IELTS Practice · The Ulysses Contract

B2/C1 Level · Reading · Writing Task 2 · Speaking Parts 1, 2 & 3

IELTS Speaking Part 1 — Warm-up (4–5 mins)

Short, personal questions. Keep answers natural — two or three sentences each. Don't memorise; just speak clearly.

Speaking Part 1 · rules and self-control
  1. Do you usually keep the promises you make to yourself? Why or why not?
  2. What kind of rules do young people typically set for themselves these days?
  3. Is it easier or harder to be disciplined now than it was when your parents were your age? Why?
  4. What do you do when you really need to focus on something important?
  5. Is there an app on your phone that you wish you used less? What stops you?

Key vocabulary (you'll meet all of these in the reading)

Click to reveal each definition. These are the chunks to recycle in the writing and speaking tasks today.

a Ulysses contract A decision made by your present self to restrict the choices of your future self. Named after Homer's hero.
to bind one's future self To limit, in advance, what the future version of you will be able to do.
pre-commitment The technical term for any device or decision that locks in a future choice now.
weakness of will The all-too-human failure to act on what you know to be right.
temptation-proof Adjective: structured so that a temptation, however strong, simply cannot be acted upon.
the attention economy The modern industries that compete for our limited attention — apps, feeds, notifications.
self-regulation The ability to manage one's own emotions, impulses, and behaviour to reach a goal.
to second-guess oneself To doubt a decision after you have made it — often the moment a Ulysses contract starts to work.

IELTS Reading Practice (20 minutes)

Read the passage once at normal pace. Then answer the question sets below. Aim to finish in twenty minutes — the real exam gives you roughly that per passage.

Time remaining: 20:00

Binding the Future Self

A. In Homer's Odyssey, the hero Ulysses is warned that his ship must pass an island whose inhabitants — the Sirens — sing a song so beautiful that any sailor who hears it will leap into the sea and drown. Ulysses, curious to hear the song but unwilling to die, devises an unusual solution. He orders his men to fill their ears with beeswax so that they hear nothing, and to lash him personally to the mast of the ship. Whatever he shouts as they pass the island, the men are to ignore him. They pass. Ulysses raves; the men row on; the voyage continues. Two and a half thousand years later, philosophers and economists have a technical name for what he did: a Ulysses contract, or, more generally, an act of pre-commitment.

B. Pre-commitment is everywhere in modern life, though it is rarely labelled as such. Savings accounts that physically cannot be touched until retirement; software that blocks distracting websites for the working day; the alcoholic who pours every bottle in the house down the sink before the weekend; the dieter who refuses to keep biscuits in the cupboard. Each is a small, private contract between the present self — clear-eyed, sober, planning — and the future self, who will inevitably face moments of weakness of will and may not, when those moments come, have the resources to resist alone. The mechanism is not willpower. It is architecture: the future temptation is made impossible, or merely very inconvenient.

C. Until quite recently, this idea was treated as a philosophical curiosity. The Norwegian thinker Jon Elster, in a famous 1979 book on the subject, framed the Ulysses contract as a fascinating paradox: was it really wise, or even fair, for the present self to constrain the freedom of the future self? Could a person genuinely make a binding decision on behalf of a self they had not yet become? These were attractive questions, and they kept philosophers busy for several decades. The world, however, has moved on, and the questions now look slightly different.

D. What has changed is the environment in which the future self lives. In 1979, the temptations facing an ordinary adult were largely accidental and infrequent — a cake in the kitchen, a bottle on the shelf, an unwise conversation at a party. Today, an entire industry of attention-economy companies designs, tests, and optimises temptations in real time, delivering them through devices engineered to be almost impossible to put down. The "future self" Elster wrote about was simply a slightly tired version of the same person. The future self today is a person being actively targeted, often by professionals with extraordinary resources, at the precise moment they are least able to defend themselves.

E. Against forces of that kind, raw willpower is no longer a reasonable plan. The young person who decides, by force of personal character alone, to spend less time on a particular social media application is in roughly the same position as a sailor who has decided, by force of personal character alone, not to be moved by the Sirens. Their character is not the problem. The problem is the asymmetry. A well-designed Ulysses contract — a screen-time limit set by a parent, an app deleted from the home screen, a phone left in another room during homework — restores some of that balance. It does not require the future self to be heroic. It simply removes some of the most engineered temptations from the field of play.

F. Critics of pre-commitment sometimes argue that it represents a failure of character: a properly self-regulated adult, they say, should not need to lock themselves out of their own choices. This view, however confident it sounds, has not aged well. It assumes a battlefield that has not existed for at least twenty years, and it places an unrealistic moral burden on individuals to outperform, on willpower alone, technologies specifically designed to overpower them. A more accurate reading is that pre-commitment has quietly stopped being an admission of weakness and become a basic feature of any serious modern life — not a confession, but a clear-eyed response to the world as it now is.

G. None of this means every pre-commitment is wise. Contracts that are too rigid, signed in haste, or designed for problems the future self will no longer face can become small tyrannies. The skill lies in knowing what to bind, when to bind it, and how loosely to tie the knot. But the wider point is that the question facing a thoughtful young person today is not whether to operate Ulysses contracts. It is which ones, against which threats, and how well-designed. The Sirens, it turns out, were never the unusual case. They were the rule.

Question Set 1 · True / False / Not Given

Do the following statements agree with the information given in the passage?

TRUE if the statement agrees · FALSE if it contradicts · NOT GIVEN if there is no information.

StatementYour answer
1. Ulysses' men were unable to hear the Sirens' song because their ears were stopped with beeswax.
2. Jon Elster argued that all Ulysses contracts are unfair to the future self.
3. Modern temptations are designed and refined by specialised companies.
4. The writer believes most young people today have better self-control than their parents did.
5. The writer thinks that all pre-commitments are equally useful.
6. The writer believes that pre-commitment should now be considered a normal part of a serious life.
Show Answers

1. TRUE — Para A: "He orders his men to fill their ears with beeswax so that they hear nothing."

2. NOT GIVEN — Para C tells us Elster framed the contract as a paradox and raised questions about whether it was fair. It never tells us what Elster's own conclusion was — so we have no evidence either way.

3. TRUE — Para D: an industry of attention-economy companies "designs, tests, and optimises temptations in real time".

4. NOT GIVEN — the passage compares conditions, not the self-control of generations.

5. FALSE — Para G: "None of this means every pre-commitment is wise. Contracts that are too rigid… can become small tyrannies."

6. TRUE — Para F: "a basic feature of any serious modern life… not a confession, but a clear-eyed response".

Question Set 2 · Matching Headings

Choose the best heading for each paragraph (A–G) from the list below.

1.The structure of pre-commitment in everyday life
2.The classical story behind a modern idea
3.How the environment of temptation has changed
4.The limits of well-designed contracts
5.An outdated objection
6.Why character alone is no longer enough
7.The philosophical debate of an earlier era
Show Answers

1. Para B · 2. Para A · 3. Para D · 4. Para G · 5. Para F · 6. Para E · 7. Para C

Question Set 3 · Summary Completion

Complete the summary using NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each gap.

The story of Ulysses gives us a 2,500-year-old example of (1) . Modern equivalents include savings accounts, blocking software, and other devices that work not through willpower but through (2) . Until recently, philosophers such as Elster treated this idea as a (3) . Today, however, the future self is targeted by an industry of (4) companies, which use technology designed to overcome ordinary self-control. The writer concludes that pre-commitment is no longer a (5) , but a sensible response to modern conditions.

Show Answers

1. pre-commitment (1 word). "Ulysses contract" (2 words) also acceptable.

2. architecture (1 word). From Para B: "The mechanism is not willpower. It is architecture."

3. philosophical curiosity (2 words). "Fascinating paradox" (2 words) also acceptable — both phrases appear in Para C.

4. attention-economy (1 hyphenated word). Direct quote from Para D: "an entire industry of attention-economy companies".

5. confession (1 word). Note that "admission of weakness" is 3 words (over the limit) and would need "an", not "a".

IELTS Writing Task 2 (40 minutes · 250+ words)

Task 2 · the prompt

Write about the following topic.

In today's world, people are constantly surrounded by distractions and temptations that are designed to be difficult to resist. Some people believe that, in these conditions, the best way to live a focused and productive life is to set deliberate restrictions on one's own behaviour — for example, by using apps to block other apps, or by giving phones away during exam periods.

Others argue that good self-control should come from within, and that relying on external restrictions is a sign of weakness.

Discuss both views and give your own opinion.

Write at least 250 words. You have 40 minutes.

Time remaining: 40:00

Planning frame — 5 minutes before you write

  • Introduction: paraphrase the prompt (do not copy it). State both views briefly. Give your opinion in the last sentence.
  • Body paragraph 1 (View A): the case for external restrictions / pre-commitment. Include one or two concrete modern examples (screen-time apps, deleted apps, phones left in another room).
  • Body paragraph 2 (View B): the case that good self-control comes from within. Take it seriously — don't strawman it.
  • Conclusion / your opinion: commit clearly to one side. Explain why — ideally in light of modern conditions (the attention economy, designed temptations).

Useful chunks for a strong Band 7+ essay

  • It is sometimes argued that… / There is a widespread view that…
  • On the one hand, … ; on the other, …
  • Those who hold this view tend to argue that…
  • A common counter-argument is that…
  • While there is some force to this view, it overlooks the fact that…
  • In the modern attention economy, …
  • For instance, … / A clear example of this is…
  • For these reasons, I would argue that…
  • In my own view, …
  • To conclude, …

Higher-band grammar to reach for

  • Inversion: Not only does pre-commitment reduce daily friction, it also…
  • Mixed conditional: If self-control were truly enough, we would not be seeing…
  • Concessive: While the argument from personal character is appealing, …
  • Cleft: What makes the modern environment different is…
  • Hedging: It seems reasonable to suggest that… / Arguably, …

Write your essay here

IELTS Speaking Part 2 · The Long Turn

You have one minute to prepare. Then you speak for between one and two minutes without interruption. Try to cover every bullet on the cue card.

Describe a rule or restriction you set for yourself that helped you achieve something.

You should say:

  • what the rule or restriction was
  • why you set it for yourself
  • how you managed to stick to it

And explain whether you would set the same rule again, and why.

Time remaining: 2:00

One-minute prep frame

Jot a few keywords — not full sentences — under each heading. Use the cue card as a structure, then expand naturally when you speak.

  • What: the specific rule (e.g. no phone during homework / no social media after 9pm / running 3 times a week)
  • Why: what was at stake, what was failing without it
  • How: the actual mechanism (deleted app, asked parents to hold device, written promise, etc.)
  • Would you again? Why or why not — ideally with one specific outcome.

Band 7+ vocabulary to reach for

  • "I decided to set myself a rule about…"
  • "I knew I couldn't rely on willpower, so I…"
  • "What pushed me to do this was…"
  • "To make sure I stuck to it, I…"
  • "Looking back, I would honestly say that…"
  • "It paid off, because…"
  • "In hindsight, I'd do exactly the same thing / I'd tweak it slightly by…"

IELTS Speaking Part 3 · Discussion (4–5 minutes)

Now the examiner asks deeper, more abstract questions linked to your Part 2 topic. Answers should be longer, more developed, and more analytical than in Part 1. Give an opinion, justify it, give an example.

Theme 1 · self-discipline in modern life
  1. Do you think it is harder for young people today to be disciplined than it was for previous generations? Why?
  2. Some people say that "willpower is enough" if you really want something. To what extent do you agree?
  3. Why do you think so many people now use apps to control how they use other apps?
Theme 2 · technology and choice
  1. How has technology changed the kind of temptations people face on a daily basis?
  2. Some technology companies design their products to be as engaging as possible. Is this a problem, or simply good business?
  3. Should governments do more to limit how addictive certain apps and platforms can be? Why or why not?
Theme 3 · education and self-knowledge
  1. Should schools teach students how to manage their own attention and self-control? If so, how?
  2. What is the difference between discipline that is imposed by others and discipline that comes from within? Is one more valuable?
  3. At what age do you think a young person should start making serious decisions about restricting their own behaviour? Why?

How to build a Band 7+ Part 3 answer

  • Position: "Personally, I would argue that… / I'd say, on balance, that…"
  • Reasoning: "The main reason for this is that… / This is partly because…"
  • Example or evidence: "Take, for instance, … / A good example of this would be…"
  • Counter and concession: "Of course, some would say… ; however, …"
  • Hedge: "It does seem reasonable to suggest, though, that…"
  • Higher-grammar move: "Were schools to begin teaching this properly, … / Not only does the modern environment encourage distraction, it actively rewards it."