IELTS General Training Preparation Guide
What is the IELTS General Training Test?
The IELTS-GT measures a candidate’s English-language ability for use in the workforce. It tests reading, writing, speaking, and listening abilities in workplace-specific situations. The IELTS-GT can also be used to qualify for study or professional training below degree level in English-speaking schools.
General Training Exam Structure
| Test | Topics | Number of Questions | Time |
|---|---|---|---|
| Listening |
| 40 | 30 minutes |
| Reading |
| 40 | 60 minutes |
| Writing |
| 2 Tasks | 60 minutes |
| Speaking |
| — | 11–15 minutes |
| Total | Approximately 2 hours and 45 minutes. | ||
What’s on the IELTS General Training Listening?
The listening portion of the IELTS will consist of forty questions and lasts approximately thirty minutes. nor including the ten minutes allowed to transfer answers Into the answer booklet. The questions on the listening portion of the test are in several formats:
- multiple Choice
- matching
- map/diagram labeling
- form completion
- note completion
- table/flow-chart completion
- summary completion
- sentence completion
- short answer
The test is divided into four sections. The first section is a CONVERSATION BETWEEN TWO PEOPLE THAT HAS A SOCIAL CONTEXT. The second section is a MONOLOGUE WITH A SOCIAL CONTEXT. Social contexts are conversations not related to work, school, or academics. They are generally conversations or speeches a person might hear in his or her everyday life. Some examples might be a conversation about purchasing an insurance policy, a conversation with a healthcare provider, a monologue given by the tour guide at a museum, or a Speech given to welcome attendees at an event.
The third section is a CONVERSATION AMONG UP To POUR PEOPLE ABOUT SOMETHING RELATED TO EDUCATION OR TRAINING. The discussion might be about selecting classes for a degree program or how to handle a challenging assignment. The final section is a. MONOLOGUE ON AN ACADEMIC SUBJECT. This might be a lesson or lecture presented by a teacher, professor, or someone similar.
Vocabulary in all four sections will often focus on wants, needs, preferences, and requirements, so associated terms should be expected on the exam and therefore practiced. Vocabulary associated with common settings (e.g., auto repair shop, doctor’s office, restaurant, school registrar’s office, tutoring center, and so forth) should also be practiced and expected. Monologues and dialogues will focus on events in the past, present, and future, so examinees should expect to hear many different verb tenses.
Examinees should also be prepared to hear multiple accents and voices. Speakers will include men, women, young people, older people, and both native and non-native English speakers with accents from various regions.
The test will assess not only an overall understanding of what is said but also an understanding of the main ideas and the specific points made by speakers and their overall attitudes.
Each section will be played only one time.
Tips for the IELTS General Training Listening Section
To prepare for the IELTS listening portion, one should listen to as many conversations and monologues as possible. Additionally, test-takers should consider the various opportunities to hear English being spoken in similar contests. Such situations include:
- television programs;
- online videos (e.g., YouTube);
- radio programs and podcasts;
- audio recordings of speeches or audiobooks; and
- audio or video recorded lectures or lessons by teachers or professors.
It is also very helpful to practice writing down spoken words. Since spelling and grammar mistakes do count on the exam, it is important to be able to record words and phrases correctly.
What’s on the IELTS General Training Speaking?
The speaking portion of the IELTS is divided into three parts. Part One will generally last around. four to five minutes. During this: INTRODUCTORY INTERVIEW, the examiner will make introductions and ask general questions. These questions will typically focus on individual circumstances and interests. The examinee should be prepared to answer questions about:
- family (e.g., spouse, siblings, parents)
- hobbies/interests (e.g., sports, activities)
- future. plans (e.g., school, work)
- other familiar topics (e.g., the day’s weather, the temperature of the room)
Part Two will last three to four minutes and is referred to as LONG TURN. In this portion, examinees are given a TASK CARD. The task card specifies the topic about which the examinee will speak. After the task card is received, examinees are given one minute to write down notes to prepare for the talk. Examinees will then speak for one to two minutes on the topic assigned by the task card. After the talk, the examiner may ask one or two questions based on the topic from the task card.
Part three is a TWO-WAY DISCUSSION that will last lour to live minutes. During this discussion. the examiner and the examinee will discuss abstract ideas and issues related to the topic from the task card. The examiner will lead the discussion with open-ended questions. but examinees will need to be ready to provide robust and well-considered responses.
Scoring on this portion o l the exam is based on overall English-speaking skills as well as the ability to organize ideas, state opinions and support those statements. The examinee’s opinions themselves are NOT part of the score on the exam.
Vocabulary related to personal feelings and beliefs as well as basic transitional phrases (e.g., also, additionally, furthermore, and so forth) are important in the speaking section. Command of all verb tenses is also critical since discussions may focus on topics or beliefs about events or situations of the past. present, or future.
Tips for the IELTS General Training Speaking Section
Practicing for the speaking section of the exam requires examinees to do a lot of talking! Having frequent conversations in English is certainly helpful. in such conversations. it is a good idea to practice stating opinions or preferences and explaining the “why” behind them. it is also helpful to practice using a variety of verb tenses and switching between these tenses as the conversation requires.
To practice for the long turn speech. examinees do not need a. partner. They do, however, need to practice speaking about a variety of topics and can use video or audio to record themselves or even practice in front of a mirror. Some suggestions for speaking practice include:
- events attended (e.g., musical performances. plays. festivals);
- past positive experiences (e.g., helping Others. when others have helped you);
- large projects or events with which you have been involved;
- teams or groups of which you have been a member;
- things you have learned (e.g., skills. hobbies. teamwork);
- challenges you have overcome;
- people you know;
- customs/celebrations/food from your country of origin; and
- things you like/dislike about technology.
When practicing, you must be sure to time each speech and aim to speak for two minutes.
Keep in mind that the examiner will evaluate speakers on language skills, not opinions. Don’t worry about trying to please or agree With” the examiner this Will cause unnecessary anxiety! Focus on preparing to speak on a wide variety of topics, even those Which are unfamiliar.
It is also wise to practice using FILLERS, or HESITATION DEVICES. These are words or phrases that effectively create brief moments of time for thinking about what to say next.
The reading questions on the IELTS-GT focus on GENERAL FACTUAL TEXTS. The General Training Reading section has three sections with forty questions in total. Section 1 has several short texts related to general. daily issues in an English-speaking country (renting a car. booking a hotel. health care. and so on). Section 2 has two short texts on professional issues (e.g. job applications. work training. salary. work conditions). Section 3 has a longer article on a general interest topic. You do not need any background knowledge to answer the questions beyond what is provided in the readings.
Questions may address anything from the main idea of the passage. details in the passage. the author’s message or intention. and. more. Questions are presented in a variety of formats. including multiple choice. sentence completion. and identifying information in the text.
This chapter will review key concepts in reading comprehension to help you prepare for the exam.
THE MAIN IDEA
The TOPIC is a word or short phrase that explains what a passage is about. The MAIN IDEA is a complete sentence that explains what the author is trying to say about the topic. Generally, the TOPIC SENTENCE is the first (or near the first) sentence in a paragraph. it is a general statement that introduces the topic so that the reader knows what to expect.
To find the main idea, identify the topic and then ask, “What is the author trying to tell me about the topic?”
The SUMMARY SENTENCE, on the other hand. frequently (but not always!) comes at the end of a paragraph or passage because it wraps up all the ideas presented. This sentence summarizes what an author has said about the topic. Some passages, particularly short ones, will not include a summary sentence.
SUPPORTING DETAILS
Statements that describe or explain the main idea are SUPPORTING DETAILS. Supporting details are often found after the topic sentence. They support the main idea through examples, descriptions, and explanations.
To find supporting details, look for sentences that connect to the main idea and tell more about it.
Authors may add details to support: their argument or claim. FACTS are details that point to truths, while OPINIONS are based on personal beliefs or judgments. To differentiate between fact and opinion. look for statements that express feelings. attitudes. or beliefs that can’t be proven (opinions) and statements that can be proven (facts).
DRAWING CONCLUSIONS
Readers can use information that is EXPLICIT, or clearly stated, along with information that is IMPLICIT, or indirect, to make inferences and DRAW CONCLUSIONS. Readers can determine meaning from what is implied by using details, context clues, and prior knowledge. When answering questions, consider what is known from personal experiences and, make note of all information the author has provided before drawing a conclusion.
Look for facts, character actions, and dialogue, how each sentence connects to the topic, and the author’s reasoning for an argument when drawing conclusions.
THE AUTHOR’S PURPOSE AND POINT OF VIEW
The AUTHOR’S PURPOSE is an author’s reason for writing a text. Authors may write to share an experience, entertain, persuade, or inform readers. This can be done through persuasive, expository, and narrative writing.
PERSUASIVE WRITING influences the actions and thoughts of readers. The authors state an opinion, then provide reasons that support the opinion. EXPOSITORY WRITING outlines and explains steps in a process. The authors focus on a sequence of events. NARRATWE WRITING tells a story. Authors include a setting, plot, characters, problem, and solution in the text.
Use the acronym P.I.E.S. – persuade, inform, entertain, state – to help you remember elements of an author’s purpose.
TEXT STRUCTURE is the way the author organizes a text. A text can be organized to show a problem and solution, compare and contrast, or even investigate cause and effect. The structure of a text can give insight into an author’s purpose and point of view. If a text is organized to pose an argument or advertise a product, it can be considered persuasive. The author’s point of view will be revealed in how thoughts and opinions are expressed in the text.
Use the acronym P.I.E.S. – persuade, inform, entertain, state – to help you remember elements of an author’s purpose.
TEXT STRUCTURE is the way the author organizes a text. A text can be organized to show a problem and solution, compare and contrast, or even investigate cause and effect. The structure of a text can give insight into an author’s purpose and point of view. If a text is organized to pose an argument or advertise a product, it can be considered persuasive. The author’s point of view will be revealed in how thoughts and opinions are expressed in the text.
In the Writing section, the IELTS-GT asks you to complete two tasks. First, you must write a formal letter addressing an issue in detail. Next, you must write an essay expressing your opinion or perspective on an issue. You will be provided with a prompt and asked to take a position on it.
WRITING A LETTER
In the exam, you must write a letter of about 150 words. To accomplish this task, use descriptive language, clarity, and structure. You do not need to write an address, date, or formal business salutation. On the exam, you will have twenty minutes to complete the letter. You will receive a prompt with directions for writing the letter. You will not need any outside information to complete the task.
THE ESSAY
To do well on the essay, take a clear side on the issue put forth in the prompt. Support your perspective with strong arguments and specific examples. An effective essay is clearly organized and structured, displays strong vocabulary, and features complex sentences.
There are two common types of essays. An expository essay explains an issue without taking sides or promoting a perspective. A persuasive essay argues in favor of or against an issue or perspective. For the lELTS-GT, you’ll be writing a persuasive essay.
Writing a Thesis Statement
A THESIS STATEMENT articulates the main argument of the essay. No essay is complete without it: the structure and organization of the essay revolve around the thesis statement. The thesis statement is simply the writer’s main idea or argument. It usually appears at the end of the introduction. In a good thesis statement, the author states his or her idea or argument and why it is correct or true.
In a good thesis statement, the author states his or her idea or argument and why it is correct or true.
STRUCTURING THE ESSAY
On the IELTS, a strong essay will have an introduction, a body, and a conclusion. While there are many ways to organize an essay, on this exam it is most important that the essay is clearly structured. There is no need to get too complicated: this simple structure will do.
Introductions
Some students struggle with the introduction, but it is actually an opportunity to present your idea or argument. In the IELTS, the introduction can be one paragraph that ends with the thesis statement. In the rest of the paragraph, the writer provides some context for his or her argument. This context might include counterarguments, a preview of specific examples to be discussed later on, acknowledgment of the complexities of the issue, or even a reference to personal experience. The writer can reexamine some of these issues in the conclusion.
The Body Paragraphs
Most students find the body of the essay the easiest part to write. The body of the essay is simply several paragraphs, each beginning with a topic sentence. Each paragraph usually addresses an example that supports the argument made in the thesis statement or, in the case of an expository essay, explains the writer’s reasoning. In the IELTS, you may use specific examples, personal anecdotes, present problems, and solutions, or compare and contrast ideas. You do not need to refer to any outside literature or documentation.
To strengthen the body of the essay, writers will maintain consistency in paragraphs, always beginning with a topic sentence, which introduces the main idea of each paragraph. Each paragraph deals with its own main topic, but writers should use transition words and phrases to link paragraphs with each other. A good essay maintains readability and flow.
Conclusions
The conclusion does not need to be long. Its purpose is to wrap up the essay, reminding the reader why the topic and the writer’s argument is important. It is an opportunity for the writer to reexamine the thesis statement and ideas in the introduction. It is a time to reinforce the argument, not just to repeat the introduction.
PROVIDING SUPPORTING EVIDENCE
As discussed above, a good essay should have specific evidence or examples that support the thesis statement. In the IELTS, a specific example should be something related to the idea of the paragraph and the essay, not a new idea. A specific example can be from your general knowledge; you do not need to know about specific academic issues to do well in the essay. Remember, you are being tested on your reasoning and argumentative skills.
WRITING WELL
Using transitions, complex sentences, and certain words can turn a good essay or letter into a great one. Transitions, syntax, word choice, and tone all help clarify and amplify a writer’s argument or point and improve the flow of an essay.
Transitions
An essay consists of several paragraphs. TRANSITIONS are words and phrases that help connect the paragraphs and ideas of the text. Most commonly, transitions would appear at the beginning of a paragraph, but writers should also use them throughout a text to connect ideas. Common transitions are words like also, next, still, although, in addition to, and in other words. A transition shows a relationship between ideas, so writers should pay close attention to the transition words and phrases they choose. Transitions may show connections or contrasts between words and ideas.
Syntax
SYNTAX refers to how words and phrases are arranged in writing or speech. Writing varied sentences is essential to capturing and keeping a reader’s interest. A good letter or essay features different types of sentences: simple, complex, compound, and compound-complex. Sentences need not always begin with the subject; they might start with a transition word or phrase, for instance. Variety is key.
Still, students should keep in mind that the point of an essay is to get an idea across to the reader, so it is most important that writing be clear. They should not sacrifice clarity for the sake of flowery, overly wordy language or confusing syntax.
Word Choice and Tone
Like syntax, WORD CHOICE makes an impression on readers. The IELTS does not test on specific vocabulary or require writers to use specific words in the essay. However, the essay is a good opportunity to use strong vocabulary pertaining to the prompt or issue under discussion. Writers should be careful, though, that they understand the words they are using. Writers should also avoid vague, imprecise, or generalizing language like good, bad, a lot, a little, very, normal, and so on.
Editing, Revising, and Proofreading
In the IELTS, the writer has a limited amount of time to complete the essay. If there is time for editing or proofreading, writers should hunt for grammar, spelling, or punctuation mistakes that could change the meaning of the text or make it difficult to understand. These include sentence fragments, run-on sentences, subject-verb disagreement, and pronoun-antecedent disagreement.
Word Choice and Tone
Like syntax, WORD CHOICE makes an impression on readers. The IELTS does not test on specific vocabulary or require writers to use specific words in the essay. However, the essay is a good opportunity to use strong vocabulary pertaining to the prompt or issue under discussion. Writers should be careful, though, that they understand the words they are using. Writers should also avoid vague, imprecise, or generalizing language like good, bad, a lot, a little, very, normal, and so on.
Editing, Revising and Proofreading
In the IELTS, the writer has a limited amount of time to complete the essay. If there is time for editing or proofreading, writers should hunt for grammar, spelling, or punctuation mistakes that could change the meaning of the text or make it difficult to understand. These include sentence fragments, run-on sentences, subject-verb disagreement, and pronoun-antecedent disagreement.