Diagnostic skills check
A short, honest snapshot of your Reading, Listening, grammar and vocabulary, Writing and Speaking, followed by a clear guide to what your results mean and where to focus first.
By the end of this lesson you will be able to:
- Complete a short diagnostic in all four skills plus grammar and vocabulary under realistic conditions
- Interpret your results as indicative levels, not exact bands
- Identify the specific causes of lost marks and the Abroadway lessons that fix them
- Turn your results into a focused plan for the next four weeks
How to take the diagnostic
- 1
Find a quiet 25–40 minutes
Headphones for the Listening, your phone on silent and in another room. If you can’t finish in one sitting, complete one whole part at a time; don’t stop in the middle of a part.
- 2
Part 1: Reading (10 minutes)
One short academic passage with 7 questions: True/False/Not Given and sentence completion. Time yourself strictly.
- 3
Part 2: Listening (about 5 minutes)
A Part 1-style phone conversation with 6 questions. Play it once only, as in the real test, and use the reading time before it to look at the questions.
- 4
Part 3: Grammar and vocabulary (6 minutes)
12 quick questions on the grammar and words that affect every band.
- 5
Part 4: Writing (15 minutes)
A shortened Task 2 opinion essay of at least 120 words. Don’t compare with the model answer until you have finished.
- 6
Part 5: Speaking (about 4 minutes)
Four Part 1 questions. Answer aloud, with speech recognition, as if an examiner were sitting opposite you.
- 7
Then read the guide to your results
Write down your scores as you go: Reading /7, Listening /6, Grammar and vocabulary /12, plus your Writing and Speaking self-checks.
Part 1: Reading
Work at exam pace. The timer is a guide — it won't stop you.
Part 2: Listening
6 questionsA student phones a public library to join and book an introductory tour.
Recording
🎧 Read the questions first, then play the recording once — just like the real test. You can replay it after checking your answers.
Questions 1–5
Complete the form below.
Write ONE WORD AND/OR A NUMBER for each answer.
Westbrook Central Library: New Member Form
| First name: | Nadia |
| Surname: | |
| Membership type: | |
| Annual fee: | £ |
| Main borrowing interest: | books about |
| Introductory tour: | Saturday at |
Question 6
Choose the correct letter, A, B or C.
How will Nadia get her library card?
Part 3: Grammar and vocabulary
12 questions- 1
I ___ in Chattogram since 2019.
- 2
___ University of Dhaka is one of ___ oldest universities in Bangladesh.
- 3
The number of international students in Canada increased sharply. (have / has)
- 4
Find and correct the mistake:
She don't like travelling on crowded buses.
- 5
Find and correct the mistake:
There are many informations about scholarships on the website.
- 6
My sister is very interested ___ studying medicine abroad.
- 7
Dhaka is much than Rajshahi. (crowded – use the comparative form)
- 8
If I ___ more free time, I would read more novels.
- 9
Find and correct the mistake:
The new bridge was build in less than four years.
- 10
The government must ___ urgent action to reduce air pollution.
- 11
The match was postponed because of heavy rain. ‘Postponed’ means:
- 12
Match each academic word to its meaning.
significantdeclineapproximatelyconsequencesufficient
Answer every question to check.
Writing Task 2 practice
120+ words · 15 minWrite about the following topic:
Some people think that students should study online at home rather than attend classes in person.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 120 words. (This is a shortened diagnostic task. In the real test, Task 2 needs at least 250 words in about 40 minutes.)
Self-check before submitting
- ☐ States a clear opinion (agree, disagree or partly agree) in the introduction
- ☐ Gives at least two reasons, each explained or supported with an example
- ☐ Organised in paragraphs: introduction, body paragraph(s) and a short conclusion
- ☐ Uses linking words accurately (however, for example, as a result) without overusing them
- ☐ Paraphrases the question instead of copying it
- ☐ At least 120 words
- ☐ Grammar checked: articles, subject–verb agreement, plurals and tenses
Speaking Part 1 practice
4 questions · up to 45s eachDo you work, or are you a student?
Listen to the question, then record your answer.
Tips for a band 7+ answer
- • Aim for two to four sentences per answer: a direct answer, a reason, and an example or detail.
- • Don’t pause to plan perfect sentences. Natural fillers such as ‘Well…’ or ‘Let me think…’ are fine in small amounts.
- • After answering, read the speech-recognition transcript. Words it misheard may point to pronunciation problems, such as word stress or the /v/–/b/ and /z/–/dʒ/ sounds.
- • Self-check: Did you answer every question directly? Did you extend each answer? Did you use at least one less common word or phrase? Did you stop for long silences?
Reading your results
Add up your scores:
- Reading: ___ / 7
- Listening: ___ / 6
- Grammar and vocabulary: ___ / 12
- Writing: how many of the 7 checklist points did your answer meet?
- Speaking: how many of the 4 self-check questions could you answer ‘yes’ to?
This diagnostic is short, so treat it as a compass, not a scale. It tells you the direction to travel, not your exact band. A full mock test (40 questions per section) gives a much more reliable picture, and your first weekly mock will set your starting predicted band. What this check can tell you reliably is:
- Your relative strengths. Which skill is clearly weaker than the others?
- The type of mistakes you make. That matters more than the number of mistakes.
What your scores suggest (indicative only)
| Part | Strong | Developing | Priority |
|---|---|---|---|
Reading (/7) | 6–7: on track for 6.5+ if you can keep this accuracy across 40 questions and 60 minutes | 4–5: typical of about 5.5–6.0; usually TFNG logic or paraphrase | 0–3: build reading speed and vocabulary first; start with the paraphrasing and skimming/scanning lessons |
Listening (/6) | 5–6: good accuracy in Part 1 style tasks; test yourself on Parts 3–4 next | 3–4: usually distractors, spelling or numbers | 0–2: start with predicting answers and Part 1 spelling and numbers |
Grammar and vocabulary (/12) | 10–12: a solid base; focus on range (complex sentences, collocation) | 7–9: some systematic errors that will cap Writing and Speaking at around 6 | 0–6: grammar is your foundation priority; daily grammar lessons plus flashcards |
Writing (checklist /7) | 6–7: a clear position with developed reasons; now work on precision and range | 4–5: often an unclear position, thin development or copied wording | 0–3: start with essay structure and the Task 2 question types |
Speaking (self-check /4) | 4: fluent, extended answers; work on pronunciation and less common vocabulary | 2–3: answers too short or long pauses | 0–1: daily speaking practice; start with extending Part 1 answers |
Where you lost marks → where to go next
| If you… | The likely cause | Start with this lesson |
|---|---|---|
chose FALSE for Q3 (Reading) | Confusing ‘no information’ with ‘contradicts’ | Reading: True / False / Not Given |
missed Q5–7 (Reading) or chose the wrong form | Not checking the grammar of the gap; not locating paraphrase | Reading: Spotting paraphrase and synonyms |
wrote ‘Chowdury’ (Q1, Listening) | Spelling under pressure | Listening: Part 1: forms, names and spelling |
wrote 25 or 10.00, or chose C (Listening Q3, Q5, Q6) | Falling for distractors: the speaker changes the answer | Listening: Distractors: when speakers change their minds |
missed the tense, article or agreement questions | Systematic grammar errors | Grammar: Tense accuracy / Articles / Subject–verb agreement |
missed the collocation questions (take action, interested in) | Learning single words instead of chunks | Vocabulary: Word formation and collocation |
had no clear opinion in your essay | Task Response: position not stated | Writing Task 2: Introductions and thesis statements |
gave one-sentence speaking answers | Not extending answers | Speaking: Part 1: extending your answers naturally |
Writing self-check: compare with a typical band 5.5 answer
Typical band 5.5 (extract)
Nowadays online study is very popular. Some people think students should study online at home rather than attend classes in person. I agree and disagree with this.
Firstly, online study is very good because student can save the time. They don't need to go to university in traffic jam. Also it is cheap. But some student can not concentrate in home. So class is better for them...
What the band 7.5+ model does differently
- Clear position: ‘I largely disagree with this view’, not ‘I agree and disagree’.
- Paraphrases the question instead of copying a whole sentence.
- Develops each reason: why face-to-face teaching helps (the teacher notices confusion and adjusts).
- Specific example: a student in Kurigram following lectures from Dhaka.
- Accurate grammar: articles and plurals (‘students’, ‘a quiet place’), with no sentences starting with ‘So’ or ‘But’ as fragments.
- Concise conclusion that repeats the position in new words.
Count how many of these features your answer has. Missing a clear position or developed reasons usually limits Task Response to band 5–6, whatever your vocabulary is like. That is the first thing to fix.
Turn your results into a 4-week focus
- 1
Name your weakest skill
Choose the one part where you were clearly lowest. University requirements set a minimum in every section, so your weakest skill decides whether you get in.
- 2
Name your top two mistake types
Use the table above, for example ‘NOT GIVEN vs FALSE’ and ‘articles’. Write them at the top of your error log.
- 3
Follow your daily plan, and add one targeted lesson
Abroadway’s plan already interleaves every module. Your quiz scores from this lesson are part of the mastery data it uses. On top of the plan, add one lesson a week from the ‘start with this lesson’ column.
- 4
Take your first weekly mock
It gives you a full-length baseline and your first predicted band. Compare it with this diagnostic: do the same weaknesses show up?
- 5
Re-check in four weeks
Redo the parts of this diagnostic you found hardest without looking at your old answers, and compare your mistake types, not just your score.
Check your understanding: using your results
7 questions- 1
Tahmid scored Reading 6/7, Listening 2/6, Grammar and vocabulary 11/12. His university needs no band below 6.0. What should he prioritise first?
- 2
Mim answered FALSE to Reading Q3 (‘Air conditioners are now the biggest single source…’). What does this mistake most likely show?
- 3
This diagnostic is short, so treat it as a compass, not a scale. It tells you the direction to travel, not your exact band. A full mock test gives a much more reliable picture.
The diagnostic gives you an accurate IELTS band for each skill.
- 4
Which TWO are the most useful next steps after this diagnostic?
Select 2.
- 5
In the Listening, you wrote 25 for the annual fee. What does this mistake reveal?
- 6
Put the steps for using your diagnostic results in a sensible order.
Drag the cards (or use the arrows) into the correct order.
- 1Add targeted lessons to your daily plan
- 2Find your two most frequent mistake types
- 3Add up your scores for each part
- 4Take a full mock and re-check in four weeks
- 5Identify your weakest skill
- 7
Your diagnostic essay was 95 words. In the real test, what is the main risk of writing under the word limit?
Answer every question to check.
Key takeaways
Vocabulary from the diagnostic
Saved as flashcards with a free accountphenomenon
noun (plural: phenomena)/fəˈnɒmɪnən/
A fact or event that can be observed, especially one that is unusual or studied scientifically.
প্রপঞ্চ / ঘটনা
The urban heat island effect is a well-documented phenomenon.
absorb
verb/əbˈzɔːb/
To take in heat, light, liquid or information.
শোষণ করা
Dark roads absorb heat during the day and release it at night.
vegetation
noun/ˌvedʒəˈteɪʃn/
Plants in general, especially those found in a particular area.
উদ্ভিদ / গাছপালা
The loss of vegetation makes cities hotter.
insulation
noun/ˌɪnsjuˈleɪʃn/
Material or a layer that stops heat, cold or sound from passing through.
তাপ-নিরোধক আবরণ
Green roofs provide insulation as well as cooling.
enforce
verb/ɪnˈfɔːs/
To make sure that people obey a law or rule.
বলবৎ / কার্যকর করা
Critics say green-space rules are difficult to enforce.
postpone
verb/pəˈspəʊn/
To move an event to a later time.
স্থগিত করা
The exam was postponed because of the floods.
sufficient
adjective/səˈfɪʃnt/
Enough for a particular purpose.
পর্যাপ্ত
Fifteen minutes is not sufficient for a full Task 2 essay.
Keep your progress
You've completed 0 of 6 activities. A free Abroadway account saves your scores, turns new vocabulary into flashcards and builds a daily plan around your target band, with a full mock exam every week.