Smart Ways to Score High in IELTS Speaking Part 3

In part 1 of the Speaking test, the examiner asks you questions on familiar topics about your personal life and interests. Note that this is not usually related to the topics that follows in Part 2 and 3.

But, this case is different in Part 3 of speaking test.

In Part 3 of the speaking test, the examiner asks further question to the topic of Part 2. These questions explore more abstract ideas and issues.

Here is an example of Task-2 question.

Describe a school or college where you were a student. You should say:
  • What type of school/college it was
  • where it was
  • when you studied there
and explain how you felt about it when you were a student there.

If you have this cue card in Part-2, then the examiner may ask you following questions in Part-3:

  • Do you think the school in your country are equally good, or some better than others?
  • How can a person’s education affect their future life?
  • Do you think there`s too much emphasis on exams in your country?


The part 3 of the speaking test mostly consist questions relating to arguments. Argument means, you need to discuss both sides of the question.

Using linking words is a smart idea on this regard. For example, you can use
  1. But
  2. However
  3. On the other hand
  4. Although
  5. though
Example Question: Do you think there`s too much emphasis on exams in your country?

Answer (using linking words): Few people believe examinations are perfect way to measure ability of students. However, most education institution in my country use them.

Notice that in IELTS speaking part -3; the examiner can ask you question you may no prior idea to make arguments.

Do not worry! The speaking test assesses your speaking ability, not your knowledge of the world.

You won`t lose marks if you don`t know much about a topic, so admit this make a guess. You would not loose point for giving wrong answer.

In fact, if this happens that you are speaking out of topic, the examiner may move the conversation on to a related topic.


If you can`t think of anything to say immediately, it is useful to know some expressions for `filling in`. They can give you a few seconds to think about your answer. Look at the following 'filling in' expressions:
  1. I`ve never really thought about that
  2. Let me think
  3. Let me see
  4. That`s a good question
  5. I`m not sure
For Example if you are asked a question like this: Do you think Climate Change can the way we are living now? You can answer: I am not an expert of climate change but I think it will bring us no good.

ielts speaking don`t know

Clarifying your meaning is vital point in Part-3 long for getting better band score.

Several techniques you can use here to demonstrate that you are able to give clear, precise meaning It will make  your English sound more advanced and natural.

Remember, this is common practice among native speakers to ensure their listeners fully understand the points they want to make.

One thing you can do on this regard is to use conditional sentences to describe cause and effect. Look at the use of "if" as conditional sentences below.
  • If this city keeps growing, eventually it will join up with the towns around it.
  • It would have been better if the airport had been built further from the city.
  • If cities grow too quickly, they become chaotic and unhealthy places to live.
  • If the government spent more money on developing rural areas, people wouldn`t be so keen to move to the cities.
Another thing you can do on this context is to began a sentence with Personally...means you know that what you`re saying is only your opinion or preference, and may people will disagree.

For example, Personally, I wouldn`t want to live in a city, but I`ve lived in London all my life.

Part-3 questions are focusing on arguments as well as contrasting ideas. Good use of advanced, natural-sounding phrases for connecting and contrasting ideas is one of the things that can help get you a high score.

Here we will discuss two advanced way to contrast ideas.

1. Using "Having said that..." : This can be useful for contrasting ideas which are contradictory

Example: I think it`s very important to know what`s happening in your country and in the world. Having said that, I don`t actually follow the news carefully every day.

In this example, the candidate contrasts what he thinks with what she actually does. Note that you use a stress on saying "said" to sound more natural.

ielts speaking using contrast words

2. You can also use "apart from that" to contrast an exception with a general rule.

  • They may be exciting for people who have a special interest in the subject, but apart from that, they tend not to have a lot of appeal.
  • I watch the news and some current-affairs programs, but apart from that, I watch very little TV.
  • Apart from checking the headlines on the internet, I don`t really follow the news.
Remember, giving complex, structured answers will gain you marks, but it may not always be possible.

The model answers given below are written to demonstrate a range of strategies, and only the most advanced candidates can consistently give answers like these.

Lean from these examples, but unless you need band 7.5 or higher, don`t worry about giving such complex answers to every question yourself.

1. Do you think the quality of TV in your country is generally good?

There are three or four channels which are quite high quality, and in particular we have an arts channel which produces some excellent programs. But the majority of channels don`t seem high quality to me. They show a lot of imported programs, moronic game shows and repeats there are far too may advertisement as well. On some channels, they take a half-hour program and make it up to an hour with advertisements and trailers for other programs.

(Here the speaker Gives a hypothetical scenario of how things could be different)

2. What problems do you think can be caused by watching too much TV?

Obviously, it`s not very good for the health to sit still for hours at a time. I know I always feel quite bad if I sit in front of the TV for an entire evening. In my opinion, there`s also a danger that watching TV can become a substitute for real life. It`s easier to sit at home and watch TV than to go out and meet people. But it`s obviously better to go out and do something more social and active.

(The candidate starts here with an obvious idea, then add a less obvious, more philosophical idea.)

3. What are the advantages and disadvantages of showing imported TV programs?

The advantage is that some imported programs are very high quality. They`re well written, well acted and cost a lot of money to produce. In that respect, they`re of then much better than anything produced locally. However, the disadvantage of showing a lot of imported programs is that it means we haven`t developed much of a TV production industry in my country. If we made more TV programs. there would be more  jobs for actors, directors, script writers etc. and we might start making interesting programs rather than mostly just silly game shows, as I mentioned before.

(The candidate starts with the exception (high quality programs) and then describes the general rule.)

4. Do you think that the things children see on TV and in films can influence their behavior?

This has been discussed a lot in the media, especially the question "Does watching violence on TV make children violent?" In my opinion, children don`t have a problem distinguishing between fantasy and reality. I wouldn’t let my kids watch horror films, but that`s because I think it would upset them, not because I think they`d star: killing people! The area where I think TV and films really can change their behaviors is advertising. Children are very easy to influence. A lot of advertisements on TV are aimed directly at children, and some films these days seem little more than advertisements for toys or computer games.

(In this example, the candidate starts with an ongoing debate first and moves on to own opinion by contrasting with the popular idea)

5. Do you think Hollywood films can change local cultures?

Perhaps a combination of American films, TV and music can have an effect. A lot of young people dress in quite American-looking style, and a lot of English words and phrases have entered our language. Some habits have changed too. For example, young people drink more alcohol than their parents did. Perhaps that`s because of influence from the media.

(Here the candidate expands the focus of the question and makes sure it still includes what the examiner asked)


IELTS speaking part-3 is all about showing examiners your ability to break an argument with examples and appropriate logic. Here you need the ability to present you idea with complex sentences.

Linking words can be helpful on this regard to present in a logical sequence so that it could be easy for examiner to follow your conversation and this will eventually prompt for high band score.

The Definitive Guide to Score High in IELTS Speaking Part-2

The part 1 of IETLS speaking testy consist questions relating to your personal life. The examiner my ask you to discuss one topic for the first half of the Part 1 test, then switch to another topic for the second half.

This is normal and doesn’t mean that your performance for the first topic was inadequate to get higher band in IELTS speaking module.

During this time of transitional questions, the examiner may sound quite unclear. Example of these pair of question that can be asked here are as below:
  • Do you enjoy your occupation?
  • Have you ever had an interview for a job?
  • Is it easy to find a job where you live?
  • What`s the most difficult part of your occupation?
If you`re not sure that you understand the question correctly ask the examiner to repeat it. You won`t normally lose marks for doing this-after all, it happens in native speaker conversations too.

Rrepeat the question ielts speaking

From this point in the book onwards, the main focus of the Speaking units is on Parts 2 and 3, as they tend to be more challenging.

But, of course, the language skills you were using in Part 1 are also helpful for the rest of these parts.

In part 2 of the Speaking test, the examiner gives you a task card like one below. You then have a minute to prepare for one to two minutes, you are allowed to make notes if you wish.

Examiner: You have one to two minutes for this. Don`t worry if I stop you. I`ll tell you when the time is up. Can you start speaking now, please?

Describe the job or career you have or hope to have in the future.

You should say:
  • What the job is
  • What the job involves
  • why you choose this job
and explain what you like or dislike about this job.

The first stage of preparation is deciding what point to include in your talk.

That`s why the examiner will give you a piece of paper to jot down the ideas within a minute. You will be then prompt to speak for 2 minutes.

Look at this typical candidates note below who is studying in veterinary science. Remember you will need enough notes to speak for a similar length of time and with similar amount of details.
  • Studying in veterinary science
  • Farm animals, not pets
  • Not just sick animals-also disease prevention and testing
  • Cows, TB from wild animals
  • Reason. Not I love animals. I like working outdoors in agricultural environment.
  • Good pay, job satisfaction, meeting people
  • Hard work, all weathers, repetitive, get up very early
One important thing you can notice in this example. While preparing notes it is important to follow the sequence of questions closely.

In this case, while making preparation for job, if you don`t have a clear ideas about your future career, perhaps imagine a s suitable job and talk about that.

IELTS Speaking-Future Job

Now let`s look at how to organize the answer. The first thing would be give an introductory statement.

"At the moment, I`m studying to be a veterinary scientist, so of course that`s what I hope to become when I graduate next summer. I`m almost certain I`m going to pass my final exam."

Now look at the notes we have taken and construct the speech after introductory sentence.

"Generally, there are two types of vet, ones who work mostly with pets and ones who work mostly with farm animals. I wouldn’t want to spend all day with cats and dogs, so I`d like to be the second kind." (farm animals not pet)

“The pay can be very good, especially if you set up your own practice rather than working for somebody else, and I think I`ll have a lot of job satisfaction. On the other hand, it`s hard work, you have to go out in all kinds of weather and it can be quite repetitive, Imagine vaccinating five hundred pigs for example. (good pay, job satisfaction, meeting people)

“Some people think I want to become a vet because I love animals, but that`s not really the reason. I do like animals, bit the real is reason is that I want to work outdoors in the real world of agriculture.. I wouldn`t be happy getting up every day to go and sit in an office.” (Reason. Not I love animals. I like working outdoor in agricultural environment.)

Remeber in Part-2 of IELTS speaking test, It`s often a good idea to construct opposite ideas. This can be a good way to demonstrate your ability to use spoken English for complex purposes such as developing an argument and explaining it.

Look at the second last paragraph of the example “The pay can be very good, especially if you set up ....." where we have used "On the other hand".

Look at the following examples again and notice each example begins with a useful word/expression for contrasting ideas.
  1. The hours are long and the pay is low. However...
  2. I`d have to for a lot of travelling, which I don`t really like, Apart from that...
  3. There`s not much job security in this type of work. On the other hand...
  4. I`m not brilliant with computers. Even so....
Contrasting ideas ielts speaking
Another most important twist that can increase your IELTS speaking score in this section is to choose the correct grammatical forms when taking about the future.

This is a very common mistake of candidate is to use will for all future sentences instead they can vary the sentences like as below:

For example look at the following chunk of sentences that can be commonly used in any typical expression in part of IELTS speaking exam.
  1. I am taking my final exams nest month.
  2. I am going to apply to companies in this country and abroad.
  3. I will not be easy to began with.
  4. It`s going to be hard to began with.
Using future tense in IELTS speaking
It`s often a good idea to give examples to illustrate some of your points, This will make the points clearer and will help you present a wide range of languages to get top score.

Like in this example. the speaker can say something about personal experience  of closely watching a veterinary scientist in past life and get inspired by it.


The IELTS speaking part 2 is a special part because this is the only part where the examiner would not interrupt the candidate.

You are free to speak for 2 minutes and at the end of two minutes you will be stopped by the examiner.

Therefore, the speaker will have the fill freedom to show their language skills like using simple to complex sentences, arguments, grammar and cohesive speaking ability to get high band score.

How to Win Over IELTS Speaking Examiner for High Band Score

Every IELTS candidate feels the anxiety to speak in front of examiner because it may be first time in their life when their speaking gets scored by someone!

ielts speaking fear

This nervousness comes over from certain unawareness of mind while a candidate has no clue how they are going to be marked by examiner.

Very few of us may know, adding some particular elements inspeech are helpful for getting high band score in IELTS.

Although there are several components to you need to consider in speaking exam, we are going to discuss one important point here to make you understand the implication practically.
ielts speaking high band score

All we that IELTS speaking exam is divided into 3 parts where in part 1 the examiner asks general questions about familiar subjects such as your home, family, free-time interests and occupation or studies.

It`s common for the examiner to begin with questions relating to the practical sides of your personal life, and then to move on to your leisure interests or other experiences of everyday life.

In Part 1 of the speaking test, the questions may include about your occupation or the way you spend your time I you don`t have an occupation.

The questions could appear like as follows:
  • Do you work, or are you a student?
  • What`t the most interesting part of being a student/service holder/businessman?
  • What`s the most difficult part of being a student/service holder/businessman?
  • Would you say it`s a good occupation? (Why?/Why not?)
  • What kind of work would you like to do in the future?

BE AWARE of the fact that giving a one line simple answer to these questions will reduce your marks.

For example, Don`t just say "I am a student or I work in a multinational company". Give more details in your answer.

ielts speaking in detail

Giving plenty of detail in description makes you smarter to get high band score. For instance:
  • I am a fourth year student of one of the reputed Medical College of the country called.......... (Name of the college)
  • I am working as an executive in a multinational company in the main CBD of the capital. You may have heard about it. It is called the HSBC.

But the trick does not end here by giving detail description. Adding your feelings and opinion can spice it up to the next extent.

This little twist will make your speaking more interesting and can help improve your score.

The examiner will generally ask for your opinion or feelings about your study or occupation. Your opinion can be positive or negative.

For example you can say, "It is not an easy subject, There`s a lot of reading and the exams are very difficult, but it`ll be worth it."

I`ll be able to serve a lot of people if I get graduate and the carrier prospects for doctors are excellent.

You can say about your job "It`s hard work and - I have to be honest - the pay is great, but it can be lot of fun, especially when the office get busy I work with some really nice people."

In this way you can add feelings to your speech. However, extreme and intolerant opinions should be avoided, especially concerning race and religion.

Remember, uttering words and feeling that advocates hates and violence is not tolerated in the academic world. You may have those feelings of hatred about something but it is better to demonstrate those in front of examiner.

Another common topic in Part 1 of the Speaking test is personal circumstances-the place where you live, your family and your daily life.

As with your occupation, it`s a good idea to prepare some ideas to talk about. What can you say about these topics that are interesting or unexpected and you can ass some personal opinion as well as basic information.

For example, while talking about the place you are living; you can say "It is the most beautiful place in the earth for me and living there give me perfect peace of mind."


Speaking Part 1 in the IELTS speaking test will be full of familiar questions. It`s a good strategy to prepare your ideas and learn useful language in this part.

But do not memorize a speech and then give in the test. It can reduce your marks. WHY?

Because, the examiner will understand if you say something by memorizing.

In that case, you will sound unnatural and your speech should not be spontaneous. However, adding some pause in the speech can minimize this with some extent and you can sound natural.

Remember, saying word in speed makes your speech uncomfortable and it demonstrate your nervousness.

Applying annotation in speaking makes it comfortable and easy to listen and that`s exactly what the IELTS examiner wants from a candidate.

A Powerful Tactic to Answer IELTS Reading Questions Quickly

IELTS reading part is the most difficult one for most of the candidate.

There are several tips and tricks available in the when and printed books. But, at what extent it can help the IELTS candidate is a matter of big Question.

So, lets assume instructing candidates is not a BIG DEAL. What really matters is how to solve each 40 question in the reading section within limited time frame.
IELTS Reading-Answerig in time

I am going to guide you solve the IELTS Reading practice test 7-2 sequentially so that you can learn practically how to solve the Reading passage.

First open the passage in a different tab or window in your browser and follow read through the rest of post very carefully.

Now, Just look below the first passage of the paragraph and highlighted parts.

Applying human intelligence tests to animals has been largely discredited, as these are designed to measure human intelligence. Even time-honored tests like putting rats into mazes can be deceptive, since such tests assume the animals will rely on the same senses as we do. A rat’s primary sense organ is its nose, not its eyes. Give a rat a maze of smells, not just visible walls, and it can solve it as fast as a human can.

The paragraph says something about human intelligence. And the last paragraph says something about Rats.

You have to make a mind map about each paragraph by reading the first and last sentence like this.

You need to spent 3 minutes on each 3 passage of IELTS reading section like this.


To answer this question, lets solve the first question of the passage which is as below

Questions 14–18

Complete the table below using information from the text. Write the correct letter, A-H, in boxes 14-18 on your answer sheet.

  • Rats 14…………..
  • Dolphins 15………
  • Monkeys and apes 16………
  • Sheep 17…………
  • All animals 18…………..

A. can collaborate with each other
B. can give instructions to other animals
C. transfer knowledge to their offspring
D. can recognize many different human faces
E. use many of the same strategies as humans in their dealings with each other.
F. solve problems in their daily lives
G. can create images
H. can solve certain puzzles very quickly

The first question is  Rats 14………….. where we need to fill the gap that matches the sentences from A to H.

From the previous mind map , we already know the first passage gives information about RATS.

So, scan through the first passage and we find “Give a rat a maze of smells, not just visible walls, and it can solve it as fast as a human can”.

That means a rat can solve the puzzle (synonym: maze) very quickly (as fast as). So, the answer is H.

But, for some questions like  Dolphins 15……… finding answer can be more tedious as four paragraphs in the passage contains information about Dolphins.

So, skip this question would be wiser, we can definitely come back to solve it while we can get time after solving easy questions.

So, after skipping Dolphins related question we come to  Monkeys and apes 16……… question.

The first paragraph before last one represents information about Monkeys and apes where it says Chimps can “perform surprisingly complex sequences of actions….............the ability to plan things in their minds before starting the task” which are very human like behavior.

So, the answer is E (use many of the same strategies as humans in their dealings with each other).

In this way we can solve the 17 and 18 for Sheep and all animals. Let`s show you how this MIND MAP can help you to solve problems for the next questions which is Yes/No/Not Given related.

The first question is “19. Human intelligence tests are inappropriate for animals.”

The first line of fist paragraph says something about Human intelegence and it says “Applying human intelligence tests to animals has been largely discredited, as these are designed to measure human intelligence.”

So, it is TRUE (YES) that human intelligence tests are inappropriate (discredited) for animals.

Are we clear now how establishing a mind map before solving questions can be helpful.

It can not only save your time but also brings relief to candidates’ headache about answering correctly with ease.

The another beauty of IELTS reading test is that the answer comes sequentially. That means if we find the answer of question 19 in fist passage, we will find the answer of question 20 down to the first passage.

ielts reading answer sequentially

For example, the question 20. In some cases, animal abilities can be considered superior to human abilities.

This is a question based on inference. From the last sentence of first paragraph we find “Give a rat a maze of smells, not just visible walls, and it can solve it as fast as a human can.”

So, if a Rat can solve the maze of smells, then it is certainly TRUE (YES) that in some case animal abilities are superior to human.

Now, come to the next question 21. Animals learn to recognize images more slowly than humans.

Coming down to first paragraph, we can find information about “images” in the third paragraph which is below the first paragraph.

Now, it may be clear to what I mean by “answer comes sequentially”.

In the third paragraph it says “What seems to differentiate humans……. the ability to create new ideas and images……...”.

This line does not give any comparative view of recognizing images between humans and animals by stating that animals can recognize images more slowly.

So, the answer to the question 21 is NOT GIVEN.


IELTS reading could be hack of a easy section for candidate if they know how to find answers smartly.

But knowing those techniques are not sufficient enough to make big band score. You need to know how to apply them appropriately.

To do this, one need to practice as much as IELTS reading passages as they can before registering for the real IELTS exam.

Sufficient practice by following useful tactics is key to success in this section of IELTS exam.

IELTS Reading Practice Test 7-2

Testing Animal Intelligence

Applying human intelligence tests to animals has been largely discredited, as these are designed to measure human intelligence. Even time-honored tests like putting rats into mazes can be deceptive, since such tests assume the animals will rely on the same senses as we do. A rat’s primary sense organ is its nose, not its eyes. Give a rat a maze of smells, not just visible walls, and it can solve it as fast as a human can.

Testing animal inteligence ielts reading practice

If intelligence is defined as the ability to cope with everything your environment throws at you, then all surviving species are intelligent. If members of any animal species are required to solve complex problems, many them will eventually do it.

This implies that animals can be “educated” like people. What seems to differentiate humans is not our mental skills so much as our flexibility and our capability for abstract thought: the ability to create new ideas and images as well as receive them.

Animals can do things like navigating or remembering the locations of objects much better than we can. What they don't do so well is apply reasoning to a whole range of problems, which is one of the things that has made human beings so successful as a species.

Part of the problem in assessing animal intelligence is communication. For example we can't speak to dolphins, because they can’t hear human speech very well. And their own language is so different from ours that it will take years of research and enormous computing power to decipher it. S0 far, scientists have only identified the names, or ‘call-signs’, by which dolphins seem to refer to themselves and each other,including ‘talking about‘ other dolphins who aren't present. The best we can do is to develop a common language of signs.

The Dolphin Institute in Hawaii uses more than 100 different hand-signals. Its dolphins can understand not only individual words but also the grammar which links them — the difference between ‘take the ball to the surfboard‘ and ‘take the surfboard to the ball’, for example — as well as abstract concepts like left and right, yes and no, and questions. If you give them a meaningless command, such as ‘take the ball to the surfboard‘ when there is no surfboard, they take it to a sign meaning ‘no’, as if to say ‘l can’t’.

Dolphins seem able to learn independently. For example, they are the only specie besides humans which can instantly understand television. They realize it’s only a representation of the real world and that they can take instructions from a picture of a trainer on-screen but they can’t expect the picture to give them a reward.

The Dolphin institute has even devised a signal meaning “be creative”, at which the dolphin will make up some previously unseen behavior. Combine the signals for “create” and “with another dolphin” and two dolphins can produce an instant synchronized routine. This suggests that they can communicate with one another and either design the routine together or agree that one will be the leader.

In the wild, dolphins cooperate to catch fish by driving them onto a beach, and this behavior is not restricted to their own species. In Argentina, dolphins collaborate with fishermen to drive fish into the latter’s nets, in return for a share of the catch. Each dolphin will only work with a particular fisherman and, when they breed, their offspring work with the same man.

As more research is done, we can increasingly appreciate the complexities of other species’ behavior. Monkeys and apes seldom resort to violence to get their own way, preferring social manipulation and deception. The most successful members of the group tend to be those who are best at soliciting support, or who have the largest families to back up their opinions - not the biggest or strongest as with, say, rutting stags. Research has shown that chimps can perform surprisingly complex sequences of actions to process food, such as collecting a bundle of leaves or cracking nuts with a rock. This implies the ability to plan things in their minds before starting the task, otherwise they might get muddled — forgetting to place all the leaves the same way round, or find a hard, level resting place for the nut, for instance.

Even sheep, a byword for mindless behavior, perhaps deserve reappraisal. It has long been known that you can‘t buy a hill farm without buying the sheep that go with it. The local flock develops an intimate knowledge of the terrain, enabling the sheep to find food in summer and shelter in winter, which is passed down from ewe to lamb for generations. It has discovered that sheep recognize each other’s faces, and appear to use the right side of the brain for this, just like people. They can easily distinguish between 50 different faces, which they can remember for at least two years, and can remember the faces of sheep they haven’t seen for a while. It is widely assumed that dogs are brighter than sheep. However, in the hills of Gujarat in western India, instead of using sheepdogs to round up their flocks, shepherds call directly to the sheep — and they obey.

Questions 14–18
Complete the table below using information from the text.

Write the correct letter, A-H, in boxes 14-18 on your answer sheet.

  • Rats 14 ................
  • Dolphins 15 ..............
  • Monkeys and apes 16 ..............
  • Sheep 17…………
  • All animals 18…………..

A. can collaborate with each other
B. can give instructions to other animals
C. transfer knowledge to their offspring
D. can recognize many different human faces
E. use many of the same strategies as humans in their dealings with each other.
F. solve problems in their daily lives
G. can create images
H. can solve certain puzzles very quickly

Questions 19-26

Do the following statements reflect the claims of the writer?
In boxes 19—26 on your answer sheet, write

YES       if the statement reflects the claims of the writer
NO         if the statement contradicts the claims of the writer
NOT GIVEN   if it is impossible to say what the writer thinks about this

19. Human intelligence tests are inappropriate for animals.
20. In some cases, animal abilities can be considered superior to human abilities.
21. Animals learn to recognize images more slowly than humans
22. Human intelligence is more versatile than animal intelligence.
23. Scientists have learned to communicate effectively with dolphins.
24. Dolphins can tell the difference between fact and fiction.
25. Only humans are ever dishonest with each other.
26. We will have a much greater understanding of animal intelligence in the future.

Question 27

From the list below. choose the sentence A—D which best summarizes the views of the writer: Write the correct letter, A, B. C or D, in box 27 on your answer sheet.

A. Scientists are discovering that many animals are much more intelligent than they realized.
B. Some animals are not actually less intelligent than humans — their intelligences are just different.
C. We cannot accurately assess animal intelligence, because their intelligences are different to ours.
D. The only real difference between human and animal intelligence is that we can think creatively.


IELTS Reading Practice Test 7-1

  The Royal National Lifeboat Institution at Lyme Regis

The Early History

Only two years after the foundation of the Royal National Institute for the Preservation of Life from Shipwreck in 1824, Lyme Fiegis was fully recognized as a town that needed a lifeboat.

This need had been originally highlighted in the November of 1824 when, during a tremendous storm, the lives of the crew of the barque Unity were saved by local men at Black Ven, east of the town. The actions of three of the rescuers gained recognition in the awarding of a gold medal and two silver medals respectively. These were some of the first RNLI medals to be awarded.

 The Royal National Lifeboat Institution at Lyme Regis ielts reading

Early in 1825, a Coastguard Captain named Richard Spencer altered a local boat by fitting  airtight compartments and cork tendering so that it could be used as a “propel” lifeboat. The organization that we now know of as the RNLI (since 1854) was pleased with Spencer’s experiments and in 1826 brought the saving of life at sea under its auspices.

From 1826 to 1852 the station was served by two locally converted vessels, but no records exist as to their names. It was the events of Boxing Day 1852 that stimulated the need for a purpose—built lifeboat in the town, when four of the five life boatmen perished on service to the barque Heroine carrying emigrants bound for Australia.

The following years saw two 8m “Peake Plan" lifeboats at the town and in 1866 the first named lifeboat, the William Woodcock, was placed on station. The 10m vessel carried out 7 rescue call-outs and was replaced in 1891 by the Susan Ashley and then by the Thomas Masterman Hardy in 1915. In all, these five sailing and rowing lifeboats carried out 32 call-outs before the station was closed in 1932, as motorized lifeboats from Exmouth and Weymouth were believed to be able to cover the area.

In 1937, and with only local boats once again acting as lifeboats, the Royal Air Force Marine Craft Unit came to the town and operated their fast patrol and safety launches from the site of what is now the Marine Centre west of Monmouth Beach. The Royal Air Force unit was closed in 1964. With the boom in boating as a recreation, and Lyme Regis now a thriving holiday resort, the town was yet again without a lifeboat: but after long discussions and hard fundraising, June 10th 1967 saw the re-opening of an RNLI lifeboat station in the town and almost 900 call-outs later, it is still operating to this day.

Awards for Gallantry

There have been many services at Lyme Regis that have been recognized by awards: in total, 1 Gold, 7 Silver and 3 Bronze Medals since 1825. The most prestigious in recent years being in August 1979 when helmsman John Hodder with his crew of three rescued a party of five persons (including a small boy) from their yacht White Kitten in storm force conditions.

John Hodder and crewman Colin Jones (who single-handedly sailed the yacht to the safety of the harbour) were each awarded the Bronze Medal and the crew were also presented with the Ralph Glister Award for the most meritorious rescue by an inshore lifeboat that year.

The Lifeboat Today

The lifeboat now stationed here was funded almost entirely by local donations and came into service on 29th September 1997. She is a longer, wider and more powerful successor to the Atlantic 21 being powered by twin 7Oh.p. engines giving a maximum speed of 34 knots. Pearl of Dorset is fitted with a satellite navigation system, VHF radio, righting capability in the event of a capsize, and first aid equipment. The crew is normally three, including the helmsman.

The boat is launched from its DO-DO trolley (meaning Drive On, Drive Off).This is maneuvered by a semi-submersible tractor enabling speedy launches particularly at low water. The station prides itself on an average launch time from initial call to leaving the harbor of just seven minutes. Each year the lifeboat launches over one hundred times on rescue call-outs and exercises, many of which involve other rescue services.

Life boatmen Today

Today's volunteer life boatmen here come from all walks of life. Only two of the crew of fourteen are professional seafarers: the rest are made up of such professions as teachers, market gardeners, engineers, builders and chefs. The crew are supported by a similar number of people on the shore acting as mechanics, tractor drivers, radio operators and other invaluable shore helpers. They are all dedicated to the saving of life at sea and can only do so by the continued support of the public.

Questions 1—5

Look at the events and dates below. Match one date to each event. Use each date ONCE ONLY.
Write your answers in boxes l—5 on your answer sheet.

1. A lifeboat service was provided by the armed forces. .......... ..
2. Several life boatmen died carrying out a rescue. .......... ..
3. The first dedicated lifeboat was created.
4. The lifeboat service was relocated to other coastal towns. .......... ..
5. The Royal National Institute for the Preservation of Life from Shipwreck changed its name.


Questions 6—8

Choose the correct letter; A, B, C or D.
Write the correct letter in boxes 6—8 on your answer sheet.

6. The current lifeboat was mostly paid for by
A. the local council.
B. local people.
C. the crew.
D. the RNLI.

7. The current lifeboat is launched
A. from a trolley.
B. from a larger boat.
C. in shallow water.
D. in under seven minutes.

8. John Hodder won a medal for
A. rescuing so many people.
B. skilful sailing in bad weather.
C. sailing single-handed.
D. rescuing a small boy.

Questions 9-13

Do the following statements reflect the claims of the writer? In boxes 9—I3 on your answer sheet, write

YES   if the statement reflects the claims of the writer
NO           if the statement contradicts the claims of the writer
NOT GIVEN   if it is impossible to say what the writer thinks about this

9. Richard Spencer’s lifeboat saved many lives. .......... ..
10. Lyme Regis has had its own lifeboat service since 1937. .......... ..
11. The lifeboat service is important to the local economy. .......... ..
12. The present lifeboat will not sink if it turns over in the water. .......... ..
13. Life boatmen come from a wide variety of backgrounds. .......... ..


IELTS Reading Practice Test 6-3

Partnership in Urban Regeneration

In recent years, partnerships have become something of a buzzword in urban regeneration. An example are the university partnerships in the USA, where the Ministry of Housing has launched a program called Community Outreach Partnership. The idea is that members of American universities should take a closer look at the areas surrounding their campuses, where they may discover decayed areas with complex social and economic problems.

Partnership in Urban Regeneration ielts reading
This program aims to stimulate an improved basis for planning in these areas. Objectives include improved housing conditions, improved physical health of the local population, and the strengthening of local business activities. These objectives are based on the needs of the local area. University interests are not intended to dominate the partnership. If anything, the opposite is true — universities are encouraged to put their considerable resources of expertise into the service of the surrounding area.

The basis of these partnerships is a contract. The parties to the contract are the Ministry of Housing, the university and the local community. For the partnership to be viable, at least three faculties in the university must participate. A centre is then set up where local residents can obtain free advice and guidance from experts and students involved in the project.

The above is just one example. Comparable partnerships have had considerable successes across the USA, northern Europe and other parts of the world.

A key idea behind such partnerships is the gathering together of the various stakeholders in the local community in order to generate improvements that will benefit all, and are greater than any one partner could have achieved alone.

Representatives from the public sector, trade and industry and the local community meet and set common goals. Initiatives for greater efficiency and better utilization of resources are developed. Members of the partnership gain new perspectives on local issues, and innovative solutions result.
Experience has shown that a great deal can be achieved in this way, especially when local businesses are involved. Results have taken the form of falling unemployment, improvements in education, benefits for local industries and improvements in local services.

A potential danger of partnerships is that the stronger parties (which are usually businesses, as they tend to possess a much greater share of the material resources) take control. It is therefore important that from the very beginning of the partnership it is clear what power and authority each of the partners will have.

Without this measure, there is a risk of local residents feeling that they have no real influence if the partnership is to be successful, the residents must be fully involved, and must have a sense of ownership of the project, and an understanding of how decisions are made.

Based on experiences gained from urban regeneration partnerships around the world, the following conclusions can be drawn.

1. A partnership is simply a means to a common end, and there should be written definitions of objectives and a set of rules. However, formal contracts can be too binding. There should be some element of freedom to allow the development of a creative synergy.

2. It is essential that all partners have the same objectives. These should be clearly identified and also prioritized from the outset to prevent possible conflicts regarding the deployment of resources.

3. Public sector institutions such as local councils must undertake to make stable, long-term contributions to the development of the project. The activities of different public sector bodies must be effectively coordinated.

4. The residents must be among the key participants in the project. To facilitate this, if one doesn’t already exist, a local organization must be set up.

5. The number of stakeholders should be kept to a minimum. The interests of partners, and powers behind them, should be included in the analysis of any proposed partnership.

6. People with appropriate skills and experience should be appointed to the administrative roles created by the new partnership. The main aim of such people should be to facilitate effective collaboration between the partners.

7. As well as long term strategies, it is a good idea to aim for some short term and highly visible results. This creates impetus and strengthens the motivation of the people involved.

8. Time and resources should be set aside for celebrating the achievements and milestones of the project. This can be of great importance to the success of a partnership

Questions 29-32

Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 29-32 on your answer sheet.

29. In the USA, Community Outreach Partnerships
A. have become a buzzword.
B. are based on a contract.
C. aim to improve local university facilities.
D. can solve most local problems.

30. In Community Outreach Partnerships, local people
A. are invited to attend university classes.
B. give advice to students.
C. are offered jobs in local universities.
D. can get advice from students.

31. Partnership administrators should

A. organize collaboration between partners.
B. aim for immediate results.
C. be kept to a minimum.
D. analyze the partners’ interests.

32. Celebrating the successes of the project

A. is essential for local residents.
B. should not take up too much time.
C. is a good use of resources.
D. should be kept to a minimum.

Questions 33-36

Choose ONE phrase from the list of phrases A—I below to complete each of the following sentences.
Write the correct letter, A-I, in boxes 33—36 on your answer sheet.

33. Urban regeneration partnerships............
34. Local businesses............
35. Local residents...............
36. Public sector institutions............

A. principally benefit students at local universities.
B. must not be allowed to dominate.
C. produce good results by involving all concerned parties in the project.
D. should be given financial incentives to participate.
E. are most successful when they are based on a contract.
F. must provide appropriate support.
G. should not be allowed to participate in the partnership.
H. must fund improvements in local education and services.
I. must feel that they are central to the project.

Questions 37-40

Complete the notes below.

Choose NO MORE THAN FOUR WORDS from Reading Passage 3 for each answer.

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

Four benefits of urban regeneration partnerships:
They can be more efficient, bringing about better 37..................................
There may be a reduction in 38...................................................................
Partners may develop 39 ................................................. on local issues.
The results can be better than one partner 40...........................................

How IELTS Score Makes an Impact on Further University Studies

Universities of English speaking countries like Australia & UK are using IELTS as prerequisite of admission for international students. It is interesting to look upon how students with high band score are performing after they began their study.

As IELTS requirement was sets from moral obligation, students with required band score predicted to be capable of succeeding in their study. Students from no-English speaking background need to have overall band score between 6.0 and 7.0 in the Academic module for university entrance.

IELTS Score for University

Required score varies according to linguistic demand level of course for higher studies.

Whereas, income from international students remains a major source of funding in universities of developed world. The universities usually admit considerable number of students with low IELTS score, in fact, they need to go through basic English Course for several weeks. But, there are also a wide range of students admitting with 6 or even with high band score. The fact is how well they cope with a university course where the language of teaching & examining is English.

Judging students performance on the threshold of IELTS score can be detrimental as result may get affected with other parameters like previous studies, teaching and supportive services available at the university.

However, English language proficiency has always a role play on for international students’ academic achievement who come from different cultural background..

It has become utmost important to establish an association between IELTS score and academic success. Research suggests that at 6.5 language proficiency, the intensity of failure decreases sharply which make this score a threshold for entry at number of universities.

Other research suggests that band 4.5 can be that limit of success, which indeed puts the universal practice of band 6.0-6.5 under debate.

The generalization of minimum entry requirement for university admissions means language skill level will have a significant influence on students’ academic performance at universities.

However, contradictory findings from different research implies that if any university choose to adopt this standard, they can deprive a segment of potential students to gain higher studies at that institute.

Arguments may come forward as depriving small portion of students is not worthy enough to reject the importance of IELTS in choosing academically fit students for higher studies.

But, it is also true that international higher education bodies are losing relatively large number of students every year for this strict IELTS obligation.

The other way is to divert these low IELTS scored students to have basic English proficiency course once they have gain entry into universities. In that case, universities can mitigate with diverting some resources in assisting students by academic English language build-up skills courses with highly skilled teachers.

Therefore, the trade-off between interest of both students and universities will be to lessened current IELTS requirement with supplementary English courses.

A Critical Evaluation of the Assessment Practice of Academic IELTS Writing

IELTS and TOEFL test gain popularity all over the world and making significant influence on the mobility and livelihood of test takers like overseas education and immigration. Thus, the acceptability and standard of this test need to keep tight as the result of this test can have some serious effect on certain candidate.

IELTS writing test

The assessment procedures of writing and speaking test are without any doubt more complex one and maintain the standard remains difficult to meet the professional standard.

The IELTS writing test is assessed independently by two examiners that are averaged to produce final band score.

Multiple examiner has introduced to ensure the acceptance of this highly trusted international test. There are several performance indicator used for scoring at the nine IELTS band by the trained examiner. Task-2 carries more weightage than task 1 as per the word limit it higher in task2.

It is reasonable to assess the whole writing than individual grammatical and lexical features to differentiate between levels of performance.

IELTS band score scale

But, raters usually stick to analytical scales individually like task achievement, grammar, and lexical resources to come up with final score.

While IELTS establish itself as truly an international test, the writing task performance can include international language feathers to measure the competency of candidates.

The content of both tasks in different examination held through the year need to remain consistence although it is a very difficult promise to full-fill in practical situation.

This is because reading experience among candidates varies according to their educational and cultural background. Thus, topics on common knowledge base need to be compromised in all writing exams and extensive research and monitoring need to carried out to ensure this stability.

Construction of logical arguments is an important marking criteria in IELTS writing while persuasive genre defers with varying cultures.

For example, European counterpart use more passive language in demonstrating arguments than African candidates.

IELTS corpus database can be used to further study the characteristics of writing by previous candidates for different socio-cultural background. In this way, the difference in writing need to be generalized in rater scoring and training.

The rhetorical pluralism can be achieved through this practice to accept different styles of academic writing.

In conclusion, the global fairness of IELTS writing test can be achieved through accepting differential approach of argumentation in order to claim it to be a truly international test.

The rich data source of IELTS consortium need to exploit fully to extract the maximum potentials of scoring fairly in relation to test taker profiles. At the same time the test standard should maintain the institutional or contextual needs.

A Brief History of International English Language Testing System (IELTS)

The history of IELTS can be date back to 1976 when the test was about to evolve from ELTS (English Language Testing Services) and it was used to assess only post graduate student`s English competency.

In Australia, there seemed to be an urgent demand to introduce ELTS for undergraduate candidates for a decade up to 1988 when the British Council undertook initiatives to change the basic structure of ELTS and make it more globally acceptable legitimate test.


From 1989 onward, IELTS (International English Language Testing System) starts it`s journey by replacing ELTS with two modules: Academic & General.

The academic module`s reading and writing section were in three categories: A, B & C to justify skills of particular field of study named science & technology, life science & social science.

Since the day of launching, the IELTS test gain popularity with about 200 test centers around the world with continuous supervision and maintenance from the International Development Program (IDP) of Australia, the British Council and the University of Cambridge Local Examination Syndicate.

These mentoring body later decided to make some further reform in April 1995. The 3 subsets are diminished with one academic reading & writing modules.

The subject matter of this revised version were chosen to fit with candidates from different academic background.

Moreover, the poor performance in the reading section was compensate with introducing more universal content in those two sections in order to fit with students from different cultural contexts or tradition.

Before 1995, all four section of IELTS were taken in the same day. As a result, it become increasingly difficult to accommodate students for speaking session.

The problem was solved by introducing different date for speaking test followed by two days after writing, speaking & listening test. An additional web-based system was also developed later on to check the result online within one month of the results being published.

Optical mark reader sheet also approached for routine data collection by UCLES for facilitating further research in order to ensure continuous development and worldwide monitoring of the test.

The test materials are supplied to centers for use of maximum six months and then new versions are forwarded by withdrawing older versions.

The centers are not allowed to reuse same material in any test for security purpose. To maintain a general standard in IELTS centers all over the world, UCLES has developed a computer package to maintain registration, assigning band scores, delivering test report forms. All the data in different test centers can be send to UCLES from this software alone.

The data collected from this procedure so far shows that about three forth of IELTS test taker took their test at South-East Asia & Australia with age ranging from 21-25.

IELTS remains a high stack test in today`s world with these continuous supervision, monitoring & improvements in administrative, theoretical & technological issues.

All these rigorous protocols are making it one of the most acceptable language aptitude test where a number institutions in USA and Canada are adding IELTS every year with their previous TOEFL requirements.

IELTS: the Stipulation of Universal Subject Material

In this era of globalization, increasing number of students are going for higher education abroad where the language of instruction is English.

The academics are struggling with developing a international curriculum suitable for all students from different cultural and socio-economic background.

The University of Cambridge Local Examination Syndicate (UCLES) develops such a testing system that can be applied globally with different country perspective.

It is a unity among diversity to assess the English language competence of students caters for higher education in English speaking countries.

ielts is Universal

The test is called International English Language Testing System (IELTS) which is a creative add-on with contemporary testing system like TOEFL of ETS, USA.TOEFL TOEFL was used mainly for the admission procedures of North-American Universities whereas IELTS now covers whole English –speaking world in order to show competence to study in the medium of English.

The uniqueness of IELTS, regarding it’s global acceptance compare to other English language test, obviously throws a challenge on the course design.

The obstacle first appears for the difference in ideological and shared value system of Western societies with other parts of the world.

The past history of IELTS was suffering from this cultural divergence which become a hindrance for it’s global acceptance.

Ever since the content of reading, writing and speaking section have been changed according to socio-cultural perspective of respective countries.

The earlier content was criticizes as imperialist which inhibits the worldwide context. One of the good examples of this change could be glimpsed in the recent reading passages of IELTS test “Global warming and rising sea level” or “Industrialization accelerates ozone-layer depletion- to what extend you agree or disagree” in the writing section.

This type of content explicitly brings the universal milieu of the subject matters and ensures the test design much more impartial for students worldwide. But, it is not strictly followed in all tests around the world which brings controversies among candidates.

The sophisticated educational background of western societies helps their students more knowledgeable for preparing IELTS.

Whereas, students from other counties have few background ideas or opinion about the topics in speaking or writing section.

Specially, in countries where traditional education system is based on memorizing texts, students get discouraged in creative thinking.

Cognitive knowledge encourage individuals to use own judgment for developing ideas rather than mimicking other writer`s thought. So, the adaptation with western education system or values is necessary for expecting a very good score in the IELTS test.

As the western culture and interest is intertwined with the subject materials of reading and writing test, the access to standard reading input probably would advantage students.

Acquaintance with current global scenario and important issues excel the know-how capability of candidates.

There is no doubt that IELTS should not deviate from current standard to maintain the requisite of academic English for university studies.

The essentials skills for answering appropriately need to be practiced and developed by students irrespective to cultural diversity. At the same time test format should be blend with more global content to make the international assessment reasonable and trustworthy.

IELTS Reading Practice Test 6-2

The Australian Sapphire Mining Industry

Sapphires are traditionally thought of as blue. However, they actually come in a wide variety of colors. Another misconception is that sapphires are more common than diamonds. Although the laws of supply and demand ensure a higher price for diamonds, sapphires are in fact tour times rarer.  The mineral name is corundum. (Rubies are the same mineral, but in a red form). 

Sapphire Mining Industry-IELTS

The color variations in sapphires are caused by traces of mineral impurities within the corundum.The sapphire is the traditional birthstone for September. It is also associated with 45th wedding anniversaries.  The principal use of sapphires is of course in jewelry. 

Sapphires are very durable — only slightly less hard than diamonds — which make them ideal for jewelry which is designed to be worn on a daily basis.Especially popular are rings which combine sapphires with diamonds, often with stunning effects..

Sapphires occur principally in the alluvial gravels found in streams and underground drainage networks. In the early days of the industry, sapphire mining was largely done using manual techniques and simple hand tools. Surface or shallow deposits were raked by hand, and potentially sapphire-bearing material was picked out manually and sieved at the point of collection to separate out any gems.

Hand mining techniques were also used underground. Material excavated from mine shafts was loaded into buckets and raised to the surface with hoisting equipment.

Testing for deposits was done by sinking exploratory shafts. This was erratic, and had a low success rate, with sapphire deposits often being missed because of the limitations of the testing process.

In underground mining, modern hand-mining techniques are surprisingly similar to the methods used by the early miners. Naturally, though, nowadays these are supplemented by an array of mechanical methods involving powered machinery.

In particular, the washing and separation of mined material is now almost entirely mechanized. In Australia, however, in order to preserve the quality of subterranean sapphire-bearing environments, the use of machinery is in many cases limited under state mining laws. The use of mechanical diggers and tunneling machines is not generally permitted, for example.

Australian open-cut mining operations are not subject to the limitations described above. They tend to employ heavy earth-moving machinery to remove layers of topsoil in order to access the gem-bearing gravel layer below.

Sapphire mining operations in Australia began in the late 19th century, and Australia has become a major producer of gem-quality sapphires, supplying markets throughout the world. Today, the bulk of commercially-mined sapphires from Australia are sent to Thailand and Sri Lanka for treatment and cutting.

Attempts to relocate processing back to Australia have met with only limited success, due largely to the lower labor costs and wider range of established facilities in the countries traditionally associated with gemstone processing. Smaller stones are cut into calibrated sizes to supply the mass-market jewelry industry. The finest quality sapphires and unusual stones mostly find their way to niche markets in Europe and the United States.

In the late 1980s Australia produced around 70% by volume of the world’s sapphires. Production has decrease considerably since then, but international demand for Australian sapphires remains relatively high.

Although further production can be expected from existing fields, continued exploration and testing will be necessarily if Australia is to continue to meet present levels of international demand into the long-term future.

Another factor which may influence the long-term prospects of the industry are rising production costs. In recent years miners in Australia have become responsible for addressing the environmental effects of mining operations, and have been liable for costs incurred in rehabilitating land environmentally degraded by their activities. This has rendered the industry vulnerable to competition from other sapphire producing countries where environmental regulations are less stringent. To offset this, the Australian sapphire mining industry must look to marketing strategies and value-adding techniques to ensure that the industry continues to be economically viable.

Questions 14-17

Reading Passage 2 has five sections, A—E.
Choose the most suitable heading for sections B—E from the list of headings below
Write the correct number; i-viii, in boxes 14-1 7 on your answer sheet

List of Headings

I. Marketing gemstones
II. Present day mining
III. Early mining techniques
IV. The future of the Australian industry
V. Introduction
VI. Australia’s domestic sapphire trade
VII. Part of the global sapphire industry
VIII. The mass-market jewelry industry

14. Section B
15. Section C
16. Section D
17. Section E

Questions 18-22

Do the following statements agree with the information given in the passage?

In boxes 18—22 on your answer sheet, write

TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if the information is not given

18. Sapphires are rarer and often more expensive than diamonds.
19. Sapphires and rubies are composed of the same substance.
20. Sapphires are mostly found in or near water
21. Sapphires are probably the most difficult gem to mine
22. Most of the best Australian sapphires are made into jewelry for sale in Australia

Questions 23-28 

Based on the information in the passage, classify the following statements.

A. Describes the Australian sapphire mining industry in the past only.
B. Describes the Australian sapphire mining industry in the present only.
C. Describes the Australian sapphire mining industry in the past and present.
D. Does not describe the Australian sapphire mining industry, past or present.

Write the correct letter, A, B, C or D, in boxes 23—28 on your answer sheet.

23. Sapphires collected by simple manual methods. .......... ..

24. Production of more than two thirds of the world’s sapphires. .......... ..

25. Underground mining mostly done with heavy machinery. .......... ..

26. Cutting of the stones mostly done overseas. .......... .

27. Known fields nearly exhausted. .......... .

28. Financial disaster very near. .......... ..