IELTS, the International English Language Testing System, is designed to assess the language ability of candidates who need to study or work where English is the language of communication.
IELTS is jointly managed by the University of Cambridge ESOL Examinations (Cambridge ESOL), British Council, and IDP: IELTS Australia. IELTS conforms to the highest international standards of language assessment. It covers the four language skills – listening, reading, writing, and speaking. IELTS is recognized by universities and employers in many countries, including Australia, Canada, New Zealand, the UK, and the USA. It is also recognized by professional bodies, immigration authorities, and other government agencies.
IELTS is not recommended for candidates under the age of 16.
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IELTS tests are administered at centers throughout the world – there are currently over 300 centers operating in more than 100 countries. Centers supervise the local administration of the test and ensure the provision of qualified and trained examiners. A complete list of centers is available on the IELTS website.
Test centers run regular test administrations, according to local needs and results are available within two weeks. Candidates receive only one copy of their results but additional copies may be sent by the test center directly to receiving organizations at the candidate’s request. There are no restrictions on candidates re-taking the test.
IELTS is available in two formats – Academic and General Training. The Academic Reading and Writing tests assess whether a candidate is ready to study or train in the medium of English at an undergraduate or postgraduate level. Admission to undergraduate and postgraduate courses is based on
the results of these tests.
The General Training Reading and Writing tests are not designed to test the full range of formal language skills required for academic purposes, but emphasise basic survival skills in a broad social and educational context. General Training is suitable for candidates who are going to English-speaking countries to complete their secondary education, to undertake work experience or training programmes not at degree level, or for immigration purposes to Australia, Canada, and New Zealand.
It is the responsibility of the candidate to inform the test centre whether they wish to take the Academic or General Training Modules. Centres are not responsible for providing this information. The General Training Module is not offered at all test administrations.
Candidates are tested in listening, reading, writing, and speaking. All candidates take the same Listening and Speaking tests. There is a choice between Academic and General Training in the Reading and Writing tests. The tests are designed to cover the full range of ability from non-user to expert user. The first three tests – Listening, Reading, and Writing – must be completed in one day. There is no break between the tests. The Speaking test may be taken, at the discretion of the
test centre, in the period seven days before or after the other tests. A computerised version of IELTS Listening, Reading and Writing tests (CB IELTS) is available at selected centres, but all centres will continue to offer paper-based IELTS and candidates will be given the choice of the medium in which they wish to take the test.
Time: approximately 30 minutes
Candidates listen to a number of recorded texts. These include a mixture of monologues and conversations and feature a variety of English accents. The recording is heard only once, and candidates are given time to read the questions and write down their answers. Listening is the same for both IELTS Academic and General.
Time: 60 minutes
There are three reading passages with tasks. Texts are taken from books, magazines, journals, and newspapers, all written for a non-specialist audience.
At least one of the texts contains a detailed argument.
Time: 60 minutes
The texts are based on the type of material candidates would be expected to
encounter on a daily basis in an English-speaking country. They are taken from sources such as newspapers, advertisements, instruction manuals, and books, and test the candidate’s ability to understand and use information. The test
includes one longer text, which is descriptive rather than argumentative.
Time: 60 minutes
The first task requires candidates to write a description of at least 150 words. This is based on material found in a chart, table, graph or diagram and demonstrates their ability to present information and to summarise the main features of the input. For the second task, candidates write a short essay of at least 250 words
in response to a statement or question. They are expected to demonstrate an
ability to present a position, construct an argument and discuss abstract issues.
Time: 60 minutes
The first task requires candidates to write a letter of at least 150 words either asking for information or explaining a situation. For the second task, candidates write a short essay of at least 250 words in response to a statement or question. They are expected to demonstrate an ability to present a position, construct an argument and discuss issues.
Time: 11–14 minutes
The test is a face-to-face interview. Candidates are assessed on their use of spoken English to answer short questions, to speak at length on a familiar topic, and also to interact with the examine. Speaking is the same for both IELTS Academic and General.
Each candidate takes four tests, one in each of the four skills –
Listening, Reading, Writing, and Speaking.
Listening
Duration and format
The Listening test takes around 30 minutes. There are 40 questions and four sections. The Listening test is recorded on a CD and is played ONCE only.
During the test, time is given for candidates to read the questions and write down and then check their answers. Answers are written on the question paper as candidates listen. When the recording ends, ten minutes are allowed for candidates to transfer their answers to an answer sheet.
The first two sections are concerned with social needs. There is a conversation between two speakers and then a monologue. For example – a conversation about travel arrangements or decisions on a night out, and a speech about student services on a university campus or arrangements for meals during a
conference. The final two sections are concerned with situations related more
closely to educational or training contexts.
There is a conversation between up to four people and then a further monologue. For example – a conversation between a tutor and a student about an assignment or between three students planning a research project, and a lecture or talk of general academic interest.
A range of native-speaker English accents are used in the recordings which reflects the international usage of IELTS. A variety of questions are used, chosen from the following types:
• multiple choice
• short-answer questions
• sentence completion
• note/summary/flow-chart/table completion
• labelling a diagram
• classification
• matching
One mark is awarded for each correct answer in the 40-item test. A confidential Band Score conversion table is produced for each version of the Listening test, which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole and half bands. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.
Duration and format
The Writing test takes 60 minutes. There are two tasks to complete. It is suggested that about 20 minutes is spent on Task 1 which requires candidates to write at least 150 words. Task 2 requires at least 250 words and should take about 40 minutes. Candidates may write on the question paper but this cannot be
taken from the examination room and will not be seen by the examiner. Answers must be given on the answer sheet and must be written in full. Notes or bullet points in whole or in part are not acceptable as answers.
Academic Writing
In Task 1 candidates are asked to describe some information (graph/table/chart/diagram), and to present the description in their own words. Depending on the type of input and the task suggested, candidates are assessed on their ability to:
• organise, present and possibly compare data
• describe the stages of a process or procedure
• describe an object or event or sequence of events
• explain how something works
In Task 2 candidates are presented with a point of view or argument or problem. Candidates are assessed on their ability to:
• present the solution to a problem
• present and justify an opinion
• compare and contrast evidence, opinions and implications
• evaluate and challenge ideas, evidence or an argument
The issues raised are of general interest to, suitable for and easily understood by candidates entering undergraduate or postgraduate studies or seeking professional registration.
In Task 1 candidates are asked to respond to a given problem with a letter requesting information or explaining a situation. Depending on the task suggested, candidates are assessed on their ability to:
• engage in personal correspondence
• elicit and provide general factual information
• express needs, wants, likes and dislikes
• express opinions (views, complaints etc.)
In Task 2 candidates are presented with a point of view or argument or problem.
Candidates are assessed on their ability to:
• provide general factual information
• outline a problem and present a solution
• present and possibly justify an opinion, assessment or
hypothesis
• present and possibly evaluate and challenge ideas, evidence
and argument
The topics are of general interest and it makes no difference what subjects candidates study.
Each task is assessed independently. The assessment of Task 2 carries more weight in marking than Task 1. Writing responses are assessed by certificated IELTS examiners. All IELTS examiners hold relevant teaching qualifications and are recruited as examiners by the test centres and approved by British Council or IDP: IELTS Australia.
Detailed performance descriptors have been developed which describe written performance at the nine IELTS bands. Public versions of these descriptors are available on the IELTS website.
The descriptors apply to both the Academic and General Training Modules and are based on the following criteria. Task 1 responses are assessed on:
• Task Achievement
• Coherence and Cohesion
• Lexical Resource
• Grammatical Range and Accuracy
Task 2 responses are assessed on:
• Task Response
• Coherence and Cohesion
• Lexical Resource
• Grammatical Range and Accuracy
Task Achievement
This criterion assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. Academic Writing Task 1 is a writing task which has a defined input and a largely predictable output. It is basically an information-transfer task which relates narrowly to the factual content of an input diagram and not to speculated explanations that lie outside the given data. General Training Writing Task 1 is also a writing task with a largely predictable output in that each task sets out the context and purpose of the letter and the functions the candidate should
cover in order to achieve this purpose.
This criterion is concerned with the overall clarity and fluency of the message: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical
connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.
Lexical Resource
This criterion refers to the range of vocabulary the candidate has used and the accuracy and appropriacy of that use in terms of the specific task.
Grammatical Range and Accuracy
This criterion refers to the range and accurate use of the candidate’s grammatical resource as manifested in the candidate’s writing at the sentence level.
Task Response
In both Academic and General Training Modules Task 2 requires the candidates to formulate and develop a position in relation to a given prompt in the form of a question or statement. Ideas should be supported by evidence, and examples may be drawn from the candidates’ own experience. Responses must be at
least 250 words in length. Scripts under the required minimum word limit will be penalised. Scores are reported in whole and half bands.
Duration and format
The Speaking test takes between 11 and 14 minutes and consists of an oral interview between the candidate and an examiner. All Speaking tests are recorded. The structure of the test is summarised below.
There are three parts to the test and each part fulfils a specific function in terms of interaction pattern, task input and candidate output. In Part 1 candidates answer general questions about themselves, their homes/families, their jobs/studies, their
interests, and a range of familiar topic areas. This part lasts between four and five minutes.
In Part 2 the candidate is given a verbal prompt on a card and is asked to talk on a particular topic. The candidate has one minute to prepare before speaking at length, for between one and two minutes. The examiner then asks one or two rounding-off questions. In Part 3 the examiner and candidate engage in a discussion of more abstract issues and concepts which are thematically linked to the topic prompt in Part 2. The discussion lasts between four and five minutes.
Research has shown that the speech functions which occur regularly in a candidate’s output during the Speaking test are:
Other speech functions may emerge during the test, but they are not forced by the test structure.
Speaking performances are assessed by certificated IELTS examiners. All IELTS examiners hold relevant teaching qualifications and are recruited as examiners by the test centres and approved by British Council or IDP: IELTS Australia. Detailed performance descriptors have been developed which describe spoken performance at the nine IELTS bands. Public versions of these descriptors are available on the IELTS website.
Fluency and Coherence
This criterion refers to the ability to talk with normal levels of continuity, rate and effort and to link ideas and language together to form coherent, connected speech. The key indicators of fluency are speech rate and speech continuity. The key indicators of coherence are logical sequencing of sentences, clear marking of stages in a discussion, narration or argument, and the use of cohesive devices (e.g. connectors, pronouns and conjunctions) within and between sentences.
Lexical Resource
This criterion refers to the range of vocabulary the candidate can use and the precision with which meanings and attitudes can be expressed.
The key indicators are the variety of words used, the adequacy and appropriacy of the words used and the ability to circumlocute (get round a vocabulary gap by using other words) with or without noticeable hesitation.
Grammatical Range and Accuracy
This criterion refers to the range and the accurate and appropriate use of the candidate’s grammatical resource. The key indicators of grammatical range are the length and complexity of the spoken sentences, the appropriate use of subordinate clauses, and the range of sentence structures, especially to move elements around for information focus. The key indicators of grammatical accuracy are the number of grammatical errors in a given amount of speech and the communicative effect of error.
Pronunciation
This criterion refers to the ability to produce comprehensible speech to fulfil the Speaking test requirements. The key indicators will be the amount of strain caused to the listener, the amount of the speech which is unintelligible and
the noticeability of L1 influence. Scores are reported in whole and half bands.
Describe a teacher who has greatly influenced you in your education.
You should say:
– where you met them
– what subject they taught
– what was special about them
– and explain why this person influenced you so much.
You will have to talk about the topic for 1 to 2 minutes.
You have one minute to think about what you are going to say.
You can make some notes to help you if you wish.
Example Part 2
Describe a letter you received which was very important to you.
You should say:
– when you received it
– who sent it
– what it was about
and explain why it was important to you.
You will have to talk about the topic for 1 to 2 minutes.
You have one minute to think about what you are going to say.
You can make some notes to help you if you wish..
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