Your FREE IELTS Flashcards 2026 – 250+ Cards

International English Language Testing System.

Jointly owned by the British Council, IDP: IELTS Australia, and Cambridge Assessment English.

Four: Listening, Reading, Writing, and Speaking.

0 to 9 — reported for each section and as an overall band.

No. Institutions and visa authorities set their own minimum band requirement.

The average of the four section scores, rounded to the nearest whole or half band.

Expert user.

Very good user.

Good user — operational command with occasional inaccuracies.

Competent user — generally effective command despite some inaccuracies.

Modest user.

Limited user.

Extremely limited user.

Intermittent user.

Non-user.

Did not attempt the test.

A 0.5 increment (e.g. 6.5, 7.5) — the smallest step IELTS reports.

No. Scores are reported only in whole and half bands, so 6.3 is impossible.

6.5 — an average ending in .25 rounds up to the next half band.

7.0 — an average ending in .75 rounds up to the next whole band.

6.0 — it rounds down.

6.5 (the average is 6.25, which rounds up).

IELTS Academic and IELTS General Training.

Listening and Speaking.

Reading and Writing.

People applying for university study or professional registration.

People migrating, working, or doing secondary/training programmes.

Typically two years from the test date.

About 2 hours 45 minutes, taken in one sitting with no breaks.

The same day, or up to 7 days before or after the other sections.

Yes — paper-based or computer-delivered, with the same content, format, and scoring.

No — Speaking is always a live, face-to-face interview, even for computer-delivered IELTS.

A computer-delivered option to retake just one of the four sections within 60 days of the full test.

The official document showing your section and overall band scores.

Many institutions set a minimum in each section, so a high overall can still fail if one section is too low.

You handle complex language well overall, with only occasional inaccuracies or misunderstandings.

Yes — IELTS for UKVI is approved for many UK visa and immigration routes.

A separate IELTS test of Speaking and Listening only, used for certain UK family and citizenship visas.

No — you take one full version; you can't combine an Academic Reading with a GT Writing.

IELTS Academic.

Yes — Listening, Reading, Writing, and Speaking are averaged equally.

It gives a safety margin in case one section scores lower than expected.

Improve your weakest section — the average rises most when the lowest score goes up.

40 questions, across 4 parts of 10 questions each.

About 30 minutes of audio, plus 10 minutes transfer time on the paper test.

Once only — there is no replay.

An everyday social conversation between two people (e.g. booking a service).

An everyday monologue (one speaker), e.g. a talk about local facilities.

A conversation of up to four people in an educational or training context.

An academic monologue or lecture — usually the most demanding part.

From social contexts (Parts 1–2) to educational and academic ones (Parts 3–4).

Yes — Listening is identical in both versions.

Multiple choice, matching, plan/map/diagram labelling, form/note/table/flow-chart/summary completion, sentence completion.

A detail mentioned in the audio that is deliberately misleading — often the wrong option stated before the right one.

The final, corrected detail — not the first one mentioned.

To predict the answer type and underline keywords, since the audio plays only once.

Yes — a word heard correctly but spelled wrong is marked incorrect.

A cap like 'no more than two words and/or a number' — exceeding it makes the answer wrong.

Leave it and move on — the recording keeps going, so don't let one gap cost you the next.

Answers usually reword the recording rather than repeat its exact words.

A Listening task where you label a map or plan by following spoken directions (left, opposite, beyond).

10 questions per part (4 parts × 10 = 40).

On the paper test, yes — you get 10 minutes to transfer answers at the end.

A transactional, everyday situation like enquiring about accommodation or a service.

It's a continuous academic monologue with no breaks and abstract content.

Read the options first; listen for the idea, since the audio paraphrases rather than repeats them.

Words like 'but,' 'actually,' 'sorry,' or 'in fact.'

Yes — there's no penalty for wrong answers, so never leave a blank.

Filling gaps in a flow-chart of steps based on what you hear or read.

Yes — writing 'book' when the answer is 'books' is marked wrong.

40 questions across 3 passages.

60 minutes, including the time to write answers on the answer sheet.

No — unlike Listening, you write answers directly during the 60 minutes.

Three long academic passages from books, journals, magazines, and newspapers.

Everyday and workplace texts — notices, advertisements, handbooks, and articles.

About 20 minutes each (60 minutes ÷ 3 passages).

Generally from easier to harder.

Reading quickly for the general idea or gist — e.g. reading topic sentences.

Searching a text quickly for a specific detail like a name, date, or keyword.

The statement agrees with the factual information in the text.

The statement contradicts the factual information in the text.

The text neither confirms nor contradicts the statement.

True/False/Not Given tests facts; Yes/No/Not Given tests the writer's views or claims.

The statement agrees with the writer's view or claim.

Answer only from the text — never use outside knowledge.

Match each heading to the paragraph whose whole main idea it captures — not just one detail.

No — there are always more headings than paragraphs, so some are never used.

Locating which paragraph contains a specific piece of information.

Filling gaps with words taken from the passage, within a stated word limit.

Answering a question about the text in a few words, obeying the word limit.

The maximum words allowed in a completion or short-answer response (e.g. 'no more than two words').

All three passages carry the same marks, so over-investing in one leaves too little time for the rest.

Usually the same order as the questions within a task.

A heading that just repeats a word from the paragraph but doesn't capture its main idea.

More — the GT Reading scale is more lenient, so it requires more correct answers per band.

Each passage is several hundred to over a thousand words; the three total around 2,150–2,750 words.

Matching statements to a list of options (e.g. researchers, years, categories).

Completing each sentence beginning with the correct ending from a list.

Labelling parts of a diagram using words from the passage, within the word limit.

Skim it for structure and main ideas before reading any questions in detail.

No — skim and scan; there isn't time to read every word closely.

It defines exactly what idea to locate, guiding an efficient scan.

Reasoning from outside knowledge instead of sticking to what the text states.

Yes — it moves from short everyday texts to a longer, more complex general-interest text.

Mark your best guess, note it, and move on — return only if time allows.

Two — Task 1 and Task 2 — in 60 minutes.

At least 150 words.

At least 250 words.

Task 2 — it contributes twice as much as Task 1 to the Writing band.

About 20 minutes on Task 1 and 40 minutes on Task 2.

Describing a visual — a graph, chart, table, map, or process — in at least 150 words.

Writing a letter (formal, semi-formal, or personal) in at least 150 words.

Yes — both write an essay of at least 250 words.

Task Achievement/Response, Coherence & Cohesion, Lexical Resource, Grammatical Range & Accuracy.

Task Achievement.

Task Response.

Logical organisation, clear paragraphing, and smooth linking of ideas with cohesive devices.

The range, precision, and accuracy of vocabulary, including less common words and collocations.

Using a mix of sentence structures accurately, with control of grammar and punctuation.

A sentence stating the two or three biggest features or trends — vital for Task Achievement.

No — Task 1 reports the data objectively; opinions belong in Task 2.

Trend words: rose sharply, fell steadily, levelled off, peaked, fluctuated.

Sequencing words (first, next, then, finally), often in the passive voice.

Identify the prompt type and answer exactly what it asks.

Opinion (agree/disagree), discussion (both views), advantages/disadvantages, problem-solution, two-part question.

Take a clear position and defend it consistently across the body paragraphs.

Cover both views fairly, then give your own opinion.

Introduction, two developed body paragraphs, conclusion.

A paraphrase of the prompt plus a clear thesis (your position/answer).

A restatement of your position and main points — no new ideas.

It lowers Coherence & Cohesion — linkers must be used appropriately, not crammed in.

It is capped on Task Response, however strong the English is.

Being under the word count is penalised under Task Achievement.

Usually right after the introduction, summarising the main features before the detail.

The two or three most significant ones — not every data point.

'Dear Sir or Madam,' closing with 'Yours faithfully.'

'Dear [first name],' closing with 'Best wishes' or 'Take care.'

All three bullet points in the prompt, in the right tone (formal, semi-formal, or personal).

Identify the causes/problems, then propose realistic solutions or measures.

Give balanced coverage of both the benefits and the drawbacks.

Address each of the two distinct questions clearly and fully.

Fully addressing every part of the prompt with a clear, developed position.

Two well-developed paragraphs — depth beats breadth in Task 2.

No — memorised, off-topic content is penalised; respond to the specific prompt.

Topic sentence → explanation → an example or evidence → a link back to the thesis.

Three parts.

11 to 14 minutes.

A live, face-to-face interview with a certified examiner.

Yes — for quality monitoring and possible re-marking.

An interview on familiar topics (home, work, studies, hobbies), 4–5 minutes.

The long turn: a cue card with 1 minute prep, then speak 1–2 minutes.

A two-way discussion of abstract ideas linked to the Part 2 topic, 4–5 minutes.

The card in Part 2 giving a topic and bullet points to address during the long turn.

One minute, during which you can make notes.

Brief key-word notes, not full sentences, so speech sounds natural.

Keep developing the topic with detail and examples until the examiner signals to stop.

Fluency & Coherence, Lexical Resource, Grammatical Range & Accuracy, Pronunciation.

Speaking at a natural pace and length with logical linking of ideas, without too much hesitation.

How clearly and understandably you speak — sounds, word stress, and intonation.

No — Pronunciation judges clarity, not accent.

Part 3 rewards extended answers with reasons and examples; bare statements give nothing to score.

Yes — the examiner conducts the interview and assigns the band using fixed descriptors.

Use varied, precise vocabulary; avoid repeating simple words like 'good,' 'nice,' or 'thing.'

Yes — Speaking is identical for both versions.

The examiner confirms your identity and starts the recording before Part 1 begins.

Treat it as an invitation to explain 'why' — add reasons, examples, and your opinion.

Familiar, personal topics: your home, hometown, work or studies, hobbies, and daily routine.

Speaking Part 2 — talking for 1–2 minutes on the cue-card topic without interruption.

One or two short follow-ups the examiner asks after the Part 2 long turn.

Part 3 explores abstract, society-level ideas in depth; Part 1 is concrete and personal.

A sentence or two with a brief reason — not one word, not a speech.

Long hesitations, frequent self-correction, and disjointed, hard-to-follow answers.

Adding reasons, examples, or contrasts rather than stopping after one short statement.

No — examiners detect them and they reduce your assessed band.

Mix tenses and use complex sentences (conditionals, relative clauses) accurately.

Politely ask the examiner to repeat or rephrase — it doesn't lower your score.

Brief, natural pauses are fine; use fillers like 'Well, let me see…' rather than long silence.

The examiner conducting the interview, using the official band descriptors.

The figure rose sharply / increased rapidly.

It remained stable / levelled off / plateaued.

It declined slightly / dipped marginally.

Reach / arrive at a decision.

A significant / pressing / serious issue.

However, whereas, in contrast, on the other hand.

Moreover, furthermore, in addition, additionally.

Therefore, consequently, as a result, thus.

For instance, for example, such as, namely.

Words that naturally go together (e.g. 'heavy rain,' 'make an effort'), rewarded under Lexical Resource.

A considerable / substantial number (or amount) of.

Illustrate, demonstrate, indicate, reveal.

Favourable, positive, beneficial, advantageous.

Detrimental, adverse, harmful, negative.

'If governments invested more, congestion would fall' — shows Grammatical Range.

'Remote work, which reduces commuting, can cut pollution' — adds detail with a 'which' clause.

Reword it using synonyms and a changed structure — don't copy it verbatim.

The opening sentence of a paragraph that states its main idea.

A mix of short and complex sentences raises Grammatical Range and reads more naturally.

'It could be argued,' 'this may suggest,' 'tends to' — softens claims appropriately.

On the first syllable: PHO-to-graph.

Rising and falling tone signals meaning and engagement, helping the Pronunciation score.

'That's an interesting question — let me think…' keeps you fluent without long silence.

Twice as many as, the highest, far more than, compared with.

The majority, a third, accounts for, the smallest share.

Was replaced by, relocated, extended, demolished, converted into.

The question reuses synonyms of the passage, so matching exact words can mislead you.

Rise, grow, climb, surge, soar, escalate.

Fall, drop, decline, dip, plummet, plunge.

Sharply, dramatically, steadily, gradually, slightly, marginally.

Peaked at / reached a high of / hit a maximum of.

Bottomed out at / fell to a low of / reached a minimum of.

Remained stable / held steady / stayed constant / plateaued.

Although, even though, despite, in spite of.

Firstly, secondly, subsequently, finally.

Maintain, argue, contend, assert.

Significant, crucial, vital, essential, key.

Facilitate, assist, support, aid, contribute to.

Lead to, result in, give rise to, trigger, bring about.

Heavy rain (not 'strong rain').

Make a decision (not 'do a decision').

Solve / tackle / address a problem.

Pay attention to.

Lexical Resource rewards natural, accurate word choice — wrong synonyms hurt more than help.

The syllable emphasised in a word (e.g. inFORM-ation) — part of clear pronunciation.

Emphasising the key content words in a sentence to convey meaning.

Linking and reducing sounds between words (e.g. 'gonna,' 'wanna') that natural speakers use.

'This tends to suggest…' or 'It could be argued that…'

Individuals, citizens, the public, society.

Currently, at present, in recent years, these days.

'In my view,' 'I would argue that,' 'It seems to me that.'

'For instance,' 'A clear example of this is,' 'such as.'

Forms like 'don't' or 'it's' read as informal — write them out in academic essays.

Two complete sentences joined without correct punctuation — it lowers Grammatical Accuracy.

A singular subject takes a singular verb, a plural subject a plural verb ('the data show').

Copied wording isn't credited toward your word count or Lexical Resource.

The grammatical and lexical links (pronouns, linkers, references) that hold a text together.

The logical flow of ideas that makes a text easy to follow.

'In conclusion,' 'To sum up,' 'Overall.'

Considerably / significantly / substantially more than.

'This resulted in,' 'consequently,' 'as a result.'

Flat intonation sounds unnatural; varied tone makes meaning clear and engaging.

Use general reasoning and everyday examples — IELTS topics never need specialist knowledge.

A sentence stating your overall position/answer, placed in the introduction.

Benefits, merits, positive aspects, upsides.

Drawbacks, downsides, negative aspects, limitations.

'While some argue X, others believe Y.'

A pronoun like 'this,' 'these,' or 'it' that points back to an earlier idea.

Overusing 'Firstly/Moreover/However' is mechanical and lowers Coherence & Cohesion.

Add a short reason or detail to each answer rather than answering in a single word.

'In general,' 'on the whole,' 'broadly speaking.'

Practise all four skills regularly, focusing extra time on your weakest section.