IELTS and TOEFL
IELTS
The International English Language Testing System (IELTS) is designed to help you work, study or migrate to a country where English is the native language. This includes countries such as Australia, Canada, New Zealand, the UK and USA. One’s ability to listen, read, write and speak in English will be assessed during the test.
The order of the IELTS test varies based on the mode of exam. The sequence in which the sections appear in the test are as follows.
Computer-delivered IELTS: Listening, Reading, Writing, Speaking (before or after test)
Paper-Based IELTS: Writing, Reading, Listening, Speaking (same day or 7 days before or after test)
Scoring: Band score on a scale of 1 (the lowest) to 9 (the highest) for each band.
Overall score- Average of four section band scores (1 to 9)
Listening:
No. of Questions- 40
Time- 30 minutes (plus 10 minutes transfer time)
Scoring- 1 mark each for correct answers, no negative marking
This section is comprised of four recorded monologues and conversations.
Recording 1- Dialogues between two people based on social context
Recording 2- Monologue based on social issues
Recording 3- Conversation between up to four people about education/ training
Recording 4- Monologue on academic subjects such as a university lecture
The type of questions asked in the test includes:
- MCQs
- Matching
- Note completion
- Short answers
- Plan/ map/ diagram labeling
Candidates have to listen to the recordings and answer the questions carefully. They will hear the recordings only once and it can be in different accents, including British, Australian, New Zealand, and North American.
In paper-based IELTS, there is a 10-minute transfer time given for the candidates to record their answers on the sheet whereas in a computer-delivered test the transfer time is 2 minutes. It is crucial for the candidate to be careful of grammatical errors and spelling mistakes as marks are deducted for the same.
Skills such as one’s ability to understand the opinions and attitudes of speakers, follow-up conversation and development of ideas, the purpose of utterance, and detailed factual information are assessed through the test.
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 ideas.
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.
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 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 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 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 summarize any type of information using the layout to show how different items relate to one another
3. A table: used as a way of summarizing information which relates to clear categories – e.g. place/time/price,
4. A flow-chart: used to summarize a process which has clear stages, with the direction of the process shown by arrows.
Task type 5 – Sentence completion
Task type and format: Test takers are required to read a set of sentences summarizing 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’.
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.
In all the above question types, there may be specific instructions regarding NUMBER OF WORDS and/or NUMBER OF CORRECT OPTIONS TO CHOOSE. Candidates are required to read the instructions carefully. A word limit is given, for example, ‘NO MORE THAN THREE WORDS AND/OR A NUMBER’. Test takers are penalized for writing more than the stated number of words. Contracted words will not be tested. Hyphenated words count as single words.
MAP:
You will see a map (of a city, or college, or something simple) and hear instructions that help you navigate through it. You will hear directions as follows:
· Go straight for/on; Keep going
· At the top / at the bottom / In the middle / at the center
· Turn left/right; On the left / on the right; Left hand side / right hand side
· South / North / East / West; Clockwise/anticlockwise
· Head (South / North / East / West) on; Keep going up / move up
· Southeast / Southwest / Northeast / Northwest
· To the north / to the south / to the east / to the west
· Opposite / in front of / behind
· Above / below; Inside / outside; In front of / Behind
· A little before/after; Just beyond / a little beyond / just past; Next to / alongside / Near to
· When you get to
Your task will be to identify which place is where. Basically, match the numbers on the map with the different options of places given separately.
Distractors:
A distractor is a word or a phrase that changes or corrects the original piece of information given:
The shop next to the bakery was a newsagent but it’s now been replaced by a charity shop.
In the original design, the café and bookshop were next to each other. However, the plans were changed to locate the bookshop by the exit.
When the alterations are carried out, the storeroom will become an office. No, sorry. That’s been altered. It will be the new staffroom.
Reading:
No. of Questions- 40
Time- 60 minutes
Scoring- 1 mark each for correct answers
This section is comprised of three sections including three long paragraphs each which could be factual, descriptive, or analytical. Each section may be comprised of 10-17 questions.
The texts are usually taken from magazines, journals, newspapers, books, research, and online resources with topics for a non-specialist audience. Glossary will be given for unknown vocabulary.
The types of questions asked include:
- MCQs
- Identifying information
- Identifying writer’s views/ claims
- Note Completion
- Matching Information
- Matching headings
- Matching sentence endings
- Sentence completion
- Flow chart completion
- Diagram label completion
Candidates shall record their answers on the sheet after reading the passages. No extra time will be given in this test unlike in the Listening test.
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.
- 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.
Writing:
No. of Tasks- 02
Time- 60 minutes
Scoring- Task 2 contributes twice as much as Task 1 to marking score
Task 1: Test takers are asked to respond to a situation, for example, by writing a letter requesting information or explaining a situation. Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words and will be penalized if their answer is too short. While test takers will not be penalized 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.
In this section, you will encounter one of the following visual elements:
- Bar Chart
- Line Graph
- Table Chart
- Pie Chart
- Process Diagram
- Map
- Multiple Graphs
Your task is to write a concise report highlighting the key features. Depending on the type of graphic presented, you may be asked to:
- Summarize data (Do not provide your opinion or conclusion if not specifically asked)
- Describe the comparison or interplay of different data given in the chart
- Explain the highs, lows, or some data that stands out
- Narrate the graph in a way that a visually challenged person can visualize it too
The structure of the task will remain consistent and include:
- A brief description of the visual element
- Clear instructions for the task
- The graphic itself (e.g., chart, graph, or diagram)
Prepare to analyze and interpret the information presented to effectively communicate its main points.
Task 2: Test takers write an essay in response to a point of view, argument or problem. Control your urge to simply state your opinions, instead, analyze the statements based on logical points and inferences which may organically lead to certain conclusions. Test takers are asked to write at least 250 words and will be penalized if their answer is too short. They should spend no more than 40 minutes on this task.
Example Topic: Should pocket money be given to children before they reach high school.
Examiners assess the tasks based on four criteria:
- Correctness and specificity of response
- Coherent and concise responses with minimal to none spelling mistakes
- Correct usage of vocabulary used; Some range, without going overboard is advisable
- Crisp and correct usage of grammar
Speaking:
No. of parts- 03
Time- 11 to 14 minutes
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. Questions on familiar topics such as family, friends, work, home, and interests.
Example Question: Do you like art?
Your answer should cover:
1. Yes or No (Preferably yes).
2. What kind of art you like (Paintings, sketches, music, dance, etc.).
3. Why do you like that form of art.
4. Do you practice it, or intend to learn it.
5. Some trivia about it, like popular artists who are associated with it.
(Ideally, keep it a little personal to let the interviewer know more about you)
Part 2 - You will be given a card which asks you to talk about a particular topic (citing your own experience and understanding) at length. 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.
Example Question: Describe a piece of art that you like?
Your answer should cover:
1. The name of the art (The Monalisa)
2. The name of the artist
3. Where you saw it
4. Why you like it
(Ideally, keep it more 60% about specific details of the art and 40% about your connection with it. It lets the interviewer know that you can articulate your experiences and thought about other things, and a bit about whether you can go into depth of topics comfortably)
Part 3 - This part of the test focuses on the ability to analyze issues, express and justify opinions and to analyze, discuss and speculate about issues. You will be asked further questions related to 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 4-5 minutes.
The questions could be in the lines of:
1. Is there something specific that you look for in an art?
2. Should art be taught at school?
3. Does the artist’s background influence your inclination towards an art?
4. What makes great art?
5. How can art be relevant in today’s digital age?
6. How is art evolving in your country?
(Ideally, try to answer the follow up questions directly. Elaborate on it to clarify any ambiguity. You can express your opinion on certain topics, but make sure you state legitimate reasons for it. Do not overdo, overstretch or overemphasize. The idea is to make the interviewer understand that you can think on your feet and articulate answers to counterquestions relatively comfortably)
The examiner assesses candidates based on four criteria:
- Articulation of thoughts with clarity and precision
- Correct usage of vocabulary used; Some range, without going overboard is advisable
- Crisp and correct usage of grammar
- Clarity or comprehensibility of pronunciation
Charges:
Advanced Course:
10 hours @ Rs 7,000/-
Comprehensive Course:
20 hours @ 15,000/-