DEVI’S

IELTS COACHING CENTRE (ICC)

For
ACADEMIC AND GENERAL MODULE
Of
International English Language Testing
System

Devotio
Quality
n

Trust

A GUIDE FOR ICC CANDIDATES

NO: 15, Kaliamman Koil Street,

1st Street, Porur,
Chennai-600 116
Tamil Nadu,
India.

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 Contents

1. Introduction to IELTS
*Test Format
*Score Interpreter
*Test Results
*Inclusion of Half band scores
*Benefit of Half band scores
*content focus

2. Listening section
*Test Description
*To improve the listening skills
*A glance on question types
*Accents
*Importance of checking written answers
*summary of listening strategies

3.Reading Section
*Introduction
*Question types
*An overview of question types
*Techniques for reading section
*Suggested exam time plan for reading section.
*Ideas for developing reading skills.
 Introduction to IELTS
The International English language testing system (IELTS) is widely recognized as a reliable
means of assessing whether candidates are ready to study or train or work in the medium of
English.

The test is owned by the University of Cambridge, The British Council and IDP Australia.

The Test Format

The test consists of four modules. All candidates have to take the same listening and speaking
modules.Whereas, there is a choice of modules of reading and writing based on the candidates’
requirement whether they need an Academic or General version. All sections must be formal,
communicative and informative in English. One who has to achieve a good band score in these
tests, an effective time management is mandatory.
Overall, there are two versions of IELTS.

ACADEMIC TRAINING GENERAL TRAINING

*For students whishing to study in a English *For getting migration or vocational work permit
–speaking university or college or training programs not at a degree level

* for work for their professions like *For admission to secondary school
Doctors,Nurses,Pharmacists,Dentists and
physiotherapists including pursuing
research in their own fields in any English
speaking nations.

The IELTS test is taken in this sequence as given below.

Listening module comprises of four sections for 40 questions which is lasting for 30 minutes
plus 10 minutes is given at the end of the listening test to transfer all the written answers from
the question booklet to an answer sheet.

Reading module contains three reading passages for academic as well as general version. It
lasts for an hour for both versions.Totally,There are forty questions equivalent to 9 Band.

Writing Module is having two tasks lasting for an hour in which the task 1 requires at least 150
words and have to write within 20 minutes.Whereas,Task 2 is considerably has more score and
It needs at least 250 words in formal writing within 40 minutes.

Speaking module will be lasting for 11 to 14 minutes. It consists of three parts. The test requires
face to face interview. Candidates are evaluated on their use of spoken English to answer short
questions, to speak at a length on a familiar topic, and to interact with the examiner from the
extraction of part 2 as well.

The overall time consumption for the IELTS is 2 hours and 45 minutes.
Score Interpreter
IELTS results are reported on a nine band skill for each of the four skills (listening, reading,
writing and speaking) and an overall band.
All scores are reported on the Test Report Form (TRF) along with details of the candidates’
nationality, first language and date of birth.
The nine bands and the descriptive statements are as follows
Score Description
9 Expert user
8 Very good user
7 Has generally effective command of the language despite
Good User
6 Competent user
5 Modest User
4 Limited user
3 Extremely Limited user
2 Intermittent User
1 Nonuser
0 Did not attempt the test
Descriptive details
Has fully operational command of the language:
appropriate, accurate and fluent with complete
understanding.
Has fully operation command of the language with only
occasional unsystematic inaccuracies and
inappropriacies.Misunderstanding may occur in unfamiliar
situation. Handles complex detailed argumentation well.
Some inaccuracies, inappropriacies and
misunderstandings in some situations. Generally handles
complex language well and understands detailed
reasoning.
Has generally effective command of the language despite
Some inaccuracies, inappropriacies and
misunderstandings. Can use and understand fairly
complex language, particularly in familiar situations.
Has partially command of the language, coping with
overall meaning in most situations, though is likely to
make many mistakes. Should be able to handle basic
communication in own field.
Basic competence is limited to familiar situations. Has a
frequent problem in understanding and expression. Is not
able to use complex language.
Conveys and understands only general meaning in very
familiar situations. Frequent breakdowns in
communication occur.
No real communication is possible except for the most
basic information using isolated words or short formulae in
familiar situations and to meet immediate needs. Has
great difficulty understanding spoken and written English.
Essentially has no ability to use the language beyond
possibly a few isolated words.
No assessable information provided
Test Results

The candidates will usually receive their results in about two weeks after taking
the tests and the results are valid for two years but different institution may not accept the
results as being current if the candidate can not prove ongoing English studies. Check
with the institution that they are applying to study at.

Inclusion of Half Band scores

The IELTS management team has always reported in whole and half band for the
listening and reading module as well as for the overall band score.
Following extensive consultation with receiving organization, the IELST
management teams are extending whole and half band score reporting to the writing and
speaking modules also as of 1st July 2007.
For example, where test taker in writing or speaking might once have received a
score of either 6.0 or 7.0, they may now receive the score of 6.0, 6.5 or 7.0.

Benefits of Half Band scores

Organizations that recognize this test will be able to obtain more precise
information on the speaking and writing ability of candidates.
For candidates, their report form will give them a much more exact understanding
of their language skills. Because all of the parts of the test will be reported in the same
way, it will also be easier to understand.

Content Focus

The IELTS test assesses all four skills both functionally and structurally and
requires candidates to demonstrate their ability to understand, produce and manipulate
discourse. To meet these needs, this course focuses on learning and communication
strategies which will assist the students in the development of productive skills of writing
and speaking and the receptive skills of reading and listening. These strategies are
continually emphasized and developed throughout the course.
 LISTENING SECTION

Test Description

In IELTS, the listening comprehension is designed to assess candidate’s ability to

understand spoken English. There is pre-recorded tape which lasts for about thirty
minutes. There are four sections each of which contains 10 questions and become
progressively harder. The answers in the questions come in the same order as the
information on the recording.
Section 1(3-4 minutes)
A gist of conversation occurs between two speakers (dialogue) on an everyday survival
social topic.
For example, booking a hotel

Section 2(3-4 minutes)

A talk is given by one speaker (monologue) on a general topic.
For example, Radio talk.

Section 3(3-4minutes)
A group discussion among more than two speakers on related to education.
For example, tutorial discussion about a topic.

Section 4(3-4 minutes)

A lecture or talk by one speaker on an academic or course study related topic.
For example, University lectures.

The whole test outlasts about 30 minutes including instructions given about the test,
reading the questions, and listening while writing answers in the question booklet. At
the end of the listening test you will be given 10 minutes is to transfer your answers
from the question booklet to an answer sheet. All Candidates are allowed to check their
answers before and after the section.

TO IMPROVE THE LISTENING SKILLS

The candidates should listen to a gist of English as often possible using various
media such as Radio, TV, and other English broadcasting channels like Australia
network as well as BBC.
 A glance on question types
Question type Skills required Test strategies

*Identify the type of answers *Highlight the signpost words in

expected –What, why, where, questions.
when, how, and etc for specific *Identify the answers that seem unlikely
Multiple choice
information. and then find proof before eliminating the
wrong answers.
*The wrong answers that you could
hear apparently as it is. It may help
to find out the correct answers.
*Distinguishing between main *Contractions are not used when words
ideas and examples. limits are given. For example, shouldn’t.
*Identifying the discourse markers don’t
Sentence and key words or signpost words *Do not use more than number of words
Completion/summaries/forms such as First, next, then.etc. are allotted
Tables/flow charts *Identifying headings and main *Look at given information to identify
ideas the type of information needed.
*Guessing the type of words such *Scan given notes in summaries to frame
as a noun, an adverb, an adjective, your own note-making.
a number, a verb, and etc. *Note the position of the gap in the
*Note grammatical words like an sentences.
articles or a preposition.
*read the list of options and underline the
*Re-Phrase the options in your signpost words
Pick from a list own words. *highlight the key words in the main
. questions

*Highlight or underline the key words.

Short answer questions
(type 1 and type2)
Type 1-wh?
Type 2 –name up to 3 things
Labeling a Diagram/a map
*Listening for the specific
information.
*identifying parts of speech used
and required.
*Understanding relationships
between words (Discourse
markers) at a picture or in a
diagram.
*Sequencing and following
chronological order.
*Listen for specific words but also ideas
–paraphrase or find similar meaning.
*check whether or not questions follow
the same format like type 1.
*Brainstorm any vocabulary or
knowledge of the picture or topic.
*Note any title or labels already included
*choose an answer from the box or the
recording.
*keen at a diagram for what it is or about.
*Guess what unlabelled parts might be.
Question type Skills required Test strategies

*Listening for specific information *Firstly have a glance to know about the list
Matching *Understanding cause and effect. of question before listen to
*as you listen, match the option to *rephrase each of the options in your own
the questions. words.

*reading the notes to know about *highlight the key words

Note completion the topic around each gap to help you listen for the
*work out what type of answer.
information is needed. For *Note whether there is more than one gap for
example, An object, a number, any of the questions.
etc... *Look at the layout of the task, example bullet
points or continuous notes.

*understanding the main questions *identify the different characteristics of

and numbered statements that categories.
Classification follow it *use given information, if necessary, to
*Distinguishing main ideas from determine the relationship between statement
examples. and question.

Accents
The Candidates will hear male and female voices from different parts of the
English domain in the world. For example U.K, Canada, Australia and or U.S.However,
they will always be clear and easy to perceive.
Importance of checking written answers
 Spelling should be correct and hand writing must be legible.
Both British and American spellings are acceptable.e.g.Programme or
program, color or color, but candidates should not use abbreviations at all.
 Check the word you have chosen fit grammatically, and should it be
singular or plural
 If you are asked to write an answer using a certain number of words and or
numbers, you will be penalized if you exceed the instruction.
For example, If a question specifies an answer using NO MORE THAN
THREE WORDS and the correct answer is ‘Black leather coat’, the
answer ‘coat of black leather’ is incorrect.
 In questions, where you are expected to complete a gap, you should only
transfer the necessary missing words onto the answer sheet.
For example, to complete ‘in the ___ __ ___’, where the correct answer is
morning, the answer ‘in the morning’ is incorrect.
 All standards alternatives for numbers, dates and currencies are
acceptable.
 SUMMARY OF LISTENING STRATEGIES

Before you listen:

Check where you have to write your answer, and in what form of answers such as
a name, a number, a phrase, circle the right answer...)

Predict the content of what you will hear

Anticipate the words and phrases you are most likely to hear.

‘Translate’ any pictures into words, to anticipate hearing them in the listening
passage.

Predict possible answers to the questions, to prepare yourself to hear the answer.

Anticipate synonyms and ideas expressed in different words.

Concentrate!!!

While you listen:

Listen carefully to any taped instructions for each section.

Focus on more than one question at a time.

Do not stop on an answer you do not know: move on.

Listening for the specific information: pin-pointed in your pre-listening

preparation.

Don’t worry if you do not understand every word when listening for the overall
meaning or gist.

Write an answer for every question: marks are not deducted for wrong answers
and sometimes your guesses are accurate: your ears hear more than you think!

Do not accept the first answer that seems correct: Subsequent information may
change it.

At the end of each section, check your answers.

At the end of the test, transfer your answers with care to the Listening
Answer Sheet.
 READING SECTION
Introduction
The reading module is the second test you do on the test day. Candidates will
receive a question booklet and an answer sheet. There is no time, unlike in the
listening test, at the end to transfer answers so they have to write their answers
directly on to the answer sheet during the 60-minute test. The test instructions
indicate how much time you should spend on each section of the test.

The test is divided into three sections. There are forty questions based on three
reading passages with a total of 2000 to 2750 words. Both the academic and
general training reading have the same format.

ACADEMIC READING
Texts are taken from magazines, journals, books and newspapers and they have
been written for a non-specialist audience.

At least one text contains a detailed logical argument and it may contain non
verbal materials such as diagrams, graphs or illustrations. If texts contain
technical terms then a simple glossary is provided.

GENERAL TRAINING READING

The first section, ‘Social survival’, contains texts relevant to basic linguistic
survival in English with tasks mainly about retrieving and providing general
factual information.

The second section, ‘Training survival’, focuses on the training contexts, for
example on the training program itself or on welfare needs. This section involves
a text or texts of more complex language with some precise or elaborated
expression.
The third section, ‘General reading’, involves reading more extended prose with
a more complex structure but with the emphasis on descriptive and instructive
rather than argumentative texts, in a general contexts relevant to the wide range of
candidates involved.
QUESTION TYPES
1. Multiple choice
2. Yes,No,Not given
3. True,False,Not given
4. Sentence completion with box or not
5. Paragraph heading
6. Global multiple choice
7. Classification
8. Short answer questions
9. labeling a diagram
10. Summary/Notes completion with box or not
11. Matching
12. Pick from a list
 AN OVERVIEW OF QUESTION TYPES
Type of question Directions used
Read the instructions
carefully and Check how
Multiple choice many letters you need to
circle.
These questions will usually
Short answer tell you to write your answer
questions NO MORE THAN THREE
Type1.Questions WORDS. However, This is
Type2.Lists not always the case, so check
the rubric carefully.
TYPE 1 questions require
you to sum up the meaning
Paragraph heading of a paragraph in order to
match it to a bank of possible
headings.
TYPE 2 questions require
you to sum up the whole text.
Roman numerals are often
used I,II,III,IV,V etc.
Match a list of opinions to
Matching lists and sources mentioned in the
phrases text. The texts contain a
number of different people’s
opinions.
Skills needed
Skim all the questions and
the answers quickly.
Scanning for specific
(usually factual)
information.
Skim all the questions
quickly.
Scanning for specific
information.
Skimming for general
discussion on the text of the
passage
Identifying main notion in
paragraphs.
Locating topic sentences.
Take the names of the
sources one by one and find
them in the text and
underline them.
Remember that the text is
not likely to use the same
words as the questions, so
look for synonyms and
parallel expressions.
Test strategies
Highlight key words.
Eliminate unlikely
answers.
Use techniques to find
answers to how, what,
when, where questions.
Highlight signpost
words in questions and
search for these key
words or synonyms in
the passage
.
Always read headings
first and then topic
sentences or paragraphs.
Do not read whole
paragraph.
Do not complete in
order given.
Choose the most
obvious answer first.
Be aware that the
sources may be referred
to in more than one
place in the text.
The opinions in the
tasks are not listed in
the same order as they
appear in the text.
Phrases like ‘he said’ or
‘in his opinion’ should
help you locate the
arguments.

TYPE 1 if they are opinions,
Identifying view whether they are Yes, No or
points, facts Not given in the text.
,opinions TYPE 2 if they are facts,
whether they are True, False
or Not given in the text.
The questions will be in the
same order in the text.
Classifying Classifications are often
according to the writer’s
opinion or according to a
period of time or place.
Make sure you know how
many classifications there are
and what letters you have to
use. (E.g. US, J,G & UK)
Completing TYPE 1. With a selection of
sentences,tables,flow possible answers.
Charts/summaries, TYPE 2. Without a choice of
etc. possible answers.
.
Quickly read through all the
statements to get an idea
about the topic.
Read the first statement
more carefully. Underline
the key words so you
understand the main point.
Search for the section of the
text which deals with the
idea or fact.
The questions will not
necessarily be in the same
order as the text and the
wording will probably be
different in the text so look
for synonyms and parallel
expressions
Search the place where the
information should be in the
text and read it carefully.
Think about the grammatical
ground as well as the
vocabulary that should
follow immediately from the
Questions.
Once you have found
the relevant section,
read it carefully. For
type 1, if the statement
disagrees with the
writer’s opinion, then
select ‘No’ and the
author doesn’t give an
opinion, select ‘Not
Given’. For type 2,if the
statement is the opposite
to the information in the
text, then select ‘False’
and if there is no
mention of it, select
‘Not Given’.
Use a highlighter to
identify the character of
different categories in
the text.
Don’t leave any
statements without a
letter.
Contractions are not
used when word limits
are given (eg.They’ve).
Don’t use more than the
number of words
allotted.
Check the question to
see if it asks for your
own words or words
from the text.
 TECHNIQUES FOR READING SECTION
Preview (about 2 minutes for each passages)

* Note headings, titles, illustrations, Diagrams and any print in bold type or italics.
* Highlight key points of the passage and paragraph by skimming

Instructions and Questions(about 2 minutes)

* Read instructions carefully and ensure that what is required and in what form
* Recognize what type of question you have to answer (Multiple choices, gap filling.etc.)
* Whether or not the question requires a specific or general answer
* What form the answer should take (Number,Date,Reason,etc)

Scanning the Text for the correct answer(about 1 minute for one question)

* Find key words in the question and Search them in the text.
* The sentence around these key words is most likely to contain the answers that need.
* In case of unsure answer, make a sensible guess in the appropriate form.

Checking the answers (about three minutes)

* Check whether or not the instructions are followed exactly.
* Check the answers if the time is available for the best result.
* Do not leave any unanswered questions as you do not lose marks for it..
 Suggested exam timeplan for Reading section
You have 60 minutes to complete the reading section of the IELTS test. you must transfer your answers to the answer
Sheet provided WITHIN THAT TIME.
.
Time Thinks to do

0.00 Begin Passage 1-starts by glancing at the title, diagram, pictures, headings, etc.
Then, read the questions and answer as many as possible.
0.15 Guess remainder of questions that relate to passage 1,but put a question mark beside these to remind
Yourself later that you have guessed these answers.

0.16 Begin passage 2, Read the questions and answers as many as possible.

0.31 Guess reminders of questions that relate to passage 2 but again, put the question mark beside these to remind
yourself later.

0.32 Begin passage 2 –read the questions and answer as many as possible.

0.50 Guess remainder of questions that relate to passage 3.

0.51 Go back to passage 1-try answering the guessed questions.

0.53 Go back to passage 2-try answering the guessed questions.

0.55 Transfer all questions carefully but quickly to the answer sheet.

0.58 Use the remaining time to double-check any answers to the last few questions in Reading passage 3 that you
guessed earlier.

Allow 15 minutes each for passages 1 and 2 but give yourself 18 minutes to complete passage 3.
Ideas For Developing Reading Skills:

Read as much English as possible-buy magazines such as ‘National Geographic’, ‘Newsweek’

and “Time”; Work on your reading skills such as ‘guessing the meanings of unknown words’, ‘understanding
reference words in texts’ and reading quickly.

Read newspaper articles and practice the following:

*dividing the content into facts and opinions
*finding the topic sentences of paragraphs
*writing summaries
*interpreting any diagrams or tables
*thinking of headings you could give to paragraphs
*underlining the pronouns and working out what they refer to
*underlining unknown words and seeing if you can work out what they mean
*reading the first paragraph and seeing if you can predict what will come next
Work on expanding your vocabulary.
*Choose 5 new words from the vocabulary sections or articles to learn each day. Write the
words on cards and test yourself on the bus or the MTR, on your way to city U.

Use some of the following Websites to know the current issues:

1 .www.ap.com

2. www.reuters.com

3. www.news.com.au

4. www.cnn.com

5. www.bbc.co.uk
 WRITING SECTION

Introduction:
The writing module takes 60 minutes. There are two tasks in both the academic and
general training writing modules. In each module,20 minutes is spent on task 1 which
requires candidates to write at least 150 words and 40 minutes for task 2 which requires
at least 250 words.

Answers must be given on the answer sheet and must be written in full notes or bullets
points in whole or in part are not acceptable as answers. Candidates should note that
scripts under the required minimum word limit will be penalized.

ACADEMIC WRITING TASK 1

Task 1 is an information transfer task which measures the candidate’s ability to describe
information presented as a diagram or a table.

TYPES OF GRAPHS /DIAGRAMS

1. Pie chart or pie diagram
2. Line graph
3. Bar graph or column graph
4. Table
5. Diagram of how something works
6. Diagram of a process

PLANNING STAGE OF TASK 1(spend 2minutes before writing task 1)

Follow the notes during the planning stage
Time/tense
Topic
General trend/comment
Details
Conclusion
INTRODUCTORY SENTENCES
The examiner expects own words for an introductory sentences. If the candidates
copy the title of an illustration or the question word for word, the examiner will regard
this as PLAGIARISM and ignore the sentence. This could affect your task 1 band score.
The language should be formal and respectful and is unlikely to include many
personal pronouns (I, You, and We).It should not include unnecessary words and phrases.
1. For example, as you can see from the table……
It can be rewritten as, the table shows……
2. Eg, The two pie charts show the proportion of males and females in employment in 6
broad categories.
It can be changed as; the two pie charts give the proportion of men and
women employed in 6 broad areas
OR
The two pie charts show, in 6 categories, the proportion of males and females in
employment.
DESCRIBING TRENDS IN GRAPHS
Vocabulary used in Line graph:
UPWARD MOVEMENT DOWNWARD MOVEMENT HORIZONTAL MOVEMENT

Rocketed/soared plunged
Increases plummeted leveled off
Upward trend downward trend remain stable
Rise decrease remain constant
Climb fall remain unchanged
Grew up dip even out
Rose fell back plateau
Went up decline
Go up drops off
go down
Steep fall
Drop

SPEED OF CHANGE SIZE OF CHANGE

Rapid rapidly slight slightly
Gradual gradually substantial substantially
Slow slowly considerable considerably
Steady steadily dramatic dramatically
Quick quickly exponential exponentially
Sharp sharply erratic erratically

LANGUAGE OF COMPARISON
1. less/fewer/smaller
2. more/greater/larger/higher/bigger
3. lowest/longest/largest/highest
4. Describing one part of the pie chart
E.g., The most popular newspaper is “The Hindu”
The second most common newspaper is “The Indian Express”
5. Comparing two parts of the pie chart
E.g., “The Indian Express” is substantially less popular than “The Hindu”
considerably
a lot
far
much more common
somewhat
significantly
slightly
fractionally
OR
White is about twice as common as red
Three times popular
6. Two ways of incorporating data: by using
*brackets ( )
 *a relative clause (which + appropriate verb: is, makes up, constitutes, and
accounts for)
Eg, white, which constitute 3.12%, are considerably less popular than blue
(12.72%).
Red, which is 28.05%, is considerably more common than blue, which
makes up 12.72%
7. If things are the same, you can say:
the same as
equal to/with
identical to/with
8. You can show how close to being the same things are:
X is absolutely the same as Y
just, exactly, precisely
almost, nearly, practically
more or less
about
not quite
9. The phrases to show by what degree X is greater than Y. Start from the biggest
difference and work to the smallest. In some cases two phrases may be almost the
same
hardly a great deal very much infinitely
much slightly a little many times
Scarcely a lot not very much far
barely

X is infinitely or barely greater

than Y
10. When the graph does not show precise data, use words to express approximation.
Just roughly
Under nearly
Well approximately
Just around
Over about
Well
11. Time periods
Examples; for one month
For a period of one month
Over the next month
During the next month
From Jan to Aug
……over the period 1980 to 1989
…….between 1676 and 1680
……until the mid 1980s
……over the decades
……over a ten year period
……both in 1980 and 1990
……throughout the period
 ……over the last 2 decades
12. Expressing Age
The 21-30 year-olds
By the age of 15
…..after the age of 15
…..at the age of 15
…..when they are under 20
…..aged under 20

CONCLUSION SENTENCES
To signal your conclusion you may start using the following terms
In summary,
To sum up,
In conclusion,
To conclude,
Thus,
Overall,
To summaries,
Statistical figures prove that,
CHECKLIST
*Have I answered the question?
What are the topic words?
What are the task words?
*Have I organized my information?
*Is my work arranged in paragraphs?
*Have I used a variety of sentence types?
*Have I written in the correct register?
*Is my vocabulary appropriate and interesting?
*Is my spelling accurate?

DESCRIBING A PROCESS
To describe a process, you need to think about things happening one after another.
Phrases to put things in order:
first, second, third (and so on)
before, prior to
at the same time, simultaneously, as, while, during
meanwhile
then, after, following, subsequently
Eventually, finally.

CHECK LIST FOR A DIAGRAM/PROCESS

*Verb/noun agreements
*Use of the passive (avoid passive when describing a natural process eg, germination of a
small plant)
*use of devices which indicate cause and effect
*use of devices which indicate the sequence of events
*correct paragraphing
*a concluding paragraph

WHEN PLANNING TASK 1 IT IS IMPORTANT TO:

Know exactly what is required to complete the task
Brainstorm similar words from the topic so the subjects of your sentences can be
written in your own words
Determine the time period so that the correct tense is used
Develop a general statement that gives an overall impression of the graph
Decide which significant details will be discussed to reflect the task requirement
Draw a relevant conclusion or summaries what you have written

HOW TASK 1 IS ASSESSED

The examiner reads your answer and awards a band score of between 1 and 9
under three categories
1. Task fulfillment (TF)
The examiner determines whether you answered the question or not.
2. Coherence and cohesion (CC)
The examiner determines whether you have written an essay that is easily understood and
is well organized.
3. Vocabulary and sentence structure (VSS)
The examiner determines whether your vocabulary is appropriate and your sentence
structure has variety and accuracy.
The band scores are then added together, divided by three to determine your band score
for this task.
For example
TF = 5.
CC = 5.5
VSS = 6.5
OVERALL BAND = 5+5.5+6.5=17/3 = 5.5
 GENERAL TRAINING WRITING TASK 1
INTRODUCTION
Task 1 measures the candidate’s ability to respond to a given problem with a letter
requesting information or explaining a situation. You are expected to be able to:
*engage in personal correspondence
*elicit and provide general factual information
*express needs, wants, likes and dislikes
*express opinions (views, complaints etc)
Before writing your answer, spend one or two minutes on the following
1. Identify who you are writing to:
* somebody of equal status to yourself, like a friend?
* an older or more important person?
* somebody you know only through business?
This will determine the tone of the letter.
2. Identify the overall subject or subjects of your letter:
• a complaint
• praise?
• a request for information?
• an expression of needs or wants?
• an expression of an opinion, likes and dislikes?
3. Identify the main point or points you want to make:
• think of details to support the main point of the letter
4. Relate the letter to any information given in the writing task:
• look for clues in the wording of the task.
5. Think of a suitable ending to the letter
Now plan the number of paragraphs, by noting the main points.

PERSONAL LETTERS
General Format:
The writer’s address
The date
The salutation: Dear……

A greeting, for example: I hope you are well, and the orientation of the letter, indicating
what the letter is about.

The body of the letter, recounting the news.

The end of the letter.

The signature.

A personal letter is a letter to someone you know relatively well. The letter should be
informal in tone and register.
 A letter usually begins with a greeting or salutation, like Dear…., Dearest…, My
Darling…..
A personal letter often ends with good wishes to the reader, or a polite request.
It could end Love, Best wishes, Yours sincerely, Affectionately, Hugs and Kisses, Lots of
love, With love…

BUSINESS LETTERS
General Format
The Writer’s address
The date
The salutation:

• The recipient’s name(if known)

• The recipient’s title or position in the company
• The company name
• The company address
The salutation: Dear……………….

The orientation of the letter.

The body of the letter, giving information.

The end of the letter (there should be no new information in the last paragraph)

The closing salutation.

The signature.

The printed name and title of the person who is signing the letter.

• NO NEED TO WRITE YOUR OWN ADDRESS

CHECKLIST:
* Are the salutations appropriate?
• Is the tone of the letter appropriate?
• How can you tell it’s a letter to a friend/company?
• Are the subject/verb agreements correct?

SKILLS FOR WRITING SUBJECT OF THE LETTERS

Seeking and providing factual information:
A good letter seeking information will:
* 1st paragraph: say what general information the writer wants
* 2nd paragraph: ask for information on specific points
* 3rd paragraph: end with some form of summary and a polite request for a swift reply

Expressing needs, wants, likes and dislikes:

Vocabulary Used
Needs: require; must have; need
Wants: want; wish; wish for; desire
Likes/dislikes: hate; appreciate; dislike; value; enjoy; loathe; love; detest; admire
Try it: You are going to buy a car. Write two paragraphs.
In the first, say what characteristics you need in a car.
In the second, say what you want the car to be like.

Expressing opinions and views

Choose something you feel strongly about, and write a paragraph about it.
Say what you feel strongly about.
Explain why you hold these views.

Making a complaint:
A good letter of complaint will:
 Explain what is wrong
 Give details
 Ask for help to fix the problem
Or
 Ask what the person receiving the letter will do to fix the problem.

A LEAD-IN PHRASE IN INTRODUCTION PART

* I am writing to you because…..
to let you know that….
advise you
in reply to your recent letter in which you (told me something)
* I am anxious to obtain some information from you about…

* It is with regret that I write to you advising you

* I regret to inform you that (something negative)

* I am sorry to let you know
* As you are probably already aware, (I am…/ it is…. / something is….)

STOCK PHRASE AT THE END OF LETTER WRITING

I look forward to hearing from you
I look forward to your reply
I would be grateful if you would attend to this matter as soon as possible
I await your reply in anticipation
Thank you for your co-operation in this matter.
Thank you for your co-operation and I hope to hear from you shortly
Please do not hesitate to contact me if you have any queries about this matter.
I am sorry to have caused you any trouble and I trust that you will understand.

A “SIGN OFF” WORD/ PHRASE

FORMAL – SEMI-FORMAL
Yours sincerely, -use for business/information letters
 Yours faithfully, -some people distinguish between “…sincerely” and
“…faithfully” by using “…sincerely” for persons when
the name is not known.
Regards - “Regards” is less formal, but very commonly used for business
INFORMAL
Yours truly, (use for personal letters to friends in business)
Best wishes (use for personal letters to friends)
Love (or “lots of love”) (use for family or close friends – usually to the
Opposite sex if a friend)

LAYOUT OF THE LETTER

 WRITING TASK 2

INTRODUCTION TO ACADEMIC WRITING TASK 2:

It assesses candidates’ ability to discuss an issue. In task 2 candidates should be able to
*present the solution to a problem
*present and justify an opinion
*compare and contrast evidence, opinions and implications
*evaluate and challenge ideas, evidence.
These tasks are often combined for instance, compare and contrast in order to
justify an opinion.

Typically the instruction will probably be: ‘present a written argument or case to an
educated reader with no specialist knowledge of the following topic’. It implies that the
audience is educated, but has no specialist knowledge .So the writing should be clear and
avoid jargon or technical terms and it should be self explanatory.Moreover, the writing
should be formal and impersonal.
The instructions may conclude: ‘you should use your own ideas, knowledge and
experience and support your arguments with examples and relevant evidence’. These
ideas should be presented formally.

INTRODUCTION TO GENERAL TRAINING WRITING TASK 2

In this task, A slightly more personal response is acceptable than in academic writing
Task 2 and candidates should be able to
*provide general factual information
*outline a problem and present a solution
*present and possibly justify an opinions, assessment or hypothesis.
*present and possibly evaluate and challenge ideas, evidence and argument.
These tasks are often combined, for instance provide general factual information
in order to justify an opinion.

In task 2 the instruction will probably be:

‘As part of a class assignment you have to write about the following topic’
For instance, in the topic area travel you might be asked to write about the ways people
travel (road, rail, air, sea) about problem with local transport, about travel in the future,
etc.
The audience will be a teacher and other people in a class.
The writing should be formal and well reasoned, with supporting evidence for any
statement made. It should be clear, should avoid jargon or technical terms, and it should
be self explanatory.

FORMAL WRITING SKILLS

Writing task 2 for both the academic and general training modules assesses your ability to
discuss an issue. The candidates should write an essay which is well organized, with
beginning, middle and end.
Before writing the answer, it is important to spend five minutes planning. There are steps
that you should go through.
*Read the questions and the instructions carefully
*Analyze the topic and the focus
*Decide what you think about the question
*brainstorm ideas to be used in your answer
*Fit these ideas into an essay plan divided into paragraphs
*Begin writing your introduction.

When writing essays, you should follow a four stage procedure.

The procedure is
1. Analysing the task (understanding the question, brainstorming)
2. Preparing a plan
3. Writing
4. proof-reading and checking

STRUCTURE OF AN ESSAY:

Introduction (about 40 words)

General statement about topic
Writer’s position (Optional)
What the writer is going to say

Body (about 180 words)

First point in first paragraph
Topic sentence +Support
Second point in second paragraph
Topic sentence +Support

Conclusion (about 30 words)

Summary
Conclusion
Recommendation
(Optional: if asked for advice, suggestion)

Introduction

The introduction gives a general statement about the topic

May state the writer’s position if the writer is only taking one side in the discussion
Gives an indication of what the writer plans to say.
The writer’s position is important in essays where an opinion is sought or a suggestion is
asked for.
Candidates should read the question carefully and use it to start the essay,but they should
not simply copy the question.
Look at the example of how the information in a question can be used to start the essay.
Example:
Many businesses find it very difficult to assign enough time and resource to research and
development. What could a government do to encourage more company spending in this
area?

Topic
Resources and research and development

Task words
Government does to encourage company spending.

The writer’s position:

The writer will make suggestions.

General statement
Research and development is expensive: company tries to avoid spending on it.

What the writer plans to say:

Governments could: offer tax advantages and research grants to companies. These
incentives would help to increase employment and creativity.

The introduction will thus read:

Research and development is very expensive, so company often try to avoid spending in
this area.Governement could encourage work in research and development by offering
tax advantages and research grants to companies. These incentives would help to
increase employment and creativity.

Different approaches in an essay

*Provide general factual information
*Outline problems and give a solution
*give and justify an opinion
*agree/disagree with an argument
*compare and contrast evidence and ideas.

1.Opinions and Suggestion