IELTS LRWS Practice Sheet — Week 5
25–31 October 2026 |
LISTENING — FOUR PARTS
The IELTS Listening test has four parts and 40 questions. Practise spelling, numbers, distractors, paraphrasing, directions and word limits.
PART 1 — FORM COMPLETION / MULTIPLE CHOICE
Practice topic: Accommodation and housing.
Practice situation: A student contacts a housing office to enquire about renting a room.
Information to listen for: full name, accommodation type, weekly rent, deposit, move-in date, included utilities, contract duration and contact details.
Practice questions:
* What type of accommodation does the student prefer?
* How much is the initial deposit?
* Which facilities are included in the rent?
* When can the student move in?
* What document must be provided before signing the agreement?
Skills: recognising names and addresses, writing numbers correctly, distinguishing similar prices and dates, identifying information that changes during a conversation.
Common trap: The speaker may mention one price and then correct it. Record the final confirmed amount, not the first number you hear.
PART 2 — MATCHING / MAP LABELLING
Practice topic: Public transport and travel arrangements.
Practice situation: A guide explains the facilities and transport connections at a visitor centre.
Practice tasks: Match five facilities with their descriptions; label five locations on a map; identify the entrance, ticket counter, information desk, waiting area and shuttle stop.
Skills: following directions, identifying landmarks, understanding synonyms and distinguishing left from right.
Useful vocabulary: opposite, adjacent to, beyond, at the far end, directly ahead, turn left, turn right, at the junction, across from, next to.
Common trap: Do not choose a location merely because its name is mentioned. Check the direction and relationship between landmarks.
PART 3 — MULTIPLE CHOICE / MATCHING INFORMATION
Practice topic: Community services and local events.
Practice situation: Students discuss a community project and compare responsibilities, schedules and resources.
Practice questions:
* Why was the project introduced?
* Which activity did the group select?
* What difficulty did the participants encounter?
* Which student is responsible for each task?
* What change was made to the original plan?
Skills: recognising opinions, identifying agreement and disagreement, tracking different speakers and matching people to information.
Common trap: An option may repeat words from the recording but contradict the speaker’s actual opinion. Choose the answer that matches the meaning.
PART 4 — NOTE COMPLETION / SUMMARY COMPLETION
Practice topic: Education and training programmes.
Practice lecture: A talk about how adult training programmes help people develop professional skills.
Possible information: programme objectives, eligibility, course duration, assessment methods, learning resources, practical experience and employment benefits.
Practice questions:
* What is the primary objective of the programme?
* Which resource is provided to participants?
* How is progress assessed?
* What practical activity forms part of the course?
* What benefit can participants gain after completion?
Skills: identifying main ideas, recognising paraphrases, predicting the grammatical form of an answer and obeying the word limit.
Common trap: An answer may be understandable but grammatically incorrect. If the instruction says ONE WORD ONLY, do not write two words.
OVERALL LISTENING TOPIC BANK — SEVEN PRIORITIES
* Accommodation and housing: renting, deposits, facilities, contracts and housing enquiries.
* Public transport and travel arrangements: routes, schedules, tickets, delays and connections.
* Community services and local events: facilities, volunteering, event planning and public programmes.
* Education and training programmes: enrolment, course schedules, qualifications and assessments.
* Environmental issues and conservation: waste reduction, wildlife, resource management and sustainability.
* Workplace orientation and employment: staff responsibilities, workplace procedures, recruitment and training.
* Technology and daily life: digital services, software, online systems and technology-related problems.
LISTENING METHOD
Before the recording: read the questions, underline keywords, predict the answer type and notice word limits.
During the recording: follow the speaker’s meaning, listen for paraphrases and mark uncertain answers without losing your place.
After the recording: check spelling, singular and plural forms, dates, numbers, grammatical fit and word limits. Review each incorrect answer and identify whether the mistake came from a distractor, vocabulary, spelling or missed information.
READING — ACADEMIC AND GENERAL TRAINING
IELTS Reading contains three passages in Academic Reading and three sections in General Training Reading. Each test has 40 questions. Practise locating evidence, understanding paraphrases, identifying the writer’s position and managing time.
ACADEMIC READING — PASSAGE 1
Question types: True / False / Not Given; Matching Information.
Practice topic: Modern technology and society.
Practice passage idea: How digital platforms have changed access to public information and everyday services.
Practice questions:
* The passage states that digital platforms have made some services more accessible. True, False or Not Given?
* Which paragraph explains a difficulty experienced by older users?
* Which paragraph discusses the importance of reliable information?
* Does the passage say that every community has equal access to digital services?
* Which paragraph gives an example of technology improving communication?
Method: TRUE means the passage agrees with the statement. FALSE means the passage contradicts the statement. NOT GIVEN means the passage does not provide enough information to decide.
For Matching Information, search for the idea rather than identical words.
ACADEMIC READING — PASSAGE 2
Question types: Multiple Choice; Matching Headings.
Practice topic: Environmental research and sustainability.
Practice passage idea: Researchers investigate ways to reduce waste and improve the sustainability of urban systems.
Practice questions:
* What is the main purpose of the research described?
* Which limitation affected the results?
* Which heading best summarises a paragraph about unexpected findings?
* Which paragraph explains how the research could be applied in practice?
* What conclusion does the writer draw from the evidence?
Method: Read the first and last sentences of each paragraph carefully. Identify the central idea before looking at the heading options. Eliminate headings that are too narrow, too broad or based on a minor example. In multiple choice, eliminate options contradicted by the passage before selecting the strongest supported answer.
ACADEMIC READING — PASSAGE 3
Question types: Summary Completion; Sentence Completion.
Practice topic: Human health and lifestyle.
Practice passage idea: A study explores the relationship between daily routines, sleep and concentration.
Practice questions:
* The study examined the relationship between sleep and ______.
* One limitation of the research was the relatively small ______.
* The researchers recommend collecting data over a longer ______.
* The findings suggest that consistent routines may improve ______.
* Complete a summary using words from the passage, respecting the word limit.
Method: Read the complete summary before filling in the blanks. Predict whether each blank requires a noun, verb, adjective or number. Locate the relevant paragraph and use the wording supported by the passage. Check singular and plural forms and the word limit.
ACADEMIC READING — SIX OVERALL TOPIC PRIORITIES
* Modern technology and society: digital access, communication, information and technological change.
* Environmental research and sustainability: conservation, resource use, pollution and sustainable systems.
* Human health and lifestyle: sleep, habits, well-being and health research.
* Historical developments and cultural heritage: preservation, historical evidence, traditions and changing societies.
* Business and economics: productivity, markets, workplace changes and economic decisions.
* Animal behaviour and natural science: adaptation, habitats, observation and scientific findings.
These are broad practice themes, not confirmed passage topics.
GENERAL TRAINING READING — SECTION 1
Question types: Multiple Choice; Matching Information.
Practice topic: Daily life and personal services.
Practice texts: a notice about a community facility; an information page about a local service; a set of short announcements with different opening hours and eligibility rules.
Practice questions:
* Which service is available on weekends?
* Which person qualifies for a discounted service?
* Which notice explains how to make a booking?
* Which facility provides the required service?
* Which statement accurately summarises the rules?
Method: Locate names, opening hours, eligibility conditions, costs and exceptions. Read the exact detail before choosing an answer.
GENERAL TRAINING READING — SECTION 2
Question types: Note Completion; Sentence Completion.
Practice topic: Workplace and employment.
Practice text: A workplace orientation guide describing staff responsibilities, training procedures, leave requests and internal communication.
Practice questions:
* New employees must complete ______ before beginning independent work.
* Requests for leave should be submitted to the ______.
* Staff can access training materials through the company’s ______.
* Employees must report safety concerns to ______.
* Complete a summary of the workplace procedure using the specified word limit.
Method: Identify the relevant section, predict the grammatical form of the missing information and use the wording supported by the text.
GENERAL TRAINING READING — SECTION 3
Question types: Matching Headings; Yes / No / Not Given.
Practice topic: Travel and accommodation.
Practice passage idea: An article compares accommodation arrangements and explains how travellers choose options based on budget, location and facilities.
Practice questions:
* Which heading best summarises the paragraph about choosing accommodation?
* The author believes that the cheapest option is always the best. Yes, No or Not Given?
* The passage suggests that location can be more important than extra facilities. Yes, No or Not Given?
* Which paragraph describes an unexpected difficulty?
* Which heading best captures the author’s final recommendation?
Method: YES means the writer agrees with the statement. NO means the writer disagrees with the statement. NOT GIVEN means the writer’s position cannot be established from the text.
For Matching Headings, summarise the paragraph in a few words before checking the options.
GENERAL TRAINING READING — SIX OVERALL TOPIC PRIORITIES
* Daily life and personal services: appointments, public services, notices and instructions.
* Workplace and employment: staff procedures, training, responsibilities and leave.
* Travel and accommodation: bookings, facilities, travel arrangements and visitor information.
* Community facilities and local activities: centres, classes, events and public programmes.
* Health, safety and regulations: workplace rules, safety procedures and health information.
* Consumer services and communication: complaints, subscriptions, purchases, refunds and customer enquiries.
READING TIME MANAGEMENT
Academic Reading: practise completing three passages within 60 minutes.
General Training Reading: practise completing all three sections within 60 minutes.
Do not spend too long on one difficult question. Mark it, move forward and return if time permits. For every incorrect answer, identify the exact sentence or paragraph that supports the correct answer.
Common traps: confusing FALSE with NOT GIVEN; choosing headings based on a single word; using outside knowledge instead of the passage; overlooking words such as only, mainly, some, all and rarely; ignoring word limits in completion tasks.
WRITING TASK 1 — IELTS ACADEMIC
TYPE 1 — TABLE
Practice question: The table shows the percentage of residents in four age groups who used three public services in a city in 2015 and 2025.
Practice data:
Age group 18–29: Library — 62% in 2015, 54% in 2025; Sports centre — 45%, 58%; Community classes — 20%, 35%.
Age group 30–44: Library — 55%, 60%; Sports centre — 50%, 56%; Community classes — 28%, 42%.
Age group 45–59: Library — 70%, 66%; Sports centre — 35%, 40%; Community classes — 32%, 38%.
Age group 60+: Library — 75%, 72%; Sports centre — 18%, 25%; Community classes — 25%, 34%.
Task: Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
How to organise the answer:
Introduction: Paraphrase what the table shows.
Overview: Identify the largest overall patterns. For example, library use remained relatively high among older residents, while participation in community classes increased across all age groups.
Body paragraph 1: Compare library and sports-centre figures.
Body paragraph 2: Compare community classes and relevant age-group differences.
Sample introduction: “The table compares the proportions of residents in four age categories who used three public services in 2015 and 2025.”
Sample overview: “Overall, library use remained relatively high, particularly among older residents, whereas participation in community classes increased in every age group. Sports-centre use also rose across all four categories.”
Useful vocabulary: accounted for, represented, stood at, rose from, fell slightly, increased considerably, remained relatively stable, the highest proportion, by comparison, whereas.
Common mistakes: listing every number without identifying patterns; confusing percentages with percentage-point changes; giving reasons that are not shown in the table; adding a conclusion that simply repeats the overview.
TYPE 2 — PROCESS DIAGRAM
Practice question: The diagram illustrates how household food waste is converted into compost for use in community gardens.
Practice stages: collection of food waste; removal of unsuitable materials; shredding or cutting; mixing with dry organic material; decomposition in a controlled container; checking the finished compost; distribution to community gardens.
How to organise the answer:
Introduction: Paraphrase what the process illustrates.
Overview: Describe the general nature of the process, identify the starting material and state the final output.
Body paragraph 1: Describe the early stages in the correct order.
Body paragraph 2: Explain the remaining stages and the final result.
Sample introduction: “The diagram illustrates the stages involved in converting household food waste into compost for community gardens.”
Sample overview: “Overall, the process involves collecting and preparing organic waste, allowing it to decompose, and distributing the finished compost for use in gardening.”
Useful vocabulary: initially, subsequently, once, after this stage, the material is transferred, is mixed with, is left to decompose, following inspection, the final product.
Grammar to practise: Passive voice — “The waste is collected.” Sequencing clauses — “After unsuitable items have been removed…” Relative clauses — “The material, which contains organic waste, is…”
Common mistakes: omitting a stage; changing the sequence; using active voice when the agent is unimportant; inventing temperatures or time periods that are not shown in the diagram.
TYPE 3 — MIXED CHARTS
Practice question: A bar chart shows the number of visitors to three museums in 2018 and 2025, while a line graph shows the proportion of visitors who booked tickets online during the same period.
Invented practice data:
Museum A: 120,000 visitors in 2018 and 150,000 in 2025.
Museum B: 100,000 visitors in 2018 and 90,000 in 2025.
Museum C: 80,000 visitors in 2018 and 130,000 in 2025.
Online bookings across the three museums: 25% in 2018, 40% in 2020, 58% in 2022 and 72% in 2025.
Task: Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
How to organise the answer:
Introduction: Describe both visuals.
Overview: Highlight the main visitor trend and the increase in online booking.
Body paragraph 1: Compare visitor numbers in the two years.
Body paragraph 2: Describe the online-booking trend.
Sample overview: “Overall, visitor numbers increased at Museums A and C but declined at Museum B. Meanwhile, online booking became considerably more common over the period.”
Useful comparisons: while, whereas, in contrast, respectively, compared with, the figure for, a similar pattern, a substantially higher proportion.
Common mistakes: describing only one visual; failing to compare categories; confusing a rise in visitor numbers with a rise in percentages; using “dramatically” for a small change.
ACADEMIC TASK 1 FINAL CHECK
Have I paraphrased the question? Is there a clear overview? Have I selected the most important features? Are comparisons accurate? Have I used the correct tense? Have I avoided unsupported explanations? Aim for at least 150 words and practise completing the task in approximately 20 minutes.
WRITING TASK 1 — IELTS GENERAL TRAINING
The Week 5 prediction focuses on informal letters: apology, advice, inquiry and describing a problem. Always follow the tone required by the actual question.
TYPE 1 — LETTER OF APOLOGY
Practice prompt: You promised to help a friend organise a community event, but an unexpected commitment prevented you from attending. Write to your friend. Apologise, explain what happened and offer to help in another way.
Structure: greeting; clear apology; explanation; acknowledgement of the impact; practical offer; friendly closing.
Sample opening: “Hi Sam, I’m really sorry I couldn’t make it to the event yesterday. I know you were relying on me to help with the arrangements.”
Ideas: explain the unexpected commitment briefly; acknowledge the extra work your friend had to manage; offer to help with the remaining tasks.
Useful phrases: I’m really sorry for…; I should have let you know sooner; I understand that this caused extra work; I’d like to make it up to you; let me know how I can help.
TYPE 2 — LETTER TO GIVE ADVICE
Practice prompt: Your friend is considering taking a professional course while working full-time. Write a letter giving advice about choosing the course, managing the workload and maintaining a balanced routine.
Structure: friendly opening; acknowledge the situation; give two or three practical suggestions; explain the benefits; offer encouragement.
Sample opening: “Hi Alex, it’s great that you’re thinking about developing your professional skills. Since you’re already working full-time, I’d suggest choosing a course that fits realistically around your schedule.”
Ideas: compare course duration and workload; check flexible study options; create a weekly schedule; set manageable goals; leave time for rest.
Useful phrases: If I were you…; it might be worth considering…; one option would be…; I’d recommend…; this would make it easier to…
TYPE 3 — LETTER TO INQUIRE ABOUT INFORMATION
Practice prompt: A friend has recommended a short course in another city. Write to the course organiser asking about the timetable, fees, accommodation and registration process.
Structure: greeting; explain how you learned about the course; ask clear questions; request relevant details; close politely.
Sample opening: “Dear Course Coordinator, I recently heard about your professional-development course through a colleague and would like to learn more before registering.”
Ideas: ask about course dates and daily timings; clarify the total fee and additional costs; enquire about accommodation options; ask what documents are required.
Useful phrases: Could you let me know…?; I’d appreciate some information about…; would it be possible to…?; please let me know whether…; thank you for your assistance.
TYPE 4 — LETTER TO DESCRIBE A PROBLEM
Practice prompt: You recently moved into a rented apartment and discovered that several facilities do not work properly. Write to your landlord describing the problems, explaining their impact and requesting repairs.
Structure: greeting; explain when the problem began; describe each issue clearly; explain the inconvenience; request a solution and reasonable timeframe.
Sample opening: “Dear Mr Patel, I’m writing to let you know about several maintenance problems I noticed after moving into the apartment last week.”
Ideas: identify faulty facilities; explain how they affect daily use; mention previous attempts to report the issue if relevant; request an inspection or repair.
Useful phrases: I wanted to let you know…; I have noticed that…; this has made it difficult to…; could you arrange for…?; I would appreciate it if this could be addressed soon.
GENERAL TRAINING TASK 1 CHECKLIST
Answer every bullet point; use a suitable greeting and closing; keep the tone consistent; include relevant details; organise the letter into clear paragraphs; avoid repeating the same idea. Write at least 150 words and practise finishing in around 20 minutes.
WRITING TASK 2 — THREE ESSAY TYPES
Write at least 250 words. Practise spending about 5 minutes planning, 30 minutes writing and 5 minutes checking. Task 2 carries more weight than Task 1 in the IELTS Writing score.
TYPE 1 — DISCUSS BOTH VIEWS AND GIVE YOUR OPINION
Practice question: Some people believe governments should spend more money on scientific research, while others think cultural projects deserve greater funding. Discuss both views and give your opinion.
What the question requires: Explain both positions fairly and make your own opinion clear.
Ideas for scientific research: medical discoveries, technological progress, public safety, solutions to environmental problems.
Ideas for cultural projects: preserving heritage, supporting artists, strengthening identity, making cultural experiences accessible.
Possible position: Both areas deserve funding, with allocations based on public needs, evidence and long-term benefits.
Structure: Introduction — paraphrase the question and state your position. Body 1 — explain the benefits of scientific research and support the point with an example. Body 2 — explain the benefits of cultural projects and evaluate their importance. Conclusion — summarise both sides and reaffirm your position.
Sample thesis: “Although scientific research can deliver substantial practical benefits, I believe cultural projects also merit public investment because they preserve a society’s heritage and make it accessible to future generations.”
Practice questions:
* Some people think schools should prioritise practical skills, while others favour traditional academic subjects. Discuss both views and give your opinion.
* Some believe public libraries should receive more funding than entertainment facilities. Discuss both views and give your opinion.
* Some people believe employers should prioritise experience when recruiting, while others favour formal qualifications. Discuss both views and give your opinion.
TYPE 2 — AGREE OR DISAGREE
Practice question: Advertising aimed at children should be subject to stricter restrictions. To what extent do you agree or disagree?
What the question requires: Take a clear position and support it consistently. You may fully agree, fully disagree or partly agree, but your position must remain clear throughout the essay.
Ideas supporting restrictions: children may struggle to recognise persuasive techniques; advertising can encourage unnecessary purchases; families may experience pressure to buy products; misleading claims can influence children’s choices.
Possible qualification: Carefully regulated educational campaigns may still be useful.
Structure: Introduction — paraphrase the statement and state your degree of agreement. Body 1 — develop the strongest reason supporting your position. Body 2 — give another reason or address a counterargument. Conclusion — restate your position and summarise the main reasoning.
Sample thesis: “I largely agree that advertising directed at children should be more tightly regulated, as young audiences are particularly vulnerable to persuasive messages, although carefully designed educational campaigns can still serve a useful purpose.”
Practice questions:
* Employers should provide paid time for employees to learn new professional skills. To what extent do you agree or disagree?
* Governments should restrict advertisements for unhealthy products. To what extent do you agree or disagree?
* People should be encouraged to repair household items instead of replacing them. To what extent do you agree or disagree?
TYPE 3 — PROBLEM AND SOLUTION
Practice question: Participation in local community activities is declining in many places. What problems can this cause, and what measures could address the issue?
What the question requires: Explain specific problems and propose realistic solutions that address those problems.
Problems: social isolation, weaker neighbourhood relationships, reduced volunteering, less support for vulnerable residents.
Solutions: accessible events, flexible timings, youth-led activities, community grants, better publicity and suitable transport links.
Structure: Introduction — paraphrase the problem and indicate that it has consequences that can be addressed. Body 1 — explain two related problems, causes or consequences. Body 2 — propose practical solutions and explain how each would help. Conclusion — summarise the key problems and solutions.
Sample sentence: “A decline in community participation can weaken social ties, leaving older residents and newcomers with fewer opportunities to build supportive relationships.”
Practice questions:
* Many traditional crafts are disappearing. What problems does this create, and what solutions could help preserve them?
* Some cities face growing traffic congestion. What are the main problems, and how can they be addressed?
* An increasing number of people struggle to maintain a healthy work-life balance. What problems does this cause, and what measures could improve the situation?
OVERALL EIGHT HIGH-PRIORITY ESSAY TOPICS FROM THE PREDICTION
* Urban growth and the environment: urban expansion, pollution, conservation, sustainable planning and public spaces.
* Working from home and productivity: flexibility, collaboration, concentration, work-life balance and employee performance.
* The role of government in public health: prevention, healthcare access, public spending and personal responsibility.
* Preserving cultural traditions: identity, heritage, tourism, intergenerational knowledge and modernisation.
* Use of technology in education: accessibility, digital skills, online learning and unequal access.
* Consumerism and modern lifestyles: waste, financial pressure, advertising, materialism and sustainable consumption.
* Transport systems in big cities: congestion, affordability, emissions, public transport and urban planning.
* Entertainment and leisure activities: mental well-being, social connection, public facilities and access to recreation.
TOPIC IDEA BANK
Environment: pollution, conservation, sustainable planning, resource management.
Work: productivity, work-life balance, employee training, flexible arrangements.
Public health: prevention, healthcare access, long-term costs, individual responsibility.
Culture: identity, tourism, preserving heritage, intergenerational knowledge.
Education and technology: accessibility, digital skills, online learning, unequal access.
Consumerism: waste, financial pressure, advertising, responsible purchasing.
Transport: congestion, affordability, emissions, urban infrastructure.
Leisure: mental well-being, social connection, recreation facilities, community participation.
HIGH-VALUE ESSAY VOCABULARY
Allocate resources, long-term implications, public expenditure, vulnerable groups, preserve cultural heritage, environmental degradation, broaden access, impose restrictions, economic productivity, social cohesion, sustainable alternatives, unintended consequences, financial burden, public infrastructure, practical implementation, unequal opportunities, technological advancement, consumer behaviour, preventive measures, quality of life.
GRAMMAR TO PRACTISE
Complex sentences: “Although online learning is convenient, it may not suit every student.”
Conditionals: “If cities improved public transport, fewer commuters might rely on cars.”
Concession: “While this approach has advantages, its limitations should not be overlooked.”
Cause and effect: “This can lead to increased waste, thereby placing additional pressure on local services.”
Relative clauses: “Public spaces that encourage interaction can strengthen community ties.”
Comparison: “Compared with short-term measures, preventive policies may provide more sustainable benefits.”
FINAL ESSAY CHECK
Have I answered every part of the question? Is my opinion consistent? Does each paragraph have one central idea? Have I explained examples rather than merely listing them? Have I checked articles, subject-verb agreement, verb tense, punctuation, word choice and repeated vocabulary?
SPEAKING PART 1 — FAMILIAR TOPICS: 1–75
Answer naturally in approximately 2–4 sentences. Use this structure: direct answer + reason + small detail or example. Avoid memorised speeches.
* Your hometown — What do you like most about it?
* Your neighbourhood — What would you improve?
* Your accommodation — What is your favourite part of your home?
* Your room — How would you describe it?
* Your daily routine — Which part of the day is busiest?
* Mornings — Are you usually productive in the morning?
* Weekends — How do you usually spend them?
* Free time — What do you do when you have spare time?
* Reading — What kinds of things do you enjoy reading?
* Libraries — Do you visit libraries often?
* Writing — Do you prefer typing or handwriting?
* Photography — What do you usually take pictures of?
* Music — When do you listen to music?
* Films — What types of films do you enjoy?
* Television programmes — What makes a programme interesting?
* Cooking — Do you enjoy preparing meals?
* Food — Is there a dish you particularly like?
* Shopping — Do you prefer shopping online or in person?
* Clothes — Do you choose comfort or style?
* Gifts — What kinds of gifts do you like receiving?
* Public transport — How often do you use it?
* Walking — Do you enjoy walking?
* Parks — What makes a park attractive?
* Weather — Which type of weather do you prefer?
* Seasons — What is your favourite season?
* Plants — Do you grow any plants?
* Animals — Did you have a pet as a child?
* Gardens — Would you like to have a garden?
* Travel — What do you enjoy most about travelling?
* Holidays — Do you prefer short breaks or long holidays?
* Hotels — What facilities matter most to you?
* Maps — Do you find maps useful?
* Education — Which subject did you enjoy most?
* Learning — Do you prefer learning alone or with others?
* Teachers — What makes someone a good teacher?
* School rules — Were there many rules at your school?
* Languages — Why are you interested in learning languages?
* Mathematics — Did you enjoy studying mathematics?
* Online learning — What are its main advantages?
* Examinations — How do you usually prepare for exams?
* Work — What do you find satisfying about your work?
* Teamwork — Do you prefer working alone or in a team?
* Skills — What skill would you like to develop?
* Time management — How do you organise your time?
* Concentration — What helps you concentrate?
* Technology — Which device do you use most?
* Mobile phones — How often do you use yours?
* Applications — Which app is useful in your daily life?
* Social media — How does it affect communication?
* Online information — How do you decide whether it is reliable?
* Friends — What qualities do you value in a friend?
* Family — How do you usually spend time with family?
* Neighbours — Do you know the people who live nearby?
* Visitors — Do you enjoy having guests at home?
* Celebrations — Which celebration do you enjoy most?
* Birthdays — How do you usually celebrate them?
* Childhood — What is one memory you remember clearly?
* Photographs — Do you keep old photographs?
* Collecting — Have you ever collected anything?
* Sports — Do you enjoy watching or playing sports?
* Exercise — What kind of physical activity do you enjoy?
* Health — What habits help people stay healthy?
* Sleep — What helps you sleep well?
* Noise — What kinds of noise bother you?
* Quiet places — Where do you go to relax?
* Public buildings — Which public facilities do you use?
* Museums — Do you enjoy visiting museums?
* History — Is there a historical period that interests you?
* Art — Do you enjoy looking at works of art?
* News — How do you usually get the news?
* Money — Are you good at saving money?
* Planning — Do you plan things in advance?
* Patience — In what situations is patience important?
* Helping others — Do you often help people?
* Future plans — What would you like to achieve in the next few years?
PART 1 MODEL ANSWER
Question: Do you enjoy visiting parks?
Answer: “Yes, particularly parks with plenty of trees and walking paths. I find them relaxing because they give me a break from traffic and crowded places. If I have some free time at the weekend, I usually prefer taking a walk somewhere quiet.”
Why it works: It answers directly, gives a reason, includes a specific detail and sounds natural.
SPEAKING PART 2 — CUE CARDS: 1–75
Use one minute to prepare notes, not full sentences. Speak for 1–2 minutes. Follow this structure: introduction → background → main details → why it matters → feelings or lesson.
* Describe a skill you learned that has been useful in your life.
* Describe a person who taught you something important.
* Describe someone who encouraged you to achieve a goal.
* Describe a friend you enjoy spending time with.
* Describe a person whose work you admire.
* Describe someone who helped you during a difficult time.
* Describe a person with an unusual talent.
* Describe a person who is good at solving problems.
* Describe someone you would like to work or study with.
* Describe a person who has influenced your decisions.
* Describe a place where you go to relax.
* Describe a public building you find useful.
* Describe a place you visited that surprised you.
* Describe a town or city you would like to explore.
* Describe a quiet place you discovered.
* Describe a place where you learned something new.
* Describe a building with interesting architecture.
* Describe a place you visited with friends or family.
* Describe a natural place you would like to protect.
* Describe a place that has changed significantly.
* Describe a celebration you enjoyed.
* Describe an event that was organised successfully.
* Describe a time you helped someone.
* Describe a time you solved an unexpected problem.
* Describe a time you had to make a difficult decision.
* Describe a time you changed your mind about something.
* Describe a time you learned from a mistake.
* Describe a time you worked towards a challenging goal.
* Describe a time you received useful advice.
* Describe a time you managed your time effectively.
* Describe an object you use almost every day.
* Describe a gift that was meaningful to you.
* Describe something you bought that proved useful.
* Describe an item you have kept for a long time.
* Describe a piece of equipment you would like to own.
* Describe a photograph that is important to you.
* Describe a book that taught you something.
* Describe a film that made you think.
* Describe a piece of technology that changed your routine.
* Describe something you repaired instead of replacing.
* Describe an occasion when you felt proud.
* Describe an achievement that required patience.
* Describe a time you worked successfully with others.
* Describe a time you had to adapt to change.
* Describe an occasion when you tried something unfamiliar.
* Describe a time you gave someone advice.
* Describe a time you had to be patient.
* Describe a time you made a useful discovery.
* Describe an occasion when you overcame a fear.
* Describe a time you were pleasantly surprised.
* Describe a useful website you often visit.
* Describe an application that helps you in daily life.
* Describe a skill you would like to learn in the future.
* Describe a subject you would like to study in greater depth.
* Describe a job you think would be interesting.
* Describe a rule you think is important.
* Describe a change that would improve your neighbourhood.
* Describe a problem in your local area and how it could be solved.
* Describe an environmental issue that concerns you.
* Describe a way people can reduce waste.
* Describe a journey that did not go as planned.
* Describe a holiday you would like to take.
* Describe a time you used public transport.
* Describe a place you would recommend to visitors.
* Describe a meal you enjoyed with other people.
* Describe a traditional activity you would like to experience.
* Describe a form of exercise you enjoy or would like to try.
* Describe a habit you would like to develop.
* Describe something that helps you relax.
* Describe an occasion when you learned about another culture.
* Describe a piece of good news you received.
* Describe a time you had to explain something clearly.
* Describe an occasion when you supported a family member or friend.
* Describe a decision that had a positive result.
* Describe a goal you hope to achieve in the future.
PART 2 NOTE-MAKING EXAMPLE
Cue card: Describe a skill you learned that has been useful in your life.
One-minute notes: Skill: time management. When: while balancing work and personal responsibilities. How: weekly schedule, priority list and reminders. Difficulty: staying consistent initially. Result: fewer missed deadlines and less last-minute pressure. Importance: better organisation and control of daily tasks.
Model answer:
“One useful skill I developed was time management. I began paying more attention to it when I realised that I was trying to complete too many responsibilities at the last minute.
Initially, I used to remember tasks mentally, which meant that I occasionally forgot smaller but important commitments. I eventually started using a weekly schedule and dividing larger tasks into manageable steps. I also began identifying the most urgent activities instead of treating everything as equally important.
It took some time to develop the habit, and I did not follow my schedule perfectly every day. However, after a few weeks, I noticed that I was completing tasks more consistently and feeling less stressed about deadlines.
This skill has been particularly useful because it allows me to balance different responsibilities without overlooking important details. I also think it has improved my decision-making because I can judge more realistically how much work I can take on.
Overall, learning to manage my time has made me more organised and confident, and it is a skill I expect to use throughout my life.”
SPEAKING PART 3 — FOLLOW-UP DISCUSSION: 1–75
Use this structure: clear opinion → explanation → example → consequence or qualification. Develop your answer rather than giving only a short personal response.
* Why do people value practical skills?
* Should schools teach more life skills?
* How can adults continue learning after formal education?
* Is experience more important than qualifications?
* What makes someone an effective teacher?
* How has technology changed education?
* Should examinations be the main way to assess students?
* What challenges do people face when learning online?
* How can governments improve access to education?
* Why do some people stop learning new things?
* How has technology changed the workplace?
* What are the benefits and drawbacks of working remotely?
* Why is teamwork important in some jobs?
* Should employers provide regular professional training?
* How can people maintain a healthy work-life balance?
* What makes a career satisfying?
* How might automation affect future employment?
* Why do people change careers?
* Should companies prioritise experience when recruiting?
* How can workplaces support employee well-being?
* Why do people move from rural areas to cities?
* What makes a city comfortable to live in?
* How can cities manage population growth?
* Should governments invest more in public transport?
* Why are some neighbourhoods more attractive than others?
* How can communities support older residents?
* What problems can arise from rapid urban development?
* How can public spaces improve city life?
* Should historic buildings be preserved?
* What makes a community feel safe?
* Why is protecting the environment difficult?
* What can individuals do to reduce waste?
* Should businesses be held responsible for pollution?
* How can cities encourage sustainable travel?
* Why is biodiversity important?
* What are the challenges of conserving natural areas?
* Should governments impose stricter environmental regulations?
* How can schools encourage environmental responsibility?
* What are the advantages and disadvantages of renewable energy?
* How might climate change affect future generations?
* How has social media changed relationships?
* What are the risks of relying on online information?
* Should children have limits on screen time?
* How can people protect their privacy online?
* What are the benefits of artificial intelligence?
* Could technology make some people less independent?
* How might communication change in the future?
* Should digital skills be taught to everyone?
* What problems can arise from excessive technology use?
* How can people distinguish reliable information from misinformation?
* Why are cultural traditions important?
* How can younger generations learn about their heritage?
* Should governments provide funding for the arts?
* How does tourism affect local culture?
* Why do people enjoy visiting museums?
* How can traditional crafts be preserved?
* Should cultural activities be accessible to everyone?
* How do international influences change local traditions?
* Why do people enjoy festivals and public celebrations?
* How can communities preserve local languages?
* Why do people spend money on things they do not need?
* How has online shopping changed consumer behaviour?
* Should advertising be more strictly regulated?
* Why is saving money difficult for some people?
* How can people make better financial decisions?
* What are the benefits and drawbacks of a consumer lifestyle?
* Should products be designed to last longer?
* How can companies encourage responsible consumption?
* Why do people prefer experiences to material possessions?
* How can governments support small businesses?
* Why is leisure important for mental well-being?
* Should public sports and recreation facilities receive more funding?
* How can people maintain healthy habits despite busy schedules?
* Why do people enjoy travelling to unfamiliar places?
* How might leisure activities change in the future?
PART 3 MODEL ANSWER
Question: Should schools teach more life skills?
Answer: “Yes, I believe life skills should have a more prominent place in education because students need to manage practical responsibilities as well as academic work. For example, basic financial literacy can help young adults budget their income, understand borrowing and avoid unnecessary debt. These skills are useful regardless of the career a student eventually chooses. However, I would not replace core academic subjects; I would integrate practical learning into the existing curriculum so that students receive a balanced education.”
Why it works: clear position, explanation, specific example and qualification.
VOCABULARY FOR ALL FOUR SKILLS
Education: acquire knowledge, develop practical skills, academic performance, access to education, lifelong learning.
Work: professional development, workplace flexibility, employee retention, job satisfaction, career progression.
Environment: environmental degradation, conservation efforts, sustainable alternatives, natural habitats, resource management.
Society: social cohesion, public expenditure, community participation, vulnerable groups, quality of life.
Technology: technological advancement, digital literacy, data privacy, automated processes, unequal access.
Culture: cultural heritage, traditional practices, collective identity, historical preservation, intergenerational knowledge.
Health: preventive measures, healthcare access, mental well-being, sedentary lifestyle, long-term consequences.
Economy: allocate resources, financial burden, economic growth, consumer behaviour, cost-effective solutions.
GRAMMAR TO PRACTISE
* Complex sentences: “Although technology improves access to information, it can also spread misleading content.”
* Conditionals: “If local authorities expanded public transport, fewer residents might depend on private cars.”
* Relative clauses: “Community centres that provide affordable classes can benefit residents of all ages.”
* Passive voice: “Several historical buildings have been restored in recent years.”
* Comparisons: “Public transport is generally more space-efficient than private car travel.”
* Cause and effect: “The rising cost of housing can increase financial pressure, thereby affecting overall well-being.”
* Concession: “While the proposal may be expensive initially, it could reduce maintenance costs in the long term.”
* Hedging: “This approach is likely to be effective in many situations, although its success depends on implementation.”
COMMON MISTAKES TO AVOID
Listening: ignoring corrections, missing plural endings, exceeding word limits, confusing similar numbers and selecting distractors.
Reading: using outside knowledge, confusing FALSE with NOT GIVEN, overlooking qualifying words and selecting headings based on one repeated word.
Writing: missing part of the task, giving no clear overview in Academic Task 1, listing figures without comparisons, using an inconsistent opinion, choosing an inappropriate letter tone and memorising essays instead of answering the actual question.
Speaking: giving one-line answers in Part 3, speaking too quickly, forcing idioms, repeating the same idea and memorising a response that does not answer the question.
FINAL DAILY PRACTICE ROUTINE
Listening — 30 minutes: complete one timed part, check the answers, review distractors, spelling, paraphrases and missed details.
Reading — 40 minutes: complete one passage or section, check each answer against the text and identify the exact reason for every mistake.
Writing — 40 minutes: alternate Academic Task 1, General Training Task 1 and Task 2. Plan before writing, then check task coverage, organisation, grammar and word count.
Speaking — 15 minutes: answer five Part 1 questions, record one Part 2 response and practise three Part 3 questions. Review pauses, repetition, clarity and development.
FINAL REMINDER
Use this sheet to practise the question types, topic areas and response methods from the Week 5 prediction. Do not memorise these prompts as guaranteed questions. The actual IELTS paper may contain different topics and combinations.
Is definitely work or not and which date?
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