Free IELTS Practice

Practise all four skills, the right way

Original, exam-accurate Listening, Reading, Writing and Speaking practice with full answer keys and Band 9 model answers.

Listening Reading Writing Speaking

Full Mock Tests

Each test is a complete IELTS sitting — Listening, Reading, Writing and Speaking together, with answer keys and Band 9 models. New tests are added regularly.

Practice one skill at a time

Jump straight to a single skill from any test. Each link opens the full skill (all sections / passages / tasks) with the timer and instant marking.

Free taster

Not ready for a full test? Try one short sample from each skill below, with answers.

01

Listening

A complete original Listening test: 4 sections, 40 questions, about 30 minutes. Play each section once. Spelling is graded — a misspelt answer is wrong. Type your answers in the boxes.

Section 1 · Questions 1–10
🎧 Audio: play the recording once, then answer. If no audio player appears yet, use the transcript below to practise (read it once at normal speed, do not re-read). A native-voice recording will be added here — see the note at the bottom of the page.

Greenfield Community Centre — Course Enrolment Form

1 Name of caller: Daniel

2 Course wanted: (evening)

3 Preferred start month:

4 Number of weeks:

5 Day of the week:

6 Cost per term: £

7 Membership card needed: must bring a

8 Room number:

9 Tutor’s surname:

10 Caller’s email: daniel.@webmail.com

Section 2 · Questions 11–20
🎧 Section 2 audio

Questions 11–15

Complete the notes. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Greenfield Community Centre — talk for new volunteers

11 Volunteers must be at least years old.

12 The induction session is held in the Room.

13 After three months, volunteers receive a free .

14 The centre kitchen is run by a qualified .

15 Any problems should be reported to the desk.

Questions 16–20

Which activity takes place in each room? Choose A–G and type the letter in the box.

Activities:   A  children’s art  ·  B  yoga  ·  C  language classes  ·  D  job-search help  ·  E  music rehearsals  ·  F  community lunch  ·  G  board games

16 Maple Room:

17 Oak Hall:

18 Garden Studio:

19 Riverside Room:

20 The Annexe:

Section 3 · Questions 21–30
🎧 Section 3 audio

Questions 21–25

Choose the correct letter, A, B or C.

21The presentation is mainly about
22Priya thinks their main problem is
23The tutor suggests they
24They will speak for a total of
25Leo is most worried about

Questions 26–30

Who will do each task? Type L (Leo), P (Priya) or B (both).

26 Make the slides:

27 Find the case study:

28 Write the script:

29 Practise the timing:

30 Prepare answers to questions:

Section 4 · Questions 31–40
🎧 Section 4 audio

Questions 31–40

Complete the lecture notes. Write ONE WORD ONLY for each answer.

Lecture: a short history of the public library

31 The earliest libraries mainly stored clay .

32 The most famous library of the ancient world was in .

33 In medieval libraries, valuable books were chained to the .

34 Free public lending libraries spread mainly in the century.

35 A key aim was to improve public .

36 Andrew Carnegie paid for thousands of library .

37 In the twentieth century libraries began lending as well as books.

38 Many libraries now provide free access.

39 Some libraries even lend such as drills.

40 The speaker concludes that libraries are still centres of .

Full transcript (Sections 1–4)

SECTION 1. RECEPTIONIST: Good morning, Greenfield Community Centre, how can I help? CALLER: Hi, I’d like to enrol in one of your evening courses. RECEPTIONIST: Of course. Can I take your name? CALLER: It’s Daniel Whitmore. W-H-I-T-M-O-R-E. RECEPTIONIST: And which course were you interested in? CALLER: The pottery course, the evening one. RECEPTIONIST: Lovely. We run that again starting in October. Would that suit you? CALLER: October is perfect. RECEPTIONIST: It runs for twelve weeks, one evening a week, on Thursdays. CALLER: Twelve weeks, Thursdays, got it. And how much is it? RECEPTIONIST: The course is ninety pounds for the term. One thing — on your first evening please bring a passport or driving licence as photo ID. CALLER: No problem, I’ll bring my passport. RECEPTIONIST: The class is in Room fourteen, and your tutor will be Mrs Alvarez — that’s A-L-V-A-R-E-Z. CALLER: Great. RECEPTIONIST: Finally, what’s the best email to send confirmation to? CALLER: It’s daniel dot harper — H-A-R-P-E-R — at webmail dot com. RECEPTIONIST: Perfect, that’s all booked. See you in October.

SECTION 2. Hello everyone, and a warm welcome to all our new volunteers here at Greenfield Community Centre. Let me run through the essentials. First, a rule we can’t bend: all volunteers must be at least sixteen years old — younger helpers can come with a parent, but they can’t be registered. Today’s induction session is being held in the Maple Room, just down the corridor on your right. A nice perk: after three months with us, every volunteer receives a free jacket with the centre logo — very useful in winter. A word about the kitchen: please don’t cook unsupervised, as the kitchen is run by a qualified chef and there are food-safety rules. If anything goes wrong during a shift — a spill, a difficult visitor, anything — report it straight away to the reception desk, not to me directly. Now, let me tell you what happens where, because people do get lost. The Maple Room, where we are now, hosts our language classes during the week. The Oak Hall is the big space at the front; that’s where the community lunch is served every Friday. The Garden Studio, which has lovely natural light, is used for children’s art. The Riverside Room, overlooking the water, is kept for yoga, as it’s nice and quiet. And the Annexe, the separate building across the yard, is where we run job-search help on Tuesday and Thursday mornings. We do also have music rehearsals and a board-games club, but those rotate, so check the noticeboard.

SECTION 3. TUTOR: So, how’s the geography presentation coming along? LEO: Reasonably well. It’s on urban flooding — why cities flood and what can be done. PRIYA: Yes, the content’s fine, honestly. My worry isn’t the data — we’ve got plenty. It’s that the structure feels unclear; it jumps around. TUTOR: That’s a common issue. I wouldn’t cut anything yet. What would really help is a single case study — one city, followed all the way through. Add a case study and the structure will almost build itself. LEO: That makes sense. How long do we actually have? TUTOR: You’ll have fifteen minutes in total, including questions, so plan for about twelve of talking. LEO: Right. I have to admit, the thing I’m really anxious about isn’t the timing — it’s the nerves, actually speaking in front of everyone. TUTOR: That gets easier with rehearsal, I promise. Let’s divide the work. PRIYA: I’ll make the slides — I enjoy the design side. LEO: And I’ll find and write up the case study. PRIYA: We should write the script together, though, so it flows. LEO: Agreed. I’ll also practise the timing with a stopwatch at home. PRIYA: And I’ll prepare answers to the likely questions, since I know the data best. TUTOR: Excellent — that’s a clear plan.

SECTION 4. Today I want to sketch the long history of the public library. The story begins thousands of years ago, though those first libraries would look strange to us: they mainly stored clay tablets, not books, recording trade and law. The most celebrated library of the ancient world was in Alexandria, which aimed, ambitiously, to collect all the knowledge of its age. Move forward to the medieval period, and books were so precious that in many libraries the most valuable volumes were physically chained to the desks. The idea of a free library open to ordinary people is surprisingly recent: such lending libraries spread mainly in the nineteenth century, alongside mass education. Their supporters had a clear social aim — to improve public education and give working people a route to self-improvement. One name dominates this era: Andrew Carnegie, who paid for thousands of library buildings across the English-speaking world. The twentieth century brought change: libraries began lending music as well as books, then films. Today the mission has widened again — most libraries now provide free internet access, which for some users is their only connection. Some have gone further still and lend objects such as drills and other tools. So, far from being obsolete, I’d argue libraries remain, above all, centres of community.

Listening answer key (Questions 1–40)
1 Whitmore2 pottery3 October4 125 Thursday(s)6 907 passport8 149 Alvarez10 harper 11 1612 Maple13 jacket14 chef15 reception16 C17 F18 A19 B20 D 21 B22 B23 A24 B25 B26 P27 L28 B29 L30 P 31 tablets32 Alexandria33 desks34 nineteenth35 education36 buildings37 music38 internet39 objects40 community

Accepted variants: 4 “twelve” · 8 “fourteen” · 11 “sixteen”. Spelling must be correct.

Score guide (out of 40): 36–40 ≈ Band 8.5+ · 30–35 ≈ Band 7–8 · 23–29 ≈ Band 6–6.5 · 16–22 ≈ Band 5–5.5.

02

Reading

A complete original Academic Reading test: 3 passages, 40 questions, 60 minutes — no extra transfer time. Type your answers in the boxes.

Passage 1 · Questions 1–13

The Quiet Comeback of the Beaver

For centuries the European beaver was hunted almost to extinction, prized for its fur and for a glandular secretion used in perfume and medicine. By 1900 only a few hundred animals survived across the entire continent, scattered in isolated pockets from France to Siberia. The species had effectively vanished from Britain by the sixteenth century. For most people, the beaver became a creature of folklore rather than a living part of the landscape.

Recent decades have seen a remarkable reversal. Reintroduction programmes, some official and some unauthorised, have returned beavers to rivers across Europe. The results have surprised even the scientists who championed them. Beavers are what ecologists call a keystone species: by felling trees and building dams, a single family can reshape an entire stretch of river. The ponds they create slow the flow of water, trap sediment, and form wetlands that attract dragonflies, amphibians, fish and birds.

The benefits extend beyond wildlife. In several catchments, beaver wetlands have measurably reduced downstream flooding by holding back water during heavy rain and releasing it slowly. During droughts, the same ponds act as reservoirs. One long-term study in Devon found that water leaving a beaver-managed site was cleaner, with far lower levels of agricultural pollutants, than water entering it.

Not everyone is enthusiastic. Farmers whose fields border rivers sometimes find crops flooded or drainage channels blocked. Foresters lose valuable timber. Critics argue that reintroducing a species absent for four centuries amounts to gardening the wild rather than restoring it. Supporters counter that the modern landscape is already heavily managed, and that beavers simply do, for free, work that engineers would otherwise be paid to attempt.

What most observers now agree on is that coexistence requires management. Flow devices — pipes that limit how high a pond can rise — allow dams to remain while protecting roads and farmland. Where conflict is severe, animals can be trapped and moved rather than killed. The debate, in other words, has shifted from whether beavers should return to how their return should be governed.

Questions 1–5 — TRUE / FALSE / NOT GIVEN

Write TRUE if the statement agrees with the passage, FALSE if it contradicts it, NOT GIVEN if there is no information.

1 The European beaver was hunted partly for a substance used in perfume.

2 Beavers disappeared from Britain later than from the rest of Europe.

3 Every beaver reintroduction in Europe was officially approved.

4 A study in Devon found that beaver ponds improved water quality.

5 Beaver dams have completely eliminated flooding in some regions.

Questions 6–9 — Sentence completion

Complete each sentence with NO MORE THAN TWO WORDS from the passage.

6 Ecologists describe the beaver as a species.

7 Beaver ponds can function as when rainfall is low.

8 Some critics claim reintroduction is closer to the wild than restoring it.

9 Devices that limit pond height are a form of .

Questions 10–13 — Match the paragraph (A–E) that contains the idea

10 A change in the focus of public debate.

11 Specific economic losses experienced by some groups.

12 A description of how beavers physically alter rivers.

13 Historical evidence of the species’ near-disappearance.

Passage 2 · Questions 14–26

How a swarm of bees makes a decision

A   In late spring, a healthy honey-bee colony often grows too large for its home. About half the workers, together with the old queen, then leave in a dramatic cloud and gather as a swarm — a beard of perhaps ten thousand bees hanging from a branch. The swarm now faces a problem on which its survival depends: within a day or two, with no map and no manager, it must choose a single new home from many possible cavities scattered across the landscape, and it must choose well. A cavity that is too small, too damp or too exposed will doom the colony.

B   The search is carried out by a few hundred experienced foragers acting as scouts. A scout that finds a candidate cavity inspects it carefully — walking its walls, measuring its volume — and then returns to the swarm and performs a waggle dance, the same code bees use to advertise flowers. The direction and length of the dance encode where the site is. Crucially, the better the scout judges the site to be, the more vigorously and the longer she dances. A mediocre site earns a brief, half-hearted performance; an excellent one earns minutes of enthusiastic repetition.

C   At first many sites are on offer, and rival groups of dancers advertise competing cavities at the same time. What stops the swarm splitting? Bees that have danced for one site go and inspect the sites others are advertising, and they dance for a site only as long as their own assessment supports it. Weak sites therefore lose their dancers quickly, while a genuinely good site keeps recruiting. Support drains from the poorer options and pools around the best one, so that over a few hours a clear favourite emerges without any bee comparing all the options itself.

D   The final commitment is triggered not by a majority but by a quorum. Scouts returning to a site count how many other scouts are already there. Once the number at one cavity passes a threshold — roughly fifteen bees — the scouts switch from advertising to a signal that tells the whole swarm to prepare for take-off. The quorum works because reaching it almost always means one site has decisively out-competed the rest. Waiting for unanimity would be slower and no more accurate.

E   Researchers who study this process argue that it holds lessons for human groups. A swarm decides well because its members investigate independently, share honest assessments in proportion to what they found, and let support accumulate rather than deferring to a leader — the colony, in fact, has no leader, not even the queen. Committees that copy these features — independent judgement, frank reporting, and a clear threshold for action — tend to make better decisions than those dominated by the loudest or most senior voice.

Questions 14–18 — Headings

Choose the correct heading for each paragraph and type the number (i–vii) in the box.

i Comparing bees and human groups  ·  ii How a scout advertises a site  ·  iii The danger of a single leader  ·  iv The challenge of finding a new home  ·  v Reaching a threshold of support  ·  vi How rival sites compete  ·  vii The lifespan of a worker bee

14 Paragraph A:

15 Paragraph B:

16 Paragraph C:

17 Paragraph D:

18 Paragraph E:

Questions 19–22 — TRUE / FALSE / NOT GIVEN

19 The swarm that leaves includes the old queen.

20 A scout dances for the same length of time whatever the quality of the site.

21 The queen makes the final choice of nest site.

22 The move is triggered by a quorum rather than by unanimity.

Questions 23–26 — Summary completion

Complete the summary with ONE WORD ONLY from the passage.

23 When a colony outgrows its home, about half the bees form a .

24 Scouts inspect possible homes and then perform a whose length reflects quality.

25 The swarm commits once support at one site passes a .

26 The process shows how a group with no can still choose well.

Passage 3 · Questions 27–40

The invention of the public park

It is easy to assume that the public park — that ordinary stretch of grass, trees and paths open to anyone — has always existed. In fact it is largely a nineteenth-century invention, and a deliberate one. Before industrialisation, most people lived close to fields and woods, while the few landscaped parks that existed were private, the gardens of palaces and great houses, closed to the general population. The idea that a city should set aside large areas of green specifically for the use of all its citizens was, at the time, genuinely radical.

The change was driven by crisis. The industrial city of the early nineteenth century was overcrowded and polluted, its working districts packed with housing and almost devoid of open space. Reformers, including doctors alarmed by repeated epidemics, began to argue that cities needed green space in the way a body needs to breathe. Parks, they said, would act as the “lungs of the city”, places where the poor could find fresh air, exercise and relief from the surrounding density. The phrase was rhetorical, but it captured a real conviction that access to nature was a matter of public health, not luxury.

There was a social argument too. Supporters hoped that a well-kept park would be a shared public space in which different classes might mix peacefully, and in which the habits of the crowded slum might give way to calmer behaviour. Whether parks ever truly mixed the classes is doubtful, but the aspiration shaped their design. Early municipal parks were not intended to display a city’s wealth so much as to improve its people.

The way these parks looked was carefully considered. Rather than the geometric avenues of aristocratic gardens, designers favoured winding paths, irregular lakes and clumps of trees arranged to imitate the countryside. The aim was to give a city dweller, within a short walk of home, the experience of being somewhere rural and restful. This naturalistic style, pioneered in Britain and copied across Europe and North America, became the template for the urban park almost everywhere.

The original arguments have proved unexpectedly durable. Today parks are valued not only for recreation but for measurable environmental services: they lower urban temperatures during heatwaves, absorb rainfall that would otherwise overwhelm drains, and support wildlife in otherwise hostile cities. The Victorian reformers spoke metaphorically when they called parks the lungs of the city; modern researchers, measuring air, heat and water, have given the metaphor a literal edge. The public park, invented to solve the problems of the first industrial age, turns out to be useful for the problems of the present one.

Questions 27–31 — YES / NO / NOT GIVEN

Do the statements agree with the writer’s views? Type YES, NO or NOT GIVEN.

27 In the early industrial city, ordinary workers had little access to green space.

28 Parks were promoted partly as a way to improve public health.

29 Victorian designers tried to make parks look natural.

30 Early municipal parks were mainly intended to show off a city’s wealth.

31 Modern parks are used less than they were a century ago.

Questions 32–36 — Sentence completion

Complete each sentence with NO MORE THAN TWO WORDS from the passage.

32 The early industrial city is described as overcrowded and .

33 Reformers argued that parks would act as the of the city.

34 Supporters hoped a park would be a shared space for all classes.

35 Designers used winding paths and lakes to imitate the .

36 Today parks help cities cope with heatwaves and heavy .

Questions 37–40 — Multiple choice

Choose the correct letter, A, B, C or D.

37The main reason reformers wanted parks was
38The phrase “the lungs of the city” is used to suggest that parks
39The writer’s attitude to the early parks is
40The best title for the passage would be
Reading answer key (Questions 1–40)

Passage 1 — The Quiet Comeback of the Beaver

1 TRUE2 FALSE3 FALSE4 TRUE5 NOT GIVEN6 keystone7 reservoirs8 gardening9 management10 E11 D12 B13 A

Passage 2 — How a swarm of bees makes a decision

14 iv15 ii16 vi17 v18 i19 TRUE20 FALSE21 FALSE22 TRUE23 swarm24 dance25 quorum26 leader

Passage 3 — The invention of the public park

27 YES28 YES29 YES30 NO31 NOT GIVEN32 polluted33 lungs34 public35 countryside36 rainfall37 B38 A39 B40 B

Selected notes: 2 FALSE — Britain lost beavers by the 16th century, before the 1900 low point. 5 NOT GIVEN — flooding was “reduced”, never eliminated. 20 FALSE — better sites earn longer dances. 21 FALSE — the colony has no leader, not even the queen. 30 NO — parks were “not intended to display a city’s wealth”. 31 NOT GIVEN — usage over time is not discussed.

Reading score guide (out of 40): 37–40 ≈ Band 9 · 33–36 ≈ Band 8 · 30–32 ≈ Band 7.5 · 27–29 ≈ Band 7 · 23–26 ≈ Band 6.5.

03

Writing

Academic Writing has two tasks in 60 minutes. Spend ~20 minutes on Task 1 (150+ words) and ~40 on Task 2 (250+ words). Task 2 is worth more — do not run out of time on it.

Task 1 · Academic

Describe the information in the table below

The table shows the percentage of households with selected technologies in one country in 2005 and 2023.

Technology20052023
Smartphone4%91%
Home broadband38%89%
Desktop computer61%27%
Landline telephone88%33%
Band 9 model answer (Task 1)
The table compares the proportion of households owning four technologies in 2005 and 2023. Overall, mobile and internet technologies became near-universal over the period, whereas older fixed technologies declined sharply.

The most dramatic change concerned smartphones. In 2005 only 4% of households owned one, but by 2023 this had risen to 91%, making it the most common technology of all. Home broadband followed a similar upward path, more than doubling from 38% to 89%.

In contrast, the two traditional technologies fell substantially. Landline telephones, owned by 88% of households in 2005 — the highest figure that year — were found in just 33% by 2023. Desktop computers showed a comparable decline, dropping from 61% to 27% as portable devices presumably replaced them.

Why Band 9: clear overview sentence; figures grouped logically (rising vs falling) rather than listed one by one; accurate data; varied comparison language (“more than doubling”, “a comparable decline”). 168 words.

Task 2 · Essay

Some people believe that schools should teach practical life skills, such as managing money, instead of focusing only on traditional academic subjects. To what extent do you agree or disagree?

Band 9 model answer (Task 2)
It is sometimes argued that schools should replace purely academic study with practical instruction in skills such as personal finance. While I agree that life skills deserve a place in the curriculum, I do not believe they should come at the expense of academic subjects, which remain essential.

On the one hand, the case for practical skills is strong. Many young people leave education unable to budget, understand a contract or file a tax return, and this gap can lead to debt and stress in adult life. A short, well-designed course in financial literacy could therefore have a lasting and tangible benefit, arguably greater than that of some rarely used academic content.

On the other hand, traditional subjects are not merely abstract. Mathematics underpins the very budgeting skills cited above; literacy is required to read any contract; and science and history develop the critical reasoning that protects people from financial scams and misinformation. Removing these foundations would undermine the practical competence reformers claim to want. Moreover, academic study keeps career options open, whereas narrowly practical training can limit them.

In my view, the sensible solution is integration rather than replacement. Life skills can be embedded within existing subjects — teaching percentages through real budgets, for example — so that students gain practical confidence without sacrificing intellectual depth.

In conclusion, although practical skills are undeniably valuable and currently neglected, they should complement rather than displace academic education. The most effective curriculum prepares students for daily life and for further learning at the same time.

Why Band 9: clear position held consistently; both sides developed with specific reasoning, not just lists; sophisticated linking; a precise conclusion that answers “to what extent”. 287 words.

Essay structure you can reuse

P1 Paraphrase the question + state your clear position.

P2 Strongest argument for one side + an example.

P3 Strongest argument for the other side / your side + an example.

P4 (optional) Your nuanced view / solution.

P5 Conclusion: restate position, no new ideas.

Band tip: examiners reward a position you commit to. “It depends” with no stance limits you to Band 6 for Task Response.

04

Speaking

The Speaking test is an 11–14 minute face-to-face interview in three parts. It is the same test for Academic and General.

Part 1 · Interview (4–5 min)

Familiar topics — answer in 2–3 sentences

Let’s talk about your hometown. Where are you from?

Has it changed much in recent years?

Do you prefer mornings or evenings? Why?

How often do you use public transport?

Sample strong answer + why it works
Q: Do you prefer mornings or evenings?
Honestly, I’m much more of a morning person. I find I think most clearly just after I wake up, so I try to do anything demanding — like studying — before lunch. By the evening I’m usually too tired to concentrate, so I just relax.

Why it works: a direct answer, then a reason, then a contrast — extended naturally without memorised phrases. Aim for this length: never one word, never a speech.

Part 2 · Long turn (3–4 min)

Cue card

Describe a skill you would like to learn. You should say:
• what the skill is
• why you want to learn it
• how you would learn it
and explain how this skill would change your daily life.

You get 1 minute to prepare (make notes) and must speak for 1–2 minutes without interruption.

Model long turn + planning notes

Notes (1 min): skill = cooking properly / why = health + independence + social / how = classes + videos + practise weekly / change = save money, healthier, host friends.

The skill I’d most like to learn is how to cook properly — not just basic survival food, but real, balanced meals. At the moment I rely far too much on takeaways, which is both expensive and not very healthy.

I want to learn it for a few reasons. The main one is health: I’d have much more control over what I eat. But there’s also an independence side — I find it slightly embarrassing that I can’t cook for myself at my age — and a social side, because I’d love to be able to invite friends over for dinner.

As for how, I think I’d combine a short evening course with online videos, and then force myself to cook at least three times a week so it becomes a habit rather than a one-off.

If I actually learned it, it would change my daily life quite a lot. I’d save a surprising amount of money, I’d almost certainly be healthier, and meals would become something I look forward to rather than just grab on the way home.

Why it works: covers all four bullets, uses the planning notes loosely, and keeps a natural spoken rhythm with fillers like “as for how”. ~1 min 50 sec spoken.

Part 3 · Discussion (4–5 min)

Abstract questions linked to Part 2

Why do some people find it harder to learn new skills as adults?

Should schools focus more on practical or academic skills?

Do you think online learning will replace traditional classes?

How to reach Band 7+ in Part 3

1 Give an opinion, then justify it with a reason and an example.

2 Use “hedging” language: it tends to, generally speaking, in many cases.

3 Show both sides before concluding: On the one hand… that said…

4 Don’t fear thinking time: That’s an interesting question — I suppose…

Band tip: Part 3 measures ideas and range, not “correct” answers. A developed opinion beats a short “right” one every time.

Quick band-score guide

5 Communicates but with frequent breakdowns and limited range.

6 Generally effective; some errors and hesitation; can keep going.

7 Fluent with only occasional repetition; flexible vocabulary; mostly accurate complex grammar.

8 Wide, natural, well-controlled language; rare slips that don’t affect meaning.

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