ielts insight notes

8/19/2019 IELTS Insight Notes

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The United Kingdom’s international organisation for cultural relations and educational opportunities.British Council (Singapore) Limited is incorporated in Singapore (UEN 201202363R) and registered as a charity.

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IELTS

Insight

Candidate’s Notes

These notes contain practice materials and advice for candidates taking the

IELTS exam. Lots more is available at

www.takeielts.org/

and

www.ieltspractice.com

http://www.takeielts.org/http://www.takeielts.org/http://www.ieltspractice.com/http://www.ieltspractice.com/http://www.ieltspractice.com/http://www.takeielts.org/


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SpeakingThe complete test lasts between 11 and 14 minutes

PART Nature of Interaction Timing

1 Introduction and interview

After introductions and identity check, theexaminer asks you questions about familiartopics.

4 – 5 minutes

2 Long turn

You receive a task card with a topic. You then

have 1 minute to prepare and make notes beforespeaking about the topic for 1 to 2 minutes.

3 – 4 minutes

3 Discussion

You and the examiner discuss more abstractaspects of the topic in Part 2.

4 – 5 minutes


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Now watch a video of a complete interview. Make notes about how the examiner introduceshim/herself, changes topic and indicates a move from one section to another.

What happens at the beginning of the interview?

What does the examiner say to introduce each part of the test.

• Part 1

• Part 2

• Part 3

What topics does he ask the candidate questions about in

part 1

• 1

• 2

• 3

parts 2 & 3?

What does he say at the beginning of each new topic in part 1?

• 1

• 2

• 3


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Writing

Task 1 – General Training

Task 1 is a letter in which you need to request or give information and/or explain a problem.

The minimum number of words is 150. Make sure you don’t write less than this – you willlose marks.

Don’t take more than 20 minutes.

Important points the examiner will be checking for:

• Correct tone – informal for friend; semi-formal / neutral if writing to an organisation• Clear purpose – why you are writing (I am writing to…….)• Fully addressed bullet points

Example

You should spend about 20 minutes on this task.

You live in a room in college which you share with another student. However,there are many problems with th is arrangement and you find it very diff icult towork.

Write a letter to the accommodation offi cer at the college. In the letter

· describe the situation.· explain your problems and why it is difficult to work· say what kind of accommodation you would prefer

Write at least 150 words.

You do NOT need to write any addresses.

Begin your letter as follows:

Dear Sir or Madam,


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A possible answer

Dear Sir or Madam

I currently reside in the college halls of residence and I am writing to request a change ofaccommodation.

At the moment I share with xxxxxxxx. Although he and I get on well as people, we have verydifferent sleeping and studying habits. He works best at night and often studies til 3 or 4am.Of course he has the light on and eats, both of which disturb my sleep. I, on the other handprefer to wake up at the break of dawn and study before going into college. After two weeksof this arrangement, I find that I am constantly tired as a result of not being able to sleep welland this in turn is adversely affecting my studies.

I feel that I would only be able to study well if I have a single room and do not have to share.Given these extenuating circumstances, I would be grateful if you could arrange this for me.

I apologise for any inconvenience that this will cause you and I look forward to hearing fromyou soon with some good news

Yours faithfully,

John Pears

( 182 words )


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Task 1 - Academic

In Task 1 you are asked to describe facts or figures presented in one or more charts, graphsor tables; or you may be given a diagram of a machine, a device or a process and asked toexplain how it works.

The minimum number of words is 150. Make sure you don’t write less than this – you willlose marks.

Don’t take more than 20 minutes.

Be careful about the period of time covered in the diagram (do you need past or presenttenses?).

Use a variety of structures (when presenting information it is easy to get repetitive in thephrases you use)

A Strategy

Here is a simple but effective approach

• Write one sentence which says what the graph(s) show(s) (but avoid repeating theexact words in the question).

• Explain in one or two sentences the overall trends/information shown. The examinerexpects to see this overview, if it is not there, you will lose marks.

• Write about specific examples for the remainder of the answer, highlighting the mainfeatures and look for opportunities to make comparisons and contrasts.

• DON’T explain every statistic/piece of information

• DON'T interpret the information or suggest reasons for it.

From your answer, a reader should be able to draw an approximation to the originaldiagram.

Look at the example on the next page


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Example

You should spend about 20 minutes on this task.

The chart below shows the number of men and women in further education inBritain in three periods and whether they were studying ful ltimeor part time.

Summarise the information by selecting and reporting the main features, andmake comparisons where relevant.

Write at least 150 words.

Use the following sample answer to reconstruct an approximation of the original. Notice that not allthe data is given, use the comparisons in the answer to fill in the gaps.


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Sample answer for Task 1, question 1

The diagram illustrates how many male and female full and part time students there were in

the UK in 1985, 1995 and 2005.

Overall, it is clear that there were always considerably more part time students than full timeand that, despite some fluctuation in the number of men taking part time courses, there wasa general upward trend in the total number of students.

In 1985, around 100,000 men were in full time education, whereas the figure was only half ofthat for women. In the following ten years, there was a surge in the number of female fulltime students and the figure exceeded that of men. In 2005, both figures were similar, havingincreased to approximately 200,000.

The number of men attending part time courses started around one million but dipped by just

under 20% in the subsequent decade, before rising slightly by 2005. On the other hand, thefigure for women was below 800,000 in 1985 but grew significantly over the next 20 years,finishing much higher than the level for men.


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How close was your graph to the original?

This is only one type of Task 1 question. You should look at other question types, in the

Cambridge IELTS books for example.


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Task 2 – General Training & Academic

The Task

In Task 2 you are given a point of view, an opinion or a situation to discuss

• The minimum number of words is 250. Make sure you don’t write less than this – youwill lose marks for under length answers.

• This question carries 66% of the marks for writing – if you score a lower score on theTask 2 answer, it will pull down your overall score, so make sure you 40 minutes on Task2.

What is the examiner looking for?

The examiner will be looking for an accurate, well-organised answer which shows asufficient range of ideas, vocabulary and sentence types. Your point of view should beclearly expressed and your ideas should be developed in a sensible way with supportingevidence. He/she is also looking for a complete answer to all parts of the question

A strategy

First

Read the question carefully so that you understand what the task requires. You need tomake sure you are answering the question relevantly and completely.

Then, before you start writing

Brainstorm ideas (this could be in the form of a mind-map or a simple list of pros and cons)and organise them into paragraphs. (about 5 minutes)

After that

Write your introduction, followed by your main paragraphs and conclusion. Make sure eachparagraph has a central topic which you develop. (25 to 30 minutes).

At the end

Check your answer, looking in particular at accuracy, spelling, punctuation and whether thecontent is relevant, clearly expressed and well organised (5 minutes).


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Listening

Format

IELTS Listening has four sections, each with 10 questions. Each question is worth one

mark and answers appear in order in the listening passage. During the test, time is givenfor you to read the questions and write down and check your answers. You write theanswers on the question paper as you listen. When the recording ends, you have tenminutes to transfer your answers onto an answer sheet.

This table provides a summary of IELTS Listening.

SECTION Topic Area

Input Main Skill Focus Numberof

Questions

1 Socialneeds Conversation with atransactionalpurpose e.g. findingout about travelservices

Listening for andnoting specificfactual information

10

2 Socialneeds

Monologue orpromptedmonologue with atransactionalpurpose e.g. giving

information about apublic event

Listening for andnoting specificfactual information

10

3 Educationandtraining

Discussion between2 – 4 people in anacademic context,e.g. tutorial orseminar

Following aconversation whichinvolves negotiationof meaning.Listening for specificinformation,attitudes, andspeakers' opinions

10

4 Educationandtraining

Monologue in anacademic contexte.g. lecture

Following anacademic argument.Listening for mainideas, specificinformation, attitudeand speaker'sopinion

10

You hear the recording once only and there will be a range of accents (British,

Australian, New Zealand and North American).

Now practise with two of the sections from a listening test.

Make sure you listen to the introduction carefully as it explains the situation.


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ReadingThe reading tests for Academic and General Training versions are differentalthough both last for 60 minutes.

General Training Academic

Format Three sections of increasing difficultyand 40 questions.

Section 1 has 14 questions about 2 ormore short texts such asadvertisements. These are taken fromnotices, advertisements, timetables,publicity material and similar sources.

Section 2 has 13 questions, usuallyabout 2 texts. These are taken from

company handbooks, contracts,workplace notices, office memos,guidelines for employees and similarsources.

Section 3 has 13 questions about 1long text taken from newspapers,magazines or journal articles, fictionalor non-fictional book extracts andsimilar sources.

Three passages and 40 questions.The number of questions for eachpassage varies.

The passages are based on authentictexts from magazines, journals, booksand newspapers. Passages may alsocontain diagrams, graphs, illustrationsetc. The passages are written in avariety of styles, for example narrative,descriptive ordiscursive/argumentative. At least one

of the passages will contain detailedargument.

The total word count for the threepassages is between 2000 and 2750.

Question types Type 1 Multiple Choice

Type 2 Multiple Matching

Type 3 Short-answer Questions

Type 4 Sentence Completion

Type 5 Notes/Table/Diagram/ Flow-chart Completion

Type 6 Summary Completion

Type 7 Choosing Headings forParagraphs or Sections of a Text

Type 8 Locating Information

Type 9 Identification of Writer’sViews, Claims or Information in theText

Type 10 ClassificationType 11 Matching

Type 1 Multiple Choice

Type 2 Short-answer Questions

Type 3 Sentence Completion

Type 4 Notes, Summary orTable/Flow-chart Completion

Type 5 Labelling a Diagram

Type 6 Choosing Headings forParagraphs or Sections of a Text

Type 7 Locating Information

Type 8 Identification of Writer’sViews/Claims or of Information in aText

Type 9 Classification

Type 10 Matching

General Training candidates need to do section 1 quite quickly. This gives you additional

time for the more difficult section 3.

On the next pages are some practice materials for both types of exam.


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Section 1 - General Training

A

B


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Questions 1 – 4

There are six job advertisements A – F on the previous page.

Answer the questions below by writing the letters of the appropriateadvertisements.

Example

Which job is in a travel agent’s? D

1) Which job is in a hotel?

2) Which job is for someone to look after a child?

3) Which TWO advertisements are for waiters?

4) Which TWO jobs would particularly like a German speaker?


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Questions 11 – 14

Read the following notice.

Using NO MORE THAN THREE WORDS from the passage answer thequestions below.

Fire Notice

In the event of fire, the ALARM will ring. On hearing the fire alarm, all those in the WestWing should evacuate the building by staircase J. Rooms 1 to 199 are in the West Wing. All others should use staircase A. The assembly area for occupants of the West Wing isthe staff car park at the rear of the building. All others assemble in the front courtyard.

Evacuate the building even if the alarm stops.

If you discover a fire, shout “FIRE” and operate the nearest fire alarm. Attack the fire withan extinguisher but do not take any risks. Inform reception by dialling 3333.

Example

Where is room 1? The West Wing

11) You are in room 101. Which staircase should you use to evacuate thebuilding?

12) You are in room 201. Where should you wait outside after evacuating thebuilding?

13) What should you do if the alarm stops?

14) Who should you contact if you discover a fire?


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SECTION 2 – General Training

Questions 15 – 27

Read the text below and answer Questions 15-20.

Advice for Employees

Safe computer use

Most people suffer no ill-effects from using VDUs (Visual Display Units) as they

don’t give out harmful levels of radiation and rarely cause any kind of skincomplaint. If you do suffer ill-effects, it may be because of the way you’re usingthe computer and this can be avoided by well-designed workstations. Whenworking at a VDU, make sure you keep a good posture and that your eyes arelevel with the screen.

Under health and safety regulations your employer should look at VDUworkstations, and reduce any risks by supplying any equipment considerednecessary (e.g. a wrist rest). They should also provide health and safety training.This also applies if you’re working at home as an employee and using a VDU fora long period of time. There is no legal limit to how long you should work at a

VDU, but under health and safety regulations you have the right to breaks fromwork using a VDU. This doesn’t have to be a rest break, just a different type ofwork. Guidance from the Health and Safety Executive (HSE) suggests it’s betterto take frequent short breaks but if your job means spending long periods at aVDU, for example as in the case of data input, then longer breaks from yourworkstation should be introduced.

If you’re disabled, your employer's duty to make reasonable adjustments for youmay mean that they will provide you with special computer equipment. You canalso get advice and maybe help with paying for equipment from the local jobcentre.

Studies haven’t shown a link between VDU use and damage to eyesight, but ifyou feel that using a VDU screen is making your eyes tired, tell your employeesafety representative. You have the right to a free eyesight test if you use a VDUa lot during work hours. If you’re prescribed glasses your company must pay forthem, provided they’re required in your job.

If you have any health problems you think may be caused by your VDU, contactyour line manager. He/she has a duty to consult you on health and safety issuesthat affect you, and should welcome early reporting of any issue.


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Questions 15 – 20

Complete the sentences below.

Choose NO MORE THAN THREE WORDS from the text for each answer.

Write your answers in boxes 15-20 on your answer sheet.

15 It is unusual to get a ………… as a result of using computers.

16 Employers may be required to provide you with items such as a ………… to usewhile at work.

17 If your job involves tasks such as ………… , the advice from the HSE may notapply.

18 Financial assistance in the case of special requirements may be available fromthe ………….

19 The company is obliged to cover the cost of ………… if you need them whileworking.

20 Any concerns about the effect of using a VDU on your general well-being shouldbe reported to ………… .


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Read the text below and answer Questions 21-27.

Careers with Kiwi Air

Flight Attendants – Recruitment and Training Process

Recruitment

The position of Flight Attendant is one of prestige and immense responsibility.Recruitment is conducted according to operational demands and there can beperiods of up to 12 months where no new intake is required. However, applicationsare always welcomed.

After you submit your initial application online, the Kiwi Air HR Services Team reviewthe details you have provided. Candidates whose details closely match therequirements of the position are then contacted via email advising that theirapplication has progressed to the next stage of the recruitment process. Potentialcandidates are then asked to attend a Walk-In Day. This could occur several weeksor months after the original application has been submitted depending on currentneeds.

The Walk-In Day consists of a brief presentation about the role and a short interview.Candidates who are successful on the Walk-In Day are notified within 10 days and

invited to attend an Assessment Centre. Please note that candidates are required topass a swimming test before attending the Assessment Centre. At the AssessmentCentre, candidates attend an interview as well as participating in a number ofassessments. Verbal references are then requested, and candidates attend amedical check.

At times, there may not be a need to recruit for Flight Attendant positions. However,the company continuously maintains a ‘recruitment pool’ of those who havecompleted the Assessment Centre stage. These candidates are contacted when aneed for Flight Attendants is established, and attend a full interview before a decisionis made on whether to extend an offer of employment.

Due to the volume of applications received, Kiwi Air is not able to offer verbalfeedback to candidates at any stage of the recruitment process. Unsuccessfulcandidates may reapply at any time after 12 months from the date at which theirapplications are declined.

Training

Upon being offered a role as a trainee Flight Attendant, a 5-week training course isundertaken at our Inflight Services Training Centre in Auckland. This coversemergency procedures, customer care and service delivery, and equipmentknowledge. To successfully complete the course, high standards must be attained

and maintained in all subjects.


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Questions 21 – 27

Complete the flowchart below.

Choose NO MORE THAN TWO WORDS from the text for each answer.

Write your answers in boxes 21 -27 on your answer sheet.

Flight attendants of Kiwi Air – Recruitment and Training Process


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Section 3

You should spend about 20 minutes on Questions 28—40 which are based on thefollowing passage.

The Rollfi lm Revolution

The introduction of the dry plate process brought with it many advantages. Not onlywas it much more convenient, so that the photographer no longer needed toprepare his material in advance, but its so much greater sensitivity made possible anew generation of cameras. Instantaneous exposures had been poss ible before,but only with some difficulty and with special equipment and conditions . Now,exposures shor t enough to permit the camera to be held in the hand were easilyachieved. As well as fitting shutters and viewfinders to their conventional standcameras, manufacturers began to construct smaller cameras intended specificallyfor hand use.

One of the first designs to be published was Thomas Bolas’s ‘Detective’ camera of 1881.Externally a plain box, quite unlike the folding bellows camera typical of the period, it couldbe used unobtrusively. The name caught on and, for the next decade or so, almost allhand cameras were called ‘Detectives’. Many of the new designs in the 1880s were formagazine cameras, in which a number of dry plates could be pre-loaded and changedone after another following exposure. Although much more convenient than stand

cameras, still used by most serious workers, magazine plate cameras were heavy, andrequired access to a darkroom for loading and processing the plates. This was allchanged by a young American bank clerk turned photographic manufacturer, GeorgeEastman, from Rochester, New York.

Eastman had begun to manufacture gelatine dry plates in 1880, being one of the first todo so in America. He soon looked for ways of simplifying photography, believing thatmany people were put off by the compilation and messiness. His first step was to develop,with the camera manufacturer William H. Walker, a holder for a long roll of paper negative‘film’. This could be fitted to a standard plate camera and up to forty-eight exposuresmade before reloading. The combined weight of the paper roll and the holder was far lessthan the same number of glass plates in their light-tight wooden holders. Although roll-

holders had been made as early as the 1850s, none had been very successful because ofthe limitations of the photographic materials then available. Eastman’s rollable paper filmwas sensitive and gave negatives of good quality; the Eastman-Walker roll-holder was agreat success.

The next step was to combine the roll-holder with a small hand camera; Eastman’s firstdesign was patented with an employee, F.M. Cossitt, in 1886. It was not a success. Onlyfifty Eastman detective cameras were made, and they were sold as a lot to a dealer in1887; the cost was too high and the design too complicated. Eastman set aboutdeveloping a new model, which was launched in June 1888. It was a small box, containinga roll of paper-based stripping film sufficient for 100 circular exposures 6 cm in diameter.Its operation was simple: set the shutter by pulling a wire string; aim the camera using the


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V line impression in the camera top; press the release button to activate the exposure;and turn a special key to wind on the film. A hundred exposures had to be made, so it wasimportant to record each picture in the memorandum book provided, since there was no

exposure counter. Eastman gave his camera the invented name ‘Kodak’ – which waseasily pronounceable in most languages, and had two Ks which Eastman felt was a firmuncompromising kind of letter.

The importance of Eastman’s new roll-film camera was not that it was the first. There hadbeen several earlier cameras, notably the Stirn ‘America’, first demonstrated in the springof 1887 and on sale from early 1888. This also used a roll of negative paper, and hadsuch refinements as a reflecting viewfinder and an ingenious exposure marker. The realsignificance of the first Kodak camera was that it was backed up by a developing andprinting service. Hitherto, virtually all photographers developed and printed their ownpictures. This required the facilities of a darkroom and the time and inclination to handlethe necessary chemicals, make the prints and so on. Eastman recognised that not

everyone had the resources or the desire to do this. When a customer had made ahundred exposures in the Kodak camera, he sent it to Eastman’s factory in Rochester (orlater in Harrow in England) where the film was unloaded, processed and printed, thecamera reloaded and returned to the owner. “You Press the Button, We Do the Rest” ranEastman’s classic marketing slogan; photography had been brought to everyone.Everyone, that is, who could afford $25 or five guineas for the camera and $10 or twoguineas for the developing and printing. A guinea ($5) was a week’s wages for many atthe time, so this simple camera cost the equivalent of hundreds of dollars today.

In 1889 an improved model with a new shutter design was introduced, and it was calledthe No.2 Kodak camera. The paper-based stripping film was complicated to manipulate,since the processed negative image had to be stripped from the paper base for printing. At the end of 1889 Eastwood launched a new roll film on a celluloid base. Clear, tough,transparent and flexible, the new film not only made the roll-film camera fully practical, butprovided the raw material for the introduction of cinematography a few years later. Otherlarger models were introduced, including several folding versions, one of which tookpictures 21.6cm x 16.5cm in size. Other manufacturers in America and Europe introducedcameras to take the Kodak roll-films, and other firms began to offer developing andprinting services for the benefit of the new breed of photographers.

By September 1889, over 5 000 Kodak cameras had been sold in the USA, and thecompany was daily printing 6-7 000 negatives for processing: 900 Kodak users returnedtheir cameras for processing and reloading in the week after the New York centennial

celebration.


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Questions 28—31

Do the following statements agree with the views of the writer in Reading Passage 2?

In boxes 28—31 on your answer sheet write

YES if the statement agrees with the writerNO if the statement does not agree with the writerNOT GIVEN if there is no information about this in the passage

28. Before the dry plate process short exposures could not be achieved.29. Stirn’s ‘America’ camera lacked Kodak’s developing service.30. The first Kodak film cost the equivalent of a week’s wages to develop.31. Some of Eastman’s 1891 range of cameras could be loaded in daylight.

Questions 32—36

Complete the diagram below. Choose NO MORE THAN THREE WORDS from thepassage for each answer.

Shutter


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Questions 37—40

Complete the table below. Choose NO MORE THAN THREE WORDS from the passage

for each answer.

Write your answers in boxes 37—40 on your answer sheet.

Year Developments Name of person/people

1880 Manufacture of gelatine dry plates(37)…………………

1881 Release of ‘Detective’ camera Thomas Bolas

(38)………… The roll-holder combined with

(39)……………………

Eastman and F.M. Cossitt

1889 Introduction of model with

(40)…………………...

Eastman


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The United Kingdom’s international organisation for cultural relations and educational opportunities

General Training

Section 1

1) A

2) E

3) A AND F

4) B AND E

11) staircase J

12) front courtyard

13) evacuate the building

14) reception

Section 2

15) skin complaint

16) wrist rest

17) data input

18) (local) job centre

19) (your) glasses

20) your line manager

21) (initial) application(s)

22) Walk-In Day

23) swimming test

24) verbal references

25) recruitment pool

26) full interview27)emergency

Academic and General Training

Passage 3

28) NO29) YES30) NO

31) NOT GIVEN32) Wind on film33) Wire string34) Set (the) shutter35) Memorandum book36) Record each picture/exposure37) (George) Eastman38) 188639) (small) hand camera40) new shutter (design)

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