What’s the test like?
The speaking test will take about 11 to 14 minutes to complete. There are three sections in total.
These are as follows:
Part 1 – Introduction and interview. This lasts for about 4 to 5 minutes. In this section, the Examiner will introduce him/herself and ask you questions about yourself.
Part 2 – Individual long turn. Part 2 lasts for about three to four minutes. In this section, you will be asked to prepare and give a short talk for about one to two minutes on a given subject.
Part 3 – Two-way discussion. Part 3 lasts for 4 to 5 minutes. In this section, you will be asked to have a short discussion linked to the subject you spoke about in part 2.
Assessment
Overall, you will be assessed on your:
> fluency and coherence
> vocabulary
> range of grammar and accuracy
> pronunciation.
This means that all of your preparation must concentrate on these areas. Check the IELTS speaking band descriptor for a more detailed description of the criteria the examiner will use to assess your speaking.
Part1 - Introduction and interview
During Part 1, the Examiner will introduce him/herself and ask you some questions about yourself. This is the start of the test, and it will set the scene for the remainder.
Think of the Examiner as being just like your teacher. In fact, most examiners are usually teachers, so they’ll understand how you feel, because some of their own students will feel the same. They’re not there to catch you out. Indeed, they’ll want you to do well and will do everything that they can to make you feel comfortable.
The Examiner has a set of questions. When you’re asked a question, try to answer it without repeating the whole question in your answer. For example:
If you are asked ‘What's the most interesting thing about your hometown?’
Don't reply ‘The most interesting thing about my hometown is…’
Just say ‘It's…’
Then, you can expand on your answer, if possible, by adding something like: ‘Most people find this interesting because…’
You can then add a synonym of the words used by the Examiner. So, instead of interesting say something like: ‘Most people find this fascinating because…’
So, don't try to ‘fill up’ your answer by repeating the question back to the Examiner and try to add a little ‘extra’ to show off your English. Remember, it's a conversation with the Examiner. He/she will want to see if you are fluent and coherent. They can't do this if you just repeat back large chunks of a question! Examiners are looking for your own ideas.
The topics are usually very familiar and the Examiner normally asks you about yourself. Try to give examples and create ideas, willingly. Never say, ‘I don't know.’
Giving Full Answers
Impress the examiner with your ability to give full answers to his or her questions. To avoid simple yes or no answers or short responses generally, try using the REDS method to add detail to your initial response:
• Give a Reason
• Offer an Example
• Give Details
• Speculate
REDS in Action:
Question: What job would you like to do?
Answer (Reason): I've always wanted to be a vet. I love animals and I think it would be a very rewarding job.
Question: What skills do you need for this job?
Answer (Example): I think you need to be sensitive to people's feelings. If you're dealing with their sick or injured pets, you need to be honest but also appreciate how they might be feeling.
Question: Where do you come from?
Answer (Detail): I come from Mashad in Iran. It's well known as a religious centre and is really crowded most of the year.
Question: Do you often go out to restaurants?
Answer (Speculate): Unfortunately, since I had my baby, no. If I had the chance I'd really like to eat out more often, especially in Chinese or Italian restaurants.
Part 2 - Individual long turn
During Part 2, you’ll be given a topic on a task card which you will NOT be able to change. You’ll be given about one minute to prepare. Then you’ll be required to speak for about two minutes on the topic, by yourself. During this time, the Examiner won’t interrupt you and won’t ask you any questions.
Use the time to plan what you’re going to say! A lot of candidates don’t plan what they’re going to say. You won't impress the Examiner if you start speaking immediately without planning, whatever your level of English. Always make a brief written plan, as this will help to keep you on the subject. By following the plan, you won't wander away from the points you’re being asked about. The point is, if your talk isn't organised, you’ll lose marks. Remember, you’re being tested on your fluency and coherence. Coherence means that you must follow a logical and clear argument when you speak.
Don't worry if you have to make up what you are going to say. You’re not been tested on the actual content of what you say, but more on how you say it in English. Keep to the point, and make what you say relevant. Being relevant is just as important as being fluent. In fact, you won't be able to say more than about 200 to 250 words in the two minutes you have available. So, never worry that you won't be able to fill the time! Two minutes will go really quickly… if you have a plan.
Also, don’t worry if you don’t get around to covering all the details mentioned in the task card. In other words, if your speech is cut short by the examiner at the end of the two minutes when you are still talking about, say, the third point on the card and have not yet addressed the last question, you would not be penalised for this. The prompts on the task card are to give you ideas to help you sustain the long turn. You are assessed on the sample of language you give rather than on whether you use all the prompts.
The task card usually asks you to describe something and then give reasons for your choice. So, for each point, write only one or two words for each prompt. In total, you should only write about 20 words in your plan.
During your planning, try the following:
> Write notes and don't write whole sentences.
> Write the points in a list and in order.
> Make a gap between, or draw a line between, words relating to description and explanation.
> Use nouns, verbs, adverbs and adjectives for your notes.
As you speak, look at the list that you’ve made so that you can organise your answer. This will ensure that you answer all parts of the task. Think about connecting words and phrases that will guide you as you speak. However, don't try to write these down in the notes; you won't have enough time. Try to practise your organisation as much as you can before taking the test. Practise making notes and then using them to help you speak. Learn how to build what you say, around your brief notes.
Don't try to learn set phrases before taking the test, as this will just sound false. But, do learn words and phrases that will prompt and guide you when planning your talk. One good way to practise is to record yourself. By making a plan, and then recording yourself for two minutes, you can see how much you need to write down to fill two minutes. Remember, only use headings in your planning notes. Don't try to write full sentences; you simply won't have the time.
Here’s a list of prompt words that you can use to help you prepare:
Introductory phrases - when you start your talk:
> I’m going to talk about…
> I’d like to talk about…
> I want to talk about…
> What I'm going to talk about is…
> I'm going to describe…
Developing phrases - when you want to expand your argument:
> First of all…
> Secondly,…
> Additionally,…
> Another thing…
> Another reason why…
> What’s more,…
Background phrases - when you want to add some detail:
> It's near…
> It happened…
> It took place…
> It’s been going on for/since…
> At that time…
Impression phrases - when you want to say something that made an impression on you:
> … impressed me
> … motivated me
> … moved me
> … disturbed me
> … touched me deeply
> … had an effect on me
> … affected me
> ... influenced me.
Things you like phrases - when you want to describe or talk about things you like:
> I like… most of all
> I enjoy…
> I love doing...
> I’m a big/great fan of…
> I’m really keen on…
> I’m so much into…
> … really appeals to me because…
You can also use synonyms of words which appear on the task card given to you by the Examiner.
For example, if you see the word ‘benefits’, think of synonyms such as ‘payback’, ‘profit’,‘advantages’, ‘positive aspects’ and so on. By using synonyms in this way, you’ll show the Examiner that you’re fluent in your use of English and that you’re capable of using extra words.
Try to prepare your own examples of synonyms for common words. A good method of doing this is making a list of common words and then, using a word processing package on a PC, making an equivalent list of synonyms.
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