【IELTS-Reading & Writing-01】Understand IELTS Writing: Tips and practice questions for Task 1 and 2 (理解雅思寫作:任務 1 和 2 的技巧和練習題)

【 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.
Types of Questions: There are 40 questions across 3 parts. You will be asked a variety of different types of questions in order to test a wide range of reading skills. The three sections contain one long text taken from: books newspapers magazines journals

The texts will be of general interest and may contain diagrams illustrations graphs
A glossary will be provided if the text contains technical terms.
The tasks will be selected from 12 Types Reading Questions Matching Headings True/False/Not Given Sentence Completion Multiple Choice Yes/No/Not Given Matching Paragraph Information Short Answer Summary Completion Table Completion Name Matching Matching Sentence Endings Diagram Labelling
【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 is an assessment of your ability to understand and interpret written English in academic and general contexts. Under exam time constraints, it is important to make calculated guesses if you encounter unknown words. Guessing Unknown Words To guess the meaning of an unknown word in a sentence,  use context clues like surrounding words, sentence structure, and the overall topic . Break down the word into parts to identify prefixes, suffixes, or root words . Consider the sentence's tone and whether it contrasts or supports other ideas. Finally, confirm your guess with a dictionary or other resources after using these strategies.  Using context When you guess the meaning of a word from context, you need to consider first the  immediate   context, i.e. the other words in the sentence. If this is not enough, you need to use the  wider   context, i.e. sentences which come before and after the one which contains the word you are guessing. Immediate context Consider the following sentence: Although the company's income from sales was higher than expected , its high costs in the form of salaries and other overheads put it in a  disadvantageous   position . Imagine you want to guess the word is ' disadvantageous '. The immediate context of the word tells you the following: it is probably an adjective , because it comes before a noun ('position') it is probably negative , because it relates to 'high costs', which are not usually good for a company it is probably negative, because the sentence begins with ' although ', a contrast marker, so the idea in the second clause contrasts with the first clause , which is positive ('high income' is good for a company) A good guess for the word at this point would be ' bad '. This is probably close enough for you to understand the main idea, and you would be able to keep reading. Wider context Now consider the following paragraph: Although the company's income from sales was higher than expected, its high costs in the form of salaries and other overheads put it in a disadvantageous position. This was one of the main reasons why the company  folded . This put all two hundred of its employees out of work. Imagine you want to guess the word ' folded ' (this is a common word, but it has a special meaning in this sentence). The  immediate  context of the word does not tell you much: it is clearly a verb, but it is difficult to determine more than this using only the sentence it occurs in. To guess the meaning, you need to use the  wider  context, i.e. the sentences which come before and after. Using these, you can tell the following: it is probably negative , because it is the result of the company's ' disadvantageous (bad) position ' it is something which can happen to companies it resulted in all of the company's employees being ' out of work ' laid off. From this, you can guess that the word means something like ' stopped ' or ' stopped doing business ' (because no one works there any more). In fact, 'to fold' in this context means '(of a company etc.) to close because it is not successful'. Using prefix, suffix, root Again consider the following sentence: Although the company's income from sales was higher than expected, its high costs in the form of salaries and other overheads put it in a  disadvantageous   position. Imagine again, you want to guess the word ' disadvantageous '. This word can be broken down into three components:  dis- , which is the  prefix ;  advantage , which is the  root ; and  - ous , which is the  suffix . You can get the following information by studying the word in this way: it is probably an adjective , because it ends in  -ous , which is a common suffix for adjectives it is probably negative , because it begins with a negative prefix  dis- its meaning is probably opposite to the root of the word,  advantage As before, a good guess for the word at this point would be ' bad '. Again, this would be close enough to allow you to understand the main idea and keep reading. Prefixes Word components which are added to the beginning of a word. They usually change the meaning rather than the word form. Suffixes Word components which are added to the end of a word. They usually change the word form rather than the meaning. For example, adding -ity  to the word similar  creates the word similarity  and changes the word from an adjective to a noun. similar  (adj) + -ity  (suffix) → similarity  (n) There are, however, some suffixes which change the meaning of a word. Examples are -ful  and -less , which make the word positive or negative respectively. For example: thought  (n) + -ful  (suffix) → thoughtful  (positive adjective) thought  (n) + -less  (suffix) → thoughtless  (negative adjective)
Detailed breakdown summary
1. Context Clues: Surrounding Words: Pay attention to the words and phrases near the unknown word. Look for synonyms, antonyms, or definitions provided within the sentence or paragraph.  Sentence Structure: Analyze how the word is used in the sentence. Does it act as a noun, verb, adjective, etc.? What is the sentence trying to convey?  Overall Topic: Consider the general subject matter. The meaning of the unknown word should fit within the broader context of the text.  Inferences: Use your general knowledge and the surrounding information to make an educated guess about the word's meaning. 
2. Word Parts: Prefixes and Suffixes: Look for common prefixes (e.g., "un-", "re-", "dis-") and suffixes (e.g., "-ing", "-ed", "-ly"). These can offer clues to the word's meaning. Root Words: Identify the core part of the word. Understanding the root can help you grasp the word's basic meaning.  3. Other Strategies: Sound it out: Try saying the word aloud. Sometimes, recognizing the pronunciation can jog your memory or lead to a familiar word.  Make Connections: Think about other words you know that might be related to the unknown word. This could be through sound, meaning, or word parts.  Don't be afraid to guess: Even if your initial guess is incorrect, it can help you narrow down the possibilities and learn from the experience.  Confirm with resources: Once you've used these strategies, consult a dictionary, glossary, or other resources to verify your guess and learn the precise definition. Inferring the meaning of unfamiliar words How Did English Originate and Evolve?
Exercise: Guessing meaning from context A 10-year-old child who is a good reader will encounter something like 1 million words a year (around 12 novels), but crucially, approximately 20,000 of those words will prove unfamiliar. It is important then to support our pupils to develop an array of independent word learning strategies to explore and to better understand an unfamiliar word they encounter. The most common strategies for comprehending a new or unfamiliar word include using a dictionary or guessing word meaning from the context of the sentence. Unfortunately, pupils often have limited word knowledge, so that a dictionary proves a blunt tool (from knowing the spelling of an unfamiliar word, to selecting the correct meaning of a word from the selection available). Also, the context of a sentence can often prove unhelpful and sometimes even misdirective. We can support pupils by deliberately practising an array of strategies for exploring an unfamiliar word. Over time, these strategies can be internalised as independent word learning skills that pupils use automatically. Word parts (morphology). Though a word may prove unfamiliar, pupils can often recognise parts of a word. Common prefixes and suffixes offer strategies for pupils to recognise words and connect them to their prior knowledge. Faced with a word like ‘ de pression ’ and ‘ de volve ’, pupils can connect the ‘d e ’ prefix , meaning ‘ down ’. Word families . The common patterns and features offered by word families are helpful in recognising tricky new words. Faced with a complex word like ‘ oligarchy ’, pupils recognise the familiar root ‘ archy ’ , meaning ‘ rulership ’ . It offers an essential hook to understand the word, offering more familiar related words like ‘ monarchy ’.
Word histories (etymology). The majority of the complex vocabulary of school has Latin & Greek origins. These word stories can offer vital hooks to better understand the meaning of an unfamiliar word. For example, the word hydrogen derives from the Greek – ‘ hydro ’ meaning ‘ water ’; ‘ gen ’ meaning ‘ to bring forth ’.
How Did English Originate and Evolve?
Spelling (orthography). The spelling of a word can sometimes give a useful clue as to the meaning of a word. Pupils can identify common word families and parts when exploring the spelling of a word. In words like ‘ subtle ’ and ‘ debt ’, pupils recognise the unfamiliar ‘ b ’. The roots of the spelling are in Latin , connecting to word histories and word families.
Multiple meanings . Deep word knowledge needs pupils to actively connect words and to explore layers of meaning. Many of the complex words of school are polysemous – they have multiple meanings – and so pupils need to explore the appropriate meaning of the word. A word like ‘ cracking ’ has a popular meaning, but in Science it is a very specific chemical reaction.
Synonyms and antonyms . Sometimes unfamiliar words are simply the more sophisticated labels for familiar words (e.g. ‘ avarice’ = av-ver-ris) means excessive greed.
Connecting to context . Rather than just relying on the contextual clues just from a sentence, pupils can be more aware than certain words are more prevalent in different subject domains or text types. By connecting up words, their families, into different subject domains and text types build a deep schema of knowledge that increases understanding of word meanings and their uses. Crucially, the best strategy to learn new words is to already possess a wealth of words. Having a broad and deep vocabulary offers the necessary ‘hooks’ to better understand new or unfamiliar words. The growth of bike-sharing schemes around the world How Dutch engineer Luud Schimmelpennink ( sch i m-m e l-p e n-n i ck ) helped to devise urban bike-sharing schemes. A.  The original idea for an urban bike-sharing scheme dates back to a summer’s day in Amsterdam in 1965.  Provo, the organisation that came up with the idea, was a group of Dutch activists who wanted to change society. They believed the scheme, which was known as the Witte Fietsenplan ( Fi-et-sen- plan ), was an answer to the perceived threats of air pollution and consumerism. In the centre of Amsterdam, they painted a small number of used bikes white. They also distributed leaflets describing the dangers of cars and inviting people to use the white bikes. The bikes were then left unlocked at various locations around the city, to be used by anyone in need of transport. B.  Luud Schimmelpennink, a Dutch industrial engineer who still lives and cycles in Amsterdam, was heavily involved in the original scheme. He recalls how the scheme succeeded in attracting a great deal of attention — particularly when it came to publicising Provo’s aims — but struggled to get off the ground. The police were opposed to Provo’s initiatives and almost as soon as the white bikes were distributed around the city, they removed them. However, for Schimmelpennink and for bike-sharing schemes in general, this was just the beginning. ‘The first Witte Fietsenplan was just a symbolic thing,’ he says. ‘We painted a few bikes white, that was all. Things got more serious when I became a member of the Amsterdam city council two years later.’ C.  Schimmelpennink seized this opportunity to present a more elaborate Witte Fietsenplan to the city council. ‘My idea was that the municipality of Amsterdam would distribute 10,000 white bikes over the city, for everyone to use,’ he explains. ‘ made serious calculations. It turned out that a white bicycle — per person, per kilometre — would cost the municipality only 10% of what it contributed to public transport per person per kilometre.’ Nevertheless, the council unanimously rejected the plan. ‘They said that the bicycle belongs to the past. They saw a glorious future for the car,’ says Schimmelpennink. But he was not in the least discouraged. D.  Schimmelpennink never stopped believing in bike-sharing, and in the mid-90s, two Danes asked for his help to set up a system in Copenhagen. The result was the world’s first large-scale bike-share programme. It worked on a deposit: ‘You dropped a coin in the bike and when you returned it, you got your money back.’ After setting up the Danish system, Schimmelpennink decided to try his luck again in the Netherlands – and this time he succeeded in arousing the interest of the Dutch Ministry of Transport. Times had changed,’ he recalls. ‘People had become more environmentally conscious , and the Danish experiment had proved that bike- sharing was a real possibility. ’A new Witte Fietsenplan was launched in 1999 in Amsterdam. However, riding a white bike was no longer free; it cost one guilder per trip and payment was made with a chip card developed by the Dutch bank Postbank. Schimmelpennink designed conspicuous , sturdy white bikes locked in special racks which could be opened with the chip card – the plan started with 250 bikes, distributed over five stations. E.  Theo Molenaar ( Mole-nar ), who was a system designer for the project, worked alongside Schimmelpennink. ‘I remember when we were testing the bike racks, he announced that he had already designed better ones. But of course, we had to go through with the ones we had.’ The system, however, was prone to vandalism and theft . ‘After every weekend there would always be a couple of bikes missing,’ Molenaar says. ‘I really have no idea what people did with them, because they could instantly be recognised as white bikes. ’But the biggest blow came when Postbank decided to abolish the chip card, because it wasn’t profitable. That chip card was pivotal to the system,’ Molenaar says. To continue the project we would have needed to set up another system, but the business partner had lost interest. F.  Schimmelpennink was disappointed, but – characteristically – not for long. In 2002 he got a call from the French advertising corporation JC Decaux, who wanted to set up his bike-sharing scheme in Vienna. That went really well. After Vienna, they set up a system in Lyon. Then in 2007, Paris followed. That was a decisive moment in the history of bike-sharing.’ The huge and unexpected success of the Parisian bike- sharing programme, which now boasts more than 20,000 bicycles, inspired cities all over the world to set up their own schemes, all modelled on Schimmelpennink. ‘It’s wonderful that this happened,’ he says. ‘But financially I didn’t really benefit from it, because I never filed for a patent .’ G.  In Amsterdam today, 38% of all trips are made by bike and, along with Copenhagen, it is regarded as one of the two most cycle-friendly capitals in the world – but the city never got another Witte Fietsenplan. Molenaar believes this may be because everybody in Amsterdam already has a bike. Schimmelpennink, however, cannot see that this changes Amsterdam’s need for a bike-sharing scheme. ‘People who travel on the underground don’t carry their bikes around. But often they need additional transport to reach their final destination.’ Although he thinks it is strange that a city like Amsterdam does not have a successful bike sharing scheme, he is optimistic about the future.‘In the ’60s we didn’t stand a chance because people were prepared to give their lives to keep cars in the city. But that mentality has totally changed. Today, everybody longs for cities that are not dominated by cars.’ 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: The Chicken Egg Reading > Academic > P11 > The chicken egg The Chicken Egg Chicken eggs consist of six main parts: albumen, yolk, shell, germinal disc, chalaza and air cell. In further paragraphs, we will learn all the important information you need to know about these parts.
One of the main parts of the egg is yolk - the yellow, inner part of the egg where the embryo will form. The yolk contains the food that will nourish the embryo as it grows. Yolk is a major source of vitamins, minerals, almost half of the protein, and all of the fat and cholesterol. The yolk contains less water and more protein than the white part of the egg, some fat, and most of the vitamins and minerals of the egg. The yolk is also a source of lecithin, an effective emulsifier. Yolk color ranges from just a hint of yellow to a magnificent deep orange, according to the feed and breed of the hen. Yolk is anchored by chalaza - a spiral, rope-like strand that anchors the yolk in the thick egg white. There are two chalazae anchoring each yolk; one on the top and one on the bottom.
Another very important part of the egg is the albumin, which is the inner thick white part of the egg. This part of the egg is a excellent source of riboflavin and protein. In high-quality eggs, the inner thick albumen stands higher and spreads less than thin white. In low-quality eggs, it appears thin white.
Now let's talk about the outer part of the egg - the shell It is a hard, protective coating of the egg. It is semi-permeable; it lets gas exchange occur, but keeps other substances from entering the egg. The shell is made of calcium carbonate and is covered with as many as 17,000 tiny pores.
Air cell is an air space that forms when the contents of the egg cool and contract after the egg is laid. The air cell usually rests between the outer and inner membranes at the eggs larger end. As the egg ages, moisture and carbon dioxide leave through the pores of the shell, air enters to replace them and the air cell becomes larger.
And last but not least, let's look at the germinal disc. It's a small, circular, white spot (2-3 mm across) on the surface of the yolk; it is where the sperm enters the egg. The nucleus of the egg is in the blastodisc. The embryo develops from this disk, and gradually sends blood vessels into the yolk to use it for nutrition as the embryo develops. IELTS Reading Practice Lessons (Academic) Types of Reading Question: Paragraph Headings Multiple Choice & Scanning True, False, Not Given Matching Paragraph Headings Sentence Completion Multiple Choice / Skimming and Scanning Differences between 'False' and 'Not Given' Short Answer Questions and True/False/Not Given Summary Completion (selecting words from a list) Mastering 'Not Given' Questions Yes, No, Not Given (Identifying Writer's Opinion) Matching Features Reading Improvement Skills: Guessing meaning from context IELTS Reading Strategies Referencing in IELTS Reading Skimming and Scanning Techniques Paraphrasing Activity   Links The IELTS Reading Test IELTS Reading The table below gives information about the underground railway systems in six cities.

Summarise the information by selecting and reporting the main features and make comparisons where relevant. Example Answer The table illustrates data related to underground trains in six different cities in the UK, France, Japan and the US. Overall, what stands out from the graph is the fact that London has the oldest and longest underground rail system from the ones that are listed. However, the metro system in Tokyo serves the highest number of passengers a year. Regarding the metro systems in the European countries, the ones in France and Paris are the oldest as they were both constructed in the nineteenth century (in 1900 and 1863, respectively). Furthermore, the railways system in the latter has the second highest figure for passengers served per year (1191 million), which is over 300 million more than in London. The UK capital, in contrast, owns the longest metro system among the cities, with the figure reaching 395 kilometers of route. Focusing on the Japanese and American municipalities, Tokyo serves, inarguably, more passengers than any other metro system, with the figure accounting for 1927 million people a year. By contrast, Kyoto and Los Angeles have two of the smallest and newest underground railways. To be exact, the metro in the Californian city was opened at the beginning of the twentieth century, twenty years after the construction of the one in Kyoto. Moreover, the number of passengers who use their metro trains is roughly three times smaller than in case of the other new metro system in Washington D.C (144 million). The table below gives information about a restaurant?s average sales in three different branches in 2016.
Summarise the information by selecting and reporting the main features and make comparisons where relevant. Example Answer The table compares the performance of three different branches of a chain of restaurants in three different locations in Vancouver for the year 2016. Overall, it is clear that the Georgia Street?s branch is the company?s most profitable branch, with the highest number of transactions and ATV. Drake Street, on the other hand, lags far behind, despite the fact that its ATV is higher than Dunsmuir Street. From the further glance it is evident, that the best performer is the branch in Georgia Street, which with 854 transactions a day on average has at least 100 more transactions than Dunsmuir Street and more than double from Drake Street. Georgia Street is also ahead in terms of average transaction value (ATV), with $10.69 per transaction compared to Dunsmuir Street?s $5.61 and Drake Street?s $9.02. Moreover, on average, eat-in and take-away transactions are almost equal in each restaurant. Drake Street is the only exception, with eat-in transactions surpassing take-away by 10 Further, the most popular item in each branch, revealing that the eating habit of customers in each area are widely varied. Georgia Street?s best seller is Chicken Burger, while Dunsmuir Street?s customers favour Chicken Wings, and Drake Street?s customers prefer Chicken Pasta. The tables below give information about sales of Fair trade- labelled tea and pineapples in 2010 and 2015 in five European countries.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Example Answer The given tabular presentation depicts the fair trade sale of tea and pineapples in 2010 and 2015 across five European nations i.e. France, Austria, Germany, Netherlands, Norway. As far as sales of tea are concerned, France showed a substantial increment from 2.5 to 21 million Euros.? Other European nations also showed increment in sales but very less as compared to France like Germany, Netherland, and Norway showed a small amount of increment, and Austria 4-8 million Euros respectively. In the other tabular presentation, Austria showed substantial increment in sales of pineapples from 16-48 million between 2010 to 2015, as compared to the other European nations.? While in France and Netherlands sales only grew from 2-6.5 and 1.6-5 million Euros respectively. The sale of pineapples in Germany and Norway showed the declining rates in 2015 as compared to 2010. Overall, Austria in the sales of Pineapples and France in the sales of tea, it showed the highest fair-trade sale. The chart below shows the number of passengers arriving at a train station per hour across a day, and also the average price (in US Dollars) of their tickets.
Write a report summarising the information. Select and describe the main features, and make comparisons where relevant. Example Answer The table gives data about passenger volumes reaching a station every two hours in a day, and also the average ticket cost at those times. Passenger numbers peak three times during the day. For example, the number at 6 am is 480, rising to 690 by 8 am before falling again. There is, then a peak of 700 at midday, followed by an afternoon decline to a low of 230 at 4 pm. A third spike is at 6 pm, reaching 670 before tailing off. The ticket prices partially follow this pattern. The 8 am passenger surge is matched by a high price of $29, followed by a peak of $31 at midday and decrease to $17 by 4 pm. However, the 6 pm spike in passenger numbers is accompanied by a low of $11 in prices, with a subsequent rise to $22 at 8 pm and a final levelling off. In summary, ticket prices increase broadly in line with passenger traffic, except during the evening rush hour when they fall.
Accademic Reading Writing Task 1 Writing Task 2 Exercise Answers: D, G, C, B, A, I, E, J, H, F
• D : The bar chart illustrates  how many hours adolescents in Chester spent on seven activities each week between 2002 and 2007. • G :  Overall, the most popular activity over the period given was watching TV, whereas bowling was the least favourite. • C : Going to pubs and discos, watching TV and shopping all showed an increase in the number of hours teenagers spent on these activities. • B : The other pursuits showed a decrease in hours, except watching DVD’s which fluctuated. • A : Teenagers spent 25 hours on watching television in 2002 which increased to almost 40 hours in the final year. • I : Both going to pubs and discos, and shopping more than doubled in hours from over 5 to over 15 and from over 5 to exactly 15 respectively. • E : While teenagers occupied 10 hours doing homework in 2002, this figure dropped to just over 5 in 2007. • J : Playing sport fell more dramatically from 10 hours to around 3 hours. • H : Bowling was under 5 hours throughout the entire period declining by about 4 hours in total. • F : The number of hours teenagers dedicated to watching DVD’s was only 10 hours in first and final years, but reached a peak of over 15 hours in 2004 and 2005. Paragragh Format
The bar chart illustrates  how many hours adolescents in Chester spent on seven activities each week between 2002 and 2007.
Overall, the most popular activity over the period given was watching TV, whereas bowling was the least favourite. Going to pubs and discos, watching TV and shopping all showed an increase in the number of hours teenagers spent on these activities. The other pursuits showed a decrease in hours, except watching DVD’s which fluctuated.
Teenagers spent 25 hours on watching television in 2002 which increased to almost 40 hours in the final year. Both going to pubs and discos, and shopping more than doubled in hours from over 5 to over 15 and from over 5 to exactly 15 respectively.
While teenagers occupied 10 hours doing homework in 2002, this figure dropped to just over 5 in 2007. Playing sport fell more dramatically from 10 hours to around 3 hours. Bowling was under 5 hours throughout the entire period declining by about 4 hours in total. The number of hours teenagers dedicated to watching DVD’s was only 10 hours in first and final years, but reached a peak of over 15 hours in 2004 and 2005.

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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?