【IELTS-Writing & Reading-15】The ONLY IELTS Reading Strategy You Need in 2025 (2025年你唯一需要的雅思閱讀策略)

【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). IELTS Writing Course Overview Introduction Writing Overview, Bar Chart Examples & Exercises Line Graph Examples & Exercises Pie Chart Examples & Exercises Table Examples & Exercises Process Diagram Examples & Exercises Map Examples & Exercises Combo Examples & Exercises & Review Essay Overview & Example Breakdown Agree/ Disagree: Examples & Exercises Advantages and Disadvantages: Examples & Exercises Discussion & Problem & Solution: Examples & Exercises Two-Part/ Double/ Direct: Examples & Exercises Review, Q&A Task 1 Report Writing Question Types & Language Bar chart Line graph - language of: comparison, change, tense Pie chart Table Process diagrams Map Combination: Bar, Pie, Line, Table General probability estimation of appearing on the exam Format: Intro: The (bar/pie/line) (chart/graph) table/diagram/map) (shows/illustrates/presents/displays/provides data/gives information about) (paraphrase question/titles) (time from ... to ..., between ... and ...) Overview: Overall, main feature(s) 1 and 2 Overall, it can be seen that ... Trends - bar/line/pie/tables Stages - process diagrams Changes - maps 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 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. Paragraph Structure Case Example Question The graph gives information about the consumption of fast food (in grams per week), in the UK from 1970 to 1990. 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 Question about Consumption Fast Food: Hamburger, Fish & Chips, Pizza Numbers not provided (estimation required) Time: 1970-1990 Tense: Past Country: UK Figures in grams per week Answer Example 1: The line chart shows fast food consumption in the UK between 1970 and 1990. Measurement is in grams per week. Overall, it can be seen that the consumption of hamburgers and fish and chips increased, while pizza consumption decreased over this period. The consumption of fish and chips in 1970 was approximately 80 grams per week. It steadily rose to 150 grams, then rapidly increased to 500 grams in 1990. Hamburger consumption was about 30 grams per week in 1970, and rose steadily to 120 grams in 1985. Between 1985 and 1990, the consumption of hamburgers experienced a rapid increase to about 280 grams per week. In contrast/ Conversely, the consumption of pizzas was the highest in 1970 at just over 300 grams per week. However, over the following 15 years, pizza consumption (decreased/ reduced/ declined) to approximately 200 grams in 1985, then increased slightly to around 210 grams in 1990. Alternative IntroThe line chart shows fast food consumption, in grams per week, in the UK, between 1970 and 1990. Alternative Overviews Overall, it can be seen that the consumption of hamburgers and fish and chips showed an upward trend, while pizza consumption experienced a downward trend over the period. Overall, it can be seen that the consumption of hamburgers and fish and chips showed an increase, while pizzas that were consumed experienced a decrease over the same period. Comments TBD Line Graph Video Breakdown Example - Percentage of people who used bicycles as their main mode of transportation in four cities from 1995 to 2020 Example 1: Line Graph The line graph illustrates the amount of spreads consumed from 1981 to 2007, in grams. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Exercise: Fill the gaps - choose the correct phrase or word Language of Change Phrases: a significant rise significantly grew a steady downward/ upward trend more popular a significant decrease (decrease significantly) exceeded a sharp decline (declined sharply) reached a peak a marked increase has increased surged grew/rose steadily gradually fell (fell gradually) fluctuated declined alternated overtook Example Answer: The graph shows the quantity of margarine, low-fat spreads and butter consumed between 1981 and 2007. The quantities are measured in grams. Overall, it can be seen that the period from 1981 to 2007 had a significant decrease in the consumption of butter and margarine and a marked increase in the consumption of low-fat spreads. Butter was the most popular fat at the beginning of the period, and consumption reached a peak of about 160 grams in 1986. After this, there was a sharp decline. The consumption of margarine began lower than that of butter at 90 grams. Following this, in 1991, it exceeded that of butter for the first time, but after 1996, there was a steady downward trend in the amount consumed, which seemed set to continue. Low–fat spreads were introduced in 1996, and they saw a significant rise in their consumption from that time, so that by about 2001, they were more popular than either butter or margarine. Note: Overall could also be written like this:Overall, the consumption of butter and margarine experienced a downward trend, (whereas/ whilst/ however/ in contrast) low-fat spreads consumption experienced an upward trend. Prepositions in Graphs Practice Answers 1. to 2. at 3. from 4. by 5. of 6. with 7. in 8. at 9. between 10. to Common Mistakes Exercise Avoiding a Common Mistake Example 2: Line Graph Notes More women than men graduated from Canadian universities Numbers not provided There has been a large increase in graduates since 2001 Levels of graduates for both men and women stayed roughly the same between 1992-2001 The gap between the sexes has also increased from the start to the end of the period (30k - 50k). They both Body paragraph 1: about females and body paragraph 2: about males Body paragraph 1: about 1992-2001 and body paragraph 2: 2001-2006 Planning Planning Stage Answer: The graph details the level of male and female graduates in Canadian universities between 1992 and 2007. Overall, whilst there was a large increase in graduates since 2001, the gap between the number of men and women also increased. The level of men and women graduating from Canadian universities remained relatively stable between 1992 and 2001. In this time period, the level of female graduates fluctuated between 100,000 in 1992 and about 104,000 in 2001, a pattern almost identical to that of male graduates. Male graduates, though / however, started at a much lower rate at 70,000, and fluctuated at around 76,000 in 1995 and approximately 73,000 in 2001. There was a large increase in the level of both male and female graduates in Canadian universities between 2001 and 2007, but the increase was more pronounced among women. The level of women graduates jumped from around 105,000 in 1992 to nearly 150,000 by 2007, whereas for men the increase was slightly less significant, with an increase from around 75,000 in 2001 to just over 96,000 in 2007. Comments The Language You'll have noticed that when writing IELTS line graphs you use both language for comparing and contrasting (e.g. whilst; identical; much lower; whereas) and the language of change (e.g. large increase; relatively stable; fluctuated; reached maximum highs). Using this language correctly and varying your lexis is also critical to getting a high score, as is making use of mix of sentences structures (i.e. simple, compound, complex). We'll not go into detail about this as it's been covered in other lessons, so check those out here if you want to learn more: Using the language of change Comparing and contrasting Sentence structures Exercise Line Graph Worksheet - Gap Fill Example 3: Line & Bar Chart The bar chart shows the monthly spending in dollars of a family in the USA on three items in 2010. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: This chart is over time, which requires language of change. Also, it requires comparing and contrasting the items listed. This is about the levels of spending of a family on three household items - gas, food and clothing. Answer: The bar chart depicts the monthly expenditure on food, gas and clothing of a family living in the USA in 2010. Overall, it can be seen that levels of expenditure fluctuated over the period. To begin, in January, the most money was spent on food, at approximately $500 per month. Although expenditure on food increased slightly in the following month, it then fell to account for the lowest expenditure of all the items at the end of the period at just over $300. Gas appeared to follow the opposite pattern to food spending. It started lower at about $350 per month, falling in the following month, and then increasing significantly to finish at just under $600 in April. Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the period, fluctuated dramatically over the time frame. After reaching around the same levels as food in February (nearly $600), it dropped markedly in March, then jumped to just under $700 in the final month. With the exception of an increase in March, average spending decreased slightly over the four months. Comments Importantly however, even though each item is described in turn, the description does not just describe each item in isolation. You will notice that comparisons are made between the items throughout the description. For example: ...it then fell to account for the lowest expenditure of all the items at the end of the period... Gas appeared to follow the opposite pattern to food spending. Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the period,... There is also evidence that the candidate knows how to write complex sentences: Although expenditure on food increased... Clothing, which at just over... After reaching... There is also a good mix of comparison / compare sentence structures and language of change. The correct tense is used (past simple) as the graph is referring to completed actions in the past. Example 4: Line & Bar Chart 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 Notes: Answer: The line graph illustrates the number of visitors in millions from the UK who went abroad and those who 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, and that France was the most popular country to visit. 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. The most popular countries to visit in 1999 were France at 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 The introduction mentions both the line and bar chart: 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. 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. Exercise 1: Pie Chart Exercise: Gap Fill Exercise 2: Line Graph Worksheet - Gap Fill The chart illustrates the proportions of urban residents in four Asian countries over 50 years, along with the projections for 2030 and 2040. Overall, all four countries experienced a consistent upward trend in urban population percentages from 1970 to 2020 and are forecast to increase significantly by the end of the period. From 1970 to 2020, Malaysia and Indonesia saw remarkable increases in their urban population percentages from 30% to 75% and from about 12% to 50%, respectively. Moreover, estimations indicate further growth for these countries, with numbers climbing to around 82% and 60% for Malaysia and Indonesia, respectively. Meanwhile, the Philippines urban population rose from about 31% to 48% between 1970 and 1990. Although there was a slight decrease to around 42% in 2010, it has since continued to grow and is anticipated to peak at about 55% in 2040. Similarly, Thailand went up in 2020 compared to 1970, with numbers rising to about 30% from 19%. The country's urban population is estimated to surge, with a rise to approximately 49% in 2040. PDF The graph illustrates the monthly price fluctuations of copper, nickel, and zinc in 2014. Nickel started the year with the highest percentage change but ended with the lowest. Copper prices demonstrated a mixed pattern, while zinc saw a significant growth in February and, despite a dip in June, ended with the highest price. It is noteworthy that all three metals experienced a decrease in June. Nickel had the highest percentage change at the beginning of the year, rising by 6% in January. It dropped significantly to -3% in June and fluctuated for the remainder of the year, with a 1% increase in both November and December. Copper prices began the year with a 2% rise, but by May, there was a slight decline of less than 1%. However, it rebounded and showed an increase of 1% in July, August, and September. Despite the 0.5% drop in October and November, copper prices continued to grow to 1.5% in December. Zinc, on the other hand, surged to 3% in February but experienced a -1% fall in June along with the other metals. After the dip, zinc prices started to climb again to 1.5% and 2% in October and November, respectively. PDF The charts depict fluctuations in the percentage of households with electrical appliances and the time devoted to housework per week in one country from 1920 to 2019. Overall, the ownership of appliances witnessed a substantial rise for all three devices, with refrigerators showing the most remarkable growth, while the number of hours spent on housework declined dramatically. To start, refrigerators and vacuum cleaners drastically increased from almost 1% and 30% in 1920, respectively, to 100% in 2019. These appliances showed a more rapid growth compared to the washing machine, which was present in around 40% of households in 1920. However, it slightly declined to around 65% in 1980 before its usage saw a more modest increase, reaching approximately 75% by 2019. The second chart reveals a sharp decline in the number of hours spent on housework per week. In 1920, households spent an average of 50 hours a week on house chores, which significantly decreased to 20 hours in 1960. It continued to fall, dropping to just over 10 hours in 2019. PDF The graph illustrates how many tourists visited a Caribbean island from 2010 to 2017. Overall, there was an upward trend in the total number of tourists. There was a turning point in 2016, when more visitors opted to stay on cruise ships than on the island. In 2010, the island welcomed a modest count of 0.25 million visitors who chose cruise ships, a number that doubled to 0.5 million in 2011. After a slight decline in 2012, it grew consistently in the subsequent years, peaking at 2 million visitors in 2017. On the other hand, 2010 recorded 0.75 million visitors who stayed on the island, which remained constant in 2011. Subsequently, there was an increase in 2012 to 1.25 million, followed by a continuous rise in 2013, with 1.5 million tourists, which persisted for the next two years. Despite the decline in 2016, this number rebounded to 1.5 million in 2017. The total number of tourists saw a substantial increase from 1 million in 2010 to 2.5 million in 2014. After that, the growth rate gradually rose to 2.75 million in 2015 and then remained steady in 2016. Finally, the total number reached a peak of 3.5 million in 2017. PDF References Line Graph Worksheet How to answer IELTS Academic Writing task 1 IELTS Line Graph Quiz Line Graph Examples Line and Bar Chart - Visits to the UK Line Graph - Car Theft Language of Change Exercise Common Mistakes IELTS Writing Task 1 Introductions- Band 9 Lesson How to write an IELTS Task 1 Graph How to describe a pie chart How to describe a process Writing about two graphs together Other Bar Chart Gap Fill Line Graph Gap Fill Table Gap Fill Pie Chart Gap Fill Process Gap Fill IELTS Quiz 【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 Companies are responsible only for making money for their investors. Therefore, they should not be held accountable for the environmental and social costs of their business activity to society as a whole. Businesses should do no more than concentrate on making profit. To what extent do you agree or disagree with this opinion? Example Answer From a strictly capitalist point of view, companies exist simply to make profits and there are businesses that focus on this aim regardless of social or environmental consequences. In this essay I will discuss why such an approach to business is not only irresponsible but may be self-defeating, in that firms who continuously ignore such factors may even be harming their profits. First of all, from a business point of view, public awareness of green issues is at an all-time high, and firms that are seen as working hard to restrict pollution and encourage recycling are often looked on more favourably by consumers. Therefore, being environmentally friendly is not only better for the planet, it could also give companies an advantage over competitors. In addition, in many countries there are government incentives for companies to lessen their environmental impact. For example, the introduction of carbon credits means that firms can protect the environment and receive tax credits in return, so clearly there are also economic rewards to being environmentally friendly. Equally, businesses who disregard public opinion or engage in socially irresponsible practices do so at great risk. They may find themselves subject to strikes and boycotts of their products, and firms who continuously provoke negative social reactions may eventually be barred from trading within certain markets. On the other hand, those businesses who work hard to maintain the public trust are more likely to experience increased sales, leading to more revenue. In summary, businesses should not be blinded by profits. They need to remember that they are subject to the will of the public on issues such as the environment and their social stance. If they want to succeed, these factors should not be ignored and, properly managed, could even help boost revenues. Essay
Some people think it is important to construct new buildings rather than wasting money on maintaining old ones. To what extent do you agree or disagree with this opinion? Example Answer The skylines of cities around the world are changing rapidly as more modern building are being constructed, replacing older buildings, which require more money to renovate and maintain. Personally I feel that preserving older buildings is often a waste of money for various reasons. There is no denying that it is worthwhile keeping certain old buildings. Many castles and mansions, for example, around the world are of great historical interest and they deserve to be preserved, but in some cases old buildings are often overrated, while many new buildings are undervalued. Instead of money being spent on improving them, many old buildings should have been demolished, because they are not fit for purpose. Many people like them for nostalgic reasons, and there is no doubt that they are evocative of another era, but they are in many instances not very practical to work or live in. On the other hand, new buildings are generally cheaper to build and maintain than keeping old buildings. The costs involved in the latter arise because it is difficult sometimes to find the correct materials for renovation. It is also time-consuming to modernise them while at the same time keeping the original features. Some people dislike modem construction methods because they use a lot of glass and steel rather than old-fashioned materials such as bricks. Personally, I find certain modern skylines in cities like Doha in Qatar, Shanghai and New York, impressive and beautiful. Cities which don?t have modem buildings can seem rather melancholic and not as dazzling as some people feel. As we have seen, the construction of modern buildings is more worthwhile than maintaining older ones. In recent years, the lack of such soft skills as communication and working in teams has grown. This development is the result of various factors, which can have a negative impact on both employees and employers. A deficiency in soft skills is caused by various factors such as the current emphasis on computer-based work. Essay Museums and art galleries should focus on works that show the history and culture of their own country rather than works of other parts of the world. To what extent do you agree or disagree? Example Answer There is natural debate around the issue of whether or not museums should be showcasing works mainly from their own country or other countries. Although it is important to learn about other cultures through museums, countries have the right and responsibility to preserve and maintain their own cultural history. Proponents of museums showing a variety of works from many different countries rightly argue that people?s lives are enriched through all these different cultures. For example, Europe is a relatively small area that packs in dozens of distinct national identities. Someone going to a museum in a cosmopolitan city like Berlin is likely to find Italian Renaissance paintings next to modernist Spanish sculpture as well as German works. This allows people to feel they are travelling around the world and taking in a variety of viewpoints. Through this exposure to culture they may come to better understand other nations and have greater insight into what connects and differentiates countries from each other. Despite the clear benefits of learning about other cultures, countries have the right to house the relics of their own history. Many of the museums displaying works from other countries took them without permission. For example, the British Museum?s collection was mainly sourced during the height of the British Empire. Many nations have disputed the right of the museum to house their country?s artifacts and some have been returned. It is only right that countries keep what was made in their country so that they can educate their own people about their history. Anything that has been taken without explicit permission should be returned, just as a thief is required to return what they have stolen if they are caught. I think that there is tremendous value in museums displaying works from other countries but it does not override the basic right of nations to look after their own history. One way forward would be to encourage museums to have frequent exchanges and temporary exhibitions. Essay
Alternative energy sources that use the natural power of the wind, waves and sun are too expensive and complicated to replace the coal, oil and gas that we use to power our cities and transport. To what extent do you agree or disagree with this? Example Answer Alternative energy is thought by some to be the answer to our reliance on fossil fuels, as sources of alternative energy are low emitters of CO2 and are a sustainable means of providing electrical power. Critics of 'green energy' contend that current technologies are either too costly or impractical to realistically replace our current energy needs. The advantages of 'green energy' are obvious. There is no need to worry about dwindling supplies of progressively more expensive resources. Solar power will never run out and, once initial costs are paid off, the electricity is basically free. These sources of energy have another major benefit in the shape of their low emissions. Although there are emissions costs in the building of wind turbines or hydroelectric power stations, there is no further air pollution or the risk of environmental contamination. This notion of a perfect world of free and non-polluting energy does draw criticism, however. It is obvious that solar power won't work at night or that not every country has a coastline, rivers or windy hills. It is also a problem that replacing our current energy supply will entail expensive research and development, which, in turn, involves government cooperation. One last obstacle to the adoption of ?green energy' is nuclear power. Many countries see the huge energy production from this power source as a more practical solution than messing around with the wind and waves. In conclusion, there is little doubt that we will soon need to wean ourselves off fossil fuels and on to an alternative fuel source. The only real question is whether we risk the costs and delays of green energy or choose the productive, but potentially dangerous, nuclear option. 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: Black September Reading > Academic > P3 > Black September 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?