care of them.

In addition to company or Government. If they have good money they can look after themselves.
We can do something to make easier their life for example an organization or a voluntary
association, unions.

The families or Relative’s responsibility depends on their wealthy situations.

If they could do they should do anything.

Government’s or their former place could supply them with life insurance and a good Social
Security Policy. The Social community center or old age pensioner like in the Britain are very
useful for them.

For all of them life is hard and gets harder, in the their old ages. They expect more attention and
good life.

The old people, if don’t want lost them. We should do anything that what we able to do.

I.Bozyil

Examiner comment

Band 5

There are quite a lot of relevant ideas in the answer but they are not always well supported and
sometimes they are unclear. There are some areas in the answer where the organisation becomes
weak and the reader finds the message difficult to follow. Nevertheless, the writer’s view is
apparent and there is a logical flow to the points given. There are a lot of mistakes in the answer
and some parts, such as the conclusion, are very hard to follow because of these errors. Although
there is some appropriate vocabulary, sentence control is very weak.

Page 37
 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 ielts.idp.com

www.IELTSLiz.com www.ieltsessentials.com
www.writeandimprove.com www.IELTSadvantage.com
www.quizlet.com www.bbc.co.uk/learningenglish
www.ted.com learningenglish.voanews.com
www.englishcentral.com www.australiaplus.com/international/learn-english

Page 38
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.

Page 39
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 can 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, although in
some centers the test may be conducted via computer link such as zoom or a similar
website.

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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.
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.

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