IELTS Academic High Score - Extract

Classroom & Self-Study
IELTS Academic:
High-Score Guide
Classroom & Self-Study
Stephen Slater | Donna Millen | Pat Tyrie
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Innova Press is an ELT publisher launched in 2017 with a mission to promote innovation in language
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Copyright © Innova Press Ltd. 2019

Original edition copyright © 2003 Slater, Millen
This edition is published by arrangement with One Sided Paper, the original publishers of IELTS on
Track – Test Practice – Academic.
The original edition of IELTS on Track – Test Practice – Academic was published in association with the
Centre for English Language in the University of South Australia.
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2 IELTS Academic: High-Score Guide
IELTS Academic High Score.indd 2 3/28/19 5:16 PM

THANKS & ACKNOWLEDGEMENTS
The authors and publishers would like to thank all the teachers and international students based in
Australia, UK, Ukraine and Japan for the valuable feedback during the trialling of these materials,
particularly Anthony Hemmens, Deborah Newstead, Shaun Tiddy, Jacquie Moller, Cynthia Mchawala and
Dilwyn Jaye. Thanks also to Kaoru Nagata, Sonia Chhabra, Bruce Millen and Carsten Jensen for assistance
with the development of the speaking and listening material.
The authors gratefully acknowledge Zsuzso Molnar and Wen Lo for their participation in the sample
speaking tests; Andrew Ellis, Rosemary Pimlott and the following staff and students from the Drama
Section, School of Communications, University of South Australia, for their contribution to the recordings
of the Listening tests: Kaye Lindberg, Myk Mykyta, Bruce Rosen, Don Telford, Geraldine Vallelonga, Amanda
Fitzgerald, Amy Schutz, Katherine Figaira, Jo Gannon, Theresa Palma and Michelle Othams.
Thanks also go to Steve Martin for design assistance and technical support throughout the project, Neil
Low, University of South Australia, for recording and editing expertise, Evelyn Chefalachis and Heather
Restall for typesetting, Greg Restall for website development, Evasio Spagnuolo of Hyde Park Press for
graphic design, Steve Martin for illustrations on pages 12, 19, 21, 29, 36 and 41, David Hardy for drawings
on pages 89, 104 and 120, and David Slater for initial Task 1 graphs.
The authors are grateful to CELUSA and Language Australia for their support for this project.
The authors gratefully acknowledge the following for permission to use their material:
© Olympic Review, April–May 1999 issue for ‘Balance and Imbalance in Children’s Sport’ by Lucio Bizzini
(text pages 96–97); New Internationalist Magazine www.newint.org for ‘Map Wars’, adapted from an article
by Peter Stalker in March 1989 (text pages 58–59); Freddy Silva and The Crop Circular
www.lovely.clara.net. (text pages 104–105); David Suzuki for ‘Are these two reporters on the same planet?’
From: Earth Time Essays by Stoddart Publications 1999 (text pages 108–109); Empire Publishing Company
Ltd. for Team-based Learning by Inu Sengupta. TransWorld Education, Volume 6, Issue 3 (text pages
72–73); University of Cincinatti for ‘Please Hold – not always music to your ears’ by Marianne Kunnen-
Jones, Research News Archive February 1999 (text pages 64–65); © National Sleep Foundation, 2002
www.sleepfoundation.org (text pages 76–77) for ‘Sleeping on the job’; © The Australian Magazine and The
Weekend Australian for ‘Froggies go a woo-ing’ 27/28 Nov. 1999 by Victoria Laurie (text pages 88–89).
Other listening, reading and writing test material not identified above was freshly written for test practice
by the authors using information from a variety of spoken and written source material, including ABC
Australia and New Internationalist.
While the authors have made every effort to contact copyright holders, it has not been possible to identify
the sources of all the material used. The authors and publishers would in such instances welcome
information from copyright holders to rectify any errors or omissions.
IELTS Academic: High-Score Guide 3

CONTENTS
INTRODUCTION 6
UNIT 1 LISTENING 9
The IELTS Listening Test 10

Instructions for Test Practice 11
Listening Test 1 12
Listening Test 2 18
Listening Test 3 27
Listening Test 4 35
High-Score Guide to Listening 43
Learn from your mistakes 43
How can I improve? 44
Tips from test-takers 46
UNIT 2 READING 47
The IELTS Reading Test 48

Reading Test 1 50
Reading Test 2 64
Reading Test 3 76
Reading Test 4 88
Reading Test 5 100
Reading Test 6 112
High-Score Guide to Reading 125
Learn from your mistakes 125
How can I improve? 127
Tips from test-takers 128
Sample Answer Sheet (Listening and Reading) 130
4 IELTS Academic: High-Score Guide

UNIT 3 WRITING 131
The IELTS Writing Test 132

Examiners’ Suggestions 134
High-Score Guide to Writing 135
More about Task 1 135
More about Task 2 136
Writing Test 1 Task 1 140
Task 2 144
Task 2 152
Task 2 160
Task 2 168
Task 2 176
Task 2 184
Note: Activities and Sample Answer follow each Task.
UNIT 4 SPEAKING 189
The IELTS Speaking Test 190

Examiners’ Suggestions 192
High-Score Guide to Speaking 193
Speaking Test 1
Interview questions and activities 194
Speaking Test 2
Interview questions and activities 198
More Practice Questions 203
QUICK GUIDE to a higher IELTS score 206
APPENDIX 217
Answer Key: Listening 218

Answer Key: Reading 219
Audio Script: Listening 221
Audio Script: Speaking Tests 230
IELTS Academic: High-Score Guide 5

INTRODUCTION
WELCOME to IELTS Academic: High-Score Guide! This test practice and preparation book has
complete IELTS practice tests and High-Score strategy and activity sections. It has been written for
candidates who are preparing for the IELTS Test (Academic) in order to enter an academic course in
an English-speaking institution. It is designed both for independent study and for use as a
classroom textbook. IELTS Academic: High-Score Guide is not an official IELTS publication and, like
most other practice and preparation books, is not endorsed officially by IELTS.
WHAT IS THE IELTS TEST?

IELTS (International English Language Testing System) is a widely used and recognised international
Test of English administered by Cambridge Assessment English, the British Council and IDP: IELTS
Australia. There are two versions: Academic (for students wishing to study in an English-speaking
university or college) and General Training (for entry to vocational programs, schools or for
immigration).
IELTS tests four performance areas: Listening, Reading, Writing and Speaking.
All candidates receive a test score between 1 (lowest) and 9 (highest). Academic institutions set
their own IELTS entry scores.
The IELTS test is taken in this sequence:
Academic Writing Two essay tasks — 60 minutes

Academic Reading 40 questions based on three texts — 60 minutes
Listening 40 questions — 30 minutes (+ 10 minutes to transfer answers)
Speaking A standardised interview in three parts lasting 11–14 minutes
The current IELTS material for test applicants, which is available at all test centres worldwide, gives
further information about the test. The official IELTS website www.ielts.org also gives up-to-date
information and test data.
INSIDE THIS BOOK

IELTS Academic: High-Score Guide is divided into four units — Listening, Reading, Writing and
Speaking.
Each unit contains IELTS practice tests and a High-Score Guide section.
6 IELTS Academic: High-Score Guide INTRODUCTION

IELTS PRACTICE TESTS
4
The audio recordings offer a wide variety of English accents –
British, American, Australian, Canadian and Scottish. This is
COMPLETE
consistent with the international nature of the IELTS test and the
LISTENING
need for candidates to accommodate varieties of English spoken
TESTS
at a natural speed.
6
Topics that are interesting, durable and even controversial have
been favoured for inclusion. The aim has been to encourage
COMPLETE critical thinking and discussion in IELTS preparation classrooms.
READING All six tests are at a level comparable to the actual IELTS, but the
TESTS later tests pose a slightly higher level of challenge than the
earlier ones.
6
The Writing Test Task 1 material covers a wide range of test
task types. The Writing Test Task 2 prompts are usually short and
COMPLETE clear. The aim has been to enable users of this book to focus on
WRITING their own writing needs.
TESTS
2
The two sample IELTS Speaking tests on the audio recordings
involve non-native speakers.
COMPLETE
SPEAKING
TESTS
1
T his new section offers detailed guidance for managing test
performance professionally and improving upon your IELTS score
QUICK GUIDE in each of the four subtests.
to a higher
IELTS score
IELTS Academic: High-Score Guide INTRODUCTION 7

HIGH-SCORE GUIDE SECTIONS
The FOUR High-Score Guide sections offer easy-to-follow strategies, activities and support.
LISTENING and READING

Immediately following both Listening and Reading test sections, you will find the High-Score Guide
sections. Refer to these pages to help you to analyse your mistakes and develop strategies for
listening to and reading IELTS test material. Also check the student comments and language tips.
WRITING
The first part of this section explores the requirements of the IELTS Academic Writing Test and targets
problem areas with hints for improvement. Each of the 12 Writing Tasks has planning assistance plus
a Sample Answer, which generate language-building activities. Notes following the answers provide
additional discourse pointers. Our belief is that IELTS candidates will become better attuned to the
type of writing required for the test if they work analytically and interactively with whole sample
answers. This is consistent with an inductive approach.
SPEAKING
Two speaking tests on the audio recordings are accompanied by listening activities so that you can
‘track’ in an active way the interview format and content. There are also teacher comments for the
two candidates, examiners’ suggestions, plus extra test practice topics and questions.
HOW TO USE THIS BOOK

Of course, if you are working alone you will choose how best to use the book, but we would remind
you of two principles that we hope may influence you.
Learn by reviewing performance

Our approach is based on an inductive view of learning. This means that we believe that it is better
to learn by doing an IELTS test and then reviewing the strengths and weaknesses of your
performance. Repeating the test helps to reinforce corrections and build confidence and speed. Your
progress will be more efficient working this way than just doing one test after another.
‘Use it or lose it’

Again, we strongly encourage you to try the same test several times to make sure you can build on
what you have learnt about your performance, monitor and then demonstrate improvement. This is
why we say ‘Use it or lose it’.
You will find further guidance on how to use the book in each of the four units.
GOOD LUCK!
8 IELTS Academic: High-Score Guide INTRODUCTION

UNIT 1 LISTENING
WHAT’S AHEAD …
IN THE LISTENING UNIT
• The IELTS Listening Test
• Instructions for Test Practice
• Listening Tests 1–4
• High-Score Guide to Listening
• Learn from your mistakes
• How can I improve?
• Tips from test-takers
IELTS Academic: High-Score Guide UNIT 1 LISTENING 9

THE IELTS LISTENING TEST
WHAT SHOULD I KNOW ABOUT IT?
Structure of the test
The test has four sections of increasing difficulty:
Section 1: a conversation on a general topic with two or three speakers
2: a talk by one speaker on a general topic
3: a conversation on an academic topic with two or three speakers
?
4: a talk or lecture in academic style
Questions
There are 40 questions, made up of seven different question types.
s
Pauses
Within each section there are two short pauses, one at the
beginning and one in the middle. These give you time to read
questions before listening. There is also time at the end of each
section to finish writing your answers.
P
Time
The listening test takes 30 minutes. You hear the recording ONCE only.
Test instructions
There are recorded instructions at the beginning of the test. As you listen, write your answers
on the question paper. At the end of the test, you are given time to transfer the answers to
A
an answer sheet.
10 IELTS Academic: High-Score Guide UNIT 1 LISTENING

INSTRUCTIONS FOR TEST PRACTICE
There are
FOUR
Listening
4
Practice Tests
Before you start

Make a photocopy of the Sample Answer Sheet on page 130 of this book or write your
answers in the book. Use pencil.
Practise under test conditions

Time: 30 minutes
Find a quiet place where you will not be interrupted.
DO NOT use a dictionary.
There are instructions for the test at the beginning of each recording.
Do not stop the recording once you begin the test.
After you finish

Practise transferring your answers to the Sample Answer Sheet on page 130.
Check the Answer Key on page 218.
Before you try the next test

Turn to HIGH-SCORE GUIDE TO LISTENING on page 43.
Repeat For Listening Tests 2 to 4.
Read the Quick Guide on pages 207–209 for more suggestions on improving
your score in the Listening Test.
IELTS Academic: High-Score Guide UNIT 1 LISTENING 11

LISTENING TEST 1
SECTION 1 Questions 1–10
Questions 1–5
Circle the correct letter A–C.
EXAMPLE Andrea is feeling happy because …
A she’s seen Harry.

O B she’s finished her exams.
C she can sleep in.
[1] What is Harry’s problem?
A He doesn’t want to sell his things.

B He needs to decide what to do with his possessions.
C He wants to take everything to England.
[2] Which of the items below does Harry want to sell?
A B C
[3] Where is Harry going to advertise his books for sale?
A In the university bookshop.

B In the student newspaper.
C In the Economics Department.
12 IELTS Academic: High-Score Guide LISTENING TEST 1

[4] Andrea thinks it is unlikely students will buy the furniture because …
A they’re all doing the same thing.

B they live at home.
C it’s the summer vacation.
[5] Andrea thinks that a second-hand shop …
A may not pay well.

B may not take your goods.
C may only take free goods.
Questions 6–10
Complete Harry’s notes using NO MORE THAN TWO WORDS.
THINGS TO DO:
[6] ................................................................... furniture, etc., in Trading Post.
[7] ................................................................... or sell kitchen things.
Get [8] .......................................................first from second-hand shop.
Give clothes to [9] .................................................................... shop.
[10] ...................................................... fridge and microwave to Andrea.
IELTS Academic: High-Score Guide LISTENING TEST 1 13

Complete the Fitness Centre brochure using NO MORE THAN TWO WORDS.
S evenoaks H E A L T H & F I T N E S S C E N T R E
Located conveniently at the [11] ........................................... of Marion Street and Giles Street.
WE ARE OPEN FOR YOU

Monday–Friday [12] .......... a.m. to 9.30 p.m.
Saturday 9.00 a.m. to 4.00 p.m.
Sunday 9.00 a.m. to [13] ........... p.m.
WET AREA
Aqua aerobic [14] ........................................... for all ages and levels.
[15] ........................................... lessons on weekday afternoons and weekend mornings.
SUPER CIRCUIT CLASSES

A cardio workout class that is easy to [16] ...........................................
AEROBIC & STEP CLASSES

Aerobics room holds over 55 participants.
LARGE WELL-EQUIPPED GYM

Have a personal fitness assessment & individual [17] ........................................... to suit you.
CARDIO-VASCULAR ROOM
Use the treadmills, bikes and steppers to burn fat, increase fitness, warm up.
Watch your favourite [18] ........................................... while you exercise.
TWO-FOR-ONE SPECIAL MEMBERSHIP PLUS [19] ....................................... TRIAL OFFER
ONLY $110 each for a whole [20] ....................................... months! Get ready for summer.
H U R R Y – O F F E R E N D S S O O N !

Questions 21–25
Complete the notes below using ONE WORD ONLY.
THE CANADIAN
FOOD MARKET
• Understanding subtle [21] ................................. between the
Canadian and United States food sectors important for
successful food marketing
• Canada has many different ethnic groups: e.g., Toronto has

large [22] ................................. and Asian populations
• Growth of ethnic specialities of Mediterranean, Caribbean,

South-East Asian and [23] ................................. foods
• Therefore, supermarkets now offering new [24] .................................

to prepare these foods, e.g., condiments and sauces
• 80% of Canadian market controlled by eight major national chains
• Seminar to compare Canadian food trends with

[25] ................................. and UK

Questions 26–30
Complete the table below. Write ONE WORD OR A NUMBER for each answer.
THE CANADIAN
RETAIL FOOD
SECTOR
TREND COMMENTS

INTEREST IN • S alads are the third most commonly eaten food in
HEALTHY FOOD Canadian [26] ................................................
ost shoppers check [27] ................................................ and

•M
nutritional information
NEW WAY OF • L abelled according to [28] ................................................

LABELLING technique, e.g., simmering steak
MEAT
‘MOBILE • More meals eaten away from home

MEALS’
• [ 29] ................................................ increase in sales of
snacks projected over next three years
rowth in [30] ................................................ snacks such as

•G
muesli bars

Complete the lecture notes using NO MORE THAN THREE WORDS for each answer.
PUBLIC SPEAKING
Public speaking means speaking to [31] .......................................................... people
Lack of confidence usually due to [32] ..........................................................
A. PLANNING
First part of public speaking is [33] ..........................................................

This includes [34] .......................................................... and length of talk
Make speech notes on small cards to talk from [35] ..........................................................
with the audience (very important)
B. VOICE
Speak slowly – this gives time for pronunciation and is easier for audience
– bigger audience requires [36] ................................................... speech
Project your voice – rehearse and [37] ..........................................................
Check intonation: varied tone and rhythm gives [38] ....................................................
C. BODY LANGUAGE
Lastly, think about your [39] .......................................................... and gestures
Show confidence by: head up, chin out, shoulders back
void scratching and fiddling because this [40]

A ..........................................................
and irritates your audience

QUICK GUIDE ...
... TO A HIGHER IELTS SCORE
WHAT’S AHEAD … IN THE QUICK GUIDE
• Managing your test performance
• Quick Guide to a higher score in the

4 IELTS subtests:
Listening
Reading
Writing
Speaking
206 IELTS Academic: High-Score Guide QUICK GUIDE

QUICK GUIDE TO
A HIGHER IELTS TEST SCORE
Managing your test performance
THE PROBLEM: IELTS test-takers often say I need THE SOLUTION: Become your own
a higher score! ‘professional test manager’
Increasing numbers of IELTS candidates are taking the IELTS It is vital to create a many-sided role for yourself that
test for the second, third, fourth … or even 10th time! They involves becoming a ‘professional test manager’, not a
need a higher score but don’t achieve it. frustrated and powerless ‘test victim’.
To manage your test performance effectively:

• accept the responsibility for maximising your score.
• analyse your unique profile – your strengths and weaknesses in each subtest (e.g., time management, certain task types,
relating to the interviewer).
• carry out targeted test practice to reduce your weaknesses.
• manage your performance systematically and professionally on test day.
• switch roles flexibly to maximise your performance – time-keeper, planner, editor, answer decision-maker, emergency
officer, public relations manager, trainer, psychologist.
• manage your psychological state so that you remain focused and calm.
• look for opportunities to demonstrate your full language ability – for example, in the areas of Speaking and Writing
(self-empowerment).
1) Quick Guide to a higher score in IELTS LISTENING

BEFORE Listening – Six tips for getting ready to listen
You are given some time (15 to 20 seconds) to look at each group of around four or five questions before listening to each
corresponding part of the recording. Use this time well.
Identify the situation in which the speakers are Look for key words or headings that might have a
talking and their relationship.
TIP 3
synonym on the recording (using different words of

TIP 1
(Is it students in a classroom? … someone talking to a similar meaning is a very common way of writing test
colleague in an office? Are they strangers? … friends? questions).
… colleagues?). Relationship affects a speaker’s choice
of language (more formal or less formal), and being
aware of this helps you to anticipate possible types of Be clear about categories and headings in any
synonym (either a more conversational one or a more table, map or diagram. If it is a map, check where you
TIP 4
formal one). are located at the start, before the recording tells you
where to move to.
Check the task.
Are you expected to: … complete a form? … fill in some
TIP 2
missing words? … choose from three multiple-choice Look at any examples that may be given as sample
options A/B/C? … select words or items from a list? answers and remind yourself not to choose the
TIP 5
Be clear about the rules of the task – for example, example answer for any of your own answers.
the maximum number of words you can write; which
box or column to focus on; kinds of word or
information needed.
Note any answers that look completely unlikely
choices before listening if the task is a multiple-
TIP 6
choice type task or a task type with a list, for

example.
To summarise, your main management job in the time BEFORE listening to each section is to reduce uncertainty about
each answer task type and its requirements. This aids prediction, which reduces the likelihood of panic and helps good
answer selection.
IELTS Academic: High-Score Guide QUICK GUIDE 207

WHILE Listening – Two KEY TIPS
Stay on task
As you listen to the recording for each section, remain
9
tips for transferring your answers
accurately.
TIP 1
1
active but try to listen out for key expressions; don’t Write clearly.
try to follow every word. Listening is always a process Often, answers require letters of the alphabet. It
of selection and sampling of input; listening should can sometimes be difficult for markers to tell the
mirror your listening purpose. difference, for example, between an ‘A’ and an
Don’t get left behind. ‘H’, or ‘D’ and ‘O,’ or numbers like ‘1’ and ‘7’.
2
This is a golden rule of the IELTS Listening test. Keep
TIP 2
up with the recording! Change answers cleanly and clearly

How can you stop yourself from getting left behind? If you decide to change an answer, do it clearly.
• Focus on what the questions require. Practice Erase the answer you no longer want and write
before the test so that you get used to linking the new answer clearly. Avoid any messy crossing
what you hear on the recording to typical task out which may leave doubt.
completions, and then you will become more and
3
more confident to let some words pass by without Don’t use abbreviations unless they are
getting anxious. common ones
• Find the ‘rhythm’ of the IELTS Listening test. Nearly everybody knows kg or $, but some
After one question’s key information or word has abbreviated forms are not well known and may
been heard, there is usually some time before the not be accepted as a correct answer. Be cautious
next question’s key input, so you know that words and, if in doubt, use full forms.
needed for two or three consecutive answers often
4
occur after time gaps. Use correct word forms
• Don’t leave an answer ‘empty’. Instead, leave a It is very easy either to write a singular when a
‘holding answer’ on the question paper and mark plural is needed in the answer or vice versa, or
the question for more attention later, then come to write a verb form without the ‘s’ at the end.
5
back to it.
Use correct word order
Transferring answers to the Answer Sheet With answers requiring two or more words, use
You have 10 minutes after the end of the Listening test to correct order, as meaning can change. Example:
transfer your answers from the Question paper to an Answer answer key (list of answers) but key answer
Sheet. Stay focused and manage this time systematically. (main answer).
6
WATCH OUT! Check the maximum number of words you can
1) Avoid the ‘worst disaster’! use in an answer.
! The worst disaster is when you transfer your
answers from the question paper to the Answer
If the question says ‘NO MORE THAN TWO WORDS’,
your answer should not have three words.
Sheet but put most of your answers next to the wrong
7
question numbers without realising it! So, always check that Spell correctly. Incorrect spelling can sometimes
each answer is being transferred to the correct question cause loss of marks. The good news is that both
number on the Answer Sheet. An ‘empty’ answer can cause American and British forms of spelling are
this problem of putting an answer in the wrong place, so an usually accepted.
answer to each of the 40 questions is helpful.
8
What can you do if you have transferred all your answers Copy words accurately – especially words in
and suddenly find that some of the answers are next to your answer that are also in the question.
the wrong numbers?
9
• Don’t panic! Don’t start crossing things out and making Keep an eye on the time. 10 minutes to
a mess! transfer your answers seems generous, but if you
• Draw an arrow from the answer to the correct question are not systematic or focused then you may have
number so that it is clear that the answer is pointing to a problem.
the question number you want it to belong to.
2) ‘Mind the Gaps’!

In IELTS Listening, we could reasonably say, ‘Mind the Gaps’!
This means that during the transferring of answers you
must finally fill in an answer to any question you left
blank while you were actually listening to the recording. Don’t
leave ‘empty answers’. Even a guess has more chance than
an empty space. Also, if you have left two possible answers
on your question paper, you have to decide which one to
choose. Don’t spend too long on these final choices because
you only have 10 minutes’ total transfer time.

You can’t escape PRACTICE – Six ‘fitness’ tips for the Listening test
The only real way to get better at IELTS Listening is to practise. You need to:
Practise every listening task type so that you Practise IELTS ‘trick-spotting’. The IELTS Listening
know exactly how each task type operates and how test often contains little spoken ‘tricks’ to catch you
TIP 1
TIP 4
to manage and respond to each type optimally and out. A common example is the changing of address
calmly. information.
Practice enables you to identify the tricks quickly and
Practise complete tests so that you learn how to learn how to manage them.
be flexible and how to deal with unexpected
TIP 2
situations calmly across a complete test event. Practise to become sensitive to little changes in
Panic is the enemy of performance in the the speaker’s voice tone, pitch or emphasis, as
TIP 5
Listening test! these can sometimes signal the use of answer
information.
Do the same IELTS practice test several times
with a day or two in between repeats. This Practise building predictive skills. Listening usually
TIP 3
repeating of tests reduces input pressure (i.e., involves predicting what might be said next, based
TIP 6
pressure of the amount of all the new spoken input on what you have already heard and what you have
on the recording) and enables you to focus on other come to expect from your previous experience of
aspects of test performance. (e.g., task types and what is said in similar situations.
test tricks, building test-management strategies)
2) Quick Guide to a higher score in IELTS READING
7 Tips for becoming a better manager of your

Academic Reading test
BEFORE the test – make a time-management plan. Start with the questions, then move to the text –
It’s poor strategy to ‘go with the flow’ in the reading this helps focused searching.
TIP 1
TIP 3
test. Have a time-management plan. As with the Listening test, you need to stay ‘on task’.
To make a time-management plan, you need to decide on: There is no time to read the whole passage slowly, so
• a maximum time for quickly ‘overviewing’ the whole you need to know in advance what you are trying to
paper – two to three minutes perhaps find in the passage.
• a period of time to spend on each test section or on Analyse the structure of each passage. As you begin
each passage. Some candidates prefer a ‘sliding scale’ to move from question to text and back, you need to
TIP 4
of time allocation, such as: take control of the passage by analysing it or marking
15–16 minutes (Passage 1) it. How?
19–20 minutes (Passage 2) • by dividing the passage into sections based on
22–24 minutes (Passage 3) paragraphs and topic sentences (usually the first
This sliding scale may suit the General Training Reading sentence in each paragraph)
test a little more than the Academic Reading test, as the • by circling people’s names, numbers and key words
increase in difficulty is more marked. • scanning the passage for synonyms (remember that
• a time strategy for tricky questions. Perhaps no more test questions are often created by using an
than one to two minutes on any tricky question. expression in the question which is different
(Remember, you may be able to come back to it.) from the one in the passage but is a synonym of it
• an amount of time to save at the end to ‘quick- (has a similar meaning)
check’ the accuracy of your answers on the Answer
Sheet (one to two minutes perhaps) Remember common test patterns. Earlier questions
• an emergency strategy if you get into difficulties often relate to material in the earlier paragraphs of the
TIP 5
(for example, when you have only five minutes left text; later test questions relate to material in the later
but 10 questions still to answer) parts of the text. Be aware of such patterns to save
searching time.
DURING the test – first, overview the test contents
Guess meaning from context. Guessing is necessary
(questions and passages).
TIP 2
when reading complex texts. If you need to know the

‘Overviewing’ here means getting a general impression.
TIP 6
meaning of unknown words to help you choose particular

It’s part of the progressive build-up of meaning as you
answers, using the surrounding words helps you to make
go from general understanding to specific meanings. It
informed guesses.
helps to know what the topics are for each passage, the
subtopics of paragraphs and the type and focus of each Leave no empty answers even if you are running out
question group. This is done by a form of quick reading of time and may not finish all the 40 questions. Leave
TIP 7
called ‘skimming & scanning’ – letting your eyes run a minute at the end to make quick guesses. Maximise
freely across particular locations in texts and questions. your chances.

BUILD FITNESS for the Reading test – a weekly program for busy test-takers:
Days 1, 2, 3 Choose one different passage from a full practice IELTS Academic test each day for three days.
- Answer all the questions and check the time it took each day (max. 20 minutes).
- Then check the answers each day and work out why any incorrect answer was wrong.
Day 4 On Day 4, repeat the process using the same text from Day 1, but this time complete your answers in five
minutes less time than the first time. This repeat practice helps you to get the feeling of doing a test section
faster and more easily. This will motivate you and increase your confidence to manage and complete things
under time pressure.
Days 5, 6 On Days 5 and 6, repeat, using Passages 2 and 3 from Days 2 and 3.
Day 7 Do the whole Reading test in 60 minutes maximum, using Passages 1, 2 and 3 of the Academic test that you
used on Days 1–6.
The following week: Start a new sequence of practice with new test material and gradually remove the repeat element until
finally you do a previously unseen complete Reading test in 60 minutes with no break. Practise and understand all the major
reading task types. Test practice books like this one will include examples of most of these. Work out how each task type
functions, what each task type demands and its difficult aspects. Take control and manage your IELTS ‘fitness training’.
3) Quick Guide to a higher score in IELTS WRITING

A ‘clock victim’ is a writing test candidate
who is always anxious about time.
What happens to a ‘clock victim’? Candidates
who spend too much time either counting words
or clock-watching may lose focus and develop a
sense of panic linked to time. You need to see
g
yourself in a positive way and maximise your control
of the situation.
Plan before you write
Planning is essential to a professional approach in many
jobs. The same is true in IELTS.
• Often, candidates receive their IELTS writing test paper
and begin writing an answer almost immediately – they
are so scared of time. A professional person, in
contrast, learns how to manage time in the most
effective way in order to achieve their goals. In IELTS,
Don’t count words all the time. planning time (even just two to three minutes) helps
Instead, work out the average number of words you seem to to create a more systematic and well-organised
write on a line, count the number of lines written and answer, which impresses the assessor.
multiply them together. A full IELTS Answer sheet page has • Candidates who don’t plan may stop to think or stop to
20 lines. cross something out more often during the 20 minutes
than the candidate with a plan. It may be an
Create a suitable ‘persona’ for the IELTS writing test. unhelpful form of panic to think that every second
It is important for you to create a suitable ‘persona’ (a sort of has to be used as writing time. It’s also a mistake to
test identity) with which both to manage your test think that the best candidates are writing non-stop for
performance, build confidence and make a positive impression 20 minutes.
on the assessor. What might be a suitable ’persona’?
• Someone who organises well and is systematic cares
A ‘professional persona’ is a suitable one for you to imagine about what they are writing and cares about the
yourself as. It helps to make a stronger relationship between person who will be reading their work. This
the writer (you) and your writing assessor. Remember, important valuing of the reader–writer relationship is a
everything you write to another person carries an impression worthwhile goal in IELTS.
of YOU within it. If, for example, your writing is disorganised,
looks messy, is off the point or offers inaccurate information,
then all of these features say something negative about you.
IELTS ACADEMIC WRITING – Task 1
The reader starts to imagine what YOU are like from how Seven tips for increasing your score
and what you write. So, your writing has the power to
influence the impression you make. Write accurate information
Usually for Task 1 you are presented with some
TIP 1
statistical information in the form of a graph, a

table or a pie chart. Whatever the material, study it
carefully and look at each category carefully so
that you report on it accurately. (Accuracy
creates a good impression of you as a professional
report writer.)

4
1
Write about the most important patterns and Grammar errors that really annoy an assessor
TIP 2 trends, not about everything. (Good selection shows in Writing Task 1
evaluation skills – again, more professional.)
Avoid overuse of ‘shopping lists’ (just listing VERB TENSE mistakes

information one fact after another). Instead, • Talking about the data
identify key trends and compare and contrast Usually IELTS Task 1s use data from particular year
TIP 3
patterns (comparing/contrasting shows more dates. You must use the PAST tense when describing
mature evaluation of material). Use sentence information from the past; if the information is about
connectors at the beginning of sentences to signal the future, use appropriate FUTURE tense forms.
this evaluative type of writing. • Talking about the visual/data you can see on the
Examples: Similarly; Conversely; An exception to this Writing test paper
2
trend is …; This pattern changed from … You use the PRESENT tense forms to say The
graph/chart/table shows …/… indicates …/… lists …
Don’t make personal comments about the
statistical material. (Being professional and
TIP 4
reporting on data requires you to be factual and SUBECT/VERB agreement errors

objective.) In English, we say The graph shows … but The data
show … ; The population of the three Asian countries is
Use a systematic layout.
changing …; The number of people who sit IELTS is
• Write an introduction to your report on the
TIP 5
increasing … (head nouns population and number
3
data and include in it perhaps a very general
control the verb agreement).
statement (overview) about the most dominant
trend in the data.
• Create and arrange other paragraphs logically. WORD FORMS – Adjective/Noun/Adverb confusion
In professional report writing, colleagues have Candidates need to control and manage effectively the
limited time to read a report and need to access English word forms they use.
information easily. Look at these three examples:
• There is some doubtful about the data.
Use a professional writing style and tone. (Wrong – noun ‘doubt’ needed)
It is possible to shape the ‘tone’ (the feeling of your
TIP 6
• The accuracy of the figures is doubt.

‘voice’ that the reader gets from your words and how (Wrong – adjective ‘doubtful’ needed)
appropriate they are to the style of document). • The population increased rapid during 2000.
To achieve an appropriate, formal, (Wrong – adverb ‘rapidly’ needed)
business-like tone, avoid:
• lazy language expressions – these are not Errors from basic English grammar leave a more
professional, are used more in spoken language negative impression than other kinds of mistakes
because it is assumed that you learnt about these basic
4
and suggest that the writer doesn’t care enough
to finish a sentence properly. rules when younger and have had time to master them and
Examples: … etc., or … and so on use them correctly.
• informal expressions – such expressions are not
professional enough for a formal report style.
Examples: a lot; was OK SENTENCE BOUNDARY and SENTENCE OMISSION
problems
• repetition – this is too boring and makes the Candidates need to build sentences carefully and respect
writer sound very limited. To avoid repeating what a sentence is and what the parts of a sentence are,
nouns, use appropriate synonyms or referencing otherwise the assessor has to keep reading and rereading
language. the sentences to try to understand them. This leaves a
Examples: this, it, the same trend …, a similar negative impression.
pattern … Look at two inaccurate examples:
• over-use of general expressions that lack 1) The figures show the food preferences of men and
precision. women they are in two tables.
Examples: thing, do, is, big, nice 2) The table shows the population. In the Asian countries
up a lot in the 10-year.
Reduce simple grammar mistakes
Of course, anyone taking the IELTS test is likely to It is difficult not to reread each of them because they don’t
make numerous grammar mistakes. However, some
TIP 7
communicate clearly or effectively. Now look at these

mistakes create a more negative impression improved versions:
than others when read by a native speaker. If Example 1: The two tables show the food preferences of
you can reduce the number of these, you can men and women.
spread a positive impression to other parts of Example 2: According to the table, the population in
your writing. the Asian countries rose significantly in the 10-year
period.

3
IELTS ACADEMIC WRITING – Task 2 3. Make a quick plan of the paragraphs and the
topic of each paragraph.
The second task involves writing about a social issue. Again, Remember that the first sentence in each paragraph
adopt a ‘professional persona’ by imagining you are presenting (often called the topic sentence) tells the reader what the
a formal and reasoned viewpoint on the issue to an academic paragraph is about, so if the topic sentence is clear, it
colleague. Don’t view yourself negatively as just a person gives a positive impression to the assessor because it
taking a difficult test. means the assessor can predict the content of the rest
1
of the paragraph more easily. An important aspect of
3 STEPS BEFORE writing reading an essay easily is predicting what will come next.
In your Task 2 plan:

1. Study the words in your IELTS Writing Task 2 • show an introduction which contains a relevant
The same issues apply to Task 2 as to Task 1. You need to viewpoint on the essay task
read the task carefully, know clearly what the topic is and • list two or three paragraph headings, each with a
what precise aspect of the topic you have to give your view key reason connected to your own viewpoint, plus
on. This will help your answer to be relevant. one or two examples to support that reason
• show a concluding paragraph that will summarise
EXAMPLE: Imagine this is an IELTS Task 2 question. what your essay has shown
‘Many people keep pets in small apartments. To what NOTE: If you write the plan in the IELTS Answer book,
extent is this cruel?’ just put a line through it and underline it to show that it
The topic is keeping pets. To be relevant, you would is not your actual answer. Then begin the actual essay.
focus your discussion of pets on:
• types of pet (the expression pets covers many types of What was said about Task 1 is also important here. A few
living creature) minutes spent planning your Task 2 response helps
• where the pets are kept (specifically in this essay, in you to write systematically and smoothly, and in clear
small apartments) paragraphs – it is not wasted time.
2
• how cruel this is (you need to offer a clear, precise
point of view) WHILE Writing – Organising paragraphs and
2. Decide upon a clear, precise and relevant point of
sentences for a higher score
view 1. Develop each paragraph by linking each supporting
This can be achieved by offering enough detail to explain point to the next point.
why you have that opinion. Don’t just state one point and then move on to an
In the Task 2 essay, having a clear and precise point of entirely new point, as this seems mechanical and prevents
view on the task topic enables the assessor to feel more you from developing your opinion in more detail.
connected to the strength of your writing ‘voice’.
Example A: An unclear and not very precise point of 2. Use a variety of linking words between sentences,
view might be: rather than just the simpler, ‘shopping list’ style links,
It is sometimes cruel to keep pets in apartments but such as: firstly, secondly, thirdly, finally.
sometimes it is not cruel.
This point of view sounds as though the writer doesn’t Read this mini-paragraph:
clearly know what their point of view is about cruelty and Keeping pets such as large dogs in small apartments can
so it is less convincing, less powerful. easily lead to unintended cruelty. An obvious example of
Example B: A clearer and more precise point of view this is that limited space makes large animals frustrated
might be: because they can’t use enough of their physical energy.
It is cruel to keep pets in small apartments if the pets are This may result in possible aggression. Linked to this
large and need more space, more attention or a different lack of exercise is the issue of health. A dog that has
environment in order to be happy and healthy. insufficient space and lacks exercise can easily become
This point of view is clearer because it gives the precise obese which, in turn, may shorten the pet’s life.
conditions in which the writer thinks it is cruel (that is,
the writer says it is cruel if pets are large and if they can’t The linking words in bold type show how writers can
be healthy and happy in small apartments). direct their thoughts and express relationships between
the content as they move from sentence to sentence.
This also helps the assessor to connect with the point of
view that is developing. Test candidates who list one
point after another without any development and
without relevant, considered linking expressions may
seem less natural and less mature writers in the mind of
the assessor.
3. Leave a line between each of your paragraphs when

you write your essay so that the assessor can easily see
the way your essay is organised.

8 1
EIGHT KEY GUIDELINES for language use to achieve a higher score in Task 2
1. Avoid generalisations that are simplistic
and thus too strong (simple generalisations
seem unsubtle or strong and often don’t reflect
a mature viewpoint).
Example: Compare these two generalisations:
1) All dogs like people.
2) Most dogs are sociable and seem to enjoy
human companionship.
Which example above seems less simplistic

and more considered? ANSWER: No. 2
A more considered general view usually needs to
be expressed in a sentence that is:
• longer
• more grammatically complex
5
6
5. Avoid using lazy or vague expressions
to complete sentences, especially ones
that belong more to spoken conversation.
Examples: … etc. … etc; … and so on; …
and things like that; … that sort of thing
6. Avoid imprecise, general expressions

that make views sound too simple.
Example: Compare these expressions in a)
and b):
a) Walking a dog is a good thing and …
b) Walking a dog is a necessary, daily
activity and …
Example b) offers more precision (necessary,
daily) than example a) (good).
7
• more detailed and therefore more precise
• written using ‘cautious’ language forms 7. In the final paragraph, come to a
(e.g., may, possibly, perhaps, seem) conclusion about the point of view in
2
your essay.
2. Avoid using idioms or sayings which state This helps to round off your answer. Here
the obvious or seem out of place in an essay are one or two examples of how to begin:
where a formal viewpoint is being systematically Overall then, the point of view developed in
developed. this response is that …
Examples: Every coin has two sides. Every cloud Or, for a different type of essay
3
has a silver lining. question:
To sum up, the solution to this problem
3. Avoid using clichés as they can might best involve …
8
communicate too much informality.
Example: With most pets, what you see is what 8. Make a quick check of your grammar
you get. and spelling.
4
In the last minute or two, read your essay
4. Avoid using informal expressions quickly and try to find those elementary
in this formal type of writing. grammar or spelling mistakes which do
Examples: not impress assessors.
Less formal More formal Examples: Pet are … (should be Pets
are ...) or Keep pets in small apartments is
Keeping pets is a Keeping pets is a sometime cruelty. (Keeping pets in small
very hot topic. significant issue. apartments is sometimes cruel.)
Petrol-driven cars are … are fast
past their sell-by date. becoming obsolete.
4) Quick Guide to a higher score in IELTS SPEAKING

The main social task in the IELTS speaking test is to bring Silence is NOT golden!
both the assessor and candidate closer together in a sense of In the IELTS Speaking test, silence is NOT golden. Why?
‘cooperative connection’. This means that each helps the other • Natural pauses are fine, but long silences cause strain
e
to make the situation friendly and mutually successful. for the assessor and break flow and connection.
Music: The assessor will feel comfortable the more your spoken • It is a sign of either trouble finding the right word,
English echoes the music of the language that native speakers or trouble trying to understand what is required, or
are used to hearing, which means: trouble trying to explain something successfully.
• appropriate rises and falls in your voice • In Western cultures, silence is often experienced as
• good stress on the right sounds more threatening than it is in some other cultures.
• not too fast, not too slow • Silence takes up a lot of time and puts pressure on
• appropriate pausing the assessor to fit the many questions into a small
• very little hesitation or self-correction amount of remaining time, especially in Part 1 of
• neither too loud nor too soft the test.
• good rhythm and flow of sound • In the Speaking test, you can’t get a good score for
• clear and accurate, individual sounds what you don’t say! BUT variety is more rewarded
• good grouping of ‘chunks’ of meaning. than monotony or repetition. Quality beats quantity!

The ‘dance’ of the Speaking test 2) Connecting in PART 1 of the Speaking test
The interviewer knows the three-section ‘dance’ of the Speaking
test better than you do, but you can help your assessor by Keep in step and keep in time with the first 12
being a ‘good dance partner’. How? questions (3 topics).
• moving through each section or question in the test in an On average, about 15 seconds is an appropriate length for
appropriate time each of your answers in order to ‘keep in step’ with the
• being sensitive to your assessor as they lead you through rhythm of this section.
the dance’s moves
• showing yourself in a positive, cooperative light, thus … • If you take a long time answering (either because
• making your assessor happy to have you as their 11- to of hesitation or going into too much detail), then
14-minute dance partner. the assessor feels pressure because there is not
enough time to ask all the other questions.
As a ‘dance partner’, you need to be responsive, which means
• Similarly, if your answers are too short, the
not trying to dominate your partner by talking too much or too
assessor will get to the end of the questions
repetitively. Instead, be a cooperative equal. Aim for balance.
before the minimum time is up for the three topics
‘Dance’ in step with the test’s rhythm, timing and structure.
(4 minutes).
Finding the appropriate way to relate to your assessor So keep in step with the time boundaries and make the
Another important aspect of ‘cooperative connection’ in this assessor more comfortable.
short Speaking test is to feed the brief relationship between
yourself and the assessor so that it is friendly, balanced, Don’t use memorised answers or memorised material at
productive, mutually appropriate and mutually respectful. How? any stage. Why not?
It is very easy for the assessor to recognise memorised
For your 11–14 minutes with the assessor, act like ‘an answers and they:
equal’ who is: • often take up too much time
• offering yourself as a memorable, unique and interesting
person • frustrate the assessor
• informing a new friend about your life and culture, with • create a bad impression – you are not conversing in
a real interest in doing so a real way, you are being false!
• using body language and eye contact to communicate
interest and connection but not frustration, aggression Don’t be frightened to ask for a question to be repeated.
or tiredness The assessor has to read the questions from a printed page,
• treating the relationship with sensitivity, charm, pride, so if you don’t understand the question the assessor can’t
respect and friendliness explain it to you. You can ask for the question to be
• trying to make the assessor’s task easier repeated, however. This is much better than remaining
• using language that is not too distant (too formal) or too silent.
familiar (too informal) – your aim is to use language that
is polite but friendly at all times You can say:
• listening carefully and politely to everything the assessor
tells you or asks you Sorry, I didn’t quite catch that. Could you repeat the
question, please?
• reacting and responding with good energy and motivation
If you still don’t understand the question after it is read to
How to connect with the assessor at you again, just say:
each stage of the Speaking Test I’m sorry, but I still don’t quite follow the question.
1) Connecting during the Introduction Try to extend your answers a little to use the 15
seconds or so.
• When the assessor invites you into the room, it’s useful
to put your passport or test ID on the table so that it Why? This makes you seem more interesting, more friendly
is ready. and less robotic.
• Don’t try to say much while getting seated, just smile Example:
and look pleasant and respond to anything the assessor Assessor’s question: Were you a good student at school?
asks or says. (Sometimes, test candidates try to chat to
the assessor by saying things like How are you today? Answer A: Yes, I was a good student at school. (too brief,
at this point, but really the assessor just wants to get on repeats question words)
with the interview efficiently.) Answer B: Most of the time I was, yes, … especially at
• The assessor isn’t a police officer, so say your name in primary school, … but at high school … I had a period
a friendly way. If your name is really difficult for when I was a bit rebellious … and occasionally I got into
assessors to identify or repeat properly, give them a trouble for not doing my homework and arriving late.
short or simple first name to call you during the
interview. (Much better, as it sounds natural, is extended fluently, is
• While seated, look interested and connected, not personalised, is in ‘chunks,’ that is, ‘blocks of meaning’ each
nervous or tired. Make friendly eye contact, smile and with a tiny pause before the next block, is in polite,
be polite when asked for your passport or other ID. conversational style and is about 15 seconds long.)

• ‘Sing the same song.’ 4) Connecting in PART 3 of the Speaking test
As native speakers, assessors will probably ‘sing the
song’ of English by using rising and falling intonation The assessor will move the test into the final stage using
to add interest and show a positive attitude. general questions connected to the topic of your talk.
• Remember to try to mirror or echo this by
using rising and falling intonation in a • You should see this part as a more natural type of
natural and appropriate way to show how you feel interaction, because the assessor may react to your
about the answers you are offering. If you are responses and share the discussion a little, not just
talking about something exciting or interesting, move from one question to the next like in Part 1 of the
let your intonation show this. If you are surprised, Speaking test; however, the assessor will be careful not
show this. to take up too much time talking, as the aim is to
• Add ‘personality’ to your language. Flatness of assess your spoken abilities in this part.
spoken English suggests to the assessor that you
are not interested and maybe not interesting! • Remember, you are an ‘equal’. Imagine you are having
• Don’t speak too quietly nor too loudly. Try to a discussion in a coffee shop with a colleague who is
‘engage’ the assessor when you speak both by voice interested in your detailed views on certain things.
and gentle eye contact (this means keeping the
assessor’s attention and interest in what you • Develop your answers using varied sentence
are saying). connectors to build flow; don’t talk in short, staccato
sentences, as this gives the impression that you don’t
• Be yourself. want to engage in or enjoy a discussion, but just want
The interview is testing your ability at spoken English, to finish the test quickly.
but that English is spoken by YOU, so don’t forget to Example:
be yourself and not be too frightened or too ‘hidden’. Assessor’s question: Do you think weddings are really
necessary?
3) Connecting in PART 2 of the Speaking test Answer A: (too short, not flowing) Weddings are
necessary. Weddings are a tradition; they make parents
As Part 1 finishes, your assessor gives you a topic card and happy.
you have one minute to plan a one- to two-minute talk on Answer B (longer, but still too staccato) Yes. They are
the topic. necessary. Your family needs to follow traditions. It is a
bad thing not to get married. It brings shame. It shows
• During the one-minute planning/note-making time, you are not serious about your life. You need to please
make sure you go through ALL the points listed on your parents. Weddings help you do this.
the topic card. Use the listed points to structure Answer C (longer and more fluent) They seem to be
your notes or thoughts. important even though they may not be completely
• If you want to start before the one minute has necessary, because, for a start, they enable a couple to
finished, just politely say: show a public commitment to each other in front of their
I think I’m ready to start now, if that’s OK. family and friends, which helps them to feel supported
when making a big decision, and besides that, the
• During your talk, talk about each of the points on couple can feel they are part of a long and honourable
the topic card – many talks lack structure and are tradition in their society, while at the same time
disorganised; the candidate ends up trying to fill the pleasing their parents.
time and is often repetitive or goes off the point. Plan
systematically to avoid this. Being systematic connects • If you can’t quickly think of a response to a question,
with the assessor’s expectations. there are various strategies you can use to give
• Make your talk fluent, personal and varied. yourself more thinking time:
Your talk is a chance for connection, not just for using – you can use ‘holding’ expressions:
English. Connection is improved by adding variety Examples: Mm, that’s an interesting question but not
and personal comment. Use your voice’s ‘music’ to add easy to answer quickly … or There are different ways of
interest and for extra connection with the assessor. responding to that question; it depends on how you ….
• Use eye contact to connect with the assessor. – you can ask the assessor to paraphrase the
The little talk is a great opportunity to connect with question by seeking clarification:
your eyes and to build the relationship with the Example: Do you mean, are weddings legally necessary or
assessor. Don’t stare at your notes – it seems a bit just socially necessary? I’m not sure exactly what that
rude or shy. question is getting at.
• Signal to the assessor if you finish before the two- • It can be useful and adds variety to give examples
minute period ends with a simple phrase like from your own life occasionally if that makes it
I think that’s all. Don’t let silence create doubt. easier for you to communicate your viewpoint.
• The assessor will ask a ‘rounding-off’ question Example: I’ll give you an example from my own
connected to your talk. Just answer this fairly experience. One of my close friends and his partner are
briefly, as the assessor will want to move into the not married and have never had a wedding, and
final part of the interview. Don’t go on for too long or because of this, I don’t think they feel as connected to
the assessor may get a little impatient. their family.

• Don’t be either too formal or too informal during Disconnecting at the end of the Speaking test
this part of the interview. You should be a little more
relaxed now because you know the assessor just a • When the interview ends, just thank the assessor
little better. It’s the part of the test in which you can and say goodbye politely and briefly. Don’t be ‘too
be a little friendlier and allow your fluency and polite’. The interviewer may sense that you are trying
intonation to communicate this. Avoid long silences to leave a favourable impression and are being false.
or long hesitations. So be polite but genuine.
Be brief. Assessors are busy and under pressure to
• Build precision into your explanations of words or complete their candidate list.
ideas. How?
— Put some variety into your choice of sentence • Don’t ask questions about your performance after
types and vocabulary use. the interview has finished. The assessor cannot
— Avoid repetition, as this rarely adds anything discuss this and will not be impressed by your
new and doesn’t build variety. question, but embarrassed, as it seems inappropriate.
— Build precision by using expressions which enable It may damage the cooperative connection you have
you to paraphrase and extend an idea or built up in the previous 11–14 minutes.
viewpoint.
Example: I’m a bit anti-weddings. By this, I suppose I

mean that I’ve seen many of my friends’ marriages fail, so
I’m a little pessimistic about expensive, ‘showy’ ceremonies
and what they seem to represent. In other words, today
there seems to be too much emphasis on display and
perhaps not enough attention to deep meaning.
• Use ‘vague’ language occasionally, as this can sound

more natural.
Examples:
i) … that sort of thing; … and things like that
(These are used at the end of spoken sentences very
occasionally.)
ii) She’s some sort of …; I’m not sure exactly, but I think
he’s …; I have a feeling that it’s something to do with ….
(These are used at the front end of sentences perhaps a
little more often.)
• If your assessor offers a comment, respond to it

naturally. This increases the sense of mutual
connection. Here’s an example:
Assessor: It sounds as though the idea of marriage is
changing in your society.
Candidate: Does it? Maybe you’re right. I think it’s
definitely true that marriage seems more risky these
days, as in many societies people appear to be more
selfish, more independent and perhaps less respectful
of traditional commitment …

APPENDIX
IELTS Academic: High-Score Guide APPENDIX 217

ANSWER KEY
LISTENING
Each question answered correctly scores 1 mark.
Note: Slash ‘/’ indicates alternative answers. Brackets ‘(...)’ indicate optional details.
Section 1 Section 2 Section 3 Section 4

Test 1 1. B 11. corner 21. differences 31. 10 or more
2. C 12. 6 22. Italian 32. lack of practice
3. C 13. 2 23. Mexican 33. preparation
4. C 14. classes 24. ingredients 34. topic
5. A 15. swimming/swim 25. Australia 35. eye contact
6. advertise 16. learn 26. restaurants 36. slower
7. donate 17. program/-amme(designed) 27. fat 37. record yourself
8. (a) quote 18. (music) videos 28. cooking 38. meaning
9. charity 19. free 29. 40% 39. posture
10. sell 20. 6 30. healthy 40. distracts

Test 2 1. Johnstone 12. C 22. no change 31. T
2. 126 13. B 23. Monday 12th March 32. F
3. 0414 847 749 14. A 24. (Wednesday) 33. T
4. (about) 10 15. yes afternoons 34. F
5. (Uncle’s) shop (work) 16. 9.15 am 25. no change 35. A
6. C 17. C 26. Wednesday mornings 36. C
7. B 18. umbrella/backpack/ (21st March) 37. C
8. C camera/snacks/drinks 27. 9 (and) 1 38. boiling water
9. A (any three sing. or pl.) 28. company (first) 39. rub
10. E 19. (on) noticeboard/(in) (then college) 40. excess
11. C mail box 29. 30%
20. first iron bridge 30. diagrams (and) flow
21. C D H (all 3 required) charts

Test 3 1. 3 11. 3 hours 21. 200 31. A
2. brakes 12. grey (gray) whales 22. 4-week 32. C
3. (owner) going overseas 13. hot springs 23. 8 33. B
4. $1,500 14. swim (very) 24. 10-minute 34. keyboard/layout
5. 6.30 fast/playful/curious video/documentary 35. 70%/per cent
6. 88 Princess/Prince’s 15. black and white 25. film-making/film 36. 50 words
St/street 16. 14m/metres/meters making 37. accuracy (in typing)
7. B 17. in the middle 26. travel plan(s) 38. speed
8. C 18. (bright) orange 27. C 39. 12 to 20 miles
9. C 19. can’t swim 28. B 40. C
10. A 20. on your arm/ 29. April
(at the) wrist 30. course/flights/travel/
cameras/accommodation (any two)

Test 4 1. C 11. 10 (a.m.) to 5 (p.m.) 21. G 31. clay/plastic
2. 533 East/E 67 (th) 12. www.ATSTIX.com 22. A 32. reeds
3. 93014269 (correct spelling required) 23. C 33. underground
4. CX/Cathay Pacific 912 13. 3 24. C 34. tested
5. C 14. 4 25. A 35. compost/soil
6. B 15. 2 26. B 36. (healthy, natural)
7. A 16. 10th–14th 27. B home/habitat
8. clear customs 17. $35 28. A 37. labour/labor
9. passport, key, ticket, 18. $299 29. select films 38. increases
10. baggage claim number 19. 7.30 30. design program 39. unions/manufacturers
(any two for 2 marks) 20. $2.50 40. efficiency/winter/cold
weather/mosquitoes
A score of around 22–24 means that you are probably getting on track for a 6.0 in the real IELTS test.
218 IELTS Academic: High-Score Guide APPENDIX

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Classroom & Self-Study

Stephen Slater | Donna Millen | Pat Tyrie

Published by Innova Press Ltd.

Copyright © Innova Press Ltd. 2019

British Library Cataloguing-in-Publication Data

Project management: Richard Peacock

2 IELTS Academic: High-Score Guide

IELTS Academic High Score.indd 2 3/28/19 5:16 PM

IELTS Academic: High-Score Guide 3

IELTS Academic High Score.indd 3 3/28/19 5:16 PM

The IELTS Listening Test 10

The IELTS Reading Test 48

4 IELTS Academic: High-Score Guide

IELTS Academic High Score.indd 4 3/28/19 5:16 PM

The IELTS Writing Test 132

UNIT 4 SPEAKING 189

The IELTS Speaking Test 190

QUICK GUIDE to a higher IELTS score 206

Answer Key: Listening 218

IELTS Academic: High-Score Guide 5

IELTS Academic High Score.indd 5 3/28/19 5:16 PM

WHAT IS THE IELTS TEST?

The IELTS test is taken in this sequence:

Academic Writing Two essay tasks — 60 minutes

INSIDE THIS BOOK

6 IELTS Academic: High-Score Guide INTRODUCTION

IELTS Academic High Score.indd 6 3/28/19 5:16 PM

IELTS Academic: High-Score Guide INTRODUCTION 7

IELTS Academic High Score.indd 7 3/28/19 5:16 PM

LISTENING and READING

HOW TO USE THIS BOOK

Learn by reviewing performance

‘Use it or lose it’

8 IELTS Academic: High-Score Guide INTRODUCTION

IELTS Academic High Score.indd 8 3/28/19 5:16 PM

• The IELTS Listening Test

• Instructions for Test Practice

• Listening Tests 1–4

• High-Score Guide to Listening

• Learn from your mistakes

• How can I improve?

• Tips from test-takers

IELTS Academic: High-Score Guide UNIT 1 LISTENING 9

IELTS Academic High Score.indd 9 3/28/19 5:16 PM

10 IELTS Academic: High-Score Guide UNIT 1 LISTENING

IELTS Academic High Score.indd 10 3/28/19 5:16 PM

Before you start

Practise under test conditions

After you finish

Before you try the next test

Repeat For Listening Tests 2 to 4.

IELTS Academic: High-Score Guide UNIT 1 LISTENING 11

IELTS Academic High Score.indd 11 3/28/19 5:16 PM

EXAMPLE Andrea is feeling happy because …

A she’s seen Harry.

[1] What is Harry’s problem?

A He doesn’t want to sell his things.

[2] Which of the items below does Harry want to sell?

[3] Where is Harry going to advertise his books for sale?

• Canada has many different ethnic groups: e.g., Toronto has

• Growth of ethnic specialities of Mediterranean, Caribbean,

• Therefore, supermarkets now offering new [24] .................................

• 80% of Canadian market controlled by eight major national chains

• Seminar to compare Canadian food trends with

ost shoppers check [27] ................................................ and

NEW WAY OF • L abelled according to [28] ................................................

rowth in [30] ................................................ snacks such as

void scratching and fiddling because this [40]