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IELTS GUARDIAN · DIAGNOSTIC TEST

The 4-skill diagnostic

Five sections, about an hour. Everything happens on this page — nothing to download, nothing to email. Your answers save automatically as you go, so you can close the tab and come back to it later on the same device and browser.

When you submit, your Reading and Listening are marked immediately and you'll see the pattern in what you got wrong. Your Writing and Speaking take a little longer, and I'll follow up personally after I've looked at them myself.

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What you'll complete

SECTION 1About you
SECTION 2Reading
SECTION 3Listening
SECTION 4Writing
SECTION 5Speaking
SUBMITOne button
Section 1 · About 5–10 minutes

About you — 11 short questions

This is the context I use to make sense of everything else. Short answers are fine. Honest answers matter more than complete ones.

Question 1

What's your last IELTS score? (Or your estimate if you've never sat one.)

Include the individual section scores if you have them — Speaking, Writing, Reading, Listening.

Question 2

What band score do you need? And what do you need it for?

University, immigration, professional registration. The "what for" tells me whether you need Academic or General Training.

Question 3

When's your next test, or when do you need to be ready by?

Rough is fine — "in 3 months" or "before September".

Question 4

Which skill is hurting your overall score the most right now?

If you don't know, pick the one that scared you most last time.

Question 5

In your own words — what do you think is actually going wrong?

This is the most important question on the page. Don't worry about technical terms. Say what it feels like. "I freeze when the examiner looks at me." "I run out of time on Reading every single test." "I have no idea what makes my writing weak." Whatever's true.

Question 6

How much time per week can you realistically spend on IELTS prep?

Honest, not aspirational. Six consistent hours beats twenty one week and none for three weeks after.

Question 7

Have you taken IELTS prep before? Courses, tutors, apps, books?

If yes — what worked, what didn't, and why do you think it didn't?

Question 8

What happens to you under exam pressure?

Freeze, rush, blank, panic, overthink, or perform fine? This matters more than most people realise. For a lot of students it's half the problem.

Question 9

What language do you speak at home? What else have you studied?

First-language patterns show up in grammar, pronunciation and sentence structure in fairly predictable ways. Knowing yours helps me read your samples properly.

Question 10

Are you interested in self-study modules, one-to-one coaching, or not sure yet?

No wrong answer, and "not sure" is genuinely fine. I'll recommend whatever fits your situation, not whatever costs more.

Question 11

Anything else you want me to know?

Optional. Study difficulties, test anxiety, how you learn best, work or family pressure — anything that might change the advice I give you. Share only what you're comfortable sharing.

Section 2 · About 18 minutes

Reading — Passage 3 level

One academic passage, 11 questions, three question types you'd meet in Passage 3. Don't look anything up — I need to see your real working pattern, not your best possible score.

18:00 Start it when you begin reading. If you go over, keep going and finish anyway — how long you actually take is one of the most useful things this test tells me.

Don't: use a dictionary, translator, or AI tool. Don't look up words you don't know.

Do: mark the keywords in each question before you scan. Skip and come back if something's taking too long.

The Memory of Materials

A. For most of the twentieth century, engineers worked with a simple assumption: a material, once shaped, would retain that shape unless deliberately altered. This view was challenged in 1932 when the Swedish researcher Arne Ölander observed that an alloy of gold and cadmium, when bent and then heated, returned to its original form. The discovery was initially treated as a laboratory curiosity. Ölander himself believed the phenomenon was too unstable to have any practical application, and the scientific community largely agreed with him for the next three decades.

B. Interest revived in the 1960s when researchers at the United States Naval Ordnance Laboratory accidentally rediscovered the effect in a nickel-titanium alloy. The material, later named Nitinol, exhibited the same "memory" behaviour but at temperatures and pressures that made it commercially viable. The development was significant because Nitinol could be deformed at one temperature and then return to its programmed shape at another, often body temperature. By the late 1970s, the medical industry had begun to recognise that this property could transform certain surgical procedures, although clinical adoption remained slow due to manufacturing cost and uncertainty about long-term biological compatibility.

C. The medical breakthrough came in the form of vascular stents — small mesh tubes inserted into arteries to keep them open. Conventional stainless-steel stents required difficult positioning procedures and frequently caused inflammation. Nitinol stents could be compressed into a narrow delivery catheter and then expand to their programmed shape once placed inside the body. The result was a significantly less invasive procedure with measurably better long-term outcomes. By 2005, Nitinol stents had become the dominant choice in most cardiovascular interventions across high-income healthcare systems.

D. Beyond medicine, shape-memory alloys have found applications in fields as diverse as aerospace, robotics, and consumer electronics. In aircraft engineering, the materials are used in components that must adjust their shape during flight — for example, in adaptive wing surfaces that reduce drag at different speeds. In robotics, particularly in soft robotics, shape-memory wires function as artificial muscles, contracting when heated and relaxing when cooled. Consumer applications include eyeglass frames that return to their original shape after being bent, and even some clothing fasteners. However, despite this range of uses, the overall market for shape-memory materials remains relatively small compared with conventional engineering metals.

E. Recent research has expanded the concept beyond metals. Shape-memory polymers — plastics that can remember and return to a programmed shape — have been developed since the early 2000s. These polymers offer several theoretical advantages over their metallic counterparts: they are lighter, generally cheaper to produce, and can be programmed to respond to a wider variety of triggers, including light, moisture, and pH changes, rather than only temperature. Whether these advantages translate into widespread commercial use remains an open question. Many shape-memory polymers are still confined to research laboratories, and those that have reached the market often face the same barriers to scaling that initially slowed the adoption of Nitinol.

F. One emerging area where shape-memory polymers show particular promise is in self-healing structures. A material that can deform under stress and then return to its original shape effectively repairs itself, at least within certain limits. Researchers at several European universities are investigating whether such polymers could be used in building components, allowing structures to recover from minor damage caused by earthquakes or thermal cycling. Early laboratory results have been encouraging, although it has been argued that the leap from controlled experiments to real-world construction will require considerably more development than current funding allows.

G. The broader significance of shape-memory materials may lie not in any single application but in what they suggest about the future of engineering. For most of human history, the materials we built with were essentially passive — they did what we shaped them to do, and nothing more. Shape-memory materials represent the early stages of a different category: materials that respond, that adapt, that remember. Whether or not the current generation of these materials finds widespread commercial use, the underlying principle has begun to influence how engineers think about design. The question is no longer simply what a material can do, but what it can be programmed to do.

Questions 1–4 · Matching Headings

The passage has seven paragraphs, A–G. Choose the correct heading for paragraphs B, C, E and F from the list below. Not every heading is used.
List of Headings
  1. A new conceptual framework for engineering design
  2. An accidental rediscovery enables practical use
  3. The original observation and its dismissal
  4. A medical application transforms surgical practice
  5. Cost barriers preventing mass production
  6. An expanding range of polymer-based variants
  7. The promise of materials that repair themselves
  8. Established and emerging non-medical applications
Q1. Paragraph B
Q2. Paragraph C
Q3. Paragraph E
Q4. Paragraph F

Questions 5–8 · Yes / No / Not Given

Do the following statements agree with the claims of the writer? Write:
YES if the statement agrees with the writer's claims
NO if the statement contradicts the writer's claims
NOT GIVEN if it is impossible to say what the writer thinks
Q5. Arne Ölander believed his 1932 discovery would eventually have important practical uses.
Q6. Nitinol stents have completely replaced stainless-steel stents in cardiovascular procedures.
Q7. The market for shape-memory materials is smaller than that of conventional engineering metals.
Q8. Research into shape-memory polymers deserves more funding than it currently receives.

Questions 9–11 · Summary Completion

Complete the summary below using NO MORE THAN TWO WORDS from the passage for each answer.
Shape-memory polymers offer some advantages over metallic shape-memory materials. They are lighter, less expensive to manufacture, and can be triggered by a broader range of conditions — including light and moisture as well as changes in (9) — rather than temperature alone. Some researchers are exploring whether such polymers could be used in (10) , allowing structures to recover from minor damage. However, it has been argued that moving beyond the laboratory would require more development than current (11) permits.
Section 3 · About 8 minutes

Listening — Section 4 lecture level

One academic lecture of about five minutes, then eight questions. Take notes if you want to.

Play it once. Don't replay, even if you miss something. How you handle imperfect recall is exactly what the real exam tests.

Answer afterwards. The questions are below the player.

Lecture: The Rebound Effect in Energy Consumption

Press play once. I'll know if you replayed it — the page counts plays — and that's fine, but it changes what the result means.

Questions 1–5 · Note Completion

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

Direct rebound — example: home heating
• New efficient boiler saves around (1) on the heating bill
• UK research: up to (2) of savings absorbed by longer hours / higher temperature

Indirect rebound
• Money saved gets spent on other things — those things also have an energy (3)
• Difficult to measure because consumer behaviour is (4)

Khazzoom-Brookes postulate
• First proposed in the (5)

Questions 6–8 · Sentence Completion

Complete the sentences. Write NO MORE THAN TWO WORDS for each answer.
Q6. Most empirical studies place the direct rebound effect at between 10% and of expected energy savings.
Q7. The lecturer suggests efficiency policies are more effective when combined with such as carbon taxes.
Q8. Without combining efficiency policies with other mechanisms, they are unlikely to deliver the reductions that climate targets require.
Section 4 · About 15 minutes

Writing — academic opinion paragraph

One Task 2-style prompt. Write a single paragraph of 150–200 words in the box below.

15:00 Start it before you read the prompt. Going over doesn't disqualify anything — I just need to know it happened.

Don't use AI, Grammarly, or any writing assistant. A polished sample tells me nothing I can use. Your real writing tells me everything.

Write it in one go the way you would in the exam, rather than drafting and rewriting.

Prompt

"Some people believe that working from home permanently is a positive development for both employees and employers. Others argue that regular face-to-face contact is necessary for effective work and a healthy workplace culture."
What is your opinion? Write one well-developed academic paragraph: state your view, give one main reason supported by an example, and briefly acknowledge the opposing view.
0 words
Section 5 · About 5 minutes

Speaking — Part 2 story and Part 3 opinion

Two recordings, made right here on this page. Nothing to save, nothing to attach.

Find somewhere quiet and allow the page to use your microphone when your browser asks.

Don't script it first. Read the prompt, take the planning time, then speak. A rehearsed answer hides the exact thing I'm looking for.

You can re-record if something goes badly wrong — but resist the urge to do it three times. The first attempt is the honest one.

Part 2 · Cue card

Describe a time when you had to make a difficult decision.
You should say:
  • what the decision was about
  • when you had to make it
  • what made the decision difficult
and explain how you feel about the decision now, looking back.

Take 1 minute to plan, then speak for up to 2 minutes. Don't stop early. If you finish your story, keep going — add detail, reflection, or a comparison.
0:00 Not recorded yet
Microphone not working? Record on your phone instead and upload the file here.

Part 3 · Follow-up question

Do you think young people today face more difficult decisions than people did in previous generations? Why or why not?
Speak for 1–2 minutes. Give your opinion, explain your reasoning, and add an example or comparison. Try to talk about young people in general rather than only about yourself.
0:00 Not recorded yet
Microphone not working? Record on your phone instead and upload the file here.

Send it to me

One button. Your Reading and Listening are marked straight away and you'll see the results below. Your Writing and Speaking go for analysis, and I'll follow up personally once I've been through them myself.

What your Reading and Listening show

Marked automatically, the moment you submitted. Writing and Speaking take longer — those are with me.