Đề thi mẫu IELTS

Test Format

All candidates are tested in four areas: listening, reading, writing and speaking. All 4 modules are taken on the same day, unless otherwise stated. Candidates should set aside around 3 hours for the test.
The modules are taken in the following order:

  • Listening – 30 minutes
  • Reading – 60 minutes
  • Writing – 60 minutes
  • Speaking – 10-15 minutes

IELTS Listening test

IELTS listening test lasts for about 30 minutes. It consists of four sections, played on cassette tape, in order of increasing difficulty. Each section might be a dialogue or a monologue. The test is played once only, and the questions for each section must be answered while listening, although time is given for students to check their answers.

Section 1

Question 1-7 Complete the form below, using NO MORE THAN THREE WORDS AND/OR A NUMBER  for each answer.

Department:     Motor Insurance
Client details: Name:   Elisabeth   1………………..Date of birth:   8.10.1975Address:     2……………….. (street)     Callington (town)Policy number:     3 ………………..
Accident details:Date:     4 ……………….. Time: Approx.     5 ……………….. Supporting evidence:     6 ……………….. Medical problems (if any):     7 ……………….. injuries

Question 8-10 Label the diagram/plan below. Write the correct letter, A–G, next to questions 8–10.

IELTS Listening Test

8 traffic lights ……………….. 9 petrol station ……………….. 10 blue van ………………..

Section 2

Question 11-14 Complete the sentences below, using NO MORE THAN THREE WORDS for each answer.

11. Dormouse numbers have fallen ……………….. as well as in the UK.
12. Dormice are about as heavy as two ……………….. .
13. You are most likely to have seen a dormouse in a ……………….. .
14. In the UK, dormice probably live in hedges and woods, and next to ……………….. .

Question 15-17 Label the identification sheet below. Write the correct letter A–E next to questions 5–8.

15. opened by woodmice ……………….. .
16. opened by voles ……………….. .
17. opened by dormice ……………….. .
IELTS Listening Samples

Question 18-20 Complete the summary below, using NO MORE THAN ONE WORD in each  space.

If you find nuts opened by dormice 18 ……………….. where you found them. Put them into some kind of 19 ……………….. and 20 ……………….. them (name and address). Post them to Action for Wildlife.
Section 3
Question 21-26 Which company website has the following features?
A Hills Cycles website B Wheels Unlimited website C both websites
Write the correct letter, A, B, or C next to questions 21–26.

21 bicycle catalogue ………………..
22 price list ………………..
23 bicycle accessories ………………..
24 company history ………………..
25 online ordering ………………..
26 moving graphics ………………..

Question 27-30 Choose the correct letter, A, B, or C.

27 According to the tutor, the basic criterion for evaluating the websites should relate to
A appearance.
B ease of use.
C target customers.
28 On the subject of timing, the tutor says
A the students’ plan is appropriate.
B the students’ presentation will be too long.
C the students can extend the presentation if necessary.
29 Sarah and Jack will share the work by
A speaking in short turns.
B doing half the presentation each.
C managing different aspects.
30 The tutor advises Sarah and Jack not to
A talk too much.
B show complicated lists.
C use a lot of visuals.
Section 4
Question 31-37 Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBERfor each answer.

31 Which elephants stay together all their life?
a) …………………………………………………………………………….
32 What are elephant family groups known as?
a) …………………………………………………………………………….
33 When scientists tracked groups of elephants, which feature of behaviour did they notice?
a) …………………………………………………………………………….
34 Which sense do elephants probably use to communicate over long distances?
a) …………………………………………………………………………….
35 What did American scientists do with a recording of elephant calls?
a) …………………………………………………………………………….
36 What did the elephants in the experiment rush to find?
a) …………………………………………………………………………….
37 What were scientists unable to do with the recording they had made?
a) …………………………………………………………………………….

Question 38-40 What does the lecturer say about each type of elephant call? Choose your answers from the box, and write the letters A–H next to questions 38–40.

A cannot be heard by humans at all B is usually accompanied by a leg movement C begins and ends at the same pitch D is usually accompanied by a nod of the head E continuously increases in pitch F is repeated over a long period G continually fluctuates in volume

38 Greeting ………………..
39 Contact call ………………..
40 Summons to move on ………………..

IELTS Reading test


You are advised to spend about 15 minutes on Question 1-13 which are based on Reading Passage 1.

Building houses out of earth

On every continent, one can find houses or other buildings made of the clay–bearing  soils dug up from the ground. In some places, earth building technologies have  been around for a very long time. In the southwestern United States, for example, American Indian tribes such as the Pueblo people have been building earth houses and other earth structures for thousands of years. And in China’s Xinjiang Province, archaeologists have found entire earth villages dating back over 2500 years. While building houses out of earth is certainly not new, it has never been very common because of the preference for other materials.

In some parts of the world, however, there has been renewed growth in the popularity of earth building. Two such places are Australia and New Zealand, where the practice did not exist until the relatively recent arrival of European settles. It is estimated that there are now over 2100 houses made of earth in Australia, and 35% of them were build within the past decade. An equal proportion of the 550 earthen structures in New   Zealand were built in the last five years. This trend appears to reflect growing earth construction in North America andEastern Europe.

Why the renewed interest in earth building? The building material itself is probably  the reason. Earth is available virtually anywhere, literally under our feet.  And unlike many others building materials that typically require treatment with  chemical preservatives, earth is non-toxic. This cannot be said for  commercially sold timber and brick products.

Another  well-known characteristic of earth houses is their passive solar capacity –  their ability to retain warmth in the winter and keep cool in the summer  without the need for dedicated solar panels, plumbing or fossil fuel energy  sources. This comes entirely from the effective way in which earthen walls act  to store heat.

Some people  claim that earth buildings are cheaper to build than conventional brick or  wooden houses, the two most common types in Australia and New Zealand.  This appears to be true, according to data from the New Zealand Construction  Quarterly. Assuming walls make up 15% of the cost of building a house, then  the use of earthen walls would bring a total saving of 10% over timber frame
construction and 38% over brick.

But perhaps most attractive of all is the unique atmosphere provided by earth houses, with  their natural colors, their acoustic properties and thick, solid walls. Not all the earth building is done the same way. The technologies used vary from region to  region, depending on the types of earth available and local building traditions. They are also undergoing constant study and improvement, with a view to bettering resistance to earthquakes and weather.

In New Zealand, stabilisers such as cement, sand, straw, even cow dung, have been found to make a stronger and longer-lasting material when added to earth. The downside of  using particularly effective stabilisers like cement is that they can be expensive and their manufacture may create much pollution. Thus their use should be kept to a minimum.

Those who choose to build with earth should also be careful about using paints or other  coatings on the surface of the earth walls. Some coatings have the effect of  preventing the walls from ‘breathing’. When this happens any water that gets  absorbed into the walls may not have away of escaping and get trapped. This may  lead to cracks or other signs of early deterioration of the earthen material.

Question 1

Choose the appropriate letter (A – D) and write it in box 1 on your answer sheet.

  1. 1.
    In ‘Building
    houses out of earth’, the writer’s main aim is to…

A             provide an overview of earth building.

B              promotes the building of earth houses.

C              reviews the history
of earth building.

D             examines the variety
of earth buildings.


Questions 2 and 3

  1. 2.
    Name places
    where earth building practices have existed for a long time?

Southwestern United Statesand …………….…(2)……………………………….

  1. 3.
    Name places
    where earth building is becoming more popular.

Australia, North America
and ……………………(3)………………………


Question 4-7

In ‘Building houses out of
earth, the writer mentions several reasons why some people prefer earth houses.
Read the list of reasons below and choose FOUR that are referred to in the

Write your answers in boxes
4-7 on your answer sheet

A             cost of construction

B              resistance to earthquakes

C              stability of earth

D             heat storage capacity

E              availability of materials

F              construction technology

G             appearance and character



THAN THREE WORDS, answer the following questions. Write your answers in boxes 8-11 on your
answer sheet.

percentage of earth buildings in New Zealand were constructed in the
past 5 years?

Name ONE
building material that contains chemical preservatives.

Name the
feature of earth houses that enables them to keep temperatures low in summer.

Name ONE
substance that can lengthen the life of earth as a building material.


Questions 12 and 13

Complete the flow chart below. Choose ONE or
TWO words from the passage for each answer.

Write your answers in boxes 12 – 13 on
your answer sheet


You should spend about 25
minutes on Questions 14 – 28 which are based on Reading Passage 2.

2. Book – carrying behaviour

Psychologists have long observed that women
and men perform certain physical actions in different ways. One such action is
the carrying of books. Howard and White (1966) maintain that there is a
‘masculine’ style and a ‘feminine’ style of book-carrying and that one’s sex
determines which of these styles one will use.

In observations of over 3600 university
students in North and South America, Howard
and White recorded five styles of book-carrying. These styles, labeled
‘A’,’B’,’C’,’D’ and ‘E’, were then categorised into two main types: Type I and
Type II. Howard and White’s categorisations are given in detail in the box


The books cover part of the front of the
body. The books’ short edges are parallel to the ground and rest against the
body. One arm is wrapped around the books, with the elbow bent and the
fingers wrapped around the books’ long edges.

The same as A above, except both arms are
wrapped around the books, which are usually more centered in front of the


The books are held at the side of the body
and so do not cover any part of the front. The arms are kept straight and the
books are held, in one hand, from above. The books’ long edges are parallel
to the ground.

As C above, but the books are held from
below, with the fingers wrapped around the lower edges.

As D above, except the elbows are bent and
the books are ‘raised’ along the side of the body.


                  Positions characteristic of
neither Type I nor Type II.

Howard and White’s finding were that men and
women differ markedly in the way they carry books. They reported that some 82%
of females use Type I methods, while 16% use Type II. For men, Type II methods
were used by 96% whereas only 3% used the ‘feminine’ style.

A smaller study in the UKby Haldern and
Matthews (1969) confirmed the distinction in book-carrying styles, and went on
to explain this difference in terms of male and female body shape and strength.
The researchers claimed morpho-anatomical features, such as hip and shoulder
width, as well as the strength of the fingers and hands, were the main
determinants of carrying styles for males and females.

Subsequent research into the relationship of
age to carrying behaviour (Namimitsu & Matthews, 1971) found that there was
little or no difference between the sexes among kindergarten children, and that
a large majority of children of either sex carried books in the manner of Type
II. Wilson
(1972) found that by primary school, differences began to emerge along the
lines of Howard and White’s ‘feminine’ and ‘masculine’ styles – that is, girls’
carrying positions began to diverge from boys’. Children in the 14-16 age
groups were found to display the greatest difference in book-carrying
behaviour, with some 91% of girls using Type I methods (Agfiz, 1972a). In his
renew of the research done up to that time, Wilson (1976) stressed that in all
the studies into developmental aspects of the behaviour, male carrying
behaviour remained broadly consistent throughout the age groups, including the
university students who were the subjects of Howard and White’s (1966) study.
Studies of older adult age groups showed a decreasing, yet enduring, gap in
styles as people aged. With increasing age, increasing numbers of women were
shown to abandon Type I in favour of Type II (Agfitz, 1972b).

Looking at other possible explanations for
these differences, Agfitz (1972) offered the notion of social pressure on
children to conform to behaviours ‘typical’ of their sex. This is especially
the case in the context of secondary school, where children are pressured by
their fellow students to conform to behaviours that society considers normal.

In the early 1990s, this notion of
book-carrying behaviour as gender-specific came under review. Vilberberg and
Zhou (1991), in making the first large-scale observational study since Howard
and White (1966) found that women of university age and older were as likely to
use Type II methods as Type I. Observing some 3750 university students and
adult public-library users in Holland and Belgium, the researchers found that
while 92% of males exhibited Type II behaviour, only 52% of females used Type I
methods. Some 47% carried books in the manner of Type II. Most interestingly,
of this latter proportion, more than three-quarters used style ‘E’.

The notion of ‘feminine’ and ‘masculine’
book-carrying styles was suddenly thrown into doubt, as Chadamitsky (1993) and
others argued that carrying behaviour could not be claimed to be
gender-specific if females were not consistent in the styles they displayed. Male
carrying behaviour, even in the Viberberg and Zhou study, remained a virtual
constant, and so could be labelled ‘typical’ for males. But because this style
was well shared by females, it could not be call ‘masculine’. Chadamitsky went
on to argue that the original interpretation of Howard and White’s (1966) study
that there ware clear ‘feminine’ and ‘masculine’ styles – set the course of
subsequent research in that direction. Future research, he argued, should look
not at why females and males display different book-carrying behaviours, but
why males are uniform and females are more apt to vary.

Gender –specific: particular to either
males or females


Classify the
following book-carrying styles as

                A             Style ‘A’

B              Style ‘B’

C              Style ‘C’

D             Style ‘D’

E              Style ‘E’

O             Other

Write the appropriate
letters A-O in boxes 14-17
on your answer sheet

14. 15. 16. 17.



Below is a list of research conclusions
mentioned in Reading Passage 2. Indicate which researcher(s) was/were
responsible for each research conclusion by writing their NAMES AND PUBLICATION
YEARS in boxes 18-24
on your answer sheet.

Research conclusions:


I and II can reasonably be labelled ‘feminine’ and ‘masculine’ behaviours,    respectively.

Answer: Howard and White (1966)

  1. 18.
    The influence
    on children to fit into socially accepted roles may contribute differences in
    carrying behaviour.
  2. 19.
    Young teenage
    girls were most likely to use Type I methods.
  3. 20.
    ‘Feminine’ and
    ‘masculine’ carrying styles may be accounted for by anatomical differences in
    females and male bodies.
  4. 21.
    There is no
    consistent male-female difference in book-carrying behaviour in early
  5. 22.
    Males of all
    ages appear to be consistent in their carrying behaviour.
  6. 23.
    Close to half
    of women carry in such a way that books cover no part of the front of their
  7. 24.
    Older women
    are less likely than younger women to display Type I methods.


Questions 25 – 28

Do the following statements reflect the claims
of the writer in Reading Passage 2? In boxes 25-28 write:

YES                             if the statement reflects the writer’s claims

NO                             if the statement contradicts the writer

NOT GIVEN                   if there is no information about this in the passage

  1. 25.
    Researchers in
    the 1990s suggested the notion that social, rather than physical, factors
    better explain differences in booking-carrying style.
  2. 26.
    In the
    Viberberg and Zhou (1991) study, the majority of women using Type II methods
    used style ‘E’.
  3. 27.
    and Zhou’s (1991) findings weaken Howard and White’s (1966) conclusion about
    gender-specific book-carrying behaviour.
  4. 28.
    (1993) suggested that, in the future, research ought to be directed at why both
    male and female book-carrying behaviours vary.


READING PASSAGE 3                 

You are
advised to spend about 20 minutes on Questions 29-41 which are based on Reading
Passage 3.


Critics of
television news often complain that news programs do not make enough of an
effort to inform the viewer, that the explanations they give of events are too
short, too simple, lacking depth, or misleading. Critics say that when a person
wants to get comprehensive report of an event, he or she must turn to a
newspaper; television news offers only simplified stories rather than denser
and more detailed accounts.

news, argue the critics, concentrates mostly on stories of visual interest such
as transport disasters or wars, leaving important but visually uninteresting
stories such as government budget and legislation stories with little or no
coverage. This leads to the claim that the selection of stories to be presented
on television news tends less toward information and more toward entertainment.
Thus, television news, according to this view, presents an image of the world
that is quite subjective.

The reporting
of political stories on television, in particular, is often criticised for
failing to be either comprehensive or fair to the viewer. The main complaint is
not that the news is politically biased, but that the limitation of the medium
cause even important stories to be covered in as little as 60 seconds of
broad-casting time. A politician is seen on the news to speak for between 10
and 30 seconds, for example, when in fact he or she may have been speaking for
many times longer. Critics complain that viewers get used to seeing such
abbreviated stories and thus become less inclined to watch longer, more
thorough discussions of issues. Indeed, politicians, now long accustomed to
speaking to television cameras, adjust their words to suit short news stories,
because making long, elaborate arguments no longer works. Thus, television not
only reports on politics, but has become a major influence on it.

Such views
stand in contrast to those of US
political scientist Ronald Butcher, who believes that television news is too
complex and that it provides too much information. According to Butcher, the
complexity of the presentation of television news programs prevents half of the
audience from truly understanding many new stories. Moreover, it is assumed by
news broadcasters that the viewer already knows much of the information that
underlies particular stories. But this assumption, says Butcher, is inaccurate;
the same can be said about how well viewers are able to interpret the
importance of events.

Shoemaker and
Lvov (1986)
carried out research that showed that the ordinary television viewer ‘fails to
understand the main points in two-thirds of all major TV news stories’.
Accounts of political events appear to offer the most difficulty for viewers
because they make references to connected events and use terminology that only
some people could readily comprehend. The researchers recommend that news
programs make a greater effort to aid the viewer in understanding the events,
no matter how many times the stories have been told before.

Regardless of
how one feels about television news, research has left no doubt that it is the
primary source of information for the vast majority of people in societies
where television sets are widely available. In Australia, studies have shown that
not only do most people get their news from television (see figure 1), but an
increasing number of people regard television news as ‘accurate’ and reliable.

By what
criteria, then, does the viewing public determine its level of confidence in
television news?

In Australia,
Johnson and Davis (1989) surveyed people’s feeling about television news, as
compared to newspapers and radio news. Although radio was believed by most
people to be fastest in the delivery of the latest news, television news was
rated first for such criteria as comprehensiveness of reporting and clarity of
explanation. Similar research dating from 1966 put trust in newspapers ahead of
television news for most of the same criteria.

The growing
acceptance of television news as an information source that is reliable and
trustworthy is reflected in the declining sales of newspapers in most modern
societies. In Australia,
newspaper circulation had dropped to 400 per thousand of population by 1992
from 576 per thousand some 26 years earlier, when the first television
broadcasts were made in that country. Similar effects have been felt in the United States,
where marketing surveys have revealed that working women – an important
demographic group – have overwhelmingly embraced television news and rarely
seek information from newspapers.

Figure 1: Survey question asked of
Australian adults: ‘What is your main source of news’ (Source: AdJounalAustralia).


Question 29 – 34

Complete the partial summary of
‘Television News’ below. Choose NO MORE THAN THREE WORDS from Reading Passage 3
for each answer. Write your answers inboxes 39 – 34 on your answer sheet.

Critics of television news
believe that newspapers are superior because they offer …………….(29)…………version
of events. Indeed, news stories that cannot be presented in a ……….(30)……. Way
are largely ignored by television news, which focuses primarily on events that
have ………(31)………..However, research clearly shows that the public is turning
increasingly to television as an information source, and that more people
believe it offers better coverage of events in terms of such factors as ………..(32)……..and
……….(33)……….Indeed, one significant segment of the population moving away from
printed news and toward televised news is ………….(34)………


Question 35 – 38

‘Television News’ discusses several ways in
which the TV viewer relates to news broadcasts. Decide which of the people (A,
B or C) hold the views expressed below.

                                A             Ronald Butcher

                                B              Shoemaker andLvov

C              television news critics

Write your answers inboxes 35–38 on your answer sheet.

The viewer is presented with too much information.Answer:            A

The viewer is
unlikely to seek comprehensive political coverage.

The viewer is
often unfamiliar with the background of certain news stories.

The viewer may
not understand stories because of unfamiliar political vocabulary.

A story about
a motor vehicle accident is more likely to be shown on television news than a
story about passing of new law.


Question 39 – 41

Complete the sentences below with words taken  from Reading Passage 3. Use NO MORE THAN ONE WORD for each answer. Write your  answers in boxes 39 –  41 on your answer sheet.

39.  The influence of television news has changed the way __________ express them.

40.  Australians  rely on ___________ for the most up-to-date news.

IELTS Writing

Writing task 1

You should spend about 20 minutes on this task.

The take below gives information about the underground railway systems  in six cities.
Summarise the information by selecting and reporting the main features, and make  comparisons where relevant.

You should write at least 150 words.

Underground Railways Systems
City Date opened Kilometres of route Passengers per year (in  millions)
London 1863 394 775
Paris 1900 199 1191
Tokyo 1927 155 1927
Washington DC 1976 126 144
Kyoto 1981 11 45
Los Angeles 2001 28 50

model answer:

The table shows the details regarding the underground railway systems in six  cities.
London has the oldest underground railway systems among the six cities. It was  opened in the year 1863, and it is already lye years old. Paris is the second  oldest, in which it was opened in the year 1900. This was then followed by the  opening of the railway systems in Tokyo, Washington DC and Kyoto. Los Angeles  has the newest underground railway system, and was only opened in the year 2001.  In terms of the size of the railway systems, London, For certain, has the  largest underground railway systems. It has 394 kilometres of route in total,  which is nearly twice as large as the system in Paris. Kyoto, in contrast, has  the smallest system. It only has 11 kilometres of route, which is more than 30  times less than that of London.
Interestingly, Tokyo, which only has 155 kilometres of route, serves the  greatest number of passengers per year, at 1927 millions passengers. The system  in Paris has the second greatest number of passengers, at 1191 millions  passengers per year. The smallest underground railway system, Kyoto, serves the  smallest number of passengers per year as predicted.
In conclusion, the underground railway systems in different cities vary a lot in  the site of the system, the number of passengers served per year and in the age  of the system.

(233 words)

This is an  answer written by a candidate who achieved a Band 7 score. Here  is the examiner’s comment:

This answer selects and describes the information well. Key features are clearly  identified, while unexpected differences are highlighted and illustrated. The  answer is relevant and accurate with a clear overview. Information is well-organised using a good range of signals and link words.  These are generally accurate and appropriate, although occasional errors occur. The writer successfully uses some less common words. There is a clear awareness  of style but there are occasional inaccuracies and there is some repetition.  Grammar is well-controlled and sentences are varied and generally accurate with  only minor errors.

Writing task 2

You should spend about 40 minutes on this task.

Research indicates that the characteristics we are born with have much  more influence on our personality and development than any experiences we may  have in our life. Which do you consider to be the major influence?

You should write at least 250 words.
Give reasons for your answer and include any relevant examples from your own  knowledge or experience.

model answer:

Today the way we consider human psychology and mental development is heavily  influenced by the genetic sciences. We now understand the importance of  inherited characteristics more than over before. Yet we are still unable to  decide whether an individual’s personality and development are more influenced  by genetic factors (nature) or by the environment (nurture).
Research, relating to identical twins, has highlighted how significant inherited  characteristics can be for an individual’s life. But whether these  characteristics are able to develop within the personality of an individual  surely depends on whether the circumstances allow such a development. It seems  that the experiences we have in life are so unpredictable and so powerful, that  they can boost or over-ride other influences, and there seems to be plenty of  research findings to confirm this.
My own view is that there is no one major influence in a person’s life. Instead,  the traits we inherit from our parents and the situation and experiences that we  encounter in life are constantly interacting. It is the interaction of the two  that shapes a person’s personality and dictates how that personality develops.  If this were not true, we would be able to predict the behavior and character of  a person from the moment they were born.
In conclusion, I do not think that either nature or nurture is the major  influence on a person, but that both have powerful effects. How these factors  interact is still unknown today and they remain largely unpredictable in a  person’s life.

(249 words)

IELTS Speaking


The examiner asks the candidate about  him/herself, his/her home, work or studies and other familiar topics.

  • How important are clothes and fashion to you? [Why/Why not?]
  • What kind of clothes do you dislike? [Why?]
  • How different are the clothes you wear now from those you wore 10 years ago?
  • What do you think the clothes we wear say about us?
Describe a festival that is important in your country. You should say:   when the festival occurs   what you did during it   what you like or dislike about it   and explain why this festival is important. You will have to talk about the topic for one to two minutes. You have one minute to think about what you’re going to say. You can make some notes to help you if you wish.

Discussion topics:
Purpose of festivals and celebrations
Example questions: Why do you think festivals are important events in the working year? Would you agree that the original significance of festivals is often lost today?  Is it good or bad, do you think? Do you think that new festivals will be introduced in the future? What kind?
Festivals and the media
Example questions: What role does the media play in festivals, do you think?

Do you think it’s good or bad to watch festivals on TV? Why?

How may globalisation affect different festivals around the world?

IELTS answer sheet:




You can complete the mock test above and send your answers together with your name, email address and mobile number to wikilangs@gmail.com.

See you at WIKILANGS.