IELTS Live Coaching Classes at Intello Academy is an activity-packed study abroad course module with live interactive classes, discussion sessions, to engage you and enhance your communication skills in a foreign language.
IELTS Classes with the best in business Study Abroad Coaching Institute that provides IELTS Live Coaching will help you identify your strengths and weakness, thereby helping you to work on them. As one of the top IELTS Live Coaching institutes we employ advanced teaching methodologies to enhance your speaking, listening, writing, and reading skills. These skills are the fundamental requirements when you are planning to migrate to an English-speaking country for studies or job openings. We put into use numerous training techniques to fit individual student-specific requirements. We implement a result-oriented approach in our IELTS Live Coaching so as to optimally enrich your language proficiency. Hence, our IELTS Live Coaching will deal with every aspect of the IELTS Exam and will prove to be greatly beneficial for your IELTS Preparation.
Live Coaching Classes for IELTS preparation have numerous benefits which we will discuss, and now, let us talk in detail about the various IELTS exams.
The IELTS Test format for Reading Test – Academic is of 60 minutes duration and comprises of 40 questions, designed to assess the reading skills of a candidate. This test includes reading for gist, key ideas, depth, scanning, deciphering reasonable argument, and recognizing writers’ viewpoints, opinions, and intent.
The IELTS Reading Test for Academic format includes 3 reading passages with varied task types for each of the passages.
The task types may vary from multiple-choice, identifying information, identifying the writer’s views/claims, matching information, matching headings, matching features, table completion, flow-chart completion, diagram label completion, matching sentence endings, sentence completion, summary completion, note completion, and short-answer questions
The Passages are sourced from books, journals, magazines, and newspapers that are written for a general audience. All of the topics are of interest to the general public. They address aspects that are interesting, relevant, and available to exam takers who are enrolling in undergraduate or postgraduate programs, etc. The passages can be written in a number of different styles, such as narrative, descriptive, or discursive/argumentative. A full logical argument can be found in at least one text. Non-verbal items such as diagrams, graphs, and drawings may be included in texts. A short glossary is supplied if the contents contain technical terms.
Answering: During the time allotted for the test, test takers must transfer their responses to an answer sheet. There is no extra time for transfers. While writing responses on the answer sheet, use caution because poor spelling and grammar will affect grading.
Here we will discuss in details the tasks which the candidate has to perform while taking the IELTS Academic Reading Test along with the task type and format and the task focus. This will help you to analyze and plan how to work on the individual tasks, considering assessment criteria.
Test takers must select the best answer from four options (A, B, C, or D), or the best two answers from five options (A, B, C, D, or E), or the best three answers from seven options (A, B, C, D, or E) (A, B, C, D, E, F or G). On the answer sheet, test takers write the letter of the answer they chose. Complete questions, in which the test takers are given the first half of a statement and must choose the best way to complete it from the possibilities, or complete questions, in which the test takers must choose the option that best answers the question.
The questions are arranged in the same sequence as the content in the text, hence the answer to the first question in this set will appear first in the text, followed by the answer to the second question, and so on.
Multiple choice questions assess a wide range of reading abilities, including thorough comprehension of individual topics as well as an overall understanding of the text’s primary elements.
Test takers will be presented with a series of assertions and asked to answer the question, “Do the following statements agree with the information in the text?” They must next fill up the blanks on their answer sheets with the words “true,” “false,” or “not given.”
The test takers should note that it is crucial to know the distinction between “false” and “not given.” ‘False’ signifies that the passage contradicts the statement in question; ‘not given’ means that the information in the passage neither confirms nor contradicts the statement in the issue.
Candidates must also realize that any information they acquire from outside the passage should not be used in determining their answers.
The ability of test-takers to recognize specific bits of information given in the text is assessed in the Identifying Information section. As a result, it can be utilized with more comprehensive material.
Test takers will be presented with a series of assertions and asked, “Do the following statements agree with the writer’s views/claims?” They must fill-up the boxes on their answer sheet with the words “yes,” “no,” or “not given.”
It’s crucial to know the difference between “no” and “not granted.” ‘No’ indicates that the writer’s opinions or claims clearly contradict the statement, i.e. the writer expresses a view or makes a claim that is contrary to the one stated in the question; ‘not given’ indicates that the view or claim is neither confirmed nor disproved.
Candidates must know that any information they bring from outside the passage should not be used in determining their answers.
This type of activity is frequently used with discursive or argumentative texts to evaluate the test takers’ ability to recognize opinions or ideas.
Test takers must discover specified information inside a text’s lettered paragraphs/sections and enter the correct paragraphs/sections’ letters in the boxes on their answer sheet.
Specific details, an example, a reason, a description, a comparison, a summary, and an explanation may be requested. They won’t have to look for information in every paragraph/section of the text, but there may be more than one piece of information in a particular paragraph/section.
This type of work can be used with any content because it assesses a wide range of reading abilities, from finding details to recognizing a summary or definition.
The capacity to scan for specific information is assessed by matching information. It is focused on specific facts rather than the fundamental idea, unlike task type 5, Matching headers.
Test takers are given a list of headings, which are commonly denoted by Roman numerals in lower case (i, ii, iii, etc,). The primary concept of a paragraph or portion of the material will be referenced by a heading. Test takers must match the header to the appropriate paragraphs or sections, which are alphabetically labeled. On their answer sheets, test participants fill in the relevant Roman numerals. Because there will always be more headers than paragraphs or sections, certain headings will be skipped. It’s also possible that some paragraphs or sections of the work will be omitted. As an example for test-takers, one or more paragraphs or sections may already be matched with a heading. This job type is utilized with writings that have well-defined themes in paragraphs or sections.
The candidate’s capacity to recognize the primary idea or theme in paragraphs or portions of a text, as well as to separate key ideas from supporting ideas, is tested by matching headers.
Candidates must match a collection of statements or bits of information to a list of options. The choices are a collection of textual features that are denoted by letters. For example, test takers may be asked to match various study findings to a list of researchers or attributes to age groups, events to historical periods, and so on. It’s possible that some selections won’t be used, while others will be used multiple times. If options can be used more than once, the instructions will let test takers know.
The capacity of test-takers to recognize relationships and connections between facts in the text, as well as their ability to recognize opinions and hypotheses, is assessed using matching features. It can be utilized with both factual and discursive writings that are based on opinions. In order to locate the essential information and read for detail, test takers must be able to skim and scan the material.
The test takers are given the first half of a sentence based on the text and asked to choose the best option from a list of alternatives to finish it. They will have more options than questions to choose from. On the answer sheet, test takers must write the letter they chose.
The questions are arranged in the same order as the information in the passage: the first question in this group will be answered before the second, and so on. Any type of text can be utilized with this task type.
The ability of test-takers to understand the major ideas within a sentence is assessed by matching sentence endings.
Takers of the test must complete sentences using a set number of words from the text. They must fill out the answer sheet with their responses. The instructions will specify how many words/numbers test takers should use in their responses, such as ‘NO MORE THAN THREE WORDS AND/OR A NUMBER FROM THE PASSAGE,’ ‘ONE WORD ONLY,’ or ‘NO MORE THAN TWO WORDS.’
If test takers write more than the required number of words, it will affect their grades. Figures or words can be used to write numbers. Words that have been contracted will not be tested. Words with hyphens are counted as separate words. The questions are arranged in the same order as the information in the passage: the first question in this group will be answered before the second, and so on.
The candidate’s capability to locate detail/specific information is assessed by matching sentence endings.
Test takers are given a summary of a segment of the book and must fill in the blanks with data from the text. The summary will usually simply cover a portion of the section rather than the entire passage.
The given information can take the form of several connected sentences of text (referred to as a summary), several notes (referred to as notes), a table with some of its cells empty or partially empty (referred to as a table), a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a table), or a series of boxes or steps linked by arrows to show a sequence of events (referred to as (referred to as a flow-chart).
The answers will not always appear in the same order as they exist in the text. They will, however, frequently be taken from a single area of the text rather than the complete text.
There are two types of tasks in this category. Test takers may be asked to choose from a list of responses or to select words from the text.
Where words must be chosen from the passage, the instructions will specify how many words/numbers test takers should use in their answers, such as ‘NO MORE THAN THREE WORDS AND/OR A NUMBER FROM THE PASSAGE,’ ‘ONE WORD ONLY,’ or ‘NO MORE THAN TWO WORDS FROM THE PASSAGE,’ etc. Therefore, writing in excess of the required number of words will affect the grading.
Figures or words can be used to write numbers. Words that have been contracted are not tested. Words with hyphens are counted as separate words. This task type is frequently employed with descriptive texts since it generally involves exact actual facts.
The competency to absorb details and/or the major concepts in a chunk of text is assessed by summarizing. Test takers must be aware of the type of word(s) that will fit into a specific gap in the variations comprising a summary or notes (for example, whether a noun is needed, or a verb, etc.).
Test takers are expected to complete labels on a diagram that corresponds to a text description. The instructions will specify how many words/numbers test takers should use in their responses, such as ‘NO MORE THAN THREE WORDS AND/OR A NUMBER FROM THE PASSAGE,’ ‘ONE WORD ONLY,’ or ‘NO MORE THAN TWO WORDS.’
If test takers write more than the required number of words, they will receive a failing grade. Figures or words can be used to write numbers. Words that have been contracted will not be tested. Words with hyphens are counted as separate words. The answers do not always appear in the same sequence in the passage. They will, however, frequently derive from a single area of the text rather than the complete text.
The illustration could be of a machine, or components of a building or any other feature that can be depicted graphically. This task type is frequently used in texts that describe processes or are descriptive in nature.
The capacity to interpret a thorough explanation and relate it to information presented in the form of a diagram is assessed by diagram label completion.
Test takers respond to questions that mainly pertain to factual information concerning textual details. This is most likely to be utilized with a text that contains a great deal of depth and factual information.
On the answer sheet, test takers must put their answers in words or numbers. Test takers must use words from the book to write their answers. The instructions will specify how many words/numbers test takers should use in their responses, such as ‘NO MORE THAN THREE WORDS AND/OR A NUMBER FROM THE PASSAGE,’ ‘ONE WORD ONLY,’ or ‘NO MORE THAN TWO WORDS.’
Again, writing anything in excess of the required number of words will affect the grading.
Figures or words can be used to write numbers. Words that have been contracted are not tested. Words with hyphens are counted as separate words. The questions are arranged in the same sequence as the text’s information.
Short answer questions examine the ability of test-takers to discover and comprehend specific information in a text.
The Academic Reading test is graded by certified markers who are supervised on a regular basis to ensure consistency. After being marked, all answer sheets are examined further by a competent authority.
Band Score Conversion
For each version of the Academic Reading test, a Band Score conversion table is generated, which converts results out of 40 into the IELTS 9-band scale. Whole bands and half bands are used to report scores.
Now we will answer your questions and clear some doubts in your mind regarding the IELTS Reading Test for Academic:
The reading test of 1 hour, and is usually held after the listening test. No extra time is given to transfer responses on the answer sheet.
