oxford english testing.

com
Information for teachers about online IELTS practice
tests from www.oxford english testing.com

What is oxfordenglishtesting.com?
Its a website that gives students and teachers of English access to interactive

oxford english testing.com

practice tests.
Its where students who have bought OUP materials can access online practice
tests via a MultiROM, and can then buy more tests online if they wish.

What do the online IELTS practice tests consist of?

The IELTS online practice tests reflect what happens in the real exam, in the same
way as printed practice tests from Oxford University Press. The practice tests are
complete and full length. For an overview of the content of IELTS, see page 4.
Students do not print the tests in order to do them. They take them online and they
are marked automatically online. In addition, there is a range of help features that
students can call on while they are doing the test. These include dictionary look-up,
exam tips, audio scripts, the ability to mark and change individual answers, and get
feedback on answers. See page 3 for more details on these features.
The combination of online marking and help features makes the practice tests ideal
for self-study at home, or in the classroom.

How do students take an online practice test?

Students can do a practice test in their own time wherever they have access to a
computer and the Internet. They will need an email address and to be online when
they do the tests.
Students have access to the test for 365 days from the time payment is received,
or from the time they start the test.
Students do not have to do the whole test at one time. They can answer and
then mark a question, a part, a paper, or the whole test. All their answers are
automatically saved when they leave the site, and they can come back to the test
at any time. They can also skip questions and come back to them later.
Students can monitor their progress via the Test Overview, which records
questions not attempted, attempted but not marked, right and wrong answers, and
questions that cannot be marked online. Students can also print the Test Overview
and Results page. After 365 days they have to submit the test for final marking.

Marking the practice test

The system can automatically mark the IELTS Reading and Listening papers.
Where students are asked to key in their answers, the automatic marking system
will only accept words that are spelt correctly. Answers may be typed in upper
case or lower case, but not a mixture of the two (e.g. CORRECT ANSWER and
correct answer are acceptable, but not Correct answer, unless at the start of a
sentence, or a proper name). Both British and American spelling are accepted.

IELTS Information for teachers 1

When students take their answer from a text provided, they should make sure they
copy the word exactly.
The system cannot automatically mark the IELTS Writing and Speaking papers.
However, these parts of the test are provided online, along with exam tips, sample
answers for the Writing paper, and useful language for the Speaking paper in order
to provide practice of the complete test. The Speaking papers are also available
as downloadable PDFs via the link from the learning resources section of the
MyTests page.
As the system cannot automatically mark the IELTS Writing and Speaking papers
online, the default result will exclude these papers. The result the students see
includes totals for each of the marked parts and a percentage.
For the Writing paper, your students can enter their answers online, and have the
choice of printing them or emailing them to you for marking. They can then enter
the marks you give them on the Results page, after they have submitted all their
answers for final marking. Their final score will then be adjusted to take these
marks into account.
If you wish, you can also conduct the Speaking test with students and they can
enter their marks on the Results page on the website. Their final score will then
be adjusted to take these marks into account. If students want to enter marks for
Writing and Speaking they need to enter them at the same time.
Finally, it is important to remember that these are practice tests, not the real exam,
and so the final mark is only an indication of how your students might perform in
the real exam.
See pages 59 for more information on assessing the Writing paper and pages
1012 for more information on assessing the Speaking paper.
For the purposes of the online practice tests, we suggest teachers allocate: 15
marks for Writing Part 1, 25 marks for Writing Part 2, and 40 marks for Speaking
Parts 13. At this time it is not possible to convert the scores into the IELTS 9-band
scale.

Where can I find out more about oxfordenglishtesting.com?

For more help, click on the Support tab on the website, www.oxfordenglishtesting.com.
Youll find a comprehensive list of Frequently Asked Questions (FAQs) covering
technical issues, registering, buying tests, doing tests, and other topics. There is a
demo on the homepage of the website that will give you a clear understanding of
the site and the practice tests. You can also contact us at
customerservice.eltonline@oup.com

IELTS Information for teachers 2

Features of the online practice tests
Exam tips There is a tip on how to answer every question type.

Dictionary look-up Students can look up the meaning of any word in the practice test.
They just double click it and a definition will pop up from the Oxford
Students Dictionary. They will need to have pop-up windows
enabled.

Instant marking and feedback When a student has answered a question, they can mark it straight
away to see whether they got it right. If the answer was wrong, they
can get Feedback to find out why it was wrong.

Change your answer or Students can then go back and have another go as many times as
try again they like. Understanding why they answered a question incorrectly
helps them think more clearly about a similar question next time.

Save and come back later Students dont have to complete a Paper in one go. When they
log out it saves what theyve done. They can come back to it at
any time. Students have 365 days before they have to submit the
practice test for final marking. The My tests page tells students how
many days they have left to access the test.

Mark individual answers, a However much students have done of the practice test, they can
part, a paper, or the whole test mark it and see how well theyre doing.

Audio scripts These are available for all parts of the Listening test. Reading the
Audio script will help students understand any areas they didnt
understand when they were listening.

Sample answers for essay Students can see Sample answers after theyve written their
questions in the Writing paper own. Theyve been written by real students, and will give them a
good idea of whats expected. What they write will not be marked
automatically. If you would like to mark your students essay, tell
them and they can either print it off to give to you, or email it to you.
When youve marked it, they can enter the mark on their Results
page. It does not matter if they do not enter a mark for the essay.
The final marks will be adjusted to take that into account.

Useful language for the Students get sample Speaking papers and Useful language to help
Speaking paper them practise offline. If you want to assess your students they can
print the Speaking paper from the My tests page, and ask you to do
the Speaking paper with them. As with the Writing paper, you can
give them a mark and they can enter the mark on the Results page.
However, if you dont, their final marks will be adjusted to take that
into account.

Results page Remember this is a practice test not the real exam. Students will see
their score by paper and part and as a percentage. This will only be
an indication of their score in an actual IELTS exam.

Try a sample test first You can try out a short version of a practice test yourself. Go to
oxfordenglishtesting.com and click on Try. You can also ask your
local OUP office for a demo.

IELTS Information for teachers 3

IELTS content and overview
Duration and format Task types Marks
LISTENING Sections 1 and 2: concerned with social needs. One mark for each correct
Section 1 is a conversation between two speakers. answer.
About 30 minutes
Section 2 is a monologue.
Scores out of 40 are
Four sections
Sections 3 and 4: concerned with situations related translated into the IELTS
40 questions more closely to educational or training contexts. 9-band scale.
Section 3 is a conversation between up to four people.
Section 4 is a monologue.
A variety of questions are used, chosen from the
following types:
multiple choice
short-answer questions
sentence completion
note/summary/flow-chart/table completion
labelling a diagram
classification
matching

ACADEMIC READING A variety of questions are used, chosen from the One mark for each correct
following types: answer.
60 minutes
multiple choice Scores out of 40 are
40 questions short-answer questions translated into the IELTS
There are three texts, taken from sentence completion 9-band scale.
magazines, journals, books, note/summary/flow-chart/table completion
and newspapers. Texts have labelling a diagram
been written for a non-specialist matching headings for identified paragraphs /
audience and are of general sections of the text
interest. identification of information in the text true, false or
not given
At least one text contains classification
detailed logical argument. matching lists/phrases
Texts may contain non-verbal
materials such as diagrams,
graphs or illustrations. If texts
contain technical terms, a simple
glossary is provided.

ACADEMIC WRITING Task 1 Candidates are asked to describe some Task 1 is assessed according
information (graph, table, chart, or diagram) in to the following criteria: task
60 minutes

IELTS content and overview table reproduced with the permission of Cambridge ESOL
their own words. achievement, coherence and
Two tasks. It is suggested that cohesion, lexical resource,
Task 2 Candidates are presented with a point of view
about 20 minutes is spent on grammatical range and
or argument or problem.
Task 1 (150 words) and about 40 accuracy.
minutes on Task 2 (at least 250
Task 2 is assessed according
words).
to the following criteria: task
response, coherence and
cohesion, lexical resource,
grammatical range and
accuracy.

SPEAKING Part 1 Examiner interviews candidate using verbal Assessed according to the
questions selected from familiar topic frames. following criteria: fluency and
11-14 minutes
45 minutes. coherence, lexical resource,
grammatical range and
Part 2 Examiner asks candidate to speak for 12
accuracy, pronunciation.
minutes on a particular topic based on a written
input in the form of a candidate task card and
content-focused prompts. Examiner asks one
or two questions to round off the long turn. 3-4
minutes (including 1 minute preparation time).
Part 3 Examiner invites candidate to participate in
discussion of a more abstract nature, based on
verbal questions thematically linked to Part 2
topic. 45 minutes.

IELTS Information for teachers 4

Assessing the Academic Writing Module
See page 4 for an overview of the content of the Academic Writing Module.
The following points should be borne in mind when marking the Writing Module:
Each of the two tasks on the Writing paper is assessed independently.
Depending on the type of input and the task suggested, in Task 1 candidates are
assessed on their ability to:
organize, present and possibly compare data
describe the stages of a process or procedure
describe an object, event or sequence of events
explain how something works.
In Task 2, candidates are assessed on their ability to:
present the solution to a problem
present and justify an opinion
compare and contrast evidence, opinions and implications
evaluate and challenge ideas, evidence or an argument.
The assessment of Task 2 carries more weight in marking than Task 1.
Each task is assessed using detailed band descriptors at the nine IELTS bands
(see pages 69), according to the four criteria below: Task Achievement (Task
1) or Task Response (Task 2), Coherence and Cohesion, Lexical Resource,
Grammatical Range and Accuracy. A band score is awarded for each of the four
criterion areas. The four criteria are equally weighted.

Task Achievement (Task 1)

This criterion 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 which relates narrowly
to the factual content of an input diagram and not to speculated explanations that
lie outside the given data.

Task Response (Task 2)

Task 2 requires the candidates 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 candidates own experience.
Responses must be at least 250 words in length.

Coherence and Cohesion

This criterion is concerned with the overall clarity and fluency of the message: how
the response organizes 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 the candidate has used and the
accuracy and appropriacy of that use in terms of the specific task.

Grammatical Range and Accuracy

This criterion refers to the range and accurate use of the candidates grammatical
resource as manifested in the candidates writing at the sentence level.
Scores are reported in whole and half bands.
Scripts under the required minimum word limit will be penalized.

IELTS Information for teachers 5

 IELTS Writing Band Descriptors Academic Writing Task 1 (public version)

Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy
9 fully satisfies all the requirements of uses cohesion in such a way that it attracts no uses a wide range of vocabulary with uses a wide range of structures with
the task attention very natural and sophisticated control full flexibility and accuracy; rare minor
clearly presents a fully developed skilfully manages paragraphing of lexical features; rare minor errors errors occur only as slips
response occur only as slips

8 covers all requirements of the task sequences information and ideas logically uses a wide range of vocabulary uses a wide range of structures
sufficiently manages all aspects of cohesion well fluently and flexibly to convey precise the majority of sentences are error-
presents, highlights and illustrates uses paragraphing sufficiently and meanings free
key features/ bullet points clearly and appropriately skilfully uses uncommon lexical makes only very occasional errors or
appropriately items but there may be occasional inappropriacies
inaccuracies in word choice and
collocation
produces rare errors in spelling and/
or word formation

7 covers the requirements of the task logically organizes information and ideas; there uses a sufficient range of vocabulary uses a variety of complex structures
presents a clear overview of main is clear progression throughout to allow some flexibility and precision produces frequent error-free
trends, differences or stages uses a range of cohesive devices appropriately uses less common lexical items sentences has good control of
clearly presents and highlights key although there may be some under-/over-use with some awareness of style and grammar and punctuation but may
features/bullet points but could be collocation make a few errors
more fully extended may produce occasional errors in
word choice, spelling and/or word
formation

6 addresses the requirements of the arranges information and ideas coherently and uses an adequate range of uses a mix of simple and complex
task there is a clear overall progression vocabulary for the task sentence forms
presents an overview with information uses cohesive devices effectively, but cohesion attempts to use less common makes some errors in
appropriately selected within and/or between sentences may be faulty vocabulary but with some inaccuracy grammar and punctuation but they rarely
presents and adequately highlights or mechanical makes some errors in spelling and/ reduce communication
key features/ bullet points but details may not always use referencing clearly or or word formation, but they do not
may be irrelevant, inappropriate or appropriately impede communication
inaccurate

5 generally addresses the task; the presents information with some organization uses a limited range of vocabulary, uses only a limited range of structures
format may be inappropriate in places but there may be a lack of overall progression but this is minimally adequate for the attempts complex sentences but these
recounts detail mechanically with no makes inadequate, inaccurate or over-use of task tend to be less accurate than simple
clear overview; there may be no data cohesive devices may make noticeable errors in sentences
to support the description may be repetitive because of lack of spelling and/or word formation that may make frequent grammatical
presents, but inadequately covers, referencing and substitution may cause some difficulty for the errors and punctuation may be faulty;
key features/ bullet points; there may reader errors can cause some difficulty for
be a tendency to focus on details the reader

IELTS Information for teachers

6
 Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy
4 attempts to address the task but presents information and ideas but these are uses only basic vocabulary which uses only a very limited range of
does not cover all key features/ not arranged coherently and there is no clear may be used repetitively or which structures with only rare use of
bullet points; the format may be progression in the response may be inappropriate for the task subordinate clauses
inappropriate uses some basic cohesive devices but these has limited control of word formation some structures are accurate but
may confuse key features/bullet may be inaccurate or repetitive and/or spelling; errors may cause errors predominate, and punctuation
points with detail; parts may be strain for the reader is often faulty
unclear, irrelevant, repetitive or
inaccurate

3 fails to address the task, which may does not organize ideas logically uses only a very limited range of attempts sentence forms but
have been completely misunderstood may use a very limited range of cohesive words and expressions with very errors in grammar and punctuation
presents limited ideas which may be devices, and those used may not indicate a limited control of word formation and/ predominate and distort the meaning
largely irrelevant/repetitive logical relationship between ideas or spelling
errors may severely distort the
message

2 answer is barely related to the task has very little control of organizational features uses an extremely limited range of cannot use sentence forms except in
vocabulary; essentially no control of memorized phrases
word formation and/or spelling

1 answer is completely unrelated to the fails to communicate any message can only use a few isolated words cannot use sentence forms at all
task

0 does not attend

does not attempt the task in any way
writes a totally memorized response

IELTS Information for teachers

7
 IELTS Writing Band Descriptors Academic Writing Task 2 (public version)

Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy
9 fully addresses all parts of the task uses cohesion in such a way that it attracts uses a wide range of vocabulary with uses a wide range of structures
presents a fully developed position in no attention very natural and sophisticated control with full flexibility and accuracy;
answer to the question with relevant, fully skilfully manages paragraphing of lexical features; rare minor errors rare minor errors occur only as
extended and well supported ideas occur only as slips slips

8 sufficiently addresses all parts of the task sequences information and ideas logically uses a wide range of vocabulary uses a wide range of structures
presents a well-developed response to manages all aspects of cohesion well fluently and flexibly to convey precise the majority of sentences are error-
the question with relevant, extended and uses paragraphing sufficiently and meanings free
supported ideas appropriately skilfully uses uncommon lexical makes only very occasional errors
items but there may be occasional or inappropriacies
inaccuracies in word choice and
collocation
produces rare errors in spelling and/
or word formation

7 addresses all parts of the task logically organizes information and ideas; uses a sufficient range of vocabulary uses a variety of complex
presents a clear position throughout the there is clear progression throughout to allow some flexibility and precision structures
response uses a range of cohesive devices uses less common lexical items produces frequent error-free
presents, extends and supports main appropriately although there may be some with some awareness of style and sentences
ideas, but there may be a tendency to over- under-/over-use collocation has good control of grammar and
generalize and/or supporting ideas may presents a clear central topic within each may produce occasional errors in punctuation but may make a few
lack focus paragraph word choice, spelling and/or word errors
formation

6 addresses all parts of the task although arranges information and ideas coherently uses an adequate range of uses a mix of simple and complex
some parts may be more fully covered than and there is a clear overall progression vocabulary for the task sentence forms
others uses cohesive devices effectively, but attempts to use less common makes some errors in grammar
presents a relevant position although cohesion within and/or between sentences vocabulary but with some inaccuracy and punctuation but they rarely
the conclusions may become unclear or may be faulty or mechanical makes some errors in spelling and/ reduce communication
repetitive may not always use referencing clearly or or word formation, but they do not
presents relevant main ideas but some may appropriately impede communication
be inadequately developed/unclear uses paragraphing, but not always logically

5 addresses the task only partially; the format presents information with some organization uses a limited range of vocabulary, uses only a limited range of
may be inappropriate in places but there may be a lack of overall but this is minimally adequate for the structures
expresses a position but the development progression task attempts complex sentences but
is not always clear and there may be no makes inadequate, inaccurate or over-use may make noticeable errors in these tend to be less accurate than
conclusions drawn of cohesive devices spelling and/or word formation that simple sentences
presents some main ideas but these are may be repetitive because of lack of may cause some difficulty for the may make frequent grammatical
limited and not sufficiently developed; there referencing and substitution reader errors and punctuation may be
may be irrelevant detail may not write in paragraphs, or faulty; errors can cause some

IELTS Information for teachers

paragraphing may be inadequate difficulty for the reader

8
 Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy
4 responds to the task only in a minimal way presents information and ideas but these uses only basic vocabulary which uses only a very limited range of
or the answer is tangential; the format may are not arranged coherently and there is no may be used repetitively or which structures with only rare use of
be inappropriate clear progression may be inappropriate for the task subordinate clauses
presents a position but this is unclear in the response has limited control of word formation some structures are accurate
presents some main ideas but these are uses some basic cohesive devices but and/or spelling; errors may cause but errors predominate, and
difficult to identify and may be repetitive, these may be inaccurate or repetitive strain for the reader punctuation is often faulty
irrelevant or not well supported may not write in paragraphs or their use
may be confusing

3 does not adequately address any part of does not organize ideas logically uses only a very limited range of attempts sentence forms but
the task may use a very limited range of cohesive words and expressions with very errors in grammar and punctuation
does not express a clear position devices, and those used may not indicate a limited control of word formation and/ predominate and distort the
presents few ideas, which are largely logical relationship between ideas or spelling meaning
undeveloped or irrelevant errors may severely distort the
message

2 barely responds to the task has very little control of organizational uses an extremely limited range of cannot use sentence forms except
does not express a position features vocabulary; essentially no control of in memorized phrases
may attempt to present one or two ideas word formation and/or spelling
but there is no development

1 answer is completely unrelated to the task fails to communicate any message can only use a few isolated words cannot use sentence forms at all

0 does not attend

does not attempt the task in any way
writes a totally memorized response

IELTS Information for teachers

9
Assessing the Speaking Module
See page 4 for an overview of the contents of the Speaking Module. The following
points should be borne in mind when marking the Speaking Module:
Students are assessed using detailed performance descriptors. These describe
spoken performance at the nine IELTS bands (see page 1112), according to
the four criteria below: Fluency and Coherence, Lexical Resource, Grammatical
Range and Accuracy, Pronunciation. A band score is awarded for each of the four
criterion areas. The four criteria are equally weighted.
The final speaking score is reported as whole and half bands.
Fluency and Coherence
This criterion 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
(e.g. connectors, pronouns and conjunctions) within and between sentences.
Lexical Resource
This criterion refers to the range of vocabulary the candidate can use 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 criterion refers to the range and the accurate and appropriate use of the
candidates 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.

IELTS Information for teachers 10

 IELTS Speaking band descriptors (public version)

Band Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation
9 speaks fluently with only rare repetition or uses vocabulary with full flexibility and uses a full range of structures naturally
self-correction; any hesitation is content- precision in all topics and appropriately
related rather than to find words or grammar uses idiomatic language naturally and produces consistently accurate structures
speaks coherently with fully appropriate accurately apart from slips characteristic of native
cohesive features speaker speech
develops topics fully and appropriately

8 speaks fluently with only occasional repetition uses a wide vocabulary resource readily uses a wide range of structures flexibly is easy to understand
or self-correction; hesitation is usually and flexibly to convey precise meaning produces a majority of error-free throughout, with L1 accent
content-related and only rarely to search for uses less common and idiomatic sentences with only very occasional having minimal effect on
language vocabulary skillfully with occasional inappropriacies or basic/non-systematic intelligibility
develops topics coherently and appropriately inaccuracies errors uses a wide range of
uses paraphrase effectively as required phonological features to
convey meaning effectively

7 speaks at length without noticeable effort or uses vocabulary resource flexibly to uses a range of complex structures with
loss of coherence discuss a variety of topics some flexibility
uses a range of connectives and discourse uses some less common and idiomatic frequently produces error-free sentences,
with some flexibility vocabulary and shows some awareness though some grammatical mistakes
may demonstrate language-related hesitation of style and collocation with some persist
at times, or some repetition and/or self- inappropriate choices
correction uses paraphrase effectively

6 is willing to speak at length, though may has a wide enough vocabulary to discuss uses a mix of simple and complex can be understood throughout,
lose coherence at times due to occasional topics at length and make meaning clear structures, but with limited flexibility though mispronunciation may
repetition, self-correction or hesitation in spite of inappropriacies may make frequent mistakes with occasionally cause momentary
uses a range of connectives and discourse generally paraphrases successfully complex structures, though these rarely strain for the listener
markers but not always appropriately cause comprehension problems

5 usually maintains flow of speech but uses manages to talk about familiar and produces basic sentence forms with
repetition, self-correction and/or slow speech unfamiliar topics but uses vocabulary with reasonable accuracy
to keep going limited flexibility uses a limited range of more
may over-use certain connectives and attempts to use paraphrase but with mixed complex structures, but these usually
discourse markers success contain errors and may cause some
produces simple speech fluently, but more comprehension problems
complex communication causes fluency
problems

4 cannot respond without noticeable pauses is able to talk about familiar topics but can produces basic sentence forms and produces some acceptable
and may speak slowly, with frequent repetition only convey basic meaning on unfamiliar some correct simple sentences but features of English
and self-correction topics and makes frequent errors in word subordinate structures are rare pronunciation but overall
links basic sentences but with repetitious use choice errors are frequent and may lead to control is limited and there can
of simple connectives and some breakdowns misunderstanding be severe strain for the listener

IELTS Information for teachers

rarely attempts paraphrase
in coherence

11
 Band Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation
3 speaks with long pauses uses simple vocabulary to convey attempts basic sentence forms but with
has limited ability to link simple sentences personal information limited success, or relies on apparently
gives only simple responses and is frequently has insufficient vocabulary for less familiar memorized utterances
unable to convey basic message topics makes numerous errors except in
memorized expressions

2 pauses lengthily before most words only produces isolated words or cannot produce basic sentence forms speech is often unintelligible
little communication possible memorized utterances

1 no communication possible
no rateable language

0 0 does not attend

Extracts from the IELTS Handbook reproduced with the permission of Cambridge ESOL.

Go to http://www.ielts.org/candidates/default.aspx for more information about the IELTS test,

and why it might be of benefit to you.

IELTS Information for teachers

12