IELTS Speaking Format

Part 1 Examiner introduces him/herself and 4 - 5 minutes

Introduction and confirms candidate's identity.
Interview
Examiner interviews candidate using
verbal questions based on familiar topic
frames.
Part 2 Examiner asks candidate to speak for 3 - 4 minutes
Individual 1-2 minutes on a particular topic based (includes
long turn on written input in the form of a general 1 minute
instruction and content-focused preparation
prompts. Examiner asks one or two time)
questions at the end of the long turn.
Part 3 Examiner invites candidate to 4 - 5 minutes
Two-way participate in discussion of more
discussion abstract nature, based on verbal
questions, thematically linked to Part 2
prompt.
 Interview, Part One
Lets talk about your home town or village.
What kind of place is it?

Whats the most interesting part of your

town/village?

What kind of jobs do people in your town/village

do?

Would you say it is a good place to live? [Why?]

 Interview, Part Two
Describe a teacher who has significantly
inspired you in your education.

You should say:

where you met them
what subject they taught
what was special about them

Explain why this person inspired you.

 Interview, Part Three
Developments in education
- (describe) changes over the last ten years in your country
- (compare) your experience of education with that of your parents
or grandparents
- (speculate) on likely changes in the next fifty years
A national education system
- (describe) your countrys aims for education
- (compare) expectations of todays school-leavers with previous
generations
- (evaluate) advantages/disadvantages of grouping learners by
ability
Different styles/methods of teaching and learning
- (describe) teaching styles/methods for different age-groups in
your country
- (suggest) your preferred method of learning
- (evaluate) advantages/disadvantages of grouping learners by
ability
 Speaking Contexts
IELTS Academic Settings

Pt 1:everyday interaction interactive/informational

--classes/labs
Pt 2: extended talk
--study groups
--topic development --office hours
semi-formal
Pt 3: express ideas, --academic seminars
opinions on broad topics formal
--presentations
 Speaking skills
Fluency/coherence
Lexical Resource
Grammatical Range/Accuracy
Individual presentation to whole class
 Research on Speaking

A. Brown (2006)
What features of speech distinguish candidate
performance?
F/C: total amount of speech
L/R: no linear increase in sophistication
GRA: little difference in complexity;
increase in accuracy
Implications for instruction

Fluency: extended talk; topic

development
Lexical Resource: terminology may
not be as important as idiom
Grammatical range: develop accuracy
(but dont impede fluency)
 Speaking tasks
Presentations to small groups
Seminar discussions
Group presentation to whole class
Individual presentation to whole class
 Caveats
Key academic activities cant be
covered in tests:
reflection over time
synthesis of different ideas
development of language w/in knowledge context
Teaching to the test reduces
meaningful discourse