this slide has been on all about the ielts writing task 1&2. This slide will help you to get knowledge about ielts writing.

2. Motto
7+ ?, We will make it happen!

3. Breaking The Ice

4. IELTS Philosophy
IELTS is all about
Knowledge, Tricks,
Techniques and
Practice.

5. Let’s try
 If I had had knowledge in English I
would have scored well in IELTS.
 I would have had to have been prepared
to score well in IELTS.
 Having been taught at Accent BLC, I
scored well in IELTS.

6. IELTS FORMAT
LISTENING
Section: 4
Part-1, Part-2, Part-3 & Part-4
Time: 30 minutes
READING
Section:3
Reading-1, Reading-2 & Reading-3
Time: 1 hour
WRITING
Section:2
Task-1 & Task-2
Time: 1 hour
SPEAKING
Section: 3
Part-1, Part-2 & Part-3
Time: 11-14 minutes
IELS

7. Learning Outcomes:
 Writing Task 1& 2: Tips & Strategies
 Reading: Tips and Strategies
 Listening: Tips & Strategies
 Speaking: Tips & Strategies
 Question & Answer

8. Writing Task-1
 Nature of Task-1
 Assessment Criteria
 Types of Charts
 Task-1 Vocabularies
 Formal informal words
 Task-1 Phrases
 Signpost
 Mind Mapping
 Example

9. Nature of Task-1
 Reporting style
 Graphics to Words
 Do not use “I, WE, ME, YOU”
 No Personal Opinion
 No Personal Comment
 No Assumption
 Word Range “170-190”
 Bring the whole but Important
events

10. Assessment Criteria
 Task
Achievement
 Coherence &
Cohesion
 Lexical
Resource
 Grammatical
Range &
Accuracy
Grammatical Range
 Simple Sentence
 Compound Sentence
 Complex Sentence
 Passive Sentence
 Conditional Sentence
(for task-2)

11. Types of Charts

12. Task-1 Vocabularies
Noun
rise [to/by]
Climb [to/by]
increase [to/by]
surge [to/by]
grow [to/by]
soar [to/by]
rocket [to/by]
boom
fluctuated
vary
Rapidly changed
fall [to/by]
decrease [to/by]
decline [to/by]
dip [to/by]
dive [to/by]
plunge [to/by]
plummet [to/by]
a rise [of]
a climb [of]
an increase [of]
a surge [of]
a growth [of]
a boom [of]
a fluctuation
a variation
a change
a fall [of]
a decrease [of]
a decline [of]
a dip [of]
Verb

13. Continue……………
Adjective
sharp
sudden
rapid
abrupt
dramatic
steep
significant
steady
considerable
marked
slight
gentle
gradual
Adverb
sharply
suddenly
rapidly
abruptly
dramatically
significantly
steadily
considerably
markedly
slightly
gently
gradually
wildly

14. Task-1 Phrases
 to show an upward trend
 to show a downward
trend
 to hit the highest point
 to hit the lowest point
 to reach a peak
 to show some
fluctuation
 to fluctuate wildly
 to remain stable
 to remain static
 to remain unchanged
 to stay constant
 to reach a plateau
 to level off
 to flatten out
 the highest
 the lowest
 the second highest
 the third highest
 compared to
 compared with
 relative to

15. Graphical Presentation

16. Formal and Informal Words
 It concerns, it is in
regards to
 Obtain
 Omit
 Oppose
 Permit
 Postpone
 Release
 Represent
 Require
 Retain
 Substitute
 Undermine
 It’s about
 Get
 Leave out
 Go against
 Let
 Put off
 Free
 Stand for
 Need to
 keep
 Fill in
 Block

17. Signpost Expression
Introductory Expression
 The graph/table
shows/indicates/illustrates/reveals/repres
ents..
 It is clear from the graph/table...
 It can be seen from the graph/table...
 As the graph/table shows,...
 As can be seen from the graph/table,...
 As is shown by the graph/table,...
 As is illustrated by the graph/table,...
 From the graph/table it is clear....

18. Continue………
 Introducing the first
set of data
 Beginning with the…
 To begin with the…
 It can be begun by
describing the…
 Introducing the
second set of data
 Meanwhile,
the… shows that…
 As for the… , it
shows that…
 Turning to the… , it
can be seen that…
 Introducing the first
major trend
 First of all, it is clear
that…
 Most noticeably of all, it
can be seen that…
 The first result worth
pointing out is that…
 Introducing lesser trends
 Another trend that can
be observed is that…
 It is also worth pointing
out that…
 Also worth noting is
that…

19. Continue……….
 Exceptions to the main
trend
 However, this was not
always the case.
 However, it should be
pointed out that…
 There was one noticeable
exception, however.
 Comparing and contrasting
 Similarly, … / By contrast…
 A similar trend can be
observed in…
 The results for… , however,
reveal a markedly different
trend.
 Concluding and summarizing
 To conclude,
 In summary,
 In short,
 Overall,
 On the whole,
 The main thing that can be
observed here is that…

20. Mind Mapping
Fast
Food
Time
1975-2000
Australian
Teenagers
Fish &
Chips
Gradually
dropped
Hamburgers
Sharply
Increased
Pizza
Steadily
increased
Pizza
Fish &
Chips
Hamburgers

21. The line graph below shows changes in the
amount and type of fast food consumed by
Australian teenagers from 1975 to 2000.

22. Answer
The given line graph depicts the junk food eating habit by the
Australian Teenagers between1975 and 2000. It can be seen
from the graph that the popularity of hamburgers rose
dramatically among the Australian teenagers whereas the fish
and chips gradually decreased.
According to the graph, in 1975, the fish and chips were very
famous among the teenagers of Australia. Moreover, at that
time, it was eaten almost 100 times per year. After that in 1980,
the popularity of fish and chips decreased consistently; again it
increased slightly in 1985. Then from 1985 to 2000 the demand
for this fast food fell significantly: just under the 40 times eaten
per year.
On the other hand, it appears from the graph that the popularity
of pizzas and hamburgers rose substantially. Nevertheless, the
demand for pizza was constant over a period of 1995 to 2000
and it was nearly eaten 85 times in a year. On the other side, the
consumption rate of hamburgers exponentially increased from
1985 to 2000 and the number of eaten times per year was just
above 100 times.

23. Writing Task-2
 Agree / Disagree.
 Compare & Contrast.
 Problem & Solution.
 Advantages and Disadvantages.
 Discuss two views.
 Discuss two views and give your opinion.
 Causes & Solutions.
 Causes and Effects.
 Opinion
 Mixed.

24. Topic of Writing Task-2

25. Structure of a Good
Introduction
An IELTS writing task 2 opinion essay
should have three sentences and these
three sentences should be:
 Paraphrase question
 Thesis statement
 Outline statement

26. Paraphrase question
Definition: Paraphrasing means; stating the question
again, but with different words so that it has the
same meaning. We do this by using synonyms and
flipping the order of the sentences around.
Question: There is a good deal of evidence that
increasing car use is contributing to global
warming and having other undesirable effects on
people’s health and well-being.
Paraphrase: Rising global temperatures and human
health and fitness issues are often viewed as being
caused by the expanding use of automobiles.

27. The synonyms I’ve used
are:
 Increasing- expanding
 Car use- use of automobiles
 Global warming- rising global
temperatures
 People’s health and well-being- human
health and fitness

28. Thesis Statement
Definition: This is the most important sentence in your
essay. This is your main idea and I often describe it
to students as how you feel about the whole issue in
one sentence. It tells the examiner that you have
understood the question and will lead to a clear and
coherent essay.
Let’s look at the thesis sentence from the previous
example:
Thesis statement: This essay agrees that increasing
use of motor vehicles is contributing to rising global
temperatures and certain health issues.

29. Outline Statement
Now that you have paraphrased the question and told the examiner
what you think in your thesis sentence, you are now going to tell
the examiner what you will discuss in the main body
paragraphs. In other words, you will outline what the examiner
will read in the rest of the essay. This should be one sentence
only.
Example:
 Question: There is a good deal of evidence that increasing
car use is contributing to global warming and having other
undesirable effects on people’s health and well-being.
Outline statement: Firstly, this essay will discuss the production of
greenhouse gases by vehicles and secondly, it will discuss
other toxic chemicals released by internal combustion engines.
Advantages and disadvantages: this essay will first discuss the
(main advantage(s)) followed by an analysis of the (main
disadvantage(s)).
Problem and Solution: This essay will analyse the principal
problem(s) and offer solutions to this issue.

30. Main Body

31. Conclusion
 Never write any new ideas in your conclusion.
A conclusion should always simply restate the
ideas you have in the rest of the essay. ...
 Make sure you answer the question in the
conclusion. ...
 Vary your language. ...
 Don't try to include everything. ...
 Always write one. ...
 Two sentences are enough.

32. Signpost
Sequence based Giving reference
 To begin with
 Initially
 Subsequently
 Firstly/First of all
 Secondly
 Thirdly
 Then
 Next
 After that
 Finally/Lastly
 As noted above
 As noted below
 As is discussed below
 As is discussed above
 As stated previously
 As stated at the
beginning
 As will be discussed later
 As discussed earlier

33. Connecting signpost
 In addition
 Moreover
 Also
 Additionally
 Furthermore
 Again
 Except that
 Similarly
 Besides
 What is more
 Equally
 Indeed
 Apart from this
 In fact
 Likewise
 By the same token
 In like manner
 In the same way

34. Continue…………
Giving Example Specifying issues
 For example
 As an illustration/
example
 This can be illustrated by
 Namely
 Such as
 For instance
 To illustrate
 To demonstrate
 With respect to
 In relation to
 Specifically
 More specifically
 In terms of
 In particular

35. Signpost for comparison
 Notwithstanding
 Albeit
 In contrast
 However
 Although
 Nevertheless
 Nonetheless
 On the other hand
 Alternatively
 Conversely
 By contrast
 On the contrary
 Rather
 In comparison
with/to
 Compared with
 Compared to

36. Consequence &
Conclusion
 Accordingly
 According to
 As a consequence
 As a result
 Consequently
 Hence
 Therefore
 Thus
 In a nutshell
 To encapsulate the whole
 In conclusion
 To sum up
 Finally
 In short
 To conclude
 As this essay has
demonstrated

37. Reading

38. What are the different question
types?
 Sentence completion
 Summary, note, table, flow-chart
completion
 Short-answer questions
 Diagram label completion
 Multiple choice
 Matching information
 Matching headings
 Matching features
 Matching sentence endings
 True, false, not given

39. IELTS Reading Tips: How to increase your
Score
 Skimming and Scanning
 Develop Skills of each types of question in reading
 Develop your speed reading skill
 Don't try to understand the full passage
 Developing vocabulary
 Key words
 Grammar
 Practice makes perfect
 Getting used to difficult passage
 IELTS practice reading test
 Know your weakness
 Be realistic
 Plan your training
 You must prepare

40. Sentence completion:
Tips Read the instructions carefully, noting how many
words you can write and if they want you to
include the exact words from the question or
not.
 Read the incomplete sentences first. Think
about what word form can be used and try to
predict the answer.
 Locate where the information is located by
scanning quickly. If you can’t locate the answer
quickly, move on.
 Read the incomplete sentence again.
 Study the reading text more carefully to
establish the answer.
 Check your spelling.
 Repeat with the other sentences.

41. Summary, note, table, flow-chart
completion
Tips
 Try to predict the answers before you look at the options
or the text. This will help you spot the correct answer.
 Should the gap be filled with a verb, noun, adjective or
adverb? If your answer makes the sentence
grammatically wrong, then you have the wrong answer.
 Look for synonyms and paraphrases in the text rather
than words that directly match.
 Don’t spend too much time looking for the answer to
one question.
 The answers normally come in the same order as the
questions.
 If you get a list of words, think about the ones that can’t
be the correct answer because of meaning or grammar.
You can then eliminate these words.

42. Short-answer questions:
Tips
 The answers appear in the same order as the text.
 Look at and understand the questions first before you
start reading the text. What is the question actually
asking?
 You will probably be given a word limit, for example ‘NO
MORE THAN THREE WORDS AND/OR A
NUMBER.’ Make sure you don’t go over this limit.
 As stated above, the answers do not need to be
grammatically correct, just short answers.
 Don’t give your opinion, just the answer in the text.
 Keywords in the question will normally be nouns or noun
phrases.
 When you find your keywords always think synonyms and
paraphrases.

43. TRUE, FALSE and NOT
GIVEN If the text agrees with or confirms the
information in the statement, the answer
is TRUE
 If the text contradicts or is the opposite
to the information in the statement, the
answer is FALSE
 If there is no information or it is
impossible to know, the answer is NOT
GIVEN

44. Top 5 Tips
 Ignore anything you already know about the topic and don’t make
assumptions. Base your answers on the text only.
 Identify any words that qualify the statement, for example, some,
all, mainly, often, always and occasionally. These words are there
to test if you have read the whole statement because they can
change the meaning. For example, ‘Coca-Cola has always made
its drinks in the U.S.A.’ has a different meaning from ‘Coca-Cola
has mainly made its drinks in the U.S.A.’
 Be careful when you see verbs that qualify statements, such
as suggest, claim, believe and know. For example, ‘The
man claimed he was a British citizen,’ and ‘The man is a British
citizen’ mean two different things.
 There will be at least one of all three answers. If you don’t have at
least one ‘true’, ‘false’ or ‘not given’ you have at least one answer
wrong.
 Don’t skim and scan the text to find the final answer. You will have
to read the appropriate part of the text very carefully in order to
understand what the author means.

45. Matching Information
Tips
 Do this question last. If you do other questions
first, you will become familiar with the passage
and this will help you identify the correct
information more quickly and easily.
 Try to find names, place names and numbers in
the questions. These are often easier to find in
the text.
 Be aware that there may be synonyms. For
example, you might see ‘34%‘ in the question but
it might say ‘just over a third‘ or ‘about a third‘ in
the text.

46. Strategy
 Read the instructions carefully.
 Read the questions first. Think about synonyms and how
you could paraphrase the statements. This will help you
identify the answer. Saying each statement in your own
words can help do this.
 Quickly skim the reading text to try to understand the
general meaning of the text.
 Read the question statements again and predict which
paragraph contains the answer.
 Scan the text paragraphs you think might contain the
answer for synonyms. If you find a possible answer
underline it.
 Check back with the question statement and mark the
answer if correct. If not, move on to other paragraphs.

47. Matching Names
Tips
 Focus on the easy questions first. If you can’t find the
answer to a question, move on and come back to it later.
 Find the names in the text quickly by scanning for them
and then underline them.
 The names might be shortened to just a first or last
name. For example, ‘John Jones’ might appear as only
‘Jones’ in the text.
 Think of synonyms that might appear in the reading text.
For example, the phrase ‘intense burst of energy‘ could
look like ‘explosive release of energy‘ in the text.
 Some of the names might be used more than once. Check
the question for instructions on this.
 The questions do not follow the order of the text. You
might have to go backwards and forwards to find the
correct answer. This is a very unnatural way to read and
requires you to use your scanning skills.
 If you like to categorise things by colour, use different
coloured pens to underline the different names.

48. Reading Gap Fill
 A reading gap fill is one task you may get in the
IELTS test.
 You have to fill in the gaps of a summary of part of
the text using words from a box.
 There may be more words than you need to
use so you need to find the part of the reading that
refers to the summary and make sure that you work
out which word will fit.
 You also need to think about the grammar as the
word you put in the reading gap fill must fit
grammatically as well. Here are some general
strategies

49. Top 5 Tips
 Read through the summary carefully to make sure
you understand it.
 Work out which section of the reading the summary
comes from (the real test you'll need to look through
the reading to find the right paragraphs).
 Carefully read the sentence with the first gap and
think about what form will fit i.e. should it be an
adjective, noun, infinitive, present participle
etc? And what type of word is needed i.e. is it an
amount, a change, an action?
 You should have worked out that for questions 1 you
are looking for a noun because 'an' comes before it.
 Then look at the words that are in the box - which
ones have the right form to fit and the right type?
There are several nouns.

50. Listening

51. Basic Tips

53. IELTS Listening Section One
Tips
 Read Instructions and Questions Carefully
 Write no more than one word and/or a number for each
answer.
 Use Your Prior Knowledge
 Accommodation
 Library
 Bank
 Booking a flight
 Buying insurance

54. Preparation Tips for IELTS Listening (Part
2)
 Divide and concur!
 Distractions
 Listen for specifics
 Answer as you listen
 Keep moving forward
 Know your clues
 Eliminate
 "Chameleon" questions
 Watch out for traps
 Watch out for traps
Trap Number One – unexpected turn
 You might hear speaker starting
to say one thing and then,
suddenly, continuing to
something completely different.
This is a trap, so make sure you
don’t fall for it. The rule here is
“Last word counts”. For example,
if the speaker says “I want to visit
that gallery on Monday. No, wait,
I’ve just remembered that it is
closed on Monday, so I will go on
Wednesday.”, and the question is
“when” – the correct answer here
is Wednesday, and Monday is a
trap

55. Essential Tips for IELTS Listening
Section 3: Listen to the introduction and example audio properly to be able to
recognize different voices well.
 While focusing on the underlined keywords in the question, it is also
important to understand the question because some of the keywords
in the options or the complete option itself may be paraphrased in the
audio.
 Using 1 minute to get an overview of the section would help you to
familiarize yourself with the questions.
 Remember that while listening to the audio, you have to be
quick enough to move your eyes over all the questions as well as
options so that you are aligned up well with the audio and there is no
chance of skipping a question.
 Lastly, do remember that information in the audio always flows in
the same order as the order of question. So, you have to be
continuously going on by immediately moving to the next question
instead of looking back for any skipped question or unsurely marked
answer.

56. Tips on Cracking Section 4 of IELTS
Listening:
 Highlight key words such as names or places in the
question stems to listen out for during the reading
 For tables with dates (e.g. questions 35-40) listen carefully
for the years in the 'period' so you can keep track of where
the lecture is
 Have your eye on two questions at the same time - if you
miss one, this may prevent you getting lost as you will hear
the next one
 Don't worry about spelling / grammar as you answer - you
can correct this as you transfer you answers at the end of
the test
 Read the instructions carefully and don't write more words
than instructed - 'No more than two words' means it could
be one or two words.
 At the end, check that what you have written fits in the
space grammatically

57. SPEAKING

58. Continue …………….

59. IELTS Speaking - Part 1
 About you
 Study
 Work
 Your town
 Free time
 Holidays
 Places to go in your free time
 Transport
 Shopping
 Your neighborhood
 Reading
 Sports and games

60. IELTS Speaking - Part 2 &
3
 Beautiful places
 Family
 Shopping
 Eating and food
 Travelling
 School
 Adventure
 Newspapers
 Sport

61. Speaking Signpost
Introducing the first
section or points
Starting a new section
 Let’s start by
talking about...
 To begin,…
 Firstly,…
 I’ll start with,…
 The first advantage
/ reason / cause etc.
is...
 Let’s move on to…
 Now, let’s turn to…
 And I’d now like to
talk about…
 The next / second …
 I'd like now to
discuss...
 The next issue/topic/
area I’d like to focus
on …

62. To signal the end of the talk /
Summing up
 To sum up, …
 So it is clear from what we have discussed
today that…
 I'd like now to recap...
 Let's summarise briefly what we've looked
at...
 In conclusion, …
 To summarise, …
 In summary, …
 Overall, …
 The three main points are …

63. Gap Fillers
 You mean to say?
 Do you mean to say?
 Do you know what I
mean?
 Well!
 You see!
 You know...
 I know.
 I see.
 No way
 Not a chance
 Oh! I see.
 You mean...? Say.
 Incidentally
 Actually
 By the way
 Believe me.
 Come on.
 As if...
 Not at all
 Never
 By all means

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65. Question & Answer
?

66. The End