Speaking — I found this to be easiest of all. The only thing required here is confidence and of course fair communication skills. The starting set of questions is the same for all the candidates, hence you can easily prepare for it. Also, the interviewers are so friendly and they make you feel comfortable so that you will never get nervous. Try listening to Interviews and again watch English shows to get better at speaking.
Get a self study book, for Academic click here , for General here. Your Comment. He took Baris prepared and scored 7. Leave a comment ». Please do not submit your comment twice - it will appear shortly. Listening tests from Parapal Reading practice New! Sample Letters. A C2 would practically be guaranteed 8.
This should make it very clear that before we start talking about how much time it might take to prepare for IELTS, one of the first steps you must take is:. Without worrying too much about bands and CEFR levels, it is likely that you have a very good idea of how good your English language skills are but there are many short online tests that will give you some idea.
It's a matter of exam skills, not just language skills. You need to know:. But most IELTS candidates, including those whose English language skills place them at a good C1 or even C2 level, seek and benefit from professional help. You will find all kinds of advice and information on how much time is takes to reach a certain desired IELTS level. Task type and format: Test takers are required to fill in the gaps in an outline of part or of all of the listening text. It may be:. Test takers may have to select their answers from a list on the question paper or identify the missing words from the recording, keeping to the word limit stated in the instructions.
Test takers do not have to change the words from the recording in any way. Test takers should read the instructions very carefully as the number of words or numbers they should use to fill the gaps will vary. Test takers are penalised for writing more than the stated number of words, and test takers should check this word limit carefully for each task.
Contracted words will not be tested. Hyphenated words count as single words. Task focus: This focuses on the main points which a listener would naturally record in this type of situation. Task type and format: Test takers are required to read a set of sentences summarising key information from all the listening text or from one part of it.
They then fill a gap in each sentence using information from the listening text. Test takers are penalised for writing more than the stated number of words. Task focus: Sentence completion focuses on the ability to identify the key information in a listening text. Test takers have to understand functional relationships such as cause and effect.
Task type and format: Test takers are required to read a question and then write a short answer using information from the listening text. Test takers should check this word limit carefully for each task. Sometimes test takers are given a question which asks them to list two or three points. Task focus: Sentence completion focuses on the ability to listen for concrete facts, such as places, prices or times, within the listening text.
The Listening test is marked by certificated markers, who are regularly monitored to ensure their reliability. All answer sheets, after being marked, are further analysed by Cambridge Assessment English. Scores are reported in whole bands and half bands. One mark is awarded for each correct answer in the item test. Paper format: Three reading passages with a variety of questions using a number of task types.
Sources: Texts are taken from books, journals, magazines and newspapers, and have been written for a non-specialist audience. All the topics are of general interest. They deal with issues which are interesting, recognisably appropriate and accessible to test takers entering undergraduate or postgraduate courses or seeking professional registration.
At least one text contains detailed logical argument. Texts may contain non-verbal materials such as diagrams, graphs or illustrations. If texts contain technical terms a simple glossary is provided. Answering: Test takers are required to transfer their answers to an answer sheet during the time allowed for the test. No extra time is allowed for transfer. Test takers write the letter of the answer they have chosen on the answer sheet. The questions may involve completing a sentence, where they are given the first part of a sentence and then choose the best way to complete it from the options, or could involve complete questions; with the test takers choosing the option which best answers them.
The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text. Task focus: Multiple choice tests a wide range of reading skills, including detailed understanding of specific points or an overall understanding of the main points of the text.
It is important to understand the difference between 'false' and 'not given'. Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers. It can thus be used with more factual texts. It is important to understand the difference between 'no' and 'not given'.
They may be asked to find: specific details, an example, a reason, a description, a comparison, a summary, an explanation. When this is the case, they will be told that they can use any letter more than once.
This type of task can be used with any text as it tests a wide range of reading skills, from locating detail to recognising a summary or definition. Unlike task type 5, Matching headings, it is concerned with specific information rather than with the main idea. Task type and format: Test takers are given a list of headings, usually identified with lower-case Roman numerals i, ii, iii, etc,. A heading will refer to the main idea of the paragraph or section of the text.
Test takers must match the heading to the correct paragraphs or sections, which are marked alphabetically. Test takers write the appropriate Roman numerals in the boxes on their answer sheets. There will always be more headings than there are paragraphs or sections, so that some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example for test takers.
This task type is used with texts that contain paragraphs or sections with clearly defined themes. Task type and format: Test takers are required to match a set of statements or pieces of information to a list of options. The options are a group of features from the text, and are identified by letters. Test takers may, for example, 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 inform test takers if options may be used more than once. It may be used both with factual information, as well as opinion-based discursive texts.
Test takers need to be able to skim and scan the text in order to locate the required information and to read for detail. Task type and format: Test takers are given the first half of a sentence based on the text and asked to choose the best way to complete it from a list of possible options.
They will have more options to choose from than there are questions. Test takers must write the letter they have chosen on the answer sheet. 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. Task type and format: Test takers complete sentences in a given number of words taken from the text. They must write their answers on the answer sheet.
If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words.
Task type and format: Test takers are given a summary of a section of the text, and are required to complete it with information drawn from the text. The summary will usually be of only one part of the passage rather than the whole.
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. Test takers may be asked either to select words from the text or to select from a list of answers.
Contracted words are not tested. 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. In the variations involving a summary or notes, test takers 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. Task type and format: Test takers are required to complete labels on a diagram, which relates to a description contained in the text.
The answers do not necessarily occur in order in the passage. The diagram may be of 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. Task type and format: Test takers answer questions, which usually relate to factual information about details in the text. This is most likely to be used with a text that contains a lot of factual information and detail.
Test takers must write their answers in words or numbers on the answer sheet. Test takers must write their answers using words from the text. The questions are in the same order as the information in the text.
The Academic Reading test is marked by certificated markers, who are regularly monitored to ensure reliability. Paper format: There are three sections. Section 1 may contain two or three short texts or several shorter texts.
Section 2 comprises two texts. In Section 3, there is one long text. Here, the emphasis is on descriptive and instructive rather than argumentative texts, in a general context relevant to the wide range of test takers involved, for example, newspapers, magazines and fictional and non-fictional book extracts. They write the letter of the answer they have chosen on the answer sheet. Task focus: This task type tests a wide range of reading skills including detailed understanding of specific points or an overall understanding of the main points of the text.
The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question and so on.
Any knowledge students bring with them from outside the passage should not play a part when deciding on their answers. Task focus: This task type assesses the test takers' ability to recognise particular points of information conveyed in the text. They may be asked to find; specific details, an example, a reason, a description, a comparison, a summary, an explanation.
When this is the case, test takers will be told that they can use any letter more than once. The questions do not follow the same order as the information in the text.
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