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TPS - IELTS Tips
IELTS Resources & Tips
This page shares trusted advice from reputable websites, YouTube channels, and textbooks—all personally reviewed.
What You’ll Find Here:
What You’ll Find Here:
- Reliable free resources (websites/videos)
- Proven textbooks (student-approved)
- Weekly tips (archived on my IELTS blog.
- Google has many more resources, but keep your list short to avoid overload.
- Feel free to ask questions or share your own tips in the comments
Free IELTS Websites and Blogs
There are five important IELTS websites that seem to give credible information and give you a lot of detail on the test itself.
The first one is the official site which may not be the most generous or even user friendly, but it is the most trustworthy in terms of information and in the practice sites you can be sure the test adheres to the protocols and instructions actually done in the real tests.
The second is a site called IELTS essentials and is by the IDP. I like it especially for its free download pack which allows you to practice offline. You can do its online practice tests as well.
The third is the DC IELTS which was put together by an ex-teacher turned tutor named Dominic Cole. His website is generously detailed and user friendly and he is a prolific writer that spends all his time on his teaching and blog. He is one of the few honest players out there and he does not try to dazzle people with "Secrets of IELTS" or phrases like "Top 10 tips" or "Get an 8". He gets in my good books when he says to the question "What's the best way to study IELTS?"
A: "I don't have an answer to this question. IELTS works differently for different people." http://www.dcielts.com/dominic-cole/
He goes onto say:
"Remember that IELTS is a test of English. Lots of people get obsessed by learning tips and tricks. These can help but the reason most people don't get the score they need is that their core English isn't good enough. Often this can mean that the best practice is not exam practice."
http://www.dcielts.com/dominic-cole/
The fourth is the extremely popular blog IELTS Blog by Simone Braverman, which was started about 10 years ago and has had close to a million and a half visits. While I'm not hugely impressed with many of her tips, practice exams or Target 7 book, her recent exam postings is extremely useful to get a sense of the style of questions and you can get them sent to you by email.
A fifth site is the British Council IELTS site. The practice test they offer is quite close to the Cambridge ones but unfortunately they only offer one
You can also look at ielts-exam.net and IELTS For Free sites. They are not brilliant but they are generous with reasonable quality practice exams.
If you are in Australia or planning to go, a new site that seems comprehensive and serious is AussieTY In it you will not only get tips but also a useful reference for taking the test throughout Australia.
If you do a google search on "Best IELTS Websites" you can see a whole lot more. The ones I give just reflect my students own experience with them but please feel free to let me know if you feel there are better ones not included.
The first one is the official site which may not be the most generous or even user friendly, but it is the most trustworthy in terms of information and in the practice sites you can be sure the test adheres to the protocols and instructions actually done in the real tests.
The second is a site called IELTS essentials and is by the IDP. I like it especially for its free download pack which allows you to practice offline. You can do its online practice tests as well.
The third is the DC IELTS which was put together by an ex-teacher turned tutor named Dominic Cole. His website is generously detailed and user friendly and he is a prolific writer that spends all his time on his teaching and blog. He is one of the few honest players out there and he does not try to dazzle people with "Secrets of IELTS" or phrases like "Top 10 tips" or "Get an 8". He gets in my good books when he says to the question "What's the best way to study IELTS?"
A: "I don't have an answer to this question. IELTS works differently for different people." http://www.dcielts.com/dominic-cole/
He goes onto say:
"Remember that IELTS is a test of English. Lots of people get obsessed by learning tips and tricks. These can help but the reason most people don't get the score they need is that their core English isn't good enough. Often this can mean that the best practice is not exam practice."
http://www.dcielts.com/dominic-cole/
The fourth is the extremely popular blog IELTS Blog by Simone Braverman, which was started about 10 years ago and has had close to a million and a half visits. While I'm not hugely impressed with many of her tips, practice exams or Target 7 book, her recent exam postings is extremely useful to get a sense of the style of questions and you can get them sent to you by email.
A fifth site is the British Council IELTS site. The practice test they offer is quite close to the Cambridge ones but unfortunately they only offer one
You can also look at ielts-exam.net and IELTS For Free sites. They are not brilliant but they are generous with reasonable quality practice exams.
If you are in Australia or planning to go, a new site that seems comprehensive and serious is AussieTY In it you will not only get tips but also a useful reference for taking the test throughout Australia.
If you do a google search on "Best IELTS Websites" you can see a whole lot more. The ones I give just reflect my students own experience with them but please feel free to let me know if you feel there are better ones not included.
IELTS YouTube Videos
Finding Reliable IELTS Help on YouTube
YouTube has many free IELTS resources, but quality varies. Here’s how to use them wisely:
3 Things to Watch For:1️ Listening Transcripts – Some are inaccurate or poor quality.
2️ Reading Samples – Difficulty levels don’t always match the real test.
3️ Speaking Interviews – Not all are realistic examples.
Avoid Bad Advice:
Need help sorting through videos? Just ask!
YouTube has many free IELTS resources, but quality varies. Here’s how to use them wisely:
3 Things to Watch For:1️ Listening Transcripts – Some are inaccurate or poor quality.
2️ Reading Samples – Difficulty levels don’t always match the real test.
3️ Speaking Interviews – Not all are realistic examples.
Avoid Bad Advice:
- Some videos give incorrect grammar rules (e.g., calling gerunds "verbs").
- Others suggest risky strategies (like asking examiners for word meanings)—this can lower your score!
- IELTS Full interview Samples – Realistic speaking test examples.
- IELTS Lessons from Learn Enmglish from Emma – Clear IELTS lessons (good for beginners).
- IELTS Official channel – Reliable but fewer practice materials.
- Passport to English – Great for natural speaking tone (ignore some tips).
Need help sorting through videos? Just ask!
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IELTS Textbooks
Most IELTS books aren’t great—they’re either too basic, gimmicky, or dull. Here are the exceptions I’d actually recommend:
Must-Haves:
Cambridge IELTS Self-Study books (Start with #9)
Optional But Helpful:
IELTS Writing Task 2: Model Essays and How to Write Them
Must-Haves:
Cambridge IELTS Self-Study books (Start with #9)
- Why? Closest to real exams, with current question styles.
- Tip: Newer numbers = newer editions (but difficulty doesn’t change).
- Best for: Self-study (clear strategies + practice).
- Where? Libraries/Amazon (older editions work fine too).
Optional But Helpful:
IELTS Writing Task 2: Model Essays and How to Write Them
- Good for: Essay examples (but ignore weaker advice sections).
- Pros: Solid skill-building, even if outdated.
- Cons: Dry style—best for disciplined learners.
- Free/cheap copies often exist if you search online.
- Focus on using these, not collecting more!
Tips
The following list of IELTS tips covers all sub-skills an combines strategies with skills. I have posted the starter pre-task tips and then if you wish t see how it plays out in an actual task with answers as well as post task assessments and reflections. click at the bottom of each tip. This will direct you to my blog which archives in full all tips.
MENU OF TIPS
Click on the tips from the sub-skills (ie speaking, reading, writing, listening)
.
Speaking Tips
Stage 1: Answer Structure - Direct answer, extension
Pre-Speaking Tips
1. Answer Structure (2-4 sentences):
1. Answer Structure (2-4 sentences):
- Direct Answer (1 sentence)
- Extension (1-3 sentences using W+H):
- Where/When: Location, frequency, duration
- With Whom: People involved
- Why: Reason, feeling, future plan
- One-word answers ("Yes." → "Yes, I do, because...")
- Overly rehearsed responses (natural flow > memorization)
- Practice unexpected topics (weather, mirrors, pens) using the W+H method.
IELTS Speaking: Pronunciation-Fluency Fusion (Stage 1 Focus)
Key Techniques for Natural Speech
1. Supra-Segmental Mastery is essential for a good pronunciation mark and enhanced fluency
Stress & Rhythm:
- Content Words adj, adv, nouns, verbs --- ) louder, slower, higher pitch):
"I LOVE WALKing in PARKS because it’s PEACEful." - Function Words (quieter, faster, lower pitch):
"I’ve been to many but the ones in London are best."
- Statements: Start mid → Rise on subject → Fall at end ("↗I prefer ↗NATural parks because they’re more ↘RElaxing.")
- Lists/Contrasts: Rise on each item → Final fall ("↗Running, ↗swimming, and ↘yoga.")
- Pause after clauses (not mid-thought):
"After work... (pause) I usually go to the gym." - Link weak words and syllables
"I’ve been thinking about it alot" → Sounds like "aivbənΘinkηəbαưtətəlot"
IELTS Speaking Part 1: Advanced Flexibility Strategies
It is important as you try to extend answers for a high fluency mark that you extend with the correct mindset
Core Principles
Be Conversational – Treat it like a friendly chat, not an interrogation.
Diverge Thoughtfully – Add personal anecdotes or opinions if relevant.
Control the Flow – Use "it depends" and conditionals to showcase language range.
To see how this is applied with model speaking and post task reflections and assessments click here
Core Principles
Be Conversational – Treat it like a friendly chat, not an interrogation.
Diverge Thoughtfully – Add personal anecdotes or opinions if relevant.
Control the Flow – Use "it depends" and conditionals to showcase language range.
To see how this is applied with model speaking and post task reflections and assessments click here
IELTS Speaking Part 1: Self-Assessment Checklist for Language Skills (Grammatical Range and Lexical Resource)
It is important for you to be able to judge your speaking and how you approached each questions. However, often strategies are over-emphasized when really you may need to work on specific English skills
Instructions: After practicing a question, grade yourself (✅/❌) on each skill used. Aim for 4+ checks per response.
Do so based on the following skill types of questions:
1. Current Actions/State
Example:
"I currently work as a supply contractor for landscape services. I’ve been doing this work since 2020 at a local company."
2. Habits & Routines
Example:
"I usually go jogging in the mornings, after i eat my breakfast. It depends on the weather though—if it rains, I’ll usually just head over to the indoor swimming pool instead."
3. Past Habits/Key Moments
Example:
"I used to play piano as a child. The last time I played was at my sister’s wedding—I wish I still practiced regularly becasue at times I come across a piano and like playing songs from memory!"
4. Likes/Preferences
Example:
"I prefer tea over coffee—it’s more soothing. I love trying different kinds of tea types. For example, the other day I tried authentic Japanese matcha and I'd like to try out Korean Ginseng someday!"
5. Importance & Value
Example:
"Sleep is essential for me because it directly affects my creativity at work." If I get less than 5 hours, I just don't seem to come up with any new ideas or ways to improve existing work
6. Changes & Comparisons
Example:
"My neighborhood has become much noisier than 5 years ago. There are more and more establishments, particularly those that cater to the night time crowd. While I miss the quiet, the new cafes are quite convenient."
To see how this is applied as a full blown checklist with model demonstrations and post task reflections and assessments click here
Instructions: After practicing a question, grade yourself (✅/❌) on each skill used. Aim for 4+ checks per response.
Do so based on the following skill types of questions:
1. Current Actions/State
Example:
"I currently work as a supply contractor for landscape services. I’ve been doing this work since 2020 at a local company."
2. Habits & Routines
Example:
"I usually go jogging in the mornings, after i eat my breakfast. It depends on the weather though—if it rains, I’ll usually just head over to the indoor swimming pool instead."
3. Past Habits/Key Moments
Example:
"I used to play piano as a child. The last time I played was at my sister’s wedding—I wish I still practiced regularly becasue at times I come across a piano and like playing songs from memory!"
4. Likes/Preferences
Example:
"I prefer tea over coffee—it’s more soothing. I love trying different kinds of tea types. For example, the other day I tried authentic Japanese matcha and I'd like to try out Korean Ginseng someday!"
5. Importance & Value
Example:
"Sleep is essential for me because it directly affects my creativity at work." If I get less than 5 hours, I just don't seem to come up with any new ideas or ways to improve existing work
6. Changes & Comparisons
Example:
"My neighborhood has become much noisier than 5 years ago. There are more and more establishments, particularly those that cater to the night time crowd. While I miss the quiet, the new cafes are quite convenient."
To see how this is applied as a full blown checklist with model demonstrations and post task reflections and assessments click here
Speaking Stage 2 - The event card. The importance of creating a checklist of strategies
Stage 2 is a very crucial assessment stage for an examiner's assessment .There are a number of key strategies that you need to employ to make sure that your stage 2 is assessed positively in an event card.
IELTS Speaking Part 2: Master Checklist for Event Cards
🎯 Structure & Timing (2:00 Total)
IELTS Speaking Part 2: Master Checklist for Event Cards
🎯 Structure & Timing (2:00 Total)
- 0:00-0:25 – Extended Background
- Set scene with Where/When/Who
- Use transitions: "At that time...", "Back then..."
- Add sensory detail: "The air smelled of...", "I remember the sound of..."
- 0:25-1:10 – Core details of Story (Past Tense)
- Turning Point: "What happened next was...", "Suddenly..."
- Dialogue: "My dad yelled, ‘Watch out!’" (gesture: hand raise)
- Conflict: "I panicked because...", "Everything went wrong when..."
- Turning Point: "What happened next was...", "Suddenly..."
- 1:10-1:45 – Reflection & Meaning
- Present Perfect: "This has taught me..."
- Emotional Weight: "The reason this matters is..." (lower pitch)
- Digression: "Oddly enough...", "My friends still tease me about..."
- Present Perfect: "This has taught me..."
- 1:45-2:00 – Forward Conclusion
- Future Twist: "Nowadays, I...", "Next time, I’ll..."
- Humor/Sarcasm: "Though knowing me, I’d probably..."
To see how this is applied as model stage 2 talks and with an additional checklist for delivery and fluency with model demonstrations and post task reflections and assessments click here
IELTS Speaking Part 2 Know the types of cards and the skills
Skills Framework
If you know the types of cards and the slills attached to them, you can get balanced practice with each of them
Topic cards categorized by core speaking skills. Each card includes 4 subtopics (with the 4th always focusing on explaining effects/feelings):
Topic card types
1. Narrating Positive Events
Describe a joyful celebration you attended.
You should say:
Where and when it happened
Who was with you
What made it special
Why this memory remains important to you
Skill Focus: Past tense sequencing, sensory details, emotional reflection.
2. Narrating Negative Events
Describe a disappointing travel experience.
You should say:
Where you were traveling to
What went wrong
How you handled the situation
How this experience changed your perspective
Skill Focus: Conflict storytelling, problem-solving language, lessons learned.
3. Expressing Wishes/Imagination
Describe a place you’d love to visit.
You should say:
Where it is and what it’s known for
How you first learned about it
What you hope to do there
Why this place fascinates you more than others
Skill Focus: Conditional structures (would/might), speculative language, comparisons.
4. Describing Places
Describe a crowded place you’ve been to.
You should say:
Where it is and when you visited
What you could see/hear there
Why so many people gathered there
How this place made you feel
Skill Focus: Spatial descriptions, atmosphere, personal impact.
Describe a creative person you know.
You should say:
Who they are and how you met
What creative things they do
A time they impressed you
How this person influenced your own creativity
Skill Focus: Character traits, anecdotes, comparative analysis.
Describe a useful gadget you own.
You should say:
What it is and how you got it
How often you use it
What features you rely on most
Why this object matters in your daily life
Skill Focus: Functional language, pros/cons, personal significance.
To see how this is applied as stage 2 model answers with each of these topic cards, an additional checklist for delivery and fluency and post task reflections and assessments click here
Topic cards categorized by core speaking skills. Each card includes 4 subtopics (with the 4th always focusing on explaining effects/feelings):
Topic card types
1. Narrating Positive Events
Describe a joyful celebration you attended.
You should say:
Where and when it happened
Who was with you
What made it special
Why this memory remains important to you
Skill Focus: Past tense sequencing, sensory details, emotional reflection.
2. Narrating Negative Events
Describe a disappointing travel experience.
You should say:
Where you were traveling to
What went wrong
How you handled the situation
How this experience changed your perspective
Skill Focus: Conflict storytelling, problem-solving language, lessons learned.
3. Expressing Wishes/Imagination
Describe a place you’d love to visit.
You should say:
Where it is and what it’s known for
How you first learned about it
What you hope to do there
Why this place fascinates you more than others
Skill Focus: Conditional structures (would/might), speculative language, comparisons.
4. Describing Places
Describe a crowded place you’ve been to.
You should say:
Where it is and when you visited
What you could see/hear there
Why so many people gathered there
How this place made you feel
Skill Focus: Spatial descriptions, atmosphere, personal impact.
- Describing People
Describe a creative person you know.
You should say:
Who they are and how you met
What creative things they do
A time they impressed you
How this person influenced your own creativity
Skill Focus: Character traits, anecdotes, comparative analysis.
- Describing Objects
Describe a useful gadget you own.
You should say:
What it is and how you got it
How often you use it
What features you rely on most
Why this object matters in your daily life
Skill Focus: Functional language, pros/cons, personal significance.
To see how this is applied as stage 2 model answers with each of these topic cards, an additional checklist for delivery and fluency and post task reflections and assessments click here
Stage 3: The importance of creating an approach for extending answers without getting stuck
.IELTS Speaking Part 3: Advanced Strategy Guide
Pre-Speaking Checklist
✅ 1. Mindset:
Pre-Speaking Checklist
✅ 1. Mindset:
- Show confidence – You’ve made it to Part 3; now demonstrate your highest-level English.
- Think critically – Examiners expect analysis, not just personal opinions.
- Direct response (1 sentence)
- Reason/Example (2-3 sentences)
- Conditional/Hypothetical ("If this continues...")
- Conclusion (1 sentence)
- Stalling: "That’s a complex issue because..."
- Admitting uncertainty: "I lack expertise, but hypothetically..."
- Exiting gracefully: "That’s all I can contribute on this."
- Cleft sentences: "What matters most is..."
- Formal transitions: "In the long term, this would entail..."
- "It depends" + conditions: "It depends on whether governments..."
Writing Tips
Writing (Academic Module) Task 1: Have a clear disciplined set of goals for each section of the writing
Create this IELTS Writing Task 1 Checklist to help you cover the goals of the IELTS assessors.
Use the following as a guide for what to include. This will also help you to know what not to include becasue you are limited to a range of words from 150 to about 170 (time allowing)
Checklist
1. Introduction (Overview + Purpose)
✅ State the obvious function but do not copy the prompt
(e.g., "The line graph illustrates energy consumption trends from 1990-2020, while the pie chart shows 2020's energy mix.")
✅ Extend with purpose (Why do these visuals matter?)
(e.g., "Together, they are designed to illustrate the fossil fuel vs renewable sector growth over time.")
✅ General summary (Very broad. Let the conclusion be more specific)
(e.g., "Overall, coal dominated energy production, with consumption rising steadily across all sources.")
2. Body Paragraphs (Data Description)
✅ Trend statement
(e.g., "Coal usage grew consistently from 55M tonnes in 1990 to 85M in 2020.")
✅ Variety in structure
(e.g., "Nuclear energy peaked at 35M tonnes in 2010 before declining to 30M.")
✅ Focus on dominance
(e.g., "Coal accounted for 35% of 2020 production, making it the primary source.")
✅ Order logically
(e.g., "Fossil fuels comprised 60% of the total, followed by nuclear (15%) and renewables (25%).")
3. Conclusion (Summary + Implication)
✅ Recall key trends
(e.g., "While fossil fuels maintained supremacy, renewables showed the fastest growth rate.")
✅ Non-data implication
(e.g., "This may reflect policy incentives for cleaner energy adoption.")
✅ Avoid repetition
(e.g., "The 2020 breakdown confirms coal’s lead despite renewable advances.")
✅ Forward-looking statement
(e.g., "Suggests potential for renewables to gain market share if trends continue.")
To see how this is applied as a written model answers and post task reflections and assessments click here
Use the following as a guide for what to include. This will also help you to know what not to include becasue you are limited to a range of words from 150 to about 170 (time allowing)
Checklist
1. Introduction (Overview + Purpose)
✅ State the obvious function but do not copy the prompt
(e.g., "The line graph illustrates energy consumption trends from 1990-2020, while the pie chart shows 2020's energy mix.")
✅ Extend with purpose (Why do these visuals matter?)
(e.g., "Together, they are designed to illustrate the fossil fuel vs renewable sector growth over time.")
✅ General summary (Very broad. Let the conclusion be more specific)
(e.g., "Overall, coal dominated energy production, with consumption rising steadily across all sources.")
2. Body Paragraphs (Data Description)
✅ Trend statement
(e.g., "Coal usage grew consistently from 55M tonnes in 1990 to 85M in 2020.")
✅ Variety in structure
- Verb + adjective: "Natural gas rose steadily (40→62M)."
- Adjective + noun: "Wind/solar exhibited exponential growth (2→12M)."
(e.g., "Nuclear energy peaked at 35M tonnes in 2010 before declining to 30M.")
✅ Focus on dominance
(e.g., "Coal accounted for 35% of 2020 production, making it the primary source.")
✅ Order logically
(e.g., "Fossil fuels comprised 60% of the total, followed by nuclear (15%) and renewables (25%).")
3. Conclusion (Summary + Implication)
✅ Recall key trends
(e.g., "While fossil fuels maintained supremacy, renewables showed the fastest growth rate.")
✅ Non-data implication
(e.g., "This may reflect policy incentives for cleaner energy adoption.")
✅ Avoid repetition
(e.g., "The 2020 breakdown confirms coal’s lead despite renewable advances.")
✅ Forward-looking statement
(e.g., "Suggests potential for renewables to gain market share if trends continue.")
To see how this is applied as a written model answers and post task reflections and assessments click here
Writing (General Module) Task 1: How to assess formality
Assess Formality from a 1-5 scale
🔎 Familiarity (1 2 3 4 5)
☐ Stranger/official → Formal
☐ Friend/family → Informal
🔎 Status Relationship (1 2 3 4 5)
☐ Higher status (eg boss, official) → Formal
☐ Equal/lower status → Informal
🔎 Power Dynamic (1 2 3 4 5)
☐ You need them (eg complaint resolution/request/inquiry) → Formal
☐ They need you (eg invitation or request reply) → Less formal
To see how this is applied in an actual task click here
🔎 Familiarity (1 2 3 4 5)
☐ Stranger/official → Formal
☐ Friend/family → Informal
🔎 Status Relationship (1 2 3 4 5)
☐ Higher status (eg boss, official) → Formal
☐ Equal/lower status → Informal
🔎 Power Dynamic (1 2 3 4 5)
☐ You need them (eg complaint resolution/request/inquiry) → Formal
☐ They need you (eg invitation or request reply) → Less formal
To see how this is applied in an actual task click here
Writing Task 1 (General Module) Structure your letter based on your formality assessment using a general guideline)
.After you have assessed a formality level of the task, structure Accordingly:
✅ Formal Letters
✅ Formal Letters
- Paragraph 1 [Introduction]: Purpose of letter [1-2 sentences - 20 words]
- Paragraph 2: [Body 1] Details (What/When/Where) [3-4 sentences - 50 words]
- Paragraph 3: [Body 2] Relaying Emotion (Polite expression of importance of writing) [2-3 sentences - 40 words]
- Paragraph 4: [Body 3] Clear request 1-2 sentences - [30 words]
- Paragraph 5 [Conclusion]: Contact timeline [1 sentence - 10 words]
- Paragraph 1: [Introduction] Personal greeting [1-2 sentences - 20 words]
- Paragraphs 2-3: [Body 1] Main details of writing [4-5 sentences - 60 words]
- Paragraph 4: [Body 2] Explanation/feeling [3-5 sentences - 50 words]
- Paragraph 5: [Conclusion] Casual sign-off [2-3 sentences - 20 words]
Writing Task 1 (Academic Module) Maps: Know the requirements and put them into a checklist
When given a map, don't panic. It may be easier than you think, if you understand the requirements. Here, the primary target language that IELTS is assessing is the language of showing change. It may be a before after change or a now/future planned change. The secondary language target is the use of location linkers (eg next to the restaurant, behind the park etc). Putting this into a checklist:
Pre-Writing Checklist ✅.
Introduction:
☐ Name the map type/location/time period
☐ Give 2 general observations:
Body Paragraphs:
☐ Group changes logically (by area/time)
☐ Include 3-4 specific changes with:
Conclusion:
☐ Future implication (1 sentence)
☐ Avoid new data
To see how this is applied into a model task and writing as well as post-writing assessment and reflections click here
Pre-Writing Checklist ✅.
Introduction:
☐ Name the map type/location/time period
☐ Give 2 general observations:
- Scale of changes (dramatic/limited)
- Most significant improvement
Body Paragraphs:
☐ Group changes logically (by area/time)
☐ Include 3-4 specific changes with:
- Contrast structures (while/whereas)
- Tense shifts (past → present perfect)
- Passive voice ("was constructed")
- Precise locations ("200m northeast of...")
Conclusion:
☐ Future implication (1 sentence)
☐ Avoid new data
To see how this is applied into a model task and writing as well as post-writing assessment and reflections click here
Writing Task 1 (Academic Module) Diagrams: Know the requirements and put them into a checklist
Diagrams are meant to test target language different from graphs and maps. Primarily it wants to assess:
1. Use of sequential linkers (After the solution is mixed, it........)
2. Proficiency mixing passive structures with active structures (Eg the solution is mixed and the solution flows into....)
3. Using location linkers (eg ".....,in the storage tank).
To ensure you do this, devise a checklist that ensures you do:
Pre-Writing Checklist ✅
1. Introduction:
☐ State what the diagram shows (e.g., "The diagram illustrates the process of...").
☐ Mention if it’s cyclical or linear.
2. Body (Grouped Stages):
☐ Beginning Stage (1-2 sentences)
☐ Middle Stage (3-4 sentences with sequencing linkers)
☐ Final Stage (1-2 sentences, linking back if cyclical)
Language Focus:
☐ Sequence Linkers:
To see how this is applied into a model task and writing as well as post-writing assessment and reflections click here
1. Use of sequential linkers (After the solution is mixed, it........)
2. Proficiency mixing passive structures with active structures (Eg the solution is mixed and the solution flows into....)
3. Using location linkers (eg ".....,in the storage tank).
To ensure you do this, devise a checklist that ensures you do:
Pre-Writing Checklist ✅
1. Introduction:
☐ State what the diagram shows (e.g., "The diagram illustrates the process of...").
☐ Mention if it’s cyclical or linear.
2. Body (Grouped Stages):
☐ Beginning Stage (1-2 sentences)
☐ Middle Stage (3-4 sentences with sequencing linkers)
☐ Final Stage (1-2 sentences, linking back if cyclical)
Language Focus:
☐ Sequence Linkers:
- Initial: First, Initially, The process begins when...
- Middle: Subsequently, Following this, After [X] occurs,...
- Final: Finally, The cycle concludes when...
- Passive: "The water is filtered through..."
- Active: "The liquid then enters..."
To see how this is applied into a model task and writing as well as post-writing assessment and reflections click here
Writing Task 2 Academic & General): Develop an argumentative process for the essay body
A common pitfall when writers develop their argument reasons is to elaborate a reason with rationalizations (ie reasons for reasons) This can make an essay less coherent and very energy taxing. Instead, try developing an argumentative technique based on a process easier to manage/. Add on counterarguments and examples to facilitate this.
Task 2 Body Development tip
Key Body Paragraph Techniques:
1. Reason + Chain Argumentation
To see how this is applied into a model task 2 writing as well as post-writing assessment and reflections click here
Task 2 Body Development tip
Key Body Paragraph Techniques:
1. Reason + Chain Argumentation
- Keep the reason brief (1 sentence max).
- Use conditional/consequence chains (non-repetitive structures):
- "If A, then B. By B-ing, C. This may lead to D, ultimately resulting in E."
- "A often causes B. Without B, C would occur. Consequently, D becomes inevitable."
- Acknowledge opposing views (shows critical thinking):
- "Some argue that A. While this may be true in X case, B is more significant because..."
- "Critics claim A; however, this ignores B, which..."
- Introduce: "A prime example is [Country/Study]..."
- Detail: "Here, [specific policy/case] led to [result]."
- Conclude: "This confirms that [key point] is achievable when [condition]."
To see how this is applied into a model task 2 writing as well as post-writing assessment and reflections click here
Writing Task 2 (2 sided essays): Ensure you have balance between the discussion and your argument. Create a structure to ensure this
A big problem in many 2-sided essays is that people spend too much time on the discussion of two sides and then only sparse space for developing their argument. Structure your essay to give more space for an argumentative process.
Pre-Writing Process to Ensure Balance
1. Introduction:
Pre-Writing Process to Ensure Balance
1. Introduction:
- Hook: Start with a surprising fact/quote/question ("Cities worldwide face a transport paradox...")
- Two Sides: "While some argue X, others maintain Y..."
- Thesis: Clearly state your stance ("This essay agrees/disagrees because...")
- Side A: Main reason + simple rationale (2 sentences)
- "Proponents of X assert that... They point to [evidence] as proof."
- Side B: Contrasting reason + rationale (2 sentences)
- "Conversely, advocates of Y suggest... They highlight [evidence]."
- Key Skill: Use reported speech verbs (claim, argue, highlight, contend)
- Your Reason: Chain argument ("If A, then B...")
- Counter: "Some may argue X, but this ignores Y..."
- Example: Framed with intro/conclusion ("Singapore’s congestion pricing demonstrates...")
- Clincher: Memorable phrase ("Urban mobility is more than asphalt vs. rail...")
- Summary: 1-line recap of both sides + your view
- Forward Look: Hope/prediction ("Future cities must prioritize...")
Writing Task 2 (Multi-task essay). Creating a way to balance the 2 tasks
In a task where you are required to deal with 2 tasks or questions,
Example
Give your opinion and alternatives
Explain the reasons and suggest ways to combat it
you need to ensure that a balance is reached in the tasks and realize that different language focuses are important.
Pre-Writing Tips
1. Introduction:
Example
Give your opinion and alternatives
Explain the reasons and suggest ways to combat it
you need to ensure that a balance is reached in the tasks and realize that different language focuses are important.
Pre-Writing Tips
1. Introduction:
- Hook: Start with a statistic/quote/universal truth ("Health experts worldwide grapple with...")
- Opinion: Clear stance on the debate ("While exercise matters, holistic health requires...")
- Preview: Signal you’ll address both parts ("This essay explores dietary debates and suggests mental health approaches")
- Reason: Brief claim ("Exercise alone cannot offset poor nutrition")
- Argumentation: Chain logic ("If people only exercise (A), they may overeat (B), negating calorie deficits (C)")
- Counter: "Gym advocates argue exercise boosts metabolism, but this ignores genetic factors"
- Suggestion: "Sleep hygiene is equally vital"
- Reason: "Poor sleep disrupts hunger hormones"
- Consequence: "If societies prioritized sleep (X), obesity rates might drop (Y), reducing healthcare costs (Z)"
- Clincher: "Health is a mosaic, not a single solution"
- Summary: 1-line recap + opinion reaffirmed
- Forward Look: "Future research should explore stress management’s role"
Reading Tips
Reading (General Module): Master structured skimming—a systematic approach to quickly extract paragraph gist and predict question locations.
Tip: Skim the passage first to get the main idea of each paragraph before diving into the questions. This helps you locate answers faster because you’ll know where key information is likely to be.
Follow these steps:
Step-by-Step Process:
Follow these steps:
Step-by-Step Process:
- Read the Title & First/Last Sentences
- The title ("The Evolution of Urban Green Infrastructure") signals the topic: urban green spaces + innovation.
- Read the first sentence of each paragraph (topic sentences) and glance at the last sentence (often conclusions or transitions).
- Example:
- Para A: "As metropolitan areas burgeon... prioritizing verdant spaces." → Main idea: Cities need green spaces for health/environment.
- Para B: "Among the most avant-garde solutions is vertical agriculture..." → Focus: High-tech farming solves food problems.
- **Highlight Keywords & Synonyms
- Underline repeated concepts (e.g., "sustainability," "technology," "challenges") and proper nouns (e.g., "Singapore," "Barcelona").
- Example in Para B:
- Keywords: vertical agriculture, food insecurity, hydroponics, Singapore → Tells you this paragraph covers high-tech farming’s role in food supply.
- Label Paragraphs Mentally
- Assign a 1-3 word summary to each paragraph (like a heading) to create a "mental map."
- Example:
- Para A: Benefits of urban greenery
- Para B: Vertical farming fixes food issues
- Para C: Challenges of green spaces
- Anticipate Questions
- Based on the mental map, predict where specific details might appear.
- Example: If a question asks "How does technology aid green spaces?", you’d zoom into Para D (AI irrigation).
Reading Tip (Academic & General) True/False/Not Given Questions: Focus on identifying claim vs. evidence
For T/F/NG questions, you are often playing a game with the test designer because the tester is trying to distinguish between a person who understand the text and those that just extract answers. Thus, you should have a step by step process for analysing keywords, locating and comparing statement to the text. This will help you to weigh the claim with the evidence.
Step-by-Step Process:
Step-by-Step Process:
- Analyze the Statement’s Keywords
- Underline nouns, verbs, and qualifiers (e.g., "all," "only," "some").
- Example Statement:
- "Vertical farming is the sole solution to food insecurity in cities."
- Keywords: vertical farming, sole solution, food insecurity, cities
- Locate the Relevant Paragraph
- Use your mental map from skimming (e.g., Para B discusses vertical farming + food insecurity).
- Scan for synonyms of the keywords:
- "Sole solution" → Does the passage say it’s the only way?
- "Food insecurity" → Look for "attenuate food insecurity" (Para B).
- Compare the Statement to the Text
- True: The passage explicitly agrees with the statement.
- False: The passage directly contradicts the statement.
- Not Given: The passage neither confirms nor denies the claim.
IELTS Reading (General & Academic) Tip for "Which Paragraph Contains..." Questions: Use the "Sudoku Elimination, Paragraph-First Elimination Method"
Tip: Use the " Use the "Sudoku Elimination, Paragraph-First Elimination Method"—read one paragraph at a time and match it to all possible statements before moving to the next paragraph. This prevents repetitive re-reading and reduces mental fatigue.
Step-by-Step Process:
Step-by-Step Process:
- Read Paragraph A First
- Skim for main ideas and key details (names, numbers, unique concepts).
- Scan all statements to see which ones could match this paragraph.
- Tentatively assign any possible matches (e.g., "Statement 1 could be A, Statement 3 might be A").
- Move to Paragraph B
- Repeat the process:
- Check if it better fits any statements previously assigned to A.
- Add new possible matches for statements not yet assigned.
- Example: If Statement 2 fits B better than A, update your notes.
- Repeat the process:
- Continue Through All Paragraphs (C, D, E, F)
- Each time a new paragraph offers a clearer match, overwrite previous guesses.
- If a statement fits multiple paragraphs, keep both options until later elimination.
- Finalize After All Paragraphs Are Checked
- Review any statements with multiple possible paragraphs and select the best match based on specificity.
- Be careful of traps where it appear there is more than one area of the selection topic
Reading (Academic) Tip for Fill-in-the-Blank (Cloze) Questions
Fill in the blank questions are probably the easiest types of questions but they must be done efficiently and are sometimes laced with tricks and traps to lure you to the wrong answer. For fill-in-the-blank questions, focus on grammatical fit (part of speech, tense) and contextual logic. Follow these steps:
To see how this is applied into a reading task question, as well as post-writing assessment and reflections click here
- Skim the cloze passage to understand the overall meaning.
- Identify keywords around each blank (e.g., verbs, prepositions, articles) to predict the missing word.
- Check the word box for synonyms or paraphrased versions of words from the original passage.
- Eliminate obviously wrong options first (e.g., wrong word form).
To see how this is applied into a reading task question, as well as post-writing assessment and reflections click here
Reading (General) Functional Passage Matching Headings to Paragraph Tip: Use Active Prediction + Keyword Synergy
This passage is usually very functional and so the important skill is assessing quickly the general topic of each paragraph. For "Which paragraph (A-F)?" questions, combine headings analysis with targeted hypothesis testing for maximum efficiency:
- Analyze Headings First (5 sec)
- Quickly read only the headings (A-F) to grasp the document’s structure.
- Example: Seeing "Refund Policy" (A) and "Delivery Options" (B) tells you:
- A = Returns, B = Shipping → Lets you predict where answers might live.
- For Each Statement, Form a Hypothesis
- Before scanning the text, ask:
- "Based on the headings, which paragraph(s) logically should contain this?"
- Example:
- Statement: "How to get a replacement for a lost voucher."
- Hypothesis: Likely under "Gift Cards" (E) or "Refund Policy" (A).
- Before scanning the text, ask:
- Target Scan with Keywords
- Only read the predicted paragraph(s) for:
- Exact keywords (e.g., "voucher")
- Synonyms (e.g., "lost" → "replaced if lost" in E)
- Only read the predicted paragraph(s) for:
- Confirm or Adjust Using Keyword Fallback
- If the hypothesis is wrong (e.g., "voucher" isn’t in A), check the next most likely heading.
- If stuck, use classic keyword scanning, but prioritize paragraphs from your hypothesis.
Listening Tips
IELTS Listening- Section 1 Tip: Use the 30-second prep time to anticipate
In section 1, test takers get 30 seconds to prepare. It is better to use this time to increase your anticipation readiness. What can you do quickly? Follow these guidelines
Pre-Listening Tip
Tip: Use the 30-second prep time to:
To see how this is applied into a listening dialogue (audio + transcript) and question, as well as post-writing assessment and reflections click here
Pre-Listening Tip
Tip: Use the 30-second prep time to:
- Underline anchor words (must be said in the audio) to track question progress.
- Circle synonyms (keywords that may be paraphrased).
- Predict grammar (e.g., noun/verb/number) to avoid wrong word forms.
- Note distractors (irrelevant details) to avoid traps.
To see how this is applied into a listening dialogue (audio + transcript) and question, as well as post-writing assessment and reflections click here
IELTS Listening – Section 2 tip. Focus on explicit emphasis—not just mentions.
Pre-Listening Tip (Advanced Strategy for Multi-Answer MCQs)
Tip: For "Choose 2/3/4 options" questions, focus on explicit emphasis—not just mentions. Follow these steps:
To see how this is applied into a listening monologue (audio + transcript) and question, as well as post-writing assessment and reflections click here
Tip: For "Choose 2/3/4 options" questions, focus on explicit emphasis—not just mentions. Follow these steps:
- Read the question first (e.g., "Which THREE items does the speaker stress as essential?").
- Underline keywords in ALL options (A-E)—IELTS loves "near-miss" distractors.
- Listen for:
- Numbered lists ("First... Second...") → Often signal correct answers.
- Repetition (If the speaker says it twice, it’s likely key).
- Tone shifts (Pauses, stress like "This is critical...").
- Beware "ghost options" (Logical but never stated, e.g., "speed limits").
- Note synonyms (e.g., "tread depth" = "tire condition").
To see how this is applied into a listening monologue (audio + transcript) and question, as well as post-writing assessment and reflections click here
IELTS Listening – Section 3 Pre-Listening Tip: Focusing on cutting through digressions and zooming listening in and out based on markers
Section 3 is typically a long dialogue and within it there is much to hear but really we only need to zoom in on select areas. The academic dialogues hide answers in digressions, corrections, and layered discussions. Use these strategies:
To see how this is applied into a listening dialogue (audio + transcript) and question, as well as post-writing assessment and reflections click here
- Map the discussion structure before listening (e.g., hypothesis → methods → results → revisions).
- Listen for hesitation cues ("Well... actually...") → Often precede key corrections.
- Flag "ghost options" – Plausible-sounding but never mentioned (e.g., "older age groups" in a youth study).
- Track speaker roles – The professor questions; the student defends/revises.
- Beware "echoes" – Speakers repeat incorrect ideas before rejecting them.
To see how this is applied into a listening dialogue (audio + transcript) and question, as well as post-writing assessment and reflections click here
Listening Section 4 Tip: Surviving the Monologue by Skimming the Gaps, Predicting & Listening for Signposts
Section 4 is a dense, uninterrupted talk—often with rapid-fire information. Often students take the attitude that you need to just survive the section 4 monologue. It is true that you are likely not to understand many parts of the talk but you can do well by focusing on an approach that avoids panic and getting lost
Use these survival tactics:*
Skim the gaps first – Note:
To see how this is applied into a listening monologue (audio + transcript) and question, as well as post-writing assessment and reflections click here
Use these survival tactics:*
Skim the gaps first – Note:
- Grammar clues (e.g., verb after "to"? → Infinitive).
- Category hints (e.g., "The ______ industry" → Needs a noun like "tourism").
- Listen for signpost phrases – Directs you to the next blank:
- "Now, turning to..."
- "The third factor is..."
- Beware of paraphrasing – The speaker may:
- Use synonyms (e.g., "employees" → "staff").
- Flip word order (e.g., "growth in Asia" → "Asian growth").
- Keep moving – If you miss one blank, jump to the next to avoid a chain reaction.
To see how this is applied into a listening monologue (audio + transcript) and question, as well as post-writing assessment and reflections click here
(for previous tips go to the TPS IELTS Blog
............................[more on this ] ...................................... [click to keep reading - this is continued on IELTS Blog along with other tips]