【IELTS-Reading & Writing-24】IELTS Reading Practice Test with Answers! Question Types + Strategies | Get 40/40 on IELTS READING (雅思閱讀練習及答案！題型+策略 | 雅思閱讀40/40）

【 閱讀 Reading  】 結構: 3篇文章，40題，60分鐘。 學術組：學術文章；培訓組：廣告、指南等。 題型：選擇、配對、填空、判斷（T/F/NG）、標題配對。 高分技巧: 快速掃讀（skimming）找主旨。 精讀（scanning）定位答案。 管理時間，每篇20分鐘。 注意同義詞與改述。 先易後難，跳過卡題。 Structure : 3 passages, 40 questions, 60 minutes. Academic: Scholarly articles; General Training: Ads, guides. Question types: Multiple choice, matching, fill-in-the-blank, T/F/NG, heading matching. High-Score Tips : Skim for main ideas. Scan for specific answers. Manage time: 20 minutes per passage. Note synonyms and paraphrasing. Skip tough questions, tackle easier ones first.
【寫作 (Writing)】 結構: 2任務，60分鐘。 Task 1（20分鐘，150字）：圖表/流程描述（學術組）或書信（培訓組）。 Task 2（40分鐘，250字）：議論文/問題解決。 高分技巧: Task 1：清晰描述趨勢/比較數據；書信注意語氣。 Task 2：明確論點，結構清晰（引言、主體、結論）。 使用多樣句型與高級詞彙。 留5分鐘檢查語法與拼寫。 練習常見題型（如原因、解決方案）。 Structure : 2 tasks, 60 minutes. Task 1 (20 minutes, 150 words): Charts/process (Academic) or letter (General Training). Task 2 (40 minutes, 250 words): Essay (argument/problem-solution). High-Score Tips : Task 1: Clearly describe trends/compare data; use appropriate tone for letters. Task 2: Clear thesis, structured (intro, body, conclusion). Use varied sentence structures and advanced vocabulary. Reserve 5 minutes to check grammar/spelling. Practice common topics (causes, solutions). Assessment of your ability to understand and interpret written English in academic and general contexts. Our IELTS reading sample questions will help you understand the types of questions asked in the IELTS Academic Reading module. Exercises have a given time limit every time you practice. Topic: Moles happy as homes go underground Reading > Academic > P7 > M oles happy as homes go underground T he charts below show the percentages of male and female students getting? top grades in 1960 and 2000. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Example Answer T he given column graphs compare the proportion of boys and girls getting top grades in five subjects, which are science, arts, maths, languages and humanities, in 1960 and 2000. It is clear from the graph that girls scored higher in Arts and languages, whereas boys scored higher in science and math in the given years. In 1960, slightly over 30% of boys scored good grades in science and maths, whereas in languages and humanities the high scorers were 20% each. Only one in ten scored high in Arts. In contrast, girls did much better in languages, Arts and Humanities, with 45%, 32% and 30% scoring high in these subjects respectively. Only 10% of girls scored high in science, and the least (5 %) scored high in maths. In 2000, among boys, the percentage of top scorers in arts and humanities almost doubled whereas in science and math became approximately half as compared to the figures of 1960. The percentage of top scorers in languages remained the same. Overall, it is surprising to see that boys scored better than girls in humanities in the year 2000. T he graph below shows the average class size in six countries and compares it with the world average class size in 2006. Summarise the information by selecting and reporting the main points and give comparisons where relevant. Example Answer T he given column graph illustrates the average class size in primary school and lower secondary school in six nations in 2006 and compares it with the world average. It is clear that the UK and Denmark had a higher number of students in primary school (23 and 21 respectively) than those in secondary school (22 and 19 respectively). A similar trend was seen in the world average, with 26 and 24 students in primary and secondary classes respectively. South Korea had the highest number of students in both primary and secondary classes (nearly 35 in each class). Moreover, Japan had an average primary class of 26 students, whereas the second class size was slightly bigger with 31 average students. The biggest discrepancy in primary and secondary class size was seen in Mexico, where the primary class strength was only about 20 students, but the second class had a little over 30 students. Iceland had the smallest primary and secondary classroom size of 15 and 17 students on an average, respectively. Overall, the teacher-taught ratio was the best in Iceland with the smallest classroom size. T he chart below shows information about the favourite subjects of 60 students from two schools, school A and school B. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Example Answer T he given column graph illustrates the best-loved subjects of 60 students from two schools, School A and School B. It is clear from the graph that the choice of subjects varies greatly between the two schools. In school A, more than half the students (36) like sports. By contrast, the rest of the subjects are not very popular among students in school A. In school B, 25 students like craft and drawing which is more than six times the students' number of school A. Language is the second most preferred subject in school B, chosen by 18 students. Moreover, Social Science is the third most-liked subject, with 10 students of school B liking it, which is almost double the number of students of school A, who like it. Only two students from school B like science, whereas 9 of school A like science. The biggest discrepancy can be seen in those choosing sports as their favourite subject, with 36 students of school A going for sports, in contrast to only 5 of school B. Overall, craft and drawing is the least preferred subject of school A students, whereas science is the least liked the subject of students of school B. T he graphs below show four categories of citrus fruits and the top three countries to which these were exported (in thousand tonnes) in 2012. Summarise the information by selecting and reporting the main features and make comparisons where relevant Example Answer T he given bar charts compare the top three countries importing different types of citrus fruits in 2012. The fruits given are oranges, lemons, grapefruits and all other citrus fruits. As can be seen from the chart, oranges were the most popular fruit. More specifically, South Africa was the country where the largest number of oranges were exported amounting to 1020 thousand tonnes approximately. This was followed by Egypt (500 thousand tonnes) and the United States, which imported the smallest amount (400 million tonnes) of oranges among the three countries. Lemon was the second popular fruit in the four categories, with 500,000 tonnes imported by Mexico and 200 imported by the USA. The minimum amount was imported by Argentina (100,000 tonnes). Grapefruits did not constitute a large proportion of the imported fruit. Turkey was the main country that imported grapefruits, while Mexico and the United States imported 400,000 and 300,000 tonnes respectively. Overall, the export quantities of different fruit varied among different countries in 2012. Accademic Reading Writing Task 1 Writing Task 2 https://ieltstutorials.online/sample-questions/cue-card https://www.ieltsbuddy.com/ielts-speaking-samples.html
50 Recent IELTS Speaking Topics for Parts 2 and 3 for IELTS 2025
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IELTS Speaking Band Descriptors  - Speaking Assessment Criteria What is the IELTS Speaking test?   Four Skills   33 interview questions for students (with sample answers)   Interviewers usually ask these questions for students to learn about their basic knowledge and abilities. They also ask these questions to get a better understanding of your interests, attitude, and personality. Some common general questions include: Can you tell us about yourself? How did you learn about our organization/ university? What are your strengths? What are your weaknesses, and how do you overcome them? Why did you choose your school? What motivates you? How do you believe you can contribute to our growth? Where do you see yourself in the next five years? Can you tell us why you think you're the best fit for this role? Do you have any questions for us?
Experience and Background The interviewer may ask questions about your background and experience to understand your responsibilities in previous roles and how you handled them. They also ask these questions to envision you in the role and determine whether you fit their company culture. Below are examples of these questions: Tell us something about your field of study. Which academic accomplishment are you most proud of? Do you have prior experience in this role? Do you have any academic goals you hope to achieve before you graduate? What are they? What skills and experience do you hope to gain in this job? Do you have plans to further your education? Do you participate in any extracurricular activities? What are they? What do you wish you knew before choosing this career path? What steps have you taken for your professional growth and development? Do you think your education helped to prepare you for this role? In what way?
In-depth Questions Interviewers ask in-depth questions to get detailed information about your behaviour or abilities. These questions usually relate directly to the role and give the interviewer an idea of how well you'd perform. Examples of in-depth questions include: Can you give an example of a time you applied your leadership skills at work? How do you work under pressure? How do you handle stress? Do you prefer working alone or with a team? Why? Tell us about a time you exceeded your expectations. Have you ever missed a deadline? Why and what was the result? Describe how you organise your schedule and prioritise your tasks. Have you ever managed multiple tasks simultaneously? How did you handle them? How do you manage two projects that are due at the same time? How do you intend to make an impact in this role?
Discussion Questions (Tests) (1) What images spring to mind when you hear the word ‘test’? (2) Do you get nervous when you take tests? (3) Are there any kinds of tests that you love? (4) Do you follow any special routines before you take a test? (5) What test has made you most nervous? (6) What do you think about while you wait for the result of a test? (7) Have you ever cheated on a test? (8) Have you ever taken an IQ test? (9) Do you think testing is useful or a waste of time? (10) Do you think your test scores reflect your true ability and intelligence? (11) Do you like taking tests? (12) Are you good at taking tests? (13) What was the last English test that you took like? (14) Have you ever had a blood test? (15) Would you be more nervous before your driving test, a blood test or an English test? (16) What’s the best way to prepare for a test? (17) What medical tests have you had? (18) What was the worst test you ever took? (19) Are there too many tests in school? (20) How do you feel when you fail a test?