Most IELTS instructors spend more time second-guessing the difference between a Band 6.5 and 7.0 than they do actually teaching. I built this checklist to fix that.
This isn’t just another rubric. It’s a high-precision audit tool designed for the "Marking Mountain." It breaks down the four official criteria—Task Response, Coherence, Lexical Resource, and Grammar—into actionable binary checks.
What’s inside:
•	The Logic Gate: Simple Yes/No checks to verify if a student actually met the descriptor requirements.
•	Coherence Mapping: A quick way to track cohesive devices without getting bogged down.
•	The "Sunday Saver" Workflow: My personal method for cutting marking time by 40% while increasing feedback quality.
I'm sharing this for free because the "Marking Mountain" is real, and teachers deserve better tools. (well, at least in my experience, a good checklist is the only thing that keeps us sane during exam season).


The 9-Band Examiner Audit: IELTS Writing Task 2 Checklist

In this worksheet we define the rainforests , talk about their importance , the dangers that they are facing and then we write about the actions we can take to save them.

Welcome to the Rainforest ,

Listen to the song and complete three tasks, including filling the blanks with one missing word, matching and choose the correct words. The lyric of this song is possitive and easy to follow.

Practice listening skill with a song named Fight Song.

A worksheet to discover how eight European cities celebrate Carnival. It includes a vocabulary exercise, some comprehension questions, a discussion activity and a writing prompt.

CARNIVAL ACROSS EUROPE (RC)

Worksheet for young learners and students with learning difficulties, elementary level. . The students have to look at the pictures  and read  the questions. They have to write a story by answering all the questions. Example for the teachers is included.



Picture story - A fresh juice

Students will write the meaning of the tourist attraction under the pictures and circle the adjective that their opinions. Positive adjectives are on the left side, negative adjectives are on the right side. 

Tourist Attractions

Students are expected to demonstrate writing skills by describing each image shown from the K Pop Demon Hunters movie and explaining what will happen next. There is a total of four images to write about.

K Pop Demon Hunters Simple Writing

This lesson for 9th-grade students focuses on the Present Perfect tense and its application in the context of tourism and progress in Tunisia. Students learn to use this tense to describe life experiences, changes over time, and actions that happened at an indefinite time in the past.

9th Grade - Module 4 - Lesson 3 - Tourism + Group Session

This lesson for 9th-grade students  explores the advantages and disadvantages of the internet and online shopping. The material covers key topics like cyberbullying, "fake news," and digital security, while providing a clear definition of the internet as a large system for sharing information.

9th Grade - Module 4 - Lesson 2 - Internet Shopping + Group Session

This lesson plan for 9th-grade students, titled "At the Airport," focuses on the theme of public and private services. The material guides students through identifying various community institutions such as hospitals, banks, and police stations and the specific services they provide to citizens.

9th Grade - Module 4 - Lesson 1 - At the Airport

This English test for 8th graders checks how well students can listen and use the language. In the first part, students listen to a conversation about two friends, Sophie and James, who are going shopping for a birthday party. The second part focuses on grammar and vocabulary, 

8th Grade - Mid Term Test n° 2

Level: B1–B2 - C2 (intro to reviews)

This worksheet helps students practise writing a review for exam preparation or general ESL writing development.

It includes:
• A high-level model review
• A weaker example for correction practice
• Band 3 sample answers for vocabulary and linker analysis
• Structured improvement tasks
• A clear review writing template
• A peer correction checklist
• Five additional exam-style review questions

Students analyse repetitive vocabulary, identify missing linking words, and upgrade low-band answers. The worksheet encourages independent thinking, vocabulary development, and structured opinion writing.

Suitable for exam classes, school assessments, and general review-writing practice.

Focus:
Review writing structure, linking words, developing opinions, vocabulary upgrade, peer correction.

Review Writing (Model Answers, Band Comparison & Error Analysis)

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

92,718 English ESL worksheets pdf & doc