IELTS 1–6 September 2026 Detailed Practice & Preparation Sheet

IELTS 1–6 September 2026 Detailed Practice & Preparation Sheet

1. LISTENING — MODERATE

The biggest mistake at this level is trying to “understand every word”. The target is to predict the answer, locate it, recognise the paraphrase and move on.

Part 1 — Social / everyday situation

Predicted themes:

Campus facilities

Accommodation

Travel arrangements

Local services

Health appointments

Most useful question types:

Form completion

Multiple choice

Formula:

READ → PREDICT → LISTEN → CONFIRM → WRITE

Example:

> Name of accommodation: ______

Monthly rent: £______

Available from: ______

Before listening:

“Name” → probably a proper noun

“rent” → probably a number

“available from” → probably a date/month

If the recording says:

> “The rent was originally £850, but it has just been reduced to £780.”

Answer = 780, not 850.

Trap: IELTS loves giving the first number and then correcting it.

Signal words:

actually

sorry

I mean

rather

instead

originally

but

however

no, that's not right

These often indicate the real answer.

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Part 2 — Monologue / local facilities

Predicted themes:

University facilities

Tourist information

Community centre

Public services

Environmental facilities

Priority question types:

Note/table/flow-chart completion

Map/plan labelling

For maps:

STARTING POINT → DIRECTION → LANDMARK → DESTINATION

Example:

> The café is ______ the library.

Don't search for the word “library” only. Listen for:

> opposite

next to

behind

beyond

at the end of

directly across from

Example:

> “Walk past the reception desk. The café is directly opposite the library.”

Answer = opposite.

Trap: students often identify the correct building but write the wrong location because they ignore the direction.

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Part 3 — Academic discussion

Predicted themes:

University course

Research project

Technology

Education

Environment

Priority:

Multiple choice

Matching

For MCQ:

QUESTION → KEYWORD → PARAPHRASE → DISTRACTOR ELIMINATION

Example:

> Why did the students change their research topic?

A. It was too expensive.

B. They could not find enough participants.

C. Their professor rejected it.

Recording:

> “Initially, we were worried about the cost, but that wasn't really the issue. The problem was finding enough people willing to participate.”

Answer = B.

Trap: IELTS may mention all three options. Hearing an option does not mean it is the answer.

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Part 4 — Academic lecture

Predicted themes:

Environmental research

Health

Technology

History

Scientific development

Priority:

Note/table/flow-chart completion

Summary completion

Use:

GRAMMAR BEFORE AUDIO

Example:

> The main cause of ______ was identified in the 1980s.

After “of” → likely noun.

If the audio says:

> “Researchers later identified pollution as the principal cause…”

Answer = pollution.

Trap: copying too many words.

If instructions say:

> NO MORE THAN TWO WORDS

“air pollution levels” = 3 words → wrong.

IELTS explicitly warns that exceeding the stated word limit loses the mark. 

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2. READING — MODERATE

Do NOT read every passage word by word.

Use:

QUESTION → KEYWORD → PARAPHRASE → LOCATION → PROOF

Passage 1 — Science & Technology

Predicted preparation:

Technology

Innovation

Scientific discoveries

Renewable technology

Communication

Priority: True / False / Not Given + Matching Headings

TFNG formula

TRUE = same meaning

FALSE = opposite meaning

NOT GIVEN = information is absent

Example:

Statement:

> Early researchers completely rejected the use of solar energy.

Text:

> Early researchers were uncertain about the long-term potential of solar energy.

This is NOT GIVEN unless the passage explicitly says they rejected it.

Trap:

Your own knowledge is irrelevant. IELTS specifically says not to use outside knowledge when deciding TFNG. 

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Matching Headings formula

Do NOT match a heading because of one repeated word.

Use:

FIRST SENTENCE → LAST SENTENCE → CENTRAL IDEA

Example paragraph:

> Many cities initially introduced cycling schemes to reduce traffic. However, recent research suggests that these programmes also improve public health and reduce pollution.

Heading should represent the whole paragraph, not merely “traffic reduction”.

Trap:

A heading containing the same vocabulary as the paragraph may be a deliberate distractor.

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Passage 2 — History & Culture / Education

Priority:

Summary completion

Sentence completion

Summary completion formula

First identify:

WORD TYPE + GRAMMAR + LOCATION

Example:

> The ancient system was mainly dependent on ______.

“on” → noun/noun phrase.

If the text says:

> “The system relied heavily on seasonal rainfall.”

Answer = seasonal rainfall.

Trap: Do not automatically copy the nearest noun. Check whether it actually fits the grammar.

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Passage 3 — Environment / Business / Society

Priority:

Multiple choice

Matching information/features

Multiple-choice formula

Read the question first → identify what is being asked → find the paragraph → eliminate

For:

> Why did the company introduce the new system?

Look for:

reason

because

due to

as a result of

in response to

prompted by

Trap: confusing cause with result.

> The company introduced the system because costs had increased.

Cause = increased costs.

Result = introduced the system.

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3. WRITING TASK 1 — ACADEMIC

Prediction priority:

1. Line graph

2. Bar chart

3. Pie chart

The objective is not to describe everything. Task 1 requires selecting and reporting the main features and making relevant comparisons. The minimum is 150 words. 

Universal 4-paragraph formula

Paragraph 1 — Introduction

The + chart type + shows/illustrates + what + place/time.

Example:

> The line graph illustrates changes in electricity production from three renewable sources between 2010 and 2025.

Do not copy the question mechanically.

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Paragraph 2 — Overview

Use:

Overall, + biggest trend + highest/lowest + major contrast.

Example:

> Overall, electricity production increased across all three sources, although solar power experienced by far the most substantial growth.

Do NOT put numbers here unless necessary.

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Paragraph 3 — Body 1

Group similar trends.

At the beginning → change → comparison → endpoint

Example:

> In 2010, solar power accounted for approximately 20 units, compared with 35 units for wind energy. While wind production rose steadily, solar output increased much more sharply, eventually reaching around 80 units in 2025.

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Paragraph 4 — Body 2

Compare the remaining data.

Useful formulas:

X was considerably higher than Y.

X rose from A to B.

X more than doubled.

X remained relatively stable.

By contrast, Y declined gradually.

The figure for X peaked at...

X accounted for the largest proportion.

Line graph traps

Do not write:

> went up, went up, went up...

Use:

rose → increased → climbed → grew → surged → reached a peak

But don't force “surged” when the increase is small.

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Bar chart

Focus on:

highest → lowest → biggest gap → similar figures → notable changes

Example:

> The highest participation rate was recorded among people aged 18–25, whereas the figure for those over 60 was considerably lower.

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Pie chart

Focus on:

largest share → smallest share → combined proportions → major contrast

Formula:

> X accounted for the largest proportion, at 42%, while Y represented the smallest share, at just 8%.

Trap: never say “increased” or “decreased” for a single static pie chart.

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4. WRITING TASK 1 — GENERAL TRAINING LETTER

Prediction:

SEMI-FORMAL

Three priority subtypes:

1. Advice

2. Request

3. Invitation

Semi-formal tone

Use:

> Dear Mr Brown,

or

> Dear Sarah,

depending on the relationship.

Avoid:

> Hey mate!

and avoid extremely formal language such as:

> I hereby wish to formally request...

Advice formula

PURPOSE → PROBLEM → ADVICE → REASON → RESULT

Example:

> I am writing to suggest a few ways you could manage your new work schedule. Since you have recently started working longer hours, I think preparing your meals in advance would make your evenings considerably easier.

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Request formula

PURPOSE → SPECIFIC REQUEST → DETAILS → REASON → THANKS

Example:

> I am writing to ask whether you could provide me with some information about the evening course. In particular, I would like to know the class timings and registration deadline.

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Invitation formula

INVITE → EVENT → DETAILS → REASON → RESPONSE

Example:

> I am writing to invite you to our neighbourhood cultural evening next Saturday. The event will begin at 6 p.m. and will include live music and local food.

Trap: answering only two bullet points properly and rushing the third.

Every bullet point must be developed.

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5. WRITING TASK 2 — ESSAY TO MODERATE

The three priority structures are:

1. Advantages & disadvantages

2. Discussion

3. Opinion

Task 2 carries greater weight than Task 1, and IELTS assesses Task Response, Coherence & Cohesion, Lexical Resource and Grammatical Range & Accuracy. 

A. Advantages & Disadvantages

Formula:

Introduction → Advantages → Disadvantages → Opinion/Conclusion

Introduction:

> The growing use of technology in education has generated considerable debate. While this development offers several advantages, it also presents certain limitations.

Body:

Point → Explanation → Example → Result

Example:

> One major advantage is greater accessibility. Students can now access lectures and educational resources from almost anywhere. For example, a student living in a remote area can attend an online university course without relocating.

Trap:

Do not write two advantages and then one tiny disadvantage.

Balance the development.

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B. Discussion Essay

Question:

> Some people believe X, while others believe Y. Discuss both views and give your opinion.

Formula:

Introduction → View 1 → View 2 → Your position → Conclusion

Body 1:

> Those who support X argue that...

Body 2:

> On the other hand, supporters of Y contend that...

Your opinion must be clear.

Trap:

“Discuss both views” does NOT mean:

> Some people think X. Others think Y.

and then immediately conclusion.

Each view needs explanation and support.

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C. Opinion Essay

Question:

> To what extent do you agree or disagree?

Choose a position.

Strongly agree / mostly agree / partly agree / mostly disagree / strongly disagree

Formula:

Introduction → Reason 1 → Reason 2 → Conclusion

Example:

> I largely agree that governments should invest more heavily in public transport because it can reduce congestion and make urban travel more affordable.

Trap:

Do not write:

> I agree and disagree.

unless your position is genuinely balanced and you can sustain it throughout the essay.

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Six predicted essay topics — preparation angles

1. Technology in education

Prepare:

online learning

personalised learning

accessibility

screen dependence

teacher-student interaction

Example:

> Digital platforms can widen access to education, particularly for learners who live far from major institutions.

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2. Urbanisation and cities

Prepare:

housing

congestion

infrastructure

pollution

employment

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3. Government spending: healthcare vs education

Prepare:

public health

preventive care

skilled workforce

long-term economic development

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4. Renewable energy

Prepare:

climate change

energy security

initial investment

long-term savings

fossil-fuel dependence

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5. Social media

Prepare both sides:

Benefits:

communication

networking

information

Problems:

misinformation

addiction

privacy

mental distraction

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6. Work-life balance

Prepare:

flexible hours

remote work

productivity

stress

family time

Avoid memorising complete essays. IELTS rewards relevant development, not rehearsed blocks of language.

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6. SPEAKING — VERY IMPORTANT CORRECTION

The image's “Makkar 1–65” should be treated as an external topic pool, not as an IELTS format.

IELTS Speaking officially has:

Part 1 → Introduction & Interview

Part 2 → Individual Long Turn

Part 3 → Discussion

The entire test is approximately 11–14 minutes. 

PART 1 FORMULA

Use:

A + R + E

A = Answer

R = Reason

E = Example

Question:

> Do you enjoy travelling?

Weak:

> Yes, I do.

Band 7+ style:

> Definitely. I enjoy travelling because it gives me a break from my usual routine. For instance, I particularly like short weekend trips because I can explore somewhere new without taking too much time off work.

Trap:

Don't give a 45-second speech for a simple Part 1 question.

Aim for roughly 2–4 natural sentences.

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PART 2 — CUE CARD

Use:

P → B → D → F

P = Point

B = Background

D = Details

F = Feeling / final reflection

Example:

> Describe a person who influenced you.

Opening:

> I'd like to talk about one of my former teachers, who had a surprisingly strong influence on the way I approach learning.

Background:

> I met her when I was in secondary school...

Details:

> She encouraged me to...

Feeling:

> Looking back, I think her biggest contribution was...

Golden rule

Don't try to answer the bullet points separately.

Create one connected story.

Trap:

Students often speak for 60–70 seconds and then repeat themselves.

Use the full 2 minutes by adding:

background

specific incident

sensory detail

consequence

reflection

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PART 3 — DISCUSSION

Use:

I → E → X → C

I = Idea

E = Explanation

X = Example

C = Consequence

Question:

> Should schools teach more practical skills?

Answer:

> I think they should. Academic knowledge is obviously important, but practical skills can prepare students for everyday responsibilities that traditional subjects may not cover. For example, basic financial planning could help young adults manage their money more responsibly. As a result, students may become more independent when they enter adulthood.

For comparison:

> While X..., Y...

For causes:

> One major reason is that...

For consequences:

> This can lead to...

For speculation:

> If this trend continues, it is likely that...

For balanced answers:

> Although X has certain benefits, I would argue that Y is more significant because...

IELTS explicitly assesses Speaking through Fluency & Coherence, Lexical Resource, Grammatical Range & Accuracy and Pronunciation, with all four contributing to the score. 

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7. BAND 7–8 GRAMMAR FORMULA BANK

Don't teach students 30 “fancy” structures. Make them accurately control a smaller set.

1. Relative clause

> Students who have access to technology can study independently.

2. Participle clause

> Having gained access to online resources, students can study more independently.

3. Although

> Although online education is convenient, it cannot completely replace face-to-face interaction.

4. Whereas

> Whereas urban residents often have better access to public transport, people in rural areas may depend heavily on private vehicles.

5. Not only...but also

> Technology not only improves accessibility but also enables personalised learning.

6. Conditional

> If governments invest consistently in renewable energy, dependence on fossil fuels may decline.

7. Passive

> Greater investment should be directed towards public transport.

8. Cause → effect

> Increased urbanisation has contributed to greater pressure on housing.

Do not use these structures merely to “show grammar”. Accuracy comes first.

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8. THE BIGGEST TRAPS FOR THIS TEST WINDOW

Listening

❌ Choosing the first number you hear

❌ Ignoring corrections

❌ Losing concentration after one answer

❌ Exceeding word limit

❌ Spelling errors

❌ Confusing singular/plural

IELTS recordings are heard only once, and answers follow the information order. 

Reading

❌ Using general knowledge

❌ Confusing FALSE with NOT GIVEN

❌ Matching headings by repeated vocabulary

❌ Reading every word before looking at questions

❌ Spending 15 minutes on one difficult question

Writing

❌ Memorised introductions

❌ No clear overview in Task 1

❌ Listing data instead of comparing

❌ Repeating the same vocabulary

❌ Giving examples that don't prove the idea

❌ Writing under the minimum word requirement

❌ Changing your opinion halfway through Task 2

Speaking

❌ Memorised answers

❌ Overusing “actually”, “basically”, “you know”

❌ One-line Part 1 answers

❌ Telling an unrelated story in Part 2

❌ Giving personal examples in every Part 3 answer

❌ Using difficult vocabulary incorrectly

❌ Speaking too quickly

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9. 7-DAY FINAL PRACTICE PLAN

Day 1: Listening Parts 1–2 + Academic Reading Passage 1

Day 2: Listening Parts 3–4 + Reading Passage 2

Day 3: Task 1 Academic + 2 Speaking Part 2 cue cards

Day 4: Task 1 GT letter + Speaking Part 3

Day 5: One complete Task 2 essay + Reading timed practice

Day 6: Full Listening + full Reading under exam conditions

Day 7: Full LRWS mock + error analysis

Most importantly, don't just count correct answers. Maintain an error log: