Adviceo IELTS

Master book

VER 1.0

ADVICEO IN
Authored by: Coaching team, Adviceo

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Introduction:
We want to make this clear from the start, although it should be obvious, we need to be realistic
here, if you only have a week or so before your test then you will be very lucky (miraculous more
like) to get the score you need. For most people the optimal time is three months (more is better
obviously) as you not only need to have a good level of English but you also need to understand
everything about the IELTS, how it works, how it is assessed, the difference between the question
types, the common topics, and the techniques and strategies you need to answer them. So, experts
at Adviceo have prepared a framework of preparation ideas against timelines which will greatly
influence how everyday activities will improve your scores on the test day.

Things to have in hand:

1) Smart phone:

• Yes, having a smartphone of course will increase your scores in IELTS exams. Let me tell you
how. Having a smart phone is equal to having thousands of newspapers spread along your
hallway. You get to choose the articles you can binge read upon. You can have your IELTS
materials downloaded into your smartphones and you don’t have to waste a bit of time of
your IELTS preparation sitting inside a bathroom or while sipping a coffee. So, having a
smartphone is indeed essential for IELTS preparation.

2) Adviceo Materials:

• During your time of enrollment, Adviceo will provide you with ample amount of materials,
books, audio CDS and what not. The prime idea is to engulf our clients with the maximum so
that they will not waste time in searching for needed materials while they were in the
middle of preparation. We are very sure that you will not need any more materials with
regards to IELTS general other than what Adviceo has provided. The dynamic resource
content is our success.

3) Podcasts:

• Listening to Podcasts will “tune” your ears into the sounds of English. This can be done
while you are commuting to work, or whenever you have some time to spare. Some of the
podcasts allow you to download a transcript, which is very useful, as you can follow it and
annotate it if you hear some new vocab, etc. What I would suggest is that you don’t simply
listen to the audio passively, as background noise, you really need to conc entrate on it to
get the best out of this kind of practice. The links for Podcasts will be provided in the
Appendix section.

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4) Vocabulary.com (Android/iOS App)

• Trust me, this is the best free holistic app you will ever get when it comes to learning new
words. Download this app into your mobile (Pay a small amount to get ad -free content) and
start accumulating points. It will be fun as well as resourceful. This interface is created in
such a way that you will not forget the words you have learnt and will readily force you to
use those words in your daily routine. Adviceo personally recommends using this app to
learn new words and to build up your vocabulary. Suggested word groups will be provided
in later sections.

5) Readtheory.org in your bookmarks:

• Readtheory.org is a free program developed by experts to improve reading and writing skills
of students in English speaking countries for all ages and ability levels. Their custom web
application adapts to students’ individual ability levels and presents them with thousands of
skill building exercises that suit their needs. It’s a powerful tool to get your reading skills
fixed and yet it is not so famous. But since Adviceo’s research knows no bounds, we can
able to understand the power of this program and we personally suggest you bookmark this
program and start reading passages and answer questions. This can be done while
commuting as well as between office hours when your manager is not around. It will be fun
too !

6) Quora answers:

• As you all are aware of Quora and its popularity, it would be very much useful to have
an account and start writing answers on Quora. Choose a topic that will buzz you or you
are expert in. It can be anything ranging from answering questions on how to build a
predictive algorithm to the latest Hollywood gossip you know about. Writing skills can
only be improved through writing and Quora provides a free and complete medium to
improve your writing skills. Use the new vocabulary learnt which can add up your
written discourse. And ever thought of who will correct or improve my mistakes in
writing. Of course, we will help you out, but if you are in need of a quick solution. Just
login to (http://w ww.hemingwayapp.com/) and copy paste the written content and
you will find a great feedback and corrections for FREE!

7) Printout of Timetables and Timelines:

• The later part of the section will contain downloadable Daily/Weekly/Monthly

timetables and timelines. Please take a printout of it and use it to mark your
achievements. This will be very much useful to understand your progress as well as to be
consistent with the routine.

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Let’s quickly move on to the next section which is understanding the exam.

Exam Pattern:
Listening:

Questions: 40 [Each correct response receives one mark]

You will hear four recordings of native English speakers and then need to write answers for series
of questions.

• Recording 1 - a conversation between two people set in an everyday social context.

• Recording 2: a monologue set in an everyday social context, e.g. a speech about local
facilities
• Recording 3: a conversation between up to four people set in an educational or training
context, e.g. a university tutor and a student discussing an assignment.
• Recording 4: a monologue on an academic subject, e.g. a university lecture

Question Types:

• Multiple choice
• Matching
• Plan/map/diagram labelling
• Form/note/table/flow-chart/summary completion
• Sentence completion.

Time:

• The IELTS Listening test takes approximately 30 minutes, and you are allowed an extra 10
minutes to transfer your answers from your question booklet to your answer sheet. [Paper
Based]

Reading:

Questions: 40 [Each correct response receives one mark]

• Three long texts which range from the descriptive and factual to the discursive and
analytical mostly taken from books, journals, magazines and newspapers.

Question Types:

• Fill gaps in a passage of written text or in a table

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 • Match headings to written text to diagrams or charts
• Complete sentences
• Give short answers to open questions
• Answer multiple choice questions

Time:

• 60 minutes including the transfer time

Speaking:

Questions: 3 Parts

Question Types:

• Part 1 – questions on personal/everyday topics (4-5 mins)

• Part 2 – a 2-minute talk on a given topic with 1-minute preparation time (3-4 mins)
• Part 3 – a discussion based on the topic in part 2, in which candidates will be expected to
express opinions, to speculate and to discuss on a more abstract level (4-5 mins)

Time:

• 11-14 minutes

Writing:

Questions: 2 tasks

• Task 1: Information Transfer 150 words 20 minutes

• Task 2: Discursive Composition 250 words 40 minutes

Questions types:

• Information Transfer - need to take information from a table, chart or diagram and
present it in the form of a short-written description.
• Discursive Composition - To give a statement or an opinion about something and to
present a view on that.

Time:
• 60 minutes

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Scores:
The tables below give you a guide for converting your specimen test results into Band scores. In the
real tests, each test has its own unique conversion table because there are sometimes slight
differences between tests. The tables below are the approximate raw scores needed for each Band
score.

The target score needed for CLB 9 (8777) would be Listening – 8 and Reading – 7. Since Listening
and Reading are quantitatively marked, students can try to target necessary correct answers
looking upon the tables below.

Listening

RAW SCORE BAND SCORE

1 1
2–3 2
4–9 3
10–16 (or 10–15) 4
17–24 (or 16–22) 5
25–32 (or 23–29) 6
33–37 (or 30–34) 7
38–39 (or 35–38) 8
40 (or 39–40) 9

Reading (General Training)

RAW SCORE BAND SCORE

1–2 (or 1) 1
3–5 (or 2–7) 2
6–11 (or 8–14) 3
12–17 (or 15–22) 4
18–25 (or 23–29) 5
26–34 (or 30–33) 6
35–37 (or 34–37) 7
38–39 8
40 9

Speaking:

Speaking is a qualitatively scored section and it is always useful if one understands how marks are
awarded on this section. The below table gives the descriptors on which speaking section is
examined.

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 IELTS Speaking band descriptors

Band Fluency and Lexical Resources Grammatical range and Pronunciation

coherence accuracy

• 9 • speaks fluently with only rare • uses vocabulary with full flexibility and • uses a full range of structures naturally • uses a full range of pronunciation
repetition or self-correction; precision in all topics and appropriately features with precision and subtlety
• any hesitation is content-related • uses idiomatic language naturally and • produces consistently accurate structures • sustains flexible use of features
rather than to find words or grammar accurately apart from ‘slips’ characteristic of native throughout
• speaks coherently with fully speaker speech • is effortless to understand
appropriate cohesive features
• develops topics fully and
appropriately
• 8 • speaks fluently with only occasional • uses a wide vocabulary resource readily • uses a wide range of structures flexibly • uses a wide range of pronunciation
repetition or self- correction; and flexibly to convey precise meaning • produces a majority of error-free features
hesitation is usually content-related • uses less common and idiomatic sentences with only very occasional in • sustains flexible use of features, with
and only rarely to search for language vocabulary skillfully, with occasional appropriacies or basic/non-systematic only occasional lapses
• develops topics coherently and inaccuracies errors • is easy to understand throughout; L1
appropriately • uses paraphrase effectively as required accent has minimal effect on intelligibility
• 7 • speaks at length without noticeable • uses vocabulary resource flexibly to • uses a range of complex structures with • shows all the positive features of Band 6
effort or loss of coherence discuss a variety of topics some flexibility and some, but not all, of the positive
• may demonstrate language-related • uses some less common and idiomatic • frequently produces error-free sentences, features of Band 8
hesitation at times, or some repetition vocabulary and shows some awareness though some grammatical mistakes
and/or self-correction of style and collocation, with some persist
• uses a range of connectives and inappropriate choices
discourse markers with some • uses paraphrase effectively
flexibility
6 • is willing to speak at length, though • has a wide enough vocabulary to • uses a mix of simple and complex • uses a range of pronunciation features
may lose coherence at times due to discuss topics at length and make structures, but with limited flexibility with mixed control
occasional repetition, self-correction meaning clear in spite of in • may make frequent mistakes with • shows some effective use of
or hesitation appropriacies complex structures though these features but this is not sustained
• uses a range of connectives and • generally, paraphrases successfully rarely cause comprehension • can generally be understood
discourse markers but not always problems throughout, though mispronunciation
appropriately of individual words or sounds
reduces clarity at times
5 • usually maintains flow of speech but • manages to talk about familiar and • produces basic sentence forms with • shows all the positive features of Band 4
uses repetition, self unfamiliar topics but reasonable accuracy and some, but not all, of the positive
correction and/or slow speech to keep uses vocabulary with limited flexibility • uses a limited range of more complex features of Band 6
going • attempts to use paraphrase but with structures, but these usually contain
• may over-use certain connectives and mixed success errors and may cause some
discourse markers comprehension problems
• produces simple speech
fluently, but more complex
communication causes
fluency problems
4 • cannot respond without noticeable • is able to talk about familiar topics but • produces basic sentence forms and • uses a limited range of pronunciation
pauses and may speak slowly, with can only convey basic meaning on some correct simple sentences but features
frequent repetition and self- unfamiliar topics and makes frequent subordinate structures are rare • attempts to control features but lapses
correction errors in word choice • errors are frequent and may lead to are frequent
• links basic sentences but with • rarely attempts paraphrase misunderstanding • mispronunciations are frequent and
repetitious use of simple cause some difficulty for the listener
connectives and some
breakdowns in coherence
3 • speaks with long pauses • uses simple vocabulary to convey • attempts basic sentence forms but with • shows some of the features of Band 2
• has limited ability to link simple personal information limited success, or and some, but not
sentences • has insufficient vocabulary for less relies on apparently memorized all, of the positive features of Band 4
• gives only simple responses and familiar topics utterances
is frequently unable to convey • makes numerous errors except in
basic message memorized expressions
2 • pauses lengthily before most words • only produces isolated words or • cannot produce basic sentence forms • Speech is often unintelligible
• little communication possible memorized utterances

1 • no communication possible
• no ratable language
0 • does not attend

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Writing:

Writing is also a qualitatively scored section and it comprises of two tasks which has its own
descriptors. The below table gives the descriptors on which writing section tasks 1 and 2 are
examined.

IELTS TASK 1 Writing band descriptors

Band Task Achievement Coherence and Lexical Resource Grammatical Range and
Cohesion Accuracy
▪ 9 ▪ fully satisfies all the ▪ uses cohesion in such a way ▪ uses a wide range of vocabulary ▪ uses a wide range of
requirements of the task that it attracts no attention with very natural and sophisticated structures with full
▪ clearly presents a fully ▪ skilfully manages control of lexical features; rare flexibility and accuracy;
developed response paragraphing ▪ minor errors occur only as ‘slips’ rare minor errors occur
only as ‘slips’
▪ 8 ▪ covers all requirements of the ▪ sequences information and ▪ uses a wide range of vocabulary ▪ uses a wide range of
task sufficiently ideas logically fluently and flexibly to convey structures
▪ presents, highlights and ▪ manages all aspects of precise meanings ▪ the majority of sentences
illustrates key features/bullet cohesion well ▪ skilfully uses uncommon lexical are error-free
points clearly and ▪ uses paragraphing items but there may be occasional ▪ makes only very
appropriately sufficiently and appropriately inaccuracies in word choice and occasional errors or
collocation inappropriacies
▪ produces rare errors in spelling
and/or word formation
▪ 7 ▪ covers the requirements of ▪ logically organises ▪ uses a sufficient range of ▪ uses a variety of complex
the task information and ideas; there vocabulary to allow some flexibility structures
▪ (Academic) presents a clear is clear progression and precision ▪ produces frequent error-
overview of main trends, throughout ▪ uses less common lexical items free sentences
differences or stages ▪ uses a range of cohesive with some awareness of style and ▪ has good control of
▪ (General Training) presents a devices appropriately collocation grammar and
clear purpose, with the tone although there may be some ▪ may produce occasional errors in punctuation but may
consistent and appropriate under-/over-use word choice, spelling and/or word make a few errors
▪ clearly presents and formation
highlights
▪ key features/bullet points but
could be more fully extended
6 ▪ addresses the requirements of ▪ arranges information and ▪ uses an adequate range ▪ uses a mix of
the task ideas coherently and there of vocabulary for the task simple and complex
▪ (Academic) presents an is a clear overall progression ▪ attempts to use less sentence forms
overview with ▪ uses cohesive devices common vocabulary but with ▪ makes some errors in
information effectively, but cohesion within some inaccuracy grammar and
appropriately selected and/or between sentences ▪ makes some errors in spelling punctuation but they
▪ (General Training) presents a may be faulty or mechanical and/or word formation, but they do rarely reduce
purpose that is generally ▪ may not always use not impede communication communication
clear; there may be referencing clearly or
inconsistencies in tone appropriately
▪ presents and adequately
highlights key features/bullet
points but details may be
irrelevant, inappropriate
or inaccurate

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IELTS TASK Writing band descriptors

▪ Ba ▪ Task Achievement ▪ Coherence and Cohesion ▪ Lexical Resource ▪ Grammatical Range and
nd Accuracy
▪ 9 ▪ fully addresses all parts ▪ uses cohesion in such a way ▪ uses a wide range of vocabulary ▪ uses a wide range of
of the task that it attracts no attention with very natural and structures with full flexibility
▪ presents a fully ▪ skillfully manages paragraphing sophisticated control of lexical and accuracy; rare minor
developed position in features; rare minor errors occur errors occur only as ‘slips’
answer to the question only as ‘slips’
with relevant, fully
▪ extended and well
supported ideas
▪ 8 ▪ sufficiently addresses ▪ sequences information and ▪ uses a wide range of vocabulary ▪ uses a wide range of
all parts of the task ideas ▪ fluently and flexibly to convey structures
▪ presents a well- ▪ logically precise meanings ▪ the majority of sentences
developed response to ▪ manages all aspects of ▪ skillfully uses uncommon lexical are error-free
the question with cohesion well items but there may be ▪ makes only very occasional
relevant, extended and ▪ uses paragraphing sufficiently occasional inaccuracies in word errors or in appropriacies
supported ideas and appropriately choice and collocation
▪ produces rare errors in spelling
and/or word formation
▪ 7 ▪ addresses all parts of ▪ logically organizes information ▪ uses a sufficient range of ▪ uses a variety of complex
the task and ideas; there is clear vocabulary to allow some structures
▪ presents a clear progression throughout flexibility and precision ▪ produces frequent error-
position throughout the ▪ uses a range of cohesive ▪ uses less common lexical items free sentences
response devices appropriately although with some awareness of style ▪ has good control of
▪ presents, extends and there may be some under- and collocation grammar and punctuation
supports main ideas, /over-use ▪ may produce occasional errors but may make a few errors
but there may be a ▪ presents a clear central topic in word choice, spelling and/or
tendency to within each paragraph ▪ word formation
overgeneralize and/or
supporting ideas may
lack
▪ focus
6 ▪ addresses all parts of the ▪ arranges information and ▪ uses an adequate range of ▪ uses a mix of
task although some parts ideas coherently and there is a vocabulary for the task simple and
may be more fully clear overall progression ▪ attempts to use less common complex sentence
covered than others ▪ uses cohesive devices vocabulary but with some forms
▪ presents a relevant effectively, but cohesion within inaccuracy ▪ makes some errors
position although the and/or between sentences may ▪ makes some errors in spelling in grammar and
conclusions may be faulty or mechanical and/or word formation, but they punctuation but they
become unclear or ▪ may not always use referencing do not impede communication rarely reduce
repetitive clearly or appropriately communication
▪ presents relevant main ▪ uses paragraphing, but not
ideas but some may be always logically
inadequately
developed/unclear

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Conclusion:
As with the IELTS, and with all things, the “secret” is to have regular and consistent practice, this is
true in all activities, whether learning a language, learning to play an instrument, or whatever, the
people who are successful are those who put in the hours, it really is that simple! What that means
for your purpose is to spend some time every day, doing something in English. You can try to make
the most of your day, maybe do some listening on your morning commute to work, some reading
at lunchtime, and in the evenings, talk to a language partner on Skype, or do some writing practice.

Appendix:
Links for Podcasts:

https://www.internet-radio.com/
https://teacherluke.co.uk/
http://www.bbc.co.uk/learningenglish/english/features/6-minute-english
http://www.openculture.com/freeaudiobooks
https://ielts.allearsenglish.com/episodes/
https://www.ieltspodcast.com/

Links to download Daily and weekly planners: [Please download and take printouts]

https://drive.google.com/open?id=1V42qlHsWS7q8fZ3Q1tc0ll2D0_EtwEHL – IELTS Daily Planner

https://drive.google.com/open?id=1jOLUL5tA4G0p0xAnud-DcQ2qAmjaic8F – IELTS Daily Routine
https://drive.google.com/open?id=1reyXj2IqGTPDen9fKu0rNBvXDqmxH69h – IELTS Weekly
Planner

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