One potential drawback for candidates used to being able to prepare for a language test by rote learning vocabulary and rules of grammar while standing on a crowded train is the fact that IELTS does not lend itself to this form of preparation. Of course, preparation courses and materials are available, as are practice test books, and these are very valuable means of helping candidates become familiar with the format of the test, particularly the Listening and Reading tests. However, preparation for direct tests of writing and speaking should really involve other people; for guidance and feedback in the case of the former, and as interlocutors in the latter. According to Cambridge, in preparing for their exams, candidates develop skills they need to make practical use of the language, and I would argue by extension that by using the language, whether at work, academically, or socially, candidates are preparing for the exam. (Nick Boddy The Revision of the IELTS speaking test)

So there you have it: prepping for major ESL exams should move beyond your memory and hours of book work. If the test is any good at all – it should look into how well you fare in real life. You vs another person. You vs a job interview. You and your presentation vs your audience.

We’re in the middle of prepping two clients for the KET and the IELTS. Both prep courses are using Cambridge prep material. But I totally agree with Boddy’s point: the books just won’t be enough. A strong connection to life outside the book is a must. Can you REALLY use this stuff when you need to? Or are you only good at negotiating mock test formats?

I guess to sum this all up: Bad test prep: follow your test prep guide to a T. March through your course from cover to cover. Answer all the questions, and never – EVER – deviate. Afterall, the coursebook knows what your student needs to succeed. Stepping out of that structure will lead your student to certain failure.

How You Should Help Your Student Prepare

It’s not ONLY about the book. Focus on skill development. Today, more and more Cambridge and ETS exams are being mapped to guage actual skill development – like what the CEFR , alte.org and Canadian Language Benchmarks describe. So instead of working with students around finishing their book on schedule (and yes that’s important) you should be looking and paying more attention to how well he/she can ” describe themselves their family and other people.” (KET Spoken Interaction skill requirement) for example.