【IELTS-Reading & Writing-04】Reading Advice From Four Band 9 Students (九級分考生的閱讀建議)

【 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. Most Common Question Types: Matching Headings :  Choosing the best title for paragraphs or sections. Locating Information :  Finding specific details within a paragraph. True/False/Not Given :  Identifying if statements agree with factual information in the text. Yes/No/Not Given :  Identifying if statements agree with the writer’s opinions. Multiple Choice :  Selecting one or more answers from a list of options. Matching Sentence Endings :  Connecting the first half of a sentence with the correct second half. Matching Features :  Matching a list of statements to specific features (e.g., names, dates, groups). Sentence Completion :  Filling in gaps in sentences with exact words from the text. Summary/Note/Table/Flow Chart Completion :  Using words from the text to fill gaps in a summary, notes, table, or process diagram. Short Answer Questions :  Answering specific, factual questions with a limited number of words. Diagram Labelling :  Filling in labels on a visual diagram, map, or chart. Classification :  Categorizing information into specific groups. Tips for Success: Keywords:  Scan for synonyms and paraphrases, as answers are rarely worded exactly as they are in the question. Time Management:  Spend roughly 20 minutes per passage. Order:  Most questions (except matching tasks) follow the order of the text. 12 Question Types: Matching Headings Matching Paragraph Information Matching Sentence Endings Matching Names True, False, Not Given Yes, No, Not Given Multiple Choice Summary Completion Sentence Completion Table Completion Short Answer Diagram Labelling

Demo Reading Test
【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: Opisthocoelicaudia Reading > Academic > P10 > Opisthocoelicaudia IELTS Reading Practice Lessons (Academic) 12 Question Types: Matching Headings Matching Paragraph Information Matching Sentence Endings Matching  Names True, False, Not Given Yes, No, Not Given Multiple Choice Summary Completion Sentence Completion Table Completion Short Answer Diagram Labelling
Types of Reading Questions: Matching Paragraph Headings Paragraph Headings Matching Features True, False, Not Given Differences between 'False' and 'Not Given' Mastering 'Not Given' Questions Short Answer Questions and True/False/Not Given Yes, No, Not Given (Identifying Writer's Opinion) Multiple Choice / Skimming and Scanning Multiple Choice & Scanning Sentence Completion Summary Completion (selecting words from a list) Reading Improvement Skills: Guessing meaning from context IELTS Reading Strategies Referencing in IELTS Reading Skimming and Scanning Techniques Paraphrasing Activity Demo Reading Test Links The IELTS Reading Test IELTS Reading True False Not Given Tips If the fact you are given is  clearly in the reading,  it is  True If the reading  says the opposite  of the fact you've been given, it is  False If it is  not true or false , it is  Not Given
Difference between True/False/Not Given & Yes/No/Not Given questions It’s all about the type of information contained in the text. True/False/Not Given  –   the text will contain  factual information  about a topic. Yes/No/Not Given  –   the text will contain the  opinions, views or beliefs  of the writer or other people who are mentioned. Strategies to answer the questions The questions follow the order of the text. Read the question carefully to make sure you fully understand what it is saying. Scan the text to find where the answer is using keywords from the question When you find where the answer is, read the text carefully to identify if you think it is T, F or NG . The questions will probably use synonyms rather than the words in the text. Look out for controlling words such as “only”, “all’, “never”, etc. For example, if the fact in the question says 'some' and the fact in the text says 'all', then it is F. Do not spend a long time looking for the answer to one question; it is probably NG if you cannot find it. Make sure you use the correct code: 'Yes', 'No', 'No Information' is sometimes used (these questions are slightly different, and you look for opinions rather than facts ) .
Example Look at this statement, taken from the first sentence in the reading below: Chiles originate in South America and have been eaten for at least 9,500 years. Here are some example IELTS True False Not Given statements with answers: Chiles come from South America - True People began eating Chiles in the last few centuries - False South Americans were the first people to start eating Chiles - Not Given
No. 1 is clearly true .
Notice the use of the synonym 'come from ' instead of ' originates '.
It is common to use different words.
No. 2 is clearly false as it was 9,500 years ago, not a few 100 years ago.
No. 3 is not in the text . Be careful about making assumptions , then thinking it is true.
It is quite probable that South Americans began eating Chiles first as they originated there; however, you can't be sure of that, and the text does not tell you that.
Exercises Choose TRUE  if the statement agrees with the information given in the text, choose FALSE  if the statement contradicts the information, or choose NOT GIVEN  if there is no information on this. Practice 1 Chilies Chillies originate in South America and have been eaten for at least 9,500 years. Organised cultivation began around 5,400 BC. Christopher Columbus was the first European to encounter chillies when he landed on the island of Hispaniola in 1492. He thought it was a type of pepper and called it the “red pepper”, a name still used today. After their introduction to Europe, they were an immediate sensation and were quickly incorporated into the diet. From there they spread to Africa, India and East Asia. Question 1. Chillies became popular as soon as they were brought into Europe. True False Not Given Answer True Chillies originate in South America and have been eaten for at least 9,500 years. Organised cultivation began around 5,400 BC. Christopher Columbus was the first European to encounter chillies when he landed on the island of Hispaniola in 1492. He thought it was a type of pepper and called it the “red pepper”, a name still used today. After their introduction to Europe , they were an immediate sensation  and were quickly incorporated into the diet . From there they spread to Africa, India and East Asia.
The reason for the chilli’s “hotness” lies in a chemical called Capsaicin. Capsaisin causes temporary irritation to the trigeminal cells, which are the pain receptors in the mouth, nose and throat. After the pain messages are transmitted to the brain, endorphins, natural pain killers, are released, and these not only kill the pain but give the chilli eater a short-lived natural high. Other side effects include: an increased heart rate, a running nose and increased salivation and sweating, which can have a cooling effect in hot climates. Question 2. Capsaisin causes significant damage to the mouth. True False Not Given Answers False
causes significant damage vs causes temporary irritation The reason for the chilli’s “hotness” lies in a chemical called Capsaicin. Capsaisin causes temporary irritation to the trigeminal cells, which are the pain receptors in the mouth, nose and throat. After the pain messages are transmitted to the brain, endorphins, natural pain killers, are released, and these not only kill the pain but give the chilli eater a short-lived natural high. Other side effects include: an increased heart rate, a running nose and increased salivation and sweating, which can have a cooling effect in hot climates. The reason for the presence of Capsaisin is thought to be to deter animals from eating the fruit. Only mammals feel the burning effects; birds feel nothing. As birds are a better method of distributing the seeds, which pass intact through their guts, Capsaisin would seem to be a result of natural selection. Question 3. Chillies can be part of a bird's diet. True False Not Given Answers True The reason for the presence of Capsaisin is thought to be to deter animals from eating the fruit. Only mammals feel the burning effects; birds feel nothing . As birds are a better method of distributing the seeds , which pass intact through their guts, Capsaisin would seem to be a result of natural selection.
The smaller chillies tend to be the hottest. This may reflect the fact that they tend to grow closer to the ground and are therefore more vulnerable to animals. The heat of a chilli is measured on the Scoville scale. The hottest types, such as the Habenero and the Scotch Bonnet, rate between 100,000 and 300,000; the world-famous Tabasco sauce rates at 15,000 to 30,000, about the same as the Thai prik khee nu, while the popular Jalapeno is between 5,000 and 15,000. Powdered chilli is 500 to 1,000, and the mild capsicins and paprikas can range between 100 and 0. Questions 4. All large chillies grow high off the ground. True False Not Given Answers Not Given
- no mention of large chillies and high off the ground.
The smaller chillies tend to be the hottest. This may reflect the fact that they tend to grow closer to the ground and are therefore more vulnerable to animals. The heat of a chilli is measured on the Scoville scale. The hottest types, such as the Habenero and the Scotch Bonnet, rate between 100,000 and 300,000; the world-famous Tabasco sauce rates at 15,000 to 30,000, about the same as the Thai prik khee nu, while the popular Jalapeno is between 5,000 and 15,000. Powdered chilli is 500 to 1,000, and the mild capsicins and paprikas can range between 100 and 0.
The smaller chillies tend to be the hottest. This may reflect the fact that they tend to grow closer to the ground and are therefore more vulnerable to animals. The heat of a chilli is measured on the Scoville scale. The hottest types, such as the Habenero and the Scotch Bonnet, rate between 100,000 and 300,000; the world-famous Tabasco sauce rates at 15,000 to 30,000, about the same as the Thai prik khee nu, while the popular Jalapeno is between 5,000 and 15,000. Powdered chilli is 500 to 1,000, and the mild capsicins and paprikas can range between 100 and 0.
Question 5. People breed chillies for their heat. True False Not Given Answer Not Given
- No mention of people
The smaller chillies tend to be the hottest. This may reflect the fact that they tend to grow closer to the ground and are therefore more vulnerable to animals. The heat of a chilli is measured on the Scoville scale . The hottest types, such as the Habenero and the Scotch Bonnet, rate between 100,000 and 300,000; the world-famous Tabasco sauce rates at 15,000 to 30,000, about the same as the Thai prik khee nu, while the popular Jalapeno is between 5,000 and 15,000. Powdered chilli is 500 to 1,000, and the mild capsicins and paprikas can range between 100 and 0. Tips Look at the  title  - what is the reading about? Look at the  topic sentences  - what topics does the reading discuss?
Note:
Students can waste valuable time with 'Not Given'.
Understanding 'Not Given' Questions These questions are notorious for getting candidates confused.  A Not Given question does not mean that there is no information in the statement that can be seen in the text. You will find something related to the statement in the text and using some of the same words . The point is that you won't have the information there to make a decision as to whether it is true or false.  Practice 2 Choose TRUE if the statement agrees with the information given in the text, choose FALSE if the statement contradicts the information, or choose NOT GIVEN if there is no information on this. UN  warns over impact of rapidly ageing populations
The world needs to do more to prepare for the impact of a rapidly ageing population, the UN has warned - particularly in developing countries. Within 10 years, the number of people aged over 60 will pass one billion, a report by the UN Population Fund said. The demographic shift will present huge challenges to countries' welfare, pension and healthcare systems. The UN agency also said more had to be done to tackle "abuse, neglect and violence against older persons". Questions & Answer 1. The growth of the elderly population is going to make it extremely difficult to provide adequate social service provision. True False Not Given Answer True 2. Approximately thirty per cent of the population is over 60 years old. True False Not Given Answer True 3. Developed countries are much better prepared than developing countries for 2050. True False Not Given Answer Not Given 4. More financing is necessary to ensure new pension schemes are successful. True False Not Given Answer True 5. Elderly people in India are not always being looked after as well as they were in the past. True False Not Given Answer True 6. India is starting to deal with the neglect of its elderly population. True False Not Given Answer False 7. Bolivian Families look after their elderly relatives better than any other developing country. True False Not Given Answer Not Given The number of older people worldwide is growing faster than any other age group. The report, Ageing in the 21st Century: A Celebration and a Challenge, estimates that one in nine people around the world is older than 60. The elderly population is expected to swell by 200 million in the next decade to surpass one billion, and reach two billion by 2050. This rising proportion of older people is a consequence of success - improved nutrition, sanitation, healthcare, education and economic well-being are contributing factors, the report says. Questions & Answer 1. The growth of the elderly population is going to make it extremely difficult to provide adequate social service provision. True False Not Given Answer True 2. Approximately thirty per cent of the population is over 60 years old. True False Not Given Answer True 3. Developed countries are much better prepared than developing countries for 2050. True False Not Given Answer Not Given 4. More financing is necessary to ensure new pension schemes are successful. True False Not Given Answer True 5. Elderly people in India are not always being looked after as well as they were in the past. True False Not Given Answer True 6. India is starting to deal with the neglect of its elderly population. True False Not Given Answer False 7. Bolivian Families look after their elderly relatives better than any other developing country. True False Not Given Answer Not Given But the UN and a charity that also contributed to the report, HelpAge International, say the ageing population is being widely mismanaged. "In many developing countries with large populations of young people, the challenge is that governments have not put policies and practices in place to support their current older populations or made enough preparations for 2050," the agencies said in a joint statement. Questions & Answer 1. The growth of the elderly population is going to make it extremely difficult to provide adequate social service provision. True False Not Given Answer True 2. Approximately thirty per cent of the population is over 60 years old. True False Not Given Answer True 3. Developed countries are much better prepared than developing countries for 2050. True False Not Given Answer Not Given 4. More financing is necessary to ensure new pension schemes are successful. True False Not Given Answer True 5. Elderly people in India are not always being looked after as well as they were in the past. True False Not Given Answer True 6. India is starting to deal with the neglect of its elderly population. True False Not Given Answer False 7. Bolivian Families look after their elderly relatives better than any other developing country. True False Not Given Answer Not Given The report warns that the skills and experience of older people are being wasted, with many under-employed and vulnerable to discrimination. HelpAge said more countries needed to introduce pension schemes to ensure economic independence and reduce poverty in old age. It stressed that it was not enough to simply pass legislation - the new schemes needed to be funded properly. Questions & Answer 1. The growth of the elderly population is going to make it extremely difficult to provide adequate social service provision. True False Not Given Answer True 2. Approximately thirty per cent of the population is over 60 years old. True False Not Given Answer True 3. Developed countries are much better prepared than developing countries for 2050. True False Not Given Answer Not Given 4. More financing is necessary to ensure new pension schemes are successful. True False Not Given Answer True 5. Elderly people in India are not always being looked after as well as they were in the past. True False Not Given Answer True 6. India is starting to deal with the neglect of its elderly population. True False Not Given Answer False 7. Bolivian Families look after their elderly relatives better than any other developing country. True False Not Given Answer Not Given The UN report used India as an example, saying it needed to take urgent steps in this area. Almost two-thirds of India's population is under 30. But it also has 100 million elderly people - a figure that is expected to increase threefold by 2050. Traditionally, people in India live in large, extended families, and elderly people have been well looked after. But the trend now is to have smaller, nuclear families, and many of the country's elderly are finding themselves cast out, says the BBC's Sanjoy Majumder in Delhi. Questions & Answer 1. The growth of the elderly population is going to make it extremely difficult to provide adequate social service provision. True False Not Given Answer True 2. Approximately thirty per cent of the population is over 60 years old. True False Not Given Answer True 3. Developed countries are much better prepared than developing countries for 2050. True False Not Given Answer Not Given 4. More financing is necessary to ensure new pension schemes are successful. True False Not Given Answer True 5. Elderly people in India are not always being looked after as well as they were in the past. True False Not Given Answer True 6. India is starting to deal with the neglect of its elderly population. True False Not Given Answer False 7. Bolivian Families look after their elderly relatives better than any other developing country. True False Not Given Answer Not Given There are more and more cases of physical and mental abuse, including neglect, suffered by the elderly at the hands of their families. It is slowly becoming a widespread social problem, particularly in urban areas, one which India still has not got to grips with, our correspondent says. Questions & Answer 1. The growth of the elderly population is going to make it extremely difficult to provide adequate social service provision. True False Not Given Answer True 2. Approximately thirty per cent of the population is over 60 years old. True False Not Given Answer True 3. Developed countries are much better prepared than developing countries for 2050. True False Not Given Answer Not Given 4. More financing is necessary to ensure new pension schemes are successful. True False Not Given Answer True 5. Elderly people in India are not always being looked after as well as they were in the past. True False Not Given Answer True 6. India is starting to deal with the neglect of its elderly population. True False Not Given Answer False 7. Bolivian Families look after their elderly relatives better than any other developing country. True False Not Given Answer Not Given By contrast, the UN report cited the case of Bolivia as an example of good practice in the developing world. All Bolivians over the age of 60 get a pension that is the equivalent of about $30 (£19) a month. Bolivia suffers from frequent flooding and landslides, and older people there have been organised into "Brigadas Blancas" - White Haired Brigades. They help with preparations for emergencies, and accessing humanitarian aid. Source: BBC News Website Questions & Answer 1. The growth of the elderly population is going to make it extremely difficult to provide adequate social service provision. True False Not Given Answer True 2. Approximately thirty per cent of the population is over 60 years old. True False Not Given Answer True 3. Developed countries are much better prepared than developing countries for 2050. True False Not Given Answer Not Given 4. More financing is necessary to ensure new pension schemes are successful. True False Not Given Answer True 5. Elderly people in India are not always being looked after as well as they were in the past. True False Not Given Answer True 6. India is starting to deal with the neglect of its elderly population. True False Not Given Answer False 7. Bolivian Families look after their elderly relatives better than any other developing country. True False Not Given Answer Not Given Answer Explanation 1)  The growth of the elderly population is going to make it extremely difficult to provide adequate social service provision -  TRUE
Social services are things such as welfare benefits, pensions and health, so this statement is the same as this in the reading:
The demographic shift will present huge challenges to countries' welfare, pension and healthcare systems. 
2)  Approximately thirty per cent of the population is over 60 years old -  FALSE 30% is not the same as one in nine, so the text contradicts the statement:
A Celebration and a Challenge estimates that one in nine people around the world is older than 60. 
3)  Developed countries are much better prepared than developing countries for 2050 –  NOT GIVEN
In the reading, we are told that developing countries are not prepared.  This does imply that developed countries are better prepared. However, do you know if they are  much  better prepared?
It is quite possible they are much better prepared compared to developing countries, so we can’t say for sure it is false.  We don’t know, as the information is not given. 
"In many developing countries with large populations of young people, the challenge is that governments have not put policies and practices in place to support their current older populations or made enough preparations for 2050," the agencies said in a joint statement.
4)  More financing is necessary to ensure new pension schemes are successful –  TRUE The above statement means the same as this sentence, which was written in reference to pension schemes:
It stressed that it was not enough to simply pass legislation - the new schemes needed to be funded properly.
5)  Elderly people in India are not always being looked after as well as they were in the past –  TRUE These parts tell us the same thing as above: 
Traditionally…people have been well looked after. But…many of the country's elderly are finding themselves cast out.
6)  India is starting to deal with the neglect of its elderly population – FALSE You will often need to understand synonyms in the reading test. ‘Deal with’ means the same as ‘get to grips with’. This sentence tells us India is NOT dealing with its problems, so the information in the text contradicts the statement:
…one which India still has not got to grips with, our correspondent says.
7)  Bolivian Families look after their elderly relatives better than any other developing country –  NOT GIVEN
You may have chosen ‘true’ here, but the paragraph does not tell you if Bolivian families are the best of all developing countries. It's held up as a good example and is better than India, but there could be others:
By contrast, the UN report cited the case of Bolivia as an example of good practice in the developing world.
It’s quite possible they are the best, but we don’t know. We can’t prove it from the reading, so it is ‘not given’. References The table below shows the percentage of first year students who gave ?very good? rating to the resources provided by a college, for three courses. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Example Answer The table illustrates the information about the rating towards the facilities of three courses, namely ? economics, law and commerce. It can be seen that commerce earned the highest satisfaction in all resources. In terms of pre-course information, commerce tops in these three subjects, with 95% showing satisfaction. 72% of the students rated the pre-course information of the law, as ?very good? and the figure for economics was the least, with slightly less than 60% being satisfied with it. When it comes to teaching, tutor and print resources, approximately equal percentage (95%, 92% and 83% respectively) of economics and commerce students rated these facilities as very good. However, only about 70% of law students were satisfied with these services. Turning to other resources, about 80% each of commerce and law students were satisfied, whereas only 60% of economics students were satisfied with other resources. Overall, the resources provided by commerce, law and economics showed varied popularity among the students. T he table shows the population ratio of females per 100 males in six different areas in 1995 and 2005. (Africa, Asia, Europe, North America, Central America and Oceania). Summarize the information by selecting and reporting the main features and make comparisons where relevant. Example Answer The table reflects the information about the ratio of women per 100 men from six different regions in two separate years, 1995 and 2005. It can be seen from the table that in four out of the six given countries, the number of females per 100 males experienced a downward trend. However, in Africa and Europe, the number of females per 100 males increased over the period. The proportion of women in North America decreased from 100.1 in 1995 to 96.9 in 2005. Central America and Oceania had similar trends. In both these areas, the number of women per 100 men fell from 100 to 97.5 and from 103.9 to 99.8 respectively. In Asia, the figure went down by 0.4, which is nearly 10 times lesser than that in North America. In contrast, the population of women witnessed an increase in Europe from 89.4 in 1995 to 92.8 in 2005 and the proportion in Africa also went up by 1.4 in the same period. Overall, the ratio of men and women changed in all areas. The number of females per 100 males went up in some regions, whereas it came down in others. T he graph below shows the average retirement age of males and females in six countries in 2003. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Example Answer The table graph illustrates information about the average age of retirement of men and women in 2003, in six countries, namely Australia, the US, Japan, Italy, France and Korea. It can be observed that Italy and France have lower retirement ages, as compared to those in the other given countries. In Australia, men retired at the age of 64 years 1 month and the women at the age of 63 years 5 months. The average retirement age of American males was 65 and a half years, and that of females was 64 years and two months. Japan and Korea had a higher average retirement age, both for men and women. Japanese and Korean men retired at the ages of 67 years 4 months and 68 years 8 months, respectively. Italy and France had lower retirement ages, as compared to the other given countries. Italian males and females retired at the ages of 58 years 2 months, and 57 years 3 months, respectively. Overall, it can be said that Korea had the maximum retirement age for both men and women, and France had the minimum, among the given six countries. The table below gives information about the percentage of workforce employed in six industries in Australia between 1989 and 2009. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Example Answer T he table graph shows the information about the proportion of employees in six industries, which are Manufacturing, Retail, Healthcare, Construction, Education and Tourism in 1989 and 2009. It is clear that in manufacturing and retail the number of people employed decreased over the period, whereas in all other given industries the number of workers increased. In 1989, 15% of workers worked in the manufacturing industry. This proportion decreased by a third and reached a little below 10% in 2009. In retail, the percentage of the workforce fell from 11.8 in 1989 to 10.1 in 2009. In healthcare, the percentage of employees increased from 9.6 to 11.3. In construction, education and tourism the percentage of workers increased from 7.6, 6.8 and 5.5 to 8.3, 7.5 and 7.3 respectively. Overall, the manufacturing industry employed the maximum number of people in 1989, while healthcare employed the highest number in 2009. In both these years, the least number of people worked in the tourism industry.
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?