【IELTS-Writing & Reading-16】IELTS Simon Writing Task1 Academic part-6 Comparing Two different charts (雅思 Simon 學術寫作 Task1 第 6 部分 比較兩個不同的圖表)

【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). Task 1 Report Writing
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 . Checklist Tips Structure (Intro, Overall, Body 1 & 2) What to look for from the question  Intro - base it on question/title/key Overall - highlight 2 or 3 Key features (based on subtitles if presented) Typically 2 sentences. Body 1 & 2 - contrasting numbers, process, and description (max vs min), totals, percentages, fraction amounts, similarities, grouped info, trends, stages, changes. Use signpost language  to guide the reader. Keep it simple  – avoid repetitive sentences, complex words, group related info to body 1 and 2. To boost word count  to 150+, add extra words and info sometimes in brackets, etc. Planning Analyse the question Identify the main features Write an introduction Write an overview Write the details in body paragraphs Ideally, your essay should have 4-5 paragraphs: Paragraph 1  – Introduction Paragraph 2  – Overview Paragraph 3  – Main feature 1 Paragraph 4  – Main feature 2 3 things to do: 1.     Select the main features. 2.     Write about the main features. 3.     Compare  the main features. Useful questions for bar charts and line graphs What information do the 2 axes give? What are the units of measurement? What can you learn from the title and any labels? What are the time periods? What is the most obvious trend? What are the most notable similarities or differences? 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 - language of: comparison, change, tense Pie chart Table Process diagrams Map Combination: Bar, Pie, Line, Table Probability of the above appearing on the exam Case Study 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 Intro
The 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 References Line Graph Worksheet IELTS Line Graph Quiz Line Graph Examples Language of Change Exercise Common Mistakes IELTS Writing Task 1 Introductions- Band 9 Lesson 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 【 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 All education and healthcare should be funded by the government and free for everyone. To what extent do you agree or disagree? Example Answer Healthcare and education are both essential services that can be extremely expensive and, as a result, unaffordable for those on a limited budget. Nevertheless, it is important to establish just who is responsible for funding them. The health of a country's citizens is vitally important, without adequate healthcare, people of all ages can become extremely ill and thus unable to earn a living or take care of themselves. So it is essential for governments to provide well-equipped hospitals as well as highly trained staff to run them. There is also a need for appropriate emergency services. Furthermore, without a good public education system, people may find they are limited in their work choices. If education is not provided free to all. those born into poverty may find themselves unable to rise above that level. We may all wish for these essential services to be provided free of charge, but the government needs to obtain the funds for them from somewhere. Even when they are provided free of charge, there has to be some way of recouping the costs. One way of acquiring the necessary funds Is by Imposing taxes. Alternatively, access to welfare can be means-tested and based on personal levels of income. The Irony Is that, in democratic societies, where a government Is elected based on its promises, It Is often the political party that promises tax cuts that is elected to office. It seems clear that poorer members of our society need this type of aid and If these costs are covered, at least partially, by the government, then we need to accept that our taxes will be used to fund them. Essay
Whoever controls the media also controls opinions and attitudes of the people and there is little that can be done to rectify this. To what extent do you agree or disagree? Example Answer In some countries, the media is controlled exclusively by large companies; in others it is the government that has this control. Often, in a war situation, one of the first casualties is the media, which is seized by one group or another. This gives some support to the idea that the media is a source of power and control. Whoever controls the media also has ultimate control over what is published or broadcasted and what is omitted. They can also add a certain prejudice or bias to their coverage of certain news stories depending on their own feelings about the matter. This is not a new problem, although the issue is perhaps more pressing now that the Internet and pay-TV have enabled these messages to be disseminated even further. However, we should remember that readers have their own ideas and opinions. You can control what is printed but you cannot control the opinions of your readers. I think the only positive here is that, nowadays, people seem to be much more cynical about what they read in the press or hear on the television. In particular, when it comes to the tabloid press, people know that they have to take what they read with a grain of salt. In other words, they read knowing they may be being lied to. Perhaps it is of even greater concern that we have become so accepting of this form of censorship. The only thing that can be done to alter this situation is for the government to regulate the industry so that there is no longer a monopoly on media ownership. This also means that they have to allow and support a totally free press, even if this means the government may be criticised or ridiculed within its pages. Essay In the modern world it is possible to shop, work and communicate with people via the internet and live without any face-to-face contact with others. Is this a positive or negative development? Example Answer It is true that in contemporary life people in many parts of the world are able to do their shopping, work and communicate with each other via the internet. While there are clear positive aspects of this trend, there are also negative aspects of having less face-to-face contact with other people. On the one hand, the internet can be very handy in many ways. Many people use it to keep in touch with friends and family, using Facebook, Skype or What?s App to send instant messages or to enjoy a quick chat. Many also use the internet for online shopping, thus saving time and petrol on trips to the supermarket as well as hunting around different sites for bargains. However, it is in terms of work that the internet offers the most potential benefits. More and more people are working or even studying from home, at hours which suit their own schedules. Many hours are saved each week by eliminating the daily commute and the stress of coping with the rush hour. On the other hand, as social beings, people need personal contacts. Firstly, virtual friendships which are formed online may not be genuine. The media carries many horror stories of youngsters who have fallen prey to paedophiles, for example. Secondly, online shopping is not always appropriate, depending on the item. It is best, for instance, to try on clothes before buying, and while a bookworm can find almost any book title that they want online, they will certainly miss browsing the shelves of bookstores. Finally, personal interaction with work colleagues can generate ideas and avoid misunderstandings. In conclusion, although there are positive aspects of this trend, there are also aspects of face-to-face contact which it would be a shame to lose. Essay
Some people say that school children should be mainly taught about the literature (e.g fiction and poetry) of their own country because it is more important than that of other countries. To what extent do you agree? Example Answer Many think that it is more important to learn about the literature from one?s own country, rather than other countries. I am in complete agreement with this viewpoint because of how literature can contribute to both national understanding and individual identity. The most fundamental reason that children should be exposed to literature from their own country is to deepen their understanding. For example, young students in America study a common curriculum including authors like Dr. Seuss, Shel Silverstein, and Harper Lee. The books from Dr. Seuss and Shel Silverstein convey principles of individualism, creativity and entrepreneurship that are key to understanding America?s history and present. To Kill a Mockingbird by Harper Lee is a good example of a book focused on a period of racial segregation, that can help students to better understand recent events around the Black Lives Matter movement. Learning about racism from a classic novel set in America is more likely to likely engage, inform and stimulate a relevant response. Another reason why students need to learn their national literature well is that it will help to shape their personal identity at an impressionable age. Children will form their identity from a variety of sources, including the literature of other countries. This is a positive development. But the main influence should be from their own country so that they are a true representative of their nationality. A Japanese child growing up abroad could return to Japan and feel like an outsider. One method of countering this is to make sure they have a good grasp of poetry and fiction from Japan. From classical poetry they will be influenced by Japan?s singular minimalist tradition. From the novels, they will learn about the relationships between people and the differing levels of formality expected in Japanese society. This will all contribute to making their identity more Japanese. In conclusion, children will better understand and have their identity firmly shaped by the literature of their home country. This is becoming increasingly important in a globalized world that threatens to blur the distinctions between nationalities into a single monoculture. 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: Great fire of Smyrna (Smer-na) Reading > Academic > P3 > Great fire of Smyrna 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?