IELTS Actual Test at BC & IDP 16.09.2017

IELTS Actual Test at BC & IDP 16.09.2017

Task 1:

The maps below show the village of Stokeford in 1930 and 2010.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

» Write at least 150 words.



The illustrations reveal the town of Stokeford in the years 1930 and 2010. Overall it can be clearly seen that this village experienced tremendous residential growth between 1930 and 2010.

In 1930 Stokeford had farmland in the northeast from near the bridge down to the gardens in the center of town. Farmland also stretched from the southwest bordering the river to the west up to the gardens and post office which were both centrally located. There were shops just north of the post-office and some residential areas north of those as well as south of the post office.

In 2010 all of the farmland and the shops had been replaced by residential settlements. The large house that was in the central garden area had been expanded and transformed into a retirement home and the gardens were shrinked. The primary school just north of the garden expanded as it was now surrounded by more houses and new neighborhoods. In a nutshell, the town of Stokeford change from a rural farming community to a mainly residential community.



Task Achievement – 9

Coherence & Cohesion –  8

Lexical Resource –  8

Grammatical Range & Accuracy – 7


All requirements of the task are covered in full. Nothing of any significance could be added to improve the response.

All aspects of cohesion were well managed. There was a wide range of cohesive devices [north of those…as well as | as it was now surrounded]. There could have been a little more clarity in the second paragraph.

Lexical resource was wide in range and with precision [tremendous residential growth | transformed | rural farming community]. There were rare errors of word form [shrinked] and use [had farmland from near the bridge down] that could have been improved.

There was a wide range of structures, but the majority of sentences were not error free on account of punctuation omissions [In 2010 all of the farmland].

Task 2: Students leave high school without learning the way how to manage their money. What are the reasons and solutions of this issue?


Learners graduating from high school have been found to lack money management skills and many individuals and groups seek answers as to why this is and how it might be remedied. In this essay I will elaborate on some of the explanations as to why this may be as well as offer some insight into helping to address this phenomena.

There are several possible reasons of why high school does not teach or train students how to organize their finances. First of all, high schools are not under any obligation to teach students how to effectively deal with their finances. Their obligations are in ensuring learners absorb adequate knowledge and display their skills in math, languages, science, physical education, and more but not fiscal matters. Furthermore, there are no money management courses in a typical high school and certainly not any that I have heard of. From my experience, I only learned about money from my family and occupations and basically nothing in school.

Although this conundrum is an ongoing issue, there are simple solutions that could be implemented. To begin with, the solutions could include governments passing legislation to force high schools to include courses and classes on fiscal matters. Governments do this on many other matters including health and safety so this is highly possible. Moreover, parents and communities need to put pressure onto high schools to educate their students on money matters. Citizen taxes contribute to public high school budgets, therefore parents could demand that capital management be included in the curriculum and this could be brought up at parent teacher meetings.

In summary, money management are currently missing in most high school curriculums and could easily and realistically be added into them. If these simple and practical steps are taken, students may have brighter economic futures and society as a whole may indeed benefit monetarily. 



Task Response – 9

Coherence & Cohesion –  9

Lexical Resource –  9

Grammatical Range & Accuracy – 8


There is a clear position that is well-developed and elaborated throughout the response. Nothing could be added to improve the essay.

All aspects of cohesion are managed appropriately, including paragraphing, and sequencing of ideas and sentences. Cohesive devices are wide in range [Furthermore | certainly not any | To begin with | and this].

Vocabulary is used flexibly and precisely throughout, with very effective style and collocation [fiscal matters | benefit monetarily]. There are very rare mistakes [citizen taxes] that have virtually no effect on the message.

Grammatical structures are wide in range and used accurately [Although this conundrum is an ongoing issue | students may have brighter economic futures]. There were occasional errors of grammar or omissions in punctuation [therefore parents].