The language is spoken differently by individuals from Australia, America, UK, or Europe. One of the factors you need to consider is to follow one accent throughout the exam; if you start IELTS listening Australian accent. Get started. Spend valuable time conversing with friends and family. Enhance vocabulary skills alongside pronouncing Describe something that was broken in your home and then repaired Link: You should say: - What it is - How it was broken - How you got it repaired And how you felt about it. 02:22. February 16, 2022. 4. The four parts of this practice Listening test are presented over four separate web pages. Make sure you move swiftly from one page to the next so that your practice is as realistic as possible. Download the question paper and blank answer sheet before you start, and write your answers on the question paper while you are listening. Use a pencil. Although teacher education programs spend very little time on the development of listening skills, So first things first, you don't have to approach the whole thing from this perspective. 2. LearnEnglish Podcasts. and It is the best IELTS listening app for android. The British council invented this app. (Update 2022) Time Perspectives | IELTS Listening Part 4 Free IELTS Listening Part 4 No Comments Questions Questions 31—35 Questions 36—40 Answers Questions Time Perspectives Questions 31—35 Write one word only for each answer. Time Perspectives Questions 36—40 36. We are all present hedonists A at school. B at birth. C while eating and drinking. Giving Yourself to God "And this they did, not as we hoped, but first gave their own selves to the Lord" (2Co_8:5). This seems the natural result of the preceding theme: "Putting God First.". 1. God owns all things. 2. All things come from God.3. We and all that we have belong to God.The Bible says that we are God's "stewards." A steward is one who manages the money or property belonging to HWmM3E. Today, I’m going to be talking about time. Specifically I’ll be looking at how people think about time, and how these time perspectives structure our lives. According to social psychologists, there are six ways of thinking about time, which are called personal time zones. The first two are based in the past. Past positive thinkers spend most of their time in a state of nostalgia, fondly remembering moments such as birthdays, marriages and important achievements in their life. These are the kinds of people who keep family records, books and photo albums. People living in the past negative Q31 time zone are also absorbed by earlier times, but they focus on all the bad things – regrets, failures, poor decisions. They spend a lot of time thinking about how life could have been. Then, we have people who live in the present. Present hedonists are driven by pleasure Q32 and immediate sensation. Their life motto is to have a good time and avoid pain. Present fatalists live in the moment too, but they believe this moment is the product of circumstances entirely beyond their control; it’s their fate. Whether it’s poverty Q33, religion or society itself, something stops these people from believing they can play a role in changing their outcomes in life. Life simply “is” and that’s that. Looking at the future time zone, we can see that people classified as future active Q34 are the planners and go-getters. They work rather than play and resist temptation. Decisions are made based on potential consequences, not on the experience itself. A second future-orientated perspective, future fatalistic, is driven by the certainty of life after death and some kind of a judgement day when they will be assessed on how virtuously they have lived and what success Q35they have had in their lives. Okay, let’s move on. You might ask “how do these time zones affect our lives?” Well, let’s start at the beginning. Everyone is brought into this world as a present hedonist. Q36 No exceptions. Our initial needs and demands – to be warm, secure, fed and watered – all stem from the present moment. But things change when we enter formal education – we’re taught to stop existing in the moment and to begin thinking about future outcomes. But, did you know that every nine seconds a child in the USA drops out of school? For boys, the rate is much higher than for girls. We could easily say “Ah, well, boys just aren’t as bright as girls” but the evidence doesn’t support this. A recent study states that boys in America, by the age of twenty one, have spent 10,000 hours playing video games. The research suggests that they’ll never fit in the traditional classroom because these boys require a situation where they have the ability to manage their own learning environment. Q37 Now, let’s look at the way we do prevention education. All prevention education is aimed at a future time zone. We say “don’t smoke or you’ll get cancer”, “get good grades or you won’t get a good job”. But with present-orientated kids that just doesn’t work. Although they understand the potentially negative consequences of their actions, they persist with the behaviour Q38 because they’re not living for the future; they’re in the moment right now. We can’t use logic and it’s no use reminding them of potential fall-out from their decisions or previous errors of judgment – we’ve got to get in their minds just as they’re about to make a choice. Time perspectives make a big difference in how we value and use our time. When Americans are asked how busy they are, the vast majority report being busier than ever before. They admit to sacrificing their relationships, personal time and a good night’s sleep for their success. Twenty years ago, 60% of Americans had sitdown dinners with their families, and now only 20% do. But when they’re asked what they would do with an eight-day week, they say “Oh that’d be great”. They would spend that time labouring away to achieve more. Q39They’re constantly trying to get ahead, to get toward a future point of happiness. So, it’s really important to be aware of how other people think about time. We tend to think “Oh, that person’s really irresponsible” or “That guy’s power hungry” but often what we’re looking at is not fundamental differences of personality, but really just different ways of thinking about time. Seeing these conflicts as differences in time perspective, rather than distinctions of character, can facilitate more effective cooperation between people Q40 and get the most out of each person’s individual strengths. There are two types of IELTS Academic and General Training. IELTS Academic can be taken in a test centre on paper or on computer, and can now also be taken online from home or another private location that has a stable internet connection. IELTS General Training can only be taken in a test centre on paper or on computer. For Academic and General Training you take the same Listening and Speaking tests but different Reading and Writing tests. Make sure you prepare for the correct test type. The Listening, Reading and Writing sections of all IELTS tests are completed on the same day, with no breaks in between them. The Speaking test, however, may be scheduled up to a week before or after the other tests. If you booked IELTS Online, your Speaking test will usually take place before your other tests. The total test time is 2 hours and 45 minutes. IELTS official practice test Know where you stand before you take your test with an official IELTS practice test. IELTS Progress Check is an official online-marked practice test. The test will give you an indication of your overall band score and individual band scores for each section. It will provide feedback on areas to improve. Book your official practice test today. Selected Listening Academic Reading General Training Reading Academic Writing General Training Writing Speaking Test format – Listening 30 minutes You will listen to four recordings of native English speakers and then write your answers to a series of questions. Recording 1 – a conversation between two people set in an everyday social context. Recording 2 – a monologue set in an everyday social context, a speech about local facilities. Recording 3 – a conversation between up to four people set in an educational or training context, a university tutor and a student discussing an assignment. Recording 4 – a monologue on an academic subject, a university lecture. Assessors will be looking for evidence of your ability to understand the main ideas and detailed factual information, the opinions and attitudes of speakers, the purpose of an utterance and evidence of your ability to follow the development of Listening description Paper format There are four parts with ten questions each. The questions are designed so that the answers appear in the order they are heard in the audio. The first two parts deal with situations set in everyday social contexts. In Part 1, there is a conversation between two speakers for example, a conversation about travel arrangements, and in Part 2, there is a monologue in for example, a speech about local facilities. The final two parts deal with situations set in educational and training contexts. In Part 3, there is a conversation between two main speakers for example, two university students in discussion, perhaps guided by a tutor, and in Part 4, there is a monologue on an academic subject. The recordings are heard only once. They include a range of accents, including British, Australian, New Zealand, American and Canadian. Timing Approximately 30 minutes plus 10 minutes transfer time. No. of questions 40 Task types A variety of question types are used, chosen from the following multiple choice, matching, plan/map/diagram labelling, form/note/table/flow-chart/summary completion, sentence completion. Answering Test takers write their answers on the question paper as they listen and at the end of the test are given 10 minutes to transfer their answers to an answer sheet. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised. Marks Each question is worth 1 mark. IELTS Listening in detail A detailed look at the paper with links to related resources. Task type 1 – Multiple choice Task type and format In multiple choice tasks, there is a question followed by three possible answers, or the beginning of a sentence followed by three possible ways to complete the sentence. Test takers are required to choose the one correct answer - A, B or C. Sometimes, test takers are given a longer list of possible answers and told that they have to choose more than one. In this case, they should read the question carefully to check how many answers are required. Task focus Multiple choice questions are used to test a wide range of skills. The test taker may be required to have a detailed understanding of specific points or an overall understanding of the main points of the listening text. No. of questions Variable Task type 2 – Matching Task type and format Test takers are required to match a numbered list of items from the listening text to a set of options on the question paper. The set of options may be criteria of some kind. Task focus Matching assesses the skill of listening for detail and whether a test taker can understand information given in a conversation on an everyday topic, such as the different types of hotel or guest house accommodation. It also assesses the ability to follow a conversation between two people. It may also be used to assess test takers’ ability to recognise relationships and connections between facts in the listening text. No. of questions Variable Task type 3 – Plan, map, diagram labelling Task type and format Test takers are required to complete labels on a plan eg of a building, map eg of part of a town or diagram of a piece of equipment. The answers are usually selected from a list on the question paper. Task focus This type of task assesses the ability to understand, for example, a description of a place, and to relate this to a visual representation. This may include being able to follow language expressing spatial relationships and directions straight on/through the far door. No. of questions Variable Task type 4 – Form, note, table, flow-chart, summary completion Task type and format Test takers are required to fill in the gaps in an outline of part or of all of the listening text. The outline will focus on the main ideas/facts in the text. It may be 1. a form often used to record factual details such as names 2. a set of notes used to summarise any type of information using the layout to show how different items relate to one another 3. a table used as a way of summarising information which relates to clear categories – place/time/price, 4. a flow-chart used to summarise a process which has clear stages, with the direction of the process shown by arrows. Test takers may have to select their answers from a list on the question paper or identify the missing words from the recording, keeping to the word limit stated in the instructions. Test takers do not have to change the words from the recording in any way. Test takers should read the instructions very carefully as the number of words or numbers they should use to fill the gaps will vary. A word limit is given, for example, NO MORE THAN TWO WORDS AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words, and test takers should check this word limit carefully for each task. Contracted words will not be tested. Hyphenated words count as single words. Task focus This focuses on the main points which a listener would naturally record in this type of situation. No. of questions Variable Task type 5 – Sentence completion Task type and format Test takers are required to read a set of sentences summarising key information from all the listening text or from one part of it. They then fill a gap in each sentence using information from the listening text. A word limit is given, for example, NO MORE THAN ONE WORD AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words. Test takers should check this word limit carefully for each task the limit is either ONE, TWO or THREE words. Contracted words will not be tested. Hyphenated words count as single words. Task focus Sentence completion focuses on the ability to identify the key information in a listening text. Test takers have to understand functional relationships such as cause and effect. No. of questions Variable Task type 6 – Short-answer questions Task type and format Test takers are required to read a question and then write a short answer using information from the listening text. A word limit is given, for example, NO MORE THAN THREE WORDS AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words. Test takers should check this word limit carefully for each task. Contracted words will not be tested. Hyphenated words count as single words. Sometimes test takers are given a question which asks them to list two or three points. Task focus Sentence completion focuses on the ability to listen for concrete facts, such as places, prices or times, within the listening text. No. of questions Variable IELTS Listening – how it's marked The Listening test is marked by certificated markers, who are regularly monitored to ensure their reliability. All answer sheets, after being marked, are further analysed by Cambridge English. Band score conversion A Band Score conversion table is produced for each version of the Listening test which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands. One mark is awarded for each correct answer in the 40-item test. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised. Test format – Reading 60 minutes The Reading section consists of 40 questions, designed to test a wide range of reading skills. These include reading for gist, reading for main ideas, reading for detail, skimming, understanding logical argument and recognising writers' opinions, attitudes and purpose. IELTS Academic test - this includes three long texts which range from the descriptive and factual to the discursive and analytical. These are taken from books, journals, magazines and newspapers. They have been selected for a non-specialist audience but are appropriate for people entering university courses or seeking professional Academic Reading description Paper format Three reading passages with a variety of questions using a number of task types. Timing 60 minutes No. of questions 40 Task types A variety of question types are used, chosen from the following; multiple choice, identifying information, identifying the writer’s views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion and short-answer questions. Sources Texts are taken from books, journals, magazines and newspapers, and have been written for a non-specialist audience. All the topics are of general interest. They deal with issues which are interesting, recognisably appropriate and accessible to test takers entering undergraduate or postgraduate courses or seeking professional registration. The passages may be written in a variety of styles, for example narrative, descriptive or discursive/argumentative. At least one text contains detailed logical argument. Texts may contain non-verbal materials such as diagrams, graphs or illustrations. If texts contain technical terms a simple glossary is provided. Answering Test takers are required to transfer their answers to an answer sheet during the time allowed for the test. No extra time is allowed for transfer. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised. Marks Each question is worth 1 mark. IELTS Academic Reading in detail A detailed look at the paper with links to related resources. Task type 1 – Multiple choice Task type and format Test takers are required to choose the best answer from four alternatives A, B, C or D, or the best two answers from five alternatives A, B, C, D or E, or the best three answers from seven alternatives A, B, C, D, E, F or G. Test takers write the letter of the answer they have chosen on the answer sheet. The questions may involve completing a sentence, where they are given the first part of a sentence and then choose the best way to complete it from the options, or could involve complete questions; with the test takers choosing the option which best answers them. The questions are in the same order as the information in the text that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text. Task focus Multiple choice tests a wide range of reading skills, including detailed understanding of specific points or an overall understanding of the main points of the text. No. of questions Variable Task type 2 – Identifying information Task type and format Test takers will be given a number of statements and asked Do the following statements agree with the information in the text?’ They are then required to write true’, false’ or not given’ in the boxes on their answer sheets. It is important to understand the difference between 'false' and 'not given'. 'False' means that the passage states the opposite of the statement in question; 'not given' means that the statement is neither confirmed nor contradicted by the information in the passage. Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers. Task focus Identifying information assesses the test takers’ ability to recognise particular points of information conveyed in the text. It can thus be used with more factual texts. No. of questions Variable Task type 3 – Identifying writer’s views/claims Task type and format Test takers will be given a number of statements and asked Do the following statements agree with the views/claims of the writer?’ They are required to write yes’, no’ or not given’ in the boxes on their answer sheet. It is important to understand the difference between 'no' and 'not given'. 'No' means that the views or claims of the writer explicitly disagree with the statement, the writer somewhere expresses the view or makes a claim which is opposite to the one given in the question; 'not given' means that the view or claim is neither confirmed nor contradicted. Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers. Task focus This type of task assesses the test takers’ ability to recognise opinions or ideas, and so it is often used with discursive or argumentative texts. No. of questions Variable Task type 4 – Matching information Task type and format Test takers are required to locate specific information within the lettered paragraphs/sections of a text, and to write the letters of the correct paragraphs/sections in the boxes on their answer sheet. They may be asked to find specific details, an example, a reason, a description, a comparison, a summary, an explanation. They will not necessarily need to find information in every paragraph/section of the text, but there may be more than one piece of information that test takers need to locate in a given paragraph/section. When this is the case, they will be told that they can use any letter more than once. This type of task can be used with any text as it tests a wide range of reading skills, from locating detail to recognising a summary or definition. Task focus Matching information assesses the test takers’ ability to scan for specific information. Unlike task type 5, Matching headings, it is concerned with specific information rather than with the main idea. No. of questions Variable Task type 5 – Matching headings Task type and format Test takers are given a list of headings, usually identified with lower-case Roman numerals i, ii, iii, etc,. A heading will refer to the main idea of the paragraph or section of the text. Test takers must match the heading to the correct paragraphs or sections, which are marked alphabetically. Test takers write the appropriate Roman numerals in the boxes on their answer sheets. There will always be more headings than there are paragraphs or sections, so that some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example for test takers. This task type is used with texts that contain paragraphs or sections with clearly defined themes. Task focus Matching headers tests the test takers’ ability to recognise the main idea or theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting ones. No. of questions Variable Task type 6 – Matching features Task type and format Test takers are required to match a set of statements or pieces of information to a list of options. The options are a group of features from the text, and are identified by letters. Test takers may, for example, be required to match different research findings to a list of researchers, or characteristics to age groups, events to historical periods, etc. It is possible that some options will not be used, and that others may be used more than once. The instructions will inform test takers if options may be used more than once. Task focus Matching features assesses the test takers’ ability to recognise relationships and connections between facts in the text and their ability to recognise opinions and theories. It may be used both with factual information, as well as opinion-based discursive texts. Test takers need to be able to skim and scan the text in order to locate the required information and to read for detail. No. of questions Variable Task type 7 – Matching sentence endings Task type and format Test takers are given the first half of a sentence based on the text and asked to choose the best way to complete it from a list of possible options. They will have more options to choose from than there are questions. Test takers must write the letter they have chosen on the answer sheet. The questions are in the same order as the information in the passage that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text. Task focus Matching sentence endings assesses the test takers’ ability to understand the main ideas within a sentence. No. of questions Variable Task type 8 – Sentence completion Task type and format Test takers complete sentences in a given number of words taken from the text. They must write their answers on the answer sheet. The instructions will make it clear how many words/numbers test takers should use in their answers, NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ONE WORD ONLY’ or NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The questions are in the same order as the information in the passage that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text. Task focus Matching sentence endings assesses the test takers’ ability to locate detail/specific information. No. of questions Variable Task type 9 – Summary, note, table, flow-chart completion Task type and format Test takers are given a summary of a section of the text, and are required to complete it with information drawn from the text. The summary will usually be of only one part of the passage rather than the whole. The given information may be in the form of several connected sentences of text referred to as a summary, several notes referred to as notes, a table with some of its cells empty or partially empty referred to as a table, a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty referred to as a flow-chart. The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text. There are two variations of this task type. Test takers may be asked either to select words from the text or to select from a list of answers. Where words have to be selected from the passage, the instructions will make it clear how many words/numbers test takers should use in their answers, NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ONE WORD ONLY’ or NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. Where a list of answers is provided, they most frequently consist of a single word. Because this task type often relates to precise factual information, it is often used with descriptive texts. Task focus Summarising assesses the test takers’ ability to understand details and/or the main ideas of a section of text. In the variations involving a summary or notes, test takers need to be aware of the type of words that will fit into a given gap for example, whether a noun is needed, or a verb, etc.. No. of questions Variable Task type 10 – Diagram label completion Task type and format Test takers are required to complete labels on a diagram, which relates to a description contained in the text. The instructions will make it clear how many words/numbers test takers should use in their answers, NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ONE WORD ONLY’ or NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The answers do not necessarily occur in order in the passage. However, they will usually come from one section rather than the entire text. The diagram may be of some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts. Task focus Diagram label completion assesses the test takers’ ability to understand a detailed description, and to relate it to information presented in the form of a diagram. No. of questions Variable Task type 11 – Short-answer questions Task type and format Test takers answer questions, which usually relate to factual information about details in the text. This is most likely to be used with a text that contains a lot of factual information and detail. Test takers must write their answers in words or numbers on the answer sheet. Test takers must write their answers using words from the text. The instructions will make it clear how many words/numbers test takers should use in their answers, NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ONE WORD ONLY’ or NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. The questions are in the same order as the information in the text. Task focus Short answer questions assess the test takers’ ability to locate and understand precise information in the text. No. of questions Variable IELTS Academic Reading – how it's marked The Academic Reading test is marked by certificated markers, who are regularly monitored to ensure reliability. All answer sheets, after being marked, are further analysed by Cambridge English. Band score conversion A Band Score conversion table is produced for each version of the Academic Reading test, which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands. Test format – Reading 60 minutes The Reading section consists of 40 questions, designed to test a wide range of reading skills. These include reading for gist, reading for main ideas, reading for detail, skimming, understanding logical argument and recognising writers' opinions, attitudes and purpose. IELTS General Training test - this includes extracts from books, magazines, newspapers, notices, advertisements, company handbooks and guidelines. These are materials you are likely to encounter on a daily basis in an English-speaking General Training Reading description Paper format There are three sections. Section 1 may contain two or three short texts or several shorter texts. Section 2 comprises two texts. In Section 3, there is one long text. Timing 60 minutes No. of questions 40 Task types A variety of question types are used, chosen from the following multiple choice, identifying information, identifying writer’s views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion, short-answer questions. Sources The first section, social survival’, contains texts relevant to basic linguistic survival in English with tasks mainly about retrieving and providing general factual information, for example, notices, advertisements and timetables. The second section, Workplace survival’, focuses on the workplace context, for example, job descriptions, contracts and staff development and training materials. The third section, general reading’, involves reading more extended prose with a more complex structure. Here, the emphasis is on descriptive and instructive rather than argumentative texts, in a general context relevant to the wide range of test takers involved, for example, newspapers, magazines and fictional and non-fictional book extracts. Answering Test takers are required to transfer their answers to an answer sheet during the time allowed for the test. No extra time is allowed for transfer. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised. Marks Each question is worth 1 mark. IELTS General Training Reading in detail A detailed look at the paper with links to related resources. Task type 1 – Multiple choice Task type and format In this task type, test takers choose the best answer from four alternatives A, B, C or D, or the best two answers from five alternatives A, B, C, D or E, or the best three answers from seven alternatives A, B, C, D, E, F or G. They write the letter of the answer they have chosen on the answer sheet. The questions may involve completing a sentence, in which the stem’ gives the first part of a sentence and test takers choose the best way to complete it from the options, or could involve complete questions, choosing the option which best answers them. The questions are in the same order as the information in the text that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text. Task focus This task type tests a wide range of reading skills including detailed understanding of specific points or an overall understanding of the main points of the text. No. of questions Variable Task type 2 – Identifying information Task type and format The test taker will be given a number of statements and asked Do the following statements agree with the information in the text?’ They then write true’, false’ or not given’ in the boxes on their answer sheets. The questions are in the same order as the information in the text that is, the answer to the first question in this group will be located in the text before the answer to the second question and so on. It is important to understand the difference between 'false' and 'not given'. 'False' means that the passage states the opposite of the statement in question; 'not given' means that the statement is neither confirmed nor contradicted by the information in the passage. Any knowledge students bring with them from outside the passage should not play a part when deciding on their answers. Task focus This task type assesses the test takers' ability to recognise particular points of information conveyed in the text. It can thus be used with more factual texts. No. of questions Variable Task type 3 – Identifying writer’s views/claims Task type and format The test taker will be given a number of statements and asked Do the following statements agree with the views/claims of the writer?’ They answer yes’, no’ or not given’ in the boxes on their answer sheet. The questions are in the same order as the information in the text that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. It is important to understand the difference between 'no' and 'not given'. 'No' means that the views or claims of the writer explicitly disagree with the statement, the writer somewhere expresses the view or makes a claim which is opposite to the one given in the question; 'not given' means that the view or claim is neither confirmed nor contradicted. Any knowledge students bring with them from outside the passage should not play a part when deciding on their answers. Task focus This task type assesses the test takers’ ability to recognise opinions or ideas, and is thus often used with discursive or argumentative texts. No. of questions Variable Task type 4 – Matching information Task type and format Test takers locate specific information in the lettered paragraphs/sections of a text, and write the letters of the correct paragraphs/sections in the boxes on their answer sheet. They may be asked to find; specific details, an example, a reason, a description, a comparison, a summary, an explanation. They will not necessarily need to find information in every paragraph/section of the text, but there may be more than one piece of relevant information in a given paragraph/section. When this is the case, test takers will be told that they can use any letter more than once. The questions do not follow the same order as the information in the text. This task type can be used with any text as it may test a wide range of reading skills, from locating detail to recognising a summary or definition. Task focus This task type assesses the test takers’ ability to scan for specific information. Unlike task type 5 Matching headings, it is concerned with specific information rather than with the main idea. No. of questions Variable Task type 5 – Matching headings Task type and format Test takers are given a list of headings, usually identified with lower-case Roman numerals i, ii, iii, etc., referring to the main idea of the paragraph or section of the text. They must match the heading to the correct paragraphs or sections, which are marked alphabetically, and write the appropriate Roman numerals in the boxes on their answer sheets. There will always be more headings than there are paragraphs or sections, so some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example. No heading may be used more than once. This task type is used with texts that contain paragraphs or sections with clearly defined themes. Task focus This task tests the ability to recognise the main idea or theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting ones. No. of questions Variable Task type 6 – Matching features Task type and format Test takers match a set of statements or pieces of information to a list of options. These are a group of features from the text, and are identified by letters. Test takers may, for example, be required to match different characteristics to age groups or events to historical periods, etc. It is possible that some options will not be used, and that others may be used more than once. The instructions will advise whether options may be used more than once. The questions do not follow the same order as the information in the text. Task focus This task assesses the ability to recognise relationships and connections between facts in the text, and to recognise opinions and theories. It may be used both with texts dealing with factual information, description or narrative. Test takers need to be able to skim and scan the text in order to locate the required information and to read for detail. No. of questions Variable Task type 7 – Matching sentence endings Task type and format Test takers are given the first half of a sentence based on the text and choose the best way to complete it from a list of possible options. They will have more options to choose from than there are questions. The questions are in the same order as the information in the text that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text. Task focus This task type assesses the test takers’ ability to understand the main ideas. No. of questions Variable Task type 8 – Sentence completion Task type and format Test takers complete sentences in a given number of words taken from the text, writing their answers on the answer sheet. The instructions will make it clear how many words/numbers should be in the answers, NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ONE WORD ONLY’ or NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The questions are in the same order as the information in the passage that is, the answer to the first question in this group will be found before the answer to the second question, and so on. Task focus This task type assesses the test takers’ ability to locate detail/specific information. No. of questions Variable Task type 9 – Summary, note, table, flow-chart completion Task type and format Test takers are given a summary of a section of the text, and are required to complete it with information drawn from the text. Note that the summary will usually be of only one part of the passage rather than the whole. The given information may be in the form of; several connected sentences referred to as a summary, several notes referred to as notes, a table with some of its cells empty or partially empty referred to as a table, a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty referred to as a flow-chart. The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text. There are two variations of this task type. Test takers may be asked either to select words from the text or to select from a list of answers. Where words have to be selected from the passage, the instructions will make it clear how many words/numbers test takers should use in their answers, NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ONE WORD ONLY’ or NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. Where a list of answers is provided, they most frequently consist of a single word, There are always more words or phrases in the box than there are gaps to fill. Because this task type often relates to precise factual information, it is often used with descriptive texts. Task focus This task type assesses the test takers’ ability to understand details and/or the main ideas of a section of the text. In the variations involving a summary or notes, they need to be aware of the type of words that will fit into a given gap for example, whether a noun is needed, or a verb, etc.. No. of questions Variable Task type 10 – Diagram label completion Task type and format Test takers complete labels on a diagram which relates to a description contained in the text. The instructions will make it clear how many words/numbers test takers should use in their answers, NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ONE WORD ONLY’ or NO MORE THAN TWO WORDS’. If they write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The answers do not necessarily occur in order in the passage. However, they will usually come from one section rather than the entire text. The diagram may be of some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts. Task focus This task type assesses the ability to understand a detailed description, and to relate it to information presented in the form of a diagram. No. of questions Variable Task type 11 – Short-answer questions Task type and format Test takers answer questions about factual details in the text. Test takers must write their answers in words or numbers on the answer sheet. Test takers must write their answers using words from the text. The instructions will make it clear how many words/numbers test takers should use in their answers, NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ONE WORD ONLY’ or NO MORE THAN TWO WORDS’. If they write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. The questions are in the same order as the information in the text that is, the answer to the first question in this group will be located in the test before the answer to the second question, and so on. Task focus This task type assesses the ability to locate and understand precise information in the text. No. of questions Variable IELTS General Training Reading - How it's marked The General Training Reading test is marked by certificated markers, who are regularly monitored to ensure reliability. After being marked, all answer sheets, are further analysed by Cambridge English. Band score conversion A band score conversion table is produced for each version of the General Training Reading test which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands. Test format – Academic Writing 60 minutes Topics are of general interest to, and suitable for, test takers entering undergraduate and postgraduate studies or seeking professional registration. There are two tasks Task 1 - you will be presented with a graph, table, chart or diagram and asked to describe, summarise or explain the information in your own words. You may be asked to describe and explain data, describe the stages of a process, how something works or describe an object or event. Task 2 - you will be asked to write an essay in response to a point of view, argument or problem. Responses to both tasks must be in a formal style. IELTS Academic Writing description Paper format There are two Writing tasks and BOTH must be completed. Timing 60 minutes No. of questions 2 Task types In Task 1, test takers are asked to describe some visual information graph/table/chart/diagram in their own words. They need to write 150 words in about 20 minutes. In Task 2, they respond to a point of view or argument or problem. They need to write 250 words in about 40 minutes. Answering Answers must be given on the answer sheet and must be written in full. Notes or bullet points are not acceptable as answers. Test takers may write on the question paper but this cannot be taken from the examination room and will not be seen by the examiner. A detailed look at the paper with links to related resources. Task 1 Task type and format In Writing Task 1, test takers may be asked to describe facts or figures presented in one or more graphs, charts or tables on a related topic; or they may be given a diagram of a machine, a device or a process and asked to explain how it works. They should write in an academic or semi-formal/neutral styles and include the most important and the most relevant points in the diagram. Some minor points or details may be left out. Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 150 words, they should remember that a longer Task 1 answer may mean that they have less time to spend on Task 2, which contributes twice as much to the Writing band score. Test takers should also note that they will be penalised for irrelevance if the response is off-topic or is not written as full, connected text using bullet points in any part of the response, or note form, etc.. They will be severely penalised for plagiarism copying from another source. Test takers must write their answers on the answer booklet. Task focus This task assesses the ability to identify the most important and relevant information and trends in a graph, chart, table or diagram, and to give a well-organised overview of it using language accurately in an academic style. No. of questions 1 Task 2 Task type and format In Writing Task 2, test takers are given a topic to write about an academic or semi-formal/neutral style. Answers should be a discursive consideration of the relevant issues. Test takers should make sure that they read the task carefully and provide a full and relevant response. For example, if the topic is a particular aspect of computers, they should focus on this aspect in their response. They should not simply write about computers in general. Test takers should spend no more than 40 minutes on this task. They are asked to write at least 250 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 250 words, if they write a very long answer they may not have time for checking and correcting at the end and some ideas may not be directly relevant to the question. Task 2 contributes twice as much to the final Writing band score as Task 1. Therefore, test takers who fail to attempt to answer this task will greatly reduce their chance of achieving a good band. Test takers will be penalised for irrelevance if the response is off-topic or is not written as full, connected text using bullet points in any part of the response, or note form, etc.. They will be severely penalised for plagiarism copying from another source. Finally, test takers should make sure that they do not copy directly from the question paper because this will not be assessed. They must write their answers on the answer booklet. Task focus This task assesses the ability to present a clear, relevant, well-organised argument, giving evidence or examples to support ideas and use language accurately. No. of questions 1 IELTS Academic Writing - How it's marked Marking and assessment Each task is assessed independently. The assessment of Task 2 carries more weight in marking than Task 1. Responses are assessed by certificated IELTS examiners. All IELTS examiners hold relevant teaching qualifications and are recruited as examiners by the test centres and approved by the British Council or IDP IELTS Australia. Scores are reported in whole and half bands. Detailed performance descriptors have been developed which describe written performance at the nine IELTS bands. These are available on the How IELTS is scored page. They apply to both IELTS Academic and IELTS General Training versions and are based on the following criteria. Task 1 responses are assessed on Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy. Task 2 responses are assessed on Task response Coherence and cohesion Lexical resource Grammatical range and accuracy. Performance descriptors Task 1 Task achievement This assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. Academic Writing Task 1 is a writing task which has a defined input and a largely predictable output. It is basically an information-transfer task that relates narrowly to the factual content of an input diagram and not to speculative explanations that lie outside the given data. Coherence and cohesion This concerns overall clarity and fluency how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices for example, logical connectors, pronouns and conjunctions to assist in making the conceptual and referential relationships between and within sentences clear. Lexical resource This refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task. Grammatical range and accuracy This refers to the range and accurate use of grammar as manifested in their sentence writing. Task 2 Task response In both IELTS Academic and IELTS General Training versions, Task 2 requires test takers to formulate and develop a position in relation to a given prompt in the form of a question or statement. Ideas should be supported by evidence, and examples may be drawn from the test takers’ own experience. Responses must be at least 250 words in length. Scripts under the required minimum word limit will be penalised. Coherence and cohesion This assesses the overall clarity and fluency of the message how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices for example, logical connectors, pronouns and conjunctions to assist in making the conceptual and referential relationships between and within sentences clear. Lexical resource This criterion refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task. Grammatical range and accuracy This assesses the range and accurate use of grammar, as manifested in their test takers’ writing at sentence level. Test format – General Training Writing 60 minutes Topics are of general interest. There are two tasks Task 1 - you will be presented with a situation and asked to write a letter requesting information, or explaining the situation. The letter may be personal, semi-formal or formal in style. Task 2 - you will be asked to write an essay in response to a point of view, argument or problem. The essay can be fairly personal in style. IELTS General Training Writing description Paper format There are two Writing tasks to complete. Timing 60 minutes No. of questions 2 Task types In Task 1, test takers are asked to respond to a situation, for example, by writing a letter requesting information or explaining a situation. In Task 2, test takers write an essay in response to a point of view, argument or problem. Answering Answers must be written in full in the answer booklet. Notes or bullet points in whole or in part are not acceptable as answers. Test takers may write on the question paper but this cannot be taken from the test room and will not be seen by the examiner. A detailed look at the paper with links to related resources. Task 1 Task type and format In Writing Task 1, test takers are presented with a situation and required to write a personal response in the form of an informal, semi-formal or formal letter of at least 150 words in the answer booklet provided. The situations they are asked to write about are common, everyday ones such as writing to a college accommodation officer about problems with accommodation, writing to a new employer about time management problems they are having, writing to a local newspaper about a plan to develop a local airport, writing to a renting agency to sort out problems with the heating system in their house. Test takers are told what kind of information in the form of three bullet points they must include in their response. They may be required to request or give information and/or explain a situation. To do this, they may need to do some of the following ask for and/or provide general factual information, express needs, wants, likes or dislikes, express opinions or complaints, make requests or make suggestions/recommendations. The style of writing that test takers use depends who they are asked to write to the audience and how well they are supposed to know them. They need to write in a style that is appropriate for their audience and that will help them to achieve their purpose for writing, writing to a friend informal or writing to a manager semi-formal or formal. Test takers do not need to include any addresses at the head of their letters. Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words and will be penalised if their answer is too short. While test takers will not be penalised for writing more than 150 words, they should remember that a longer Task 1 answer may mean that they have less time to spend on Task 2, which contributes twice as much to the Writing band score. Test takers should also note that they will be penalised for irrelevance, if the response is off-topic or is not written as full, connected text using bullet points in any part of the response, or note form, etc.. They will be severely penalised for plagiarism copying from another source. Task focus This task assesses the ability to follow English letter-writing conventions what order to put information in, what style to use, how to start and finish a letter, to use language accurately and appropriately and to organise and link information coherently and cohesively. No. of questions 1 Task 2 Task type and format In Writing Task 2, test takers write a semi-formal/neutral discursive essay of at least 250 words in the answer book provided. The task instructions give information about a point of view, argument or problem. They then tell test takers how to discuss this, which may involve providing general factual information, outlining and/or presenting a solution, justifying an opinion, evaluating evidence and ideas. Topics are of general interest, - such as whether children’s leisure activities should be educational, why families are not so close as they used to be and how they could be brought closer, how environmental problems can be solved, who should pay for the care of old people, whether smoking should be banned in public places. Test takers should make sure that they complete the task carefully and provide a full and relevant response. They should organise their ideas clearly and make sure to support their argument with relevant examples including from their own experience where relevant or evidence. For this task, test takers need to be able to communicate more abstract and complex ideas and use a range of vocabulary and grammatical structures. Task 2 contributes twice as much to the final Writing band score as Task 1. Therefore, test takers who fail to attempt to answer this task will greatly reduce their chance of achieving a good score. Test takers are asked to write at least 250 words and will be penalised if their answer is too short. They should spend no more than 40 minutes on this task. Test takers should also note that they will be penalised for irrelevance if the response is off-topic or is not written as full, connected text using bullet points in any part of the response, or note form, etc.. They will be severely penalised for plagiarism copying from another source. Task focus This task assesses the ability to follow English discursive writing conventions what order to put information in, what style to use, how to start and finish discursive writing, how to paragraph, to organise and link information coherently and cohesively and to use language accurately and appropriately. No. of questions 1 IELTS General Training Writing - How it's marked Marking and assessment Writing responses are assessed by certificated IELTS examiners. All IELTS examiners hold relevant teaching qualifications and are recruited as examiners by the test centres and approved by the British Council or IDP IELTS Australia. Each task is assessed independently. The assessment of Task 2 carries more weight in marking than Task are reported in whole and half bands. Detailed performance descriptors have been developed which describe written performance at the nine IELTS bands. They are available on the How IELTS is scored page. The descriptors apply to both the Academic and General Training versions and are based on the following criteria. Task 1 responses are assessed on Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy. Task 2 responses are assessed on Task response Coherence and cohesion Lexical resource Grammatical range and accuracy. Performance descriptors Task 1 Task achievement This assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. General Training Writing Task 1 is a writing task with a largely predictable output in that each task sets out the context and purpose of the letter and the functions the test taker should cover in order to achieve this purpose. Coherence and cohesion This assesses the overall clarity and fluency of the message how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices for example, logical connectors, pronouns and conjunctions to assist in making the conceptual and referential relationships between and within sentences clear. Lexical resource This refers to the range of vocabulary the test takers have used and the accuracy and appropriacy of use in terms of the specific task. Grammatical range and accuracy This refers to the range and accurate use of grammar, as manifested in the test takers’ sentence writing. Task 2 Task response In both IELTS Academic and IELTS General Training versions, Task 2 requires test takers to formulate and develop a position in relation to a question or statement. Ideas should be supported by evidence, and examples may be drawn from the test takers’ own experience. Responses must be at least 250 words in length. Scripts under the required minimum word limit will be penalised. The other three assessment criteria Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy are the same for Task 1 and Task 2. Test format – Speaking 11–14 minutes The speaking section assesses your use of spoken English. Every test is recorded. Part 1 - the examiner will ask you general questions about yourself and a range of familiar topics, such as home, family, work, studies and interests. This part lasts between four and five minutes. Part 2 - you will be given a card which asks you to talk about a particular topic. You will have one minute to prepare before speaking for up to two minutes. The examiner will then ask one or two questions on the same topic. Part 3 - you will be asked further questions about the topic in Part 2. These will give you the opportunity to discuss more abstract ideas and issues. This part of the test lasts between four and five minutes. IELTS Speaking description Paper format The Speaking test consists of an oral interview between the test takers' and an examiner. All Speaking tests are recorded. Timing 11–14 minutes Task types There are three parts to the test and each part fulfils a specific function in terms of interaction pattern, task input and test takers output. IELTS Speaking in detail A detailed look at the paper with links to related resources. Part 1 – Introduction and interview Task type and format In this part, the examiner introduces him/herself and checks the test takers' identity. They then ask the test takers general questions on some familiar topics such as home, family, work, studies and interests. To ensure consistency, questions are taken from a script. Part 1 lasts for 4–5 minutes. Task focus This part of the test focuses on the ability to communicate opinions and information on everyday topics and common experiences or situations by answering a range of questions. No. of questions Variable Part 2 – Long turn Task type and format Part 2 is the individual long turn. The examiner gives the test takers a task card which asks the test takers to talk about a particular topic, includes points to cover in their talk and instructs the test takers to explain one aspect of the topic. Test takers are given one minute to prepare their talk, and are given a pencil and paper to make notes. The examiner asks the test takers to talk for 1 to 2 minutes, stops the test takers after 2 minutes, and asks one or two questions on the same topic. Using the points on the task card effectively, and making notes during the preparation time, will help the test takers think of appropriate things to say, structure their talk, and keep talking for 2 minutes. Part 2 lasts 3–4 minutes, including the preparation time. Task focus This part of the test focuses on the ability to speak at length on a given topic without further prompts from the examiner, using appropriate language and organising ideas coherently. It is likely that the test takers will need to draw on their own experience to complete the long turn. No. of questions Variable Part 3 – Discussion Task type and format In Part 3, the examiner and the test takers discuss issues related to the topic in Part 2 in a more general and abstract way and, where appropriate, in greater depth. Part 3 lasts 4–5 minutes. Task focus This part of the test focuses on the ability to express and justify opinions and to analyse, discuss and speculate about issues. No. of questions Variable IELTS Speaking - How it's marked Marking and assessment Speaking performances are assessed by certificated IELTS examiners. All IELTS examiners hold relevant teaching qualifications and are recruited as examiners by the test centres and approved by the British Council or IDP IELTS Australia. Scores are reported in whole and half bands. Detailed performance descriptors have been developed which describe spoken performance at the nine IELTS bands. These are available on the How IELTS is scored page. Fluency and coherence This refers to the ability to talk with normal levels of continuity, rate and effort and to link ideas and language together to form coherent, connected speech. The key indicators of fluency are speech rate and speech continuity. The key indicators of coherence are logical sequencing of sentences, clear marking of stages in a discussion, narration or argument, and the use of cohesive devices connectors, pronouns and conjunctions within and between sentences. Lexical resource This criterion refers to the range of vocabulary used and the precision with which meanings and attitudes can be expressed. The key indicators are the variety of words used, the adequacy and appropriacy of the words used and the ability to circumlocute get round a vocabulary gap by using other words with or without noticeable hesitation. Grammatical range and accuracy This refers to the range and the accurate and appropriate use of the test takers' grammatical resource. The key indicators of grammatical range are the length and complexity of the spoken sentences, the appropriate use of subordinate clauses, and the range of sentence structures, especially to move elements around for information focus. The key indicators of grammatical accuracy are the number of grammatical errors in a given amount of speech and the communicative effect of error. Pronunciation This criterion refers to the ability to produce comprehensible speech to fulfil the Speaking test requirements. The key indicators will be the amount of strain caused to the listener, the amount of the speech which is unintelligible and the noticeability of L1 influence. Jun 06, 20230223Jun 06, 20230221Jun 05, 20230228Jun 03, 20230219Jun 03, 20230114Jun 03, 20230122Jun 03, 20230159Jun 03, 20230246May 26, 20230220May 20, 20230156May 20, 20230222May 19, 20230121May 17, 20230152May 14, 20230128May 14, 20230110May 10, 20230431May 08, 20230235May 07, 20230407May 07, 20230445Mar 11, 20230145Mar 06, 20230153Feb 12, 20230155Jan 31, 20230144Jan 31, 20230137Jan 31, 20230214Jan 31, 20230132Nov 11, 20220210Oct 19, 20220131Oct 15, 20220220Oct 12, 20220133Oct 12, 20220148Oct 09, 20220234Oct 09, 20220135Oct 09, 20220118Oct 09, 20220139Oct 09, 20220104Oct 09, 20220219Oct 09, 20220115Oct 09, 20220118Oct 09, 20220216Oct 09, 20220060Oct 08, 20220219Oct 01, 20220149Sep 30, 20220145Sep 28, 20220210Sep 28, 20220218Sep 27, 20220122Sep 27, 20220103Sep 27, 20220124Sep 27, 20220109Sep 27, 20220205Sep 27, 20220218Sep 27, 20220220Sep 25, 20220153Sep 25, 20220151Sep 25, 20220150Sep 25, 20220104Sep 25, 20220050Sep 25, 20220133Sep 25, 20220058Sep 25, 20220151Sep 25, 20220050Sep 25, 20220136Sep 25, 20220106Sep 25, 20220042Sep 25, 20220215Sep 23, 20220117Sep 23, 20220104Sep 23, 20220135Sep 23, 20220108Sep 23, 20220216Sep 23, 20220141Sep 23, 20220132Sep 23, 20220125Sep 23, 20220131Sep 23, 20220157Sep 22, 20220054Sep 22, 20220114Sep 22, 20220118Sep 22, 20220124Sep 22, 20220241Sep 22, 20220131Sep 22, 20220144Sep 22, 20220047Sep 22, 20220120Sep 22, 20220244Sep 21, 20220112Sep 21, 20220116Sep 21, 20220114Sep 21, 20220119Sep 21, 20220159Sep 21, 20220113Sep 21, 20220101Sep 21, 20220150Sep 21, 20220102Sep 21, 20220252Sep 21, 20220115Sep 21, 20220103Sep 21, 20220113Sep 21, 20220102Sep 21, 20220301Sep 20, 20220109Sep 20, 20220201Sep 20, 20220104Sep 20, 20220112Sep 20, 20220244Sep 18, 20220102Sep 18, 20220039Sep 18, 20220023Sep 18, 20220056Sep 18, 20220029Sep 18, 20220050Sep 18, 20220043Sep 18, 20220057Sep 18, 20220057Sep 18, 20220104Sep 18, 20220109Sep 18, 20220103Sep 18, 20220118Sep 18, 20220225Sep 17, 20220036Sep 17, 20220032Sep 17, 20220037Sep 17, 20220029Sep 17, 20220016Sep 17, 20220031Sep 17, 20220039Sep 17, 20220031Sep 16, 20220103Sep 16, 20220054Sep 16, 20220054Sep 16, 20220035Sep 16, 20220033Sep 16, 20220028Sep 16, 20220038Sep 16, 20220055Sep 16, 20220027Sep 16, 20220019Sep 16, 20220030Sep 16, 202200325. Do you spend your mornings doing the same things on both weekends and weekdays? Why?IELTS Speaking Part 1 Topic Morning Time Link 5. Do you spend your mornings doing the same things on both weekends and weekdays? Why?Sep 16, 202200534. Are there any differences between what do you do in the morning now and what you did in the past?IELTS Speaking Part 1 Topic Morning Time Link 4. Are there any differences between what do you do in the morning now and what you did in the past?Sep 16, 202200443. What did you do in the morning when you were little? Why?IELTS Speaking Part 1 Topic Morning Time Link 3. What did you do in the morning when you were little? Why?Sep 16, 202200242. What do you usually do in the morning? Version 1IELTS Speaking Part 1 Topic Morning Time Link 2. What do you usually do in the morning? Version 1Sep 16, 20220034Sep 16, 20220030Sep 16, 20220037Sep 16, 20220036Sep 16, 20220049Sep 16, 20220023Sep 16, 20220034Sep 16, 20220034Sep 05, 20220037Sep 05, 20220028Sep 05, 20220027Sep 05, 20220021Sep 04, 20220053Sep 04, 20220032Sep 04, 20220033Sep 04, 202200264. Are there any differences between what you do in the evening now and what you did in the past?4. Are there any differences between what you do in the evening now and what you did in the past? May 10, 202201203. What did you do in the evening when were little? Why?3. What did you do in the evening when were little? Why?May 10, 202200282. What do you usually do in the evening?2. What do you usually do in the evening?May 10, 202200381. Do you like morning or evening?1. Do you like morning or evening?May 10, 202200274. Do you think it is important to wear a watch? Why?4. Do you think it is important to wear a watch? Why?May 10, 202200463. Why do some people wear expensive watches?3. Why do some people wear expensive watches?May 10, 202200452. Have you ever got a watch as a gift?2. Have you ever got a watch as a gift?May 10, 202200371. Do you wear a watch?May 10, 20220022May 09, 20220042May 09, 20220044May 09, 20220042May 09, 20220042May 08, 20220042May 08, 20220040May 08, 20220046May 08, 20220036May 07, 20220031May 07, 20220041May 07, 20220033May 07, 202200296. Exercise 3Apr 06, 202201376. Exercise 2Apr 06, 202202036. Exercise 1Apr 06, 202202105. Exercise 5Apr 06, 202200595. Exercise 4Apr 06, 202201345. Exercise 3Apr 06, 202201485. Exercise 2Apr 06, 20220200IELTS Listening Part 1 Evening Classes at Community CentreIELTS Listening Part 1 Evening Classes at Community Centre Link 03, 202207215. Exercise 1Feb 24, 202201484. Exercise 9Feb 24, 202201234. Exercise 8Feb 24, 202201304. Exercise 7Feb 24, 202200394. Exercise 6Feb 24, 202201164. Exercise 5Feb 24, 202202364. Exercise 4Feb 24, 202203004. Exercise 3Feb 24, 202200554. Exercise 2Feb 24, 202202234. Exercise 1Feb 24, 202201193. Exercise 9Feb 24, 202200583. Exercise 8Feb 24, 202201463. Exercise 7Feb 23, 202201443. Exercise 6Feb 23, 202202513. Exercise 5Feb 23, 202201333. Exercise 4Feb 23, 202201253. Exercise 3Feb 23, 202201503. Exercise 2Feb 23, 202201303. Exercise 1Feb 23, 202201172. Exercise 6Feb 23, 202200472. Exercise 5Feb 23, 202201322. Exercise 4Feb 23, 202201242. Exercise 3Feb 23, 202200592. Exercise 2Feb 23, 202201322. Exercise 1Feb 23, 202201111. Exercise 15Feb 23, 202203291. Exercise 14Feb 23, 202201321. Exercise 13Feb 23, 202201171. Exercise 12Feb 23, 202201061. Exercise 11Feb 23, 202203091. Exercise 10Feb 23, 202201381. Exercise 9Feb 23, 202201431. Exercise 8Feb 23, 202202151. Exercise 7Feb 23, 202201111. Exercise 6Feb 23, 202201341. Exercise 5 Feb 21, 202201401. Exercise 4Feb 21, 202200521. Exercise 3Feb 21, 202202 2Feb 21, 202201451. Exercise 1Feb 21, 20220057Test 1 Part 4 Fairy TernsTest 1 Part 4 Fairy TernsFeb 19, 20220737Test 1 Part 3 Project on Classroom ManagementTest 1 Part 3 Project on Classroom ManagementFeb 19, 20220646Test 1 Part 2 UK Driving LicenseTest 1 Part 2 UK Driving LicenseFeb 19, 20220554Test 1 Part 1 ECO - FARMTest 1 Part 1 ECO - FARMFeb 19, 20220631Feb 19, 202202134. How do people balance work and life?4. How do people balance work and life?Feb 19, 202201153. Why don’t some people have dreams?3. Why don’t some people have dreams?Feb 19, 202201132. Why are some people very ambitious in their work?2. Why are some people very ambitious in their work?Feb 19, 202201231. What ambitions do children usually have?1. What ambitions do children usually have?Feb 19, 20220048Describe an ambition that you haven’t achievedDescribe an ambition that you haven’t achieved Link You should say – What it is – Why you haven’t achieved it – What you did – And how you felt about itFeb 19, 20220206What are the rules students should follow at school?What are the rules students should follow at school? Feb 17, 20220059Are the rules at school good or bad? Why?Are the rules at school good or bad? Why? Feb 17, 20220054Describe a rule that you don’t likeDescribe a rule that you don’t like Link You should say – What it is – Why you do not like it – How others feel about the rule And explain whether you have followed the rule or notFeb 17, 202202064. Why do people like to get their mobile phones repaired in specialized stores?4. Why do people like to get their mobile phones repaired in specialized stores?Feb 17, 202201203. What kinds of things do people like to repair by themselves?3. What kinds of things do people like to repair by themselves?Feb 17, 202200392. Is the quality of products worse than before?2. Is the quality of products worse than before?Feb 17, 202201311. Are IT-related jobs valued more by society?1. Are IT-related jobs valued more by society?Feb 17, 20220109Describe something that was broken in your home and then repairedDescribe something that was broken in your home and then repaired Link You should say – What it is – How it was broken – How you got it repaired And how you felt about itFeb 17, 202202224. Why do customers like to receive free gifts from companies?4. Why do customers like to receive free gifts from companies?Feb 17, 202201013. What free gifts do companies usually give to their customers?3. What free gifts do companies usually give to their customers?Feb 17, 202201052. Is it good or bad for people to have a free education in the future?2. Is it good or bad for people to have a free education in the future?Feb 17, 202201001. Do you think people should pay for higher education? Why?1. Do you think people should pay for higher education? Why?Feb 17, 20220106Describe something you received for free FreeDescribe something you received for free Free Link You should say – What it was – Who you received it from – Where you received it And how you felt about itFeb 17, 202202164. Why should companies react quickly when customers have difficulties?4. Why should companies react quickly when customers have difficulties?Feb 16, 202201083. What kind of jobs involve coping with the public?3. What kind of jobs involve coping with the public?Feb 16, 202201012. As a customer, what kinds of services would you expect to receive from a company?2. As a customer, what kinds of services would you expect to receive from a company?Feb 16, 202201021. What do you think of the relationship between companies and consumers?1. What do you think of the relationship between companies and consumers?Feb 16, 20220058Describe a good service you receivedDescribe a good service you received Link You should say – What was the service? – When you received it? – Who you were with? And how you felt about it?Feb 16, 20220226Describe a city that you think is very interestingDescribe a city that you think is very interestingJan 24, 20220244Describe a course that impressed you a lotDescribe a course that impressed you a lotJan 24, 20220243Describe a person who you follow on social mediaDescribe a person who you follow on social mediaJan 24, 20220208Describe an item of clothing that someone gave youDescribe an item of clothing that someone gave youJan 24, 202202194. Have you ever forgotten something that was important?4. Have you ever forgotten something that was important?Jan 24, 202200533. Are you good at memorizing things?3. Are you good at memorizing things?Jan 24, 202200332. Why do more people rely on cellphones to memorize things?2. Why do more people rely on cellphones to memorize things?Jan 24, 202200281. Why do some people have good memory while others just don’t?1. Why do some people have good memory while others just don’t?Jan 24, 202201094. Will you post on social media if you lose your item?4. Will you post on social media if you lose your item?Jan 18, 202200393. Have you ever lost things?3. Have you ever lost things?Jan 18, 202200362. Do you report to the police when finding something lost by others? why?2. Do you report to the police when finding something lost by others? why?Jan 18, 202200441. What will you do if you find something lost by others?1. What will you do if you find something lost by others?Jan 18, 202200444. How has your mobile phone changed your life?4. How has your mobile phone changed your life?Jan 18, 202200373. Will you buy a new one in the future?3. Will you buy a new one in the future?Jan 18, 202200252. Do you often use your mobile phone for texting or calls?2. Do you often use your mobile phone for texting or calls?Jan 18, 202200251. What was your first mobile phone?1. What was your first mobile phone?Jan 18, 202200354. What kinds of websites are popular in your country?4. What kinds of websites are popular in your country?Jan 17, 202200383. Are there any changes to the websites you often visit?3. Are there any changes to the websites you often visit?Jan 17, 202200312. What is your favourite website?2. What is your favourite website?Jan 17, 202201011. What kinds of websites do you often visit?1. What kinds of websites do you often visit?Jan 17, 202200294. What do you usually do when there is a traffic jam?4. What do you usually do when there is a traffic jam?Jan 17, 202200393. Do you prefer to be a driver or a passenger?3. Do you prefer to be a driver or a passenger?Jan 17, 202200302. What types of cars do you like?2. What types of cars do you like?Jan 17, 202200371. Did you enjoy travelling by car when you were a kid?1. Did you enjoy travelling by car when you were a kid?Jan 17, 202200364. What kinds of TV programs do you think should be broadcast more?4. What kinds of TV programs do you think should be broadcast more?Jan 14, 202200453. What are the impacts of watching TV programs on children?3. What are the impacts of watching TV programs on children?Jan 14, 202200492. Do you think kids are watching to much television?2. Do you think kids are watching to much television?Jan 14, 202200361. What kinds of TV programs do you often watch?1. What kinds of TV programs do you often watch?Jan 14, 202200444. What part of your day do you like the best?4. What part of your day do you like the best?Jan 14, 202200433. Do you think it is important to have a daily routine for your study?3. Do you think it is important to have a daily routine for your study?Jan 14, 202200522. Have you ever changed your routine?2. Have you ever changed your routine?Jan 14, 202200511. What is your daily routine?1. What is your daily routine?Jan 14, 202200424. Are there many street markets in China?4. Are there many street markets in China?Jan 13, 202200513. When was the last time you went to a street market?3. When was the last time you went to a street market?Jan 13, 202200292. Do you prefer to go shopping in the shopping mall or on the street market?2. Do you prefer to go shopping in the shopping mall or on the street market?Jan 13, 202200391. What do people usually buy at the street market?1. What do people usually buy at the street market?Jan 13, 202200404. Do you like being busy?4. Do you like being busy?Jan 13, 202200463. When do you find it hard to allocate time?3. When do you find it hard to allocate time?Jan 13, 202200402. Is easy to manage time for you?2. Is easy to manage time for you?Jan 13, 202200251. How do you plan your time in a day?1. How do you plan your time in a day?Jan 13, 202200294. Do you think sending emails will be more or less popular in the future?4. Do you think sending emails will be more or less popular in the future?Jan 11, 202200463. Is sending emails popular in China?3. Is sending emails popular in China?Jan 11, 202200232. When would you send emails to others?2. When would you send emails to others?Jan 11, 202200331. Do you often send emails?1. Do you often send emails?Jan 11, 202200284. Did you learn drawing when you were a kid?4. Did you learn drawing when you were a kid?Jan 11, 202200293. Do you want to learn more about art?3. Do you want to learn more about art?Jan 11, 202200322. Do you like to go to art galleries?2. Do you like to go to art galleries?Jan 11, 202200361. Do you like drawing?Jan 11, 202200334. Do you prefer watching movies at home or at the cinema?4. Do you prefer watching movies at home or at the cinema?Jan 11, 202200403. Do you still enjoy watching the movies you loved as a child?3. Do you still enjoy watching the movies you loved as a child?Jan 11, 202200432. Do you usually go to the cinema with your friends?2. Do you usually go to the cinema with your friends?Jan 11, 202200331. Did you usually go to the cinema when you were a kid?1. Did you usually go to the cinema when you were a kid?Jan 11, 202200334. Do you remember a time when you need to cooperate with others?4. Do you remember a time when you need to cooperate with others?Jan 07, 202200263. Would you prefer to study alone or with others?3. Would you prefer to study alone or with others?Jan 07, 202200332. How do you like spending time with your friends?2. How do you like spending time with your friends?Jan 07, 202200361. Do you like talking with people?1. Do you like talking with people?Jan 07, 202200294. Do you like the area that you live in?4. Do you like the area that you live in?Jan 07, 202200373. What are the changes of surroundings around your living place?3. What are the changes of surroundings around your living place?Jan 07, 202200322. Do you know any famous people in the area you live in?2. Do you know any famous people in the area you live in?Jan 07, 202200471. Where do you like to go in that area?1. Where do you like to go in that area?Jan 07, 202200411. Do you like looking at yourself in the mirror? How often?1. Do you like looking at yourself in the mirror? How often?Jan 07, 202200242. Have you ever bought mirrors?2. Have you ever bought mirrors?Jan 07, 202200213. Do you usually take a mirror with you?3. Do you usually take a mirror with you?Jan 07, 202200224. Would you use mirrors to decorate your room?4. Would you use mirrors to decorate your room?Jan 07, 202200234. Do you want to make your dreams come true?4. Do you want to make your dreams come true?Jan 06, 202200233. Do you think dreams have special meanings?3. Do you think dreams have special meanings?Jan 06, 202200312. Do you share your dreams with others? 2. Do you share your dreams with others?Jan 06, 202200261. Do you often remember your dreams1. Do you often remember your dreamsJan 06, 20220034IELTS Listening Part 4 Sample Test 10IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 18, 20210726IELTS Listening Part 4 Sample Test 7IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 18, 20210712Archaeology Course IELTS Listening Part 3IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 18, 20210519Pacific tapa cloth IELTS Listening Part 3IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 18, 20210714IELTS Listening Part 2 Sample Test 10IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 18, 20210653Spring Festival IELTS Listening Part 2IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 18, 20210610Wildlife Conservation Society Application for membershipIELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 18, 20210657IELTS Listening Part 1 Sample Test 10IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 18, 20210816IELTS Listening Part 3 Sample Test 9IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210603IELTS Listening Part 3 Sample Test 8IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210711IELTS Listening Part 3 Sample Test 6IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210659IELTS Listening Part 3 Sample Test 5IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210705IELTS Listening Part 3 Sample Test 4IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210639IELTS Listening Part 3 Sample Test 3IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210634IELTS Listening Part 3 Sample Test 2IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210642IELTS Listening Part 3 Sample Test 1IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210729IELTS Listening Part 2 Sample Test 9IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210601IELTS Listening Part 2 Sample Test 8IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210639IELTS Listening Part 2 Sample Test 6IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210734Mangrovetree Resort IELTS Listening Part 2IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210610IELTS Listening Part 2 Sample Test 4IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210760IELTS Listening Part 2 Sample Test 3IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210557IELTS Listening Part 2 Sample Test 2IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210621IELTS Listening Part 2 Sample Test 1IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210707THEATRE ROYAL PLYMOUTH Booking Form IELTS Listening Part 1IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210721Transport from Bayswater IELTS Listening Part 1IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210711Office Rental IELTS Listening Part 1IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210818INCIDENT REPORT IELTS Listening Part 1IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210844Notes On Concerts IELTS Listening Part 1IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210810Job Enquiry IELTS Listening Part 1IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở huyện Lệ Thủy, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube Địa Chỉ xã Thanh Thủy, huyện Lệ Thủy, tỉnh Quảng 16, 20210834Notes on A Part-time Society IELTS Listening Part 1IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 16, 20210824The Tiger Shark IELTS Listening Part 4 IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210619Time Perspectives IELTS Listening IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210632History of Music in Britain IELTS Listening Part 4 IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210611 Birds in New Zealand IELTS Listening Part 4 IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210721A Chain Store in the UK IELTS Listening Part 4 IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210741Animal Sense IELTS Listening Part 4 IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210612Nanotechnology IELTS Listening Part 4 IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210639A Survey Research IELTS Listening Part 4 IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210716IELTS Listening Part 3 Sample Test 1 IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210729IELTS Listening Part 2 Sample Test 1 IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210707IELTS Listening Part 1 - Job HuntingIELTS Listening Part 1 - Job Hunting IELTS Quảng Bình trung tâm luyện thi IELTS uy tính ở thành phố Đồng Hới, tỉnh Quảng Bình. - Website - Email liên hệ contact - Facebook - Twitter - Youtube - Địa Chỉ Phường Bắc Lý, Thành phố Đồng Hới, Tỉnh Quảng BìnhSep 09, 20210935 This is the first part of your Listening test. Listen to the audio and answer questions 1-10. Listen to the instructions for each part of this section carefully. Answer all the questions. You can download the questions for the entire Listening practice test from the Listening practice test 1 page. The questions for part 1 are also shown on this page. While you are listening, write your answers on the question paper. Use a pencil. When you have completed all four parts of the Listening test you will have ten minutes to copy your answers on to a separate answer sheet. First, listen to the audio. Left click on the link to listen now the audio player will open in a new tab or right click and select 'Save Link As' to download the file to your computer and listen 1–5 Complete the notes below. Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer. Second-hand Bedroom Furniture for Sale Example Answer Number of items for sale three Besides tables Construction wood Colour 1............... Drawers two in each table, handles made of 2............. Height 3................cm Condition 4................. Price 5................for both Questions 6–10 Complete the notes below. Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer. Dressing table Drawers five two are 6 ……………….. Width 7 ……………….. Mirrors three one large, two small all 8 ……………….. Condition good Price 9 ……………….. Seller’s details Name Carolyn Kline Address 19 10 ……………….. Road You have completed the first section of your Listening test. Now move on to Listening section 2. Home - IELTS Listening Part 4 - Update 2023 Time Perspectives IELTS Listening Part 4 Free QuestionsQuestions 31—35Questions 36—40Answers Questions Time Perspectives Questions 31—35 Write one word only for each answer. Time Perspectives Questions 36—40 36. We are all present hedonists A at at while eating and drinking. 37. American boys drop out of school at a higher rate than girls because A they need to be in control of the way they they play video games instead of doing school they are not as intelligent as girls. 38. Present-orientated children A do not realise present actions can have negative future are unable to learn lessons from past know what could happen if they do something bad, but do it anyway. 39. If Americans had an extra day per week, they would spend it A working building sharing family meals. 40. Understanding how people think about time can help us A become more work together identify careless or ambitious people. Answers Time Perspectives IELTS Listening Part 1 IELTS Listening Part 2 IELTS Listening Part 3 IELTS Listening Part 4 Cambridge IELTS Listening 5-17 Explanation

time perspective ielts listening