--- title: "The Master Guide: All Four Modules" category: metodo > **Sources.** Original material, plus condensed and adapted guidance from > [IELTS Advantage](https://www.ieltsadvantage.com/), [IELTS Podcast](https://www.ieltspodcast.com/), > [IELTS buddy](https://www.ieltsbuddy.com/) and official British Council / IDP / Cambridge > material. Full list on [Sources & Credits](sources-and-credits.html). --- # The Master Guide One document covering all four modules — the format, the method, and the rules that actually move a score, with every deeper reference linked from where it belongs. Read this once, end to end, to see the whole shape of the exam. Then go to the task guide for whichever module is costing you marks, and after that **stop reading and start writing under a clock.** Nothing on this page produces a band score. Repetition under exam conditions does. > **If you only take one thing from this page:** the exam does not test what you know about English. > It tests what you can produce, accurately, while a clock runs. Every rule below exists to reduce > the number of decisions you have to make on the day. --- ## 1. The exam at a glance About **2 hours 45 minutes**, four sections, no break between the first three. Listening and Speaking are identical whichever version you sit. | Section | Length | What happens | |:---|:---|:---| | **Listening** | 30 min | 40 questions, 4 recordings. Parts 1–2 everyday/social; Parts 3–4 educational. | | **Reading** | 60 min | 40 questions, 3 passages. **No transfer time.** | | **Writing** | 60 min | Task 1 (chart or letter, 150 words) + Task 2 (essay, 250 words). | | **Speaking** | 11–14 min | Face to face, recorded. Three parts. May be up to a week before or after the rest. | **Academic or General Training?** Same Listening and Speaking. Reading and Writing differ: Academic Reading uses journal and magazine material and Task 1 describes a chart; General Training Reading uses everyday and workplace material and Task 1 is a letter. If you are unsure which you need, the full breakdown — plus booking, ID, test day, results, remarks and One Skill Retake — is in [IELTS Logistics](ieltsdip-notes.html). **Scoring.** Each skill gets a band 0–9 in whole or half bands. The overall score is the **mean of the four**, rounded: a mean ending in **.25 rounds up** to the next half band, **.75 rounds up** to the next whole band. Listening and Reading are answer-key scored; Writing and Speaking are marked by certified examiners against published descriptors. > **What that rounding means in practice.** A weak module drags the mean directly. Going from 6.0 to > 7.0 in your worst skill moves the overall score by 0.25 — often the difference between 6.5 and 7.0 > overall. **Spend your time on your weakest module, not your favourite one.** --- ## 2. The method, in order ### 1. Own the base structures — once You don't need 200 templates. You need about five, understood deeply and produced automatically: - **Writing Task 1** — paraphrased intro, overview with no numbers, two grouped body paragraphs. - **Writing Task 2** — intro with a clear position, two body paragraphs of claim + mechanism + example, conclusion with no new ideas. - **Speaking Part 1** — answer, reason, one detail, stop. - **Speaking Part 2** — past, present, future, across two minutes. - **Speaking Part 3** — assertion, mechanism, evidence, concession. Get those into your hands, then stop thinking about them. They become the floor you walk on, not the thing you are looking at. ### 2. Diagnose your own failure pattern — honestly Every candidate breaks differently, and the break is almost never vocabulary. The common ones: | Pattern | What it looks like | |:---|:---| | **Tense collapse** | You start in past tense and drift to present mid-paragraph | | **Subject–verb agreement** | The *-s* vanishes under load, especially after abstract nouns | | **Fixed prepositions** | *different of*, *depend of*, *responsible of* | | **Overreach** | Reaching for an impressive word or structure and getting it wrong | | **Run-ons** | Three clauses joined by *and, and, and* | | **Clipping** | Speaking answers that die after four words | | **Drifting** | Speaking answers that keep going until the grammar falls apart | **You find your pattern by doing timed work and reading it cold the next day**, not by reading grammar rules. Full drills in [Error Patterns](cat-errores.html). ### 3. Consume real English, not IELTS English Prep channels are useful for structure. They are useless for ear training. Your ear needs natural speech, at natural speed, in several varieties — the Listening test includes British, Australian, North American and non-native speakers. Fifteen minutes of English news reading, twenty to thirty minutes of a podcast you actually enjoy, and one video a day from a speaker whose accent isn't your usual input. Not IELTS content. ### 4. Take official mock tests, timed Not exercises. Official full papers, seated, with a stopwatch. The **Cambridge IELTS Practice Tests (Books 1–20)** are the standard, and the most recent volumes are closest to the current exam. The British Council also publishes free official practice material. **If you have not done a full timed writing paper this week, you are studying, not training.** ### 5. Don't panic A calm mind produces better grammar than an anxious one. The examiner is not trying to catch you — they are listening for fluency, coherence and accuracy, in that order. You may pause. You may self-correct once. You may use simple vocabulary and still score Band 8. What you may not do is let nerves collapse your verb tenses for three minutes while you spiral. ### 6. Practice Every concept here is inert until it has been produced — out loud or on paper, under time pressure, at least ten times. --- ## 3. Writing Task 1 — the essentials **Full guide: [Task 1 — The Complete Guide](task1-master-guide.html)** **20 minutes.** 3 reading and grouping, 14 writing, 3 checking. Minimum 150 words, target 170–190. Task 2 carries twice the marks, so any overrun must cost Task 1, never Task 2. **Four paragraphs.** | Paragraph | Contains | Never contains | |:---|:---|:---| | Introduction | What the chart is about, paraphrased | Any data | | Overview | The 2–3 most prominent features | Any numbers | | Body 1 | One group of the data, exact figures | — | | Body 2 | The rest, exact figures | — | **The grouping decision comes before the first word.** Dynamic chart (has dates) → group by direction. Static chart → group by rank. Map → group by time. Process → split the sequence in half. If a dynamic chart has every category moving the same way, direction can't divide your paragraphs — fall back on scale. **The tense follows the chart, not your habits.** All dates passed → past simple. No dates → present simple. Projections → future forms for those years only. Man-made process → present simple passive. Natural process → present simple active. **Inside one report the tense does not move unless the chart moves it.** **The one rule that is easiest to break:** in Task 1 you are a **reporter, not an analyst**. Never explain *why* a trend happened. Before each sentence: *is this printed on the chart, and is it significant?* If not printed, you are speculating. If printed but not significant, you are transcribing. **The overview is the single biggest gap between Band 6 and Band 7**, and the first thing an examiner checks. **General Training Task 1 is a letter,** not a chart. There is no numeric overview; its equivalent is a clear register — formal, semi-formal or informal — established in the opening line and **held throughout**. Every bullet point on the prompt gets its own developed paragraph. --- ## 4. Writing Task 2 — the essentials **Full guide: [Task 2 — The Complete Guide](task2-master-guide.html)** **40 minutes:** 3–5 planning, 26–28 writing, **8–10 on a separate revision pass.** Minimum 250 words. Four paragraphs. **Identify the type in fifteen seconds** — Opinion, Discussion, Problem–Solution, Advantage– Disadvantage (neutral or "outweigh"), Two-Part, Three-Part. Misreading the type is a Task Response penalty you eliminate by reading the prompt twice. Two distinctions that quietly cost marks: - *"What are the advantages and disadvantages?"* needs **no opinion**. *"Do the advantages outweigh?"* **is an opinion prompt** and you must commit to a verdict. - A **reason** is not a **problem**. Read which one the prompt asks for. **Task Response is graded on two things, in order:** (1) did you fully answer the question, (2) did you develop your ideas. Brilliant ideas answering the wrong question do not help — the ceiling is set by whether you understood the prompt at all. **Where ideas come from.** Every prompt sits inside one of about nine recurring social arenas, and turns on one of about five recurring **forks** — short-term comfort vs. long-term cost, individual freedom vs. collective outcome, efficiency vs. human cost, whose job is it, tradition vs. adaptation. Find the fork before you brainstorm, then run each claim through four links: **claim → mechanism → concrete case → stake**. A claim without a mechanism is a slogan, and examiners have read it thousands of times. **Do not memorise model essays.** Examiners are trained to spot memorised prose that doesn't quite answer the question asked, and Task Response collapses when they do. Pre-load forks and mechanisms, not paragraphs. **The revision pass is where the marks are.** Work **backwards from your last sentence**, and at each one run two checks: subject→verb agreement (skip everything in between), and the comma cover-test (cover each side of every comma — if both halves are complete sentences, it's a splice). Reversing sentence order breaks the argument-momentum that lets your brain glide past errors. --- ## 5. Speaking — the essentials **Full guide: [Speaking — The Complete Guide](speaking-master-guide.html)** Four criteria, 25% each: **Fluency & Coherence, Lexical Resource, Grammatical Range & Accuracy, Pronunciation.** You are **not** marked on your accent, and examiners are trained not to score appearance or body language at all. | Part | Target | Shape | |:---|:---|:---| | **Part 1** | 30–45 words, ~2 breaths | Answer. Reason. One detail. **Stop.** Never a third reason. | | **Part 2** | 280–300 words | ~120 past, ~100 present, ~60 future. Story done by 0:45, present marker by 1:30. Aim to be stopped. | | **Part 3** | 100–130 words, 45–55 sec | Assertion → mechanism → evidence → concession. **The concession is your exit.** | **Tense control is not lost at the start of an answer. It is lost in the fourth sentence** — in the material nobody asked for. That is why every target length above is also a discipline. **The Part 3 questions escalate on purpose.** Difficult, abstract questions late in Part 3 are the examiner checking whether your ceiling is higher than your earlier answers proved. They are a compliment. **On "I":** don't use personal anecdote as evidence — your cousin and your commute are not data. But the examiner is asking for your view, and withholding it sounds evasive. The target is **a personal opinion supported by impersonal evidence.** **Repair once, briefly, and continue.** The descriptors reward self-correction that resolves cleanly. What lowers your score is looping — repairing the repair, or apologising twice. **The 100% rule for vocabulary:** only use a word if you know its meaning, grammar, collocations and pronunciation completely. A misused rare word signals a limited vocabulary, not an advanced one. --- ## 6. Reading — the essentials **Full guide: [The Question-Type Playbook](ielts-reading-strategies-guide.html)** Three passages, 2,000–2,700 words each, 60 minutes, **no transfer time**. If you read every sentence with full comprehension you run out of time in Passage 2 and guess through Passage 3. That is a strategy failure, not a vocabulary failure. **Split "reading" into three modes:** | Mode | For | When | |:---|:---|:---| | **Skimming** | Gist and structure | First pass. First and last sentence of each paragraph; summarise it in under eight words. | | **Scanning** | One specific fact | Once you know what you're hunting. Capitals, numbers and dates are easiest to catch. | | **Close reading** | Full comprehension | **Only** on the two or three lines that decide the answer. | **The universal method, whatever the question type:** 1. Read the questions **before** the passage — never start a passage cold. 2. Underline the keywords. Names, numbers and dates almost always survive rewording; adjectives and verbs almost never do. 3. **Predict a synonym for each keyword.** The passage will not repeat the question's wording — that is not an accident, it is the test. 4. Scan for the synonym, not the exact phrase. 5. Confirm with close reading, then move on immediately. **Reading is a paraphrase-matching exercise dressed up as a comprehension test.** For every match you think you've found, ask one question: **did the degree, the timing, or the certainty change?** | Passage says | Question says | Same? | |:---|:---|:---| | the council **postponed** the vote | the decision was **delayed** | Yes | | membership **doubled** | membership **increased slightly** | No — degree | | **most** residents opposed | **all** residents opposed | No — quantity | | he **later withdrew** his claim | he **never made** the claim | No — sequence | **Matching Headings is the one type where you do the opposite.** Do not read the list of headings first — it is full of traps designed to match a phrase in the wrong paragraph. Instead: read the paragraph, write your own three-word summary of it, then match your summary to the closest heading. **Time budget:** ~17 min Passage 1, ~20 min Passage 2, ~20 min Passage 3, ~3 min buffer. Never spend more than about ninety seconds on one answer — **mark it, guess, move on.** A blank is a guaranteed zero; a guess always has a chance. Sample tasks with answer keys: [matching headings](free_practice_test_-_general_training_reading_-_matching_headings_-_sample_task.html) · [true/false/not given](free_practice_test_-_general_training_reading_-_identifying_information_-_sample.html) · [matching features](free_practice_test_-_general_training_reading_-_matching_features_-_sample_task.html) · [sentence completion](free_practice_test_-_general_training_reading_-_sentence_completion_-_sample_tas.html) · [summary completion](free_practice_test_-_academic_reading_-_summary_completion_selecting_from_a_list.html) --- ## 7. Listening — the essentials **Full notes: [Reading & Listening Notes](ieltspodcast-reading-listening-notes.html)** 30 minutes, 40 questions, four recordings, played **once**. **The mechanical rules that prevent avoidable losses:** - **Answer every question.** There is no penalty for guessing. - **Answers arrive in the same order as the audio.** The gaps between them vary. - **Expect false starts.** Two speakers agree on an option and then change their minds. Only the final agreed answer counts. - **Respect the word limit exactly.** "No more than two words" means exactly that — *leather coat* is fine, *a coat made of leather* is not. A hyphenated word counts as one. A date counts as one number. - **Multiple choice: write the letter**, not the answer text. - **Watch the plural cues.** A plural-form question needs a plural answer. - **Take notes in fragments.** You cannot write full sentences and still listen. **Predict the answer type from the preposition before the gap:** | Before the gap | Expect | |:---|:---| | **at** | a time, part of day, or place — *9pm, dawn, the restaurant* | | **in** | a period, month, year, season — *2 days, April, 2018, winter* | | **on** | a day or date — *Monday, 15th of January* | | *(none)* | a person or a relative time word — *Emily, tomorrow* | **Why natural speech is hard to parse**, beyond vocabulary: contractions (*did not* is never said as two words), weak forms (*to, and, of* swallowed into an unstressed sound), and phonetic linking (*"she is interested in it"* → *"shezinterestedinit"*). **The five-step ear training method:** listen with no text → listen again until nothing new comes → read the transcript and guess unknown words from context → listen *with* the text, focused on how phrases run together → listen a final few times without it. Repetition is what converts recognition into comprehension. --- ## 7b. Vocabulary — how it actually sticks Memorising word lists out of context is close to useless: you end up recognising a word on a page and still unable to produce it under pressure. The method that works is slower and holds: 1. **Read and listen to native material daily** — news, podcasts, articles. Not IELTS content. 2. **When you hit an unknown word, don't reach for the dictionary.** Guess from context first: its position in the sentence (after *the* → probably a noun; before a noun → probably an adjective), a nearby example, a contrast word, a recognisable prefix or root. 3. **Check the definition afterwards** — the guess is what makes the definition stick. 4. **Write the word down inside a full sentence**, never isolated, along with a synonym, an antonym, and its collocations. 5. **Review at one week, two weeks, and one month.** Spaced, not massed. Then apply the **100% rule** before you use anything new in the exam: meaning, grammar, collocations and pronunciation, all four, or leave it out. A rare word used wrongly signals a *limited* vocabulary, not an advanced one — in Writing and Speaking alike. --- ## 8. The grammar that decides the score Across all four modules, the same short list does most of the damage. **Subject–verb agreement.** One letter, disproportionate weight — and the most visible error to an examiner because native speakers never omit it. It fails in four places: - **Abstract singular subjects** — *exposure, growth, migration, scarcity, availability, perception, interaction* are singular even when a plural noun sits beside them. - **The intervening noun** — *the findings of this research **supports*** → the subject is *findings*. - **Pronouns** — *it help* → *it helps*. - **After inversion** — when a sentence opens with *not only*, the auxiliary carries the agreement and the main verb stays bare. **Tense consistency.** Task 1 takes its tense from the chart. Task 2 runs on present simple, with past simple only for a dated fact and present perfect only for a completed change that still matters. Speaking Part 2 moves deliberately through past, present and future. **Drift is a load problem, not a knowledge problem** — which is why the fix is a mechanical pass, not "reading more carefully." **Fixed prepositions.** responsible **for** · the reason **for** · the cause **of** · different **from** · depend **on** · consist **of** · based **on** · **on the basis of** · an increase **in** [the thing] · an increase **of** [the amount] · rose **by** [the margin] · rose **to** [the endpoint] · account **for** [a percentage]. **Uncountable nouns** — *advice, information, knowledge, money, traffic, research, equipment* are always singular. No *an advice*, no *many research*, no *informations*. **Articles** — *an* before vowel **sounds** regardless of spelling (*an hour*, *a university*, *an MRI*); *the* before country names that are unions (the USA, the UK); no article before general abstract nouns. **Accuracy beats ambition, everywhere.** A clean simple sentence outscores a broken complex one, in Writing and in Speaking alike. If a sentence would be more accurate in a simpler form and the complex form adds no precision, the complex form is not helping the score. --- ## 9. Exam day **Bring** the same ID you booked with — a mismatch causes real problems. Test centres provide pens for paper answer sheets. **Writing.** Plan on the question paper, never on the answer sheet. Cross out freely — anything struck through is simply ignored. Extra paper is available on request. You cannot draft and then copy out neatly; there is no time. **Paragraphing that isn't visually obvious is the one formatting issue that genuinely costs marks** — leave a blank line or indent clearly. **Spelling variety.** British or American, either is accepted. **Pick one before the day and hold it.** Mixing *colour* and *color* in one essay is what looks careless. **Speaking.** You may ask the examiner to repeat a question or explain one word. You may not ask them to explain a whole sentence or use it as a stalling tactic. If you need a moment, say so and then answer — an attempted answer always beats silence. **In every module:** never leave a blank. A guess costs nothing. Full detail on booking, ID, fees, cancellations, results timelines, remarks and One Skill Retake: [IELTS Logistics](ieltsdip-notes.html). Paper-based formatting anxieties, answered one by one: [Exam Mechanics FAQ](ielts-exam-mechanics-faq.html). --- ## 10. A realistic week Six working days of 30–60 minutes each. Consistency compounds; a Sunday binge after four skipped days does not. | Day | Focus | |:---|:---| | Mon | One full Task 2 essay, 40 min, timed. Mark it yourself against the descriptors. | | Tue | One Task 1 chart, 20 min, timed. Focus on overview placement. | | Wed | Speaking Part 2: random cue card, record two minutes, listen back. | | Thu | Read one article aloud. Note vocabulary you couldn't produce spontaneously. | | Fri | One full Listening section from a Cambridge paper. | | Sat | Full mock: one complete Writing paper, Task 1 + Task 2, 60 minutes. | | Sun | Rest, or watch something in English you actually enjoy. | **Mark your own work the next day, cold.** The gap between what you meant and what you wrote is only visible once the sentence has stopped feeling like yours. --- ## 11. Using AI to grade your practice If you cannot afford a tutor, AI tools can help — but understand what they are bad at: - **They over-reward vocabulary.** AI rewards big words even when used unnaturally. A human examiner penalises exactly that. - **They miss Task Response.** The rubric is strict about whether you answered the *exact* question. AI often misses a subtly off-topic argument. - **They can't hear flow.** AI corrects grammar but struggles to judge whether a paragraph coheres the way the Coherence & Cohesion descriptors mean. **So don't ask "what band is this?"** Ask mechanical questions instead: *"Identify every subject–verb agreement error in this text."* · *"Find any prepositions used incorrectly."* · *"Did I write a clear overview in the second paragraph, with no figures in it?"* Use it as a grammar highlighter, not an examiner. Full prompts: [The AI Prompt Bank](ai-prompt-bank.html). --- ## Where everything is | | | |:---|:---| | **Writing Task 1**, complete | [Task 1 — The Complete Guide](task1-master-guide.html) | | **Writing Task 2**, complete | [Task 2 — The Complete Guide](task2-master-guide.html) | | **Speaking**, complete | [Speaking — The Complete Guide](speaking-master-guide.html) | | **Reading**, by question type | [The Question-Type Playbook](ielts-reading-strategies-guide.html) | | **Listening** + reading habits | [Reading & Listening Notes](ieltspodcast-reading-listening-notes.html) | | The evidence: which errors real candidates make, by band | [The Complete IELTS Academic Reference](ielts_academic_master_document_general.html) | | The drill bank: verb ladders and phrase banks, read aloud | [Speaking & Writing Drill Reference](ielts_mega_master.html) | | Grammar drills and error patterns | [Error Patterns](cat-errores.html) | | Timed drills and audio material | [Drills & Practice](cat-drills.html) | | Logistics, booking, results | [IELTS Logistics](ieltsdip-notes.html) | | Where the material came from | [Sources & Credits](sources-and-credits.html) | | The site's position, in short | [Start Here](start-here.html) · [About](cat-sobre.html) | --- **Now close this tab and go write something.**