The 4-skill diagnostic test
Work through the five sections below in order. The whole thing takes about an hour. You can pause and come back — just open this page again in your browser. When you're done, send everything to me in one email using the submission instructions at the bottom.
What you'll complete
About you — 11 short questions
Context I use to interpret your skill samples. Short answers are fine. Honest answers matter more than complete ones.
How to record your answers: Download the submission document below. Fill in your answers directly in the document as you work through each section. When you've finished all five sections, attach the document to your submission email.
Diagnostic submission document (Word)
Pre-formatted with all 5 sections, all questions, and answer spaces. Type directly into it, save, and attach to your email.
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.
What band score do you need? And what do you need it for?
University application, immigration, professional registration, etc. The "what for" matters because it tells me whether you need Academic or General Training.
When's your next test? Or when do you need to be ready by?
Even a rough timeline helps — "in 3 months" or "before September" is fine.
Which skill is hurting your overall score the most right now?
Speaking, Writing, Reading, or Listening. If you don't know, pick the one that scared you most last time.
In your own words — what do you think is actually going wrong?
This is the most important question. Don't worry about technical terminology. Say what it feels like. "I freeze when the examiner looks at me." "I run out of time on Reading every test." "I have no idea what makes my writing weak." Whatever's true.
How much time per week can you realistically spend on IELTS prep?
Honest answer — not aspirational. Six hours of consistent weekly work beats twenty hours one week and none for three weeks after.
Have you taken IELTS prep before? Courses, tutors, online programs, books?
If yes, what worked, what didn't, and why do you think it didn't?
What happens to you under exam pressure?
Do you freeze, rush, blank, panic, overthink, or perform fine? This matters more than most people realise — it's often half the problem.
What language do you speak at home? And what other languages have you studied?
This helps me understand common first-language patterns — in grammar, pronunciation, vocabulary, and sentence structure — that often affect IELTS performance.
Are you interested in self-study modules, one-on-one coaching, or are you not sure yet?
No wrong answer. "Not sure" is fine. I'll recommend whatever fits your situation, not whatever costs more.
Anything else you want me to know?
Optional. Examples might include: study difficulties, test anxiety, learning preferences, family or work pressure, or anything else that might affect the advice I give you. Share only what you're comfortable sharing.
Reading — Passage 3 level
One academic passage with 11 questions across three Passage 3 question types. Don't look anything up — we want to see your real working pattern.
Timer: Aim for 18 minutes total. Set a timer on your phone.
Don't: Use a dictionary, AI tool, or any reference. Don't look up words you don't know.
Do: Mark keywords in the questions before scanning the passage. Skip and return if a question is too hard.
Record your answers in your document — question number and answer for each. Example: "Q1: ii, Q5: NO, Q9: pH changes"
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
- A new conceptual framework for engineering design
- An accidental rediscovery enables practical use
- The original observation and its dismissal
- A medical application transforms surgical practice
- Cost barriers preventing mass production
- An expanding range of polymer-based variants
- The promise of materials that repair themselves
- 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
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
- Arne Ölander believed his 1932 discovery would eventually have important practical uses. __________
- Nitinol stents have completely replaced stainless-steel stents in cardiovascular procedures. __________
- The market for shape-memory materials is smaller than that of conventional engineering metals. __________
- Shape-memory polymers will inevitably succeed where Nitinol initially struggled. __________
Questions 9–11 · Summary Completion
Listening — Section 4 lecture level
One academic lecture (~5 minutes) followed by 8 questions. Take notes if you want. Don't replay the audio — we want to see your real-time processing.
Play the audio once. Listen carefully. You can take notes while listening.
Don't replay. Even if you missed an answer — we need to see how you handle imperfect recall, which is how the real exam works.
After the audio finishes, answer the 8 questions below. Record your answers in your document.
Lecture: The Rebound Effect in Energy Consumption
Click play once. Don't replay.
Questions 1–5 · Note Completion
Direct rebound — example: home heating
• New efficient boiler saves around (1) __________ on 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
- Most empirical studies place the direct rebound effect at between 10% and __________ of expected energy savings.
- The lecturer suggests that efficiency policies are more effective when combined with __________ such as carbon taxes.
- Without combining efficiency policies with other mechanisms, they are unlikely to deliver the __________ reductions that climate targets require.
Writing — Academic opinion paragraph
One Task 2-style prompt. Write a single academic paragraph (150–200 words) directly in your document.
Time yourself: 15 minutes total. Use a timer.
Don't use AI to write or edit your answer. Don't use Grammarly, ChatGPT, or any writing assistant. We need to see your real writing.
Length: 150–200 words. Single paragraph. Type directly into your document.
Prompt
Structure suggestion (not a template):
• Sentence 1: State your opinion clearly.
• Sentence 2-3: Give your main reason.
• Sentence 4-5: Support with a specific example.
• Sentence 6: Acknowledge the opposing view briefly.
• Sentence 7: Restate your position.
Speaking — Part 2 story + Part 3 opinion
Record yourself answering both prompts using your phone's voice recorder app or any recording tool. Total recording time: 3–4 minutes.
How to record: Open your phone's Voice Memos (iPhone) or Voice Recorder (Android), or use a laptop tool like QuickTime. Find a quiet spot.
Don't script your answer in advance. Read the prompt, take the planning time noted below, and speak naturally.
Save the audio file — you'll attach it to your submission email. If the file is too large for email, see the submission instructions at the bottom of this page.
Part 2 · Cue Card
- what the decision was about
- when you had to make it
- what made the decision difficult
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 comparison.
Part 3 · Follow-up Question
Submit your diagnostic
You're done. Send everything to me in one email and I'll write back within 5-7 days with your personalised report. Here's exactly what to include and how to send it.
- Your completed submission document (the .docx you downloaded earlier) — attach it to your email. It contains all your answers for Sections 1–4 plus the submission checklist.
- Your Speaking audio file — attach it to the same email. Most phone recordings are small enough to attach directly.
- If your audio file is too large to email — use WeTransfer instead (see the fallback option below).
Questions about the test? Email me at sean@ieltsguardian.com. I read every message myself.