【IELTS-Writing & Reading-08】IELTS Simon Writing Task1 Academic Part-2 Line graphs (Simon 學術寫作任務 1 第 2 部分 線圖)

Key Phrases used in the video amount of electricity produced source of electricity provided electricity generating electricity (power) means of electricity generation over a period of or over the period shown by far the most important a negligible amount Nuclear power overtook thermal power as the primary source of electricity rose dramatically to a peak of by contrast the figure for remained at this level, remained stable 【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). 【 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. Essay People find it very difficult to speak in public or to give a presentation before an audience. Do you think public speaking skill is really important? Give reasons. Some people say public speaking should be taught at school. Do you agree or disagree? Example Answer Public speaking and oration are the most valued skills that an individual can possess. The most influential prophets and leaders are laconic speakers and can sway their audiences verbally. The Powerful oratory skills of many leaders have won wars, averted mass panic, and saved companies from financial disaster. Unfortunately, speaking in public is not easy today. In the following paragraphs, I shall delve into the importance of the skill of public speaking. I believe that it should be a part of the school curricula. To begin with, public speaking is interrelated with communication skills and can be described as a form of communication. The forms of public speaking are an interview, speaking to a group of interviewers, and a class presentation. In such situations, if you can communicate properly, it can help you shape up your future. Secondly, it helps to overcome fear. The major reason is that one has to gather a thorough knowledge of the subject matter on which one has to speak. Once a person goes into the depth of any topic, he realizes that his anxieties and fears associated with it go down quite remarkably. Furthermore, this skill helps in personality development. When a person successfully delivers a good speech, it gives a sense of self-worthiness. A positive response from the audience can help a person feel more confident. Thus, it can bring about a lot of improvement in one?s overall personality. ?????? The art of public speaking improves relationships. Even in one?s professional life, effective interaction with one?s boss, clients or subordinates can help a person enhance the possibility of advancement in his chosen profession. Moreover, schools should emphasize on practical skills rather than theoretical skills. A good illustration of this could be India's prime minister, who claimed that before taking his designation he had to take classes to speak in front of audiences, but rather than taking classes it will benefit the students to be taught about public skill in school. In conclusion, I believe that it is very difficult to talk in front of people but, it would become easy when school authorities take an action to promote students to speak in front for audiences with extra curriculum activities. Essay
Some people think that too much money has been spent looking after and repairing old buildings, so we should knock down old buildings and build modern ones instead. To what extent do you agree or disagree? Example Answer It has been a matter of intense debate for quite some time now as to what should be done with old buildings. Some people insist that money should be spent to construct new buildings instead of maintaining obsolete ones. However, I object to the idea that people would be better off if they abolish old buildings and build new ones. To begin with, there are many arguments in favour of demolishing old buildings. There are many memorable buildings closely correlated with people's lives that money cannot compensate for the value of them. Such buildings should be demolished, even if they have an emotional value for the owners. The maintenance costs of such buildings which are in very bad shape are much more than the cost of demolishing and building new ones instead. However, it seems that knocking down the old building would cause some people do not respect their history. The reason often given is that people would lose the existence of building which can remind them of the past. There are some old buildings, which give a unique identity to a place, and with a little maintenance can be used effectively even today. For example, the Sainik School of Kapurthala was the home the maharaja of Kapurthala, Jagatjit Singh. It is a magnificent piece of architecture and is now serving a very good purpose. In conclusion, the decision to preserve or demolish old buildings should be made after considering many factors. If the old building can be used effectively or be made into a tourist attraction or is giving a unique identity to a place, it should be preserved. If a building is occupying a lot of space and is unfit to live in, then it should be demolished. Essay The government should control the amount of violence in films and on television in order to decrease the violent crimes in society. To what extent do you agree or disagree? Example Answer It is an undeniable fact that films and TV programmes are filled with violence, and as a result, violence is increasing in our societies. I agree that censoring such programmes and films, some amount of violence can be decreased. In the following paragraphs, I shall put forth my arguments to support my views. Reducing the amount of violence on TV and in the cinema would certainly be a good start to decreasing violence among people. There are many harmful effects of such programmes on individuals and society. The most disturbing effect is on the children and youth. The primary concern is that media violence may cause aggressive or criminal behaviours in people, especially in youth. For example, young kids are likely to imitate the heroes they see in the movies, who have been engaging in more violent behaviour in recent years. Moreover, media violence can stimulate fear in some children as it frightens them, making the effects long-lasting. It is a well-known fact that the media possesses a lot of power to influence people. As a result, the young teens may think it is cool to carry an automatic weapon and use it to knock off the bad guys.? Consequently, society suffers as the streets are full of violence. In conclusion, having a check on the violence in TV programmes and films would certainly be a good start to decrease violence and crime in society. The government should regulate and monitor violent contents in television and movies in order to reduce the crimes rates. Essay
In several years many languages die out. Some say it is not important because if we speak fewer languages life would be easier. Do you agree or disagree? Example Answer It is a highly debatable issue that the governments should invest money on saving minority languages or not. Some opine that it is futile to save these languages because it is more convenient to have fewer languages today. In the following paragraphs, I intend to justify this latter view. The reason why the possibility of a language dying raises so much concern for sociolinguists is that language is directly related to culture. Saving a language is one way to preserve the local culture. As a distinct language is generated with the progress of social development, it can highly represent the unique culture of a country, thereby ensuring the speakers to recognize their own identities without feel like abandoned. Beyond preserving the culture and using language as a part of the speakers' identity, a very practical reason for wanting to save a dying language is that archaeologists and anthropologists can get a wealth of information about a society from its language. If a language dies out, so does our access to direct knowledge about its customs, folk tales, and vocabulary for describing the world. However, the languages which have lost the communicative purposes will disappear eventually. The truth of ?when a language dies, a culture dies? does not imply the truth of when a language is saved, culture is so saved. The change of culture is a normal part of the law of change and we should welcome this change. The only thing that can be achieved by saving a language is for intra-linguistic studies. Therefore, it is no worth to invest financial resources on these languages because they are not used by a large number of people. To recapitulate, the idea of saving threatened languages sounds good, but it is difficult to sustain because the speakers have a right to shift to another language. Therefore, it is not important to save endangered languages. Task 1 Report Writing Format: Intro: The ( bar/pie/line) (chart/graph) table/diagram/map ) ( shows/illustrates/presents/displays ) (paraphrase question/titles) ( time from ... to ..., between ... and ...) Overview:   Overall , key feature 1 sentence. Key feature 2 sentence. Body 1:   Key feature 1  details and figures. Body 2:   Key feature 2  details and figures. Body 3 (optional - feature 3 - typically 2 body paragraphs) Words: 150+ (ideally 150 - 200) Time: 20mins Words: 150+ Time: 20mins Important : The overview (typically written as 'Overall')  appears after the introduction because this is a report, not an essay . The overview contains the key features  which the reader needs to know, while the body paragraphs contain all the details. Reading the overview first, helps the reader to understand the body paragraphs. Also, the overview is the most important paragraph in task 1 and carries the most weight . Marking Criteria Task Achievement – appropriate response to the task Coherence & Cohesion   – the ability to present a well-structured essay Lexical Resource   – the ability to use a range of appropriate vocabulary  and to use  it correctly Grammatical Range & Accuracy   – the ability to use grammar correctly and to use a range of grammar forms (tenses: past, present, future) Each carries 25% of the marks. Task 1 - Main types of charts Bar chart Line graph Pie chart Table Process diagrams Map Combination: Bar, Pie, Line, Table Probability of the above appearing on the exam Video Example: The chart below shows the value of one country's exports in various categories during 2015 in 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. 20 mins Answer :The bar chart illustrates a country's export values across different sectors in 2015 and 2016, while the table presents the percentage of fluctuations in each category between the two years. Overall, the earnings increased in all categories except for gems and jewellery. Textile exports recorded the most significant growth, representing a key contributor to the overall positive trend. Petroleum products experienced a modest 3% increase, reaching around $63 billion in 2016. Engineered goods demonstrated a more substantial positive trend, with an 8.5% growth, resulting in revenue of approximately $61 billion in 2016. In contrast, gems and jewellery faced a decline in export earnings, dropping from around $44 billion in 2015 to about $41 billion in 2016, representing a notable 5.18% change. Agricultural goods witnessed a marginal positive shift, with a 0.81% increase in 2016. On the other hand, textile exports grew remarkably by 15.24%, soaring from $26 billion to around $32 billion in 2016. Example 1: Combination The pie chart shows the percentage of carbon dioxide (CO2) emitted by the 6 biggest polluters in 2015, while the bar graph shows the top 6 emitters per capita in the same year . Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. 20 mins The pie chart   compares  the distribution of worldwide CO2 emissions by country in 2015. The bar graph illustrates  six countries with the highest emitters of carbon dioxide per capita in the same year. Overall , it can be clearly seen that the largest contribution of global CO2 emissions in 2015 was dominated by the rest of the world and China, while Saudi Arabia contributed the highest amount of carbon dioxide emissions per person in metric tonnes. On the one hand , the Rest of the World and China produced more than one-third of the global CO2 emissions in 2015, followed by the United States and India, which stood at 17% and 7%, respectively . The rest of the countries, including Russia, Japan and Germany, accounted for  less than 5%. On the other hand , the biggest rate of CO2 emission per person  came from Saudi Arabia at 16%. This was followed by the United States, Australia, and Canada at 15%, with South Korea and Russia contributing 12% and 10%, respectively . Interestingly , Saudi Arabia, who have the highest emitter per capita, is not listed in the top six countries of CO2 emissions. Furthermore, China and India, which are among the top 3 emitters of global CO2, are not listed in the top six CO2 producers on a per-person basis. The two charts compare data about the biggest carbon dioxide producers by country and per person in 2015. Overall, it is clear  that although China and the USA generated  almost half of the world's emissions  in the year, the highest polluters on an individual level were from Saudi Arabians. Interestingly , despite being in the top 3 emitters globally, the developing nations of China and India were not among the highest CO2 producers on a per-person basis. According to the pie chart , 31% of global CO2 emissions came from China in 2015, followed by 17% produced by the USA. India, Russia, Japan and Germany accounted for approximately one-fifth, and the rest of the carbon dioxide came from all the other nations of the world. In terms of the emissions per person, illustrated by the bar graph ,  the biggest rate of CO2 emission per person  came from Saudi Arabia at 16%. This was followed by the United States, Australia, and Canada at 15%, with South Korea and Russia contributing 12% and 10%, respectively. Interestingly , Saudi Arabia, who have the highest emitter per capita, is not listed in the top six countries of CO2 emissions. Quiz: Mixed Charts in IELTS Academic Writing Task 1 Practice Questions Example 2: Combination The line graph shows visits to and from the UK from 1979 to 1999, and the bar graph shows the most popular countries visited by UK residents in 1999. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Key Writing Steps These are the steps you need to take to describe a bar and line graph together (or any two graphs) that may differ slightly from when you describe one graph. Introduction When you state what the graph shows,  mention both of them . Here is a sample first sentence of the introduction: The line graph illustrates the number of visitors in millions from the UK who went abroad and those that came to the UK between 1979 and 1999,  while the bar chart shows which countries were the most popular for UK residents to visit in 1999. Remember to write/paraphrase this  in your own words  and not to copy from the question. Next, mention the key points from the graph,  the most interesting things from each : Overall , it can be seen that  visits to and from the UK increased, and that  France was the most popular country to go to. Body Paragraphs If there are two graphs and a lot of information, you will have to be careful not to describe everything,  as you may then have too much information. Also, the examiner is looking to see that you can select the important things  and not describe every single detail. So the key skill when you have two graphs is being able to pick out the important information or summarize things in a concise way; otherwise, you will end up writing too much and probably run out of time. Here is an example description for the bar and line graph. It's organised as follows: First body paragraph:  The Line Graph Second body paragraph:  The Bar Chart To begin, the number of visits abroad by UK residents was higher than for those who came to the UK, and this remained so throughout the period. The figures started at a similar amount, around 10 million, but visits abroad increased significantly to over 50 million, whereas the number of overseas residents rose steadily to reach just under 30 million. By far the most popular countries to visit in 1999 were France, with approximately 11 million visitors, followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at around 4, 3 and 2 million visitors, respectively. You will not usually need to mix up the descriptions . This will only make things complicated and difficult to follow. Writing about the first one and then the second one is ok for a bar and line graph or any others that appear together. Answer: The  line graph illustrates  the number of visitors in millions from the UK who went abroad and those that came to the UK between 1979 and 1999, while the bar chart shows  which countries were the most popular for UK residents to visit in 1999. Overall , it can be seen that visits to and from the UK increased significantly, and that France was the most popular  country to go to. To begin , the number of visits abroad by UK residents  was higher than for those who came to the UK, and this steadily increased throughout  the period . The figures started at a similar amount, around 10 million, but visits abroad increased significantly to over 50 million , whereas the number of overseas residents rose steadily to reach just under 30 million . The most popular countries to visit in 1999 were France with approximately 11 million visitors,  followed by  Spain at 9 million. The USA, Greece, and Turkey were far less popular  at around 4, 3 and 2 million visitors, respectively .  Comments This line and bar chart would get a good score as it meets the requirements of the task. Note that the introduction mentions both the line and bar charts: The line graph illustrates the number of visitors in millions from the UK who went abroad and those that came to the UK between 1979 and 1999, while the bar chart shows which countries were the most popular for UK residents to visit in 1999. The overview also mentions both: Overall, it can be seen that visits to and from the UK increased, and that France was the most popular country to go to. The first body paragraph then goes on to explain the data from the line graph, and the second body paragraph presents the data from the bar chart. Key words at approximately 8% in percentages at only 5% are similar gender the least more than around 33% at the same level percentages for school children equal is exactly 4% for bar chart illustrates Language of Change Vocabulary for Describing Graph Trends Word Part of Speech Example Sentence increase verb : to increase, is increasing, has increased, increased Total expenditure increased  from $33,611m to $39,165m from 1995 to 1996. noun : an increase of  $5,554m an increase   in  spending of $5,554m From 1995 to 1996 there was an increase in  expenditure of $5,554m. decrease verb : to decrease, is decreasing, has decreased, decreased Expenditure on primary education decreased  from 22.2% to 21.5% from 1995 to 1996. noun : a decrease of  0.7% a decrease in  spending of 0.7% From 1995 to 1996 there was a decrease in  expenditure of 0.7%. rise verb : to rise, is rising, has risen, rose Total expenditure rose  from $33,611m to $39,165m from 1995 to 1996. noun : a rise of $5,554m a rise in spending of $5,554m From 1995 to 1996 there was a rise in  expenditure of $5,554m. fall verb : to fall, is falling, has fallen, fell Expenditure on primary education fell  from 22.2% to 21.5% from 1995 to 1996. noun : a fall of  0.7% a fall in  spending of 0.7% From 1995 to 1996 there was a fall in  expenditure of 0.7%. drop verb : to drop, is dropping, has dropped, dropped Expenditure on primary education dropped  from 22.2% to 21.5% from 1995 to 1996. noun : a drop of  0.7% a drop in  spending of 0.7% From 1995 to 1996 there was a drop in  expenditure of 0.7%. -ing forms After an introductory clause that includes some analysis; e.g. 'Spending rose in all three years', an '_ing' form can be used to describe numbers and dates. Spending rose in all three years, increasing  from 17.6% to 18% from 1995 to 1996, and then rising  again to 18.2% in 1997-8. Example 3: Combination Common words used in the introduction Example, The chart:   shows, illustrates, presents,demonstrates Answer Example: The table illustrates the total value   in billions of dollars, and the pie charts show the countries exporting fish  to the US   between 1988 to 2000 . Overall , the total value of fish imported to the US increased by almost two thirds over the period given. The main source of fish imported to the US  at the start of this period, mostly came from Canada. However, by the final year, Other countries had become the main importer, followed by China, then Canada. The table shows that the total value of fish imports started at 6.57 billion dollars in 1988. This increased to 8.52 billion dollars in 1992 and 10.72 billion dollars in 2000. The pie charts categorizes three sources of fish imported to the US (from Canada, China and Other countries). In 1988, Canada was the major exporter to the US at 60%, compared to China and Other countries, which provided only 13% and 27%  respectively . The imports from Canada then steadily fell to 28% in the final year. Conversely , Other countries had replaced Canada as the main exporter to the US, taking up 46% of all imports in 1992, and 42% by 2000. (Likewise/ In the same way), imports from China rose gradually from 13% in 1988 to 30% in 2000. Example 4: Combination The pie chart shows the percentage of women in poverty, and the bar chart shows poverty rates by sex and age. They are from the United States in 2008. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: 2 Maps before and after Development of the village of Ryemouth between 1995 and the present. Compass Hotel, cafe, most houses remain Answer: The pie chart illustrates the proportion of women in poverty by household composition in the United States in 2008, and the bar graph indicates the differences in rates of poverty by sex and age. Overall , it can be seen that single women with no dependent children made up the largest group in poverty and that poverty was highest for women and children. The pie chart shows  that single women suffered from poverty the most. Single women without children represented 54% of the total in poverty, and poverty for those with dependent children stood at just over a quarter. Married women with and without children accounted for the remaining fifth, or 20%. Turning to the bar chart , poverty rates were highest amongst children, and the rates were roughly equal for males and females, at around 21% for under 5s and 15% for 5-17 year olds. However, from ages 18-24, the gap between men and women widened significantly, with approximately 14% of men in poverty compared to over 20% for women. Poverty declined throughout the adult years for both sexes, but a gap remained, and this gap almost doubled in old age. Example 5: Combination The line graph below shows the number of books that were borrowed in four different months in 2014 from four village libraries, and the pie chart shows the percentage of books, by type, that were borrowed over this time. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Line graph and pie chart The number  of books that were borrowed in four different months in 2014 from four village libraries, and the pie chart shows the percentage of books, by type, that were borrowed over this time. Answer: The line graph depicts the number of books that were loaned out from four libraries over a four-month period, and the pie chart illustrates the proportions of books borrowed in terms of genre. Overall, it is immediately apparent that the borrowing patterns for each library were quite varied and that fiction was by far the most popular type of book. The borrowing of books at Sutton Wood and Ryeslip began fairly high, at 250 and 300 per month in June, respectively.  However, while book borrowing at Ryeslip fell steadily to around 175 at the end of the period, borrowing at Sutton Wood followed a much more erratic pattern. It plummeted to 100 in August, before then rising steeply to finish at 300, which represented the highest level of borrowing of the four. Borrowing at West Eaton and Church Mount, meanwhile, followed very similar patterns, with both starting quite low at 50 per month, but then gradually increasing to finish at 150. Moving on to the types of books borrowed, fiction was in demand the most, at 43%. The next most popular books were biographies, accounting for around a fifth of the total. The borrowing of science and history was identical, at 14% each, leaving self-help as the least popular at 10%.   Comments Task Achievement The graph covers all the requirements of the task, which are to describe both of the diagrams, highlight the main features and make comparisons. There is no irrelevant information, and the data is referred to in order to support the description. Coherence and Cohesion The ideas are arranged in a logical way, so the graph description is easy to read and follow. Paragraphing is used well, as there is an introduction and then separate paragraphs with the various patterns. Lexical Resource There is a sufficient range of vocabulary used with precision and flexibility. Grammatical Range and Accuracy There are wide range of sentence structures used, demonstrating that the writer can use a mix of simple and complex sentence forms. Example 6: Combination T he bar chart below shows the numbers of men and women attending various evening courses at an adult education centre in the year 2009. The pie chart gives information about the ages of these course participants. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Bar and pie charts The bar chart below shows the numbers of men and women attending various evening courses at an adult education centre in the year 2009. The pie chart gives information about the ages of these course participants. Answer: T he bar graph presents the number of males and females at an adult education centre who attended different evening classes in 2009. The pie graph displays data on the students’ ages. Overall, females were seemingly more interested in the classes than men. Age-wise, night classes appealed more to older people than younger people. As seen in the bar graph , more females attended the classes than males. The most popular class for women was in languages (40), which saw twice as many women attending as men. Painting courses were also popular, with more equal attendance, though women still outnumbered men, at 30 and 25 respectively. Drama again witnessed double the attendance for women over men. The only course with more men was sculpture, for which 10 men signed up versus only 5 women. Regarding age , the course participants were predominantly from the senior category, those 50 years old and above, and people in their forties, with 42% and 26%, respectively. Next came the thirty-year-olds (16%) and the twenty-year-olds (11%). Very few students attending the evening classes were under 20 years of age. Example 7: Combination The pie chart shows the percentage of persons arrested in the five years ending 1994, and the bar chart shows the most recent reasons for arrest. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Teo pie charts and a horizontal bar chart The pie chart shows the percentage of persons arrested in the five years ending 1994, and the bar chart shows the most recent reasons for arrest. Answer: The  pie chart illustrates  the percentage of males and females who were arrested from 1989 to 1994,  while the bar chart compares  the main reasons that the different genders were arrested most recently. Overall , it is evident from the charts that males were arrested more than females and that public drinking was the most common reason for arrest for both. To begin , the proportion of males arrested was much greater than that of females.  32% were arrested compared to only 9% for women. Turning to the reasons for the most recent arrests, there were some clear differences between men and women. Men were twice as likely to be arrested for drink driving as women, at 26% and 14% respectively. Breach of order, theft, and other reasons were also slightly higher for men, with all these offences standing in the range of 12-18% for both sexes.    Interestingly, though , women experienced a higher percentage of arrest rates for assault and public drinking. The figures for assault were fairly similar at approximately 18%, whereas public drinking represented the main reason for arrest, with women at a massive 38%, compared to 31% for men. In a small percentage of cases, no answer was given. References
Exercise 1: Pie Chart Exercise: Gap Fill Exercise 2: Line Graph Worksheet - Gap Fill Exercise 3: Table Worksheet - Gap Fill Exercise 4:  Process Diagram  Worksheet - Gap Fill Exercise 5:  Map  Worksheet - Gap Fill Map: How To Write an IELTS Map Essay Prepositions in Graphs Practice Idioms Practice Collocation Quiz Phrasal Verb Quiz Academic Word List Common Mistakes IELTS Writing Task 2: All You Need to Know 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: Continents Collide Reading > Academic > P2 > Continents Collide 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
https://ieltsliz.com/ielts-speaking-part-1-topics/ IELTS Speaking Sample Questions with Answers for IELTS Speaking Part 3 https://www.ieltsjacky.com/ielts-speaking.html https://ieltsmaterial.com/50-ielts-speaking-part-2-3-topics-2020-with-model-answers/ https://ieltsliz.com/ielts-speaking-free-lessons-essential-tips/ https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-english-practice-tests/speaking https://ielts-up.com/speaking/ielts-speaking-test.html https://leapscholar.com/exams/ielts/practice-test/speaking/part-1 https://ielts.org/take-a-test/preparation-resources
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?