The International English Language Testing System (IELTS) is designed to help you achieve your ambition of working, studying or moving to a country where English is the native language.
IELTS Academic
If you are planning to study in an English-speaking country, it’s likely that the IELTS Academic test is the right choice for you.
Grammar and vocabulary points selected by your trainer based on your needs and goals. You will practise these throughout the week
A focus on speaking, with the majority of your classes designed to maximise your speaking time
Extended fluency activities including discussions, role-plays and presentations. These will give you the opportunity to develop your speaking further and bring together the grammar, vocabulary and skills you have worked on during the week
Listening and reading activities from a range of sources
A focus on writing skills, for example formal and informal emails
Pronunciation. This may be in the form of a dedicated lesson and/or connected to the grammar, vocabulary or skills you are studying
Practical communication strategies, for example agreeing and disagreeing politely, interrupting, showing sympathy
A focus on social and intercultural English
Correction and productive feedback on your speaking and writing
During the course you will also receive:
Advice on the best ways to study, both in the classroom and outside
An exploration of modern British culture
Discussions and activities based on current news and media
For people who book more than 8 weeks, we have a dedicated support system to ensure that your needs are met throughout your time with us and that you continue to see progress in your skills. This extra support includes:
Personalised feedback
We will communicate regularly with you so that any issues can be dealt with as quickly as possible and your experience is the best and most rewarding it can be.
Academic Writing Analysing and describing graphs, diagrams, charts and tables Expressing your opinion; making an argument for or against a particular topic Vocabulary and grammar needed for the above Academic style language and paragraph structure How to satisfy IELTS marking criteria | Speaking Building confidence in speaking ability Reducing speaking errors Extended speaking without stopping Giving your opinion and justifying it Comparing and contrasting; summarising and analysing |
Academic Reading Strategies for identifying answers quickly Skim, scan and detailed reading skills Paraphrasing Strategies for predicting what you will read | Listening Identifying key words and synonyms Understanding question types and the type of answers required Strategies for predicting what you will hear Vocabulary needed for different contexts Spelling rules |
What’s in the IELTS Listening paper?
The paper has four parts, with ten questions in each part. The questions are in the same order as the information in the recording, so the answer to the first question will be before the answer to the second question, and so on.
Parts 1 and 2 deal with everyday, social situations. There is a conversation between two speakers in Part 1 (for example, a conversation about travel arrangements). Only one person speaks in Part 2 (for example, a speech about local facilities).
Parts 3 and 4 deal with educational and training situations. In Part 3 there is a conversation between two main speakers (for example, two university students in discussion, perhaps guided by a tutor). In Part 4 only one person speaks on an academic subject.
You will hear the recordings once only. Different accents, including British, Australian, New Zealand and North American, are used.
You will need to transfer your answers to an answer sheet. You will have 10 minutes at the end of the test to do this. You should be careful when writing your answers on the answer sheet because you will lose marks for incorrect spelling and grammar.
Summary
Time allowed: Approximately 30 minutes (plus 10 minutes to transfer your answers to an answer sheet)
Number of parts: 4
Number of questions: 40
Marking: Each correct answer receives 1 mark. Your final score is given as a band score in whole or half bands, e.g. 5.5 or 7.0.
Types of question
Listening Question Type 1 – Multiple choice
What’s involved?
This type of question may be a question with three possible answers or the first half of a sentence with three possible sentence endings. You have to choose one correct answer, A, B or C, then write the correct letter on the answer sheet.
Sometimes you are given a longer list of possible answers and you have to choose more than one answer. You should read the question carefully to check how many answers you need to choose.
What skills are tested?
This type of question tests many listening skills, e.g. a detailed understanding of specific points, or general understanding of the main points of the recording.
How many questions are there?
Variable.
Listening Question Type 2 – Matching
What’s involved?
In this type of question, you have to match a list of items from the recording to a list of options on the question paper, then write the correct letter on the answer sheet.
What skills are tested?
This type of question tests your ability to:
listen for detailed information. For example, whether you can understand information about the type of hotel or guest house accommodation in an everyday conversation
follow a conversation between two people
recognise how facts in the recording are connected to each other.
How many questions are there?
Variable.
Listening Question Type 3 – Plan/map/diagram labelling
What’s involved?
In this type of question, you have to complete labels on a visual which may be:
a diagram (e.g. a piece of equipment)
a set of pictures
a plan (e.g. of a building)
a map (e.g. of part of a town).
You may have to:
select your answers from a list on the question paper, then write the correct letter on the answer sheet
select words from the recording which fit into gaps on the question paper. In this case, you will need to keep to the word limit given in the instructions. You do not have to change the words in the recording in any way.
You should read the instructions very carefully as the number of words or numbers you may use to fill the gaps can change. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. You will lose the mark for writing more than the word limit. Contracted words such as ‘they’re’ will not be tested. Hyphenated words such as ‘check-in’ count as single words.
Write the words that fit into the gap on the answer sheet.
What skills are tested?
This type of question tests your ability to understand, for example, a description of a place, and how this description relates to the visual. It may also test your ability to understand explanations of where things are and follow directions (e.g. straight on/through the far door).
How many questions are there?
Variable.
Listening Question Type 4 – Form/note/table/flow chart/summary completion
What’s involved?
In this type of question, you have to fill in gaps in an outline of part or all of the recording. The outline will focus on the main ideas/facts in the recording and may be:
a form: often used for facts, such as names
a set of notes: used to summarise information and show how different points relate to one another
a table: used to summarise information that can be divided into clear categories, e.g. place/time/price
a flow chart: used to summarise the stages in a process, with the direction of the process shown by arrows.
You may have to:
select your answers from a list on the question paper, then write the correct letter on the answer sheet
select words from the recording which fit into gaps on the question paper. In this case, you will need to keep to the word limit given in the instructions. You do not have to change the words in the recording in any way.
You should read the instructions very carefully as the number of words or numbers you may use to fill the gaps can change. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. You will lose the mark for writing more than the word limit. Contracted words such as ‘they’re’ will not be tested. Hyphenated words such as ‘check-in’ count as single words.
Write the words that fit into the gap on the answer sheet.
What skills are tested?
This type of question focuses on the main points the person listening would naturally write down.
How many questions are there?
Variable.
Listening Question Type 5 – Sentence completion
What’s involved?
In this type of question, you have to read sentences that summarise important information from either all of the listening text or from one part of it. You have to fill in a gap in each sentence using information from the recording.
You should read the instructions very carefully as the number of words or numbers you may use to fill the gaps can change. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. You will lose the mark for writing more than the word limit. Contracted words such as ‘they’re’ will not be tested. Hyphenated words such as ‘check-in’ count as single words.
Write the words that fit into the gap on the answer sheet.
What skills are tested?
This type of question focuses on your ability to identify the important information in a recording. You may also need to understand relationships between ideas/facts/events, such as cause and effect.
How many questions are there?
Variable.
Listening Question Type 6 – Short-answer questions
What’s involved?
In this type of question, you have to read a question and write a short answer using information from the recording.
You should read the instructions very carefully as the number of words or numbers you may use to fill the gaps can change. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. You will lose the mark for writing more than the word limit. Contracted words such as ‘they’re’ will not be tested. Hyphenated words such as ‘check-in’ count as single words.
Write your answer on the answer sheet.
Sometimes you are given a question which asks you to write two or three different answers.
What skills are tested?
This type of question focuses on your ability to listen for facts, such as places, prices or times, heard in the recording.
How many questions are there?
Variable.
Reading
What’s in the IELTS Academic Reading paper?
Texts come from books, journals, magazines, newspapers and online resources, written for a non-specialist audience. All the topics are of general interest to students at undergraduate or postgraduate level. The texts may be written in different styles, for example, narrative, descriptive or discursive/argumentative. At least one text contains detailed logical argument. Texts may also contain diagrams, graphs or illustrations. If texts use technical vocabulary, then a simple dictionary definition is provided.
You will need to transfer your answers to an answer sheet. You must transfer your answers during the hour you are given for the Reading test. Unlike the Listening test, no extra transfer time is given. You should be careful when writing your answers on the answer sheet because you will lose marks for incorrect spelling and grammar.
Summary
Time allowed: 60 minutes (including transfer time)
Number of sections: 3; the total text length is 2150–2750 words
Number of questions: 40
Marking: Each correct answer receives 1 mark. Your final score is given as a band score from 1–9 in whole or half bands, e.g. 4 or 6.5.
Types of question
Academic Reading Question Type 1 – Multiple choice
What’s involved?
This type of question may be a question with four possible answers or the first half of a sentence with four possible sentence endings. You have to choose one correct answer (A, B, C or D), then write the correct answer on the answer sheet.
Sometimes you are given a longer list of possible answers and you have to choose more than one answer. You should read the question carefully to check how many answers you need to choose.
The questions are in the same order as the information in the text: that is, the answer to the first question will be before the answer to the second question, and so on.
What skills are tested?
This type of question tests many different reading skills including: detailed understanding of specific points or general understanding of the main points of the text.
How many questions are there?
Variable.
Academic Reading Question Type 2 – Identifying information (True/False/Not given)
What’s involved?
In this type of question, you are given a number of statements and are asked: ‘Do the following statements agree with the information in the text?’ You have to write ‘True’, ‘False’ or ‘Not given’ in the boxes on your answer sheet. It is important to understand the difference between ‘False’ and ‘Not given’. ‘False’ means that the statement contradicts the information in the text. ‘Not given’ means that the statement neither agrees with nor contradicts the information in the text. You must be careful not to use any information you already know about the topic of the text when choosing your answer.
What skills are tested?
This type of question tests your ability to recognise specific information given in the text.
How many questions are there?
Variable.
Academic Reading Question Type 3 – Identifying writer’s views/claims (Yes/No/Not given)
What’s involved?
In this type of question, you are given a number of statements and asked: ‘Do the following statements agree with the views of the writer?’ or ‘Do the following statements agree with the claims of the writer?’ You have to write ‘Yes’, ‘No’ or ‘Not given’ in the boxes on your answer sheet. It is important to understand the difference between ‘no’ and ‘not given’. ‘No’ means that the statement contradicts the writer’s view or claim. ‘Not given’ means that the statement neither agrees with nor contradicts the writer’s view or claim. You must be careful not to use any information you already know about the topic of the text when choosing your answer.
What skills are tested?
This type of question tests your ability to recognise opinions or ideas.
How many questions are there?
Variable.
Academic Reading Question Type 4 – Matching information
What’s involved?
In this type of question, you have to find specific information in the paragraphs (or sections) of a text. The paragraphs (or sections) are identified by letters (A, B, C, etc.). You will need to write the letters of the correct paragraphs (or sections) in the boxes on your answer sheet. Not every paragraph (or section) may be used and some paragraphs (or sections) may be used more than once. When the paragraphs (or sections) may be used more than once, the instructions will say: ‘You may
use any letter more than once’.
What skills are tested?
This type of question assesses your ability to scan a text in order to find specific information. Unlike Task Type 5 (Matching headings), it focuses on specific information rather than the main idea. You may have to find: specific details, an example, reason, description, comparison, summary or explanation.
How many questions are there?
Variable.
Academic Reading Question Type 5 – Matching headings
What’s involved?
In this type of question, there is a list of headings which are identified by Roman numerals (i, ii, iii, etc.). A heading summarises the main idea of a paragraph or section of the text. You must match the heading to the correct paragraph or section. The paragraphs (or sections) are identified by letters (A, B, C, etc.). You will need to write the correct Roman numerals in the boxes on your answer sheet. There will always be more headings than paragraphs or sections, so some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example on the question paper. No heading may be used more than once.
What skills are tested?
This type of question tests your ability to identify the general topic of a paragraph (or section) and to recognise the difference between the main idea and a supporting idea.
How many questions are there?
Variable.
Academic Reading Question Type 6 – Matching features
What’s involved?
In this type of question, you have to match a set of statements or pieces of information to a list of options. The options are a group of features from the text, and letters (A, B, C, etc.) are used to identify them. Write the correct letter on the answer sheet. You may, for example, have to match descriptions of inventions to the people who invented them. It is possible that some options will not be used, and that others may be used more than once. When it is possible to use any option more than once, the instructions will say: ‘You may use any option more than once’.
What skills are tested?
This type of question tests your ability to recognise relationships and connections between facts in the text and your ability to recognise opinions and theories. You need to be able to skim and scan the text to find the information quickly so that you can then read that part more carefully for detail.
How many questions are there?
Variable.
Academic Reading Question Type 7 – Matching sentence endings
What’s involved?
In this type of question, you are given the first half of a sentence based on information in the text and you have to choose the best way to complete the sentence by choosing from a list of possible endings. The endings are identified by letters (A, B, C, etc.). There will be more sentence endings than beginnings, so you will not use all of them. You must write the letter you choose on the answer sheet. The sentence beginnings are in the same order as the information in the text.
What skills are tested?
This type of question tests your ability to understand the main ideas in the text.
How many questions are there?
Variable.
Academic Reading Question Type 8 – Sentence completion
What’s involved?
In this type of question, you have to fill in a gap in each sentence by choosing words from the text.
You must write the words you choose on the answer sheet.
You should read the instructions very carefully as the number of words or numbers you may use to
fill the gaps can change. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. You will lose the mark for writing more than the word limit. Contracted words such as ‘they’re’ will not be tested. Hyphenated words such as ‘check-in’ count as single words.
The questions are in the same order as the information in the text.
What skills are tested?
This type of question tests your ability to find detail/specific information in a text.
How many questions are there?
Variable.
Academic Reading Question Type 9 – Summary/note/table/flow-chart completion
What’s involved?
In this type of question, you are given a summary of a part of the text, and have to complete it using words taken from the text. Note that the summary is not normally of the whole text. The summary may be in the form of:
a continuous text (called ‘a summary’ in the instructions)
several notes (called ‘notes’ in the instructions)
a table with some parts of it left empty or partially empty (called ‘a table’ in the instructions)
a series of boxes or steps linked by arrows to show the order of events, with some of the boxes or steps empty or partially empty (called ‘a flow chart’ in the instructions).
The answers may not come in the same order as in the text. However, they will usually come from one part of the text rather than the whole text.
There are two variations of this task type. In the first variation, you need to select words from the text which fit into gaps on the question paper. You must write the words you choose on the answer sheet.
You should read the instructions very carefully as the number of words or numbers you may use to fill the gaps can change. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. You will lose the mark for writing more than the word limit. Contracted words such as ‘they’re’ will not be tested. Hyphenated words such as ‘check-in’ count as single words.
In the second variation, you have to choose from a list of words to fill the gaps. The words are identified by letters (A, B, C, etc.).
You must write the letter you choose on the answer sheet.
What skills are tested?
This type of question tests your ability to understand details and/or the main ideas of a part of the text. When completing this type of question, you will need to think about the type of word(s) that will fit into a gap (for example, whether a noun is needed, or a verb, etc.).
How many questions are there?
Variable.
Academic Reading Question Type 10 – Diagram label completion
What’s involved?
In this type of question, you have to complete the labels on a diagram. The diagram is based on a description given in the text. The diagram may be a type of machine, part of a building or of other information in the text that can be shown through pictures. Write the words that fit into the gap on the answer sheet.
You should read the instructions very carefully as the number of words or numbers you may use to fill the gaps can change. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. You will lose the mark for writing more than the word limit. Contracted words such as ‘they’re’ will not be tested. Hyphenated words such as ‘check-in’ count as single words.
The answers may not come in the same order as in the text. However, they will usually come from one part of the text rather than the whole text.
What skills are tested?
This type of question tests your ability to understand a detailed description in the text, and then relate that description to information given in a diagram.
How many questions are there?
Variable.
Academic Reading Question Type 11 – Short-answer questions
What’s involved?
In this type of question, you have to answer questions about factual details in the text. You must write your answers in words or numbers on the answer sheet.
Answers must be taken from words in the text. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. You will lose the mark for writing more than the word limit. Numbers can be written using figures (1, 2, etc.) or words (one, two, etc.). Contracted words such as ‘they’re’ will not be tested. Hyphenated words such as ‘check-in’ count as single words. The answers come in the same order as the information in the text.
What skills are tested?
This type of question tests your ability to find and understand specific information in the text.
How many questions are there?
Variable.
Writing
What’s in the IELTS Academic Writing paper?
There are two Writing tasks and BOTH must be completed.
In Task 1, you have to describe some visual information in your own words (a graph, table, chart or diagram). You need to write at least 150 words in about 20 minutes.
In Task 2, you are given a point of view, argument or problem which you need to discuss. You need to write at least 250 words in about 40 minutes.
You must write your answers using full sentences. You must not write your answers as notes or bullet points. You must write your answers on the answer sheet. You are allowed to write notes on the question paper, but these will not be seen by the examiner.
Marking
Certificated IELTS examiners assess your performance on each Writing task. There are four assessment criteria (things which the examiner thinks about when deciding what score to give you):
Task achievement/response
Coherence and cohesion
Lexical resource
Grammatical range and accuracy.
Task achievement (in Task 1) and Task response (in Task 2) assess how accurately, appropriately and relevantly your response covers the task requirements, using the minimum of 150 words for Task 1 and 250 words for Task 2.
In Task 1, all the information you require is given in the diagram.
In Task 2, Task response includes how well you develop your argument in response to the task, giving evidence and examples which may be from your own experience.
Coherence and cohesion assesses how clear and fluent your writing is, and how you organise ideas and information. It includes giving your ideas in a logical order, and using a range of cohesive devices (for example, linking words, pronouns and conjunctions) appropriately.
Lexical resource assesses the range of vocabulary you use, and how accurately and appropriately you use it.
Grammatical range and accuracy assesses the range of grammar you use and how accurately and appropriately you use it.
Summary
Time allowed: 60 minutes
Number of tasks: 2
Marking: Task 2 contributes twice as much as Task 1 to the Writing score.
Tasks 1 and 2
Academic Writing – Task 1
What’s involved?
In Academic Writing Task 1, you may be asked to describe:
one or more graphs, charts or tables
a diagram of an object, device, process or event; you have to include the most important points in the diagram, but some minor points or details may be left out.
You should write in an academic or semi-formal/neutral style.
You should spend no more than 20 minutes on this task. You must write at least 150 words and will be penalised if your answer is too short. While you will not be penalised for writing more than 150 words, you should remember that a longer Task 1 answer may mean that you have less time to spend on Task 2, which contributes twice as much to your Writing band score.
You should remember that you will be penalised if what you write does not relate to the topic. You will also be penalised if your answer is not written as a whole piece of connected text (i.e. you must not use notes or bullet points). You will be severely penalised if your writing is plagiarised (i.e. copied from another source).
You must write your answer on the answer sheet.
What skills are tested?
This task tests if you can give a well-organised overview of the visual information using language that is appropriate in its register and style.
Depending on the task type, you will be assessed on your ability to:
organise, present and possibly compare data
describe stages of a process or procedure
describe an object, event or sequence of events
explain how something works.
How much do I have to write?
A minimum of 150 words.
Academic Writing – Task 2
What’s involved?
In Academic Writing Task 2, you are given a topic to write about. Your answer should discuss the most relevant issues. You must read the task carefully so that you can write a full answer that is relevant. For example, if the topic is a particular aspect of the wider topic of computers, you should focus on this aspect only in your answer. You should not simply write about computers in general.
You should write in an academic or semi-formal/neutral style. You will need to organise your ideas clearly and make sure you use relevant examples (which can be from your own experience, if relevant) or evidence.
You should spend no more than 40 minutes on this task. You must write at least 250 words and will be penalised if your answer is too short. While you will not be penalised for writing more than 250 words, if you write a very long answer you may not have time for checking and correcting at the end, and some ideas may not be directly relevant to the question. You may also produce handwriting which is unclear.
You should remember that you will be penalised if what you write is not related to the topic. You will also be penalised if your answer is not written as a whole piece of connected text (i.e. you must not use notes or bullet points). You will be severely penalised if your writing is plagiarised (i.e. copied from another source).
You must write your answer on the answer sheet.
What skills are tested?
This task tests if you can write a clear, relevant, well-organised argument, giving evidence or examples to support your ideas, and use language accurately.
Depending on the task type, you will be assessed on your ability to:
present a solution to a problem
present and justify an opinion
compare and contrast evidence, opinions and implications
evaluate and challenge ideas, evidence or an argument.
How much do I have to write?
You must write a minimum of 250 words.
Speaking
What’s in the IELTS Speaking paper?
The Speaking test is a face-to-face interview between the test taker and an examiner. The Speaking test is recorded.
There are three parts to the test, and each part follows a specific pattern of tasks in order to test your speaking ability in different ways.
Marking
Certificated IELTS examiners assess your speaking performance throughout the test. There are four assessment criteria (things which the examiner thinks about when deciding what score to give you):
Fluency and coherence
Lexical resource
Grammatical range and accuracy
Pronunciation.
Fluency and coherence assesses how well you can speak at a normal speed without too much hesitation. It also includes putting your sentences and ideas in a logical order and using cohesive devices (including linking words, pronouns and conjunctions, etc.) appropriately so that what you say is not difficult to follow.
Lexical resource assesses the range of vocabulary you use and how accurately and appropriately you use vocabulary to express meaning. It also includes the ability to express yourself using alternative vocabulary when you don’t know a particular word.
Grammatical range and accuracy assesses the range of grammar you use and how accurately and appropriately you use it.
Pronunciation assesses your ability to speak in a way which can be understood without too much effort.
Summary
Time allowed: 11–14 minutes
Number of parts: 3
Parts 1–3
Speaking Part 1 – Introduction and interview
What’s involved?
In this part, the examiner introduces him/herself and checks your identity. Then the examiner asks you general questions on some familiar topics, such as home, family, work, studies or interests.
Part 1 is 4–5 minutes long.
What skills are tested?
This part tests your ability to give opinions and information on everyday topics and common experiences or situations by answering a range of questions.
Speaking Part 2 – Long turn
What’s involved?
Part 2 is the individual long turn. The examiner gives you a task card which asks you to talk about a particular topic. The card tells you what points you should include in your talk and instructs you to explain one aspect of the topic. You have one minute to prepare your talk, and the examiner will give you a pencil and paper to make notes.
By using the points on the task card and making notes during the preparation time, you should be
able to think of appropriate things to say, and have time to structure your talk so that you keep talking for 2 minutes.
The examiner will then ask you to begin talking and will stop you when the time is up. They may then ask you one or two questions on the same topic.
Part 2 lasts 3–4 minutes, including the preparation time.
What skills are tested?
This part tests your ability to speak at length on a given topic, using appropriate language and organising your ideas logically. You will need to think about your own experiences to complete the long turn.
Speaking Part 3 – Discussion
What’s involved?
In Part 3, you and the examiner discuss issues related to the topic in Part 2 in a more general and abstract way and, where appropriate, in greater depth.
Part 3 lasts 4–5 minutes.
What skills are tested?
This part tests your ability to explain your opinions and to analyse, discuss and speculate about issues.
ENGLISH REVISION AID (1)
LITERARY TERMS:
Adjective – A word to describe a noun, or object. Example: The loud dog was happy.
Adverbs – Something you use to change a verb, adjective or a noun by adding an extra little detail.
Example: They marched quickly and silently.
Alliteration – The repetition of the same letter at the beginning of two or more consecutive words.
Example: The happy horse ate his hay, the bouncy baby with blue eyes.
Metaphor – Using a word or phrase to describe a similarity without using “like” or “as” in the image.
Example: The puffy clouds, sunshine dancing on the waves.
Noun – A person, place or thing. Example: The cat, Paris, computer.
Prepositions – Words typically used with a noun or pronoun to show the relationship of one thing to another.
Example: at, about under, with, over… Jimmy swam under the bridge
Pronoun – A word used instead of a noun. It is used to save the repetition of a noun. Example: Kevin hit the ball. He hit it very hard.
Proverb – A short and often memorable saying for an everyday truth or advice. Example: The journey of a thousand miles begins with a single step.
Quotation – A passage or information that is given in reference. Example: He asked, “Who’s afraid of the big, bad wolf?”
Simile – Comparing one thing to something totally different, usually using “like” or “as.” Example: I wandered lonely as a cloud (Wordsworth)
Verb – A ‘doing’ or an action word. Example: He ran home, we played tennis.
ENGLISH REVISION AID (2)
GRAMMAR HELP:
Commas – Useful in lists, to avoid using ‘and’ too much Example: My favourite colours are red, green, pink and blue
Capital Letters and Full Stops – When a sentence reaches a natural end, there needs to be a full stop and every sentence after that must begin with a capital letter.
Example: Rachel’s cat was happy. This was because he had caught a mouse.
Apostrophes – A little mark to indicate abbreviation or possession. Example: The book was Ian’s, she couldn’t do it.
Brackets – These are used for enclosing information in a text. Example: The cat (which was ginger) prowled the gardens at night.
Colon – A punctuation mark that is used to separate the text from another piece of information, usually before a list.
Example: There are some things you should always avoid: getting run over by a car, lions and not trying hard for your 11+ exams!
Dash – Often used in words which have been joined together. Example: in-line skating, it was a tie-break situation
ENGLISH 11+ COMPREHENSION TIPS:
Read through the short story or extract you’re given carefully, and at least twice.
Read the question carefully and make note of any special instruction or things you have to find, such as: ‘circle the correct answer’ ‘underline the odd one out.’
Make sure you haven’t missed a question page.
During multiple choice tests, if you don’t know the answer guess instead of leaving the question blank – you can’t lose and you never know, it could be right!
Revise words such as ‘metaphor’ and ‘simile’ and make sure you know the difference between them.
Make sure you can spell certain words like ‘because’, ‘sentence’ and ‘definitely’ properly.
Homophones are words which sound the same but have different spellings and meanings and can often catch you out in exams. So, know your ‘would’ from ‘wood’, ‘which’ from ‘witch’, ‘there’ from ‘their’ etc.
The Golden Rule: THE ANSWER IS ALWAYS IN THE TEXT!
You may need to look carefully, but you will find that whether it’s a multiple choice exam or not, the wording in the question always refers to some part in the text.
ENGLISH REVISION AID (3)
Antonyms – these are pairs of words which have opposite meanings to one another.
Examples: a) loud….quiet
- hard….soft
- dark….light
- summer….winter
Homophones – these are words which have the same sound but different spelling. Homonyms – these are words which sound the same and perhaps share the same spelling but have totally different meanings to one another.
Examples: a) ball…bawl
- cereal…serial
- here…hear
- feint…faint
Synonyms – these are pairs, or groups, of words which are similar in meaning.
Examples: a) large…big, oversized
- bright…luminous, shining
- difficult…hard
- stacked…piled
Prefix – little pairs of letters which are added onto the beginning of words to give it a new meaning.
Examples: a) ‘a’ meaning on; aboard, ashore
- ‘bi’ meaning two; bicycle, bicentennial
- ‘in’ meaning without or into; inability, influx
- ‘pre’ meaning before; prearrange, prefix
Suffix – more little groups of letters, but this time at the end of the word to change its meaning.
Examples: a) –able, -ible meaning able to be; suitable, edible
- –ous, meaning full of; famous, fictitious
- –ling, indicating smallness; duckling, sapling
- –fy, meaning to make; simplify, purify
Abbreviation – a word or a phrase which has been shortened, it can also be initial letters pronounced separately.
Examples: a) math – mathematics
- Brit – British
- KG – kilogramme
- RAF – Royal Air Force
ENGLISH REVISION AID (4)
Tenses
It’s always helpful to know the past, present and future versions of verbs…
Verb | Past Tense | Present Tense | Future Tense |
To Be | I was | I am | I will be |
You were | You are | You will be | |
To Do | I did | I do | I will do |
She did | She does | She will do | |
To Go | I went | I go | I will go |
We went | We go | We will go | |
To Say | I said | I say | I will say |
He said | He says | He will say | |
To Tell | I told | I tell | I will tell |
You told | You tell | You will tell |
Alphabetical Order
Putting words alphabetically means arranging the words in the order of the alphabet by using the first letters of the words.
When the first letters are the same, you use the second letters, and if they are the same use the third, and so on.
Example:
- By the first letter: arch, baby, cat, dwarf, elephant
- When the first letter is the same: abseil, adore, ailment, ant, artistic
- When the first two letters are the same: pink, pioneer, pirouette, pitch, pixie
Colloquialisms
These are expressions which are used in everyday conversation, but can also be used when writing speech.
- Lion-hearted – somebody who has much courage
- Heavy-eyed – somebody who is sleepy
- Down in the mouth – when somebody is feeling sad, or is low in spirit
- Pull up short – stop suddenly
- Make both ends meet – to be able to manage financially
ENGLISH REVISION AID (5)
There are many tools we can use in speech and writing to give what we are saying greater emphasis.
Doubles
- By repeating a word: again and again, by and by, over and over, round and round
- By repeating a meaning: beck and call, part and parcel, safe and sound
- By using alliteration: fast and furious, rough and ready, one and only
- By using opposites: thick and thin, on and off, in and out, high and low
- By using words which sound similar: out and about, high and dry, wear and tear
- By using related words: body and soul, lock and key, hammer and tongs
- Other examples: hard and fast, rough and tumble, touch and go, over and above
Colour
By using colour in speech or writing, we can make things so much more interesting. This could be a very useful tool for writing stories.
We can use colour to sound more elaborate;
Blood-red, brick-red, coal-black, milk-white, pea-green ruby-red, sea-green, shell- pink, sky-blue, slate-grey, snow-white
Or we can use colour as metaphors;
- It was in black and white (it was in print/writing)
- The boy was feeling blue (he was feeling sad)
- The shop was a white elephant (it was a failure)
- She was the black sheep of the family (she was seen as a disgrace to her family)
- My grandmother is in the pink of health (she is in the best of health)
- He was a yellow-belly scoundrel (he was a cowardly scoundrel)
- He suddenly saw red (he suddenly became very angry)
- She was green fingered (she was very good at gardening)
- The old man was purple with rage (he was so angry that his face had changed colour)
- The book was yellow-paged (the book was so old that the pages had turned yellow)
- The little girl turned white with fear (she was so scared that all the colour had drained from her face)
We can even have ‘I’m feeling off colour’ to mean ‘I’m not feeling very well’
ENGLISH REVISION AID (6)
Colloquialisms are expressions which can be used in everyday conversation, but also when writing direct speech to make things more interesting.
- Beside oneself – out of one’s mind (with grief, worry, anger)
- Carried away – over-excited
- Down on one’s luck – not having much luck with anything
- To nip in the bud – to cut something short in its early stages
- A peppery individual – a hot-tempered person
- Sit on the fence – avoid taking sides
- Burn the candle at both ends – overdoing oneself by working too much
- Make no bones about it – to be outspoken
- Have a feather in one’s cap – to have something to be proud of Proverbs may sound like colloquialisms, but they are actually popular sayings expressed in a clever way.
- Absence makes the heart grow fonder
- Birds of a feather flock together
- Don’t carry all your eggs in one basket
- Every cloud has a silver lining
- From little acorns mighty oak trees grow
- He laughs best who laughs last
- Look after the pennies and the pounds will look after themselves
- None so deaf as those who will not hear
- Once bitten, twice shy
- When the cat’s away, the mice will play
Replacing words very often there will be more useful and original words that we can use in writing than the ones which first pop into our heads, so it’s worth spending an extra moment or two thinking about an alternative word – you never know, it may even get you that extra good mark!
Instead of using…. | Try using…. |
Nice | Lovely, pretty, pleasant, fine |
Good | Excellent, fair, splendid, kind |
Sad | Blue, crestfallen, dispirited, glum |
Fun | Enjoyable, amusing, pleasurable, |
Bad | Beastly, dreadful, terrible, unfortunate |
Wrong | Mistaken, in error, dishonest, faulty |
Very | Greatly, highly, particularly, especially |
Said/to say | Announce, comment, mention, exclaim, express, come out with, declare |
Thought/think | Brood, concentrate, dwell on, deliberate |
Before | Already, earlier, previously, sooner |
ENGLISH REVISION AID (7)
Conjunctions
Conjunctions are little words which connect different parts of a sentence or a phrase together. The simple, little ones are called coordinating conjunctions, try using the acronym FABNOSY to remember them:
For And But Neither…nor Or So Yet
It may also help to remember that all of these words have fewer than four letters. The most common of these coordinating conjunctions are AND, BUT and OR. Here are just a few examples of the ways it is possible to use these little words:
1) AND
- When one action or idea follows another: Paul kicked the ball and scored a
- When an action or an idea is the direct result of another: Claire saw the accident and immediately phoned the ambulance.
- When an idea is in contrast to another (sometimes and is replaced by but
here): my cat is clever and my dog has a friendly personality.
- When one part of a sentence (usually the second) is dependant on another: don’t do your homework and you’ll soon find yourself at the bottom of your
2) BUT
- When there is an unexpected contrast in the second part of the sentence: Billy was an extremely poor man but he was very
- When you want to connect two ideas with the meaning ‘with the exception of’: all the girls but Sarah had finished their homework.
3) OR
- When only one of the two possibilities can be realized: Gregg can study for his vocabulary test or he can fail.
- When there are alternatives: we can play cricket or just stay
The Others . . .
- Neither….nor: although this pair does not come up often in speech, it is a useful when using negative expressions: that is neither what James said nor what he meant.
- Yet: a distinctive way of saying ‘nevertheless’ or ‘but’: Rachel plays tennis extremely well yet her favourite sport is netball.
- For: this is used as a conjunction when giving a reason for something: the children were happy to be running around for it had been a long journey in the
- So: using this as a conjunction usually means that the second part of a sentence is a consequence of the first: Helen raised her voice so that she could be
ENGLISH REVISION AID (8)
Prepositions
A preposition is one of a group of words used to define a relationship to a noun or a pronoun by being placed in front (pre) a noun or a pronoun.
Here are the most common prepositions you’ll find:
about | along | before | into | underneath | until |
above | amid | except | of | up | unto |
across | among | for | near | with | |
after | around | from | until | within | |
against | at | in | unto | without |
Sometimes it is difficult to know which is the correct preposition to use. The following list should help (note all the differences when referring to an object or a person):
According to | Differ from (opinion) | Opposite to |
Agree to (something) | Differ with (person) | Part from (something) |
Agree with (somebody) | Disagree with | Part with (somebody) |
Aim at | Disappointed in(something) | Prevail on |
Angry at (something) | Disappointed with (somebody) | Protest against |
Angry with (somebody) | Disgusted at (something) | Pursuit of |
Ashamed of | Disgusted with (somebody) | Recoil from |
Attack on | Dislike for | Regard for |
Blame for | Divide among (many) | Rely on |
Change for(something) | Divide between (two) | Similar to |
Change with (somebody) | Equal to | Suffer from |
Comment on | Filled with | Tired of (something) |
Compared with | Full of | Tired with (action) |
Complain of | Good for | Thirst for |
Compared with | Guilty of | Vexed at (something) |
Complain of | Indignant at (something) | Vexed with(somebody) |
Confer with | Indignant with (somebody) | Victim of |
Conscious of | Inspired by | Wait for (person, thing) |
Defiance of | Interfere with | Wait upon (somebody) |
Despair of | Invasion of | Write about (something) |
Die of | Meddle with | Write to (somebody) |
ENGLISH REVISION AID (9)
Compound and Complex sentences
Short sentences can be useful as a writing tool to make something sound more effective, but many times it feels odd to read if there are too many short sentences all together.
To make your writing more interesting, you can use either compound or complex sentences. To make a compound sentence, all you need are two or more simple sentences joined together by a conjunction. You can tell that it is a compound sentence by taking away the conjunction and seeing if the two clauses by themselves still make sense:
I love reading, but I hate horror stories à I love reading + but + I hate horror stories
Both sentences here make sense by themselves as they are complete.
Complex sentences, however, depend on the conjunction to bring together clauses – groups of words containing a verb and a subject. With these sentences, if you take away the conjunction, one or more of the clauses will not make sense by themselves:
She read the book because it was interesting.
o she read the book = complete short sentence
- because = conjunction
- it was interesting = subordinate clause. By itself this sentence does not make sense – what was interesting? Because it depends on the rest of the sentence, we call it a subordinate clause.
Whenever it gets dirty, John cleans his car.
- Whenever = Yes, they can go at the beginning of sentences too!
- It gets dirty = subordinate clause. By itself this sentence does not make sense – what was dirty? Because it depends on the rest of the sentence, we call it the subordinate
o John cleans his car = complete short sentence
Be careful!
Commas cannot be used as conjunctions in this case because they can’t be used to ‘stick’ short sentences and clauses together:
Incorrect – she read the book, it was interesting.
Correct – she read the book because it was interesting.
This is a rule for both compound and complex sentences.
ENGLISH REVISION AID (10)
Personal Pronouns
A noun is another name for a place or thing, for example: a chair, Rita, telephone Big Ben.
We use personal pronouns to replace nouns which are people or things.
Personal pronouns for people: I, me, my, you, yours, he, him, his, she, her, hers, we, us, ours, they, them, theirs
Personal pronouns for things: it, they, them
These personal pronouns are useful when writing as it means you can use them to talk about things in more detail without repeating words you have already used.
When Sally wants a cup of tea, Sally puts the kettle on.
To make the sentence sound better, it should really be written as
When Sally wants a cup of tea, she puts the kettle on.
The word ‘she’ has replaced the word ‘Sally’ in the sentence, making it more interesting to read.
Personal pronouns can be divided into groups:
- Subject Pronouns: the ‘who’ or ‘what’ the sentence is
I, you, he, she, it, we, they Eg: I (subject) ate the cake
- Object Pronouns: the ‘who’ or ‘what’ the verb was directed at
Me, you, him, her, it, us them Eg: the ball hit me (object)
In the sentence Sally put the kettle on ‘Sally’ is the subject and is doing the action (putting on) ‘the kettle’ is the object, or the thing the action is done to – it is the thing which she puts on.
You could repeat this sentence by saying she put it on.
- Possessive pronouns show us that something belongs to someone: This pencil is yours à your pencil
The cat sat on my mat à the mat is mine
Common mistakes:
- When that is used for who: ‘It was her, not me that spilt it’ (wrong)
- Using me instead of I: ‘It’s you and me who lose’ (wrong)
- Thinking ‘everyone’ is a plural: ‘Everyone must pay their fair share’ (wrong)
TOEFL Total Score
There are four sections in the TOEFL exam: reading, writing, listening, and speaking. Each section is assigned 30 scores. So, the TOEFL total score is 120, and it is the TOEFL highest score. The table below shows the score range for each section and the total score:
Section | Score range |
Reading | 0-30 |
Listening | 0-30 |
Speaking | 0-30 |
Writing | 0-30 |
Total Score | 0-120 |
Understanding TOEFL Score
The TOEFL iBT score a candidate gets depends on his/her performance in each section. For instance, TOEFL reading score will determine the candidate’s proficiency in that section. A table provided below will tell the level of skills that a candidate has for reading, speaking, and writing.
Skill | Level |
Reading | Advanced (24-30) |
Speaking | Advanced (25-30) |
Writing | Advanced (24-30) |
Listening | Advanced (22-30) |
TOEFL Percentile
iBT TOEFL test percentile is considered by many universities and colleges when evaluating a candidate’s performance. TOEFL percentile is determined using the 30-band TOEFL score. Universities can understand a candidate’s performance in relation to other test-takers by using the percentile score. An explanation of the TOEFL score scale in terms of percentiles is provided in the table below:
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TOEEFL Scaled Score | Reading Percentile | Listening Percentile | Speaking Percentile | Writing Percentile | Total Score in TOEFL | TOEFL Percentile |
30 | 95 | 95 | 98 | 99 | 120 | 100 |
29 | 88 | 89 | 97 | 98 | 116 | 99 |
28 | 81 | 83 | 95 | 95 | 112 | 96 |
27 | 74 | 77 | 92 | 91 | 108 | 92 |
26 | 68 | 72 | 88 | 87 | 104 | 86 |
25 | 62 | 66 | 83 | 81 | 100 | 78 |
24 | 57 | 59 | 77 | 73 | 96 | 70 |
23 | 51 | 53 | 65 | 66 | 92 | 61 |
22 | 46 | 48 | 54 | 57 | 88 | 53 |
21 | 41 | 42 | 45 | 46 | 84 | 45 |
20 | 36 | 37 | 38 | 35 | 80 | 38 |
19 | 31 | 22 | 29 | 29 | 76 | 31 |
18 | 27 | 28 | 22 | 23 | 72 | 25 |
17 | 23 | 24 | 16 | 18 | 68 | 20 |
16 | 20 | 20 | 11 | 14 | 64 | 16 |
15 | 17 | 17 | 8 | 11 | 60 | 13 |
14 | 14 | 14 | 5 | 8 | 56 | 10 |
13 | 12 | 11 | 4 | 6 | 52 | 8 |
12 | 10 | 9 | 3 | 5 | 48 | 6 |
11 | 8 | 8 | 2 | 3 | 44 | 4 |
10 | 6 | 6 | 2 | 2 | 40 | 3 |
TOEFL Score Time
Once the TOEFL result is announced, students can see their TOEFL listening score, writing score, reading score and speaking score.The number of days in which the result is announced varies:
- 4 to 8 days following the test date if taken at a testing facility.
- 4 to 8 days following the exam date for the TOEFL iBT Home Edition
- 11–13 business days following the TOEFL iBT Paper Edition exam date.
How to get a TOEFL score report
TOEFL results are available within six days from the date of exam. To know the score, students can log in to their TOEFL account and navigate to the View Score option. Students can also download the TOEFL score report in PDF format. If the candidate is not satisfied with the scores in the reading and/or writing section, the candidate may ask for a review. An additional fee of US$80 (Rs 6622.80) must be paid for each section’s evaluation. Thus, the fee would be US$160 ( Rs 13245.60) if the appeal is for the review of both sections.
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TOEFL send scores
Students can send their TOEFL scores to 4 institutions/universities for free. On the day before the TOEFL exam date, up until 10 p.m. (local test centre time), candidates can add or remove recipients through their ETS account.
Additional TOEFL score reporting fee
The TOEFL score report can be sent to more than four institutions/universities, but for that, students have to pay an additional fee. Students have to pay an additional fee for each institution/university is US$20 (Rs 1655.63) as it is not included in TOEFL exam fees. Students can obtain the additional score report by:
- Using ETS Account: It is the easiest way to get an additional TOEFL account. Within 3-5 days of the organisation receiving the student request, the scores will be sent.
- Using fax: Candidates must fill out the TOEFL IBT Additional Report Request form and fax it along with their registration and payment information to 1-610-290-8972.
- Using mail: The candidate must complete the same form for the mail order purchases and send it to ETS-TOEFL iBT; P.O Box 6153, Princeton, NJ 08541-6153, USA.
Universities accepting TOEFL score 80 or above
Universities declare on their official website the score they accept. This score is decided by the university, so it varies from university to university. Universities that have a good ranking demand a higher TOEFL score for US universities. Here is the list of some universities accepting TOEFL score 80 or above:
University Name | Score |
80 | |
80 | |
90 | |
100 | |
100 | |
100 | |
100 | |
100 | |
100 | |
105 or more |
Comparing IELTS and TOEFL scores
The IELTS score ranges from 1 (lowest) – 9 (highest) bands, while the TOEFL score ranges from 0 (lowest) – 120 (highest). Candidates can opt for either IELTS or TOEFL exams, depending on their mock scores. A table is presented below to help candidates know in which exam they can get a decent score. Students can use the table to convert TOEFL scores to IELTS.
Comparing IELTS and TOEFL scores
The IELTS score ranges from 1 (lowest) – 9 (highest) bands, while the TOEFL score ranges from 0 (lowest) – 120 (highest). Candidates can opt for either IELTS or TOEFL exams, depending on their mock scores. A table is presented below to help candidates know in which exam they can get a decent score. Students can use the table to convert TOEFL scores to IELTS.
IELTS Score | TOEFL Score |
9 | 118-120 |
8.5 | 115-117 |
8 | 110-114 |
7.5 | 102-109 |
7 | 94-101 |
6.5 | 79-93 |
6 | 60-78 |
5.5 | 46-59 |
5 | 35-45 |
4.5 | 32-34 |
0-4 | 0-31 |
How long is TOEFL score valid?
TOEFL score validity period is two years from the date on which the students took the exam. If a student took the test on 3rd August 2023, then the TOEFL score would remain valid until 3rd August 2025. As a result, students cannot send the score after two years.
What is a good score at TOEFL?
A score of 100 or above is considered a good TOEFL score. When taking the TOEFL, candidates should note that there are no good or bad scores. So, any score that is above the cut-off of universities a good TOEFL score. Despite this, students should aim for a higher score to increase their probability of getting into a renowned college.
What is an average TOEFL score?
TOEFL average score is a score that is neither too high nor too low. Therefore, an average TOEFL score is somewhere in the middle. However, students should aim for a higher score to get admission to well-known universities and colleges. A higher score also makes the student eligible for various scholarships provided by the universities.
TOEFL practice test online with score free can help candidates achieve a good score. Once the students get a good score, they send the score reports to more than four institutions by paying additional fees.
TOEFL Score Requirements for US Universities
“What TOEFL score is required for US universities” varies depending on the type of program. Here are some general guidelines:
- Undergraduate Programs: The TOEFL minimum score requirement for admission to undergraduate programs in the US is typically between 61 and 80 on the internet-based TOEFL (iBT). Some universities may require higher scores, such as 90 or above, for more competitive programs.
- Graduate Programs: The TOEFL average score requirement for admission to graduate programs in the US is typically between 79 and 100 on the iBT. However, some universities may require higher scores, such as 100 or above, for more competitive programs.
- English Language Programs: Some universities may require international students to take English language programs before starting their academic programs if their TOEFL scores do not meet the minimum requirements. These programs may have their own TOEFL score requirements.
It is important to note that these are general guidelines, and TOEFL score requirements can vary widely depending on the university and program. It is always a good idea for international students to research the specific TOEFL score requirements for their intended universities and programs, and to aim for scores higher than the minimum requirements to increase their chances of admission.
TOEFL Average score in USA
The TOEFL average score in the USA varies depending on the university and the program. Generally, for undergraduate programs, the average TOEFL score is around 80-90, while for graduate programs, the average score is around 90-100. However, it’s important to note that this is just an estimation and the actual average score can vary depending on various factors such as the university, the program, and the applicant pool. It’s always a good idea to check the official website of the university you’re interested in to get an idea of their specific TOEFL score requirements and average scores for admitted students.
Preparation tips for TOEFL Score for US Universities
International students are required to check official website for how much TOEFL score is required for US universities. TOEFL score report is available online 10 days after taking the test. Some basic preparation tips for obtaining a good TOEFL score for US universities are enlisted below:
- Familiarize yourself with the exam format: It’s crucial to understand the structure of the exam, types of questions, and timing of each section. This will help to manage your time effectively during the exam.
- Take practice tests: Practice tests will give you an idea of the types of questions that will be asked and help to develop a strategy for answering them. Students can find free practice tests online or buy practice test books.
- Improve your English language skills: The TOEFL exam measures English language skills, so it’s important to improve reading, writing, listening, and speaking abilities. Candidates can do this by reading books, listening to English podcasts, watching English movies, and practicing speaking with native English speakers.
- Use study materials: There are many study materials available, such as textbooks, workbooks, online courses, and study guides. These materials will provide with additional practice and help students to improve English language skills.
- Take advantage of free resources: There are many free resources available online, such as YouTube videos, websites, and forums that offer advice and practice tests. Take advantage of these resources to save money and improve your chances of success.
- Practice time management: Time management is a critical skill for success in the TOEFL exam. Make sure to practice answering questions within the allotted time for each section. This will help to complete the exam on time and avoid running out of time.
- Stay calm and focused: The TOEFL exam can be stressful, but it’s important to stay calm and focused during the exam. Try to relax, breathe deeply, and focus on the questions. Stay confident and believe in yourself.
Candidates can check above-mentioned details for getting an overall idea of required TOEFL scores of US universities. International students are required to demonstrate a minimum TOEFL score for US universities as a part of English Language proficiency requirements.
TOEFL Reading Practice Test
In TOEFL Reading candidates are required to read 3-4 passages and answer 10 questions each. You need to answer 30-40 questions within the time duration of 54-72 minutes.
TOEFL Listening Practice Test
In TOEFL listening candidates are required to hear short and long conversations and answer questions. You need to answer 48-40 questions within the time duration of 41-57 minutes.
TOEFL Speaking Practice Test
In TOEFL speaking candidates are required to speak on a particular situation or opinion. You need to answer 4 questions within the time duration of 17 minutes.
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*The article might have information for the previous academic years, which will be updated soon subject to the notification issued by the University/College.
Practice Papers
TOEFL READING PRACTICE SET 5
TOEFL INDEPENDENT WRITING PRACTICE PAPER 12
TOEFL INTEGRATED WRITING 13
TOEFL SPEAKING PRACTICE TEST 24
TOEFL READING PRACTICE TEST 26 ANSWERS P
TOEFL INTEGRATED WRITING PRACTICE – PAPER 22
TOEFL-SPEAKING.PDF
TOEFL INTEGRATED SAMPLE ESSAY
TOEFL LISTENING PRACTICE PAPER 5
TOEFL SPEAKING PRACTICE TEST 14
TOEFL READING PRACTICE TEST 31
TOEFL READING PRACTICE TEST 8 ANSWER PDF
TOEFL READING PRACTICE TEST 31 ANSWERS
PAMELA SHARPE PH.D. – BARRON’S HOW TO PR
TOEFL PRACTICE PAPER 7
TOEFL LISTENING PRACTICE PAPER 14
TOEFL INTEGRATED WRITING PRACTICE TEST 18
TOEFL READING PRACTICE TEST 1 ANSWER PDF
TOEFL READING PRACTICE TEST 35 ANSWERS
TOEFL INDEPENDENT WRITING SAMPLE 6.PDF
TOEFL PRACTICE PAPER 3
TOEFL LISTENING PRACTICE PAPER 12.
TOEFL LISTENING PRACTICE TEST 18.PDF
TOEFL LISTENING PRACTICE TEST 26
TOEFL READING PRACTICE PAPER 16 ANSWER PDF
TOEFL LISTENING PRACTICE PAPER 3
TOEFL INDEPENDENT WRITING PRACTICE PAPER 13
TOEFL READING PRACTICE TEST 23
TOEFL SPEAKING PRACTICE TEST 20
TOEFL READING PRACTICE TEST 28 ANSWER PDF
TOEFL INDEPENDENT WRITING PRACTICE – PAPER 23
TOEFL WRITING INDEPENDENT TASK SAMPLE 3.
TOEFL SPEAKING INTEGRATED SET 1
TOEFL SPEAKING PRACTICE PAPER 6
TOEFL READING PRACTICE PAPER 22
TOEFL SPEAKING PRACTICE TEST 27
TOEFL READING PRACTICE TEST 22 ANSWERS P
TOEFL SPEAKING PRACTICE- TEST 31
SAMPLE PAPER 3.PDF
TOEFL IBT FULL LENGTH TEST 2
TOEFL READING PRACTICE PAPER 13
TOEFL INTEGRATED WRITING PRACTICE PAPER 10
TOEFL READING PRACTICE TEST 30.PDF
TOEFL READING PRACTICE TEST 5 ANSWER PDF
TOEFL READING PRACTICE TEST 33 ANSWERS
TOEFL WRITING INDEPENDENT SAMPLE 8
TOEFL LISTENING PRACTICE PAPER 5
TOEFL SPEAKING PRACTICE PAPER 7
TOEFL INDEPENDENT WRITING PRACTICE TEST 18
TOEFL INDEPENDENT WRITING PRACTICE TEST 19
TOEFL READING PRACTICE PAPER 20 ANSWER PDF
TOEFL INTEGRATED TASK 4.PDF
TOEFL LISTENING PRACTICE PAPER 4.PDF
TOEFL LISTENING PRACTICE PAPER 9.
TOEFL LISTENING PRACTICE TEST 17.PDF
TOEFL LISTENING PRACTICE TEST 23
TOEFL READING PRACTICE PAPER 13 ANSWER PDF
TOEFL LISTENING PRACTICE – PAPER 29
TOEFL READING PRACTICE SET 6
TOEFL INTEGRATED WRITING PRACTICE PAPER 8
TOEFL INTEGRATED WRITING 12
TOEFL SPEAKING PRACTICE TEST 23
TOEFL READING PRACTICE TEST 29 ANSWERS P
TOEFL INTEGRATED WRITING PRACTICE – PAPER 23
TOEFL-WRITING.PDF
TOEFL PRACTICE PAPE
TOEFL READING PRACTICE PAPER 15
TOEFL SPEAKING PRACTICE TEST 15
TOEFL READING PRACTICE TEST 32
TOEFL READING PRACTICE TEST 9 ANSWER PDF
TOEFL SPEAKING PRACTICE – TEST 34
TOEFL LISTENING PRACTICE PAPER 1
TOEFL PRACTICE PAPER 8
TOEFL SPEAKING PRACTICE PAPER 13
TOEFL READING PRACTICE TEST 27.PDF
TOEFL READING PRACTICE TEST 2 ANSWER PDF
TOEFL READING PRACTICE TEST 35
TOEFL INDEPENDENT WRITING SAMPLE 7.PDF
TOEFL PRACTICE PAPER 4
TOEFL SPEAKING PRACTICE PAPER 10
TOEFL LISTENING PRACTICE TEST 19.PDF
TOEFL INTEGRATED WRITING PRACTICE TEST 21
TOEFL READING PRACTICE PAPER 17 ANSWER PDF
TOEFL WRITING INTEGRATED TASK SAMPLE 1.P
TOEFL READING PRACTICE PAPER 4
TOEFL READING PRACTICE PAPER 18
TOEFL READING PRACTICE TEST 24
TOEFL SPEAKING PRACTICE TEST 19
TOEFL READING PRACTICE TEST 30 ANSWER PDF
TOEFL INDEPENDENT WRITING PRACTICE – PAPER 24
TOEFL LISTENING PRACTICE
TOEFL READING PRACTICE PAPER 17
TOEFL LISTENING PRACTICE TEST 16
TOEFL SPEAKING PRACTICE TEST 26
TOEFL READING PRACTICE TEST 23 ANSWERS P
TOEFL SPEAKING PRACTICE- TEST 30
TOEFL-LISTENING.PDF
TOEFL WRITING INDEPENDENT SAMPLE 9
TOEFL READING PRACTICE PAPER 14
TOEFL LISTENING PRACTICE PAPER 15
TOEFL READING PRACTICE TEST 29
TOEFL READING PRACTICE TEST 6 ANSWER PDF
TOEFL READING PRACTICE TEST 33
TOEFL INDEPENDENT SAMPLE ESSAY – NEIGHB
TOEFL PRACTICE PAPER 5
WRITTEN-TOEFL LISTENING PRACTICE PAPER 9
TOEFL INTEGRATED WRITING PRACTICE TEST 16
TOEFL INDEPENDENT WRITING PRACTICE TEST 20
TOEFL READING PRACTICE TEST 36 ANSWERS
TOEFL INDEPENDENT TASK 4.PDF
TOEFL READING PRACTICE PAPER 8.PDF
TOEFL LISTENING PRACTICE PAPER 10.
TOEFL READING PRACTICE TEST 25.PDF
TOEFL LISTENING PRACTICE TEST 24
TOEFL READING PRACTICE PAPER 14 ANSWER PDF
TOEFL LISTENING PRACTICE – PAPER 30
TOEFL READING PRATICE PAPER 7
TOEFL INTEGRATED WRITING PRACTICE PAPER 9
TOEFL INDEPENDENT WRITING PRACTICE TEST 15
TOEFL SPEAKING PRACTICE TEST 22
TOEFL READING PRACTICE TEST 24 ANSWERS PDF
TOEFL INTEGRATED WRITING PRACTICE – PAPER 24
TOEFL WRITING INDEPENDENT TASK SAMPLE 1.
TOEFL READING PRACTICE SET 1
TOEFL READING PRACTICE PAPER 16
TOEFL SPEAKING PRACTICE TEST 16
TOEFL LISTENING PRACTICE TEST 20
TOEFL READING PRACTICE TEST 10 ANSWER PD
TOEFL SPEAKING PRACTICE – TEST 33
SAMPLE PAPER 1.PDF
TOEFL READING PRACTICE PAPER 1
TOEFL PRACTICE PAPER 9
TOEFL SPEAKING PRACTICE PAPER 12.
TOEFL READING PRACTICE TEST 28.PDF
TOEFL READING PRACTICE TEST 3 ANSWER PDF
TOEFL READING PRACTICE TEST 34 ANSWERS
TOEFL WRITING INTEGRATED SAMPLE 5.PDF
TOEFL PRACTICE PAPER 1
TOEFL SPEAKING PRACTICE PAPER 9
TOEFL INDEPENDENT WRITING PRACTICE TEST 16
TOEFL INTEGRATED WRITING PRACTICE TEST 20
TOEFL READING PRACTICE PAPER 18 ANSWER PDF
TOEFL WRITING INTEGRATED TASK SAMPLE 2.P
TOEFL SPEAKING PRACTICE PAPER 4
TOEFL READING PRACTICE PAPER 19
SPEAKING PRACTICE TEST 17.PDF
TOEFL LISTENING PRACTICE TEST 21
TOEFL READING PRACTICE PAPER 11 ANSWER PDF
TOEFL LISTENING PRACTICE- PAPER 27
TOEFL WRITING PRACTICE FOR INDEPENDENT AND INTEGRA
TOEFL INDEPENDENT WRITING PRACTICE
TOEFL INTEGRATED WRITING 14
TOEFL SPEAKING PRACTICE TEST 25
TOEFL READING PRACTICE TEST 25 ANSWERS P
TOEFL SPEAKING PRACTICE TEST 29
TOEFL-READING.PDF
TOEFL WRITING INDEPENDENT SAMPLE 10
TOEFL INDEPENDENT WRITING PRACTICE PAPER
TOEFL INTEGRATED WRITING PRACTICE TEST 11
TOEFL READING PRACTICE TEST 30
TOEFL READING PRACTICE TEST 7 ANSWER PDF
TOEFL READING PRACTICE TEST 32 ANSWERS
TOEFL INDEPENDENT SAMPLE ESSAY – PERSONA
TOEFL PRACTICE PAPER 6
TOEFL LISTENING PRACTICE PAPER 13
TOEFL INTEGRATED WRITING PRACTICE TEST 17
TOEFL INDEPENDENT WRITING PRACTICE TEST 21
TOEFL READING PRACTICE TEST 36
TOEFL INDEPENDENT TASK 5.PDF
TOEFL PRACTICE PAPER 2
TOEFL LISTENING PRACTICE PAPER 11
TOEFL READING PRACTICE TEST 26.PDF
TOEFL LISTENING PRACTICE TEST 25
TOEFL READING PRACTICE PAPER 15 ANSWER PDF
TOEFL LISTENING PRACTICE PAPER 2
TOEFL INDEPENDENT WRITING PRACTICE PAPER 14
TOEFL INTEGRATED WRITING PRACTICE TEST 15
TOEFL SPEAKING PRACTICE TEST 21
TOEFL READING PRACTICE TEST 27 ANSWERS PDF
TOEFL INDEPENDENT WRITING PRACTICE – PAPER 22
TOEFL WRITING INDEPENDENT TASK SAMPLE 2.
TOEFL SPEAKING INDEPENDENT SET 1
TOEFL READING PRACTICE PAPER 11
TOEFL READING PRACTICE PAPER 21
TOEFL SPEAKING PRACTICE TEST 28
TOEFL READING PRACTICE TEST 21 ANSWERS P
TOEFL SPEAKING PRACTICE – TEST 32
SAMPLE PAPER 2.PDF
TOEFL IBT FULL LENGTH TEST 1
TOEFL READING PRACTICE PAPER 12
TOEFL SPEAKING PRACTICE PAPER 11
TOEFL READING PRACTICE TEST 29.PDF
TOEFL READING PRACTICE TEST 4 ANSWER PDF
TOEFL READING PRACTICE TEST 34
TOEFL WRITING INTEGRATED SAMPLE 6
TOEFL READING PRACTICE PAPER 9
TOEFL SPEAKING PRACTICE PAPER 8
TOEFL INDEPENDENT WRITING PRACTICE TEST 17
TOEFL INTEGRATED WRITING PRACTICE TEST 19
TOEFL READING PRACTICE PAPER 19 ANSWER PDF
TOEFL INTEGRATED TASK 3.PDF
TOEFL SPEAKING PRACTICE PAPER 5
TOEFL READING PRACTICE PAPER 20
TOEFL SPEAKING PRACTICE TEST 18.PDF
TOEFL LISTENING PRACTICE TEST 22
TOEFL READING PRACTICE PAPER 12 ANSWER PDF
TOEFL LISTENING PRACTICE – PAPER 28
Listening sample tasks
Find out more about the Listening test
Listening (30 minutes)
The Listening question types for IELTS on computer are the same as in the IELTS on paper test.
A variety of tasks is used including: multiple choice, matching, plan/map/diagram labelling, form completion, note completion, table completion, flow-chart completion, summary completion, sentence completion, short-answer questions.
Listening Sample task Multiple Choice (one answer)
You will hear an extract from a Part 3 recording in which a student called Judy is discussing her research with her tutor and fellow students.
For each question, click on the correct answer.
- Listening Sample task Multiple Choice (one answer)
- Listening Sample task Multiple Choice (one answer) Answer Key
- Listening Sample task Multiple Choice (one answer) Recording Transcript
You will hear an extract from a Part 1 recording in which two people are discussing a guide to a library.
Click on the correct answers.
- Listening Sample task Multiple Choice (more than one answer)
- Listening Sample task Multiple Choice (more than one answer) Answer Key
- Listening Sample task Multiple Choice (more than one answer) Recording Transcript
Listening Sample task Plan/Map/Diagram Labelling (Type A)
You will hear an extract from Part 2 of the test in which a tour guide describes different places in a US town.
For each question, click on the correct space in the table.
- Listening Sample task Plan/Map/Diagram Labelling
- Listening Sample task Plan/Map/Diagram Labelling Answer Key
- Listening Sample task Plan/Map/Diagram Recording Transcript
Listening Sample task Note Completion
You will hear an extract from a Part 1 recording in which two people are discussing second-hand furniture.
For each question, write your answer in the gap.
- Listening Sample task Note Completion
- Listening Sample task Note Completion Answer Key
- Listening Sample task Note Completion Recording Transcript
Listening Sample task Table Completion
You will hear an extract from a Part 4 recording in which a university lecturer is giving a talk about research into ‘learner persistence’.
For each question, write your answer in the gap.
- Listening Sample task Table Completion
- Listening Sample task Table Completion Answer Key
- Listening Sample task Table Completion Recording Transcript
Listening Sample task Flow-chart Completion (selecting from a list of words or phrases)
You will read an extract from a Part 3 recording in which two biology students are comparing their research on evidence of life on Earth and other planets.
For each question, click on the correct answer and move it into the gap.
- Listening Sample task Flow-chart Completion
- Listening Sample task Flow-chart Completion Answer Key
- Listening Sample task Flow-chart Completion Recording Transcript
Listening Sample task Sentence Completion
You will hear an extract from a Part 3 recording in which two friends are discussing studying with the Open University.
For each question, write your answer in the gap.
- Listening Sample task Sentence Completion
- Listening Sample task Sentence Completion Answer Key
- Listening Sample task Sentence Completion Recording Transcript
Listening Sample task Short Answer Questions
You will hear an extract from Part 2 of the test in which a representative from a clothing company is giving a talk to high school students.
For each question, write your answer in the gap.
- Listening Sample task Short Answer Questions
- Listening Sample task Short Answer Questions Answer Key
- Listening Sample task Short Answer Questions Recording Transcript
Find out more about the Listening test
Academic Writing (60 minutes)
The Academic Writing test consists of two writing tasks of 150 words and 250 words.
In Task 1, you are asked to describe some visual information (graph/table/chart/diagram). You need to write 150 words in about 20 minutes. In Task 2 you are presented with a point of view or argument or problem. You need to write your response in 250 words in about 40 minutes.
Academic Writing sample tasks
Find out more about the Academic Writing test
Academic Reading (60 minutes)
Texts for the Academic Reading test are taken from books, journals, magazines and newspapers.
A variety of tasks is used, including: multiple-choice questions, identifying information, identifying writer’s views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion, short-answer questions.
Academic Reading sample tasks
