Part 1 — Work & Study
Job-description vocabulary · daily-routine grammar (present simple, frequency adverbs) · answer-extension strategies · scoring techniques
1. Topic & Why It Matters
Work & Study is almost always the opening topic in Part 1. The examiner uses it to settle you in, but it is also where many candidates lose marks by giving one-word answers ("I'm a student.") or rehearsed sentences that sound unnatural.
This topic typically generates 4–6 questions spanning sub-areas: what you do, why you chose it, daily routines, colleagues/classmates, challenges, and future plans. Being prepared across all sub-areas is essential — the examiner can pivot from "What do you do?" to "Do you plan to change your career?" in a single breath.
Where marks are commonly dropped:
- Fluency & Coherence — short, choppy answers with long pauses; no linking between ideas; failing to develop an answer beyond one sentence.
- Lexical Resource — over-relying on the word work instead of collocations like carry out research, handle client queries, or juggle deadlines. Using "good" and "interesting" for every positive descriptor.
- Grammar — mixing up tenses when switching between "what I do" (present simple) and "what I've been doing" (present perfect continuous). Using present continuous for permanent situations.
- Pronunciation — swallowing the final consonant in words like job, field, based. Flat intonation that sounds like reading rather than speaking.
2. Scoring Strategy — How to Maximise Your Band
Part 1 is scored on the same four criteria as Parts 2 and 3. Here is how to target each criterion specifically in Work & Study answers:
3. Answer Frameworks
A framework gives you a reliable structure so you never freeze. For Part 1, your answer should be 3–5 sentences (20–40 seconds). Here are four proven frameworks:
4. Knowledge Points
Tense choices for talking about work/study
| Situation | Tense | Example |
|---|---|---|
| What you do regularly | Present simple | I teach English at a secondary school. |
| Ongoing situation started in past | Present perfect continuous | I've been studying engineering for three years. |
| Stable background fact | Present simple | My company designs software for banks. |
| Recent change | Present perfect | I've just switched to a new department. |
| How often you do something | Present simple + frequency adverb | I usually handle about twenty clients a week. |
| Temporary arrangement | Present continuous | I'm currently doing an internship at a law firm. |
| Past experience that led here | Past simple | I graduated from Beijing University in 2020. |
| Duration of current situation | Present perfect + for/since | I've worked here for about three years now. |
| Planned future change | Going to / Present continuous | I'm starting a master's degree next September. |
| Hypothetical career change | Conditional 2 | If I could start again, I'd probably study medicine. |
Frequency adverbs — position rules
- Before the main verb: I always start work at nine. / We rarely have team meetings.
- After to be: My schedule is usually quite hectic.
- At the start for emphasis (needs comma): Generally speaking, I prefer working from home.
- At the end for informal emphasis: I check my emails constantly. / We have meetings occasionally.
Frequency spectrum (from most to least)
Extending a basic answer (the 1-sentence trap)
Part 1 expects 2–4 sentences per answer. After your main point, add a reason, a contrast, or a small detail: "I work in marketing. Well, more specifically, I handle social-media strategy for a mid-sized tech firm, so most of my day involves writing copy and analysing engagement data."
Five ways to extend any Work/Study answer
| Strategy | Signal phrase | Example continuation |
|---|---|---|
| Add specificity | More specifically, … / To be exact, … | "…more specifically, I focus on digital campaigns for the Asian market." |
| Give a reason | mainly because … / the reason being … | "…mainly because I've always been fascinated by how languages work." |
| Add a contrast | although … / having said that, … | "…although it can be quite stressful during peak season." |
| Share a feeling | honestly, … / to be frank, … | "…honestly, it's one of the most rewarding things I've ever done." |
| Mention a consequence | which means … / so that's why … | "…which means I rarely have time for lunch during the week." |
Describing your job / field — levels of precision
Many candidates say "I work in a company" and stop. A high-band answer layers three levels of detail:
| Level | What to say | Example |
|---|---|---|
| 1. Industry / field | Name the sector | I work in the education sector / I'm in fintech. |
| 2. Role / title | Your specific position | I'm a curriculum designer / I'm a junior analyst. |
| 3. Daily reality | What you actually do day-to-day | I mainly design lesson plans and train new teachers. / I spend most of my time building data models. |
5. Vocabulary & Phrase Bank
A. Describing your role & workplace
| # | Expression | Meaning / use |
|---|---|---|
| 01 | be based at / in … | location of your work or campus |
| 02 | work for (a company) | employed by — more natural than 'work in a company' |
| 03 | be in charge of … | responsible for (a team, a project, an area) |
| 04 | report to (someone) | your direct manager / supervisor |
| 05 | collaborate closely with … | work together with (a team/department) |
| 06 | a nine-to-five job | a standard, regular office job |
| 07 | work in shifts / do shift work | rotating hours (morning/afternoon/night) |
| 08 | freelance / work freelance | be self-employed, work for various clients |
| 09 | work remotely / work from home | not in a physical office |
| 10 | work in a fast-paced environment | high-pressure, busy workplace |
| 11 | a start-up / a well-established firm | new company vs. long-running company |
| 12 | the private / public sector | commercial business vs. government |
B. Describing daily tasks & responsibilities
| # | Expression | Meaning / use |
|---|---|---|
| 13 | carry out research | formal: do research (avoids repeating 'do') |
| 14 | handle client queries | deal with questions from customers |
| 15 | juggle deadlines | manage several due-dates at once |
| 16 | on a day-to-day basis | as part of your regular daily routine |
| 17 | liaise with other departments | communicate and coordinate between teams |
| 18 | oversee a project | supervise/manage — implies authority |
| 19 | draw up proposals / reports | write and prepare formal documents |
| 20 | crunch numbers | do financial or data calculations |
| 21 | troubleshoot problems | identify and solve issues (tech/operational) |
| 22 | run workshops / training sessions | lead educational or instructional meetings |
| 23 | keep on top of things | stay organised and not fall behind |
| 24 | meet targets / hit KPIs | achieve performance goals |
C. Describing studies & academic life
| # | Expression | Meaning / use |
|---|---|---|
| 25 | pursue a degree in … | study towards a university qualification |
| 26 | major in … / minor in … | specialise / secondary subject (university) |
| 27 | sit an exam / take an exam | formally: do an exam |
| 28 | hand in assignments | submit coursework |
| 29 | do a dissertation / thesis | long research paper for your final year |
| 30 | attend lectures / seminars | go to classes (different formality levels) |
| 31 | a steep learning curve | something difficult to learn quickly |
| 32 | gain hands-on experience | learn by doing, not just theory |
| 33 | fit studying around work | manage both simultaneously |
| 34 | fall behind with coursework | not keep up with academic tasks |
| 35 | cram for exams | study intensively just before an exam |
| 36 | go on to do a master's / PhD | continue to postgraduate studies |
D. Feelings, attitudes & evaluations
| # | Expression | Meaning / use |
|---|---|---|
| 37 | be passionate about … | feel strongly interested in |
| 38 | find it rewarding / fulfilling | it gives you satisfaction |
| 39 | find it demanding / draining | it requires a lot of effort / exhausting |
| 40 | it's right up my street | it's exactly the kind of thing I like |
| 41 | I'm not cut out for … | I don't have the right qualities for |
| 42 | it's a dead-end job | no opportunity for promotion |
| 43 | job satisfaction | how happy you are with your work |
| 44 | feel burned out / burnt out | exhausted from overwork |
| 45 | it's second nature to me now | I can do it effortlessly through practice |
| 46 | have a good work-life balance | healthy division between work and personal time |
E. Schedule, workload & time
| # | Expression | Meaning / use |
|---|---|---|
| 47 | put in long hours | work for a long time |
| 48 | be on a tight schedule | have very little free time |
| 49 | be snowed under (with work) | be extremely busy |
| 50 | wind down after work | relax after finishing work |
| 51 | work overtime / do overtime | work beyond normal hours |
| 52 | take on extra responsibilities | voluntarily do more than your core role |
| 53 | have a heavy workload | lots of tasks to complete |
| 54 | clock in at nine / clock off at six | start/finish work (informal) |
| 55 | take time off / take a day off | not work on a particular day |
| 56 | be on a career break | temporarily not working (to travel, study, etc.) |
F. Vocabulary upgrades — replace generic words
| Instead of … | Try … | Example in context |
|---|---|---|
| good (job) | rewarding / fulfilling / stimulating | "It's a really rewarding career." |
| interesting | fascinating / intriguing / thought-provoking | "The subject matter is fascinating." |
| hard / difficult | demanding / challenging / gruelling | "The hours can be quite demanding." |
| boring | monotonous / tedious / mind-numbing | "The paperwork is a bit tedious." |
| busy | hectic / fast-paced / non-stop | "It's been pretty hectic this month." |
| nice (colleagues) | supportive / easy-going / down-to-earth | "My team is really supportive." |
| big (company) | well-established / multinational / leading | "It's a well-established firm." |
| do (work) | handle / manage / carry out / tackle | "I mainly handle marketing tasks." |
| learn | pick up / get the hang of / get to grips with | "I'm getting to grips with the new system." |
| like | be keen on / be drawn to / be into | "I've always been drawn to creative work." |
6. Describing Techniques — How to Talk About Different Sub-Topics
A. Describing what you do (job/studies)
Layer your description: field → role → daily reality → personal feeling. Don't just state your title — paint a picture of what your work actually looks like.
"I work in a company. I do marketing."
"I work for a tech company and I'm responsible for marketing activities."
"I work for a mid-sized tech firm — I'm a marketing coordinator, which basically means I handle everything from social-media campaigns to writing product copy. It's fast-paced but honestly quite stimulating."
B. Describing why you chose your field
Use narrative + emotion. Don't just say "I like it" — tell a mini-story of how you discovered your interest.
- "I actually stumbled into it by accident — I was originally planning to …"
- "It was my [parent/teacher/experience] that first got me interested in …"
- "I've always been drawn to … ever since I was young."
- "I chose it mainly because I wanted a career that would let me …"
- "Looking back, the turning point was when I …"
C. Describing your daily routine
Use time markers + frequency adverbs + vivid verbs to make a routine sound engaging rather than a boring list.
"I wake up at 7. I go to work at 8. I have lunch at 12. I finish at 6."
"My day usually kicks off around seven — I'll grab a coffee, skim through my emails, and then dive straight into whatever project I'm working on. Most mornings are pretty hectic because that's when we tend to have back-to-back meetings. By the afternoon, things settle down a bit, so that's when I get my best deep work done."
Key verbs for routines: kick off, get started, dive into, wrap up, wind down, head home, squeeze in (a workout/meal), fit in, get around to, slot in.
D. Describing colleagues / classmates
- "My colleagues are generally quite [supportive / laid-back / driven]."
- "I get along particularly well with my line manager, who's very approachable."
- "We have a pretty tight-knit team — we even socialise outside of work."
- "The atmosphere in the office is quite collaborative / competitive / relaxed."
- "Most of my classmates are really motivated, which pushes me to work harder."
E. Describing challenges at work/study
The examiner loves this sub-topic because it forces you to use more complex language. Structure: name the challenge → explain why it's hard → say how you cope.
"I'd say the trickiest part is managing my time effectively, especially during busy periods when there are multiple deadlines looming. What I tend to do is prioritise tasks by urgency and try to tackle the most demanding ones first thing in the morning when my concentration is at its peak."
Challenge vocabulary: demanding, overwhelming, daunting, a real headache, an uphill battle, trial and error, take its toll, keep me on my toes.
F. Describing future plans / career goals
- "In the long run, I'm hoping to move into [management / consulting / research]."
- "I'm actually considering going back to study — I've been toying with the idea of doing a master's."
- "If everything goes to plan, I'd like to set up my own business within the next five years."
- "My ultimate goal is to [work abroad / lead a team / contribute to …]."
- "I'm keeping my options open at the moment, but I'm leaning towards …"
7. Grammar Patterns
8. Pronunciation Focus
Final consonant clarity
Many candidates reduce or drop final consonants under exam pressure. This affects the Pronunciation score even when the content is excellent.
| Word | Common error | Target sound |
|---|---|---|
| field | /fiː/ | /fiːld/ — hold the 'l' and 'd' |
| based | /beɪ/ | /beɪst/ — clear 's' + 'd' cluster |
| work | /wɜː/ | /wɜːk/ — release the 'k' |
| project | /ˈprɒdʒe/ | /ˈprɒdʒekt/ — say the full '-ect' |
| asked | /ɑːs/ | /ɑːskt/ — keep the 'k' + 't' |
| managed | /ˈmænɪ/ | /ˈmænɪdʒd/ — don't drop the final '-dʒd' |
Stress pattern for job-title phrases
In compound job titles (software ENGINEER, project MANager, marketing DIrector), stress falls on the second noun or the first syllable of the role word, NOT the modifier.
Sentence stress — what to emphasise
In IELTS Speaking, sentence stress is crucial. Stress content words (nouns, main verbs, adjectives, adverbs) and reduce function words (articles, prepositions, auxiliary verbs).
"I WORK for a MID-SIZED tech FIRM — I'm a MARKETING coORdinator."
Bold = stressed. The unstressed words (for, a, I'm) are said quickly and with reduced vowels.
Intonation patterns for common structures
| Structure | Intonation | Example |
|---|---|---|
| Statement / fact | Falling ↘ | "I work in finance. ↘" |
| List (middle items) | Rising ↗ | "I handle emails ↗, meetings ↗, and reports ↘." |
| Contrast / concession | Rise-fall ↗↘ | "Although it's demanding ↗, I really enjoy it ↘." |
| Adding information | Level → then fall | "…which means → I rarely have free time ↘." |
Connected speech — linking sounds
Natural-sounding speech links words together. Practise these common connections:
- Consonant → vowel: "work_in" → /wɜːkɪn/, "based_in" → /beɪstɪn/
- Same consonant: "eight_teams" → one long /t/, "big_group" → one /g/
- Weak forms: "for" → /fə/, "to" → /tə/, "and" → /ən/
9. Common Pitfalls
10. Common Questions Bank & Strategy Notes
Below are the most frequently asked Part 1 Work & Study questions, grouped by sub-topic. For each, there's a strategy note on what the examiner is looking for.
A. Basic identification (always asked first)
B. Reasons & motivation
C. Daily experience
D. Future & change
E. Work-life balance & preferences
11. Practice Questions & Model Answers
Question 1: "Can you tell me a little about what you do?"
"Can you tell me a little about what you do — do you work or are you a student?"
Follow-up: "What's the most challenging part of your work / studies?"
Target length: 4–6 sentences · Target time: 30–45 seconds
"Sure, yeah. I'm currently based in Shanghai, and I work for a mid-sized logistics company — I'm a marketing coordinator, so, well, basically I handle everything from social-media campaigns to writing product copy. I've been in this role for about two years now, which honestly has been a bit of a steep learning curve at first, but I'm getting the hang of it. The trickiest part, I'd say, is juggling deadlines — we often have three or four campaigns running at the same time, so keeping on top of things can be pretty intense. But to be honest, that's also what I enjoy about it — it's never boring."
Question 2: "Why did you choose your subject?"
"Well, I'm majoring in computer science, and to be honest, it wasn't exactly a straightforward choice. I actually stumbled into it — I was originally thinking of studying business, but then I took a programming elective in my first semester and I was completely hooked. I think what drew me to it was the problem-solving aspect — you know, the feeling of building something from scratch that actually works. It's been a steep learning curve, especially the maths side of things, but I'd say it's right up my street because I've always been the kind of person who enjoys logical challenges."
Question 3: "Do you enjoy your work?"
"Yeah, on the whole, I find it pretty rewarding, actually. I'm a primary school teacher, so my day-to-day involves running classes, preparing lesson plans, and, well, basically trying to keep twenty-five seven-year-olds engaged — which, I can tell you, is no easy feat! The most fulfilling part is seeing the children make progress, especially the ones who struggle at first. Having said that, the workload can be pretty relentless — I often put in long hours marking and planning at weekends, which does take its toll after a while. But I wouldn't swap it for a desk job, that's for sure."
Question 4: "What does a typical day look like for you?"
"Well, my day usually kicks off around half eight — I'll grab a coffee, skim through my emails, and then dive straight into whatever project is most urgent. Most mornings are pretty hectic because we tend to have back-to-back client calls, so I barely have time to breathe, to be honest. But by the afternoon, things settle down a bit, and that's when I get my best deep work done — I find I'm more focused after lunch, oddly enough. I try to clock off by six, but I'd be lying if I said I didn't check my phone for work messages in the evening — it's a bad habit I'm trying to break!"
Question 5: "Would you like to change your career in the future?"
"That's a good question. I'm fairly content with where I am right now, but I wouldn't say I want to do the same thing forever. In the long run, I've been toying with the idea of going into consulting — I think the variety of projects would really suit my personality because I tend to get restless if I'm doing the same thing day in, day out. If everything goes to plan, I'd like to maybe gain a few more years of experience in my current role, then make the leap. But I'm also keeping my options open — you never know what opportunities might come along, right?"
12. Annotated Commentary
Analysis of techniques used across the model answers above:
"which honestly has been a bit of a steep learning curve at first" — non-defining relative clause + present perfect + hedging adverb (honestly) all in one breath. Also: "Having said that" (participle clause), "I'd be lying if I said I didn't" (conditional + reported speech).
The model answers naturally shift between present simple ('I work for'), present perfect continuous ('I've been toying with'), past simple ('I took a programming elective'), and conditional ('I'd like to'). This range is exactly what pushes you from Band 6 to 7+.
"steep learning curve", "getting the hang of it", "right up my street", "no easy feat", "take its toll", "make the leap", "day in, day out". These are woven into the narrative, not bolted on. Key: use 1–2 per answer, not 5.
"I'd say", "to be honest", "on the whole", "I wouldn't rule out", "I'd be lying if I said". Hedging shows you can express degrees of certainty — a Band 7+ skill. Avoid being too absolute ('I love it' / 'I hate it') — add shade.
"we often have three or four campaigns running at the same time", "keeping twenty-five seven-year-olds engaged", "I find I'm more focused after lunch, oddly enough". Specific, credible details that sound genuine rather than memorised.
"Sure, yeah", "so, well, basically", "I'd say", "to be honest", "you know", "right?". These signal confident, conversational speech. Band 7+ candidates use these purposefully — they buy thinking time without sounding uncertain.
"Having said that" (contrast), "But to be honest" (concession), "The trickiest part" (topic shift), "But I wouldn't swap it" (summary). Each marker guides the listener through your answer logically.
Key words to enunciate clearly: 'logistics' /ləˈdʒɪstɪks/, 'coordinator' /kəʊˈɔːdɪneɪtə/, 'campaigns' /kæmˈpeɪnz/, 'relentless' /rɪˈlentləs/, 'consulting' /kənˈsʌltɪŋ/. Don't swallow the '-ics', '-or', or '-nt' clusters.
13. High-Band Techniques (Band 7–8+)
These techniques separate competent speakers from outstanding ones. Each one targets a specific scoring criterion.
14. Self-Drill
Shadow-reading lines — say each 5 times aloud
"I've been working in this field for about two years now, which has honestly been a steep learning curve."
Focus on: linking 'working_in' (no gap), stress on 'TWO years' and 'STEEP', clear /-v/ in 'have'.
"Although the hours can be quite demanding, I find the work genuinely fulfilling."
Focus on: stress on 'QUITE demanding' and 'GENuinely', falling intonation on 'fulfilling'. Link 'find_the'.
"Having said that, I wouldn't swap it for a desk job — it keeps me on my toes."
Focus on: 'Having' starts high, 'said that' drops. Stress 'WOULDN'T' and 'TOES'. Clear /dʒ/ in 'job'.
Improv prompts — record yourself, no notes
"Do you prefer studying on your own or with other people? Why?"
Target: 4+ sentences · Use at least one frequency adverb, one relative clause, and one idiom from the phrase bank.
"What do you like most about your work / studies?"
Target: 4+ sentences · Use the PAC framework (Point → Amplify → Contrast). Include one feeling word beyond 'like/enjoy'.
"Has your career / study plan changed since you were younger?"
Target: 4+ sentences · Use at least two different tenses. Include a contrast (originally … but then …).
"If you could have any job in the world, what would it be?"
Target: 4+ sentences · Use Conditional 2. Include a reason and a specific detail about what the job would involve.
Vocabulary activation drill
Set a 2-minute timer. For each prompt below, speak for 30 seconds using as many expressions from the phrase bank as you can. Don't read — speak from memory.
- Describe a typical Monday at work/school.
- Explain why you chose your career/subject to a stranger at a party.
- Complain about the worst part of your job/studies to a close friend.
- Persuade someone to join your company/university.