【IELTS-Reading & Writing-02】Academic Reading: Question types, strategies and tips (學術閱讀：問題類型、策略與技巧)

【 閱讀 Reading  】 結構: 3篇文章，40題，60分鐘。 學術組：學術文章；培訓組：廣告、指南等。 題型：選擇、配對、填空、判斷（T/F/NG）、標題配對。 高分技巧: 快速掃讀（skimming）找主旨。 精讀（scanning）定位答案。 管理時間，每篇20分鐘。 注意同義詞與改述。 先易後難，跳過卡題。 Structure : 3 passages, 40 questions, 60 minutes. Academic: Scholarly articles; General Training: Ads, guides. Question types: Multiple choice, matching, fill-in-the-blank, T/F/NG, heading matching. High-Score Tips : Skim for main ideas. Scan for specific answers. Manage time: 20 minutes per passage. Note synonyms and paraphrasing. Skip tough questions, tackle easier ones first.
【寫作 (Writing)】 結構: 2任務，60分鐘。 Task 1（20分鐘，150字）：圖表/流程描述（學術組）或書信（培訓組）。 Task 2（40分鐘，250字）：議論文/問題解決。 高分技巧: Task 1：清晰描述趨勢/比較數據；書信注意語氣。 Task 2：明確論點，結構清晰（引言、主體、結論）。 使用多樣句型與高級詞彙。 留5分鐘檢查語法與拼寫。 練習常見題型（如原因、解決方案）。 Structure : 2 tasks, 60 minutes. Task 1 (20 minutes, 150 words): Charts/process (Academic) or letter (General Training). Task 2 (40 minutes, 250 words): Essay (argument/problem-solution). High-Score Tips : Task 1: Clearly describe trends/compare data; use appropriate tone for letters. Task 2: Clear thesis, structured (intro, body, conclusion). Use varied sentence structures and advanced vocabulary. Reserve 5 minutes to check grammar/spelling. Practice common topics (causes, solutions). Assessment of your ability to understand and interpret written English in academic and general contexts. Our IELTS reading sample questions will help you understand the types of questions asked in the IELTS Academic Reading module. Exercises have a given time limit every time you practice. Topic: Continents Collide Reading > Academic > P11 > Continents Collide The table shows data about the average length of time (in minutes) that people of different ages spend in a consultation with family doctors in a number of countries. Write a report summarising the information. Select and describe the main features, and make comparisons where relevant. Example Answer The chart gives information about the typical time that patients spend with doctors in various countries, split by age group. Overall, we can see that the most common trend is for the time to increase consistently with age. For example, the figure in France more than doubles from 16 to 38 minutes between the youngest and oldest people. Likewise, the USA figure rises from 13 to 31, the UK from 9 to 21, and Italy from 17 to 29. These are all substantial increases. Chile has a consistent but much slighter climb, from 32 to 39 minutes. Brazil also shows a rise, although after age 60 there is a decline from 26 minutes to an eventual 20. India has a more marked rise and fall, peaking at 21 minutes for people aged 40 to 60, declining to 11 minutes for 70 plus. Two countries are exceptions. Japan fluctuates across the age groups, between 12 and 16 minutes. Kenya declines steadily as age increases, from 15 minutes for the youngest to 10 minutes for the oldest people. Overall, time spent with doctors generally increases with age, except in Japan and Kenya. T he charts show (Chart a) the average speed of urban zone traffic (in kilometres per hour or kph) in a number of countries over a fifty year period, including a future estimate; and also (Chart b) the total number of urban zones per country (in thousands.) Write a report summarising the information. Select and describe the main features, and make comparisons where relevant. Example Answer T he charts show the average velocity of city traffic over a fifty-year timescale, with a forecast for the future, and also the number of urban zones by country. Overall, we can see that the general trend is for the speed to increase and then decrease. For example, in France, it increased from 60 kph in 1970 to a peak of 86 kph in 1990, tailing off to a forecast 52 kph in 2020. Similarly, we see the USA peak at 57 kph in 1990, declining to 43 kph at the end. The UK and Russia have a similar trend, rising to 56 and 72 kph respectively in 2010 before falling to below the starting level.  Regarding urban zones, all countries except one see predicted increases of roughly four times by 2020. The exception is Russia, which sees a fall of about half to 3,200. Overall, the data does not suggest any correlation between increasing urban zones and average traffic speeds. T he charts give information about the amount of exports (millions of tonnes) moving through Rotterdam port in Holland to various global destinations in 2002 and 2012; and also the % rates of tax imposed on these exports by the receiving countries. Write a report summarising the information. Select and describe the main features, and make comparisons where relevant. Example Answer T he tables show us the number of exports being transported through Rotterdam for over ten years, and the level of taxation imposed on the goods at the destination. Overall, regarding the volumes, total exports increased slightly, reaching 18,600 million tonnes by 2012. Within this total, however, most zones declined in volume. For example, Europe, the largest destination, declined from 6,900 million to 6,400 million, and the USA, the second-highest, went down by roughly 10% to 3,900 million. China dipped slightly to 2,300 million, and Latin America dropped from 1,800 to 1,500 million. Turning to taxation, we see that tax increased considerably in all the zones that showed a decline in volumes, reaching 2% in the USA, China and Latin America 5% to 8% in Europe. The other zones kept tax stable at 2%, while the growth zones reduced tax massively, from 5% to 2% in the Asia Pacific and a fourfold decrease to 1% in Australasia. In summary, the decade showed a clear connection between increased export volumes and reduced levels of tax. T his tables show data about the amount of television watched by children in different countries (hours per day) and also the average academic achievement of people in these countries (% of people completing each level.) ?Write a report summarising the information. Select and describe the main features, and make comparisons where relevant. Example Answer T he chart gives facts about the daily TV use by children in various countries, plus the proportion finishing three levels of education. Overall, with regard to hours per day watching TV, the USA, Canada and the UK have the highest hours at four. China and Italy are the next highest with three, Brazil and India stand at two each, and Malta and the UAE have only an hour per day, which is a quarter of the maximum recorded. Turning to academic achievement, we see that 100% of children completed school in Italy, Canada and Malta. The other countries are all in the '90s, except India, which is 80%. For University completion, the UK has the highest level at 39%, followed by Canada (32%) and the USA (29%.) Italy, China and Brazil are all in the mid 20% range. In summary, TV usage and education levels vary widely. It is noticeable, though, that the countries with the highest hours of TV per day are also those with the highest percentage levels of University attainment. Task 1 Report Writing Checklist: Structure (Intro, Overall, Body 1 & 2) What to look for from the question  Intro - base it on title Overall - highlight 2 or 3 Key features (based on sub-titles if presented) Typically 2 to 3 sentences. Body 1 & 2 - contrasting numbers, process, and description (max vs min), totals, percentages, fraction amounts, similarities, grouped info, trends. Use signpost language to guide the reader. Keep it simple – avoid repetitive sentences, group related info to body 1 and 2. To boost word count to 150+, add extra words and info sometimes in brackets etc. Format: Intro - based on title
Overall - key features (2-3) Body 1 - details Body 2 - details
Words: 150+
Time: 20mins Important : The overview (typically written as 'Overall')  appears after the introduction because this is a report, not an essay . The overview contains the key features  which the reader needs to know, while the body paragraphs contain all the details. Reading the overview first, helps the reader to understand the body paragraphs. Also the overview is the most important paragraph in task 1 and carries the most weight . Task 1 - Main types of charts bar chart line graph table pie chart diagram or process map combination of above

You will have to describe, summarise or explain the information in your own words. For example, you may be asked to: describe and explain data describe the stages of a process describe how something works describe an object or event Academic Writing test is marked according to four marking criteria. These are: 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 Each carries 25% of the marks. Task 1  – Your essay will be assessed in relation to your ability to achieve one or more of the following: organise, present and possibly compare data describe the stages of a process or procedure describe an object or event or sequence of events explain how something works Here’s a typical question. The highlighted words are always the same no matter what type of question you get. With the format of the question always the same, this means that you can use the same basic method and essay structure to write any essay for IELTS Academic Writing Task  Planning Analyse the question Identify the main features Write an introduction Write an overview Write the details paragraphs Ideally, your essay should have 4 paragraphs: Paragraph 1  – Introduction Paragraph 2  – Overview Paragraph 3  – 1 st  main feature Paragraph 4  – 2 nd  main feature 3 things to do: 1.     Select the main features. 2.     Write about the main features. 3.     Compare the main features. Here are some useful questions to ask for both bar charts and line graphs. What information do the 2 axes give? What are the units of measurements? 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? Intro Example: Two general trends in this graphic are: Main feature 1:   the overall number of students in full-time education increases. Main feature 2:   the number of women studying part-time increases steadily but for men, it fluctuates. The general trends you select will be the starting point for your essay. You will then go on to add more detail. Introduction (Paragraph 1) In the introduction, you should paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure. Question : The chart below shows the number of men and women in further education in Britain in three   periods and whether they were studying full-time or part-time. Introduction : The bar graph illustrates how many male and female students were studying full-time and part-time in Britain during the years 1970/1, 1980/1 and 1990/1. or The bar graph illustrates how many male and female students were studying full-time and part-time in Britain across three decades during the years 1970/1, 1980/1 and 1990/1. or The chart illustrates the number of men and women in further education over three decades.
(explained in video: https://youtu.be/M1ebzRy77jM )

Breakdown: chart -> bar graph shows -> illustrates number of men and women -> how many male and female students in further education in Britain -> were studying full-time and part-time in Britain in three   periods -> during the years 1970/1, 1980/1 and 1990/1.
Simplier version
The bar graph illustrates how many male and female students in further education in Britain were studying full-time or part-time across 3 periods in 1970/1, 1980/1 and 1990/1.
Overview (Paragraph 2) In the second paragraph, you should report the main features you can see in the graph, giving only general information. The detail comes later in the essay. You should also make any clear comparisons you spot. This is where you write about the general trends . Here are the ones we picked out above. Main feature 1:   the overall number of students in full-time education increases. Main feature 2:   the number of women studying part-time increases steadily but for men, it fluctuates. Now form these ideas into two or three sentences with a total of around 40 words. State the information simply using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses. For example: Paragraph 2 : Overview Overall, the number of students in full-time education increased over this time. With regard to part-time education, there was a steady increase in women choosing to study part-time but for men, the level fluctuated. Details Paragraphs 3 & 4 Paragraphs 3 and 4 are where you include more detailed information about the data in the graph. In paragraph 3, you should give evidence to support your first main idea. In this instance, the data will be numbers of students in the respective time periods. In other graphics, it might be percentages, age, monetary value or some other unit of measurement. Don’t forget to make comparisons when relevant. Here’s our first main feature again: Main feature 1:   the overall number of students in full-time education increases. This is an example of what you could write: Paragraph 3 : Body 1 Between the academic periods 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. For women, the numbers had also risen to around 300,000 by 1990/1 on an increasing trend. Notably, however, the figure for females in full-time education in 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1. For the fourth and final paragraph, you do the same thing for your second main feature. For example: Main feature 2:   the number of women studying part-time increases steadily but for men, it fluctuates. Paragraph 4 : Body 2 A different pattern is shown for part-time education. The graph reveals a steady increase in women engaged in part-time study, rising from 750,000 in 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1. Full Example: The bar graph illustrates how many male and female students were studying full-time and part-time in Britain during the years 1970/1, 1980/1 and 1990/1. Overall, the number of students in full-time education increased over this time. With regard to part-time education, there was a steady increase in women choosing to study part-time but for men, the level fluctuated. Between the academic periods 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. For women, the numbers had also risen to around 300,000 by 1990/1 on an increasing trend. Notably, however, the figure for females in full-time education in 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1. A different pattern is shown for part-time education. The graph reveals a steady increase in women engaged in part-time study, rising from 750,000 in 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1. 219 words Task 1 Example: Intro ver. 1 The table and pie charts illustrate the total value   and sources of fish imported to the US between 1988 to 2000 . Intro ver. 2 The table and pie charts illustrate the total value  in billions of dollars, and countries exporting fish  to the US between 1988 to 2000 . Intro ver. 3 The table illustrates the total value   in billions of dollars, and the pie charts show the countries exporting fish  to the US between 1988 to 2000 . Overall , the total value of fish imported to the US increased by almost two thirds over the period given. The main source of fish, imported to the US at the start of this period, mostly came from Canada. However, by the end of this period, Other countries had become the main importer, followed by China, then Canada. The table illustrates the total value   in billions of dollars, and the pie charts show the countries exporting fish  to the US between 1988 to 2000 . Overall , the total value of fish imported to the US increased by almost two thirds over the period given. The main source of fish imported to the US at the start of this period, mostly came from Canada. However, by the final year, Other countries had become the main importer, followed by China, then Canada. The table shows that the total value of fish imports started at 6.57 billion dollars in 1988. This increased to 8.52 billion dollars in 1992 and 10.72 billion dollars in 2000.
The pie charts categorizes three sources of fish imported to the US (from Canada, China and Other countries). In 1988, Canada was the major exporter to the US at 60%, compared to China and Other countries which provided only 13% and 27%  respectively . The imports from Canada then steadily fell to 28% in the final year. Conversely , Other countries had replaced Canada as the main exporter to the US taking up 46% of all imports in 1992, and 42% by 2000. (Likewise/ In the same way), imports from China rose gradually from 13% in 1988, to 30% in 2000. Examples: The diagrams above shows the stages and equipment used in the cement-making process , and how cement is used to produce concrete for building purposes. Intro examples: The two diagrams illustrate/ demonstrate  the stages and equipment used in the cement-making process , and how cement is used to produce concrete for building purposes. The two diagrams illustrate  the production stages and equipment used in the cement-making process , and how cement is used to produce concrete for building purposes. The two diagrams illustrate / demonstrate the stages and equipment used in the production of cement , and how cement is used to produce concrete for building purposes. Overall ,   cement production (requires/ involves)  five stages: crush ing , mix ing , heat ing , grind ing  and bagg ing . Concrete production involves pouring  four materials (Cement, Water, Sand, and Gravel) into a concrete mixer. The two   maps below show   an island, before and after the construction of some tourist facilities. Summarise the information by selecting and reporting the main features and make comparisons where relevant. • The two maps illustrate the transformation of an island, before and after the construction of some tourist facilities. Overall , the island originally (before development) consisted of just palm trees and a beach . Afterits development into a tourist attraction, it has a pier, reception, restaurant,  accommodation and swimming area constructed . The palm trees and  beach remain the same. 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?