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The most important language for all parts of the IELTS Speaking exam.
Written by Alex Case for EnglishClub
The IELTS Speaking test is taken one-to-one with an examiner and also recorded to be marked. After checking their ID, the examiner asks the candidate personal questions on two or three topics such as education and family. This is followed by a stage where the candidate gives a one- or two-minute mini-presentation on a topic given to them. They are given one minute to prepare and can make notes if they like. After one or two questions about what they said during their presentation, the examiner moves on to more general discussion of related topics.
Asking for clarification, e.g. when the question is ambiguous, and answering questions they might not have fully understood Filling the silence, e.g. when pausing for thought Having nothing (else) to say, e.g. because the question doesnt match their situation or they cant remember the information Making sure they have answered or are answering the question Getting back on topic, e.g. by asking for a reminder of what the question is Correcting themselves
Signalling the start and end of answers Expressing uncertainty and speculating Giving examples Talking about personal experience Generalising Giving and justifying opinions Comparing and contrasting Expressing preferences
Give students a list of questions that could possibly be ambiguous, e.g. How many people are there in your family? Someone asks one of the questions and their partner should confirm something about it (e.g. Including me?) before answering, using a different phrase each time. In pairs, give students different lists of questions which have very difficult vocabulary in them plus explanations of what those things are supposed to mean. Tell them that the person answering must confirm the meanings of the questions, using a different phrase each time.
Filling silence
Give students questions that are almost impossible to answer or will at least need thought. They give each other scores based on how little silence they leave and the range of language they use while thinking. Give students a task or game where they should speak as long as possible. They give each other scores based on how long they speak, but with points taken off for silence.
Nothing to say
Similar to the Asking for Clarification game above, students have to find a reason why they cant answer every question as it is asked, e.g. Actually, I had no choice for Why did you choose that subject?
Give students difficult to understand questions to ask each other. They should try to answer without asking what they mean, instead asking for clarification during or after their answer. (This is not a good tactic in the exam!)
Students give answers to Speaking Part Two questions without being able to look back at it during those two minutes. Their partner should try to spot when the person speaking has gone off topic, interrupt them, and continue answering the question after using a phrase like Anyway, or Getting back to the question, They can continue interrupting each other until all parts of the question are answered or two minutes is up.
Correcting
Give students answers to the questions that they are going to be asked that are probably slightly different from what their own would be, e.g. I was born about 100 kilometres from here for Where are you from? They should answer the questions with the sentences that they have been given, then correct themselves and give an
answer that is true, e.g. What am I talking about 100 km?? Its more like ten. Start and end
In groups of three, two students compete to be the first to speak when a question is asked, e.g. by launching straight in with a starting phrase like My first thoughts on that are before theyve even decided what they are going to say. However, if they then pause more than three seconds or go off topic their partner can interrupt them. Students try to give long answers to questions without pausing for more than three seconds, including clearly marking the end of what they are saying rather than just stopping or fading out.
Uncertainty/Speculating/Generalising
Students are given over-generalised sentences such as Japanese people think and must agree on a more accurate version such as Most Japanese people traditionally thought that
Examples
One student gives examples of something such as unpleasant things on holiday or consequences of global warming until their partners guess exactly what they are giving examples of. They must use a different phrase each time, i.e. they cant use the phrase For example more than once. Students take turns giving examples of something until one of them runs out of ideas.
Experience
One student talks about different experiences of one thing until their partners guess exactly what they are talking about. Tell them that they must use different phrases such as One time and When I was younger each time. One student gives true and made up examples of their personal experience of one thing and their partner should guess which arent true. Students talk about personal experiences and their partners should guess whether it was their own or someone elses.
Comparing/Contrasting
Students must answer all questions by comparing and contrasting, including ones where it wouldnt be necessary in the exam, e.g. Pasta, because its easier than potatoes for What your favourite dish?