I have already shown how you can use IELTS reading and listening texts to help you develop your language skills to help you prepare for the IELTS test, and in this blog post, I will show you how you can use sample writing answers to help you prepare for the IELTS writing test.
Once you have done these, you can then read a sample answer and compare against your own ideas and make a note of any differences. For part 1 answers, probably the most useful thing you can do is focus on what information is included in the overview, identify what data has been reported and identify any language that has been used to describe the data, map changes or stages in a process.
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For part 2, the most useful thing to do probably involves identifying the overall opinion, the organisation of the main body, how ideas have been developed with reasons and examples in each paragraph and any language that has been used to show opinion and link ideas together.
However, when using sample answers, you need to make sure that you are using reliable answers as there is a lot of material available that is of questionable quality. Here are some websites that I think have quite reliable samples answers that you can be helpful for you:
In the previous post, I showed you a procedure for using the reading texts. Here, I will show you a similar procedure for using the IELTS listening texts for both practice and developing your language skills.
The main difference between difference between the reading and listening tests is that when listening, you only have the opportunity to listen once. However, obviously when preparing for the exam, you can listen as many times as you want, so it makes sense to use this opportunity in order to increase understanding.
Before starting to listen to the recording, you will be given some time to look at the questions. It is very important that you use this time carefully in order to help better understand when you are listening. Depending on the type of questions you need to answer, doing some of the following will be useful:
After listening once and entering your answers, it is a good idea to listen again as you likely missed some answers or were unsure about some answers. You may want to write your answers after listening the second time in a different coloured pen, so you can see which answers you got correct on the first time of listening. If you find the text very difficult, you may want to listen a third or even fourth time. Regardless of how many times you listen before checking your answers, I would always recommend listening again to just focus on the main ideas in the text. This will help you have a better understanding of the whole text, and as with reading, better understanding of the text, leads to more processing of language, and therefore more language learning takes place. Depending on the type of listening, you may also want to ask yourself some of the questions suggested for reading texts.
You may also want to listen again to help you understand why you got any answers wrong. Alternatively, you could use the transcript (the text of the listening) to help you understand why you got any answers wrong.
As with reading texts, you may also want to look for new vocabulary (both general and academic) that could be useful in the future, though you are likely to find less new vocabulary in listening transcripts compared to reading texts.
First of all, I would suggest that you get a general idea of what the text is about before looking at the questions. If you are a fast reader, you may decide to quickly read the whole text first before looking at the questions, but for most students, I think this will take too much time.
By reading these parts of the text, you should be able to get a general idea of what the whole text is about. This will give you a better understanding of the text, and therefore should help you when answering questions about specific parts of the text.
Once you have completed the IELTS answers, I would suggest that you read through the whole text again, and try to summarise to yourself (you can make notes if you wish) what the main ideas of the text were. You may also want to ask questions to yourself about the text such as:
Asking yourself these kinds of questions can help you think about the text more deeply and therefore be more likely to better understand the text. This means that you will then thus process some of the language better and improve your language skills more.
After doing this, you can then focus on some individual words and phrases that you have found in the text, which may be new to you. However, you do not necessarily want to try and learn every new word you see in a text as there will likely be quite a few words that are not very common, and so will not be very useful for you to learn. Instead, it is better to focus on those words which are more common, and so more useful.
There are two types of vocabulary that students should focus on. The first type is frequent general vocabulary as these make up most words in a text. You can find out how to use a dictionary and other resources to help identify these words in this blog post. More advanced learners may also like to also focus on mid-frequency vocabulary too (see this blog post).
The second type of vocabulary to focus on is academic words. These words are especially important for the IELTS exam (and when studying at university). You can use this blog post to learn more about academic words and help you identify academic words from a text.
One factor that you need to consider when doing the IELTS test is whether to do the paper-based text (PBT) or the computer-based test (CBT). Although both tests are the same (i.e. same questions in the reading, listening and writing) test, there are number of reasons why you might prefer to do one over the other.
For me, probably the biggest consideration is time. Firstly, if you are in a rush to get your results back, then doing the CBT test would be better as you get your results back in 3-5 days versus up to 14 days for the PBT. However, perhaps a more important factor related to time is how long it will take you to read and write in a CBT versus the PBT, especially given how much time pressure you are likely to experience during the IELTS exam.
Obviously, there is no simple answer to this as the time it takes will depend on each individual, but it has generally been accepted that reading on paper is faster than reading on a screen (Thompson, 2019). However, this may be changing due to better screen quality and people being more used to reading on screens nowadays. Perhaps more importantly though, especially when doing tests like the IELTS, is that it seems reading on paper leads to better understanding of a text compared to reading on a screen (Barshay, 2019). Therefore, although it may not be 100% clear, it seems that reading on paper might offer an advantage over reading on a screen.
However, when it comes to writing, the opposite is likely to be true. For most people, typing will be faster than writing by hand, but this again depends on a number of factors. For example, if you are more used to writing by hand than typing in your second language, then there might not be such a big difference in speed. Also, there are other factors that might come into consideration, such as the number of typos (which will take more time to check and correct), being able to edit more easily on a computer as well as the words being counted automatically for you. Again, there is no easy answer, but it seems like the CBT may be better for most people when it comes to the writing test.
As I have shown in a previous blog post, doing extensive reading with graded readers is one of the most useful things you can do to improve your English. However, sometimes it can be difficult to know what book to choose that will be interesting. Since I mostly read non-fiction books for pleasure, I am not sure that I am very good at recommending what books to read, especially as each person will have different interests. Despite that, I have managed to produce a list of books that might be a useful starting point for learners who have difficulty in choosing what to read. By using a list of the finalists and winners (winners have a * next to their title) from the Extensive Reading Language Learner Literature Award, I have created a list of recommendations.
Please note, that I have only included books that are available to read online from the English e-Reader website. You can access an online text of the book by clicking the name of the book title. If you want more information, you can click the name of the publisher, which will take you to their page. I am not sure about the accuracy of the information on the English e-Reader website, so the information about pages and level has been taken from the publisher, rather than the website English e-Reader website. For some classic books, there has been more than one book written by different publishesr, so I am not always 100% sure which version has been used. I have indicated this with a question mark (?) next to the publisher name.
In the last blog post, I explained how you could use dictionaries and text checkers to identify useful vocabulary to learn and remember. In that post, I focused on the 3,000 most frequent words in English. However, to get to higher levels of English, achieve a high score on the IELTS and to be able to read academic texts at university, you will need to know a lot more than 3,000 words.
You might also be interested to know how many words you need to know to be at each level of English. Now, this is a difficult question to answer as it depends on how you measure when a learner knows a word. For example, there will be a big difference between receptive vocabulary (what you can understand, i.e. in reading and listening) and productive vocabulary (what you can use, i.e. in speaking and writing).
However, I am a little unsure of these numbers, especially at the higher levels as most C1 level learners could probably understand most words in a film and even in novels that are not too difficult. Therefore, I would expect the vocabulary level to be higher at both C1 and C2 level, especially as very few learners ever achieve a C2 level of English. 152ee80cbc
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