IELTS ACADEMIC + GENERAL TRAINING — LRWS REVISION SHEET week 3: 15-21 November .
Best date : 21 November 2026
### 1\. LISTENING — ACADEMIC + GENERAL TRAINING
Format: 4 parts, 40 questions, approximately 30 minutes; paper-based tests generally include extra time to transfer answers.
Part 1: Everyday conversation, often form/note completion. Part 2: One speaker, everyday or social context, e.g. a tour or local facility. Part 3: Academic discussion, usually 2–4 speakers. Part 4: Academic lecture or talk.
Common question types: Form/note/table/summary completion, sentence completion, multiple choice, matching, plan/map/diagram labelling, short-answer questions.
Step-by-step strategy: 1. Read instructions and word limits. 2. Preview questions before the audio. 3. Predict answer type: name/date/number/noun. 4. Underline keywords. 5. Listen for paraphrases, corrections and contrasts. 6. Write answers immediately. 7. Check spelling, plurals, units and grammar.
Completion formula: Context + predicted word type + exact audio detail + grammar check.
Map/plan: Identify starting point, compass/directions, landmarks and movement words: opposite, adjacent to, beyond, at the end of, turn left/right.
Traps: Distractors and self-correction (“Tuesday—sorry, Wednesday”); spelling of names; singular/plural; exceeding word limits; confusing a speaker’s first answer with the final answer.
Practice tasks: Booking temporary pet care; pottery workshop enrolment; botanical garden visitor information; seasonal hotel induction; packaging-design presentation; desert plant adaptations.
Vocabulary: reservation, availability, enrolment, facility, entrance, adjacent, intersection, reschedule, refund, itinerary, specimen, adaptation, habitat, drought-resistant, packaging, biodegradable.
### 2\. READING — IELTS ACADEMIC
Format: 3 passages, 40 questions, 60 minutes total. No extra transfer time.
Common types: True/False/Not Given, Yes/No/Not Given, matching headings, matching information/features, multiple choice, sentence completion, summary/table/flow-chart completion, diagram labelling, short answers.
Step-by-step strategy: 1. Read the question first. 2. Identify keywords and synonyms. 3. Scan the passage for the relevant location. 4. Read the surrounding sentences carefully. 5. Compare meaning, not just matching words. 6. Check instructions and answer limits. 7. Move on if a question consumes too much time.
TFNG formula: TRUE = agrees with passage; FALSE = contradicts passage; NOT GIVEN = neither confirmed nor contradicted. YNNG: same logic, but assess the writer’s views or claims rather than factual statements.
Matching headings: Identify each paragraph’s main purpose, ignore minor examples, eliminate headings that are too narrow or too broad.
Matching information: Search for a specific detail, example, reason, comparison or finding; paragraph order may differ from question order.
Summary completion: Determine grammar and meaning, locate the relevant passage, choose the exact word(s) when required, obey the word limit.
Traps: Using outside knowledge; treating “not mentioned” as “false”; confusing some with all, may with must, correlation with causation, or a writer’s view with a reported opinion.
Practice themes: Underwater archaeology; animal self-recognition; mechanical timekeeping; peatland restoration; risk perception; writing materials.
Vocabulary: artefact, excavation, preservation, cognition, mechanism, chronology, restoration, degradation, perception, probability, manuscript, inscription, evidence, hypothesis, significant, emerge, indicate, contribute, contradict.
### 3\. READING — IELTS GENERAL TRAINING
Format: 3 sections, 40 questions, 60 minutes. Section 1: everyday notices, advertisements and short texts; Section 2: workplace-related texts; Section 3: one longer, more complex text.
Common types: Matching information, multiple choice, True/False/Not Given, sentence completion, summary completion, matching headings and short answers.
Step-by-step strategy: 1. Identify the text type and purpose. 2. Read questions first. 3. Scan for names, dates, prices, conditions and synonyms. 4. Read relevant lines in detail. 5. Check whether the text states a fact, contradicts it or leaves it unstated. 6. Follow word limits.
Practical-text formula: Purpose + eligibility/conditions + key details + exceptions/deadlines.
Traps: Missing words such as only, unless, must, may, before, after; overlooking exceptions; confusing application requirements with recommendations.
Practice themes: Community workshop registration; shared rehearsal-room bookings; workplace equipment faults; business travel expenses; mobile shops in remote communities; weather forecasting.
Vocabulary: eligibility, application, reimbursement, expenditure, maintenance, policy, mandatory, exemption, deadline, qualification, premises, provision, restriction, procedure, submit, claim, comply, notify.
### 4\. WRITING TASK 1 — IELTS ACADEMIC
Format: At least 150 words; recommended time about 20 minutes.
Question types: Line graph, bar chart, pie chart, table, process, map, mixed charts.
Universal structure: Introduction → Overview → Body paragraph 1 → Body paragraph 2.
Formula:
* Introduction: The chart illustrates/compares/shows…
* Overview: Overall, the most noticeable feature is…; whereas…, …
* Body 1: Describe the first major trend/group with accurate data.
* Body 2: Compare remaining important features, figures and changes.
Graph strategy: Identify start/end values, highest/lowest figures, major rises/falls, peaks, stability and comparisons. Use accurate units and dates.
Process strategy: Identify starting material, stages, sequence, transformations and final product. Use present simple and passive voice where appropriate.
Map strategy: Compare locations across years, identify additions/removals, expansion, relocation and unchanged features. Use was converted into, was replaced by, was expanded, remained unchanged.
Mixed charts: Write one overview connecting the main findings; organise body paragraphs by meaningful relationships, not automatically by chart.
Traps: No overview; listing every number; giving opinions or reasons not shown; inaccurate comparisons; repeating increase/decrease; confusing percentage with percentage points.
Practice tasks: Attendance at three evening courses over 20 years; household/industrial/agricultural water consumption; rail passenger numbers and punctuality.
Vocabulary: fluctuate, peak, decline, rise, remain stable, account for, proportion, respectively, marginally, considerably, approximately, overtake, constitute, undergo, subsequently, respectively.
### 5\. WRITING TASK 1 — IELTS GENERAL TRAINING
Format: At least 150 words; recommended time about 20 minutes. Write a letter responding to all three bullet points.
Tone: Informal = friend/family; semi-formal = familiar colleague, neighbour or known service contact; formal = organisation, manager or unknown recipient, depending on relationship.
Universal structure: Greeting → purpose → bullet-point details → request/action/closing.
Formal: Dear Sir or Madam, / I am writing to express my concern regarding… / I would appreciate it if you could… / Yours faithfully,.
Semi-formal: Dear Mr/Ms \[Name\], / I am writing regarding… / Could you please clarify…? / Kind regards,.
Informal: Dear \[Name\], / I thought I would write to… / Why don’t we…? / Best wishes,.
Letter-type formulas: Complaint = problem + evidence + impact + requested solution; request = purpose + necessary details + specific action; invitation = event + date/place + arrangements + response request; advice = acknowledge concern + suggestions + reasons; job application = position + relevant skills + experience + interview request.
Traps: Missing a bullet point; inconsistent tone; excessive memorised phrases; no specific request; incorrect opening/closing pair.
Practice tasks: Write a semi-formal request about a community course; complain about workplace equipment; invite a friend to an event; advise a cousin about a career decision.
### 6\. WRITING TASK 2 — IELTS ACADEMIC + GENERAL TRAINING
Format: At least 250 words; recommended time about 40 minutes. Task 2 carries more weight than Task 1 in the Writing score.
Universal essay structure: Introduction → Body 1 → Body 2 → Conclusion.
Agree/disagree: Introduction with clear position → reason 1 + explanation/example → reason 2 + explanation/example → conclusion restating position.
Discuss both views: Explain view A fairly → explain view B fairly → state and support your own position → conclusion.
Advantages/disadvantages: Explain benefits and drawbacks with developed examples; if asked whether advantages outweigh disadvantages, make a clear judgement.
Problem/solution: Explain causes/problems → propose feasible solutions → explain how solutions address causes.
Two-part questions: Answer both questions directly, normally using one body paragraph per question.
Opinion paragraph formula: Claim → explanation → example → consequence/link to question.
Introduction formula: It is often argued that \[paraphrased issue\]. Although \[opposing consideration\], I believe that \[clear position\] because \[main reason(s)\].
Traps: Unclear position; one-sided response to a two-part question; examples without explanation; memorised essays; overly broad claims; irrelevant personal stories; repeating the same idea.
Practice focus areas: Children making independent decisions; professional athletes’ salaries; competition versus cooperation at school; historic-building preservation; small shops versus shopping centres; career interest versus job prospects; borrowing versus buying rarely used items; young adults moving away from hometowns.
Vocabulary: autonomy, accountability, cooperation, competition, remuneration, heritage, preservation, commercialisation, employment prospects, financial burden, accessibility, consumerism, sustainable, allocate, regulate, prioritise, facilitate, detrimental, beneficial, outweigh.
### 7\. SPEAKING — PART 1, PART 2, PART 3
Format: Approximately 11–14 minutes total. Part 1 = familiar topics; Part 2 = long turn with one minute to prepare and up to two minutes to speak; Part 3 = abstract discussion.
Part 1 strategy: Answer directly + add one detail/reason/example. Aim for 2–4 natural sentences; vary grammar and avoid memorised monologues.
Formula: Direct answer → reason → small example/detail.
Part 2 strategy: Use the one-minute preparation time to note keywords under who/what/when/where/why/how/feelings. Speak in a logical sequence, add concrete details, explain significance and finish with a reflection.
Cue-card structure: Background → main event/object/person/place → details/story → feelings/significance → reflection.
Part 3 strategy: Give a clear viewpoint, explain why, provide an example, compare perspectives or discuss consequences. Develop the idea rather than merely stating an opinion.
Formula: Position → reason → example/evidence → consequence/contrast.
Speaking practice topics: Taking photographs; public transport; keeping promises; borrowing and lending; quiet places; making lists; cooking; looking at the sky.
Cue cards: Something useful you borrowed; a delayed journey; a meaningful photograph; a skill learned from a family member; a quiet place; a changed plan; a long-kept object; a meal prepared for others.
Part 3 themes: Sharing and ownership; transport reliability; photography and memories; intergenerational skills; public quiet spaces; planning and flexibility; attachment to possessions; cooking and shared meals.
Traps: One-word answers; unnatural idioms; repeating the question; overusing fillers; long pauses; unsupported generalisations; failing to explain why.
Vocabulary: memorable, convenient, reliable, worthwhile, rewarding, challenging, practical, accessible, preserve, adapt, prioritise, acquire, maintain, influence, beneficial, detrimental, intergenerational, perspective, responsibility.
### 8\. UNIVERSAL IELTS PRACTICE FORMULA
Every session: 1 timed task → 1 error review → 1 correction round → 1 vocabulary review → 1 repeat attempt.
Final checklist: Answer the exact question; cover every requirement; organise logically; use accurate grammar; vary vocabulary naturally; check spelling and punctuation; manage time; never treat prediction topics as guaranteed live exam questions.
#IELTS LRWS PRACTICE PACK — ACADEMIC + GENERAL TRAINING
Original exam-style practice • Questions first • Answer key and model responses after the tasks
### SECTION 1 — LISTENING
Practice focus: Part 1 form completion and Part 2 everyday information
### Task 1. Part 1 — Arranging temporary pet care
Questions 1–5
Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
Temporary Pet-Care Service
Customer's name: Emma Wilson
* Type of pet: __________
* Dates care is required: 18–__________
* Pet's usual food: __________
* Daily exercise required: __________ minutes
* Emergency contact: Dr __________
Listening script for practice — Ask someone to read this aloud once or use text-to-speech without looking at the questions.
> Staff member: Good morning, Green Paws Pet Care. How can I help?Emma: I'd like to arrange care for my dog while I'm away. He's a golden retriever called Max.Staff member: Certainly. What dates do you need?Emma: From the eighteenth to the twenty-third of November.Staff member: And does he have any special dietary requirements?Emma: He normally eats chicken-flavoured dry food. Please don't give him dairy products because they upset his stomach.Staff member: No problem. How much exercise does he need?Emma: At least forty minutes every day, preferably split into two walks.Staff member: Finally, who should we contact in an emergency?Emma: His vet is Dr Patel at Riverside Veterinary Clinic.
### Task 2. Part 2 — Botanical garden visitor information
Choose the correct answer, A, B or C.
6\. The botanical garden opens at:
A. 8:30 a.m. B. 9:00 a.m. C. 9:30 a.m.
7\. Guided tours are available:
A. Every hour B. Every two hours C. Only at weekends
8\. Visitors are advised to bring:
A. Walking shoes B. Gardening gloves C. Their own food
Practice script
> Welcome to Westbrook Botanical Garden. During November, the garden opens daily at nine in the morning and closes at five. Guided tours begin at ten and continue every two hours, with the final tour leaving at four. Visitors should wear comfortable walking shoes because several paths are uneven. A café near the main entrance serves refreshments throughout the day.
### SECTION 2 — READING
Practice focus: Academic Reading, True/False/Not Given and matching information
### Task 3. Academic Reading — Restoring damaged peatlands
Read the passage and answer Questions 9–14.
The restoration of peatlands
Peatlands are wetland ecosystems in which partially decomposed plant material accumulates over long periods. Although they cover a relatively small proportion of the Earth's land surface, they store substantial quantities of carbon. When peatlands remain wet, the decomposition of organic material is generally slow, allowing carbon to remain stored in the soil.
Drainage for agriculture, forestry and other land uses can alter this balance. When the water table falls, peat becomes exposed to oxygen, accelerating decomposition and releasing carbon dioxide. Drained peatlands may also become more vulnerable to fires, which can release additional stored carbon.
Restoration programmes often begin by blocking drainage channels to raise the water table. In some locations, conservation teams also reintroduce native vegetation. However, recovery is not immediate. The time required depends on the extent of the damage, local climate and the availability of suitable plant species.
Researchers monitor restoration projects using several indicators, including water levels, vegetation cover and greenhouse-gas emissions. They caution that success should not be measured solely by the return of visible plant growth. A site may appear greener while its hydrological conditions remain unsuitable for long-term carbon storage.
Questions 9–12. Do the following statements agree with the passage?
Write TRUE, FALSE or NOT GIVEN.
9\. Peatlands can store carbon because plant material decomposes slowly under wet conditions.
10\. Agriculture is the only human activity responsible for peatland drainage.
11\. Blocking drainage channels can help raise the water table.
12\. All restored peatlands recover within five years.
Questions 13–14. Complete the sentences.
Write NO MORE THAN TWO WORDS from the passage.
13\. Drained peatlands become more vulnerable to __________.
14\. Researchers monitor vegetation cover, water levels and __________.
### Task 4. General Training Reading — Workplace equipment
Read the notice.
Equipment Fault Reporting Procedure
Employees must report faulty equipment to the facilities team as soon as the problem is identified. Equipment that presents an immediate safety risk must not be used. Attach a fault label where available and provide the equipment's location, identification number and a brief description of the problem.
Routine faults should be reported through the online maintenance portal. Urgent problems may be reported by telephone during working hours. Employees must not attempt repairs unless they are authorised and appropriately trained. The facilities team will assess each report and inform the relevant department if the equipment cannot be returned to service promptly.
Questions 15–18. Write TRUE, FALSE or NOT GIVEN.
15\. Employees should continue using faulty equipment until a technician arrives.
16\. Reports should include the equipment's location.
17\. Employees can repair equipment if they have received the appropriate authorisation and training.
18\. The facilities team guarantees that all repairs will be completed within 24 hours.
### SECTION 3 — WRITING
### Task 5. Academic Writing Task 1 — Line graph
Suggested time: 20 minutes • Minimum 150 words
The table below represents the data for a line graph showing attendance at three evening courses at a community college.
| Year | Photography | Cooking | Computer skills |
| ---- | ----------- | ------- | --------------- |
| 2005 | 120 | 80 | 60 |
| 2010 | 140 | 100 | 100 |
| 2015 | 110 | 130 | 160 |
| 2020 | 90 | 150 | 220 |
| 2025 | 70 | 170 | 280 |
Question: The line graph illustrates changes in the number of students attending three evening courses at a community college between 2005 and 2025.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Plan before writing:
* Introduction: paraphrase the graph description.
* Overview: identify the strongest increase and the main decline.
* Body 1: describe computer skills and cooking.
* Body 2: describe photography and compare the final figures.
### Task 6. General Training Writing Task 1 — Semi-formal request
Suggested time: 20 minutes • Minimum 150 words
You attend an evening course at a local community centre. You would like to use one of its rooms for additional practice sessions.
Write a letter to the centre manager. In your letter:
* explain why you need the room;
* describe when and how often you would like to use it;
* ask about the booking procedure and any charges.
### Task 7. Writing Task 2 — Agree or disagree
Suggested time: 40 minutes • Minimum 250 words
Some people believe that children should be encouraged to make their own everyday decisions from an early age. Others believe that parents should make most decisions for them.
To what extent do you agree or disagree?
Plan two main arguments, explain each one, and include relevant examples.
### SECTION 4 — SPEAKING
### Task 8. Part 1 — Short questions
Answer each question in 2–4 natural sentences.
* Do you enjoy taking photographs?
* How often do you use public transport?
* Do you prefer quiet places or busy places?
* Do you usually make lists when you have things to do?
* What kind of food do you enjoy cooking?
### Task 9. Part 2 — Cue card
Preparation: 1 minute • Speaking: 1–2 minutes
Describe something useful that you borrowed from another person.
You should say:
* what you borrowed;
* who you borrowed it from;
* why you needed it;
* and explain how you felt about borrowing it.
### Task 10. Part 3 — Discussion
Give developed answers using a viewpoint, explanation and example.
* Why do some people find it difficult to lend their possessions to others?
* Do you think people rely too much on buying things instead of borrowing them?
* How can schools teach children to become more independent?
* Should public transport be made cheaper, even if governments need to spend more money on it?
### ANSWER KEY AND MODEL SAMPLES
### 1\. Listening answers
| Q. | Answer |
| --- | ------------------- |
| 1 | Dog |
| 2 | 23 November / 23rd |
| 3 | Dry food |
| 4 | 40 |
| 5 | Patel |
| 6 | B — 9:00 a.m. |
| 7 | B — Every two hours |
| 8 | A — Walking shoes |
Listening lesson: Questions often test paraphrases and corrected details. The speaker's final information matters more than an earlier suggestion.
### 2\. Reading answers
| Q. | Answer | Reason |
| --- | ------------------------ | ---------------------------------------------------------------------------------- |
| 9 | TRUE | Wet conditions slow decomposition. |
| 10 | FALSE | The passage also mentions forestry and other land uses. |
| 11 | TRUE | Blocking drainage channels raises the water table. |
| 12 | FALSE | Recovery time depends on several factors; five years is not a universal timeframe. |
| 13 | Fires | The passage says drained peatlands are more vulnerable to fires. |
| 14 | Greenhouse-gas emissions | This is one of the monitored indicators. |
| 15 | FALSE | Equipment posing an immediate safety risk must not be used. |
| 16 | TRUE | Location is explicitly required in the report. |
| 17 | TRUE | Repair is permitted for appropriately authorised and trained employees. |
| 18 | NOT GIVEN | No 24-hour repair guarantee is mentioned. |
Reading lesson: Do not use outside knowledge to answer. Your decision must be based on what the passage actually states.
### 3\. Academic Writing Task 1 — Model answer
The table shows changes in attendance at photography, cooking and computer skills evening courses at a community college between 2005 and 2025.
Overall, computer skills experienced the most substantial growth and became the most popular course by the end of the period. Cooking also attracted an increasing number of students, whereas photography attendance declined after initially rising.
In 2005, photography was the most popular option, with 120 students, compared with 80 for cooking and 60 for computer skills. Photography attendance increased to 140 in 2010 before falling to 110 in 2015. This downward trend continued, reaching just 70 students in 2025.
By contrast, computer skills enrolment rose steadily throughout the period. The number of students increased from 60 in 2005 to 100 in 2010, before reaching 160 in 2015. It subsequently climbed to 220 in 2020 and peaked at 280 in 2025. Cooking followed a similar but less dramatic upward trend, increasing from 80 to 170 students over the 20 years.
Thus, the figures indicate a clear shift in attendance towards computer skills and cooking, while photography became less popular.
### 4\. General Training letter — Model answer
Dear Mr Smith,
I am writing to ask whether it would be possible to book one of the rooms at the community centre for additional practice sessions related to my evening course.
Our current classes provide useful instruction, but I would benefit from having extra time to practise the skills covered during the lessons. A quiet room would also allow a small group of classmates to work together without disturbing other centre users.
Ideally, I would like to reserve a room every Saturday from 10 a.m. to noon for the next six weeks. We would need basic tables, chairs and access to a power supply. We would ensure that the room was left clean and tidy after each session.
Could you please let me know whether a suitable room is available and explain the booking procedure? I would also appreciate information about any hourly charges or deposits required.
Thank you for considering my request. I look forward to hearing from you.
Kind regards,
An applicant
Examiner focus: All three bullet points are addressed, the tone is appropriately semi-formal, and the request is specific.
### 5\. Writing Task 2 — Model answer
Question: Some people believe that children should be encouraged to make their own everyday decisions from an early age. Others believe that parents should make most decisions for them. To what extent do you agree or disagree?
I believe that children should gradually be encouraged to make their own everyday decisions, although parents must continue to provide guidance appropriate to their age. This approach helps children develop independence without exposing them to unnecessary risks.
One major advantage of allowing children to make decisions is that they learn to accept responsibility for their choices. For example, a child who decides how to organise homework and leisure time can gradually understand the importance of planning and meeting deadlines. Similarly, choosing between different extracurricular activities can help young people identify their interests and develop confidence. If parents make every decision on their children's behalf, these essential life skills may take longer to develop.
However, children do not always possess the experience required to assess the consequences of their decisions. Parents therefore have an important role in establishing boundaries, particularly in matters involving health, safety and education. For instance, a young child may prefer spending an evening playing games rather than preparing for an important examination. In this situation, parents should explain the consequences and ensure that reasonable study expectations are maintained. Guidance should protect children while allowing them opportunities to express their preferences.
The most effective approach is to combine increasing independence with appropriate parental supervision. Younger children can begin with simple choices, such as selecting clothes or organising their belongings. As they mature, they can take greater responsibility for managing their schedules, resolving minor disagreements and making educational decisions.
In conclusion, I strongly support encouraging children to make everyday decisions from an early age. Nevertheless, independence should develop progressively, with parents offering guidance and setting sensible limits when necessary.
### 6\. Speaking — Sample answers
### Part 1
Q: Do you enjoy taking photographs?
ofcourse, particularly when I visit a new place or spend time with my family. I like capturing ordinary moments because they often become meaningful memories later.
Q: How often do you use public transport?
I use it whenever it is convenient for my journey. It can be a practical alternative to driving, especially when parking is difficult or traffic is heavy.
Q: Do you prefer quiet places or busy places?
I generally prefer quiet places because they help me concentrate and relax. However, I also enjoy busy places when I want to socialise or experience something new.
### Part 2 — Sample answer
I would like to describe a laptop charger that I borrowed from a colleague when I was preparing an important presentation.
I had taken my laptop to work but realised that I had left the charger at home. Since the presentation was scheduled for that afternoon, I could not afford to waste time travelling back to collect it.
Fortunately, one of my colleagues had a compatible charger and offered to lend it to me for the day. I used it to finish my slides, check the presentation and save a backup copy of my work. I returned the charger before leaving the office.
I felt relieved because the problem was resolved quickly. The experience also reminded me how useful it is to maintain good relationships with colleagues and help one another when unexpected difficulties arise. Since then, I have become more careful about checking my equipment before leaving home.
### Part 3 — Sample answer
Q: Why do some people find it difficult to lend their possessions to others?
Some people worry that their belongings may be damaged, lost or returned late. Others simply value privacy and prefer to keep their personal items to themselves. For example, someone who relies on a laptop for work may hesitate to lend it because even minor damage could disrupt their daily routine.
Q: Do you think people rely too much on buying things instead of borrowing them?
In some cases, yes. People sometimes purchase tools or equipment that they use only once or twice, even though borrowing would be more economical. Community lending programmes could reduce unnecessary spending and waste. However, buying is more practical when an item is used frequently or has personal hygiene requirements.
How to use this pack: Attempt the questions before checking the answers. For Writing, compare your response with the model for task coverage, paragraph development, grammar and vocabulary—not merely matching phrases. For Speaking, practise expressing the same ideas naturally rather than memorising the samples.
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