Test format
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
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.
ELP Test Score mapping diagram
| ELPT | 3 | 3.5 | 4 | 4.5 | 5 | 5.5 | 6 | 6.5 | 7 | 7.5 | 8 | 8.5 | 9 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| OIDI | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
| ELP Test | 3 | 3.5 | 4 | 4.5 | 5 | 5.5 | 6 | 6.5 | 7 | 7.5 | 8 | 8.5 | 9 |
| PTE | <30 | 30 | 36 | 42 | 50 | 58 | 65 | 73 | 79 | 83 | 86 | ||
| TOEFL | <31 | 32 | 35 | 46 | 60 | 79 | 94 | 102 | 110 | 115 | 118 | ||
| Duolingo | <60 | 65+ | 80+ | 95+ | 105+ | 120+ | 130+ | 140+ | 150+ | 160 | |||
| CEFR | A2 | B1 | B2 | C1 | C2 | ||||||||
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, e.g. a speech about local facilities.
- Recording 3 – a conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment.
- Recording 4 – a monologue on an academic subject, e.g. a university lecture.
IELTS 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 (e.g. 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 (e.g. 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 – e.g. 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 registration.
IELTS 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, i.e. 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, e.g. ‘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, e.g. ‘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 word(s) 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, e.g. ‘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, e.g. ‘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 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 registration.
IELTS 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, i.e. 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, e.g. ‘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, e.g. ‘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 word(s) 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, e.g. ‘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, e.g. ‘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 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 registration.
IELTS 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, i.e. 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, e.g. ‘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, e.g. ‘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 word(s) 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, e.g. ‘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, e.g. ‘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.
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